LEARNING BEGINNER A1

VOICES

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TEACHER’S BOOK

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CARMELLA LIESKE
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Voices Teacher Resources

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ELTNGL.com/voicesresources
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Username: VoicesTeacher
Password: Teach_Voices
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ON THE COVER
A woman has her photo taken on top of
Monserrate Hill in Bogotá, Colombia. Monserrate
Hill is a popular place for people to visit. They can
enjoy the beautiful views.
© Juan Arredondo
VOICES

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BEGINNER

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CARMELLA LIESKE

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LEARNING

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

 LEARNING

National Geographic Learning, © 2022 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
Voices Beginner Teacher’s Book, 1st Edition permission of the copyright owner.
Carmella Lieske
“National Geographic”, “National Geographic Society” and the Yellow Border
Publisher: Rachael Gibbon Design are registered trademarks of the National Geographic Society
Commissioning Editor: Kayleigh Buller ® Marcas Registradas

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Managing Editor: Derek Mackrell
Associate Development Editor: Clyde Don Bhasy For permission to use material from this text or product,

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Assistant Editor(s): Chong Jin Teh, Dawne Law submit all requests online at cengage.com/permissions
Additional Editorial Support: Sarah Jane Lewis Further permissions questions can be emailed to

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Director of Global Marketing: Ian Martin permissionrequest@cengage.com

Product Marketing Manager: Caitlin Thomas

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Heads of Regional Marketing:
Teacher’s Book:
Charlotte Ellis (Europe, Middle East and Africa)
ISBN: 978-0-357-44297-5
Irina Pereyra (Latin America)

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Justin Kaley (Asia)

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National Geographic Learning
Joy MacFarland (US and Canada)
Cheriton House, North Way,
Production Manager: Daisy Sosa
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Andover, Hampshire, SP10 5BE
Media Researcher: Leila Hishmeh United Kingdom

Art Director: Brenda Carmichael

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Locate your local office at international.cengage.com/region
Operations Support: Hayley Chwazik-Gee
Visit National Geographic Learning online at ELTNGL.com
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Manufacturing Manager: Eyvett Davis

Visit our corporate website at www.cengage.com
Composition: Composure
Audio Producer: New York Audio
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Advisors: A. Pilar Calatayud Díez, Bárbara Cuesta

Bellido and Nieves Gómez Belda
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Printed in the United Kingdom by Ashford Colour Press

Print Number: 01 Print Year: 2022
 Contents
Scope and sequence 4
Welcome to Voices 8
Voices Digital Resources 10
Student’s Book unit walkthrough 12
Learn More About Voices 18

1 Hello! 20

2 My home 36

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3 My stuff 52

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4 Habits 68

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Inside or outside? 84

6 Food around the

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100
world
7 Family and friends 116

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Things we can do 132

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10 Staying healthy 164

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11 People from the past 180

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12 My story 196
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Vocabulary and grammar reference 212

Vocabulary and grammar
reference answer key 217
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Photocopiable resources
Communication activities 218
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Vocabulary activities 246

Grammar activities 259
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Pronunciation activities 285

Mediation activities 300
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Classroom teaching tips 316

Workbook answer key 319
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Credits 333
Pronunciation chart 336

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Scope and sequence
GRAMMAR VOCABULARY PRONUNCIATION

1 Hello!
Pages 10–21
present simple be
(singular); yes/no
questions with be
countries;
nationalities;
numbers (0–10)
stressing syllables; stressing
important words
(singular)

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2 My home present simple be
saying contractions of be;

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rooms in a
Pages 22–33 (plural); questions
house; places understanding intonation in
with be (plural);
in town questions

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who, what, where

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3 My stuff
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this, that, these,
Pages 34–45
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those; possessive
travel items; saying /ð/; saying your and
colours their
adjectives and ’s
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4 Habits present simple;

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numbers
Pages 46–57 present simple
(11–100); days saying /ʌ/; saying /ju:/
questions; adverbs
of the week
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of frequency
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5 Inside or
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common
like, love and don’t saying /ŋ/; understanding
outside? like + -ing form;
activities;
connected speech: would
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months and
Pages 58–69 prepositions of time you
seasons
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6 Food around
the world
countable and
uncountable nouns;
how much and how
food; places for
groceries
understanding of;
understanding the h sound
Pages 70–81 many

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 COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING

conversations
an article about
between people talking about
where people are an online profile;
exchanging introducing yourself your information numbers; hellos and
from; scanning for using capital letters
numbers; listening goodbyes; jobs
names and places
to long numbers

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an article about an interview with an email about
talking about where

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tiny houses; explorers about their interesting tourist asking where
email subject lines things are; writing
understanding hometowns; getting sites; writing a things are
friendly emails

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new words ready to listen friendly email

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an article about
things people an interview with a social media post ap asking questions
take on trips; explorers about about a special asking questions to to understand;
giving reasons
understanding colours; listening for item; checking understand describing special
commas and the important words your writing things
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word and
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an article about a an interview with

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an email about
long trip to work; explorers about their using the making plans;
a work meeting; making plans
scanning for useful workdays; listening correct tone writing work emails
writing work emails
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information for tone

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descriptions of the
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tips about fun things seasons in three

a bucket list; inviting people to ordering inviting people;
to do at home; different countries;
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writing lists do things information activity verbs

getting ready to read knowing what to
listen for
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talking about
an interview with
an article about spicy understanding uncountable nouns;
explorers about a restaurant review;
food; skimming ordering food how the author ordering food;
groceries; writing writing main ideas
a text feels good, bad and OK
notes
feedback

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Scope and sequence
GRAMMAR VOCABULARY PRONUNCIATION

present simple

7 Family
friends
and questions
(yes/no); present
simple questions
family members;
appearance and
personality
saying short and long vowel
sounds; saying words with gr
Pages 82–93 (open questions);
adjectives

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8 Things we common

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can and can’t; and, abilities; stressing can’t; saying the
can do or, but, because adjectives for letter g

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Pages 94–105 animals

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9 Travel hi
different ways
Pages 106–117
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there is and there
to travel; the saying /w/ and /v/; saying /θ/
are; object pronouns
weather
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10 Staying
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present continuous; body parts; understanding word groups;

healthy present continuous
vs present simple
exercise and
training
understanding intonation in
directions
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Pages 118–129
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11 People from
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past simple be; understanding was and

life events; past
the past questions with were; responding to good
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time expressions
was / were and bad news
Pages 130–141
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12 My story
Pages 142–153
past simple (regular
verbs); past simple
(irregular verbs); past
life stages;
feelings
saying syllables with two
vowel sounds; stressing
words in questions
simple questions

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 COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING

an article and
explorers describe a text message
infographic showing
people they asking for help; finding things in
about family size; showing appreciation appreciation;
know; listening to explaining your common
understanding describing people
descriptions reasons
purpose

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an article about an explorer describes

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a job application asking for and
virtual reality; an interesting knowing what
form; applying for asking for help offering help; job
understanding animal; listening for skills are important
a job application forms

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pronouns general information

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two advertisements
an article about two
about two making a phone
amazing journeys;
interesting places;
a postcard; using
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speaking on the
reasons for writing booking; writing
understanding words exclamation marks phone
listening to about travels
in brackets
advertisements
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a poster about two explorers talk

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time expressions;
mental health; about how they a survey report; asking for and giving understanding
directions;
understanding exercise; listening for writing a report directions charts
describing change
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headings specific information

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explorers talk about

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an article about an expressions for

their favourite a historical person’s
actress with a second explaining why showing interest;
historical events; profile; writing a showing interest
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life; understanding someone is special talking about

understanding small person’s profile
time order important people
and large numbers
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an explorer shares your life story; phrases to explain

an explorer’s life
a funny story; including using English in the guessing what the a word; expressions
story; understanding
understanding funny interesting real world reader wants to talk about the
voices and audiences
stories information past

Reflect and review Page 154 Grammar reference Page 166 Extra speaking tasks Page 179
Vocabulary reference Page 160 Irregular verbs Page 178 Audioscripts Page 182

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Welcome to VOICES
As educators, we want students
to transfer what they learn in the
classroom into meaningful interactions
in the real world. Voices focuses on

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building language skills, and also the
intercultural and interpersonal skills

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students need for communicative

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success.
Each lesson of Voices features real-

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world content that students can relate
to, while carefully sequenced tasks

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develop students’ reading, listening,

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writing and speaking skills and offer a
progressive level of challenge designed
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to motivate and build confidence.
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STUDENT’S BOOK
In the Voices Beginner Student’s Book, teachers and Activities move from controlled practice to freer, more
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students are presented with twelve topic-related units. personalized tasks.

Each unit has the same structure and clear signposting
• Each unit has two clear topic-related vocabulary sets
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throughout (see ‘Student’s Book unit walkthrough’ for

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that students can put into practice through activities

a detailed overview) so that teachers and students know
and personalized speaking tasks.
what to expect in every unit.
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• At the beginning of each unit and lesson, teachers and • Listening lessons expose students to a wide variety of
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students are presented with a set of goals so that authentic accents and listening text types.
learning is focused and purposeful.
• Writing lessons follow a process writing approach,
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• National Geographic Explorers feature throughout providing a model and scaffolded steps to enable
the Student’s Book, sharing everyday stories that students students to produce a wide variety of text types
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can relate to and modelling language for students to use independently.

as a springboard to develop their own voices.
• Communication skills give students the opportunity
• Reading lessons introduce real world topics through to learn strategies to become confident and
a variety of text types while also developing students’ successful communicators. These lessons engage
reading sub-skills and critical thinking. students with a range of hypothetical situations, and
get them to analyse and reflect on the way that they
• Each Voices unit features grammar points communicate inside and outside the classroom.
contextualized within a reading or listening text.

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• Students are encouraged to communicate in every
lesson of Voices – we don’t believe in a silent
classroom! Voices provides opportunities to
communicate in a wide variety of formats, including
pair and group activities, classroom discussions,
roleplays and debates.
• Two ‘Clear Voice’ pronunciation sections in every
unit focus on intelligibility and developing students’
ability to express themselves clearly and confidently.
• A rich reference section at the back of each
Student’s Book provides students with structured
language support. It includes a vocabulary
reference complete with wordlists and activities, a
grammar reference with detailed explanations and
extra activities and the Student’s Book audio script.
• At the end of each unit, students are invited to
‘reflect and review’ what they have learned so far
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using the learning goals at the beginning of each
unit as a guide. The ‘Explore More!’ feature, which
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can be found throughout each unit, suggests ways in
which the teacher and student might want to learn
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more about the topic featured in each lesson.
WORKBOOK
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The Voices Workbook provides extended practice of the
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skills and language students have already encountered
in the Student’s Book.
In addition, the Workbook provides students with
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opportunities to take ownership of their learning
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through an integrated Learning to learn development
programme. These features provide learner guidance
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on methods of improving language learning and
study skills outside the classroom to equip students to
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become lifelong learners.
Each Workbook unit has been separated into sections
rather than lessons so that teachers can take a flexible
approach to assigning homework, depending on how
much of the lesson or unit is covered in the lesson.
There are suggestions for how to assign these sections
in the teacher’s notes.
The Voices Workbook includes:
• Topic-related reading and listening texts with related
activities.
• Further practice of all the grammar and vocabulary
covered in the Student’s Book, plus more
pronunciation activities and audio.
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• Optional ‘Learning to learn’ activities.
• Review sections for each unit, enabling students to
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check their progress.
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• Audio available on the student and teacher
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companion sites.
The Workbook is available with or without answer key.
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TEACHER’S BOOK
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The Voices Teacher’s Book provides a comprehensive set
of resources to help you effectively plan and teach your
lessons. It includes:
• An overview of the goals of each lesson, and a list of
related photocopiable and Workbook resources.
• Extra activities to suggest ways to further exploit, or
build on, the Student’s Book activities.
• Language notes that provide guidance on explaining
the main grammar, vocabulary and pronunciation
points of the lesson.
• Extra photocopiable grammar, vocabulary and
pronunciation worksheets to consolidate learning,
which can be used in class, or assigned as out-of-class
additional language practice.
• Two communication worksheets per unit, which can
be used to provide extra speaking opportunities.
• A mediation worksheet for each unit to practise
various mediation techniques, as well as clear notes,
answer keys and a CEFR-mapped mediation chart to
help identify what the mediation task is practising.
• A bank of practical teaching tips for managing
classroom interaction, conducting language practice
activities and providing feedback and correction.
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Voices Digital Resources for …
PREPARATION
• The Professional Development
Video Collection is a set of video-
based professional development Starting with safe
resources developed by the Voices communicative tasks:

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author team and designed to help Offer multiple choices and polls
as you prepare to deliver engaging

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courses using Voices in all classrooms. Get students to rank their
classmates’ answers

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• Instructor resources available on the
companion site at ELTNGL.com/ Get students to brainstorm and

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list ideas in the chat box
voicesresources support lesson
planning through downloadable Give them a model answer to
materials like Teacher’s Books, video, follow

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audio, answer keys, assessment

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materials, worksheets and more. ap
LIVE LESSONS
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• The Voices Classroom Presentation Tool includes the complete Student’s
Book, Workbook, and corresponding video, audio and answer keys, as well
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as fun language games for use in class. The CPT is an effective classroom-
management tool for in-person and online learning.
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• Available through the Online Practice in the Learning Management System,

interactive Student’s eBooks provide a print alternative and include
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everything that a student needs to be an active participant in any classroom.

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SELF-STUDY
• Voices Online Practice enables students to practise and consolidate learning on the go or catch
up with missed lessons. It is mobile compatible, with an integrated Gradebook to assign work,
automatically mark activities and provide teachers with individual and whole class reports. The
Online Practice includes full skills coverage, progress checks with remediation function and voice
recognition abilities.

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ASSESSMENT
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Voices supports teachers and learners throughout their English learning journey to achieve real-
world success. Its approach to assessment centres on supplying students with the strategies and
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opportunities for reflection they need to become self-directed learners, and providing teachers with
a toolkit to place learners, to monitor progress and to evaluate learning.
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For students:
• The clearly articulated goals in the Student’s Book at the start of each unit and lesson help students
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set clear learning objectives.

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• ’Reflect and Review’ sections in the Student’s Book and ’Learning to learn’ strategies in the
Workbook encourage students to reflect on their own progress towards meeting their goals.
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• Progress checks in the Online Practice provide students with adaptive remediation tutorials and
activities that reinforce the lessons in the Student’s Books.
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For teachers:
• For simple and reliable placement, the National Geographic Learning Online Placement Test is a
mobile-friendly solution that provides student alignment to the CEFR, recommends placement within
the Voices programme and delivers a skill-specific report for each test-taker.

• The integrated Gradebook in Voices Online Practice generates reports on student and class
performance, functioning as a formative assessment resource and a teacher time-saving tool.

• The Voices Assessment Suite offers pre-made and customizable tests and quizzes for monitoring
and evaluating student progress, providing both formative and summative assessment.

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Student’s Book unit walkthrough
TEACH WITH CONFIDENCE THROUGH A CONSISTENT LESSON SEQUENCE.

The Unit Opener spread introduces students to the topic and sets
their expectations for the unit through vibrant photography, real and
relatable National Geographic Explorer videos and clear learner goals.

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Learner goals are presented at the beginning

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of each unit so that students know exactly

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what to expect.

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GOALS
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• Understand the purpose of a text
• Ask questions with the present simple
• Talk about people in your family
• Listen to descriptions of people
• Show appreciation
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• Write a text message asking for help

A family camping together 1 Work in pairs. Discuss the questions.

at Lake Dukan, Iraq. 1 Look at the photo. How many family members can
you see?
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2 Is this family big or small?

WATCH

2 7.1 Watch the video. Are the sentences true

(T) or false (F)?
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NATIONAL GEOGRAPHIC EXPLORERS

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ELLIE DE CASTRO LIA NAHOMI KAJIKI

1 Ellie lives with her mum and dad.
2 Ellie’s sister has three children.
3 Lia has two sisters.
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4 Lia and her sisters live in the same city.

3 Make connections. Work in pairs. Which family is
more like yours? Why?
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My family is like Ellie’s family. I don’t have a sister, but

I have one brother. He has two children too.
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Students are introduced to National Geographic Explorers

through bite-sized personal videos. They share snapshots from
their everyday experiences that students can easily relate to
and use as a model for interaction. Guided speaking activities
encourage them to make connections with their own lives.

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 Lesson A presents topic-related vocabulary and provides
students with a rich, topical input as a springboard for
reading and critical thinking skills development, as well as
opportunities for peer interaction.

7A

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LESSON GOALS
• Talk about people in your family
• Understand the writer’s purpose

My family • Understand an article about families

around the world

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VOCABULARY READING
A family from
1 Work in pairs. Answer the questions. 4 Look at the Reading skill box. Then read the
Belo Horizonte,
1 Do you have a big or small family? article quickly. What is the purpose of the
Brazil.

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2 How many people live in your house? article? Circle the answer below (a or b).

2 7.1 Listen to and repeat the family words. READING SKILL

Then write F (female) or M (male) for each word. Understanding purpose

1 son daughter Writers write articles for different reasons. The

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2 mother father reason is the purpose. For example:
3 grandfather grandmother 1 to describe something (e.g., a magazine article
describing a city)
4 brother sister
2 to teach people how to do something (e.g., a book
5 wife husband explaining how to cook Thai food)
3 Look at the family tree. Circle the correct 3 to give an opinion (e.g., an article about why
answers. someone likes their big family)

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1 Lana and Tim are Mitra’s parents / children.
a to describe families around the world

FAMILIES AROUND THE WORLD

2 Sam is Mel’s father / mother. b to show us that big families are better

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3 Joy is Mitra’s daughter / son.
5 Read the article. Complete each sentence with
4 Julian is Joy’s brother / sister.
one word from the article.
5 Mel is Mitra’s wife / husband. 1 How big is your family? Are other families in your Why are these places different? One reason is the
1 In parts of Africa, the Middle East and Asia,
6 Pete is Jared’s grandmother / grandfather. country like your family? What about families in 10 number of children. But this is not the biggest reason.
Go to page 163 for the Vocabulary reference.
families are often .
2 In Europe and the US, families are often
ap other countries?
In some parts of Africa, the Middle East and Asia,
In places with small families, parents and children live
together, but not grandparents. In places with big
. families, children, parents and grandparents all live
Pete Sam Lana Tim 5 families are often big: many family members live
3 In places with big families, children often look after together. Children often help look after their parents
together in one home. In Europe, the US and
their when they get old. 15 when they get old, and grandparents help look after
other parts of Asia, families are often small: only a
4 In places with big families, grandparents often look their grandchildren.
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few family members live together.
after their .
6 Work in pairs. Look at the graph and discuss. NUMBER OF FAMILY MEMBERS PER HOME
1 Which countries have more than three family
Selina Mel Mitra Kyle members living together?
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Senegal 8.3
2 Which country is your family like?
UAE 5.3
SPEAKING India 4.6

7 Work in pairs. Turn to page 179. Read the Peru 3.6

information and draw a family tree. US 2.5
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Julian Joy Jared A: Who’s Michael’s sister? Japan 2.4

B: His sister is ... Italy 2.3
8 Work in pairs. Draw your family tree. Explain it Germany 1.9
to your partner.
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This is my family. I have one brother and ...

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EXPLORE MORE!
How big are families in your country? Search online for ’family size + [your country]’. Is your family big or
84 small for your country? 85
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Carefully sequenced activities ‘Explore More!’ activities propose a variety of optional

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give students practice at ways in which teachers and students can engage with
applying strategies to help the unit topic and develop learner autonomy. Further
them become more confident guidance on how to exploit this is in the Teacher’s
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readers inside and outside the Book notes.

classroom.

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STUDENT’S BOOK UNIT WALKTHROUGH

Lesson B introduces the first grammar point of the unit. The grammar is introduced in
context through a short text, an infographic, or a listening that often features the National
Geographic Explorers of the unit. Students progress through a series of controlled activities
that build to more personalized communicative tasks. Extended explanations and additional
practice are provided in the grammar reference section at the back of the book.

A guided discovery approach makes grammar

memorable: students first see the language in
context, then see the form explicitly presented,

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and are encouraged to notice its features.
Practice activities progress from controlled

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exercises to more open-ended tasks that require
students to use the language independently.

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7B
Happy families
LESSON GOALS
• Understand an interview about happy
families
• Ask different types of questions
• Practise long and short vowel sounds
4 Complete the yes/no questions with are, is, do
or does.
1 he have a grandmother?
PRONUNCIATION

8 7.3 Look at the Clear voice box. Listen and

repeat.

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2 your grandfather’s name Tomas?
Why are families happy? CLEAR VOICE
Happy families … 8 1 3 your sisters at university?
Saying short and long vowel sounds
4 they have a big family?

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know eat
There are five vowels in the English alphabet:
their together 5 your parents at the party?
family a, e, i, o, u
history
5 Read the Grammar box. Which question word In English, vowels can have different sounds. Here are
asks for a reason? some words with short and long vowel sounds.

7 2
ap GRAMMAR Present simple questions (open
Short vowel sounds Long vowel sounds
family name
questions)
talk to have fun red these
each other together Open questions can have many answers. To ask sister wife
open questions, use question word + be / do /
hot home
does + subject:
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What’s number two? husband usually
Who are their grandparents?
When do you eat together? 9 7.4 Write long vowel (L) or short vowel (S) for

Where are they from? each word. Listen, check and repeat.
1 hand same
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6 3 Why is it important?
How do I do that? 2 evening bed
celebrate help
Go to page 172 for the Grammar reference. 3 fish life
special events each other
4 long phone
6 Complete the questions with question words.
Where 5 excuse run
1 do you study?
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I study in New York.

SPEAKING
5 4 2
Because it’s hot!
do you like summer?
10 Look at the infographic again. Plan an activity
play games travel together
3 is the next class? for your family or friends. Think about the
together
following and make notes.
It’s at 2:15.
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1 Who would you like to invite?

4 ’s your friend’s name?
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2 Where is a good place for it?

Her name’s Badria. 3 What are the details of your plan?
5 do you play tennis with?
11 Work in pairs. Ask and answer questions about
I play with my brother Dimitri.
LISTENING AND GRAMMAR 3 Read the Grammar box. Do you use wh- question your activities in Exercise 10. Use wh- questions
6 do you spell your name? and how. Do you like your partner’s activity?
words like what or where in yes/no questions?
1 Work in pairs. Look at the infographic. Tick It’s Z-E-H-R-A. Why? / Why not?
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(✔) the three things you think are the most

GRAMMAR Present simple questions 7 Put the words in order to make present simple A: My activity is a big family meal.
important for a happy family. (yes/no questions) questions. B: Good idea. Who’s the cook?
2 7.2Listen to a family expert. Tick (✔) the Questions with be: 1 they / are / friends / your / ? A: Everyone!
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three things she says are important below. Are Is your family small? Yes, it is. / No, it isn’t. 2 football / your / does / like / sister / ?
your answers in Exercise 1 the same? Questions with do / does:
3 science teacher / your / is / who / ?
Happy families ... Do you eat at home? Yes, I do. / No, I don’t.
a eat together e play games together 4 your / what / father’s / is / name / ?
Does she talk a lot? Yes, she does. /
b have fun together f celebrate special events No, she doesn’t. 5 do / how / get / you / school / to / ?
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c help each other g talk to each other

Go to page 171 for the Grammar reference.
d travel together h know their family history

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With mutual comprehension as a goal, pronunciation points are integrated

into the lesson sequence. As well as presenting students with productive
points, giving them the opportunity to practise what they hear, students also
explore receptive points, taking the time to notice and understand without
being encouraged to produce them.

14
Lesson C develops transferable listening skills, presents a second topic-
related vocabulary set and introduces the second grammar point. There
is a strong focus on language needed for everyday communication.

Listening activities simulate real-

world situations and often feature
National Geographic Explorers.

ng
7C

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LESSON GOALS
• Talk about appearance and personality

She’s tall and she’s funny

5 Work in groups. Look at the Listening skill box. 8 Rewrite the sentences.

ar
• Understand people describing their best friends
• Use adjectives to describe people and things Then describe a person in your group to your 1 She has brown hair.
partners. Don’t say who it is. Your partners guess Her hair is brown .
the person.
2 Maya’s dress is beautiful.
VOCABULARY LISTENING LISTENING SKILL Maya has .

Le
Listening to descriptions
3 They live in a very big house.
1 Work in pairs. Look at the photos. How are the NATIONAL GEOGRAPHIC EXPLORERS
When you hear a description of a person, Their .
two people different? 4 7.7 Listen to Ellie de Castro and Lia Nahomi imagine what they look like. 4 My teachers are really nice.
A: Their hair colours are different. Kajiki. What words do they use to describe their 1 Pay attention to words that describe them.
I have .
B: She looks tall. He doesn’t look tall. best friends, Mittsu and Miriam? 2 Think about what they look like. Do they look like
A: Yeah. He’s short. someone you know?
Mittsu Miriam SPEAKING

c
hair 6 Read the Grammar box. Do adjectives have 9 Work in pairs. Look at the photo.
plural forms? Student A: Describe one person. Don’t say who it is.

hi
eyes • What do they look like?
GRAMMAR Adjectives • What do you think their personality is like?
height Adjectives describe nouns. Student B: Listen and guess. Which person is it?
You can use adjectives after be. She has a blue shirt. I think she’s very friendly!
personality
ap She is clever. Her eyes are blue.
You can also use adjectives before a noun.
10 Work in pairs. Choose a person you both know.
Think of different ways to describe them.
Ellie de Castro (left) and her best friend Mittsu. She is a clever person. She has blue eyes.
A: Well, Rami is Egyptian. He’s about twenty or
Go to page 172 for the Grammar reference. twenty-one …
B: Yes, and he has blue eyes. I like him because …
7 Correct one mistake in each sentence.
gr
1 Her eyes is blue. 3 I like people friendly.
2 My father tall. 4 Are they tall or shorts?
eo

2 7.5 Listen to what the people look like. Circle

the correct answers.
1 Jessica is tall / short.
2 Her hair is long / short and blonde / dark.
3 Antonio is tall / short.
G

4 His hair is long / short and blonde / dark.

Lia Nahomi Kajiki (right) and her sister Miriam.
3 7.6 Match the words and sentences. Listen to
check.

clever funny interesting nice quiet

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1 Antonio often makes me laugh.

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2 Jessica does very well at school.

3 Antonio is kind and easy to talk to.
4 Jessica has a lot of ideas. She’s never boring.
5 Sometimes, Antonio doesn’t talk much.
Go to page 163 for the Vocabulary reference.
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EXPLORE MORE!
What eye colours are common in your country? What eye colours are common around the
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88 world? Search online using the words ’common eye colours in [country]’. 89
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15
STUDENT’S BOOK UNIT WALKTHROUGH

Lesson D equips students with the language and communicative strategies to

navigate a wide range of interpersonal and intercultural situations. Guidance
is provided through videos and carefully staged tasks to enable students to
formulate their own response to hypothetical situations in the safe environment
of the classroom.

As well as topic-related vocabulary sets, students The ‘Own it!’ task at the end of each lesson

ng
are presented with everyday useful language encourages learner collaboration as students
chunks throughout the unit, ready to pick up and apply the language and communication
use in interaction inside and outside the classroom. skills to real-world scenarios.

ni
7D

ar
LESSON GOALS
• Learn how to show appreciation

Showing appreciation • Say words with the gr sound

6 Look at the Useful language box. Work in pairs. SPEAKING

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• Practise showing appreciation Which expressions explain why you’re happy
with someone’s work?
10 OWN IT! Work in pairs. Act out situations A–C.
Student A: Choose one situation. Help Student B, or
Useful language Showing appreciation do something nice for them.
Great work! Student B: Show your appreciation to Student A.
Good job! Follow the tips in the Communication skill box and
This is great. use the expressions in the Useful language box.
It’s perfect. A: Hey, are you hungry? Here’s some food ...

c
Everyone loves it. B: Oh, wow. Thank you very much. It looks great!
They’re really happy.
11 Work in groups of four. Watch another pair act

hi
It looks amazing.
Thank you very much. out a situation. Give feedback. Did they do a
good job?
7 Work in pairs. Complete the conversation with Wow! Great job, you two! That was amazing!
ap expressions from the Useful language box.
Tish: Hey, Jonah. I have your photographs. Great
1
! A
Jonah: Oh, wow. Really? You are at your
Tish: Yes, of course. They look 2 . office. Your partner
is very busy. You
Jonah: Thanks, Tish. I’m glad you like them.
gr
give them an
Tish: It’s not just me. Everyone 3 important report
them! We’re all really 4 . they need for a
Jonah: That’s great. I’m so glad to hear that. meeting tomorrow.
Tish: They’re 5 . Thank you
eo

6
!
People clapping 8 Work in pairs. Practise the conversation in
for a band in
Barcelona, Spain
Exercise 7. B You’re back from
a holiday. You
PRONUNCIATION
G

have a present
for your friend.
9 7.9 Look at the Clear voice box. Listen and
SPEAKING AND LISTENING. 4 Look at the Communication skill box. Which tip It’s something
repeat. your friend really
do you think is the most important?
1 Work in pairs. Discuss the questions. CLEAR VOICE wants. You give it
1 How do you feel when people help you? COMMUNICATION SKILL Saying words with gr to them.
Showing appreciation
l

2 What do you say when people help you? Words with gr can be difficult to say.
na

When people you work with do a great job,

2 7.8 Listen to two conversations between
show appreciation. Great work!
people at work. Do you think Cindy is friendly? Some words begin with gr:
1 Tell them ’great work’.
What about Pei Ling? Why?
2 Explain why you are happy. green C You’re working
gram on a school
3 Say ’thank you’. project with your
MY VOICE grandmother
friend. You’re
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3 7.2 Watch the video. What is showing 5 Work in pairs. Do you always have to follow all Some words have gr in the middle:
both hungry. You
three tips in the Communication skill box? Think agree go to a café, and
appreciation?
about these situations. What do you do? hungry come back with
a asking someone how they did something
1 Someone holds a door open for you. photograph some delicious
at

b telling someone you’re happy with their work sandwiches.

2 A family member cooks you an amazing meal.
c telling someone their work is OK 3 A friend plans the perfect holiday for you.
EXPLORE MORE!
What are some other ways to show appreciation? Search online for ’good ways to show appreciation’.
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Lively lesson videos illustrate communicative scenarios Every pronunciation point is accompanied by an audio track.
and provide insight into different communication In many of the productive pronunciation points, students will
styles. Students are encouraged to reflect on their hear two models – a speaker of British English first, followed
own interactions and are provided with ready-to-use by another global English speaker.
tips to promote effective communication.

16
Lesson E develops transferable writing skills through a clear,
step-by-step approach that guides learners to put the grammar
and vocabulary from the unit to use in their own writing.
7E
My friend is in town
SPEAKING
1 Work in pairs. Discuss the questions.
1 Do you and your friends have similar personalities?
2 Do your friends enjoy the things you enjoy?
3 Do you like spending time with people who aren’t
like you? Why? / Why not?
READING FOR WRITING
2 Read the text messages. Then look at the people
in the photo above. Which one is Hiroto?
3 Look at the Writing skill box. Answer the
questions.
WRITING SKILL
Explaining your reasons
When you want someone to help you, it
helps to explain ...
• what you want them to do.
• why they are right for the job.
• why they will enjoy it.
1 What does Niko want Emre to do?
2 Why is Emre the right person for this?
l
3 Do you think Emre will enjoy helping Niko?
na
92
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42951_U07_082-093.indd 92
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A practical writing model acts
as a point of reference and an
N
aspirational goal for students as
they are supported to produce a
personalized text of the same genre.
©
The ‘Check’ and ‘Review’ sections at the end
of the lesson get students into the habit of
reviewing their own work and that of their
peers to identify ways to improve it through
subsequent edits.
ng
LESSON GOALS
• Use reasons to explain things
• Learn new ways to describe people
4 Look at the Useful language box. What words 7 Work in pairs. Look at your Venn diagrams. Are
• Write a message asking a friend for help can you use to make adjectives stronger? Malik and Hussam similar or different?
Useful language Describing people WRITING TASK
ni
Appearance
8 Make notes. A family member is in town. You’re
She’s (tall).
busy. You want your friend to show your family
He has (brown eyes / short hair).
member your town. Think of the following:
ar
Personality 1 What is your family member’s personality like?
He’s really (nice). 2 What does your family member look like?
She’s very (interesting).
3 What do your friend and family member have in
Other information common?
Le
He’s old / young / (nineteen) years old. 4 Why will your friend enjoy helping you?
She’s from (Portugal).
He’s a (university student). 9 WRITE Write a text message to your friend. Ask
She looks like (your friend Maya). for help. Use your notes in Exercise 8 to help you,
and Niko’s text message as a model.
5 Complete the description with words from the 10 CHECK Use the checklist. My text message …
Useful language box.
says what I need help with.
My brother’s name is Leon. He’s 1
c
describes my friend clearly.
Germany, like me. He’s twenty years
2
. He 3 long hair and lists a few things the people have in common.
says why my friend will enjoy it.
hi
grey eyes. He looks 4 my father. He’s
a5 student. He’s 6 11 REVIEW Work in pairs. Read your partner’s text
clever. message. Do they do the things in the checklist?
Niko 6 Look at the Critical thinking skill box. Then read Write a short reply to your partner’s text
Hi Emre. Are you free on Saturday? My good
ap about the two people. What do they have in
common? What’s different? Complete the Venn
message.
Go to page 157 for the Reflect and review.
friend Hiroto is in Istanbul. It’s his first time diagram on the right.
here. I can’t be there with him, so I need
someone to show him the city. I think you’re CRITICAL THINKING SKILL
perfect! Hiroto is really friendly and interesting, Finding things in common
gr
like you. And you both love music. Here’s a
You’re with someone new, and you need
photo. He’s on the right – the tall guy in the Hussam Malik
something to talk about. Find out what you
yellow T-shirt, with the guitar.
have in common. Do you both like books, sports or
music? Or are you from the same country or city?
Emre It’s easier to talk to people when you have things in
Emirati
eo
common with them.
Hey Niko. No problem! I’m free. What does he
want to do? Does he want to see the Grand
Bazaar? Or Topkapi Palace? 24 years old
Hussam is Emirati. He isn’t tall. He has brown hair
and brown eyes. He’s 24 years old. He likes sports,
Niko
reading and watching films. He loves food. He’s
G
Thanks very much, Emre! Yes, he wants to friendly and very funny.
see both those places. He also wants to meet
other musicians. He’s really excited – he knows
you play the guitar! He plays the drums, and
Malik is also 24 years old. He’s French. He has
the piano too. Do you know any musicians in
black hair and grey eyes. He’s tall. He’s friendly
Istanbul?
and he’s very clever. He likes books, films, music
and art.
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Explicit Critical Thinking instruction guides
students to reflect on their own thought
processes, encouraging them to think more
analytically.
17
Learn More About Voices …
We asked the Voices author team some questions to understand the thinking
behind the series and what makes Voices unique.

Q: How do the National Geographic Explorers in Voices help make the course more relatable for students?

ng
A: Lmeet
earners need the chance to use English to talk about their own experience. When they
the National Geographic Explorers, they are getting to know interesting people who

ni
lead exciting lives, but who are also like them in many ways. They do talk about their jobs,
but they also talk about their private lives, funny accidents, travel routines, future desires

ar
and worst fears. Importantly, many of them are language learners themselves, using
English to express themselves and succeed internationally. They’re ideal role models and

Le
great examples to emulate!

DANIEL BARBER

c
hi
Q: Voices represents the real world through its range of Englishes. Why is that important?
ap
A: Every day, people from all over the world communicate with one another in English.
gr

Colleagues from Germany, Argentina and Japan working together in Saudi Arabia will use
English even when no one in the group has it as a first language. Hotel staff in Beijing will
eo

speak English with guests from Thailand or Bahrain because it’s a global lingua franca.
English is also a major medium for the exchange of information and ideas online. To
G

prepare for real-world communication, learners need to be exposed to a wide variety

of international English input. That’s why Voices includes listening and video material
l

featuring a broad range of both first- and second-language English users, and explores
na

accents and pronunciation features that learners will encounter in real life. Not only does
LEWIS LANSFORD
this help learners become better communicators, it also demonstrates that English is their
io

own language – and their passport to the wider world.

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Q: Can you tell us more about how Voices develops communication skills?
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A: Amanage
s our learners use English, they’re going to need skills and strategies to build trust,
©

impressions, deal with conflict, and mediate in a space where people from
different cultural backgrounds are coming together to convey their messages and develop
relationships. The communication skills in Voices allow the learner to dive into different
areas of interpersonal communication, offering teachers and students useful tips, strategies
and useful language that they can then practise using in a variety of realistic scenarios.
These relatable scenarios allow us to push the learner to develop an awareness of the issues
and their own reactions to them. In my experience, they are also a great way of motivating
students to engage in extended speaking practice. After all, the best speaking activities are
CHIA SUAN CHONG
those where learners can’t wait to share their thoughts and opinions about the topic!

18
Q: What is special about the pronunciation strand in Voices?
A: There are a few things that make it unique. First, it is based on research. In other
words, in developing it, we used research findings to identify which pronunciation
features are the most likely to lead to misunderstandings in international contexts.
Second, it recognizes the beautiful diversity of English, and is the first to use ‘second
language speakers of English’ as models of pronunciation. Third, students are given
clear instructions to draw their attention to how a specific sound is produced. Finally,
our pronunciation strands emphasize clear pronunciation, rather than proximity with
an idealized standard ‘first language speaker of English’ model, helping students take
ownership of the language and promoting inclusivity.
MAREK KICZKOWIAK

Q: How does Voices support the evolving needs of learners?

ng
ni
A: Every learner is different and, as such, every learner has different needs. What’s so great
about Voices is that it is a comprehensive course that equips all learners with a multitude

ar
of life skills for today’s world. The digital components of the course support learners to
develop their online learning and self-skills while the Explore More! features encourage

Le
learners to enhance their research skills. Each unit provides tips on reading, listening,
writing and critical thinking skills to enhance their language as well as their work and
study skills. The world is getting smaller, and students on this course will gain international

c
communication skills and knowledge of authentic topics to succeed in an ever-evolving

hi
global environment.
EMILY BRYSON ap
Q: Rthings
eflecting on your experiences as a teacher, what do you think your three favourite
would be about Voices?
gr

A: For me, the focus on real people, including the National Geographic Explorers, is really
eo

interesting. I feel that getting glimpses into the lives of real people from all over the world
increases the intrinsic interest of the material, and provides a context that makes the
G

grammar, vocabulary, and other content natural and relatable. I also like how the units
strike a good balance between being new and familiar. There are some units that focus on
topics not commonly seen in ELT materials, which is nice. But even those topics that seem
l
na

familiar at first glance are typically approached from an unusual angle, which adds both
interest and excitement. Above all, though, I like the overall quality of the material. I was
impressed with the tremendous passion, extensive knowledge and deep commitment of
io

CHRISTIEN LEE
all of the other authors, and when I see the material they produced, the top-to-bottom
quality shines through.
at

Q: How does Voices prepare students for assessment?

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A: Tothatprepare for important English exams like IELTS, FCE and TOEFL, teachers need a course
©

not only systematically builds the real-world skills and language required, but also
keeps learners interested and motivated. Voices has a rigorous, structured approach
based on the international framework of skills and language for each level, but at the
same time it engages learners in content-rich lessons with authentic tasks featuring real
people from around the world. The unique communication skills and comprehensible
pronunciation focus will help Voices learners perform confidently in speaking tests, and
the contemporary photos and infographics are designed both to stimulate students to
develop their productive skills and to input interesting ideas to talk and write about. As
GARY PATHARE
all skills are clearly signposted and explained, teachers can easily target specific exam
techniques and strategies for them, and there is plenty of extra grammar and vocabulary
practice to help learners secure the language they need.

19
 UNIT 1
Hello!

UNIT GOALS

ng
1A Vocabulary, reading,
pronunciation and speaking

ni
• scan for names and places;
talk about cities and countries;

ar
understand an article about where
people are from; practise stressing

Le
syllables

1B Vocabulary, listening,
grammar and speaking

c
• learn about nationalities; listen to

hi
people talk about where they’re
from; use present simple be with
ap
singular pronouns; discuss the
nationalities of famous people
gr
1C Vocabulary, listening,
grammar and speaking
eo

• practise numbers 0 to 10; listen for

long numbers in conversations; ask
G

and answer present simple yes/no

questions with be (singular); say
phone numbers and addresses Two Iñupiat people from
l

Alaska greet each other.

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1D Speaking 10
• learn how to greet others; practise
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different ways to introduce

yourself; practise stressing
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important words in sentences

42951_U01_010-021.indd 10 3/21/22 2:11 PM

1E Speaking, reading and writing ABOUT THE PHOTO 1

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The unit theme is greetings. The photo • Optional step To set up the task, use
• write personal information on
shows two Inuit people greeting each the photo on the page and give more
an employee pass; learn to use
other by touching their noses together. information about this unique type of
©

capital letters; understand what

information to share online
Photocopiable resources
Communication activities: pp. 222–223
Vocabulary activity: p. 247
Grammar activities: pp. 261–262
Pronunciation activity: p. 288
Mediation activity: p. 304
Workbook
Unit 1 pp. 4–9
This form of greeting is called a kunik. The
greeting is often used when people meet
outside in the cold and the only parts of
their bodies that aren’t covered are their
eyes and noses. It is both a greeting and a
way of showing affection. Similar greetings
are also practised by people of other
cultures, like the Maori people of New
Zealand and the people of Hawaii.
greeting (see About the photo).
• Use gestures to elicit and teach key
words and phrases students will need:
wave, hug, fist bump, shake hands,
bow.
• Ask students to take turns asking
and answering the questions.
Sample answers
1, 2 I shake hands.
3 I say, ‘Hello’.

20
 1Hello!
3
• Ask students to complete the sentences.

•
Set a one-minute time limit.
Ask students to work with a new
partner or in small groups.
• Ask a student to use the example
sentences to provide a model for the
GOALS class.
• Scan for names and places
• Talk about yourself and other people • Students take turns saying the

ng
• Learn about countries, nationalities and numbers sentences. Set a two-minute time limit.
• Listen to long numbers
• Introduce yourself
• Write your information on an employee pass
Extra activity

ni
Ask students to get into a large group
1 Work in pairs. Discuss the questions. and form a circle (several separate circles

ar
1 Look at the photo. How do you greet people?
2 What do you do?
in large classes). Explain that they are
3 What do you say? going to play a name game so they should

Le
remember their group members’ names.
WATCH To begin, students take turns saying their
2 1.1 Watch the video. Choose the correct names (e.g. My name is Risa.)
options to complete the sentences. Give students a soft object to toss to

c
NATIONAL GEOGRAPHIC EXPLORERS each other. One student says the name

hi
of another student, gently throwing the
object to that person. The student who
ap catches the object says another student’s
name and throws the object to that
ABBEY ENGLEMAN ISAÍ MADRIZ person. Keep going until someone makes a
gr
1 Explorer 1 is Abbey. She’s from the US / the UK. mistake. Then start again.
2 Explorer 2 is Isaí. He’s from Chile / Mexico.
eo

3 Make connections. Complete the sentences.

Work in pairs. Say the sentences to your partner.
ABOUT THE EXPLORERS
1 My name is _____________. ABBEY ENGLEMAN is a marine ecologist
2 I am from _____________.
in Washington, United States. In one of her
G

Hi! My name is Sara. I am from Spain.

studies, she looked at how coral structures
Hello! My name is Hakan. I’m from Turkey.
vary in living and dead coral reefs. She
l

used 3D technology to recreate the coral

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11
reefs and study how they grew and
adapted to changes. Her research helped
scientists learn useful information about
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the reefs and their ecosystems.

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42951_U01_010-021.indd 11 3/21/22 2:11 PM ISAÍ MADRIZ is an entomologist

• Optional step Play the video again. (a scientist who studies insects) and
WATCH
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Pause after each name and between zoologist. He specializes in freshwater

2 1.1 speakers. insects in Patagonia. He uses science,
• Optional step Read the names of the • Students compare answers in pairs images and stories to teach people about
©

explorers with the class. It’s easier for before checking their answers as a class. the disappearing glaciers in Northern
students to focus on the video when Patagonia, and to explain why we need to
VIDEO 1.1 protect them.
they’re familiar with the names.
Abbey: Hi! I’m Abbey. I’m from the US.
• Ask students to read the sentences (1–2).
Isaí: Hello! My name is Isaí. I’m from
Then play the video in which Abbey
Mexico.
Engleman and Isaí Madriz introduce
themselves. Students circle the correct
answers.

21
LESSON 1A
1A
Countries and cities
LESSON GOALS
• Learn about countries and cities
• Understand an article about where people
are from
• Scan for names and places

LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY READING SKILL
Scanning for names and places
lesson is for students to practise 1 Work in pairs. Look at the map on page 13.
country names. Sentences begin with capital letters:
Where is your country?
She’s Sonia. She’s from Bolivia.
• READING The main aim is for 2 1.1 Look at the flags. Write the countries. Names, countries and cities have capital letters too:
Then listen to check. Sarah London United Kingdom
students to practise scanning for
To find names and places, look for capital letters.
specific information in an article. 1 Ar g en t in a
• PRONUNCIATION A sub-aim is for 6 Read the article. Complete the table.
2 Br a z i l
students to practise stressing syllables. Name City Country
• SPEAKING The speaking aim is for 3 Ch i n a

ng
students to talk about cities and Abbey Washington, D.C. US

countries. 4 Fr a n c e
Myrto Athens Greece

ni
5 G e r m an y Isai Guadalajara Mexico
Palo Alto,
VOCABULARY J a p a n Kristina California US

ar
6

1 7 The U n it e d K i ng d om
PRONUNCIATION AND SPEAKING
• Optional step To set up the task, say

Le
the names of some famous cities in the 8 The Uni t e d St a t e s 7 1.2 Look at the Clear voice box. Listen and
repeat.
world, and what countries the cities are Go to page 160 for the Vocabulary reference.
CLEAR VOICE
in. For example, say, London is a city.

c
Stressing syllables
London is in the UK. READING
Some words have different parts (syllables).

hi
• Students discuss the question with 3 Work in pairs. Ask and answer the questions. Words with more than one part have stress:
a partner. Ask for volunteer students to 1 What city are you from?
ap Ja-pan Ger-ma-ny Bra-zil
2 What country are you from? Ke-nya Pe-ru Chi-na
share their answers with the class. Then the U-ni-ted King-dom
I’m from Hanoi. Hanoi is in Vietnam.
ask if anyone has a different answer. the U-ni-ted States of A-me-ri-ca
I’m from Santiago. Santiago is in Chile.
Students in your class may be from
gr
8 1.3 Listen to the cities and countries.
different cities or countries, so get as NATIONAL GEOGRAPHIC EXPLORERS
Underline the parts with stress.
many different answers as you can. 4 Read the article about Abbey Engleman and Isaí 1 Istanbul Turkey
eo

Madriz. Are the sentences true (T) or false (F)? 2 Toronto Canada
Sample answers 1 Isaí is a scientist. T 3 Jakarta Indonesia
I’m from Athens. Athens is in Greece. 2 Kristina is from Berlin. F 9 Work in pairs. Say the cities and the countries
3 Abbey is a scientist. T
2
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they are in.

1.1 4 Myrto is from the United States. F Istanbul is in Turkey.
• Optional step Bring in a flag of your 5 Look at the Reading skill box. Then scan the
country. Point to the flag and say, This article. Circle the cities, countries and people’s
l

names.
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EXPLORE MORE!
flag is from my country, [country’s
Look at the countries in Exercise 2. What are some cities in
name]. 12 these countries? Search online for ’cities in [country name]’.
• Ask students to look at the flags in the
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Student’s Book. Elicit the first answer as

an example to get students started. Then
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set a two-minute time limit. Students 42951_U01_010-021.indd 12 3/21/22 2:11 PM

write the rest of the letters to complete

Extra activity READING
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the country names.

In a class with students of a variety of
• Play the audio. Students listen and check ABOUT THE TEXT
nationalities, elicit all the countries they
their answers.
©

• Optional step Say each country.
Students listen and repeat.
AUDIO 1.1
1 Argentina 5 Germany
2 Brazil 6 Japan
3 China 7 The United Kingdom
4 France 8 The United States
are from and write them on the board. Say
each country and ask students to repeat.
For further information and practice, see
Vocabulary Reference Unit 1 on page
160 of the Student’s Book.
The text type is an article. It is about two
National Geographic Explorers and where
they come from.
Washington D.C. was established as the
capital of the United States in 1790.
Athens is a historic city and the capital of
Greece. It is sometimes referred to as the
place where Western civilization began.
Guadalajara is a city in Mexico.

22
 Where are you from? Extra activity
On the board, write:
My best friend is Myrto. Myrto is from
My name is Isaí Madriz.
Athens.
I’m a scientist. I’m from
Invite one student to read the sentences
Guadalajara.
aloud.
My wife is Kristina. She Explain that instead of repeating Myrto, we
isn’t from Guadalajara. replace Myrto with she. Ask students to
She’s from Palo Alto,
find two more examples of she replacing a
a city in California.
person’s name (she replaces Kristina).
Guadalajara is in Mexico.
California is in the 5

ng
United States. • Read out the information in the Reading
skill box.
• Optional step On the board, write pairs

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of capital and small letters (e.g. A a). Ask
students to identify the capital letters.

ar
• Tell students that scanning means to
look at a text quickly to find information

Le
(e.g. a name). Explain that when we
scan, we do not read every word.
• Set a two-minute time limit.

c
Students circle all the cities, countries
My name is Abbey Engleman. I’m a and people’s names in the article.

hi
scientist too. I’m from Washington, D.C. Ask students to compare answers with
My best friend is Myrto. She’s from Athens. a partner before checking answers as
ap
Washington, D.C. is in the United States.
a class.
Athens is in Greece.
gr
GRAMMAR NOTES
In English, in addition to the names of
eo

cities and countries, we also capitalize

the names of buildings (e.g. Lake
Palace), languages (e.g. Spanish), days
G

(e.g. Sunday) and months (e.g. April).

We do not start seasons with capital
letters (e.g. summer, not Summer).
l
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13
6
• Students complete the table. Set
io

a five-minute time limit. Tell them to

compare their answers with a partner
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42951_U01_010-021.indd 13 3/21/22 2:11 PM

before checking answers as a class.
3 4 • Optional step Ask students to practise
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• Ask a student to use the example • Optional step Ask students to look saying the city and country names in
sentences to provide a model for the at the article. Point out that several pairs. (Guadalajara is pronounced
©

class. sentences are together, with a space /ɡwɑːdələˈhɑːrə/.)

• Ask students to work with a partner between the next group of sentences.
Extra activity
and take turns to ask and answer the Explain that each group of sentences is
called a paragraph. Ask students to find I’m a scientist too in
questions.
the reading text. Explain that too is used
Sample answers • Elicit the first answer to get students
when two people are the same. Explain
1 I’m from Tokyo. started. Then ask students to read the
that in this sentence, we use too since
2 I’m from Japan. article and write true (T) or false (F).
both Abbey and Isaí are scientists.
Tell them to compare answers in pairs.
Ask students to find another similarity
Check answers as a class.
in the article and make a sentence using
• Optional step Ask students to correct too. (e.g. Abbey is from the United States.
the false statements. (2 Kristina is from Kristina is from the United States too.)
California. 4 Myrto is from Greece.)

23
LESSON A
PRONUNCIATION AND SPEAKING AUDIO 1.3
1 Istanbul Turkey
7 1.2
2 Toronto Canada
• Read through the information in the Clear voice box. If students
are unfamiliar with syllables, tell them that a syllable is one 3 Jakarta Indonesia
sound in a word. Say a few words and clap for each syllable 9
(e.g. name [1 clap], country [2 claps], capital [3 claps]). Then, • Ask students to take turns saying the cities and countries
explain that in words with two or more syllables, there are they are in. Tell them that they will have to use complete
stressed syllables. Say some words with two or more syllables sentences. Ask a student to read the example sentence out to
and clap louder for the stressed syllable (country [clap clap] provide a model for the class.
capital [clap clap clap]).
• Play the audio. Students listen and repeat. Note that every EXPLORE MORE!

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pronunciation point is accompanied by an audio track. Students
If there is internet access in class, organize the class into pairs or
will hear two models – a speaker of British English first, followed
groups and ask them to search online for several big cities in the
by a global English speaker.
countries listed in Exercise 2. Invite pairs or groups to present their

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• Optional step Play the audio a second time and pause after findings to the class. Alternatively, ask students to prepare their
each word if students have problems hearing the stress. research for homework before presenting in the next class.

ar
AUDIO 1.2 Encourage global citizenship by asking students to find the cities
Japan on a world map.

Le
Germany See Workbook pages 4–5 for extra practice (Vocabulary, Reading,
Brazil Pronunciation).
Kenya

c
Peru

hi
China
the United Kingdom
ap
the United States of America
gr
PRONUNCIATION NOTES
There are different ways to stress a syllable in English. You can
eo

say one syllable more loudly or strongly than the others. In this
way, each syllable is not said with the same force.
There are no fixed rules for which syllable is stressed. However,
G

in two-syllable words, nouns and adjectives are more likely to

be stressed on the first syllable. Verbs often have stress on the
second syllable.
l
na

Syllable stress is important, and getting it wrong can make

words harder to understand, or change the meaning.
Therefore, encourage students to pay attention to which
io

syllables are stressed in words whenever they listen.

at

Extra activity
Ask students to name some countries. As you write them on the
N

board, repeat the names several times.

As a class, decide how many syllables each name has. Draw lines
©

to divide the syllables in the country names. Then ask which

syllable is stressed. Underline the stressed syllable. As a class, say
each country using the correct word stress.

8 1.3
• Students listen to the audio and underline the parts with stress.
• Students compare answers in pairs before checking their
answers as a class.
• Optional step Play the audio again. Students listen and repeat.

24
LESSON 1B
LESSON GOALS
• VOCABULARY A main aim is to learn the words for countries and nationalities.
• LISTENING AND GRAMMAR The main aim is for students to practise present simple
forms of be with singular pronouns, both affirmative and negative.
• SPEAKING The speaking aim is for students to talk about people and their
nationalities.

VOCABULARY 4 1.4
• Begin by reading out the words in the box. This will help students
1
have confidence in recognizing the words during the listening.

ng
• Optional step Explain that country is used to discuss a place,
and give an example of the country you are in. Explain that • Play the audio again. Students write the words to complete the
nationality is used to talk about people and things from that sentences.

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country. Give several examples (e.g. I’m Brazilian.) Then read the • Ask students to compare their answers with a partner
model sentences to the class. before checking answers as a class.

ar
• Students take turns to say their countries and nationalities. • Optional step Play the audio again and pause at key points if
• In feedback, ask a few pairs to share their nationality and the students have problems hearing answers.

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country they are from.
5
Sample answers • Read the Grammar box with students. Students answer the
1 I’m from Brazil. question.

c
2 I’m Brazilian. • Optional step Check understanding by asking, Which form do

hi
2 you use with I, you and he? (am, are, is)
• Write the eight countries on the board. Teach the students • Explain that for the short forms, students should not put a
how to say these countries. Ask students to work in pairs and
ap space before the apostrophe.
match the countries to the nationalities. • Optional step Point out that the short forms combine two
• Ask for volunteers to share their answers. Write the nationalities words. As a critical thinking exercise, ask students what part of
gr

on the board next to the countries. which word is cut (the first part of the second word).
eo

VOCABULARY NOTES GRAMMAR NOTES

Nationalities can be confusing for students because there Short forms are more commonly used in spoken English than
G

are many ways to create the nationality (e.g. -ian, -ese). the long forms. Some languages omit the pronoun or to be
In some cases, the spelling of the country name is changed verb, so watch out for errors such as Am Spanish or I Russian.
(e.g. Morocco and Moroccan) or a different word is used
l

For further information and practice, see Grammar reference

na

(e.g. the Netherlands and Dutch). Students should memorize

the nationalities and their spelling through practice. Unit 1B on page 166 of the Student’s Book.

6
io

For further information and practice, see Vocabulary reference • Ask students to rewrite the sentences using the short forms.
Unit 1 on page 160 of the Student’s Book. Encourage them to use the Grammar box in Exercise 5 as a
at

reference.
LISTENING AND GRAMMAR • Students compare answers in pairs. In feedback, elicit
N

answers and write them on the board.

3 1.4
• Optional step Organize the class into new pairs or groups. Ask
• Ask students to look at the photos on page 15 of the Student’s
©

Book. Ask, Do you know their names? Ask students to look at
the three pictures in Exercise 3 and guess each of their jobs.
• Play the audio. Students listen and check if their guesses
were correct with a partner.
AUDIO 1.4
1 Amanda Gorman is a writer. She writes poems. She’s from Los
Angeles, in the US. She’s American.
2 Kylian Mbappé is a footballer. He’s from Paris, France. He’s French.
3 Kim Yuna is an ice skater. She’s from Bucheon, Korea. She’s
Korean.
students to take turns saying the sentences.
7
• Students complete the sentences. Ask students to compare
their answers with a partner.
• Optional step If students are having difficulty completing
the exercise, remind students that the verb be is irregular and
changes its form depending on the subject. Work as a class to
make a table on the board with subjects and be verbs:
First person singular I am
Second person singular you are
Third person singular he, she, it, Maria is

25
LESSON B
8
1B
She’s American
LESSON GOALS
• Understand people talking about nationalities
• Use be with singular pronouns
• Talk about famous people around the world

• Read the Grammar box with the class.

Students answer the question. VOCABULARY
• Optional step Check understanding by 1 Work in pairs. Answer the questions.
saying something untrue about yourself 1 What country are you from?
(e.g. I’m Spanish). Write it on the board 2 What is your nationality?
and ask students if it’s true. Then explain I’m from Germany. I’m German.
that for the sentence to be correct, you 2 Match the countries and nationalities.
should use not: I’m not Spanish. 1 Peru f
2 the UK g
3 Oman h
4 Morocco b
GRAMMAR AND PRONUNCIATION
5 Read the Grammar box. What are the three
present simple forms of be? am, is, are
GRAMMAR Present simple be (singular
positive)
The verb be has three forms: am, is and are.
Use I + am: I am from France.
Use you + are: You are Japanese.
a German
Use he/she/it + is: It is in the US.
b Moroccan Use these short forms:
c Turkish I’m / you’re / he’s / she’s / it’s
d Brazilian

ng
5 Germany a e Vietnamese Go to page 166 for the Grammar reference.
NOTES
6 Vietnam e f Peruvian 6 Rewrite the sentences. Use short forms.
The short negative form of the verb be 7 Turkey c g British 1 I am from France. I’m from France.

ni
may be confusing for students because 8 Brazil d h Omani 2 You are Japanese. You’re Japanese.
the first person singular combines the Go to page 160 for the Vocabulary reference. 3 It is from the US. It’s from the US.

ar
4 She is American. She’s American.
subject I and the verb be, and adds not
LISTENING AND GRAMMAR 5 He is a footballer. He’s a footballer.
(I’m not). The second person singular
3 1.4 Work in pairs. Look at the photos. Do you 7 Complete the sentences. Use the correct form of
you and third person singular he, she,

Le
know the people? Write the names. Listen and be. Use short forms.
it combine the verb be with not (you check. 1 He ‘s from Italy.
aren’t; he isn’t; she isn’t; it isn’t). Many 2 She‘s from the UK.
Amanda Gorman Kylian Mbappé Kim Yuna
people also use you’re not, he’s not, 3 I ‘m Penelope. I‘m from Greece.

c
she’s not and it’s not, particularly when 4 Madrid is a city. It ‘s in Spain.
Kim Yuna

hi
they want to emphasize the negative. ice skater 8 Look at the Grammar box. What word do we use
to make be negative? not
Kylian Mbappé
ap
footballer
GRAMMAR Present simple be (singular,
Extra activity negative)
writer Amanda Gorman
Tell students it’s ‘opposite day’. Ask To make be negative, use not.
gr
I am not from France.
students to make sentences about people You are not American.
and things in the classroom, but the 4 1.4 Listen again. Complete the sentences.
She/He/It is not Japanese.
sentences should be incorrect. As a model
eo

American Korean French Use these short forms:

I’m not / You aren’t / He isn’t / She isn’t / It isn’t
say, I’m in [country’s name you are not
1 Amanda Gorman is from the US. She’s
in]. Point out that this is not true. Ask one American .
Go to page 166 for the Grammar reference.
G

student to correct the sentence. (I’m not 2 Kylian Mbappé is from France. He’s
in [country’s name].) Organize the class French .
into new pairs. Ask students to take turns 3 Kim Yuna is from Korea. She’s Korean .
l

saying an incorrect sentence. Their partners

na

make the incorrect sentences correct by 14

adding or removing not. (e.g. A: I’m not
from Norway. B: I’m from Norway.)
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For further information and practice, see

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Grammar reference Unit 1B on page 166 42951_U01_010-021.indd 14 3/21/22 2:11 PM

of the Student’s Book.

10 Tell students that their false sentence,
N

the lie, should not be obvious so that the

9 • Students complete the sentences.
game is more fun. Model an example for
• Students rewrite the sentences using Ask students to compare their answers
©

short forms.
• Ask students to compare their
answers with a partner before choosing
students to write answers on the board.
• Optional step Organize the class into
new pairs or groups. Ask students to
take turns saying the sentences.
with a partner before checking answers the class, and give students time to write
their sentences. Explain to students that
as a class.
one student says their sentences, and
• Optional step Ask students to practise
the group members take turns guessing
saying the sentences in pairs.
which is false. Then, the student tells the
Extra activity group the answer (i.e. which statement is
Explain to students that they will play a a lie). Students who correctly guessed get
detective game called ‘two truths and a one point.
lie’. Students write three sentences about Organize the class into groups. The game
themselves – two that are true and one continues until all students have said their
that is false (not true). Explain that the goal sentences. Ask students how many points
of the game is to discover which sentence they earned and declare a winner for
of the three is false. each group.

26
 Amanda Gorman Kylian Mbappé Kim Yuna
12
• Organize the class into new
groups. Students take turns to share
information about the people they
chose in Exercise 11.
• As students speak, listen carefully and
note any errors. In feedback, write three
or four errors on the board and ask
students to correct them in pairs.
Sample answers
Kobe Bryant is from the US. He’s American.

ng
EXPLORE MORE!
If there is internet access in class, ask

ni
students to work with a partner and do
research on well-known singers, actors

ar
or sportspeople from around the world
that they like. Ask students to find out

Le
where they are from and their nationalities.
Ask students to present a photo of the
people and their findings to the class.

c
Alternatively, ask students to prepare their
research for homework before presenting

hi
9 Rewrite the sentences. Use short forms. SPEAKING
in the next class.
1 I am not from France. I’m not from France.
11 Work in groups. Look at the nationalities and Some examples:
2 You are not American. You aren’t American.
ap
choose three. Think of a famous person for each
3 She is not Japanese. She isn’t Japanese.
Singer: Ariana Grande, singer, from the US,
of the three nationalities.
American
10 Complete the sentences. Use the negative form
Actor: Hugh Jackman, actor, from
gr
American Australian Brazilian
of be. British Egyptian Indian
1 I ‘m not Australian. I’m from New Australia, Australian
Zealand.
12 Work in a new group. Tell your partners about Sportsperson: Neymar, footballer, from
eo

2 He isn’t/’s not German. He’s from France.

3 She isn’t/’s not a teacher. She’s a
your people in Exercise 11. Say their countries Brazil, Brazilian
and nationalities.
student.
4 Vienna is in Austria. It isn’t/’s not in Chris Hemsworth is from Australia. He’s Australian. See Workbook page 6 for extra practice
G

Germany. Adele is from the UK. She’s British. (Vocabulary, Grammar).

5 Where are you? You aren’t/’re not in class.
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EXPLORE MORE!
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Do you like any singers, actors or sportspeople? Where are they from? What are their nationalities?
Search online and find out. 15
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42951_U01_010-021.indd 15 3/21/22 2:11 PM

For additional practice, refer to the Sample answers

N

Grammar activity on page 261 of the American: Ariana Grande, Kobe Bryant
Teacher’s Book. Australian: Chris Hemsworth, Kylie
Minogue
©

For additional practice, refer to the Brazilian: Pelé, Neymar

Communication activity on page 222 of British: Freddie Mercury, Stephen Hawking
the Teacher’s Book. Egyptian: Mohamed Salah, Mohamed
Karim
SPEAKING Indian: Mahatma Gandhi, Virat Kohli

11
• Organize students into groups to
brainstorm people for three of the
nationalities listed. If there is internet
access in class, ask students to find more
famous people with the nationalities
listed.

27
LESSON 1C
1C
What’s your phone number?
LESSON GOALS
• Learn the words for 0–10
• Understand conversations about long
numbers
• Ask yes/no questions with be

LESSON GOALS
• VOCABULARY The main aim is for VOCABULARY LISTENING
students to learn the numbers 0 to 10. 1 Work in pairs. What are the words for 0 to 10 in 4 1.6 Listen to three conversations (a–c). What

• LISTENING A main aim is for students your language? Do you know the English words? are they talking about? Write the letters.
c an address
to practise listening for long numbers. 2 1.5 Write the numbers (0–10) next to the
words. Listen to check. a a phone number
• GRAMMAR A further main aim is for 0 2 b a bank account number
zero two
students to practise yes/no questions three 3 five 5 5 Look at the Listening skill box. Listen
1.6
with the be verb. four 4 nine 9 again and write down the correct numbers.
• SPEAKING The speaking aim is for eight 8 ten 10
LISTENING SKILL
six 6 seven 7 Listening to long numbers
students to give phone numbers and

ng
one 1
addresses. Some numbers are long:
3 How many things are in the pictures? Write the My phone number is 02-111-3567-7924.
numbers in word form. For long numbers, people say the numbers in groups:

ni
My phone number is zero-two [pause] one-one-one
VOCABULARY 1 [pause] …
You can say zero or oh for 0.
1

ar
three books a 020-238-9810
• Write 1 and 2 on the board, but don’t 024-6911-724-65
b
say the words for the numbers. Tell

Le
2 748 564219
c West Street. Postcode:
students that these are numbers.
• Students discuss the questions in GRAMMAR
pairs. Ask for volunteers to say the seven pens 6 Read the Grammar box. Can you use short forms

c
3
numbers in their own language. Then in positive answers? No.

hi
ask if anyone knows the words for the GRAMMAR Yes/no questions with be
numbers in English. (singular)
ap eight chairs
2 1.5 4 Yes/no questions
I am ➔ Am I Am I late?
• Students write the correct digits next to You are ➔ Are you Are you Nigerian?
gr
the words for the numbers. He/She/It is ➔ Is he/she/it Is it 9184-6683?
two tables Use a question mark (?), not a full stop (.).
• Play the audio. Students listen and check
Positive answers
eo

their answers. Write the digits on the 5

Yes, you are. / Yes, I am. / Yes, it is.
board. Ask for volunteers to come up Negative answers
and write the words for the numbers No, I am not. / No, I’m not.
G

next to the digits. one teacher No, you are not. / No, you aren’t.
No, it is not. / No, it isn’t.
• Optional step Play the audio again. Go to page 160 for the Vocabulary reference.

Students listen and repeat. Go to page 166 for the Grammar reference.
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AUDIO 1.5
16
Zero, z-e-r-o, zero.
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One, o-n-e, one.

Two, t-w-o, two.
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Three, t-h-r-e-e, three. 42951_U01_010-021.indd 16 3/21/22 2:11 PM

Four, f-o-u-r, four. They can write as many different numbers • Ask students to compare their
N

Five, f-i-v-e, five. as they want, and they can repeat numbers answers with a partner before asking
Six, s-i-x, six. as many times as they want too. Explain to students for their answers and writing
students that they will take turns saying a
©

Seven, s-e-v-e-n, seven. them on the board.

Eight, e-i-g-h-t, eight.
Nine, n-i-n-e, nine.
Ten, t-e-n, ten.
Extra activity
Explain to students that they will play
‘Bingo’. Organize the class into small
groups. Ask students to draw a 3-by-3
grid on a piece of paper. Show how to do
this on the board. Tell them to write any
number from zero to ten in each square.
number. Students who have that number
cross it out with an X. The first person
who gets three Xs in a row horizontally,
vertically or diagonally, calls out ‘Bingo!’
and is the winner.
3 when they don’t know the name of the
• Go over the first answer with the class.
Students write the numbers in words for
the rest of the questions.
Extra activity
Ask students to work in small groups and
put some of the things in their bags on the
desk. Ask students to take turns saying the
number of items on the desk. Explain that
item in English, they can give the number
only. Model an example (e.g. point to two
rubbers and say two).

28
 7 Complete the questions. Use the correct form SPEAKING
Narrator: B
of be.
9 Work in pairs. Choose a number and say it. Your Bank teller: Mr. Lim, is this your bank
1 Good afternoon. Are you John?
partner points at the number you say. Use the
2 Is she the new student from Japan?
tips from the Listening Skill box.
account number?
3 What’s your address? Is it 624 Abel Drive? 1 0893456723 4 0894642098 Mr. Lim: Let me see. No, it isn’t. My bank
4 Hey, Tom. Is Nicole Dutch? 2 0993547682 5 783935492897 account number is 024-6911-724-65.
5 Am I in the right class? 3 783935492879 6 0894536732
Bank teller: Sorry. Say it again, please?
8 Look at the Useful language box. Complete the 10 Work in pairs. Take turns.
sentences. Student A: Choose a name. Answer Student B’s
Mr. Lim: 024-6911-724-65.
questions. Bank teller: Great. Thanks!
Useful language Talking about numbers Student B: Ask for Student A’s phone number and
My address is ...
Narrator: C
address. Say the correct name.
My phone number is (66-456 ...)
Name: Phone number: Address:
Ruth: What’s your address, John?
Is it (65-446 ...)?
No. It’s (66-456 ...) / Yes, it is. Lucas 593-96-768-2985 209 Umari Street John: It’s 7-4-8 West Street.

ng
Serena 1-202-555-0199 4371 Manford Lane Ruth: I’m sorry. Is it 7-5-8?
1 A: What’s your phone number, Michiko? Lucia 252-61-959-5083 558 Dale Road
B: My phone number is 8345-2168. Hiroshi 66-2-081-2592 6701 Bank Street John: No. It’s 7-4-8. My postcode is 5-6-4-
2 A: My address is 2214 Smith Road. Danny 60-3-2516-7948 339 Dutch Street 2-1-9.

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B: Is it 214 Smith Road? Celia 55-11-99306-5787 9040 Park View Ruth: 5-6-4-2-1-9. Got it!
It’s Zahid 011-212-812-365-729 7219 Lake Avenue
A: No. 2214 Smith Road.
5

ar
Violet 996-803-61385 185 West Street 1.6
• Read the Listening skill box with the
class.

Le
• Play the audio again. Students write
the correct numbers. Ask students to
compare their answers with a partner

c
before checking as a class.

hi
• Optional step Play the audio again.
Pause at key points if students have
ap problems hearing answers. Organize the
class into new pairs. Students take turns
saying the numbers.
gr

VOCABULARY AND
eo

PRONUNCIATION NOTES
On the board write the letters M, N, O
G

and P. Ask students to deduce why we

often say zero as oh (e.g. because 0
(zero) and a capital of the letter O look
l

similar; because it is faster to say oh

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17 than to say zero).

People usually say long numbers digit
by digit.
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We usually don’t say the hyphens when

reading out long numbers. The format
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42951_U01_010-021.indd 17 3/21/22 2:11 PM

(e.g. XXX-X-XXX-XXXX) is usually
For further information and practice, see • Play the audio. Students listen and understood. But people do tend to
N

Vocabulary Reference Unit 1 on page number the three options a, b or c. pause where the hyphens are (e.g.,
160 of the Student’s Book. • Optional step Play the audio again. when saying phone numbers). Some
©

For additional practice, refer to the
Vocabulary activity on page 247 of the
Teacher’s Book.
LISTENING
4 1.6
• Point out that students should focus
on the order of the speakers. Explain
that they do not need to remember
the phone numbers, but what they are
talking about.
Pause at key points if students have situations may require us to say where
problems hearing answers. the hyphens are, though. For such
AUDIO 1.6 numbers, it’s easy to use the word dash.
Long numbers are found in many
Narrator: A
places, such as on credit cards, forms
Vaishna: Hi, Ali. How are you? or government documents. Being
Ali: Hey, Vaishna. I’m great!
Vaishna: Is your phone number 020-238-
able to say them clearly is a useful
communication skill.
5810?
Ali: No, it’s not. It’s 020-238-9810.
Vaishna: Oh, OK. 020-238-9810. Thanks!

29
LESSON C
Extra activity
Organize the class into groups. Ask students to think of a fake
but believable phone number. Ask pairs to take turns saying the
phone numbers. Their partners listen and write them down.
GRAMMAR
6 •
• Read the Grammar box with the class. Then discuss the
question.
• Optional step Break down the question form on the board
by drawing this table showing how be sentences and yes/no
about in the Student’s Book if they are not able to come up with
their own ideas. Students can answer using Yes/No short answers.
Set a five-minute time limit.
For further information and practice, see Grammar reference
Unit 1C on page 166 of the Student’s Book.
7
Elicit the first answer to get students started. Ask students
to complete the questions, and then compare their answers in
pairs.
• Optional step Ask students to work in pairs and ask each
other the five questions. Tell them to make up their own short

ng
questions are related: answers, and try and answer the questions in different ways.
I am
Am I
8

ni
• Optional step Ask students to brainstorm situations when we
You need to say our phone number and/or address (e.g. ordering
are

ar
(British) food delivery by phone).
Are you
• Read through the Useful language box with the class. It is a

Le
He/She/It is good idea to drill the expressions and ask students to repeat
Is he/she/it after your model.
• Ask students to complete the sentences and then compare
their answers with a partner.

c
Then draw another table to show all the possible short answers:

hi
I am. SPEAKING
Yes, you are.
he/she/it is.
ap
9
• Give students time to read the numbers before working in pairs.
I’m not. • Set a three-minute time limit. Students take turns to say a
gr
you aren’t. number while the other student listens and points to the correct
No, he/she/it isn’t. number.
eo

you’re not. • As students speak, listen carefully and note any errors. At the
he’s/she’s/it’s not. end, in feedback, talk about errors you heard (e.g., incorrect
G

Point out that you can also use the short forms ‘No, you’re not’ numbers). Ask students how they would correct the errors.
or ‘No, she’s not’.
10
l

• Organize the class into new pairs. Give students time to

na

GRAMMAR NOTES read the information.

A common error for learners is forgetting to invert the subject • Optional step Read the people and street names out to the
and the verb when making questions: You are from France? class and ask students to repeat after you.
io

One reason is that in many languages there is no inversion to • Ask one student to choose a name. The other student asks
form questions, just a change of intonation.
at

about their partner’s phone number and address and works out
Another possible difficulty for students is leaving out pronouns which name their partner chose.
(Is 9184?) or be verbs (You Egyptian?) depending on the
N

• Optional step Provide a model for the task by asking a student

learner’s first language.
to choose a person. Ask the student questions to discover their
identity.
©

For additional practice, refer to the Grammar activity on page

262 of the Teacher’s Book. For additional practice, refer to the Communication activity on
page 223 of the Teacher’s Book.
Extra activity
Play the ‘sticky note’ game. Hand out ‘sticky notes’ to each See Workbook pages 7–8 for extra practice (Grammar,
student in the class. Ask students to write the name of a famous Vocabulary, Listening).
person on their sticky note. Say, Keep it a secret. Ask students to
stick the note on their partner’s forehead. Students walk round
the class and try to find out who they are by asking ‘Am I … ?’
questions like Am I from New Zealand? or Am I Amanda Gorman?
Tell students that they can use the names of people they have read

30
LESSON 1D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to greet others and introduce themselves to others.
Students learn specific language to greet each other politely, get to know a person
by asking questions and learn how to say goodbye. The lesson ends with a roleplay in
which students practise introducing themselves in formal and informal situations.

SPEAKING AND LISTENING MY VOICE

1 3 1.2

ng
• Read the question with the class. Give students one minute • Give students time to read the expressions (a–c) and check
to think of ideas. This gives them confidence to discuss the that students understand what the options (1–3) mean. Play
question later with their partner. the video which teaches four things to do when introducing

ni
• Students discuss the question with a partner. In feedback, yourself. Ask students to match the questions to the options
ask pairs to share their ideas with the class. (1–3). Students compare their answers with a partner before

ar
checking answers as a class.
2 1.7
• Optional step Play the video again. Pause at key points if

Le
• Optional step Give students time to read the sentences in the
conversations. students have problems hearing answers.
• Play the audio. Students write numbers beside each VIDEO 1.2
sentence to put them in order. Ask students to compare their You’re at school. You want to make friends. What do you do?

c
answers with a partner. Introduce yourself!

hi
• Play the audio again. Check answers as a class. Hi. I’m Chia. It’s nice to meet you!
You can do it too. Here are four steps.
AUDIO 1.7
ap
Narrator: 1 One: Say a greeting. Say ‘Hello’ or ‘Hi’, and your name. Or say
‘Good morning’, ‘Good afternoon’ or ‘Good evening’. Don’t say
Wei Ming: Hello. I’m Wei Ming. What’s your name? ‘Good night’. Good night is like goodbye.
gr
Nader: Hi. I’m Nader. Nice to meet you, Wei Ming. Two: Ask a question. Ask ‘How are you?’ Or ‘What’s your name?’
Wei Ming: Nice to meet you too, Nader. Three: Say something nice. Say something nice, like ‘It’s nice to
eo

Narrator: 2 meet you.’

Raul: Good morning. Are you Ahmed? Four: Find common, or same, things. Are you from the same
Ahmed: Yes, that’s right. Are you Raul?
G

country, city or town?

Raul: Yes, I am. It’s nice to meet you! Remember: When you introduce yourself, say a greeting, ask a
Narrator: 3 question, say something nice and find common things.
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Colleen: Good afternoon. I’m Colleen, from the UK. Extra activity
Brian: Hi. I’m Brian. I’m from the UK too! Play the video again. Ask students to focus on the last tip. Ask,
Colleen: Nice to meet you, Brian. What is the same about the people in the video? (from the same
io

country, city or town). Play the video a final time. Check answers
COMMUNICATION SKILL NOTES as a class.
at

This lesson introduces expressions that people use when they 4

N

meet for the first time. Students may find it difficult to talk to • Read out and discuss the information in the Communication
people they don’t know, even when they are speaking their skill box. Point out that this is a summary of the information in
first language. Explain to students that one well-used technique the video.
©

is to ask the other person about themselves. Explain that they

should not ask very personal questions (e.g. the topic of money
should be generally avoided).
Use this lesson to help students meet their classmates so they
begin to feel comfortable with each other. Particularly during
the first classes, change partners often. Give students time to
introduce themselves, using the language in this lesson, before
they begin new tasks.
• Optional step Remind students that they will be studying
together for many weeks. Encourage them to listen carefully to
their partner and remember their partner’s name while doing
the task.
• Ask students to work in pairs and take turns introducing
themselves. Once they are comfortable, ask them to walk
around class and introduce themselves to their other classmates.
Set a time limit of three minutes.

31
LESSON D
5
1D
Introducing yourself
LESSON GOAL
• Learn how to introduce yourself
• Learn different greetings
• Practise introducing yourself to others

• Explain to students that some time

expressions are specific to times of the SPEAKING AND LISTENING 5 When do people say the greetings? Tick (✓) the
day. 1 Work in pairs. What do you say when you meet
boxes. More than one box is possible.

• Ask students to tick the correct boxes. someone new? Sample answer Hi.; Hello; Hey;
How’s it going?
Explain that some greetings have more 2 1.7 Listen to three conversations. Number the
sentences in order. Listen again to check. Good morning ✓
than one answer.
Conversation 1 Good evening ✓
• Mix students so they have new a Hello. I’m Wei Ming. What’s your name? 1 Good afternoon ✓
partners. Ask students to introduce b Nice to meet you too Nader. 3
Good night ✓
themselves, and then check their c Hi. I’m Nader. Nice to meet you, Wei Ming. 2
Bye-bye ✓ ✓ ✓
answers together. Then, check answers Conversation 2

ng
d Yes, I am. It’s nice to meet you! 3 Hi ✓ ✓ ✓
as a class.
e Yes, that’s right. Are you Raul? 2
1
6 Look at the Useful language box. Then look at
f Good morning. Are you Ahmed?
the expressions in the box. Which mean hello?
VOCABULARY NOTES

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Conversation 3 Which mean goodbye?
g Hi. I’m Brian. I’m from the UK too! 2
Use good morning from around 5 a.m. 1
h Good afternoon. I’m Colleen, from the UK. Useful language Hellos and Goodbyes

ar
until noon. Use good afternoon from i Nice to meet you, Brian. 3
Greetings
noon until around 5:00 p.m. Use good Hi. / Hello. hello
evening after around 5:00 p.m.

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MY VOICE Good morning / afternoon / evening. hello

3 1.2 Watch the video about introducing Questions and answers

yourself. Then match the words. What’s your name?
Extra activity How are you?
1 a greeting c a How are you? I’m fine, thank you.
Give students more specific information

c
2 a question a b It’s nice to meet you. I’m great.
about when to use good morning/ 3 something nice b c Good afternoon.

hi
Polite expressions
afternoon/evening (see Vocabulary notes). 4 Look at the Communication skill box. Then work It’s nice to meet you.
Nice to meet you too.
Say, It’s 7 p.m. Ask students to greet you in pairs and greet your partner.
ap Saying goodbye
using the correct greeting. Practise with COMMUNICATION SKILL
Introducing yourself Goodbye. / Bye-bye. / Good night. goodbye
additional times.
When you meet someone new ...
gr
6 Say a greeting:
Hi, I’m Colleen. I’m from the UK.
PRONUNCIATION

• Read the Useful language box with Ask a question: 7 1.8 Look at the Clear voice box. Listen and
eo

the class. Students then answer the How are you? repeat.

questions. Ask students to share their Answer questions: CLEAR VOICE

I’m fine, thank you. Stressing important words
answers with the class.
G

Say something nice: People stress important words. They want you
• Optional step Model the expressions It’s nice to meet you. to hear them.
in the box. Students listen and repeat so Find common things: I’m Ellis. I’m from Japan.
I’m from the UK too! Are you Dutch? I’m Dutch too.
that they gain confidence in using the
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expressions.
18
Extra activity
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Ask students to identify which ways of

saying hello and goodbye are the most
at

formal or polite (good morning/afternoon/ 42951_U01_010-021.indd 18 3/21/22 2:11 PM

evening). Organize the class into new pairs. AUDIO 1.8

when we don’t stress any (or many)
N

Ask them to introduce themselves again I’m Ellis. I’m from Japan.
using formal language. words, we sound robotic. Stress gives
Are you Dutch? I’m Dutch too. what we say feeling.
©

Second, different stress can give

PRONUNCIATION
7 1.8
• Give students time to look at the Clear
voice box. Play the audio. Students listen
and repeat.
• Optional step Play the audio again.
Pause at the stressed words if students
have problems hearing the stress.
PRONUNCIATION NOTES sentences different meanings. For
When we speak, we emphasize example, these all mean slightly
important words so that they are different things:
easier for the listener to hear. This is She’s my English teacher. (not my
called sentence stress, and it can be maths or science teacher)
particularly difficult for students who
speak with equal stress on every word in She’s my English teacher. (not someone
their first language. else)
There are several reasons why sentence Tell students that they should focus on
stress is important. First, in English, being able to hear the stress.

32

8 1.9 Read the sentences. Underline the
important words. Then listen. Which words have
stress? Listen and repeat. Remember to stress the
important words.
1 She’s Su-Wei. She’s Australian. She’s from Sydney.
2 I’m Nirved. I’m from Sri Lanka. What’s your name?
3 She’s Anne. She’s a friend from school. She’s from
Argentina too.
SPEAKING
9 Work in pairs. Read the sentences to your
partner. Your partner responds. Use the Useful
language to help you.
1 Hi. I’m Kirsty. What’s your name?
2 Good afternoon. How are you?
3 Hi. It’s nice to meet you. I’m Nala.
A: Hi. I’m Kirsty. What’s your name?
B: Hello. I’m Layla. It’s nice to meet you!
10 OWN IT! Work in groups. Introduce yourselves
to each other. Use the Useful language to help you.
1 Say a greeting.
Hi.
2 Say your name.
I’m Lucas.
3 Ask and answer questions.
How are you?
4 Use polite expressions.
It’s nice to meet you!
5 Find common things.
I’m Mexican too!
11 Look at the photos. Pretend you are in the
situations. Introduce yourselves again.
A You’re at a party. It’s with friends from school.
B You’re at a big work meeting. There are people
from many countries.
C It’s a wedding. Friends and family are there.
A: Hi. I’m Farhad. What’s your name?
B: Hi Farhad. I’m Raymond. It’s nice to meet you!
A: Good afternoon, Leticia. It’s nice to meet you.
B: Good afternoon, Tom. Nice to meet you too.
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42951_U01_010-021.indd 19
She’s my English teacher. (not someone
N
else’s teacher)
Finally, sentence stress is important
©
because the sounds of words in
sentences often blend together.
Without stress, this blending can make
understanding people difficult.
8 1.9
• Ask students to underline the words
they think are important. Play the audio.
Ask students to check if the words they
underlined and the stressed words are
the same.
SITUATION A
SPEAKING
9
• Mix students so they have new partners.
• Ask students to take turns saying the
sentences and responding to questions.
• Optional step Encourage pairs who
finish quickly to practise again, using
different responses and their own ideas
rather than the expressions in the Useful
language box.
ng
SITUATION B Extra activity
Explain to students that asking What’s your
name? can seem rude in some situations.
ni
Also explain that there is an expectation
that when someone gives you their name,
ar
you have to also introduce yourself and
give your name. Ask students to reword
Le
greeting 1 in Exercise 9 without saying
What’s your name? Encourage students to
think of several different introductions.
For example:
c
Hi. I’m Kirsty. It’s nice to meet you.
hi
Hi. I’m Kirsty. How are you?
SITUATION C Hi. I’m Kirsty. I’m new in the class.
ap
10 OWN IT!
• Go over the points that students should
gr
include in their introductions (1–5).
Check students’ understanding by
eo
eliciting a specific example of each.
Give students time to prepare their
introductions. This allows them to
G
have more confidence as they speak in
groups.
• Set a four-minute time limit.
Organize the class into groups. Ask
19 students to take turns introducing
themselves.
11
• Put students in groups. Ask students
3/21/22 2:11 PM
to look at the situations (A–C). Ask them
• Play the audio again. Students listen and
to take turns introducing themselves
repeat.
again to their group members while
AUDIO 1.9 pretending that they are in those
1 She’s Su-Wei. She’s Australian. She’s situations. Set a four-minute time limit.
from Sydney. • As students practise, monitor and help
2 I’m Nirved. I’m from Sri Lanka. What’s with their conversations. Encourage
your name? students to clearly emphasize the
3 She’s Anne. She’s a friend from school. stressed words.
She’s from Argentina too. • Optional step Ask groups to act out
the situations and their introductions in
For additional practice, refer to the
Pronunciation activity on page 288 of front of the class.
the Teacher’s Book. See Workbook page 8 for extra practice
(Pronunciation).
33
LESSON 1E
1E
My information
LESSON GOALS
• Learn to use capital letters
• Learn about common jobs
• Write your information on an employee
pass

LESSON GOALS
• WRITING The aim of the lesson is for
students to write their information on
an employee pass. Students practise
evaluating which information they
should or should not share online.

SPEAKING
1

ng
• Optional step Read out the information BELLA_4EVER Adriano.P_ELT
in the two profiles to the class. Name: Bella Dubois Country: France Name: Adriano Pereira Country: UAE
• Students discuss the question in Gender: female City: Lyon Gender: male City: Abu Dhabi

ni
Nationality: French Job: student Nationality: Brazilian Job: teacher
pairs. Elicit answers from students.

ar
Sample answers
social media profiles, forms, identity cards, SPEAKING
hi! i’m martina. i’m an actor and
travel documents, etc.

Le
1 Work in pairs. Look at Bella and Adriano’s
photos and information. Where can you find
a writer. i’m american, but i live in
information like this? portofino. portofino is a small town near
READING FOR WRITING genoa, italy. it’s a beautiful town. i love
READING FOR WRITING it here!
2

c
2 Read Bella and Adriano’s information again. Are
• Students read the profiles and write true

hi
the sentences true (T) or false (F)?
(T) or false (F) for the four statements. 1 Bella is a teacher. F
Set a three-minute time limit.
ap
2 Bella is French. T
3 Adriano is Brazilian. T
• Elicit the first answer as an example. 4 Adriano lives in Brazil. F
Ask students to complete the activity, and 3 Look at the Writing skill box. Then read Martina’s
gr
then compare their answers with a partner. paragraph. Circle the letters that should be
capital letters. Use Martina’s profile to help you.
Extra activity
eo

WRITING SKILL
Ask students to correct the false Using capital letters

statements. (1 Bella is a student. 4 Adriano In English, use capital letters:

MARTINA.R
lives in Abu Dhabi, UAE.) • at the start of a sentence.
G

• for names of people. Name: Martina Russo Country: Italy

Gender: female Town: Portofino
3 • for countries, nationalities, cities, or towns.
• for the word I. Nationality: American Job: actor, writer
l

• Read through the Writing skill box with

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the class. Then read the information

about Martina. 20

• Optional step Ask questions to check

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students’ understanding: What’s her

name? (Martina) What’s her nationality?
at

(American) 42951_U01_010-021.indd 20 3/21/22 2:11 PM

• Point out that the capital letters in the

4 5
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• Ask students to look at the blank profile • Read through the Useful language box
paragraph are missing. Ask students to and ask them, What is this person’s job? with the class. Ask students to explain
circle the letters that should be capital Ask if anyone knows what a pilot does. each job if they can. Show students
©

letters, and use Martina’s profile for help.
• Invite students to check answers in
pairs before checking as a class.
Extra activity
Ask students to identify the types of capital
letter errors in Exercise 3:
Which are names of people?
Which are countries?
Which are cities?
Which are nationalities?
Which are the start of sentences?
Which are the word I?
Explain to the class if necessary.
• Students complete the profile. Ask them
to use the profiles on page 20 of the
Student’s Book to help them. Students
check their answers before checking
as a class.
VOCABULARY NOTES
The word gender can sometimes be
used to refer to sex (male or female).
Ask students to recall another way
gender is asked on forms (e.g. M/F).
photos of each job to help them
understand.
• Ask students to work with a partner
and list other common jobs they know
of in English or in their own language.
Invite students to share their answers
and write down the words for these jobs
in English on the board.
Sample answers
police officers, firefighters, waiters,
nurses, etc.

34

4 Complete the profile above. Use these words.
female Imani Wallace
Jamaican Kingston
5 Work in pairs. Look at the Useful language box.
What other jobs do you know?
Useful language jobs
actor pilot teacher
doctor scientist writer
6 Look at the Critical thinking skill box. Work in
pairs. Discuss the questions.
CRITICAL THINKING SKILL
Your information
Where do you share your information? What
do you share? Is it good to share your date of birth,
your address or your phone number?
1 How many online profiles do you have?
2 Is the same information on all your profiles?
3 What information is not on your profiles?
EXPLORE MORE!
Find someone you know on social media. Look at their profile. What other information is on it?
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42951_U01_010-021.indd 21
6 WRITING TASK
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• Read through the Critical thinking
skill box. Then give examples of social
media sites or platforms where their
©
profiles could appear to help students
understand the questions.
• Ask students to discuss the questions
with a partner. Then discuss as a class.
Different students may have different
ideas about what information is sensitive,
so their answers will probably vary.
For example, some students may be
comfortable sharing their age, but others
may prefer keeping it private.
Sample answers
Name: Ozan Kuseyri
MEMBER PROFILE Nationality: Turkish
Country: Turkey
Name: Imani Wallace
City: Istanbul
Job: chef
Gender: female
Extra activity
Ask students to deduce in what
Country: Jamaica
circumstances Nationality and Country
are not the same (e.g. when living in a
Kingston
City: different country).
8 CHECK
ng
Nationality: Jamaican
• Optional step Explain to students that
pilot
when using a checklist, they should
ni
Job:
read each point and review their writing
before moving on to the next point and
ar
reviewing their writing again. Explain
WRITING TASK that this means they will have to check
their writing several times. Explain
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Jamaica 7 WRITE You are in a new job. Write your
pilot information on the card below. Use your own that reading and re-reading writing
information or imagine you’re another person.
assignments to check for problems and
errors is good practice.
c
• Read through the checklist with the class
EMPLOYEE PASS
hi
and check students’ understanding.
Name: • Ask students to use the checklist. Tell
Nationality:
ap them to look at their profiles and check
Country:
them against the checklist.
City:
gr
Job:
9 REVIEW
• Ask students to work in pairs and
8 CHECK Use the checklist.
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check their partner’s employee pass
Your information is correct.
Names and nationalities have capital letters.
using the checklist in Exercise 8. Ask
Countries and cities have capital letters. them to work together to correct any
G
9 REVIEW Work in pairs. Read your partner’s
mistakes.
form. Do they do all the things in the checklist? • In feedback, ask students what mistakes
Go to page 154 for the Reflect and review. they made and why. Write common
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errors on the board and correct them.
21
EXPLORE MORE!
If there is internet access in class, ask
students to work with a partner and find a
3/21/22 2:11 PM
social media profile of someone they know.
Ask them to write down information they
7 WRITE can find about that person. Alternatively,
• To set up the task, ask What is the card ask students to prepare their research for
for? What information do you write on it? homework before presenting in the next
• Students complete the employee pass class.
with their own information. If students For additional practice, refer to the
are not comfortable with sharing Mediation activity on page 304 of the
personal information, ask them to use Teacher’s Book.
fake but believable information instead.
Remind them to only use capital letters See Workbook pages 8–9 for extra
when they are required, e.g., for names practice (Writing).
and places.
For Unit 1 Reflect and review, see
Student’s Book page 154.
35
 UNIT 2
My home

ng
UNIT GOALS
2A Vocabulary, reading and

ni
speaking

ar
• understand new words in a text;
learn about rooms; talk about
things in rooms

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2B Listening, grammar,
pronunciation and speaking

c
• listen to a conversation about

hi
working from home; use present
simple be with plural subjects; say ap
different contractions of be; talk
about where things are located

2C Vocabulary, listening and

gr

speaking
eo

• learn about places in a town; listen

for specific information about
where people are from; learn how Street artist Alex Lucas’s house.
G

to prepare to listen; ask questions

with who, what and where
l

2D Speaking
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• ask where things are; learn useful 22

expressions for saying where
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things are; understand intonation

in questions
at

2E Speaking, reading and writing

42951_U02_022-033.indd 22 1/25/22 3:45 PM

ABOUT THE PHOTO 1

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• learn about the parts of an email; The unit theme is our homes. The • Ask students to discuss in pairs if
write a friendly email about photo shows a house with street art in they like the artwork, and if they would
interesting places Cheltenham, in southwest England. The like to live in a home painted like this.
©

Photocopiable resources
Communication activities: pp. 224–225
Vocabulary activity: p. 248
Grammar activities: pp. 263–264
Pronunciation activity: p. 289
Mediation activity: p. 305
Workbook
Unit 2 pp. 10–15
house was painted by Alex Lucas, a street
artist who paints houses and buildings.
Alex is known as Lucas Antics in the street
art world. She is based in Bristol, UK, and
has been painting for over 16 years. Her
works are often humorous, and they are
usually large and hard to miss. She believes
that art and images can help people
express ideas and emotions that words
cannot.
Ask pairs to share their opinions with the
class. Teach students the word colour.
Then teach them the word pink, which
is the most prominent colour in the
artwork.
Sample answers
I would like to live in a house like this
because I love flowers. / I would not like to
live in a house like this because I don’t like
the colour pink.

36
 2
My home
Jeff: I’m Jeff Kerby. My home is in
Europe. It’s in a small city called Aarhus, in
Denmark. I live in an apartment. It’s not a
big apartment, but the view is beautiful!
Extra activity 1
Ask students to find Canada and Denmark
on a world map. Also ask them to locate
GOALS Vancouver and Aarhus.
• Guess the meanings of words
• Talk about places and things

ng
• Learn about places at home and in town
• Get ready for listening tasks Extra activity 2
• Ask people where things are
• Write a friendly email
Point out that Jeff said the view from

ni
his apartment is beautiful. Ask students
1 Work in pairs. Look at the photo. Would you live to brainstorm where they can go to see

ar
in a house like this? Why? / Why not? beautiful views of their city.
WATCH

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2 2.1 Watch the video. Choose the correct VOCABULARY NOTES
options to complete the sentences. view = what we can see at a specific
NATIONAL GEOGRAPHIC EXPLORERS place
apartment = flat (flat is typically only

c
used in British English)

hi
ap 3
ALEC JACOBSON JEFF KERBY
• Ask students to work with a new
1 Alec lives in a house / an apartment. It’s big / small.
partner or in small groups.
gr
2 Jeff lives in a house / an apartment. The garden /
view is nice. • Model the examples for the class. Then
3 Make connections. Work in pairs. Where do you ask students to discuss the question. Set
eo

live? Tell your partner. a two-minute time limit.

I live in a flat. It’s in the city. It’s small.
I live in a house. It’s in a small town. I love it!
ABOUT THE EXPLORERS
G

ALEC JACOBSON is a photojournalist.

He is based in the US. He uses words and
l

photographs to tell stories about important

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23 problems in the world. He also tells the

stories of people from different parts of
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the world.
JEFF KERBY is an ecologist and
at

42951_U02_022-033.indd 23 1/25/22 3:45 PM

photojournalist from the US. He
documents interesting and unusual climate
WATCH • Organize the class into new pairs.
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trends in areas of the world that are

Ask students to compare their answers
2 2.1 with a partner. Then check answers as
remote, including the mountains of East
• Optional step Read the names of the Africa, the Arctic region and Greenland.
a class.
©

explorers with the class. It’s easier for
students to focus on the video when
they are familiar with the explorers’
names.
• Ask students to read the sentences
(1–2). Then play the video in which
Alec Jacobson and Jeff Kerby talk about
where they live. Students circle their
answers.
He does this by combining science and art,
• Optional step Play the video again. and by using different forms of technology,
Pause at key points if students have
such as drones.
problems hearing the answers.
VIDEO 2.1
Alec: I’m Alec Jacobson. My home is in
Vancouver, Canada. It’s in the city. I live
with my partner Rebecca in an apartment.
It’s not big, but it has a nice garden. I like
it a lot.

37
LESSON 2A
2A
Small houses
LESSON GOAL
• Learn about rooms
• Understand new words
• Understand an article about tiny houses

LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY READING
students to learn about rooms and 1 Work in pairs. Which room in your home is your 4 Look at the photo. Is the house big or small?
things in homes. favourite? Why? How many rooms do you think are in the house?
• READING The main aim is for 2 Work in pairs. What are the names of the
2.1 5 Work in pairs. Look at the Reading skill box.
students to learn how to guess the rooms? Write 1–5. Listen and check. Then read the article. What do the bold words
mean? Guess. Then use a dictionary.
meaning of new words in context 4 kitchen 3 bathroom 1 bedroom
5 2 READING SKILL
and confirm these guesses with a dining room living room
Understanding new words
dictionary. 4 For new words, guess the meaning:
• SPEAKING The speaking aim is 2
• Use photos and pictures.

ng
for students to talk about homes, 5 • Read the text again, slowly.
Use a dictionary if you can’t guess the meaning.
including the rooms and things in
3
the rooms. 1

ni
6 Work in pairs. What are six things people like
about tiny houses? Do you like tiny houses?
Why? / Why not?

ar
VOCABULARY
SPEAKING
1

Le
7 Think about your home or a friend’s home. Draw
• Ask students, Where do you sleep? Tell a floor plan, or use the example below. Label
them that is a bedroom. Ask, Where do 3 Work in pairs. Write the items and rooms. the rooms.

you watch TV? and tell them that is a bed dining table fridge shower sofa toilet TV

c
living room. Do the same for the other
rooms in a house.

hi
bed bedroom
• Ask students to discuss the questions ap
in pairs. Walk around, listen and help fridge kitchen

students as they discuss the questions

dining table dining room
in case they need the words for other
gr
rooms. Elicit ideas from students as living room (bedroom,
TV kitchen, dining room
a class, and ask them why they like depending on family)
eo

that room. shower bathroom 8 Work in pairs. Show your floor plan to your
Sample answers partner. Tell them about the house.
The living room is my favourite because sofa living room My friend’s house is big. It has two bedrooms
G

and a ...
there is a big TV there. I love watching
soccer. toilet bathroom
l

2 2.1 Go to page 160 for the Vocabulary reference.

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EXPLORE MORE!

• Ask students to work with a new Do you want a house that’s different? Search online for
24 ’interesting houses’. Find photos of houses you like.
partner. Students look at the graphic of
io

the house and write their answers (1–5).

• Play the audio. Students listen and check
at

their answers. 42951_U02_022-033.indd 24 1/25/22 3:45 PM

• Optional step Play the audio again. the name(s) of the rooms where the items
• Ask students to work with a partner
N

Students listen and repeat. are usually found. (e.g., Plates are in the
to write the items and rooms. Check
AUDIO 2.1 answers as a class. kitchen and dining room.)
©

1 bedroom
Extra activity 1 For further information and practice, see
2 living room Vocabulary reference Unit 2 on page
Use gestures to act out daily activities
3 bathroom 160 of the Student’s Book.
(e.g. taking a shower). Ask students to say
4 kitchen
which item they use and which room of
5 dining room the house they are in. READING
3
• Optional step Begin by reading out the Extra activity 2 ABOUT THE TEXT
words in the box and getting students The text type is an article. It includes a list
Show students images of other household
to repeat after your model. Encourage of reasons the author believes small houses
items (e.g. plate, cooking pot, dresser,
students to say the words (rather than are good.
toothbrush, bookcase). Tell students what
just point to items) as they do the activity
the items are called, and ask them to say
with their partner.

38
 TINY
HOUSES
Many people want big houses, but some people love small houses. Some small
• Students discuss the questions in
pairs. Then discuss as a class.

houses are really tiny – only ten square metres! Why do people like tiny houses? For Sample answers
some people, small houses are cute – they look nice. But here are other good things The house is small.
about small houses: I think it has one room.
Small houses are cheap. Small houses use less energy. 5
• Optional step Point out the pictures
Small houses are portable. Small houses are good for the near the sentences with the bold words.
environment. Tell students these images provide hints
Small houses are easy to clean. about the meaning of some of the bold
Jay Shafer builds tiny houses. He lives in a small house too. His house has four words. Explain to students that they are

ng
rooms: a kitchen, a living room, a bedroom and a bathroom. Jay loves small houses. going to learn more ways to understand
He wants more people to live in them. new words.
• Read through the Reading skill box

ni
with the class. Explain to students that
there are many ways to understand the

ar
meaning of words in context. Explain
that when they rely too much on

Le
dictionaries, it will take them a long time
to read. They need to practise guessing
the meaning of new words from context.

c
• Optional step Ask students to raise
their hands to vote on which of the two

hi
methods they most often use. Encourage
students to practise using both images
ap
and context to learn new words.
• Students read the article.
gr
• Organize the class into pairs.
Students guess the meanings of the bold
words. Tell them that they cannot use
eo

their dictionaries yet. Randomly call on

students to share their guesses.
G

• Students use their dictionaries to look up

the meanings of the words. If students
keep vocabulary notebooks, encourage
l
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them to write the meanings using their

Jay Shafer with his family 25 own words. By rephrasing the meaning
and his tiny house.
using their own words, students will
io

think more deeply, which will help them

remember the words.
at

42951_U02_022-033.indd 25 1/25/22 3:45 PM • Optional step Ask students to share

their revised definitions with the class.
Small houses are growing in popularity design a home in less than 10 minutes.
N

primarily because they are cheap and Alternatively, future homeowners can use Sample answers
environmentally friendly. Many tiny houses one of the five models that Jeff’s company cheap = costs very little
©

are also portable because they are built
on movable platforms. (Notice the wheels
in the photo.) Jay Shafer, whom the
article mentions, built his first tiny house
in 1999. He now has his own company,
Tumbleweed Tiny House Company. As
the name suggests, the Tumbleweed Tiny
House Company builds tiny houses for
other people.
Jeff’s company gives his customers two
options. One option is for customers to
design their own home. The company’s
website allows potential clients to
sells. One of these models, the Elm model, portable = easy to carry around/move
is based on Jay’s original house. This is clean = make something tidy or less dirty
the model pictured on page 25 of the energy = what you use for things like your
Student’s Book. lights or your phone
environment = the Earth, nature, things
4 like trees and plants
• Optional step Ask students to look at
the title of the article and the photo on
page 25 of the Student’s Book. Students
guess the meaning of tiny using only the
photo (very small).

39
LESSON A
Extra activity 1
Ask students what the purpose of the article is. Why do they
think the author wrote this article? Tell students that the list in
the middle of the article is a clue. Ask for volunteers to share their
answers (e.g., to give reasons why small houses are good).
Extra activity 2
Knowing how to use an English dictionary is an important skill.
Dictionaries tell us the meanings of words, the part of speech
(e.g. verb), and how to pronounce the word. Many dictionaries
also have example sentences, which show how to use the word in
context.
Extra activity
Ask students who finish quickly to add more details to their floor
plan (e.g. plants in the garden, furniture).
8
• Organize the class into pairs. Students describe their
floorplans to their partner. Encourage students to ask each
other follow-up questions.
• Optional step Model the example for the class.
Sample answers
My house is small. We have two small bedrooms and a living
room.

ng
Words often have more than one definition. Encourage students
to look beyond the first definition and find the most appropriate EXPLORE MORE!
meaning.

ni
Ask students to refer to the words they looked up in the Ask students to answer the question, Do you want a house that’s
dictionary. Ask them to point out the different information given different? Encourage them to give reasons for their answers.

ar
by the dictionary, like the pronunciation guide, part of speech, etc. If there is internet access in class, ask students to work with a
partner to do research on interesting houses. Ask pairs to present
6

• Mix students so they work with new partners. Point out
that the answers to the first question are in the passage, but
that the second and third questions require students to give
Le
their findings to the class by showing photos and explaining why
they like the house.
Alternatively, ask students to do their research as homework
before presenting in the next class.

c
their opinions. Ask students to discuss their answers with their Example:

hi
partners. Then discuss the questions as a class. This house is small. It’s in Serbia. It’s on a rock. The rock is in the
• Optional step Conduct a poll. By show of hands, find out how river. I like the house. It’s in a beautiful place.
ap
many students would like to live in a house like the one in the See Workbook pages 10–11 for extra practice (Vocabulary,
photo. Reading).
Answers
gr
Six things people like about tiny houses: cute, cheap, portable,
easy to clean, use less energy, good for the environment
eo

Sample answers
I like tiny houses because they are easy to clean.
I don’t like tiny houses because I like to have a big living room.
G

Extra activity
Ask, What do you like about your house? Students work in pairs
l
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and discuss their opinions. Ask students to share their ideas with
the class.
io

SPEAKING
7
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• Optional step Some students may not want to discuss their

N

homes. When dealing with potentially sensitive topics, ask

students to be careful so they do not inadvertently hurt their
partner’s feelings or make them feel uncomfortable. To be
©

sensitive to students, give students the option to draw the floor

plan of their dream home rather than their actual home, or to
draw someone else’s home.
• Ask students to draw the floorplan of a home or to sketch on
the floorplan in the Student’s Book. Students label the rooms
after drawing the floorplans. Tell students their drawings do not
need to be exact or perfect.

40
LESSON 2B
LESSON GOALS
• LISTENING A sub-aim is for students to listen to people talking about working from
home.
• GRAMMAR The main aim is for students to use present simple be with plural subjects
to make positive and negative sentences, and to ask and answer questions.
• PRONUNCIATION A sub-aim is for students to practise saying contractions of be with
singular and plural pronouns.
• SPEAKING The speaking aim is for students to describe the location of things by using
prepositions of place.

ng
LISTENING AND GRAMMAR • Students read the top part of the Grammar box. Point out that
we, you and they are not specific. We only know that there are
1 two or more people or things.

ni
• Optional step Begin by asking, Where do people study? • Students read the rest of the Grammar box.
Where do people work? (e.g. at home, in an office, at a

ar
• Ask students to complete the exercise then compare their
company, at a store)
answers with a partner. Check answers as a class. Explain to
• Organize the class into pairs or small groups. Students students that they should pay attention to the context with the

Le
take turns asking and answering the questions. Set a two- word you to understand how many people are being discussed.
minute time limit.
• Optional step Ask students if they prefer studying/working at Extra activity

c
home or at school/the office. Encourage them to give reasons Give students situations and ask them to identify the personal
for their answers. pronoun and be verb to use. For example:

hi
Sample answers Simon and Hannah (when not talking with them) (= they, are)
Massimo and Matteo (when talking with them) (= you, are)
No, I don’t work at home. I work at my office.
ap
Yes, I study at home. I study in my bedroom. Yuki and I (= we, are)
Mix in singular subjects to further consolidate learning. For
2 2.2
gr
example: Rafael (= he, is) I (= I, am) You (= you, are)
• Read through the names and rooms with the class. Ask, What
information are you listening for? (where the three people are) For further information and practice, see Grammar reference
eo

• Play the audio. Students tick or cross the boxes, then check Unit 2B on page 167 of the Student’s Book.
their answers with a partner.
4
G

• Optional step Play the audio a second time and pause at key • Students complete the conversations.
points if students have problems hearing answers.
• Ask students to compare their answers with a partner. Then
AUDIO 2.2 check answers as a class.
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Ella: Hello? • Optional step Students practise the conversations in pairs. Ask
Felix: Hi, Ella. It’s Felix. Are you and Josef at home? them to take turns playing both roles.
Ella: Hi Felix. Yes, we are. We’re in the dining room. We work
io

from home now. 5

• Students read the questions section of the Grammar box.
Felix: Oh, wow. I work from home too! I’m in the living room.
at

Where are your work desks? • Optional step Create a visual diagram of the inversion (see
Grammar and pronunciation notes).
Ella: Um ... We don’t have work desks. Our laptops, books and
N

pens ... They’re on the dining table. • Students read the positive and negative answers section of the
Felix: Oh, OK. My work desk is in my living room. All my things are Grammar box.
©

on my desk – my laptop, my books, my pens, pencils ... Anyway ...
Extra activity
Provide additional comprehension questions to challenge higher
level students:
Who lives in the same home? (Ella and Josef)
What is on the dining table at Ella’s house? (laptops, books, pens)
What item is on Felix’s work desk but not Ella’s table? (pencils)
3 verb when making questions: They are in the dining room?
• Optional step Ask students When do we use am? (with I)
Repeat the question with is (with he, she, it) and are. (with you).
Remind students that we are discussing one person or thing.
• Ask students to answer the question with a partner. Check
answers as a class.
GRAMMAR AND PRONUNCIATION NOTES
Form
In many languages, there is no inversion of words to create
a question. Instead, only intonation is changed. As a result, a
common beginner error is to forget to invert the subject and
Help students remember to invert the subject and verb by
writing the statement and question on the board. Draw an

41
LESSON B
arrow between the subject in the
sentence and the question. Also draw
an arrow between the verb in the
sentence and the question. This visual
diagram may help students who are
visual learners remember how to create
questions.
They are in the dining room?
Are they in the dining room?
For further information and practice, see
Grammar reference Unit 2B on page 167
of the Student’s Book.
6 one person or thing:
• Ask students to use the words to make
questions.
• Ask students to compare their
answers with a partner. Choose students
to write answers on the board.
7 We / You / They are not in the dining room.
• Organize the class into new
pairs. Students take turns asking and
answering the questions.
• Optional step Explain that question 4
has four possible responses (see answers
below). Explain that sometimes, we
include the person being addressed. For
example: Are we (Sasha, you, and I) in
the right class? Other times, we does not
include the person being addressed. Are
we (Sasha and I) in the right class? This is
not always the case in other languages.
Many languages have different versions
l
of we for each situation.
na
Answers
1 Yes, they are. / No, they aren’t. /
io
No, they’re not.
2 Yes, I am. / No, I’m not.
at
3 Yes, they are. / No, they aren’t. /
No, they’re not.
4 Yes, we are. / No, we aren’t. / No, we’re
N
not. / Yes, you are. / No, you aren’t. / No,
you’re not.
©
For additional practice, refer to the
Grammar activity on page 263 of the
Teacher’s Book.
PRONUNCIATION
8 2.3
• Read through the information in the
Clear voice box. Point out that short
forms are a natural part of conversation,
so it’s important that students practise
saying them.
42
2B
Working from home
LESSON GOALS
• Understand people talking about working
from home
• Use be with plural pronouns
• Describe where things are
LISTENING AND GRAMMAR 5 Read the Grammar box. Are short forms OK in
both negative and positive answers?
1 Work in groups. Do you work or study at home? No. We can only use them for the negative answers.
Where?
GRAMMAR Yes/no questions with be (plural)
2 2.2 Listen to a phone conversation about
working from home. Write ✓ or ✗. Questions:
Felix Ella Josef Change the order of we / you / they and are:
at home Sentence: We / You / They are at home.
✓ ✓ ✓
in the dining room Question: Are we / you / they at home?
✗ ✓ ✓
in the living room ✓ ✗ ✗ Positive answers:
3 Read the Grammar box. Then choose the correct Yes, we / you / they are.
(not Yes, you’re / we’re / they’re.)
ng
option to complete sentences 1–2.
Negative answers:
GRAMMAR BOX Present simple be (plural, No, you’re / we’re / they’re not.
positive and negative) No, we / you / they aren’t.
ni
Use we / you / they + are to talk about more than
Go to page 167 for the Grammar reference.
We are in the dining room. 6 Put the words in order to make questions.
ar
You are at home.
They are on the dining table.
1 they / are / in the library / ?Are they in the library?
2 you / are / New Zealand / from / ? Are you from New Zealand?
Use these short forms:
Le
we are = we’re 3 the bags / under the table / are / ?Are the bags under
the table?
you are = you’re 4 the / are / in / correct class / we / ? Are we in the correct class?
they are = they’re 7 Work in pairs. Ask and answer the questions in
To make the sentence negative, add not: Exercise 6. Give positive and negative answers.
c
Go to page 167 for the Grammar reference. PRONUNCIATION
hi
1 Use we / you / they to talk about one person and 8 2.3 Look at the Clear voice box. Listen and
more than one person. repeat.
ap
2 Use we / you / they to talk about people and
things. CLEAR VOICE
Saying contractions of be
4 Complete the conversations. Use we’re, you’re or
When people speak, they usually use
gr
they’re.
contractions, or short forms:
1 A: Where are Ella and Josef? I am ➔ I’m You are ➔ You’re
B: They’re in the dining room. He is ➔ He’s She is ➔ She’s
eo
2 C: Are you and Simone at school? It is ➔ It’s
D: No, we’re not.
We are ➔ We’re They are ➔ They’re
3 E: Hi! Are Kumar and I late? 9 2.4 Listen. Circle the word you hear.
you’re
G
F: No, not. 1 He’s / She’s from Toronto.
We’re
4 G: Hi. ______________ Lisa and Tomas. 2 We’re / They’re in the kitchen.
H: I’m Etta. Nice to meet you! 3 I’m / It’s not in the dining room.
EXPLORE MORE!
Would you like to work from home? What jobs allow you to do that? Search online
26 for ’jobs that let you work from home’.
42951_U02_022-033.indd 26 1/25/22 3:45 PM
• Play the audio. Students listen and
GRAMMAR AND PRONUNCIATION
repeat.
NOTES
AUDIO 2.3 In English, it is generally not rude or
I am I’m too informal to use contractions even
You are You’re during speeches, presentations and
professional gatherings. In fact, avoiding
He is He’s
contractions may make the speaker
She is She’s
seem rigid, inexperienced or nervous.
It is It’s
We are We’re There are, however, situations in which
They are They’re contractions are incorrect, and these
should be taught to students. For
example:
A: Are you going to the cinema?
B: Yes, I’m. (incorrect)
Yes, we’re. (incorrect)
 to say where one or two of the things in
the photo are using the words they just
learned. Students then do the activity
in pairs.
• Optional step Give students more
practice using the prepositions of place
before doing the activity. Using your
desk and a book, demonstrate each of
the four positions. Ask the class, Where
is the book? (The book is on the desk.)
As students answer, write their responses
on the board. Point out that in, on,

ng
under and next to occur after the be
verb in each sentence. Repeat with a pen
and ask, Where is the pen?

ni
ar
VOCABULARY NOTES
The prepositions in this lesson tell us

Le
where something is or occurs. In can
be used to refer to things (e.g. in the
box) and places (e.g. in Brazil). Next
SPEAKING 12 Work with a new partner. Look around you.
to implies the location is not far away.

c
Where are the people and things in your class?
10 Work in pairs. Look at the photo. What are some Ask and answer questions. Under suggests the thing is either lower

hi
of the things you see?
A laptop, a desk, a cup, scissors, a chair, ...
A: Where is my bag? than another object (e.g. under the
B: It’s under the desk. table) or hidden (e.g. under the box so
11 Work in pairs. Look at the four pictures below.
Then say where the things in the photo are.
ap
A: Where are Selma and Eugene?
we cannot see it).
The laptop is on the table.

12
gr

• Students work with a new partner

eo

to ask and answer questions about

people and things in the class. Ask two
students to model the examples for the
G

rest of the class.

• As students work, note any common
In On Next to Under mistakes. When they have finished, write
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the mistakes on the board and go over

27 them as a class.
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EXPLORE MORE!
If there is internet access in class, ask
at

42951_U02_022-033.indd 27 1/25/22 3:45 PM

students to work with a partner to do
9 2.4 research on ‘jobs that let you work from
N

SPEAKING home’. Ask pairs to present their findings

• Play the audio. Students listen and circle
the correct words. 10 to the class.
©

• Mix students so they have new • Organize the class into pairs.
partners. Students compare their Students try to name the items they
answers before checking as a class. see in the photo. Discuss as a class.
Brainstorm the names of all the items
AUDIO 2.4 they see in the photo. Write the items on
1 She’s from Toronto. the board.
2 We’re in the kitchen.
3 I’m not in the dining room. 11
• Ask students to look at the four
pictures of cats. Read the words aloud to
the class, and ask students to repeat the
words after you. Then ask for volunteers
Alternatively, ask students to do their
research as homework before presenting
their findings in the next class.
Examples:
author, editor, translator, online teacher,
web designer, e-learning developer,
professional gamer
See Workbook pages 12–13 for extra
practice (Grammar, Pronunciation).

43
LESSON 2C
2C
My town
LESSON GOALS
• Learn about places in a town
• Understand people describing their hometowns
• Ask questions about people, things and places

LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY
1 2
students to learn about towns, villages 1 Work in pairs. Where do you live? Is it a city, a
and cities, as well as different places in town or a village?
a town.
Village
• LISTENING A main aim is for students
to learn what to do before they begin
a listening activity.
• GRAMMAR A further main aim is for 3 4
students to practise who, what and Town

ng
where questions.
• SPEAKING The speaking aim is for
students to ask and answer questions

ni
about where they live. City

ar
5 6
VOCABULARY

Le
1
• Optional step Before students begin 2 2.5 Look at photos 1–10. Write the missing
discussing the questions, check that words. Listen to check.

c
students understand the differences
bus restaurant school shopping train

hi
between a city, a town and a village. 7 8
Elicit some ideas of what they think a 1 park ap 6 museum
school bus
city/town/village is like. (small, big, noisy, 2 7 station
3 train station 8 restaurant
quiet)
4 library 9 supermarket
• Students discuss the questions with 5 shopping centre 10 cinema
gr
a partner. Set a two-minute time limit. Go to page 160 for the Vocabulary reference.
• Ask pairs to share their ideas with the
eo

LISTENING
class. 9 10
NATIONAL GEOGRAPHIC EXPLORERS
Sample answers
I live in Bangkok. It is a city.
G

3 2.6 Listen to Jeff Kerby and Alec Jacobson

talking about their hometowns. Then look at the
Extra activity photo on page 29. Who is from that town: Jeff
Ask students to think of cities, villages or or Alec? Jeff
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towns near to where they live.

28
2 2.5
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• Ask students to write the words then

compare their answers with a partner.
at

• Play the audio. Students listen and check 42951_U02_022-033.indd 28 1/25/22 3:46 PM

their answers. For further information and practice, see

VOCABULARY NOTE
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• Optional step Reinforce the vocabulary Vocabulary reference Unit 2 on page

by telling students to take turns asking There are many kinds of museums (art, 160 of the Student’s Book.
and answering questions about these history, science, etc.). Encourage students
©

places in their city/town/village (e.g. to be specific (e.g. art museum). For additional practice, refer to the
Where is the park? It’s next to the In American English, the words Vocabulary activity on page 248 of the
museum.). shopping mall (or just mall) are more Teacher’s Book.
commonly used.
• Optional step Play the audio again.
In American English, movie theater is
Students listen and repeat the words. LISTENING
commonly used instead of cinema.
AUDIO 2.5 3 2.6
1 park 6 museum Extra activity • Optional step Lead in by asking
2 school 7 bus station To reinforce the vocabulary, ask students students what they remember about Jeff
3 train station 8 restaurant to name specific places in the area they Kerby and Alec Jacobson. Refer students
4 library 9 supermarket live for each word (e.g. Nester Park). Work back to page 23 of the Student’s Book.
as a class and encourage all students to
5 shopping centre 10 cinema
volunteer at least once.

44
 4 2.6 Look at the Listening skill box. Then listen
Houses next to a lake in
again. Who talks about these things? Write J Sparta, New Jersey, US. Alec: It’s a small town. There’s a school, a
(Jeff) or A (Alec). Listen again to check.
supermarket … and many trees. It’s near
LISTENING SKILL
Getting ready to listen
the forest.
When doing listening exercises, try these tips:
Keep things quiet: VOCABULARY NOTE
Don’t talk. Ask your friends to be quiet too. There is some inconsistency in how
Turn off your phones and any music.
Relax:
people use the following words,
Breathe and relax! partially because of the overlap in
meanings.
1 Sparta J 6 a school A
2 Canada A 7 a library J house = the building in which a person
3 Vermont A 8 a supermarket A lives

ng
4 lakes J 9 a park J
5 restaurants J 10 a forest A home = the building or the area (town/
5 Read the Grammar box. Do you say Who is your city/country) in which a person lives

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name? or What is your name?
childhood home = the place where a
GRAMMAR Who, what, where person grew up

ar
Some questions use question words. Different
question words ask for different things. SPEAKING hometown = can mean the city with
your childhood home, but it can also

Le
Use who for people. 7 Work in groups of three. Complete the
Who are you?
Use what for things or names.
sentences. Write questions about where your mean your primary place to live (e.g.
partners live. Sample answers
What’s your name? city
while temporarily living somewhere else
1 What’s the name of your ?
What’s in your hometown?
2 Where’s your favourite restaurant ?
like college)

c
Use where for places.
Where’s Williston? 3 Where’s your supermarket ?

hi
Go to page 167 for the Grammar reference.
8 Ask your partners your questions in Exercise 7. Extra activity
Complete the table.
6 Match the questions and the answers. Draw two circles that overlap on the board.
ap
A: Where’s your favourite park?
1 What’s in your bag? c B: It’s next to the museum. Inside one circle, write Jeff. Inside the other
2 What’s your name? b circle, write Alec. Tell students this is called
3 Where’s the supermarket? a Person A Person B
a Venn diagram. Ask students what the
gr
4 Who’s that person? d
Venn diagram on the board is comparing
a It’s next to the park.
(Jeff, Alec).
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b It’s Anita Smith.

c It’s a book about Brazil.
Explain to students that you will play the
d He’s my English teacher. audio again, and they should ask you
to pause every time there is important
G

information about Jeff or Alec. Students

should decide if the information is only
l

EXPLORE MORE! about Jeff, only about Alec, or about

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Which town do you like more: Sparta or Williston? Why? Search online for pictures and information both people. Add the information to the
29
about the two places.
diagram.
Sample answers
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Jeff only: scientist; lives in Denmark;

hometown is Sparta, New Jersey.
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42951_U02_022-033.indd 29 1/25/22 3:46 PM

Alec only: lives in Canada; hometown is
• Play the audio. Ask the class to look at Interviewer: I see! And what’s in your Williston, Vermont.
N

the photo. Then ask, What is the name hometown? Jeff and Alec: photographers; hometowns
of this place? Who lives there? Jeff: It has many things … a library … are in the US; hometowns have trees (parks
a park … many lakes … and good and forests)
©

AUDIO 2.6
restaurants.
Interviewer: Hello, Jeff. Please tell our
Interviewer: Hello, Alec. Please tell our
listeners: Who are you?
listeners: Who are you? And where’s your
Jeff: Hi. I’m Jeff Kerby. I’m a scientist and a hometown?
photographer. I study plants and animals.
Alec: Hi, everyone. I’m Alec Jacobson. I’m
Interviewer: You live in Denmark now. a photographer. I live in Canada, but I’m
But where’s your hometown – your from Williston. It’s in Vermont.
childhood home?
Interviewer: I see. Where’s Vermont?
Jeff: It’s a town called Sparta.
Alec: It’s in the US.
Interviewer: Hmm. Where’s Sparta?
Interviewer: Ahh! What’s in your
Jeff: It’s in New Jersey, in the United hometown?
States.

45
LESSON C
4 2.6
• Read the Listening skill box with the class.
• Optional step Elicit ideas about why it’s important to keep
things quiet (e.g. because listening to a new language requires
more concentration than listening to your first language). Ask
students to discuss why it is important to relax while doing
listening exercises (e.g. because worrying takes mental focus
away from the task).
• Ask students if there’s anything you can do to make the room
more quiet or to make listening easier. Help students where
possible.
8
• Optional step Ask two students to model the example.
• Students take turns asking their partners the questions they
wrote in Exercise 7, completing the table as they listen to the
answers. Set a four minute-time limit.
• Optional step Combine two groups into one, and do
this for all the groups in the class. Students take turns telling
the other group members about their partners using the
information in their tables. Set a five-minute time limit.
EXPLORE MORE!

ng
• Play the audio again. Students write their answers. Explain to students that they will gather information and pictures
• Ask students to compare their answers with a partner about Jeff’s and Alec’s hometowns, and then decide which they
before checking answers as a class. like more. If there is internet access in class, ask students to do

ni
• Optional step Play the audio again and pause at key points if research online and then share their findings with the class.
students have problems hearing the answers. Alternatively, ask students to do their research as homework

ar
before presenting their findings in the next class.
5 Example:

• Read through the information in the Grammar box with the
class.
• Students answer the question. Check answers as a class.
Le
I like Sparta more. There are a lot of great photos of it. There are
lakes, and the town is peaceful.
For additional practice, refer to the Communication activity on

c
page 224 of the Teacher’s Book.

hi
GRAMMAR NOTES
See Workbook pages 13–14 for extra practice (Vocabulary,
There are six question words we use to ask open questions.
Listening, Grammar, Pronunciation).
These are questions that cannot be answered with yes or no.
ap
These are sometimes called the 5 Ws plus 1 H. (the people –
who, the content – what, the time – when, the location –
gr
where, the reason – why, the manner – how).
In order not to overwhelm students, this lesson focuses only on
eo

who, what and where. The other question words will be taught
later in the book.
G

For further information and practice, see Grammar reference

Unit 2C on page 167 of the Student’s Book.
l
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For additional practice, refer to the Grammar activity on page

264 of the Teacher’s Book.
io

6
• Students match the questions with the answers and
at

compare their answers with a partner. Check answers as a class.

• Optional step Ask students to take turns asking and
N

answering the questions with their partner. Then ask students

to ask and answer again, using real answers. Set a three-minute
©

time limit.

SPEAKING
7
• Organize the class into groups of three, or pairs. Ask
students to complete the questions to learn more about their
partners’ town, city or village. Students should not share the
questions they write with each other. They will ask each other
the questions later.

46
LESSON 2D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to give students confidence in discussing the location of places. Students learn
specific language as well as methods for clarifying where a place is located. They also
learn how to confirm information by using intonation to repeat the information as a
question. The lesson ends with an exercise in which students consolidate everything
they’ve learned by describing the location of places on a map.

SPEAKING MY VOICE
1

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3 2.2
• Give students one minute to look at the photo and think of • Give students time to read the questions (1–2).
ideas. Students discuss the question with a partner, then share
• Play the video which describes four things students can do

ni
their ideas with the class.
when asking where places in a town or city are. Ask students to
• Optional step Brainstorm when students might find answer the questions (1–2), then discuss their answers with a

ar
themselves in the situations they mentioned (e.g. while partner.
travelling to another city).

Le
VIDEO 2.2
Sample answers
(They are talking about) where a place is. Narrator: You’re in a new place. Where is the museum? Ask
(They are discussing) where she can get some coffee. someone.
Man: Excuse me. Where’s the museum?

c
(He’s telling her) where the shopping mall is.
Woman: Oh, it’s nearby. Near the old warehouse.
2

hi
Narrator: Don’t understand? Try these tips. One: Repeat answers
• Ask the class if they know what the first three items are. Ask as questions.
students to show understanding of the items by showing
ap
Woman: Oh, it’s nearby. Near the old warehouse.
pictures of these items or miming.
Man: Near … the warehouse?
• Students discuss their answers with a partner, then share
gr
Woman: Yes. It’s a big building. On Smith Street.
their ideas with the class. Encourage students to give reasons.
Narrator: Two: Ask more questions.
• Optional step Explain that even though two people may have
eo

the same answer (e.g. I ask people.), their reasons might be very Man: Is it next to the train station?
different. Woman: No. It’s near the bus station.
Give an example: Student A asks people because she thinks Narrator: Three: Check that you understand. Point and ask.
G

locals know the best way to get somewhere. Student B asks Man: Near the bus station? Over there?
people because he’s not confident reading maps. Woman: Yes, that’s right!
l

Encourage students to give reasons for their choices. Narrator: And four: Say ‘thank you’!
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Sample answers Man: Great! Thank you!

I ask people. Woman: No problem!
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I use a map. Narrator: Remember: repeat answers as questions, ask more

I use a phone and a map. questions, check that you understand, and say thank you.
at

Extra activity
• Optional step Take a poll to find out which methods are most
Play the video again. Ask students to note down the four tips in
N

popular. Explain to students that they can raise their hands more
than once. the video (repeat answers as questions, ask more questions, check
that you understand, say ‘thank you’). Students then compare
©

COMMUNICATION SKILL NOTES
When you are asking for directions, it’s important to start with
Excuse me. This is a polite way to interrupt someone. It’s also
a good idea to ask Do you speak English? since some people
get upset when you assume they speak English. Being able to
interrupt someone politely is an important skill to master, and
will help you in getting the information you need.
notes with a partner. Play the video again so students can confirm
their answers. Check answers as a class.
4
• Read out the information in the Communication skill box. Point
out that this is a summary of the information in the video.
• Give students one minute to put the conversation in the
correct order. Students compare their answers with a partner
before checking answers as a class.

47
LESSON D
• Optional step Ask students to group
2D
Asking where things are
LESSON GOALS
• Ask where things are
• Listen to and give simple directions
• Understand intonation in questions

the sentences into the person asking

for directions (1, 3, 5, 7) and the person
giving directions (2, 4, 6). Ask students
to practise the conversation with a
partner twice, taking both roles.

VOCABULARY NOTES
tips = pieces of useful advice
um = sound made when someone is

ng
hesitating or thinking (e.g. Um ... yeah,
I can go.); can also be made when
someone is confused or uncertain

ni
(e.g. Um ... What do you mean?)
SPEAKING a 1 Excuse me. Where’s the library?
oh = used to express emotion: surprise,

ar
b 3 Um ... Belle Avenue?
happiness or annoyance 1 Work in pairs. Look at the photo. What are they
talking about? c 5 Oh. Is the bus station on my map?

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d 2 It’s in the shopping centre, on Belle Avenue.
2 Work in pairs. Discuss the question. How do you
5 find places? e 6 Yes, it is. It’s right ... here!
4
• Students work with a partner to • I use a phone. • I look at street signs. f Yes. Over there. It’s near the bus station.
• I use a map. • I ask people. g 7 Great. Thanks so much!
match the sentences with the correct

c
tips from the Communication skill box. 5 Read the three questions. Match them with tips
MY VOICE

hi
from the Communication skill box (1–5).
Check answers as a class. 2
3 2.2 Watch the video about asking where 1 Is the bus station on my map?
• Optional step Explain to students that things are. Answer the questions. 2 Um … Belle Avenue? 1
gestures have different meanings in
ap
1 What does repeat mean? Say something again. 3 Great. Thanks so much! 5
different cultures. If you have students 2 How do you point at something?
Use your hand or finger to show where something is. 6 Look at the Useful language box. Do you use in
from various cultures in the class, discuss 4 Look at the Communication skill box. Then or on for street names? on
gr
number the sentences (a–g) in order.
whether pointing could be rude in their
COMMUNICATION SKILL Useful language Talking about where
culture. Also encourage students to Asking where things are things are
eo

share how they point (e.g. with their Where’s (the library)?
Use these tips when you ask where things are:
chin, hand, index finger). 1 Repeat answers as questions.
Is it (on Smith Street)?
It’s over there.
2 Ask more questions. It’s near (the park).
Extra activity
G

3 Check that you understand. It’s in (the school).

Explain to students that when we use a 4 Point and ask. It’s on (Smith Street).
5 Say ’thank you’.
question to check our understanding,
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we sometimes don’t say a full sentence.

Instead, we just repeat the most 30
important information. This allows us to
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communicate more quickly and effectively.

Ask students to look at the conversation
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in Exercise 4 and respond to the following 42951_U02_022-033.indd 30 1/25/22 3:46 PM

statement by repeating the most useful
PRONUNCIATION
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information as a question: Yes. Over there. Extra activity

It’s near the bus station. (Near the bus Ask students to look at the map. Say, It’s
station?) on Belle Avenue. What is it? Students
7 2.7
©

• Read through the information in the

answer. (shopping centre) Students then
Clear voice box. Note that the main aim
work in pairs and take turns asking and
6 answering questions using It’s on [street
of this section is to develop students’
• Read through the Useful language box receptive pronunciation skills rather than
name]. What is it?
with your class. Give students time to their productive skills.
think about their answer, and ask a • Play the audio. Students listen and pay
volunteer to share their answer with attention to the rising intonation in the
the class. sentences repeated as questions.
• Optional step Drill the questions and
ask students to repeat after your model.

48
 PRONUNCIATION SPEAKING

7 Look at the Clear voice box. Then listen to

2.7 8 Work in pairs. Write the names of the four places 9
the questions. Notice how the voices go down, in the four boxes on the map. You can write the • Optional step Model the activity with
then up when repeating sentences as questions. place names in any box. Don’t show your partner.
a student before students start. Remind
CLEAR VOICE
Understanding intonation in questions
bus station cinema library school students of the prepositions of place
they learned in Lesson 2B (in, on, under,
When people repeat sentences as questions,
9 Work in pairs. Ask questions. Find your partner’s next to).
their voices go down, then up. This ’up’ sound
places.
tells people they are asking a question, not saying a
sentence. Student A: Ask your partner yes/no questions. Then • Optional step Explain that even though
point to your map and guess where their places are. a place looks like it’s ‘under’ another
Next to the supermarket? Student B: Answer your partner’s questions. Don’t place on the map, we don’t use the
On Smith Street? show your map to your partner.
A: Is it near the shopping centre?
word under to describe its location.
Near the bus station?
In the shopping centre? B: No, it’s not. (e,g., the fountain is not under the train
station).

ng
• Students take turns asking their
partner questions to find their partner’s

ni
B
places. Remind them to swap roles after
MALL
LAKE STREET
Student A finds Student B’s places. Set a

ar
A
five-minute time limit.
SUPERMARKET
• Optional step If students did the
BELLE AVENUE

Le
extra activity in Exercise 8, ask them

HILL STREET
to work with new partners. Explain to
students that they will do the activity
C
again as a race, and their goal is to find

c
SUNSET DRIVE

as many places on their partner’s map as

hi
MUSEUM
they can in five minutes. The pair with
the most places wins.
MAIN STREET
ap
MAIN STREET

CAFÉ D
gr
TRAIN
STATION
eo

PINE STREET
G

PARK
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na

31
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42951_U02_022-033.indd 31 1/25/22 3:46 PM

SPEAKING
N

• Optional step It can be difficult

for beginner students to hear the
intonation. Repeat the audio until 8
©

students are confident they understand • Organize the class into pairs. Mix
the differences. students so they have new partners.
• Ask students to write the names of the
AUDIO 2.7
four places on their map. Emphasize
Next to the supermarket? that they can freely choose the location.
On Smith Street? Explain to students that they shouldn’t
Near the bus station? show their partner their maps.
In the shopping centre?
For additional practice, refer to the
Pronunciation activity on page 289 of
the Teacher’s Book.

49
LESSON 2E
LESSON GOALS
• WRITING The aim of the lesson is to
write an email to a friend. Students
consider the parts of an email and
practise using common expressions
found in friendly emails.
SPEAKING
1 4
• Optional step Model the activity by
discussing a place in your city tourists
like to visit.
• Organize the class into pairs.
Students work in pairs and discuss their
ideas. Encourage students to also think
of reasons for their choices. Set a three-
minute time limit. Help students with
words they don’t know.
Sample answers
the art museum, the nature park, the beach
For additional practice, refer to the
Communication activity on page 225 of
the Teacher’s Book.
2
• Ask two pairs to form a single group.
Students sit in their groups, compare
their answers and write down new ideas.
• Optional step Ask groups to decide on
their top three places. Groups share their
ideas with the class, and then the whole
class votes on the top three places by
l
show of hands.
na
READING FOR WRITING
io
3
• Optional step To set up the task, ask
at
students to look at the email and photo.
Ask, What is the email about? (places to
N
visit in Hanoi)
• Set a two-minute time limit for students
©
to read the email and answer the
questions.
• Ask students to compare their
answers with a partner before checking
as a class.
Extra activity
Ask, Are Mina and Grace friends? Why?
Students discuss their ideas with a partner
before sharing their ideas with the class.
For example:
Yes. Grace doesn’t say ‘nice to meet you’.
50
2E
See you soon!
LESSON GOALS
• Learn how to write an email
• Learn common email expressions
• Write an email to a friend
SPEAKING
New Message
1 Work in pairs. A friend is visiting your town or
city. Write down three good places to visit. 1 e From: gracepark4life@sendit.com
2 Discuss in groups. Are your places the same? 2 a To: minatruong@treemail.com
Write down some other good places. 3 c Subject: Welcome to Hanoi
4 f Hi Mina
READING FOR WRITING
5 b How are you? I’m happy you’re here
3 Read the email. Who is the email from? Who is in Hanoi! It’s a great city with many
nice places. The shopping centres are
the email to? The email is from Grace.
The email is to Mina.
Match the parts of the email (1–7) with the
great and the museums are good.
ng
The restaurants are amazing too. My
descriptions below (a–g). favourite place is Hoan Kiem Lake. It’s
a friend’s email address beautiful at night. Here’s a photo.
g
b a friendly question 6 See you soon!
ni
c main idea of your email d Grace
7
d sender’s name
e sender’s email address
5 Work in pairs. Answer the questions.
ar
f say hi or hello
g say goodbye 1 Where does Grace live? Hanoi/Vietnam
2 Does Mina live in the same place? No.
Le
Hoan Kiem Lake in Hanoi,
Vietnam.
c
hi
ap
gr
eo
G
32
42951_U02_022-033.indd 32 1/25/22 3:46 PM
4 5
• Optional step Read through the • Organize the class into new pairs.
descriptions (a–g) with the class. This Students discuss the questions before
allows students to hear the descriptions checking answers as a class.
and makes it easier to discuss the parts • Optional step Ask students how they
of the email throughout the rest of the know Mina does not live in Hanoi. (e.g.
lesson. The subject line is Welcome to Hanoi.
• Students match the parts of the email to Grace is telling Mina about places Mina
the descriptions. doesn’t know about.)
• Ask students to compare their
answers with a partner. Then check 6
answers as a class. • Read through the Writing skill box with
the class. Discuss the questions as a
class.
 6 Look at the Writing skill box. Then look at WRITING TASK
Grace’s email. Why is she writing to Mina? What Sample answer
10 WRITE A close friend is visiting your town. Write
does she want to say?
an email to your friend. Tell them about three Nice places in Hanoi
WRITING SKILL of your interesting places in Exercises 1 and 2.
Writing a friendly email

To write a simple friendly email, think about

Remember to:
1 Write your paragraph. Follow the steps in the
WRITING TASK
what you want to say. Then:
• begin the email with a greeting
Writing skill box.
2 Begin and end your email. Use the expressions in
10 WRITE
• ask the person how they are the Useful language box. • Ask students to write a paragraph to
• write a few sentences 3 Write the main idea in the subject line. their friend. Then ask students to write
• end the email in a friendly way the beginning and ending greetings for
New Message
their email. Finally, ask students to write
7 Look at the Useful language box. Which of the
expressions are in Grace’s email? From: the subject line.
To:

ng
Useful language Writing friendly emails
WRITING NOTES
To begin an email: Subject: Three Sites in Tokyo
Hi / Hello (Mina), Like other types of writing, emails
How are you? Hi Jay, should be written in paragraphs. Each

ni
,
I’m great. / I’m well.
paragraph should be about one main
To finish an email: How are you? I’m great. I’m happy you’re in
idea. For example, if students are giving

ar
Lots of love. / Write soon. / See you soon.
Tokyo. It’s really busy. It has many nice places. details about three places, they could
8 Complete the email below. Use expressions from You can look out over the city from Tokyo write a paragraph for each place.

Le
the Useful language box. Skytree. Tokyo Disneyland is great, too. My When writing emails, students should
favourite place is Shinjuku. The shopping is use standard punctuation.
1 Hi/Hello Lois
great. Here’s a photo. According to email etiquette, a word
that is written in all capital letters (e.g.

c
How are you ? 3 I’m great/well . I’m in
WHOLE) is the equivalent of shouting
2

hi
Prague. It’s beautiful! The people are really nice.
And the food is good! My hotel is next to a See you soon
when speaking in person. As a result,
!
park. It’s amazing. Wish you were here. students should avoid using all capital
Yuki
ap letters in English.
4 Write soon !
Vicky
11 CHECK
gr
11 CHECK Use the checklist.
My email describes three interesting places. • Ask students to read their email and
9 Look at the Critical thinking skill box. Then read It has friendly expressions and questions. check it against the checklist. Ask them
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Grace’s email. Think of a different subject line

The subject line describes the main idea.
for her email. to correct any mistakes in their emails.
The spelling and punctuation are correct.
CRITICAL THINKING SKILL
12 REVIEW Work in pairs. Read your partner’s 12 REVIEW
G

Email subject lines

Good subject lines help readers understand
emails better. They are short (just a few words). They
say what the email is about, and why it is important.
l
email. Do they do they things in the checklist?
Write a short reply to the email.
• Ask students to read their partner’s
email and check it against the checklist
Go to page 154 for the Reflect and review.

in Exercise 11.
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33 • Optional step Ask students to mark

the parts of the email that need revision.
Set a three-minute time limit for students
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to revise their emails in pairs.

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42951_U02_022-033.indd 33 1/25/22 3:46 PM

• Students write a short reply to their
Answers 8 partner’s email.
She is writing to Mina to make her feel
N

• Students complete the email using Extra activity

welcome in Hanoi. expressions from the Useful language
She wants to tell Mina about some nice Ask students to read each other’s replies
box. Point out that there is more than
©

places to visit. and check them for mistakes too.

7 class.
• Read through the Useful language box
with the class. Ask students to circle the
expressions in the email.
• Optional step Ask students why Lots
of love may not always be appropriate
(e.g. the person could misunderstand and
believe you want a romantic relationship).
one correct answer. Discuss answers as a
For additional practice, refer to the
• Optional step Ask students to take Mediation activity on page 305 of the
turns reading their emails to their Teacher’s Book.
partner.
See Workbook page 15 for extra practice
9 (Writing).
• Read through the Critical thinking skill
See Workbook pages 16–17 for Units 1
box with your class.
and 2 Review.
• Students brainstorm another subject
line with a partner, then share their ideas
For Unit 2 Reflect and review, see
with the class.
Student’s Book page 154.

51
 UNIT 3
My stuff

UNIT GOALS

ng
3A Vocabulary, reading and

ni
speaking
• talk about people’s travel items;

ar
understand a text about people’s
travel items; understand commas

Le
and the word and

3B Listening, grammar,
pronunciation and speaking

c
• listen to people talk about the things

hi
they collect; use this, that, these,
those to talk about things, people or
animals; practise saying the voiced
ap
th sound
gr
3C Vocabulary, listening,
grammar, pronunciation and
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speaking
• learn the words for different
colours; talk about belongings
G

using possessive adjectives and ’s;

listen to your and their; talk about
l

the colour of things

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3D Speaking 34

• understand people who talk

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fast; ask for the meaning of

difficult words; get people to say
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something again 42951_U03_034-045.indd 34 3/21/22 2:46 PM

ABOUT THE PHOTO photos shows how his life has changed
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3E Speaking, reading and writing
• write a social media post about a
©
The unit theme is possessions, or stuff. The over the past 14 years. His photos also give
photo shows everyday items. The photos us valuable insight into how the lives of
were taken by Hong Hao, a photographer many people in China have changed.

special item; learn expressions for

talking about special things
Photocopiable resources
Communication activities: pp. 226–227
Vocabulary activity: p. 249
Grammar activities: pp. 265–266
Pronunciation activity: p. 290
Mediation activity: p. 306
Workbook
Unit 3 pp. 18–23
based in Beijing. For over ten years, he
has been working on an amazing project.
He has been documenting everything
that he has used. He scans each item that
he consumes. He then creates colourful,
intriguing and large-format images from
the photos. Some of the works that he
creates have themes: a collection of mugs,
different kinds of money, even post-its
or paper notes. Each group of scanned
1
• Optional step To set up the task, use
the photo on the page to elicit and teach
key words students will need: banana,
cap, jar, glasses case, snacks, brush.
• Ask students to take turns asking
and answering the questions.
Sample answers
1 banana, cap, jar
2 glasses case, snacks, brush

52
 3
My stuff
VIDEO 3.1
Ellie: My favourite thing is my scarf. It’s
soft and black. And it’s great for when I’m
cold – in the cinema, or when it rains. It’s
always with me, in my bag. It’s not new,
but I really love it!
Jenny: My favourite thing is my diving
GOALS
mask. It’s an old mask, but it’s very good.
• Understand commas and the word and It’s black, and the front is glass. It’s very
• Talk about your things important for my job. I use it a lot, to see

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• Describe things by their colours in the water.
• Listen for important words
• Ask questions to help you understand
• Write a social media post about a special item
Extra activity

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Ask students true/false comprehension
1 Work in pairs. Discuss the questions. questions.

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1 Look at the photo. What things are in the photo? Examples:
2 What things in the photo have you got?
Ellie’s favourite thing is her bag. (F. It’s her

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WATCH scarf.)
Ellie uses her scarf in the cinema. (T)
2 3.1 Watch the video. Choose the correct
option to complete the sentences. Jenny uses her mask for her job. (T)

c
NATIONAL GEOGRAPHIC EXPLORERS

• Ask students to work with a new

hi
ap partner or in small groups.
• Ask a student to read the example
ELLIE DE CASTRO JENNY ADLER phrases to provide a model for the class.
Students try to guess what the thing is.
1 Ellie’s scarf is black / red.
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2 Ellie uses her scarf when it’s cold / hot. • Ask students to practise in pairs or
3 Jenny’s diving mask is black / blue. groups. Set a five-minute time limit.
4 Jenny’s diving mask is new / old.
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3 Make connections. What are your favourite

Photographer Hong Hao things? Why? Tell a partner. Ask them to guess ABOUT THE EXPLORERS
photographs 14 years of things what it is. Change roles.
ELLIE DE CASTRO is an archaeologist
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from his life. A: My favourite thing is small. It’s on my desk now.

It’s black and red. It’s from Korea. from the Philippines. She studies human
B: Is it your phone? history – the things people did thousands
l

of years ago. She also promotes interest in

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35
history through her National Geographic
Young Explorer project.
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JENNY ADLER has a science background,

studying ecology and biology. She is also
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42951_U03_034-045.indd 35 3/21/22 2:46 PM a photojournalist. She uses her scientific

Extra activity • Ask students to read the sentences understanding when she takes photos
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Ask students to look at the objects in (1–4). Then play the video in which Ellie both underwater and on land. One of the
the photo carefully. Ask them to use the de Castro and Jenny Adler describe their themes in her photos is how people and
internet or their dictionaries to look up the favourite things. Students answer the water are connected. She shows us that
©

words for items they are interested in. Set a questions. our climate is always changing.
three-minute time limit. Then ask students • Students compare answers in pairs
to share their new words with the class. before checking their answers as a class.
• Optional step Play the video again.
WATCH Pause at key points if students have
problems hearing answers.
2 3.1
• Optional step Read the names of the
explorers with the class. It’s easier for
students to focus on the video when
they’re familiar with the names.

53
LESSON 3A
3A
My travel bag
LESSON GOALS
• Learn about things people travel with
• Understand a text about people’s travel items
• Understand commas and the word and

LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 3 Work in pairs. Look at the photos in Exercise 2.
lesson is for students to learn 1 Work in pairs. What do you carry to these places?
Test your partner.
vocabulary for things people travel A: What’s this?
1 work or school
B: It’s a water bottle.
with. 2 a park
3 a different town or city Go to page 161 for the Vocabulary reference.
• READING The main aim is for
students to read about people’s travel 2 3.1 Work in pairs. Look at the twelve photos.
READING
Match the words (1–12) with the photos (a–l).
items. They learn how to write a list Then listen to check. NATIONAL GEOGRAPHIC EXPLORERS
of items in a sentence using commas 1 phone h 7 bank cards f
4 Read the text. Which things in Exercise 2 do Ellie
and the word and. 2 book c 8 keys b
de Castro and Jenny Adler talk about? passport, phone,

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• SPEAKING The speaking aim is for 3 bag g 9 T-shirt e bank cards, money, water bottle, camera, notepad, T-shirt, dress,
4 camera l 10 notepad i
5 Read the text again. Answer the questions. scarf, book,
students to talk about things they 1 Ellie’s travel bag is big / small. bag
5 toothbrush a 11 dress k
need when they travel. 2 Ellie travels with a book / notepad in her bag.

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6 water bottle j 12 passport d
3 Jenny’s travel bag is big / small.
a g 4 Jenny has one or two books / dresses in her

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VOCABULARY travel bag.
6 Look at the Reading skill box. Then look at the
1 text. Underline commas and the word and.

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b h
• Optional step Demonstrate the word READING SKILL
Understanding commas and the word and
carry (e.g. hold some books and walk;
Use and to talk about two things:
say, I carry these books.). Hold up and My water bottle and my camera are in my

c
say the names of the things you carry. c i bag.
For example, show your wallet or your

hi
To talk about three or more things, use commas and
the word and:
keys, etc. and ask students to repeat
I always take my phone, my bank cards and my
after you.
ap passport.
d j
• Students discuss the question and
situations (1–3) with a partner. Ask them SPEAKING
gr
to share some ideas with the rest of the 7 Work in pairs. Turn to page 180. Look at the two
class. e k photos. Imagine you are at these places. Choose
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three items from Exercise 2 to take with you to

Sample answers each place.
1 my phone, a water bottle, my keys, my My phone is important. My water bottle too ...
wallet, a book, money 8 Work in groups. Look at the photos on page 180
G

f l
2 a water bottle, a book again. Think of five things not in Exercise 2 to
3 clothes, a bank card, money take with you. Use a dictionary to help you.
Five things? Maybe a football and an umbrella …
l

2 3.1
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EXPLORE MORE!

• Give students time to look at the photos. What other items are good to have when you travel? Search online for ’useful travel
36 items.’ Choose three useful travel items not in this lesson.
• Elicit the first answer to get students
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started. Ask students to work together

to match the words and pictures.
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• Play the audio. Students listen to check 42951_U03_034-045.indd 36 3/21/22 2:46 PM

their answers. AUDIO 3.1 • Ask students to work in new pairs

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• Optional step Play the audio again. a toothbrush g bag and test their partner’s memory of the
Students listen and repeat. Read each
b keys h phone new vocabulary. Set a two-minute time
item with your class.
©

c book i notepad limit.

Extra activity d passport j water bottle • Optional step After practising, ask
Organize the class into groups of three e T-shirt k dress students to take turns saying which
students. For students who do not f bank cards l camera items in the photos are in their bags or
use the Latin alphabet in their first on their desks.
language, review how words are placed in 3
• Optional step Model the example For further information and practice, see
alphabetical order. Ask students to come
conversation with a student. Hold or Vocabulary Reference Unit 3 on page
up to the board to write the 12 words
point to the object so the use of this 161 of the Student’s Book.
in alphabetical order. Check answers as
a class. is clear.

54
 The things I travel with Extra activity
Ask students to find My water bottle and
my camera in the text. Ask, Whose water
bottle and camera are they? (Ellie’s) Ask
students to find my phone, my bank cards
and my passport. Ask, Whose things are
they? (Jenny’s)
I travel a lot! When I travel, the most
important things are my passport, my 5
phone, my bank cards and money. I • Students read and circle the correct
travel with a big bag. My water bottle words in the sentences. Set a three-
and my camera are in it, and my minute time limit.

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notepad too. I also have clothes: lots • Students compare their answers with
of T-shirts, and of course, my favourite a partner before checking as a class.
black scarf!

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Extra activity
Point out the expression travel light near

ar
the end of the article. Ask students what
Ellie de Castro
they think this expression means (travel

Le
without carrying many things). Draw a big
suitcase and a small suitcase or bag on
the board to help you explain. Point to the
small suitcase or bag and say, Jenny likes to

c
travel light. Ask students if they think Ellie

hi
travels light too. (No, because she takes
When I travel, I always take my phone, a big bag.) Then ask students how they
ap
my bank cards and my passport. I also like to travel. Do they like to carry a lot of
take my camera – I love taking photos! things or just a few? Ask them what other
I don’t take many T-shirts or dresses – things they bring with them that Ellie and
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just a few. I carry a small bag. There’s Jenny don’t.
a water bottle in it and one or two
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books. I like to travel light – I don’t like 6

to carry many things. • Read through the Reading skill box with
the class. Ask students to underline
G

the commas and the word and in the

article. Find the first example in the text
to get students started. Ask students to
l

Jenny Adler
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complete the activity.

37
• Ask students to compare their
answers with a partner.
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42951_U03_034-045.indd 37 3/21/22 2:46 PM

READING
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VOCABULARY NOTES
few = not very many; often used to
ABOUT THE TEXT mean three to five, although this also
©

The text type is an article. The article depends on the context

describes the things that Ellie de Castro
and Jenny Adler take with them when they Ask students to name things that they
travel. have a few of (e.g. keys).

4
• Students read the article and find
the answers with a partner. Set a three-
minute time limit for students to read
the article. Check answers as a class.

55
LESSON A
GRAMMAR NOTES
Remind students that commas help us clearly convey our ideas.
When writing, commas come directly after the word. There is
no space between the word and the comma.
When speaking, we pause slightly in places where there are
commas.
Commas have many uses. Students focus on one of these uses
while studying the text on page 37 of the Student’s Book.
Commas are taught over several levels of Voices so students are
not overwhelmed.
Extra activity
Ask groups who finish quickly to rank their items from very
important to less important.
EXPLORE MORE!
If there is internet access in class, ask students to search online
and find other items that are useful when travelling. Ask them
to choose three items that they think are useful to take when
travelling, which they did not learn in this lesson. Ask pairs to
present their findings to the class. Alternatively, ask students to
prepare their list of items as homework and present their findings

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in the next class.
Extra activity
Some examples:
Ask students to work with their partner. First, ask them to list all day backpack, USB charger, hand sanitizer gel
the things that the people in the text talk about. Then ask them

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to group items they think are similar in some way (e.g. keys and See Workbook pages 18–19 for extra practice (Vocabulary,
phone). Emphasize that there are many ways to group the items. Reading).

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Finally, ask them to list the items they grouped together using
commas and the word and. For example, bank cards, a phone and

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a passport. Tell students that they can use items more than once
and they don’t have to use all of the things that Ellie and Jenny
talk about. Set a four-minute time limit.

c
In a mixed-level class, encourage pairs who finish quickly to
discuss how they decided their groups (see below for examples).

hi
Ask two pairs to form a group and share their lists. Also, ask pairs
to review the use of commas and the word and, making any
ap
suggestions for areas of possible improvement.
Sample answers
gr
passports, bank cards and money (things for travel); T-shirts and
dresses (clothes); a phone, a camera and a notebook (things to
help us record and remember the trip).
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Some students may group things by size, shape, etc.

G

SPEAKING
7
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• Mix students so they work with new partners. Then ask

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students to look at the photos on page 180 of the Student’s

Book and choose three items from Exercise 2 to take with them
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to each place.
• Model the example for the class.
at

• Ask students to discuss their items with their partner. Encourage

students to give reasons for their choices. Set a two-minute
N

time limit.
• In feedback, ask pairs to tell the class about their partner’s
things.
©

• Optional step Change pairs two or three times so students get

a chance to speak to different people.

8
• Organize the class into groups. Students choose five other
items that aren’t in Exercise 2 to take with them to the two
places on page 180 of the Student’s Book.
• Ask a student to use the example sentences to provide a model
for the class. As students do the activity, walk around and help
them with words they don’t know.
• Encourage students to give reasons for their choices.

56
LESSON 3B
LESSON GOALS
• LISTENING A sub-aim is for students to listen to people describing things they collect.
• GRAMMAR The main aim is for students to practise the demonstratives this, that,
these and those.
• PRONUNCIATION A further sub-aim is for students to practise two different
pronunciations of the voiced th sound.
• SPEAKING The speaking aim is for students to ask and answer questions about
different pictures using this, that, these and those.

LISTENING AND GRAMMAR Danica: My name’s Danica. These are my old train tickets. My

ng
tickets are from my family and friends from around the world. This
1 one is from Russia. It’s from a friend.
• Optional step Begin by asking students to read the title Things

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people collect and look at the photo. Students guess what
PRONUNCIATION NOTES
collect means (e.g. get many of the same kind of thing). Tell

ar
students that some people collect things over a long period of Alsana /ɑːlsɑːnɑː/
time. Silvio /sɪlviːəʊ/

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Peter /piː.tə/
• Organize the class into groups. Students discuss the
Danica /dænɪkɑː/
questions (1–2) in their group, then share their ideas with the
class.
3

c
• Optional step To model what students could say, tell students 3.2
about something you collect. • Give students time to read the sentences (1–4) and tell them to

hi
Sample answers ap circle answers for questions based on what they remember.
1 Yes. • Play the audio again. Ask students to check their answers
2 I collect books. I love books. with a partner.
Extra activity
gr
VOCABULARY NOTES
Ask students additional comprehension questions:
ukulele /juːkəleɪli/ = four-stringed musical instrument that looks Is the Peruvian coin old? (Yes.)
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like a small guitar. (A guitar usually has six strings.) Ukuleles are Is the mobile phone 14 years old? (No. It’s 40 years old.)
smaller than guitars. They are rarely more than 60 centimetres Who are Danica’s train tickets from? (family and friends)
long. The Portuguese introduced the ukulele to Hawaii in the
G

1870s. In Hawaiian, ukulele means ‘flea’. 4

• Students read the part of the Grammar box which focuses on
the singular this/that and plural these/those.
l

2 3.2
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• Optional step Lead in by reading the names of the people and • Optional step Remind students they studied sentences with
the things they collect. it and they. Ask students to provide a few sentences using the
two personal pronouns (e.g. For one coin: It is a coin.; For two
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• Play the audio. Students match the people to the things

coins: They are coins.). Explain that sentences with this/these
they collect then check their answers with a partner.
follow the same grammar rules as it. On the board, write, It is
at

• Optional step Play the audio again. Pause at key points if my coin. Ask students to make a sentence using this. (This is my
students have problems hearing answers. coin.) Follow this procedure for these. (They are my coins. These
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AUDIO 3.2 are my coins.) Students take turns making sentences with the
Narrator: Many people collect things. These four people talk personal pronouns it and they. The other student revises the
©

about what they collect. sentence to use this/these.

Alsana: My name’s Alsana. These are my coins. They’re from
different countries. These are from Spain, and those are from
Thailand. This one is my favourite. It’s from Peru. It’s very old!
Silvio: I’m Silvio. These are my old mobile phones. I love this one.
It’s 40 years old! It’s so big. And look! That one in the box is really
small. It’s my favourite.
Peter: Hi. I’m Peter. I collect old plastic bottles, and I make things,
like this table, and those chairs over there in the garden. They’re
all made from old plastic bottles.
• Students read the part of the Grammar box which focuses on
things that are near and far.
• Optional step Pick up your book. Say, This is my book. Set
your book on the desk and step away. Point to it as you say,
That is my book. Ask students to get into pairs and take turns
saying sentences for one thing. On the board, write, These are
my train tickets. Those are my train tickets. Ask students to take
turns saying sentences for two or more things.
• Elicit the answer to question 1 to get students started.
Ask students to complete the exercise and then compare their
answers with a partner.

57
LESSON B
GRAMMAR NOTES
3B
Things people collect
LESSON GOALS
• Understand people talking about things they
collect
• Talk about things near and far away
• Practise the /ð/ sound

This, that, these and those are

demonstratives. They help define
the physical distance between the
speaker and objects. They can be used
independently as a pronoun (e.g. This is
a table.) or with nouns – functioning as
adjectives (e.g. This table is huge.).

For further information and practice, see

Grammar reference Unit 3B on page 168

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of the Student’s Book.

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• Students look at the pictures and This woman
collects ukuleles.
complete the sentences.

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• Students compare their answers with
a partner before checking as a class.

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For additional practice, refer to the
Grammar activity on page 265 of the LISTENING AND GRAMMAR 4 Read the Grammar box. Tick (✓) the correct
Teacher’s Book. words.

c
1 Work in groups. Look at the photo of the
woman and her ukulele collection. Discuss the
GRAMMAR This, that, these, those

hi
For additional practice, refer to the questions.
Use this, that, these and those when talking about
Communication activity on page 226 of 1 Do you collect anything?
ap things, people or animals.
2 What do you collect? Why?
the Teacher’s Book. Use this or that for one thing.
2 3.2 Listen to four people. Match the people Use these or those for two or more things.
and the things they collect. This is a chair. These are my coins.
PRONUNCIATION 1 Alsana b a train tickets this/these: the things are near
gr
2 Silvio c b coins that/those: the things are far
6 3.3 3 Peter d c mobile phones
This one is from Russia.
That one in the box is really small.
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• Read through the information in the 4 Danica a d plastic bottles

Clear voice box. Then play the audio. 3 3.2Listen again. Complete the sentences. Go to page 168 for the Grammar reference.
Students listen and repeat. 1 Alsana’s favourite coin is from Peru / Thailand. this that these those
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2 Silvio’s mobile phones are old / new. 1 near ✓ ✓

• Point out that people sometimes use 2 far ✓ ✓
3 Peter makes tables / toys from plastic bottles.
different pronunciations. Demonstrate 4 Danica’s Russian train ticket is from a friend / 3 one ✓ ✓
saying the words with the /d/ sound her father. 4 more than one
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✓ ✓
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instead. Explain that as there are

cultural differences in pronunciation, we 38
cannot say that there is only one correct
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pronunciation.
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PRONUNCIATION NOTES 42951_U03_034-045.indd 38 3/21/22 2:46 PM

The th sound can be voiced or unvoiced. AUDIO 3.3

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gently place your hand on your throat,

In both cases, the lips are slightly open. this
you can feel the vocal cords vibrate
The lips are not formed into a specific that
when saying the sound. For many
©

shape.
Some people pronounce the voiced
th at the beginning of words as /ð/. In
other cultures, these same words are
often pronounced with the /d/ sound.
In the dictionary, the voiced th sound
is represented by /ð/. The /ð/ sound is
pronounced by putting your tongue
between your teeth so that they are
slightly touching. The vocal cords are
used when saying the voiced th. If you
these
students, this is an unfamiliar sound
that takes a lot of practice. those
they
In dictionaries, the voiceless or unvoiced
the
th is represented by /θ/. It is pronounced
there
by putting your tongue lightly between
your teeth and blowing air out gently
around the tongue. The vocal cords do
not vibrate. Examples of words that
begin with the voiceless or unvoiced th
sound are thanks and Thursday.

58
 5 Look at the pictures. Complete the sentences. CLEAR VOICE
Saying /ð/
Write This, That, These or Those. Extra activity
The th sound at the start of these words is
voiced. Ask for pairs to volunteer and present the
this, that, these, those, they, the, there conversations to the class.
Some people use the d sound for these words. That’s
OK. Just use the sound that’s easy for you.
SPEAKING
7 Work in pairs. Read the conversations with your
partner. Change roles. 8
1 This is a car. • Ask students to work in new pairs.
• Ask students to take turns asking and
answering questions about the pictures.
• Model the example conversation with a

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student.
A: Hey, Bob. What’s that?
B: That’s a cake. Extra activity
A: That’s not a cake ...

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B: Yes, it is. Look! Allow students to use a dictionary or
2 That is a wallet. C: Are those books? the internet to look up words they don’t

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D: These? No, they’re not. know but want to use. After pairs finish
C: What are they?
D: They’re bags.
discussing their ideas about the paintings,
ask students to take turns saying the words

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SPEAKING they looked up. Write them on the board.
8 Work in pairs. Look at the paintings. What do Students show pictures or explain the
you see? Ask and answer questions. vocabulary so the rest of the class can also

c
learn the new words.
These

hi
3 are keys.
ap EXPLORE MORE!
If there is internet access in class, organize
the class into pairs or groups and ask them
to search online to find some interesting
gr
collections. Ask them to choose some that
they like and present their findings to the
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4 Those are water bottles. class. Alternatively, ask students to prepare

their research for homework before
A: What’s this?
PRONUNCIATION presenting in the next class.
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B: Hmm. That’s a fish, I think.

6 3.3 Look at the Clear voice box. Listen and A: What are these? Some examples:
repeat the words. B: Those are … dinosaurs! stones in shapes of the letters of the
alphabet, zippers, pencil sharpeners,
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EXPLORE MORE!
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Some people and places like museums collect interesting items. Search online for
bowling balls
’interesting collections.’ Which interesting collections do you like? 39
See Workbook pages 20–21 for extra
practice (Grammar, Pronunciation).
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42951_U03_034-045.indd 39 3/21/22 2:46 PM

7 • Students practise the conversations in

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• Organize the class into new pairs. Ask them to take turns being A/B
pairs. Give students time to read the and C/D. As students speak, note any
conversation.
©

errors. In feedback, write three or four

• Optional step Ask students to use their errors on the board and ask students to
voice to demonstrate what emotion correct them with a partner.
speaker A uses (curiosity for the first
utterance; doubt or confusion for
the second). Ask students to include
emotion in their voices as they practise.

59
LESSON 3C
3C
Colours of the world
LESSON GOALS
• Learn the words for different colours
• Understand people talking about colours
• Talk about things people own
• Say your and their

LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY 4 3.5 Listen again. Which is the Philippines
students to learn and use the words 1 Work in pairs. Answer the questions.
flag?
for different colours. 1 What is your favourite colour?
a b c
• LISTENING A main aim is for students 2 What colours are your favourite things?
to practise listening for important 2 3.4Work in pairs. Look at the pictures. Write
words. the colours. Listen and check. 5 3.5 Look at the Listening skill box. Then listen
to Jenny and Ellie. What words in sentences 1–2
• GRAMMAR A further main aim is black blue green orange purple are loud and easy to hear?
pink red white yellow
for students to practise possessive LISTENING SKILL
adjectives and ’s. Listening for important words

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1 4 7 When people talk, they stress important
• PRONUNCIATION A sub-aim is for words. Listen for them: important words are
students to practise saying your and often loud and easy to hear.
their.

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1 The US flag is red, white and blue.
• SPEAKING The speaking aim is for red orange white 2 The Philippines flag is red, white, blue and yellow.
students to talk about the colour of

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GRAMMAR
things around them. 2 5 8
6 Read the Grammar box. Do possessive adjectives

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go before or after nouns? before

VOCABULARY green black yellow GRAMMAR Possessive adjectives and ’s

1 Possessive adjectives

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6 9 Use my, your, his, her, its, our, your and their to
• Read the questions with the class. Give 3
show who something belongs to.

hi
students a minute to prepare answers. My things are pink. Our favourite colour is red.
This preparation time allows students ’s
to brainstorm ideas, organize their purple
ap blue pink Use ’s after nouns or names.
Ruben’s car is red. Elsa’s dress is green.
thoughts and recall vocabulary. Go to page 161 for the Vocabulary reference.
• Students answer the questions (1–2) Go to page 168 for the Grammar reference.
gr
LISTENING
with a partner. Set a two-minute time 7 Match the pronouns (1–7) with the possessive
limit. Ask them to share their preferences adjectives (a–g).
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NATIONAL GEOGRAPHIC EXPLORERS

1 I g a their
with the class.
3 3.5 Listen to Ellie de Castro and Jenny Adler 2 you f b our
Sample answers talking about colours. Answer the questions. 3 he e c her
1 My favourite colour is blue.; I like
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1 What is Ellie’s favourite colour? yellow 4 she c d its

2 What is Jenny’s favourite colour? pink 5 it d e his
yellow.; I love pink.
3 What colour do people in the Philippines like? 6 we b f your
2 My favourite things are pink, purple, In the Philippines, their favourite colour is red.
7 they a g my
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green and red.

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2 3.4 40
• Elicit the first answer to get students
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started. Ask students to match the

objects with their colours, then compare
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answers with a partner. 42951_U03_034-045.indd 40 3/21/22 2:46 PM

• Play the audio. Students listen to check Extra activity LISTENING

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their answers. Ask students to turn to page 36 of the

• Optional step Play the audio again. Student’s Book and look at the pictures
3 3.5
• Optional step Lead in by asking
©

Students listen and repeat. in Exercise 2. Students make sentences

students what they remember about
describing the colour of the items. Model
AUDIO 3.4 Ellie de Castro and Jenny Adler. Refer
one example. (E.g. The bag is blue.)
1 red students back to page 37 of the
2 green For further information and practice, see Student’s Book.
3 purple Vocabulary reference Unit 3 on page • Play the audio. Students tell their
4 orange 161 of the Student’s Book. partner the answers. Check answers as
a class.
5 black For additional practice, refer to the
6 blue Vocabulary activity on page 249 of the AUDIO 3.5
7 white Teacher’s Book. Narrator: Ellie and Jenny are National
8 yellow Geographic Explorers. We ask them about
their favourite colours.
9 pink

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 5 3.5
• Read out the information in the Listening
skill box.
• Optional step Explain to students why
we naturally stress important words
more (see Grammar notes).
• Play the audio again. Ask students
to listen for the words that are stressed.
Ask them to compare their answers with
a partner.
• Optional step Play the audio again.
Pause at key points if students have

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problems hearing answers.

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A colourful festival
in the Philippines. GRAMMAR NOTES
Sentence stress allows the speaker to

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emphasize the words that carry the
8 Complete the conversations. Use possessive PRONUNCIATION most importance. Because of this,

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adjectives.
10 3.6 Look at the Clear voice box. Listen and
content words are usually stressed. In
1 Anh: Trang, what’s your favourite colour? contrast, the meaning of an utterance
repeat.
Trang: Hmm. My favourite colour is
purple. Why? CLEAR VOICE rarely depends on prepositions, be
verbs, articles and auxiliary verbs. So

c
Saying your and their
2 Jia Hui: What are their names?
Rizal: That’s Osman, and that’s Wei Ming. The words you’re and your sound the same: words such as for/on, is/are, a/the

hi
3 Fiona: Lynn, where do you and Raul live? You’re in class. Your friends are at home. and can/must are usually not stressed.
Our The words they’re and their also sound the same:
Lynn: address is 101 Lake Street. Depending on the circumstances,
4 Josef: Is this Sofia’s bag?
ap
They’re from Brazil. Their homes are in Brazil.
the stressed words can change. For
Adam: No. I think her bag is blue, not 11 3.7 Listen and repeat the sentences.
example:
yellow.
1 Your book is not in the bag.
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5 Sarah: What colour is the house?
2 You’re next to her house. The Philippines flag is red, white, blue
Dana: The house is white, but its
doors are red.
3 Are these their books? and yellow. (The stress on the word and
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4 They’re in their living room. highlights that there is an additional

9 Complete the sentences. Use the words in
brackets and ’s. SPEAKING
colour.)
1 Liz’s car is black. (Liz)
12 Work in groups. Ask and answer questions. What The Philippines flag is red, white, blue
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2 Omar’s book is blue. (Omar)

3 This is my cat’s toy. (my cat)
colour are the things in your class? and yellow. (The stress on the word
new student’s A: What colour is Sam’s bag? yellow highlights that a mistake in the
4 Is that the __________________ desk? (new student)
B: Her bag is pink.
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EXPLORE MORE! last colour is being corrected.)

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What festivals do people celebrate around the world? Which ones have a lot of
different colours? Search online for ’colourful festivals.’ 41
GRAMMAR
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6
• Read the Grammar box with the class.
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42951_U03_034-045.indd 41 3/21/22 2:46 PM

Discuss the question and answer.
Ellie: Hello! I’m Ellie. My favourite colour Ellie: In the Philippines, people like happy
• Optional step Point out the words its,
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is yellow. I like bright colours, like yellow, colours. I think our favourite colour is red.
pink, orange, blue and purple. A lot of my your and their. Remind students that
Jenny: Our favourite colour? I don’t know
things are these colours. these are not the same as it’s, you’re and
… I don’t think America has a favourite
©

Jenny: Hi, I’m Jenny. My favourite colour
is pink. Many of my clothes are pink, and
other things too.
Narrator: Jenny is from the US, and Ellie
is from the Philippines. What colours are in
their country’s flags?
Jenny: The US flag is red, white and blue.
Ellie: The Philippines flag is red, white,
blue and yellow.
Narrator: And what are their country’s
favourite colours?
colour. they’re. Explain to students that these
words have the same pronunciation
4 3.5 but they have different meanings. Tell
• Play the audio again. Students listen for students that when listening, they
the colours of the Philippines flag and need to use context to understand the
choose the correct flag. meaning. On the board, write it’s, you’re
• Optional step Play the audio again. and they’re. Ask students to discuss
Pause at key points if students have what they mean (i.e. it is, you are, they
are) and when to use them (e.g. as the
problems hearing answers.
subject/verb in a sentence).

61
LESSON C
For further information and practice, see Grammar reference Extra activity
Unit 3C on page 168 of the Student’s Book. Organize the class into groups. Remind students that its and it’s
also sound the same. Explain that you will say a sentence (see
For additional practice, refer to the Grammar activity on page
examples) and one member of each group must race to the board
266 of the Teacher’s Book.
and write the correct word (its/it’s, your/you’re, their/they’re). Ask
7 each group to choose the order in which members will play the
• Elicit the first answer to get the students started. Students game.
work with a partner to match the pronouns to the possessive For example:
adjectives. Ask them to compare their answers with a partner It’s a door.
before checking as a class. You’re my student.
Are these their pens?
Extra activity
11 3.7

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Say a sentence with ’s (e.g. Lizzy’s bag is pink and white.). Ask
students to replace the name with a possessive adjective (e.g. • Give students time to read the sentences. Play the audio and ask
Her bag is pink and white.) and say the sentence. After several students to repeat them.

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examples, organize the class into new pairs. Read out more AUDIO 3.7
sentences with ’s (see examples below) and ask students to rewrite 1 Your book is not in the bag.

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the sentences using possessive adjectives. Then discuss as a 2 You’re next to her house.
class. Ask for volunteers to come up to the board and write their
3 Are these their books?

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answers.
For example: 4 They’re in their living room.
David’s pen is blue. For additional practice, refer to the Pronunciation activity on
Seo-yun’s umbrella is pink. page 290 of the Teacher’s Book.

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Zuri’s guitar is black.

8 SPEAKING
• Mix students so they have new partners. Ask students to
complete the conversations. Students check their answers with
a partner before checking as a class.
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• Optional step Students practise the conversations in pairs. Ask
them to take turns playing each role.
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hi
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12
• Model the example conversation with a student. Organize
the class into groups. Ask students to take turns asking
and answering questions about the colours of things in the
classroom. Set a five-minute time limit.

9 • In feedback, ask students to talk about the colours they found

in the classroom. You can also point out things outside the
• Elicit the first answer to get students started. Students
classroom if there is a window or a view outside, and do the
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complete the activity and compare their answers with a partner.

Then check answers as a class. activity as a class.

EXPLORE MORE!
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For additional practice, refer to the Communication activity on

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page 227 of the Teacher’s Book.

If there is internet access in class, ask students to work with a
partner to do research online about colourful festivals. Encourage
PRONUNCIATION
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students to show pictures to the class. Ask pairs to present their

findings to the class.
10 3.6
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Alternatively, ask students to do their research as homework

• Read through the information in the Clear voice box. Point out before presenting in the next class.
that you’re/your and they’re/their sound the same but have Some examples:
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different meanings. Explain that they should differentiate them Harbin International Ice Festival (China), Feria de las Flores (flower
by using the context of the sentence. Also, remind students to festival in Colombia), Mombasa Carnival (Kenya)
be careful when writing these words as people often use the
©

wrong spelling. See Workbook pages 21–22 for extra practice (Vocabulary,
• Play the audio. Students listen and repeat. Listening, Grammar, Pronunciation).
• Optional step Ask students to practise the sentences with a
partner.
AUDIO 3.6
You’re in class.
Your friends are at home.
They’re from Brazil.
Their homes are in Brazil.

62
LESSON 3D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to ask questions when they don’t understand someone.
Students learn specific language to ask speakers to slow down, repeat or clarify the
meaning of an expression. The lesson ends with a roleplay in which students practise
dealing with problems in communication.

SPEAKING VIDEO 3.2

Narrator: Some people are easy to understand.
1 M1: Is that your orange notebook?

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• Give students one minute to study the picture. Read the
situations (a–c) in the exercise. Check students’ understanding F1: Yes it is.
by miming too noisy (by covering your ears and making a face) Narrator: Some people aren’t.

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or happy (smiling). M2: Is that your orange notebook?
• Students answer the question and check their answers with F1: Huh?

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a partner. Narrator: So, ask questions. One: Ask them to slow down.
• Optional step Ask students to brainstorm other situations M2: Is that your orange notebook?

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when they may have difficulties understanding the other person F1: I’m sorry. Can you slow down a little?
(e.g. the other person uses words they don’t know). M2: Ah, sorry. Is that your orange notebook?
F1: Ah. Yes, it is!
2

c
• Give students one minute to think of ideas before discussing Narrator: Two: Ask them to say it again.

hi
the questions with a partner. M1: Are those your pink shoes?
• Optional step Ask students to share some of their ideas with F2: I’m sorry, can you repeat that, please?
ap
the rest of the class. Then ask students to provide ideas about M1: Are those your pink shoes?
why the responses in their first language and in English are F2: Pink shoes? No, they aren’t.
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different (e.g. they don’t have the confidence or the language Narrator: Three: Sometimes, you don’t know a word. Ask, ‘what
to ask clarifying questions). do you mean?’
M2: Is that your mobile?
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Sample answers
1 I ask them to repeat themselves. F2: Mobile?
2 I don’t do anything. M2: Yes. Is it yours?
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F2: I’m sorry. I don’t understand. What’s a ‘mobile’?

COMMUNICATION SKILL NOTES M2: This is a mobile. Is that your mobile?
This lesson introduces questions and expressions people use
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F2: Ah. My phone! Yes, it is!

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when they don’t understand what the other person says. Narrator: Next time you don’t understand a person, remember:
Students may be reluctant to ask someone to slow down or say Ask them to slow down, ask them to say it again and ask them
something again. If your students feel this way, it is a good idea what they mean.
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to brainstorm reasons for their feelings (e.g. embarrassment,

concern that they will look incompetent, fear that the other 4
at

person will become impatient). Tell students that they should • Read out and discuss the information in the Communication
not worry about asking clarifying questions. If students do skill box. Point out that this is a summary of the information in
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not ask questions, they may end up in misunderstanding the the video.
situation. This could lead to miscommunication. This could also • Ask students to discuss the techniques they already use with
create a worse impression and decrease their enjoyment in the a partner.
©

conversation. Explain that the aim of the lesson is to give them • Optional step By show of hands, find out which technique
tools to manage situations when they don’t understand the in the Communication skill box is the most popular. Emphasize
person they are talking to. that all three techniques are important so they will be practising
them all to gain confidence to use all three.
MY VOICE
3 3.2
• Give students time to read the question and the list of
problems. Play the video which discusses three different
ways students can ask for help when they don’t understand
someone. Students tick the problems the video mentions and
discuss their answers with a partner. Check answers as a class.

63
LESSON D
5
• Read out the information in the Useful
language box with your class and discuss
the question. Point out the meaning and
use of the phrases and ask students if
they use the same or similar phrases in
their own language.
• Optional step Discuss the importance
of using appropriate expressions based
on the situation (see Vocabulary notes).
• Ask students to share their answers with
the class. It is a good idea to drill the
expressions and ask students to repeat
after your model.
• Optional step Explain that we add I’m
sorry and Excuse me to make the request
more polite.
Sample answers
Yes, I also use ‘excuse me’ in my first
language.
VOCABULARY NOTES
There are many ways to ask someone to
repeat themselves. The expressions vary
depending on who we are talking with.
Introduce the following to the class as
additional expressions they can use:
Sorry? (might be considered rude when
said to someone that you just met but is
acceptable among friends)
Pardon (me)?
Could you say/repeat that again, please?
(Could is more polite than can. Also,
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the speaker includes please, making the
question even more polite.)
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6
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• Ask students to read the questions
(a–c) in the Useful language box, and
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match them with the tips (1–3) in the
Communication skill box.
• Check answers as a class.
©
Answers
a3
b2
c1
7 A. Explain that in the United States a
• Give students time to read the
situations (A–C). Then ask students
to think of the best question for each
situation in pairs. Discuss as a class. Call
on students to share their answers.
64
3D
Asking questions to understand
LESSON GOALS
• Understand people who talk fast
• Ask for the meaning of difficult words
• Get people to say something again
SPEAKING 4 Look at the Communication skill box. Which of
1 Look at the picture below. What is the problem?
these things do you already do?
a It’s very noisy. COMMUNICATION SKILL
Asking questions to understand
b The speaker is happy.
c The speaker talks too fast. When you don’t understand someone, don’t
worry. Try these tips.
1 Ask them to slow down.
2 Ask them to say it again.
Arethoseyourthingsonthetable? 3 Ask them to say what they mean.
5 Look at the Useful language box. Do you say
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words like I’m sorry, excuse me and please in
your first language?
Useful language Asking questions to
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understand
a I’m sorry. I don’t understand. What’s a … ?
b Excuse me. Can you repeat that?
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c Can you slow down a little, please?
A: In my first language, we don’t say ’please’, but we
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say ’thank you’ a lot.
B: In my first language, ’excuse me’ and ’I’m sorry’
are the same word.
6 Match the Useful language questions (a–c) to the
c
three tips in the Communication skills box (1–3).
7 Read the three situations below. What is the
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best Useful language question for each of the
2 Work in pairs. What do you do when you ... situations?
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1 don’t understand someone in your first language?
2 don’t understand someone in English? SITUATION A
I say ’I don’t know’ when I don’t understand Anne asks for a ’tin of tomatoes’ in a shop in the US.
someone. The shop assistant doesn’t understand what a ’tin of
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I say ’Excuse me’ when I don’t understand someone. tomatoes’ is.
SITUATION B
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MY VOICE
Jodie asks Priscilla very quickly:
3 3.2Watch the video about asking questions ’Isthisyourfriend’sbluebag?’
to understand. What three problems does the Priscilla doesn’t understand.
video talk about?
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✓ a fast speakers c noisy places SITUATION C
✓ b quiet speakers ✓ d difficult words Hector’s house is very noisy. Lydia says something to
Hector but he doesn’t hear her.
42
42951_U03_034-045.indd 42 3/21/22 2:46 PM
Sample answers If there is internet access in class, ask
A I’m sorry but I don’t understand. What’s students to work in pairs and search for
a tin of tomatoes? English vocabulary that varies between two
B I’m sorry. Can you slow down a little, areas/countries. Set a three-minute time
please? limit. Ask students to present their findings
C Excuse me. Can you repeat that? to the class. If students keep a vocabulary
notebook, make a list of the words on the
Extra activity
board. Encourage students to include the
Give students time to review Situation words in their notes.
tin of tomatoes would be called a can
of tomatoes. Point out that sometimes
we don’t understand others because of
different vocabulary. Emphasize that this
has nothing to do with English ability.
 Sample answers
1 I don’t understand the people at my
supermarket. They’re very busy and they
talk very fast.
2 Yes for A and B. No for C.
3 Pardon?/Excuse me?
9
• Ask students to work in pairs
and take turns asking the questions.
Emphasize that the student answering
should try to be difficult to understand

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so that the other student can ask
clarifying questions. Set a four-minute
time limit.

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• As students practise, monitor their
conversations, reminding them that

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Student B must make sure their partner
cannot understand them.

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Extra activity
After students have finished, ask them
how they felt playing the roles of Student

c
A and Student B. Point out that most

SPEAKING
8 OWN IT! Work in pairs. Discuss the questions.
1 When don’t you understand people in English?
2 Are your problems similar to those in Exercise 7?
3 What other questions do you ask to help you
understand?
I don’t understand people on the phone. They talk
very fast.
hi
Student B: Answer the questions. Be difficult to
understand: talk quickly or talk quietly.
speakers are happy to repeat themselves,
even multiple times so they should not
A: It’s 98562431.
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B: Excuse me. Can you repeat that? worry about asking for clarification.
A: I’m sorry. It’s 98562431.
10 Work in pairs. Try Exercise 9 again, but with your 10
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own questions. When you answer, be difficult to • Give students two minutes to create
understand: their own questions.
1 Talk quickly.
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9 Work in pairs. Ask and answer questions. • Organize the class into new pairs.
2 Talk quietly.
Student A: Ask the questions below. Use the Useful
language questions to help you understand your
3 If you can, use difficult words. Students repeat the activity in Exercise 9,
partner’s answers.
A: What’s your favourite place in our city? but with their own questions.
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B: My favourite place is the aquarium.

1 What’s your phone number?
A: I’m sorry. I don’t understand. What’s an aquarium?
• Optional step Ask pairs to act out their
2 Is that your black laptop bag?
conversations in front of the class.
3 Where’s the train station?
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Sample answers
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43
A: What is your favourite place to eat?
B: I like to eat at this restaurant called
Paolo.
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A: Excuse me. Can you repeat that?

B: Paolo.
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42951_U03_034-045.indd 43 3/21/22 2:46 PM

Sample answers SPEAKING

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UK the US
brown bread wheat bread 8 OWN IT!
• Give students time to read the questions
©

mince ground beef

tap faucet (where water and think of ideas.
comes out) • Mix students so they are working
(car) bonnet (car) hood with new partners. Ask them to discuss
chemist pharmacy the three questions. Set a three-minute
time limit.
• Discuss the questions as a class.

65
LESSON 3E
LESSON GOALS
• WRITING The aim of the lesson is
for students to write a social media
post about something they have
that’s special to them. The reading
text provides models. The writing skill
teaches different ways for students to
check their writing.
SPEAKING
1 ✓a old
• Optional step Set up the task by
describing an item that is special to you.
• Students work with a partner to
discuss the questions (1–2). Ask a few
pairs to share their ideas with the class in
feedback.
Sample answers
1 Yes. I have a water bottle from Peru and
a keychain from Russia.
2 It’s from my grandmother. / It’s very old.
READING FOR WRITING
2
• Optional step To set up the task, ask
students to look at the posts and photos.
Ask, What are the posts about? What
are in the photos? (special possessions)
• Set a five-minute time limit for students
to read the social media posts and
choose the correct answers.
• Ask students to compare their
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answers with a partner before checking
as a class.
Extra activity
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Ask students additional comprehension
questions:
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1 Who does Osamu play with? (Sakda)
2 Where do they play? (in the living room)
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3 Where does Alara live now? (the US)
4 Is Rafael in India now? (No. He went
©
there for a holiday, suggesting he isn’t
there now.)
PRONUNCIATION NOTES
Alara /ɑːˈlɑːrɑː/
Li Ying /liːˈjɪŋ/
Osamu /oʊˈsɑːmuː/
Rafael /rɑːfɑːˈel/
Sakda /ˈsʌkdɑː/
66
3E
Special things
LESSON GOALS
• Talk about special things
• Learn how to check your writing
• Write a social media post
SPEAKING 3 Look at the Writing skill box. Then read
1 Work in groups. Discuss the questions.
sentences 1–4. Correct the mistakes in the
sentences.
1 Have you got any special items?
WRITING SKILL
2 Why are the items special to you?
Checking your writing
READING FOR WRITING After you write, check your work.
• Check your spelling. Use a dictionary.
2 Read the social media posts below. Why are the This is my new fone phone.
items special? Tick (✓) the reasons.
• Check for capital letters.
1 Osamu’s guitar is . She’s from germany Germany.
a old ✓ c cheap
• Check for full stops.
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✓b new d expensive
It’s my favourite book it’s amazing book. It’s amazing!
2 Alara’s dolls are .
✓ c from Turkey
• Check for apostrophes.
Its It’s from my father.
✓b beautiful d from the US
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3 Rafael’s father’s tea cups are . 1 This is my pianu. piano
✓a expensive ✓ c from India 2 is this omar’s book? Is this Omar’s book?
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b cheap d old 3 Its not my guitar. Its Petes. It’s not my guitar. It’s Pete’s.
4 The house is white it’s door is red
The house is white. Its door is red.
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c
hi
ap
gr
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Osamu Alara Rafael
3 hrs ago 2 hrs ago 1 hr ago
This is my new guitar. It’s a great guitar. And
it’s cheap! I love it. My friend Sakda and I
These are my dolls. They’re old – about 40
years old. And they’re beautiful. I love their
These are my father’s new tea cups. They’re
beautiful, and they’re expensive - $120!
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play in our living room every day. Sakda’s
guitar is good, but it’s very expensive.
eyes! They’re from my country, Turkey. Now,
Alara They’re lovely! Are they from your
they’re with me in the US!
holiday in India?
Sakda Your guitar is amazing! Li Ying They’re really pretty!
Rafael Yes, they are!
44
42951_U03_034-045.indd 44 3/21/22 2:46 PM
3 • Optional step Ask students to identify
the verb in each sentence (is, except
• Read through the Writing skill box with
the class. for the last sentence: love). To check
understanding, ask students what they
• Elicit the first answer to get students
would use for two or more things (these,
started. Students correct the mistakes in
those and they).
the sentences then check their answers
with a partner. • Students answer the questions, then
compare their answers with a partner.
4
• Read through the Useful language box 5
with the class. • Optional step Ask students to look at
the photo and guess what the text will
be about. Set up the task by eliciting key
words: teddy bear, ice, snow.
• Students circle the correct words
then compare their answers with a
partner.
 4 Look at the Useful language box. Then look at 6 Read Osamu’s social media post about his guitar. Sample answers
the pictures below. Are the items old or new? Write a comment. Use the words and phrases in
Are they expensive or cheap? the Useful language box.
Item: a cuckoo clock
Reason 1: from grandfather
Useful language Describing special things WRITING TASK Reason 2: reminds me of my grandfather
This is my favourite … . Reason 3: makes a funny noise
This is my new / old … . 7 Look at the Critical thinking skill box. Think of
It’s very important / special to me. an item that is special to you. Complete the mind Reason 4: makes me smile
It’s from … . map with reasons it is special.
It’s very expensive / cheap.
CRITICAL THINKING SKILL
It’s amazing / great / beautiful.
Giving reasons WRITING NOTES
I love it!
Giving reasons helps readers understand A mind map is sometimes called a
1 why something is important. It makes writing
interesting too.
word web. They show the relationship
$$$ It’s old. It’s very expensive. between ideas. Because they are very
visual, some students find them easier

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to use than outlines. Mind maps can
2 also be an effective way to brainstorm
ideas before speaking or writing.

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$ It’s new. It’s cheap.

8 WRITE

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• Students use the ideas from their mind
5 Complete the text. Circle the correct words.

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maps to write a social media post about
something special.
This is my 1favourite / important toy. Its name
is Clifford. It’s 2from / in a shop in Uruguay.
• Monitor and encourage students to use
It’s very 3old / new – about 20 years old! the model posts to help them.

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But it’s very 4special / great to me. It’s in all
Sample answer

hi
my travel photos. In this photo, we are on
holiday in Iceland. It’s a 5beautiful / favourite This is my soft toy. It’s from my grandfather.
photo!
8 WRITE Write a social media post about your It’s very special. It’s my first toy. It’s cute.
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special item in Exercise 7. Use the three model
posts on page 44 and your information in 9 CHECK
Exercise 7 to help you.
• Read through the checklist with the class
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9 CHECK Use the checklist. and check students’ understanding of it.
My post says what the thing is.
My post says why the thing is special.
• Ask students to check their social media
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The spelling is correct. posts against the checklist.

The punctuation is correct.
10 REVIEW Work in pairs. Read your partner’s post.
10 REVIEW
G

Do they do the things in the checklist? Reply • Ask students to show their partners
with a comment. their social media posts and ask them to
Go to page 155 for the Reflect and review. check each other’s work. Remind them
l
na

to refer to the checklist in Exercise 9 and

45 the Writing skill box.
• Optional step Students read their
io

partner’s post and make suggestions

for revision (e.g. What is the thing? I’m
at

42951_U03_034-045.indd 45 3/21/22 2:46 PM not sure.). Give students five minutes to

6 WRITING TASK revise their posts.
N

• Ask students to read Osamu’s post and

Sakda’s comment. Students write their
7 • Students write a short reply to their
• Read through the Critical thinking skill partner’s post.
own comment using the expressions
©

box with the class. For additional practice, refer to the

from the Useful language box. Set a
three-minute time limit. • Explain what a mind map is to students Mediation activity on page 306 of the
(see Writing notes). Ask students what Teacher’s Book.
• Students compare their comments
should go in the centre circle (their item).
with a partner before discussing as a
Students complete the mind maps with See Workbook pages 22–23 for extra
class.
reasons why their item is special to them. practice (Writing).
Sample answer • Optional step Ask students to discuss
Your guitar is amazing. I love it! For Unit 3 Reflect and review, see
their mind maps with a partner.
Student’s Book page 155.

67
 UNIT 4
Habits

UNIT GOALS

ng
4A Vocabulary, reading,

ni
pronunciation and speaking
• practise the numbers 11 to 100;

ar
learn how to scan for useful
information; practise saying the /ʌ  /

Le
sound; understand an article about
a long commute

4B Listening, grammar and

c
speaking

hi
• listen to people talking about
sleeping habits; use the present
simple to talk about habits and
ap
facts; talk about one’s own
sleeping habits
gr

4C Vocabulary, listening, grammar,

eo

pronunciation and speaking

• learn the days of the week; listen
for tone of voice in informal
G

speech; learn how to use adverbs

of frequency; pronounce the Breakfast before work
l

/ju:/ sound; talk about how often in Istanbul, Turkey.

na

things happen
46
4D Speaking
io

• learn how to make and talk about

plans with others and suggest
at

alternative times to meet 42951_U04_046-057.indd 46 3/21/22 2:20 PM

ABOUT THE PHOTO 1

4E Speaking, reading and writing
N

The unit theme is habits. The photo • Optional step To set up the task, use
• write and reply to work emails; use shows colleagues having breakfast on the the photo on the page and ask, Where
rooftop of their workplace in Istanbul, are the people? How do they know
©

a suitable tone in work emails

Photocopiable resources
Communication activities: pp. 228–229
Vocabulary activity: p. 250
Grammar activities: pp. 267–268
Pronunciation activity: p. 291
Mediation activity: p. 307
Workbook
Unit 4 pp. 24–29
Turkey. Turkish breakfasts often include
cheese, olives, jams, eggs, breads,
pastries, vegetables such as tomatoes
and cucumbers, and seasonal fruit such
as oranges or grapes. Tea, which is often
served in tulip-shaped cups, is also often
served with breakfast.
each other? (Istanbul, Turkey. They work
together.)
• Students answer the questions in
pairs before discussing their answers as
a class.
Sample answers
1 breakfast
2 (They usually have it) in the morning.

68
 4Habits
Answers
1 Abbey likes evenings. Jeff likes
mornings.
2 Abbey likes to rest and relax, go for a
walk or exercise, watch TV and read
the news. Jeff likes to run, make coffee,
read and water his plants.
GOALS VIDEO 4.1
• Scan an article for useful information Abbey: My favourite time of day is the
• Talk about people’s habits
evening. I like to rest and relax. I usually

ng
• Say the time and the days of the week
• Listen for tone go for a walk or do some exercise. Then,
• Make plans I watch TV. Sometimes, I read the news.
• Write a work email

ni
Jeff: My favourite time of day is the
1 Work in pairs. Discuss the questions. morning – before I go to work. I usually go

ar
1 Look at the photo. What meal are they having? for a run near the river. I also make coffee
2 When do people usually have that meal? and read. Sometimes, I water my plants.
3

Le
WATCH

2 4.1 Watch the video. Answer the questions. • Ask students to work with a new
NATIONAL GEOGRAPHIC EXPLORERS
partner or in a small group.

c
• Ask three students to read the example
sentences to provide models for the

hi
class.
• Students discuss the questions with their
ap
ABBEY ENGLEMAN JEFF MARLOW partners before discussing as a class. Ask
1 What times of the day do Abbey and Jeff like? pairs or groups to share their answers.
gr
2 What do they like to do?
Extra activity
3 Make connections. What’s your favourite time of
day? Why? If your students have access to photos on
eo

I like the morning. It’s warm and it’s quiet. their phones in class, ask them to find a
I like the afternoon. I enjoy being at work with my
photo of them during their favourite time
friends.
of the day. In small groups, students share
G

I like the evening. It’s cool, and I can rest after work.
their photos and say where they are and
what they are doing.
l
na

47 ABOUT THE EXPLORERS

ABBEY ENGLEMAN is a marine ecologist.
io

In one of her studies, she looked at how

coral structures vary in living and dead
at

42951_U04_046-057.indd 47 3/21/22 2:20 PM

coral reefs. She used 3D technology to
Extra activity • Ask students to read the questions recreate the coral reefs and study how
N

Tell students about what is eaten for (1–2). Then play the video in which they grew and adapted to changes. Her
breakfast in Turkey (see About the photo). Abbey Engleman and Jeff Marlow talk research helped scientists learn useful
Ask students if their breakfast is usually about their favourite time of the day. information about the reefs and their
©

similar or different. Ask students to try to remember the ecosystems.

WATCH
2 4.1
• Optional step Read the names of the
explorers with the class. It’s easier for
students to focus on the video when
they’re familiar with the names.
answers – trying to take notes while
watching may stop students watching
and listening properly. Students answer
the questions.
• Students compare answers in pairs
before checking their answers as a class.
• Optional step Play the video a second
time and pause at key points if students
have problems hearing answers.
JEFF MARLOW is a geobiologist. He
studies organisms that can only be
seen with magnification (e.g. under a
microscope). He hopes his research will
tell us more about the possibility of life
elsewhere in the solar system. At the
same time, he is studying how to turn
elements of air pollution here on Earth into
fuel. Jeff is also a journalist. He writes for
internationally acclaimed publications.

69
LESSON 4A
4A
My commute
LESSON GOALS
• Learn the numbers 11–100
• Scan for useful information
• Understand an article about a long
commute

LESSON GOALS
• VOCABULARY A sub-aim is for
students to practise the numbers 11
to 100 and say the time.
• READING The main aim is for
students to learn how to scan for
useful information.
VOCABULARY 6 Look at the Reading skill box. Then read the
1 Work in pairs. How many students are in your
article quickly. Complete the timeline on page 49.
class? Write the number. Do you know how to READING SKILL
say the number? Scanning for useful information
My class has sixteen students. Scanning an article is a quick way to find
useful information. Don’t read the whole
2 Write the numbers. Listen and repeat.
4.1
11 eleven 14 fourteen 17 seventeen
article. Look for useful words or numbers.

• PRONUNCIATION A sub-aim is for 12 twelve 15 fifteen 18 eighteen

7 Read the article again. Answer the questions.
students to practise the /ʌ/ sound. 13 thirteen 16 sixteen 19 nineteen
1 Andy travels two hundred kilometres to work.
• SPEAKING The speaking aim is for 2 His trip to work is four hours long.

ng
20 twenty 65 sixty-five
students to use numbers as they talk 21 twenty-one 76 seventy-six
3 He waits forty minutes for the train.
8:05
about their commute to school/work. 32 thirty-two 87 eighty-seven
4 He gets home at .

43 forty-three 98 ninety-eight

ni
PRONUNCIATION
54 fifty-four 100 one hundred
VOCABULARY 3 Work in pairs. Complete the sentences. Circle the
8 4.3 Look at the Clear voice box. Listen and

ar
repeat.
correct answers.
1 1 A day is 24 hours / minutes. CLEAR VOICE
Saying /ʌ/
• Optional step To set up the task, ask

Le
2 A minute is 60 hours / seconds.
3 An hour is 60 seconds / minutes.
students to say the numbers one to ten. You can make the /ʌ/ sound in words like bus
4 4.2Match the times with the clocks. Listen with the letters u and o.
• Ask students to write the number. and repeat. bus but loves come
Reassure students that it’s OK if they

c
1 b a twelve thirty-seven 9
can’t say the number they write. 4.4 Read the words. Then listen and circle the

hi
words with the /ʌ/ sound.
• Model the example for the class. 2 c b eleven o’clock a some d put
b home e phone
2 4.1 3
ap d c four twenty-five c fun f sun

• Organize the class into pairs.

SPEAKING
Students write their answers. Check 4 a d nine forty-eight
gr
answers as a class. 10 Draw a timeline for your trip to work or school.
Go to page 161 for the Vocabulary reference. Think about the following:
• Play the audio. Ask students to listen and • How long do you travel by bus, train or car?
eo

repeat the numbers. READING • How long do you wait?

• Optional step Point out the hyphens. As
a critical thinking exercise, ask students
G
• How long do you walk?
5 Work in pairs. How many minutes or hours is
11 Work in pairs. Share your timeline with your
your trip to school or work?

partner. Are your timelines the same?

when they should use them (to write all My trip to school is 40 minutes long.
I’m on the bus for 10 minutes.
My trip to school is 1 hour and 10 minutes long.
numbers from 21 to 99, except those I’m on the bus for 45 minutes!
ending with 0, e.g., 20, 30, 40, ... )
l
na

• Optional step Say numbers in a random

order. Students write them down. 48
io

AUDIO 4.1
eleven twenty
at

twelve twenty-one 42951_U04_046-057.indd 48 3/21/22 2:20 PM

thirteen thirty-two Extra activity 1

N

fourteen forty-three and underline teen (thirteen). Say the

number out loud, stressing the second Students often find it difficult to hear
fifteen fifty-four the difference between numbers like
syllable.
©

sixteen sixty-five 14 and 40, or 15 and 50. Go over the

seventeen seventy-six Next, explain that for numbers ending Pronunciation notes with students. Repeat
eighteen eighty-seven with -ty, the stress is on the first syllable. with additional number pairs until students
Write thirty on the board and underline are confident that they can hear the
nineteen ninety-eight
thir (thirty). Say the number out loud, difference. Organize the class into pairs.
one hundred stressing the first syllable. Ask one student to say a number. The
Finally, explain that the pronunciation other student writes it down. Then ask
PRONUNCIATION NOTES
of numbers ending with -teen is longer them to swap roles.
Explain that for numbers ending
than the pronunciation of the numbers
with -teen, the stress is on -teen (for
ending with -ty. Say thirteen slowly and
seventeen, the stress is on the third
thirty a little quicker, and ask students
syllable). Write thirteen on the board
to repeat.

70
 A DAY IN THE LIFE OF A SUPER-COMMUTER
ANDY ROSS: A SUPER-COMMUTER
How do you go to work or school every
day? Many people walk, take the bus or
train or drive. Some people do them all!
Andy Ross is a super-commuter. He
travels a lot every day. Andy works in San
Francisco, US. He lives about two hundred
kilometres away.
In the morning, he travels four hours to
work. In the evening, he travels four hours
back home. That’s eight hours in one day!
walks bus waits
4:00 _____
4:10 _____
4:20
Leaves
work
io
at
42951_U04_046-057.indd 49
Extra activity 2
N
Explain to students that they are going
to get into groups to play a guessing
©
game. One student (Student A) thinks of a
number between 11 and 100 but doesn’t
tell the other members. Group members
take turns saying a number. Student
A points up or down to indicate if the
number is higher or lower. The person who
guesses the correct number wins. Students
take turns to say and guess numbers. Set a
five-minute time limit.
As students play the game, monitor and
help with pronunciation, noting any errors.
exception to this rule (when we use
o’clock because there are no minutes).
• Students work in pairs. Ask students
to match the clocks and times. Set a
one-minute time limit.
• Play the audio. Students listen to check
their answers. Play the audio again.
Students listen and repeat.
• Optional step Explain how to say other
times (see Vocabulary notes).
AUDIO 4.2
ng
1 eleven o’clock
2 four twenty-five
3 nine forty-eight
ni
4 twelve thirty-seven
Andy Ross begins his
ar
long trip home.
VOCABULARY NOTES
Le
ANDY’S TRIP HOME For times between one and nine
Andy finishes work at 4 p.m. He walks to the bus stop. At minutes after the hour:
4:10, he takes a bus. He reaches the train station at 4:20
and waits.
10:05 = ten oh five
c
At 5 p.m., he gets on a train. He’s on the train for two This avoids any confusion that could be
hi
hours. He gets off at 7 p.m. and takes a bus. created by saying ten five.
At 7:50, he gets off the bus and walks to his car. At 7:55,
ap
he gets in his car and drives. He gets home at 8:05.
We say oh because the 0 looks like the
capital letter O.
Andy’s trip is very long, but he doesn’t want to look for a
different job. For him, the long trip is OK because he loves Although ten fifteen, ten thirty and
gr
his work. ten forty-five are often used, another
common way of saying them is:
eo
10:15 = a quarter past ten (also a
quarter after ten in American English)
G
train bus walks car
10:30 = half ten (or half past ten)
5:00 _____
7:00 _____
7:50 7:55 8:05
Gets 10:45 = a quarter to eleven
l
home
na
49
For further information and practice, see
Vocabulary reference Unit 4 on page
161 of the Student’s Book.
READING
3/21/22 2:20 PM
At the end, in feedback, mention any
errors, and encourage students to repeat ABOUT THE TEXT
the correct pronunciation.
The text type is a magazine article. The
3 article describes Andy Ross’ daily commute
• Ask students to work with a partner to and from his office in San Francisco,
US. The timeline helps readers quickly
to circle the correct answers.
understand the time it takes and the
• Check answers as a class.
modes of transportation.
4 4.2
• Optional step Explain to students
that when we say the time, we say two
numbers – the hour number and the
minute number. As a critical thinking
exercise, ask students to find the
71
LESSON A
5 duck /dʌk/ – dock /dɒk/
• Students take turns asking and answering the question. Set
a one-minute time limit.
• Optional step Ask a student to read the examples to provide a
model for the class.
6 9
• Read out the information in the Reading skill box. Ask, When
scanning, do you read quickly or slowly? (quickly) Remind
students that when we scan, we look for specific information
without reading the entire text.
• Optional step Explain to students that a timeline shows the
order in which things happen or occur. Ask students which side
the timeline starts on (left) and which it finishes on (right).
• Ask students to read the article quickly and complete the
timeline. Students compare answers with a partner before
checking answers as a class.
7 Extra activity
• Ask students to read the article, not scan it. Students write the
numbers or times to answer the questions. Set a four-minute
time limit.
• Ask students to compare their answers with a partner
before checking as a class.
PRONUNCIATION
8 4.3
• Read through the information in the Clear voice box.
gr
• Optional step Depending on the linguistic background of
your students, you might want to explain to students that in
eo
English each letter of the alphabet does not have one specific
sound (i.e. there is not a one-to-one correlation unlike in
other languages that have phonetic alphabets like Japanese or
G
Korean).
• Play the audio. Students listen and repeat.
l
na
• Optional step Point out that both the letters u and o can have
the same sound. Play the audio again. Pause at each word. Ask
students to pay attention to the spelling of each word.
io
AUDIO 4.3
bus but loves come
at
N
PRONUNCIATION NOTES
To make the /ʌ/ sound, the tongue is in the centre of the
©
mouth. The tongue is not curved, and it does not touch your
teeth. Lips are partially open. The vocal cords vibrate, pushing
a small stream of air from your mouth. Students can feel this if
they put their hand in front of their mouth.
Some words, called minimal pairs, differ by only one sound
when pronounced. Because of this, it is important for students
to practise the /ʌ/ sound. Additional examples:
cup /kʌp/ – cop /kɒp/ (This is more commonly used in American
English.)
nut /nʌt/ – not /nɒt/
72
luck /lʌk/ – lock /lɒk/
hut /hʌt/ – hot /hɒt/
4.4
• Ask students to read the words. Tell students that only some
words have the /ʌ  / sound. Play the audio. Students listen and
circle the words with the /ʌ  / sound. Ask students to compare
their answers with a partner. Then play the audio again and
check answers as a class.
ng
• Optional step Play the audio again. Students listen and repeat.
AUDIO 4.4
ni
a some d put
b home e phone
ar
c fun f sun
Le
Explain minimal pairs to students (see Pronunciation notes). Write
the minimal pairs on the board. Say both words of one pair. Then
tell students you will say one of the words again, and they should
c
raise their right hand if you said the word on their right and their
left hand if you said the word on their left. By having all students
hi
raise their hands at the same time, it is less obvious when one
student makes a mistake, thereby decreasing anxiety. Alternatively,
ap
if there is internet access in class, you can use a quiz program that
allows students to answer without other students knowing their
response.
Once students can hear the difference, say the words multiple
times. Students listen and repeat. Remind students to focus on
producing individual sounds first. Then ask students to get into
pairs and do the same activity with their partners.
SPEAKING
10
• Give students time to read the questions.
• Ask students to draw their timelines. Tell students that if every
day is different, they should choose one day. If students do not
commute regularly, ask them to remember a time when they did
or imagine a commute. Set a four-minute time limit.
11
• Students work in pairs and discuss their timelines from
Exercise 10.
• Model the examples with a student.
• Optional step Ask pairs to tell the class how their schedules
are similar or different (e.g. [Kevin] is on the bus for 10 minutes.
I am too.).
See Workbook pages 24–25 for extra practice (Vocabulary,
Reading, Pronunciation).
LESSON 4B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is for students to practise present simple
affirmative and negative sentences, as well as questions and answers. The grammar is
contextualized in an interview about sleep habits.
• SPEAKING The speaking aim is for students to talk about their own sleeping habits.

LISTENING AND GRAMMAR Yasmin: He’s a doctor. He goes to bed at 10 o’clock in the
morning. And he wakes up at 5 o’clock in the afternoon. That’s
1 7 hours.
• Optional step Model the activity by answering the questions

ng
with your own schedule.
VOCABULARY NOTES
• Students discuss the questions (1–2) with a partner.
The words a.m. and p.m. can also be written am/pm, A.M./P.M.

ni
Ask students to write down their answers. Then discuss the
or AM/PM. A.M. refers to the 12 hours from midnight to noon
questions as a class.
and p.m. refers to the 12 hours from noon to midnight. These

ar
Sample answers notations (e.g. a.m.) are sometimes included in written English,
1 (I go to bed at) 11:30. but they are less often included in spoken English because the

Le
2 (I wake up at) 6:30. context usually makes it clear which time we are discussing.
2 When necessary, the speaker can use in the morning instead of
• Point out the phrases a lot and a little in the questions. Ask a.m. and in the afternoon or in the evening rather than p.m.

c
students what a lot (eight or nine hours?) and a little (one or The following time expressions can be confusing for students.
two hours?) mean to them.

hi
midnight = 12 a.m., the middle of the night
• Ask a student to read the example sentences to provide ap
a model for the class. Then ask students to form groups of noon = 12 p.m., the middle of the day
three or four and discuss their answers in Exercise 1. Ask for
in the middle of the night = generally, sometime between 11
volunteers to share what they found out with the class.
p.m. and 4 a.m.
gr

3 4.5
• Optional step Read the names of the people in the table.
eo

Ask, What are you listening for? (Times and numbers: the times
when they go to bed and wake up, and how many hours of
sleep they get.)
G
Extra activity
Explain when we use a.m./p.m. (See Vocabulary notes.) Ask
students to use context to add a.m./p.m. to the times in the table.

• Play the audio. Students listen and complete the table. 4

• Students compare their answers with a partner. Check • Read the Grammar box with the class.
l

answers as a class.
na

• Ask students to answer the question. Then discuss answers with

• Optional step Ask, Who is Tom? (Yasmin’s brother) Play the the class.
audio again. Pause at key points if students have problems
io

hearing answers. GRAMMAR NOTES

AUDIO 4.5 Remind students that to look up verbs in dictionaries, look up
at

Interviewer: How much sleep do we need? Doctors say 7 to 9 the infinitive form of the verb. This form does not have any
hours. But how long do we really sleep? Josh, please tell us … endings (e.g. -s, -ing or -ed). This form is also sometimes called
N

Josh: I sleep a lot – about 9 hours. I go to bed at 1:30. And I the base form or the root form.
wake up at 10:30.
Give students examples of how the infinitive form of the verb
©

Interviewer: What about you, Yasmin? is used:

Yasmin: I sleep for 8 hours. I go to bed at 11:30, and I wake up
at 7:30. I work at night. (the main verb of the sentence)
Interviewer: Do your families sleep a lot? I want to work at night. (with want to)
Josh: My parents finish work late. They start work early. They
They always eat at 7. (with adverbs of frequency)
don’t sleep a lot. They go to bed at 12 o’clock, and they wake up
at 6 o’clock – that’s six hours.
Yasmin: I live with my brother, Tom. He works at night.
Interviewer: Interesting. What does he work as?

73
LESSON B
For further information and practice, see
4B
What time do you go to bed?
LESSON GOALS
• Understand an interview about sleep
• Talk about habits and true things
• Discuss sleeping habits

Grammar reference Unit 4B on page 168

of the Student’s Book.

5 4.5
• Elicit the first answer to get students
started. Ask students to circle the correct
answers to complete the sentences.
• Play the audio again. Check answers
as a class.
• Optional step Play the audio again

ng
and pause at key points if students have
problems hearing answers.

ni
For further information and practice, see
Grammar reference Unit 4B on page 168

ar
of the Student’s Book.

Le
• Students read the sentences and decide
if each is correct or not. Set a two-
minute time limit.

c
• Ask students to compare their
answers with a partner. Then check

hi
answers as a class. ap
7
• Students work in pairs. Ask students LISTENING AND GRAMMAR 3 4.5 Listen to two people talking about sleep.
Complete the table.
to circle the incorrect verbs in Exercise 6
gr
1 Work in pairs. Discuss the questions and write
and correct them. your answers down. Goes to
Wakes up
Hours of
1 What time do you go to bed at night? bed sleep
• Check answers as a class.
eo

2 What time do you wake up in the morning? Josh 1:30 10:30 9

8 2 Work in groups. Look at your answers to Exercise

1. Who sleeps a little? Who sleeps a lot?
Yasmin 11:30 7:30 8
• Students complete the sentences. Elicit
G

I sleep a lot. I go to bed at 10:30 p.m. and wake up Josh’s

12:00 6:00 6
the first answer as an example. Set a at 7:30 a.m. parents

two-minute time limit. I don’t sleep a lot. I go to bed at 12:30 a.m. and Tom 10:00 5:00 7
wake up at 7 a.m.
l

• Students compare answers in pairs

na

before checking answers as a class.

50
9
io

• Ask students to work with a partner,

and rewrite the sentences in Exercise 8
at

as positive sentences. Set a three-minute 42951_U04_046-057.indd 50 3/21/22 2:20 PM

time limit.
10
N

VOCABULARY NOTES
• Check answers as a class. • Read through the Grammar box with the
Unlike some languages, in English, you
Answers class. Discuss the question.
or your are used to refer to the person
©

1 They live in the US. • Optional step On the board write, we are talking to. The person’s name is
2 Salma likes the colour purple. He sleeps a lot. Circle the s in sleeps. not used.
3 He knows the answer. Underneath write, Does he sleep a lot?
4 I work from home. Circle es in Does. Write, They sleep a lot. For example, when talking directly to a
Do they sleep a lot? Point out that if the person named Jack:
sentence has one -s word, the question Correct: Do you sleep a lot? Is this your
form does too. If the sentence has no -s pencil?
word, then the question form doesn’t
either. Incorrect: Does Jack sleep a lot? Is this
Jack’s pencil?

74
 4 Read the Grammar box. Do you add s to verbs in 10 Read the Grammar box. In yes/no answers, do we
negative sentences? No. repeat the infinitive form of the verb? No. • Optional step Encourage students
to provide details rather than only
GRAMMAR Present simple GRAMMAR Present simple questions and
Use the present simple to talk about habits and answers answering with the minimum required
true things.
Yes/no questions:
information.
I, you, we and they Use do or does + the infinitive form of the verb. Sample answers
Use the infinitive form of the verb. Do they sleep a lot?
I sleep a lot. Does she sleep a lot? 1 I sleep for about 5 hours. I go to sleep at
He, she and it Yes/no answers:
2:00 and I wake up at 7:00.
Use the infinitive form of the verb + s or es. Yes, they do. / No, they don’t. 2 No, I don’t. 5 hours of sleep is enough
She works at night. Yes, she does. / No, she doesn’t. for me.
He goes to bed at 10 a.m.
Wh- and How questions: 3 I watch videos and chat with my friends.
Negative sentences: Use question word + do / does + infinitive verb.
Use does not (doesn’t) / do not (don’t) + infinitive What does he work as? 13

ng
form of the verb. When do they wake up?
He doesn’t sleep at night.
• Model the example conversation with a
They don’t sleep a lot. Go to page 169 for the Grammar reference. student.
11 Read the sentences. Circle the correct answers. • Ask two pairs to form a group to

ni
Go to page 168 for the Grammar reference.
1 A: Do you work / works at night? share their sleep habits and give advice.
5 4.5 Circle the correct answers. Listen again to B: Yes, I do / does.

ar
check. Sample answers
2 C: Do / Does she take / takes the bus?
1 I sleep / sleeps a lot – about 9 hours. I go / goes to
bed at 1:30. And I wake up / wakes up at 10:30.
D: No, she don’t / doesn’t. A: I sleep from 2:30 to 6:30. I sleep for
only 4 hours. I want to sleep more.

2 My parents finish / finishes work late. They start /
starts work early. They don’t sleep / sleeps a lot.
3 I live / lives with my brother, Tom. He work / works
at night.
Le
3 E: When do / does the cat sleep / sleeps?
F: It sleep / sleeps all the time! B: What do you do before you go to bed?
4 G: Do / Does they eat / eats at this restaurant? A: I watch TV.
H: No, they don’t / doesn’t.
B: Maybe you should not watch TV before

c
6 Read the sentences. Are they correct? Write 5 I: What do / does we do / does now? you go to bed. You can read a book.
✓ or ✗. J: We wait / waits for the next train.

✓1 They take the bus to school every day.
✗ 2 We goes to the museum on Sundays. go
✓3 She plays basketball every day after school.
✗ 4 I reads a lot of books about science. read
✓5 He watches a lot of films.
7 Circle the incorrect verbs in Exercise 6. Write the
correct form of the verbs.
8 Complete the sentences. Write don’t or doesn’t.
hi
SPEAKING
ap EXPLORE MORE!
12 Answer these questions about your sleep. If there is internet access in class, ask
1 How many hours do you sleep? students to work with a partner to do
2 Do you want to sleep more?
research online for ways to sleep better.
gr
3 What do you do before you go to bed?
Possible questions students can explore
13 Work in groups. Ask and answer the questions
include: What is the best time to sleep? Do
in Exercise 12. Who wants to sleep more? Give
eo

1 They don‘t live in the US. them advice. foods affect sleep? What activities affect
2 Salma doesn‘t like the colour purple.
doesn‘t
A: I sleep six hours a night. I want to sleep more. sleep? Ask pairs to present their findings to
3 He know the answer.
don‘t
B: What do you do before you go to bed? the class.
G

4 I work from home. A: I play video games.

Alternatively, ask students to prepare their
9 Make the sentences in Exercise 8 positive.
research for homework before presenting
in the next class.
l

EXPLORE MORE!
na

Example: Doctors say it is best to go to

What are some ways to sleep better? Search online using the words ’how to sleep better’.
51 sleep and get up around the same time
each day. It’s not good to eat lots of food
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right before bed. Caffeine in the late

afternoon or in the evening also isn’t good.
at

42951_U04_046-057.indd 51 3/21/22 2:20 PM Caffeine can make it difficult for us to

• Optional step Ask students to practise sleep well. Some people say a warm glass
Extra activity
N

the conversations in pairs. Set a two- of milk helps them feel sleepy.
Say subjects (e.g. Josh and Yasmin, you minute time limit. Other things doctors say include: Try not to
and your dad, the three of us, Betsy) and take naps. Exercise a little every day. Try not
©

ask students to say whether they should For additional practice, refer to the to worry.
use do or does to make questions. Grammar activity on page 267 of the
Teacher’s Book. For additional practice, refer to the
For further information and practice, see Communication activity on page 228 of
Grammar reference Unit 4B on page 169 the Teacher’s Book.
of the Student’s Book. SPEAKING
See Workbook pages 26–27 for extra
11 12 practice (Grammar).
• Ask students to work with a new
• Ask students to work with a partner
partner. Students take turns asking and
to circle the correct words. Set a three-
answering the questions (1–3). Set a
minute time limit. Check answers as a
three-minute time limit.
class.

75
LESSON 4C
LESSON GOALS
• VOCABULARY A main aim is for
students to learn the days of the
week.
• LISTENING A main aim is for students
to develop the ability to listen for tone
and understand a speaker’s feelings.
• GRAMMAR A further main aim is
for students to practise adverbs of
frequency.
• PRONUNCIATION A sub-aim is for
students to practise the /ju:/ sound.
• SPEAKING The speaking aim is for
students to talk about their daily
routines.
VOCABULARY
1
• Read the questions. Check
understanding of days off by giving
your own example (I rest and relax
on Saturday. I read on Sunday.). Give
students time to prepare answers. This
time allows students to brainstorm
ideas, organize their thoughts and recall
vocabulary.
• Students discuss the questions with
their partner. Set a two-minute time
limit.
Sample answers
G
(I work) six days a week.
(I have school) five days a week.
l
(I have) two days off a week.
na
VOCABULARY NOTES
io
weekdays = Monday to Friday in many
places, or Sunday to Thursday in the
at
Middle East
AUDIO 4.6
N
day off = a day when someone does not
1 Monday 2 Tuesday 3 Wednesday
go to school/work, either because there
4 Thursday 5 Friday 6 Saturday
is no school/work that day or because
7 Sunday
©
they took leave
2 4.6
• Note that Monday is already
numbered 1 for students. Elicit from
the class the answer for Tuesday to get
students started. Then ask students to
number the rest of the days in order.
• Play the audio and ask students to check
their answers.
• Optional step Play the audio again.
Students listen and repeat.
76
4C
What do you usually do?
LESSON GOALS
• Learn the days of the week
• Understand people talking about their work days
• Talk about how often things happen
• Practise words with the /ju:/ sound
VOCABULARY LISTENING
1 Work in pairs. How many work or school days do NATIONAL GEOGRAPHIC EXPLORERS
you have in a week? How many days off do you
have in a week? 4
4.7 Listen to Abbey Engleman and Jeff
2 Number the days of the week in order
4.6 Marlow. Are they talking about their work days
or their days off? their work days
(1–7). Then listen to check.
1 Monday 6 Saturday 5 Friday 5 4.7 Listen again. Answer the questions.
4 Thursday 2 Tuesday 1 Where does Abbey usually work?
7 Sunday 3 Wednesday 2 Where does Abbey sometimes work?
3 Why does Abbey think her job is fun?
3 Work in pairs. Answer the questions.
4 Where does Jeff work?
ng
1 Which days are weekdays?
5 Does Jeff work five days a week?
2 Which days are the weekend? 6 When does Jeff usually read his emails?
3 What day is it today? What day is it tomorrow?
ni
Go to page 161 for the Vocabulary reference.
ar
Jeff Marlow at
work in a lab.
Le
c
hi
ap
gr
eo
Abbey Engleman at
work on a boat.
52
42951_U04_046-057.indd 52 3/21/22 2:20 PM
Sunday, but in many countries in the
Middle East, it is Friday and Saturday. In
some places, people may only have one
day off.)
VOCABULARY NOTES
Extra activity
Students sometimes confuse the words
Show students a calendar. Point to a day
weekend and holiday. Explain the
asking, What day is this? Students answer.
difference to students.
Continue with the other days.
holiday = day when there is no work or
school because of a national or religious 3
event (e.g., New Year’s Day) • Read the questions. Use a calendar to
demonstrate today and tomorrow. Give
weekend = one or two days every week students a minute to prepare answers.
on which people don’t work (In many • Ask students to compare their answers
places, the weekend is Saturday and with a partner before checking as a class.
 6 4.7 Look at the Listening skill box. Then listen
again and answer questions 1–3.
LISTENING SKILL
Listening for tone
The tone of a person’s voice tells us how they
feel. Is their voice high or low? Does it sound
happy or angry? Tone also tells us if something is
interesting or important. Listen carefully for changes
in tone.
1 How do Abbey and Jeff sound to you?
2 Do their tones change when they talk about
different things?
3 Why do you think their tone changes?
Abbey sounds very happy to me.
Jeff sounds happy when he talks about his work in
the lab.
GRAMMAR
7 Read the Grammar box. Then read the sentences
below. Are they true (T) or false (F)?
GRAMMAR Adverbs of frequency
Adverbs of frequency say how often things
happen:
never sometimes usually
| |
0%
My job is always fun.
Is your job always fun?
I never work on Sundays.
Sometimes, I work on a boat.
Where do you usually work?
Don’t start sentences with always or never.
Always / Never, I work on a boat. ✗
I always / never work on a boat. ✓
Go to page 169 for the Grammar reference.
1 Adverbs of frequency go before the words is, are
or am. F
2 Adverbs of frequency go before verbs like work. T
3 When a sentence starts with an adverb of
frequency, add a comma. T
EXPLORE MORE!
What jobs do you think are interesting? Search online using the words ’interesting jobs’.
io
at
42951_U04_046-057.indd 53
Answers
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1 Monday, Tuesday, Wednesday, Thursday,
Friday
2 Saturday, Sunday
©
Sample answer
3 Today is Tuesday. Tomorrow is
Wednesday.
For further information and practice, see
Vocabulary reference Unit 4 on page
161 of the Student’s Book.
For additional practice, refer to the
Vocabulary activity on page 250 of the
Teacher’s Book.
8 Complete the sentences. Circle the correct sometimes, I work on a boat – out on the
answers.
1 Lara reads a lot. She never / always has a book
sea, near the country Belize. Work on the
with her. boat is difficult, but it’s fun. I always find
2 Where’s Elaine? She isn’t always / usually late. new and amazing animals. They’re my co-
3 Orhan is very nice. He usually / never says bad workers, and we work together in a really
things about people. beautiful place – the ocean!
4 Usually, I wake up early. But sometimes / always, I
wake up late. Jeff: My name is Jeff. I’m a scientist. I work
9 Number the sentences from a conversation in
in a lab, and I study tiny animals from the
order. ocean. Usually, I work about 5 days a week
a Hey Zoe, what do you usually do on Saturdays? 1 – on both weekdays and weekends. In the
b Well ... Yoga’s a great way to relax. I never feel morning, I often read emails and reports by
tired after a class. 5 other scientists. Sometimes, I write reports
c Would you like to go to a yoga class with me? It’s
too. In the afternoon, I usually work in the
ng
at 3 p.m. on Saturday. 3
d 3 p.m.? I don’t know ... I always feel tired on
lab. My days in the lab are never the same.
Saturdays. 4 Every day is new and exciting!
e I usually study. Sometimes, I meet friends. 2
5
ni
4.7
PRONUNCIATION • Check that students understand key
ar
10 4.8 Look at the Clear voice box. Listen and
words and phrases: coworkers, in an
repeat. office, on a boat, in a lab. Play the audio
Le
CLEAR VOICE again. Students answer the questions.
always Saying /ju:/ Check answers as a class.
100% The letter u can make different sounds. In • Optional step Play the audio again.
usually, the u at the start sounds like you.
Pause at key points if students have
c
Usually sounds like you-sually.
This sound is in other words too: problems hearing answers.
hi
Tuesday commute computer
Answers
use cute beautiful
1 She usually works in an office.
ap
SPEAKING
2 Sometimes, she works on a boat.
3 She finds new and amazing animals. /
11 Work in groups. Do you usually do these things? She works on the ocean, and she thinks
gr
Ask and answer the questions.
1 brush your teeth before bed the ocean is a really beautiful place.
2 wake up before 8 a.m. 4 He works in a lab.
eo
3 play computer games at night 5 Yes, he does.
4 have breakfast at home
5 take the bus to work or school 6 He usually reads emails in the morning.
6
G
6 carry an umbrella
7 sleep more than seven hours 4.7
A: Do you usually wake up before 8 a.m.? • Read through the Listening skill box with
B: No, I don’t. I never wake up before 8 a.m. the class.
l
na
• Optional step Say, I always wake up
53 early. with an angry tone. Ask students
to identify your feeling. Repeat with
other tones (e.g. happy, sad).
• Play the audio. Ask students to listen
3/21/22 2:20 PM for the tone of the speakers and answer
LISTENING the questions. Ask students to check
their answers with a partner before
4 4.7
discussing as a class.
• Optional step Lead in by asking
• Optional step Play the audio again.
students what they remember about
Pause at key points if students have
Abbey Engleman and Jeff Marlow. Refer
problems hearing the different tones.
them back to page 47 of the Student’s
Book. Sample answers
• Play the audio. Students answer the 1 Abbey and Jeff sound happy and
question. Check answers as a class. excited.
2 Abbey’s tone changes when she talks
AUDIO 4.7 about working on a boat. Her voice
Abbey: My name is Abbey. I study the becomes higher.
ocean. I usually work from Mondays 3 I think her tone changes because she
to Fridays in an office. I often work enjoys working on the boat.
on Saturdays and Sundays too. But
77
LESSON C
GRAMMAR • Optional step Ask students to practise more words with the
/ju:/ sound (see Pronunciation notes). Ask them to make
7 sentences about themselves (e.g. I like music. I don’t have a
• Read out the information in the Grammar box with the class. uniform.).
• Students read the sentences (1–3) and decide if they are
AUDIO 4.8
true or false. Ask students to check their answers with a partner.
Give them a five-minute time limit. Then check answers as a usually use
class. Tuesday cute
• Optional step Ask students to correct the false statement. commute beautiful
(Adverbs of frequency go after the words is, are or am.) computer

Extra activity PRONUNCIATION NOTES

Say the sentences below and ask students to reword them with

ng
The /ju:/ sound is made when two actions happen. The middle
adverbs of frequency. of the tongue comes in contact with both the mid and back
I wake up at 7 o’clock every day. (I always wake up at 7 o’clock.) sides of the mouth. The front part of the tongue pushes

ni
I wake up at 7 o’clock two times a week. (Sometimes, I wake up against the middle of the back of the bottom front teeth. The
at 7 o’clock.) lips form a slight circle, slightly protruding forward. Other

ar
I wake up at 7 o’clock six times a week. (I usually wake up at 7 examples of the /ju:/ sound include:
o’clock.)
uniform /juːnɪfɔːʳm/

Le
For further information and practice, see Grammar reference mute /mjuːt/
Unit 4C on page 169 of the Student’s Book.
future /fjuːtʃəʳ/
8 huge /hjuːdʒ/

c
• Ask students to read the sentences (1–4). Ask them to circle the

hi
few /fjuː/
correct words to complete the sentences.
news /njuːz/
• Ask students to compare their answers with a partner
ap
before checking answers as a class. music /mjuːzɪk/

Extra activity tube /tjuːb/

gr
On the board write, I study on Saturday. Ask students to say
sentences using the four adverbs of frequency. (I never/usually/ For additional practice, refer to the Pronunciation activity on
eo

always study on Saturday. / Sometimes, I study on Saturday.) page 291 of the Teacher’s Book.
Ask students to write sentences that are true for them. For
example: I never study on Saturday. I usually study on Sunday. SPEAKING
G

Sometimes, I study on Tuesday too.

11
9 • Go over the actions (1–7) and check students’ understanding by
l
na

• Give students time to read through sentences (a–e) carefully. getting them to mime some of the actions (e.g. brushing their
Check students understanding of key words and phrases. teeth, waking up).
• Organize the class into new pairs. Ask students to put • Organize the class into pairs or groups. Ask students to
io

the sentences of the conversation in the correct order. Check take turns asking and answering the questions.
answers as a class. • Model the example conversation with a student.
at

Extra activity • Optional step Ask groups to share what they learned about
their partners.
N

Ask students to practise the conversation in Exercise 9 with a

partner, taking turns to play both roles. Then ask them to answer
EXPLORE MORE!
the question ‘What do you usually do on Saturday?’. To provide
©

support, write some terms on the board (reading, watching TV, If there is internet access in class, ask students to work with a
biking) and mime them to demonstrate meaning. partner to do research online for interesting jobs. Possible questions
students can explore include: What do people do? Do they usually
For additional practice, refer to the Grammar activity on page work in an office? Do they often travel? Do they often work at the
268 of the Teacher’s Book. weekends? Ask pairs to present their findings to the class.
Alternatively, ask students to prepare their research for homework
PRONUNCIATION before presenting in the next class.
Example: A video game tester is an interesting job. They always
10 4.8
play video games and get paid for it. They never travel. They find
• Read through the Clear voice box with the class. Play the audio. problems, and I like to do that. I think this is a good job for me.
Students listen and repeat.
See Workbook pages 27–28 for extra practice (Vocabulary,
Listening, Grammar, Pronunciation).

78
LESSON 4D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to make plans with others, decide on a time and place
and explain why they want to meet. The lesson ends with a roleplay in which students
practise making plans with each other.

SPEAKING Often, when we decline an invitation, we suggest an

1 alternative time. This tells the other person that we are
• Read the questions aloud with the class. Then give students interested in doing the activity together. It also lets them know
we aren’t just making an excuse because we aren’t interested.

ng
a minute or two to think of ideas, especially for the third
question. Expressions for suggesting an alternative time include:
• Students take turns asking and answering the questions How about [date/time]?

ni
with a partner. Set a two-minute time limit. Then discuss as
a class. What about [date/time]?

ar
Sample answers I could meet on [date/time].
1 I usually go shopping and play football.
Could we meet on [date/time] instead?

Le
2 I do them with my friends.
3 No, it’s not because everyone is busy. Would [date/time] work (for you)?
Extra activity

c
Ask students to think of phrases and sentences to describe the MY VOICE

hi
photo. Encourage them to give as much detail as possible. Ask
one student to provide a phrase (e.g. two people). Since this is
2 4.2
• Give students time to read the questions (1-3) and answer
an exercise to develop students’ ability to notice and describe,
ap
choices (a and b).
emphasize that full sentences (which may be grammatically
difficult for students at this level to create) are not necessary. • Ask students to underline unfamiliar words in Exercise 2.
gr
Encourage students to notice as many different things as possible. Ask students to then work with their partner and try to guess
Ask students to work in pairs and take turns describing the photo. the meaning from context.
• Play the video in which the narrator gives three tips about how
eo

For example:
Two people; man and woman; in a building; talking; smiling; to make plans with other people. Ask students to circle the
happy; looking at their phones; belt; friendly answers with a partner before checking answers as a class.
G

The woman’s jumper is black. • Optional step Play the video again. Pause at key points if
The woman’s phone is small. students have problems hearing answers.
The man’s jumper is blue.
l

VIDEO 4.2
The man’s tie is blue.
na

The woman’s skirt and belt are blue. Narrator: Sometimes, making plans is quick.
The woman’s hair is long. F1: Can we meet on Wednesday?
io

The man’s hair is black. M1: Sure. How about two thirty?
Narrator: Sometimes, it’s not so quick.
at

COMMUNICATION SKILL NOTES F2: Do you want to meet on Wednesday?

This lesson introduces how to make plans and how to respond M2: I’m sorry. I can’t.
N

appropriately when agreeing to or rejecting plans. When we Narrator: Try these tips. Give a day and time.
decline an invitation, it is important that we try and explain F2: Are you free on Wednesday at 2 p.m.?
©

why in a polite manner. We can give a general reason why the
time won’t work (e.g. I’m busy on Wednesday.) or a specific
one (e.g. I have to get ready for the meeting on Friday.).
General reason examples:
I’m really busy this week.
Sorry, I already have other plans.
Unfortunately, I’ve already got plans for Saturday night.
Specific reason examples:
I’m sorry. I can’t. It’s my sister’s birthday.
That won’t work. My brother is coming from out of town.
M2: Sorry, I’m busy on Wednesday.
Narrator: Ask ‘when are you free?’
F2: Oh, OK. When are you free?
M2: Hmm. This week isn’t great. I’m busy with work.
Narrator: Give a reason for your day and time.
F2: Oh … Remember Paula? She’s in town, but she leaves on
Friday.
M2: Really? Hmm. Is Thursday OK? At one thirty?
Narrator: Remember: When you can’t agree, communicate.
Suggest a time. Ask when they are free. Give a reason for your
day and time.

79
LESSON D
3 4.2
4D
Making plans
LESSON GOALS
• Make plans with others
• Say if you’re free or busy
• Talk about your plans for the weekend
• Give students time to read the questions.
Then play the video again.
• Optional step Point out that the man’s
attitude changed. Ask them to discuss
why this change occurred.
• Ask students to compare their
answers with a partner before checking
answers as a class.
• Optional step Play the video again.
Pause at key points if students have

ng
problems hearing the answers.
Answers
1 Wednesday

ni
2 He’s busy with work.
3 Their friend, Paula, is leaving on Friday.

ar
4 Thursday, 1:30
Extra activity

Le
Ask students to decide which reasons the
man used were specific (This week isn’t
great. I’m busy with work.) and which SPEAKING 3 4.2 Watch the video again. Answer the

c
were general (I’m sorry. I can’t. / Sorry, I’m 1 Work in pairs. Discuss the questions.
questions.

hi
busy on Wednesday.). 1 What do you usually do at the weekend?
1 When does the woman suggest meeting?
2 Why doesn’t the man want to meet this week?
2 Who do you do these things with?
4 3 Why does the man agree to meet?
ap
3 Is it always easy to make plans? Why? / Why not?
4 When does the man suggest meeting?
• Read out the information in the I usually meet my friends.
4 Look at the Communication skill box. Then
Communication skill box. Point out that discuss in pairs. Do you need to follow the order
MY VOICE
gr
this is a summary of the information in in the box when you make plans? No, you don’t.
the video. 2 4.2 Answer the questions. Then watch the
COMMUNICATION SKILL
video about making plans to check your answers. Making plans
eo

• Ask students to discuss the question 1 When making plans, give and time.
When you make plans ...
with a partner. a an hour b a day
2 If you are free, you have to do. • give a day and time.
• Optional step Ask pairs to share their a nothing b something • ask when they are free.
G

ideas with the class. 3 A reason explains . • say the reason you want to meet.
a when b why
5
l

• Give students time to read the

na

conversation and number the strategies

54
in the correct order.
io

• Check answers as a class. Point out that

Tomas is giving an alternative date and
at

time since Lukas suggested the date and 42951_U04_046-057.indd 54 3/21/22 2:20 PM
time first.
Extra activity 2 6
N

• Optional step Ask students to practise

Allow students to adapt this conversation • Read out the Useful language box to the
the conversation with a partner. Ask
to incorporate their own ideas. To begin, class and discuss the questions.
them to take turns playing each role.
©

Extra activity 1
Direct students’ attention to the way
Tomas provides a reason why Saturday
afternoon won’t work. Point out that
Tomas then suggests a different time.
Teach students several other ways to
suggest alternative dates/times (see
Communication skill notes). Ask students
to practise the conversation using these
alternative expressions.
ask students to identify the parts of the • Ask students to work with a partner
conversation that they could change (e.g. and classify the expressions by functions.
personalize names, change activity, change Check answers as a class.
days and times, give a different reason why
Saturday won’t work).
Students substitute their ideas into the
conversation and practise it in pairs. Set
a four-minute time limit. Ask pairs to
volunteer to present their conversation to
the class.

80
 5 Read the conversation. Then number the tips SPEAKING
below in the order (1–3) Tomas uses them.
3 Give a day and time.
9 Make a list. Think about your weekends. Write SPEAKING
down what you usually do, and when.
2
1
Ask when the person is free.
Say the reason you want to meet.
Sample answers
Things you do Day From To
9
L: Hey, Tomas.
• Optional step Model the activity by
homework Saturday 9 a.m. 12 p.m.
T: Hey, Lukas. Do you want to play tennis with me? I talking about one of your own regular
want to practise! When are you free? go to the library Saturday 3 p.m. 4 p.m. activities that you do at the weekend
L: Hmm. Is Saturday afternoon OK?
T: Sorry, I can’t. I usually help my parents at their
and encourage students to use the
meet friends Saturday 7 p.m. 10 p.m.
shop on Saturdays. Is Sunday morning OK? adverbs of frequency they’ve learned
L: Yes, I think so. Let me see … Yes, I’m free.
gardening Sunday 8 a.m. 9 a.m.
in the previous lesson (e.g. I usually
T: Great. See you on Sunday!
play baseball on Sunday morning.) Ask
6 Look at the Useful language box. Work in pairs.
Answer the questions.
play baseball Sunday 10 a.m. 1 p.m. students to describe or show you how
you would complete the table.

ng
Useful language Making plans • Ask students to complete the table
Are you free on/at … ? 1
Do you want to (have lunch) on/at … ? 1 with information about their weekend
activities. Set a three-minute time limit.

ni
Can we meet on/at … ? 1
Yes, I’m free. 3
Sure. / OK. 3 • Ask a few pairs to share their weekend

ar
That’s great. / That’s perfect. 3 activities with the class in feedback.
Sorry, I can’t. / Sorry, I’m busy. 4
When are you free? 2
Is (Sunday morning) OK? 2 10 OWN IT!

Le
10 OWN IT! Work in groups. Make weekend • Organize the class into groups of
Which expressions are for ... plans with your classmates. Use the ideas below,
or your own ideas. three or four. Ask students to take turns
1 suggesting a day and time?
2 asking when someone is free? have lunch watch a film asking and answering questions so they

c
3 agreeing to a plan? visit a museum play a sport can make plans. Set a five-minute time
4 not agreeing to a plan? go to the library go shopping
limit.

hi
go for a coffee exercise
7 Complete the sentences. Use words from the cook a meal study for a test • Model the example conversation with a
Useful language box.
student.
1 Do you want to have lunch Student A:
ap
tomorrow? • Say hello to a group member.
2 Can we meet on Wednesday? • Suggest an activity you think they like. Extra activity
• Check your table in Exercise 9.
Are After students have finished, ask them how
gr
3 you free today?
• Suggest a time you are free.
When
4 are you free? they felt as they worked to make plans.
5 Is tomorrow evening OK? Student B:
Was it easy or difficult? Which expressions
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6 Tomorrow? Sorry, I can’t. • Check your table in Exercise 9. Are you free?
busy • Agree on the time or suggest another time. did they use the most often?
7 Sorry, I’m on Friday.
• Suggest a place to meet.
8 Work in pairs. Ask and answer the five questions Repeat with the other people in your group. For additional practice, refer to the
G

(1–5) in Exercise 7.
A: Do you want to play tennis on Saturday morning? Communication activity on page 229 of
A: Can we meet on Wednesday?
B: Sorry, I’m busy. I usually do homework on Saturday the Teacher’s Book.
B: Sorry, I can’t. I always work late on Wednesdays. mornings.
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7 8
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• Ask students to complete the sentences • Ask students to take turns asking
with words from the Useful language and answering the five questions in
©

box. Exercise 7. Set a three-minute time limit.

• Ask students to compare their • Optional step Ask students to roleplay
answers with a partner. Then the conversation for the class.
check answers as a class.

81
LESSON 4E
LESSON GOALS
• WRITING The aim of the lesson is
for students to write a work email.
Students practise using the correct
tone for a work email. They also
practise how to agree on a time and
date by email.
SPEAKING
1 4
• Optional step Set up the task by
describing ways you communicate with
people when making plans. (I send a text
message to my friends to ask them if
they want to have lunch together.)
• Students work with a partner and
match the pictures with their meanings.
• Check answers as a class.
2
• Students work with a partner to
discuss the questions (1–2). Ask a few
pairs to share their ideas with the class in
feedback.
• Optional step Ask a student to read
out the examples in the Student’s Book.
Sample answers
1 I usually talk to my friends face-to-face.
2 People usually make phone calls at work.
Extra activity
Take a poll and rank the means of
communication from least to most popular
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for planning with friends and making
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plans for work. Discuss reasons for the
differences between friends and co-
workers (e.g. perceived formality).
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READING FOR WRITING
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3 5
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• Ask students to read the questions (1–4)
and then read the two emails. Set a
©
four-minute time limit. Ask students to
answer the questions.
• Ask students to compare answers in
pairs before checking answers as a class.
4 • Optional step Ask students to take
• Read through the Useful language box
with your class. Students answer the
question.
• Optional step Say the phrases from the
Useful language box. Students listen and
repeat.
82
4E
Thank you for your email
LESSON GOALS
• Talk about how people make plans
• Learn how to write work emails
• Write a work email to a manager
SPEAKING READING FOR WRITING
1 Work in pairs. Look at the pictures and match 3 Read the two emails. Answer the questions.
the words. 1 When does Germaine want to meet? She wants to meet
on Tuesday.
2 Who isn’t free on Tuesday? Melissa isn’t free on Tuesday.
1 e a write a letter
3 Who isn’t free on Friday? Why? Miguel isn’t free on Friday.
He doesn’t work on Fridays.
4 Who isn’t free on Monday? Why? Toby isn’t free on Monday.
2 d b write an email He is busy with customers on Monday.
4 Look at the Useful language box. Which
expressions are only for replies? Thanks for your email.
It’s good to hear from you.
3 c c talk face-to-face
Useful language Writing work emails
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b d send a text message Hi / Dear (Melissa),
I hope all is well.
Thanks for your email.
It’s good to hear from you.
5 a e make a phone call
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Let me know.
I hope to hear from you soon.
2 Work in pairs. Look at Exercise 1. Have a great day / evening / weekend!
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1 How do you usually make plans with friends? Regards, / Best regards, / Many thanks,
2 How do people usually make plans at work?
I usually send text messages.
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People at work usually send emails.
New Message Reply
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From: Germaine L. From: Melissa D.
hi
To: Melissa D. To: Germaine L.
Subject: Project meeting Subject: Project meeting
ap
Hi Melissa, Hi Germaine,
How are you? I hope all is well. I’m great! It’s good to hear from you.
gr
I’m in the Berlin office next week. I’d like to talk Next week is OK, but I’m really busy on Tuesday.
about the new project with you. When are you Is Wednesday or Thursday OK? Miguel usually
free? Is Tuesday OK? doesn’t work on Fridays. And Toby is usually busy
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Please ask Toby and Miguel to join too. with customers on Mondays. Any time after lunch
is good.
Hope to hear from you soon.
Let me know. Have a great weekend!
Best regards,
G
Regards,
Germaine
Melissa
56
42951_U04_046-057.indd 56 3/21/22 2:20 PM
Sample answers
• Students read the emails. Ask questions Hi / Dear (Melissa),
to check students’ understanding, Who I hope all is well.
It’s good to hear from you.
is writing the email? Who are they
writing to? 7
• Set a four-minute time limit. Students • Read through the Critical thinking skill
complete the emails individually, then box with the class. Give students time to
check their answers with a partner. think about the question carefully.
• Students work with a partner to
turns reading their emails to the class. discuss the question.
6 WRITING NOTES
• Read through the Writing skill box with
the class. Ask students to refer to the Tone doesn’t just exist in our voices. Our
Useful language box and answer the writing has tone too. The expressions
question. we use play a big role in determining
 5 Complete the emails. Use the expressions in the CRITICAL THINKING SKILL Sample answer
Useful language box. Using the correct tone
Dear Sheila,
When you write a work email, ask:
Sample answers • Who are you writing to?
Thanks for your email. I have a dental
Hi Sasha, • Do they know you? appointment on Wednesday. Is Tuesday or
1 I hope all is well . Can we meet • Are you friends with them? Friday OK? I have an important meeting on
next week? I want to finish our report. I’m free • Are they senior to you? Monday. And Thursdays are usually very
all week, but not Thursday morning.
1 the head of your company 3 your teammates busy for the rest of the team.
2 I hope to hear from you soon ! 2 people you have lunch with 4 your manager I hope to hear from you soon! Have a great
Many thanks
3
, day!
WRITING TASK
Linus Best regards,
8 Your manager wants to plan a party for your team. Jake
Read the email and plan your reply. Make notes:
• Give a reason why Wednesday is not OK. 10 CHECK

ng
• List two days that are OK.
Hello Linus, • Read through the checklist with the class
• List reasons why the other two days are not OK.
4 It’s good to hear from you . Next week is and elicit definitions for friendly and
good. Is Tuesday afternoon OK? Let’s have New Message professional.

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lunch, and work on the report after lunch.
• Ask students to check their emails
5 Have a great day . From: Sheila R.
against the checklist.

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6 Best regards ., Subject: Team party
• Optional step Set a three-minute time
Sasha Hi, limit for students to revise their emails.

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Great job on the presentation! Everyone’s really

6 Look at the Writing skill box. What are some

happy. Let’s have a small team party. Are you free
on Wednesday? Please check with the team and
11 REVIEW
polite greetings? let me know. • Students work in pairs and check
each other’s emails against the checklist.

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WRITING SKILL Best regards,
Writing work emails • Optional step Students comment

hi
Sheila
In work emails, be friendly, but be on each other’s emails and make
professional too.
9 WRITE Write a reply to your manager. Use your suggestions for revision. Set a three-
• Use polite greetings.
ap
notes from Exercise 8 and the emails on page 56 minute time limit for students to revise
• Say why you are writing.
as models.
• End your email in a polite way. their emails.
Also, be clear: 10 CHECK Use the checklist. My email ...
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• What is your email about? is friendly. Extra activity
• What information do you need? is professional.
Mix students so they work with new
• What do you want the other person to do?
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uses expressions from the Useful language box.

people. Ask students to write a short
11 REVIEW Work in pairs. Read your partner’s
7 Look at the Critical thinking skill box. Would you email. Do they do the things in the checklist?
reply to their partner’s email as Sheila the
write the same way to the four people (1–4)? Go to page 155 for the Reflect and review. manager.
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No, I would use a polite greeting for the head of my

company and my manager. I would use ‘Hi‘ for people
I have lunch with and my teammates. EXPLORE MORE!
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EXPLORE MORE! If there is internet access in class, ask

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What other expressions do people use at the start of work emails? Search online
57 students to work with a partner to do
for ’ways to start a work email’.
some research online and find other ways
to start a work email. Ask pairs to present
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their findings to the class. Alternatively,

ask students to prepare their research for
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42951_U04_046-057.indd 57 3/21/22 2:20 PM

Sample answers homework before presenting in the next

the tone of our writing. As cultural class. Some examples:
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Wednesday isn’t good: I have a dental

norms often influence how tone is Good morning/afternoon/evening.
appointment.
perceived, it is essential that students I hope you are doing well.
Days that are good: Tuesday, Friday
©

identify expressions that are informal, I hope you’re having a great week.
Monday isn’t good: I have an important
formal, business-like and overly friendly.
meeting. For additional practice, refer to the
Thursday isn’t good: The team is busy. Mediation activity on page 307 of the
Extra activity
Teacher’s Book.
Ask students to rank the four types of 9 WRITE
people on a scale from most to least formal. • Students write an email replying to their See Workbook pages 28–29 for extra
manager. Set a five-minute time limit. practice (Writing).
Ask them to follow the structure in
WRITING TASK Melissa’s email reply on page 56 of the See Workbook pages 30–31 for Units 3
8 Student’s Book. and 4 Review.
• Ask students to read the situation and
the three points, then make notes. Set a For Unit 4 Reflect and review, see
four-minute time limit. Student’s Book page 155.

83
 UNIT 5
Inside or
outside?

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UNIT GOALS
5A Reading, vocabulary and

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speaking

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• prepare to read by thinking about
the topic; read about ways to have
fun at home; talk about indoor

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activities

5B Listening, grammar,

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pronunciation and speaking

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• understand people talking about
outdoor activities; use the -ing ap
form of verbs with like, love and
don’t like; say the /ŋ/ sound; talk
about activities people like and
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don’t like

5C Vocabulary, listening, grammar

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and speaking
• talk about months and seasons;
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understand what to listen for

before a listening task; say when
A person staying in a ’bubble
something happens
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dome’ in Northern Ireland.

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5D Speaking 58
• practise inviting people to do
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things with you and decide

on a time, place and activity;
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understand connected speech 42951_U05_058-069.indd 58 3/21/22 2:38 PM

5E Speaking, reading and writing

ABOUT THE PHOTO 1
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The unit theme is activities we can do • Optional step To set up the task, use
• write a bucket list; talk about inside and outside. The photo shows a the photo on the page to elicit and teach
things you want to do; learn about transparent bubble dome. The bubble key words students will need: stars, clear.
©

different ways to order a list
Photocopiable resources
Communication activities: pp. 230–231
Vocabulary activity: p. 251
Grammar activities: pp. 269–270
Pronunciation activity: p. 292
Mediation activity: p. 308
Workbook
Unit 5 pp. 32–37
84
dome in the photo is located at Finn Lough
Resort in Northern Ireland. Each bubble
is surrounded by nature. The bubble is
transparent so you can see the stars as you
lie in bed at night. It’s cool and comfortable
at night, but on days when it is sunny, the
inside can get very hot. In addition to the
domes, the Finn Lough Resort offers more
traditional lodging such as lake houses,
lodges and hotel rooms.
Ask, Would you like to stay here? How
would you feel in this bubble?
• Ask students to discuss the questions
with their partner before discussing as a
class.
WATCH
2 5.1
• Optional step Read the names of the
explorers with the class. It’s easier for
students to focus on the video when
they’re familiar with the names.
 5
Inside or outside?
GOALS
• Get ready to read an article
• Talk about activities people like doing
• Talk about the months and seasons
• Know what information to listen for
• Invite people to do things
• Write a bucket list
1 Work in pairs. Discuss the questions.
1 Look at the photo. Is the person inside or outside? is inside.
2 What are some things you do inside? Sample answers:
3 What are some things you do outside? play video games,
watch TV, read
Sample answers: play football,
ride my bike
WATCH
2 5.1 Watch the video. Answer the questions.
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NATIONAL GEOGRAPHIC EXPLORERS
hi
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JEFF KERBY ABBEY ENGLEMAN
1 Do Jeff and Abbey like being indoors or outdoors?
gr
2 What are some things they like doing?
3 Make connections. Do you prefer being indoors
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or outdoors? Why?
I prefer being outdoors. I like trees and long walks.
I like indoor things like TV and books.
G
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42951_U05_058-069.indd 59
• Ask students to read the questions (1–2). • Students compare answers in pairs
N
Then play the video in which Jeff Kerby before checking their answers as a class.
and Abbey Engleman talk about whether • Optional step Play the video again.
they are indoor or outdoor people. Ask
©
Pause at key points if students have
students to try to remember answers – problems hearing answers.
trying to take notes while watching the
video may stop students watching and Answers
listening properly. 1 Jeff likes being outdoors. Abbey likes
being indoors and outdoors.
• Check understanding of the difference
2 Jeff likes taking pictures, camping,
between ‘taking photographs’ (Abbey)
reading, editing photographs and hiking.
and ‘editing photographs’ (Jeff). ‘Taking
Abbey likes reading, visiting interesting
photos’ will be shown in the video, along
places and taking photographs.
with camping/tent, hiking and reading.
Elicit some ideas from the students or VIDEO 5.1
draw on the board to show what editing Jeff: I like being outdoors. I like hiking and
photographs entails. photographing animals and plants. I love
• Students answer the questions. camping too. Living in a tent for a few
days is great. I usually read books or edit
photographs in my tent. I don’t like being
outdoors in busy cities. But I love hiking
and camping.
Abbey: I think I’m an indoor person and
an outdoor person. Sometimes, I like being
indoors. I love reading on cold days, next
to a warm fire. But when the weather is
good, I like going outside. I love visiting
interesting places and taking photographs
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in the sunlight.
Extra activity
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Play the video again. Ask students what
The person
Jeff doesn’t like (busy cities). Ask students
ar
when Abbey likes to read (on cold days)
and when she likes to be outside (when
the weather is good).
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3
• Ask students to work with a new
partner or in small groups. Give students
two minutes to discuss the questions.
Then discuss as a class.
• Ask a student to read the example
sentences to provide a model for the
class.
Extra activity
Ask students to work with a partner to
brainstorm activities that can be done
both indoors and outdoors. To set up the
task, elicit some ideas and write them on
the board (e.g. reading, eating) and mime
them to check understanding. Set a three-
minute time limit. Pairs share their ideas
with the class (e.g. reading, talking with
59
friends, eating).
ABOUT THE EXPLORERS
3/21/22 2:38 PM JEFF KERBY is an ecologist and
photojournalist. He documents interesting
and unusual climate trends in areas of
the world that are remote, including the
mountains of East Africa, the Arctic region
and Greenland. He does this by combining
science and art, and by using different
forms of technology, such as drones.
ABBEY ENGLEMAN is a marine ecologist.
In one of her studies, she looked at how
coral structures vary in living and dead
coral reefs. She used 3D technology to
recreate the coral reefs and study how
they grew and adapted to changes in the
environment. Her research helped scientists
learn useful information about the reefs
and their ecosystems.
85
LESSON 5A
LESSON GOALS
• READING The main aim is for
students to learn how to get ready
to read an article by thinking about
the topic and to understand an article
about indoor activities.
• VOCABULARY A sub-aim is for
students to learn collocations for
common indoor activities.
• SPEAKING The speaking aim is for
students to talk about which common
indoor activities they think are fun or
interesting.
READING
ABOUT THE TEXT
The text type is an article. It has photos to
help the reader understand the content.
The article describes four interesting ways
to spend time indoors besides watching TV
or playing video games.
1 the questions.
• Optional step To set up the task, use
the photos on page 61 of the Student’s
Book to elicit and teach key words and
phrases they will need: exercise/ride
a bike, play the guitar/an instrument,
make something/do crafts, video chat.
• Students discuss the questions with
a partner. Ask for volunteers to share
some ideas with the rest of the class.
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Sample answers
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They are exercising, having a video call,
doing crafts and playing the guitar.
Yes, I exercise and video call my friends at
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home too.
No, I don’t. I don’t play music.
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2 • Optional step Ask students to share
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• Read through the Reading skill box
with the class. Point out the titles and
headings in the article, and ask students
©
to look at them.
• Read the questions (1-3) and ask
volunteers to use the example phrases to
provide a model for the class.
• Ask students to work in pairs and
answer the questions. Ask students to
share their answers with the class.
• Optional step Ask students to
brainstorm things people make
(e.g. jewellery, photo frames, candles,
belts, magnets).
86
5A
Indoor activities
LESSON GOALS
• Get ready to read an article
• Understand an article about indoor
activities
• Learn activity collocations
READING VOCABULARY
1 Look at the four photos on page 61. What are 5 5.1 Match the words to make activities. Listen
the people doing? Do you do these things? to check.
2 Look at the Reading skill box. Then work in pairs. 1 read b a to music
Answer the questions below. 2 watch d b a book
3 listen a c online
READING SKILL
4 chat c d TV
Getting ready to read
5 draw f e a song
Before you read, look at the title, headings
and pictures. Ask yourself: 6 sing e f a picture
• What is the topic? 7 play h g a friend
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• What do I know about the topic? 8 call g h video games
• What words do I know about the topic? 6 Match the activities in Exercise 5 to the pictures.
1 Look at the photos and the title of the article.
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What is the article is about? a 1 e 6
2 Look at the four headings in the article (A–D).
Think of two activities for each heading.
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3 What words about the topics in the article do b 4 f 3
you not know in English? Look for the words in a
dictionary or online.
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I see people at home doing different things, and
the title of the article is ... c 8 g 7
Running and swimming are types of exercises ...
I know the word ’music’, but I don’t know what
5 2
c
that thing in his hands is ... d h
3 Read the article. Then match the four headings
hi
Go to page 162 for the Vocabulary reference.
(A–D) with the photos.
4 Read the article again. Work in pairs and answer SPEAKING
ap
1 Why do people sometimes prefer to stay indoors? 7 Work in pairs. Discuss the questions.
1 Are you at home a lot? When are you at home?
2 What are some ways to exercise at home?
2 What do you do when you are at home?
gr
3 How many musical instruments can you name in
English? I’m at home a lot. I don’t go out much.
4 What is upcycling? Do you have something old I like to read and watch TV when I’m at home.
you can upcycle?
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5 What are some activities you can do in an online
8 Discuss in groups. Which activities in the article
are fun or interesting? Which activities aren’t fun
party?
or interesting? Why?
I think an online party is fun! Exercising at home isn’t
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fun. I like exercising outdoors.
EXPLORE MORE!
What are some other fun things you can do inside? Search online for ’fun indoor activities’.
60
42951_U05_058-069.indd 60 3/21/22 2:38 PM
GRAMMAR NOTES
the words they looked up with the class.
If students keep a vocabulary notebook, Remind students that headings
help readers quickly understand the
encourage them to write the new words
in their notebooks. organization of a text. By reading them,
students can get a general idea about
Sample answers the structure of the article. Headings tell
1 I think the article is about interesting us what the main ideas are in a passage
indoor activities. without reading it in detail. Headings
2 Exercise: running, cycling
also help us locate information. They
Play music: play the guitar/piano help us pinpoint where to search when
Make something: bake a cake, do origami we are looking for specific information.
Video call your friends: play video games
or watch a movie online together
3 I don’t know the name of the exercise
where you dance to music. (Zumba)
 Fun things to do at home VOCABULARY
Sometimes, the weather outside isn’t good, or you’re tired. You don’t go out and you stay inside. Usually,
you just watch TV, play video games or look at photos online. But what else can you do at home?
5 5.1
• Elicit the first answer to get students
started. Then tell students to match the
A D rest of the words in pairs.
• Play the audio and ask students to check
their answers.
• Optional step Play the audio again.
Students listen and repeat.
AUDIO 5.1

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1 read a book
2 watch TV
3 listen to music

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4 chat online

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C B 5 draw a picture
6 sing a song
7 play video games

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8 call a friend

c
VOCABULARY NOTES

A Exercise
You don’t need to go It’s nice to listen to music,
hi
Collocations are sets of words that
ap are usually used together. Substituting
other verbs, even when the verbs have
a similar meaning, is often unacceptable
(e.g. view TV is unnatural). As a result,
gr
B Play music C Make something D Video call students should memorize these phrases
Draw a picture, bake a
your friends as sets rather than as individual words.
You might want to explain to students
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outside to exercise. but it’s great to make cake or make a hat. Or try Alone at home? Video call
Watch exercise videos your own music. Learn upcycling. Do you have your friends and have that there are other collocations that
on the internet, play a musical instrument old tables and chairs at an online party! You can use the same verbs (e.g. watch is also
G

exercise video games or online, or write a song home? Find something old talk, dance, play games, used in watch a movie). Also, we can
join an online exercise with friends or people and make it look new and have dinner and enjoy an sometimes use different verbs for the
class with your friends. from around the world. beautiful. evening together online. same noun to describe similar actions
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(e.g. draw a picture and paint a picture

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61 are both common collocations).

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Extra activity
Ask students to brainstorm other things
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42951_U05_058-069.indd 61 3/21/22 2:38 PM

they read (e.g. magazines), watch (e.g.
3 4 You take something old and make it movies), listen to (e.g. podcasts) and play
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• Ask students to do the matching look new and beautiful (so you can (e.g. sports). Ask volunteers to share their
exercise. Check answers as a class. use it again). I have an old bench I can ideas with the class.
©

upcycle.
4 5 talk, dance, play games, have dinner
• Ask students to read the questions (1–5).
Ask students to read the article again. VOCABULARY NOTES
• Students work with a partner and When you upcycle something, you
answer the questions. Check answers as repair, decorate, improve or change
a class. the object so that it is more usable,
Sample answers fashionable, functional or valuable.
1 It’s cold or rainy outside. With recycling, the product is often
2 watch exercise videos, play exercise used to make something else. With
video games, join an online exercise class upcycling, the new item is restored to its
3 saxophone, piano, guitar, drums original condition.

87
6 paper. Students fold their papers, put them in the middle of the
• Ask students to work together to do the matching activity.
Check answers as a class.
Extra activity 1
Ask, Do you often [activity]? Ask students to raise their hands
if they often do the activity. Organize the class into new pairs.
Students take turns asking each other whether they often do the
activities in Exercise 5. Then ask some pairs to share their findings
with the class.
Extra activity 2
table, mix them up and randomly draw a piece of paper. Students
should check and make sure the paper isn’t theirs. They then read
the sentences aloud. The student will try to guess who wrote the
activities. After guessing correctly, another student draws another
piece of paper, and the game continues.
EXPLORE MORE!
If there is internet access in class, ask students to work with a
partner to do research online about ‘fun indoor activities’. Ask
them to choose three activities that they did not read about
in this lesson. Ask pairs to present their findings to the class.

ng
Alternatively, ask students to prepare their research for homework
Mix students so they have new partners. One student chooses one
before presenting in the next class.
of the activity collocations in Exercise 5. They draw the activity on
Some examples:

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a piece of paper for their partner to guess. Encourage students to
Do a jigsaw puzzle
use different sketches than the ones in Exercise 6. Give students
Play board games

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one minute per drawing. Once the minute is up or their partner
Cook or bake something
guesses correctly, the students switch roles. Set a time limit of 5
Watch a movie

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minutes for this extra activity.
Read a book
For further information and practice, see Vocabulary reference See Workbook pages 32–33 for extra practice (Reading,
Unit 5 on page 162 of the Student’s Book. Vocabulary).

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hi
SPEAKING
7
ap
• Mix students so they work with new people. Ask students
to take turns asking and answering the questions (1–2).
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• Ask a student to use the example sentences to provide a model
for the class.
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• In feedback, ask pairs to tell the class about their partner’s

activities.
• Optional step Change pairs two or three times so students get
G

a chance to speak to different people.

Sample answers
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1 No, I’m not at home a lot. I’m usually at home at night.

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2 I listen to music and read magazines when I’m at home.

Extra activity
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Ask pairs who finish quickly to work as a group and rank the
activities from most popular to least popular among their
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members.

8
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• Organize the class into groups. Ask students to take turns

asking and answering the questions.
©

• Ask a student to use the example sentences to provide a model

for the class.
Sample answers
I think upcycling old furniture is interesting. I can make my room
look new! Video calling my friend is not fun. I prefer to meet my
friends outside.
Extra activity
Explain to students that they are going to play a game in groups.
Mix students so they are working with a new group of students.
Ask students to write five indoor activities that they do on a piece
of paper. Explain that they shouldn’t put their name on their

88
LESSON 5B
LESSON GOALS
• LISTENING The sub-aim is for students to listen to people talking about outdoor
activities.
• GRAMMAR The main aim is for students to practise talking about activities using the
-ing form of verbs with like, love and don’t like.
• PRONUNCIATION A further sub-aim is for students to practise the /ŋ/ sound.
• SPEAKING The speaking aim is for students to talk about activities that people like or
don’t like doing.

LISTENING AND GRAMMAR AUDIO 5.2

ng
I like doing things outside, and I don’t like being at home all
1 day. I love camping. It’s quiet, and I get to see many animals. I’m
• Organize the class into pairs. Students do the matching

ni
lucky – I go camping a lot for my job. I also like camping in my
activity with their partners. Check answers as a class. free time. I usually go alone.
• Optional step Ask students when they use emojis like those in

ar
I love playing football too. I play football with my friends every
the exercise (e.g. when writing texts, on social media). week – on Sunday mornings, and on Tuesday and Thursday
evenings.

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2 Exercise is very important to me. I like playing tennis and running.
• Optional step Ask students to make a chart with four columns I love trying new activities, but I don’t always enjoy them. I don’t
and seven rows (see Sample answers below). Students write like doing yoga, for example. I’m really bad at it …
ideas for each topic in their table. Give students time to prepare

c
answers. This preparation time allows students to brainstorm

hi
ideas, organize their thoughts and recall vocabulary. VOCABULARY NOTES
• Ask students to work with a partner to take turns discussing
ap football (in British English) = soccer (in American English)
their ideas.
• Ask pairs to share their ideas with the class in feedback.
5 5.2
gr
Sample answers • Play the audio again. Ask students to complete the exercise
like love don’t like and then compare their answers with a partner before checking
eo

food cake hamburgers cookies answers as a class.

places the park the zoo shopping malls • Optional step Play the audio again and pause at key points to
answer any questions.
G

books Harry Potter The Hunger Games Game of Thrones

• Optional step If students made predictions in Exercise 4
films Cruella Get Out Free Guy about which activities Jeff likes, ask them how many of their
l

TV shows The Office The Walking Dead Empire predictions were correct.
na

songs Umbrella Blinding Lights Shake It Off 6

3 • Students read the Grammar box and the example sentences.
io

• Organize the class into new pairs. Ask students to read Explain to students that they are learning how to express
feelings about activities.
at

the activities (1–10). Students work with a partner to do the

matching activity. Check answers as a class. • Students read the example questions in the Grammar box.
Explain to students that we don’t use negatives like don’t like in
N

• Optional step Explain to the students that many activities are

expressed with one verb but that some require play or do. Ask questions (e.g. Do you don’t like playing football?).
students to identify which need do (yoga) and which need play • Optional step Ask students to take turns asking and
©

(basketball, football, tennis). Ask students to make a rule for answering questions following the structure in the examples.
using play (e.g. sports done with a ball need play). • Ask students to answer the question with a partner. Check
answers as a class.
4 5.2
• Optional step Ask students what they remember about Jeff
Kerby from the Opener on page 59 of the Student’s Book. Ask
students to guess which activities they think he likes.
• Play the audio and ask students to complete the exercise.
Students compare their answers with a partner. Check answers
as a class.

89
LESSON B
GRAMMAR NOTES
5B
I love swimming
LESSON GOALS
• Understand people talking about outdoor activities
• Use like, love or don’t like with the -ing form of verbs
• Say the /ŋ/ sound at the end of words
• Talk about activities people like and don’t like

-s is added to like and love. Don’t becomes doesn’t but

This grammar structure can also be like does not change.
used with prefer, don’t mind and similar LISTENING AND GRAMMAR 6 Read the Grammar box. How do like, love and
don’t like change after he, she or it?
expressions. 1 Match the emojis to the words.
1 like b a GRAMMAR Like, love and don’t like + -ing
One common mistake is I like to form
swimming. 2 love a b Many activities use the -ing form:
camping / running
By using the -ing form, we are
3 don’t like c c Making -ing forms:
emphasizing the experience or the Add -ing.
action. Students will study other 2 Work in pairs. What are some things you like, walk ➔ walking
grammatical structures with similar love and don’t like? Think about: Remove the e. Add -ing.

ng
cycle ➔ cycling
functions (e.g. I like to swim.) in other • food • books • TV shows
Repeat the consonant. Add -ing.
• places • films • songs
levels of Voices. swim ➔ swimming
3 Work in pairs. Match the photos below with the
Using the -ing form:

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activities. Write 1–10 on the photos.
Use the -ing form after like, love or don’t like:
Extra activity ✓ 1 camping LL 6 playing basketball I love playing football. I don’t like doing yoga.
On the board, write, Person + like/love/ 2 climbing ✓ 7 playing football LL

ar
Use do or does to ask questions:
3 cycling ✓ 8 playing tennis L Do you like playing football? Yes, I do.
don’t like + -ing form. Emphasize that to Does he like doing yoga? No, he doesn’t.
✓ 4 doing yoga DL ✓ 9 running L
construct this sentence, students must

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5 horse-riding 10 swimming
Go to page 170 for the Grammar reference.
follow the previously studied rules about
NATIONAL GEOGRAPHIC EXPLORER 7 Complete the sentences. Use the -ing form of the
adding an -s (i.e. like/likes). Students take
4 5.2 Listen to Jeff Kerby talking about activities words in brackets.
turns to make sentences with various 1 I like playing (play) tennis with my
he likes. Tick the activities in Exercise 3 he talks

c
personal pronouns. about. friends.
riding

hi
2 He loves horse- (ride) in the hills.
5 5.2 Listen again. How does Jeff feel about
For further information and practice, see the activities in Exercise 3 he talks about? Write L 3 She doesn’t like climbing (climb).
Grammar reference Unit 5B on page 170 (like), DL (don’t like) or LL (love). 4 Do you like doing (do) yoga?
of the Student’s Book.
ap 5 Does she like camping (camp)?
6 Why do you love cycling (cycle)?
7 1 9 3 8 7
gr
• Students write the -ing form of the verbs
to complete the sentences.
eo

• Students compare their answers with

a partner before checking as a class.
• Optional step Ask students to take 4 5 6 2 10
G

turns to say the sentences with their

partner. Then, ask them to make
l

sentences that are true for them using

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the -ing form of the verbs in brackets.

62
8
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• Students complete the exercise.

• Students compare their answers with
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a partner before checking as a class. 42951_U05_058-069.indd 62 3/21/22 2:38 PM

• Optional step Ask students to take For additional practice, refer to the AUDIO 5.3
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turns to say the sentences with their Communication activity on page 230 of camping
partner. the Teacher’s Book. hiking
©

Extra activity For additional practice, refer to the swimming

Grammar activity on page 269 of the doing
Organize students into groups. Ask the
first student to say a sentence using the Teacher’s Book. running
-ing form of a verb (e.g. I like doing yoga.). singing
The next person repeats the information PRONUNCIATION AND Extra activity
(e.g. Shoba likes doing yoga. I love playing SPEAKING Write a few sentences on the board with
football.). Students continue, adding
the words from the Clear voice box.
additional sentences. The activity finishes 9 5.3
I like camping.
when the first student repeats all of the • Read through the information in the
I don’t like hiking
sentences or makes a mistake, although Clear voice box.
I go swimming with my sister.
play can also continue after this. • Play the audio. Students listen and
repeat.

90
 For additional practice, refer to the
Pronunciation activity on page 292 of
the Teacher’s Book.

10
• Organize the class into groups.
• Ask students to take turns to ask and
answer questions about the activities.
Students write their classmates’ names in
the correct place in the table.
• Model the example conversation with a
student.

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• Optional step Ask groups to decide
Jeff likes camping and which activity the most students liked

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doing things outside. and share their findings with the class.
Extra activity

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8 Complete the sentences. Circle the correct 10 Work in groups. Ask and answer questions. Find Ask groups who finish quickly to think
answers. out who likes, loves or doesn’t like the activities. of three more activities to add to the list.

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1 I don’t like / likes camping. Write their names in the table.
A: Do you like camping?
Allow students to use a dictionary or the
2 He love / loves playing volleyball.
3 Does she like / likes reading? B: Yes. I love it! internet to look up words they don’t know.
4 He don’t / doesn’t like doing homework. Then tell them to take turns to ask and
ACTIVITY

c
5 Do / Does they like going to other countries? answer questions about those activities.

hi
6 We don’t like / likes watching TV all day. camping

climbing
EXPLORE MORE!
PRONUNCIATION AND SPEAKING
ap If there is internet access in class, organize
9 5.3 Look at the Clear voice box. Listen and cycling
repeat. the class into pairs or groups and ask them
doing yoga
CLEAR VOICE to search online for ‘popular outdoor
gr
Saying /ŋ/ horse-riding activities’. Ask them to choose some that
Verbs that end with ing have the /ŋ/ sound at playing basketball they like but that were not in the lesson
eo

the end.
and present their findings to the class.
camping hiking swimming playing football
doing running singing Alternatively, ask students to prepare their
playing tennis research for homework before presenting
G

running in the next class.

Some examples: water rafting, fishing,
swimming
golfing, skiing
l

EXPLORE MORE!
na

What are some popular outdoor activities people enjoy? Search online for ’popular outdoor activities’. See Workbook page 34 for extra practice
63
(Grammar, Pronunciation).
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42951_U05_058-069.indd 63 3/21/22 2:38 PM

I don’t like running outside.

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No air comes out through the mouth

I love singing.
even though it is open. Instead, the
Ask students to read them aloud to check
air comes out of your nose, creating a
©

pronunciation.
slight vibration. The vocal cords are also
used, making this a voiced sound.
PRONUNCIATION NOTES When making the /ŋ/ sound at the
The /ŋ/ sound is produced when the end of words, the /g/ sound is not
back of your tongue curls up so that it distinct. This is particularly important for
touches both sides of the top of your students whose first language includes
mouth above your teeth. The front of a vowel sound in every syllable since
your tongue is forward and does not they may want to add a vowel to the g
touch anything. sound.

91
LESSON 5C
LESSON GOALS
• VOCABULARY A main aim is for
students to learn the months and the
four seasons.
• LISTENING A main aim is for students
to practise preparing to listen by
thinking about what to listen for.
• GRAMMAR A further main aim is for
students to practise prepositions of
time.
• SPEAKING The speaking aim is for
students to talk about a place they
would like to visit.
VOCABULARY
1 5.4
• Ask students if they know what the
twelve words are. Check students’
understanding by asking What month
is it now? When is your birthday? Then
play the audio. Students listen and
repeat the months of the year. This
prepares them to answer the questions
in the following exercises.
AUDIO 5.4
January July
February August
March September
April October
May November
June December
2
l
na
• Optional step Explain to students what
the picture shows (a thermometer),
and what the instrument measures
io
(temperature). Use the picture to teach
the four words (hot, warm, cool, cold).
at
It’s important for students to know
that the words are subjective – their
N
meanings vary from situation to situation
(see Vocabulary notes below).
©
• Students take turns asking and
answering the question with a partner.
Set a two-minute time limit. Then discuss
as a class.
• Optional step Ask students to share
their preferences (i.e. hot or cold,
warm or cool) with the class. Ask them
which months are hot/cold, etc. where
they live.
92
5C
The seasons
LESSON GOALS
• Learn about the months and seasons
• Understand people talking about the
seasons
• Talk about when things happen
VOCABULARY LISTENING SKILL
Knowing what to listen for
1 5.4 Listen to and repeat the months.
Before you listen, look at the questions. Read
January May September the question words. What do they ask for?
February June October When you listen, pay attention to key words.
March July November where: a place (listen for towns, cities, etc.)
April August December when: a time (listen for a time, days, months, etc.)
who: a person (listen for the names of people)
2 Look at the picture. Does your country have hot,
warm, cool or cold months? why: a reason (listen for words like because or so)
hot
7 5.5 Listen and answer the questions.
ng
warm 1 Where is it is hot all year? (Libreville / Santiago).
2 When does Alain like playing football?
cool
(afternoon / evening)
cold 3 Why does Hannah like December? (the sun /
ni
the snow)
3 Look at the infographic on page 65. Answer the
questions. 4 Who does Hannah make snowmen with?
ar
(her sister / her brother)
1 What are the four seasons?
5 When does Isidora go dancing? (morning /
2 When are the days long?
3 When are the nights long? evening)
Le
4 Work in pairs. Answer the questions. GRAMMAR
1 Do all countries have four seasons?
8 Read the Grammar box. Do you say on Sunday or
2 When does winter start in Winterberg, Germany?
3 When does winter start in Santiago, Chile? in Sunday? on Sunday
c
Go to page 162 for the Vocabulary reference.
Prepositions of time
hi
GRAMMAR
LISTENING Use at, in or on to say when things happen.
At:
5
ap
5.5 Listen to three people talking about the
at the weekend
seasons. Match the people with the places.
at 3 a.m.
1 Alain c a Winterberg, Germany at night
gr
2 Hannah a b Santiago, Chile
3 Isidora b c Libreville, Gabon In:
in January / February / March
6 Look at the Listening skill box. Then read the in 2023 / the year 2023
eo
questions in Exercise 7. What type of information in the morning / afternoon / evening
does each question ask for? in spring / summer / autumn / winter
On:
G
on Monday / Mondays
Go to page 170 for the Grammar reference.
64
42951_U05_058-069.indd 64 3/21/22 2:38 PM
VOCABULARY NOTES 3
• Optional step Set up the task and ask,
Specific temperatures are said using
What is the infographic about? (the
either the Celsius scale (this is popular in
seasons)
most countries) or the Fahrenheit scale
(this is used in some places such as the • Students answer the questions with
Bahamas, the Cayman Islands and the a partner. Check answers as a class.
US). Use the degrees sign to talk about • Optional step Ask students to work
temperatures, and the capital letters F with a partner to discuss their favourite
or C to distinguish between Fahrenheit season. Encourage them to give reasons
and Celsius (e.g., 33°C). for their choice.
Answers
Sample answers 1 spring, summer, autumn, winter
Yes, we have hot and cold months. July 2 (The days are long) in the summer.
and August are hot. January and February 3 (The nights are long) in the winter.
are cold.

Summer starts in June.
Winter starts in December.
THE FOUR
SEASONS
Summer starts in December.
Winter starts in June.
Spring: It’s cool, Summer: It’s hot.
then warm. Flowers grow. Days are long.
9 Complete the sentences with at, in or on.
1 I like snowboarding in the summer.
2 She has a dance class at the weekend.
3 He plays football on Saturdays.
4 The film starts at 7 p.m.
5 He usually does his homework at
6 He always goes skiing in June.
7 What do you do on Mondays?
10 Complete the text with at, in or on.
I love doing fun things 1 in the summer. I usually
go camping 2 at the weekend. And 3 on
Wednesdays, I meet my friends. I finish work 4 at
3 o’clock, and we try new things like horse-riding
or rock climbing. I also exercise a lot. 5 In the
morning, I go cycling. And 6 at night, I go
running.
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at
42951_U05_058-069.indd 65
4 Extra activity
N
• Tell students that they will need to
look at the infographic again to answer
©
the questions. Students discuss the
questions with a partner. Check answers
as a class.
• Optional step Ask, Does your country
have four seasons?
Answers
1 No.
2 It starts in December.
3 It starts in June.
Winterberg, LISTENING
Germany
5 5.5
• Optional step Lead in by reading the
names of the people and the cities.
Libreville,
Gabon
• Play the audio. Students do the matching
activity. Check answers as a class.
AUDIO 5.5
Santiago,
Chile Narrator: 1
These places don’t have four seasons.
Alain: My name’s Alain. I’m from Libreville,
These places have four seasons.
These places are cold all year.
Gabon. Gabon is hot all year. I don’t like
going outside in the afternoon, when it’s
ng
really hot. But in the evenings, it’s not so
hot. It’s cool. I love going to the park. My
friends are there. We play football and
ni
basketball.
Narrator: 2
ar
Hannah: I’m Hannah. I live in Winterberg,
Germany. My favourite months are
Le
December to March. It’s winter, and I
love snowboarding. Winterberg is a great
Autumn: It’s warm, Winter: It’s cold.
then cool. Leaves fall. Nights are long. place for snowboarding and skiing. I love
the snow. My brother and I like making
c
SPEAKING snowmen after school, and throwing
hi
snowballs at each other!
11 Work in pairs. Turn to page 180. Think of a
country with four seasons you would like to Narrator: 3
ap
visit and complete the table. Use the internet to Isidora: I’m Isidora. I live in Santiago. It’s
help you.
in Chile. In winter, it’s very cold, and the
night. A: What country would you like to visit?
nights are long. I don’t like the long nights.
gr
B: I want to go to Georgia. It’s beautiful! Where
would you like to visit? My favourite months are December to
12 Work in new pairs. Tell your new partner about March. It’s summer, and the weather is
eo
your place in Exercise 11. warm. I love hiking with my sister. I also
Georgia is a beautiful country. Winter starts in love dancing in the evenings with my
December. It ends in February. In winter, people friends. It’s really fun!
G
love ...
PRONUNCIATION NOTES
l
Alain /ɑːˈlɑːn/
na
65 Hannah /ˈhænɑː/
Isidora /ɪsɪˈdɔːrɑː/
Santiago /ˌsæntɪˈɑːɡəʊ/
3/21/22 2:38 PM
Libreville /ˈliːbrəvɪl/
Ask students additional questions about
the infographic.
6
• Read through the Listening skill box with
Does Libreville have winters? (No.)
the class.
Helsinki, Finland is in the blue area. Does it
have hot summers? (No.) • Ask students to work with a partner
When are days short? (winter) to identify the type of information each
question asks for. Check answers as a
For further information and practice, see class.
Vocabulary Reference Unit 5 on page Answers
162 of the Student’s Book. 1 a place
2 a time
For additional practice, refer to the
3 a reason
Vocabulary activity on page 251 of the
4 a person
Teacher’s Book.
5 a time (of the day)
93
LESSON C
7 5.5
• Play the audio again. Students complete the exercise. Check
answers as a class.
• Optional step Play the audio again and pause at key points if
students have problems hearing answers.
Extra activity
Ask students additional comprehension questions about the
listening.
Where does Alain play football and basketball? (in the park)
Who does he play with? (his friends)
What winter sport does Hannah love? (snowboarding)
9
• Ask students to read the sentences (1–7). Elicit the first answer
to get students started. Students then complete the rest of the
sentences with at, in or on.
• Ask students to compare their answers with a partner
before checking answers as a class.
• Optional step For additional practice, say expressions and ask
students to say the prepositions of time (e.g. say, Sunday nights;
students say, on).
10
• Students write the prepositions and then compare their

ng
answers with a partner. Check answers as a class.
What outdoor activity does Isidora love? (hiking)
• Optional step Students practise reading the text in pairs.
Who does she do it with? (her sister)

ni
Extra activity
GRAMMAR Ask students to use the text as a model to write a short paragraph

ar
about their summer or winter. Give students time to prepare their
8 texts. Then ask students to take turns reading their paragraphs
• Read out the information in the Grammar box with the class.

Le
with a partner.
Discuss the question and answer.
• Optional step To provide support, explain that at is the most
specific (i.e. used for specific times of the day), on is more
SPEAKING

c
general (can be used for days of the week) and in is the least 11

specific (can be used for months and seasons).
GRAMMAR AND VOCABULARY NOTES
There are many prepositions of time, including during and
for. This lesson focuses on three of the most common time
gr
prepositions.
hi
• Ask students to work in pairs. Students complete the table
ap on page 180 of the Student’s Book with information about a
country with four seasons they would like to visit. If there is
internet access in class, ask students to search for the seasons
and activities together in class. Alternatively, ask them to
prepare their tables as homework before the next class.

Most time prepositions follow rules. 12

eo

• at – specific times of day • Mix students so they have new partners.

• on – days • Ask a student to use the example sentences to provide a model
G

• in – months, years, seasons for the class.

• Ask students to discuss their place in Exercise 11 with their
There are specific collocations that students should memorize: partner.
l

• in the morning/afternoon/evening
na

• at the weekend See Workbook pages 34–36 for extra practice (Vocabulary,
Listening, Grammar).
• at night
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In American English, on the weekend is used rather than at the

at

weekend.
N

Extra activity
Draw a three-column table on the board with in, on and at as
column heads. Ask students to make rules (see Grammar and
©

vocabulary notes). Explain the time collocations and tell students

that these are exceptions to the general rules so the expressions
should be memorized. Ask students to work in new pairs and take
turns making sentences using these collocations (e.g. It is cold in
the morning.).

For further information and practice, see Grammar reference

Unit 5C on page 170 of the Student’s Book.

For additional practice, refer to the Grammar activity on page

270 of the Teacher’s Book.

94
LESSON 5D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to invite others to do activities together that they enjoy.
Students learn specific language to make and respond to invitations. The lesson ends
with a roleplay task in which students put the tips they’ve learned into practice.

SPEAKING COMMUNICATION SKILL NOTES

1 5.6 This lesson introduces questions and expressions people use to
• Give students one minute to read the questions. Then invite others to do something. Students may feel discouraged

ng
play the audio. Students answer the questions. Ask students if the person doesn’t agree, which is why teaching language to
to compare their answers with a partner before checking as suggest other times and activities is essential. Remind students
a class. that it is important to consider that people may have different

ni
• Optional step Point out that Kayla doesn’t give up after Ling views of acceptable reactions to invitations. If you have a
says no the first time. Ask students to brainstorm several other multicultural class, get students to compare how they give,

ar
alternative activities that Kayla could have suggested (e.g. accept and decline invitations in their cultures. This will help the
dancing). Explain to students that suggesting alternative plans is students understand how others may react. It also allows them
to consider how their first language and culture are affecting

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an important skill that they will be studying.
their reactions to and feelings about inviting others.
AUDIO 5.6
Kayla: Hi, Ling. Would you like to go to the cinema?
MY VOICE

c
Ling: No thanks!
3

hi
Kayla: Do you want to have lunch? 5.2
Ling: Hmm ...
ap • Give students time to read the questions (1–2).
Kayla: Would you like to go for a walk? • Play the video in which the narrator describes three
Ling: That sounds great. important points to consider when inviting someone to do
Kayla: Fantastic! Let’s meet at the park … something with you. Ask students to discuss the questions in
gr
pairs before sharing answers with the class.
Extra activity
VIDEO 5.2
eo

Ask students what kinds of activities they do outside their homes

and how often they do them (e.g. I go swimming every weekend. You like dancing. You enjoy cycling. And you love shopping. But
not alone! So, invite someone.
I meet friends in the park every Sunday.).
G

Sometimes, we invite good friends. Sometimes, we invite new

2 friends. How can we do this?
• Give students two minutes to read the questions and think of One: Choose an activity you both like.
l

ideas. This time allows students to brainstorm ideas, organize

na

Two: Choose a good place for both of you.

their thoughts and recall vocabulary. Three: Choose a good time for both of you. People are sometimes
• Ask students to take turns asking and answering the busy. Ask when they’re free, and choose the right day and time.
io

questions (1–3) with a partner. Remember: When you invite someone to do something, think of
• Ask students to share some of their ideas with the rest of the these three words: activity, place and time.
at

class. Sample answers

Sample answers 1 Yes, it’s easy to invite good friends to do things with me. We
N

1 I like eating dinner with others. like the same things.

2 I eat dinner with my friends. 2 No, it’s not easy to invite people I don’t know to do things with
me. I’m worried they will say ‘no’.
©

3 I say ‘no’ when I don’t have time.

Extra activity
In pairs or groups, students brainstorm situations when they might
invite someone to do something (e.g. for the weekend, for a
holiday). Invite students to share their ideas with the class.
Extra activity
Students brainstorm a list of people they might give an invitation
to (e.g. neighbour, friend, classmate, sister/brother). In pairs or
groups, students order them from easy to difficult to invite (e.g.
sister/brother-friend-classmate-neighbour). Encourage them to
give reasons for their choices (e.g. I don’t know him very well.)

95
LESSON D
4
• Read out the information in the
Communication skill box. Point out that
this is a summary of the information in
the video.
• Ask students to discuss the questions
with a partner before discussing as a
class.
Sample answers
The first tip is easy to do. The second and
third tips are not. I don’t know many place
names in English. It is difficult to say the
time in English too.
5
• Read through the Useful language box
with the class. Point out the headers
that explain when to use the different
expressions.
• Optional step Model the sentences
and questions, and ask students to
repeat after you. It is a good idea to
drill the expressions and ask students to
repeat. This gives students confidence
as they use the expressions in the rest of
the lesson.
• Ask students to complete the
conversation with words from the Useful
language box.
• Check answers as a class.
• Optional step Students practise the
conversation in pairs. Ask them to take
turns playing both roles.
Extra activity
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Allow students to adapt this conversation
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into one that incorporates their own ideas.
To begin, ask students to identify the parts
of the conversation that they could change
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(e.g. activity, times, days, place to meet).
Mix students so they work with new
at
people. Give students a moment to
brainstorm the content they will substitute
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and then create a new conversation.
Students then practise it in pairs. Set
©
a four-minute time limit. Ask pairs to
volunteer to present their conversations to
the class.
For additional practice, refer to the
Communication activity on page 231 of
the Teacher’s Book.
96
5D
Inviting people to do things
LESSON GOALS
• Invite people to do things
• Decide on a time, place and activity
• Understand connected speech
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SPEAKING
MY VOICE
1 5.6 Listen to two people talking. Answer the
3 5.2 Watch the video about inviting people
questions.
c
to do things. Then work in pairs and discuss the
1 Does Ling want to go to the cinema? No.
questions.
hi
2 Does Ling want to have lunch? No.
1 Is it easy to invite good friends to do things with
3 What do they agree to do together?
(They agree to) go for a walk. you? Why? / Why not?
2 Work in pairs. Discuss the questions. 2 Is it easy to invite people you don’t know to do
ap
1 What activities do you like doing with others? things with you? Why? / Why not?
2 Who do you do these activities with?
4 Look at the Communication skill box. Then
3 When do you say ’no’ to invitations? discuss in pairs. Which of the tips are easy to do
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I like going to the cinema with others. I don’t like in English? Which are not?
watching films alone.
COMMUNICATION SKILL
I like going to the cinema with my good friends. Inviting people to do things
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I say no to invitations when I’m busy, or when I don’t
like the activity. When you invite someone to do something
for the first time, choose ...
• an activity you both like.
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• a good place for both of you.
• a time you are both free.
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42951_U05_058-069.indd 66 3/21/22 2:38 PM
PRONUNCIATION AUDIO 5.7
Would-you like to watch a movie?
6 5.7
Which movie would-you like to watch?
• Read through the information in the
Clear voice box. Note that the main aim
of this section is to develop students’ PRONUNCIATION NOTES
receptive pronunciation skills rather
Students often complain that people
than their productive skills. The activity
speak English so fast that they cannot
focuses on listening and guides students
understand. One reason some students
to notice how speakers use reduced
struggle to comprehend what is
forms of words when speaking.
being said is their desire to hear and
• Play the audio. Students listen to and understand each word independently.
discuss the two examples of connected In natural English, each word is not
speech. Play the audio again so students clearly said. Many words are connected
can listen more closely. together and said as if they are one
 5 Look at the Useful language box. Then complete PRONUNCIATION
the conversation below. Use words from the box.
6 5.7 Look at the Clear voice box and listen to 8
the examples. Notice how people join would and • Organize the class into groups of
Useful language Inviting people
you when they talk quickly.
Inviting people: four or five. Ask students to take turns
CLEAR VOICE
Do you want to … on Saturday? Understanding connected speech: inviting their group members to join
Would you like to … tomorrow? would you them for different activities. When they
If your friend says yes: Many English speakers join would and you agree on an activity, fix a place and time.
Great! Is 3 p.m. OK? when they talk quickly.
Fantastic! Let’s meet at the park. Explain that students should not have
Would you /ˈwʊdʒuː/ like to watch a movie?
If you can’t agree on the time or place: Some also change the /u:/ sound in the word you. two different activities at the same time
How about Sunday? Which movie would you /ˈwʊdʒə/ like to watch? on the same day. Ask them to choose
When is a good time for you?
How about the park?
realistic times too. For example, if they
SPEAKING have classes on weekday afternoons, try
After you agree on the time and place:
not to plan any activities at that time.

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Perfect! See you then / there. 7 OWN IT! Write down five interesting activities
like
you would like to do. • Optional step Model the example
Josef: Would you 1
to go for a run tonight?
Yuki: Sorry. I have plans.
8 Work in groups. Invite others to do the activities conversation with a student.

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in your list from Exercise 7 with you.
Josef: Oh. Is tomorrow 2 OK ? • Use the phrases in the Useful language box. • As students practise, monitor their
Yuki: Sure. 3 Let’s meet at the river, at 6 p.m. • Agree on a time and place. conversations. Make sure students are

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Josef: Hmm. The river’s really far. • Write the activities in the timetable below. able to agree on a time or place.
Yuki: 4 How about the museum? A: Do you want to go hiking on Saturday at 4 p.m.?
Josef: Perfect! See you 5 then ! B: Sorry, I’m busy. Is Sunday OK?
• Optional step Ask students how many

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plans they made. Also ask students to
share some of their plans (time, activity,
Monday Tuesday Wednesday Thursday Friday Saturday Sunday person they will do it with) with the
class.

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10 a.m.

Go hiking

hi
with Rose See Workbook page 36 for extra practice
12 p.m.
ap (Pronunciation).

Have lunch Go shopping

with Timothy with Lina
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2 p.m.
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4 p.m.
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Play tennis Running with

with Sean Andrea in the
park
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• If there is internet in class, allow students

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word (blended). You, for example, is

to search online and find the English
often blended (as in would-ya, could-
names for activities that they have not
ya, and should-ya). Understanding
learned yet. Explain to students that if
©

connected speech may help decrease

they use these activities, they should
students’ anxiety about words they
show their group members photos of
cannot readily identify.
the activities when they do Exercise 8.
Sample answers
SPEAKING 1 watch a film
2 play beach volleyball
7 OWN IT! 3 eat lunch
• Ask students to make their list of 4 go camping
activities. Set a three-minute time limit. 5 learn climbing
Give students one or two examples if
they need help (go hiking, do yoga, etc.).

97
LESSON 5E
LESSON GOALS
• WRITING The aim of the lesson is
for students to write a bucket list.
Students also think about different
ways to order their lists.
SPEAKING
1 NATIONAL GEOGRAPHIC EXPLORER
• Organize the class into pairs. Ask
students to work in pairs to take turns
asking and answering the questions. Ask
students to share their ideas with the
class.
Sample answers
1 bungee jumping, sky diving
2 Kenya, Brazil, China
3 try unusual food, learn how to fly a plane
READING FOR WRITING
2
• Set a two-minute time limit for students
to read the bucket list and categorize
the items.
• Ask students to compare their
answers with a partner before checking
as a class.
3
• Mix students so they work with
new partners. Ask students to read the
questions (1–2). Students work in pairs
and take turns asking and answering the
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questions.
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• Ask pairs to share their answers with the
class, and their reasons too.
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Sample answers
1 I’d like to learn Chinese. I think Chinese
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is an interesting language.
2 I don’t want to try growing vegetables.
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I don’t like to eat vegetables.
4 3 Visit my grandparents
©
• Read through the Writing skill box with
the class. Give students time to prepare
their lists.
• Explain to students that the three
points form a checklist. Students work in
pairs to make sure their partner’s list has
all these elements.
• Optional step Encourage students to
also discuss the ideas on the lists.
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5E
I’d like to see the world
LESSON GOALS
• Learn how to write and order lists
• Talk about things you want to do
• Write a bucket list
SPEAKING 3 Work in pairs. Read the bucket list again. Answer
1 A bucket list is a list of things you want to do in
the questions.
1 Which items would you like to try? Why?
your life. Work in pairs. Discuss the questions.
2 Which items do you not want to try? Why?
1 What new activities would you like to try?
I’d like to get a puppy. I don’t want to learn to knit.
2 What places would you like to visit?
3 What other things would you like to do?
4 Look at the Writing skill box. List five things you
want to do this week. Work in pairs. Read your
READING FOR WRITING
partner’s list.
WRITING SKILL
Writing lists
Lists are a great way to plan or remember
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2 Read Abbey Engleman’s bucket list. Match the
bucket list items and the groups below. Write
things. To write a good list ...
• begin each item with a verb
the numbers 1–10.
• use a new line for each item
Places to visit: 3, 9, 10
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• keep each line short
Things to learn: 4, 5, 8
Things to do: 1, 2, 6, 7
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42951_U05_058-069.indd 68 3/21/22 2:38 PM
Sample answers 6
1 Go to that new restaurant
• Organize the class into groups.
2 Join the English Club
Students make phrases with six verbs
from the Useful language box.
4 Study for a test
5 Watch a TED Talk Sample answers
visit Stockholm, see a play at the theatre,
5 eat feijoada, learn to paint, go surfing, try
• Read through the Useful language box new food, drink herbal tea
with the class.
• Explain to students that some of the
7
• Read through the Critical thinking skill
verbs can be used for several different
box with the class. Give students time to
types of activities.
read the text carefully.
• Ask students to answer the
questions with a partner. Check answers
as a class.

Abbey Engleman loves travelling
and would like to visit all seven
continents.
5 Read the Useful language box. Work in pairs.
Which verbs can you use for 1–4?
Useful language activity verbs
visit 1, 2 help 2 try 3, 4 learn 3, 4
see 1, 2, 3 meet 2 drink 3 go 1, 4
eat 3 buy 3 make 3 write 3
1 places 2 people 3 things
6 Work in groups. Make phrases with six verbs
from the Useful language box.
help people, visit my uncle, learn to drive ...
7 Look at the Critical thinking skill box. Then
work in pairs. Choose a good option for each list
below.
CRITICAL THINKING SKILL
Ordering information
We can order a list many ways. For example:
Option 1: by how important the items are
Option 2: alphabetically, from A–Z
Option 3: using numbers (e.g., dates/how many)
1 to-do list 1 3 vocabulary list 2
2 list of important dates 3 4 shopping list 1
EXPLORE MORE!
Search online. What are some popular bucket list items people around the world have? Are your
bucket list items popular?
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42951_U05_058-069.indd 69
• Optional step Explain ‘to-do list’ (a list
of things you want to do). Provide an
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example of a to-do list (e.g. clean room,
cook dinner).
©
• Ask students to decide the best way
to organize the information found in
each type of list. Check answers as a
class.
8 1 Visit Stockholm
• Ask students to reorder their lists from
Exercise 4 in the way they think is best.
• Optional step Organize the class into
groups. Ask students to talk about how
they ordered their list, and why they
ordered it that way.
8 Swim with dolphins
9 See the Northern Lights
10 Go to Costa Rica
Extra activity
Explain to students that bucket lists can
have things we want to do in the near
future as well as things we want to do a
long time from now. Ask students to group
their items according to things they want
to do this year, in the next five years and
more than five years from now. Then ask
students to discuss how they grouped their
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items with a partner.
10 CHECK
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• Read through the checklist with the
8 Look at the items from your list in Exercise 4. class.
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How important is each item? Change the order
of your list. • Ask students to check their bucket lists
against the points in the checklist.
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WRITING TASK
• Set a three-minute time limit for students
9 WRITE Write your own bucket list. Include ten to revise their bucket lists.
bucket list items. Use Abbey’s bucket list as a
4 activities
model.
11 REVIEW
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10 CHECK Use the checklist. My list …
• Mix students so they are with a new
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has ten things I want to do.
begins each line with a verb.
partner. Then ask them to check their
partner’s bucket list. Remind them to
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uses a new line for each item.
is in a useful order. refer to the checklist in Exercise 10.
11 REVIEW Work in pairs. Read your partner’s • Ask students to discuss which things
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bucket list. Do they do the things in the they both want to try.
checklist? Do you want to try the things on their
bucket list?
EXPLORE MORE!
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Lucia’s bucket list is interesting! She wants to paint,
dance and act ...
Go to page 156 for the Reflect and review. If there is internet access in class, ask
students to work with a partner to do
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research online about bucket list items.
Ask pairs to present their findings to the
class and discuss which of their items were
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popular around the world.
69 Alternatively, ask students to prepare their
research for homework before presenting
in the next class.
Some examples: move to a new city, keep
3/21/22 2:38 PM a diary, go skydiving
WRITING TASK
For additional practice, refer to the
9 WRITE Mediation activity on page 308 of the
• Students write their bucket lists. Set a Teacher’s Book.
five-minute time limit.
• Monitor and encourage students to use See Workbook pages 36–37 for extra
Abbey’s model and the information they practice (Writing).
studied in this lesson.
For Unit 5 Reflect and review, see
Sample answers Student’s Book page 156.
2 Go sky diving
3 Eat feijoada
4 Learn to paint
5 Try surfing
6 Ride in a hot air balloon
7 Go on a safari in Africa
99
 UNIT 6
Food around
the world

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UNIT GOALS
6A Vocabulary, reading and

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speaking
• learn about foods and ingredients;

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read about spicy dishes around the
world; learn how to skim a text for

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general information

6B Reading, grammar,
pronunciation and speaking

c
• read about the amount of sugar in

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food; understand countable and
uncountable nouns; understand
ap
reduced forms of the word of; talk
about ingredients in a dish
gr
6C Vocabulary, listening,
grammar, pronunciation and
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speaking
• learn about where to buy
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groceries; write notes while

listening; understand how different
people say the h sound; talk about Tex-Mex food is popular
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in Texas and other parts

items on a shopping list
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of the US.
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6D Speaking
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• practise ordering food in a

restaurant in a polite way;
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and replies ABOUT THE PHOTO 1
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6E Speaking, reading and writing The unit theme is food around the world. • Optional step To set up the task, use
The photo shows a Tex-Mex meal. Tex-Mex the photo on the page to elicit and teach
• write a review of a restaurant; give food was created by the Spanish-speaking key words students will need: tortilla
©

good and bad feedback
Photocopiable resources
Communication activities: pp. 232–233
Vocabulary activity: p. 252
Grammar activities: pp. 271–272
Pronunciation activity: p. 293
Mediation activity: p. 309
Workbook
Unit 6 pp. 38–43
residents of Texas. They combined their
Mexican culture with elements of Texas.
Tex-Mex became widely available in cities
in Texas around the 1880s. It was even
served at the famous World’s Fair in
Chicago, 1893.
chips, corn salsa, tortilla.
• Ask students to take turns asking
and answering the questions.
Sample answers
Yes. I like salsa.
No. I don’t like tortilla chips.

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 6
Food around
Alexis: I’m from France, and a popular
dish in France is ratatouille. It’s a delicious
dish with eggplants, bell peppers, onions,
tomatoes, zucchini and garlic. You cook
them together for many hours in olive oil.
the world People eat the dish warm or cold.
Extra activity 1
GOALS Play the video again. Ask students to take
• Skim a text for general information notes about the other ingredients in each
• Talk about countable and uncountable things

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• Learn about different food items and dishes dish. (V: hummus, avocado, salt, pepper; R:
• Listen and write notes eggplant, bell pepper, zucchini, garlic)
• Order food at a restaurant
• Write a simple restaurant review

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Extra activity 2
1 Work in pairs. Does the food in the photo look

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nice? Why? / Why not? Show students photos of the ingredients
(e.g. olive oil, hummus). You could also use
WATCH
the video to refer to the ingredients. For

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2 6.1 Watch the video. Which dish has the each ingredient, ask students if it is popular
ingredients below? Circle V (veggie delight
sandwich), R (ratatouille) or both.
in food in their culture.
NATIONAL GEOGRAPHIC EXPLORERS
3

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• Ask students to work with a new

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partner or in small groups.
• Ask a student to use the example
ap
sentences to provide a model for the
MARIA FADIMAN ALEXIS CHAPPUIS
class.
1 bread V R
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2 tomatoes V R • Ask students to take turns asking and
3 onions V R answering the questions. Set a two-
4 olive oil V R minute time limit.
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3 Make connections. Would you like to try the two

dishes? Why? / Why not? Sample answers
I think the veggie delight sandwich is nice. It has I would like to try ratatouille. It sounds
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avocado. delicious. I love garlic and eggplants.

I would not like to try the veggie delight
sandwich. I don’t like hummus.
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71 ABOUT THE EXPLORERS

MARIA FADIMAN is a conservationist
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who lives in the US. She focuses on

conserving nature and creating sustainable
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42951_U06_070-081.indd 71 3/7/22 10:50 AM

environments. She is particularly interested
WATCH • Students compare answers in pairs in the rainforests of Latin America and the
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before checking their answers as a class. relationship between people and plants.
2 6.1 • Optional step Play the video again. She is also a professor. She loves being
• Optional step Read the names of the
©

Pause at key points if students have outdoors and she is particularly fond of the
explorers with the class. It’s easier for problems hearing answers. redwood trees in California.
students to focus on the video when
they’re familiar with the names. VIDEO 6.1 ALEXIS CHAPPUIS is a marine biologist
Maria: I’m from California, in the US. from France. He studies marine ecology (the
• Ask students to read the ingredients (1–
A popular food here is the Veggie Delight connected relationship of organisms and
4). Then play the video in which Maria
sandwich. It’s bread with hummus, environments) around the world. Alexis is
Fadiman and Alexis Chappuis describe
avocado and tomato. It usually has olive also a photographer, taking photos above
two popular dishes. Ask students to try
oil, salt and pepper too. I love having it for and under the sea. He believes photographs
to remember answers – trying to take
lunch. It’s a simple and delicious meal. and images are a vitally important way of
notes while watching the video may stop
helping people become more aware of the
students watching and listening properly.
world under the sea. One of his goals is to
Students circle their answers.
educate people so they are more interested
in conservation.

101
LESSON 6A
6A
Some like it hot
LESSON GOALS
• Learn about different foods
• Skim a text for general information
• Understand an article about spicy dishes

LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY READING
students to practise the names of 1 Work in pairs. Answer the questions. 4 Look at the Reading skill box. Skim the article.
different foods. 1 Do you always have breakfast? What is the article about?
• READING The main aim is for 2 Do you usually have lunch at home? READING SKILL
3 What time do you have dinner? Skimming a text
students to read about three spicy
dishes from around the world. They 2 6.1 Match the words and the photos. Listen Skimming is reading a text quickly to get the
and check. main idea. When you skim, don’t read every
learn how to skim a text to find word, but look for important words or information.
important words and words that are bread cheese coffee eggs Skimming helps you know if the information in a text
fish fruit meat milk is important or useful.
repeated often. noodles rice tea vegetables

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• SPEAKING The speaking aim is for 5 Work in groups. List all the ingredients in the
1 2 3
students to talk about food that they article. Do you know what they are? Use the
internet or a dictionary to find out.
think is special or important to them.

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6 Read the article. Answer the questions.
eggs milk vegetables 1 Where are the three dishes from?

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2 Which dish do you eat with bread?
VOCABULARY 4 5 6
3 Which foods are in all three dishes?

1 7 Work in pairs. Discuss the questions.

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1 Do you think the three dishes look or sound nice?
• Students discuss the questions (1–3) fruit cheese rice
2 Would you like to try the dishes? Why? / Why not?
with a partner. Ask pairs to share some 7 8 9 I’d like to try berbere curry. I really like curries.
ideas with the rest of the class. I wouldn’t like to try som tam. I think it’s very hot!

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• Optional step You could model the SPEAKING

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activity by providing examples of your bread noodles fish
own eating habits. You could do this at 8 Work in pairs. Discuss these situations.
10 11 12
1 You go to live in a new country. Which three
the start to provide a model or at the
ap foods or drinks from your country would you take
end as extended listening. with you?
meat coffee tea 2 Three friends come to your house for dinner. What
Sample answers
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dish would you make them?
1 Yes, I always have breakfast. / No, I 3 You take a friend out for a special dinner. Which
3 Work in pairs. Which foods and drinks in restaurant would you go to? What country is the
never have breakfast. Exercise 2 do you: Sample answers
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food from?
2 No. I usually have lunch at the office. 1 have for breakfast? coffee What would I take to another country? Rice, I think.
3 I usually have dinner at 9 p.m. 2 have for lunch? meat, vegetables I always make pizza for my friends. It’s easy and we
3 have for dinner? milk, rice all love it.
2
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6.1 4 never have? bread

My favourite restaurant sells Thai food.
5 not like? fish
• Give students time to look at the photos.
Go to page 162 for the Vocabulary reference.
Read through the food and drink items
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in the box with students. EXPLORE MORE!

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What are some other famous spicy dishes from around the world? Search online for ’famous spicy dishes’.
• Elicit the first answer to get students 72
started. Ask students to work in pairs to
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write the words under the photos. Then

play the audio. Students check their
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answers. 42951_U06_070-081.indd 72 3/7/22 10:50 AM

• Optional step Play the audio again.

3
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Students listen and repeat. VOCABULARY NOTES

• Optional step To model what students
AUDIO 6.1 meat = food that comes from the
could say, talk about what you have for
bodies of land animals, like beef or
©

1 eggs breakfast, lunch and dinner.

chicken
2 milk • Ask students to work in new pairs
3 vegetables and take turns asking and answering the
Extra activity questions (1–5).
4 fruit
5 cheese Ask, Do you often eat eggs? Ask a few • Optional step After practising, ask
students to answer. Organize the class into students to decide by show of hands
6 rice
groups. Students take turns asking and which foods are the most popular for
7 bread
answering questions about the different the three main meals.
8 noodles food items. Ask students to decide which
9 fish Sample answers
food is the most popular in their group.
10 meat 1 coffee
Ask them to share their findings with
2 meat, vegetables
11 coffee the class.
3 milk, rice
12 tea

102
 Some like it HOT
Chilli. It’s hot, and many people don’t like it. But in some
countries, people love chilli. And doctors say it’s good for you!
Here are some spicy dishes.
SALSA A LA
HUANCAÍNA
The countries in South America
have many spicy dishes. Salsa a la
huancaína is a spicy sauce from
Peru. It has hot yellow chillies,
onions, salt, garlic, milk and cheese.
Sometimes, it has eggs. In Peru,
people usually eat it with potatoes.
BERBERE CURRY
Africa also has many spicy dishes.
Berbere curry is from Ethiopia. It
usually has chicken, red meat or fish.
It also has onions, garlic, vegetables,
salt and the Ethiopian berbere spice.
The berbere spice is full of chilli. It’s
very hot! People usually eat berbere
curry with bread.
SOM TAM
In Asia, many people love spicy
food. Som tam is a spicy salad from
Thailand. It’s green papaya with salt,
garlic, lime, fish sauce, peanuts,
sugar and – of course – chillies! Thai
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people usually put a lot of chilli in
their som tam.
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4 bread
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5 fish
For further information and practice, see
©
Vocabulary reference Unit 6 on page
162 of the Student’s Book.
READING
ABOUT THE TEXT
The text type is an article. The text consists
of three short sections. Each section
describes a spicy dish from a different
part of the world. Some chefs say that
the recipe for salsa a la huancaína is very
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3/7/22 10:50 AM
flexible because ingredients can be easily
substituted. For example, rather than using
milk, the chef could use evaporated milk.
Salsa a la huancaína is also an all-purpose
sauce that can be combined with many
things, not just potatoes.
Most berbere spice blends are a
combination of over twelve different
spices. The ingredients and blends vary not
only by location but also with each cook.
The spice can be used with meats, fish,
vegetables and even fruit.
Reflecting the nature of the food, som
means papaya and tam means pounded.
Although som tam is popular in Cambodia,
Laos, Vietnam and other Asian countries,
it is believed to originate in the Isaan area
in northern Thailand. It is often served with
sticky rice.
4
• Read through the Reading skill box with
the class. Explain skimming in more
detail (see Vocabulary notes).
• Discuss as a class. Ask students what the
article is about.
Sample answer
The article is about three spicy dishes from
different places.
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VOCABULARY NOTES
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Remind students that when skimming,
do not search for specific information.
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Remind students that searching for
specific information is called scanning.
Tell students that when they skim, they
look for key words. Here are some ways
to skim:
• Read the title and headings to find
out how the text is organized.
• Look at the pictures.
• Read the first and last sentence of each
paragraph when the text is longer.
Extra activity
Tell students that a good title helps the
reader to understand the content of the
text without reading all of it. Ask one
student to read the title of the article.
Ask, Is the title very long? (No.) Is the
title interesting? (Yes. Hot is in big letters.
That makes us want to read more.) After
students have finished skimming ask, Is the
title related to the main idea of the article?
(Yes. The text is about hot/spicy food.)
5
• Organize the class into groups.
Students make their lists and then
look up the words they don’t know.
Encourage them to find photos of the
ingredients so they understand and
remember the new vocabulary more
easily. Set a five-minute time limit.
Answers
chilli, onions, salt, garlic, milk, cheese,
eggs, potatoes, chicken, meat, fish,
vegetables, berbere spice, green papaya,
lime, fish sauce, peanuts, sugar
Sample answers
garlic = small white plant like an onion
lime = green fruit like a lemon
papaya = green fruit with small black seeds
fish sauce = sauce made from fermented
fish or small sea animals
103
LESSON A
PRONUNCIATION NOTES
Salsa a la huancaína = /ˈsɑːlsɑː ɑː lɑː ˌhwɑːnkɑːˈiːnɑː/
berbere curry = /ˈbɜːbəreɪ ˈkʌr.i/
som tam = /səʊm tɑːm/
Extra activity
After students have skimmed the article and before they read it
in detail, read the article aloud to the class. This provides students
with additional listening practice. This also allows students to
listen to the words that they will be using in their discussions. Ask
students to follow along in their books as you read the passage.
• Optional step Ask pairs to brainstorm follow-up questions
they can use in their discussions. As students share their ideas
with the class, listen to and write some of their questions on the
board. (e.g. Question 1: How often do you have these foods or
drinks?; Question 2: How often do you make this dish? Is it easy
to make?; Question 3: Where is this restaurant? What is good
at this restaurant?)
• In feedback, ask students to tell the class about their choices for
each situation.
Sample answers
1 I would take with me kimchi, seaweed and ginseng tea. I have
kimchi almost every day!

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2 I would make them spicy rice cakes. It is sweet and spicy. My
6 friends love the chewy rice cakes.
• Give students one minute to read the questions (1–3). Then
3 I would go to the famous Italian restaurant by the river. The

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ask students to read the article and write their answers to the
food is from Italy. The chef is from Italy too!
questions.

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• Students compare their answers with a partner before Extra activity
checking as a class. Ask groups who finish quickly to discuss the best restaurant in

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• Optional step In order to develop students’ global awareness, their area. Encourage them to give reasons for their answers.
ask them to find Peru, Ethiopia and Thailand on a world map.
EXPLORE MORE!
Answers

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1 Salsa a la huancaina is from Peru. Berbere curry is from Ethiopia. If there is internet access in class, ask students to search online
Som tam is from Thailand. and find other spicy dishes from various countries. Ask them

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2 You eat berbere curry with bread. to also find photos of the food. In order to encourage global
3 Chillies, salt and garlic are in all three dishes. awareness, ask students to find the countries on a world map
ap
as they do their research. Ask pairs to present their findings to
Extra activity
the class. Alternatively, ask students to prepare their research as
Ask students additional comprehension questions: homework and present their findings in the next class.
gr
Which food is in two of the dishes? (onions) Some examples:
Which dish has meat? (berbere curry) Cau cau from Peru, jerk chicken from Jamaica, otak-otak from
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Which dishes have fish in them? (berbere curry and som tam) Southeast Asia
What colour are the chillies in salsa a la huancaína? (yellow)
See Workbook pages 38–39 for extra practice (Vocabulary,
7
G

Reading).
• Ask a student to use the examples to provide a model for the
class.
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• Students discuss the questions (1–2) with a partner. Ask

them to share their answers with the rest of the class.
Sample answers
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1 Yes.
2 Yes, I want to try all three. I like spicy food. I like trying new
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things. I like learning about food from other countries.

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SPEAKING
8
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• Ask students to work with new partners. Then ask students

to discuss the questions. Set a five-minute time limit.
• Ask students to read the example sentences to provide models
for the class.

104
LESSON 6B
LESSON GOALS
• READING AND GRAMMAR The main aim is for students to learn about how to talk
about countable and uncountable nouns. The grammar is contextualized in an article
about the amount of sugar in some foods.
• PRONUNCIATION A further sub-aim is for students to understand how people often
say of quickly in sentences.
• SPEAKING The speaking aim is for students to talk about the ingredients in a dish.

READING AND GRAMMAR Extra activity

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Ask students to use the information in the text and estimate how
1 many teaspoons of sugar they might eat in a day.
• Optional step Begin by asking students to look at the four
photos. Ask students to guess what sweet means (the flavour of 4

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things like sugar or honey). • Organize the class into new pairs. Ask students to take
• Organize the class into new pairs. Students discuss the

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turns asking and answering the questions (1–3) with a partner.
questions with their partners and then share their ideas with the • Optional step You could model the activity by talking about
class. the amount of sugar in your diet.

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• Optional step To model what students could say, tell students
Sample answers
about some of the sweet foods you eat.
1 Yes. I like to eat chocolates and donuts.
Sample answers 2 eat more fruit, drink less juice, choose less sweet foods

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1 I usually eat sweet things after dinner. 3 No, it’s not. I love sweets.

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2 Pies and tarts are popular.
ap 5
VOCABULARY NOTES • Students read the Grammar box which focuses on countable
and uncountable nouns. Point out that uncountable nouns
What people call biscuits in British English are often called don’t have a plural form. Ask students to answer the question.
cookies in American English.
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• Optional step Explain to students that uncountable nouns
cannot be divided into parts. They are not distinct. Show
Extra activity
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students a bottle of water. Point out that we cannot decide how

If you have students from various countries in your class, take many waters are in the bottle. We cannot pour out the water,
this opportunity to develop students’ global awareness. When saying one water, two waters, three waters.
G

students share their ideas with the class, ask students to show
pictures of the food and give the class more information that is
specific to their culture/country/region (e.g. whether the food is GRAMMAR NOTES
l

eaten daily or only for specific holidays). There are many uncountable nouns, including school subjects
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(e.g. physics, maths) and sports (e.g. football).

2
• Students scan the article for the words and then check their Some words are both countable and uncountable. For example,
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answers with a partner. when we are discussing coffee as the drink made from roasted
• Optional step Ensure that your students scan the article beans, it is uncountable. However, when we refer to a cup of
at

by making it a competition. See which student can get both coffee, coffee can be countable (e.g. I’d like two coffees to
answers first. go.). Note that fruit in Exercise 6 can be both countable and
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uncountable.
Extra activity
Although learning all of the exceptions is beyond the scope of the
©

Explain to students that when they don’t know the meaning of
one word, finding the opposite word in the text can also help
them understand the meaning. Ask students to find a pair of
words in the article that have opposite meanings (less/more).
3
• Optional step Set up the task by asking students to predict
how much sugar is in each food item in Exercise 1. Write the
range of predictions on the board.
• Set a three-minute time limit for students to read the article and
answer the questions. Check answers as a class.
• Optional step Check if any of the predictions made by
students earlier were correct.
current lesson, students can get confused by examples they see
or hear in films or TV shows. When students are curious about
these nouns, spend a moment explaining the possibility that some
nouns can be either countable or uncountable. Students will
continue to learn these exceptions throughout the Voices series.
Extra activity
Ask students to brainstorm nouns they learned in previous units,
and group them into countable and uncountable.
For further information and practice, see Grammar reference
Unit 6B on page 171 of the Student’s Book.

105
LESSON B
6
• Ask students to classify the words.
6B
Sweet things
LESSON GOALS
• Understand an article about sugar
• Talk about uncountable nouns
• Practise understanding the word of

• Optional step Tell students that cake

and cheese can sometimes be countable READING AND GRAMMAR 2 Read the article quickly. What words have these
meanings?
or uncountable. 1 Work in pairs. Look at the photos. Answer the
delicious
1 tastes good
questions.
• Students compare their answers with 2 good for your body healthy
a partner before checking as a class. 3 Read the article. How many teaspoons of sugar
are there in:
Extra activity 2 chocolate bars 10
chocolate ice cream
Ask students to classify the words in 1 cup of ice cream 8
15
Exercise 2 on page 72 of the Student’s 3 slices of cake
6 biscuits 6
Book as countable or uncountable.

Countable examples: eggs, vegetables
Uncountable examples: bread, cheese,
coffee, fish, fruit, meat, milk, noodles,
cake
1 When do you usually eat sweet things?
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4 Work in pairs. Discuss the questions.
biscuits 1 Do you like eating sweet things?
2 What are some ways to eat less sugar?

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3 Is it easy to eat less sugar? Why? / Why not?
rice, tea 2 What sweet foods are popular in your country?

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Sugar
• Read through the Useful language box
with the class. Model the phrases and How much is too much?

ask students to repeat after you.
• Optional step Explain to students that
these terms are relative (based on the
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Sugar is delicious, but too much sugar is not healthy.
Doctors tell us to eat less sugar: no more than 6
1 biscuit has about

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teaspoons a day for women, or 9 teaspoons for men.
person and situation). Ask, How much But how much sugar is in our food?
1 teaspoon of sugar.

hi
is a little rice? As students give different Chocolate
answers, point out the possibility of A chocolate bar (50 grams) has about 5 teaspoons
miscommunication with these words. of sugar.
ap
• Students complete the sentences with Ice cream
words from the Useful language box. Half a cup of ice cream (75 grams) has about 4
gr
teaspoons of sugar.
Check answers as a class.
Cake
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A slice of cake (70 grams) has about 5 teaspoons

VOCABULARY NOTES of sugar.

In order to quantify uncountable Biscuits

You eat 1 teaspoon of sugar when you eat a biscuit.
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nouns, we need to add some unit

of measurement. Some of these are
general (e.g. a little, some), while others
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That’s a lot of sugar! But don’t worry: it’s OK to enjoy
a little sugar sometimes. Just think about how much
you eat every day.

(e.g. a loaf of) are unique to a specific

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noun. As students encounter the latter,

74
encourage them to remember them as
set phrases (e.g. a loaf of bread).
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Extra activity 42951_U06_070-081.indd 74 3/7/22 10:50 AM

Ask students to find the words that are Would you like some salt in your food? than their productive skills. The activity
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used to ‘count’ the uncountable nouns in I usually eat three slices of bread in the focuses on listening and guides students
the article (teaspoons of, cup of, slice of). morning. to notice that when speakers say the
©

word of, they usually say it quickly and

8 For additional practice, refer to the change the sound.
• Ask students to work in pairs. Grammar activity on page 271 of the
Students mark the sentences as correct • Play the audio. Explain that of doesn’t
Teacher’s Book.
or incorrect. Check answers as a class. carry important meaning, which is one
reason it is shortened.
Extra activity PRONUNCIATION
AUDIO 6.2
Ask students to correct the incorrect 9 6.2 a lot of salt
sentences using the expressions in the • Read through the information in the a teaspoon of sugar
Useful language box and the language in Clear voice box. Note that the main aim
the article. For example: a cup of ice cream
of this section is to develop students’
Do I cook one cup of rice or two? a slice of cake
receptive pronunciation skills rather

106
 5 Read the Grammar box. Do you use is or are with PRONUNCIATION
uncountable nouns? is
9 6.2 Look at the Clear voice box. Listen to SPEAKING
the examples. Notice how people often say the
GRAMMAR
nouns
Countable and uncountable
word of. 10
Many nouns are countable: CLEAR VOICE • Optional step Ask students to look
one biscuit / two biscuits Understanding of at the photo. Ask, Do you know about
Some nouns are uncountable: English speakers often say the word of banana splits? Does it look delicious?
sugar / rice / bread / milk quickly. They say it with the schwa sound, /ə/.
Uncountable nouns are like singular nouns: a lot of /əv/ salt a teaspoon of /əv/ sugar
Then point out the list of ingredients
Sugar is delicious, but ... Sometimes, they also don’t say the /v/ sound of the below the photo. Say, Ingredients are
To use numbers with uncountable nouns, you
need other words:
letter f. what go into a dish.
a cup of /ə/ ice cream a slice of /ə/ cake
A slice of cake has 5 teaspoons of sugar. • Organize the class into new pairs.
Go to page 171 for the Grammar reference. Give students time to make a list of
6 Work in pairs. Are the words countable or
SPEAKING the ingredients in their dish. If there is

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uncountable? 10 Work in pairs. Think of an easy dish. List the internet access in class, allow students to
Countable: teaspoon,
1 teaspoon 5 sugar
egg, biscuit
ingredients. Use the internet to help you. search online for ingredients they don’t
2 cake 6 biscuit Uncountable: cake, know in English.

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3 fruit 7 cheese fruit, sugar, cheese,
4 egg 8 milk milk Sample answers

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7 Look at the Useful language box. Then complete Mochi: Sweet rice flour, sugar, water
the sentences.
Shaved ice: Ice, syrup, fruits
Grilled cheese sandwich: bread, cheese,

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Useful language talking about uncountable
nouns butter
a little (rice)
some (sugar)
a lot of (bread)
11
• Ask two pairs to get together and

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1 He puts a lot of salt in his food. It’s not take turns discussing their dishes.

hi
healthy.
a little
• Optional step Model the example.
2 I don’t like spicy food. I only use
Ask students to tell you what other
chilli when I cook.
ap
3 Please get me some milk from the Banana split ingredients: ingredients could go into a banana
shop. - ice cream - banana split (e.g. strawberries, chocolate chips,
- peanuts - cream
8 Work in pairs. Are the sentences correct? Write ✓ whipped cream).
gr
- biscuits
or ✗.
1 This dish has a lot of oil in it. ✓ 11 Discuss your dish with another pair. Tell them
the ingredients. Do they like it? Think of other EXPLORE MORE!
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2 Do I cook one rice or two? ✗

3 These three dishes are delicious. ✓
4 Would you like a salt in your food? ✗
5 I usually eat three breads in the morning. ✗
ingredients to add to each other’s dishes.
Our dish is a banana split ice cream. It has ice cream, If there is internet access in class, organize
some peanuts and a banana. the class into pairs or groups and ask them
G

to search online to find desserts around the

world. Ask them to choose three that they
like and present their findings to the class.
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EXPLORE MORE!
Encourage them to show the class photos.
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What sweet foods do people eat around the world? Search online for ’desserts
around the world’. Find three you would like to try. 75 Alternatively, ask students to prepare their
research for homework before presenting
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in the next class.

Some examples:
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42951_U06_070-081.indd 75 3/7/22 10:50 AM

tiramisu (Italy), gulab jamun (India), churros
(Spain), lamingtons (New Zealand), baklava
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PRONUNCIATION NOTES content and maintain clear stress (Turkey), mango sticky rice (Thailand)
English speakers often connect words to patterns within a sentence. Because the See Workbook page 40 for extra practice
minimize tongue movement, even when schwa is the most commonly occurring (Grammar, Pronunciation).
©

doing this decreases our articulation of
each sound. Using the schwa sound is
one way to do this. The schwa is the
vowel sound represented by /ə/. It is
a weak and unstressed sound that is
often said faster and more quietly than
stressed syllables. The reduction is used
to help emphasize more important
sound in the English language, it is used
in many situations besides the reduction
of the word of. Students already learned
how the schwa is used in the reduction
of would you, and they will learn other
examples throughout the Voices series.
For additional practice, refer to the
Pronunciation activity on page 293 of
the Teacher’s Book.

107
LESSON 6C
6C
Shops and markets
LESSON GOALS
• Learn about where to buy groceries
• Understand people talking about grocery
shopping
• Use how much or how many to ask questions

LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY
students to learn about places to do Maria:
1 6.3Work in pairs. Look at the three photos • Sometimes buys food at a supermarket.
grocery shopping. below. Listen and repeat. Then discuss the
• Usually buys food at a farmer’s market:
questions.
• LISTENING A main aim is for students • The food is fresh and clean.
1 Which of these places do you or your family like
to learn how to write notes while going to? • It’s 1 healthy and it tastes amazing.
listening. 2 What do you usually buy from these places? • Buys bread, pasta and nuts from the
2 supermarket .
I like the supermarket. It’s far, but everything is
• GRAMMAR A further main aim is for
cheap. • Buys vegetables and fruit from the
students to practise questions with I like the corner shop near my house. It’s small, but it 3 farmer’s market
.
how much and how many. has everything I need. • Loves 4 apples .

ng
• PRONUNCIATION A sub-aim is for Go to page 162 for the Vocabulary reference. • eats one or two a day.

students to learn about the /h/ sound

LISTENING
at the beginning of some words.

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Alexis:
• SPEAKING The speaking aim is NATIONAL GEOGRAPHIC EXPLORERS • Buys groceries at a local market:
• The food is not from a different
for students to talk about grocery

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2 6.4 Look at the Listening skill box. Then listen 5 country .
shopping lists. to Maria Fadiman and Alexis Chappuis talking
• Alexis is a vegetarian:
about where they buy things. Complete the notes.
meat

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• Doesn’t eat 6 .
LISTENING SKILL eggs
• But he eats 7 .
VOCABULARY Writing notes
• Buys eggs, vegetables, fruit and bread.
Sometimes, it helps to write notes as you
bread
1 6.3 listen. That way, you don’t have to remember • Loves French 8 .

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everything you hear. Write down the main points. • Lives in Indonesia, so he doesn’t buy a lot.
• Give students a moment to look at the Also, note down other important words and details.

hi
photos and read their labels. Then play
the audio. Students repeat the words.
• Give students a minute to read market
ap supermarket corner shop
the questions. Then ask students to
work in pairs and take turns asking and
gr
answering the questions. Ask some
students to share their answers with
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the class.
• Optional step Before students begin
their discussion in pairs, ask two students
G

to model the examples for the class.

Sample answers
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1 My family usually goes to the corner

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shop. It’s near my house.

76
2 We usually buy fruit, vegetables, bread,
coffee, milk, sugar and eggs.
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AUDIO 6.3
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market 42951_U06_070-081.indd 76 3/7/22 10:50 AM

supermarket For additional practice, refer to the

indoor and are often air-conditioned.
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corner shop Vocabulary activity on page 252 of the

Really big supermarkets are sometimes
Teacher’s Book.
called hypermarkets or superstores.
©

VOCABULARY NOTES Corner shops are small shops. They LISTENING

Markets are often outdoor or open- are called different things in different
air collections of stores operated by places (e.g., grocery shop, convenience 2 6.4
different vendors. The stores usually sell store, mom-and-pop store). Corner • Optional step Lead in by asking
meat, vegetables, fruit and other types shops usually don’t have as many things students what they remember about
of food. as supermarkets, but they are near to Maria Fadiman and Alexis Chappuis.
where people live. Refer students back to page 71 of the
Supermarkets are large shops that
Student’s Book.
sell a wide variety of groceries. They
are not a collection of different stores • Read through the information in the
For further information and practice, see
with different owners. They are usually Listening skill box with the class.
Vocabulary reference Unit 6 on page
162 of the Student’s Book.

108
 3 6.4 Answer the questions. Use the notes
on page 76. Then listen again and check your
answers.
1 Where does Maria buy bread from?
2 Where does she buy fruit from?
3 How many apples does she eat in a day?
4 Does Alexis eat meat?
5 Does Alexis eat eggs?
6 Why does Alexis not buy a lot of French bread?
GRAMMAR
4 Read the Grammar box. Then complete the
sentences. Use How much or How many.
GRAMMAR How much and how many
Use how many with countable nouns.
How many apples do you eat in a day?
I eat one apple a day.
Use how much with uncountable nouns.
How much bread do you buy?
I don’t buy a lot of bread.
Go to page 171 for the Grammar reference.
How much
1
How many
salt is in this dish?
2 tomatoes do you want?
3 How much pepper would you like?
4 How many eggs do you eat in the morning?
5 How much chicken do you want me to buy?
5 Read the questions. Circle the correct words.
1 How many apple / apples do you want?
2 How much garlic / garlics do you use?
3 How much oil / oils does she need?
4 How many biscuits / biscuit do you want?
5 How many teaspoon / teaspoons of sugar are
there?
PRONUNCIATION
6 6.5 Look at the Clear voice box. Listen to the
examples. Notice the different ways people say
words with h.
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42951_U06_070-081.indd 77
• Optional step Explain to students that
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they should try to keep their notes short.
Writing long notes can distract students
from what they’re listening to. Notes
©
don’t need to be complete sentences. It’s
OK to write short phrases or even just
one word to summarize an idea.
• Play the audio. Students complete the
notes. Check answers as a class.
• Optional step Play the audio again.
Pause at key points if students have
problems hearing answers.
AUDIO 6.4
I = Interviewer; M = Maria; A = Alexis
I: Maria, tell us. Where do you go to buy
food?
I: Alexis, what about you? Where do you
shop?
A: I usually buy my groceries at a local
market. The food there is local – it’s
not from a different country, so it
doesn’t travel far. Also, there’s no plastic
packaging. I think that’s good for the
world.
I: Interesting. What do you usually buy?
A: I like healthy food, and I’m a vegetarian
too – I don’t eat meat. But I eat eggs. I
usually buy these, and vegetables and fruit
too. I also buy bread.
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CLEAR VOICE I: How much bread do you buy?
Understanding the h sound
A: I’m French, and French people love
ni
We make the h sound by breathing out: bread! But I live in Indonesia. It’s not easy
how much how many
to find good, French bread here, so I don’t
he her him
ar
Sometimes, people don’t say the h sound:
buy a lot.
(h)ow much (h)ow many
3 6.4
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(h)e (h)er (h)im
• Students answer the questions using the
notes in Exercise 2.
SPEAKING
• Play the audio again. Students listen and
c
7 You invite a friend for lunch. What dish do you check their answers. Check answers as a
make? Make a shopping list.
class.
hi
• Write three countable food items.
• Write three uncountable food items.
ap • Optional step Play the audio again.
Pause at key points if students have
8 Work in pairs.
Student A: Ask your partner to help you buy things problems hearing answers.
in your shopping list. Answer your friend’s questions.
Student B: Help your partner. Ask your partner how Answers
gr
much or many of each item they want. Write a list of 1 Maria buys bread from the supermarket.
things to buy for your partner.
2 She usually buys fruit from the farmer’s
A: I want some apples from the supermarket.
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B: Sure. How many apples do you want? market.
A: I’d like three apples, please. And some milk too. 3 She usually eats one or two apples a day.
B: How much milk do you want? 4 No, he doesn’t.
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A: Hmm ... 5 Yes, he does.
6 It’s not easy to find good, French bread
in Indonesia.
Extra activity
77
Ask students more questions based on the
audio.
Ask students to make a list of the food
both people buy (bread, vegetables, fruit).
3/7/22 10:50 AM
Ask, Where is Alexis from? (France) Where
M: Sometimes, I go to a supermarket. But
does he live now? (Indonesia)
usually, I go to a farmer’s market – I buy
food from the people who grow it.
I: Why do you go to the farmer’s market? GRAMMAR
M: The food is fresh, not old. And it’s 4
clean. Yes, it’s more expensive. But good • Read out the information in the
food is important to me. It’s healthy, and it Grammar box with the class.
tastes amazing.
• Ask students to write how much or
I: I see. What do you usually buy?
how many to complete the sentences
M: I usually buy bread, pasta and nuts (1–5). Then ask them to check their
from the supermarket. I buy vegetables answers with a partner before checking
and fruit from the farmer’s market. I really
as a class.
love the apples there.
• Optional step Ask students to take
I: How many apples do you buy?
turns asking the questions. Partners
M: I buy a lot of apples. I usually eat one or make up their answers (e.g. a little; four;
two apples a day.
some).
109
LESSON C
GRAMMAR NOTES
To make how much or how many questions, students need to
determine if the noun they are asking about is countable or
uncountable. When answering these questions, students also
need to know if they are talking about something countable
or uncountable. They then need to think about whether they
want a specific amount of that thing (e.g., three apples) or
a non-specific amount (e.g., some apples). If they’re talking
about an uncountable noun and they want a specific amount,
students need to think about what other words they can use
with the noun (e,g., a bag of rice).
SPEAKING
7
• Give students time to make their lists. Set a three-minute time
limit.
• Optional step Encourage students who finish quickly to add
more items to their shopping lists.
Sample answers
Countable food items: potatoes, nuts, onions
Uncountable food items: oil, milk, soy sauce
Extra activity
Ask students if they usually use a shopping list when they go to

ng
For further information and practice, see Grammar reference the grocery store. Then ask students to brainstorm and share ideas
Unit 6C on page 171 of the Student’s Book. about why making a list before going grocery shopping is a good
idea. For example:

ni
For additional practice, refer to the Grammar activity on page With a shopping list ...
272 of the Teacher’s Book. • I don’t forget anything.

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• I only buy the things I need.
5 • I spend less time looking around in the supermarket.

Le
• Ask students to circle the correct word for each question in
pairs. Check answers as a class. 8
• Optional step To increase the challenge, ask students to cover • Organize the class into pairs. Ask students to take turns
the Grammar box and circle their answers. asking and answering the questions to complete their partner’s

c
• Optional step Ask students to practise asking and answering shopping list. Set a five-minute time limit.

the questions in pairs. Ask them to make up the answers.
PRONUNCIATION
hi
• Model the example conversation with a student.
• In feedback, ask students to share what dish their partner wants
ap
to make and the ingredients they need.

6 6.5 See Workbook pages 40–42 for extra practice (Vocabulary,

gr
• Read through the information in the Clear voice box. Note that Listening, Grammar, Pronunciation).
the main aim of this section is to develop students’ receptive
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pronunciation skills rather than their productive skills. The

activity focuses on listening and guides students to notice how
speakers say words that begin with h.
G

• Play the audio. Explain that both forms of pronunciation

are acceptable and the choice depends on the speaker and
l

situation.
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AUDIO 6.5
how much (h)ow much
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how many (h)ow many

he (h)e
at

her (h)er
him (h)im
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PRONUNCIATION NOTES
©

Although students may want to say every sound clearly,

natural English often diminishes or eliminates some sounds.
The omission of the /h/ sound, for example, allows speakers to
quickly and efficiently convey messages. However, this should
be avoided as it can make it harder for others to understand
the speaker.

For additional practice, refer to the Communication activity on

page 232 of the Teacher’s Book.

110
LESSON 6D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to politely order food in English in a restaurant. Students
learn polite gestures to get a waiter’s attention and expressions they can use with
waiters. They also learn some expressions waiters use. The lesson ends with a roleplay
task in which students practise ordering and taking orders.

SPEAKING MY VOICE
1 2 6.2

• Optional step To set up the task, ask students to look at
the photo. Ask, Where are they? (in a restaurant) Who is the
woman in the middle? (a waiter)
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• Give students time to read the questions (1–3).
• Play the video in which the narrator gives three tips when
ordering food in a restaurant. Students note or remember

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• Ask students to take turns asking and answering the answers, then discuss their answers with a partner before
questions (1–3) with a partner. Then ask some students to share checking answers as a class.

ar
their ideas with the class.
Sample answers
• Optional step Ask a student to use the example sentences to
1 Don’t shout, or click or snap your fingers.

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provide a model for the class.
2 Raise your hand, or say excuse me.
Sample answers 3 I’d like the (chicken pasta), please.
1 Yes, I do. / No, I don’t.
VIDEO 6.2

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2 My favourite café is The Blue Café. My favourite restaurant is
Mexican Forever. Everyone loves restaurants. How do you order food when you

hi
3 I usually order an iced coffee at the café. I usually get super eat out? Just talk to the waiter, the way you talk to a friend or
someone at work.
nachos at the Mexican restaurant.
apOne: Get the waiter’s attention. Sometimes, waiters are busy.
Don’t shout. And don’t click or snap your fingers. Raise your
VOCABULARY NOTES hand. Or say Excuse me.
gr
Restaurants are places where people go to eat. Restaurants Two: Start with a greeting. Say hello, hi, good afternoon or good
usually have waiters who take orders from the customers. Note evening.
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that people usually order from cashiers in fast food restaurants. Three: Use polite language. Don’t say ‘Give me the chicken pasta.’
Cafés are like restaurants, but they’re usually smaller. They also Or ‘I want the chicken pasta.’ Say ‘I’d like the chicken pasta,
tend to have smaller food menus (coffee, tea, desserts). please.’ And don’t forget thank you.
G

The rest is like a normal conversation. Answer the waiter’s

questions. And ask when you don’t understand. Waiters are there
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COMMUNICATION SKILL NOTES to help. So greet them, use polite language and have a good
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This lesson introduces polite language and behaviour when time!

ordering food in English. The lesson gets students to think Extra activity
about what behaviour and language is polite or impolite. It
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Since the idea of what is polite or impolite varies by culture, if you

emphasizes the importance of modal verbs such as can and have a multicultural class, ask students to discuss whether the
would like when placing orders or making requests. Ordering in
at

actions and language that are described as impolite in the video

a restaurant is an important real-world function that students would be considered acceptable in their countries.
need to learn. The aim of the lesson is to give students the
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tools they need to make sure they can politely manage 3

restaurant situations. • Read out and discuss the information in the Communication
©

skill box. Point out that this is a summary of the information in

the video.
• Ask students to complete the exercise and then check
answers with a partner.
• Optional step Ask students to practise the conversation in
pairs. Ask them to take turns playing both roles.

111
LESSON D
VOCABULARY NOTES
There are many other common
expressions that are used while ordering
food, and students may ask how to
say these things. Examples of customer
expressions:
Can I see a menu, please?
What’s the salmon roulade?
Do you have any vegan dishes?
I’ll have the egg noodles.
What are today’s specials?
Does this contain nuts?
4 Customer: Just some water, 4
• Read through the Useful language box
with the class. Point out the meaning
and use of the expressions.
• Optional step Model the sentences
and questions and ask students to repeat
after you. It is a good idea to drill the
expressions and ask students to repeat.
This gives students confidence as they
use the expressions in the rest of the
lesson.
• Optional step Explain the term ‘today’s
special’ in question 3 (It is used to talk
about something that is not served on
other days.; It is a dish that is served only
today.).
• Ask students to work in pairs.
Students practise the exchanges. Ask
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them to take turns playing both roles.
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• Monitor and remind students to use
polite language. In feedback, discuss
three or four errors and ask students to
io
correct them.
at
Sample answers
1 Hello. I’d like the two egg breakfast,
N
please.
2 Yes, please. I’d like the crab cake, please.
3 No, thank you. I’d like a hamburger,
©
please.
4 Yes, that’s all, thanks.
VOCABULARY NOTES
If students are comfortable with using
the Useful language in the Student’s
Book, give them additional examples of
waiter expressions.
I’d recommend (the roasted cod).
Would you like something to drink?
112
6D
Ordering food
LESSON GOALS
• Learn how to order food at a restaurant
• Learn expressions to use with a waiter
• Practise ordering food for you and a friend
SPEAKING COMMUNICATION SKILL
Ordering food
1 Work in pairs. Discuss the questions.
When you order food at a restaurant:
1 Do you like to eat at cafés and restaurants?
• begin with a greeting
2 What are your favourite cafés and restaurants?
Hello. / Hi. / Good evening. / How are you?
3 What do you usually order?
• use polite words and phrases
Sometimes, I go to the Mexican restaurant near my
I’d like the … please. Thank you.
house. The tacos are great, and the enchiladas are
If you need to get someone’s attention:
amazing!
• raise your hand
MY VOICE • say Excuse me
ng
2 6.2 Watch the video about ordering food. Customer: 1 Excuse me …
Answer the questions. Waiter: Hi. How can I help you?
1 What should you not do when trying to get a Customer: 2 Hi . How are you?
waiter’s attention? Can I have the chicken noodles,
ni
2 What are some polite ways to call a waiter? 3 please ?
3 What is a polite expression you can use to order a Waiter: Of course. Would you like anything to
dish from a waiter?
ar
drink?
3 Look at the Communication skill box. Complete
please .
the conversation. Use words from the box.
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c
hi
ap
gr
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G
78
42951_U06_070-081.indd 78 3/7/22 10:50 AM
of ice cream would you like?). Encourage
Will there be anything else? / Can I get
students to incorporate this language into
you anything else? / Can I bring you
their roleplays later in Exercise 6.
anything else?
Would you like a dessert/starter? SPEAKING
5 OWN IT!
Extra activity • Optional step Show students photos
Explain to students that when they order of dishes on the menu that they may
not know. For example, explain the
foods like ice cream, the waiter may need
difference between a cheeseburger and
to ask what kind they would like. Ask
a veggie burger. Tell them that the word
students to brainstorm other food that has
veggie can be used in front of other food
varieties (e.g. salad dressing, cupcakes).
Then ask students to think of a question a names like veggie noodles. Point out
waiter could ask to find out the kind the that fish cake is not a cake. Ask, What
dishes on the menu do you want to try?
customer would like (e.g. What flavour
 • As students practise, monitor their
conversations, reminding them that
the customer must get the waiter’s
attention. In feedback, discuss any errors
that students made.
• Optional step Ask students what
dishes they ordered. Ask students to
share what dish they didn’t know and
asked about.
Extra activity
Ask students to get into new pairs and

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make their own menu. Encourage them to
choose food that is popular in their area.
Set a five-minute time limit.

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Ask students to do the roleplay again using
their own menus. Monitor and encourage

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4 Look at the Useful language box. Then work in SPEAKING the students who are playing the
pairs. Ask and answer the four questions from a customers to ask what a dish is. Waiters

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waiter at a restaurant. Take turns.
5 Look at the menu above. Choose three dishes.
Dish 1 should tell the customer what some of the
Useful language Ordering food Dish 2 ingredients are. Remind students to take
Waiters:
Dish 3 turns playing both roles.

c
How can I help you? 6 Work in groups of three or four. One of you is a
Are you ready to order? waiter. The rest are customers. Take turns. EXPLORE MORE!

hi
Would you like ... ? Customers: Order your three dishes from the waiter.
Is that all? Follow the tips in the Communication skill box. Ask If there is internet access in class, ask
Customers:
ap
about one dish you don’t know.
Waiter: You’re busy. The customers must get your students to work with a partner to do
Excuse me.
I’d like … attention. Ask the customers what they’d like and ask research online about the different
Yes, please. them follow-up questions.
sections in the menu that they don’t know.
gr
No thanks. / No, thank you. A: Excuse me. Excuse me!
That’s all, thanks.
B: Ah, good evening! Would you like to order?
Encourage students to also find photos
A: Hello. Yes, please. Can I have a cheeseburger? of dishes from each section. Ask pairs to
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1 Good afternoon. How can I help you?

Hello. I’d like a black coffee, please.
2 Good evening! Are you ready to order?
3 Would you like to try today’s special?
G
B: Yes, of course. Would you like anything else? present their findings to the class.
A: Yes. I’d like fresh fruit and ... Alternatively, ask students to prepare their
research for homework before presenting

4 Is that all? in the next class.

Sample answers
People have appetizers before their main
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EXPLORE MORE!
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Menus often have different sections. What are appetisers, main courses and desserts? meal, so they don’t feel hungry while
Search online for these words. 79 they wait for their food to arrive. Main
courses are the main meals people have
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at restaurants. Desserts are sweet dishes

people have after their main course.
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42951_U06_070-081.indd 79 3/7/22 10:50 AM

• Ask students to write down the dishes 6

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they would like to order. • Optional step Read the names of the
Extra activity dishes as a class. Students repeat. Doing
©

this gives them confidence to say the

Ask students to work with a partner and
words during their roleplays.
classify the food items in the menu into
countable and uncountable nouns. Then • Organize the class into groups of
discuss as a class. three or four.
Sample answers • Optional step Model the example
Countable examples: cheeseburgers, dialogue with a student for the class.
veggie burgers, fish cakes, veggie salads, • Students roleplay the restaurant
cupcakes situation. Ask them to try different roles.
Uncountable examples: chicken soup, rice,
tuna, pesto pasta, noodles with chicken

113
LESSON 6E
LESSON GOALS
• WRITING The aim of the lesson is
for students to write a restaurant
review. Students also learn words for
giving positive, negative and neutral
feedback.
SPEAKING
1 Location: is it in a nice place? N
• Optional step Set up the task by asking
students to name some internet sites
where they can read restaurant reviews.
• Ask a student to use the example
sentences to provide a model for the
class.
• Organize the class into pairs. Ask
students to discuss the question.
• Ask some pairs to share their ideas with
the class in feedback.
Sample answers
They want to find out if the food is good. /
They want to find out what type of food
the restaurant has.
2 Chicken rice is a popular dish in Asia, but Hup Choy’s chicken rice is really popular. Here’s
• Optional step Point out the stars in
the review below. Ask students, How do
we get this rating? Explain that they will
learn some of the things people consider
when rating a restaurant.
• Read the four words and check
understanding.
• Students decide how important each
l
na
thing is before discussing with a partner.
Ask a few pairs to share their ideas with
the class in feedback.
io
READING FOR WRITING
at
3 •
N
• Ask students to skim the review and
circle the correct answers. Remind
students that they shouldn’t read every
©
word when they skim.
• Ask students to compare their
answers with a partner.
4 Location: The location is good.
• Ask students to read the review.
Students work in pairs and answer the
questions. Check answers as a class.
5 • Read through the Useful language box
• Read through the Writing skill box with
the class.
114
6E
Restaurant reviews
LESSON GOALS
• Learn how to begin paragraphs
• Use positive and negative adjectives
• Write a simple restaurant review
SPEAKING READING FOR WRITING
1 Work in pairs. Look at the review below. Why do 3 Read the review quickly. How does the author
people sometimes read restaurant reviews? feel?
I don’t read restaurant reviews, but my brother does. 1 She likes / doesn’t like the food.
He wants to know if the food is good. 2 She likes / doesn’t like the restaurant.
2 When you eat out, what is important to you? 4 Read the review again. Work in pairs. Answer
Write V (very important), I (important) or N (not the questions.
very important). Sample answers 1 What ingredients are in the chilli? garlic, salt, sugar
Price: is it expensive? I 2 Does the writer think the food is expensive? Yes.
Taste: is it delicious? V 3 Does the writer like the location? Yes.
4 What does the writer think about the service?
ng
The service is slow.
Service: are the waiters fast and friendly? I
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HOME ABOUT RESTAURANTS CONTACT
HUP CHOY’S RESTAURANT: Chicken rice
ar
28 April Singapore #review
Le
c
hi
ap
Melissa P. Details
food reviewer
DISHES
chicken rice
chicken noodles
gr
what I think. chicken soup
SIDES
Taste It tastes great! The rice is really good. The chicken is delicious too. The chilli is interesting. It
tofu, vegetables
has garlic, salt and sugar.
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Price The price is OK. It’s $8 a plate. That’s a lot for chicken rice, but the food is good and the FEATURES
meals are big. wheelchair access
takes reservations
Location The location is good. It’s far from the city centre, but it’s in a nice park. parking available
G
Service The service is OK. The people there are nice. But service is slow. There are a lot of
customers.
OPEN FROM
11 a.m. to 9 p.m.
Many restaurants sell chicken rice, but Hup Choy’s Restaurant is special. It’s a great restaurant,
and their chicken rice is amazing. Try it!
80
42951_U06_070-081.indd 80 3/7/22 10:50 AM
Discuss the answer for the first • Organize the class into groups.
paragraph, which is given in the Writing Emphasize that it’s OK for group
skill box. Students then identify the members to disagree with each other.
other main ideas with a partner. Check Students brainstorm ideas. Set a three-
answers as a class. minute time limit.
Answers • Ask students to share their ideas with
Taste: The food tastes great. the class.
Price: The price is OK.
For additional practice, refer to the
Communication activity on page 233 of
Service: The service is OK.
the Teacher’s Book.
Conclusion: It’s a great restaurant.
6 7
• Optional step Explain to students that
with the class. Point out that these they need to read all the sentences in
words are used to give opinions, which each paragraph and decide what the
often vary between people. writer’s opinion is.
 5 Look at the Writing skill box. What is the main 8 Look at the Critical thinking skill box. Then look • Students write details about a dish and a
idea for each paragraph in the review? for 4 to 5 adjectives in the review on page 80. restaurant. Set a four-minute time limit.
Are the adjectives positive or negative?
WRITING SKILL
Writing main ideas
• Monitor and encourage students who
CRITICAL THINKING
Understanding how the author feels finish quickly to add more detail.
Begin each paragraph with a main idea. Then
explain your main idea. Adjectives – like good, bad or OK – say a lot. Sample answers
Main idea: It tastes great! Are they positive or negative? Adjectives help
Explain: The rice is really good … us understand how the author feels. LaCienda
This makes it easy for readers to see what’s
Positive: great, good, delicious, special, amazing, nice Dish: burritos
important.
Negative: slow Taste: amazing
WRITING TASK
6 Look at the Useful language box. Work in Price: not expensive
groups. Think of some things you feel are good, 9 Think of a restaurant you know, or imagine a Location: noisy, in a shopping centre
restaurant. Then think of a dish. Write notes
OK and bad.
about taste, price, location and service.
Service: very fast and friendly
Useful language Good, bad and OK Tere’s Tapas
10 WRITE

ng
feedback Dish: patatas
bravas • Optional step Ask students to identify
Taste: Good. Spicy. the introduction, conclusion and star
good OK bad
rating in the chicken rice review.

ni
great alright poor Price: Expensive.
delicious average terrible Location: OK. It’s
amazing fine horrible in a park.
• Students use their notes to write a

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excellent not bad awful Service: Fast and restaurant review. Encourage them to
friendly. add details for every main idea they
listed. Set a five-minute time limit.

7 Complete the restaurant review below. Use
words from the Useful language box.
ALFREDO’S ITALIAN CAFÉ
There’s a new Italian restaurant in town. But is it good?
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10 WRITE Write a short restaurant review. Use your
notes in Exercise 9 and the review on page 80 as
a model.
• Monitor and encourage students to use
• Write an introduction: one or two sentences about the model reviews and the information
the food and the restaurant. they studied in this lesson.

c
• Write your review: begin each paragraph with a
Taste: main idea. 11 CHECK

hi
Their pasta tastes 1 . The sauce is • End with a conclusion: say how you feel about the
2
. I only taste salt. food and the restaurant. • Read through the checklist with the class
and check students’ understanding of it.
Price: • Add a star rating.
ap
The price is 3 . It’s not expensive, but it’s 11 CHECK Use the checklist. My review ... • Ask students to check their reviews
also not cheap.
begins with an introduction. against the points in the checklist.
Location:
gr
begins each paragraph with a main idea.
The location is 4 . It’s near the beach. I
explains the main idea in each paragraph.
• Optional step Set a three-minute
like it. time limit for students to revise their
ends with a conclusion.
eo

Service: restaurant reviews.

includes a star rating.
The service is 5 . The people are really nice.
12 REVIEW Work in pairs. Read your partner’s
Alfredo’s sells 6 pasta, but the location is review. Do they do the things in the checklist? Is 12 REVIEW
G

7
. The service is 8 too. how they feel clear? Do you want to go to their • Ask students to work in pairs and
Go there for drinks, not food! restaurant?
check each other’s reviews. Remind them
Go to page 156 for the Reflect and review.
to refer to the checklist in Exercise 11.
l
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• Optional step Students comment

81 on each other’s reviews and make
suggestions for revision (e.g. How you
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feel isn’t clear.). Set a three-minute time

limit for students to revise their reviews.
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42951_U06_070-081.indd 81 3/7/22 10:50 AM • Ask students to think about whether

• Students complete the review, then 8 they want to visit the restaurant their
N

compare answers with a partner. • Read through the Critical thinking skill partner wrote about, and encourage
Sample answers box with the class. Give students time to them to explain why.
1 awful 5 good read the text carefully.
©

For additional practice, refer to the

2 horrible
3 not bad
4 great
Extra activity
For an extra challenge, ask students to
think of an Italian restaurant they know.
Ask them to try using a different word for
each gap in Exercise 7. If students have not
been to an Italian restaurant, ask them to
make up different words for each gap.
6 terrible • Ask students to find adjectives in the
Mediation activity on page 309 of the
7 amazing text and decide if most are good or bad.
Teacher’s Book.
8 excellent Discuss as a class.
• Optional step Ask students to identify See Workbook pages 42–43 for extra
adjectives that are neither positive nor practice (Writing).
negative (interesting, OK, big).
See Workbook pages 44–45 for Units 5
and 6 Review.
WRITING TASK
9 For Unit 6 Reflect and review, see
• Optional step Point out to students Student’s Book page 156.
that their notes should include many
adjectives.
115
 UNIT 7
Family and
friends

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UNIT GOALS
7A Vocabulary, reading and

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speaking
A family camping together

ar
• talk about people in families; at Lake Dukan, Iraq.
understand the writer’s purpose;
understand an article about

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families around the world

7B Listening, grammar,

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pronunciation and speaking

hi
• understand an interview about
happy families; ask and answer ap
present simple questions; practise
long and short vowel sounds

7C Vocabulary, listening,
gr

grammar and speaking

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• talk about appearance and

personality; understand people
describing their best friends; use
G

adjectives to describe people and

things
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7D Speaking
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• learn how to show appreciation; 82

practise the /gr/ sound
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7E Speaking, reading and writing

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• learn how to explain why you want 42951_U07_082-093.indd 82 3/21/22 2:22 PM

someone’s help; learn new ways to ABOUT THE PHOTO • Ask students to work with a partner
N

describe people; write an informal The unit theme is family and friends. The to answer the questions. Point out that
text to ask a friend for help and photo shows a family camping at Lake the second question asks for an opinion
check what you write Dukan in Iraq. This was taken on 8 May so students may have different ideas.
©

2015. There are many ways to camp,

Photocopiable resources
Communication activities: pp. 234–235
Vocabulary activity: p. 253
Grammar activities: pp. 273–274
Pronunciation activity: p. 294
Mediation activity: p. 310
Workbook
Unit 7 pp. 46–51
Extra activity
including in large recreational vehicles,
cabins and tents. This family was Ask students if they have ever gone
using a tent. camping, and if they have, ask them to
talk about when, where and who they
1 went with. Ask students who haven’t been
• Optional step To set up the task, use camping to talk about whether they would
the photo on the page to elicit and teach like to go, giving reasons with their ideas.
key words and phrases students may
want to use: tent, watermelon, lake,
picnic.

116
 7
Family and friends
Lia: I live with my mum and dad in Itatiba
City, Brazil. My two sisters live in another
city, but it isn’t far away. It’s only two hours
by car, so they often visit us on weekends
or holidays. I love it when they’re here –
we go for walks around town, swim and
have big family meals together.

GOALS Extra activity

• Understand the purpose of a text Ask students additional comprehension
• Ask questions with the present simple
questions. For example: Who has two

ng
• Talk about people in your family
• Listen to descriptions of people children? (Ellie’s sister); What do Ellie and
• Show appreciation
• Write a text message asking for help
her family do together? (eat, play games

ni
and chat)
1 Work in pairs. Discuss the questions. Who sees her sister(s) often? (Lia); What

ar
1 Look at the photo. How many family members can do Lia and her family do together? (take
you see? six walks, swim, eat)
2 Is this family big or small?

Le
WATCH
3
• Ask students to work with a new
2 7.1 Watch the video. Are the sentences true
(T) or false (F)?
partner or in small groups.

c
NATIONAL GEOGRAPHIC EXPLORERS
• Ask a student to use the example
sentences to provide a model for the

hi
ap class.
• Ask students to take turns asking and
answering the questions. Set a two-
ELLIE DE CASTRO LIA NAHOMI KAJIKI minute time limit.
gr
1 Ellie lives with her mum and dad. T
2 Ellie’s sister has three children. F
3 Lia has two sisters. T ABOUT THE EXPLORERS
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4 Lia and her sisters live in the same city. F ELLIE DE CASTRO is an archaeologist from
3 Make connections. Work in pairs. Which family is the Philippines. She studies human history
more like yours? Why?
– the things people did thousands of years
G

My family is like Ellie’s family. I don’t have a sister, but

I have one brother. He has two children too. ago. She also promotes interest in history
through her National Geographic Young
l

Explorer project.
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LIA NAHOMI KAJIKI is an ornithologist.

83
This means she studies birds. She is trying
to learn more about one of the many birds
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that live only in Cerrado, in Central Brazil.

She is also a PhD student in Ecology at the
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42951_U07_082-093.indd 83 3/21/22 2:22 PM

University of Brasília.
• Optional step Play the video a second
WATCH
N

time and pause at key points if students

2 7.1 have problems hearing answers.
• Optional step Read the names of the • Students compare answers in pairs
©

explorers with the class. It’s easier for
students to focus on the video when
they’re familiar with the names.
• Ask students to read the sentences (1–4).
Then play the video in which Ellie de
Castro and Lia Nahomi Kajiki talk about
their families. Ask students to try to
remember the answers – trying to take
notes while watching may stop students
from watching and listening properly.
Students answer the questions.
before checking their answers as a class.
VIDEO 7.1
Ellie: I live with my mom and dad in
Quezon City, Philippines. I have one sister.
She lives in Manila with her husband and
two children. It’s about an hour away, but
they sometimes visit us. We eat together,
play games and chat about many different
things.

117
LESSON 7A
7A
My family
LESSON GOALS
• Talk about people in your family
• Understand the writer’s purpose
• Understand an article about families
around the world

LESSON GOALS
• VOCABULARY A sub-aim of the
lesson is for students to practise
talking about people in their family.
• READING The main aim is for
VOCABULARY
1 Work in pairs. Answer the questions.
1 Do you have a big or small family?
2 How many people live in your house?
READING
4 Look at the Reading skill box. Then read the
article quickly. What is the purpose of the
article? Circle the answer below (a or b).

students to understand the writer’s 2 7.1 Listen to and repeat the family words. READING SKILL
Then write F (female) or M (male) for each word. Understanding purpose
purpose in an article and learn about
1 son M daughter F Writers write articles for different reasons. The
families around the world. 2 mother F father M reason is the purpose. For example:
• SPEAKING The speaking aim is for 3 grandfather M grandmother F 1 to describe something (e.g., a magazine article
describing a city)
students to use a family tree to talk 4 brother M sister F
2 to teach people how to do something (e.g., a book

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about family members. 5 wife F husband M explaining how to cook Thai food)
3 Look at the family tree. Circle the correct 3 to give an opinion (e.g., an article about why
answers. someone likes their big family)

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VOCABULARY 1 Lana and Tim are Mitra’s parents / children.
2 Sam is Mel’s father / mother.
a to describe families around the world
b to show us that big families are better
1 3 Joy is Mitra’s daughter / son.

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5 Read the article. Complete each sentence with
4 Julian is Joy’s brother / sister.
• Students discuss the questions (1–2) one word from the article.
5 Mel is Mitra’s wife / husband.
with a partner. Ask them to share some 1 In parts of Africa, the Middle East and Asia,

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6 Pete is Jared’s grandmother / grandfather. families are often big .
ideas with the rest of the class. Go to page 163 for the Vocabulary reference. 2 In Europe and the US, families are often
• Optional step You could model the Pete
small .
Sam Lana Tim
activity by talking about your family. 3 In places with big families, children often look after

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their parents when they get old.
You could do this at the start to provide
4 In places with big families, grandparents often look

hi
a model or at the end as extended after their grandchildren .
listening. ap 6 Work in pairs. Look at the graph and discuss.
Sample answers 1 Which countries have more than three family
Selina Mel Mitra Kyle members living together?
1 I have a small family. 2 Which country is your family like?
2 Three people live in my house.
gr
SPEAKING
2 7.1
7 Work in pairs. Turn to page 179. Read the
• Optional step To set up the task, say, I
eo

information and draw a family tree.

am a woman/man. I am female/male. A: Who’s Michael’s sister?
Julian Joy Jared
• Elicit the first answer to get students B: His sister is ...
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started. Ask students to classify the 8 Work in pairs. Draw your family tree. Explain it
words by sex and then compare their to your partner.
This is my family. I have one brother and ...
answers with a partner.
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• Play the audio. Students listen and check

their answers. 84
• Point out to students that the words
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are in pairs that represent the same

relationship but differ by sex.
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• Optional step Model the new words 42951_U07_082-093.indd 84 3/21/22 2:22 PM

and ask students to repeat after you. Extra activity 1 3

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It is a good idea to drill the vocabulary Ask students to make sentences about • Explain to students that a family tree is
and ask students to repeat. This gives themselves (e.g. I am a son. I am a brother. a drawing that helps students visually
©

students confidence as they use the I am not a sister.). understand the relationships of members
expressions in the rest of the lesson. of a family. Explain that people on the
AUDIO 7.1 same line (row) are usually about the
Extra activity 2
1 son daughter same age (generation).
Ask students to play ‘two truths, one lie’. • Students choose the words representing
2 mother father
Ask them to make three sentences about the correct relationships.
3 grandfather grandmother themselves, two sentences being true and
4 brother sister one sentence being false. Ask students to
5 wife husband ask a partner to guess which sentences are
true and which is false.

118
 4
• Read out the information in the Reading
skill box.
A family from • Optional step Explain to students that
Belo Horizonte, they can quickly understand what a text
Brazil.
is about and the important information
by looking at different features of the
text, including the photos and tables
that are with it. Ask students to look at
the infographic and predict the purpose
of the text, choosing one of the answers
(1–3) from the Reading skill box.

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• Ask students to quickly read the
article and choose the purpose (a–b).
Students compare their answer with a

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FAMILIES AROUND THE WORLD partner before checking as a class.

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• Optional step If you did the optional
1 How big is your family? Are other families in your Why are these places different? One reason is the step, ask students if their predictions
country like your family? What about families in number of children. But this is not the biggest reason. were correct. Answer: 1

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10

other countries? In places with small families, parents and children live
In some parts of Africa, the Middle East and Asia, together, but not grandparents. In places with big Extra activity
5 families are often big: many family members live families, children, parents and grandparents all live
together in one home. In Europe, the US and together. Children often help look after their parents Ask students to brainstorm examples of

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other parts of Asia, families are often small: only a 15 when they get old, and grandparents help look after the different purposes of a text (1–3) from
few family members live together. their grandchildren.
the Reading skill box (e.g. to describe

hi
something – describe who cooks and
NUMBER OF FAMILY MEMBERS PER HOME cleans in families around the world; to
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teach people how to do something – teach
Senegal 8.3
new parents how to take care of babies;
UAE 5.3
gr
to give an opinion – give some of the pros
India 4.6
(good reasons) to live with grandparents).
Peru 3.6
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US 2.5
5
Japan 2.4
• Ask students to read the article again for
Italy 2.3
main details and complete the sentences.
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Germany 1.9
Set a four-minute time limit.
• Ask students to compare their
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EXPLORE MORE! answers with a partner before checking

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How big are families in your country? Search online for ’family size + [your country]’. Is your family big or as a class.
small for your country? 85
Extra activity
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As a critical thinking exercise, ask students

to compare customs from their country
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42951_U07_082-093.indd 85 3/21/22 2:22 PM with those in the article. Ask them to talk
Extra activity READING about who usually looks after children/
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grandchildren and who usually takes care

Ask several questions to reinforce the
of parents when they get old. Emphasize
vocabulary and the family tree structure. ABOUT THE TEXT
that these duties can be done even if the
©

Who are Joy’s grandmothers? (Lana, Sam)

•  The text type is an article. The article family members don’t live together.
• Who is Kyle’s sister? (Mitra) describes differences in the number of
• Who is Sam’s son? (Mel) family members living in the same home. 6
Then ask students to get into pairs and The graph in the article is called an • Organize the class into new pairs.
take turns to ask and answer questions infographic. An infographic can help make Ask students to take turns asking and
about the people in the family tree. the information easier to remember. answering the questions.
For further information and practice, see
Vocabulary reference Unit 7 on page
163 of the Student’s Book.

119
LESSON A
• Optional step Ask students to use a show of hands to • Optional step Ask students not to show their family tree to
decide what the class members’ average family looks like their partners. One student in each pair describes the members
(e.g. four people). Also ask students to share which members of their family. Then the other student listens and draws a family
most typically live together (e.g. parents, children and one tree of their partner’s family. Partners then compare trees to
grandparent). confirm accuracy.
Answer
1 Peru, India, UAE, and Senegal have more than three family EXPLORE MORE!
members living together. If there is internet access in class, ask students to search online
Sample answer and find the average family size in their country. Ask them to
2 My family is like Peru. also compare their family’s size with this average to decide if
Extra activity 1 their family is big or small. Ask pairs to present their findings to
the class. Alternatively, ask students to prepare their research as

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In order to develop students’ global citizenship, point out that homework and present their findings in the next class.
the text groups family member size by continent. Ask students Example:
to identify the continent each country in the infographic is in In Denmark, families have 2.0 members per home. My family has

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(Senegal – Africa; UAE, India, Japan – Asia; Peru – South America; three people. It’s big for my country.
US – North America; Italy, Germany – Europe). Allow them to use

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a world map or their devices if they don’t remember the names of See Workbook pages 46–47 for extra practice (Vocabulary,
the continents. Reading).

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Extra activity 2
Explain to students that the households in some countries in Sub-

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Saharan Africa are some of the largest in the world (6.9 people).

hi
Tell students the smallest average household size in England is 2.4
people. If there is internet access in class, ask students to search ap
for the number of family members per home for another country
(e.g. Denmark has 2.0 people).
gr
SPEAKING
7
eo

• Optional step Give students time to study the family tree on

page 84 of the Student’s Book.
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• Mix students so they are with a new partner. Ask students

to take turns to ask and answer questions about the family tree.
Then ask students to create a family tree for the family on page
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179 of the Student’s Book. Set a four-minute time limit.

• Model the example with a student.
Extra activity
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Ask students to work with a partner and choose one person in the
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family tree. Students take turns making sentences to describe the

person’s relationship to every other person in the family tree. Ask
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students to share some of their sentences with the class.

8
©

• Students draw their family tree. Explain to students that if they

are uncomfortable giving their real information, they can create
a family tree with fictional information. Set a four-minute time
limit.
• Organize the class into new pairs. Students take turns
describing their family tree.
• Model the examples with a student.

120
LESSON 7B
LESSON GOALS
• LISTENING A main aim is for students to listen to someone discussing an infographic
and to learn what makes a family happy.
• GRAMMAR A main aim is for students to practise asking and answering present
simple questions.
• PRONUNCIATION The aim is for students to practise using long and short vowel
sounds.
• SPEAKING The speaking aim is for students to talk about a family activity.
LISTENING AND GRAMMAR
1 Shadowing helps students practise their pronunciation, rhythm
• Give students a minute to study the infographic and choose
their three answers. This introduces students to the language.
• Students discuss their ideas with a partner. Ask several pairs
to share their ideas with the class.
• Optional step Ask students to use a show of hands to
determine which activities were chosen the most often by your
students.
Sample answer
I think happy families talk to each other, help each other and have
fun together.
2 7.2
ap
• Play the audio. Students listen and choose the three activities
the expert says.
gr
• Students compare their answers with a partner. Check
answers as a class. Ask students to compare their choices from
Exercise 1 with the expert’s top three activities.
eo
• Optional step Play the audio again. Pause at key points if
students have problems hearing answers.
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AUDIO 7.2
Interviewer: Is your family happy? Today, we ask a family expert:
what do happy families do?
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Expert: Well … Number one is ‘talk to each other’.
Interviewer: Ahh. What do we talk about?
Expert: Anything, really. Be open. Say what you think and
io
how you feel about things. Parents need to be easy to talk to.
Husbands and wives too.
at
Interviewer: Yes, that’s really important. What’s number two?
Expert: Happy families know their family history. Tell children
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where they come from.
Interviewer: Hmm. How do I do that? And why is it important?
©
Expert: Children need to know they are part of something big.
Who are their grandparents? Where are they from? What are their
parents’ life stories? These are important questions with important
answers …
Interviewer: I see! And what’s number three?
Expert: I like this one. Happy families eat together!
Interviewer: Oh, that’s easy. My family loves to eat!
Expert: That’s great! Meals are a great way for families to come
together. Do you usually eat at home?
Interviewer: No, we don’t. We usually eat out.
Expert: That’s good, but try to eat at home too. Not always, but
often – dinner, lunch or breakfast.
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PRONUNCIATION NOTES
and intonation. Students listen to or watch a passage one
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or more times before shadowing. They then listen/watch
and try to repeat (copy) what they are hearing. They do this
ar
simultaneously. Although they can look at a script while doing
this, it is better to attempt shadowing at least once without the
Le
script so they continue to train their ears.
Extra activity
Explain shadowing to students (see Pronunciation notes). Play the
c
audio until the students feel comfortable with the content. Explain
hi
that they don’t need to be able to repeat every word, especially
when they are first learning to shadow. Emphasize that even
though they cannot mimic the audio perfectly, they are developing
their fluency. Also explain that in the long run, continuing to
practise shadowing will improve both their listening and speaking
skills. Play the audio and ask students to shadow. Ask students to
discuss their experience (e.g. what they liked and didn’t like) with
a partner.
3
• Read the Grammar box with the class. Point out when we use
do and does (see Grammar notes).
• Ask students to answer the question and discuss the answer
with the class.
GRAMMAR NOTES
Remind students that does is used for the third person singular
(i.e. he, she, it). Do is used for third person plural (i.e. they),
second person singular and plural (i.e. you) and first person
singular (i.e. I) and plural (i.e. we). The infinitive form of the
verb is used.
Extra activity
Give each student a sticky note or piece of paper with tape. Ask
students to write the name of a person that their classmates
will know on the paper. The name can be a celebrity’s or even
a classmate’s. Emphasize that they shouldn’t show the paper to
anyone. Students stand up and get into pairs. Students swap
papers with their partners and then put their partner’s paper on
their forehead without looking at it. Students then take turns to
ask yes/no questions until they discover who the person is. To
make the activity more competitive, ask students to keep track of
how many questions or guesses it took before they discovered the
person. The winner is the student with the fewest questions or
guesses.
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LESSON B
For further information and practice, see
Grammar reference Unit 7B on page 171
7B
Happy families
LESSON GOALS
• Understand an interview about happy
families
• Ask different types of questions
• Practise long and short vowel sounds

of the Student’s Book.

Why are families happy?
Happy families … 8 1
4 know eat
• Students write the words to complete their together
family
the questions. history
• Students compare their answers with
a partner before checking as a class. 7 2
• Optional step Ask students to take talk to have fun
each other together
turns to ask and answer the questions
with their partner, answering with

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fictional answers when necessary.

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• Students read the Grammar box and the 6 3
example questions in the box. Explain to celebrate help

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special events each other
students that they are learning how to
ask questions that do not have a yes/no

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answer.
• Ask students to answer the question 5 4
with a partner. Check answers as a class. play games travel together
together

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hi
GRAMMAR NOTES
We use the present simple to ask
questions about things that are
ap
repeated (e.g. What time do you usually LISTENING AND GRAMMAR 3 Read the Grammar box. Do you use wh- question
words like what or where in yes/no questions? No.
go to bed?), situations that are not 1 Work in pairs. Look at the infographic. Tick
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(✔) the three things you think are the most
temporary (e.g. Where do you live?) and important for a happy family.
GRAMMAR Present simple questions
(yes/no questions)
facts that are always true (e.g. What’s
2 7.2 Listen to a family expert. Tick (✔) the
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Questions with be:

your father’s name?). three things she says are important below. Are Is your family small? Yes, it is. / No, it isn’t.
your answers in Exercise 1 the same? Questions with do / does:
Happy families ... Do you eat at home? Yes, I do. / No, I don’t.
For further information and practice, see
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a eat together ✓ e play games together Does she talk a lot? Yes, she does. /
Grammar reference Unit 7B on page 172 b have fun together f celebrate special events No, she doesn’t.
c help each other g talk to each other ✓
of the Student’s Book. d travel together h know their family history ✓
Go to page 171 for the Grammar reference.
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6
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• Students write the words to complete 86

the questions.
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• Students compare their answers with

a partner before checking as a class.
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• Optional step Ask students to take 42951_U07_082-093.indd 86 3/21/22 2:22 PM

turns to ask and answer the questions 4 What is your father’s name? other languages, we cannot determine
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with their partner. 5 How do you get to school? the pronunciation of a word by only
looking at the spelling.
7 For additional practice, refer to the
©

• Students unscramble the words to
form sentences. Students check their
answers with a partner.
• Optional step Students take turns to
ask and answer the questions with their
partner, answering with fictional answers
when necessary.
Answers
1 Are they your friends?
2 Does your sister like football?
3 Who is your science teacher?
Communication activity on page 234 of • Play the audio. Students listen and
repeat.
the Teacher’s Book.
• Optional step Play the audio a second
For additional practice, refer to the time and pause after each word if
Grammar activity on page 273 of the students have problems hearing the
Teacher’s Book. pronunciation.
AUDIO 7.3
PRONUNCIATION family name
8 7.3 red these
• Read through the information in sister wife
the Clear voice box with your class. hot home
Emphasize that in English, unlike some husband usually

122
 4 Complete the yes/no questions with are, is, do PRONUNCIATION
or does.
8 7.3 Look at the Clear voice box. Listen and AUDIO 7.4
1 Does he have a grandmother?
Is
repeat. 1 hand same
2 your grandfather’s name Tomas?
3 Are your sisters at university?
CLEAR VOICE 2 evening bed
Saying short and long vowel sounds
4 Do they have a big family? 3 fish life
Are There are five vowels in the English alphabet:
5 your parents at the party?
a, e, i, o, u 4 long phone
5 Read the Grammar box. Which question word
asks for a reason? Why
In English, vowels can have different sounds. Here are 5 excuse run
some words with short and long vowel sounds.
Short vowel sounds Long vowel sounds Extra activity
GRAMMAR Present simple questions (open family name
questions)
red these
Ask students to work in pairs to find five
Open questions can have many answers. To ask sister wife words from the passage on page 85 of
open questions, use question word + be / do /
does + subject:
hot home the Student’s Book. Tell them to choose
husband usually words they don’t know the pronunciation

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What’s number two?
Who are their grandparents? for and then check the pronunciation in
When do you eat together? 9 7.4 Write long vowel (L) or short vowel (S) for

Where are they from? each word. Listen, check and repeat. a dictionary and note which words have

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Why is it important? 1 hand S same L a short vowel or long vowel sound. Set
How do I do that? 2 evening L bed S a five-minute time limit. Ask two pairs to
3 fish S life L

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Go to page 172 for the Grammar reference. get together. Students take turns saying
4 long S phone L
6 Complete the questions with question words. the words that have a short vowel or
Where 5 excuse L run S
1 do you study? long vowel sound, with the other pair

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I study in New York.
Why
SPEAKING identifying the vowel sound.
2 do you like summer?
Because it’s hot! 10 Look at the infographic again. Plan an activity
When for your family or friends. Think about the For additional practice, refer to the
3 is the next class?
Pronunciation activity on page 294 of

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following and make notes.
It’s at 2:15.
What 1 Who would you like to invite? the Teacher’s Book.

hi
4 ’s your friend’s name?
2 Where is a good place for it?
Her name’s Badria. 3 What are the details of your plan?
Who
5 do you play tennis with?
SPEAKING
I play with my brother Dimitri.
ap
11 Work in pairs. Ask and answer questions about
your activities in Exercise 10. Use wh- questions
6 How
It’s Z-E-H-R-A.
do you spell your name? and how. Do you like your partner’s activity? 10
Why? / Why not?
• Ask students to choose an idea from the
gr
7 Put the words in order to make present simple A: My activity is a big family meal.
questions.
infographic on page 86 of the Student’s
B: Good idea. Who’s the cook?
Book. Students plan the activity and
eo

1 they / are / friends / your / ? A: Everyone!

2 football / your / does / like / sister / ? take notes. Emphasize that they should
3 science teacher / your / is / who / ? answer the questions while writing their
4 your / what / father’s / is / name / ? plan. Set a three-minute time limit.
G

5 do / how / get / you / school / to / ?

• Optional step Encourage students
to provide details rather than only
l

answering with the minimum required

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information.
87

11
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• Organize the class into new

pairs. Students take turns asking and
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42951_U07_082-093.indd 87 3/21/22 2:22 PM answering questions about their plans

PRONUNCIATION NOTES 9 7.4 and whether they like the activity.
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• Students decide if the words have a long • Model the example conversation with a
It takes time for students to distinguish
vowel or short vowel sound, and write student.
the long and short vowel sounds. It may
the corresponding letter.
©

also be confusing to them since similar
words have different vowel sounds
(e.g. at and ate). In addition, speakers
with different English accents (e.g.
Australian, British and American) may
use different vowel sounds. Encourage
students to continue to listen and
practise the words since mastering
pronunciation is a long process.
See Workbook pages 48–49 for extra
• Students compare answers in pairs.
practice (Grammar, Pronunciation).
Play the audio. Check answers as a class.
• Play the audio again and students
repeat.

123
LESSON 7C
7C
She’s tall and she’s funny
LESSON GOALS
• Talk about appearance and personality
• Understand people describing their best friends
• Use adjectives to describe people and things

LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY LISTENING
students to learn the words to talk
1 Work in pairs. Look at the photos. How are the NATIONAL GEOGRAPHIC EXPLORERS
about appearance and personality. two people different? 4 7.7 Listen to Ellie de Castro and Lia Nahomi
• LISTENING The main aim is for A: Their hair colours are different. Kajiki. What words do they use to describe their
students to understand descriptions of B: She looks tall. He doesn’t look tall. best friends, Mittsu and Miriam?
people. A: Yeah. He’s short.
Mittsu Miriam
• GRAMMAR A further main aim is hair
long, dark,
short, dark
beautiful
for students to learn how to use
adjectives to describe people and eyes brown brown

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things. height
not tall, short.
tall, 1.7 m
1.6 m
• SPEAKING The speaking aim is for really interesting,
personality clever, nice
students to use adjectives to describe clever

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people. Ellie de Castro (left) and her best friend Mittsu.

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VOCABULARY

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1
• Optional step To set up the task, revise
vocabulary for colours. 2 7.5 Listen to what the people look like. Circle

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the correct answers.
• Model the example conversation with a

hi
1 Jessica is tall / short.
student as an example. 2 Her hair is long / short and blonde / dark.
• Students work together to describe 3 Antonio is tall / short.
the photo. Set a two-minute time limit.
ap
4 His hair is long / short and blonde / dark.
Lia Nahomi Kajiki (right) and her sister Miriam.
3 7.6 Match the words and sentences. Listen to
Sample answers check.
gr
She has long hair. Her hair is blonde. His
clever funny interesting nice quiet
hair is short and dark. His shirt is pink and
white. Her shirt is blue. 1 Antonio often makes me laugh. funny
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2 Jessica does very well at school. clever

2 7.5 3 Antonio is kind and easy to talk to. nice
4 Jessica has a lot of ideas. She’s never boring. interesting
• Play the audio. Students complete the
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5 Sometimes, Antonio doesn’t talk much. quiet

sentences. Go to page 163 for the Vocabulary reference.
• Ask students to check their answers
with a partner. Explain to students that
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we say blonde rather than yellow when

talking about hair colour. 88
• Optional step Play the audio again.
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Students listen and repeat.

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AUDIO 7.5 42951_U07_082-093.indd 88 3/21/22 2:22 PM

Jessica is tall. Her hair is long and blonde. AUDIO 7.6 Extra activity
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Antonio is short. His hair is short and dark. 1 Antonio often makes me laugh. He’s Ask students to work with a partner and
funny. use the words to make sentences about
©

VOCABULARY NOTES
When we talk about hair, we often
discuss length, shape (e.g. curly) and
colour. When discussing eyes, we
sometimes discuss size. However, this
can be considered offensive, so students
should be encouraged not to discuss it.
3 7.6
• Play the audio. Ask students to listen,
and match the words and sentences.
• Check answers as a class.
2 Jessica does very well at school. She’s their friends and family. Explain to students
clever. that they can use pronouns rather than
3 Antonio is kind and easy to talk to. He’s names if they feel the information is too
nice. personal.
4 Jessica has a lot of ideas. She’s never
boring. She’s interesting. For further information and practice, see
Vocabulary reference Unit 7 on page
5 Sometimes, Antonio doesn’t talk much.
163 of the Student’s Book.
He’s quiet.
For additional practice, refer to the
Vocabulary activity on page 253 of the
Teacher’s Book.

124
 5 Work in groups. Look at the Listening skill box. 8 Rewrite the sentences. Set a four-minute time limit. Ask pairs to
Then describe a person in your group to your 1 She has brown hair.
partners. Don’t say who it is. Your partners guess share their ideas with the class.
Her hair is brown .
the person.
2 Maya’s dress is beautiful. Examples: When do you see your friends?
LISTENING SKILL Maya has a beautiful dress . Where are they from? What do they look
Listening to descriptions
3 They live in a very big house. like?
When you hear a description of a person, Their house is very big .
imagine what they look like. 4 My teachers are really nice.
1 Pay attention to words that describe them.
I have really nice teachers . Extra activity 2
2 Think about what they look like. Do they look like
someone you know? Ask students additional comprehension
SPEAKING
questions.
6 Read the Grammar box. Do adjectives have 9 Work in pairs. Look at the photo. What can Mittsu do? (cook)
plural forms? No. Student A: Describe one person. Don’t say who it is.
• What do they look like? Is Mittsu Ellie’s sister? (No, she’s not.)
Adjectives • What do you think their personality is like? Is Miriam Lia’s sister? (Yes, she is.)

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GRAMMAR
Student B: Listen and guess. Which person is it?
Adjectives describe nouns. What does Miriam do? (yoga,
You can use adjectives after be. She has a blue shirt. I think she’s very friendly!
She is clever. Her eyes are blue.
birdwatching, travelling)
10 Work in pairs. Choose a person you both know.

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You can also use adjectives before a noun. Think of different ways to describe them.
She is a clever person. She has blue eyes.
A: Well, Rami is Egyptian. He’s about twenty or 5

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Go to page 172 for the Grammar reference. twenty-one … • Read the Listening skill box with the
7 Correct one mistake in each sentence. B: Yes, and he has blue eyes. I like him because … class.
are
1 Her eyes is blue. 3 I like people friendly. • Organize the class into groups.

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2 My father tall. 4 Are they tall or shorts?
is Explain to students that they will take
turns to describe someone in their group
without saying his or her name. The

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group will then guess who the person is.

hi
Before starting the activity, discuss with
ap students the different ways they can
describe a person, such as facial features,
height, personality, who he or she looks
like, and so on.
gr

6
• Read through the information in the
eo

Grammar box with the class. Emphasize

to students that adjectives describe
people and things, not actions.
G

• Students compare their answer to

the question with their partner.
l

EXPLORE MORE!
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What eye colours are common in your country? What eye colours are common around the
world? Search online using the words ’common eye colours in [country]’. 89 GRAMMAR NOTES
Remind students that adjectives
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are used to describe (i.e. give more

information about) a noun or pronoun.
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42951_U07_082-093.indd 89 3/21/22 2:22 PM

Adjectives can specify traits such as
LISTENING great cook! We’re really close. She’s like a size (e.g. large), age (e.g. old), colour
N

sister to me. (e.g. pink), shape (e.g. square) and

4 7.7
Lia: I’m Lia, and my best friend is my sister material (e.g. wooden). Adjectives can
• Optional step Lead in by asking Miriam. Miriam looks a lot like me. She’s
©

also describe subjective features (e.g.

students what they remember about
Ellie de Castro and Lia Nahomi Kajiki.
Refer students back to page 83 of the
Student’s Book.
• Play the audio. Students complete the
table. Check answers as a class.
AUDIO 7.7
Ellie: I’m Ellie, and my best friend is Mittsu.
She has long, dark hair. It’s really beautiful!
Her eyes are dark brown and she’s about
1.6 metres tall, like me. Mittsu is very
clever, and she’s really nice. Plus she’s a
about 1.7 metres tall with short, dark hair
and brown eyes. Miriam and I like the
same things, like doing yoga, birdwatching
and travelling. She’s really interesting and
clever.
Extra activity 1
Ask students to imagine that they are
going to interview Ellie de Castro or Lia
Nahomi Kajiki about their friends. Ask
students to work with a partner to make a
list of questions that they might ask them.
beautiful). When we have two or more
adjectives before the noun, they are
separated by a comma (e.g. She has
big, blue eyes.), but when they are after
the be verb, they follow the rules about
using commas (e.g. Her eyes are big and
blue. Her hair is long, blonde and curly.).
When talking about hair, adjectives are
generally put in the following order:
length, colour, straight/curly/etc.

125
LESSON C
Extra activity 1
Give students the following sentences and ask them to correct
them. Explain the problem for each sentence.
Clever she is beautiful. (She is clever and beautiful. Adjectives are
before nouns but not before pronouns.)
Her hair beautiful is. (Her hair is beautiful. Adjectives are after the
be verb.)
She swims beautiful. (Her swimming is beautiful. Adjectives do not
describe actions.)
Her mother is a clever. (Her mother is clever./Her mother is a clever
person. A/an is not used before an adjective unless the adjective is
before a noun.)
10
• Organize the class into new pairs. Students work together
to describe someone both of them know. Set a three-minute
time limit.
• Model the example with a student.
• Optional step Make the activity a competition. Ask pairs to
see who can make the most sentences about one person.
EXPLORE MORE!
If there is internet access in class, ask students to work with a
partner to do research online about eye colours. Ask pairs to
present their findings to the class.

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Alternatively, ask students to prepare their research for homework
Extra activity 2 before presenting in the next class.

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Organize the class into groups. Explain that Student A will say a Example: In my country, dark brown eyes are common. In the
sentence with an adjective (e.g. My father is tall.). Student B will world, brown eyes are the most common. Next is blue. Hazel is a

repeat Student A’s information and then add their own sentence
(e.g. Her father is tall. My mother is a clever person.). Explain that
Student C will repeat the information given by both Student A
ar
mix of green, gold, and brown. Hazel is next after blue.
See Workbook pages 49–50 for extra practice (Vocabulary,

Le
Listening, Grammar).
and Student B before adding their own information. At the end of
the activity, ask the group with the longest chain to repeat all of
their sentences.

c
For further information and practice, see Grammar reference

hi
Unit 7C on page 172 of the Student’s Book. ap
7
• Ask students to read the sentences (1–4) and correct the
sentences.
gr
• Ask students to compare their answers with a partner
before checking answers as a class.
eo

Answers
1 Her eyes are blue.
G

2 My father is tall.
3 I like friendly people.
4 Are they tall or short?
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8
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• Organize the class into new pairs. Ask students to rewrite

the sentences. Check answers as a class.
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• Optional step Ask students to take turns saying the sentences.

at

For additional practice, refer to the Grammar activity on page

274 of the Teacher’s Book.
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SPEAKING
©

9
• Optional step Give students time to look at the photo, choose
a person and prepare descriptions of them. This time allows
students to organize their thoughts and recall vocabulary.
• Organize the class into new pairs. Ask students to take
turns describing a person in the photo and guessing who
they are.
• Model the example.

For additional practice, refer to the Communication activity on

page 235 of the Teacher’s Book.

126
LESSON 7D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to show appreciation. The lesson ends with several
roleplays in which students practise showing appreciation.
SPEAKING AND LISTENING
1 3
• Read the questions (1–2). Give students one minute to think of
ideas. This time allows students to brainstorm ideas.
• Students take turns asking and answering the questions
with a partner. Set a two-minute time limit.
Sample answers
1 I am happy.
2 Thank you.
2 7.8
• Play the audio. Ask students to work together to answer the
questions.
• Optional step Play the audio again. Pause at key points if
students have problems hearing answers.
Answers
I think Cindy is not friendly. I think Pei Ling is friendly. Cindy
doesn’t say thank you. Pei Ling says great work.
ap
AUDIO 7.8
Narrator: Conversation 1
gr
Alvin: Hi, Cindy. Here’s my report. One day early!
Cindy: Is it all there? All the pages?
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Alvin: Um … yes. And all the photos and charts too.
Cindy: OK. Leave it on my desk.
Narrator: Conversation 2
G
Juan: Hi, Pei Ling. Here’s my report. One day early!
Pei Ling: Wow, that’s amazing, Juan. Thanks! Is it all there?
l
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Juan: Yes, it is. And all the photos and charts too.
Pei Ling: Really? Thanks so much, Juan. And great work!
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COMMUNICATION SKILL NOTES
This lesson introduces how to show appreciation. There are
at
many benefits of giving and receiving appreciation. Firstly,
expressing appreciation contributes to mental wellbeing.
N
People feel happy when they give and receive appreciation.
Secondly, it creates a positive (work, school, social) environment
©
and improves morale. We can build better, deeper relationships
that are based on trust. Thirdly, studies have shown that
people who feel appreciated are often motivated to do their
best work. Fourthly, because there is an environment of
appreciation, the group tends to work as a team, and this can
result in more innovation, creative thinking and effectiveness.
How we show appreciation can vary across cultures. Learning
useful phrases in English will help students with showing
appreciation in international contexts.
MY VOICE
7.2
• Give students time to read the question and answer choices
(a–c).
ng
• Optional step Ask students to explain the difference between
choices b and c (i.e. in b the work is really, really good, but in c
the work is acceptable but not impressive).
ni
• Play the video in which the narrator gives three tips about how
to show appreciation when someone helps you. Check answers
ar
as a class.
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VIDEO 7.2
Narrator: We often work with other people.
Woman 1: I’ll do page 12. You do pages 13 and 14.
Woman 2: Sure, no problem.
c
Narrator: How do you feel when they do a good job?
hi
Don’t be quiet. Show appreciation. Showing appreciation means
telling someone you like their work.
Here are some ways.
Say ‘good job’ or ‘great work’.
Woman 1: I got your pages. Great work!
Woman 2: Really? I’m glad you like them!
Explain why you like their work.
Woman 1: They look amazing. The charts are great!
And finally, say thank you …
Always say ‘thank you’ when people do a good job, help you out,
or do nice things for you. And say other nice things too.
Woman 1: Thank you very much, Kelly. You’re amazing!
Woman 2: No problem!
Remember: when someone does a good job: Tell them ‘great
work’, explain why you’re happy and say thank you.
4
• Read out the information in the Communication skill box. Point
out that this is a summary of the information they just studied
in the video.
• Ask students to discuss the question with a partner.
Sample answer
I think 1 is most important. I like to hear ‘great work’.
5
• Give students time to read the situations (1–3). Use gestures to
demonstrate holding a door open for someone.
• Organize the class into new pairs. Ask students to talk
about which strategies they use in each situation. Encourage
them to give reasons for their answers.
127
LESSON D
No, you don’t always have to follow all
7D
Showing appreciation
LESSON GOALS
• Learn how to show appreciation
• Say words with the gr sound
• Practise showing appreciation

three tips.
1 Say ‘thank you‘. Saying ‘great work‘ is
inappropriate.
2 Use all three strategies. Using all three
shows you really appreciate their time
and work.
3 Use all three strategies. Using all three
shows you really appreciate their time
and work.
Extra activity

ng
Ask students to brainstorm other situations
when they could show appreciation (e.g. a
family member bakes a cake, a friend helps

ni
with homework, a teacher helps with a job
application). Students then decide which

ar
tips they would follow in each situation.

Le
• Read the Useful language box with the People clapping
for a band in
class. Barcelona, Spain
• To get students started, ask them

c
which expression also expresses great

hi
work (Good job!). Ask students to SPEAKING AND LISTENING. 4 Look at the Communication skill box. Which tip
do you think is the most important?
work with a partner and classify the 1 Work in pairs. Discuss the questions.
expressions that give reasons. Check
ap
1 How do you feel when people help you? COMMUNICATION SKILL
Showing appreciation
2 What do you say when people help you?
answers as a class. When people you work with do a great job,
2 7.8 Listen to two conversations between
show appreciation.
gr
7 people at work. Do you think Cindy is friendly?
What about Pei Ling? Why?
1 Tell them ’great work’.
• Ask students to complete the 2 Explain why you are happy.
eo

3 Say ’thank you’.

conversation with the language from MY VOICE
Exercise 6. 3 7.2 Watch the video. What is showing 5 Work in pairs. Do you always have to follow all
three tips in the Communication skill box? Think
• Students compare answers in pairs appreciation?
G

about these situations. What do you do?

before checking their answers as a class. a asking someone how they did something
1 Someone holds a door open for you.
b telling someone you’re happy with their work
2 A family member cooks you an amazing meal.
8 c telling someone their work is OK 3 A friend plans the perfect holiday for you.
l

• Ask students to practise the

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conversation in pairs. Ask them to take 90

turns playing both roles. Set a two-
io

minute time limit.

• Optional step Ask for students to
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volunteer to perform the roleplay for the 42951_U07_082-093.indd 90 3/21/22 2:22 PM

class.
PRONUNCIATION AUDIO 7.9
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Extra activity Great work!

Ask students to work with a partner and
9 7.9
green
• Give students time to look at the Clear
©

use the conversation in Exercise 7 as a gram

model but revise and personalize parts of
it (e.g. change photographs to paintings,
change names, use alternative Useful
language expressions). Set a three-minute
time limit. Students then practise the
conversation. Ask them to take turns
playing both roles.
voice box. Explain to students that they
grandmother
are studying a sound that is made by
agree
combining two independent sounds
together. hungry
• Play the audio. Students listen and photograph
repeat.
• Optional step Drill the /g/ sound (see
Pronunciation notes). Then drill the /r/
sound. Finally, drill the combination of
the /g/ and /r/ sounds. Play the audio
again so students can listen and repeat.

128
 6 Look at the Useful language box. Work in pairs. SPEAKING
Extra activity
Which expressions explain why you’re happy
10 OWN IT! Work in pairs. Act out situations A–C.
with someone’s work?
Student A: Choose one situation. Help Student B, or
Ask students to recall words that they
Useful language Showing appreciation do something nice for them. have studied that contain gr, listing them
Great work! This is great.
Student B: Show your appreciation to Student A. on the board as they are given (e.g. grey,
Follow the tips in the Communication skill box and
Good job! It’s perfect.
use the expressions in the Useful language box.
grandfather, grandmother, grandparents,
This is great. Everyone loves it.
It’s perfect. They’re really happy. A: Hey, are you hungry? Here’s some food ... grandchildren, grammar, graph, (Venn)
Everyone loves it. It looks amazing. B: Oh, wow. Thank you very much. It looks great! diagram, infographic). Ask students to
They’re really happy.
It looks amazing. 11 Work in groups of four. Watch another pair act take turns practising the words with their
Thank you very much. out a situation. Give feedback. Did they do a partners.
good job?
7 Work in pairs. Complete the conversation with Wow! Great job, you two! That was amazing!
expressions from the Useful language box. SPEAKING
Tish: Hey, Jonah. I have your photographs. Great
10 OWN IT!

ng
1 work/job ! A
Jonah: Oh, wow. Really? You are at your • Organize the class into new pairs.
Tish: Yes, of course. They look 2 amazing/perfect . office. Your partner
is very busy. You Ask students to take turns role playing

Jonah: Thanks, Tish. I’m glad you like them.
loves
Tish: It’s not just me. Everyone 3
them! We’re all really 4 happy
ni
give them an the situations. Ask them to take turns
important report
. they need for a playing both roles. Set a five-minute

ar
Jonah: That’s great. I’m so glad to hear that. meeting tomorrow. time limit.
Tish: They’re 5 perfect/amazing . Thank you • Model the example conversation with a
very much !

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6

student.
8 Work in pairs. Practise the conversation in
Exercise 7. B You’re back from 11
a holiday. You • Ask two pairs to get together. Ask
PRONUNCIATION

c
have a present
for your friend. students to take turns role playing the
9 7.9 Look at the Clear voice box. Listen and

hi
repeat.
It’s something situations in Exercise 10. The other pair
your friend really
CLEAR VOICE
ap wants. You give it gives feedback. Set a five-minute time
Saying words with gr to them. limit.
Words with gr can be difficult to say. • Model the example feedback with a pair.
Great work!
Encourage students to refer to the Useful
gr
Some words begin with gr:
green C You’re working language box for other expressions they
gram on a school can use.
eo

grandmother project with your

friend. You’re
Some words have gr in the middle:
both hungry. You
For additional practice, refer to the
agree go to a café, and Mediation activity on page 310 of the
G

hungry come back with Teacher’s Book.

photograph some delicious
sandwiches.
See Workbook page 51 for extra practice
l

EXPLORE MORE! (Pronunciation).

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What are some other ways to show appreciation? Search online for ’good ways to show appreciation’.
91
EXPLORE MORE!
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If there is internet access in class, organize

the class into pairs or groups and ask
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42951_U07_082-093.indd 91 3/21/22 2:22 PM them to search online for ‘other ways to

say good job.’ Ask them to choose some
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PRONUNCIATION NOTES /gr/ can be difficult. To help students expressions that they like but that were
The /gr/ sound is a consonant cluster. distinguish the difference between not in the lesson and present their findings
A consonant cluster is two or more /gl/ and /gr/, use minimal pairs. Minimal to the class. Alternatively, ask students
©

consonants that combine in words, and
the sound is pronounced together as if
it is one sound. When making the /g/
sound, the vocal cords vibrate. To make
the /r/ sound, the tongue is pulled back.
The front (tip) of the tongue shouldn’t
touch anything, but the sides of the
tongue press against the insides of the
back teeth.
For students whose first language
doesn’t have the /l/ or /r/ sound,
pairs are two words that differ only in
the pronunciation of one sound.
To help students differentiate /gl/ and
/gr/, say examples such as glass – grass
and glue – grew. In the beginning, work
with students to hear the differences
between the two pronunciations. As
they gain confidence, work with them
to be able to clearly make the two
sounds.
to prepare their research for homework
before presenting to the next class.
Some examples:
Excellent work.
Way to go. (very informal, usually for
children or when cheering sports)
I couldn’t have done it better myself. /
That’s exactly how I would have done it.
Keep up the good work.
I couldn’t have done this without your
help. Thanks so much.

129
LESSON 7E
LESSON GOALS
• WRITING The aim of the lesson is for
students to write a message asking
a friend for help. Students practise
explaining their reasons.
SPEAKING
1
• Optional step Set up the task by
describing a few similarities between you
and your friends. This provides a model
for the class.
• Students work with a partner and
talk about the questions (1–3).
Sample answers
1 Yes, we do.
2 Yes, they do.
3 Yes, I do. They are interesting.
READING FOR WRITING
2 2 Read the text messages. Then look at the people
• Ask students to read the text messages.
Set a four-minute time limit. Ask
students to answer the question.
• Ask students to check their answer
with a partner.
Answer
Hiroto is in the yellow T-shirt. He’s on the
right.
Extra activity
Ask students if they prefer to ask for help
l
by writing a message, having a video chat
na
or calling a friend. Encourage students to
give reasons for their answers (e.g. I can
io
give all my reasons in a message.)
3
at
• Read through the Writing skill box
with the class. Explain to students
N
that right for the job does not refer to
employment.
©
• Students work with a partner and
answer the questions (1–3).
VOCABULARY NOTES
right for the job = perfect person for an
activity or task
130
7E
My friend is in town
LESSON GOALS
• Use reasons to explain things
• Learn new ways to describe people
• Write a message asking a friend for help
ng
ni
ar
SPEAKING
1 Work in pairs. Discuss the questions. Niko
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1 Do you and your friends have similar personalities?
2 Do your friends enjoy the things you enjoy? Hi Emre. Are you free on Saturday? My good
3 Do you like spending time with people who aren’t friend Hiroto is in Istanbul. It’s his first time
like you? Why? / Why not? here. I can’t be there with him, so I need
someone to show him the city. I think you’re
c
perfect! Hiroto is really friendly and interesting,
READING FOR WRITING
like you. And you both love music. Here’s a
hi
photo. He’s on the right – the tall guy in the
in the photo above. Which one is Hiroto?
yellow T-shirt, with the guitar.
ap
3 Look at the Writing skill box. Answer the Emre
questions.
Hey Niko. No problem! I’m free. What does he
WRITING SKILL want to do? Does he want to see the Grand
gr
Explaining your reasons
Bazaar? Or Topkapi Palace?
When you want someone to help you, it
Niko
helps to explain ...
eo
• what you want them to do. Thanks very much, Emre! Yes, he wants to
• why they are right for the job. see both those places. He also wants to meet
• why they will enjoy it. other musicians. He’s really excited – he knows
you play the guitar! He plays the drums, and
G
Niko wants Emre to show Hiroto around the city.
1 What does Niko want Emre to do? the piano too. Do you know any musicians in
Emre and Hiroto
2 Why is Emre the right person for this? both love music. Istanbul?
3 Do you think Emre will enjoy helping Niko?
Sample answer: Yes, I do.
92
42951_U07_082-093.indd 92
Extra activity • Optional step Explain to students
3/21/22 2:22 PM
that She looks like Maureen means
Ask comprehension questions. For
the person and Maureen look similar.
example:
Ask students to make sentences with
What instruments does Hiroto play?
(guitar, drums and piano) looks like (e.g. My brother looks like my
Is Niko friendly? (Yes.) father.).
Does Hiroto want to see a bazaar or a
palace? (He wants to see both.)
5
• Ask students to refer to the Useful
4 language box and complete the
• Read through the Useful language paragraph. Check answers as a class.
box with the class. Students discuss the • Optional step Organize the class into
question with a partner. pairs. Students take turns reading their
paragraphs and then discuss differences
in word choices (e.g. really and very).
 4 Look at the Useful language box. What words 7 Work in pairs. Look at your Venn diagrams. Are • Optional step In mixed-level classes,
can you use to make adjectives stronger? really, very Malik and Hussam similar or different? encourage students who finish quickly to
Useful language Describing people
think of more reasons why their friend
WRITING TASK
will enjoy helping.
Appearance
8 Make notes. A family member is in town. You’re
9 WRITE
She’s (tall).
busy. You want your friend to show your family
He has (brown eyes / short hair).
member your town. Think of the following: Sample answers
Personality 1 What is your family member’s personality like? friendly, funny
• Students write a text message asking a
He’s really (nice). 2 What does your family member look like? tall, black hair friend for help and include reasons that
She’s very (interesting).
3 What do your friend and family member have in explain why they are asking for help. Set
Other information common? both like sports and food
He’s old / young / (nineteen) years old.
eat at great cafés and
4 Why will your friend enjoy helping you? talk about sports
a five-minute time limit. Ask them to
She’s from (Portugal). follow the hints in the Writing skill box.
He’s a (university student). 9 WRITE Write a text message to your friend. Ask
She looks like (your friend Maya). for help. Use your notes in Exercise 8 to help you, • Monitor and encourage students to use
and Niko’s text message as a model. Niko’s text message on page 92 of the

ng
5 Complete the description with words from the 10 CHECK Use the checklist. My text message …
Useful language box.
Student’s Book as a model.
says what I need help with.
My brother’s name is Leon. He’s 1 from Sample answers
describes my friend clearly.
Germany, like me. He’s twenty years

ni
2 old . He 3 has long hair and lists a few things the people have in common. Hi Shea. Are you free on Sunday? My
grey eyes. He looks 4 like my father. He’s says why my friend will enjoy it. father is in town. I can’t be with him on

ar
a5 university student. He’s 6 very/really Sunday, so I need someone to have lunch
11 REVIEW Work in pairs. Read your partner’s text
clever. message. Do they do the things in the checklist? with him. I think you’re perfect! He’s really
6 Look at the Critical thinking skill box. Then read Write a short reply to your partner’s text
friendly and funny, like you. And you

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about the two people. What do they have in message.
common? What’s different? Complete the Venn Go to page 157 for the Reflect and review. both love great cafés and sports. Here’s a
diagram on the right. picture. He’s on the right – the tall guy with
CRITICAL THINKING SKILL the black hair.

c
Finding things in common
10 CHECK

hi
You’re with someone new, and you need
something to talk about. Find out what you Hussam Malik • Read through the checklist with the class
have in common. Do you both like books, sports or
and check students’ understanding of it.
music? Or are you from the same country or city?
It’s easier to talk to people when you have things in
Emirati
ap Elicit definitions for need help with and
common with them. not tall, brown French, black things in common.
hair, brown hair, grey eyes,
• Ask students to look at their text
gr
eyes, likes 24 years old tall, very clever,
Hussam is Emirati. He isn’t tall. He has brown hair
and brown eyes. He’s 24 years old. He likes sports,
sports, loves likes books/ likes music messages and check them against the
food, funny reading and art
reading and watching films. He loves food. He’s checklist.
eo

and films,
friendly and very funny.
friendly • Optional step Set a three-minute time
limit for students to revise their text
G

Malik is also 24 years old. He’s French. He has messages.

black hair and grey eyes. He’s tall. He’s friendly
and he’s very clever. He likes books, films, music
and art.
11 REVIEW
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• Mix students so they are with a

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new partner. Ask them to exchange text

93
messages with a partner and check them
against the checklist in Exercise 10. Ask
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students to work together to correct

mistakes.
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42951_U07_082-093.indd 93 3/21/22 2:22 PM

• Optional step Students compare and
6 7 comment on each other’s text messages
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• Optional step Explain a Venn diagram • Ask students to work with a partner and make suggestions for revision (e.g.
to students. A Venn diagram is a and take turns discussing their opinions What is your father’s personality?). Set a
drawing that helps students create a about how similar Malik and Hussam
©

three-minute time limit for students to

visual representation of how two or are. revise their text messages.
more things are similar (the overlap • Students compare their Venn diagrams • Students write a short reply to their
of the two main circles) and different with their partner before checking partner’s text message.
(where there is no overlap). answers as a class.
• Read through the Critical thinking skill See Workbook page 51 for extra practice
box with the class. Give students time to WRITING TASK (Writing).
read the text carefully.
• Students read the paragraphs about 8 For Unit 4 Reflect and review, see
• Ask students to read the situation and Student’s Book page 157.
Hussam and Malik and complete the
Venn diagram. Set a five-minute time the four questions, then make notes. Set
limit. a four-minute time limit.

131
 UNIT 8
Things we
can do

ng
UNIT GOALS
8A Vocabulary, reading and

ni
speaking

ar
• talk about activities and abilities;
read about virtual reality; learn
how to use pronouns to avoid

Le
repeating the words

8B Speaking, listening, grammar

c
and pronunciation

hi
• listen to people talk about amazing
abilities; practise using can and ap
can’t for abilities; talk about things
we can and can’t do

8C Vocabulary, listening,
gr

grammar, pronunciation and

eo

speaking
• practise using adjectives to
describe animals; listen for general
G

information; use conjunctions to

join ideas; practise the different
sounds for the letter g
l
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8D Speaking 94
• practise asking for help and
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responding to people asking for

help; practise offering help
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42951_U08_094-105.indd 94 1/10/22 11:27 AM

8E Speaking, reading and writing ABOUT THE PHOTO 1

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• talk about abilities needed for The unit theme is things we can do. The • Optional step To set up the task, use
various jobs; understand what to photo shows Mike Coots surfing. Mike lost the photo on the page to elicit and teach
write when applying for a job; his right foot and part of his right leg in a key words students will need: surf, surf
©

write a job application and check
what you write
Photocopiable resources
Communication activities: pp. 236–237
Vocabulary activity: p. 254
Grammar activities: pp. 275–276
Pronunciation activity: p. 295
Mediation activity: p. 311
Workbook
Unit 8 pp. 52–57
shark attack. When he had to go through board, ocean.
rehabilitation, he became interested in • Ask students to work with a partner
taking photographs. Mike has a prosthetic and take turns asking and answering the
leg and foot. He surfs, jet skis and even questions (1–3).
takes photos of sharks from less than a
Sample answers
metre away.
1 surf
2 No.
3 Yes, it looks amazing! / No, it looks
difficult.

132
 8
Things we can do
especially with watercolour paints. I can
cook – my friends say I’m a good cook!
And I can bake. I love making bread, pizzas
and cookies for my friends!
Extra activity 1
Play the video again. Ask students to take
notes about the languages that Anusha
GOALS can speak besides Spanish (English, Tamil,
• Understand pronouns Hindi, Malayalam) and other foods she can
• Talk about things people can do

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• Learn common adjectives make (pizza, cookies).
• Listen for general information
• Ask others for help
• Write a job application
Extra activity 2

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1 Work in pairs. Discuss the questions. Ask students to find India on a world

1 Look at the photo. What can the person do?
2 Can you do what the person is doing?
3 Would you like to learn how to do it? Why? /
ar
map. If there is internet access in class, ask
students to work with a partner to find
out some information about Tamil, Hindi

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Why not?
and Malayalam (e.g. status, per cent of
WATCH population that speaks them).
2 8.1 Watch the video. Tick (✓) the things Examples: All three languages are official

c
Anusha says she can do. languages in India. Over 40 per cent of
Indians speak Hindi. Less than six per cent

hi
NATIONAL GEOGRAPHIC EXPLORER
ap of Indians speak Tamil.

3
• Ask students to work with a new
partner or in small groups and take turns
gr
ANUSHA SHANKAR
a speak Spanish ✓ e salsa dance ✓ to talk about things that they can do.
b sing f play an instrument ✓
• Ask a student to use the example
eo

c paint ✓ g make bread ✓

d fly a plane h ride a horse sentences to provide models for the
3 Make connections. What things in Exercise 2 can class.
G

you do? What other interesting things can you • Ask students to take turns asking and
do? Tell a partner.
answering questions. Set a two-minute
I can speak Japanese, Korean and French.
Mike Coots is a surfer and an time limit.
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I can drive.
underwater photographer.
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95 ABOUT THE EXPLORERS

ANUSHA SHANKAR is from Chennai,
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India. She is a wildlife biologist and is

interested in how animals live in extreme
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42951_U08_094-105.indd 95 1/10/22 11:27 AM

conditions. She is also a researcher at the
WATCH • Students compare answers in pairs University of Alaska Fairbanks, and her
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before checking their answers as a class. research is on hummingbirds and how they
2 8.1 • Optional step Play the video again. save energy.
• Optional step Read the name of the
©

Pause at key points if students have

explorer with the class. It’s easier for problems hearing answers.
students to focus on the video when
they’re familiar with the name. VIDEO 8.1
• Ask students to read the list of things Anusha: Things I can do? Well, I can speak
people can do. Then play the video five languages. I usually speak English, but
I can speak Spanish too. I can also speak a
in which Anusha Shankar talks about
little Tamil, Hindi and Malayalam because
things she can do. Ask students to try
my parents are from different parts of
to remember answers – trying to take
India.
notes while watching the video may stop
Other things I’m good at? Well, I can
students from watching and listening
salsa dance, and I can play the violin – but
properly. Students tick the correct
I’m not very good at it! I can paint too,
activities.

133
LESSON 8A
8A
Yes, you can!
LESSON GOALS
• Talk about activities and abilities
• Understand an article about virtual reality
• Understand pronouns

LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY 6 Read the text again. What can you do with VR?
students to practise the names of 1 Work in pairs. What are some things you would
Tick (✓) the activities in the article.
activities. a fly a plane ✓ g drive a racing car ✓
like to learn?
b play video games ✓ h play football
• READING The main aim is for I would like to learn how to drive.
c climb a mountain ✓ i go for a run
I want to learn how to paint.
students to read about virtual reality. d chat to friends j listen to music
They learn how to use pronouns to 2 8.1Work in pairs. Match the verbs (1–8) to the
e watch a film k ride a bike ✓
nouns (a–h). Listen and check.
avoid repeating the same words. 1 drive b a a picture
f learn things ✓ l visit a museum ✓

• SPEAKING The speaking aim is for 2 ride d b a car 7 Look at the Reading skill box. Then look for the
3 paint a c a mountain pronouns they and it in the article. What do the
students to design a VR game or app, 4 climb c d a bike two pronouns refer to?

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and then explain it. 5 bake h e a meal READING SKILL
6 play f f a musical instrument Understanding pronouns
7 cook e g a language
Usually, writers don’t like using the same

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VOCABULARY 8 speak g h a cake
noun again and again. Pronouns help writers
3 Work in pairs. Discuss the activities in Exercise 2. talk about things without repeating the noun many
1

ar
1 Which do you know how to do? times. For example, these two sentences mean the
same thing:
• Optional step Read out the example 2 Which do you not do? Why?
Young people love VR. Young people use VR to play
I know how to drive a car, ride a bike and ...
sentences as a model for the class. video games.

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I don’t bake. I don’t know how. Young people love VR. They use it to play video
• Ask students to discuss the question Go to page 163 for the Vocabulary reference. games.
with a partner. They = Young people, and it = VR.
READING
2 1 The word they refers to games and apps.

c
8.1
4 Work in pairs. Look at the photographs and read 2 The word it refers to VR .
• Optional step Model the verbs and

hi
the article quickly. Discuss the questions.
nouns and ask students to repeat 1 What do you see in the photos? SPEAKING
2 Do you think virtual reality (VR) is fun? Why? /
after you. It is a good idea to drill the Why not?
ap 8 Work in pairs. Design your own VR game or app.
expressions and ask students to repeat. 5 Find the bold words below in the article. What Answer the questions.
This gives students confidence as they do they mean? Match the parts to complete the
What can you do?
Where can you go?
gr
use the expressions in the rest of the sentences.
What can you see?
lesson. 1 An app is something you ... c
What can’t you do?
2 Astronauts are people who ... b
• Elicit the first answer to get students
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started. Ask students to work in pairs to
make activity collocations. Then play the
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3 If you do something in real life, you don’t ... a 9 Work in groups. Discuss your VR ideas. Which
a do it online or in VR. ideas do you like?
b travel to and work in space (e.g. the moon). With our VR app, you can swim in the ocean and ...
c use on your computer or smartphone. With our VR app, you can go to space and ...

audio to check answers.

• Optional step Explain the difference
between bake (e.g. to make in an oven)
l
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EXPLORE MORE!
and cook (e.g. to put food together,
How can VR help in people’s jobs? Search for ’jobs that use VR’.
often with heat). Ask students to name 96
some foods we bake (e.g. biscuits,
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bread, meat, potatoes).

AUDIO 8.1
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1 drive a car 42951_U08_094-105.indd 96 1/10/22 11:27 AM

2 ride a bike 3 Sample answers

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3 paint a picture • Optional step You could model the 1 I know how to ride a bike.
4 climb a mountain activity by providing examples of some 2 I don’t play a musical instrument. I don’t
©

of the activities you do or don’t do, and know how.

5 bake a cake
6 play a musical instrument give reasons. You could do this at the For further information and practice, see
start to provide a model or at the end as Vocabulary reference Unit 8 on page
7 cook a meal
extended listening. 163 of the Student’s Book.
8 speak a language
• Ask two students to use the example
Extra activity sentences to provide models for the For additional practice, refer to the
Ask students to recall other verb-noun class. Communication activity on page 236 of
activities that they have studied (e.g. chat • Ask students to work in new pairs the Teacher’s Book.
online, draw a picture, do yoga). and to take turns asking and answering
the questions (1–2).

134
 A person wearing a
virtual reality headset.
VOCABULARY NOTES
Any electronic device that we wear
on our head can be called a headset.
Headset can also be used to describe
headphones.

4
• Optional step To set up the task, ask
students to look at the photographs and
skim the article to find the name of the

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thing the people are wearing (headsets).
• Students quickly read the article and
then talk about the questions with a

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partner.

ar
Sample answers
1 I see two people. A woman is exercising.

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She is outside. A man is wearing a

VIRTUAL REALITY
yellow jacket. They have headsets.
2 Yes, I think VR is fun. With VR, we can
do things we can’t usually do. / No, I

c
don’t think VR is fun. I want to play

C
hi
1 an you fly a plane or drive a racing car? Yes, you can – with virtual reality (VR)! All you need is a sports in person.
headset, and you’re ready to go!
5
ap
Use VR to ride a bike in a different city, climb a really tall mountain or visit an art museum in a
different country – and you don’t even need to leave your living room. • Students scan the article and find the
5 Today, VR is very popular. The headsets aren’t words app, astronauts and in real life.
Students match the parts to complete
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cheap, but there are lots of games and apps, and
they’re great fun. the definitions. Set a two-minute time
People usually use VR to play video games, travel limit. Check answers as a class.
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to new places or try new things. But VR is great for

10 teaching too. Pilots use it to learn to fly. Driving
• Optional step Ask students to brainstorm
schools use it to teach their students. And NASA things they might be able to do with VR
G

uses it to train astronauts. but can’t currently do in real life (e.g. go

VR is fun, but it’s also very useful. It’s a great way for bungee jumping, climb Mount Everest).
us to try all the things we can’t do in real life.
6
l
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• Optional step Ask students to read the

97
activities (a–l). Ask, Which activities do
you think are in the article?
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• Ask students to read the article again

and find the activities. Students compare
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42951_U08_094-105.indd 97 1/10/22 11:27 AM

their answers with a partner.
READING in novels, TV shows and video games, but
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the first headsets didn’t really appear until Extra activity

2012. But just four short years later, VR Ask students if they have ever used VR,
ABOUT THE TEXT
and if they have, ask them to share their
©

headsets became popular, and in 2020

The text type is an article. The photographs
allow readers to imagine they are using a
VR headset.
We may think of VR as a recent
phenomenon but the fundamental
technology upon which VR is built started
in the early 1800s when people were
interested in entering 3D environments.
It wasn’t until the middle of the 1980s,
however, that people started using the
term virtual reality. VR started appearing
wireless headsets that were immersive
became popular.
Extra activity
Ask students to look at the photos. Before
they read the text, use the text as another
opportunity to provide listening input. This
also allows students to listen to the words
that they will be using in their discussions.
Read the passage aloud and ask students
to follow along in their books.
experiences (e.g. where, when, why they
used it and what they did). Also ask them
how they felt (e.g. It seems real. It was
fun!). Ask students who haven’t used VR if
they would like to. Encourage them to give
reasons for their answers (e.g. Yes, I want
to! I want to see what it looks like from the
top of Mount Kilimanjaro!).

135
LESSON A
7 EXPLORE MORE!
• Read through the Reading skill box with the class.
• Optional step Ask students to recall the pronouns that can
replace nouns (I, me, he, him, she, her, it, you, we, us, they,
them).
• Ask students to scan the article to find the meanings for the
two bold words, they and it. Remind students not to read every
word. Set a two-minute time limit.
• Ask students to compare their answers with a partner.
Extra activity 1
First, ask students to find all of the other examples of a pronoun
If there is internet access in class, ask students to search online
and find jobs that use VR. Ask pairs to present their findings to
the class. Alternatively, ask students to prepare their research as
homework and present their findings in the next class.
Some examples:
VR content producer, software engineer, game engineer, VR sound
effects specialist
See Workbook pages 52–53 for extra practice (Vocabulary,
Reading).

ng
replacing a noun (it replaces VR on lines 10, 11, 12 and 13). Next,
explain to students that the pronoun can come before or after the
verb. (e.g. Young people can visit the Dalí Museum in Spain. They

ni
(young people) can visit it (the museum) even in the middle of the
night.) Give students a sentence (e.g. With VR, young people can

ar
do anything.). Ask students to say sentences that give additional
information about this sentence and use a pronoun rather than

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a noun (e.g. It helps them learn.). Encourage students to make
sentences that have the pronoun both before and after the verb.
After students have given a few examples, ask them to work with

c
a partner to continue to make sentences.

hi
Extra activity 2
ap
Ask students to follow along as you read the fourth and fifth
paragraphs replacing it with VR. Ask students which version they
prefer. Encourage them to give reasons (e.g. It’s boring to hear VR
gr
many times.).
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SPEAKING
8
G

• Optional step Ask students to think about something they

would really like to do or experience.
l

• Mix students so they work with new people. Students work

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with a partner to talk about their answers to the questions and

design a VR game or app. Encourage students to be creative.
Set a five-minute time limit.
io

9
at

• Optional step Ask pairs to brainstorm follow-up questions

they can use in their discussions. (e.g. Can I choose the ocean I
N

swim in?)
• Organize the class into groups. Ask pairs to take turns
©

sharing their ideas with the group and decide which idea they
like. Set a five-minute time limit.
• Model the examples with a student for the class.
• Optional step In feedback, ask groups to tell the class about
their favourite idea. Then ask the class to use a show of hands
to vote on the experience they would most like to have.

136
LESSON 8B
LESSON GOALS
• SPEAKING The speaking aim is for students to talk about abilities using can and can’t.
• LISTENING A sub-aim is for students to listen to people talk about their amazing
abilities.
• GRAMMAR A sub-aim is for students to practise talking about their abilities.
• PRONUNCIATION A further sub-aim is for students to practise emphasizing can’t in
sentences.

SPEAKING AUDIO 8.2

ng
Naofumi Ogasawara is a teacher. He is very good with numbers
1 and he can do difficult maths in his head – without a pen, paper
• Optional step Give students one minute to think of ideas. or computer. He’s very quick.
This time allows students to brainstorm ideas, organize their

ni
Rebecca Sharrock can remember every day of her life. She
thoughts and recall vocabulary. remembers her dreams from long ago, and she remembers her

ar
• Ask students to take turns asking and answering the first birthday. She can’t forget the things she sees or feels.
questions (1–3) with a partner. Krishnan Kumar is very good at yoga. He can do many difficult

• Ask two students to use the example sentences to provide
models for the class.
• Optional step Ask students to share some of their ideas with
the rest of the class.
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yoga poses, and he can stay there for a long time. He can stand
on his head for more than three hours.
Courtney Dauwalter is an amazing runner. She can run many
kilometres. Some of her races are about 80 kilometres long. Some

c
races are 160 kilometres long. And some are more than 300
Sample answers

hi
kilometres long!
1 Yes. My mother is very good at baking cakes.
2 I’m very good at playing tennis. Extra activity
ap
3 I’d like to be very good at cooking. Ask students to imagine they are going to meet one of these
people. Ask them to decide who they would interview and
2
gr
brainstorm four questions (e.g. Is it boring standing on your head
• Begin by asking students to read the caption and then look at
for three hours?). Write the questions on the board as a model
the photo. Students answer the question.
for students when they are working on their own interviews. Set
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• Optional step Ask students to guess what an ultra-runner a five-minute time limit. Then ask students to work with a partner
does before explaining it (see Vocabulary notes). or small group and take turns to share their questions. Encourage
groups that finish quickly to imagine what the person’s answers
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VOCABULARY NOTES would be.

Ultra-runners run in ultramarathons. There are various types of
4
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ultramarathons but most are longer than a regular marathon,

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which is over 42 kilometres (26 miles) long. Some are a specific • Organize the class into new pairs. Students talk about their
distance (e.g. 100 kilometres). A second kind is for a period of answers to the questions.
time (e.g. 24 hours) and runners try to run for as long or as far • Optional step Ask students additional discussion questions.
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as they can. A third type involves running on trails and rough (e.g. Which is the most surprising or amazing? Why?)
roads so there are more obstacles than on a paved surface.
at

Sample answers
I would like to do difficult maths in my head.
Extra activity I want a good grade in maths class.
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Ask students to make groups and describe the photo in as much Extra activity
detail as possible. Examples: She is happy. Her shirt is blue. She
©

has blonde hair. She is tall.
LISTENING AND GRAMMAR
3 8.2
• Optional step Lead in by asking students if they know
anything about the people or if they’ve heard of them before.
• Play the audio. Students match the people to their
accomplishments and then check their answers with a partner.
• Optional step Play the audio again. Pause at key points if
students have problems hearing answers.
Organize the class into groups of four students. Each student will
do research to find someone with similar accomplishments to the
people in Exercise 3 (e.g. other people who have competed in
the Mental Calculation World Cup). If there is internet access in
class, ask students to do research. Set a five-minute time limit. Ask
students to take turns presenting their findings to their group.
Alternatively, ask students to prepare their research for homework
before presenting in the next class.
Example: In 2018, the number 1 and number 2 people in the
Mental Calculation World Cup are from Japan, just like Naofumi
Ogasawara. A man from Spain is number 5. His name is Marc
Jornet Sanz. He has loved maths ever since he was a child.

137
LESSON B
5
8B
They can do amazing things!
LESSON GOALS
• Understand people talking about amazing
abilities
• Use can and can’t for ability
• Say can and can’t

• Students read the Grammar box and

examples, which focus on can and can’t.
• Ask students to write the correct word
to complete the rules about when to use
can and can’t.

GRAMMAR NOTES
Can and can’t are modal verbs (also
called modals and modal auxiliary verbs)
so they always work with other verbs

ng
to express ability, possibility, permission
and necessity. We use the infinitive form

ni
of the verb after can/can’t. The -s form
of this verb is never used (i.e. incorrect:

ar
He can swims.). There is no plural form
of can so all subjects (singular and
plural) use can (e.g. He can swim. I

Le
can swim. They can swim.). Students
may make questions such as You can
run a marathon? This type of question

c
is only used when you want to show
Courtney Dauwalter is a famous
surprise (e.g. after someone tells you

hi
ultra-runner from the US.
they are planning to run a marathon the
next week and you didn’t know they
SPEAKING
ap LISTENING AND GRAMMAR
can run).
1 Work in pairs. Discuss the questions. 3 8.2 Listen. Match the people (1–4) to what
1 Do you know anyone who is very good at they can do (a–d).
gr
For further information and practice, see something? 1 Naofumi Ogasawara a 3 Krishnan Kumar b
Grammar reference Unit 8B on page 172 2 What are you very good at? 2 Rebecca Sharrock c 4 Courtney Dauwalter d
3 What would you like to be very good at?
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of the Student’s Book. a can do difficult maths without a calculator.

Jin Young Ko is really good at golf. b can stand on his head for three hours.

6 I’m very good at playing …

2 Look at the photo and the caption. What is the
c
d
can remember every day of her life.
can run very long distances.
G

• Students complete the sentences. person very good at? 4 Discuss in pairs. Would you like any of their
• Students compare their answers with She is very good at running. abilities? Why? / Why not?
a partner before checking answers as
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a class.
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98
PRONUNCIATION NOTES
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There are many pronunciations of can

including kan, ˈkan, kən and ˈken.
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Some British speakers tend to say can’t 42951_U08_094-105.indd 98 1/10/22 11:27 AM

as /kɑːnt/, while Americans say /kænt/. 8 PRONUNCIATION AND

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• Mix students so they work with new SPEAKING

people.
7 9 8.3
©

• Point out that the other sentence in each
item provides hints about whether the
people have the ability.
• Students complete the sentences.
Students compare their answers with
a partner before checking answers as
a class.
• Students rearrange the words to make
• Read through the information in
questions and then take turns asking
the Clear voice box. Emphasize that
their partners.
we usually say can’t more strongly.
Answers Explain that we do this to try to avoid
1 Can you speak English? miscommunication.
2 Can you sing? • Play the audio. Students listen and
3 Can you play tennis? repeat.
4 Can your best friend paint?
5 Can your teacher speak French? AUDIO 8.3
I can swim. I can drive.
For additional practice, refer to the
I can’t snowboard. I can’t play the guitar.
Grammar activity on page 275 of the
Teacher’s Book.

138
 5 Read the Grammar box. Complete the two 7 Complete the sentences with can or can’t.
statements below with can or can’t. 1 I don’t want to go to the swimming pool. • Optional step Play the audio again.
I can’t swim.
GRAMMAR Can and can’t
Pause at key points if students have
2 I’m very bad at yoga. I can’t touch
Abilities are things people are good at or know my toes.
problems hearing the difference between
how to do. Use can or can’t to talk about abilities. 3 He can play the guitar but not the can and can’t.
He can stand on his head for three hours. piano.
She can’t forget the things she sees.
4 She can cook amazing dishes. Her
AUDIO 8.4
Can you remember your first birthday?
Yes, I can. / No, I can’t.
food is delicious! 1 I can swim two kilometres.
5 He says he can’t dance, but he
can
2 She can’t stand on her head.
Go to page 172 for the Grammar reference. . He’s a great dancer.
can 3 They can’t drive.
1 Use to talk about something 8 Put the words in the correct order to make
you’re good at or know how to do.
2 Use can’t to talk about something
questions. Then work in pairs. Ask and answer
the questions.
11
you’re not good at or don’t know how to do. 1 you / speak / English / can / ? • Organize the class into new pairs.

ng
6 Look at the pictures. Write can or can’t. 2 you / can / sing / ? Give students time to write their list of
3 play / can / you / tennis / ?
questions.
4 can / friend / best / your / paint / ?
5 speak / your / can / teacher / French / ?
12

ni
PRONUNCIATION AND SPEAKING • Mix students so they work with new
people. Students take turns to ask and

ar
9 8.3Look at the Clear voice box. Listen and
1 She can drive. repeat. answer the questions they made with
their previous partner.

Le
CLEAR VOICE
Stressing can’t
• Optional step Model an example
People usually say can quickly. It’s not stressed.
question. Ask several students to
I can swim. I can drive.
People usually stress the word can’t.
answer it.

c
I can’t snowboard. I can’t play the guitar.
can’t

hi
2 He cook. EXPLORE MORE!
10 8.4 Listen to the sentences. Write can or can’t.
Then listen again and repeat. Organize the class into groups of four
1 I can
ap
swim two kilometres.
students. Each student will do research
2 She can’t stand on her head.
3 They can’t drive.
about one of the people in Exercise 3.
If there is internet access in class, ask
gr
can 11 Work in pairs. What are some things your
3 She snowboard.
partner can and can’t do? Write ten questions. students to find more information about
Can you touch your toes? their person. Encourage students to also
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12 Work in pairs. Ask and answer your questions in find pictures and videos to show to the
Exercise 11. group. Set a five-minute time limit. Ask
students to take turns presenting their
G

findings to their group.

can’t
4 He play the guitar. Alternatively, ask students to prepare their
research for homework before presenting
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EXPLORE MORE!
na

Look for videos or more information about the people in Exercise 3. Search online for their names and the
in the next class.
things they can do. For example, ’Krishnan Kumar + headstand’. 99 Example: Naofumi Ogasawara can add ten
10-digit numbers together. He can do this
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ten times in less than three minutes.

See Workbook page 54 for extra practice
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(Grammar, Pronunciation).
PRONUNCIATION NOTES emphasize can’t since it seems like a
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Word stress, sentence stress and small word. However, since the entire
intonation are important for clear meaning of the sentence changes when
©

communication. They are also important can’t is used rather than can, it is said
elements of standardized tests such strongly so that the listener can hear it.
as IELTS Speaking. Students should
compare how English intonation and
stress differ from their first language
10 8.4
• Play the audio. Students write the correct
so they become more aware of how
word to complete the sentences. Check
miscommunication may occur. It can be
answers as a class.
surprising to students that they should
• Play the audio again. Students listen and
repeat.

139
LESSON 8C
8C
They’re small, but they’re fast
LESSON GOALS
• Learn adjectives to describe animals
• Understand a talk about hummingbirds
• Join ideas using conjunctions

LESSON GOALS
• VOCABULARY A sub-aim is for
students to learn adjectives to describe
animals.
• LISTENING The main aim is for
students to learn to listen for general
information rather than only specific
information.
• GRAMMAR A further main aim is for
students to practise using and, or, but,

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because to join ideas.
• PRONUNCIATION A sub-aim is for
students to practise three different

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pronunciations of the letter g.
• SPEAKING The speaking aim is for

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students to describe things using
adjectives. hummingbird

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cheetah panda spider tortoise

VOCABULARY

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1

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• Optional step Read the questions. Give
students one minute to think about their
answers. This preparation time allows
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students to organize their thoughts and
recall vocabulary.
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• Students answer the questions with VOCABULARY 3 Work in small groups. What other animals can
a partner. 1 Work in pairs. What are your favourite animals?
you describe with the adjectives in Exercise 2?
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Cats are small and fast. Tigers are fast and strong.
Sample answers What do you like about them?
Cows are large. Elephants are heavy.
I like monkeys and dolphins. Monkeys are 2 8.5 Listen and repeat the words. Then work
Bears are strong!
in pairs. Look at the photos and choose three
funny. Dolphins are fast.
G

adjectives for each animal. Go to page 163 for the Vocabulary reference.

2 8.5 beautiful fast heavy large

• Play the audio. Students listen and light slow small strong
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repeat the words. Give students time to

look at the photos. It is a good idea to 100
drill the adjectives and the names of the
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animals. Ask students to repeat after

your model.
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• Optional step Before students begin 42951_U08_094-105.indd 100 1/10/22 11:27 AM

their discussions, use three adjectives 3 For additional practice, refer to the
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to describe an animal. This provides a • Read the question. Give students one Vocabulary activity on page 254 of the
model for the class. minute to use their dictionaries to look Teacher’s Book.
©

• Ask students to choose three up the names of other animals. Then

adjectives to describe each animal with
their partners.
Sample answers
cheetah – fast, strong, beautiful
hummingbird – fast, small, light
tortoise – slow, heavy, large
AUDIO 8.5
beautiful fast heavy large
light slow small strong
ask students to share the names of the
animals, writing them on the board.
• Ask students to talk about the
animals on the board using the
adjectives in Exercise 2.
• Ask three students to read the example
sentences to provide models for the
class.
For further information and practice, see
Vocabulary reference Unit 8 on page
163 of the Student’s Book.
LISTENING
4 8.6
• Optional step Lead in by asking
students what they remember about
Anusha Shankar. Refer students back to
page 95 of the Student’s Book.
• Read through the Listening skill box with
the class. Explain to students that when
listening for main points, they should
focus on keywords and words that are
repeated several times.

140
 LISTENING 8 Complete the statements and question with and, Hummingbirds get their food from plants.
or, but or because.
NATIONAL GEOGRAPHIC EXPLORER 1 I think trees, flowers, birds and They drink the nectar, or sugar water, from
4 8.6 Look at the Listening skill box. Then listen animals are very interesting. flowers.
but
to Anusha Shankar talking about hummingbirds.
Answer the questions.
2 The bear is small,
3 Is that your phone or
it’s very strong.
is it Andrew’s? 5
LISTENING SKILL 4 I like Jessie because she’s clever and funny. • Ask students to get into pairs and
Listening for general information take turns saying sentences about
PRONUNCIATION hummingbirds.
When listening, it’s important to hear the
main points, or general information. Don’t 9
only listen to the small details. Listen for the big ideas
8.7 Look at the Clear voice box. Listen and • Optional step Ask pairs to share their
repeat. Which g sounds like the letter j in words
too. Write down these big ideas while you listen.
like jump or job? /dʒ/
information with the class.
1 Where do hummingbirds live? CLEAR VOICE Sample answer
2 Are they light or heavy? Saying the letter g Hummingbirds live in North and South
3 Are they fast or slow?

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The letter g sounds different in different America.
4 What can hummingbirds do that other birds can’t? words.
5 Where do they get their food? /g/ big, dog, garden 6 8.6
5 Work in pairs. Tell your partner some general /dʒ/ large, message, page
• Play the audio again. Students answer

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information about hummingbirds. Use your /ŋ/ hummingbird, sing, interesting
answers in Exercise 4 to help you. the questions (1–3).
• Students compare their answers with

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6 8.6 Listen again. Answer the questions. SPEAKING
1 How big are small hummingbirds?
10 Complete the table. Think of four adjectives.
a partner before checking as a class.
2 How heavy are large hummingbirds?
• Optional step Play the audio again.

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Write two nouns for each adjective.
3 How fast can hummingbirds fly?
Pause at key points if students have
GRAMMAR Adjectives Word 1 Word 2 problems hearing answers.
7 Read the Grammar box. Which word gives a beautiful birds cheetahs Answers

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reason? because
1 Small hummingbirds are four

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GRAMMAR And, or, but, because centimetres long.
Use because to give reasons: 2 Large hummingbirds weigh about
Everyone loves hummingbirds because they’re
ap 20 grams.
beautiful.
Use and to give extra information: 3 Hummingbirds can fly about
There are 330 types of hummingbirds and they 40 kilometres an hour.
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are many different colours.
Use but to join ideas that are different: Extra activity 1
Hummingbirds are tiny, but they’re really fast.
Ask students to think about the route from
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Use or to join different choices:

They can fly backwards or stay in the same place
when they fly.
11 Work in pairs. Talk about the things in your their school to their home and estimate
table. Use and, or, but and because.
how fast the cars go (e.g. 35 kilometres
I like birds because they are beautiful.
G

Go to page 173 for the Grammar reference.

Cheetahs are beautiful and they’re really fast too.
an hour). Ask them to compare this to the
hummingbird.
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EXPLORE MORE!
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Look for videos of hummingbirds flying, eating or singing. Search for ’hummingbirds + video’. Extra activity 2
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Ask students additional comprehension
questions.
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How many types of hummingbirds are

there? (330 types)
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42951_U08_094-105.indd 101 1/10/22 11:27 AM

How long are small hummingbirds?
• Play the audio. AUDIO 8.6 (four centimetres long)
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• Optional step Ask students to say Anusha: I love hummingbirds because Can hummingbirds fly without moving?
some of the key words and words that they’re beautiful. They live in North and (Yes, they can. It’s called hovering.)
are repeated (e.g. hummingbirds, grams, South America. There are about 330 types
©

long, fly, flowers). Play the audio again. of hummingbirds, and they are many
different colours. GRAMMAR
• Students answer the questions (1–5).
Check answers as a class. Hummingbirds aren’t big. Large 7
hummingbirds are about 7 to 13 centimetres • Read out the information in the
• Optional step Play the audio again
long, but small ones are only four Grammar box with the class. Ask
and pause at key points if students have
centimetres long – about the size of your students to answer the question.
problems hearing answers. little finger! They aren’t heavy either – large
• Optional step Mix students so they
Answers hummingbirds weigh about 20 grams, and
have new partners. Ask students to
1 They live in North and South America. small hummingbirds weigh just two grams.
cover the Grammar box and take turns
2 They are light. Hummingbirds are tiny, but they’re really
asking each other questions about when
3 They are fast. fast – they can fly about 40 kilometres an
to use each word (e.g. When do we use
4 They can fly backwards. hour! They can also hover – or stay in the
because? To give reasons.).
5 They get their food from plants. same place when they fly – and they can fly
backwards. Other birds can’t fly backwards.
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LESSON C
GRAMMAR NOTES PRONUNCIATION NOTES
And, or and but are conjunctions. When they connect two Although there are many exceptions, when g is followed by e, i
nouns or phrases (e.g. hummingbirds and/or/but pandas), or y, the pronunciation is usually /dʒ/. Students can think of -ng
don’t use a comma. Follow the rules for using commas when as a sound combination creating /ŋ/. In most other cases, g is
there are three or more words or phrases (e.g. hummingbirds, pronounced /g/.
pandas or tortoises). When and, or or but join two complete
sentences (e.g. I can drive a car. I can’t ride a bike.), put a
comma before the conjunction (e.g. I can drive a car, but I can’t SPEAKING
ride a bike.).
10
Because connects a complete sentence (i.e. an independent • Give students time to complete their tables. Set a three-minute
clause) with a dependent clause. The because clause is not time limit.

an independent sentence. Many students struggle with
using because, making incomplete sentences (e.g. Because
I like it.). When the dependent clause is at the beginning of
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• Optional step Encourage students who finish quickly to add
more words to their tables.
For additional practice, refer to the Pronunciation activity on

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the sentence, use a comma after the clause (e.g. Because
hummingbirds can fly backwards, I think they are amazing!). page 295 of the Teacher’s Book.

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When the clause is after the complete sentence, don’t use a
comma (e.g. I think hummingbirds are amazing because they 11
can fly backwards!). • Organize the class into new pairs. Ask students to take

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turns talking about the things in their tables. Encourage them to
say sentences with and, or, but and because. Set a five-minute
Extra activity time limit.

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Say additional sentences, omitting the words in brackets. Ask • Ask two students to use the example sentences to provide
students to provide the missing word. Examples: models for the class.

hi
Pandas live in bamboo trees (and) the mountains.
Pandas love to eat, (but) they usually only eat bamboo – up to EXPLORE MORE!
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12 kilograms a day!
If there is internet access in class, ask students to work with a
Baby pandas need their mothers (because) they can’t see.
partner to do research online with the key words ‘hummingbirds
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Pandas spend most of their time eating (or) sleeping.
+ video.’ Ask pairs to present their videos to the class. Encourage
For further information and practice, see Grammar reference students to explain why they chose their video (e.g. The birds in
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Unit 8C on page 173 of the Student’s Book.
For additional practice, refer to the Grammar activity on page
G
this video are amazing!). Alternatively, ask students to prepare
their research for homework before presenting in the next class.
See Workbook pages 55–57 for extra practice (Vocabulary,

276 of the Teacher’s Book.

Listening, Grammar, Pronunciation).
8
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• Mix students so they have new partners. To increase the

challenge, you could ask students to cover the Grammar box
and write the words.
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• Students check their answers with a partner before checking as

a class.
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PRONUNCIATION
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9 8.7
• Read through the information in the Clear voice box. Emphasize
©

that students are learning three different ways to say the g

sound.
• Play the audio. Students listen and repeat. Students answer the
question.
AUDIO 8.7
big page
dog hummingbird
garden sing
large interesting
message

142
LESSON 8D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to ask for and offer help and respond to people asking
for help. The lesson ends with a roleplay task in which students practise asking their
partners for help.

SPEAKING But when something is difficult, it’s good to ask for help.
Most people are happy to help ...
1 Try these two tips.
• Ask two students to use the example sentences to provide a
1. Ask the right person.

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model for the class.
Ask someone who can help you. Don’t ask someone who can’t
• Ask students to take turns asking and answering the
help you.
questions (1–3) with a partner. Then share ideas with the class.

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2. Be nice.
Sample answers
Don’t be rude or unfriendly.
1 They can’t do something by themselves.

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Say Excuse me and Please when you ask for help.
2 They are afraid. They don’t have the correct words.
3 I say, ‘Thank you’ or ‘Thank you very much’. And remember, say Thank you after they help you.

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Asking for help is easy, so don’t be afraid to ask. Remember:
Ask the right person, and be nice.
COMMUNICATION SKILL NOTES
This lesson introduces polite language and behaviour when 3 8.2

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asking for help. The lesson gets students to think about how to • Play the video again. Ask students to work with a partner to

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be polite when asking for help. The lesson also helps students answer the questions (1–3).
overcome their uncertainty about asking for help. Modal verbs • Check answers as a class.
such as can, could, would and would you mind are often used
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Answers
to ask for help during these conversations. Asking for help is 1 They don’t want the person to say ‘no’. They want to look
an important real-world function that students need to learn. strong.
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The aim of the lesson is to give students the tools they need to 2 ‘Can you give me a hand?’
make sure they can politely ask for and offer help and respond 3 To be nice. / To not be rude. / To be friendly.
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to requests for help.

4
• Read out and discuss the information in the Communication
G

MY VOICE skill box. Point out that this is a summary of the information
they just studied in the video.
2 8.2
• Give students a moment to look at the photos, read the
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• Ask students to take turns asking and answering the

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questions (1–2) with a partner. situations and brainstorm their ideas.

• Play the video in which the narrator gives two tips for asking • Ask students to talk about who they would ask and why.
for help. Students note or remember the answers, then check Set a four-minute time limit.
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answers as a class. Sample answers

1 I would ask my brother. He works at a computer shop.
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Answers
1 When they ask for help. 2 Kyle is the right person to ask. He is good at English.
3 I would ask Tina because she loves fashion.
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2 After someone helps them.

4 I would ask Sam because he is a good listener.
VIDEO 8.2
©

No one can do everything. Sometimes, you need to ask for help.

Sometimes, people don’t like to ask for help.
Maybe they don’t want the other person to say ‘no’.
Or maybe, they want to look strong.

143
LESSON D
Extra activity
Ask students to think of other reasons why
people might not ask for help. (e.g. They
want people to think they can do it. They
don’t want others to think they are bad.
There is no one near them at the time.)
Then ask students which reasons are true
for them.
5 When someone helps me, I say ...
• Read through the Useful language box
with the class. Point out the meaning
and use of the expressions.
• Optional step Model the sentences
and questions and ask students to repeat
after you. It is a good idea to drill the
expressions and ask students to repeat.
This gives students confidence as they
use the expressions in the rest of the
lesson.
• Ask students to match the phrases in
the box with the purposes (1–5). Check
answers.
Answers
1 Excuse me. Can you help me (please)?
Can you give me a hand (please)?
2 Can I help you with that? Do you need
a hand?
3 Sorry. I can’t. I don’t know how.
4 Why don’t you ask (Pete)?
5 Can I help you with that? Do you need
a hand?
VOCABULARY NOTES
There are many other common
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expressions that are used when asking
for and offering help, and students may
ask how to say these things. Examples
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of asking for help, from least to most
formal include:
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I could use a hand. (An indirect way to
ask for help but can be considered rude
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so should be used with care.)
Can you lend me a hand?
©
Could you do me a favour?
Could you possibly … ?
Would you be able to … ?
Examples of offering help from more
friendly to more formal include:
Need any help?
Let me help you with that.
Would you like some help?
144
8D
Asking for help
LESSON GOALS
• Learn how to ask people for help
• Respond to people asking for help
• Practise asking for and offering help
SPEAKING 3 8.2 Watch again. Work in pairs and answer
1 Work in pairs. Answer the questions.
the questions.
1 Why do some people not ask for help?
1 Why do people sometimes ask others for help?
2 What’s another way of asking ’Can you help me?’
2 Why do people sometimes not ask for help?
3 Why do people say ’Excuse me’ when asking for
3 What do you do or say when someone helps you?
help?
People ask for help because they are busy, or because
they can’t do something. 4 Work in pairs. Look at the Communication skill
box. Then read situations A–D below. Who
Sometimes, they don’t ask for help because ...
would you ask for help in each situation? Why?
COMMUNICATION SKILL
Asking for help
MY VOICE
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When something is difficult, it’s good to ask
2 8.2 Work in pairs. Answer the questions. Then
for help. Help can make a difficult job easy to
watch the video to check your answers.
do. When asking for help, remember to ...
1 When do people say please?
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• ask the right person.
2 When do people say thank you? • be nice.
• say thank you.
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A B
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hi
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G
Your phone or computer is broken. You need help with your English homework.
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42951_U08_094-105.indd 102 1/10/22 11:27 AM
6 Extra activity 1
• Ask students to use the expressions from Ask students to identify the places where
the Useful language box in Exercise 5 other information and expressions could
to complete the conversation. Check be used (e.g. change the person’s name;
answers as a class. change Can you give me a hand please?
• Optional step Students practise the to Can you help me please?). Mix students
conversation in pairs. Ask them to take so that they work with a new partner.
turns playing both roles. Students practise the conversation using
alternative expressions and playing both
roles.
 5 Look at the Useful language box. Then answer the
questions below.
Useful language Asking for and offering
help
Excuse me.
Can you help me (please)?
Can you give me a hand (please)?
No problem. / Sure. / Of course.
How can I help?
Sorry. I can’t / don’t know how.
Why don’t you ask (Pete)?
Can I help you with that?
Do you need a hand?
Which phrase or phrases do you use when ...
1 you need help?
2 you can help someone?
3 you can’t help someone?
4 you think someone else can help?
5 you see someone who needs help?
C D
You don’t know what to wear to a party.
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42951_U08_094-105.indd 103
Extra activity 2
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Mix students so that they are with a new
partner. Ask students which expressions
©
they could use in each situation in the
photos above (A–D). Then ask students to
practise conversations taking both roles.
Monitor and remind students to use polite
language. In feedback, ask students to
share their conversations with the class.
6 Complete the conversation. Use expressions from
the Useful language box. • Optional step In mixed-level classes,
Alex: Hi Jo. Can you give me a 1 hand encourage students who finish quickly
please? to think of reasons why they need help.
Jo: Sure. How can I 2 help ? Also ask students who finish quickly to
Alex: My bike is broken. Can you help me fix it? make a list of the right people to ask for
Jo: Oh, I’m sorry. I don’t know 3 how .
Why
help for each problem.
4
don’t you ask Silvia?
Alex: Thanks, Jo. Silvia, can you 5
me?
help
8
Silvia: Of 6 course . I’m good with bikes. • Organize the class into groups. Ask
students to take turns asking for and
SPEAKING responding to requests for help.
7 OWN IT! Make notes. List some things you • Model the example conversation with a
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want help with.
student.
8 Work in groups. Look at your problems in
Exercise 7. Ask your partners for help.
• As students practise, monitor their
conversations. In feedback, discuss any
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A: Can you help me? My band needs a singer.
B: Sorry, I can’t. I’m terrible at music! Why don’t you errors that students made.
ask Caleb?
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Extra activity
When students have finished their
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conversations, ask them to think of
categories that they could use to classify
the problems (e.g. fixing things, advice,
help to finish something on time, help to
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understand something). For extra support,
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write some of these examples on the board
and give examples for each category. Ask
ap groups to classify the problems and share
the most common type of problems with
the class.
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You feel a bit sad. You need a friend to talk to.
103
1/10/22 11:27 AM
SPEAKING
7 OWN IT!
• Before speaking, it is a good idea to
make notes about what you want to
say. The notes can be simple. Complete
sentences are not necessary. The
important point is to brainstorm ideas.
Ask students to make notes about
situations they need help with. Set a
five-minute time limit.
145
LESSON 8E
8E
I can do that job!
LESSON GOALS
• Learn what to say in a job application
• Understand what skills are important for a job
• Write a simple job application

LESSON GOALS I think a pilot

• WRITING The aim of the lesson is for SPEAKING is interesting. 3 Read the two job applications on page 105. Tick
students to complete a job application 1
They travel to
Work in pairs. Answer the questions. many places.
(✓) the things they can do.
form. Students practise applying for Jun Ming Eliza
1 What jobs do you think are interesting? Why?
jobs that interest them. 2 What skills do you need for these jobs? Can they drive? ✓
Pilots need to be calm.
Can they cook? ✓
READING FOR WRITING
Can they clean? ✓
SPEAKING 2 Work in pairs. Read the advertisement. Can they talk to guests? ✓
1 What kind of advertisement is it? job advertisement
1 2 Who posted the advertisement? Riverside hotel
Can they work in a team?
Can they write good emails?
✓
✓
• Optional step Set up the task by asking
WORK FOR US!

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Are they good with computers? ✓
students to name some jobs, writing
Can they speak different languages? ✓
unfamiliar ones on the board. Riverside Hotel
• Organize the class into pairs. Ask 4 Discuss in pairs. Look at your table in Exercise 3.

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students to discuss the questions (1–2). 1 Are Jun Ming and Eliza similar or different?
2 What jobs do you think are right for them? Why?

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• Ask some pairs to share their ideas with
5 Look at the Writing skill box. Do Jun Ming and
the class in feedback. Eliza follow these tips? Jun Ming: 1, 2, 3, 4
Eliza: 1, 2, 3, 4

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Extra activity WRITING SKILL
Applying for a job
Ask students to brainstorm how they When you apply for jobs, follow these tips:
might learn about job openings (e.g. from 1 Say why you want the job.
Do you love helping people?

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their friend, through a company website, 2 Say what you can do.
through an employment agency). Are you friendly? 3 Don’t say what you can’t do.

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4 Say what you are like as a person.
Can you ...? We need ...
6 Look at the Useful language box. Which
READING FOR WRITING cook
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expressions do Jun Ming and Eliza use?
answer the phone kitchen assistants
2 speak other languages waiters Useful language Job application forms
• Optional step Set up the task by asking drive cleaners
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Say why you want the job:
clean receptionists
students where they see advertisements I want to work for you because …
send emails tour guides I would like to work at the (train station) because …
(e.g. on the internet, in magazines).
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chat to guests tour bus drivers

Say what you can do: Jun Ming: I want to work
• Students read the advertisement work in a team
I can (drive and cook). at the Riverside Hotel
and discuss the questions (1–2) with a I am good at (talking to people). because; I can; I love; I
I like / love (making people happy). am
partner.
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Eliza: I want to work at

Say what you are like:
• Optional step Ask students how they I am (friendly).
your hotel because; I can;
know the name of the hotel (shown at Email joanne.t@riversidehotel.com I am; I always
I always (do a good job).
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the top of the advertisement, from the

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email address).
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3
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• Mix students so they work with

new partners. Ask students to use the
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information in the job applications to 42951_U08_094-105.indd 104 1/10/22 11:27 AM

decide which skills Jun Ming and Eliza Answer 5

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have. 1 different • Read through the Writing skill box with

• Check answers as a class. Sample answer the class.
©

Extra activity
Ask students to work with their partner
and take turns asking and answering the
questions to see what they can do.
4 research information for the tours. Chef
• Ask students to analyse their
answers in Exercise 3 and talk about the
questions (1–2).
• Ask some pairs to share their ideas with
the class in feedback.
146
2 Receptionist is right for Jun Ming. He
is good with computers and speaks
different languages. Tour guide is also
good for him. He speaks different
languages and can use the computer to
or kitchen assistant is good for Eliza.
She can cook. Cleaner is right for her
because she can clean. Tour bus driver is
also good.
For additional practice, refer to the
Mediation activity on page 311 of the
Teacher’s Book.
• Students identify the tips that are
included in Jun Ming’s and Eliza’s job
application forms. Set a three-minute
time limit. Check answers as a class.
6
• Read through the Useful language box
with the class.
• Organize the class into new pairs.
Students decide which expressions Jun
Ming and Eliza included in their job
application forms. Set a two-minute
time limit.
 Riverside Hotel: Job application form
7 Look at the Critical thinking skill box. Then WRITING TASK
look at the jobs and skills in the Riverside Hotel

Name Tan Jun Ming Address

675 Mandalay
job advertisement. What skills do you need for
each job?
8
Street, 764896 • Optional step Point out to students
Junming99@ CRITICAL THINKING SKILL
Email Phone +61 7863 9021 Knowing what skills are important that their notes should answer the three
h.mail.com
Skills are things you are good at. Every job
questions.
Education:
needs different skills. When you apply for a job, list • Students write details about a job they
skills you have that are important for that job. Don’t
IT Certificate (UWS College)
list skills that aren’t important. would like to apply for. Set a three-
Experience: minute time limit.
- WRITING TASK • Monitor and encourage students who
finish quickly to add more detail.
Extra information:
8 Think of a job you would like to apply for. Make
notes. Sample answers

I want to work at the Riverside Hotel because it
is a great place to meet people from around the
world. I am very friendly, and I love talking to
people. I also enjoy helping others, answering
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1 Why do you want the job? 1 flight attendant; travel around the world
2 What skills are important for that job?
3 What are you good at? 2 work in a team, chat to guests, lift heavy
9 WRITE Apply for the job. Use Jun Ming and bags, speak different languages

phone calls and writing emails. I am great with
computers, and I can speak three languages:
Mandarin, English and Spanish.
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Eliza’s applications as models and the Useful 3 work in a team, chat to guests, lift heavy
language expressions to help you. bags

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Name:
9 WRITE
Riverside Hotel: Job application form Education: • Students use the ideas from their notes

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to complete the job application form. Set
43 Palace Experience:
Name Eliza Portman Address
Avenue, 651284 a five-minute time limit.
Extra information:
Email
liz.p@m.mail.
Phone +61 9223 4618 • Monitor and encourage students to use

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com
the model forms, the Useful language
Education:
expressions and the other information

hi
Diploma (Stamford West High) ap they studied in this unit.
Experience: • Optional step Put students in new
Cook
pairs and ask them to take turns to read
Captain of Stamford West Football Team their partner’s form.
gr
Extra information:
10 CHECK Use the checklist. My application … 10 CHECK
Right now, I am a cook at a small café. I want to
• Ask students to use the checklist.
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says why I want the job.

work at your hotel because the food is amazing!
I usually cook pasta and pizza, but I can cook says what I can do. Ask students to look at their form and
many Asian dishes too. I can also clean, drive and says what I’m like. check against the checklist.
do many other things. I am always on time, and lists only important skills.
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I always work hard. I want to work in a big team • Optional step Set a three-minute time
11 REVIEW Read your partner’s job application.
and learn more about hotel work.
Does it do the things in the checklist?
limit for students to revise their form.
Go to page 157 for the Reflect and review.
11 REVIEW
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105
• Mix students so they are with a
new partner. Ask students to exchange
forms with their partner and check them
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against the checklist in Exercise 10. Ask

students to work together to correct
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42951_U08_094-105.indd 105 1/10/22 11:27 AM

mistakes.
7 waiter – speak other languages, clean • Optional step Students compare and
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• Read through the Critical thinking skill (the table), chat to guests, work in a team comment on each other’s forms and
box with the class. Give students time to cleaner – clean, work in a team make suggestions for revision (e.g. You
©

read the text carefully.
• Ask students to work with a partner
and decide which skills are necessary
for each job in the Riverside Hotel
advertisement.
• Optional step Ask pairs to decide which
skill is the most important for each job
(e.g. ability to drive for tour bus driver).
Sample answers
chef – cook, work in a team
kitchen assistant – cook, work in a team,
clean
receptionist – speak other languages, send can speak three languages, but you
emails, chat to guests, work in a team, didn’t write that.). Set a three-minute
answer the phone time limit for students to revise their
tour guide – speak other languages, chat forms.
to guests, work in a team
tour bus driver – speak other languages, See Workbook page 57 for extra practice
(Writing).
drive, chat to guests, work in a team
For additional practice, refer to the See Workbook pages 58–59 for Unit 7
Communication activity on page 237 of and 8 Review.
the Teacher’s Book.
For Unit 8 Reflect and review, see
Student’s Book page 157.

147
 UNIT 9
Travel

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UNIT GOALS
9A Vocabulary, reading and

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speaking
• talk about different ways to travel;

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learn how to understand words in
brackets in reading passages; talk

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about different ways to travel

9B Listening, grammar and

speaking

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• listen to someone talking about

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interesting holiday spots; use there
is and there are; talk about things
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you can find in a place; talk about
famous tourist attractions
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9C Vocabulary, listening,
grammar, pronunciation and
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speaking
• learn about the weather; listen
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to advertisements; use object

pronouns; practise the /w/ and /v/ Montaña de Siete Colores, Peru.
sounds
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9D Speaking 106
• learn how to make phone calls;
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practise making phone bookings;

practise the /θ/ sound in ordinal
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numbers and dates 42951_U09_106-117.indd 106 3/7/22 11:02 AM

9E Speaking, reading and writing

ABOUT THE PHOTO 1
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The unit theme is travel. The photo shows • Optional step To set up the task, use
• learn to use exclamation marks; Moñtana de Siete Colores, also known the photo on the page to elicit and teach
understand reasons for writing; as the Rainbow Mountain, in Peru. The key words students may need: clouds,
©

write a postcard
Photocopiable resources
Communication activities: pp. 238–239
Vocabulary activity: p. 255
Grammar activities: pp. 277–278
Pronunciation activity: p. 296
Mediation activity: p. 312
Workbook
Unit 9 pp. 60–65
colours are created by the minerals that sunny, shadows, mysterious, gold,
have combined together to create gold, turquoise.
red, turquoise and purple shades. The • Ask students to take turns asking
mountain is also known as Vinicunca. Until and answering the questions with their
about 2015, it was hidden by snow. When partner.
the snow melted, the Mountain of Seven
Sample answers
Colours was discovered. Although over
1 Peru.
5,200 metres high, it’s a popular tourist
2 many colours, people hiking, beautiful
destination.
clouds
3 Yes. It looks beautiful.

148
 9Travel
GOALS
• Understand words in brackets
• Use there is and there are
• Talk about transport and the weather
• Listen to advertisements
• Speak on the phone
• Write a postcard
1 Work in pairs. Discuss the questions.
1 Look at the photo. Where is this place?
2 What do you see in the photo?
3 Would you like to visit this place?
WATCH
2 9.1 Watch the video. Answer the questions.
c
NATIONAL GEOGRAPHIC EXPLORER
hi
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JENNY ADLER
1 What does Jenny take photos of?
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2 Where does she like travelling to?
3 Why does she like it there?
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3 Make connections. What place do you visit
often? What can you find there?
I often go to Oman. My brother lives there. It has a
lot of beautiful beaches!
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107
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42951_U09_106-117.indd 107
• Optional step Play the video again.
WATCH
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Pause at key points if students have
2 9.1 problems hearing answers.
• Optional step Read the name of the • Students compare answers in pairs
©
explorer with the class. It’s easier for before checking their answers as a class.
students to focus on the video when
Answers
they’re familiar with the name. 1 animals and plants under the ocean
• Ask students to read the questions 2 She loves travelling to Zanzibar in
(1–3). Then play the video in which Tanzania.
Jenny Adler introduces her work as a 3 There are lots of amazing animals and
photographer and talks about things plants, beautiful beaches and friendly
to see on Zanzibar. Ask students to try people.
to remember answers – trying to take
notes while watching the video may stop
students from watching and listening
properly. Students answer the questions.
VIDEO 9.1
Jenny: I’m Jenny Adler. I’m a
photographer, and I travel a lot. I take
photos of animals and plants under the
ocean. Because of climate change, the
ocean is warming up. This makes life
difficult for some ocean animals and
plants, and I want my photos to show
people this problem.
One place I love travelling to is the island
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of Zanzibar, in Tanzania. The weather is
lovely, and there are lots of amazing plants
and animals. There are also many beautiful
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beaches and friendly people.
Extra activity 1
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Ask students if they have heard about the
problems caused by climate change. Play
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the video again. Ask students to take notes
about what is affected by the warming
(ocean animals and plants).
Extra activity 2
In order to increase students’ global
awareness, ask students to find Zanzibar
and Tanzania on a world map. Also show
students photos of Zanzibar. Ask students
to compare and contrast it with their area
(e.g. Zanzibar has many beaches, but
our area doesn’t.). If necessary, preteach
words like beach, river and mountain.
Ask students to talk with a partner about
whether they would like to visit Zanzibar,
giving reasons for their answers.
3
• Ask students to work with a new
partner or in small groups.
• Ask a student to use the example
sentences to provide a model for the
3/7/22 11:02 AM
class.
• Students take turns asking and
answering the questions. Set a two-
minute time limit.
ABOUT THE EXPLORER
JENNY ADLER has a science background,
studying ecology and biology. She is also
a photojournalist. She uses her scientific
understanding when she takes photos
both underwater and on land. One of the
themes in her photos is how people and
water are connected. She shows us that
our climate is always changing.
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LESSON 9A
9A
Amazing journeys
LESSON GOALS
• Talk about different ways to travel
• Understand an article about interesting
journeys
• Understand words in brackets

LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 5 Read about the two train journeys again. Write
lesson is for students to talk about 1 Work in pairs. Why do you think people travel?
the letters (a–h) in the Venn diagram.
a one country e see animals
different ways to travel. Read the reasons below. Write very important
b many countries f see mountains
(V), important (I) or not very important (N).
• READING The main aim is for c one day long g beds on the train
1 see new places d many days long h food on the train
students to read about interesting 2 meet interesting people
journeys and understand words in 3 relax Ticlio Pass Shongololo Express
brackets. 4 buy things ac f, h b d, e, g
• SPEAKING The speaking aim is for 5 learn about the world
6 have fun
students to talk about a journey they

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would like to take. 2 9.1 Work in pairs. Answer the questions. Then 6 Work in pairs. Which journey sounds more
listen to check. interesting to you? Why?
Which can you:
7 Look at the Reading skill box. Then look for the

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words in brackets in the article. Do they give
VOCABULARY meaning or extra information?

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READING SKILL
car boat train bike Understanding words in brackets
• Optional step Emphasize that students
Writers use brackets ( ... ) to explain what
should give their opinions and there is

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something means or to give extra information.
not one correct answer. Ask students Meaning:
to read the reasons (1–6) and mark You can see giraffes (animals with very long necks).
taxi plane bus motorbike Extra information:
their ideas. This preparation time allows There are snacks (sandwiches and cakes).

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students to brainstorm ideas, organize 1 ride 4 sail
2 drive 5 fly
their thoughts and recall vocabulary.

hi
3 take 6 travel by SPEAKING
• Students discuss the question
3 Discuss in pairs. How do you like to travel? What 8 Work in pairs. How do you travel to these places
and reasons (1–6) with a partner. Ask
ap
are some good and bad things about each way from your home?
students to share some ideas with the to travel? a park the next city the mountains
rest of the class. I like travelling by plane. It’s expensive, but it’s fast. a supermarket the beach the shopping centre
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I like riding a bike. It’s slow, but you can stop and see I walk to the park. It’s very near.
Extra activity many things. I ride my bike to the beach.
Go to page 164 for the Vocabulary reference.
Ask students to work with a partner to 9 Work in pairs. Think about a journey you would
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brainstorm other reasons why people travel like to do.

READING
1 Is it a short or a long journey?
(e.g. try new food, see friends and family). 2 Where does it start and end?
4 Read the article. Which ways to travel does it
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Ask students to share their ideas with the mention? car, train 3 How would you travel?
class. I really want to travel from Hanoi to Ho Chi Minh City
by motorbike.
2
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9.1
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EXPLORE MORE!
• Give students time to look at the icons Find out about other long and exciting journeys. Search online using the words ’exciting journeys’.
and read the labels. Go through the 108
modes of transport with students.
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• Elicit the first answer to get students

started. Emphasize that there can be
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more than one answer. Ask students 42951_U09_106-117.indd 108 3/7/22 11:02 AM

to work together to make collocations 4 boat 5 Fly a plane.

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about different ways to travel. Then play 5 plane 6 Travel by car, boat, train, bike, taxi, plane,
the audio to check answers. 6 car, boat, train, bike, taxi, plane, bus, bus, or motorbike.
©

• Optional step Play the audio again. motorbike

Students listen and repeat. Read each AUDIO 9.1 VOCABULARY NOTES
item with the class. 1 Ride a bike or a motorbike. We use ride in a with car, boat, train,
2 Drive a car, taxi, or bus. taxi, plane and bus. We use ride on a
Answers 3 Take a bus, taxi, or train. with bus, boat, train and plane. We also
1 bike, motorbike
4 Sail a boat. say take a plane.
2 car, taxi, bus
3 bus, taxi, train

150
 The Shongololo Express
The Shongololo Express train travels through
South Africa, Eswatini, Namibia, Zimbabwe
and Mozambique. The journey is long 2(it takes
about 12 to 15 days), but it’s amazing. You can
see many things from your window: lakes, rivers,
mountains, villages and many beautiful animals.
Some people see lions, elephants and giraffes.
There’s great food on the train, and there are
comfortable beds to sleep on at night.
READING
ABOUT THE TEXT
The text type is an article. The text consists
of two short travel guides. Each guide
describes a train trip with amazing views.
The Shongololo Express started in 1995,
but the trains remind travellers of the olden
days, with their wooden panels. The train
provides a luxurious experience.
A shongololo is a dark brown African
millipede. It is hard and shiny. Shongololo

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is pronounced /ʃɒŋɡəˈləʊləʊ/.

The journey
Ticlio is also called Anticona. The railway
was built to transport lead and zinc from

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nearby mines. There are long tunnels on
the train line. Galera Tunnel is almost

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of your life! 1,200 metres long. The train is the highest
standard-gauge railway in the world.

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4
The destination 1(the place you’re going to) isn’t the only reason to travel. • Optional step Ask students where they
Sometimes, it’s about the journey, or how you get there. Here are two would like to travel to (e.g. Barcelona) if

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amazing journeys you can take. they could go anywhere in the world.

hi
• Ask students to read the article and
answer the question. Set a five-minute
ap time limit.
The Ticlio Pass
Ticlio is a mountain pass 3(a road through • Students compare answers with a
partner.
gr
the mountains) in Peru. It’s up in the Andes
mountains, 90 kilometres from Lima. It’s nearly
5000 metres high. By car, the journey is short Extra activity
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4
(it takes about three hours) but beautiful. In order to develop students’ global
There’s also a train from Lima. There are only
awareness, ask them to find the Ticlio
two trains a month, but the view is amazing. The
Pass on a map of Peru. If there is internet
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ride is 12 hours long, and there are no beds. You

can get snacks on the train or you can buy food access, ask students to work with a partner
at the town of Matucana. to locate the countries in Africa on a world
map. Ask pairs to take turns pointing and
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naming countries on a map in front of the

109
class.

5
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• Students read the article again to

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42951_U09_106-117.indd 109 3/7/22 11:02 AM complete the Venn diagram. Set a five-
minute time limit.
3 Sample answers
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I like to travel by plane. I can go almost • Students work with a partner to

• Optional step To model what students compare diagrams.
could say, talk about what transport you anywhere. I can’t go to some countries
©

like to use when you travel, mentioning by car.

reasons for your choices.
• Ask students to work in new pairs
and to take turns asking and answering
the questions.
• Ask two students to use the example
sentences to provide models for the
class.
• Optional step After practising, ask
students to share some of their ideas.
Extra activity
Ask students which ways of travelling are
popular in their city/town/village and why.
(e.g. Many people use motorbikes because
we can go anywhere with them.)
For further information and practice, see
Vocabulary reference Unit 9 on page
164 of the Student’s Book.

151
LESSON A
Extra activity
Ask students to work with a partner to brainstorm other
information from the article that they could put in the Venn
diagram. Set a three-minute time limit, and ask students to work
with a partner to draw a new Venn diagram. Ask pairs to share
their ideas with the class. Write these examples on the board to
provide support:
Shongololo Express: see lakes, rivers, villages
Ticlio Pass: 5,000 metres high, only two trains a month
Overlap: see beautiful things
6
9
• Optional step Ask students to read the questions (1–3) and
write brief notes about their journey. This preparation time
allows students to brainstorm ideas, organize their thoughts
and recall vocabulary.
• Ask students to take turns to ask and answer the questions
with their partner. Set a five-minute time limit.
• Optional step You could model the activity by providing an
example of a journey you would like to take. You could do
this at the start to provide a model or at the end as extended
listening.

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• Students discuss the questions with a partner. Extra activity
• Ask students to share some ideas with the rest of the class. Provide additional questions for students to use as they talk
Sample answer about their journeys. Encourage students to give reasons for their

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The Shongololo Express sounds more interesting. I can see lions answers. For example:
and giraffes. I can also see many different views like lakes and Who do you want to travel with?

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villages. Do you want to make your own travel plan or use a travel
company?

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Extra activity
Which reasons in Exercise 1 are part of your journey?
Ask students to brainstorm reasons why some people enjoy train
journeys (e.g. they can look at nature because they aren’t driving). EXPLORE MORE!

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Sample answers If there is internet access in class, ask students to work in pairs

Some people like travelling by train because they can see many
things, including beautiful and amazing nature. They can also get
close to nature without disturbing it. In addition, some people like
train travel because they don’t have to pack and unpack each day.
Some people also believe train travel is better for the environment.
gr
7 research as homework and present their findings in the next class.
• Read through the Reading skill box with the class. Explain to
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hi
to search online and find other long journeys. Students may
need to search with more specific terms (e.g. exciting train trips).
ap
Ask students to also find photos. In order to encourage global
citizenship, ask students to find the locations of the journeys on
a world map as they do their research. Ask pairs to present their
findings to the class. Alternatively, ask students to prepare their

Example:
students that extra information sometimes includes examples
The Trans-Siberian Railway connects Vladivostok in the eastern
and details about a general word or idea.
part of Russia to Moscow in the west. The train goes through
• Ask students to look for the words in brackets in the article and
G

Mongolia. People can see houses, old villages and lakes. The trip
decide how the brackets are used in each situation either for takes about 12 days.
meaning or to give extra information.
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• Students compare their answers with a partner. See Workbook pages 60–61 for extra practice (Vocabulary,
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Reading)
Answers
Give meaning – 1, 3
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Extra information – 2, 4
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SPEAKING
8
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• Ask two students to use the example sentences to provide

models for the class.
©

• To begin, mix students so they work with new people. Then

ask students to discuss the question. Set a five-minute time
limit. Invite pairs to share their ideas with the class.
• Optional step Ask pairs to brainstorm follow-up questions
they can use in their discussions. As students share their ideas
with the class, write the questions on the board (e.g. How long
does it take to get to the park? How often do you go to the
beach? When do you usually go to the mountains?)

152
LESSON 9B
LESSON GOALS
• LISTENING A sub-aim is for students to learn about interesting holiday spots in
Iceland.
• GRAMMAR The main aim is for students to learn how to talk about things that exist
in a specific place.
• SPEAKING The speaking aim is for students to talk about a place they would like to
visit.

SPEAKING • Play the audio. Students tell their partner the answer. Check
answers as a class.

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1
• Organize the class into pairs. Students discuss the questions • Optional step In order to develop students’ global citizenship,
(1–2) in their pairs and then share their ideas with the class. ask students to find Iceland on a world map.

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• Optional step To model what students could say, tell students AUDIO 9.2
about a place in your town that tourists visit. Jenny Adler: Sometimes, I travel for fun, not for work. I really

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Sample answers love visiting Iceland. There are many things to see! There are
1 Yes, many tourists visit my town. beautiful beaches with black sand, and hot water pools for resting

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in when you’re tired. At night, you can see the northern lights.
2 They go to the castle, ride a boat on the moat, visit the
These are beautiful colourful lights in the sky. You can only see
beach, climb the mountains near the town and go to the old,
them at night, when there isn’t a big moon, and there aren’t any
traditional houses.
clouds. Iceland’s capital city Reykjavik is great. There are lots of

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2 museums, and there’s a hot pool in the middle of the city. There

hi
• Students discuss the questions (1–2) in their pairs and then are many nice restaurants, and lots of friendly people!
share their ideas with the class. 4 9.2
ap
• Optional step To model what students could say, talk about • Play the audio again. Students mark the things in Iceland. Check
one of the attractions that you would like to visit. answers as a class.
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Sample answers • Optional step Play the audio again. Pause at key points if
1 Yes. students have problems hearing answers.
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2 I want to visit the Egyptian pyramids.

Extra activity
Extra activity
Ask students what other place Jenny mentions (museums). Ask
Organize the class into groups of three students. Assign each
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students to talk with a partner about two places in Iceland that

group one of the tourist attractions. Assign each group member they would like to visit and two places they are less interested in
information that they can find quickly and easily. For example: visiting. Encourage them to give reasons for their answers.
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Student A: a tip for visiting the place

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Student B: how to get there from the nearest big city 5

Student C: one interesting fact • Students read the Grammar box, which focuses on there is and
If there is internet access in class, ask students to do their research there are. Point out that they need to follow the singular-plural
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and present their findings to the class. Alternatively, ask students rules when choosing is or are.
to prepare their research for homework before presenting in the • Students answer the question. Point out that any is used when
at

next class. either none exists or to ask about existence.

Example for the Egyptian pyramids:
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Answers
Tip: You pay extra money to go inside the pyramids. / You can
Use some and any for plural nouns.
take a camel ride.
©

Travel: Take a taxi or bus from Cairo.

Fact: The Great Pyramid of Giza is one of the Seven Wonders of
the World.
LISTENING AND GRAMMAR
3 9.2
• Optional step Ask students what they remember about Jenny
Adler from the video on page 107 of the Student’s Book (a
photographer, takes photos of animals). Ask students to guess
what her favourite place is to go for a holiday.
GRAMMAR NOTES
There is/There are sentences introduce a subject or talk about
existence. Remind students that there does not refer to
anything specific. Students may confuse them with personal
pronouns such as it and they which replace specific items
(e.g. a book) and people (e.g. my grandmother and sister).
There is is used for singular and uncountable nouns. There are
is used with plural countable nouns.
The past tense (there was/were) and future tense (there will be)
are also used.

153
LESSON B
Extra activity
9B
There are beaches
LESSON GOALS
• Understand someone talking about their
favourite holiday spot
• Talk about things you can find in a place
• Talk about famous tourist attractions

Explain to students that aren’t any is only

used with countable nouns. Explain that
with black sand
we use isn’t any with uncountable nouns.
Give students sentences and questions and
ask them to say whether they are correct.
For example:
There aren’t any pencils. (correct)
There aren’t any water. (incorrect; There
isn’t any water.)
A holiday photo by Jenny Adler.
Are there any mountains? (correct)
Are there any oil? (incorrect; Is there

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any oil?) SPEAKING LISTENING AND GRAMMAR

For further information and practice, see 1 Work in pairs. Answer the questions.

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NATIONAL GEOGRAPHIC EXPLORER
1 Do tourists visit your town?
Grammar reference Unit 9B on page 173 3 9.2 Listen to Jenny Adler. Where’s her
2 What places do they visit?
of the Student’s Book. favourite place to go for a holiday? Iceland

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2 Work in groups. Look at the infographic below.
Discuss the questions. 4 9.2 Listen again. Tick (✓) the things Jenny
For additional practice, refer to the 1 Do you know these famous tourist attractions?
says you can see or find there.

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Communication activity on page 238 of 2 Which ones would you like to visit the most? a beaches ✓ e northern lights ✓
b old buildings f shopping centres
the Teacher’s Book. c large animals g restaurants ✓
d hot pools ✓ h friendly people ✓
6 WHERE DO
VISITORS PER YEAR
30 million Niagara Falls (Canada/US)

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• Students choose the correct words to TOURISTS 15 million The Egyptian pyramids

GO?
hi
8 million The Sydney Opera house
complete the sentences.
7 million The Eiffel Tower (France)
• Students compare their answers with 3 million Angkor Wat (Cambodia)
a partner before checking as a class.
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• Optional step Students take turns
reading the sentences in pairs.
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7 Niagara Falls
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The Eiffel
• Mix students so they work with new Tower
people.
• Students write the correct words to
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The Egyptian
complete the conversation. Check pyramids Angkor Wat

answers as a class.
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• Optional step Students practise the

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conversation in pairs. Ask them to take

turns playing both roles. 110 The Sydney
Opera House
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8
• Optional step Lead in by asking
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students to find Laos on a world map. 42951_U09_106-117.indd 110 3/7/22 11:02 AM

This develops their global awareness and Extra activity Sample answer
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provides context as they do the exercise. Are there any interesting things in Japan?
Remind students of the places in their
Elicit some ideas from the class and Of course there are! Japan is an amazing
town that they mentioned in Exercise 1.
teach some key words: waterfall, forest,
©

clear.
• Organize the class into new pairs.
• Students write a, any or some to
complete the paragraph. Students
compare answers with a partner before
checking answers as a class.
• Optional step Students practise
reading the paragraph in pairs.
Ask students to work with a partner to
create a short paragraph about one of
them. Set a five-minute time limit. Ask
two pairs to get together and take turns
reading their paragraphs.
country. There are many beautiful
mountains. Mount Daisen is my favourite.
And there are big lakes too. There are
also hot springs, beaches and waterfalls.
My favourite place is Tsuwano. It’s a small
town, but it’s really pretty. There are lots of
shops there.

154
 5 Read the Grammar box. Do you use some and
any for singular or plural nouns? EXPLORE MORE!
GRAMMAR There is and there are
If there is internet access in class, organize
Positive sentences: the class into pairs or groups and ask them
Use There + is / are.
There’s a hot pool.
to search online using a country name
You can also use numbers, or words like some or and the words ‘tourist attractions’. Ask
many. them to choose some sites that they like
There are (two / some / many) beaches.
and present their findings to the class.
Negative sentences:
Encourage them to show the class photos.
Use There + isn’t + a.
There isn’t a big moon. Alternatively, ask students to prepare their
Use There + aren’t + any. research for homework before presenting
There aren’t any clouds.
in the next class.
Kuang Si Waterfall, Laos.

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Questions: Example:
Use Is + there + a.
Is there a museum?
Santorini is a tourist attraction in Greece. It
Yes, there is. / No, there isn’t. 8 Complete the information about Laos using a, is famous. There are many white buildings
any or some.

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Use Are + there + any.
Are there 1 any interesting things in
with blue roofs. There are beaches. You
Are there any restaurants?
Yes, there are. / No, there aren’t. Laos? Of course there are! Laos is an amazing can fly or take a boat there.

ar
country. There are many beautiful waterfalls.
Go to page 173 for the Grammar reference. Kuang Si Waterfall is my favourite. And there are See Workbook page 62 for extra practice
2 some big mountains too. There aren’t (Grammar).
6 Complete the sentences. Circle the answers.

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3 any beaches in Laos, but there are
1 There is / are a shower in the bathroom. some
4
hot springs (natural pools of
2 There is / are fifteen people in my class.
hot water). My favourite place is Luang Prabang.
3 There isn’t / aren’t any tomatoes in this dish.
It’s a small town, but it’s really pretty. There’s
4 There isn’t / aren’t a TV in his house. a
5
restaurant there I really like.

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5 Is / Are there a computer in your room?
6 Is / Are there any trains to your town?

hi
SPEAKING
7 Complete the conversation. Write is, are, isn’t
or aren’t. 9 Work in pairs. Turn to page 180. Choose a place.
ap
A: Hey Miko. 1 Are there fun things to do Don’t tell your partner.
in your town? Student A: Ask questions with Is there and Are
are there. Guess your partner’s place.
B: Yes, there 2 . There
is Student B: Answer your partner’s questions.
3
a museum and there
gr
4 is an art gallery. A: Are there any mountains?
A: 5 Are there any mountains? B: Yes, there are.
aren’t 10 Work in pairs. Talk about a place you want to
eo

B: No, there 6 , but there

7 is a hill. visit. Ask and answer questions using Is there and
A: 8 Is there a nice park? Are there. Use the words in Exercise 4 to help you.
B: Yes. There 9 are two beautiful parks. A: I’d like to visit Morocco.
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A: Nice. And is there a cinema? B: Why do you want to visit Morocco?

B: No, there 10 isn’t . I watch films at A: It’s beautiful. There are many amazing markets.
home. B: Are there any ... ?
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EXPLORE MORE!
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Learn about popular tourist places around the world. Search for ’[country] + tourist attractions’.
111
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For additional practice, refer to the • Model the example conversation with a
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Grammar activity on page 277 of the student.

Teacher’s Book.
10
©

• Organize the class into new pairs.

SPEAKING Students take turns to ask and answer
9 questions about a place they want to
• Mix students so they work with go to.
new people. Tell students to choose a • Model the example conversation with a
place on page 180 of the Student’s Book student. Tell students that if they don’t
without telling their partner. Students know they can say, I’m sorry, I don’t
take turns to ask and answer questions know.
until they discover the place their partner
is describing.

155
LESSON 9C
9C
The weather is perfect!
LESSON GOALS
• Learn weather words
• Understand two travel advertisements
• Use object pronouns

LESSON GOALS
• VOCABULARY A main aim is for VOCABULARY 3 Work in pairs. Do you use these items in the sun,
students to learn and use weather 1 Work in pairs. Answer the questions.
wind, rain or snow?
words. 1 Do you sometimes check the weather? How? 1 3
2 What are some reasons people have for checking rain snow
• LISTENING A main aim is for students
the weather?
to listen to advertisements. 3 Do you like wet weather or dry weather more?
• GRAMMAR A further main aim is Why?

for students to practise using object 2 9.3 Match the words to the pictures. Listen
umbrella hat
and check.
pronouns.
2 4
• PRONUNCIATION A sub-aim is for d 1 a wind wind sun

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students to practise the /w/ and /v/
sounds.
• SPEAKING The speaking aim is for c 2 b snow

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students to talk about things they like
jacket flip flops
while using object pronouns.

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a 3 c rain Go to page 164 for the Vocabulary reference.

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LISTENING
VOCABULARY
b 4 d sun 4 9.4 Listen to two advertisements. Where is
1 the weather warm? Where is the weather cold?
The weather is warm in Jamaica and cold in Finland.
• Optional step Read the questions

c
(1-3). Give students one minute to think Jamaica

hi
about their answers. This preparation Where the sun always shines!
time allows students to organize their
thoughts and recall vocabulary.
ap
• Students answer the questions with
a partner.
gr

Sample answers
1 Yes. I use an app.
eo

2 They want to go outside. / To answer the

question, Do I need an umbrella?
3 I like dry weather more. I don’t like Finland
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cycling, hiking or doing other outdoor A land of

activities in wet weather. snow-filled
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adventure.
2
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9.3
• Ask students to work with a partner 112
to match the words and pictures.
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• Play the audio and ask students to check

their answers.
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• Optional step Play the audio again. 42951_U09_106-117.indd 112 3/7/22 11:02 AM

Students listen and repeat. 3 VOCABULARY NOTES

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• Optional step Model the new words Artifacts suggest ancient Egyptians used
AUDIO 9.3
and ask students to repeat after you. sandals similar to flip flops 4,000 years
1 sun 2 rain 3 wind 4 snow
©

Extra activity
Show students a photo of a suitcase. Ask
students to imagine that they are tourists
in their town. Ask, What do you bring in
your suitcases? Ask students to work with
a partner to list ten items. The first pair to
finish is the winner. Ask pairs to share their
ideas.
It is a good idea to drill the vocabulary ago. In modern society, flip flops have
and ask students to repeat. This gives many names. For example, in some
students confidence as they use the countries they are called sliders or slides.
expressions in their discussions.
• Ask students to take turns talking
For further information and practice, see
about when they use the items.
Vocabulary reference Unit 9 on page
164 of the Student’s Book.

156
 5 9.4 Look at the Listening skill box. Then listen 8 Work in pairs. Answer the questions. me, you, him, her, 2
again. Complete the sentences (1–8) with the 1 Which object pronouns are for people? us, them
verbs you hear. 2 Which object pronouns are for things? it, them Do you love the snow? Visit Finland in
LISTENING SKILL
3 Which are for more than one person or thing? you, us, them December! Learn to snowboard with our
Listening to advertisements 9 Write the sentences. Change the nouns to object friendly snowboarding teachers. Or go
Advertisements often make suggestions or pronouns. on a dog sled adventure with our team
ask you to take action. These suggestions 1 Give this wallet to your sister. Give it to her.
of amazing dogs. Get to know them, and
often begin with verbs. For example: 2 Help Larry find Mel and Stella. Help him find them.
Visit Finland in December.
let them take you on an exciting journey!
3 Send the email to Miguel and me now. Send it to us now.
Listen for these verbs to understand the message. 4 Tell Sofia to show the report to Jen and me.
Don’t worry about the weather. Visit our
Tell her to show it to us. saunas. These hot rooms are the perfect
enjoy forget go learn relax swim visit worry PRONUNCIATION place to rest on a cold winter day. Finally,
10 9.5 Look at the Clear voice box. Listen and
end your day the Finnish way. Swim in a
Jamaica:
repeat. cold lake, and feel alive! We want to hear
1 Relax at our wonderful hotel.
from you. Email us to find out more.

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2 Learn to cook Jamaican dishes. CLEAR VOICE
Enjoy
5
3 some reggae music. Saying /w/ and /v/
forget 9.4
4 Don’t your dancing shoes. The /w/ and /v/ sounds are similar, but they
Finland: are not the same. • Read the Listening skill box with the

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5 Visit Finland in December. water vegetable class. Point out that the verbs are in the
6 Go on a dog sled adventure. Practise saying /w/ and /v/ to make your English clear. infinitive form. Explain that the subject

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7 Don’t worry about the weather. weather wind always
Swim very video heavy
of the sentence is not spoken/written
8 in a cold lake.
but is assumed to be the people hearing/
6 Work in pairs. Which holiday sounds more

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11 9.6 Listen and repeat the sentences. reading the requests and suggestions.
interesting? Why? I think Jamaica sounds more
interesting. I want to try sailing. Jamaican 1 The wind is very strong today.
food sounds delicious. I want to listen to 2 The rain is always heavy in June.
• Optional step Read the verbs with the
GRAMMAR reggae music because I don’t know what it class. It’s easier for students to focus on
sounds like.
7 Read the Grammar box. Write the object SPEAKING the audio when they’re familiar with the

c
pronouns. words.
12 Look at the words below. Think of one thing for

hi
each word and write it down. • Play the audio again. Students
GRAMMAR Object pronouns
1 weather rain
Object pronouns are for people or things that complete the sentences from the
actions happen to. 2 a band
ap advertisements with the verbs. Students
me you him 3 a place
her it us them 4 an activity compare their answers with a partner.
Object pronouns usually come after a verb. • Optional step Play the audio again
gr
5 a type of food
Everyone loves it!
Get to know them. 13 Work in pairs. Ask and answer questions about and pause at key points if students have
your things in Exercise 12. problems hearing answers.
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Go to page 174 for the Grammar reference. A: Do you like the rain?
1 I me 2 you you 3 he him B: Yes, I do. I love it! Extra activity 1
4 she her 5 it it 6 we us A: Why do you love it?
Play the audio again. Students identify
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7 they them B: I like to lie in bed and read ...

other verbs used in the advertisements to
make requests and suggestions (come,
have, join, get, let, end, feel, email). Ask
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EXPLORE MORE!
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What is the weather like around the world? Which places have a lot of sun, snow, wind and rain? them to write the words down as they
113
Search for ’places with a lot of [weather word]’. listen. Encourage students to share their
answers with the class.
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Extra activity 2
For additional practice, refer to the AUDIO 9.4 Ask students to work with a partner and
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Vocabulary activity on page 255 of the 1 make sentences using the verbs to give
Teacher’s Book. Want to go somewhere nice and warm? advice about a place they know well. (e.g.
Visit Edinburgh Castle in Scotland.; Relax
©

Come to Jamaica. Everyone loves it! The

weather is perfect, and there are so many
LISTENING
things to do! Relax at our wonderful hotel.
4 9.4 It’s right next to the beach, far from the
• Play the audio. Students first listen to the noise of the city. Or have fun in the sun.
two advertisements. Then ask students Swim in the sea, or join us on a lovely boat
to look at the photos and answer the ride. The wind is always strong – perfect
questions. for sailing! Interested in Jamaican food?
Our chef Luisa is a wonderful cook. Join
• Check answers as a class.
one of our classes, and learn to cook
• Optional step Play the audio again. delicious Jamaican dishes with her. Finally,
Pause at key points if students have enjoy some reggae music with us. We have
problems hearing answers. an amazing band, so don’t forget your
dancing shoes!
near the Dead Sea.) Ask students to tell
the class about the place they know well.
If students are from the same town or city,
check how many students have chosen the
same place to talk about and why.
6
• Optional step To model what students
could say, talk about which holiday you
would choose, mentioning reasons for
your choice.

157
LESSON C
• Ask students to work with a partner to take turns discussing not, however, pressed tightly together. The /w/ sound is also
their ideas. voiced, so you can feel a slight vibration in your throat. Because
• Optional step Ask pairs to share their ideas with the class in there are minimal pairs, words which only differ by the /v/ and
feedback. /w/ sound (e.g. wine – vine, west – vest, worse – verse), it is
important for students to practise the pronunciation of both
GRAMMAR the /v/ and the /w/ sounds.

7 Extra activity
• Read the Grammar box with the class.
Ask students to brainstorm other words (or find them on pages
• Ask students to write the object pronouns. Then ask them
112–113 of the Student’s Book) with the /w/ and /v/ sounds. Write
to check their answers with a partner.
the following words from Student’s Book pages 112–113 on the
For further information and practice, see Grammar reference board as examples: wallet, work, worry, weather, word, wind;

ng
Unit 9C on page 174 of the Student’s Book. give, voice, visit, verb, adventure, love.
Ask students to take turns practising the pronunciation of the
words with their partners.

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GRAMMAR NOTES
Remind students that object pronouns contrast with subject For additional practice, refer to the Pronunciation activity on

ar
pronouns. Subject pronouns are the subject of the sentence page 296 of the Teacher’s Book.
(e.g. I like beaches.) In contrast, object pronouns receive the
11

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action. They come after the verb or a preposition (e.g. I cook 9.6
lunch for him.). It is sometimes used even though we are • Play the audio. Ask students to listen and repeat.
talking about people (e.g. Look! It’s (name of famous movie
AUDIO 9.6
star!). Remind students that object pronouns are used so that

c
we are not repeating the same word many times. 1 The wind is very strong today.

hi
2 The rain is always heavy in June.

8
ap
SPEAKING
• Students take turns to ask and answer the questions (1–3)
with a partner. 12
gr
• Check answers as a class. • Give students time to write words they associate with each
topic. Set a three-minute time limit.
9
eo

• Mix students so they have new partners. To increase the 13

challenge, you could ask students to cover the Grammar box • Organize the class into new pairs. Ask students to take
and rewrite the sentences to replace the nouns. Check answers turns asking and answering questions about the things they
G

as a class. wrote in Exercise 12. Set a five-minute time limit.

• Optional step Students take turns with their partner to say the • Model the example conversation with a student. Point out
l

sentences with object pronouns. that the speakers use an object pronoun rather than repeating
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the word rain. Also point out that Student A asks a follow-up
For additional practice, refer to the Grammar activity on page question. Encourage students to follow this pattern.
278 of the Teacher’s Book. • Optional step In feedback, ask students to say what surprised
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them the most (e.g. I am surprised because my partner loves the

PRONUNCIATION
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rain. I hate it.).

10 9.5
EXPLORE MORE!
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• Give students time to look at the Clear voice box. Explain how
to make the /v/ and /w/ sounds (see the Pronunciation notes). If there is internet access in class, organize the class into pairs or
groups and ask them to search online for ‘places with a lot of
©

• Play the audio. Students listen and repeat.

[weather word].’ Encourage each partner or group member to
AUDIO 9.5 search for a different weather word. Ask them to present their
water vegetable weather wind findings to the class. Alternatively, ask students to prepare their
always very video heavy research for homework before presenting in the next class.
Example:
There is a city in Arizona called Yuma. It has 11 hours of sun a
PRONUNCIATION NOTES
day in the winter. In the summer, there are 13 hours of sun a day.
To make the /v/ sound, the top teeth touch the bottom lip. The Yuma is in the Guinness Book of World Records.
/v/ sound is voiced, so if you put your hand on your throat,
you can feel your vocal cords vibrate. When making the /w/ See Workbook pages 62–64 for extra practice (Vocabulary,
sound, the lips are rounded and protrude slightly. The lips are Listening, Grammar, Pronunciation).

158
LESSON 9D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to make phone calls and make a phone booking. The
lesson ends with a roleplay task in which students put the tips they’ve learned into
practice to book a hotel room.

SPEAKING VIDEO 9.2

Many people don’t like talking to new people on the phone.
1 But sometimes, we need to call people we don’t know. Here’s
• Optional step Model the activity by discussing whether you
what you can do:

ng
like talking on the phone. Give reasons for your answer.
1. Say hello.
• Organize the class into pairs. Ask students to take turns
Or use some other polite greeting, like hi or good afternoon.
asking and answering the questions (1–3) with a partner. Then

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share ideas with the class. 2. Check if it’s the right person
You don’t know who’s on the other end, so check.
Sample answers

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3. Say the reason for your call
1 No. I like to text or video chat. I like to see people.
2 one time a week Sometimes, it’s also good to say who you are.

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3 my family 4. Speak in a clear voice.
Slow down, and speak up. The other person can’t see you. Your
COMMUNICATION SKILL NOTES voice needs to be easy to understand.
And finally …

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This lesson introduces polite language when talking on the
Be friendly!

hi
phone and making a phone booking. Talking on the phone can
be particularly difficult because we get nervous. In addition, we Remember: you can’t see a smile on a phone call! Try to sound
friendly.
cannot see the other person’s gestures. Making a booking is
ap
an important real-world function that students need to learn. So remember, the next time you make a phone call: say hello,
The aim of the lesson is to give students the tools they need to check if it’s the right person, say the reason for your call, speak in
gr
make sure they can politely manage phone conversations. a loud, clear voice and be friendly.
3
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• Read out and discuss the information in the Communication

MY VOICE
skill box. Point out that this is a summary of the information
2 9.2 they just studied in the video.
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• Give students time to read the questions (1–3). Elicit examples • Ask students to answer the questions and then talk about
of greetings from the class. Point out which can be used for a the answers with a partner.
phone call.
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Sample answers
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• Optional step Model having a conversation on the phone with 1 No.

a student using the ideas elicited from the class. 2 1, 2 and 5 are easy. 3 and 4 are difficult.
• Play the video in which the narrator gives five tips for talking
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on the phone. Ask students to answer the questions. Students 4

compare their answers with a partner before checking answers • Optional step Ask students to brainstorm situations when
at

as a class. they make a phone booking (e.g. to take a tour, to go to the

theatre, to rent a car).
• Optional step Play the video again. Pause at key points if
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students have problems hearing answers. • Read through the Useful language box with the class. Point out
the meaning and use of the expressions. Emphasize that we
Sample answers
©

usually say, This is Betsy rather than I’m Betsy.

1 hello, hi, good afternoon
• Optional step Model the sentences and questions and ask
2 No.
students to repeat after you.
3 Speak clearly and in a cheerful tone.
• Mix students so that they are with a new partner. Students
classify the expressions according to the type of booking.

159
LESSON D
Answers
1 Do you have a table for … ?
9D
Speaking on the phone
LESSON GOALS
• Learn how to speak on the phone
• Make a phone booking
• Say /θ/ in ordinal numbers and dates

2 I’d like to book …

3 Can I book a room … ?
4 Hello? Can I speak to … ? This is Dan.

VOCABULARY NOTES
A booking is a reservation in American
English. In addition to using book/
reserve as a noun (e.g. make a booking/
make a reservation), we can use book
and reserve as verbs (e.g. I booked/

ng
reserved a room for next week.)

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5

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• Optional step Explain to students that
ordinal numbers are used to say the
order or position of things.

Le
• Ask students to write the words to
complete the calendar.
• Optional step Ask students to look

c
at the first three dates. If your students SPEAKING 3 Look at the Communication skill box. Answer the

hi
know baseball, explain that these words questions.
1 Work in pairs. Answer the questions.
are the same as the bases in baseball. Ask 1 Do you like speaking on the phone? Why? / COMMUNICATION SKILL
students to find other numbers where Why not?
ap Speaking on the phone

first is used (twenty-first, thirty-first).
• Ask students to compare answers
with a partner. Because some words
require a change in spelling (i.e. not just
eo
2 How often do you speak on the phone? When you call someone you don’t know, try
3 Who do you usually speak to on the phone? these tips:
gr
A: I like speaking on the phone. It’s quick. 1 Say hello.
B: I don’t like speaking on the phone. I can’t see the 2 Check if it’s the right person.
person. 3 Say the reason for your call.

4 Speak in a clear voice.

the addition of -th), ask students to write
MY VOICE 5 Be friendly.
the words on the board. Check answers
2 9.2 Work in pairs. Watch the video. Answer 1 Is it easy to do these things in English?
as a class.
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the questions. 2 Which tips are easy? Which are difficult?

• Optional step Point out that twenty-
second and twenty-third follow the same
pattern as second and third. Point out
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1 What greetings can you use on the phone? I think tips 4 and 5 are difficult to do in English ...
2 Do you always need to say who you are?
3 How can you sound friendly on the phone?

that eleventh, twelfth and thirteenth

do not follow this pattern. As a critical 114
thinking exercise, ask students to notice
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how most ordinal numbers are made (by

adding -th).
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Extra activity 1
Extra activity 2 PRONUNCIATION
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As a critical thinking exercise, ask students

Organize the class into teams. On the
to work with a partner and make rules for
board, write a list of dates using only
6 9.7
the spelling of ordinal numbers. Set a four- • Read through the information in the
©

minute time limit. Ask pairs to share their
ideas with the class.
Change the -ve to -f for fifth and twelfth.
Don’t have two ts in a row (e.g. eighth).
Drop the e for ninth and twenty-ninth.
Change the -y to -ie (e.g. twentieth).
numbers (e.g. 6/10). There should be one
Clear voice box. Demonstrate how the
date for each team member. One student
/θ/ sound is made (see Pronunciation
from each group races to the board,
notes).
writes one of the dates as words (e.g. 6th
October), returns to their group, and the • Play the audio. Students listen and
repeat.
next member writes a date. After one team
has finished all of their dates, ask students • Optional step Organize the class into
to stop writing. Students work together to new pairs. Play the audio again, pausing
correct any of the dates that were written after each word. Students take turns
incorrectly (e.g. correct use of -st). The saying the word with their partner and
team with the most correct dates is the checking each other’s pronunciation.
winner.

160
 4 Look at the Useful language box. Which phrases PRONUNCIATION
can you use when you call: Extra activity
6 9.7 Listen and repeat the words slowly.
1 a restaurant 3 a hotel Organize the class into groups of four
2 a travel company 4 anyone CLEAR VOICE
θ/
Saying /θ to six students. Ask students to take
Useful language Making a phone booking Many ordinal numbers have the /θ/ sound. turns asking the group members when
Saying hello
This can be difficult to say. their birthday is. Monitor students’
fourth fifth sixth seventh pronunciation of the /θ/ sound. Drill the
Hello? Can I speak to ... ?
eighth ninth tenth eleventh
Hi. Is this ... ?
twelfth thirteenth twentieth thirtieth
ordinal numbers with the /θ/ sound again
This is (Dan).
if necessary.
Making a booking
Can I book a (room for 23rd November)? SPEAKING
I’d like to book a (tour tomorrow at 4 p.m.).
For additional practice, refer to the
Do you have a table for (five people at 6 p.m.)? 7 Work in pairs. Call your partner. Book a hotel Communication activity on page 239 of
room, a tour or a table at a restaurant. Use the
Answers Useful language expressions.
the Teacher’s Book.

ng
I’m sorry, we’re fully booked.
Yes, of course. For how many people? 8 OWN IT! Work in pairs.
Yes, sure. For what date, please? Student A: You’re planning a holiday. Your partner
works for the Riverside Hotel. Call your partner and
SPEAKING
Saying dates
7

thirty-first of March / second of June
5 We use ordinal numbers to say dates. Look at
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book a room for three nights. Use the calendar below
and choose the best dates for you.
Student B: You work at the Riverside Hotel. Use the • Organize the class into new pairs.

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the calendar and write the missing words. Then calendar on page 181 and help your partner book Students roleplay making a phone
practise saying the dates in pairs. a room.
booking. Ask them to take turns playing
A: Hello. Riverside Hotel. How can I help you?

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B: Hi. I’d like to book a room for …
both roles.
• As students practise, monitor their
August conversations, reminding them to say the
dates correctly. In feedback, discuss any

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Monday Tuesday Wednesday Thursday Friday Saturday Sunday
errors that students made.

hi
1st 2nd 3rd 4th 5th 6th 7th

first second third fourth fifth sixth

ap seventh 8 OWN IT!
8th 9th 10th 11th 12th 13th 14th
• Ask students to work in new pairs.
eighth ninth tenth eleventh twelfth thirteenth fourteenth Students take turns to make a booking.
Ask them to take turns playing both
gr
15th 16th 17th 18th 19th 20th 21st roles. Set a five-minute time limit.
fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first
• Model the example conversation with a
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22nd 23rd 24th 25th 26th 27th 28th

student.
twenty- twenty- twenty-fourth twenty- twenty- twenty- twenty- • As students practise, monitor their
second third fifth sixth seventh eighth
conversations. In feedback, discuss any
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29th
twenty-
30th 31st 1st 2nd 3rd 4th
errors that students made.
thirtieth thirty-first
ninth • Optional step Ask students to share
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their booking information (i.e. when

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they will stay at the hotel) with the class.

115
For additional practice, refer to the
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Mediation activity on page 312 of the

Teacher’s Book.
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See Workbook page 65 for extra practice

AUDIO 9.7
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PRONUNCIATION NOTES (Pronunciation).

fourth tenth
The /θ/ sound is one of the most
fifth eleventh
difficult consonant sounds for English
©

sixth twelfth learners, particularly those who don’t

seventh thirteenth have the sound in their first language
eighth twentieth (e.g. Indonesian, French, Chinese). The
ninth thirtieth /θ/ sound is made when the end of the
tongue goes between the teeth. Both
the top and bottom teeth gently touch
the tongue. Other people should be
able to see the tongue sticking out from
the teeth. There is no vibration in the
throat.

161
LESSON 9E
9E
I love it here!
LESSON GOALS
• Learn how to use exclamation marks
• Learn expressions for writing about travel
• Write a postcard

LESSON GOALS
• WRITING The aim of the lesson is for
students to write a postcard. Students Ilhabel a,
Brazil
practise writing a postcard about a
holiday.

SPEAKING
Hi Mum and Dad!
1 It’s your son, Yujiro! I’m in Ilhab
ela, Brazil. It’s
• Optional step Model the activity by a beautiful island near São Paulo
. I love it! The

ng
weather here is perfect. The sun
discussing a few postcards you have is always out,
and the wind is strong. It’s a great
place for
received. sailing!
There are two lovely beaches, and 870-7866, Oita Ken
• Organize the class into pairs. Ask there’s a

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waterfall in the south. It’s beaut Oitashi
iful! There’s also
students to discuss the questions (1–2). a big forest. I go hiking there every
morning. 778-9 Oaza
Brazilian food is amazing. My hotel
is famo us for

ar
• Ask some pairs to share their ideas with its food! Japan
the class in feedback. I really miss you. Text me or email
me.
Lots of Love,

Le
Sample answers
Yujiro
1 No.
2 They go on trips. No, I don’t think
postcards are better than text messages

c
or emails.

hi
READING FOR WRITING
ap
Dear José,
2 It’s me, Amira
! I’m finally in
Sweden for my
ay. It’s
do es n’t fe el like a holid
• Students read the postcards and answer holiday. But it
of sn ow . I can’t go
d there’s a lot an d there
really cold an
gr
the questions. Set a five-minute time bu t it’s sm all
hotel is nice,
outside! The
limit. do.
isn’t much to sit Blvd Venezuela
GREETINGSDEN!
guests like to
t alw ays ba d. The d talk. They ’re No 1256, San
Salva dor
eo

• Ask students to compare their But s

it’ no ing an
ev en
FROM SWE
e in th e
around the fir d they ’re very El Salva dor
answers with a partner. the world, an licious
fro m all over e re sta ur ant makes de
so, th
• Optional step To develop students’ interesting. Al
cakes! t. I
G

, but I’m alrigh

global awareness, ask them to find Brazil rfect holiday
It’s not the pe
to o!
and Sweden on a world map. ho pe yo u are
be st fr ien d,
Yo ur
l

Answers Amira.
na

Yujiro is in Brazil. He’s writing to his parents.

Amira is in Sweden. She is writing to José. 116

3
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• Mix students so they work with

at

new partners. Ask students to read the 42951_U09_106-117.indd 116 3/7/22 11:02 AM

postcards again and then classify the 4 • Organize the class into new pairs.
N

sentences (1–4). Students work in pairs • Read through the Writing skill box with Ask students to find the expressions in
and answer the question. your class. Students read the postcards the postcards.
• Ask pairs to share their ideas with the again. Ask students to circle all of the
©

• Check answers as a class.

class. Discuss reasons for the answers.
Extra activity
Ask students to identify what Yujiro and
Amira are doing during their holidays.
Ask students to talk with a partner about
which holiday they would prefer and why.
Answers
Yujiro: sailing, hiking, eating
Amira: talking to people from all over the
world, eating
exclamation marks in the postcards.
• Students discuss why the authors 6
have chosen to use exclamation marks • Students write words to complete
the text and then compare their answers
rather than full stops.
with a partner.
Answers
• Optional step Students take turns
They use exclamation marks to show they
making questions about the paragraph
are happy, angry and surprised, and to
(e.g. Are there any mountains?). Their
show they think something is important.
partners use the paragraph’s content to
5 answer (e.g. Yes, there are.)
• Read through the Useful language box
with your class.

162
 SPEAKING
1 Work in pairs. Look at the postcards. Answer the
questions.
1 Do you sometimes get or send postcards?
2 Why do people send postcards? Are postcards
better than text messages or emails?
READING FOR WRITING
2 Read the postcards. Where are Yujiro and Amira?
Who are they writing to?
3 Read the postcards again. Write Y (Yujiro), A
(Amira) or B (both). Are they both having a good
time?
1 The weather is great. Y
2 There isn’t much to do. A
3 There are many things to see. Y
4 The food is good. B
Yujiro is having a good time, but Amira is not.
4 Look at the Writing skill box. Circle all the
exclamation marks in the postcards. Why do
Yujiro and Amira use them?
WRITING SKILL
Using exclamation marks
Exclamation marks (!) can mean different
things. Use them at the end of sentences to
show ...
• you feel happy.
• you feel angry.
• you are surprised.
• something is important.
5 Look at the Useful language box. Can you
find examples of the expressions in the two
postcards?
Useful language Writing about travels
I’m on holiday in (Mombasa).
It’s beautiful / amazing / great / lovely!
I love it here!
The weather is great / perfect / terrible.
There’s a (beautiful beach).
There are (excellent cafés).
There are so many things to do.
It’s a great place to (read a book).
Yujiro: I love it! The weather here is perfect. There are
two lovely beaches, and there’s a waterfall in the south.
It’s beautiful! There’s also a big forest.
Amira: The hotel is nice, but it's small and there isn’t
l
much to do.
na
io
at
42951_U09_106-117.indd 117
7 8
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• To set up the task, read aloud the
example or model your own example.
Then ask students to write sentences
©
about a popular tourist place that they
know.
• Optional step Ask students to take
turns reading their sentences with a
partner.
Sample answer
I’m on holiday in Kuala Lumpur. It’s
amazing! I love it here! The weather is
perfect. There’s a really big shopping
centre. There are excellent restaurants.
There are so many things to do. It’s a great
place to visit many museums.
6 Complete the text. Use words from the Useful
language box.
The town of Arslanbob in Kyrgyzstan is beautiful. I
1 love it here. The 2 weather
great. It’s cool all day. And there are many mountains
and waterfalls. There are so many 3 things
place
to do. It’s a great 4 to go hiking and
camping, and to relax too.
7 Rewrite the sentences in the Useful language
box. Make them about a popular tourist site you
know in your country or in another country.
I am on holiday in Miami. It’s beautiful! There are
amazing beaches, and many …
8 Look at the Critical thinking skill box. Why are
Yujiro and Amira sending their postcards?
CRITICAL THINKING SKILL
Reasons for writing
When you write, think about why you’re
writing. For example, people send postcards because
they want to ...
• say they miss someone.
• say they are OK.
• tell people where they are.
• share their travel plans.
WRITING TASK
9 Imagine you’re on holiday. Think of someone to
c
send a postcard to. Write notes.
hi
1 Where are you? What’s it like there?
2 What is the main reason for your postcard?
3 What else do you want to say in your postcard?
ap
10 WRITE Write a postcard. Use your notes and the
Useful language expressions to help you.
11 CHECK Use the checklist. My postcard …
gr
says where I am.
describes the place I’m in.
shows the reason I’m writing.
eo
12 REVIEW Work in pairs. Read your partner’s
postcard. Does it do everything in the checklist?
Would you like to visit the place in their
G
postcard?
Go to page 158 for the Reflect and review.
117
• Read through the Critical thinking skill
box with the class. Give students time to
read the text carefully.
• Ask students to answer the question.
Answers
Both tell us where Yujiro and Amira are.
Yujiro misses someone. Amira says she
is OK.
WRITING TASK
is
9
• Students write details about a holiday.
Set a four-minute time limit.
• Monitor and encourage students who
finish quickly to add more detail about
things they can do and see at the place.
Sample answers
1 Peru, rainy
2 to send a picture of Machu Picchu and
say I miss them
3 share my travel plans to return home
ng
10 WRITE
• Students use the ideas from their notes
ni
to write a postcard. Set a five-minute
time limit.
ar
• Monitor and encourage students to use
the model postcards and the information
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they studied in this lesson.
• Optional step Put students in new
pairs and ask them to read their partner’s
postcard.
11 CHECK
• Ask students to use the checklist.
Students look at their postcards and
check against the checklist.
• Optional step Set a three-minute time
limit for students to revise their postcards.
12 REVIEW
• Mix students so they are with a new
partner and ask students to exchange
their postcards to check. Remind them
to refer to the checklist in Exercise 11.
• Optional step Students compare and
comment on each other’s postcards
and make suggestions for revision (e.g.
Your reason for writing isn’t clear.). Set
a three-minute time limit for students to
revise their postcards.
3/7/22 11:02 AM
• Students take turns to talk about
whether they would like to go to the
place in their partner’s postcard.
• In feedback, ask students what mistakes
they made and why. Write common
errors on the board and correct them.
See Workbook page 65 for extra practice
(Writing).
For Unit 9 Reflect and review, see
Student’s Book page 158.
163
 UNIT 10
Staying healthy

UNIT GOALS

ng
10A Vocabulary, reading and
speaking

ni
• name different body parts; read

ar
about how to have a healthy
mind; learn how to use headings
to understand main ideas in an

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article

10B Listening, grammar,

c
pronunciation and speaking

hi
• listen to people talk about sports
equipment; use the present ap
continuous tense; understand
word groups; practise describing
things that are happening now
gr

10C Vocabulary, listening,

grammar and speaking
eo

• practise talking about exercise

and training; understand people
G

talking about how they exercise;

use the present continuous and
present simple tenses
l
na

10D Speaking 118

• use intonation when giving
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directions; practise asking for

and giving directions
at

10E Speaking, reading and

42951_U10_118-129.indd 118 1/10/22 11:30 AM

ABOUT THE PHOTO 1

N

writing The unit theme is staying healthy. The • Optional step To set up the task, use
• talk about surveys; identify main photo shows women taking sand baths in the photo on the page to elicit and teach
parts of a report; write a report Japan. The ancient Egyptians are believed key words students will need: sand,
©

and check what you write
Photocopiable resources
Communication activities: pp. 240–241
Vocabulary activity: p. 256
Grammar activities: pp. 279–280
Pronunciation activity: p. 297
Mediation activity: p. 313
Workbook
Unit 10 pp. 66–71
to have used sand baths. The therapy bath, sunbathing, sand bath.
cleans your skin and relaxes your muscles • Ask students to take turns asking
and mind. and answering the questions (1–3).
In order to experience the therapy, you
Sample answers
need to be willing to be covered up to
1 lying on the beach / lying in the sand /
your neck with really hot sand. Because of
having a sand bath
the heat, you get very hot, and you sweat
2 to relax
a lot. Once out of the sand, you stay in a
3 Yes.
warm blanket while your sweat and the
sand creates a mud-like mask. At the end
of the session, you wash off this mud, and
the treatment is over.

164
 10
Staying healthy
Nora: How do I stay healthy? I try to eat
healthy food. I eat small meals, and when
I’m hungry, I have healthy snacks. Fruit and
nuts are great snacks. Also, I try to rest
when I’m tired. I stop what I’m doing, and
I have a little break. It’s important to listen
to your body!

GOALS Extra activity 1

• Understand headings and parts of an article Play the video again. Ask students to take
• Describe things that are happening now
notes on how Rubén explains the word

ng
• Name different parts of the body
• Listen for specific information meditate (close your eyes and relax) and
• Ask for and give directions
• Write a simple report
how Nora explains her sentence I try to eat

ni
healthy food (by giving examples – small
1 Work in pairs. Discuss the questions. meals, healthy snacks).

ar
1 Look at the photo. What are the people doing?
2 Why do you think they are doing it?
3 Would you like to try it? Extra activity 2

Le
WATCH Ask students to identify Nora’s opinions
(Fruit and nuts are great snacks. It’s
2 10.1 Watch the video. Answer the questions.
important to listen to your body!). Ask

c
NATIONAL GEOGRAPHIC EXPLORERS
students to talk with a partner about
whether they agree, giving reasons for

hi
ap their ideas.

3
RUBÉN SALGADO
NORA SHAWKI • Students work with a new partner
ESCUDERO
and take turns asking and answering the
gr
1 How do Rubén and Nora stay healthy?
questions. Set a two-minute time limit.
2 Which tip do you think is the most important?
• Ask two students to use the example
eo

3 Make connections. Work in pairs. Answer the

questions. sentences to provide models for the
1 Why is good health important? class.
2 How do you try to stay healthy?
G

Good health means I can do more things.

Many people believe that bathing in the I usually exercise and eat good food. ABOUT THE EXPLORERS
warm sands of Japan’s Ibusuki Beach is
RUBÉN SALGADO ESCUDERO is a
l

good for the mind and body.

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photographer and filmmaker who was

119 born in Spain but has also lived in the
United States, Germany and Myanmar. He
io

currently lives in Mexico. His project, Solar

Portraits, highlights the lack of electricity
at

42951_U10_118-129.indd 119 1/10/22 11:30 AM for over 1 billion people in developing Asia
Answer and sub-Saharan Africa. His photos show
WATCH
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1 Rubén stays healthy by doing yoga. Nora people’s lives and experiences with gaining
2 10.1 stays healthy by eating healthy food and electricity.
• Optional step Read the names of the resting. NORA SHAWKI is an Egyptian
©

explorers with the class. It’s easier for
students to focus on the video when
they’re familiar with the names.
• Ask students to read the questions (1–2).
Then play the video in which Rubén
Salgado Escudero and Nora Shawki talk
about how they stay healthy.
• Students compare answers in pairs
before checking their answers as a class.
Sample answer archaeologist. She studies people and
2 I think Nora’s tip is the most important places from the past. She spends her time
because listening to your body can help digging and doing research. Now, she is
your daily life. working in the Nile Delta in Egypt to try
to save areas from modern building and
VIDEO 10.1
development.
Rubén: How do I stay healthy? Yoga!
Most people think of yoga as a physical
exercise – it makes you strong and flexible.
But yoga is great for the mind too. It’s a
great way to meditate – to close your eyes
and relax. Yoga is really important to me. It
brings joy to my everyday life.

165
LESSON 10A
10A
A healthy mind
LESSON GOALS
• Name different body parts
• Understand headings in an article
• Understand an article about having a
healthy mind

LESSON GOALS
• VOCABULARY A sub-aim is for VOCABULARY READING
students to practise the names of 1 Look at the photo of the face. Label the
10.1 4 Work in pairs. Look at the picture and title on
different body parts. parts. Listen and check. page 121. Answer the questions.
1 Which do you think is more important: a healthy
• READING The main aim is for ear eye hair mouth nose mind or a healthy body? Why?
students to learn how headings are 2 What do you think are some ways to have a
used in an article. healthy mind?

• SPEAKING The speaking aim is for 1

hair 5 Look at the Reading skill box. Then read the
article quickly. Write the missing headings.
students to talk about ways that they 2
ear 4
can have a healthy mind. eye Be creative Eat healthy food Rest

ng
3
nose
5
mouth READING SKILL
Understanding headings
VOCABULARY

ni
Some articles have sections, or parts.

1 10.1 2 Look at the photo. Label the body parts.

10.2
Listen and check.
Headings make these parts easy to see and
understand. Each section has a main idea. Headings

ar
• Give students time to look at the photo. describe that main idea.
Read through the words for the different arm foot hand head leg
6 Read the article. Answer the questions.
parts of the face in the box with

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1 When you take a break, you ...
students. 1
head a finish your work. b rest for a short time.
2 Stress is something people usually feel when
• Ask students to work in pairs to they are ...
write the words. Then play the audio to a very busy. b very happy.

c
2
arm
check answers. 3 A balanced diet is one with ...

hi
a a little of everything. b a lot of one thing.
• Optional step Play the audio again. 3 4 How can you exercise your brain?
hand
Students listen and repeat. Read each a learn things b run more
item with your class.
ap 5 How can you spend time with a friend?
a send them an email b meet them for lunch
AUDIO 10.1
SPEAKING
gr
1 hair 4
leg 7 Write notes. Look at each tip in the article. Think
2 ear of one or two things you can do for each.
eo

3 nose 5
foot I can take more breaks when I study.
I can go for a walk after lunch.
4 eye
8 Work in pairs. Tell your partner your ideas.
5 mouth
G

Which do you think you can do?

3 Work in pairs. Close your books. Point to a part I can take more breaks and go for more walks.
of your face or body. Your partner names it.
VOCABULARY NOTES Go to page 164 for the Vocabulary reference.
l
na

Hair is both a countable and an

uncountable noun. When talking about 120
hair in general (e.g. She has brown
io

hair.), hair is uncountable. When talking

about several pieces, often called
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strands, it is countable (e.g. The police 42951_U10_118-129.indd 120 1/10/22 11:30 AM

found some black hairs at the crime

AUDIO 10.2 3
N

scene.).
1 head • Ask students to work in new pairs
2 arm and to take turns testing their partner on
2
©

10.2
3 hand the names of the body parts.
• Give students time to look at the photo.
4 leg • Optional step Read out a body part
Read through the words for the different
5 foot and tell students to point and say the
body parts in the box with students.
words.
• Ask students to work in pairs to
VOCABULARY NOTES
write the words and label the photo. For further information and practice, see
Then play the audio to check answers. The plural of foot is feet. Students will Vocabulary reference Unit 10 on page
• Optional step Play the audio again. need to memorize this new word. 164 of the Student’s Book.
Students listen and repeat. Read each
item with your class.

166
 Sample answers
1 I think a healthy body is more important.
A healthy body gives us energy.
2 There are many ways to have a healthy
mind. We can read books, rest, relax and
get enough sleep.
Extra activity
Ask students to use a show of hands to
find out whether they think a healthy
mind or a healthy body is more important.
Group students so that they are with
students who have the opposite opinion.

ng
How to have Teach and drill expressions to offer differing
opinions. Examples:
I see what you mean, but …

ni
a healthy mind I agree with that, but …

ar
That’s a good point, but I also want to
say …
Ask groups to talk about their ideas.

Le
Encourage students to politely give
Many people exercise and look after their bodies. But a healthy mind
differing opinions using some of the
is important too. Here are six ways to keep your mind healthy.
expressions.

c
1 Rest 4 Learn new things
5

hi
When your mind is tired, your whole body feels Exercise your brain. Learn new things in
tired too. Take breaks and get enough sleep. your free time. Read a book or listen to an • Optional step Drill the headings in the
word box to practise pronunciation.
Go on a holiday if you can. interesting podcast.
ap
• Read out the information in the Reading
2 Exercise 5 Be creative
skill box with the class.
Exercise is good for your mind too. It helps Give your mind something fun to do. Write a
gr
with stress, and it helps you sleep better. Try to song, paint a picture or make videos. There are
• Optional step Explain headings in more
exercise a little every day. many ways to be creative! detail (see Grammar notes).
eo

• Ask students to read the article quickly

3 Eat healthy food 6 Make friends
and write the missing headings. Set a
There isn’t one special ’brain food’. Eat a We all need people who care about us. Make
three-minute time limit.
balanced diet. Is the food you’re eating good new friends and spend time with old ones. Talk
G

for the body? Then it’s also good for the mind. about your lives. It’s good for the mind. • Ask students to compare their
answers with a partner.
l

EXPLORE MORE!
6
na

What other things can you do to keep your mind healthy? Go online and look for tips. Search for
’secrets to a healthy mind’. 121 • Ask students to read the article in more
detail and answer the questions (1–5).
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Set a five-minute time limit.

• Ask students to compare their
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42951_U10_118-129.indd 121 1/10/22 11:30 AM

answers with a partner.

READING 4 Extra activity 1

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• Optional step Read out the questions Ask students to work with a partner and
ABOUT THE TEXT (1–2). Give students time to prepare take turns to use take a break and spend
©

The text type is an article. The text consists answers. Set a three-minute time limit. time in sentences. Set a four-minute time
of six short paragraphs that discuss This preparation time allows students limit. Then ask some pairs to write one of
different ways to have a healthy mind. to brainstorm ideas, organize their their sentences on the board.
Scientists have shown that our mental thoughts and recall vocabulary. Sample answers
health affects our physical health and our • Students discuss the questions with My father never takes a break so he is
physical health also affects our mental a partner. always tired.
well-being. Both also affect our habits, I spend time with my grandmother and
which can positively or negatively affect grandfather every Sunday.
our health.

167
LESSON A
Extra activity 2
Ask students to do research on examples of food that is good for
the body and the mind. Encourage them to also find photos of
the food since their classmates may not know the names of some
kinds of food. If there is internet access in class, ask students to
work with a partner to do the research online. Encourage each
pair to find at least two foods so that if one pair presents on the
same food, they have a different food to talk about. Ask pairs to
present their findings to the class. Alternatively, ask students to
prepare their research for homework before presenting in the
next class.
Sample answers
Sample answers
Draw a picture and give it to an elderly person who doesn’t get
out of their flat very much. (Point out that going into a stranger’s
flat is not wise.)
Pick up rubbish at a nearby park.
Spend a morning volunteering at an animal rescue centre.
Give clothes I no longer use to a charity.
Give magazines that I have read to a nearby hospital or elderly
care centre.
EXPLORE MORE!
If there is internet access in class, ask students to search online

ng
fish like tuna and sardines, blueberries, broccoli, coffee, nuts, using ‘Secrets to a healthy mind’. Ask pairs to present their
oranges, eggs findings to the class. Alternatively, ask students to prepare their

ni
research as homework and present their findings in the next class.
SPEAKING Examples:

ar
Understand you aren’t great all the time. Accept and learn from
7 mistakes and minor setbacks. Love yourself!
• Ask two students to use the example sentences to provide Control your feelings.

Le
models for the class. Have a good attitude.
• Ask students to read the questions and write notes about
See Workbook pages 66–67 for extra practice (Vocabulary,
practical, realistic things they can do to have a healthy mind. Set
Reading).

c
a five-minute time limit.

hi
Sample answers
Rest: have a nice piece of cake with a friend
Exercise: take a walk and talk with a friend
ap
Eat healthy food: eat more fruit, stop eating biscuits
Learn new things: how to edit photos, how to play a musical
gr
instrument, how to cook new food
Be creative: make a new dance, take photos, create a pencil
eo

holder out of things you already have

Make friends: join a book or sports club to meet new people
8
G

• Model the example for the class.

• Mix students so they work with new people. Then ask
l

students to take turns talking about their ideas and deciding

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which they can (realistically, actually) do. Set a five-minute time

limit.
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• Optional step Change pairs two or three times so students

have the chance to hear different ideas. This will also allow
at

students to talk about their ideas several times, which will help
them develop fluency and confidence.
N

Extra activity
Explain to students that one way to have a healthy mind is to help
©

others. When we help others, we often feel very positive. We

know that we made a difference and we are often appreciated.
Ask students to work in pairs or groups to brainstorm small things
they could do to help others like a partner, parent, colleague or
neighbour. Set a three-minute time limit. Ask students to share
their ideas with the class. Then ask students to talk with their
group members about which activities they would like to try.

168
LESSON 10B
LESSON GOALS
• LISTENING A sub-aim is for students to practise listening to people using the present
continuous.
• GRAMMAR The main aim is for students to learn how to describe things happening
now by using the present continuous.
• PRONUNCIATION A further sub-aim is for students to understand the stress on the
last word in word groups.
• SPEAKING The speaking aim is for students to practise talking about what people are
doing.

ng
LISTENING AND GRAMMAR Narrator: Three
Interviewer: Excuse me. Are you buying these new football
1 boots?

ni
• Optional step Begin by writing the title I’m buying running
Man 2: No, I’m not. I’m just looking at them. I’m getting this new
shoes on the board and ask students to look at the photo. football shirt …

ar
Students identify the running shoes in the photo.
Interviewer: Ah. That’s a nice shirt! Do you play football often?
• Ask students to work in pairs and take turns to ask and
Man 2: Um … No, I don’t play football. But I love the shirt!

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answer the questions. Ask students to share their answers with
the class. 3 10.3
• Ask two students to use the example sentences to provide • Play the audio again. Students write the words from the box to
models for the class. complete the summaries. Check answers as a class.

c
Sample answers • Optional step Play the audio again and pause at key points if

hi
1 I usually wear a T-shirt and shorts. ap students have problems hearing answers.
2 I don’t use any sports or exercise equipment. Extra activity
Ask students additional comprehension questions. For example:
VOCABULARY NOTES How long is a marathon? (42 kilometres)
gr
Running shoes are athletic shoes that are specifically designed Who is helping the woman buy a new racquet? (her tennis coach)
for running. Trainers are shoes that are designed for sports, but Does the second man play football? (No, he doesn’t.)
eo

people also wear them during daily life.

4
• Students read the Grammar box and examples, which focus on
2 10.3
G

the present continuous. Ask students to answer the question.

• Optional step Lead in by reading the names of the items
• Optional step Ask students to make simple sentences using
people are buying.
be verbs. (e.g. I am a student. He/She/It is British. You/We/They
l

• Play the audio. Students do the matching activity. Check

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are Brazilian.) Explain that they follow these same rules when
answers. choosing the be verbs for present continuous sentences.
AUDIO 10.3 Answers
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Interviewer: I’m here at a sports shop, and I’m interviewing In the example sentences, buy is the infinitive. We add -ing to this
people to find out what they’re buying. form to make the present continuous.
at

Narrator: One
Interviewer: Hello there. What are you buying today? GRAMMAR NOTES
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Man 1: I’m buying running shoes. I’m training for a marathon. Remind students that the present continuous is generally not
Interviewer: A marathon? Wow. That’s a really long run – 42 used with verbs involved with thinking (e.g. believe, know,
©

kilometres.
Man 1: Yeah. It’s a long distance, so I’m looking for something
light …
Narrator: Two
Interviewer: Excuse me. Hi. What are you looking for today?
Woman: I’m learning how to play tennis, so I’m buying a new
tennis racquet. This is my coach, Liz. She’s helping me choose.
Interviewer: I see! So, how are your lessons?
Woman: They’re good. I’m learning a lot, but I need a better
racquet! Right now, I’m using a very old and heavy racquet ...
understand), feeling (e.g. love, hate), the senses (e.g. seem,
sound, taste) and other specified verbs (e.g. agree, need, own).
Although learning all of the uses of the present continuous
is beyond the scope of the current lesson, it is worth noting
that the present continuous is used to talk about: future plans
(e.g. I’m going to Thailand next year.), something happening
at a certain time (e.g. My mum is usually cooking when I get
home.), a new situation (e.g. Recently, most students are
wearing running shoes to school.) and recurring situations
(e.g. It’s always raining when I want to go running.).
Students will study these uses of the present continuous
throughout the Voices series.

169
LESSON B
For further information and practice, see
Grammar reference Unit 10B on page
10B
I’m buying running shoes
LESSON GOALS
• Understand conversations about sports equipment
• Describe things that are happening now
• Group words together when speaking

174 of the Student’s Book.

5
• Students write the correct words to
complete the present continuous
sentences.
• Students compare their answers with
a partner before checking as a class.
Extra activity
Ask students to look at their answers and

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make rules about how to spell the -ing
form of verbs.

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Sample answers
Add -ing to most words, but there are two

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special rules.
Words with -e at the end: take away the -e
and then add -ing (e.g. making).

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Words that end with consonant-vowel- LISTENING AND GRAMMAR 3 10.3 Listen again. Complete the sentences.
consonant: double the last consonant and 1 Work in pairs. Discuss the questions. boots heavy light long shirt tennis
then add -ing (e.g. swimming). 1 What do you wear when you exercise?

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2 What other sports or exercise equipment do Conversation 1:
6 you use? long

hi
1 He’s training for a run.
A: I wear running shoes. 2 He’s looking for light running shoes.
• Students correct the mistakes. B: I wear a T-shirt. Conversation 2:
• Students compare their answers
ap
A: I have a yoga mat. 3 She’s learning how to play tennis .
with a partner. Ask students to write the B: I have a bicycle. 4 She’s using a heavy racquet.
correct sentences on the board as a way 2 10.3 Listen to three interviews at a sports Conversation 3:
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to check answers as a class. shop. What are the people buying? Number the 5 He’s not buying football boots .
pictures below 1–3. 6 He’s getting a football shirt .
Answers
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1 She is shopping. 2 1 3
2 What are the girls doing?
3 I am playing the piano right now.
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4 My family is watching a film on TV.

5 They are not going to the cinema.
6 I’m writing a postcard to my mum.
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a tennis racquet b running shoes c football shirt

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7 Are Ashok and Lara studying at the

library? 122
8 Where is she walking to?
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7
• Ask students to work in pairs and
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people. Ask volunteers to share their For additional practice, refer to the focuses on listening and guides students
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sentences with the class. Communication activity on page 240 of to notice that speakers do not say each
• Ask two students to use the example the Teacher’s Book. word individually but chunk important
©

sentences to provide models for the class.
Extra activity
Organize the class into new pairs. Ask
students to choose one person in the class
and take turns to make as many sentences
as they can about that person. Set a two-
minute time limit. Ask pairs how many
sentences they made and ask the pair with
the most sentences to say their sentences
(e.g. She is wearing a blue shirt. She is
sitting. She is talking.)
words into natural groups, stressing the
For additional practice, refer to the final word in each chunk.
Grammar activity on page 279 of the • Play the audio. Point out that we don’t
Teacher’s Book. usually stress words that have less
importance.
PRONUNCIATION • Optional step Play the audio again
and pause at key points if students have
8 10.4
problems hearing the emphasis.
• Read through the information in the
Clear voice box. Note that the main aim AUDIO 10.4
of this section is to develop students’ I’m taking the bus to school.
receptive pronunciation skills rather She’s walking in the park with her friend.
than their productive skills. The activity

170
 4 Read the Grammar box. Look at the -ing verb. PRONUNCIATION
What is the infinitive form of the verb?
8 10.4 Look at the Clear voice box and listen to AUDIO 10.5
GRAMMAR Present continuous
the examples. Notice the word groups and words 1 We’re watching a movie at the cinema.
with stress. Listen again and repeat.
Use the present continuous to talk about things 2 They’re meeting their teacher after class.
happening now. CLEAR VOICE
Understanding word groups 3 I’m listening to music with my friends.
Positive sentences:
Subject + am / is / are + -ing verb When people speak, it sounds like the words For additional practice, refer to the
I’m buying a new tennis racquet. are in groups. They stress the last word in each
group. Pronunciation activity on page 297 of
Negative sentences: I’m taking the bus to school. the Teacher’s Book.
subject + am / is / are + not + -ing verb She’s walking in the park with her friend.
I’m not buying football boots.
9
Questions:
10.5 Listen to the three sentences. Notice how
the words are in groups. Underline the words
SPEAKING
Am / Is / Are + subject + -ing verb
Are you buying these football boots?
with stress.
1 We’re watching a movie at the cinema. 10

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What are you buying today?
2 They’re meeting their teacher after class. • Optional step Ask students to name
Go to page 174 for the Grammar reference. 3 I’m listening to music with my friends.
things people do at fitness centres (e.g.
5 Complete the sentences. Use the correct form of lift weights, run, swim, stretch, do yoga).

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the verbs. SPEAKING
1 She’s swimming (swim) in the pool.
Give students time to take notes on the
10 Work in pairs. Identify people at a fitness centre.
people they are going to describe.

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2 Where are you going (go)? Student A: Turn to page 179.
3 Cass isn’t buying (buy) shoes. Student B: Turn to page 181. • Organize the class into new pairs.
playing
4 Is he (play) golf with his friends? Ask students to take turns describing

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5 They aren’t making (make) any noise.
talking
people.
6 Who are they (talk) to?
7 Is she looking (look) for me?
8 What phone are you using (use)? EXPLORE MORE!

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6 Correct the mistake in each sentence. If there is internet access in class, organize

hi
1 She are shopping. the class into pairs or groups and ask them
2 What is the girls doing?
3 I playing the piano right now. to search online using the expression ‘how
4 My family watching a film on TV.
ap to make my running shoes last longer’.
5 They not are going to the cinema. Ask them to present their findings to the
6 I’m writeing a postcard to my mum.
7 Is Ashok and Lara studying at the library? class. Encourage them to also show the
gr
8 Where she is walking to? class photos of running shoes along with
7 Work in pairs. Look around the classroom or the prices of running shoes. This provides
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outside. Say what people are doing. context and helps students understand
The teacher is answering a question.
why this advice is important.
Ollie and Jean are laughing!
Alternatively, ask students to prepare their
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research for homework before presenting

in the next class.
Example:
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EXPLORE MORE!
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I love these running shoes. They are about

Running shoes are often expensive! Want to save money? Search for ’how to make my
running shoes last longer’. 123 $175. To make running shoes last longer,
keep them dry. Only run in them. Don’t
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wear them all day. Don’t leave them in very

hot places like cars in the summer or really
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cold places in the winter.
9 10.5 See Workbook pages 68–69 for extra
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PRONUNCIATION NOTES
• Optional step Point out to students practice (Grammar, Pronunciation).
Sentence stress allows listeners to that the sentences are written with
understand the most important groups of words. Ask students to classify
©

information in a sentence because the
speaker emphasizes the words that have
the things they want to convey. Because
English is a stress-timed language, the
stress occurs regularly, as demonstrated
in the emphasis of the last word in each
group of words.
the groups (e.g. person, verb, thing,
time/place).
• Play the audio. Students underline the
stressed words. Check answers as a
class.
• Optional step Play the audio again
and pause at key points if students have
problems hearing the emphasis.

171
LESSON 10C
LESSON GOALS
• VOCABULARY A main aim is for
students to learn verbs related to
sports and training.
• LISTENING A main aim is for students
to learn how to listen for general and
specific information.
• GRAMMAR A further main aim is for
students to practise using the present
continuous and present simple tenses.
• SPEAKING The speaking aim is for
students to talk about habits they
would like to change so they are
healthier.
VOCABULARY
1 Go to page 164 for the Vocabulary reference.
• Read the questions (1–4). Give students
one minute to think about their answers.
This preparation time allows students
to organize their thoughts and recall
vocabulary. Elicit some target vocabulary
from the students to see what they
already know.
• Ask four students to use the example
sentences to provide models for the
class.
• Students answer the questions with
a partner.
• Optional step Ask students how
often and how much time they spend
exercising each week.
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Sample answers
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1 We go to the gym.
2 I want to learn golf and rugby.
3 My friend practises the cello every day.
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4 Sportspeople swim, run and bike to
prepare for competitions.
at
2 10.6
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• Ask students to choose the correct
words and compare answers with a
©
partner.
• Play the audio. Check answers as a class.
• Optional step Play the audio again.
Read each item with the class.
AUDIO 10.6
1 He swims every day. He’s preparing for a
big race.
2 She’s learning how to play tennis. She
goes for lessons every week.
172
10C
Exercise
LESSON GOALS
• Talk about exercise and training
• Understand people talking about how they exercise
• Use present simple and present continuous
together
VOCABULARY LISTENING
1 Work in pairs. Answer the questions.
NATIONAL GEOGRAPHIC EXPLORERS
1 How do you or your friends exercise?
2 Are there any sports you want to learn? 3 Listen to Rubén Salgado Escudero and
10.7
3 What are some things that people practise? Nora Shawki talking about exercise. Then read
4 How do sportspeople prepare for competitions? sentences 1–4. Are they true (T) or false (F)?
I like running. My friends swim. 1 Rubén and Nora are talking about sports. F
I want to learn golf and table tennis. 2 Rubén can’t exercise when he travels. F
My friend practises the piano every day. 3 Nora studies animals. F
4 Nora’s work is like exercise. T
They run a lot and go to the gym.
4
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10.7 Look at the Listening skill box. Then read
2 10.6 Read the sentences. Circle the correct
answers. Listen and check. questions 1–4 below. Listen again and answer
the questions.
1 He swims every day. He’s exercising / preparing for
a big race. LISTENING SKILL
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2 She’s learning / preparing how to play tennis. She Listening for specific information
goes for lessons every week. When you listen, first, write down the main
ar
3 He’s practising / exercising more because he wants points. Next, listen again and write down
to be healthy. specific information. Read the questions first so you
4 They have to keep learning / practising if they know what to listen for.
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want to get good at it.
1 Where does Rubén often exercise when he travels?
2 How long are the exercise sessions on Rubén’s app?
3 How does Nora exercise when she’s not at work?
4 How does Nora ’exercise’ when she’s at work?
c
Rubén Salgado
hi
Escudero
ap
gr
eo
G
Nora Shawki
124
42951_U10_118-129.indd 124 1/10/22 11:30 AM
3 He’s exercising more because he wants LISTENING
to be healthy.
4 They have to keep practising if they want 3 10.7
to get good at it. • Optional step Lead in by asking
students what they remember about
For further information and practice, see Rubén Salgado Escudero and Nora
Vocabulary reference Unit 10 on page Shawki (Rubén Salgado Escudero –
164 of the Student’s Book. photographer, filmmaker, lives in Mexico;
Nora Shawki – archaeologist, works
For additional practice, refer to the
on archaeological digs in Egypt and
Vocabulary activity on page 256 of the
Northern Sudan). Refer students back to
Teacher’s Book.
page 119 of the Student’s Book.
• Play the audio. Students complete the
exercise. Check answers as a class.
 GRAMMAR 8 Complete the sentences. Use words from the
5 Read the Grammar box. Which tense shows that
Useful language box. 4 10.7

an action is new and different? present continuous

1 I’m having fun at the moment . • Read through the information in the
2 My sister has dinner every evening Listening skill box with the class. Point
at 7:30 p.m.
GRAMMAR Present continuous vs present
right
out that the statements in Exercise 3
simple 3 I’m doing my homework now.
4 I’m not exercising this month.
focused on main points.
You can use the present simple and the present
continuous together to show that something new 5 I usually go to the gym every week. • Optional step Give students one
is happening. This
Use the present simple to talk about habits, or
week, I’m exercising at home. minute to read the questions (1–4).
things you usually do: Ask, Do these questions focus on
SPEAKING
Usually, I can’t exercise when I travel. general or specific information? (specific
Use the present continuous to talk about 9 Work in pairs. Complete the table. What habits information)
something you are doing that’s new or different: are you trying to change? Write what you
Right now, I’m using an app to help me. usually do and what you are doing now. • Play the audio again. Students
Go to page 175 for the Grammar reference. A: I eat a lot of fast food ... answer the questions and then compare

ng
B: I always wake up late ... answers with a partner. Explain run
6 Complete the sentences. Use the correct form
of the verbs. Usually ... around to students (see Vocabulary
take
1 They always (take) the bus notes).

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I wake up late
to school.
2 Right now, I’m learning (learn) how to • Optional step Play the audio again.
Pause at key points if students have

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do yoga.
3 She doesn’t study (not study) often, but right problems hearing answers.
now, she’s preparing (prepare) for a test.

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4 John usually watches (watch) TV at night. Answers
Tonight, he’s reading (read) a book. Now ... 1 in his hotel room
5 We don’t usually go (go) very far,
cycling
I’m waking up at 7 a.m. 2 20 minutes
but we’re (cycle) sixty kilometres
today. 3 goes to the gym, runs on the track

c
7 Look at the Useful language box. Answer the
4 running around, climbing up and down

hi
questions. ladders
Useful language Time expressions
Why?
ap VOCABULARY NOTES
right now
at the moment I want to exercise in the morning.
today Run around is an idiomatic expression.
It does not mean to literally run. Instead,
gr
tonight
this week / month / year
every day / week / month / year
it means to move around a lot. Often
every morning / afternoon / night the nuance of running around is being
eo

10 Work in pairs. Discuss your activities. rushed or busy.

1 What month is this month?
2 What year is this year? Usually, I wake up late, but this week I’m waking up
3 What does every year mean? at 7 a.m. every morning.
Extra activity
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Why are you waking up early?

Ask students to work with a partner
and make a question about the listening
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EXPLORE MORE!
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passage that focuses on specific

How often do we need to exercise? Go online and find out. Search using the words ’How much exercise do I need?’.
125 information. Examples:
Does Rubén travel a lot? (Yes, he does.)
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How many times a week does Nora

exercise? (four)
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42951_U10_118-129.indd 125 1/10/22 11:30 AM

Does Nora like working hard at her job?
AUDIO 10.7 I’m an archaeologist – I look for really old (Yes, she does.)
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Rubén: Hi, I’m Rubén. I’m a photographer. things people leave in the ground. I’m
My health is very important to me, so I always running around and climbing up GRAMMAR
usually exercise often. But I also travel a and down ladders all day. It’s hard work,
©

lot for my work. It’s not always easy to go but it’s great exercise. 5
out and exercise, so I often exercise in my • Read out the information in the
Extra activity Grammar box with the class.
hotel room! Right now, I’m using an app
to help me. It teaches me exercises I can do Ask students to correct the false • Students answer the question.
anywhere. I can get all the exercise I need statements in Exercise 3.
in just 20 minutes — which is great when Answers
I’m travelling a lot. 1 Rubén and Nora are talking about
Nora: Hello, I’m Nora. I usually exercise exercising.
four times a week. Sometimes, I go to 2 Rubén can exercise when he travels.
the gym to lift some light weights. And 3 Nora studies old things. She finds them
sometimes, I go to the track for a run. But in the ground.
I also get a lot of exercise at work too.

173
LESSON C
GRAMMAR NOTES 8
• Optional step To increase the challenge, you could ask
We use the present tense to talk about actions that probably
students to cover the Useful language box and complete the
won’t change. Remind students that the present continuous is
sentences.
used to indirectly create a contrast between the past or future.
You can use a timeline as a visual representation of the use of • Students use words from the Useful language box to
the present continuous to indicate the actions won’t continue complete the sentences and compare their answers with a
indefinitely (i.e. will be over). partner.
• Optional step Students take turns to read the sentences with
a partner.
Extra activity
Say pairs of sentences (e.g. I run. I am running; I cook. I am
cooking.). Ask students to define the difference (e.g. The first one
SPEAKING

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is a routine. The second one is something I am doing right now.). 9
Ask students to add details to each sentence (e.g. I run every • Optional step Explain to students that if they aren’t trying to
week. I am running now.; I cook every day. I am cooking now.). change any habits right now, they can instead imagine they

ni
have been changing their habits for the past week and then
For further information and practice, see Grammar reference write their sentences.

ar
Unit 10C on page 175 of the Student’s Book.
• Give students time to add details to their tables with their
partner. Set a three-minute time limit.

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For additional practice, refer to the Grammar activity on page
280 of the Teacher’s Book.
10
6 • Organize the class into new pairs. Ask students to take

c
• Mix students so they have new partners. To increase the turns talking about their habits. Set a five-minute time limit.
• Model the example conversation with a student. Point out that

hi
challenge, you could ask students to cover the Grammar box
and complete the sentences. the second student asks a follow-up question. Encourage them
to do the same.
• Students compare their answers with a partner before checking
ap
as a class. • Optional step In feedback, ask students to say what habits
they had in common with their partners.
Extra activity
gr

Ask students to work with a partner to talk about habits they EXPLORE MORE!
have. As students practise, monitor their conversations. In
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If there is internet access in class, ask students to work with

feedback, discuss any errors in their choice of verb tense. This
a partner to do research online about how often they should
activity helps students prepare to discuss habits they are trying to
exercise so that they are healthy. Encourage students to define
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change or want to change in Exercises 9 and 10.

different types of guidelines (e.g. running rather than walking).
7 Ask students to choose three useful suggestions that they did not
study in this unit. Ask pairs to present their findings to the class.
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• Read through the Useful language box with the class. Point out
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the meaning and use of the expressions. Alternatively, ask students to prepare their research for homework
• Optional step Ask students to classify each expression as one before presenting in the next class.
used with present continuous or present simple sentences. Example:
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Every week, healthy people need two and a half hours of exercise,
• Ask students to answer the questions. Check answers as a class.
like walking or swimming. Running takes more energy, so we only
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Sample answers need to do half that amount, 75 minutes. We can also try and
1 March exercise for 30 minutes each day. If we don’t exercise every day,
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2 2022 we can exercise about 150 minutes a week in total.

3 We do it this year, next year, the year after that.
See Workbook pages 69–70 for extra practice (Vocabulary,
©

Extra activity Listening, Grammar).

Talking about a photo provides a natural opportunity to mix the
present simple and present continuous verb tenses. Organize the
class into new pairs. Ask students to show their partner a photo
of a friend or family members. If students don’t have photos of
their own or access to photos on a mobile device, prepare one
of your own for students to use. Students take turns to make
present continuous and present simple questions about the photo.
Examples: Who is she? What is she doing? What is she wearing?
Where does she live? Who is she standing by?
If possible, invite the other student to try to answer the questions.
You may want to begin by modelling the activity with a photo that
you show the class. Students ask you questions.

174
LESSON 10D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to ask for and give directions. The lesson ends with a
roleplay task in which students ask for and give directions.

SPEAKING • Play the video in which the narrator gives tips for listening
to and giving directions. Students note or remember answers,
1 then discuss their answers with a partner before checking
• Ask students to take turns asking and answering the
answers as a class.
questions (1–2) with a partner. Then ask students to share ideas
with the class. • Optional step Play the video again. Pause at key points if

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students have problems hearing answers.
• Optional step Ask students to guess whether more students
write with their left or right hand and then use a show of hands Answers
1 Where’s (the park)?

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to find out whether their guess was correct. Ask students if any
of them write with both hands. 2 They can point and show and talk about buildings and places
they can see.

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Sample answers
1 I write with my left hand. VIDEO 10.2

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2 Zofia is sitting on my right. The door is on my left. Narrator: Some places are hard to find. You ask where is it, but
you need more information.
2 Man: Excuse me. Where’s the park?
• Optional step Ask students to brainstorm words they will need
Woman: It’s on Hill Street, near the museum.

c
to talk about what is in front of them. Allow them to use their
dictionaries or devices to look up any words they don’t know. Narrator: You need directions. Directions tell us how to get there.

hi
Here’s how to ask for directions:
Set a two-minute time limit. Ask students to take turns to share
the new English vocabulary, writing it on the board as it is given. Ask how to get there.
ap
• Ask students to talk about the question with a partner. Man: I’m sorry. I don’t know where that is. How do I get there?
Narrator: Listen carefully, and try to remember the steps.
Sample answer
gr
Woman: Walk straight, and turn right on South Avenue. Then
I see my teacher, his desk and many books.
turn left at the café …
Extra activity Narrator: And remember, ask questions to check.
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Check students’ understanding for straight, left and right. Explain Man: Turn left at the café?
to students that they will practise these three words by giving Woman: Yes, that’s correct.
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simple directions. Ask one student to volunteer to go first. This
student steps outside of the classroom while the other students
decide where the end destination will be (e.g. next to Rasha).
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Narrator: That’s how you ask for directions. But what about
giving directions?
Don’t just talk. Point and show, … and talk about buildings and

When the student returns, students say straight, stop, left and
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places they can see.

right until the student arrives at the correct location. Students take
turns practising in groups or as a class. 4
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• Read out and discuss the information in the Communication

skill box. Point out that this is a summary of the information
COMMUNICATION SKILL NOTES
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they just studied in the video.

This lesson introduces language and behaviour to ask for and • Ask students to discuss the questions with a partner.
give directions. The lesson gets students to think about how
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Sample answer
to understand what they are being told and how to convey
I think it’s easier to give directions because I can point and show
information clearly. When giving directions, be specific and
them the way.
©

clear. Shorter sentences are easier to understand than long,

complex sentences. If the location is far away, break up
the directions into chunks so the listener can confirm they
understand the first step before explaining the next part.

MY VOICE
3 10.2
• Give students time to read the questions (1–2) and check
understanding by eliciting some examples of questions
(e.g. Where is ... ?).

175
LESSON D
VOCABULARY NOTES
10D
Asking for and giving directions
LESSON GOALS
• Ask for and give directions
• Use intonation when giving directions
• Practise giving directions with a map

Students may ask about other ways to

ask for directions. Additional questions
that speakers may use include:
Can you tell me where the library is?
Can/Could you tell me how to get to
(the library)?
Am I on the right road to North Park?
I can’t find the supermarket. Is it near
here?

ng
5
• Read through the Useful language box
with the class. Point out the meaning

ni
and use of the expressions. Explain that
get there is not specific. We use get to

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Street signs in Sicily, Italy.
when referring to a specific place (e.g.
get to South Street Cinema) and get to

the when referring to a specific type of
place without a name (e.g. get to the
cinema).
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SPEAKING
MY VOICE
1 Work in pairs. Discuss the questions. 3 10.2 Watch the video. Answer the questions.
1 Do you write with your left hand or right hand? 1 What question can you ask to get directions?
2 Look to your left and right. What do you see?

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2 What can people do to make their directions easy
• Optional step Model the sentences to understand?
and questions and ask students to repeat

hi
4 Look at the Communication skill box. Is it easier
after you. It is a good idea to drill the to ask for or give directions? Why?
expressions and ask students to repeat.
ap COMMUNICATION SKILL
This gives students confidence as they left right Asking for and giving directions
use the expressions in the rest of the Asking for directions:
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lesson. 2 Look straight ahead. What do you see?
First, ask how to get there.
• Ask where it is.
• Students complete the conversation • Ask which way to go.
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with a partner. Then, listen carefully to the directions.

• Optional step Mix students so that • Make a simple map in your mind.
• Ask questions if you don’t understand.
they are with a new partner. Students Giving directions:
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practise the conversation. Ask them to • Point and show.

take turns playing both roles. • Say what they can see.
straight
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VOCABULARY NOTES
There are many other common 126
expressions that are used while giving
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directions. Examples:
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Go past (the supermarket). • Optional step Students discuss

PRONUNCIATION AND
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the intonation. Play the audio again

It’s opposite the shopping mall. SPEAKING so students can confirm the falling
6 intonation to help the listener
©

Go up/down this street. 10.8

• Optional step Remind students that understand the speaker has finished
You’ll see it (right) in front of you. talking.
when we speak, we group words
together so that the listener can more AUDIO 10.8
Extra activity
easily understand the important points. Go straight, turn left at the cinema, turn
Turn part of the classroom into a map • Read through the information in the right near the library and left again at the
by moving chairs and tables around. Ask Clear voice box. museum.
students to decide where various things
• Play the audio. Students repeat.
(e.g. park, cinema) are. Students take turns
to ask for and give directions. The student
who is getting directions follows directions
and walks about the classroom until
arriving at the location.

176
 5 Look at the Useful language box. Then complete 7 10.9 Listen to the directions and repeat the
the conversation using words from the box. sentences. Try to match the speakers’ intonation. AUDIO 10.9
1 Turn left at the school, go straight for fifty metres 1 Turn left at the school, go straight for
Useful language Directions and turn right at the Thai restaurant.
2 Walk that way, turn left when you see the café, go
50 metres and turn right at the Thai
Asking for directions
Excuse me. straight and turn right at Pine Street. restaurant.
Do you know where the (library) is? 2 Walk that way, turn left when you see
Which way is the (cinema)?
How do I get there?
the café, go straight and turn right at Pine
How do I get to the (park)? park Street.
shopping
Giving directions
8 OWN IT!

Sunset Avenue
Go straight. centre
turn right / left at the … • Optional step Model the street names
it’s on / near … cinema
and ask students to repeat after you.
A: 1 Excuse me. This gives students confidence as they

ng
B: Yes, how can I help you? use the names to give directions.
A: How do I 2 get to the cinema?

North Street
straight
• Ask students to work in new pairs.
B: It’s easy. Go 3 , then
4 turn left at the supermarket. • Optional step Model an example by

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A: Oh, is it 5 near the big shopping East Street asking the class to work together to ask
centre?
for and give directions from the library to

ar
B: Yes, it is. It’s 6 on Denver Avenue.
You can’t miss it. the cinema.
A: That’s really helpful. Thank you! • Ask students to take turns to ask for and

Green Street

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university give directions (1–3).
PRONUNCIATION AND SPEAKING

6 10.8 Look at the Clear voice box and listen library museum 9
to the directions. Notice the rising and falling • Optional step Ask students to name

c
intonation in the directions.
places near their school.

CLEAR VOICE
Understanding intonation in directions
When giving directions, speakers often have to
list many steps.
For example:
Go straight, turn left at the cinema, ...
turn right near the library and left again at the museum.
The arrows show intonation. An ’up’ arrow means
hi
• Organize the class into new pairs.
8 OWN IT! Work in pairs. Look at the map. Tell
• Students roleplay asking for and giving
your partner how to go from:
ap
1 the university to the shopping centre directions. Ask them to take both roles.
2 the park to the library
3 the museum to the cinema
• As students practise, monitor their
gr
conversations. In feedback, discuss any
9 Work in pairs. Ask for and give directions.
Student A: Think of a place near your school. Ask errors that students made.
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your partner how to get there.

the speaker’s voice goes up. A ’down’ arrow means
the speaker’s voice goes down. Notice how the voice
goes up for each step, but not the last one. The falling
intonation tells listeners it’s the final step.
G
Student B: Give your partner directions. Use a map if Extra activity
you need help.
Ask students to think about a place that
visitors often go to in their town/city and

where they usually are when they arrive

in the city (e.g. train station, airport). Ask
l

students to work with a partner to sketch

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a map of their town/city. Ask students to

127
take turns to give directions. They may
want to use expressions such as Take a taxi
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to ... and Start walking from ... . Set a five-

minute time limit.
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For additional practice, refer to the

7 10.9
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PRONUNCIATION NOTES Communication activity on page 241 of

• Play the audio. Students listen and the Teacher’s Book.
Intonation has many functions including
repeat.
conveying attitude (e.g. confusion)
©

and conveying the end of our idea • Optional step Ask students to listen See Workbook page 71 for extra practice
to the listener. This is important in and mark the intonation under the (Pronunciation).
communication. sentences. Play the audio again so
students can repeat.

177
LESSON 10E
10E
More people are exercising.
LESSON GOALS
• Learn about the parts of a report
• Learn words to describe change
• Write a simple report

LESSON GOALS
• WRITING The aim of the lesson is for
students to write a report. Students
practise writing a report on changes A ski
over time. slope in
Vancouver,
Canada.

SPEAKING
1
• Optional step Set up the task by

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WINTER EXERCISE REPORT
asking students to use a show of hands The people of our town usually exercise a lot in winter.
to answer the questions in the winter But this winter, people are exercising less.
exercise survey.

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SPEAKING Usually This winter
• Organize the class into pairs. Ask once a week or less 299 60% 396 79%
1 Work in pairs. Look at the survey form below.
students to discuss the questions (1–2).

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Answer the questions. twice a week 151 30% 68 14%
Sample answers 1 Do you sometimes answer surveys? What are some 3 times a week or more 50 10% 36 7%
surveys you remember doing?
1 Yes. I answer school surveys. They ask

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How often our town people exercise in winter (survey size = 500)
2 How do you think surveys help people?
how much I study. Usually This winter
2 With survey information, we can learn WINTER EXERCISE SURVEY
Snowboarding 127 25% 49 10%
how people feel. 1 Every winter, I usually exercise ... Skiing 49 10% 30 6%

c
once a week or less Ball games 25 5% 25 5%
twice a week

hi
READING FOR WRITING 3 times a week or more
Winter exercises by people who exercise twice a week or more

Normal winter numbers

2 2 This winter, I’m exercising ...
ap
once a week or less
Usually, about 40% of people in our town exercise twice a
• Optional step Point out to students week or more. 25% snowboard, 10% go skiing, and 5%
twice a week play ball games, like tennis and basketball.
that the charts in the report give a lot of 3 times a week or more
Winter numbers this year
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important information.
This winter, only 21% are exercising twice a week or more.
• Students read the report and complete READING FOR WRITING
10% are snowboarding, and only 6% are skiing. The
the sentences.
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2 Read the survey report. Then complete the number of people playing ball games is the same (5%).
sentences. Reasons for the change
• Ask students to compare their 40
1 Usually, per cent of people Winters here are usually cold, but people can still exercise
answers with a partner. exercise two times a week or more. in the snow. This winter, there’s a lot of rain, and they can’t
G

• Optional step Ask students where they 2 This winter, 21 per cent of people go snowboarding or skiing. But they can play ball games
are exercising two times a week or more.
found the answers (i.e. the charts, the like tennis and basketball indoors.
paragraphs or both).
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3 128
• Read through the Critical thinking skill
io

box with the class. Give students time to

read the text carefully.
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• Optional step Ask students to identify 42951_U10_118-129.indd 128 1/10/22 11:30 AM

the title (Winter Exercise Report) and 5 6

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the headings (the bold statements in the • Read through the Writing skill box with • Optional step Point out that the report
body). the class. only gives the facts and doesn’t make
• Ask students to answer the questions. any conclusions about how to solve the
©

• Students answer the questions with

Check answers as a class. Point out that
these questions help them consider what
the information tells them (i.e. the third
tip in the Critical thinking skill box).
4 sentence under the title identifies this.
• Students work in pairs to answer the
question.
• Optional step Ask students to discuss
why ‘the weather is rainy’ is the most
important idea in the text (e.g. it gives
the reason).
a partner. Check answers as a class. problem or what actions to take based
on the results. Explain that some reports
Answers
don’t make conclusions so the readers
1 The exercise report is to find out about
can make their own decisions.
people’s exercise this winter. The
• Students talk about their ideas with
a partner and then share ideas with the
2 The report doesn’t say how we can use
the information. class.
• Ask a student to use the example
sentence to provide a model for the class.
Sample answer
They can create more sports clubs.

178
 3 Look at the Critical thinking skill box. Answer the
two questions below about the two charts in the
exercise report.
CRITICAL THINKING SKILL
Understanding charts
To understand a chart:
1 Read the title of the chart
The title usually has useful information.
2 Read the headings
Headings give the numbers and words in a box
meaning.
3 Think about what the information tells us
Is something changing? Do you know why?
1 The first chart shows how / how often people
exercise.
2 The second chart shows how / how often people
exercise.
4 The charts tell us that people are exercising less
this winter. What reason does the report give?
a they can’t play indoor sports.
b the weather is cold and snowy
c the weather is rainy
5 Look at the Writing skill box. Answer the
questions.
WRITING SKILL
Writing a report
People sometimes write reports to explain
what a survey tells us. Reports often have
these parts.
1 A title: Say what the report is about.
2 A reason: Begin with the reason for the report.
3 The survey results: Talk about the numbers. Are any
of them interesting or unusual?
At the end of the report, think about what
the information tells us. How can we use the
information? Give some ideas.
1 What is the reason for the exercise report?
2 Does the report say how we can use the
information?
6 Work in pairs. How can the town get more
people to exercise this winter?
They can ask people to do more indoor sports ...
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42951_U10_118-129.indd 129
7 WRITING TASK
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• Read through the Useful language box
with the class. Students answer the
questions. Point out that for increases,
©
we use more for all nouns.
• Ask students to check their answers
with a partner.
8 the class an example of a reason for the
• Students complete the sentences
then compare their answers with a
partner.
• Optional step Students take turns
reading the sentences with their partner.
7 Look at the Useful language box. Which words • Monitor and encourage students who
do you use with countable nouns? Which do you finish quickly to add more ideas.
use with uncountable nouns? Countable: more, fewer
Uncountable: more, less
Extra activity
Useful language Describing change
People are (exercising) more. Ask students to review the Writing
People are (skiing) less.
skill box and then work with a partner
More (people) are (playing basketball).
Fewer (people) are (snowboarding). to brainstorm how we can use the
information about the changes (e.g. Since
8 Complete the sentences with fewer or less.
1 Fewer children are studying at our
more people are doing sports in the
school this year. summer, we can make schedules so more
2 I’m trying to spend less money. people can use the school gym.).
3 This year, there are fewer restaurants in
my city.
less
11 WRITE
ng
4 I’m eating rice today.
• Optional step Ask students to read
WRITING TASK through the checklist in Exercise 12.
Explain to students that they should
ni
9 The chart below contains the results of a high
school sports survey. Look at the information and include all these aspects in their report.
make notes.
More students are doing • Students use the ideas from their notes
ar
1 What change do you see? summer sports. from Exercises 9 and 10 to write a
2 Is the change big or small? Is it good or bad?
The change is big. More people are exercising so it is good. report. Set a five-minute time limit.
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SUMMER Usually
SPORTS STUDY (5-year average)
This summer • Monitor and encourage students to
Total number of final use the model survey report and all the
220 220
year students information they studied in this lesson.
c
Final year students
who do sports in 38% 62%
• Put students in new pairs and ask
them to take turns to read their partner’s
hi
summer (%)
10 Make notes. Think of one or two reasons for the
ap report.
change this summer. Use your own ideas.
11 WRITE Write a report. Use the tips in the
12 CHECK
Writing skill box and your notes from Exercises 9 • Ask students to use the checklist. Ask
and 10 to help you. students to look at their report and
gr
12 CHECK Use the checklist. My report … check against the checklist.
has a title and an introduction.
• Optional step Set a three-minute time
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describes interesting or unusual changes.
limit for students to revise their report.
suggests reasons for the changes.
says how we can use the information.
13 REVIEW
G
13 REVIEW Work in pairs. Read your partner’s
report. Does it do the things in the checklist?
• Mix students so they are with a
Go to page 158 for the Reflect and review. new partner. Ask students to exchange
reports with their partner and check their
partner’s report against the checklist in
129 Exercise 12.
• Optional step Students compare
and comment on each other’s reports
and make suggestions for revision
1/10/22 11:30 AM
(e.g. You don’t say how we can use the
information.). Set a three-minute time
limit for students to revise their reports.
9
• Students study the information in the For additional practice, refer to the
chart and answer the questions (1–2). Mediation activity on page 313 of the
Set a two-minute time limit. Teacher’s Book.
10 See Workbook page 71 for extra practice
• Optional step To set up the task, give
(Writing).
change. See Workbook pages 72–73 for Unit 9
• Students brainstorm ideas for the and 10 Review.
changes and write notes about their
For Unit 10 Reflect and review, see
ideas. Set a three-minute time limit.
Student’s Book page 158.
179
 UNIT 11
People from
the past

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UNIT GOALS
11A Vocabulary, reading and

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speaking

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• talk about important life events;
understand an article about an

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amazing woman; understand
time order in an article

11B Listening, grammar,

c
pronunciation and speaking

hi
• understand people talking about
artists they like; use past simple
form of be; learn about strong
ap
and weak forms of was/were
gr
11C Vocabulary, listening and
speaking
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• learn past time expressions;

understand small and large
numbers; understand people
G

talking about historical events

11D Speaking
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• learn how to show interest; use

130
tone of voice to react to good
and bad news; tell an interesting
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story
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11E Speaking, reading and 42951_U11_130-141.indd 130 3/7/22 11:06 AM

writing ABOUT THE PHOTO Sample answers

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The unit theme is people from the past. 1 They are watching a movie.
• learn how to write someone’s
The photo shows people watching a 3D 2 I think it was in the 1950s.
profile; explain why someone is
movie in a cinema. The earliest 3D film
©

special; write a profile and check

what you write
Photocopiable resources
Communication activities: pp. 242–243
Vocabulary activity: p. 257
Grammar activities: pp. 281–282
Pronunciation activity: p. 298
Mediation activity: p. 314
Workbook
Unit 11 pp. 74–79
is believed to have been aired in 1922.
Movies were in black and white and were
shown on a projector. The audience had to
wear 3D glasses to watch the movie.
1 Jacobson and Lia Nahomi Kajiki describe
• Optional step To set up the task, use
the photo on the page to elicit and teach
key words and expressions students may
need: 3D glasses, cinema.
• Ask students to take turns asking
and answering the questions (1–2).
WATCH
2 11.1
• Ask students to read the questions
(1–2). Then play the video in which Alec
two people who inspired them. Ask
students to try to remember answers –
trying to take notes while watching the
video may stop students from watching
and listening properly. Students answer
the questions.

180
 11 People from
Extra activity 1
Play the video again. Ask students to notice
the descriptions the Explorers give of Mr
Horie (always helping people, kind, wise,

the past very important to Lia and her family, like a

teacher) and Webb’s photos (colourful, full
of life, inspirational).
GOALS
• Understand time order in an article
• Talk about people and things from the past Extra activity 2

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• Say when people were born, lived and died
• Understand small and large numbers Show students photos by Alex Webb. For
• Show interest while listening each, ask students to talk about what
• Write a profile about someone from history
makes the photo interesting to them.

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1 Work in pairs. Answer the questions.

ar
1 Look at the photo. What do you think is
Extra activity 3
happening?
2 When do you think this was? In order to develop students’ global

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citizenship, ask students to find East Timor
WATCH
and the Brazilian Amazon on a world map
2 11.1 Watch the video. Answer the questions. and say things they know about the places
(e.g. East Timor is near Australia. The

c
NATIONAL GEOGRAPHIC EXPLORERS

Amazon is a rainforest and a river.).

hi
ap 3
• Ask students to work with a new
LIA NAHOMI KAJIKI ALEC JACOBSON partner or in small groups.
1 Who do Lia and Alec talk about? • Ask a student to use the example
gr
2 Why were they important to Lia and Alec? sentences to provide a model for the
3 Make connections. Work in pairs. Do you have a class.
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hero? Why are they important to you?

My grandfather is my hero. He’s like a friend and a
• Ask students to take turns asking and
teacher to me … answering the questions. Set a two-
minute time limit.
G

People watching
a 3D film in a
cinema.
ABOUT THE EXPLORERS
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LIA NAHOMI KAJIKI is an ornithologist.

131 This means she studies birds. She is trying
to learn more about one of the many birds
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that live only in Cerrado, in Central Brazil.

She is also a PhD student in Ecology at the
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42951_U11_130-141.indd 131 3/7/22 11:06 AM

University of Brasília.
• Students compare answers in pairs always good and very important to me ALEC JACOBSON is a photojournalist.
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before checking answers as a class. and my family. He was like a teacher to us. He is based in the US. He uses words and
Even today, when I’m sad or angry, I try to photographs to tell stories about important
Answers remember Mr Horie’s advice. problems in the world. He also tells the
©

1 Lia talks about a family friend and Alec
talks about a photographer.
2 Mr Horie always gave good advice. Alex
Webb’s photos inspired Alec.
VIDEO 11.1
Lia: Mr Horie Setsuro was a close friend
of my family. For a long time, he worked
in East Timor and the Brazilian Amazon,
helping the people there. He was a kind
person, and he was wise. His advice was
stories of people from different parts of the
Alec: As a photographer, I’m always
interested in the works of other world.
photographers. The first photographer I
really remember was Alex Webb. When I
was young, his photographs were amazing
to me. They were so colourful and full of
life. I was inspired by them back then, and
I’m still inspired by them today.

181
LESSON 11A
11A
Life events
LESSON GOALS
• Talk about important life events
• Understand an article about an amazing
person
• Understand time order in an article

LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 5 Look at the Reading skill box. Then look at the
lesson is for students to practise 1 Work in pairs. Answer the questions.
events (a–f) below. Write the letters on the
timeline.
talking about important life events. 1 When were you born?
2 When were your parents born? READING SKILL
• READING The main aim is for Understanding time order
students to understand an article 2 11.1Look at the timeline. Then complete the
Articles don’t always list events in order. To
text. Listen and check.
about an amazing person and learn understand the article better ...
how to understand the order of ago died for from lived was born • note down events and dates.
• arrange them in order.
events. Sometimes, it also helps to draw a timeline.
• SPEAKING The speaking aim is for

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Hedy Lamarr’s Life
students to talk about careers that
a Hedy Lamarr was born.
they would like to have. b She died.
c She was in the film Samson and Delilah.

ni
d She was in the film Boom Town.
VOCABULARY e She started a film company.

ar
f She invented a way to send messages.
1 Nelson Mandela 1 was born in 1918, a d f e c b
• Optional step Explain to students how ago

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more than a hundred years 2 .
lived
to say years (see Vocabulary notes). He 3
died
for 95 years, and he
4
in 2013. He was president of 1914 1940 1941 1946 1949 2000
Give two examples (e.g. 1970 nineteen South Africa 5 for five years,
seventy; 2010 twenty ten). Write some 6 from 1994 to 1999. SPEAKING

c
years on the board and ask students to President of
born South Africa died 6 Would you like to be famous? Choose three
say them.

hi
things you would like to be or think of your own
• Students discuss the questions (1–2) ap ideas.
1918 1994 1999 2013 • a film star
with a partner.
Go to page 165 for the Vocabulary reference. • a great scientist
• someone who helps people
• someone who helps animals
VOCABULARY NOTES READING
gr
• a sportsperson
In general, when we say years, we 3 Work in pairs. Look at the photo on page 133. • a business person
What do you think Hedy Lamarr’s job was? • an artist
divide the number into two digits
eo

and say them. When discussing years
during the first decade of the century
(i.e. 2000–2009), we say oh (e.g. 2004
G
4 Read the article. Answer the questions. 7 Work in pairs. Discuss the three things you chose
1 When was Hedy Lamarr born? in Exercise 6. Explain why you would like to be
2 What was Hedy Lamarr’s main job? those things.

twenty oh four. Two thousand and four
is also commonly used). We replace the
l
3 What do people also know her for? I’d like to be a scientist so I can help people.
4 What was her invention? I’d like to be a sportsperson. I like golf, and I’d like to
5 When did she die? play golf all the time!

zero with oh since the number 0 and

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EXPLORE MORE!
the capital letter O look similar. Because Hedy Lamarr was a famous actor and a scientist. Find out about other people like her. Search online
of the unique character of the year 132 using the words ’famous people with two jobs’.

2000 (i.e. three zeros), some people say

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the year two thousand.

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Extra activity
2 11.1 • Optional step Play the audio again.
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Play a game where students race to
manipulate the numbers in a date. Say
a date (e.g. 5th May, 1997). As students
©
Pause at key points if students have
• Optional step Give students time to
look at the photo and study the timeline. problems hearing answers.

listen, they write the date in numerical
form (e.g. 5/5/1997). Students then add
the digits together until they get a one-
digit number (e.g. 5+5+1+9+9+7=36 so
3+6=9). The first person to say the answer
(i.e. 9) gets one point. Once students
understand the game, organize them into
groups. Students take turns to say dates
and the sum. The winner is the student
with the most points at the end.
• Elicit the first answer to get students
started. Ask students to work together
with their partner to write the words to
complete the paragraph. Then play the
audio to check answers.
AUDIO 11.1
Nelson Mandela was born in 1918, more
than a hundred years ago. He lived for
95 years, and he died in 2013. He was
president of South Africa for five years,
from 1994 to 1999.

182
 One woman, two lives For further information and practice, see
Vocabulary reference Unit 11 on page
Hedy Lamarr was born in 1914 in Vienna, Austria. From the 1930s to the 1950s, she was in 165 of the Student’s Book.
about thirty films and was a big Hollywood film star. But Hedy also lived a second life …

Life number one

READING
For many years, Hedy’s face was famous all over the world. She was a star in many famous films,
like Boom Town in 1940 and Samson and Delilah in 1949. She was also a filmmaker, and from
1946 to 1949, she was the head of her own film company. To most people, Hedy Lamarr was a ABOUT THE TEXT
big name in the world of film. The text type is an article. The text has
Life number two introductory and concluding paragraphs as
Many people did not know that Hedy was also an inventor. In her book Bombshell, she says, well as body paragraphs that are grouped
’Inventions are easy for me to do. I don’t have to work on ideas, they come naturally.’ Her with two headings. Each heading divides

ng
biggest invention was in 1941. It was a way to send messages through the air. Today, Hedy’s Hedy Lamarr’s life into important work.
invention makes WiFi, Bluetooth and smartphones possible. Hedy Lamarr was born Hedwig Eva Kiesler.
Hedy Lamarr died in the year 2000. She lived a long and interesting life. Hedy was an actor, but Her father encouraged her to analyse

ni
she was also a business woman and a scientist. She was a star in more ways than one. things, and her mother, a concert pianist,
taught her about music, dance and the arts.

ar
She also had a great passion for inventing
new things. She had equipment near
the film set so that she could work on

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inventions during her filming breaks during
the day. For example, she designed a new
type of wing for an aircraft. She studied

c
the fastest fish and birds, and modelled

hi
this wing on them. In 2014, after many
ap years of being under-recognized, Hedy was
inducted into the National Inventors Hall
of Fame for the creation of her message-
sending technology.
gr
3
• Students discuss the question with a
eo

partner. Set a two-minute time limit.

• Optional step Ask students to share
their guesses with the class.
G

Sample answer
I think she was a model. She is beautiful.
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Her clothes look expensive.

133
4
• Ask students to read the article and write
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their answers. Set a five-minute time

limit.
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42951_U11_130-141.indd 133 3/7/22 11:06 AM

• Students compare their answers with
Extra activity 1 Extra activity 2 a partner before checking as a class.
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Explain to students that timelines can Ask students to work with a partner to Answers
represent short or long periods of time. To think of interesting or important events 1 1914
©

help students become more comfortable
with timelines, ask them to draw a timeline
of their life with at least three events
(e.g. when they were born, when a sibling
was born, when they started school). Ask
students to work with a partner to talk
about the events in their lives.
in history and say when they happened. 2 cinema star (film star)
Allow them to use the dictionary or their 3 being an inventor / making new
devices to look up past tense verbs (e.g. inventions
in 1928 Alexander Fleming discovered 4 a way to send messages through the air
penicillin; in 1961 Yuri Gagarin was the 5 2000
first person in space).

183
LESSON A
Extra activity
Ask students to say the names of other famous women inventors
and what they created. If students don’t know any women
inventors and there is internet access in class, ask students to
search online. Encourage them to find photos of the women
and the things they invented and then present their findings to
the class. Alternatively, ask students to prepare their research as
homework and present their findings in the next class.
Examples:
Nancy Johnson invented the ice cream maker in 1843.
Ellen Eliza Fitz created globes in 1875.
Shirley Ann Jackson contributed to the invention of fibre optic
• Optional step Although students could make simple sentences
(e.g. I want to be a scientist. I want to help people.), encourage
them to make complex sentences by combining ideas with
because, and, or and but.
• In feedback, ask pairs to tell the class about their choices and
reasons.
EXPLORE MORE
If there is internet access in class, ask students to search online
and find other famous people who had two jobs. Ask them to
also find photos of the people, their jobs or things that made
them famous. Ask pairs to present their findings to the class.

ng
cable in the 1970s. Alternatively, ask students to prepare their research as homework
5 and present their findings in the next class.

ni
• Read through the information in the Reading skill box with the Example:
class. Jennifer Hudson is a famous musician, but she is also a movie

ar
star. She won an Academy Award in 2006 for Dreamgirls. She
• Ask students to order the events on the timeline.
performed in a musical on Broadway.
• Ask students to compare their answers with a partner.

Le
See Workbook pages 74–75 for extra practice (Vocabulary,
Extra activity Reading).
Ask students to work with a partner to discuss why the author
didn’t put the events in order in the passage. Invite them to share

c
ideas with the class (e.g. to group Hedy’s movie events together

hi
and then group her invention events together to make it easier to
understand her two different lives).
ap
SPEAKING
gr
6
• Optional step Ask students if all people who help animals are
eo

famous. Point out that they should think about whether they
want to be well known.
• Students select three types of things they would like to be.
G

Extra activity
Ask students to work with a partner to brainstorm famous
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people for each category listed in Exercise 6. If there is internet

access in class, allow students to use their devices to do research.
Alternatively, ask students to prepare their research as homework
io

and present their findings in the next class. Set a five-minute time
limit. Ask students to share their ideas with the class.
at

Sample answers
film star (e.g. Chris Evans), great scientist (e.g. Albert Einstein),
N

someone who helps people (e.g. Mother Teresa), someone

who helps animals (e.g. Paul McCartney), sportsperson (e.g.
Cristiano Ronaldo), business person (e.g. Ma Huateng), artist (e.g.
©

Wangechi Mutu)

7
• To begin, mix students so they work with new people.
Then ask students to talk about the jobs they would like, giving
reasons for their answers. Set a five-minute time limit.
• Ask two students to use the example sentences to provide
models for the class.

184
LESSON 11B
LESSON GOALS
• LISTENING A main aim is for students to learn about people from the past.
• GRAMMAR A main aim is for students to practise past simple expressions.
• PRONUNCIATION A sub-aim is for students to understand the strong and weak forms
of was and were.
• SPEAKING The speaking aim is for students to talk about two famous people.

LISTENING AND GRAMMAR AUDIO 11.2

1
1

• Give students one minute to think of ideas. This time allows
students to brainstorm ideas, organize their thoughts and recall
vocabulary.
ng
My favourite painter is Pablo Picasso. Picasso was from Spain,
but he lived a lot of his life in France. He was born in 1881, and
he died in 1973. Many people remember Picasso for inventing

ni
‘cubism’ – a style of painting that uses different shapes – but I
• Ask students to discuss the questions (1–2) with a partner. like some of his older paintings too. One of my favourite Picasso
Then students share their answers with the class.

ar
paintings is a self portrait – a painting of himself, from 1907.
• Ask two students to use the example sentences to provide 2
models for the class.

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My favourite painter is Natalia Goncharova. She was a famous
Sample answers artist from Russia. She was born there in 1881, but she lived in
1 Yes, but I’m not very good. France from 1921 to 1962, when she died. People remember
2 Yes. My friend is really good. Goncharova for her paintings that used light in interesting ways.

c
But my favourite Goncharova painting is her self-portrait from the
2 year 1907.

hi
• Optional step Give students one minute to study the photos. Extra activity
Model the names and ask students to repeat after you. This
ap Remind students that we sometimes help listeners understand
gives students confidence as they talk about the people in the
rest of the lesson. what we want to say by saying a word another way, such as
giving a definition. Ask students to listen for how the speaker did
gr
• Ask students to take turns asking and answering the
this twice in the first listening passage (explaining cubism as a
questions (1–2) with a partner.
style of painting that uses different shapes; defining self-portrait
eo

• Ask two students to use the example sentences to provide as a painting of himself). Play the audio so students can confirm
models for the class. these rewordings.
• Optional step Ask students to share some of their ideas with
G

the rest of the class. 5

• Students read the Grammar box and examples, which focus
Sample answers
on the past simple of the verb be. Ask students to answer the
l

1 I don’t know her. He is very famous. I don’t know where he is

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questions.
from.
2 Claude Monet was a famous French artist.
GRAMMAR NOTES
3
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Like the sentences with the present tense be forms, nouns (e.g.
• Organize the class into new pairs. Students discuss the painting – That was my painting.), adjectives (e.g. great – It was
at

questions (1–2) in their pairs and then share their ideas with the great.) and phrases (e.g. He was at the art museum.) follow
class. the verb. Unlike the present tense (e.g. I’m, they’re), we don’t
N

• Ask two students to use the example sentences to provide make contractions with the past simple be in positive sentences
models for the class. (e.g. They’re here last night. is incorrect and would be easily
©

• Optional step To provide an additional model for students, tell
students about which painting you like more.
Sample answers
1 I don’t think Picasso looks like his painting, but I think
Goncharova looks like her painting.
2 I like Goncharova’s painting more because she looks relaxed.
4 11.2
• Play the audio. Ask students to complete the table and then
compare their answers with a partner before checking answers
as a class.
• Optional step Play the audio again and pause at key points if
students have problems hearing answers.
confused with the present tense). The passive form were born
will be studied in more detail in later levels of Voices.
For further information and practice, see Grammar reference
Unit 11B on page 175 of the Student’s Book.
6
• Students write the correct past tense of the verb be to complete
the sentences.
• Students compare their answers with a partner before
checking as a class.

185
LESSON B
Extra activity
11B
Who was the artist?
LESSON GOALS
• Understand people talking about artists they like
• Use the past simple form of be
• Practise the strong and weak forms of was and were
Explain that the past tense shows a
situation that is no longer true. Ask, Is the
LISTENING AND GRAMMAR
person in number 3 a student? (No. They
were in the past, but they no longer are.) 1 Work in pairs. Ask and answer the questions.
1 Can you draw or paint? Are you good at it?
Is the book in number 4 still famous? (No.) 2 Do you know anyone who’s good at drawing or
painting?
7 I can draw, but I’m not very good.
• Ask students to use the words to make My friend Mika is great at art. He studies in an art
sentences. Encourage students to use school.

contractions. 2 Work in pairs. Look at the photos of the two

artists below.
• Students check answers with a

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1 Do you know who the artists are and where
partner. they’re from?
2 Can you name other famous artists from your
• Optional step Students take turns
country and around the world?
saying the sentences with their partner.

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Leonardo da Vinci was a famous artist. He was
from Italy.
Answers

ar
Frida Kahlo was a famous painter from Mexico.
1 He was not from France. / He wasn’t
from France.
2 Ronda and I were not friends in school. /

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Ronda and I weren’t friends in school.
3 Ava’s phone wasn’t in her bag.
4 Desmond’s parents were not born in the

c
US. / Desmond’s parents weren’t born in

hi
the US.
Extra activity
ap
Ask students to work with a partner
to take turns saying sentences about
themselves and their family (e.g. My
gr
mother wasn’t born in Brazil. She was born Pablo Picasso Natalia Goncharova
in Peru. I was born in Argentina.)
eo

3 Look at the two photos of the artists above.

For additional practice, refer to the Then look at the self-portraits on the right.
Grammar activity on page 281 of the 1 Do the artists look the same in their paintings?
G

Teacher’s Book. 2 Which painting do you like more? Why?

I think Goncharova looks the same in her painting.
I think the Picasso painting is more interesting.
PRONUNCIATION
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8 11.3 134
• Read through the information in the
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Clear voice box. Note that the main aim

of this section is to develop students’
at

receptive pronunciation skills rather 42951_U11_130-141.indd 134 3/7/22 11:06 AM

than their productive skills. The activity

9 11.4
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focuses on listening and guides students PRONUNCIATION NOTES

to notice when speakers use the weak • Play the audio and ask students to
The weak forms of was and were are
(unstressed) and strong (stressed) forms identify the form.
pronounced with the schwa sound. The
©

of was and were. weak forms are used when the word • Students compare their answers with
• Play the audio. is less important and therefore not a partner.
stressed, particularly in questions and AUDIO 11.4
AUDIO 11.3 positive sentences. The strong forms are
Andy was late for the party. Was he in 1 Was she a famous painter?
often used for short answers and can
class? 2 Yes, she was.
also be used in negative sentences.
They were not at school. Were they at 3 Yes. She was very famous!
home?
Yes, he was. For additional practice, refer to the
Communication activity on page 242 of
Yes, they were.
the Teacher’s Book.

186
 4 11.2 Listen to people talking about the two 7 Put the words in order to make sentences.
painters. Complete the table. 1
2
was / he / from / not / France
and I / were / school / Ronda / not / friends / in
11
artist Picasso Goncharova 3 bag / phone / in / wasn’t / Ava’s / her • Organize the class into groups and
4 not / Desmond’s / born / were / parents / in / ask students to take turns using their
the US
country Spain Russia notes to make true and false sentences
PRONUNCIATION
about the famous people. The other
year
group members have to decide which
1881 1881 8 11.3 Look at the Clear voice box and listen to
born
the examples. Notice the difference between the
are not true. Set a seven-minute time
weak and strong forms of was and were. limit.
year
died 1973 1962 CLEAR VOICE • Optional step Tell students each group
Understanding was and were
member should talk about one famous
Was and were have strong and weak forms. person. When all members have talked
year of
1907 1907 People often use the weak forms when the

painting
5 Read the Grammar box. Answer the questions.
1 Which word is the past form of is and am? was
ng
words are at the start or in the middle of a sentence. about their first person, they can then
Andy was late for the party. Was he in class? begin talking about their second person
They were not at school. Were they at home? if time remains.
People often use the strong forms when the words

ni
2 Which word is the past form of are? were are at the end of a sentence. • Model the example conversation with a
Yes, he was. student.

ar
GRAMMAR Past simple be Yes, they were.
The word be has two past forms: was and were.
Use I/he/she/it + was: EXPLORE MORE!
9 Listen. What form of was do you hear?
11.4

Le
He was from Spain. Write strong form (S) or weak form (W).
She was a famous Russian painter. If there is internet access in class, organize
1 Was she a famous painter? W
Use we/you/they + were: 2 Yes, she was. S the class into pairs or groups and ask
They were famous painters. 3 Yes. She was very famous! W them to search online to find information
Use not to make negative sentences:

c
He wasn’t from Paris. about good artists from their area so
SPEAKING
They weren’t French. they can introduce the artists and show

hi
Go to page 175 for the Grammar reference.
10 Make notes about two famous people you know. photos of artwork they like. Alternatively,
Use the internet to help you.
ask students to prepare their research
6 Complete the sentences. Use was or were. 1 Who were they?
ap
1 Picasso was a famous painter. 2 When were they born? for homework before presenting in the
2 My sister and I were born in Germany. 3 Where were they from? next class.
was 4 Why were they famous? Example:
gr
3 I a student in this school.
was 11 Work in groups. Tell your partners true and false
4 His book really famous. Clemente Orozco was born in 1883. He
5 We were really happy to see Kyle. statements about your people in Exercise 10.
painted murals – pictures on a wall of a
eo

6 You were very quiet today. Your partners guess which statements are false.
7 They were late for the meeting. A: Vincent Van Gogh was a famous artist from building. He was one of the top mural
8 The film was about a scientist. Germany. artists in Mexico in the 20th century.
B: Wait. That’s not true! Another artist, Jackson Pollock, studied his
G

9 It was a story about three friends.

10 The chairs were in the wrong room. art. Orozco died in 1949.
See Workbook page 76 for extra practice
l

EXPLORE MORE!
na

(Grammar, Pronunciation).
Are there any good artists in your town, city or country? Search for ’amazing artists from ... ’.
Look for photos of paintings you like. 135
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42951_U11_130-141.indd 135 3/7/22 11:06 AM

Extra activity SPEAKING

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For additional practice, say the following

sentences. Students identify whether
10
• Ask students to make notes about two
strong or weak forms were used.
©

famous people. If there is internet access

1 Was she a popular artist? (/wəz/ weak)
in class, allow them to look up details
2 Yes, she was. (/wɒz/ strong)
on their devices. Set a five-minute time
3 Were the artists happy? (/wə/ weak)
limit.
4 No, they weren’t. (/wɜːr/ strong)
• Optional step Ask students to do
their research and write their notes for
homework.

187
LESSON 11C
LESSON GOALS
• VOCABULARY A main aim is for
students to learn words to discuss
time periods in the past.
• LISTENING A main aim is for students
to understand how people emphasize
small and large numbers.
• GRAMMAR A further main aim is for
students to practise making questions
with was and were.
• SPEAKING The speaking aim is for
students to talk about important
events in the past.
VOCABULARY
1 in the history of photography.
• Optional step Read the question. Give
students one minute to think about their
answers. This preparation time allows
students to organize their thoughts and
recall vocabulary.
• Students discuss and answer the
question with their group.
Sample answer
I was at the supermarket.
2 11.5
• Optional step Ask, How many years in
a century? (100) Point out that we use
ordinal numbers to count centuries.
• Give students a moment to look
at the timeline and options (a–f). Ask
students to complete the timeline with a
l
na
partner. Check answers as a class.
AUDIO 11.5
1 the 19th century
io
2 the last century
at
3 the year two thousand
4 last year
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5 last week
6 last night
©
3 For additional practice, refer to the
• Students talk about the situations
with a partner.
• Optional step To model what students
could say, tell students about an
interesting event from last year.
Sample answers
1 The Los Angeles Dodgers are my
favourite baseball team. Last year they
won the World Series.
2 Andre Agassi is an important person
from the last century.
188
11C
Important events
LESSON GOALS
• Learn past time expressions
• Understand people talking about events
from the past
• Understand small and large numbers
ng
ni
ar
The Leica 1 was an important camera
Le
VOCABULARY LISTENING
c
1 Discuss in groups. Where were you yesterday? 4 Work in pairs. Discuss the questions.
hi
2 Work in pairs. Write the letters on the
11.5 1 What important events from the past do you
timeline. Then listen and check. know about?
2 When were they?
b last week
ap
a the last century d the 19th century
e the year 2000
3 Why were they important?
c last night f last year
NATIONAL GEOGRAPHIC EXPLORERS
gr
1 2 3 4 5 6
d a e f b c 5 11.6 Listen to Alec Jacobson and Lia Nahomi
Kajiki talking about historical events. Are the
sentences true (T) or false (F)?
eo
1 Alec is talking about a famous photograph. F
1801 1900 2000 today
2 Alec’s favourite event was in 1925. T
3 The Leica 1 was big and heavy. F
3 Work in pairs. Think of ... 4 Lia is talking about an old film. T
G
1 a fun day from last year. 5 Lia’s favourite event was in 1895. T
2 an important person from the last century. 6 The film was called The Lumière Brothers. F
Go to page 165 for the Vocabulary reference.
136
42951_U11_130-141.indd 136 3/7/22 11:06 AM
For further information and practice, see factual information as well as vocabulary.
Vocabulary reference Unit 11 on page This preparation time allows students to
165 of the Student’s Book. organize their thoughts.
• Students take turns to talk about
a famous event as they answer the
Vocabulary activity on page 257 of the questions.
Teacher’s Book.
• Optional step To model what students
could say, tell students about a famous
LISTENING event.
4 Sample answers
• Optional step Read the questions 1 The first man to walk on the moon and
(1–3). Give students one minute to think the last Space Shuttle flight are two
about their answers. If there is internet important events from the past.
access in class, allow students to use 2 The moon walk was on July 20, 1969.
their devices to confirm content and The Atlantis was the last Space Shuttle,
and it flew in July 2011.
 6 Look at the Listening skill box. Then answer the 10 Complete the conversation. Write was or were. Alec: The Leica 1 was a very important
questions. A: Jen, do you remember the Football World Cup in
South Africa? When 1 was it?
camera – photographers were suddenly
LISTENING SKILL
Understanding small and large numbers B: Hmm. I think it 2 was in 2010. Yes, free to take their cameras anywhere. This
Sometimes, people want to show that a
that’s right. was the start of photojournalism – my job!
number is important, interesting or unusual. A: Which teams 3 were in the finals? I use photographs to tell the stories of
Here are three ways to do this. B: Spain and the Netherlands. people and places from around the world.
1 Use very large numbers: pay attention to words like A: Ah yes. I remember. It 4 was an
thousands, millions or billions. interesting match.
Interviewer: Lia, what’s your favourite
2 Explain that a number is small: listen for words like
B: How old 5 were you back then? event from history?
only or just.
3 Explain that a number is large: listen for words like A: In 2010? I 6 was only 15 years old. But Lia: My favourite event was a film by the
more than or over. I remember the match … Lumière brothers: Workers Leaving the
1 What words tell you that a number is small? Lumière Factory.
SPEAKING
2 What words tell you that a number is large?
Interviewer: When was it? And who were
7 11 Think of a famous event in the last five years.
the Lumière brothers?

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11.6 Listen again and write the words you
hear. Then work in pairs. Why do Alec and Lia Complete the table for yourself. Use the topics
use these words? below to help you. Lia: It was in 1895. The Lumière brothers
1 The Leica 1 was just 125 grams. • An event in your country were inventors from France.

ni
• An important world event
2 The film was only a minute long.
• A sports event
Interviewer: What was the film about?
3 Today, millions of people watch films at And why was it special?
12 Work in pairs. Ask questions and complete the

ar
cinemas.
table for your partner. Guess your partner’s Lia: It was a short film – only a minute
8 Read the Grammar box. Does the subject go
before or after was and were in questions? after
event. long – and it was really simple – just people

Le
A: Was it an event in this country? leaving a factory. But it was big. I think it
B: Yes, it was.
GRAMMAR Questions with was / were was the first film on a large screen.
Questions with was / were have the same form as A: Was it a sports event?
questions with is / are: My partner’s
Interviewer: Like cinemas today! Was it
My event
(question word +) was / were + subject event very popular?

c
Is it very popular? ➔ Was it very popular? Lia: Yes, it was. It was the first great film,

hi
What is the film about? ➔ What was the film Event
about? I think. Today, millions of people watch
Use was with I, he, she and it.
Type of
films at cinemas around the world. I can’t
Where was it? event
ap imagine a world without films!
Use were with you, we and they.
Who were they? Extra activity 1
When
gr
Go to page 175 for the Grammar reference. Ask students to correct the false sentences.
9 Complete the questions with was or were. 1 Alec is talking about a camera.
Where
1 Was / Were she a dancer? 3 The Leica 1 was light and tiny. / The Leica
eo

2 Was / Were they from the same town? 1 was just 125 grams.
3 Who was / were she with yesterday? Why was it
important? 6 The film was called Workers Leaving the
4 Who was / were those people on TV?
Lumière Factory.
G

5 Where was / were she from?

6 When was / were you a student there?

Extra activity 2
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Ask students to listen again and notice

137
why this event was important to Alec
(e.g. because he is a photographer and this
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invention changed where and how photos

are taken). Ask students why the Lumière
at

42951_U11_130-141.indd 137 3/7/22 11:06 AM

brothers film was interesting to Lia (e.g. it
3 The moon walk was the beginning AUDIO 11.6 was much better than other films at that
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of space travel. The end of the Space Interviewer: So Alec, tell us … What’s time). Finally, ask students if they have ever
Shuttle helped SpaceX and other your favourite event from history? heard of these inventors.
companies find new ways to travel to
©

Alec: My favourite event was the invention

outer space.
5 11.6
• Optional step Lead in by asking
students what they remember about
Alec Jacobson and Lia Nahomi Kajiki.
Refer students back to page 131 of the
Student’s Book.
• Play the audio. Students do the exercise.
Check answers as a class.
of the Leica 1, a 35 millimetre camera. 6
• Read through the information in the
Interviewer: Interesting! When was that?
Listening skill box with the class.
And who was the inventor?
Alec: It was in 1925. The inventor was • Students answer the questions. Check
Oskar Barnack. answers as a class.
Interviewer: Were cameras huge back Answers
then? 1 just, only
Alec: Yes, they were. But the Leica 1 was 2 more than, over, thousands, millions,
tiny, it weighed just 125 grams! billions
Interviewer: And why is this event
important to you?

189
LESSON C
Extra activity
Ask students to work with a partner to make sentences that
emphasize the scale of things (small, big, long, short, difficult,
easy). Examples:
Some hummingbirds weigh just 3 grams.
This homework takes just 5 minutes!
Millions of people eat bananas every year.
There are only two people in my English class. It’s great!
7 11.6
• Play the audio again. Ask students to write the words. Ask
them to compare their answers with a partner and then discuss
Extra activity
Say several present tense questions (e.g. Is she in Malaysia?).
Ask students to make questions with was/were (e.g. Was she in
Malaysia?). Then ask students to work in pairs and take turns
asking present tense questions, with the partner changing them
to the past tense.
For additional practice, refer to the Communication activity on
page 243 of the Teacher’s Book.
SPEAKING
11

ng
why these words were used.
• Optional step Play the audio again and pause at key points if • Give students time to complete the table with information
students have problems hearing answers. about one event. Set a three-minute time limit.

ni
Answers • Optional step Encourage students who finish quickly to add
They use just and only to tell the listener they think this is very more details about the event.

ar
light and very short. She uses millions to emphasize that many 12
people around the world go to films. (i.e. She uses very large • Organize the class into new pairs. Ask students to take

Le
numbers to emphasize the impact, even today, of an event that turns asking and answering questions to complete the table
happened over 100 years ago.) with information about their partner’s event. Set a five-minute
Extra activity time limit.

c
In order to provide context, ask students to say the names of • Model the example conversation with a student.

hi
things that are small (e.g. the average banana, a coin). If there is • Optional step In feedback, ask students to summarize their
internet access in class, allow students to use their devices to find appartner’s event.
more objects.
See Workbook pages 77–78 for extra practice (Vocabulary,
8 Listening, Grammar).
gr
• Read out the information in the Grammar box with the class.
• Ask students to answer the question with a partner.
eo

GRAMMAR NOTES
Like the present tense, students may ask, He was born in
G

1972? rather than making questions that start with was/were.

Although in casual conversation and specific situations (e.g. to
l

show surprise) this type of question is used, at this level, it is

na

better to tell students always to make Was/Were questions.

io

For further information and practice, see Grammar reference

Unit 11C on page 175 of the Student’s Book.
at

For additional practice, refer to the Grammar activity on page

N

282 of the Teacher’s Book.

9
©

• Mix students so they have new partners. Ask students to

complete the questions. Students check their answers with a
partner.
• Optional step Students practise the questions in pairs. Ask
them to make up the answers.

10
• Organize the class into new pairs. To increase the challenge,
you could ask students to cover the Grammar box and complete
the conversation. Students check their answers with a partner.
• Optional step Students practise the conversation in pairs. Ask
students to take both roles.

190
LESSON 11D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to show interest by using polite sounds and responding to
good and bad news. The lesson ends with a roleplay task in which students tell stories
using the tips they’ve learned.

SPEAKING Answers
1 The woman was quiet. / She didn’t look interested.
1 2 make polite sounds, ask questions, say how we feel
• Check students’ understanding by using gestures. Demonstrate 3 Sample answer: I can say what they say but use other words.

ng
nod my head. Ask three students to use the example sentences Then they know I am listening. I can nod my head. I can smile.
to provide models for the class.
VIDEO 11.2
• Ask students to take turns asking and answering the
People often tell stories …

ni
questions (1–2) with a partner. Then share ideas with the class.
And some stories are long …
Sample answers

ar
You’re interested in the story, but how do you show it? What do
1 Yes. I tell them about my trip. They tell me about their weekend. you do?
2 I say things like Uh-huh, Umm and Really?
Try showing interest. Here’s how …

Le
Extra activity Make polite sounds, to show you’re listening.
Ask students to work with a partner and talk about what kinds of English speakers sometimes make sounds like: Oh, Mm, Uh-huh
stories they tell (e.g. things that happened to them, explaining a and Wow.

c
movie plot). Also, ask questions about the story. Show that you want to know

hi
more.
COMMUNICATION SKILL NOTES Finally, say how you feel.
ap
This lesson introduces polite language and behaviour to You can say things like: Really?, Interesting, or That’s amazing!
show interest when listening to someone else. The lesson Remember: Communication is not just one person talking.
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gets students to think about what behaviour and language Show that you’re listening.
is appropriate when hearing either good or bad news. Show that you’re interested.
Backchanneling refers to the verbal and non-verbal responses
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Show how you feel.

listeners give so that the speaker knows they are paying
Extra activity
attention. Making polite sounds and asking questions is
Write communication is not just one person talking on the board.
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important, but listeners shouldn’t interrupt the speaker. In

addition to the tips in the Student’s Book, in order to show Ask students to focus on this statement and play the video again.
interest, listeners can also reword or summarize what the After watching the video, ask students to work with a partner and
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speaker said. This not only shows the speaker that the listener define talking and communication and how they are different.
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was paying attention but also gives the speaker the opportunity Sample answer
to correct any misunderstandings. Non-verbal responses include Talking is telling someone your ideas and how you feel.
Communication is giving someone information. Talking is
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responses such as smiling, frowning and raising the eyebrows.

This will help students build relationships in international speaking, but communication can be writing. We need grammar,
vocabulary and pronunciation to talk. Those things are important
at

contexts by providing basic language and building confidence

in English. for communication too, but communication includes other
things we do, like smiling. Our attitude is also important for
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communication.
MY VOICE
3
©

2 11.2
• Read out and discuss the information in the Communication
• Give students time to read the questions (1–3). Ask students skill box. Point out that this is a summary of the information
what they think the video will be about from reading the they just studied in the video.
questions.
• Ask students to talk about how they show interest in their
• Ask two students to use the example sentences to provide first language.
models for the class.
• Ask a student to use the example sentence to provide a model
• Play the video in which the narrator gives three tips for how for the class.
to show interest when someone is telling a long story. Students
• Optional step Ask students to say other polite sounds they
write notes or remember answers, then discuss their answers
have heard in English (e.g. OK, right, well, uhh, hmm).
with a partner before checking answers as a class.

191
LESSON D
Sample answer
In my first language, there are lots of polite
11D
Showing interest
LESSON GOALS
• Learn how to show interest
• Respond to good and bad news
• Tell an interesting story

sounds, more than the ones here.

Extra activity SPEAKING 4 Look at the Useful language box. Discuss
questions 1–3 in pairs.
1 Work in pairs. Discuss the questions.
Since the idea of what is polite or impolite
1 Do you or your friends sometimes tell stories in Useful language Expressions for showing
varies by culture, if you have a multicultural English or your first language? interest
class, ask students to discuss how often 2 Do you or your friends do or say things to let the Really?
they use expressions for showing interest speaker know you’re interested in the story? I see.
Sometimes, I ask questions. Interesting.
in their countries. If the students have Wow!
I nod my head and look at the speaker.
similar backgrounds, ask them to discuss I put away my mobile phone!
Amazing!
what responses are commonly used in their No way!
Oh no!
culture, and what differences there are MY VOICE

ng
That’s terrible.
with the responses used in English. 2 11.2 Watch the video. Answer the questions.
1 Which expressions can you say when you hear
1 Why does the speaker think his story isn’t
4 interesting?
good news?

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2 Which expressions can you say when you hear bad
• Read through the Useful language box 2 What are two ways to show interest when news?
listening?
with the class. Point out the meaning 3 Which expressions are for information that isn’t

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3 Can you think of other ways to show interest? good or bad?
and use of the expressions. I laugh when my friends say something funny.
5 Read the sentences below. Which do you think is
• Optional step Model the expressions If the story is happy, I try to show that I’m
the better response?

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happy too.
with appropriate emotion (e.g. surprise 1 I was three hours late and I was in the wrong shirt.
with No way!) and ask students to 3 Look at the Communication skill box. Discuss in It was awful.
pairs. Do people make the same polite sounds in a Really?
repeat after you. It is a good idea to your first language? b Oh no!
drill the expressions and ask students to

c
2 The food was amazing. And it was really cheap
COMMUNICATION SKILL
too!
repeat. This gives students confidence Showing interest

hi
a Wow!
as they use the expressions in the rest of It’s good to show the speaker that you are b That’s terrible!
the lesson. interested in their story. Here are some ways: 3 She wasn’t at home. She was at the party –
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Make polite sounds: with Sam!
• Mix students so that they are with Uh-huh a No way!
a new partner. Students answer the Mm b That’s interesting.
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questions. Oh 4 She was really sad. Her test results were in, and
Ask questions: they weren’t great.
Answers Where was that? a That’s terrible.
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b Amazing!
1 Wow!; Amazing!; No way! Was it good?
5 The café was alright. Their food wasn’t great, but
2 Oh no!; That’s terrible. In my language, people often say mm, but they don’t they were open all night.
3 Really?; I see.; Interesting. say uh-huh. a No way!
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b Interesting.

VOCABULARY NOTES
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If appropriate, here are some additional

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examples of expressions to show

interest: 138
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Are you? / Is it?

What a great (holiday)!
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42951_U11_130-141.indd 138 3/7/22 11:06 AM

That’s wonderful. Sample answers PRONUNCIATION

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Beautiful. Normal reaction: Really? I see. Interesting.

Stronger reaction: Wow! Amazing! No 6 11.7
Awesome. way! Oh no! That’s terrible. • Read through the information in the
©

Oh my! Clear voice box. Note that the main aim

Are you serious?
You’ve got to be kidding me! (This is
often used to express shock or surprise.)
Extra activity
Ask students to work with a partner and
categorize the responses into normal and
stronger responses. Since there can be
personal differences, ask students to give
reasons for their decisions.
5 of this section is to develop students’
• Optional step Give students a moment
to read the questions and options.
• Elicit the first answer to get students
started. Students work with a partner to
choose the better expression.
• Optional step Ask students to read
the sentences in pairs. Ask them to
take turns reading the sentences and
responses.
receptive pronunciation skills rather
than their productive skills. The activity
focuses on listening and guides students
to notice how speakers use higher and
lower voices to express emotion.
• Play the audio. Check that students
understand the difference in intonation.
Pause the audio and ask students to
point out whether it’s a response to
something good or bad.

192

PRONUNCIATION
6 11.7Look at the Clear voice box. Listen and
notice how the tone changes when responding
to good and bad news.
CLEAR VOICE
Responding to good and bad news
When people respond to something good or
interesting, they often use a high voice.
Wow! That’s amazing!
When they respond to bad news or to something sad,
they usually use a low voice.
Oh no! That’s awful.
7 Work in pairs. Practise the conversations in
Exercise 5. When responding, use a high voice
for good news and a low voice for bad news.
SPEAKING
8 OWN IT! Look at the four boxes (A–D). Choose
a topic to tell a story about. Make notes.
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42951_U11_130-141.indd 139
• Optional step Play the audio again.
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Pause at key points if students have
problems hearing the intonation.
©
AUDIO 11.7
Wow! That’s amazing!
Oh no! That’s awful.
PRONUNCIATION NOTES
When people are upset or stressed, they
tend to speak more quickly and raise
their voice. However, by responding
with a lower voice, we can convey
empathy without making the situation
more emotional.
SPEAKING
8 OWN IT!
• Optional step Tell students that they
can make up a fictional but realistic story
if they are uncomfortable with sharing
personal stories. Allow students to add
some extra details to their stories if they
cannot think of anything interesting.
• Student may struggle with using past
simple/past continuous tenses – remind
students that they only need to use was/
ng
were.
• Ask students to choose one speaking
prompt and write down notes about the
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story by answering the questions.
Sample answers
ar
When: last year
Where: in Seattle
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How: My friend was really hungry.
A An interesting day in your life
What: Saw a piece of cake; thought it was
mom’s but it was guest’s; We ate it.
B A bad day at work or school
c
How did you feel: He felt horrible.; I
laughed.
hi
C A fun birthday
For additional practice, refer to the
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D An interesting story about someone you know Pronunciation activity on page 298 of
the Teacher’s Book.
• When did the events happen?
• Where was it?
gr
•
•
How does the story begin?
What happened?
9
• How did you feel? • Ask students to work in new pairs.
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9 Work in pairs. Tell each other stories. • Optional step Model the example for
Student A: Tell your partner your story. Use your the class.
notes from Exercise 8.
• Students take turns to tell their stories
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Student B: Show interest. Use polite sounds and ask
questions to find out more. and react by showing interest.
My story is about a fun birthday. It was in 2017. I was
• As students practise, monitor their
in college with my friends. We were ...
conversations. In feedback, discuss any
errors that students made.
139
• Optional step Ask students to work
in new pairs and tell their stories again.
By roleplaying the situation a second
time, they will become more fluent and
3/7/22 11:06 AM
confident.
7
• Ask students to practise the For additional practice, refer to the
conversations in pairs. Ask them to take Mediation activity on page 314 of the
turns playing both roles. Teacher’s Book.
• Monitor and remind students to use a
high or low voice. In feedback, discuss See Workbook pages 78–79 for extra
practice (Pronunciation).
two or three errors and ask students to
correct them.
193
LESSON 11E
LESSON GOALS
• WRITING The aim of the lesson is for
students to write a person’s profile.
Students practise writing a profile
about an important person from
history.
SPEAKING
1
• Give students time to brainstorm
historical figures and complete the
table. If there is internet access in the
classroom, allow students to look for
ideas on the internet.
• Organize the class into pairs. Ask
students to discuss their people and the
reasons for their choices.
• Ask some pairs to share their ideas with
the class in feedback.
READING FOR WRITING
2
• Students read the passage and write the
headings in the correct places. Set a five-
minute time limit.
• Students discuss their answers with a
partner.
3 Quixote is not an important person, but he thinks he
• Ask students to circle the words (novel,
sailor, hero) in the article. Check their
understanding of those words with
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mime or elicit definitions.
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• Students skim the article and answer the
questions.
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• Ask students to compare their
answers with a partner.
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4 42951_U11_130-141.indd 140
• Read through the Writing skill box with
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the class.
• Students read Miguel de Cervantes’s
©
profile again and answer the questions
with a partner. Check answers as a class.
• Optional step If there is interest, tell
students that there are actually two
publication dates for Don Quixote.
Explain that 1615 was the date the
second part was published. The first part
of the book came out in 1605.
5 The profile says he was the first European
• Read through the Critical thinking skill
box with the class. Give students time to
read the text carefully.
194
11E
Important people and
LESSON GOALS
• Learn how to write someone’s profile
• Explain why someone is special
• Write a profile of someone from history
their lives
SPEAKING READING FOR WRITING
1 Work in pairs. Think of some important people 2 Read the profile. Write the headings in the
from history. Why are they important? correct places.
a An amazing book b An interesting life
Sample answers
sport Jackie Robinson 3 Find the words in the article. Circle the answers.
1 A novel is …
a a book that tells a story.
the arts Charlie Chaplin b a person who writes a book.
ng
2 A sailor is …
a a person who works on a ship or boat.
science Galileo Galilei
b a person who writes books and stories.
3 A hero is ...
ni
other George Washington a a famous person with a lot of money
b a brave person who helps people
ar
Miguel de
Le
Cervantes
c
Miguel de Cervantes was a great writer
and an important person in history. His book
hi
Don Quixote (from 1615) is famous all over the world.
Many people say it is the first European novel.
ap 1 b An interesting life
Cervantes was born in 1547 in a city near Madrid, Spain.
He lived with his parents and his six brothers and sisters.
They were very poor. Later in his life, Cervantes was a
gr
sailor on a ship. He also lived in Italy for a few years.
Cervantes died in Spain in 1616. He was 69 years old.
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2 a An amazing book
The book Don Quixote is about two people. Don
is. He wants to be a hero and help people. He asks
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someone to help him and the two go on many crazy
adventures together. The book is clever and funny, and
it’s still very popular today.
140
Extra activity
3/7/22 11:06 AM
• Ask students to work with a partner
to identify how the author showed us Point out to students that there are many
Miguel de Cervantes was special. Check things about Cervantes the author didn’t
answers as a class. include. Ask them to work with a partner
• Ask two students to use the example to think of several things they want to
sentences to provide models for the know about Cervantes (e.g. Is Don Quixote
his only book? Was the book popular in
class.
the 1600s?). Set a three-minute time limit.
Answer
Ask students to share their ideas with
All of the questions are answered.
the class. If there is internet access in the
He was good at writing. We know this
classroom, allow students to look for ideas
because the profile says the book is clever
on the internet.
and funny.
6
author of a novel. • Read through the Useful language box
The profile says he’s still popular today, so with the class.
we know he is special.

4 Look at the Writing skill box. Then read the
profile again.
1 Why is Miguel de Cervantes special? He wrote the first
2 What life events are in the profile? European novel.
Where he was from, when he was
WRITING SKILL born, where he lived, when he died.
Writing a person’s profile
A good profile explains why a person is
interesting or special. To write a simple
profile, include the following.
An introduction:
Get the reader interested. Write two or three
sentences about the person and why they’re
important.
Important life events:
Where was the person from? When were they born?
Where did they live? And when did they die?
Why the person is special:
Explain why the person is important. If you can, write
about their personality too.
5 Look at the Critical thinking skill box. Which
questions does Miguel de Cervantes’s profile
answer?
CRITICAL THINKING SKILL
Explaining why someone is special
You can’t just say someone is special. You
have to give reasons.
• Were they good at something?
• Were they the first to do something?
• What do people think of them now?
10 REVIEW Work in pairs. Read your partner’s
The profile says he was the first to ...
The profile says that today, his book is ...
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EXPLORE MORE!
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Find out about famous people in history from different countries. Search using the words
’famous historical people + [country]’.
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42951_U11_130-141.indd 141
• Organize the class into groups.
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Students explain why the people that
they chose in Exercise 1 are special. Set a
five-minute time limit.
©
• Ask students to share their ideas with
the class.
WRITING TASK
7 American Physical Society
• Students write notes about a person
who was historically important. Set a
four-minute time limit.
• Optional step Ask students to identify
what questions the model information
• Monitor and encourage students to use
the model profile and the information
they studied in this lesson.
• Optional step Put students in new
pairs and ask them to take turns to read
Marie Curie was the first their profiles.
person to win two Nobel
Prizes.
9 CHECK
• Read through the checklist with the class
and check students’ understanding of it
6 Look at the Useful language box. Use the by eliciting some examples of important
expressions to talk about the people in your life events.
table in Exercise 1. Charlie Chaplin was very good
at making people laugh. • Ask students to use the checklist. Ask
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Useful language Talking about important students to look at their profile and
people
check against the checklist.
He was a great …
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He was the best … • Optional step Set a three-minute time
She was the first person to …
She was (very funny and kind) …
limit for students to revise their profile.
ar
His (book) was the first (European novel) …
Many people still (read his book) today. 10 REVIEW
• Mix students so they are with a new
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WRITING TASK partner. Ask students to exchange their
7 Think of an important person from history. profile with their partner and check it
Look at the Writing skill box and write notes against the checklist in Exercise 9. Ask
c
about them. students to work together to correct
Marie Curie:
mistakes.
hi
- scientist from Poland
- born in 1867 • Optional step Students compare and
- first person to win two Nobel Prizes
comment on each other’s profiles and
- died in 1934
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make suggestions for revision (e.g. I
8 WRITE Write the person’s profile. Use your notes
and Miguel de Cervantes’s profile as a model. want to know the name of one of his
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9 CHECK Use the checklist. My profile … movies.). Set a three-minute time limit
includes important life events. for students to revise their profiles.
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explains why the person is special.
describes how people remember the person. EXPLORE MORE!
profile. Is there anything else you want to know If there is internet access in class, ask
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about the person? students to work with a partner to do
Go to page 159 for the Reflect and review. research online about famous or important
people from history from various countries.
Encourage students to also find photos
141
of the people. Ask pairs to present their
findings to the class. Alternatively, ask
students to prepare their research for
homework before presenting in the
3/7/22 11:06 AM
next class.
answers (e.g. Job? Born? First at? Why Example:
important? Died?) Frédéric Chopin was born in Poland in
• Monitor and encourage students who 1810. He was a famous music composer.
finish quickly to add more details. He was the first to write music that was
so focused on the piano. He died in Paris
Sample answer
in 1849, but his music is still very popular
Chien-Shiung Wu
around the world today.
- physicist
- born 1912 See Workbook page 79 for extra practice
- first woman to serve as president of the (Writing).
- died 1997 For Unit 11 Reflect and review, see
Student’s Book page 159.
8 WRITE
• Students use the ideas from their notes
to write the person’s profile. Set a five-
minute time limit.
195
 UNIT 12
My story

UNIT GOALS
12A Vocabulary, reading,

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pronunciation and speaking
• talk about important life stages;

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read about an interesting life;
learn how to recognize who is

ar
speaking in an article

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12B Reading, grammar and
speaking
• read about a footballer who

c
helps people; use past simple

hi
regular and irregular verbs; talk
about things you did in the past ap
12C Speaking, listening,
grammar, pronunciation
gr
and vocabulary
• listen for how speakers make a
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funny story interesting; ask past

simple questions; practise word
stress in questions; talk about
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different feelings

12D Speaking
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• learn phrases to explain a word

or an idea; understand how 142
to use English outside of the
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classroom; practise talking about

a difficult topic with a partner
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12E Speaking, reading and

42951_U12_142-153.indd 142 3/28/22 10:30 AM

ABOUT THE PHOTO comfortable, glasses, bracelets,

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writing The unit theme is an individual’s story. The necklaces, designs and patterns,
• learn to write in an interesting photo shows Iris Apfel sitting comfortably antiques.
way; learn expressions for and confidently. Apfel was born in 1921. • Ask students to take turns asking
©

talking about the past; write
your life story
Photocopiable resources
Communication activities: pp. 244–245
Vocabulary activity: p. 258
Grammar activities: pp. 283–284
Pronunciation activity: p. 299
Mediation activity: p. 315
Workbook
Unit 12 pp. 80–85
She had a fabric manufacturing company
and worked with movie stars, an American
president’s wife, government agencies, the
White House and a variety of other people
and organizations. She is known for her
personal style – bright, bold, oversized,
layered and multifaceted.
1 they’re familiar with the names.
• Optional step To set up the task, use
the photo on the page to elicit or teach
and revise key words students may
need: attractive, colourful, confident,
and answering the questions (1–2).
WATCH
2 12.1
• Optional step Read the names of the
explorers with the class. It’s easier for
students to focus on the video when
• Ask students to read the questions (1–3).
Then play the video in which Afroz Shah
and Maria Fadiman tell the stories which

196
 12 My story
GOALS
• Understand voices and audiences in an article
• Talk about things people did in the past
• Discuss life stages and feelings
• Understand funny stories
• Use English in the real world
• Write about your life
1 Work in pairs. Discuss the questions.
1 Look at the photo. What is the woman famous
for? fashion
2 Does she look like an interesting person? Yes.
WATCH
2 12.1 Watch the video. Answer the questions.
c
NATIONAL GEOGRAPHIC EXPLORERS
hi
ap
AFROZ SHAH MARIA FADIMAN
1 What question did Afroz ask when he was young?
gr
Iris Apfel is famous in 2 Why did Maria go to the rainforest?
the world of fashion. 3 How did these experiences change their lives?
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3 Make connections. Work in pairs. Do you have
a special experience of your own? How did it
change you?
When I was thirteen, I was on holiday in Sri Lanka
G
with my …
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143
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42951_U12_142-153.indd 143
led to their careers. Ask students to try 3 Afroz decided to study geology, and
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to remember answers – trying to take Maria decided to protect the rainforests.
notes while watching the video may stop
VIDEO 12.1
students from watching and listening
©
Afroz: When I was a young child, I had
properly. Students answer the questions. many questions about Earth, its mountains
• Students compare answers in pairs
and the night sky. I also wanted to know:
before checking answers as a class.
‘Why does the ground sometimes shake?
• Optional step Play the video again. Why are there earthquakes?’. I asked many
people and got many interesting answers.
Pause at key points if students have
One person told me: ‘When two bulls
problems hearing answers.
fight, we get an earthquake!’ But I never
Answers really got the right answer. So, I decided
1 Why are there earthquakes? / Why does to study geology. Today, I’m a geologist. I
the ground sometimes shake? study earthquakes, mountains, the night
2 Her university sent her to the Amazon sky and how they’re all connected.
rainforest to work as a nature guide.
Maria: When I was in university, I
studied conservation. In my third year,
the university sent me to the Amazon
rainforest in Ecuador to work as a nature
guide. I was only nineteen, and I didn’t
know much about the Amazon. The
people there told me all about its many
dangerous animals, like snakes, scorpions
and spiders, and I was really scared! But
after some time, my feelings changed. I
ng
saw how the monkeys, the parrots, the
trees, even the spiders all work together to
make the rainforest a magical place. Today,
ni
it’s my job to protect the Amazon and
other rainforests around the world.
ar
Extra activity 1
Ask students to talk with a partner about
Le
why people want to study earthquakes
(e.g. they are mysterious, their power, to
help save people).
Extra activity 2
Play the video again. Ask students to take
notes about the details in Maria’s story
(e.g. nineteen years old, scared, dangerous
animals, decided rainforest is magical).
3
• Ask a student to use the example
sentences to provide a model for the
class.
• Ask students to work with a new
partner or in small groups.
• Ask students to take turns asking and
answering the questions. Set a two-
minute time limit.
ABOUT THE EXPLORERS
3/28/22 10:30 AM
AFROZ SHAH is a geologist. He is
interested in everything that makes up the
Earth. He is currently trying to improve the
geological maps of India, Pakistan, Borneo
and New Guinea and identify where there
might be earthquakes.
MARIA FADIMAN is a conservationist
who lives in the US. She focuses on
conserving nature and creating sustainable
environments. She is particularly interested
in the rainforests of Latin America and the
relationship between people and plants.
She is also a professor. She loves being
outdoors and she is particularly fond of the
redwood trees in California.
197
LESSON 12A
12A
My life story
LESSON GOALS
• Talk about important life stages
• Read about an interesting life
• Understand voices and audiences in an
article

LESSON GOALS
• VOCABULARY A sub-aim of the VOCABULARY 6 Look at the Reading skill box. Then look at the
lesson is for students to practise the 1 Work in pairs. Look at the timeline.
article. Find examples of the following: the three bold
1 an interviewer asking someone questions questions
names of important life stages. 1 Are you a child, a teenager or an adult?
2 a person answering an interviewer’s question the paragraphs
after the
2 At what age are people no longer young? At what
• READING The main aim is for 3 the writer speaking to the reader questions
age are they old? the first, introductory paragraph with three sentences
students to read about an interesting 3 Do you think the answers to question 2 are the READING SKILL
Understanding voices and audiences
life and learn how to understand same everywhere?
different voices in an article. LIFE STAGES Some articles have several ’voices’. Think
young old about about who is speaking and who they’re
• PRONUNCIATION The pronunciation speaking to.
CHILD TEEN ADULT Speaker Speaking to
aim is for students to practise saying

ng
0 10 20 30 40 50 60 70 80 What was your
syllables with two vowel sounds. interviewer explorer
life like ... ?
2 12.1 Work in pairs. Listen and repeat the life
• SPEAKING The speaking aim is events. Tick (✓) the things you want to do.
Afroz Shah is a National
writer reader
Geographic Explorer.
for students to talk about their life

ni
a go to university
experiences. b get a job
c get married PRONUNCIATION

ar
d start a business
e finish university 7 12.2 Look at the Clear voice box. Listen and

VOCABULARY f buy a house repeat.

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g have children CLEAR VOICE
1 h live in another country Saying syllables with two vowel sounds

• Students discuss the questions (1–3) 3 Work in pairs. Look at the life events above. Some words have diphthongs. These are two
1 At what age do people usually do these things? vowel sounds together.
with a partner. Ask them to share some

c
2 In what order do people usually do these things in 1 /ɪə/ year here
ideas with the rest of the class. your country? 2 /ɔɪ/ boy destroy

hi
• Optional step You could model the Go to page 165 for the Vocabulary reference. 3 /aʊ/ now about
activity by providing examples of your 8 12.3 Which vowel sounds are in these words?
own opinions about whether young and READING
ap Write 1, 2 or 3. Listen, check and repeat.
old are defined the same by everyone. NATIONAL GEOGRAPHIC EXPLORER a near 1 c brown 3 e town 3
You could do this at the start to provide b boil 2 d clear 1 f toilet 2
4 Read Afroz Shah’s life story. Answer the
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a model or at the end as extended questions.
SPEAKING
listening. 1 Where does Afroz live now? Brunei
2 Where did Afroz grow up? India 9 Work in pairs. Ask and answer these questions
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Sample answers 3 What does Afroz study? He studies earthquakes

and why they happen.
from the article. Are your life experiences similar
1 I’m a teenager. or different?
5 Read again. Are the sentences true (T) or false (F)?
1 What was your life like when you were a child?
2 People are no longer young when they 1 Afroz works as a photographer. F
G

2 Where did you study?

2 Afroz’s mother was a teacher. T
are 27 years old. They are old when they 3 Afroz’s secondary school was in India. T A: When I was a child, I was always with my friends.
are 80. 4 Afroz felt many earthquakes when he was young. T B: Me too. I think our lives were similar …
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3 The answers are different by person and

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country.
144
2 12.1
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• Give students time to study the life

events. Explain to students that as they
at

tick items they want to do, they can also 42951_U12_142-153.indd 144 3/28/22 10:30 AM

discuss things they have already done. d start a business Sample answers
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• Play the audio and ask students to e finish university 1 I think most people do them basically
repeat. f buy a house in the order listed, but I think people
• Optional step Model the events and g have children can start a business and live in another
©

ask students to repeat after you. It is a country at any age.

h live in another country
good idea to drill the expressions and ask 2 In my country, people are usually 18
students to repeat. This gives students 3 when they go to university, and they
confidence as they use the expressions in • Optional step To model what students finish when they are 22. They get their
the rest of the lesson. could say, talk about what age people in first job when they are 16. They get
your country usually start a business. married when they are about 30 and
• Ask students to work together to
• Ask students to work in new pairs buy a house when they are 35. They also
talk about the things they want to do.
and to take turns asking and answering have children in their 30s. They can start
AUDIO 12.1 the questions (1–2). a business and live in another country at
a go to university any age.
b get a job For further information and practice, see
c get married Vocabulary reference Unit 12 on page
165 of the Student’s Book.
198
 MY LIFE STORY
Afroz Shah is a National Geographic Explorer. He
lives in Brunei, where he works as a professor. We
ask him some questions about his life.
What was your life like when you were a
child?
I was born in a small village in Kashmir, India. The
Himalayan mountains were all around me – I was
always amazed by them! I lived with my mum,
my dad, my two brothers and my sister. My mum
worked as a teacher and my dad was a builder. Our
village was great – it was like a big family. We didn’t
have much, but everyone in the village loved us and
cared for us.
Where did you study?
My primary and secondary schools were in Jammu
and Kashmir, India. I later went to university in
Aligarh, India, and I graduated with a Master’s
degree in Earth sciences. After that, I studied in
Australia and got a doctoral degree in geology.
Tell us about your work.
As you know, I study earthquakes. There were
many earthquakes in Kashmir when I was young.
Most weren’t strong, but in the year 2005, a
big earthquake destroyed many homes, and
people’s lives too. Today, I know a lot more about
earthquakes and why they happen. Yes, some are
dangerous, but they’re also an important part of life
on Earth.
Afroz was born in the
Anantnag District of
Jammu & Kashmir, India.
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42951_U12_142-153.indd 145
READING
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ABOUT THE TEXT
©
The text type is an interview. The interview
covers Afroz Shah’s life story and explores
his childhood, his studies and his current
work.
The education system in each country
varies. What Shah experienced may be
very different from what the education
system is like now. After the 2020 reforms,
Indian education includes four stages. The
foundational stages include two grades
in primary school. The preparatory stage
incorporates three grades, followed by
three grades which are referred to as the
Afroz in Australia.
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c
hi
Afroz studying a rock.
ap
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145
3/28/22 10:30 AM
middle stage. The final stage, secondary,
includes grades nine to twelve (ages
14–18).
In the passage, Afroz mentions that
earthquakes cause destruction but are also
important for life on Earth. Earthquakes are
responsible for making unique, beautiful
features such as the mountain ranges
that span our globe. Earthquakes are the
result of a release of the buildup of energy
that is pressurized in the Earth’s crust.
Earthquakes occur on all seven continents
but eighty per cent of them take place
along the Ring of Fire. This area along the
Pacific Ocean also has seventy-five per cent
of the world’s volcanoes.
4
• Optional step Ask students what they
remember about Afroz Shah from the
video on page 143 of the Student’s
Book.
• Ask students to read the article and
answer the questions. Set a five-minute
time limit.
• Students compare their answers with
a partner before checking as a class.
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• Optional step To develop students’
global awareness, ask them to find
Brunei, India, the Himalayan mountains
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and Australia on a world map.
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VOCABULARY NOTES
After university, people can study to
earn a Master’s degree, which allows
for more specific study in one field. It
usually takes two years to complete. A
Doctoral degree is even more specific
studies at a higher level.
Extra activity
Ask students what Afroz’s job is
(professor). Explain to students that a
professor is a teacher in a university. Tell
students that when professor is used as
a title, for example Professor Shah, it can
mean the teacher has attained the highest
rank of teacher in their department or
college. Explain to students that professors
teach but they also do research, like Afroz.
Ask students to work with a partner and
talk about whether they would like to be a
professor and the field they’d like to focus
on. Encourage them to give reasons for
their answers.
5
• Ask students to read the article again
and decide if the sentences are true or
false.
• Students compare their answers with
a partner before checking as a class.
6
• Read through the Reading skill box with
the class.
• Ask students to find examples in the
passage. Set a two-minute time limit.
• Ask students to compare their
answers with a partner.
199
LESSON A
Extra activity
Ask students to read the last two sentences about Afroz’s village
again. Ask, Was/Is your village or city like this? Students talk about
their answers with a partner.
PRONUNCIATION
7 12.2
• Read through the information in the Clear voice box. Explain to
students that there are some vowel sounds that combine two
sounds together and they will study three of these.
• Play the audio. Students listen and repeat. Play the audio again
• Model the example conversation with a student for the class.
• Optional step Ask pairs to brainstorm follow-up questions
they can use in their discussions. As students share their ideas
with the class, write the questions on the board (e.g. What
did your mum do? How many years did you study in primary
school? Was your primary school near your house?)
Extra activity 1
Ask groups who finish quickly to talk about whether it is popular
in their country for students to get a Master’s degree. If there is
internet access in class, ask students to do research about the
proportion of students who go on to Master’s courses and which

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courses are popular. When other groups have finished their
so students can confirm the sounds.
discussions, ask these groups to share their research with the class.
• Optional step Ask students to work with a partner to make
sentences using the words in the Clear voice box. Encourage

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students to focus on the pronunciation of the words as they say Extra activity 2
the sentences.

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If you have a multicultural class, ask students to discuss their
AUDIO 12.2 primary school life in more detail. Encourage them to talk about
which classes they took, what time they started and finished

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1 year, here
school each day, what they did after school, when the school
2 boy, destroy
year started, and what long holidays they had (e.g. summer).
3 now , about This allows students to consider how their experiences may

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differ from those around the world, thereby helping them realize

hi
PRONUNCIATION NOTES their assumptions about shared childhood experiences may be
Diphthongs are one-syllable sounds composed of two vowels. incorrect.
ap
The sounds are made by moving the lips, tongue and mouth. See Workbook pages 80–81 for extra practice (Vocabulary,
Students often find it difficult to hear the difference between Reading, Pronunciation).
diphthong sounds and similar vowel sounds. In addition, the
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various spellings used for one sound make it difficult. For
example, a few of the /ɪə/ spellings include -ear (e.g. near), -ere
eo

(e.g. here) and -eer (e.g. deer).

8
G

12.3
• Students identify the vowel sound and write the number.
• Play the audio. Students listen and check their answers. Play the
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audio again so students can repeat.

• Optional step Ask students to work with a partner to make
sentences using the words. Encourage students to focus on the
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pronunciation of the words as they say the sentences.

AUDIO 12.3
at

a near
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b boil
c brown
d clear
©

e town
f toilet
For additional practice, refer to the Pronunciation activity on
page 299 of the Teacher’s Book.

SPEAKING
9
• To begin, mix students so they work with new people. Then
ask students to discuss the questions. Set a five-minute time
limit.

200
LESSON 12B
LESSON GOALS
• READING A sub-aim of the lesson is for students to read about how a footballer
helped people.
• GRAMMAR The main aim is for students to learn about past simple regular and
irregular verbs.
• SPEAKING The speaking aim is for students to practise the simple past tense as they
ask and answer questions about the past.

READING AND GRAMMAR GRAMMAR NOTES

1

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Remind students that the past tense is used to talk about a
• Optional step Begin by asking students to read the title one-time event in the past (e.g. I was born in 2001.), regularly
Changing the world and look at the photo. Students share with occurring events in the past (e.g. He played soccer every day

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the class anything they know about Marcus Rashford (footballer, when he was a child.) and something that was true for a period
from England, ran a Christmas charity campaign called “In The of time (e.g. I lived in Greece for five years.).

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Box”).
• Organize the class into pairs. Students discuss the questions Extra activity

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in their pairs and then share their ideas with the class. Model the verbs and ask students to repeat after you. It is a good
• Optional step To model what students could say, give students idea to drill the pronunciations and ask students to repeat. This
one example of a young person who changed the world. gives students confidence as they use the expressions in the rest of

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Sample answer the lesson.

hi
Yes. Young people can change the world by volunteering, raising
For further information and practice, see Grammar reference
awareness of different things (environment, poverty, etc.) and
Unit 12B on page 176 of the Student’s Book.
helping others.
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2 5
• Optional step Ask students to name some professional • Students write past simple verbs to complete the sentences.
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football teams and say which team is their favourite. • Students compare their answers with a partner before six
• Students scan the article and answer the questions (1–3). Set a students write answers on the board as a way to check answers
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two-minute time limit. and spelling as a class.

• Students check their answers with a partner.
PRONUNCIATION NOTES
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• Optional step Ensure that your students scan the article by

making it a competition. See which student can answer all three The pronunciation of past simple verbs can be particularly
questions first. difficult since there are three different ways that the -ed ending
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can be pronounced – /ɪd/, /t/ and /d/. The sound depends on

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3 two factors – the last sound of the infinitive verb and whether
• Students read the article and order the events. Set a five-minute the throat vibrates when saying the word. The /ɪd/ sound is
time limit. usually the easiest for students to identify since it is used with
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• Students check their answers with a partner before verbs that end in either the /d/ sound or the /t/ sound (e.g.
decide – decided). For infinitives that (1) don’t end in the /d/ or
at

checking as a class.
/t/ sound and (2) when said do not cause the throat to vibrate,
Extra activity the -ed is pronounced /t/ (e.g. ask – asked). For infinitives that
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Ask students to work with a partner to find other events in Marcus (1) don’t end in the /d/ or /t/ sound and (2) the throat vibrates
Rashford’s life (e.g. He played his first game for England. Marcus when said, the -ed is pronounced /d/ (e.g. live – lived).
©

knew what it was like to be hungry as a child. He asked people to

help families in the UK. He collected over 20 million pounds.). Set Extra activity 1
a three-minute time limit. Ask two pairs to get together. Students
Say past simple regular verbs, one by one, and ask students to
take turns saying their sentences, and the other pair orders the
notice the different sounds. Examples:
event (e.g. It happened between numbers 2 and 3.).
/ɪd/ visited, wanted, needed, hated
4 /t/ watched, liked, stopped, walked
• Students read the Grammar box and examples, which focus on /d/ scored, listened, learned
the rules to make the past simple form of regular verbs. Ask Say the verbs again and ask students to try to group them
students to answer the question. according to final ending sounds.
• Optional step Ask students to restate the first rule (e.g. since
the word ends in -e, only add d to the end).

201
LESSON B
As a critical thinking exercise, ask students
to create rules for when to use each of
the pronunciations. Then explain the
pronunciation of the past simple regular
verbs (see Pronunciation notes). Say
the verbs again. Students confirm the
pronunciation and rules as they listen and
repeat.
Extra activity 2
Ask students to work with a partner and
group the past simple regular verbs in
the reading passage according to the -ed
pronunciation.
Answers
/ɪd/ decided, collected
/t/ asked, helped
/d/ lived, changed, joined, played,
Model the verbs and ask students to repeat
after you. Then ask students to take turns
saying the verbs with their partner.
6 GRAMMAR
• Students read the Grammar box and
examples, which focus on past simple
irregular verbs. Ask students to answer
the question.
• Optional step Past simple irregular verbs
are new words for the students. It is a
good idea to drill the sentences and ask
students to repeat. This gives students
confidence in the pronunciation and helps
them remember that they must memorize
the words for the past simple of irregular
verbs (i.e. not add -ed).
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GRAMMAR NOTES
Students need to memorize the past
simple irregular verbs. They should
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prioritize remembering the most
common irregular verbs (e.g. go, come,
at
become, see) first. There are several
methods for helping them do this. First,
N
suggest they use the verbs in creative,
funny sentences. This may make it
easier to also remember the verb with
©
its context. Second, encourage them to
create short lists of five to ten words.
Ask them to put them in places where
they will often see them. For example,
reading through the list while brushing
their teeth is a quick and easy way to
spend more time reviewing the new
verbs. Third, they can play quiz games
with their friends.
202
12B
Changing the world
LESSON GOALS
• Understand an article about how a
footballer helped people
• Learn to use the past simple form of verbs
• Talk about things you did in the past
READING AND GRAMMAR 5 Complete the past simple sentences. Use the
1 Discuss in pairs. Can young people change the
correct form of the verbs in brackets.
1 Petra scored (score) a lot of home runs
world? How?
last year.
Yes, they can. There are many things they can do ...
2 My friends played (play) basketball
2 Look at the photo and scan the article. Answer yesterday.
the questions. 3 We didn’t watch (not watch) the news last
1 Who is the article about? Marcus Rashford night.
2 What is his job? football player 4 My sister and I didn’t like (not like) the TV
3 What is he also famous for? He helped many British show.
families get food.
asked
3 Answer the questions. Put the events in order 5 She (ask) him to do something,
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(1–6). but he didn’t help (not help).
a Marcus Rashford was born. 1 6 I visited (visit) her in the summer, and
stayed (stay) at her home for three
b Rashford got his idea to help people. 5
weeks.
c Rashford hurt his back. 4
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d Sometimes, Rashford’s family didn’t have money 6 Read the Grammar box. Do you use regular and
for food. 2 irregular past tense verbs the same way? Yes.
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e Rashford helped get millions of meals to poor
children. 6 GRAMMAR Past simple (irregular verbs)
f Rashford joined Manchester United Football Club. 3 Some past tense forms are irregular. We don’t add
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d or ed. We change the verb in different ways.
4 Read the Grammar box. Do you use the past hurt ➔ hurt
simple form of verbs in negative sentences? No.
He hurt his back.
have ➔ had
Past simple (regular verbs)
He had a big idea.
c
Past simple verbs show that something happened For negative sentences, irregular verbs are like
in the past.
hi
regular verbs. They don’t change form.
He lived with his family. I didn’t knew that.
To make the past simple form of a verb: I didn’t know that.
ap
1 add d to the infinitive
live ➔ lived Go to page 176 for the Grammar reference.
2 add ed to the infinitive
play ➔ played
7 Read the sentences. What are the present tense
forms of the bold words?
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3 repeat the last letter and add ed
1 I didn’t want to be late, so I ran to school. run
stop ➔ stopped
2 Nadia felt tired because she went to bed late. feels
To make negative sentences, use did not (didn’t) +
eo
infinitive: 3 I got home at five o’clock. get
They didn’t have money for food. 4 He became a teacher last year. becomes
5 We had no time to shower after the match. have
Go to page 176 for the Grammar reference. 6 I did my homework in the morning. do
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EXPLORE MORE!
What other things did Marcus Rashford do to help people? What awards did he get?
146 Is he still helping people today? Search online for ’Marcus Rashford + charity’.
42951_U12_142-153.indd 146 3/28/22 10:30 AM
Extra activity of the circle, and the remaining students
move closer together and continue the
Organize the class into groups and ask
game. The winner for the group is the last
each group to sit or stand in a circle. Give
each student a crumpled-up piece of paper person remaining. If time permits, have
the winners play each other in a Grand
or soft object to toss. One student says
Championship round.
the infinitive of a verb as they toss the
object to another student, who says the For further information and practice, see
past tense form while catching it. Students Grammar reference Unit 12B on page
continue this game. Encourage students 176 of the Student’s Book.
to immediately throw the object and not
hold onto it while thinking. Make a rule 7
that students cannot toss it back to the • Students read the sentences and write
same person. If a student cannot say the the present tense forms of the bold
infinitive of a verb or the past tense verb, words. Check answers as a class.
they are out of the game. They move out
 10
• Model the examples.
• Put pairs into groups. Ask groups to
talk about the things they did.

EXPLORE MORE!
If there is internet access in class, organize
the class into pairs or groups and ask
them to search online to find out more
MARCUS RASHFORD: information about Marcus Rashford’s

CHANGING charity work. Ask them to choose

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information that they think is interesting

THE WORLD and present their findings to the class.

Encourage them to show the class photos.

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To people around the world, Marcus Alternatively, ask students to prepare their
Rashford is a football hero. But to many research for homework before presenting

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children in the UK, he is a hero for a
different reason. in the next class.
Example:

Growing up
Rashford was born in 1997. He lived with his family in
Manchester, England. Life for his family was hard. His
mother had three jobs, and sometimes they didn’t have
money for food. Things changed when Rashford joined
Manchester United Football Club. He played his first game
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A big idea
In 2020, Rashford hurt his back and had to rest. That was Marcus Rashford is still helping people.
when he had a big idea.There were still many families in
the UK that didn’t have enough food. Rashford knew what
He has done many things. For example,
that was like, so he decided to do something. He asked the he helped the homeless and children who
government and the people of Manchester for help. In a needed meals. In December 2020, Marcus

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for them when he was 18, and soon after, he played his few months, he collected more than £20 million and helped
Rashford received the 2020 Expert Panel

hi
first game for England. get millions of meals to families in the UK.
Award for his work to help those who
don’t have enough to eat. In July 2021,
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8 Complete the sentences. Write the past form of SPEAKING he received the Pat Tillman Award for
the verbs. Use the Irregular verbs list to help you Service for his work to provide meals for
(page 178).
9 Make notes. What did you do at the different
times below? Write two things for each time. Use 1.7 million children in the UK during the
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the Irregular verbs list to help you (page 178).
give go have say see sleep take pandemic.
1 yesterday
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1 I saw Ruth at the cinema yesterday. 2 last week See Workbook page 82 for extra practice
2 I went to the park last week. 3 last month
4 last year
(Grammar).
3 She had lunch with Maya today.
4 Eric said he woke up late. 10 Work in groups. Talk about the things you did in
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5 Mala gave us her email address. Exercise 9.

6 He took the wrong bus to school. I studied for a test yesterday.
7 Sanya slept for nine hours last night. I went to my friend’s house last week.
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42951_U12_142-153.indd 147 3/28/22 10:30 AM

For additional practice, refer to the For additional practice, refer to the
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Communication activity on page 244 of Grammar activity on page 283 of the

the Teacher’s Book. Teacher’s Book.
©

8 SPEAKING
• Read through the words in the word
box. 9
• Ask students to complete the sentences • Ask students to write two things for
with the past form of the verbs. Point each time listed. Point out that they can
out that they can look at the Irregular look at the Irregular verbs list on page
verbs list on page 178 of the Student’s 178 of the Student’s Book.
Book. Check answers as a class. • Optional step Elicit some answers from
the class and write them on the board.

203
LESSON 12C
12C
A funny thing happened to me
LESSON GOALS
• Understand a funny story
• Ask questions about what people did
• Practise word stress in questions
• Learn about different feelings

LESSON GOALS
• LISTENING A main aim is for students
to learn what makes a story funny.
• GRAMMAR A further main aim is
for students to make past simple
questions.
• VOCABULARY A sub-aim is for
students to use words to describe
feelings.
• SPEAKING The speaking aim is

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for students to tell a story with an
interesting or funny ending.

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SPEAKING

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1
• Optional step Read the questions

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(1–2). Give students one minute to think
about their answers. This preparation
time allows students to organize their

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SPEAKING 3 12.4 Look at the Listening skill box. Then listen
thoughts and recall vocabulary. again and answer the questions.
1 Work in pairs. Ask and answer the questions.

hi
• Students answer the questions with 1 Do you know anyone who is funny? LISTENING SKILL
a partner. 2 Do you like telling funny stories in English or in
Understanding funny stories
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your first language? Funny stories often have punchlines. The
Sample answers listener thinks a story ends one way, but the
1 My friend is really funny. LISTENING punchline explains how it really ends. People usually
make the punchline sound important. They:
2 I like to tell funny stories in English.
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NATIONAL GEOGRAPHIC EXPLORER • say it at the end of the story
• pause before they say it
LISTENING 2 12.4 Listen to Maria Fadiman tell a story. • say it louder
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Answer the questions.

2 12.4 1 Jorge and Raul were from Brazil / Ecuador.
1 What is Maria’s punchline? I slipped and fell into the water
2 What does Maria say just before the punchline? Whoosh!
• Optional step Lead in by asking 2 They were walking in a river / up a mountain.
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3 The journey was easy / difficult for Maria. 4 Work in pairs. Do you think Jorge told the truth
students what they remember about 4 Jorge said Maria walked like a cat / chicken. when he said ’No, no, that’s good! Chickens are
Maria Fadiman. Refer students back to 5 Maria fell because she was excited / sad. great at walking!’?
page 143 of the Student’s Book.
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EXPLORE MORE!
• Play the audio. Students complete the Jokes are questions with funny answers, or funny stories that often aren’t real. Search
exercise. Check answers as a class. 148 for ’simple jokes’ and learn a few.
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AUDIO 12.4
Maria Fadiman: So a funny thing
at

happened to me. I was in the rainforest in

42951_U12_142-153.indd 148 3/28/22 10:30 AM
Ecuador with two local people, Jorge and
Raul. We had to walk along a small river, in 3 12.4 4
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the water. It was difficult for me, but not • Read through the information in the • Organize the class into new pairs.
for Jorge and Raul. They made it look easy! Listening skill box with the class. Students talk about their ideas with a
©

They knew where all the right stones were. partner.

• Play the audio again. Students answer
I wanted to look good in front of them. I the questions. • Ask students to share some ideas with
didn’t want them to know it was difficult the rest of the class.
for me. But Jorge looked at me and told • Students check answers with a
partner before checking as a class. Sample answer
Raul, ‘You know, she walks like a chicken.’
‘Like a chicken?’ I asked. I felt a little sad. • Optional step Play the audio again. No, I don’t. I think he said that to be kind. /
Jorge said, ‘No, no, that’s good! Chickens Pause at key points if students have He said that because he didn’t want to
are great at walking!’ I felt great, and I problems hearing answers. hurt her feelings.
lifted my arms to celebrate. Suddenly ...
whoosh! I slipped and fell into the water!
Jorge and Raul laughed so much. They
helped me up, and I felt terrible. But later, I
laughed too.

204
 5 12.5 Listen to the story. Answer the questions.
1 What is the punchline of the story?
2 Why is the story funny or interesting?
’It was very late and I was super quiet – I didn’t want
my parents to hear me. I went into my bedroom and
climbed into bed. But there was someone there. I
jumped out of bed and turned on the lights. It was
my mum ... I was in the wrong room!’
GRAMMAR
6 Read the Grammar box. Are the sentences
true (T) or false (F)?
GRAMMAR Past simple questions
To make a question, use:
CLEAR VOICE
AUDIO 12.5
Stressing words in questions
In questions, the subject is usually not It was very late and I was super quiet – I
stressed. didn’t want my parents to hear me. I went
In yes/no questions, stress the verb. into my bedroom and climbed into bed.
Did you like it?
In wh- and how questions, stress the question
But there was someone there. I jumped
word and the verb. out of bed and turned on the lights. It was
Where did you live? my mum ... I was in the wrong room!
Extra activity
VOCABULARY
Explain to students that in some families,
9 12.7Listen and repeat the words. When children must come home by a certain
do you have these feelings? Which are good
feelings? time, but in others, children can come
home at any time in the evening. Ask

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(question word +) did + subject + infinitive happy excited
Did she fall into the water?
students to talk with a partner about what
tired surprised rules their parents have/had for them or
(Yes, he did. / No, he didn’t.)
Why did she fall into the water? what rules they have for their own children

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sad angry
Go to page 177 for the Grammar reference. (if they have them) about coming home at
1 The subject goes between did and the verb. T bored afraid
night. Tell students they only need to share

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2 You use the past simple form of verbs in questions. F
10 Complete the sentences. Use the word from information that they feel comfortable
7 Complete the questions with did and verbs from Exercise 9 you think works best.
the box. Then ask and answer the questions in
telling their partner.

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1 Who was that? What was that noise? I was so
pairs. afraid .

go have live play speak

2 I worked fourteen hours yesterday. I was really
tired .
GRAMMAR
3 I didn’t know about the party. I was so
6

c
When you were a child:
surprised !
1 Did you have a best • Read out the information in the

hi
4 There was nothing to do. I was really
friend?
did
bored . Grammar box with the class. Ask
2 What language you
speak Go to page 165 for the Vocabulary reference. students to read the sentences and
3 What town or city
at home?
did you
ap decide if they are true or false.
live in? SPEAKING
• Optional step Model the sentences
4 How did you go to 11 Make notes. Think of a story about you or and ask students to repeat after you.
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school? someone you know.
5 What sports did you • When and where did it happen?
play ? • How does the story begin?
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A: Did you have a best friend? • What happened then?

GRAMMAR NOTES
B: Yes. Her name was Monica … • How did the people in the story feel? Although did is normally used in yes/no
• How does the story end?
questions and Wh- questions, it is often
G

PRONUNCIATION 12 Work in pairs. Share your story. Ask your partner

questions about their story.
not used with Who (e.g. Who painted
8 12.6Look at the Clear voice box. Listen the Mona Lisa?).
and repeat. My story happened last year. I was at home with my
However, one example of using did with
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sister. I was bored, so I asked her to ...

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who could be in response to a negative

149 statement (e.g. Who did paint it?).
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For further information and practice, see

Grammar reference Unit 12C on page
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42951_U12_142-153.indd 149 3/28/22 10:30 AM 177 of the Student’s Book.

5 12.5 Answers
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• Optional step Allow students to read 1 I was in the wrong room! For additional practice, refer to the
the text before listening to it. 2 He tried to be very quiet, but his parents Grammar activity on page 284 of the
found out he came home very late Teacher’s Book.
©

• Play the audio. Students answer the

because he made a mistake about which
questions (1–2).
room was his bedroom.
• Students check answers with a
partner before checking as a class.
• Optional step Play the audio again.
Pause at key points if students have
problems hearing answers.

205
LESSON C
7 10
• Mix students so they have new partners. Ask students to • Give students time to read the sentences (1–4). Students use
write the correct words. Students check their answers with a adjectives from Exercise 9 to complete the sentences.
partner. • Students compare their answers with a partner.
• Optional step Students take turns reading the sentences with
their partner. For additional practice, refer to the Vocabulary activity on page
258 of the Teacher’s Book.
PRONUNCIATION
SPEAKING
8 12.6
• Read through the information in the Clear voice box. Ask 11
students to listen and repeat. • Give students time to write their notes about their story. Set a
three-minute time limit.

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• Optional step Students take turns reading the sentences with
their partner. • Optional step Encourage students who finish quickly to make
sure they answered all the questions and then add more details

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to some answers.
PRONUNCIATION NOTES
12

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The content words are the words that convey the most
meaning. These are the words that are stressed. As a result, • Organize the class into new pairs. Ask students to take
we usually stress the verb in yes/no past simple questions since turns using the techniques in the Listening skill box to finish

Le
the verb conveys the most meaning. In contrast, the structure their story with a dramatic effect. Set a five-minute time limit.
words (e.g. articles, auxiliary verbs, conjunctions, prepositions) • Model the example story for the class.
are normally not stressed, so did, you and it are not stressed.

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Similarly, the Wh- and How question words are stressed EXPLORE MORE
since these words can drastically change the meaning of the

question (e.g. When did you go? versus Where did you go?).
The exception is during a conversation when we are making
questions to ask about something we don’t understand. For
example, we would stress she if, during a group conversation,
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one person mistakenly refers to someone as he.
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hi
If there is internet access in class, organize the class into pairs or
groups and ask them to search online to find some simple jokes.
ap
Explain to students that many English jokes follow a question-
answer pattern. Encourage students to search for an explanation
so they can explain the joke if it’s not obvious. Ask students to
present their findings to the class. Alternatively, ask students to
prepare their research for homework before presenting in the

AUDIO 12.6 next class.

Did you like it? Example:
Where did you live? Why do we tell actors to ‘break a leg’? Because every play has a
G

cast.
For additional practice, refer to the Communication activity on
This is a play on words because cast has two meanings. Both
page 245 of the Teacher’s Book.
meanings are important for this joke. (Cast has many other
l
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meanings as well.) The first meaning is a group of people who act

VOCABULARY together in a play, musical or other theatrical performance. The
second meaning is the hard material put around a broken leg or
9
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12.7
arm to help it heal.
• Play the audio. Students listen and repeat. Students show their classmates photos of the two meanings
at

• Organize the class into new pairs. Students take turns of cast.
asking and answering the questions.
See Workbook pages 82–84 for extra practice (Listening,
N

• Optional step Ask two pairs to get together and share their
Grammar, Pronunciation, Vocabulary).
ideas with each other.
©

AUDIO 12.7
happy excited tired surprised sad angry
bored afraid
Extra activity
Organize the class into groups. Students take turns miming a
feeling without saying anything. Group members guess the
feeling. Afterwards, ask students how they recognized the feeling
(e.g. body language, facial expressions). Point out that our facial
expressions help people understand what we want to say, even
without words.

206
LESSON 12D
LESSON GOALS
• SPEAKING This lesson integrates reading and listening as well as speaking. Its main
aim is to empower students to overcome their fear of speaking English outside of the
classroom. The lesson ends with students putting the tips they’ve learned into practice
as they discuss a topic in detail.
SPEAKING
1 People can still understand most of what you are saying.
• Ask students to take turns asking and answering the
questions (1–3) with a partner. Encourage students to give
reasons for their answers. Then share ideas with the class.
• Optional step Ask students to share some of their ideas about
when, where and why they use English outside of the classroom
(e.g. I speak English at my job. I work in a hotel. Sometimes,
I help guests in English.)
Sample answers
1 No. Sometimes, I don’t know the words in English.
2 No. Sometimes, the other person talks very fast.
3 It’s difficult to remember English grammar.
COMMUNICATION SKILL NOTES
This lesson introduces ways to help students overcome their
fear of using English outside of the classroom. The lesson
ap
gets students to think about the importance of using English,
so they improve. Although students are often self-conscious
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about making mistakes, they should not be worried about
making mistakes when they use English to communicate as
it is part of the learning process. Students should remember
eo
that their goal is not to speak perfect English. In their quest
to be perfect, they may give up many opportunities to talk
with others. Instead, they should focus on communication and
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remember that ‘perfect English’ doesn’t really exist. As a simple
example, speakers who use English as a first language regularly
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change their mind mid-sentence about how they are saying
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an idea, and this results in grammatical mistakes (e.g. I ate
less food, well, meals yesterday.). The mistakes don’t stop the
conversation because the listeners ignore them and continue
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with the conversation.
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MY VOICE
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2 12.2
• Give students time to read the sentences (1–4).
©
• Play the video in which the narrator gives four tips for using
English outside the classroom. Students note or remember
answers, then discuss their answers with a partner before
checking answers as a class.
VIDEO 12.2
Narrator: You meet someone, and they speak to you in English.
How do you feel?
Sally: Hi there. How are you? I’m Sally.
Dewi: Err … hello … I’m Dewi …
Narrator: It’s OK to feel a little worried. New languages are difficult!
Most people understand this. So don’t be afraid to use English
with people.
Here are some tips to help you.
One: Mistakes are OK.
Sally: Where are you from, Dewi?
ng
Dewi: Me? Indonesian ... um … I’m from Indonesia.
Narrator: Two: When you don’t know a word, use another word.
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Sally: Oh, like Indah! Did you study together?
Dewi: No. We’re … How do you say it? Next door friends?
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Sally: You’re her neighbour? That’s nice!
Narrator: Three: You can also explain the word or idea.
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Dewi: Yes, neighbours. We always go… um … you know …
walking in the mountains?
Sally: Hiking? I love hiking too!
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Narrator: And finally … relax and smile.
hi
When you relax, other people feel relaxed with you.
Dewi: You love hiking too? Come with us next time!
Narrator: Remember: You don’t need perfect English, so don’t
worry about a few mistakes. A great way to learn English is to use
it. So use it often!
3
• Read out and discuss the information in the Communication
skill box. Point out that this is a summary of the information
they just studied in the video.
• Ask students to read the questions and take turns talking
about their ideas with their partner.
Sample answer
I think 1 is the most important.
When I worry, I don’t try to speak English.
Extra activity
Tell students that when they are having problems saying a word,
they can stop for a few seconds before continuing. This slight
pause can help them refocus and not get more stressed. Ask them
to note the places where Dewi does this in the video. Play the
video again. Check answers (when she says ‘Indonesian … um …
I’m from Indonesia.’; ‘We’re … How do you say it?’; ‘We always
… um … go walking.’).
4
• Read through the Useful language box with the class. Point out
the meaning and use of the expressions.
• Optional step Model the sentences and ask students to repeat
after you. It is a good idea to drill the expressions and ask
students to repeat. This gives students confidence as they use
the expressions in the rest of the lesson.
• Mix students so that they are with a new partner. Students
read the sentences again and talk about what they think the
sentences describe with their partners.
207
LESSON D
VOCABULARY NOTES
There are several ways to explain a
word. Some additional ways that
students can explain a word are:
• Say words with the opposite
meaning.
• Give many adjectives and/or adverbs.
• Draw a picture or use gestures.
Extra activity
Organize the class into groups. Show the
class a photo of an object they would
recognize but don’t know how to say in
English (e.g. a burrito that is cut open so
students can see the inside). Ask each
group to make as many sentences as they
can to explain the object. Set a four-minute
time limit. Ask groups how many sentences
they made. Ask the group with the most
sentences to share them with the class.
(e.g. It’s a kind of food. It’s like a wrap. It
looks like it has meat and tomatoes inside.
It’s big.)
5
• Give students time to read the
incomplete sentences and think of ideas.
• Ask students to create sentences about
each of the things in the photos without
using the name of the things. Set a four-
minute time limit.
Sample answers
1 It’s like a bed, but outside.
2 It’s a … how do you say it … sports toy
in the water.
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3 You use it to have fun. You ride it.
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4 It’s a kind of cake.
6
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• Optional step Read the names of the
things in the photos. Students repeat.
at
Doing this gives them confidence to say
the words during their conversations.
N
• Model the example dialogue with a
student for the class.
©
• Organize the class into new pairs.
Students take turns describing and
guessing the things.
• As students practise, monitor their
conversations. In feedback, praise
students for their communication skills.
This builds their confidence.
208
12D
Using English in the real world
LESSON GOALS
• Understand how to use English in the real
world
• Learn phrases to explain a word or idea
• Talk about a difficult topic
SPEAKING 3 Look at the Communication skill box. Which tip
do you think is the most important? Why?
1 Work in pairs. Discuss the questions.
1 Is speaking English in the classroom COMMUNICATION SKILL
Using English in the real world
easy for you?
2 Is speaking English outside the classroom To improve your English, use it with other
people. Here are some tips.
easy for you?
3 What do you find the most difficult about 1 Don’t worry about mistakes.
speaking in English? 2 When you don’t know a word ...
• think of another similar word or words.
MY VOICE • explain the word or idea you are trying to say.
3 Relax!
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2 12.2 Watch the video. Circle the answers.
1 People usually you when you make a few 4 Look at the Useful language box. Then work in
mistakes. pairs. What words do you think the phrases in
a understand b don’t understand the box describe?
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2 When you don’t know a word or idea, ...
a change the topic. b explain it. Useful language phrases to explain a word
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3 Try to when speaking English. It’s like a (boat) but (very big). SUV, tank, truck, bus
a relax and smile b talk quickly How do you say it? (Finished college)? graduated
4 The video tells us to speak . It’s a kind of (animal from Australia). koala, kangaroo
You use it to (make bread). oven, bread maker
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a better English b English often
jet ski muffin
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hi
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150
42951_U12_142-153.indd 150 3/28/22 10:30 AM
SPEAKING 8 OWN IT!
• Organize the class into new
7 pairs. Students take turns asking and
• Ask students to choose one of the four
answering questions about their topic.
options. Students write down words and
• Model the example conversation
expressions about their topic. Emphasize
with a student for the class. Point out
that they shouldn’t write complete
sentences. Set a five-minute time limit. that Student A starts with a general
statement that introduces the topic and
• Optional step Encourage students
then gives a detail. Encourage them to
to apply the tip in item 2 of the
do the same.
Communication skills box rather than
using a dictionary or device.
 5 Look at the four photos and their labels. Then
complete the sentences below. Choose an object
for each sentence and write about it. Don’t use
the name of the object.
1 It’s like a ... , but ...
2 It’s a ... how do you say it?
3 You use it to ...
4 It’s a kind of ...
6 Work in pairs. Read your sentences from
Exercise 5 to your partner. Guess the item your
partner is describing in each sentence.
A: It’s like a ... , but it’s ...
B: Is it a jet ski?
SPEAKING
8 OWN IT! Work in pairs. Discuss your topics in
Exercise 7. Use the Useful language to help you Extra activity
explain difficult words or ideas. And remember:
don’t worry about mistakes! Ask students what other things they
A: Two hundred years ago, the world was different. could put on the checklist in Exercise 9
There weren’t any cars or planes. (e.g. stopped to think, said umm). Ask
B: How did people travel?
students to evaluate their partners with
A: They rode horses and other animals like ... how do
these additional points.
you say it? It’s like a ...
9 Work in pairs. Look at the checklist. Tick (✓) the
items your partner did well. Then talk about EXPLORE MORE!
your checklists.
If there is internet access in class, ask
My partner ... students to work with a partner to do
smiled and looked relaxed. research online about countries with

ng
7 Choose a topic below to describe to your partner was friendly. English speakers. In order to develop
in Exercise 8. Make notes. was not worried about mistakes. students’ global awareness, encourage
• A film I really like
• A book I read
looked at me when they spoke. them to locate the countries on a world

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• The world two hundred years ago explained words they didn’t know. map. Ask pairs to present their findings
• How animals can help people explained difficult ideas well. to the class. Alternatively, ask students

The world two hundred years ago:
- no cars or planes
- people rode horses
ar
to prepare their research for homework
- no internet A: Great job! You were very relaxed.
- fewer people B: You were great too. You explained difficult words
before presenting in the next class.

Le
and ideas well, like ... Example:
The United Kingdom and the United States
are thought of as countries where people
hammock roller coaster
speak English. But there are many other

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countries where people speak English, like

hi
Belize and Jamaica. I was surprised because
India has the most English speakers – four
ap times as many as the United States. I was
also surprised because Canada, Australia
and New Zealand aren’t in the top ten
gr
countries with the most English speakers.
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l G

EXPLORE MORE!
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Where do people speak English? Which countries have the most English speakers? Do any of
the countries surprise you? Search online for ’Countries with the most English speakers’. 151
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42951_U12_142-153.indd 151 3/28/22 10:30 AM

• Optional step Group students so • Ask students to use the checklist to

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partners have different topics. This evaluate their partner. Ask students
allows them to practise rephrasing for to take turns talking about what their
more types of topics. partners did well.
©

• Ask a student to use the example

9 phrases to provide a model for the class.
• Read through the checklist with the
class.
• Optional step Explain to students that
the goal is to discuss what was done
well, and they shouldn’t criticize their
partners.

209
LESSON 12E
LESSON GOALS
• WRITING The aim of the lesson is for
students to write a story about their
lives. Students practise writing their
own life story.
SPEAKING
1
• Optional step Ask students to
recall words that describe personality
(e.g. quiet, friendly, happy, funny, nice,
interesting, clever).
• Organize the class into pairs. Ask
students to discuss the questions (1–2).
• Ask a student to use the example
sentences to provide a model for the
class.
• Ask some pairs to share their ideas with
the class in feedback.
Sample answers
1 I think I am a nice person.
2 When I was a child, I was always friendly
and funny.
READING FOR WRITING
2 3 Why did Adriana’s life in the US get better?
• Students read the article and answer the
questions. Set a five-minute time limit.
• Ask students to compare their
answers with a partner before checking
answers as a class.
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Answers
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1 She lived in a small town far from the
city.
2 very dark
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3 She got a guitar.
3
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• Students read the story again and decide
N
if the sentences are true or false.
• Ask students to compare their
answers with a partner before checking
©
answers as a class.
• Optional step Ask, How does she
feel now? (happy) Point out that
she overcame her hard time and
remind students that even if they are
in a difficult situation, they can get
through it.
210
12E
This is me
LESSON GOALS
• Learn how to include interesting information
• Learn expressions for talking about the past
• Write your life story
ng
ni
ar
SPEAKING
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1 Work in pairs. Discuss the questions. MY LIFE STORY
1 What are some words that describe your
I’m Adriana. I’m from Mexico. I’m 34 years old and I
personality?
2 What are some words that describe your
play music.
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personality when you were a young child? When I was a child, I lived in a small town far from
hi
I think I’m a quiet person. When I was a child, I was the city. Things were different back then. There
always very excited ... weren’t any tall buildings or shopping centres in
town and most of us didn’t have mobile phones. But
ap
READING FOR WRITING life was fun! We played football and other games in
the park every day. I remember we always stopped
2 Read Adriana’s life story. Answer the questions. at 6 p.m. There weren’t any street lights, and the
1 How was life different when Adriana was a child? evenings were very dark!
gr
2 What were the evenings in her town like? When I was a teenager, my family moved to the
US. It was a bad time for me because I didn’t have
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3 Read again. Are the sentences true (T) or friends. But then I got a guitar and my life changed.
false (F)? It was a cheap guitar. It didn’t sound good or look
nice, but I loved it! I practised every day, started a
1 Adriana is from Morocco. F
2 Life was fun when she was a child. T
band and made a lot of great new friends.
G
3 Her first guitar was expensive. F In 2015, I married my husband, Ricardo. We now
have two beautiful children and a black cat named
4 She got married last year. F
Sabrina. I’m very happy with my life.
5 She now has three children. F
152
42951_U12_142-153.indd 152 3/28/22 10:30 AM
VOCABULARY NOTES 4
• Read through the Writing skill box with
Cheap has several nuances, depending
the class.
on the speaker and situation.
1 The price is less than usual or • Optional step Ask students to identify
the three time periods in the story
expected (i.e. good value).
(childhood, adolescence, adult life) and
2 Inexpensive but low quality.
notice the writer used one paragraph
Extra activity for each.
• Discuss the first set of interesting
Ask students to correct the false sentences
in Exercise 3. information Adriana provides, already
given in the Writing skill box, to get
1 Adriana is from Mexico.
3 Her first guitar was cheap. / Her first students started. Students identify
guitar was not expensive. the main ideas in the article and the
4 She got married in 2015. interesting information that provides
5 She now has two children. details about those other main ideas. Set
a four-minute time limit. Check answers
as a class.
 4 Look at the Writing skill box. What interesting
information does Adriana give the reader?
WRITING SKILL
Including interesting information
When you write, include interesting
information. For each main idea, note down
one or two interesting points:
Main idea:
When I was a child, I lived in a small town.
Interesting points
Things were different back then. There weren’t any
tall buildings or shopping centres in town and most
of us didn’t have mobile phones.
Use adjectives to say how things looked or felt:
There weren’t any street lights, and the evenings
were very dark!
5 Look at the Useful language box. Then complete
the conversation. Practise it in pairs.
Useful language Expressions to talk about
the past
When I was young / a child / at school,
Back then,
Things were different.
Life was different.
I remember (we always stopped at 6 p.m.)
was
A: When I 1 at school, life was
2 different . story.
B: Yes, it was. I 3 remember the long walks to
school. There weren’t any trains!
A: That’s right. 4 Things were really
different!
B: Were you happy back 5 then ?
A: Yes, I was. Life was great 6 when
child!
6 Look at the Critical thinking skill box. Then work
in pairs. Think about when you were a young
child. What would a reader want to know?
CRITICAL THINKING SKILL
Guessing what the reader wants
When you write, imagine you are the reader.
You don’t know the story. Ask these questions:
• What does the reader need to know?
• How can the story be more interesting?
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42951_U12_142-153.indd 153
Extra activity
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Ask students to find, I remember we always
stopped at 6 p.m. in the article. Ask students
to discuss how the feeling is different from
©
We always stopped at 6 p.m. (e.g. When
she writes I remember, we feel we are with
her as she remembers the past.; It seems
friendly.; It makes me feel her happiness.).
5
• Read through the Useful language box
with the class.
• Students write words to complete the
conversation. Check answers.
• Students practise the conversation
in pairs. Ask them to take turns playing
both roles.
WRITING TASK • Monitor and encourage students who
finish quickly to think about what the
7 Think about your life story and make notes.
Write four main ideas. For each main idea, write reader needs to know and add more
one or two interesting points.
detail.
Moved to another country
Main idea 1:
Interesting point: started to learn French
8
Felt: bad because I didn’t have any friends; made • Students add adjectives to their table in
friends with my new French language Exercise 7. This makes their story more
interesting for readers.
Main idea 2:
9 WRITE
• Students use the ideas from Exercise 7
to write their life story. Set a five-minute
ng
time limit.
Main idea 3:
• Monitor and encourage students to use
Adriana’s model and the information
ni
they studied in this lesson.
• Optional step Encourage students to
ar
Main idea 4: write complex sentences by connecting
ideas with and, but and because. Put
Le
students in new pairs and ask them to
take turns to read their partner’s life
8 Look at your notes in Exercise 7. Think of
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adjectives you can use to describe how things
10 CHECK
hi
looked or felt. Add them to your notes.
• Read through the checklist with the class
9 WRITE Write your life story. Use your notes to and check students’ understanding of it.
ap
help you, and Adriana’s life story as a model. Try
• Ask students to use the checklist. Ask
I was a to make your story interesting.
students to look at their life story and
10 CHECK Use the checklist. My story ...
check against the checklist.
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includes three or four main ideas.
includes interesting points. • Optional step Set a three-minute time
describes how things looked or felt. limit for students to revise their life story.
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uses the past simple correctly.
11 REVIEW
11 REVIEW Work in pairs. Read your partner’s life
story. Do they do all the things in the checklist? • Mix students so they are with a new
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Tell them what you think is interesting about
their stories. Be positive!
partner. Ask students to exchange their
Go to page 159 for the Reflect and review. life story with their partner and check it
against the checklist in Exercise 10.
• Optional step Students compare and
153
comment on each other’s life story and
make suggestions for revision (e.g. I
don’t know how you felt.). Set a three-
minute time limit for students to revise
3/28/22 10:30 AM
their life story.
6
• Read through the Critical thinking skill For additional practice, refer to the
box with the class. Give students time to Mediation activity on page 315 of the
read the text carefully. Teacher’s Book.
• Ask students to take turns asking See Workbook page 84–85 for extra
and answering questions about their practice (Writing).
childhood.
See Workbook pages 86–87 for Unit 11
WRITING TASK and 12 Review.
7 For Unit 12 Reflect and review, see
• Students write notes about their lives. Student’s Book page 159.
They should write four main ideas and
provide interesting information about
the main ideas. Set a five-minute time
limit.
211
 Vocabulary reference
UNIT 1
Countries and nationalities
Argentina /ˌɑːdʒənˈtiːnə/ He’s from Argentina.
Brazil /brəˈzɪl/ Brazil is very beautiful.
Brazilian /brəˈzɪliən/ Brazilian food is great!
British /ˈbrɪtɪʃ/ My teacher is British.
China /ˈtʃaɪnə/ Many people live in China.
France /frɑːns/ Maya’s home is in France.
Germany /ˈdʒɜːməni/ Germany is famous for cars.
German /ˈdʒɜːmən/ He’s German.
Japan /dʒəˈpæn/ Tokyo is in Japan.
Moroccan /məˈrɒkən/ She’s Moroccan.
Omani /əʊˈmɑːni/ She’s not Omani.
Peruvian /pəˈruːviən/ That dish is Peruvian.
the United Kingdom /ðə juˌnaɪtɪd ˈkɪŋdəm/ She’s a
teacher from the United Kingdom.
the United States /ðə juːˌnaɪtɪd steɪts/ The United
States is big.
Turkish /ˈtɜː.kɪʃ/ My friend is Turkish.
Vietnamese /ˌvjetnəˈmiːz/ I like Vietnamese food.
Numbers (0–10)
zero /ˈzɪərəʊ/ The number 0 is zero.
one /wʌn/ Max has one pencil.
two /tuː/ Ichiro is two years old.
three /θriː/ Three cups are on the table.
four /fɔː/ Rosa has four classes today.
five /faɪv/ I go home at five o’clock.
six /sɪks/ Alan’s family has six people.
seven /ˈsevən/ The class has seven students.
eight /eɪt/ I have eight pens in my bag.
nine /naɪn/ The garden has nine trees.
ten /ten/ This test has ten questions.
1 Look at the countries. Complete the table.
Country Number of letters Nationality
Argentina nine Argentinian
Germany
Japan
Oman
Turkey
The UK
2 Work in pairs. Answer the questions.
1 Which country would you like to visit? Why?
2 Do you know anyone from these countries?
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Vocabulary reference
UNIT 5
Common activities
call a friend /kɔːl ə frend/ She needs to call a friend.
chat online /tʃæt ɒnˈlaɪn/ Fran loves chatting online.
draw a picture /drɔː ə ˈpɪktʃə(r)/ Malik likes drawing
pictures in the park.
listen to music /ˈlɪsən tə ˈmjuːzɪk/ Tim listens to music
on the way to school.
play video games /pleɪ ˈvɪdɪəʊ ɡeɪmz/ I play video
games online with my friends.
read a book /riːd ə bʊk/ I like to read a book before bed.
sing a song /sɪŋ ə sɒŋ/ He wants to sing a song with
my band.
watch TV /wɒtʃ tiːˈviː/ Karl always watches TV after
dinner.
Months
January /ˈdʒænjuəri/ The year begins in January.
io
February /ˈfebruəri/ February is a cold month.
March /mɑːtʃ/ March is the start of spring.
April /ˈeɪprəl/ It often rains in April.
at
May /meɪ/ In May, there are many new flowers.
June /dʒuːn/ Summer begins in June.
July /dʒʊˈlaɪ/ In July, we go to the beach a lot.
August /ɔːˈɡəst/ Jeff’s birthday is in August.
N
September /sepˈtembə(r)/ School starts in September.
October /ɒkˈtəʊbə(r)/ The weather is cool in October.
November /nəʊˈvembə(r)/ School ends in November.
December /dɪˈsembə(r)/ Winter starts in December.
Seasons
©
spring (n) /sprɪŋ/ The flowers are beautiful in spring.
summer (n) /ˈsʌmə/ Summer here is very hot.
autumn (n) /ˈɔːtəm/ Autumn is called ‘fall’ in the US.
winter (n) /ˈwɪntə/ Winters here are very cold.
1 Complete the sentences with the correct verb.
1 Do you want to TV?
2 Malia always online with me.
3 They video games on Saturday.
4 Sometimes, I like to a friend.
5 I want to a picture of my cat.
6 I usually to music at night.
2 Work in pairs. Discuss these questions.
1 Which do you like: winter or summer? Why?
2 What is your favourite month? Why?
3 Do you like four seasons or one long warm
season?
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212
UNIT 2 UNIT 3 UNIT 4
Rooms in a house Travel items Numbers (11–100)
bathroom (n) /ˈbɑːθruːm/ Where’s the bathroom? bag (n) /bæɡ/ How many pens are in your bag? eleven /ɪˈlevən/ This house has eleven rooms.
bed (n) /bed/ The cat is under the bed. bank card (n) /bæŋk kɑːd/ This is my bank card. twelve /twelv/ A year has twelve months.
bedroom (n) /ˈbedruːm/ This flat has two bedrooms. book (n) /bʊk/ That book is from China. thirteen /θɜːˈtiːn/ He has thirteen pens.
dining room (n) /ˈdaɪnɪŋ ruːm/ This is a small dining camera (n) /ˈkæmərə/ This is Ren’s camera. fourteen /fɔːˈtiːn/ Hadid is fourteen years old.
room. dress (n) /dres/ Maria’s dress is on the bed. fifteen /fɪfˈtiːn/ The bus leaves in fifteen minutes.
dining table (n) /ˈdaɪnɪŋ ˈteɪbəl/ It’s on the dining table. keys (n) /kiːz/ Are these your keys? sixteen /sɪksˈtiːn/ The class has sixteen students.
fridge (n) /frɪdʒ/ The oranges are in the fridge. notepad (n) /ˈnəʊtpæd/ Please bring your notepad. seventeen /sevənˈtiːn/ I have seventeen books.
kitchen (n) /ˈkɪtʃɪn/ Jenny cooks in the kitchen. passport (n) /ˈpɑːspɔːt/ I always carry my passport. eighteen /eɪˈtiːn/ Bus eighteen goes to the park.
living room (n) /ˈlɪvɪŋ ruːm/ The living room has four phone (n) /fəʊn/ Where’s my phone? nineteen /naɪnˈtiːn/ School ends in nineteen days.
chairs. toothbrush (n) /ˈtuːθbrʌʃ/ My toothbrush is in the bag. twenty /ˈtwenti/ This box has twenty water bottles.
shower (n) /ˈʃaʊə(r)/ This house has two showers.
T-shirt (n) /ˈtiːʃəːt/ Kim’s T-shirt is nice. thirty /ˈθɜːti/ My house is thirty kilometres away.
sofa (n) /ˈsəʊfə/ The children are on the sofa.
water bottle (n) /ˈwɔːtə ˈbɒtəl/ Is that your water bottle? forty /ˈfɔːti/ The class has forty people in it.
toilet (n) /ˈtɔɪlət/ The toilet is in the bathroom.
Colours fifty /ˈfɪfti/ Ben’s report is fifty pages long.
TV (n) /tiːˈviː/ The TV is in the living room.
black (adj) /blæk/ Ali drives a black car. sixty /ˈsɪksti/ This zoo has more than sixty animals.
Places in town seventy /ˈsevənti/ Gina has seventy online friends.
blue (adj) /bluː/ Terry is in a blue shirt.
bus station (n) /bʌs ˈsteɪʃən/ He’s at the bus station. eighty /ˈeɪti/ Elsa’s village has eighty houses.
green (adj) /ɡriːn/ The grass is green.
cinema (n) /ˈsɪnɪmə/ The cinema has a new film. ninety /ˈnaɪnti/ The film is ninety minutes long.
orange (adj) /ˈɒrɪndʒ/ The toy is orange.
city (n) /ˈsɪti/ New York is a large city. one hundred /wʌn ˈhʌndrəd/ The test has one hundred
pink (adj) /pɪŋk/ Dani’s favourite colour is pink.
library (n) /ˈlaɪbrəri/ This book is from the library.
ng
purple (adj) /ˈpɜːpəl/ My phone is in the purple bag. questions.
museum (n) /mjuːˈzɪəm/ A museum has old things. Days of the week
red (adj) /red/ Those flowers are red.
park (n) /pɑːk/ You can see many birds at the park. Sunday /ˈsʌndeɪ/ I don’t work on Sunday.
white (adj) /waɪt/ Is this Min-seo’s white guitar?
restaurant (n) /ˈrestrɒnt/ This restaurant is great! Monday /ˈmʌndei/ Luca begins work on Monday.
yellow (adj) /ˈjeləʊ/ He lives in a yellow house.
school (n) /skuːl/ How do you like school? Tuesday /ˈtjuːzdeɪ/ Is today Tuesday?
1 Write the correct item to match each description.
shopping centre (n) /ˈʃɒpɪŋ ˈsentə(r)/ This city has many Wednesday /’wenzdei/ Wednesday is a busy day.
ni
shopping centres. 1 You take photos with it.
Thursday /ˈθɜːzdeɪ/ I have a test on Thursday.
supermarket (n) /ˈsuːpəmɑːkɪt/ I shop at the 2 You carry your things in it.
Friday /ˈfraɪdeɪ/ Are you free on Friday?
supermarket. 3 You call people with it.
Saturday /ˈsætədeɪ/ Ian plays football on Saturday.
town (n) /taʊn/ Jen comes from a small town. 4 You use this to get money.
ar
train station (n) /treɪn ˈsteɪʃən/ This is a new train 5 You read stories in this. 1 Write out the numbers.
station. 6 You use this to open the door. 1 12
village (n) /ˈvɪlɪdʒ/ Nicole lives in a small village. 7 You can write things in this. 2 19
3 43
1 Match the descriptions with the words. 2 Complete the sentences by writing the colour. 4 58
Le
1 where you see films a bedroom The first letter is given.
2 what you sit on b TV 1 Zhong is in a w T-shirt.
2 Complete the sentences by writing the day. Some
letters are given.
3 a place with books c town 2 Are the flowers y ?
1 On M , Aliya goes to school.
4 where you sleep d cinema
3 Karl’s favourite colour is o . 2 There will be a test this Th .
5 what you watch e sofa
6 a small city f library 4 Patty has two r dresses. 3 Lin’s birthday is on Sa .
5 Yuki’s bag is g . 4 Let’s have lunch together on W .
2 Work in pairs. Discuss these questions.
1 What is in your house? 3 Work in pairs. Discuss these questions. 3 Work in pairs. Discuss these questions.
c
2 What room in your house are you in the most? 1 What do you take with you on trips? 1 How old is your best friend?
3 Which places above are in your city or town? 2 What do you have with you now? 2 What day do you like best? Why?
3 On which days are you busy?
hi
3 What is your favourite colour?
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gr
eo
UNIT 6 UNIT 7 UNIT 8
Food Family members Common abilities
bread (n) /bred/ Sean often has bread for breakfast. brother (n) /ˈbrʌðə/ Leo is my brother. bake a cake /beɪk ə keɪk/ I can’t bake a cake.
cheese (n) /tʃiːz/ Rei loves to eat cheese. children (n) /ˈtʃɪldrən/ Carla has three children. climb a mountain /klaɪm ə ˈmaʊntɪn/ Climbing a
G
coffee (n) /ˈkɒfi/ I drink two cups of coffee a day. daughter (n) /ˈdɔːtə/ Their daughter is Fatma. mountain is hard work.
eggs (n) /eɡz/ How many eggs do we need? father (n) /ˈfɑːðə/ Her father is 60 years old. cook a meal /kʊk ə mɪəl/ Let’s cook a meal for lunch.
fish (n) /fɪʃ/ There are many fish in the sea. grandfather (n) /ˈɡrændfɑːðə(r)/ His grandfather is old. drive a car /draɪv ə kɑː/ Do you know how to drive a car?
fruit (n) /fruːt/ Bananas and oranges are types of fruit. grandmother (n) /ˈɡrændmʌðə(r)/ Yasuke lives with his paint a picture /peɪnt ə ˈpɪktʃər/ My son wants to paint
meat (n) /miːt/ Some people don’t eat meat. grandmother. a picture of me.
play a musical instrument /pleɪ ə ˈmjuːzɪkəl ˈɪnstrəmənt/
l
milk (n) /mɪlk/ Cheese is made from milk. husband (n) /ˈhʌzbənd/ Mai’s husband is a scientist.
mother (n) /mʌðə/ Adam’s mother lives in London. Can you play a musical instrument?
na
noodles (n) /ˈnuːdəlz/ Tessa wants noodles for dinner.
parent (n) /ˈpeərənt/ His parents are from Indonesia. ride a bike /raɪd ə baɪk/ Mara’s son doesn’t know how
rice (n) /raɪs/ Rice is popular in many countries.
to ride a bike.
tea (n) /tiː/ Would you like a cup of tea? sister (n) /ˈsɪstə/ Max has three sisters.
speak a language /spiːk ə ˈlæŋɡwɪdʒ/ I want to learn to
vegetables (n) /ˈvedʒtəbəlz/ Please eat your vegetables! son (n) /sʌn/ Hasan’s son is in grade three.
speak a new language.
Places for groceries wife (n) /waɪf/ David’s wife is from China.
Adjectives for animals
corner shop (n) /ˈkɔːnər ʃɒp/ I buy milk from the small Appearance and personality
beautiful (adj) /ˈbjuːtɪfəl/ That bird is beautiful.
corner shop. blonde (adj) /blɒnd/ She has blonde hair.
fast (adj) /fɑːst/ The bird flies very fast.
market (n) /ˈmɑːkɪt/ The market is busy on Sunday. clever (adj) /ˈklevə(r)/ He’s a clever boy.
heavy (adj) /ˈhevi/ That tortoise is big and heavy.
supermarket (n) /ˈsuːpəmɑːkɪt/ Are you going to the dark (adj) /dɑːk/ Jim’s hair is dark.
large (adj) /lɑːdʒ/ The elephant is very large.
supermarket? funny (adj) /ˈfʌni/ Nora is really funny.
light (adj) /laɪt/ That bag is light and easy to carry.
1 Complete the sentences with these words. interesting (adj) /ˈɪntrəstɪŋ/ Josh is an interesting
slow (adj) /sləʊ/ Tortoises are very slow.
person.
small (adj) /smɔːl/ A mouse is a small animal.
coffee fruit market noodles meat vegetables long (adj) /lɒŋ/ She has long, dark hair.
strong (adj) /strɒŋ/ Bears can be very strong.
nice (adj) /naɪs/ She’s a really nice person.
1 Oranges are a kind of . 1 Complete the sentences with the correct verb.
quiet (adj) /ˈkwaɪət/ He’s quiet when he’s in a group.
2 are a popular food from China. 1 Fatma likes to pictures.
short (adj) /ʃɔːt/ Leah is really short.
3 Mateo likes drinking in the park. 2 Audrey wants to some bread.
tall (adj) /tɔːl/ Bill is very tall.
4 I like potatoes and other . 3 Ken a mountain every year.
5 Sally shops at the on Sundays. 1 Match these words to the sentences. 4 Laura her bike to school.
6 comes from animals. 1 Her father’s father a father 5 Rami knows how to the piano.
2 Choose the correct option to complete the 2 The boy that is their child b grandfather 2 Chose the correct option to complete the
sentences. 3 His mother’s husband c son sentences.
1 I eat bread / tea for breakfast. 4 Her grandmother’s daughter d mother 1 That painting is really beautiful / light!
2 Eggs / Vegetables come from birds. 2 His house is large / slow with many rooms.
2 Choose the correct option to complete the
3 Steve loves cheese / tea on his pizza. 3 This train is very slow / strong. It will take us hours
sentences.
4 Bread / Fish are animals from the sea. to get to London!
5 Jon drinks a glass of cheese / milk every day. 1 Cheryl has blonde / tall hair.
4 Elephants are fast / strong. They can carry things.
2 Ahmed is good at maths. He’s clever / friendly.
3 Work in pairs. Discuss these questions. 5 Birds can fly because they’re light / slow.
3 He tells good stories. He’s dark / interesting.
1 What do you like to eat for lunch? 4 She makes people laugh. She’s funny / long. 3 Work in pairs. Discuss these questions.
2 What sweet foods and spicy dishes do you like? 5 Peter has dark / friendly hair. 1 Which of the activities above can you do?
3 What is a popular drink in your country? 2 Which of the activities above do you enjoy?
3 Work in pairs. Discuss these questions.
3 What’s your favourite animal? Describe it.
1 Who is in your family?
2 How would you describe yourself?
3 What kind of person is your best friend?
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 Vocabulary reference
UNIT 9 UNIT 10 UNIT 11 UNIT 12

Different ways to travel Body parts Life events Life stages

car (n) /kɑː/ Bill drives his car to work every day.
bike (n) /baɪk/ Maria rides her bike to school.
boat (n) /bəʊt/ They like travelling by boat.
bus (n) /bʌs/ Riding a bus is cheap.
drive (v) /draɪv/ Alexey drives a taxi at night.
fly (v) /flaɪ/ I fly to France on Monday.
motorbike (n) /ˈməʊtəbaɪk/ Leah rides her motorbike
to work.
plane (n) /pleɪn/ The plane leaves at 9 a.m.
ride (v) /raɪd/ Rami loves to ride his motorbike.
sail (v) /seɪl/ He sails his boat around the world.
take (v) /teɪk/ Do you want to take a bus to town?
taxi (n) /ˈtæksi/ He wants to call a taxi.
train (n) /treɪn/ This train is really fast.
travel by (v) /ˈtrævəl baɪ/ Jane loves to travel by bus.
The weather
rain (n) /ˈreɪn/ She doesn’t like the rain.
snow (n) /ˈsnəʊ/ I like playing in the snow.
arm (n) /ɑːm/ We have two arms.
ear (n) /ɪə/ We use our ears to listen.
eye (n) /aɪ/ Monika has beautiful, brown eyes.
foot (n) /fʊt/ We walk with our feet.
hair (n) /heə(r)/ She has short, blonde hair.
hand (n) /hænd/ What’s that in your hand?
head (n) /hed/ Maya has her head on her desk.
leg (n) /leɡ/ Carla’s legs are tired from exercising.
mouth (n) /maʊθ/ We use our mouths to eat with.
nose (n) /nəʊz/ We use our noses to smell.
Exercise and training
exercise (v) /ˈeksəsaɪz/ He exercises to stay healthy.
learn (v) /lɜːn/ Melania wants to learn a new sport.
practise (v) /ˈpræktɪs/ The team practises every Sunday.
prepare for (v) /prɪˈpɛː fɔː/ Joachim is preparing for the
football match on Saturday.
1 Match the descriptions with the words.
1 You put your shoes on these.
ago (adv) /əˈɡəʊ/ I was there three years ago.
died (v) /daɪd/ She died when she was 93 years old.
for (prep) /fɔːr/ He was in Italy for seven years.
from (prep) /frɒm/ The class is from 2 p.m. to 4 p.m.
lived (v) /lɪvd/ Adam lived in Germany for three years.
was born (v) /wəz bɔːn/ He was born in Tokyo.
Past time expressions
century (n) /ˈsentʃəri/ A century is 100 years.
last century (n) /lɑːst ˈsentʃəri/ There were many wars
in the last century.
last night /lɑːst naɪt/ I was with Jenny last night.
last week /lɑːst wiːk/ Were you in class last week?
last year /lɑːst jɪə(r)/ His son was born last year.
the year 2000 /ðə jɪə tuː ˈθaʊzənd/ The year 2000 was
more than 20 years ago.
the 19th century /ðə ˌnaɪnˈtiːnθ ˈsentʃəri/ There were no
planes in the 19th century.
yesterday /ˈjestədeɪ/ The shop was closed yesterday.
a head
1 Put the sentences in the correct order (1–5).
buy a house /baɪ əˈhaʊs/ We bought a house last year.
finish university /ˈfɪnɪʃ juːnɪˈvəːsɪti/ Ayako finished
university in 2012.
get a job /ɡet əˈdʒɒb/ He got a job as a teacher.
get married /ɡet ˈmærɪd/ They got married in April.
go to university /ɡəʊ tə juːnɪˈvəːsɪti/ Ron went to
university in Australia.
have children /hav ˈtʃɪldrən/ Farah and Mansour want
to have three children.
live in another country /lɪv ɪn əˈnʌðə ˈkʌntri/ He lived in
another country from 2001 to 2003.
start a business /stɑːt ə ˈbɪznəs/ Many people hope to
start a business of their own.
Feelings
afraid (adj) /əˈfreɪd/ Tim is afraid of spiders.
angry (adj) /ˈæŋɡri/ Marla got angry at the shop owner.
bored (adj) /bɔːd/ I’m always bored when I’m at home.
excited (adj) /ɪkˈsaɪtɪd/ They’re very excited about the
match.

ng
sun (n) /ˈsʌn/ The sun is really hot today! 2 You cut this when it grows long. b eyes happy (adj) /ˈhæpi/ Trina looks very happy.
wind (n) /ˈwɪnd/ The wind is very strong. 3 You need this to talk with. c ears a Einstein lived in Switzerland from 1895 to 1914. sad (adj) /sæd/ He cries when he watches sad films.
4 You see with these. d hair b Einstein was born in Germany more than a century
1 Complete the sentences. Choose the correct 5 You can wear a hat on this. e feet ago, in 1879.
surprised (adj) /səˈpraɪzd/ He was surprised by the gift.
option. tired (adj) /taɪəd/ Matteo looked tired after the run.
6 You use these for hearing. f mouth c Einstein returned to Germany in 1914.
1 He likes driving / sailing boats.
2 Complete the sentences. Use the correct form of
d Einstein died in the year 1955. 1 Complete the sentences with the correct verb.
2 Deena knows how to fly a plane / taxi. e Einstein lived in the US for 22 years, from 1933 to

ni
3 They drive their bikes / cars to work. the verbs. 1 Javier would like to a business
1955. with Sam.
4 Josh wants to take a boat / bus across Europe.
5 Andrew drives / takes the train to work. exercise learn practise prepare 2 Complete the sentences with these words. 2 Hank hopes to a house soon.
6 Mel doesn’t ride her car / motorbike on rainy days. 3 They want to married in June.

ar
1 We need to for the test. century last night week year 4 After he university, he wants to
2 Complete the sentences. Use these words. 2 She wants to how to swim. a job.
3 Alex a lot. He runs and does 1 The last was 1901 to 2000.
rain snow sun wind yoga. 2 What did I do yesterday? I watched a film 2 Read the sentences. Write the correct emotions.
4 She loves playing the ukulele. She with Paul.
1 There’s a lot of . I can go skiing! all the time. 3 Last afraid bored happy sad tired

Le
, winter was really cold and
2 This is great for sailing. summer was really hot.
3 Is that outside? Bring your 3 Work in pairs. Discuss these questions. 4 There was only one class last , on 1 He didn’t sleep last night. He’s .
umbrella! 1 What part of your body is most useful? Why? Tuesday. 2 She doesn’t like this film. She’s .
4 The is out. Let’s go to the beach! 2 Do you know someone who exercises or does a lot 3 Mia’s grandmother died. She’s .
of sports? What do they do? 3 Work in pairs. Use the words above. Discuss ... 4 Leo doesn’t like high places. He’s .
3 Work in pairs. Discuss these questions. 3 What sport or activity would you like to learn? 1 the life of someone you know 5 Leia won the maths contest. She’s
1 What kind of transport do you take to school or Why? 2 what you did last week .
work? 3 important events in the last century

c
2 What kind of transport do you take on long trips? 3 Work in pairs. Use the words above. Discuss ...
Why? 1 your life when you were a child.
3 What weather do you not like? Why? 2 things that make you angry.

hi
3 events that made you happy.

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Grammar reference
eo

UNIT 1 • You can also use the short form ’re not for are not and ’s not
UNIT 2 • For questions, change the order of the subject and verb.
for is not.
We are late. ➔ Are we late?
1B Present simple be (singular positive) You’re not in Morocco.
2B Present simple be (plural, positive and You are from Athens. ➔ Are you from Athens?
She’s not in class.
negative) They are American. ➔ Are they American?
It’s not 489-3377.
Positive Short form • To say yes, use Yes + subject + be.
2 Choose the correct option to complete the sentences.
G

I am I’m Positive Short form Negative Short form A: Are we in the right chairs? B: Yes, you are.
1 Her name aren’t / isn’t Camila. A: Are you Vietnamese? B: Yes, we are.
You are You’re We are We’re We are not We aren’t
2 I’m not / I isn’t an actor. A: Are they next to the bed? B: Yes, they are.
He/She/It is He’s/She’s/It’s You are You’re You are not You aren’t
3 Mr Zhen am not / isn’t from China. • Don’t use short forms in yes answers.
They are They’re They are not They aren’t Yes, we are. / Yes, you are. / Yes, they are.
4 You aren’t / isn’t Omani.
• Use singular noun + be to talk about a person or a thing.
5 Her address aren’t / isn’t 7830 East Road. NOT Yes, we’re. / Yes, you’re. / Yes, they’re.
My teacher is British. • Use plural noun + be to talk about more than one person
l

or thing. • To say no, use No + subject + be + not.

Paolo is from Peru.
na

1C Yes/no questions with be (singular) The students are in the living room. A: Are we on Pine Street? B: No, you aren’t.
Berlin is in Germany.
Jan and Bill are Italian. A: Are you Pete and Bill? B: No, we aren’t.
• You can also use singular subject pronoun + be. The singular
Yes/no questions with be (singular) • You can also use plural subject pronoun + be. The plural A: Are they portable? B: No, they aren’t.
subject pronouns are I, you, he, she, it.
Am I in the right class? subject pronouns are we, you and they. • You can also answer just Yes or No.
I am Ming. (name)
You are Vietnamese. (nationality) Are you a footballer? We are on the sofa. 2 Complete the conversations. Circle the answers.
Is he/she/it American? You are at school.
She is a teacher. (job) 1 A: Hey, Wen. Are you and Jen in the dining room?
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He is from Peru. (where a person is from) They are in the fridge.

• For questions, change the order of the subject and verb. B: Yes, 1you are / we are.
It is in Germany. (where something is) • We is for more than one person.
I am an actor. ➔ Am I an actor? 2 A: I need some books for class. 2Are they / Are we
• When people talk, they usually use short forms: • You is for one person or more than one person. cheap?
You are from Greece. ➔ Are you from Greece?
I’m from Japan. • They is for more than one person or thing. B: No, 3they aren’t / we aren’t.
He is Diego. ➔ Is he Diego?
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You’re at school. • For negative forms, use be + not.

• To say Yes, use Yes, + subject + be.
She’s Jennifer.
A: Are you the teacher? B: Yes, I am.
We are not at the dining table. 2C Who, what, where
You are not in the kitchen.
1 Complete the sentences with the correct form of be. A: Is Bing from Beijing? B: Yes, she is.
They are not from Argentina.
1 She Australian. A: Is the book on the table? B: Yes, it is. Who, what, where
• People usually use short forms when they talk.
• Don’t use short forms in yes answers. Where am I?
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2 The book from China. We’re students.

3 Omar’s phone number 578-2768. Yes, I am. / Yes, you are. / Yes, he is. Who are you?
They aren’t cheap.
NOT Yes, I’m. / Yes, you’re. / Yes, he’s. What is it?
4 I from Bolivia. • They also use the short form ’re not for are not.
• To say No, use No, + subject + be + not.
5 The address 1646 Oak Lane. They’re not in the living room. • Use question word + be + subject to form questions.
A: Is he Moroccan? B: No, he isn’t.
Who are they?
6 It on the chair. A: Are you from Mexico? B: No, I’m not. 1 Complete the sentences with the positive (+) or
What are your friends’ names?
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• You can also answer just Yes or No. negative (–) form of be.
1B Present simple be (singular negative) Where is the TV?
1 We from Oman. (–)
3 Choose the correct options to complete the 2 They Peruvian singers. (+)
• People usually use short forms with is.
conversations. Who’s the boy next to you?
Negative Short form 3 The books under the chair. (+)
1 A: Hi, I’m Kalil. 1Are / Is this my class? What’s your address?
I am not I’m not 4 We next to the house. (+)
B: Yes, it 2are / is. I’m your teacher, Ted. Where’s Zahra?
You are not You aren’t 5 You Egyptian. (–)
2 A: 3Am / Are you from New York?
Remember!
He/She/It is not He/She/It isn’t B: No, 4I’m / you’re not.
2B Yes/No questions with be (plural) Who people What things Where places
3 A: 5Are / Is your phone number 673-9920?
• To make be negative, use be + not. B: No, 6I’m not / it isn’t.
I am not Charles.
Yes/no questions with be (plural) 3 Write the correct wh- question word and be.
Are you in Tokyo? 1 Excuse me. the bus station?
You are not from France.
It is not on the table. Are we in the right class? 2 Adel, your English teacher?
Are they in the kitchen? 3 the names of those two women?
• You can also use short forms of be.
I’m not a teacher. 4 the pens? I can’t find them.
You aren’t from Rome. 5 that thing in your hand?
He isn’t Turkish.
Use I’m not. NOT I amn’t.

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 Grammar reference
UNIT 3 • You can also use possessive adjectives to talk about people. • For verbs that end in -y, change the y to i and add -es. Wh- and How questions
His parents are old. She studies every night.
3B this, that, these, those • Use its for objects, animals or places. • If a verb ends in -s, -x, -ch or -sh, add -es to the verb. Question word do / does Subject Infinitive
• Its and It’s are different. Its is for possession and it’s is the He teaches me the guitar. Where do I eat?
This/That is my train ticket. short form of it is. • Some verbs like do, go and have are irregular. What do you study?
This/That water bottle is green. 2 Complete the sentences. Circle the answers. Sabirah does yoga on Sundays.
Why does he/she/it like work?
These/Those are Hugo’s keys. 1 Its / It’s not I / my black laptop. He goes shopping at the weekend.
Donato has many good friends. Who do we see?
These/Those notepads are cheap. 2 It / They are not he / his bank cards.
3 Is you / your car the black one? • To form the negative with I, you, we or they, use do not When do you wake up?
• Use this or these to talk about people or things near us. Use (don’t) + infinitive. How do they exercise?
4 Am I / my in her / she chair?
this + singular noun and these + plural noun. They don’t have class today.
5 Their / They are their / they friends.
This is a small table. • To form the negative with he, she or it, use does not • For I, you, we and they, use question word + do + subject +
These are my friends. Possessive ’s (doesn’t) + infinitive. infinitive.
• Use that or those to talk about people or things that are not • Use ’s to show that a thing belongs to someone or She doesn’t want a coffee. Why do you like this song?
near us. Use that + singular noun and those + plural noun. something.
They are Rosa’s dolls. (The dolls belong to Rosa.)
1 Put the words in order to make present simple • For he, she or it, use question word + does + subject +
That’s Klaus’s car. sentences. infinitive.
Those are his bank cards. • Use ’s after a singular noun or a plural noun without -s. Where does he live?
1 brushes / in the morning / Emma / her teeth
• You can begin a sentence with this/that/these/those + noun. These are my father’s bags.
The children’s bus is here.
2 every night / Tahir / eight hours / sleeps 2 Complete the conversations. Circle the answers.
This song is my favourite. 3 in the library / and Tomoko / study / Rie
• For plural nouns with s, place an apostrophe after the s. 1 A: 1Do / Does Charlene take the bus to school?
• You can begin a sentence with this/that/these/those + be. 4 I / at 5:30 / work / finish
This is the students’ favourite song. B: Yes, she 2do / does.
That is my favourite song.
5 play / on Saturday / We / football 2 A: Who 3do / does you study with?
• You can also put this/that/these/those before a noun 3 Put the apostrophe in the correct place. 6 a lot / rains / in spring / It
anywhere in a sentence. B: I study with Andrea.
1 This is Bens old clock.
I want these books. 3 A: 4Do / Does Karl and Eve play video games?

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2 The teachers lunch hour is from 12 to 1. They often eat at 4B Present simple questions and answers
• The short form of that is is that’s. this restaurant. B: No, they 5doesn’t / don’t.
That is my car. ➔ That’s my car. 3 The womens football team plays on Monday. Yes/no questions 4 A: Where 6do / does Francisco live?
This is and these/those are have no short forms. 4 Hanss sister is beautiful. B: He lives in the city.

1 Complete the sentences with this, that, these or those. 5 All the students desks are white. Do / Does Subject Infinitive
Do I/you work late?
4C Adverbs of frequency
1 red flowers outside are beautiful.
always (100%)

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2 is Gina’s phone over on that table. Does he/she/it wake up at five?
3 dolls here are my favourite! UNIT 4 Do we/you/they have a passport?
usually
sometimes
4 Who’s person over there?
4B Present simple • Use Do or Does + subject + infinitive to make yes/no
never (0%)
3C Possessive adjectives and ’s • Use adverbs of frequency with the present simple to say

ar
questions in the present simple.
Subject Positive Negative Do you take the train to work? how often something happens.
Possessive adjectives I study don’t study Does she eat lunch in the park? She usually goes to bed at 9 p.m.
He never exercises.
You read don’t read • Use do for I, you, we and they.
Subject pronouns Possessive adjectives • The adverb goes before most verbs, but after be.
He/She/It works doesn’t work Do you think your class is fun?
I my Liz sometimes goes to the cinema.

Le
• Use does for he, she or it.
you your We play don’t play Class is usually in the morning.
Does he play video games on Sunday?
he/she/it his/her/its You exercise don’t exercise • You can start a sentence with sometimes or usually.
• A yes answer is Yes, + subject + do/does.
They sleep don’t sleep Use a comma.
we our A: Do they live in the city? B: Yes, they do.
Usually, I wake up early.
you your A: Does Mila study at home? B: Yes, she does.
• Use the present simple to talk about things that happen Sometimes, I wake up late.
• A no answer is No, + subject + don’t/doesn’t.
they their regularly. • For something that usually happens on a certain day,
A: Do they work in London? B: No, they don’t.
I exercise in the morning. add an -s to the name of the day.
• Use possessive adjectives before a noun to show who A: Does Mani study here? B: No, he doesn’t.
• You can also use it to talk about things that are usually true. I go to yoga class on Tuesdays.

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something belongs to. • You can also answer just Yes or No.
Most Americans speak English.
That’s my guitar. (I own the guitar.)
• For he, she or it, add -s to most verbs:
Are those her keys? (Does she own the keys?)

hi
He sleeps in the afternoon.

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3 Rewrite the sentences using the adverbs of frequency. 4 Omar likes in the park. 3 Complete the sentences with the correct preposition. • For uncountable nouns, use How much + singular noun.
5 He doesn’t like online. 1 Ming likes camping spring. How much tea would you like?
1 I call my mother on Saturday night. (sometimes)
6 They don’t like old films. 2 Jay gets up 6 a.m. • Answer how many questions with a number.
2 Mika gets home before 6 p.m. (never)
3 Stef and Paul have lunch here. (always) Questions with love / like + -ing form 3 We go to class Mondays. A: How many bananas do you want?
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4 I work night. B: I want one banana / two bananas.

4 We are free on Friday night. (usually)
Do/Does Subject love/like Activity 5 They study the evening. • Answer How much questions with some, a little or a lot
5 Theo studies in the library. (never)
Do I like reading? 6 I often exercise the weekend. (of).
6 She is busy on Tuesday. (sometimes)
A: How much milk do you want in your tea?
Do you love climbing?
B: I want a little / some / a lot of milk.
Does he/she/it love running?
UNIT 6 3 Complete the sentences. Circle the answers.
UNIT 5 Do we like working?
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1 How many / much salt do you want?

Do they like studying?
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5B Love, like and don’t like + -ing form 6B Countable and uncountable nouns 2 I’d like one / some bread.
• Use do/does + subject + love/like + -ing form to make • Most nouns are countable. 3 How many / much tomatoes are in the fridge?
Subject love/like Activity questions. an/one apple, two apples, three apples 4 I want a lot of / one rice.
Do they like swimming? • The verb changes when the noun is singular or plural. 5 How many / much sugar do you eat?
I love reading.
Does she love playing football? The apple is in the fridge. 6 How many / much eggs do you have?
You like chatting online.
• A yes answer is Yes, + subject + Do/does. The apples are in the fridge.
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He/She/It likes drawing. A: Does Jackie like studying? B: Yes, she does. • Some nouns are uncountable. For example:
We love camping. • A no answer is No, + subject + don’t/doesn’t. bread, cheese, fish, fruit, meat UNIT 7
They like swimming. A: Do you like camping? B: No, I don’t. coffee, milk, tea, oil
• You can also answer just yes or no. rice, ice cream, sugar 7B Present simple questions (yes/no
• When people like an activity, use subject + love/like + -ing questions)
at

• Uncountable nouns are always singular.

form. 2 Complete the conversations. Circle the answers.
This bread is delicious! Questions with be
I like running. 1 A: Do / Does you like staying at home?
1
This ice cream tastes terrible!
Sven loves cycling. B: No, I 2doesn’t / don’t. I like going outside.
1 Read the sentences. Are the bold words countable or Be Subject Complement
• When people don’t like an activity, use subject + don’t/ 2 A: 3Do / Does they like going to school?
uncountable? Write C or U. Am I late to class?
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doesn’t + like + -ing form. B: Yes, they 4do / does. They love it!
1 I think garlic is delicious. Are you married?
We don’t like doing yoga. 3 A: 5Do / Does he love running?
She doesn’t like watching TV. 2 This soup tastes funny. Is he/she/it tall?
B: No, he 6don’t / doesn’t. He loves cycling.
• For most verbs, add -ing. 3 These potatoes are great.
read ➔ reading, watch ➔ watching 5C Prepositions of time 4 Is olive oil good for your health? • To make questions, change the order of the subject and be.
• For verbs ending in -e, remove the e and add -ing. 5 Are those onions sweet? They are Anna and Dmitri’s children.
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cycle ➔ cycling, ride ➔ riding 6 Those tomatoes are from Bulgaria. Are they Anna and Dmitri’s children?
at the weekend.
• For short verbs ending in vowel + consonant, repeat the 7 Peanuts have a lot of oil in them. • Answer with Yes/No, + subject + be (+ not).
I play football in autumn. Yes, they are. / No, they aren’t.
consonant and add -ing. 8 Japanese food is delicious!
chat ➔ chatting, run ➔ running on Saturday.
2 Correct the mistakes in the sentences. Questions with do
This is not true of all verbs ending in vowel + consonant.
• At, in or on go before a time word. 1 He likes sugars in his coffee.
play ➔ playing, listen ➔ listening Do / Does Subject Infinitive
at night, in 1953, on Monday 2 She eats cheeses with almost every meal.
Do I need this medicine?
Remember! • At/in/on + time word usually comes at the end of a sentence. 3 Do you want breads with your soup?
4 We need a garlic and an onion. Do you travel together?
For he, she or it, add -s to love and like. Tom finishes work at 5 p.m.
He likes playing video games. • At/in/on + time word can also come at the beginning of a 5 I’d like more salts in my food, please. Does he/she/it live here?
sentence. Use a comma. 6 I drink two cups of coffees every morning.
• To make questions, add Do/Does and keep the word order
1 Complete the sentences. Use the -ing form of the verbs. On Mondays, Jeffrey plays tennis.
the same. Don’t change the form of the verb.
• Use at before the weekend, night and a time. 6C How much and how many questions
They play games together.
chat do listen run swim watch • Use in for the month, the year, the season and morning/ • For countable nouns, use How many + plural noun. Do they play games together?
afternoon/evening. How many biscuits would you like? • Answer with Yes/No, + subject + do/does (+ not).
1 I like in the sea. • Use on for days and dates.
Yes, they do. / No, they don’t.
2 Sasha loves yoga.
3 Jeff likes to music.

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1 Change the following sentences into yes/no questions. 4 home? / when / go / they / do 3 Mayumi / do / difficult maths (?) UNIT 9
1 He is from Australia. 5 how / weather? / the / is 4 they / play / the guitar (–)
Is he from Australia? 6 does / where / lunch? / eat / Martin 5 she / sing / very well (+) 9B There is and there are
2 They eat together. 6 he / run / a marathon (?)
7C Adjectives Statements with there is and there are
3 Lina helps her grandmother.
4 The class is at 9 a.m. • Use adjectives to describe nouns. 8C And, or, but, because Singular There is a nice restaurant.
5 Silvia is Alan’s daughter. He’s very friendly. nouns
• Use and, or, but and because to connect things or ideas. There isn’t a nice restaurant.
6 Kamala and Eva travel together. She has blonde hair.
• Because gives a reason or explains why. The reason goes Plural There are some nice restaurants.
• To describe the subject of a sentence, use subject + be + after because.
adjective. nouns There aren’t any nice restaurants.
7B Present simple questions (open questions) Fact or idea: Usain Bolt is famous.
Her eyes are green.
• Wh- and how questions are open. You can’t answer them Reason: He can run very fast. • Use there is/there are to talk about the things in a place.
She is interesting.
with yes or no. Usain Bolt is famous because he can run very fast. There is an old building in the town.
• To describe other nouns in a sentence, use adjective + noun.
Wh- and How questions with be • And is for listing two or more things. And can also link two There are some museums.
She has brown eyes. or more facts or ideas.
She likes Jenna’s long hair. • For one thing, use there is + a/an + singular noun. You can
Question word be Subject Tortoises are slow. They live a long time. also use the short form, there’s.
• Sometimes, two or more adjectives can go before a noun. Tortoises are slow and they live a long time.
What is your name? Separate the adjectives using commas. There’s a large mountain.
• Or tells you there is a choice between two or more things. • For more than one thing, use there are + plural noun. You
Where are we? He has short, brown hair.
Would you like tea or would you like coffee? can use numbers to say how many.
How are you? 3 Put the words in order to make sentences. • But tells you that two facts or ideas are different. You There are two shopping centres in town.
1 is / Ali’s / hair / short / . usually use a comma before but. • When there is more than one thing but you don’t know how
• To make questions, use question word + be + subject. This snake is beautiful, but it’s dangerous.
2 short / has / Ali / hair / . many, use there are + some/many + plural noun.
Who is your mother?
3 eyes / Ivan’s / blue / are / . • When joining two sentences with and or or, you usually There are some cheap hotels.
My mother is Hanna. don’t repeat the subject or first few words.
4 Ivan / eyes / has / blue / . There are many wonderful beaches.
What are their names? Would you like tea or coffee?

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Their names are Nadia and Ivan. 5 bag / purple / is / Jill’s / . • For negative sentences with countable nouns, use there
NOT Would you like tea or would you like coffee? aren’t any + plural noun.
6 purple / a / has / bag / Jill / .
Wh- and how questions with do • For but, when you don’t repeat the subject or the first few There aren’t any taxis tonight.
words, don’t use a comma. • For negative sentences with uncountable nouns, use there
Question do / does Subject Infinitive This snake is beautiful, but it is dangerous. isn’t any + singular noun.
word This snake is beautiful but dangerous. There isn’t any ice cream in the fridge.
UNIT 8
Who do you play games with? NOT This snake is beautiful, but dangerous. There isn’t any bread at home.

ni
When do they eat together? 8B Can and can’t 2 Join the two sentences using and, or, but or because.
Remember!
Why does she like chatting • Use can + infinitive to talk about abilities. Don’t repeat words when possible.
Uncountable nouns are things we can’t count, e.g. bread,
online? I can fly a plane. 1 Elephants are large. They are strong. cheese, coffee, milk, rice. See Grammar reference 6B.
Elephants are large and strong.

• To make questions, use question word + do/does + subject +
infinitive.
Who do you celebrate special events with?
I celebrate special events with my family.
Where does he go on holiday?
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They can play basketball.
• Use can’t + infinitive to talk about something you aren’t 2 He can’t drive. He can’t see well.
good at or don’t know how to do. Can’t is the short form 3 Alisha can cook Indian food. She can’t cook Italian food. 1 Write positive sentences (+) or negative sentences (–)
of cannot. using there is or there are.
4 We can speak French. We can speak English.
She can’t speak French. 1 sugar / at the corner shop (–)
5 He gets good marks. He studies hard.
We can’t play the guitar. 2 bus station / near the library (+)

Le
6 Do you want to eat at home? Do you want to go to a
He goes to Spain on holiday. • For questions with can, use Can + subject + infinitive. restaurant? 3 some keys / on the table (+)
Can they sing? 7 Cheetahs are beautiful. They can run fast. 4 bank cards / in my wallet (–)
Remember! Can you drive a car? 5 a lot of eggs / in the fridge (+)
Who people Where places Why reason 8 Rick is really good at maths. He has trouble
• To answer, use Yes/No, + subject + can/can’t. remembering things. 6 park / in the village (–)
What things When time How manner
Yes, I can. / No, I can’t.
Questions with there is and there are
Yes, they can. / No, they can’t.
2 Put the words in order to make questions. 1 Write positive sentences (+), negative sentences (–) or Singular nouns Is there a hotel near the beach?

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1 are / from? / where / you questions (?) using can / can’t.
Plural nouns Are there any hotels near the beach?
2 his father’s / is / name? / what 1 Ramesh / play / football (+)
3 study / does / English? / why / she 2 Jerry / swim (–)

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• To ask about one thing, change the order of there is.

UNIT 10 • To answer, use Yes/No, + subject + be (+ not). UNIT 11
There is a museum in the city.
A: Is she studying? B: Yes, she is.
Is there a museum in the city? 11B Past simple be
10B Present continuous A: Are you taking a break? B: No, I’m not.
• To ask about more than one thing, change the order of there
are, and use any. Wh- and How questions
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Subject be -ing verb • Use question word + be + subject + -ing verb. Subject Positive Negative
There are some trains to Lima.
Are there any trains to Lima? I am What are you learning? I was wasn’t/was not
• To ask about uncountable nouns, use Is there + any. How are they training? You were weren’t/were not
You are
Is there any bread? exercising. • To answer, use the present continuous. He/She/It was wasn’t/was not
He/She/It is
A: What is she doing? B: She’s doing yoga.
We/You/They are We were weren’t/were not
Remember! A: Where are they going? B: They’re going home.
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Use some for positive sentences. Use any for negative You were weren’t/were not
2 Choose the correct option to complete the
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sentences and questions.
2 Put the words in order to make questions.
1 there / is / in the flat? / a shower
2 are / in the classroom? / there / students / any
3 in the kitchen? / are / any / there / oranges
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• Use the present continuous to talk about things happening They were weren’t/were not
conversations.
as you speak. Use subject + be + -ing verb.
1 A: Hi, Tom. Where 1are you / you are going?
He’s running with his friends. • Use the past simple forms of be to talk about people, things
• To make negative sentences, use subject + be + not +
B: Oh, hi Sally. 2I’m / You’re going to the library. Would
or events from the past.
-ing verb. you like to come with me?
Thomas Edison was a famous inventor.
They’re not buying running shoes today. A: I can’t. My friend 3are / is waiting for me.
They were in a famous rock band.
• There are several ways to make -ing verbs. 2 A: 4Are you / You are studying maths?
• You can also use past time expressions to describe when in

4 there / is / near the hotel? / a restaurant Add -ing to the verb: B: Yes, 5I’m / I am. Why? the past you are talking about.
5 on the card? / there / a name / is eat ➔ eating A: Can I join you? They were late to class yesterday.
6 any / are / in the dining room? / chairs / there Repeat the last letter and add -ing: 3 A: How 6is Ivan / Ivan is going to work today? I was in Fiji last year.
run ➔ running B: I’m not sure. 7He is / Is he driving? • To make negative sentences, use was/were + not.
at

9C Object pronouns Drop the letter e at the end and add -ing: Li wasn’t happy about his test score.
hike ➔ hiking 10C Present continuous vs present simple You weren’t at home last week.
Subject pronouns Object pronouns • Compare the present simple with the present continuous:
1 Put the words in order to make sentences.
I me I walk to school. (= in general, on most days) Remember!
1 are / to Malta / travelling / they
I’m walking to school. (= right now) Always use be before born to talk about a birthday or
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you you 2 staying / Ali / is / at a hotel

• Use both tenses together to show the difference between birthplace.
he/she/it him/her/it 3 at a restaurant / are / Ellie and Nadia / eating I was born in November. / She was born in Italy.
what usually happens and what is happening now.
we us 4 am / I / my friend / calling / on the phone
Usually, I never exercise. This week, I’m exercising every
you you 5 the train there / are / we / taking day.
6 is / a / she / holiday in Japan / planning 1 Write positive sentences (+) or negative sentences (–)
they them 3 Complete the sentences with the correct form of the using was/were.
©

Yes/no questions verbs in brackets. 1 they / very late / for the party (+)
• Me, you, him, her, it, us and them are called object
1 Maria (prepare) for the exam today. 2 she / at school / on Monday (–)
pronouns.
Be Subject -ing verb 2 They often (take) the bus to the 3 the weather / great / last week (–)
• Use object pronouns as the object of verbs.
Am I shop.
She eats with him every day. 4 Gandhi / born / in the 19th century (+)
Are you 3 Nora usually (eat) dinner at home,
• You can also use object pronouns after a preposition (for, to, 5 we / quiet / during the film (+)
practising tennis? but right now she is (camp) with
from, with, etc.). Is he/she/it some friends. 6 Marie Curie / from Poland (+)
He plays tennis with her. Are we/you/they 7 they / excited / about the game (–)
4 Bastian is at home. He (watch) TV.
3 Choose the correct option to complete the sentences. 5 We (practise) until 8 o’clock on 8 I / at the tennis match / on Sunday (+)
1 David often helps her / she with homework. • To ask present continuous questions, change the order of Mondays.
2 Our teacher sometimes tells us / we stories. the subject and be. 6 The family (go) to the park on 11C Questions with was / were
He is going to the cinema. Saturdays.
3 My parents always give I / me a birthday gift. Yes/no questions
Is he going to the cinema?
4 He eats with them / they on Saturday nights. • To make yes/no questions, change the order of was/were and
5 I can give they / you the money tomorrow. the subject. The structure is was/were + subject.
6 We need to buy the tickets from her / she. He was born in China. ➔ Was he born in China?
7 She plays video games with he / him after school. They were French. ➔ Were they French?

174 175

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215
 Grammar reference
• To answer you can just say Yes/No. You can also use Yes/No, • For most short verbs ending in consonant + vowel +
+ subject + was/were (not). 4 Olga (go) to university in Oslo.
consonant, repeat the last consonant and add -ed.
A: Were you at the party? B: Yes, I was. 5 Trent and I (buy) a large pizza for
chat ➔ chatted lunch.
A: Was she a film star? B: No, she wasn’t. stop ➔ stopped
6 They (have) three children and five
Wh- and How Questions • To make a negative sentence, use subject + didn’t + grandchildren.
• For wh- and how questions, use question word + was/were + infinitive.
7 He (take) a train to Moscow because
subject. She didn’t start a business. he didn’t like planes.
How was he? They didn’t have children.
8 I (fly) to Beijing last spring. I
When were they at the park? 1 Complete the sentences with the past simple form of (see) many interesting things.
2 Choose the correct option to complete the the verbs in brackets.
conversations. 1 Frank and Linda (live) in another 12C Past simple questions
1 A: 1Was / Were you at the game on Friday? country for three years. • The past form of do is did. To make a yes/no question, use
B: No, I 2wasn’t / weren’t. 2 She (not play) in the match last did + subject + infinitive. You can also use time expressions
A: Where 3was / were you? night. in your questions.
B: I was at home playing video games. 3 I (help) a woman with her groceries Did you finish school?
yesterday. Did they visit the museum last year?
2 A: Why 4Amira was / was Amira late to class?
4 Edison (invent) his light bulb in • To answer, use Yes/No, + subject + did (+ not).
B: She was in an accident.
1879. A: Did you listen to the song? B: Yes, I did.
A: Oh, no! 5She was / Was she hurt?
5 Leo (not finish) university. A: Did they play baseball? B: No, they didn’t.
B: No, 6she wasn’t / wasn’t she.
6 Alan and Clara (not carry) an • To make a wh- or how question, use question word + did +
3 A: 7Were who / Who were the stars of that film? umbrella. subject + infinitive.
B: No one famous. 7 They (start) the marathon two hours A: Who did he chat with last night?
A: But 8the film was / was the film any good? ago. B: He chatted with his brother.
B: Yes, 9it’s / it was! 8 We (not learn) her name.

ng
A: When did she call you?
B: She called me last night.
12B Past simple (irregular verbs)
UNIT 12 3 Make past simple questions with the words below.
• Many verbs are irregular. You don’t make the past forms of 1 when / Arnold / start / university ?
these words by adding d or -ed.
12B Past simple (regular verbs) 2 they / prepare for / the exam ?
buy ➔ bought
3 how / you / travel / to Canada ?
• Use the past simple to talk about things that happened do ➔ did

ni
before now. 4 where / she / live / as a child ?
drive ➔ drove
We watched a film last night. fly ➔ flew 5 you / study maths / at university ?
He lived in the United States in the 1940s. get ➔ got 6 he / remember / his bank card ?
• You can use time expressions with past simple verbs to say go ➔ went 7 why / Tara / stop practising / with the team ?

ar
when something happened in the past. have ➔ had 8 we / close / the windows / in the kitchen ?
I finished university last year. hear ➔ heard
She died in 1968. ride ➔ rode
• For most regular verbs, make the past simple form by see ➔ saw
adding -ed to the infinitive. take ➔ took

Le
climb ➔ climbed • You can find a list of common irregular verbs on page 178.
start ➔ started
2 Complete the sentences with the past simple form of
• If a verb ends in -e, add -d. the verbs in brackets.
exercise ➔ exercised
1 We (drive) to Denmark last summer
practise ➔ practised for our holiday.
• If a verb ends in a consonant + -y, remove -y and add -ied. 2 They (do) their homework in the
study ➔ studied park on Saturday.
cry ➔ cried 3 Bing and Yue (get) married in March.

c
hi
176
ap 177

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gr

Irregular verbs Extra speaking tasks

eo

INFINITIVE PAST SIMPLE INFINITIVE PAST SIMPLE

PAGE 84, 7A, EXERCISE 7
My name is Michael and this is my family. My mum is Jillian and my dad is Luke. I have one sister, Cassandra. My dad’s parents live
with us. My grandmother is Martha and her husband is William. My mother’s sister and brother live next door. Their names are Jean
be was / were make made
and Hans. My mum’s parents live in a different city. Their names are Darlene and Shawn.
G

become became meet met

Hans
begin began pay paid Luke

bring brought put put Jillian

Martha
build built read read
l

Michael
na

buy bought ride rode

Cassandra
choose chose run ran

can could say said

io

come came see saw

do did sell sold Jean William

drink drank send sent
at

drive drove sing sang

eat ate sit sat

N

feel felt sleep slept

find found speak spoke PAGE 123, 10B, EXERCISE 10, STUDENT A
Look at the picture. The women’s names are missing. Ask questions to find out who the women are.
fly flew stand (up) stood (up)
Is Sandra standing near the door?
©

forget forgot swim swam

Cindy Jojo Lizzie Rina Sandra
get got take took
Akito Wes
give gave teach taught
Jon
go went tell told

have had think thought

hold held understand understood Nico

keep kept wake (up) woke (up)

know knew wear wore

leave left win won

lose lost write wrote

Sid

178 179

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216
 Extra speaking tasks
PAGE 36, 3A, EXERCISES 7 AND 8 PAGE 65, 5C, EXERCISES 11 AND 12 PAGE 115, 9D, EXERCISE 8, STUDENT B
Imagine you’re at these places. What items from page 36 Think of a place you want to visit. Complete the table. Write You work at the Riverside Hotel. Use the calendar below and help your partner book a room. The red dates are fully booked.
would you take with you? What other items would you take? the seasons and activities you can do in the different months.

Place: August
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Months Season Activities 1st 2nd 3rd 4th 5th 6th 7th

8th 9th 10th 11th 12th 13th 14th

Mar–May

15th 16th 17th 18th 19th 20th 21st

Jun–Aug

22nd 23rd 24th 25th 26th 27th 28th

Sep–Nov

29th 30th 31st 1st 2nd 3rd 4th

ng
Dec–Feb

* red dates are fully booked.

PAGE 111, 9B, EXERCISE 9

PAGE 123, 10B, EXERCISE 10, STUDENT B
Choose a photo. Don’t tell your partner. Answer your partner’s questions.
Look at the picture. The men’s names are missing. Ask questions to find out who the men are.

ni
Is Wes talking to someone?
Machu Picchu, Peru
Jon Nico Sid Akito Wes

ar
Lizzie Rina

Mount Fuji, Japan Grand Bazaar, Istanbul

Le
Taj Mahal, India Chatuchak Market, Thailand Petra, Jordan

Cindy

c
Sandra Jojo

hi
180
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Vocabulary and Grammar reference

gr

Answer key
eo

VOCABULARY REFERENCE UNIT 11 1 a 2 b 1 c 3 d 5 e 4 2 1 century 2 last night 3 year

G

4 week
UNIT 1 1 Number of letters: 1 nine 2 seven 3 five 4 four 5 six
6 five Nationality: 1 Argentinian 2 German 3 Japanese 4 Omani UNIT 12 1 1 start 2 buy 3 get 4 finishes, get 2 1 tired 2 bored
l

5 Turkish 6 British 3 sad 4 afraid 5 happy

na

UNIT 2 1 1d2e3f4a5b6c GRAMMAR REFERENCE

io

UNIT 3 1 1 camera 2 bag 3 phone 4 bank card 5 book 6 key UNIT 1 1 1 is 2 is 3 is 4 am 5 is 6 is 2 1 isn’t 2 I’m not 3 isn’t
7 notepad 2 1 white 2 yellow 3 orange 4 red 5 green 4 aren’t 5 isn’t 3 1 Is 2 is 3 Are 4 I’m 5 Is 6 it isn’t
at

UNIT 4 1 1 twelve 2 nineteen 3 forty-three 4 fifty-eight UNIT 2 1 1 are not / aren’t 2 are 3 are 4 are 5 are not / aren’t
2 1 Monday 2 Thursday 3 Saturday 4 Wednesday 2 1 we are 2 Are they 3 they aren’t 3 1 Where is / Where's
N

2 who is / who’s 3 What are 4 Where are 5 What is / What’s

UNIT 5 1 1 watch 2 chats 3 play 4 call 5 draw 6 listen
UNIT 3 1 1 Those 2 That 3 These 4 that 2 1 It’s, my 2 They, his
UNIT 6 1 1 fruit 2 Noodles 3 coffee 4 vegetables 5 market
©

3 your 4 I, her 5 They, their 3 1 Ben’s 2 teachers’ 3 women’s

6 Meat 2 1 bread 2 Eggs 3 cheese 4 Fish 5 milk 4 Hans’s 5 students'
UNIT 7 1 1 b 2 c 3 a 4 d 2 1 blonde 2 clever 3 interesting UNIT 4 1 1 Emma brushes her teeth in the morning. 2 Tahir
4 funny 5 dark sleeps eight hours every night. 3 Rie and Tomoko study in the
library. 4 I finish work at 5:30. 5 We play football on Saturday.
UNIT 8 1 1 paint 2 bake 3 climbs 4 rides 5 play 2 1 beautiful
6 It rains a lot in spring. 2 1 Does 2 does 3 do 4 Do 5 don't
2 large 3 slow 4 strong 5 light
6 does 3 1 I sometimes call my mother on Saturday night.
UNIT 9 1 1 sailing 2 plane 3 cars 4 bus 5 takes 6 motorbike 2 Mika never gets home before 6 p.m. 3 Stef and Paul always have
2 1 snow 2 wind 3 rain 4 sun lunch here. 4 We are usually free on Friday night. 5 Theo never
studies in the library. 6 She is sometimes busy on Tuesday.
UNIT 10 1 1 e 2 d 3 f 4 b 5 a 6 c 2 1 prepare 2 learn
3 exercises 4 practises

217
UNIT 5 1 1 swimming 2 doing 3 listening 4 running 5 chatting
6 watching 2 1 Do 2 don't 3 Do 4 do 5 Does 6 doesn't
3 1 in 2 at 3 on 4 at 5 in 6 at
UNIT 6 1 1 U 2 U 3 C 4 U 5 C 6 C 7 C 8 U 2 1 He likes sugar
in his coffee. 2 She eats cheese with almost every meal. 3 Do you
want bread with your soup? 4 We need garlic and an onion.
5 I'd like more salt in my food, please. 6 I drink two cups of coffee
every morning. 3 1 much 2 some 3 many 4 a lot of 5 much
6 many
UNIT 7 1 1 Is he from Australia? 2 Do they eat together?
2 Does Lina help her grandmother? 3 Is the class at 9 a.m.?
4 Is Silvia Alan's daughter? 5 Do Kamala and Eva travel together?
2 1 Where are you from? 2 What is his father's name? 3 Why
does she study English? 4 When do they go home? 5 How is the
weather? 6 Where does Martin eat lunch? 3 1 Ali's hair is short.
2 Ali has short hair. 3 Ivan's eyes are blue. 4 Ivan has blue eyes.
5 Jill's bag is purple. 6 Jill has a purple bag.
UNIT 8 1 1 Ramesh can play football. 2 Jerry can't swim. 3 Can
Mayumi do difficult maths? 4 They can't play the guitar. 5 She can
sing very well. 6 Can he run a marathon? 2 1 Elephants are large
and strong. 2 He can't drive because he can't see well. 3 Alisha can
cook Indian food, but she can't cook Italian food. 4 We can speak
French and English. 5 He gets good marks because he studies hard.
6 Do you want to eat at home or go to a restaurant? 7 Cheetahs
are beautiful and can run fast. 8 Rick is really good at maths, but he
has trouble remembering things.
UNIT 9 1 1 There isn't any sugar at the corner shop. 2 There is
ap
a bus station near the library. 3 There are some keys on the table.
gr
eo
lG
na
io
at
N
©
218
4 There aren't any bank cards in my wallet. 5 There are a lot of
eggs in the fridge. 6 There isn't a park in the village. 2 1 Is there a
shower in the flat? 2 Are there any students in the classroom?
3 Are there any oranges in the kitchen? 4 Is there a restaurant near
the hotel? 5 Is there a name on the card? 6 Are there any chairs in
the dining room? 3 1 her 2 us 3 me 4 them 5 you 6 her 7 him
UNIT 10 1 1 They are travelling to Malta. 2 Ali is staying at a
hotel. 3 Ellie and Nadia are eating at a restaurant. 4 I am calling
my friend on the phone. 5 We are taking the train there. 6 She is
planning a holiday in Japan. 2 1 are you 2 I'm 3 is 4 Are you
5 I am 6 is Ivan 7 Is he 3 1 is preparing 2 take 3 eats, camping
4 is watching 5 practise 6 goes
UNIT 11 1 1 They were very late for the party. 2 She wasn't at
school on Monday. 3 The weather wasn't great last week. 4 Gandhi
ng
was born in the 19th century. 5 We were quiet during the film.
6 Marie Curie was from Poland. 7 They weren't excited about the
game. 8 I was at the tennis match on Sunday. 2 1 Were 2 wasn't
ni
3 were 4 was Amira 5 Was she 6 she wasn't 7 Who were 8 was the
film 9 it was
ar
UNIT 12 1 1 lived 2 didn't play 3 helped 4 invented 5 didn't
finish 6 didn't carry 7 started 8 didn't learn 2 1 drove 2 did 3 got
Le
4 went 5 bought 6 had 7 took 8 flew, saw 3 1 When did Arnold
start university? 2 Did they prepare for the exam? 3 How did you
travel to Canada? 4 Where did she live as a child? 5 Did you study
c
maths at university? 6 Did he remember his bank card? 7 Why did
hi
Tara stop practising with the team? 8 Did we close the windows in
the kitchen?
Credits Student’s Book
IIllustration: All illustrations are owned by © Cengage.
Cover: ©Juan Arredondo; 3 sorincolac/iStock/Getty Images; 4 (tl1) Design
Pics Inc/Alamy Stock Photo, (tl2) Mikal Ludlow/Alamy Stock Photo, (cl1)
Hai Bo, courtesy Pace Gallery, (cl2) Anadolu Agency/Getty Images, (bl1)
Courtesy of Ida Josefin Eriksson, (bl2) knape/E+/Getty Images; 6 (tl1) Yuri
Kozyrev/Noor/Redux Pictures, (tl2) © Mike Coots, (cl1) sorincolac/iStock/
Getty Images, (cl2) © Kagoshima Prefecture Visitors Bureau-K.P.V.B, (bl1) J
R Eyerman/The Life Picture Collection/Shutterstock.com, (bl2) Chester
Higgins Jr./The New York Times/Redux Pictures; 8 (tl1) Courtesy of Abigail
Engleman, (tl2) Courtesy of Afroz Ahmad Shah, (tr1) © Alexis Chappuis,
(tr2) Courtesy of Anusha Shankar, (cl) © Alec Jacobson, (cr1) Courtesy of
Llenel de Castro, (cr2) © Isaí Madriz; 8-9 Robert Harding Picture Library/
National Geographic Image Collection; 9 (tl1) Courtesy of Jeffrey Kerby,
(tl2) Jeffrey Marlow, (tr1) Courtesy of Maria Fadiman, (tr2) © Nora Shawki,
(cl1) Courtesy of Jennifer Adler, (cl2) © Caio Felipe Santos da Silva; (cr)
Courtesy of Ruben Salgado; 10-11 Design Pics Inc/Alamy Stock Photo; 11
(cr1) Courtesy of Abigail Engleman, (cr2) © Isaí Madriz; 13 (tc) © Isaí
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Photo; 18 Sudowoodo/Shutterstock.com; 19 (tr) chee gin tan/E+/Getty
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Images; 20 (tl) Rafael Elias/Moment/Getty Images, (tr) Solskin/DigitalVision/
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Images; 22-23 Mikal Ludlow/Alamy Stock Photo; 23 (cr1) © Alec
Jacobson, (cr2) Courtesy of Jeffrey Kerby; 24 (tl) Zahrotul Fuadah/
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Janis Abolins/Shutterstock.com, (bl2) DoridoDesign/Shutterstock.com,
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com; 25 (tl1) Junjun123/Shutterstock.com, (tl2) sasa graphic/Shutterstock.
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Dreamstime.com, (cr2) Valentin Armian/Dreamstime.com, (c) Radu Bercan/
Shutterstock.com, (br1) Stavros Markopoulos/Moment/Getty Images, (br2)
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Aardvark/Alamy Stock Photo, (bc1) Richard Thornton/Shutterstock.com,
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333
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Jr./The New York Times/Redux Pictures; 179 (tc) Klaus Vedfelt/DigitalVision/
Getty Images; Javier Joaquin; 180 (tl1) paul mansfield photography/
Moment Open/Getty Images (tl2) Pachanatt Ounpitipong/Moment/Getty
Images, (bl1) Ruben Sanchez @lostintv/Moment/Getty Images, (bl2)

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Getty Images; 92 (tc) Flueeler Urs/Alamy Stock Photo, (c) Yelizaveta somchaisom/iStock/Getty Images, (bc1) DoctorEgg/Moment/Getty Images,
Tomashevska/Dreamstime.com, (bc1) Artofphoto/Dreamstime.com, (bc2) (bc2) Suttipong Sutiratanachai/Moment/Getty Images, (bc3) Nick Brundle
Yelizaveta Tomashevska/Dreamstime.com; 94-95 © Mike Coots; 95 Photography/Moment/Getty Images, (br) Mo Wu/Shutterstock.com; 181

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Courtesy of Anusha Shankar; 97 (tc) Westend61/Getty Images, (cr) (tc1) Xenia Artwork/Shutterstock.com, (tc2) iPhotoDesign/Shutterstock.
recep-bg/E+/Getty Images; 98 Jean-Pierre Clatot/AFP/Getty Images; 99 © com, Javier Joaquin;

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Geraldine Sy/Good Illustration; 100 (t) Donald M. Jones/Minden Pictures, Page Source: CAROLYN DRAKE. (April 2019). This man spends
(cl) Anup Shah/Nature Picture Library, (c1) Aleksey Stemmer/Shutterstock. 8 hours every day commuting. He’s not alone. Retrieved from

com. (c2) Eric Baccega/Nature Picture Library, (cr) Westend61/Getty
Images; 102 (bl) svetikd/E+/Getty Images, (br) Roger Kisby/Cavan Images;
103 (bl) Antonio Hugo/Alamy Stock Photo, (br) martin-dm/E+/Getty
Images; 104 (cl) stock_SK/Shutterstock.com, (bl) Photobank gallery/
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https://www.nationalgeographic.com/magazine/article/pictures-
show-eight-hour-super-commute-from-san-francisco

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Shutterstock.com; 106-107 sorincolac/iStock/Getty Images; 107 Courtesy

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of Jennifer Adler; 108 IhorZigor/Shutterstock.com; 109 (t) Photononstop
Images/Emilie Chaix/Media Bakery, (b) Manuel Medir/Getty Images News/
Getty Images; 110 (t) © Jennifer Adler, (cl) Huhulin/Dreamstime.com, (c1)
ap
fad82/Shutterstock.com, (c2) Kppwc/Shutterstock.com, (cr) Digital Bazaar/
Shutterstock.com, (bl) popicon/Shutterstock.com; 111 Krit Jantana/
gr
Moment/Getty Images; 112 (tr1) Tatiana Popova/Shutterstock.com, (tr2)
ed2806/Shutterstock.com, (cr1) Colorlife/Shutterstock.com, (cr2) Dzha33/
Shutterstock.com, (cr3) Serhii Tsyhanok/Shutterstock.com, (bl) Westend61/
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Getty Images, (br) Martin Silva Cosentino/Shutterstock.com; 114 Inti St

Clair/Getty Images; 115 (c) Xenia Artwork/Shutterstock.com; (bc)
iPhotoDesign/Shutterstock.com; 116 (tr) Mark Meredith/Moment/Getty
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Images, (cl1) Johner Images/Getty Images, (cl2) (cr) perysty/iStock/Getty

Images; 118-119 © Kagoshima Prefecture Visitors Bureau-K.P.V.B; 119 (cl)
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Courtesy of Ruben Salgado, (cr) © Nora Shawki; 120 (tl) PhotoAlto/

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Frederic Cirou/Getty Images, (bl) Drazen_/E+/Getty Images; 121 Astafjeva/

Shutterstock.com; 122 (tc) Peter Cade/Stone/Getty Images, (bl) Dean
Drobot/Shutterstock.com, (bl) Eak.Temwanich/Shutterstock.com, (br) Vasyl
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Shulga/Shutterstock.com; 123 NoSystem images/E+/Getty Images; 124 (bl)

© Nora Shawki, © Ruben Salgado Escudero; 126 Alex Ramsay/Alamy
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Stock Photo; 128 Design Pics/Danita Delimont Stock Photography;

130-131 J R Eyerman/The Life Picture Collection/Shutterstock.com; 131
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(cl) © Caio Felipe Santos da Silva, © Alec Jacobson; 132 Wolfgang

Moucha/Alamy Stock Photo; 133 Donaldson Collection/Michael Ochs
Archives/Getty Images; 134 (tr) Self Portrait, 1907 (oil on canvas)/Picasso,
©

Pablo (1881-1973)/Agenzia Fotografica Luisa Ricciarini/Narodni Muzeum,

Prague, Czech Republic/Bridgeman Images, (bl1) GL Archive/Alamy Stock
Photo, (bl2) Historic Images/Alamy Stock Photo, (br) History and Art
Collection/Alamy Stock Photo; 136 Danygor/Dreamstime.com; 139
Thomas Barwick/Stone/Getty Images; 140 (cr) CBW/Alamy Stock Photo,
(bl) Old Books Images/Alamy Stock Photo; 141 Popperfoto/Getty Images;
142-143 Chester Higgins Jr./The New York Times/Redux Pictures; 143 (cl)
Courtesy of Afroz Ahmad Shah, (cr) Courtesy of Maria Fadiman; 145 (t) (c)
Courtesy of Afroz Ahmad Shah, (b) KS-Art/Shutterstock.com; 147 dpa
picture alliance/Alamy Stock Photo; 148 MoMo Productions/DigitalVision/
Getty Images; 149 cougarsan/Shutterstock.com; 150 (bl) Hemis/Alamy
Stock Photo, (br) Sara Lynn Paige/Moment/Getty Images; 151 (bl) Manisa
Allik/EyeEm/Getty Images, (br) Hill Street Studios/Stone/Getty Images;

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Credits Teacher’s Book
Illustration: All illustrations are owned by © Cengage. DigitalVision/Getty Images, (br) JGI/Tom Grill/Tetra images/Getty Images;
293 (tr) EDP Photography/Shutterstock.com, (cr) Westend61/Getty Images;
3 Sorincolac/iStock/Getty Images; 4 (tl1) Design Pics Inc/Alamy Stock Photo, (tl2)
299 Ed Hammond/Illustration Online; 305 Ed Hammond/Illustration Online;
Mikal Ludlow/Alamy Stock Photo, (cl1) Courtesy of Pace Gallery, (cl2) Anadolu
309 Simon Reddy/Alamy Stock Photo; 310 (tl) Georges Mir/EyeEm/Getty Images,
Agency/Getty Images, (bl1) Courtesy of Ida Josefin Eriksson, (bl2) Knape/
(tc) Victor_69/iStock/Getty Images, (tr) Nophamon Yanyapong/EyeEm/Getty
E+/Getty Images; 6 (tl1) Yuri Kozyrev/Noor/Redux, (tl2) © Mike Coots, (cl1)
Images, (bl) Sorapop Udomsri/EyeEm/Getty Images, (bc) Piotr Polaczyk/iStock/
Sorincolac/iStock/Getty Images, (cl2) © Kagoshima Prefecture Visitors Bureau-
Getty Images, (br) Creative Crop/DigitalVision/Getty Images; 314 (tl) Stephen
K.P.V.B, (bl1) J R Eyerman/ The LIFE Picture Collection/Shutterstock.com, (bl2)
Zeigler/The Image Bank/Getty Images, (bl) Joe McBride/The Image Bank/Getty
Chester Higgins Jr./The New York Times/Redux; 8 © Juan Arredondo; 18 (tl)
Images.
© Dan Barber/Cengage, (cl) © Heather Marsden/Cengage, (bl) © Chia Suan
Chong/Cengage; 19 (tl) © Marek Kiczkowiak/Cengage, (cl1) © Stephen Byers/

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Cengage, (cl2) © Christien Lee/Cengage, (bl) © Gary Pathare/Cengage; 225 Ed
Hammond/Illustration Online; 226 (tl1) GaryAlvis/E+/Getty Images, (tl2) Africa
Studio/Shutterstock.com, (tr1) David Lee/Alamy Stock Photo, (tr2) Chris Brignell/

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Alamy Stock Photo, (cl1) Billion Photos/Shutterstock.com, (cl2) David Hare/Alamy
Stock Photo, (cr1) Zoonar GmbH/Alamy Stock Photo, (cr2) Studiocasper/E+/Getty

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Images, (bl1) Mawielobob/iStock/Getty Images, (bl2) Cobalt88/Shutterstock.com,
(br1) Natkamol Panomnantakit/Alamy Stock Photo, (br2) Gerasimov_foto_174/
Shutterstock.com; 227 (tc) Matsabe/Shutterstock.com, (cl) TPopova/iStock/Getty

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Images, (cr) DJ Srki/Shutterstock.com; 232 Ed Hammond/Illustration Online;
233 (t) Howcolour/Shutterstock.com, (cl) Oudiea/Shutterstock.com; 235 (t)
Illustrator096/Shutterstock.com, (tc) ByEmo/Shutterstock.com; 236 (bl1) Di

c
Bronzino/Shutterstock.com, (bl2) Matsabe/Shutterstock.com, (bl3) BadaL_studio/
Shutterstock.com, (bl4) Vadym Nechyporenko/Shutterstock.com, (bc1) Hidea/

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Shutterstock.com, (bc2) AVIcon/Shutterstock, (bc3) Rvector/Shutterstock.
com, (bc4) Serhiy Smirnov/Shutterstock.com, (br1) Martial Red/Shutterstock.
com, (br2) Igor Levin/Shutterstock.com, (br3) volkann/Shutterstock.com, (br4)
ap
Hadi_Tresnantan/Shutterstock.com; 241 Ed Hammond/Illustration Online;
243 MicroOne/Shutterstock.com; 248 (tl1) Kajiwori/Shutterstock.com, (tl2)
gr
DoridoDesign/Shutterstock.com, (tc1) Best Vector Elements/Shutterstock.com,
(tc2) Janis Abolins/Shutterstock.com, (tc3) 13Ree.design/Shutterstock.com,
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(tr1) Janis Abolins/Shutterstock.com, (tr2) Zahrotul Fuadah/Shutterstock.com,

(cl1) BlueRingMedia/Shutterstock.com, (cl2) Gvardgraph/iStock/Getty Images,
(cl3) PrettyVectors/iStock/Getty Images, (cr1) Cako74/DigitalVision Vectors/
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Getty Images, (cr2) IconicBestiary/iStock/Getty Images, (cr3) Harukichi/Adobe

Stock Photos; 250 Aleksandr Bryliaev/Shutterstock.com; 251 (tr) Jacky Parker
Photography/Moment/Getty Images, (cr1) Levente Bodo/Moment/Getty Images,
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(cr2) Kasper Nymann/EyeEm/Getty Images, (br) Dan Reynolds Photography/

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Moment/Getty Images; 252 Ed Hammond/Illustration Online; 253 (bl1) (bl2)

Leremy/Shutterstock.com, (bc1) (bc2) Puckung/Shutterstock.com, (br1) (br2)
Kastoluza/Shutterstock.com; 254 (cl1) Hidea/Shutterstock.com, (cl2) Kilroy79/
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Shutterstock.com, (cl3) VoodooDot/Shutterstock.com, (cr1) Rvector/Shutterstock.

com, (cr2) Howcolour/Shutterstock.com, (cr3) Blan-k/Shutterstock.com, (bl1)
at

GzP_Design/Shutterstock.com, (bl2) Minh Do/Shutterstock.com, (br1) Dimensi_

design/Shutterstock.com, (br2) Ksenvitaln/Shutterstock.com; 255 Manfred
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Gottschalk/The Image Bank Unreleased/Getty Images; 257 Focus On Sport/Getty

Images Sport/Getty Images; 261 (c1) Aavaa/Shutterstock.com, (c2) Cosmic_
Design/Shutterstock.com; 262, 264 Ed Hammond/Illustration Online; 265 ©
©

Javier Joaquin/Cengage; 266 (tc) Pongnathee Kluaythong/EyeEm/Getty Images,

(c) Macrovector/Shutterstock.com; 271 (tl1) M. Unal Ozmen/Shutterstock.
com, (tl2) StockFood/Foodcollection/Getty Images, (tl3) Semenovp/iStock/Getty
Images, (tr1) Chatham172/Shutterstock.com, (tr2) S-cphoto/E+/Getty Images,
(tr3) Oleksandr Perepelytsia/Alamy Stock Photo, (cl1) Ryzhkov Photography/
Shutterstock.com, (cl2) Lee Avison/Alamy Stock Photo, (cl3) Tarasyuk Igor/
Shutterstock.com, (cr1) Filmfoto/Dreamstime.com, (cr2) Kakarlapudi Venkata
Sivanaga Raju/Dreamstime.com, (cr3) Mada Jimmy/Dreamstime.com; 276 Iryna
Veklich/Moment/Getty Images; 281 (tc) Archivart/Alamy Stock Photo, (tr) Roger
Viollet Collection/Getty Images; 284 Francois Marclay/Getty Images; 289 Ed
Hammond/Illustrations Online; 292 (tr) Robin Skjoldborg/DigitalVision/Getty
Images, (cr1) Oscar Wong/Moment/Getty Images, (cr2) Ulrike Schmitt-Hartmann/

335
Pronunciation chart
VOWELS DIPHTHONGS

i: ɪ ʊ u: ɪə eɪ
eat it put blue hear take

e ə ɜ: ɔ: ʊə ɔɪ əʊ
leg the her for tourist toy old

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æ ʌ ɑ: ɒ eə aɪ aʊ

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hat but car from where why how

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CONSONANTS

p b t d tʃ dʒ k g

c
hi
pay buy talk day cheap
ap jam cap get

f v θ ð s z ʃ ʒ
gr
for vet think that sell zero she vision
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m n ŋ h l r w j voiced
G

my near long hot like right way yellow unvoiced

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na

The International Phonetic Alphabet (IPA) chart above provides a reference for the pronunciation symbols used
in Voices. Note that the phonetic transcription of words in Voices, and in most British English dictionaries, is
based on Received Pronunciation (RP) – the accent traditionally regarded as the standard for British English.
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However, most people who speak (and teach) English, either as their first or second language, do not speak
with an RP accent. When teaching pronunciation in class, consider using the symbols as a guide, but allow
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students the flexibility to speak with their own accent, providing their pronunciation is intelligible.
Research suggests that the quality of consonant sounds is much more important for intelligibility than vowel
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sounds. As such, the majority of pronunciation practice in Voices Beginner focuses on differentiating between
consonant sounds, for example /t/ vs /d/, /p/ vs /b/ and /k/ vs /g/. Note that not all consonant sounds cause
©

problems of intelligibility. One example is the pair /ð/ and /θ/, as in brother and three. These are very often
said (both by first and second language English users) as /d/ and /t/ or /v/ and /f/ with little or no impact on
intelligibility.
There is a lot of variation in vowel sounds in Englishes around the world; however, these differences rarely
lead to miscommunication. For example, the diphthong /aʊ/ in house is often said as /uː/ in a Scottish accent,
while way in Australian English typically rhymes with eye. Research on intelligibility in international contexts
indicates that it is not so much the quality of the vowel or a diphthong that matters, but its length, such as
the difference between the sounds /ɪ/ and /iː/. One exception to this is /ɜː/, as in turn, where it is important to
maintain both its quality and length.

336
VOICES
B EGINNER
T EAC H ER ’ S B OOK

Develop your voice in English.

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The Voices Teacher’s Book provides full instructional support for every

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lesson and includes suggestions for extra activities, optional steps for
exercises and comprehensive explanations of the target vocabulary,

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grammar, pronunciation and communication skills.

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The Voices Teacher’s Book features:
 Complete Student’s Book pages with wraparound teaching notes.

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 Answer keys for Student’s Book and Workbook.

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 Video and audio scripts for Student’s Book.
 Photocopiable worksheets for every unit including communication,
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grammar, vocabulary, pronunciation and mediation activities.
 A bank of practical teaching tips that focus on ‘in the classroom’
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techniques.
 Accompanying teacher companion site with additional planning
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and teaching resources and Virtual Voices Online Teaching Toolkit –

designed to support teachers delivering blended and online classes.
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ELTNGL.com/voices
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CEFR correlation

A1 A2 B1 B2 C1
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at
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©

BRITISH ENGLISH

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