CONTENTS

Welcome p 4 A Personal information; Nationalities and be; Names and addresses  B Things in the classroom; Prepositions of place;
Classroom language; Object pronouns; this / that / these / those  C Days and dates; My day  D My possessions; have got; I like and I’d like

FUNCTIONS & SPEAKING GRAMMAR VOCABULARY

Unit 1 Talking about routines and everyday activities Present simple review Hobbies
Having a Expressing likes and dislikes like + -ing WordWise: Collocations
good time Giving warnings and stating prohibition Adverbs of frequency with have
p 12  Developing Speaking: Talking about free time activities
Unit 2 Role play: Buying things in a shop Present continuous Shops
Spending money Talking about what people are doing at the Verbs of perception Clothes
p 20   moment Present simple vs. present continuous
Life Competencies: Empathy , Culture: Banknotes around the world , Review

Unit 3 Talking about food Countable and uncountable nouns Food and drink
We are what Ordering a meal a/an, some, any WordWise: Expressions with
we eat Developing Speaking: Apologising have got
(how) much / many, a lot of / lots of
p 30   Adjectives to talk about food
too and (not) enough
Unit 4 Talking about families Possessive adjectives and pronouns Family members
All in the family Asking for permission whose and possessive ‘s Feelings
p 38  was / were

Life Competencies: Saying sorry , Culture: Family traditions around the world , Review

Unit 5 Talking about events in the past Past simple (regular verbs) Parts of a house and furniture
No place like home Role play: At a market Modifiers: quite, very, really WordWise: Phrasal verbs
p 48  Developing Speaking: Making and responding Past simple (negative) with look
to suggestions Adjectives with -ed or -ing
Unit 6 Saying what you like doing with others Past simple (irregular verbs) Past time expressions
Friends forever Talking about friends and friendships Double genitive Personality adjectives
p 56  Talking about past events Past simple questions
Life Competencies: Be careful making judgments , Culture: Friends in literature , Review

Unit 7 Giving advice have to / don’t have to Gadgets

Smart life Talking about obligation / lack of obligation should / shouldn’t WordWise:
p 66  Role play: A phone call mustn’t vs. don’t have to Expressions with like
Developing Speaking: Asking for repetition and clarification Housework
Unit 8 Talking about sports Past continuous Sport and sports verbs
A question Talking about feelings Past continuous vs. past simple Adverbs of sequence
of sport Talking about ongoing past events, sequencing events when and while
p 74 
Life Competencies: Solving problems , Culture: The wonderful world of sport , Review

Unit 9 Talking about the weather Comparative adjectives Geographical features

Wild and Developing Speaking: Paying compliments can / can’t (for ability) WordWise: Phrases
wonderful Superlative adjectives with with
p 84  The weather
Unit 10 Talking about plans be going to for intentions Places in town
Out and about Inviting and making arrangements Present continuous for arrangements Things in town: compound
p 92  Discussing ideas for an imaginary film nouns
Adverbs
Life Competencies: Helping in the community , Culture: Mythical places around the world , Review

Unit 11 Making predictions will / won’t for future predictions Parts of the body
Future bodies Role play: At the doctor’s First conditional WordWise:
p 102  Developing Speaking: Sympathising with people Time clauses with when / as soon as Expressions with do
when and if
Unit 12 Talking about travel and transport Present perfect simple Transport and travel
Travel the world Talking about life experiences Present perfect with ever / never Travel verbs
p 110  Present perfect vs. past simple
Life Competencies: Dealing with negative feelings , Culture: Hard journeys for schoolchildren , Review

ii
 PRONUNCIATION THINK! SKILLS
/s/, /z/, /ɪz/ sounds Values: Taking care of yourself Reading Quiz: Do you enjoy life? 
Blog: What do you do in your free time?
Writing Your routine  Listening Conversations about hobbies

Contractions Values: Fashion and clothes Reading Chat conversation: Shopping 

Train to Think: Exploring numbers Web forum: It’s Sunday afternoon, what can I do?
Writing An email to say what you’re doing  Listening Shop conversations
A2 Key for Schools Exam practice

Vowel sounds /ɪ/ Values: Food and health Reading Online article: Creepy crawlies – the superfood of the future?
and /iː/  Online blog: Eating around the world
Writing A paragraph about what food you eat
Listening In a café ordering food

-er /ə/ at the end Values: Film families Reading Blog: Old films, great families 
of words Train to Think: Making inferences News article: Suzie saves her mum
Writing An invitation  Listening Why I love my family!
A2 Key for Schools Exam practice

-ed endings /d/, /t/, /ɪd/ Values: Reading Magazine article: The 21st century caveman 
Following your dreams Holiday blog: Our holiday castle
Writing A summary / a blog post  Listening My favourite room

Stressed syllables in Values: Friendship Reading Web article: A special friendship 

words Train to Think: Making decisions Magazine article: Life stories – Pen pals for years
Writing A thank you note  Listening Giving advice
A2 Key for Schools Exam practice

Vowel sounds: /ʊ/ Values: Caring for people and the Reading Article: ‘… just because I didn’t want to take a bath.’
and /uː/ environment Website: Gadget reviews
Writing A paragraph about housework
Listening Radio programme: advice for young inventors
Strong and weak forms Values: Trying, winning and losing Reading Magazine article: The world’s greatest sporting achievements
of was and were Train to Think: Sequencing Web forum: Sporting fails
Writing An article about a sporting event  Listening Teens talking about sport

A2 Key for Schools Exam practice

Vowel sounds: /ɪ/ Values: Valuing our world Reading Magazine article: The wild side of life 
and /aɪ/ Blog: Extreme nature!
Writing An email about an amazing weather event
Listening Interview with a Kalahari bushman
Voiced /ð/ and Values: Appreciating other cultures Reading Emails: Experiences in foreign countries
unvoiced /θ/ Train to Think: Problem solving Letters to a local government website: How can we improve our town?
consonants Writing An informal email  Listening Teens making plans

A2 Key for Schools Exam practice

The /h/ consonant Values: Exercise and health Reading Magazine article: Changing bodies 
sound Blog: Old Wives’ Tales
Writing A phone message
Listening Conversations about physical problems
Sentence stress Values: Travel broadens the mind Reading Newspaper article: A world record breaker
Train to Think: Exploring differences Magazine article: Travelling the world from your sofa!
Writing An essay: Someone I admire  Listening A traveller talking to a class
A2 Key for Schools Exam practice
Pronunciation pages 120–121   Get it right! pages 122–126   Speaking activities pages 127–128

iii
 Welcome to , the
course that develops your
students’ communication and
critical thinking skills, values
and life competencies so they
can successfully meet the
challenges ahead.
Have you ever asked yourself: “how can I be
expected to prepare my students to succeed
in a world that’s changing so fast?” While
it’s impossible to predict what specific skills
will be in demand by the time our students
enter the workforce, there are some things
that we as educators can do to ensure our
students are as well prepared for their
futures as they can be. We know there is an
ever-increasing need for individuals to be
able to work together effectively with others
around the world, and to be able to think
creatively and solve problems collaboratively.
They also need to be able to analyse and
process sources of information more critically,
communicate and support their views more
effectively, and they need to maintain a
positive mindset in challenging environments.

With you can be certain you’re giving

your learners the tools they need to build a
brighter future for themselves and a better
world for us all.
iv
What’s new
in the Second Edition?
We’ve kept everything that teachers loved about First Edition:

A syllabus built
The high-interest, The development
upon the Cambridge The inclusion of
relevant and of critical thinking,
English Learner Cambridge Exams
thought-provoking positive values and
Corpus and English practice sections
topics self-esteem
Profile

The second edition builds and expands on these strengths:

The globally focused content will appeal to teens’ natural curiosities and interests, and feed their
growing sense of the world around them.

The Life Competencies strand, supported by entertaining student vlogs and correlated to the
Cambridge Life Competencies Framework, will help them develop the vital capabilities they’ll need
to be successful throughout their lives.

The authentic, real-world documentary-style videos will captivate student interest and provoke
meaningful thought and lively classroom discussion.

Powerful, all-in-one digital tools and support will empower teachers to deliver dynamic and
effective lessons.

The story of
Second Edition was developed using the latest research into teen
cognitive science and best practices and methodologies for the secondary
classroom. To learn more, visit cambridge.org/think2e or scan this QR code
with your smartphone or tablet.

v
 Cambridge
Life Competencies

There have been many initiatives to address the skills and competencies our students need for the
21st century – each relating to different contexts. At Cambridge, we are responding to educators
who have asked for a way to understand how all these different approaches to life competencies
relate to English language programmes.

The Cambridge Framework sets out to have three dimensions:

BREADTH DEVELOPMENT DEPTH

Complete view of How the skills develop Enough detail to guide
transferable skills across stages of the teaching and assessment
within one system learning journey in practical ways

We have grouped the different competencies into six main areas.

Creative Thinking Learning to Learn Collaboration
Critical Thinking Communication Social Responsibilities

These are supported by three foundation layers that underpin the Framework:
Emotional Development
Digital Literacy
Discipline Knowledge

What Are ‘Competencies’?

We call these ‘competencies’ rather than ‘skills’, because competencies are more than just skills.
The competencies in this Framework are complex and require development in three areas:

Skill

Knowledge Attitudes

Competency

Competencies are defined as a combination of knowledge, skills and attitudes, where:

a) knowledge is composed of the facts and figures, concepts, ideas and theories which are already
established and support the understanding of a certain area or subject;
b) skills are defined as the ability and capacity to carry out processes and use the existing knowledge
to achieve results;
c) attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations.
Council of the European Union, 2018, p14.
vi
Core areas

Creative Participating Creating new Using newly

in creative content from created
Thinking activities own ideas or content to
other resources solve problems
and make
decisions

Critical Understanding Evaluating Synthesising

and analysing ideas, ideas and
Thinking links between arguments and information
ideas options

Learning to Practical Taking control Reflecting on

skills for of own learning and evaluating
Learn participating in own learning
learning success

Communication Using Managing Participating

appropriate conversations with
language and appropriate
register for confidence
context and clarity

Collaboration Taking personal Listening Managing the Working

responsibility respectfully sharing of tasks towards a
for own and responding in a project resolution
contribution constructively related to a
to a group task to others’ task
contributions

Social Understanding Taking active Understanding Understanding

personal roles including and describing and discussing
Responsibilities responsibilities leadership own and global issues –
as part of others’ cultures environmental,
a group and political,
in society – financial and
including social
citizenship

Foundational layers
See page ix for an example of
Emotional Development how Life Competencies are covered
in  .
Digital Literacy
For a full correlation to the Cambridge
Life Competencies Framework, visit
Discipline Knowledge
www.cambridge.org/think2e
cambridge.org/clcf
vii
 and the

Although focuses on both the Social Responsibilities and the Emotional

Development competencies in the Cambridge Life Competencies Framework, all of
the six Life Competencies are explored throughout the course.

The table on the next page shows, at a glance, where you can find an activity which
concentrates on a particular Core Area.

The following table shows which competencies are developed in this level.
Competency Core Area U1 U2 U3 U4 U5 U6 U7 U8 U9 U10 U11 U12
Social Understanding personal
Responsibilities responsibilities as part of
a group and in society -
✔ ✔ ✔ ✔
including citizenship
Understanding and discussing
global issues - environmental, ✔ ✔ ✔
political, financial and social
Understanding own and
others’ cultures
✔ ✔ ✔ ✔
Emotional Identifying and understanding
Development emotions ✔
Empathy and relationship
skills ✔ ✔ ✔ ✔ ✔
Managing own emotions ✔ ✔
Critical Evaluating ideas, arguments
and options
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Thinking
Understanding and analysing
links between ideas ✔

Learning to Practical skills for

Learn participating in learning ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Communication Managing conversations

✔ ✔
Creative Creating new content from
own ideas or other resources
✔ ✔ ✔
Thinking
Participating in creative
activities ✔ ✔ ✔ ✔ ✔ ✔
Collaboration Listening respectfully and
responding constructively to ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
others’ contributions

viii
Here are a few examples of how activities can help your students develop
particular Can Do Statements:
S M A RT L IF E UNIT 7

'… just because I didn’t want to

’
Competency: Social Responsibilities take a bath
Ludwick Marishane, a young man from South Africa, was and three years later the dream
Core Area: Understanding with his friends in Limpopo when they started talking
about inventing something to put on your skin so you
came true. He made the gel and
called it ‘DryBath’. It looks like
don’t have to take a bath. Ludwick thought that this was a
and discussing global issues –
any other gel, but it isn’t. This
great idea. He used his mobile to do some research on the gel saves lives!
internet, and he found some shocking facts. Ludwick Marishane is the

environmental, political, financial and Millions of people around the world haven’t got clean water.
This is a huge problem because dirty water can create
winner of lots of prizes. People
call him ‘one of the brightest young men in the
terrible illnesses. One of them is trachoma: thousands world’. He is very happy about his success. DryBath is helping
social of people all over the world get trachoma every year. They
wash their faces with dirty water, get an infection and
people to be healthy. And DryBath also helps to save water.
That’s important in many parts of the world where it’s difficult
sometimes become blind. To stop trachoma, people don’t to find clean water. Now he wants to invent other things, and he

Can Do Statement: Understands have to take expensive medication. They don’t have to
take pills. They don’t have to have injections. They have to
wants to help other young people to become inventors, too.

wash their faces with clean water. That’s it.

how personal habits and behaviour Ludwick started thinking. He wanted to make something to
help people in parts of the world where it’s difficult to find

have the capacity to affect others

clean water. He did more research on his mobile, and he did
more thinking. Ludwick had a plan. He wanted to make a gel
for people to put on their skin so they don’t have to take a

and the environment bath. He wrote the formula for the gel on his mobile phone.
When he was at university, he never stopped thinking about
his invention. He started to talk to other people about it,

In the Values section,

students are encouraged to consider
the impact of certain types of Caring for people and the environment

behaviour on the environment. 7 Match the values in the list with the sentences in
the speech bubbles. Write a–d in the boxes.
a caring about the environment
b caring about the quality of your work
c caring about your appearance
d caring about other people

1 The water in a lot of rivers

and lakes is not clean. 8 SPEAKING Work in pairs. Ask and answer questions
about Ludwick Marishane. Try and find as many
answers as possible.
2
I need to wash my hair. It’s dirty.
Does he care about the environment?
his appearance?
3 the quality of his work?
Are you feeling cold? I can give you my jumper.
other people?

Can you switch off the radio, He cares about the environment
4
please? I’m doing my homework. because DryBath helps to save water.

67

S MA RT L I F E UNIT 7

LIFE COMPETENCIES Competency: Emotional Development

Everybody has problems to solve. Sometimes the problems are big, and sometimes
they are small, but it’s always a good idea to think of all the possibilities before we Core Area: Managing own emotions
decide what to do.

Solving problems 3 Read the conversation. What is Ben’s problem? Can Do Statement: Managing stress by
Hey, Ben. What are you doing?
employing strategies
Andy

Ben Hello, Andy. I’m thinking about how to go to

school next week.
Why?
The following exercises demonstrate and
Andy

Ben My mum’s car isn’t working, so we have to find

another way. One idea is getting the bus.
Andy Good idea. The bus is fast, so you can get to
school early. So, can we go out now? model how to prioritise problems and manage
Hang on! I can see here that the bus goes at
the outcomes effectively
Ben
7.10, so I have to get up at … 6. No chance! Also,
I need to take my little sister to her school and
I don’t want to be at school an hour early.
Andy So why don’t you walk? You can take Annie to
1 21 Watch the vlog and complete the sentence. school, walk from there to my house and then
‘Someone once said that life is just a series of we can go to school together.
looking for ’. Ben Sounds good, but I’m not so sure. Annie’s school
Do you think the sentence is true? Why is is a long way from your house. And I don’t want
problem solving important? to arrive at school late, but I can’t leave Annie at
her school at 8 am. It’s not open until 8.15.
2 21 Watch again and complete the notes. Andy OK, so the bus is a no, and walking a no, too?
How about going on your bikes? You can cycle
What to vlog about? with Annie to her school at 8.15 and have time
to get to school about 10 minutes early.
1 – Topic: Empathy
Ben Good idea! But Annie hasn’t got a bike.
For Against
2 – It’s interesting
3 –
5 – 4 Ben and Andy think of three solutions. What are
they? What are the positives and the negatives
Competency: Critical Thinking
4 – about each solution?
6 – Topic:
For Against
5 SPEAKING With your partner, think of another Core Area: Evaluating ideas, arguments and
solution to Ben’s problem. What are the positives
7 –
8 –
9 – Not really ‘Life
Lessons’ and negatives about your solution? options
6 SPEAKING Explain your solution to the rest of the

TIPS FOR SOLVING PROBLEMS

class. Who has the best solution?
Can Do Statement: Examines possible
Me and my world
• when you have a problem, spend some time
trying to think of all the possible solutions. 7 Answer the questions.
solutions to a given problem and states how
• when you have all the possible solutions,
think about the positives and negatives for
each solution.
a Think of a small, medium and large problem that
you have. effective they are.
b Who can you talk to about these problems?

Exercise 7 asks the students to think of a

• After listing the positives and negatives, c Have you got ideas about how to solve them?
choose what you think the best solution is.
• Remember sometimes there is no good
solution and you have to choose the one that
is least bad. solution to a problem and to analyse the
73 negative and positive effects of that solution.

ix
Student’s Book
Each unit of builds students’ knowledge and skills
through a series of carefully constructed learning inputs and
activities. Units begin with a thought-provoking question and
introductory video, followed by a series of high-interest readings
and abundant opportunities for personalised speaking practice.

Each sequence of exercises helps students unlock the text, while

contextualised vocabulary and grammar concepts recycle and build
throughout the unit, sharpening students’ language proficiency.

Objectives
Learning objectives clearly
show unit aims at a glance,
including language functions
and target vocabulary and
grammar concepts.

Get ING
Each unit is introduced by
a documentary-style video,
with questions designed to
pique curiosity, activate prior
knowledge and get students
thinking critically.

Odd-numbered units conclude with a focus

on developing Life Competencies, while
even-numbered units end with exams-style
practice pages, ensuring students are well
prepared for the challenges that lie ahead.

x
This feature encourages students to
reflect on and discuss a wide range of
important values, helping to develop
their character as well as their
sensitivity to others.

xi
 Grammar presentations use a
scaffolded inductive approach to help
students understand the features and
structures of English grammar.

These short but catchy videos help

illustrate and explain grammar
concepts in an innovative and
memorable way.

WordWise
These features provide valuable
practice with words or phrases that
often have multiple uses or meanings
in English.

xii
 and
Each unit includes grammar and vocabulary sections
that are presented in context and supported by
additional practice in the Workbook.

SPEAKING
Frequent opportunities for speaking Each unit includes scaffolded writing
practice build on students’ prior activities presented in a real-world
knowledge and encourage them to context, as either an informal activity
relate the text to their own experience, or a more academically focused task.
personalising the speaking tasks.

xiii
 LIFE COMPETENCIES
These modelled speaking activities
provide abundant practice to These lessons focus on developing
help students build their speaking a key competency area from the
confidence while Phrases for Fluency Cambridge Life Competencies
tips focus on authentic language to Framework. The competencies
help them sound more natural. that students develop throughout
will serve them throughout
their lives within their communities
and in the world at large.

Life Lessons videos

Each Life Competency is introduced
by a Life Lessons vlog recorded by
a student. These videos help introduce
the competency area in a natural
and accessible way and serve as a
springboard to the activities that follow.

xiv
Train to
Train to sections encourage students to
reflect on the topics presented in the readings and to
express their opinions on meaningful issues, as well as
requiring them to work together to achieve consensus
or to solve a problem.

The Culture sections introduce interesting topics and

information about people and places around the world
and spark discussion in a speaking task that requires
students to make use of the information presented in
the text.

An extended writing section guides students

through the writing process for a variety
of text types. Students are presented with
a model text for analysis of the task and
purpose, and to practise the useful language
they will need, before they move on to
produce and share their own compositions.

xv
 Exams
Exercises on these pages replicate
the format of tasks from the
Cambridge English Exams.

Cross-references to the Workbook

lead to additional exams practice
and useful test-taking tips.

Test Yourself
The Test Yourself page allows
students to check their progress and
is based on the language presented
in the previous pair of units.

The “emoji” scoring key encourages

students to continuously monitor
their progress as they move through
each level.

xvi
 Pronunciation
This handy
reference at
the back of the
Student’s Book
covers sounds that
are likely to pose
a challenge for
English learners
and provides
additional practice
and support via the
classroom audio
program.

Get it Right!
Cross-references in the Teacher’s Book indicate appropriate
points within the unit to direct students to this section in the
back of the Student’s Book. Get it Right! activities help students
avoid common errors as identified by the Cambridge English
Learner Corpus*.

*What is the
Cambridge English
Learner Corpus?
The Corpus comprises
a 50 million-word
collection of real-life
learners’ written and
spoken English, derived
from actual students
taking the Cambridge
English exams. We
use this information to
determine which word
structures are more
easy or more difficult
for English learners,
and, ultimately, to
determine how best to
support students when
they encounter them.
xvii
 Workbook

The Workbook offers extra practice of the language

and skills presented in the Student’s Book. Handy
cross-references immediately following activities in
the Student’s Book direct students to corresponding
pages in the Workbook, where they can get
additional practice.

Cambridge Exams Practice

The Cambridge Exams sections
provide useful tips and practice to
help students prepare for Cambridge
English as well as other high-stakes
international exams.

xviii
Digital Support
Presenting all your digital tools together in one place!
With , everything you need is at your fingertips, including
Presentation Plus, the powerful front-of-class presentation tool with
complete course content, the entire classroom audio and video
programs, Teacher’s Resource Bank, and Test Generators.

Presentation Teacher’s
Plus Resource Bank
• Student’s Book and Workbook with • Online teacher resource area
interactive exercises with support for projects, graded
grammar and vocabulary practice
• Embedded links to classroom audio
worksheets, video worksheets,
and video
writing templates, extra speaking
• Additional games and activities
activities and more!
• Accessible online and offline.
• Test Generator: an easy-to-use tool
to customize and create end of unit,
end of term, and end of year tests,
Collaboration as well as exam practice tests.
Plus
• Students can work together on
digital projects online using the Practice
Collaboration Plus tools and Extra
teachers can set, view, support and
• Mobile-friendly platform and content
grade the work.
• Bite-sized learning activities with
• Teachers can share students’
audio and video
project work with the class in the
• Online speaking tasks
Showcase area.
• Performance tracking.

For updated information

on ’s Digital Tools,
visit cambridge.org/think2e
or scan this QR code.

xix
 How to use the
Teacher’s Book
The wraparound Teacher’s Book is designed to
help you plan and deliver highly effective lessons easily
and seamlessly.

White panel side Light blue panel Purple panels Yellow panels
notes provide notes provide identify lesson identify potential
guided lesson additional objectives and assist homework and
support and background with unit navigation. flipped-classroom
include model information and ideas.
student responses optional
in activities suggestions for
and answers to building and Red panels alert teachers to available teaching
questions. expanding on resources and point out areas where students
lessons. are likely to struggle.

Warmer
Ideas to introduce students to the unit’s
topic help activate their prior knowledge
and experience and encourage classroom
discussion.

Get ing
Strategies to help teachers get the best
use out of the Get ing videos and
activities ensure students are primed to
discuss the unit topic.

Resources for this unit

An at-a-glance listing of all the lesson support
available for the unit appears in the bottom
panel, including available teaching resources,
video, digital support and assessment tools.

xx
Alternative Activities
Ideas for alternative classroom activities give
teachers additional flexibility and freedom
to dive deeper into rich language-building Homework
opportunities. Useful ideas for activities that students could
do at home to consolidate in-class learning
and encourage independent study.

Get it Right! and Pronunciation

These notes help alert teachers to potential
problem areas for English learners and offer
mitigation and/or remediation strategies Cambridge Framework for
and tools. Life Competencies
This icon identifies which Life Competency is
being developed and what teachers should
expect students at this level to be able to do
via a Can-Do statement.

xxi
 Welcome
A All about me

n d J u an ica
ela d Evelyn
sa an
WELCOM E
M

WELCOME

lo

m
Car

Lia
They’re Mexican. 1 She's
0
2
A ALL ABOUT ME Nationalities and be
Miray mila iN
a
Personal information 4 Complete the names of the countries (add the and Ca
a

L
consonants). ão

vv

Jo
Ha
5 6
1 e i o 7 a i 3
4

d o nd Daria n zo
car aa re
Ri

Lo
sh
Nata
1 W. 0 1 Put the dialogue in order. Number the
boxes. Listen and check.
1 Ryan Hi. I’m Ryan. 2 u e 8 a i
Ryan I’m thirteen. How about you?
Ryan Australia.
Ryan Hello, Claudia. Where are you from? 7 9
8
Claudia Me? I’m thirteen, too.

Claudia I’m from Brazil. And you?

Claudia Hi, Ryan. My name’s Claudia.

3 I a 9 o o ia
5 What nationality are the people? Write the Names and addresses
Claudia Cool! How old are you, Ryan? sentences.
7 W. 0 4 Ahmed phones for a taxi. Listen and
2 W. 0 2 Complete the dialogue with the phrases 6 W. 0 3 Complete the dialogue with the correct complete the information.
in the list. Listen and check. forms of the verb be. Then listen and check.

are | meet | this | too

Claudia So, Ahmed – where 0 are you from?

Ahmed Me? I 1 from Britain. Ryan here 2

ABBEY’S TAXIS
Ryan Claudia – 1 is my friend Ahmed. from Australia, but I 3 British. Booking form
4 i a 10 A e i a
Ahmed Hi, Claudia. Nice to 2 you. Laura But 4
your name British? Taxi for 1

Claudia Nice to meet you, 3 , Ahmed. And this Ahmed Oh, good question. Well, no it 5 . Going to 2

is my friend: her name’s Laura. My parents 6 from Egypt and so my Pick up at 3 am/pm
Laura Hi, guys. How 4 you? I’m Laura. name 7 from Egypt, too. But my sister From 4
Street
Laura Junqueira. Fatima and I were both born here, so we Number of passengers 5
8
100% British.
3 SPEAKING Imagine you are a famous person. Claudia That 9 cool. I think your name 10
Work in pairs, then in groups. 5 u ia 11 the U i e really nice.
1 Tell your partner who you are. i o Ahmed Thank you! And you two, 11 you both 8 W. 0 5 Now listen to a phone call. Correct
Brazilian? each of these sentences.
2 Introduce your partner to the others in the group.
Laura That 12 right. But we 13 not from 0 Fernando phones Alejandra.
Hi, I’m Tom Hardy. the same city. I 14 from Belo Horizonte No – Alejandra phones Fernando.
and Claudia 15 from São Paulo. We 1 They met last Wednesday.
16
students at the language school here. 2 There’s a party at Alejandra’s place next Friday.
Hello, my name’s Kate Middleton. And
this is my friend Eden Hazard. 3 The party starts at seven thirty.
6 the U i e 12 the 4 Alejandra lives at 134 Markam Avenue.
a e e er a 5 Her phone number is 0788 224 234.
4 5

1 W.01 5 1 She’s Argentinean. 2 They’re British. 3 They’re Turkish.

1, 7, 5, 3, 8, 4, 2, 6 4 He’s Brazilian. 5 She’s Spanish. 6 She’s Chinese.
7 He’s Colombian. 8 They’re Russian. 9 He’s Italian.
2 W.02
1 this 2 meet 3 too 4 are 6 W.03
1 ’m 2 is 3 ’m 4 is 5 isn’t 6 are 7 is 8 are 9 ’s
3 Students’ own answers 10 is 11 are 12 ’s 13 ’re 14 ’m 15 is 16 ’re

4 1 Mexico 2 Turkey 3 Italy 4 China 5 Russia 7 W.04

6 the United States 7 Spain 8 Brazil 9 Colombia 1 Ahmed Kaynarca 2 airport 3 10 4 12 Lime 5 one
10 Argentina 11 the United Kingdom 12 the Netherlands
8 W.05
1 They met last Friday.
2 There’s a party at Alejandra’s place next Saturday.
3 The party starts at seven o’clock.
4 Alejandra lives at 134 Markham Avenue.
5 Her phone number is 0789 224 214.

more
Workbook
A All about me p4–5, Ex.1–10

T4–T5 We l c o m e
Welcome
B What’s that?

WELCOM E

B WhAT’S ThAT? Object pronouns 9 Complete the email by writing the words in the correct spaces.
Things in the classroom There are three extra words.
7 Complete each sentence with the
1 Look at the pictures. Write the correct number next to each word. correct pronoun. are | do | does | how | it | lot | me
0 He’s a good singer – we like him them | there | understand | what | who
board book CD chair desk floor
a lot.
pen pencil ruler window door notebook
1 My books are in your bag. Can you
Liz
get , please? lima565@email.co.uk
11 12 2 I’ve got a new bike – I’m going to
1 ride this afternoon. Hello from Italy
2 3
10 3 Where are you? I can’t see .
4 I don’t know where the Maths class Hi Liz,
is – can you show ? I’m writing to you from Italy! My family and I 0 are on holiday here for
7 a week. It’s really nice here. Italian people are very friendly, but of course
9 5 She doesn’t know, so please
5 I don’t speak Italian, so I don’t 1 when people talk to me.
tell . But a 2 of people here speak English, so it’s all OK.
6 We like our parents. They give Our hotel is great. 3 is a gym downstairs with a swimming pool – it’s
lots of love! really big! I have dinner late – usually after eight o’clock! And it’s always
6 really good – the pasta is delicious, but I usually have pizza. Dinner is my
4 8 favourite meal – I love 4 .
this / that / these / those
So, 5 are you? I hope you are enjoying your holiday, too. I want to
8 Match the pictures and sentences. buy a present for you here in Italy. 6 would you like? 7 you
like Italian music? Write and tell 8 , OK?
1 What animal is this?
Prepositions of place 4 W. 0 7 Use one of the sentences in Exercise 3 to Have a good time and write soon.
complete each mini‒dialogue. Listen and check. 2 What animal is that? Love,
2 Look at the pictures. Choose the correct word. 3 These shoes are nice.
1 Teacher Good morning, everyone. James
0 The notebook is under / on / behind the chair. 4 Those shoes are nice.
Student Good morning.
1 The pencil is on / in front of / under the floor.
Teacher OK. Let’s start.
2 The pencil is behind / between / under the chair.
2 Teacher So, Michael, what’s the answer?
3 The book is in / on / in front of the desk.
Michael
4 The pen is behind / under / in the book.
Teacher That’s OK. What about you, Susie?
5 The ruler is in / between / under the book.
3 Student ,
6 The board is in front of / between / behind the door Mrs McFarlane. I’ve got a question.
and the window.
Teacher Yes, what is it?
7 The book is under / on / in front of the pen.
4 Student : ‘starving’?
Teacher It means: ‘very, very hungry’.
Classroom language
3 Complete each sentence with a word
W. 0 6
5 W. 0 8 Put the dialogue in order. Number
from the list. Listen and check. the boxes. Listen and check.
A R‒O‒U‒G‒H.
again | ask | don’t | hand | me A No, that’s completely wrong!
A C
mean | page | say | spell | understand 1 A How do you think you spell the word ‘rough’?
1 Excuse . A No, that’s really how you spell it.
2 Can I a question, please? B OK, how do you spell it, then?
3 Can you say that , please? B Oh. Let me think. Is it R‒U‒F?
4 How do you comer in English? B You’re kidding!
5 Open your books at 56.
6 SPEAKING Work in pairs. Think of a word in
6 Put your up if you know the answer. English. Can your partner spell it?
7 Sorry, I know.
8 Sorry, I don’t . How do you spell ‘tomorrow’?
9 What does this word ? T‒O‒M‒O‒R‒R‒O‒W.
10 Excuse me. How do you that word? Is it
That’s right.
D‒R‒I‒E‒D or D‒R‒Y‒E‒D?

B D

6 7

1 board 2 book 11 CD 10 chair 4 desk 5 floor 6 7 1 them 2 it 3 you 4 me 5 her 6 us

pen 12 pencil 8 ruler 9 window 3 door 1 notebook 7

8 1B 2A 3C 4D
2 1 on 2 under 3 on 4 behind 5 in 6 between
7 in front of 9 1 understand 2 lot 3 There 4 it 5 how 6 What
7 Do 8 me

3 W.06
1 me 2 ask 3 again 4 say 5 page 6 hand 7 don’t
8 understand 9 mean 10 spell

4 W.07
1 Open your books at page 21.
2 Sorry, I don’t know.
3 Excuse me
4 What does this word mean?

5 W.08
5, 3, 1, 7, 4, 2, 6

6 Students’ own answers

more
Workbook
B What’s that? p5–6, Ex.1–9

We l c o m e T6–T7
 Welcome
C About time

WELCOM E

C ABOUT TIME 3 Match the numbers and the words. My day 9 Match the clocks and the times.
Days and dates first 15th 7 Put the photos in the order you do them. 1 It’s ten to one. 5 It’s ten to eight.
second 12th 2 It’s six o’clock. 6 It’s 10.30.
third 22nd 3 It’s half past three. 7 It’s twenty past ten.
fourth 20th 4 It’s eight o’clock. 8 It’s half past eight.
fifth 31st
twelfth 3rd
fifteenth 1st
twentieth 2nd
twenty‒second 4th
thirty‒first 5th A E
A 3 E
4 How do you say these numbers? Listen
W. 1 1 I do my homework. I have breakfast.
I get home. I
and check.

6th | 12th | 16th | 19th | 22nd | 23rd | 30th

5 W. 1 2 Listen and write the people’s birthdays.

B F

1 W. 0 9 Listen and choose the correct information. B F I I

Nathan Hi, Kim. Why are you so happy today? I get home. I go to bed.
Kim Because it’s the 121st / 22nd / 23rd of
February.
Nathan And what’s special about that date?
Kim It’s my birthday! 1 15th June 4
Nathan Really! Happy birthday, Kim. C G
Kim Thanks. I’m 212 / 13 / 14 today.
I I
Nathan Lucky you!
Kim When is your birthday, Nathan?
C G
Nathan It’s in 3August / September / October.
I get up. I have dinner.
Kim What date?
Nathan The 411th / 12th / 13th. I think it’s on a
5
Tuesday / Thursday / Friday this year.
2 5 D H
2 W. 1 0 Complete the names of the days and
months. Listen and check. I I
DAYS
1 Mo n d a y 5 F 10 W. 1 3 Listen to Mayra. Write about her day
2 T sd 6 S r under the pictures in Exercise 9.
D H
3 W
4 hu
n d
y
7 S
I have lunch. I go to school.
Look
midday to midnight = pm midnight to midday = am
MONTHS 12 am = midnight 12 pm = midday
8 Look at the sentences in Exercise 7. Write them in
1 am = 1 o’clock in the morning
1 J u y 7 J y the correct column for you.
3 6 1 pm = 1 o’clock in the afternoon
2 F bru 8 A u
3 M 9 Morning Afternoon Evening
h S mber 6 SPEAKING Walk around the classroom. Ask and
4 p l 10 O er answer questions. Whose birthday is close to your I get up. 11 SPEAKING Work in pairs. Talk about your day.
5 M 11 vem birthday?
6 J 12 D I go to school at half past eight.
When’s your birthday? It’s on 17th March.
I do my homework at seven o’clock.

8 9

1 W.09 7 Suggested answer: C, E, H, D, B, A, G, F

1 23rd 2 13 3 September 4 13th 5 Tuesday
8 Morning: I get up, I have breakfast, I go to school.
2 W.10 Afternoon: I have lunch, I get home.
Days: 1 Monday 2 Tuesday 3 Wednesday 4 Thursday Evening: I do my homework, I have dinner, I go to bed.
5 Friday 6 Saturday 7 Sunday
Months: 1 January 2 February 3 March 4 April 5 May 9 A3 B4 C8 D6 E7 F1 G5 H2
6 June 7 July 8 August 9 September 10 October
10 W.13
11 November 12 December
A 3.30 I get home. B 8.00 I have breakfast.
3 first – 1st second – 2nd third – 3rd fourth – 4th C 8.30 I go to school. D 10.30 I go to bed.
fifth – 5th twelfth – 12th fifteenth – 15th E 10.20 I have a break. F 12.50 I have lunch.
twentieth – 20th twenty-second – 22nd thirty-first – 31st G 7.50 I get up. H 6.00 I have dinner.

4 W.11 11 Students’ own answers

sixth – 6th /sɪksθ/ twenty-second – 22nd
twelfth – 12th /twelfθ/ /ˌtwenti ˈsek(ə)nd/
sixteenth – 16th /ˌsɪkˈstiːnθ/ twenty-third – 23rd
nineteenth – 19th /ˌnaɪnˈtiːnθ/ /ˌtwenti ˈθɜːd/
thirtieth – 30th /ˈθɜː.ti.əθ/
5 W.12
1 15th June. 3 29th January. 5 24th February.
2 15th April. 4 5th May. 6 17th February.

6 Students’ own answers

more
Workbook
C About time p7–8, Ex.1–9

T8–T9 We l c o m e
Welcome
D My things

WELCOM E
HOME ? ABOUT NEWS CONTACT

D MY ThINGS Welcome! I like and I’d like 8 Complete with the words in the list.
My possessions Hi, my name’s Jack.
6 Match the pictures and the sentences. apple juice | chicken | ice cream | orange
I’ve got a phone – it’s really my
1 Read Jack’s blog and tick (✓) the photos of the things he has got. favourite thing!
I haven’t got a pet, but I’d love a cat or
2 Work in pairs. Put the things Jack mentions in his blog in the
correct list.
PERSONAL POSSESSIONS: TV , laptop ,
maybe something unusual like a lizard.
I haven’t got a laptop. I want one for my Lunch Box
next birthday.
, , , I’ve got a bike and I’ve got a skateboard.
PETS: cat , I haven’t got a scooter. My dad’s got an Sandwiches:
electric one and I sometimes use that. cheese or 1
I haven’t got a TV in my bedroom,
but there is one in the living room and Desserts:
the kitchen. cake or 2
I’m very lucky!
Fruit:
A C
apple or 3
Drinks:
water or 4

9 W. 1 5 Listen to the dialogue. What does Oscar

choose for his lunch?

10 W. 1 5 Write the questions to complete part

of the dialogue. Listen again and check.
have got
What fruit would you like?
3 Complete the table with ’ve, ‘s, have, has, haven’t or hasn’t. Have you got oranges?
What would you like for lunch today?
Positive Negative
Would you like a chicken sandwich or a cheese sandwich?
I’ve (have) got a pet. I haven’t (have not) got a dog. A Hi, Oscar.
B D
You 1 (have) got a pet. You 5 (have not) got a dog. 1

He’s (has) got a pet. He hasn’t (has not) got a dog. 3 I like showers. B I’d like a lunch box, please.
1 I like oranges.
She 2 (has) got a pet. She 6 (has not) got a dog.
2 I'd like an orange. 4 I'd like a shower. A 2
We 3 (have) got a pet. We 7 (have not) got a dog.
B A chicken sandwich, please.
They 4 (have) got a pet. They 8 (have not) got a dog. 7 W. 1 4Complete with I like or I’d like. A 3
Listen and check.
Questions Short answers B 4

0 A What’s your favourite food? A Yes, we have.

Have I got a pet? Yes, you have. / No, you haven’t.
9
you got a pet? Yes, I 13 . / No, I 14 . B I like pizza best. B An orange, please.
Has he got a pet? Yes, he has. / No, he hasn’t. 1 A Can I help you?
10
she got a pet? Yes, she 15 . / No, she 16 . B Yes, a hot dog. 11 SPEAKING Work in pairs. Make a picnic box for
11
we got a pet? Yes, we 17 . / No, we 18 . 2 A an ice cream, please. your partner. Ask and answer questions.
12
they got a pet? Yes, they 19 . / No, they 20 . B Chocolate or strawberry?
3 A What do you want to watch? What would you like for … ?
4 Complete the sentences with have, has, 5 SPEAKING Walk around the classroom. Find someone who B Well, comedies, so can we watch
haven’t or hasn’t so they are true for you. has got … something funny, please? Would you like a … or … ?
1 I got a tablet. 1 a blue bike 5 two brothers or sisters 4 A football. Do you?
2 My mum got a computer. 2 a cat 6 a laptop B Not much. I think tennis is better.
3 I got a cat. 3 a lot of books 7 an unusual pet 5 A Do you want a pet for your birthday?
4 My best friend got a sister. 4 a TV in his/her bedroom 8 a house with a garden B a cat, please!
5 I got a computer in my bedroom.
6 My family got two cars. Have you got a bike? Yes, I have. What colour is it?

10 11

1 He’s got a phone, a bike and a skateboard. 6 A2 B1 C4 D3

2 Personal possessions: phone, bike, skateboard, scooter 7 W.14

Pets: lizard 1 I’d like 2 I’d like 3 I like 4 I like 5 I’d like

8 1 chicken 2 ice cream 3 orange 4 apple juice

3 1 ’ve 2 ’s 3 ’ve 4 ’ve 5 haven’t 6 hasn’t 7 haven’t
8 haven’t 9 Have 10 Has 11 Have 12 Have 13 have 9 W.15
14 haven’t 15 has 16 hasn’t 17 have 18 haven’t chicken sandwich, cake, orange, orange juice
19 have 20 haven’t
10 W.15
4 Students’ own answers 1 What would you like for lunch today?
2 Would you like a chicken sandwich or a cheese sandwich?
5 Students’ own answers 3 What fruit would you like?
4 Have you got oranges?

11 Students’ own answers

more
Workbook
D My things p8–9, Ex.1–8

We l c o m e T10–T11
 Unit 1
Having a good time Reading

Warmer

1 GOOD
HAVING A
Ask students to guess what you most OBJECTIVES
enjoy doing. Give three options to

TIME
fUNCTIONS:
choose from: one true, two false. Ask talking about routines and everyday
activities; expressing likes and dislikes;
for a show of hands for each option. giving warnings and stating prohibition;
Elicit reasons for students’ opinions talking about free time activities

before revealing the answer. GRAMMAR:

present simple review; like + ‒ing;
adverbs of frequency

Watch the video and think: VOCABULARY:

01 Get ing 01
what makes you happy? hobbies; collocations with have

Ask the question. Get students to

compare their ideas in groups. Play
the video, then ask students for
feedback.

1 Students do the task individually.

Check answers with the class so A B C D
students can confirm or correct
their answers. Check/clarify the
distinction between homework
and housework.
1C 2F 3G 4B 5A 6E
7H 8D

2 Check/clarify: fun, boring, E F G H

interesting, easy, difficult.
Before students begin the task,
check that they understand the READING 3 SPEAKING Work in groups of three and

compare your ideas from Exercise 2.

difference between the three 1 Match the activities and the photos.
1 sleeping 5 reading
adverbs. Write 100%, 25% and I think reading is sometimes boring.
2 doing homework 6 dancing
0% on the board, and get them 3 doing exercise 7 doing housework
Really? I think it’s never boring.
to match the percentages with 4 messaging on your phone 8 singing
the adverbs. To check answers, 2 Do you enjoy these activities? Write always, sometimes or never.
4 SPEAKING Think of more activities and
ask for a show of hands: one hand 1 Sleeping is fun.
say what you think.
2 Reading is boring.
if the answer is sometimes, two 3 Doing homework is interesting.
Playing football is always fun.
hands if it is always. 4 Dancing is easy.
5 Doing exercise is boring.
3 Set a time limit of two minutes for 6 Doing housework is difficult. Studying is sometimes interesting.
7 Messaging on my phone is fun.
the discussion. 8 Singing is difficult. 5 1.01 Read and listen to the quiz
on page 13. Then take the quiz and
4 Monitor, and help with unfamiliar compare your score with a partner.
language. Present the meaning, 12

spelling and pronunciation of

any useful words for activities
students mention. 5 1.01 Focus on the quiz title.
Ask students what it means to
enjoy life. Then students read
and do the task. When checking
answers, ask for a show of hands
to find out how many students
chose each option.

Objectives Resources for this unit

Functions and speaking Talking about routines and All available online
everyday activities; expressing likes and dislikes; talking
Videos Worksheets
about free time activities; Developing speaking:
● Get ing: What makes you happy? ● Grammar and vocabulary: Basic, Standard
Giving warnings and stating prohibition
● Grammar rap!: like + -ing and Extension Worksheets
Grammar Present simple review; like + -ing; adverbs of ● Vlog: Empathy ● Project: Hobbies
frequency Communication: Having a good time!
Vocabulary Hobbies; WordWise: Collocations with have
Tests ●

● Unit, extension and skills test 1 ● Literature Worksheets: Adventures of

Values Taking care of yourself Huckleberry Finn and Dracula
Life Competencies Empathy ● Grammar presentation: Present simple
● Get ing, Grammar rap! and
Life Lessons video Worksheets

T12 H a v i n g a g o o d t i m e | U n i t 1
Unit 1
Having a good time Reading; Values

6 Explain what taking care of

Do you hAVING A GOOD TI M E UNIT 1

ENJ Y LIFE?
yourself means with reference to
the quiz. Ask: Do you think you
take good care of yourself? Elicit
students’ responses and ask them Do your parents always ask you to do housework? Does your teacher give you homework
to give reasons. Ask students to every day? Life is sometimes difficult because there are lots of things to do. It’s great to
complete the task individually be busy, but it’s important to look after yourself and have fun, too. We all need to think
about ourselves and do things we like, whether it is playing an instrument or taking
and to think how each activity photos. But we also need to do things that keep us healthy and happy.
contributes to well-being.
a7 b5 c4 d3 e6 f1 g2 Here’s our quiz. Try it and find out: do you have lots of fun?

7 Allow two or three minutes 1 Do you laugh a lot? 5 Do you like doing exercise?
for the pairwork. Monitor, but A Yes, I laugh all the time. A Yes, exercise is fun.
avoid correcting errors unless B I only laugh when I’m happy. B Some exercise is OK, but not
C My best friend says I don’t laugh very often. everything.
they hinder comprehension. C I don’t like exercise at all.
The focus here is on fluency and
educating the whole learner, not 2 How many hobbies do you have?

accuracy. Put two pairs together

A I have lots of hobbies. 6 Do you like word and
B one number puzzles?
to form groups and ask them to C I don’t have any hobbies. A I like puzzles a lot.
B Word puzzles are OK, but
compare their ideas. Elicit ideas number puzzles are boring.
and reasons from each group. C No, I don’t like puzzles at all.
3 When do you listen to music?
Provide help with any challenging A in the morning, afternoon
vocabulary. and evening
7 Which of these activities do you do most?
B I only listen to music when I
A spend time with friends and family
have time.
B message friends online or on my phone
C I never listen to music. I don’t
C watch TV or play games on my phone
Homework have time.

Ask students to keep an activity

diary for a week. They should record 4 How many hours do
you sleep a night?
how much time they spend doing A 9–10 hours
different activities over a seven-day B about 8 hours
C less than 8 hours
period. They should also record the
number of times they laugh. In the
following week, form pairs or small YOUR SCORE:
groups for students to compare their Mostly As: Wow! You know how to have fun and enjoy life.
diaries. Students find out who in their Mostly Bs: Hmm, OK, but can you do more? Try and find more time
for yourself.
group enjoys life the most. Mostly Cs: Try and find more ways to have more fun.

Taking care of yourself

6 Which questions in the quiz tell us that these things are 7 SPEAKING Compare your ideas
important for us? with a partner.
a 7 Being with people e Giving your brain exercise
b Enjoying exercise f Being positive Question 7 shows us that being
c Sleep g Having interests with people is important.
d Enjoying music
13
13

Activity idea Make a poster on getting the most out of life

Students work in pairs to prepare a poster showing five things that students
should do to get the most out of life, and five things to avoid.
Each pair has 20–30 minutes to plan and prepare their poster and they should
be encouraged to find photos or draw pictures to illustrate each point.
When the students have finished, display the posters around the class. The class
can then vote on the best for content and for design.

more
Social Responsibility Worksheets
Competency: Understanding personal responsibilities as part Project Hobbies
of a group and in society Communication Having a good time
Makes informed choices; Is aware of positive behaviour in Get ing What makes you happy?
different groups.

U n i t 1 | H a v i n g a g o o d t i m e T13
 Unit 1
Having a good time Grammar; Pronunciation; Vocabulary

Warmer
Say if you like or don’t like each activity
GRAMMAR 3 Complete the sentences. Use the present simple form
on page 12: I (don’t) like sleeping, and of the verbs.
Present simple review
so on. Ask students to stand up if they 0 I don’t like (not like) horror movies.
1 Complete the sentences with the words in the list. I get (get) really scared watching them.
agree with you, and sit down if they Check your answers in the quiz on page 13. 1 My dad (not sleep) a lot.
have a different view. Which activity He only (need) five or six hours.
do | does | don’t | like | says
has the most students standing? 2 A you (study)
0 I like puzzles a lot. English?
1 My best friend I don’t laugh very often. B Yes, I .
2 I like exercise at all. 3 My brother (cook) really well, but he
1 1 says 2 don’t 3 Does 4 Do 3 your teacher give you homework every day? says he (not enjoy) it.
4 you like doing exercise? 4 A your sister (play)
When checking answers, highlight in the school football team?
how the verb takes -s or -es after 2 Look at the sentences in Exercise 1 and the table. B No, she .
Complete the rule with do, does, don’t or doesn’t.
he, she and it and the use of do/ 5 My grandparents (not like) travelling.
They (prefer) to stay at home.
does and don’t/doesn’t + base Positive Negative
6 My best friend (watch) TV all day.
I like films. I don’t like films.
form in questions and negatives. He (not do) anything else.
You like films. You don’t like films. workbook page 10
He/She/It likes films. He/She/It doesn’t like films.
2 RULE: 1 don’t 2 doesn’t 3 Do
We like films. We don’t like films. PRONUNCIATION
4 Does They like films. They don’t like films. /s/, /z/, /ɪz/ sounds Go to page 120.

3 Check/clarify: horror movies, Questions Short answers

VOCABULARY
scared, travelling, prefer. Do I like films? Yes, you do. No, you don’t.
Hobbies
Do you like films? Yes, I do. No, I don’t.
Do sentence 1 together as a class Does he/she/it like Yes, he/she/it No, he/she/it 4 Complete the phrases with the words in the list.
before students complete the films? does. doesn’t.
be | collect | keep | play | take | write
task individually. Do we like films? Yes, we do. No, we don’t.
Do they like films? Yes, they do. No, they don’t. 0 to play an instrument 3 to photos
1 doesn’t sleep, needs 2 Do … 1 to in a club 4 to a pet
study, do 3 cooks, doesn’t enjoy RULE: Use the present simple for things that happen
2 to a blog 5 to things
4 Does … play, doesn’t 5 don’t like, regularly or that are always true.
5 SPEAKING Work in pairs. Ask questions about the
In positive sentences:
prefer 6 watches; doesn’t do • with I, you, we and they, use the base form of the
hobbies in the photos.

Workbook p10 verb.

• with he, she and it, add ‒s (or ‒es with verbs that Do you play an instrument? What do you play?
end in ‒s, ‒sh, ‒ch, ‒x or ‒z).

Pronunciation In negative sentences:

• with I, you, we and they, use 1 .
Do you collect something? What …?

/s/, /z/, /ız/ sounds • with he, she and it, use 2 .
workbook page 12
Student’s Book p120 In questions:
• with I, you, we and they, use the auxiliary 3 .
• with he, she and it, use the auxiliary 4 .
4 Before they begin, ask students
to find any hobbies mentioned on
Name: Ali Towers
pages 12–13. Elicit the hobbies Address: 64 Tree Lane
the students find and write these YOUTH Phone: 07541 679 12
on the board. When checking CLUB Membership Number:
the answers, students may 09173
come up with other acceptable
alternatives, for example: keep 14
a blog, collect photos, write
things. Accept these answers, but
elicit the preferred alternative
from another student. 5 Check that the task is clear:
1 be 2 write 3 take 4 keep students must first ask a yes / no
5 collect question, then follow it up with
a wh- question, asking for more
details. Monitor, and help with any
unfamiliar language.
Workbook p12

Language note Present simple

more We use the present simple for things that are true in general, or for things that
happen regularly.
Workbook Note that we use the do / does auxiliary in negative sentences, and questions.
Grammar p10, Ex.1–6 In these cases, the auxiliary is followed by the bare infinitive form: Does she
Vocabulary p12, Ex.1–3 speak English? NOT Does she speaks English? In short answers, we substitute
Vocabulary Extra p13, Ex.1–2 the correct auxiliary for the main verb rather than repeat the verb itself: ‘Do you
Pronunciation p118 like pizza?’ ‘Yes, I do.’ NOT ‘Yes, I like.’
Worksheets
Grammar presentation: Present simple
Grammar Worksheets 1
Vocabulary Worksheets 1

T14 H a v i n g a g o o d t i m e | U n i t 1
Unit 1
Having a good time Listening; WordWise

6 1.04 Ask students to look at hAVING A GOOD TI M E UNIT 1

the pictures for 30 seconds and
try to memorise the details. Ask LISTENING
students which picture shows: 6 1.04 Listen to the conversations. Which one goes with each picture? Write 1–3 in the boxes.
a guitar player? (B) a girl doing
exercise? (A) a mobile phone?
(C) two adults? (A), no girls? (C),
somebody sitting? (B). Play the
audio for students to complete
the task. Students check their
answers in the book. Then, play
the audio for the matching task.
A2, B1, C3

7 1.04 Drill the pronunciation

of the names in the box so A B C
students will recognise the
7 Listen again. Complete the sentences with the names 9 Copy the diagram into your notebook and
names when they are heard. For
1.04

in the list. complete it with the hobbies in the list.

extra challenge, students could
Jade | Harry | Harry’s mum | Ben | Sally | Dad’s friend playing the piano | joining a tennis club
complete the sentences from collecting stamps | writing a blog
0 Sally has Geography homework to do.
memory before listening. dancing | cooking | watching TV
1 loves his hobby. playing online games | taking photos
1 Ben 2 Jade 3 Dad’s friend 2 wants to do judo lessons.
4 Harry 5 Harry’s mum 3 thinks judo is good for strength. Make friends
4 thinks puzzles are good for the brain.
5 doesn’t like crosswords.

8 Explain what a collocation is

(a set of words that often appear WordWise: Collocations with have
together or form a fixed 8 Match the sentence halves.
1 How many hobbies a when I have time.
relationship) and how it can be
2 I only listen to music b and stop playing for a while?
helpful for learners when they 3 You know how to c Let’s have dinner. playing the
learn a new piece of vocabulary have fun d and enjoy life. piano
4 I’m hungry. e do you have?
to learn what words it does and 5 It’s my hobby f and I have a good time
doesn’t collocate with. 6 Why don’t you have when I practise. Relax Discover your talents
1e 2a 3d 4c 5f 6b a rest
10 SPEAKING Ask and answer the questions
Workbook p12 workbook page 12 in pairs.
1 Who do you have the most fun with?
2 Do you have a good time at school?
9 Check/clarify: make friends,
3 How many hobbies have you got?
relax, discover your talents. 4 What time do you have dinner?
5 Do you have a rest after school?
Ask: What does the diagram
6 Do you always have time to do your
tell us about playing the piano? homework?
(It’s good for relaxing and for
discovering your talents. It’s not
so good for making friends.) 15

Students complete the diagram

individually, then compare
answers in pairs. Elicit some
responses in open class feedback,
Homework
and ask the other students Students write a list of the top 10
to comment. hobbies for their age group. Put
them in groups to discuss their ideas,
10 Monitor the conversations, and give reasons for agreeing or
helping with difficult language as disagreeing with each other. Elicit
needed. Keep error correction to some views in class for feedback.
a minimum, unless mistakes are
hindering comprehension.

more
Workbook
Listening p16
Wordwise p12, Ex.4–5

U n i t 1 | H a v i n g a g o o d t i m e T15
 Unit 1
Having a good time Reading

Warmer
Get students to brainstorm things
READING
that people collect. Make a list on
1 Read and listen to the text about collecting things.
the board. Ask for a show of hands 1.05

to find out which of the things

OK, we know you all like watching TV
mentioned students collect. Elicit What do you do in your and playing computer games, but we

FREE T ME?
why these things appeal to them, want to know some of the other things
and invite comments from the class. you do when you’ve got some free
time. Write and let us know.

1 1.05 Check/clarify: outside, I love cats! I like watching cat videos on YouTube every day. I love taking photos of them, too,
cats that I see when I’m outside – I try to get photos of lots of different kinds. And I collect
can’t stand, crossword, imagine, things with cats on them – you know, cards or notebooks or T-shirts, things like that. But we
crazy about, team. can’t have cats at home because my dad can’t stand them!
Hermione 6 2
Point to the pictures and ask
I can’t stand having nothing to do – for example, when I wait for the bus or in the queue at
students what they can see. the fast food place – so I always have my puzzle app on my mobile. Sometimes it’s Sudoku,
Ask: What do you think the text sometimes a crossword or different word game, but it doesn’t matter – I just love doing
puzzles. And it’s great because I never get bored.
will be about? Andy 9 1

Hermione: things with cats I’m usually busy, but occasionally I’ve got a bit of free time, especially in the evening after
on them. Lucy: photos and I do my homework. My favourite thing is looking at maps online. I like using ‘street view’ and
I imagine myself walking in a street somewhere. My dream is to go to New York, so I often
newspaper articles about the ‘walk’ in the streets there. I try and visit a different place in the world at least once a week.
All Blacks team. Natalie 4 0

I don’t really like sport – I hate running and doing exercise and
2 Get students to underline the all that – but I’m crazy about the New Zealand rugby team, the
All Blacks. It’s because my uncle and aunt live there and they
parts of the text that support love rugby, so I watch the games and collect anything I can
their answers, and elicit during about them! I have a book that I put photos and newspaper
articles in. Once a week my uncle and I talk on the internet
feedback. about the All Blacks – I love that!
1 Lucy 2 Natalie 3 Natalie Lucy 1 6

4 Andy/Lucy 5 Hermione

Culture note
Sudoku is a type of puzzle whose
objective is to arrange numbers in 2 Read the sentences. Which of the people above do
a 9 by 9 grid so each row and each you think is saying each one?
column contains all the digits 1 to 0 3
I’ve got a great bag with a I love walking around in
9. Similar puzzles (in the past, often picture of a cat on it. Hermione Rome, too.
called Number Place) have been
1 4
around since the 19th century, but My favourite player is called There are some really good
Beauden Barrett. ones in my dad’s newspaper.
modern Sudoku became popular in
Japan in the 1980s. Its popularity 2
The Empire State Building is
5
I love the ones with long
spread worldwide from the turn of on Fifth Avenue. hair – they’re called Persian.
the century onwards when Western 16

newspapers (first among them

The Times in 2004) started publishing
these puzzles regularly. The New Zealand national rugby team is considered by many the best national
New York is the most populous city team in the sport, having won three World Cup titles so far. They are called
in the United States, home to nearly All Blacks because of the colour of their team jersey. Before each game, they
9 million people in the city itself, and perform a traditional Maori war dance called Haka – originally intended to
around 20 million in the immediate challenge and intimidate their opponents. (The Maori are the indigenous
metropolitan area. It is regarded as inhabitants of New Zealand, making up around 15% of the population.
one of the most important cultural, The Maori language enjoys official status together with English.)
financial and media centres in
the world.
Activity idea True/False sentences
Students write six sentences about the text, some true, some false, and use
these to test their partner with their books closed. After they have completed
each other’s true/false tasks, they check the information in the text.

more
Workbook
Reading p14

T16 H a v i n g a g o o d t i m e | U n i t 1
Unit 1
Having a good time Grammar; Writing

02 Grammar rap! hAVING A GOOD TI M E UNIT 1

like + -ing 8 Complete the sentences so they are true for you.
1 I do my homework when I get home.
2 I write ‘thank you’ cards for my presents.
3 Give an example about your likes 02
3 I am late for school.
and dislikes, for example: I like 4 I watch TV in the mornings.
5 Mum is angry if I don’t tidy my room.
pizza. I don’t like coffee. Use GRAMMAR 6 I turn off the lights when I leave the room.
facial expressions to convey like + -ing
9 Complete these sentences from the blog on page 16.
meaning and draw the smiley for 3 Look at the sentences from the blog on page 16. Check your answers and complete the rule.
each statement on the board. Draw or next to each one.
1 I like watching cat videos on YouTube .
1 I just love doing puzzles.
1 and 4 are positive 2 my uncle and I talk on the
2 I can’t stand having nothing to do. internet.
2 and 3 are negative. 3 I hate running.
4 I like using ‘street view’. RULE: Words like sometimes, never, always come
4 After checking answers, ask 4 Use the sentences in Exercise 3 to complete the rule.
3
before / after the verb be but 4before / after other verbs.
Phrases like every day or twice a week can come at the
students to look back at the text beginning or at the end of a sentence.
on page 16 and underline each RULE: Use the 1 form of the verb after verbs
which express likes and dislikes,
example of a verb expressing e.g., like, love, hate, enjoy, can’t stand.
10 Write down things you do …
every day: I text my best friend every day.
likes or dislikes + -ing. Elicit the • To make this form, add 2 to the base verb.
• If the verb ends in ‒e, drop the final ‒e (e.g., live – living). three times a week:
base verb for each -ing form • If a short verb ends in a consonant + vowel + once a year:
found. consonant, we usually double the final consonant
11 SPEAKING Work in small groups. Compare your
before adding the ‒ing (e.g., swim – swimming).
RULE: 1 -ing 2 -ing answers to Exercises 8 and 10.
5 Complete the sentences. Use the ‒ing form of the
5 Call a different student to write verbs in the list.
How often do you go I go once a month …
to the cinema?
each -ing form on the board, eat | ride | run | swim | talk | visit
workbook page 11
and ask the class to check the
0 I hate running to catch the bus to school.
spelling. 1 My parents enjoy in different places.
WRITING
1 eating 2 talking 3 swimming 2 My brother can’t stand on the phone.
Your routine
3 They like in the sea when it’s warm.
4 riding 5 visiting
4 Donna really likes her bike. 12 Complete the sentences so they are true
5 We love new places on holiday. for you.
6 This task can be set as homework 1 I rarely at the
6 WRITING What about you? Write two or three
or done in class. If it is used for sentences about what you like doing. Use the ideas
weekend.
2 I can’t stand .
practice in class, get students to in Exercises 3 and 5 to help you.
3 I three times
compare their ideas in groups. workbook page 11 every day.
Workbook p11 4 I love in August.
Adverbs of frequency
5 I never when I’m
7 Complete the diagram with the words in the list. tired.
Get it Right! always | never | occasionally | often
6 I once a week.
7 I occasionally .
like + -ing 8 I enjoy after school.
Student’s Book p122

7 Ask students to find the four Adverbs of frequency

adverbs in the blog on page 16, 0% rarely sometimes usually 100%
then complete the diagram. 1 2 3 4
1 never 2 occasionally 3 often 17

4 always

8 Remind students to write down

their answers, as these will be Language notes like + -ing
needed for Exercise 11. Verbs that express likes or dislikes (like, love, hate, enjoy, etc.) are stative verbs.
They are used in the present simple, and not normally in their continuous form.
9 Students complete the examples
from memory, then check back in Adverbs of frequency
the text. Adverbs of frequency go before the main verb, or after be. Some adverbs of
1 every day 2 Once a week frequency can, however, go at the beginning or end of a clause.
RULE: 3 after 4 before

10 Get students to write sentences 12 This task can be set as homework

for each prompt. or done in class. Remind students
to think about whether they need
more
11 Monitor the correct positioning the present simple or the -ing Practice Extra
of the adverbs of frequency. Go form in each case. Unit 1 Practise it!
through any problems with the
whole class at the end. Workbook
Workbook p11
Homework Grammar p11, Ex.7–11 Get it Right! p11
Developing Writing p15
Ask students to write 10 sentences
Get it Right! Worksheets
using the adverbs of frequency and
Adverbs of frequency Grammar rap! like + -ing
Student’s Book p122 the hobbies and activities covered in Grammar Worksheets 1
this unit.

U n i t 1 | H a v i n g a g o o d t i m e T17
 Unit 1 Developing speaking;
Having a good time Phrases for fluency; Functions

Warmer
Form groups. Ask students to
discuss what their favourite object is, 1 1.06 Look at the photo. What do you think it is?
and why they like it so much. Elicit How do you know? Read and listen to check.
some of the most interesting things
students have learned about their Zoey: So, have you got any hobbies at all, Ellie?
Ellie: Yes, actually. I really enjoy making model aeroplanes. Zoey: Oh, that’s right. OK. Sorry.
partners. Zoey: Model aeroplanes? That sounds cool. Mum: Ellie? What are you up to?
Ellie: It is. Do you want to see them? Ellie: Nothing, Mum. My friend Zoey’s here. We’re looking

Zoey: Yes, please!! at my planes.

1 1.06 Do this activity as a Ellie: OK. Come on. They’re upstairs in my bedroom. Mum: OK. But hurry up! Dinner’s almost ready.

Ellie: OK, Mum. Look out, Zoey! It’s very …

class. Elicit students’ answers moments later …
Ellie: And here are my planes. That’s my favourite. Zoey: Oh no. It’s broken!
and reasons before reading and Zoey: Cool! Can I pick it up? Ellie: Yes, I know!
listening to check. Ellie: OK, but be careful. No, please! Don’t do that! Zoey: I’m really sorry, Ellie. And it’s your favourite, too.

A model aeroplane. They don’t fly! Ellie: That’s OK. I know it’s an accident. I’m sure I can fix it.

2 1 They’re in her room. 2 Read the dialogue again and answer the questions. fUNCTIONS
2 They don’t fly. 1 Where are Ellie’s planes? Giving warnings and stating
2 What do Ellie’s planes not do? prohibition
3 It’s time for dinner.
3 Why does Ellie’s mum ask her to hurry up?
4 Zoey breaks the plane. 4 What does Zoey do to the plane? KEY LANGUAGE
1 Be careful, Nora. 3 Don’t do that.
3 SPEAKING Discuss the questions in pairs. 2 Look out, Geoff. 4 Don’t talk in here!
3 Once pairs have come to an
1 Is Zoey really upset?
agreement, elicit suggestions 2 What should she do? 6 Match the sentences from the Key Language box
from volunteers. Ask other 3 How does Ellie really feel? with the pictures A–D.

students in the class to say if they Phrases for fluency

agree or disagree and to say why.
4 Find expressions (1–5) in the dialogue. Who says
them? Match them to the definitions (a–f).
0 (What are you) up to? Mum e
4 Ask students to find and 1 Cool! A C
underline each expression in the 2 Come on.
3 That’s right.
text, then complete the task. 4 Hurry up.
1 Zoey f 2 Ellie c 3 Zoey d 5 Look out!
4 Mum a 5 Ellie b a Be quick. b Be careful. c Let’s go.
d Correct. e Doing. f Great.
5 When students have completed 5 Complete the conversation with the expressions in B D
the task, ask them to role-play Exercise 4.
7 Complete the mini‒dialogues with the expressions
the dialogue in pairs. Sarah Hi, Nicole. What are you 0 up to ?
from the Key Language box.
Nicole Oh, just walking. Are you here for a walk, too?
1 That’s right 2 Cool 3 look out Sarah 1 . I’m a bit bored at home. 1 David The baby is asleep.
4 Come on 5 Hurry up Nicole Me, too. We can walk together, if you want.
Liam I know.
2 Olivia Let’s cross the road here.
Sarah 2 ! Oh no – 3 !
Mike Smith is coming. I don’t like him! Julia Wait! There’s a car coming.

6 As you check answers, make sure . Let’s walk over here.

4
Nicole 8 In pairs write short dialogues for the other
WRITING

Sarah I don’t want him to see me. 5 , two expressions.

students notice that we don’t use Nicole!
a subject in the imperative form
(Don’t do that! NOT You don’t 18

do that!). You might like to elicit

a translation for each phrase to
check comprehension. Activity idea Key language
A3 B2 C4 D1
Get the students to use the internet to find a suitable photo to illustrate each
7 1 Don’t talk in here. 2 Look out expression in the Key Language box and then put them in pairs. The students
(Olivia)! then test their partner by showing the photo and eliciting the corresponding
expression.
8 When students have written their To extend the activity, ask the students to make up mini-dialogues for each
dialogues, ask some pairs to situation which they can then perform for the class.
perform their dialogues for
the class.

more
Workbook
Listening p16

T18 H a v i n g a g o o d t i m e | U n i t 1
Unit 1
Having a good time Life Competencies

Warmer hAVING A GOOD TI M E UNIT 1

Write the word empathy on the

board, and elicit what it might mean.
Encourage students to try and clarify
LIfE COMPETENCIES
Empathy is being able to understand and share other people’s feelings. We need
its meaning through examples or empathy to tell people we understand how they feel in bad situations. Sometimes,
explanations in their own words, this is all people need when they feel bad. But empathy can help us decide what
we can do to help.
rather than through a translation.
Ask students to read the introductory Empathy 4 Read the email from Jack to his friend Manny. Does
paragraph to check their ideas. he like his new school?

Jack
Jack023@thinkmail.com

03 Life Lessons: Hey!

Empathy Hi Manny,
How are you? Thanks for your email and the photos! I like the
holiday pictures, but my favourite is the class photo. Say ‘Hi’ to
everyone for me! Who is the new girl next to you in the photo?
1 03 Check/clarify: detention. I don’t like my new school very much. The teachers are mostly
OK, but I can’t stand going to Maths now. Mr Allen, the teacher,
Elicit why the vlogger receives always seems angry because I don’t know things that the rest of
the class know from last year. I don’t think I can pass the exam
detention. 1 03 Watch the video. How many detentions we have next week because I don’t ask questions anymore.
does the vlogger get?
Two: for being late for school, and for Another thing is that I haven’t got any friends. Everyone has got
a small group of friends and isn’t interested in talking to me –
forgetting his homework. (He only 2 03 Watch and write K (Kate) or M (Mum) to ‘the new boy’. Luckily, I have a new mobile, so I can spend break
playing games, but it’s horrible when nobody wants to sit next to
complete the sentences.
receives a warning for talking in class.) me in class, and the teacher moves someone to be my partner.
1 just says ‘whatever’. 4 has empathy. Are you free to Skype this weekend? Let me know, OK?
2 wants to know about 5 cares how he feels. Jack
2 03 his day. 6 doesn’t care at all.
1K 2M 3K 4M 5M 6K 3 doesn’t have empathy.
5 SPEAKING Work in pairs. Discuss the questions
3 03 Watch again and match the person (a–d) about Jack.
3 03 Ask students to do the task with the problem (1–4). What can you say to each 1 What are Jack’s problems at his new school?
person to show you care?
from memory before you play the 2 Imagine you are Jack. How do you feel?
1 My back hurts. a Dad 3 When do your friends and family feel like this?
video again. Then, get students to 2 I don’t like my boss. b Vlogger 4 Do people like talking about these feelings?
brainstorm things to say in pairs, 3 I need a holiday. c Mum
6 Imagine you are Manny. Which of these sentences
and elicit suggestions in class. 4 I’m having a bad day. d Teacher
are good to say to Jack?
1a 2c 3d 4b • I’m here for you. • Talking about
• I’ve got some great friends! feelings is silly.
TIPS fOR ShOWING EMPAThY
4 When checking the answer, ask • I’m sorry you feel this way. • I understand how
you feel.
students to quote the part of • Listen to other people’s problems. Me and my world
Don’t always talk about your problems.
the text that supports their idea. • When someone is explaining their problems, 7 SPEAKING Write names to complete the list.
Elicit some adjectives that could don’t say their problems aren’t important Discuss with a partner.
or be critical.
describe Jack’s feelings (frustrated, a The people who care most about me are …
• It’s not always necessary to give advice. b The people I care most about are …
bored, worried, lonely). Sometimes just listening and understanding
c The people I want to care more about are …
is enough.
Jack doesn’t like his new school 8 Give examples of how you give and receive
very much. empathy from the people in Exercise 7.
‘When my mum is unhappy, I give her a hug.’
5 Check/clarify: mostly, pass the
19
exam, (school) break.
Do the first question as a class,
finding examples of the problems
After checking the answers, elicit further sentences that can be used to
Jack mentions. Monitor the
show empathy.
pairwork and help with any
I’m here for you. I’m sorry you feel this way. I understand how you feel.
difficult language. Be sensitive to
any student issues. 7 Give students a minute or two to complete the sentences.
6 Explain that to show empathy, 8 Read the Tips together, and ask students if they agree with the advice.
you need to imagine yourself in Elicit at least one more general suggestion for showing empathy. Then get
the other person’s situation. Ask: students to do the task in pairs.
Which of these sentences would
you like to hear, and which would
only make you feel worse? Homework
Ask students to write an email to more
Jack, replying to what he has written
to Manny. They could email their Practice Extra
Emotional Development
Identifying and talking about emotions texts to a partner for checking. Unit 1 Master it!
Discussing what makes them feel different Ask students reading the emails to Worksheet
emotions. imagine they are Jack, and how they Life Lessons: Empathy
Emotional Development might feel after reading it. Get pairs
Empathy and relationship skills to give each other brief feedback in Tests
Showing understanding of other people’s Unit, extension and skills test 1
the next class.
perspectives and feelings.

U n i t 1 | H a v i n g a g o o d t i m e T19
 Unit 2
Spending money Reading

Warmer

2 SPENDING
Ask: What’s your favourite shop? OBJECTIVES
What do you buy there? Lead a class

MONEY
fUNCTIONS:
discussion, or do this as groupwork. buying clothes in a shop; talking about
what people are doing at the moment

GRAMMAR:
present continuous; verbs of perception;
04 Get ing present simple vs. present continuous

VOCABULARY:
Elicit ideas about the question. Play shops; clothes
Watch the video and think:
the video. Lead a class discussion 04
why do people shop?
about how we could shop more
responsibly, reflecting on the ideas 1 2 3
in the video as well as students’ own
suggestions.

1 2.01 Give students 30 seconds

to discuss in pairs how to say 4 5 6

the prices. Point out that we

don’t have to say pence or
cents (two euro fifty). You could
also point out that while euro
is the official plural form, many
English speakers add an -s like
READING 3 SPEAKING Work in pairs. Discuss the questions. Then
they would with other currencies compare your ideas with other students.
1 2.01 Say the prices. Listen and check.
(one euro, two euros, three Which of the things in Exercise 2 do you …
1 think are cheap? 3 think are fantastic?
euros, etc.). 2 2.02 Match the objects with the prices
in Exercise 1. Write 1–6 in the boxes. Listen 2 think are expensive? 4 dream about having?
and check.
2 2.02 Elicit the names of the 4 Look at the photos on page 21. What clothes can
you see?
objects before students do
the task. 5 2.03 Read and listen to Mike and Hannah’s
messages. How much are each of the clothes in
A2 B6 C5 D1 E3 F4 the photos?
A D
6 Mark the sentences T (true) or F (false).
3 Check/clarify: cheap, expensive, Correct the false ones.
dream about having. 0 Hannah is at a friend’s house watching TV.
Hannah is at home watching TV.
Encourage students to give 1 Mike is in a shop in Green Street.
reasons. Monitor, and note down B E
2 Barker’s is a big chemist’s in Market Street.
any interesting things mentioned.
Put pairs together in groups of 3 Mike needs ten minutes to arrive at Barker’s.
four to compare ideas.
4 There are lots of people in Barker’s.
C F
4 jacket shirt 5 Hannah doesn’t want to join Mike because she's busy.

5 2.03 Get students to try and 20

guess the prices, then read and

listen to check.
jacket: £20 shirt: £25 6 Ask students to underline the part of the text that supports their answer.
1 True
2 Barker’s is a shop next to the big chemist’s in Market Street.
3 Mike needs five minutes to arrive at Barker’s.
4 True
5 Hannah doesn’t want to join Mike because it’s raining.

Objectives Resources for this unit

Functions and speaking Role play: Buying clothes in All available online
a shop; talking about what people are doing at the
Videos Worksheets
moment
● Get ing: Why do people shop? ● Grammar and vocabulary: Basic, Standard
Grammar Present continuous; verbs of perception; ● Grammar rap!: Verbs of perception and Extension Worksheets
present simple vs. present continuous ● Culture: Banknotes ● Project: Clothes shopping
Vocabulary Shops; clothes Communication: Spending money
Tests ●
Values Fashion and clothes ● Unit, extension and skills test 2 ● Literature Worksheets: Oliver Twist
Train to Exploring numbers ● Grammar presentation: Present simple vs.
present continuous
● Get ing and Grammar rap! video
Worksheets

T20 S p e n d i n g m o n ey | U n i t 2
Unit 2
Spending money Reading; Values

Culture note Messages SPENDING MO N EY UNIT 2

Sales promotions (often referred

to as ’a sale’) are used to increase Hannah
customer traffic in a shop, to sell Online
Photo Call Video
Me? Rich? You’re joking of course.
Hahaha. Go to Barker’s next to the big
more of a specific product, or to chemist’s in Market Street. They’ve got
stimulate interest in a selected brand a sale on. They’re selling everything at
30% off the original price! And their
or line of products. Price reductions Hi, Hannah. What are you up to? stuff’s really nice. I’m wearing one of their
(’30% off the original price’ in the Mike
hannah
T-shirts now. Only £9.99!

text) are only one of the ways in Hey, Mike. Nothing much. I’m at home.
I’m watching some TV, but it’s not very Yeah, that’s cool. And 30% off? Brilliant.
which companies achieve this. good. I don’t want to do my homework! OK, I’m going there now. Oh no! Now it’s
Sometimes they offer two products hannah
How about you? raining and I haven’t got an umbrella. OK,
it’s not far. Five minutes and I’m there.
for the price of one (’buy one, get Mike
I’m in town. Shopping.
one free’), or three for the price of I’m looking for a new
OK, here I am in Barker’s. The shop’s really
two deals, to increase faster sale of jacket. Do you like this
crowded. It’s because of the sale, I guess.
one? It’s £20.
the product in stock. Some shops Mike
Mike

also offer loyalty schemes where Erm. It’s OK. It looks a bit old-fashioned
Maybe my mum’s there. She’s doing
some shopping at the moment. So …
every fifth, tenth etc. purchase of though. Which shop are you in? Tell me
anything nice?
you’re not looking for clothes in that hannah
the same type of product is offered old place in Green Street.
hannah Yeah! Look at this shirt!
free – to encourage repeat visits and Only £25! I want it!
strengthen brand loyalty. Hah! Of course I am! You know I
Mike
always like to buy my clothes here.
Mike

7 Check/clarify: designer But their clothes are all second-hand.

hannah
Mike, are you crazy? It’s awful.
And that means they’re old-fashioned.
clothes. hannah
No, it’s not. I love wearing bright colours.
Ask students to name examples. I like the clothes here – they’re really cool They make me feel happy. It’s perfect for
and they’re cheap. I’m not rich like you, a rainy day.
Ask: Are these brands usually you know!
Mike
Mike
cheap? (No.) What do you I think you’re wasting your money and
my time. Anyway – are you looking for
wear when you want to feel a jacket or a shirt?
comfortable? Give students hannah

a minute to prioritise the values Oh yes, you’re right. You’re better at

clothes than me. Come and help me.
individually. Fashion and clothes You’re not doing anything, are you?
Mike
7 How important are these for you? Give each one
8 Demonstrate the task with a number from 0 to 5 (0 = not important, 5 = very, That sounds like a bad idea.
a stronger student. Allow two very important).
hannah
It’s raining – remember?
or three minutes for pairwork. Clothes – my values:
I want to look cool.
Ask students not to look at their I want to feel comfortable. 8 SPEAKING Work in pairs. Ask and answer questions.
partner’s notes as they compare I always buy cheap clothes.
How important is it for you to look cool?
ideas, and to write their partner’s I like buying designer clothes.
I love wearing clean clothes.
responses after each statement in I like wearing bright colours. Not very important. I have
the book. I always buy clothes in the same shops. 3 points. What about you?

Encourage students to give as For me, it’s very important. 5 points.

much information as possible. 21

Ask the following questions:

In what situations do you want
to look cool / feel comfortable?
What kind of clothes do you Homework Activity idea Generations
buy? Where do you buy them? Ask students to take a photo of their Get students to discuss in pairs or
What kind of colours do you favourite item of clothing, upload small groups which values in Exercise 7
like? Monitor and help with any it to their portfolio together with a would be the most and least
difficult language. paragraph about what they like most important for the following people:
about it. To follow up, get students their parents, a small child, a retired
to bring the photos into class. Collect person, someone in a large family,
them, then hold them up for the class their teacher. Encourage the students
to try and guess who they belong to. to give reasons for their answers.
Monitor the discussions, and make
a note of the most interesting ideas
to elicit at the end of the activity.

more
Communication
Competency: Managing conversation Worksheets
Invites contributions from interlocutors in a conversation. Project Clothes shopping
Emotional Development Communication Spending money
Competency: Empathy and relationship skills Get ing Why do people shop?
Showing understanding of other people’s perspectives and feelings.

U n i t 2 | S p e n d i n g m o n ey T21
 Unit 2
Spending money Grammar; Vocabulary

Warmer
Ask students what they can
GRAMMAR VOCABULARY
remember from the text on page 21.
Present continuous Shops
Try to elicit as many details as
1 Look at the examples of the present continuous in 4 Write the names of the shops under the photos.
possible before asking the class to the chat on page 21. Who says these lines? Mark
read the text again quickly to check them (M) Mike or (H) Hannah in the boxes. bookshop | chemist’s | clothes shop
coffee shop | department store
which suggestions were correct. 1 I’m looking for a new jacket.
mobile phone shop | sports shop | supermarket
2 Now it’s raining.
3 She’s doing some shopping at the moment.
1 5
4 Are you looking for a jacket or a shirt?
1 Get students to answer from
2 Complete the rule and the table.
memory, then look back in the
text to check. RULE: Use the present 1 to talk about things
that are happening at or around the time of speaking.
1M 2M 3H 4H Form the present continuous with the present simple
of 2 + the ‒ing form (e.g., running / doing / 2 6
wearing, etc.) of the main verb.
2 Ask students to underline
other examples of the present Positive Negative
continuous in the text on page 21. I’m (= I am) working. I’m not working.
RULE: 1 continuous 2 the verb be You/we/they’re You/we/they aren’t
(3 ) working. working.
3 are 4 isn’t 5 Am 6 Are 7 Is
He/she/it’s (is) working. He/she/it 4 working. 3 7
8 are 9 aren’t 10 is 11 isn’t
Questions Short answers

3 1 ’re playing 2 ’s cleaning 3 aren’t 5

I working? Yes, I am. / No, I’m not.
6
you/we/they Yes, you/we/they 8 .
listening 4 ’m doing 5 aren’t working? No, you/we/they 9 .
playing; ’re losing 6 Are … watching; 7
he/she/it Yes, he/she/it 10
.
’m not 7 is … doing; isn’t tidying; working? No, he/she/it 11 . 4 8

’s playing
Workbook p18 3 Complete the sentences. Use the present
continuous form of the verbs.
0 Sorry, Jenny’s not here. She’s doing some
Get it Right! shopping in town.
Present continuous 1 They’re in the living room.
5 SPEAKING Complete the sentences with the names
Student’s Book p122 They (play) computer games.
of shops from Exercise 4. Then compare your ideas
2 Henry's in the garage.
with other students.
He  (clean) his bike.
1 In my town there’s a very good …
4 Ask students to cover the box, 3 Steven! You (not listen) to me!
4 I can’t talk now. I (do) It’s called … It’s good because …
and name as many of the shops my homework. 2 I often go there because …
as they can. Then get students to 5 It’s 3‒0! We (not play) very well, and 3 I never go into … because they don’t interest me.
I don’t often go to … because …
check in pairs and complete the we (lose)!
6 A you (watch)
labelling task. this programme? In my town there’s a very good clothes shop.
It’s good because the clothes aren’t expensive.
1 chemist’s 2 bookshop B No, I . You can watch a different
one if you want.
3 supermarket 4 sports shop 7 A What Anna (do)? workbook page 20
5 coffee shop 6 clothes shop B She (not tidy) her room.
7 department store She  (play) video games!
workbook page 18
8 mobile phone shop
22
5 Tell students about your own
shopping experiences. Use the
sentence stems from the exercise
and ask students to note down Monitor, and help with any unfamiliar vocabulary. Encourage students to use
which shop you like and don’t like. the present simple.
Workbook p20
Allow some time for students to
think about their own answers
before comparing ideas in groups. Activity idea Shopping awards
Workbook p20 Tell the students to imagine that they have been asked to decide which shops in
their town are the best in their own category.
Begin by getting the students to decide what the six categories should be (best
bookshop, best clothes shop, etc.). Then put the students in groups to discuss
what they think the best shops are.
After ten minutes, get each group to report back and nominate a shop for the
reward, giving reasons. Get the class to vote on a winner.
more
Workbook Language note Present continuous
Grammar p18, Ex.1–4
Vocabulary p20, Ex.1–3
The present continuous consists of the correct form of the verb be and the -ing
form of the main verb. Review the following spelling rules:
Worksheets
• If the verb ends in -e, we drop the final -e (lose – losing).
Grammar Worksheets 2
Vocabulary Worksheets 2 • If a short verb ends in a consonant + vowel + consonant, we usually double
the final consonant before adding the -ing (run – running).
T22 S p e n d i n g m o n ey | U n i t 2
Unit 2 Grammar; Listening;
Spending money Functions; Train to

05 Grammar rap! SPENDING MO N EY UNIT 2

Verbs of perception fUNCTIONS

Buying things in a shop

6 1 the new jacket 05 11 Read the sentences. Mark them C (customer)

or A (assistant).
2 joining Mike at Barkers 0 Can I help you? A
GRAMMAR 1 Have you got … ?
7 After checking the matching task, Verbs of perception 2 What size do you take?
call out the verbs again at random, 6 Look at the sentences from the text on page 21.
3 Can I try it/them on, please?
4 How much is it/are they?
and ask students to touch the Answer the questions.
5 That’s (twenty pounds), please.
relevant part of their head. 1 It looks a bit old‒fashioned though. What is ‘it’? 6 Have you got it/them in (blue)?
2 That sounds like a bad idea. What is ‘that’?
1D 2A 3C 4B 7 Can I pay with my contactless card?
8 I can’t find the price.
RULE: 5 simple, 6 adjectives 7 Match the verbs with the pictures. Then complete
9 Would you like the receipt?
the rule.
1 look 2 sound 3 smell 4 taste
8 When checking answers, say each 12 Complete the dialogue with the missing words.
A Hello. Can I 1 you?
sentence (1–4), and get students
B Yes, please. I like these shoes. Have you
to call out the correct response. 2
them in black?
1b 2c 3d 4a A C A Yes, we 3 .
Workbook p19 B Great. Can I 4 them on?
A Yes, of course. What size do you 5 ?
B I’m a 6 42 … They’re very nice. I’ll take
Get it Right! B D
them. How 7 are they?
A They’re £75.
Verbs of perception B I don't have cash. Can I pay with my 8 ?
Student’s Book p122 RULE: Verbs of perception are used in the present
A Yes, of course.
5
simple / continuous when they are used to give
an opinion. SPEAKING
9 2.04 For each shop in the list, The food tastes great. That idea sounds good.
ROLE
G N I KPLAY
AEPS Buying things in a shop
check comprehension by eliciting a That pizza smells nice. His new shirt looks awful! Work in pairs. Student A: Go to page 127.
The words after the verbs of perception are Student B: Go to page 128. Take two or three minutes
few things you can buy there. Then 6
nouns / adjectives.
to prepare. Then have two conversations.
get students to do the exercise.
8 Match the responses (a–d) to the first parts of the
1 chemist’s 2 mobile phone shop conversations (1–4).
3 clothes shop 4 sports shop 1 I’m going to the park. Exploring numbers
2 My mother’s making bread.
10 2.04 You might like to elicit 3 I’m wearing my new clothes. 13 You want to buy some new clothes. Here are some
4
things you like. Answer the questions in pairs.
answers from memory before Don’t you like the juice?
T‒shirt – £10.50 shoes – £35.75 jumper – £18.25
playing the audio again. a No. It tastes horrible! c It smells fantastic. belt – £6.50 jacket – £55
b That sounds great. d They look nice.
1 toothbrush and toothpaste 1 Choose three things. How much do they cost?
workbook page 19 2 You’ve got £40. Name three things you can buy.
2 (black) phone cover 3 red 3 You’ve got £85. Can you buy all five things?
trousers 4 football socks LISTENING 14 SPEAKING Compare your ideas with a partner.
9 2.04Listen. What shop is each person in?
Write 1–4. Two shops are not used. PRONUNCIATION
11 Stop after each dialogue and elicit bookshop chemist’s
Contractions Go to page 120.
the sentences students heard and clothes shop sports shop
who said them. supermarket mobile phone shop

1C 2A 3C 4C 5A 6C 10 2.04 Listen again. What is each person buying?

7C 8C 9A 23

12 Ask students to cover Exercise 11

as they complete the dialogue.
1 help 2 got 3 have
Language note Verbs of perception
4 try 5 take 6 size 7 much Note that we normally use different verbs to express the action of using our
8 contactless card senses of sight or hearing: see/watch, hear/listen. These verbs can’t be followed
by an adjective. However, in the case of smell and taste both the action and the
ROLE-PLAY Check/clarify: (a pair perception are expressed with the same verb.
of) trainers, sweatshirt.

13 Check/clarify: T-shirt, jumper Pronunciation

and belt. Contractions
Student’s Book p120
Give students up to three
minutes to answer the questions more
individually. Homework
Shopping habits Workbook
14 Get students to compare ideas. Grammar p19, Ex.5–6
Workbook p19
Ask students to write a short report Listening p24
detailing which shops they go to, Train to p24, Ex.3–4
how often they go, approximately Pronunciation p118
Critical ing how much they spend there,
Competency: Evaluating ideas, arguments and what they usually buy. Put Worksheets
and options Grammar rap! Verbs of perception
students in groups to compare their
Assesses strengths and weaknesses of Grammar Worksheets 2
possible solutions.
shopping habits.

U n i t 2 | S p e n d i n g m o n ey T23
 Unit 2
Spending money Vocabulary; Reading

Warmer
2 3
1
With books closed, get students to 0 4
write as many items of clothing as
they can in two minutes. The person
writing the most correct words wins.
8 9

5 7
1 2.07 Ask students to name
as many of the clothes in the 6
pictures as they can before
completing the task. Ask: Which It’s Sunday afternoon
clothes appear in plural form? what can I do?
(shoes, trainers, boots, shorts,
trousers) Elicit why (these items Annie 7 May
VOCABULARY
It’s Sunday afternoon. The last hours of the
either come in pairs, or they have Clothes weekend before school starts again. This time is
two legs). Elicit any similar words 1 2.07 Complete the names valuable, but I’m sitting here with nothing to do
for clothes. of the clothes. Listen and check. and no money to spend! So I need ideas for things
to do. Important: they need to be fun and free.
1 dress 2 jumper 3 shoes 0 be l t 5 oo I’m asking for help because time is running out!
1 e 6 a e
4 trainers 5 boots 6 jacket 2 u e 7 i Austin08 (Five minutes ago)
7 shirt 8 shorts 9 trousers 3 oe 8 o Go for a walk. I always go for a walk on
4 ai e 9 ou e Sunday. I like going on my own. It’s the
2 Get students to make notes 2 Answer the questions.
perfect time to think about all the things
I don’t normally have time to think about
about their answers. Monitor 1 What are you wearing now? and I never think about things I need to
do. I like forgetting all about them just
their progress and help with any 2 What do you usually wear at weekends?
for a few hours every week.
3 What do you never wear?
unfamiliar vocabulary. 4 What clothes do you really like/dislike buying?
MonsterMunch4342 (20 minutes ago)
I’m writing my weekly poetry blog post. Well, I was –
3 Ask students to use their notes to 3 SPEAKING Work in pairs. Ask and answer
now I’m writing to you. I upload a post every Sunday. At the
the questions in Exercise 2. Then work with
discuss the questions. Then ask another partner. moment, I’m finishing poem number 15. Five more to go!
Maybe you don’t want to write a poem or even a blog, so
students to repeat the activity try a story. Go on – use your imagination!
I’m wearing a green shirt and jeans.
with a different partner.
Workbook p20 Cool656Carl (25 minutes ago)
I never wear shorts. I’m lucky. I live in Liverpool and we have
the best museums and they’re all free.
4 2.08 Read Annie’s post with They’re too big for just one visit, so one
workbook page 20 Sunday every month I go and
the class and check that students check out a different room.
understand the context and the Today it’s the insect room –
READING I want to see what unusual
limitations (little time, no money, bugs they have!
4 2.08 Read and listen to the texts.
should be fun). Then, ask them Who likes:
SillyMilly (32 minutes ago)
to do the matching task. After 1 reading? 3 writing? Read something. Sunday is my reading
checking answers, ask for a 2 visiting museums? 4 walking? day. I read for at least four hours
on a Sunday – books, magazines,
show of hands for each activity 5 Think of three things you can do on a Sunday websites, newspapers – anything.
afternoon that are free. Write them down.
suggestion to see which is the It’s free and best of all – you
can do it anywhere. And
most popular. 6 SPEAKING Work in pairs or small groups. sometimes, when I’m really
Compare your ideas from Exercise 5. lucky, Dad brings me
1 SillyMilly 2 Cool656Carl 24 a drink, too.
3 MonsterMunch4342
4 Austin08

5 Students make notes individually. Culture note

National Museums Liverpool consists of ten museums and galleries all over
6 Ask each pair or group to agree the city which offer free admission. The oldest is the World Museum, which
on the three best suggestions opened in 1851, and has exhibitions of archaeology, ethnology and science.
(including those in the reading The newest, added in 2011, is the Museum of Liverpool, showcasing the city’s
text). rich social and cultural history, which stands at Pier Head in the city harbour on
the river Mersey.

Activity idea Dressed for action

To expand the discussion about Sunday afternoon activities, ask students to
consider what would be the most suitable clothes to wear to do each activity.
more Monitor, and help with any unfamiliar vocabulary.
Workbook
Vocabulary p20, Ex.4–8
Vocabulary Extra p21, Ex.1–2
Reading p22

Worksheets
Vocabulary Worksheets 2

T24 S p e n d i n g m o n ey | U n i t 2
Unit 2
Spending money Grammar; Speaking

7 Before they study the examples SPENDING MO N EY UNIT 2

more closely, elicit who in the text
wrote each sentence. Ask: When GRAMMAR 9 Choose the correct options.
do the people do the things in Present simple vs. 1 We always wear / ’re always wearing a uniform
present continuous to school.
the present simple sentences? 2 Natalia wears / is wearing black jeans today.
(on Sundays) When are they 7 Look at the examples. Complete the rule.
3 Come inside! It rains / ’s raining.
present simple
doing the things in the present I upload a post every Sunday.
4 It doesn’t rain / ’s not raining a lot in February.
5 Dad cooks / ’s cooking at the moment.
continuous sentences? (now) I always go for a walk on Sunday. 6 My grandad cooks / ’s cooking lunch every Sunday.
After checking the rules, ask I read for at least four hours on a Sunday. 7 Dan’s terrible! He never listens / ’s never listening to
present continuous the teacher!
students to find further examples I’m writing my weekly poetry blog post. 8 Can you be quiet, please? I listen / ’m listening to
of either tense in the text on I’m sitting here with nothing to do. some music.
page 24. I’m asking for help.
10 Complete the sentences. Use the present simple or
1 present simple RULE: Use the 1 to talk
present continuous form of the verbs.
2 present continuous about habits, routines and things which are generally or 0 Ava usually goes (go) to
always true. school on her bike, but today
Use the 2 to talk about she is walking (walk).
8 After checking answers, ask: temporary things which are happening around the 1 We (have) science
In which picture is the person moment of speaking. lessons three times a week. This week
we (learn) about trees.
doing the activity right now? 2 Jason (do) some shopping
8 Match the sentences with the pictures. Write 1–4
(the pictures on the left) in the boxes. this afternoon. He (want)
to buy a new camera.
1D 2B 3C 4A 1 She paints well. 3 He plays tennis.
3 I (know) her face, but
2 She’s painting well. 4 He’s playing tennis.
I (not remember) her
9 Do the first item together as a name.
model. Ask students to underline 4 Ethan (not watch)
the game tonight because
any time expressions – these will he (not like) football.
help them choose the correct 5 What this
word (mean)?
tenses. Suggest that they make I  (not understand) it.
a table in their notebooks for A C workbook page 19
time expressions used with either
tense.
1 always wear 2 is wearing
3 ’s raining 4 doesn’t rain
5 ’s cooking 6 cooks
7 never listens 8 ’m listening
B D
SPEAKING
10 Ask students to read the Look Look 11 Look at the photos. Who are the people in each one?
before doing the task. These verbs are almost never used in the present
continuous: 12 Work in pairs. Discuss the questions.
1 have, ’re learning 2 is doing, wants For each person, say …
believe | hate | know | like | mean
3 know, don’t remember need | remember | understand | want • who they are.
4 isn’t watching, doesn’t like • what they do.
I know the answer. (Not: I’m knowing the answer.) • what they are doing.
5 does … mean, don’t understand I understand the problem.
Workbook p19 (Not: I am understanding the problem.) It’s Kate Middleton. She’s a …
She’s …

11 Ask students to look at the two 25

pictures and cover the exercises.

Can they recognise the two
famous people? What are they
famous for? What else do they Culture note
know about them? Kate Middleton (born Catherine
Kate Middleton, Lewis Hamilton Elizabeth Middleton, in 1982) is a
member of the British Royal Family.
12 Monitor the correct use of She married Prince William in 2011
the two present tenses during and received the title Duchess of
discussions. Cambridge. Their first son, George,
was born in 2013. They had a
daughter, Charlotte, in 2015, and
Homework another son, Louis, in 2018. more
Get students to prepare a show- Lewis Hamilton (born 1985) is a Practice Extra
and-tell session where they bring in British racing driver, who first won Unit 2 Practise it!
and show the class a photo of their the Formula 1 World Championship
favourite celebrity. The students have in 2008. Since moving to Mercedes in Workbook
to then explain who the person is, Grammar p19, Ex.7–8
2013, Hamilton has won many more
what they do, what they’re doing in Get it Right! p19
titles and has come to dominate
the photo and why they like him/her. the sport. Worksheets
Grammar presentation: Present simple vs.
present continuous
Grammar Worksheets 2

U n i t 2 | S p e n d i n g m o n ey T25
 Unit 2
Spending money Culture

Warmer
Ask: What’s usually on a banknote? Banknotes
Elicit as many features in class as 06

you can.

BANKNOT
06 1 Look at the photos. Where can you see: ES
Banknotes • a leader of a • a gate
country • a jaguar

2 2.09 Read and listen to the article.

Culture note Match the photos with the countries.

Banknotes are issued by banks These days, we use credit cards more and more and they all look almost identical. But money
is still with us, in coins and banknotes. The designs are different and all over the world we can see
around the world to represent examples of really interesting and beautiful banknotes. The designs usually celebrate the country –
their obligation to pay the bearer its history, its geography, its animals and birds. Here are some examples of banknotes from
different parts of the world.
of a banknote its stated value in
the official currency. In this sense,
banknotes are not ’real money’ Mexico Turkey
but legal documents that promise In Mexico the currency is the peso. The smallest In Turkey the currency
payment. Originally issued by banknote is 20 pesos, and the biggest is 1,000 is the Turkish lira, and
pesos. One side always has the face of a there are six different
commercial banks to speed up famous person from Mexican history and the banknotes. Each one
transactions, banknotes these days other side has well-known places in the country. shows Kemal Atatürk,
On the $500 note there is a portrait of the the founder of the Turkish
are usually produced by national famous Mexican artist Frida Kahlo. 1 republic, on the front
banks who monitor and control trade side, and another famous
figure from Turkish history
in their national currency. Banknotes on the other side.
were first used in Carthage and in Europe 3

China in the 2nd century BCE, and Many countries in Europe use the euro,
today they are used in every country but the banknotes are exactly the same
in the world. for each country. On one side, there is
a picture of a gate, window or entrance,
and on the other side, a bridge. The
pictures represent different kinds of A
Get students to watch the video, and architecture from all over Europe. 2

discuss the questions raised in it as

a class.
B
1 Check/clarify: gate, leader. Brazil
A a jaguar B a gate The currency in Brazil is the real (plural,
C a leader of a country reais). The notes are in different colours, but
they all have a picture of the Effigy of the
Republic (a national symbol of Brazil) on one
2 2.09 Focus on the paragraph side, and various animals, birds and fish on
headings, and ask: Do you know the other side. One of the most beautiful is
perhaps the R$50 note, which has a picture
the name of each country’s of a jaguar. 4 C
currency? Get students to check
26
their ideas, then to complete the
matching task while reading the
text and listening to the audio.
You may like to point out that
there is no picture for one of the
currencies mentioned.
A4 B2
C 3 – There is no picture of the
Mexican peso.

Social Responsibility
Understanding own and others’ cultures
Describes basic information about other countries (e.g. names, geographical
location, languages, currency).
Social Responsibility
Understanding own and others’ cultures
Understands the contributions of different cultures and their own lives.

T26 S p e n d i n g m o n ey | U n i t 2
Unit 2
Spending money Culture; Speaking; Writing

3 1 represent 2 portrait 3 history SPENDING MO N EY UNIT 2

4 identical 5 well-known 6 various
7 founder 3 VOCABULARY There are eight

highlighted words in the article. WRITING

Match the words with these
4 Ask students to underline the meanings. Write the words.
An email to say what you’re doing
information in the text that 0 the money of the country currency 1 Read the email from Theo to his friend Azra.
INPUT

Answer the questions.
supports their corrections. In some 1 show
2 a picture of someone’s head 1 Where is Theo and what is he doing?
cases, they will need to rephrase 3 a period of time in the past 2 Where are his father and sister?
the information to fit the sentence. 4 exactly the same 3 What is Theo’s family doing this afternoon?
1 Mexican notes range from 20 to 5 famous
2 How does Theo start his email? And how does he finish it?
6 different types of
1,000 pesos. 7 someone who starts a country
Complete the table with the words in the list.
2 Frida Kahlo was a famous Mexican Dear | Love | Hello | See you soon | Best wishes
4 Read the article again. Correct the
artist. information in these sentences.
3 Euro banknotes are exactly the 0 Most credit cards look different.
starting an email ending an email
Hi (Azra), Hope you’re OK.
same in different countries. Most credit cards look the same.
1
(Mike) Bye
1 Mexican notes range from 200 to
4 In Turkey they use the lira. 1,000 pesos.
2
(Mr Jones) 3

4
5 Brazilian banknotes have animals and 5

the national symbol of Brazil on them. 2 Frida Kahlo was a famous Mexican actor.

3 ANALYSE Look at paragraphs 1 and 2 of Theo’s email. Match

3 Euro banknotes are different in
the functions with the paragraphs. Write a–d.
different countries.
5 Get students to make notes Paragraph 1: and .
Paragraph 2: and .
about what’s on their country’s 4 In Turkey they use the dollar.
a saying what you are doing c saying where you are
banknotes and another currency 5 Brazilian banknotes have famous b talking about your plans d a description of the place
if they are familiar with it. After buildings on them. where you are
students have made notes, 4 Tick (✓) the things Theo writes about in his email.
elicit this information in open 1 what he likes about the city
SPEAKING
class. Ask the rest of the class to 2 when he is coming home
5 Work in pairs. Try and remember 3 his plans for this afternoon
correct or confirm ideas. what’s on the banknotes of your 4 where he is staying
country, and any other countries 5 what his mother/father/sister are doing
you know. Compare your ideas with 6 how Azra is
another pair.
1 Before eliciting the answers for 5 PRODUCE Write an email to a friend (about 100–120 words).

the task, ask: Who is the writer Azra

Imagine you are in a café or shop in a shopping centre.
of the text? (Theo) Who is he Azra10@email.co.uk Use the example email and language above to help you.

writing to? (His friend, Azra.) Hello from Madrid!

Why is he writing? (He’s on
Hi Azra,
holiday and he wants to tell (1) How are things with you? I’m in Madrid right now – we’re here on holiday. Madrid is a really cool place. There are lots of great things to see
her about it.) What kind of text and do here – shops, markets, and of course the football stadium! We’re staying in a small hotel in the middle of Madrid and it’s really nice.
(2) I’m sitting in a café at the moment, in the middle of the city. I’m here with my mum and we’re having something to drink because it’s really
is he writing? (An informal / hot today! My dad and my sister are at a market near here – they’re looking for some shoes for my sister. This afternoon we’re visiting a museum

personal email.) Answering these of money. Don’t ask why. It was Dad’s suggestion.
(3) OK, my dad and sister are coming back, so I’m going now. Write soon and tell me how you are.
questions before writing any Hope you’re OK.

text will determine how students Theo

PS I’m bringing you a 5 euro note home as a present. I hope you still collect banknotes!
are going to achieve their
communicative aims.
27
1 He’s on holiday in Madrid, and he’s
sitting in a café with his mum (and
writing his email).
2 His father and sister are at a 4 When checking answers, also
market, looking for some shoes. elicit in which paragraph each
3 They’re going to a museum of money. thing is found.
Theo writes about 1, 3, 4, 5
2 Explain that these phrases are OK
to use with friends and people 5 Give students 5 to 10 minutes
you know well, but that (with the to prepare their text. Remind
exception of 2 & 5) they are not students to follow the four
all suitable for semi-formal and prompts in Exercise 3. Then ask
formal writing. students to write their emails.
1 Hello 2 Dear 3 Love When students have finished,
4 See you soon 5 Best wishes collect their work. When marking,
focus on communication and more
3 Point out that in a well-structured relevance. Avoid focusing too
piece of writing, each paragraph much on accuracy at this level as Practice Extra
should have its own purpose, it could be demotivating. Unit 2 Master it!
which is exactly why it is written Workbook
as a separate paragraph. Developing Writing p23
1 c and d Homework
2 a and b Tests
Rather than getting students to write
Unit, extension and skills test 2
in class, put students in pairs and ask
them to send each other emails.
U n i t 2 | S p e n d i n g m o n ey T27
 Units 1 & 2
A2 Key for Schools

1 In A2 Key for Schools Reading

and Writing Part 1, candidates A2 Key for Schools
read six short texts. These could
be emails, notices, signs or text READING AND WRITING Part 6: Writing –
messages. Candidates will also Part 1: 3-option short message workbook page 107

find three sentences next to each multiple choice workbook page 17

2 You want to go shopping with your friend Rory on
text. Students have to choose 1 For each question, choose the correct answer. Saturday. Write a message to Rory.
In your email:
which sentence matches the 1 • Ask Rory to go shopping with you.
meaning of the text. This part of • Say what shops you want to go to.
A The boots are old.
the exam tests the candidates’ B The boots are new.
• Say where you want to meet.

understanding of different types C Phone in the morning.

Write 25 words or more.

of short text.
LISTENING workbook page 25
Encourage your students to do Part 1: 3-option multiple choice
2
the following when they approach A Ana is inviting Jen to
3 2.10 For each question, choose the correct
Dave’s party.
this task: answer.
B Jen wants to lend Ana
1 What are the girls talking about?
• Look at the visual information her red jacket.
C Ana wants to know if A B C
to help identify what type of Jen needs her jacket.
text it is.
3
• Read the text to find out more
about the context. A The shop is closed all day.
B Claire is getting married. 2 When does Oliver play tennis?
• After looking at the text, read C You can visit the shop in A B C
the morning.
the three possible options.
• Compare each option with the
4
text before choosing
an answer. A Tom is in town. 3 Where is Brian?
B Ben is in a café. A B C
• Read the texts again to
C Ben wants to see Tom.
confirm the correct answer.
1B 2B 3C 4C 5C 6B
Workbook p17 5
4 What is Molly’s hobby?
A They only have small
A B C
2 In A2 Key for Schools Reading T‒shirts.
B The sale starts tomorrow.
and Writing Part 6, candidates C T‒shirts are half price.
have to write a message of
25 words or more, for example
6 5 How much is the red jumper?
a note or email. This part of the
A Ian doesn’t like his jeans
exam tests the candidates’ ability anymore.
A B C

to write short texts with a real B Ian needs to call Ollie if he

wants the jeans.
communicative purpose. C The jeans are free.
Encourage your students to do
the following when they approach
this task: 28

• Read the instructions carefully,

to identify what kind of
message is required and who 3 2.10 In A2 Key for Schools Listening Part 1, there are five short
it is for, and what kind of recordings, each with a question and three images. Candidates have to listen
information is needed. to the text, then choose the image which best answers the question.
This part of the exam requires candidates to listen for specific information.
• Respond to all three prompts.
Encourage your students to do the following when they approach this task:
• Write a rough draft of the
message before writing the • Read the question and look at the images for each question.
final answer. • During the first listening, listen for specific information, choosing the
Workbook p107
best option.
• During the second listening, check that the answer is correct, focusing on
the key information in the text.
1B 2C 3A 4C 5A
Workbook p25

T28 A 2 Key f o r S c h o o l s | U n i t s 1 & 2

Units 1 & 2
Test Yourself

1 1 write 2 jumper 3 plays

4 sports shop 5 collects TEST YOURSELf UNITS 1 & 2
6 shoe shop 7 club 8 belt
9 supermarket 10 take VOCABULARY
2 1 works 2 write 3 ’s working 1 Complete the sentences with the words in the list. There are two extra words.

4 plays 5 ’re writing 6 ’re playing belt | chemist’s | club | collects | dress | jumper | plays
shoe shop | sports shop | supermarket | take | write
3 1 can’t stand to eat eating 2 don’t 1 I want to a blog about food.
2 If you’re cold, why don’t you put on a ?
aren’t playing 3 They doesn’t don’t
3 Sara the drums and the piano. She’s really good at both.
like 4 is tasting tastes 5 Does Do 4 I need to go to the and buy a football.
you speak 6 She always goes always 5 My sister old teddy bears. She’s got more than 30!
6 I need some new boots. Let’s go to the .
7 I’m thinking about joining the tennis , but it’s very expensive.
4 1 careful; having 2 often; Every
8 Your trousers are falling down. You need a .
3 out; doesn’t 4 don’t; sorry 9 Can you get some bread and some apples when you go to the , please?
10 I always lots of photos when I’m on holiday. /10

GRAMMAR
2 Complete the sentences with the words in the list.

’s working | ’re writing | works | plays | ’re playing | write

1 My brother’s a cook. He at a restaurant in town.
2 I like poetry. I a poem every day.
3 Mum’s in her office. She on something very important.
4 Ollie’s in a band. He the guitar.
5 John and Camilla are on the computer. They their blog.
6 Paul and Ryan are in the garden. They football.

3 Find and correct the mistake in each sentence.

1 I can’t stand to eat tomatoes.
2 We don’t playing very well today.
3 They doesn’t like watching TV.
4 That cake is tasting very good.
5 Does you speak German?
6 She goes always to the cinema at the weekend. /12

fUNCTIONAL LANGUAGE
4 Write the missing words.
1 A Be ! It looks very dangerous.
B Don’t worry. I’m fun.
2 A How do you play computer games?
B day when I get home from school.
3 A Look ! There’s a dog coming.
B And it look happy. Run!
4 A Please shout! I’ve got a headache.
B Oh, OK. I’m . /8

MY SCORE /30

22–30 10–21 0–9 29

The Cambridge Life Competencies Framework

Learning to Learn
Practical skills for participating in learning
Watch this video for an idea of how to
help your students learn how to learn.
Scan the QR code here

U n i t s 1 & 2 | Te s t Yo u r s e l f T29
 Unit 3
We are what we eat Reading

Warmer

3 WE ARE WHAT
Read out the unit title. Ask students
OBJECTIVES
what they think it means. Elicit ideas

WE EAT
fUNCTIONS:
and encourage discussion. apologising; talking about food;
ordering a meal

GRAMMAR:

07 Get ing
countable and uncountable nouns; a/an,
some, any; (how) much / (how) many, a
lot of / lots of; too and (not) enough
Play the video and discuss the VOCABULARY:
Watch the video and think: how does what we
questions with your class. 07
eat affect our health and the environment?
food and drink; adjectives to talk about
food; expressions with have got

1 Make the second part of the

exercise a competition. The
winner is the person who writes
the most food and drink items in
A B C
English. Set a time limit of two
minutes. Deduct a point for each
incorrect item that is not food or
drink or not English.
A bread B cheese C milk D cereal
D E F
E orange juice F eggs

2 Review adverbs of frequency READING 4 3.01 Read and listen to the article.
from Unit 1. Draw the following Match the sentence halves.
1 Name the food in the pictures. What other food c
on the board. and drink words do you know in English?
0 The number of people in the world is
1 A lot of people
0% 100% 2 Make sentences that are true for you. 2 Farms cover about
Compare your ideas in class. 3 It takes a lot of water and energy
4 Insects can help
Point to various points along the always breakfast. 5 They are healthy because
line and elicit the appropriate often lunch. 6 Many people don’t know that
I have … for
adverbs. sometimes dinner. a one third of land.
never
Check/clarify: breakfast, lunch b they’ve got protein in them.
c increasing very fast.
and dinner. d some food colouring comes from a beetle.
3 Look at the photos on page 31. What do they
Write 8 am, 1 pm and 7 pm on show? Ask your teacher for the words you don’t e eat unhealthy food.
know. Then answer the questions. f to produce the meat people eat.
the board, and ask students to g with our problem.
match them to the meals. Can you think of a food that …
5 SPEAKING Think about your answers to the
questions below. Then work in pairs and compare
3 The photo shows a woman eating • comes from another country? your ideas. Do you agree?
insects. Insist on students using • has got a lot of vitamins? • Do you think about the planet when you choose
what you eat?
What’s … in English? to input • is (not) very healthy?
• Would you eat insects? Why (not)?
• is unusual for you?
these. • is good for your muscles and bones? • What foods from your country are perhaps unusual
for other people?
Check/clarify: vitamins, healthy • What impact do your choices make?
muscles and bones. 30

4 3.01 Before students read the

text, get them to read the title.
5 Give students two minutes to think about their
Ask, What do you think the text is
answers and make notes before comparing
about?
ideas in pairs. Then, bring the class together
Check/clarify: creepy-crawlies, and get feedback. In a mixed-nationality class,
superfood. the third question could make for an interesting
1e 2a 3f 4g 5b 6d discussion about food in the host country.

Objectives Resources for this unit

Functions and speaking Talking about food; ordering All available online
a meal; Developing speaking: Apologising
Videos Worksheets
Grammar Countable and uncountable nouns; a/an, ● Get ing: How does what we eat ● Grammar and vocabulary: Basic, Standard
some, any; (how) much / (how) many, a lot of / lots of; affect our health and the environment? and Extension Worksheets
too and (not) enough ● Grammar rap!: too many/much, (not) ● Project: What we eat
Vocabulary Food and drink; adjectives to talk about enough + noun ● Communication: We are what we eat
food; WordWise: Expressions with have got ● Vlog: Saying sorry ● Literature Worksheets: Oliver Twist and
Values Food and health Tests Adventures of Huckleberry Finn
Life Competencies Saying sorry ● Unit, extension and skills test 3 ● Grammar presentation: Countable and
● End of term test 1 uncountable nouns
● Get ing, Grammar rap! and
Life Lessons video Worksheets

T30 We a r e w h a t w e e a t | U n i t 3
Unit 3
We are what we eat Reading; Values

Culture note
rawlies
WE ARE WhAT W E EAT UNIT 3

Human beings are known to have

practised entomophagy, the practice reepy- re ?
of eating insects, for thousands
e r fo o d o f th e fu tu
of years. While entomophagy is th e s u p
rarely practised in North America
The number of people in the world is growing fast – every year there are
and Europe, it is common to some about 70 million more people. So, we’ve got two questions that need
cultures in Central and South answers: Have we got enough space on our planet for so many people? and
How can we make sure they’ve all got enough food to live?
America, Africa, Asia and New
Zealand. It is thought that 80% Many people eat too much meat – Protein keeps our muscles and bones
steaks, beef burgers, sausages, etc. in good condition, too.
of the world’s nations eat insects That’s not good for us and we need There are two more reasons why
big farms to produce all that meat. The insects are good food options: insect
and the UN has registered 1,900 farms already use 30% of all the world’s farms don’t need so much water and
different insect species that are land: they create greenhouse gases and energy. Also, they don’t use so much
use a lot of water and energy. space.
considered edible. However, we can do something to For some people in countries in Asia
help. We can eat meat only one or and Latin America, eating insects is
Do note that there are some taboos two days a week, for example, and not unusual. But for people in Europe
relating to certain insects within eat more vegetables – that’s healthy. and many other countries, it seems
We can also eat some different types very strange.
different cultures. For example. of meat – creepy-crawlies! That’s
right, grasshoppers, worms, flies What about you? Do you eat any healthy food? How much
scorpions are considered haram in and lots of other insects. They’re meat do you eat in a week? Perhaps you think you don’t eat
Islam, but locusts are halal. the superfood of the future. They’ve insects? But maybe you’re wrong! Why’s that? Because the
got a lot of protein. Protein is very red food colouring that is in many things that we eat comes
important for our health, and it’s from … an insect called the ‘cochineal beetle’!
good for our hair and our skin.
6 1A 2B 3C 4C 5A Like 47 Comment 3 Share 101

7 Encourage students to use the

sentence stems.
1 yes 2 – 3 yes 4 no 5 yes Food and health
6 Complete the five conversations. Choose the correct answer A, B or C.
1 Do you want some ice cream? 4 Do you eat any vegetables?
Homework A No, thanks. Can I have an apple or a banana? A I hate apples.
B She’s not hungry. B It’s fast food.
Ask students to take a photo of C They’re very good. C No, I don’t like them.
their breakfast or dinner and upload 2 Have some water. 5 Have some more biscuits.
A I drink it. A Thanks, but one’s enough for me.
the picture to their portfolio with a B No, thanks, I’m not thirsty. B You can have a banana.
description in English. As a follow-up, C Look at them. C I’m very healthy.
students can bring the picture to the 3 Would you like more chocolate?
A It’s over there.
next class and show the picture to a B Yes, I do.
partner. Each partner has to work out C I’d love some, but I’m trying not to eat it.
what their partner’s meal consisted of. 7 SPEAKING Work in pairs. Compare your answers. Do the people in Exercise 6 care about healthy food?

The doesn’t want a … He/She asks for …

person in likes … He/She says … cares about …
number 1 I think he/she
never eats / drinks … He/She wants … doesn’t care about …

31

Activity idea A poster

Present a menu with lots of unhealthy food and drink choices. Put students
in pairs.
Ask students to think about how healthy the menu is and to make suggestions
for how to improve it. Students can use the internet to find out more.
Ask students to make a poster that shows their suggestions. Students present
their poster to the class.

more
Worksheets
Think more
Project National diets
Communication We are what we eat
Critical ing XX
Get ing How does what we eat affect
Competency: Evaluating ideas, arguments and options XX: XX
our health and the environment?
Analyses causes and effects of problems.

U n i t 3 | We a r e w h a t w e e a t T31
 Unit 3
We are what we eat Vocabulary; Grammar

Warmer
Ask students to tell their partner
VOCABULARY
what they had for breakfast this
Food and drink
morning. Ask students to feedback
1 3.02 Write the names of the food under
and revise the vocabulary items from the pictures. Listen and check.
page 30. 1 6
2 SPEAKING Work in pairs. Ask and answer questions
to find out three things from Exercise 1 your
partner likes and doesn’t like.
1 3.02 workbook page 30
1 tacos 2 salad 3 carrots
GRAMMAR
4 omelette 5 chilli con carne Countable and uncountable nouns 2 7
6 coffee 7 beans 8 peppers
3 Read the sentences.
9 yogurt 10 cake 1 Can I have a carrot? 3 I don’t like peppers.
2 I don’t like rice.
2 Elicit model phrases for students Choose the correct words in the rule.
to use: Do you like carrots? Yes,
I do. No, I don’t. When students RULE: Nouns that you can count (one carrot, two
carrots, etc.) are 1countable / uncountable nouns.
3 8
have finished, elicit and tally Nouns you cannot count are 2countable / uncountable
nouns. They have no plural forms.
answers on the board.
Workbook p30
4 Look at the photos in Exercise 1. Which are
countable and which are uncountable?
3 Highlight that countable nouns Add three more things to the lists.
4 9
can be counted and have plural a/an, some, any
forms while uncountable nouns 5 Complete the sentences with a/an, some and any.
can’t be counted and don’t have Then choose the correct words in the rule.
plural forms. 1 A Would you like coffee?
B No, thanks. I’ve got tea.
RULE: 1 countable 2 uncountable 2 Can I have apple or banana?
5 10
3 Have biscuits.
4 Check comprehension by 4 Are there peppers in the kitchen?
5 There isn’t (how) much / (how) many, a lot of / lots of
pointing to the picture of carrots yogurt in the fridge.

and asking, Is this countable or 7 Look at the examples. Complete the rule.
RULE: Use a/an with singular / plural countable nouns.
1

uncountable? (countable) Use some with 2singular / plural countable and How much meat do How many people eat
uncountable nouns. you eat? insects?
Countable: tacos, carrots, peppers, Use any in questions and in 3positive / negative
I don’t drink much We haven’t got many
beans, omelette sentences.
coffee. carrots.
Use some in questions when offering or asking for
Uncountable: cake, yogurt, chilli con something. Farms use a lot of water. For a lot of people eating
carne, coffee, salad insects is not unusual.
6 Complete the text with a/an, some and any. Insects have got lots of We can eat lots of
protein. creepy‒crawlies.
5 Highlight that we only use the Do you like pancakes? They are easy to make! All
you need is 1 milk and flour and 2 egg!
indefinite article before singular You also need 3 frying pan and 4 oil to RULE: We usually use (how) much and (how) many in
countable nouns. Check that fry them. After you make the pancakes, you can put questions and negative sentences.
5
ice cream on top! Do you know 6 easy Use many with plural 1
students have put an before recipes? nouns and much with 2
apple in number 2 and check that workbook page 28 nouns.
Use a lot of / lots of with both countable and
they are clear on the rule that an uncountable 3 .
32
is used instead of a before a noun
which begins with a vowel sound.
1 some, some 2 an, a 3 some
4 any 5 any 6 1 some 2 an 3a 4 some 5 some 6 any
RULE:
7 Students study the eight examples and work out the rules. Highlight that
1 singular 2 plural 3 negative
many is used with countable nouns and much with uncountable nouns.
RULE: 1 countable 2 uncountable 3 nouns

Language notes Countable and uncountable nouns

Some uncountable nouns may be used as countable nouns to refer to a serving.
more For example, I’ll have a coffee and two teas, please. There is no need to
introduce these points at this level, but students may have queries about this.
Workbook
Grammar p28 –29, Ex.1–6 a/an, some, any
Vocabulary p30, Ex.1 a is used before singular nouns beginning with a consonant sound and an before
Vocabulary Extra p31 singular nouns beginning with a vowel sound. Practise the sound with the
Worksheets students, highlighting how the n sound is natural.
Grammar presentation: Countable and
uncountable nouns
how much / how many, a lot of / lots of
Grammar It is possible to use many in positive sentences, particularly in written contexts.
Worksheets 3 Since a lot of / lots of is much more frequently used in spoken English, the rule
Vocabulary Worksheets 3 has been simplified to avoid overcomplication at this level.

T32 We a r e w h a t w e e a t | U n i t 3
Unit 3
We are what we eat Listening; Pronunciation; WordWise

8 Complete question 1 as a class. WE ARE Wh AT W E E AT UNIT 3

Ask: Are apples countable or
uncountable? (countable); Should 8 Complete the questions with much or many. Then 12 3.05 Complete the dialogue with all,
match the questions (1–6) with the answers (a–f). altogether, change, help, milk, minutes, please and
I write much or many? (many) something. Then listen and check.
1 How apples do you want?
1 many b 2 much e 3 many f 2 How sugar is in an avocado? Café assistant: Customer:
4 many a 5 much c 6 much d 3 Are there boys in your class? Good morning. Can I
Workbook p28 4 How peppers are there? 1
you?
I’d like some coffee, please.
5 How time have you got?
6 Have you got homework? Do you want
Get it Right! a I think there are about five.
2
or sugar? Just milk, 3 .

much and many b Just one, please. Would you like Yes, I’d like a cheese and
Student’s Book p122 c Only 10 minutes. 4
to eat? mushroom omelette, please.
d No, I haven’t.
e I have no idea. I don’t think it’s a lot. Is that 5 ?
Oh, I’d like a carrot juice,
9 3.03 Check/clarify: tuna, f Yes, there are 12, and 5 girls.
That’s £9 too, please.
curried, sweet corn, walnut. workbook page 28 6
.
Here you are.
Before students listen to check, Here’s your
LISTENING . Your
explain that they will hear two
7

9 3.03 Complete the menu with words from breakfast will be ready
people – Steve and Hannah – the list. Listen and check. in a few 8
. Thank you.

discussing the menu.

apple | cheese | chicken | chocolate 13 SPEAKING Work in groups of three. One is the café
1 cheese, 2 chicken, 3 mushroom, coffee | mushroom | potato | tea assistant; the others are customers. Order meals.
4 potato, 5 chocolate, 6 coffee, Use the menu in Exercise 9 and the language in
7 apple, 8 tea Exercise 12.

10 3.04 Before students listen, LUNCH STOP PRONUNCIATION

Vowel sounds: /ɪ/ and /iː/ Go to page 120.
explain that they will now hear ROLLS/SANDWICHES: CAKES: £2
Steve and Hannah ordering lunch. 2 fillings £4.50 Carrot
Extra fillings 50p 5 WordWise: have got
Steve: cheese and tomato roll, apple Tomato
6
and walnut
14 Put the words in order to make sentences.
juice, carrot cake; Hannah: chicken Tuna
1
1 got / cakes / some / They’ve / great
and mushroom soup, apple juice Curried 2 DRINKS: £1.50 2 I’ve / Don’t / reasons / worry / my / got
Sweet corn Orange juice
(and Steve’s cake). 7
juice
3 that / a / problem / got / you / Have / with

SOUP (WITH BREAD): £4 8

15 Complete with the expressions from the list.
11 3.04 Chicken and 3
Coffee
Hot chocolate
4
and onion a problem | my reasons | a headache
1 It’s good. 2 It’s delicious. Spicy red pepper time | something to do
3 For Steve’s cake. 0 A I’ve got a problem with my homework.
B History? Sorry! I can’t help you.
12 3.05 1 A Are you OK?
1 help 2 milk 3 please 10 3.04 Steve and Hannah are in Lunch Stop. B I’ve got . It hurts.
Listen and write what they eat and drink. 2 A Why are you not inviting Jane to your party?
4 something 5 all 6 altogether B I’ve got , but I don’t want to
Steve:
7 change 8 minutes Hannah: tell you.
3 A Phil, can you help me, please?
11 Listen again. Answer the questions.
13 Allow students six to eight
3.04
B Sorry. I'm busy. I haven't got .
1 What does Steve say about his roll? 4 A Let’s go to town tomorrow.
minutes to prepare their 2 What does Hannah say about her soup? B Sorry, no, I’ve got tomorrow.
roleplays. Monitor to make sure 3 Why does Hannah need a fork?
workbook page 30
all students are on task. 33

Pronunciation
Vowel Sounds /ɪ/ and /i:/ Homework
Student’s Book p120 Put students in pairs and ask them
to find an English-language menu.
14 1 They’ve got some great cakes Students can then use the menu and
2 Don’t worry. I’ve got my reasons. dialogue in Exercise 12 to prepare
3 Have you got a problem with that? their own dialogue. Students should
record themselves performing
15 1 a headache 2 my reasons the dialogue and send it to you.
3 time 4 something to do Alternatively, students can perform
Workbook p30 the dialogue in the next class.

more
Workbook
Grammar p28–29, Ex.1–6
Get it Right! p29
Listening p34
Pronunciation p118
WordWise p30

U n i t 3 | We a r e w h a t w e e a t T33
 Unit 3
We are what we eat Reading; Writing

Warmer
Revise food vocabulary. Present the
READING
images of food from page 32. Put WRITING
1 Read the article quickly and answer
students in pairs and ask them to the questions. What you eat
name the foods. 1 Where is the writer? 3 INPUT Match the sentence halves and read Matt Silver’s
2 Why is it difficult to get vegetables paragraph about what 15‒year‒old Amanda eats.
there? 1 Hello, I’m Matt Silver and a shops and restaurants.
3 What do the Inuits eat a lot of?
1 Before students read the text, ask today I’m d b but not too much.
2 Amanda has lots of c a lot of healthy food.
them to cover it and look at the 2 3.08 Read and listen to the
choices
article and answer the questions. d writing about 15‒year‒old
pictures. Ask: What do you think 1 Why is the writer staying in an
3 There are many good Amanda Claxton.
the article is about? Inuit village? 4 Amanda tries to eat e and that’s very healthy.
5 She likes fruit f she loves sweets, but she
Check/clarify: Inuit, iceberg, 2 What other food apart from meat
6 She sometimes eats tries not to eat too many.
can the people find there?
berry, seaweed, frozen/freezing, 3 What is the problem with growing meat, g for food here.
seal, whale. vegetables there? 7 Amanda loves fish, h and vegetables.
4 What is surprising about the Inuits’ 8 There is only one little
1 Kulusuk; Greenland; 2 short health situation? problem with Amanda’s
winters; 3 raw and boiled meat food choices;

4 Write out the paragraph in your notebooks.

2 3.08
5 PRODUCE Imagine Matt Silver is writing about what you eat.
1 To write a magazine article for a What is healthy or unhealthy about your food? What do you
series called Eating around the World eat too much / not enough of? Write Matt’s paragraph.
2 Berries and seaweed
3 The summers aren’t long enough for
vegetables to grow.
4 They are quite healthy despite EATING
eating lots of fat. around the world Matt

Part I: The Inuits It’s a popular place for tourists in those months. But
3 1d 2g 3a 4c 5h 6b Hello, I’m Matt Silver, and
winters are long and hard, and the life for the 250
people in the village isn’t easy at all. The roads are
7e 8f this is an article from our covered in ice, and the sea is frozen, too.
new series ‘Eating around
the world’. The Inuits don’t have a lot of choices for food. The
4 Students copy this into their I’m writing this from Kulusuk,
summer is too short and not long enough for the
Inuits to grow vegetables. They sometimes find
notebooks so that they have an Inuit village in Greenland. berries during the warmer months. And they eat
It’s a pleasant place in summer,
a correct record of the target with mild temperatures and
seaweed. But there are no other vegetables, so
they don’t eat enough greens. There is a shop in the
phrases, sentences and, crucially, fantastic views of the icebergs on village, but during the winter it doesn’t get any fresh
the sea just in front of the village. vegetables.
how they are used.
This is why the Inuits eat lots of raw and boiled
meat. They eat sea animals – seals, whales and fish –
5 This task can be set as homework and they eat reindeer and other land animals. These
or done in class. animals have a lot of fat on them because it keeps
them warm in the freezing temperatures. Do the
Inuits eat too much fat? Isn’t that very dangerous?
If done in class, tell students to
Well, here’s the surprise: in the western world,
swap their paragraphs with a people say ‘Don’t eat too much fat!’ But the Inuits
partner when they have finished eat a lot of animal fat and they are healthy, perhaps
because they eat boiled rather than fried meat. Life
writing. Ask the students to check for the people from Kulusuk can be difficult but they
that their partner has done the 34
are healthy. Maybe we can learn a lot from them!

following:
• Described what is healthy or
unhealthy about their food. Culture note
• Described what they eat too Greenland is a semi-autonomous country of the Kingdom of Denmark. It lies
much of. between the Atlantic and Arctic oceans. It is the world’s largest island and has
• Described what they don’t eat a population of approximately 55,000, 89% of whom are Inuit.
enough of. The Inuit are a group of culturally similar indigenous people who live in the arctic
Ask students to give their partner regions of North America and Greenland. It is thought that the majority of the
feedback on how to include these Greenlandic Inuit descended from the Canadian Inuit who started populating
in their text. the island in the 13th century.

more
Workbook
Reading p32
Developing Writing p33

T34 We a r e w h a t w e e a t | U n i t 3
Unit 3
We are what we eat Grammar; Vocabulary

08 Grammar rap! WE ARE WhAT W E EAT UNIT 3

too many/much, (not) 10 Complete with not enough or too.

enough + noun My dad always says there’s 1 much rain in the
UK in the summer, and that it’s 2 hot .
08
He’s right. And I feel that it’s 3 boring to spend
holidays here. We usually go to the south of Italy for
6 Use scenarios to check students our holidays. There are lots of beaches, so there are
have understood the meaning of GRAMMAR never 4 many tourists. I love the food; that’s why
I often eat 5 much.
too many/much, (not) enough + noun
the different expressions: workbook page 29
1 many 2 much 3 enough 6 Choose the correct word and complete the rule.
1 I try not to eat too much / many sweets.
4 many 5 enough VOCABULARY
2 He eats too much / many fat.
RULE: 1 many 2 much 3 They don’t eat much / enough greens. Adjectives to talk about food
3 countable 4 uncountable nouns 4 There are too many / much people in the city. 11 Write the adjectives under the photos.
5 She doesn’t eat many / enough meat.
boiled | fried | grilled | roast
7 During feedback, elicit the RULE: Use too 1
difference in meaning between with countable nouns, and too A B C D
2
with uncountable nouns.
the two possible solutions for Use (not) enough with 3
Question 2. and 4 .

1 too many
7 Complete with too much, too many or not enough.
2 too much / not enough
1 There are onions on this
3 not enough 4 not enough pizza. I don’t like them. 12 Put the words in the list in order from ‘very good’
to ‘very bad’.
5 too much 6 not enough 2 There’s salt in this soup.
I can’t eat it.
(a bit) boring | delicious | horrible | nice
3 There is sugar in my
coffee. Can I have some more, please?
Get it Right! 4 There are
road. It’s dangerous to ride my bike.
cars on the 13 SPEAKING Work in pairs. Ask and answer questions.
Use the words from Exercise 12.
too + adjective and (not) + 5 We’ve got homework boiled or roast beef? | grilled or fried
adjective + enough tonight. I want to watch TV. chicken? | boiled or roast potatoes?
Student’s Book p123 6 There are chairs. boiled or fried eggs? | grilled or fried fish?
Can you stand?

8 RULE: 1 more 2 less too + adjective, (not +) adjective + enough What do you prefer,
boiled or roast beef? Roast beef. It’s delicious
8 Use the example sentences to choose the correct
9 Ask students to think back to the words in the rule.
text about Greenland. Ask: Why The winters are too long there. Look
The summers are not long enough. Savoury means not sweet, for example, salty or
can’t they grow vegetables there? spicy. Savoury is a positive adjective. Salty is a
1 too boring 2 not cheap enough RULE: We use too + adjective to say that something is negative adjective, meaning food has too much salt.
more / less than we like or want.
3 too cold 4 not big enough
1

We use not + adjective + enough to say that something

14 How do you say these words in your language?
5 too slow is 2more / less than we like or want.
Write two types of food for each category.

10 Ask the students to read the text 9 Complete the sentences. delicious | disgusting | fatty | fresh | salty
savoury | spicy | sweet | tasty | yummy
to find out where the writer likes 0 The test is too easy. It’s not hard enough .
1 The film isn’t exciting enough. It’s . sweet: chocolate, strawberries
to go on holiday (Italy). 2 The T‒shirt is too expensive. It’s . workbook page 30
1 too 2 not … enough 3 too 3 It’s not warm enough today. It’s .
4 too 5 too 4 Your bike’s too small for me. It’s .
Workbook p29 5 His car’s not fast enough. It’s .
35

11 Ask students to focus on the

photos and the four adjectives.
Ask: What do they have in Language notes too many / too much / not enough + noun
common? (They are all ways to Students at this level often confuse many and much – much is used with
cook food.) uncountable nouns and many with plural countable nouns.
A grilled B roast C fried D boiled
too + adjective, not + adjective + enough
12 Draw a scale on the board Exercise 8 uses sentences from the reading text. Highlight that the two
from good to bad. Nominate sentences use opposite adjectives to express the same thing.
students to say where each of the
adjectives should be on the scale.
delicious nice a bit boring Homework more
horrible
Ask the students to keep
Practice Extra
13 Ask: What question can we ask a food journal for two or Unit 3 Practise it!
to find out what someone likes? three days. In their journal,
students have to keep Workbook
(Do you prefer?)
a record of what they ate, Grammar p29, Ex.7–9
14 Point out that while yummy and how it was cooked and Vocabulary p30, Ex.2–5

tasty are synonyms, yummy is a description of the food. Worksheets

very informal. Grammar rap! too many/much, (not) enough + noun
positive: fresh, tasty, yummy. Grammar Worksheets 3
negative: fatty, disgusting. Vocabulary Worksheets 3
neutral: spicy, savoury, sweet, salty
Workbook p30
U n i t 3 | We a r e w h a t w e e a t T35
 Unit 3 Developing Speaking;
We are what we eat Phrases for fluency; Functions

Warmer
Draw a pizza on the board and ten Design Note

images of different foods – some 1 3.09 Look at the photo. What food is it? How do you
that are traditional pizza toppings know? Listen and read to check.
(e.g. cheese, peppers, mushrooms)
and some that aren’t (e.g. yogurt, Dad: Hi, Jordan! I’m home.
Jordan: Hi, Dad!
cake, ice cream). Give the students Dad: So, what are you doing?
five minutes to make their own pizza Jordan: I’m making pizza – for me and my friends. Jordan: But I don’t like mushrooms.
using the toppings given. Dad: Hmmm … 1What about me? Dad: 4
So what? You can always take them off. I think you
Jordan: I’m really sorry, Dad, it’s just for us. need some chilli pepper 5as well.
Dad: Oh right. Look at this kitchen! What a mess! Jordan: Dad, stop it. It’s horrible. Thanks a lot.
Jordan: Sorry, Dad. But don’t worry. I’m finishing now! Are you 6upset with me? Now I feel bad. I just
1 3.09 Tell students to cover Dad: OK then. Now, how can I help?
Dad:
wanted to help.
the dialogue and discuss the Jordan: 2
Actually, I’m OK. It’s just a pizza. Jordan: Don’t worry, Dad. We can just eat crisps.
questions in pairs before reading Dad: Onion? Red pepper? Just that? We can make that Dad: No, you can’t. You can eat pizza. Get me the phone
better, I’m sure. and I’ll order one. Ice cream, too!
to check their answers. Jordan: Really? Jordan: Really, Dad? Thanks!
It’s a pizza. There is dough, tomato Dad: Let’s add 3a couple of mushrooms. There we are. Dad: And I can eat this one here!
sauce, cheese, vegetables; it’s round;
it’s on a pan. 2 3.09 Read and listen again and answer fUNCTIONS
the questions. Apologising
2 3.09 Have students underline 1 What is Jordan doing?
5 Look at the phrases. When and why might you
2 Who is he making it for?
the answers in the text. 3 What does his dad put on the pizza?
use them?
1 A pizza 2 His friends 4 What does Jordan decide to give his friends?
KEY LANGUAGE
3 mushrooms and chilli pepper 5 What does his dad offer to do?
1 I’m really sorry. 3 Don’t worry.
4 crisps Phrases for fluency
2 I feel really bad. 4 It’s OK.

5 Order a pizza and ice cream. 3 Match the underlined expressions (1–6) in the 6 3.10 Complete the dialogue with words from
dialogue to the definitions (a–f). the Key Language box. Listen and check. Then act
a too – as well it out in pairs.
3 When checking answers, ask b unhappy with – Man Oh no. I’m really 1 .
c one or two (but not many) – 2
worry. It’s not my favourite picture.
students which person said d What is the situation (for me)? –
Woman

Man But it’s broken. I 3 really bad.

each expression. Was it Dad or e In fact, – Woman 4
OK. Really. I don’t really like it anyway.
Jordan? f Why is that a problem? –
7 In pairs write a short dialogue for the picture.
a 5 as well b 6 upset with 4 Use the expressions from Exercise 3 to complete Act it out.
c 3 a couple of d 1 What about me? the mini‒dialogues.
1 A Mum? John’s got his sandwiches.
e 2 Actually f 4 So what? But me?
B Well, I’m making
4 When students have completed cheese and tomato sandwiches for you right now.
A Cool! Can I have an
the task, ask them to role-play apple ?
the mini-dialogues in pairs. 2 A I broke your watch. I’m sorry.
1 what about, a couple of, as well Are you me?
B Don’t worry about it. ,
2 upset with, Actually 3 So what it wasn’t very good.
3 A I can’t go to the cinema. I’ve got homework.
B ? You can do it at
the weekend.
5 Establish which sentences 36

are used for apologising (I’m

really sorry & I feel really bad)
and which are responses to an
apology (Don’t worry & It’s OK). Activity idea Disappearing sentences
Elicit examples of when and why Write out the dialogue on the board. Put students in AB pairs and get students
these sentences are used from to practise the conversation.
the class. Cover a small section of the dialogue, beginning from the right-hand side of the
screen or board. Students practise the dialogue again, including the covered
6 3.10 part, which they have to try to remember.
1 sorry 2 Don’t 3 feel 4 It’s
Students have to try to remember the part they can no longer see. Repeat the
7 Encourage students to use the activity again and again, covering more and more of the dialogue each time.
dialogue in Exercise 6 as a model. Continue until all the dialogue is covered and students are practising the text
from memory.

more
Workbook
Listening p34

T36 We a r e w h a t w e e a t | U n i t 3
Unit 3
We are what we eat Life Competencies

09 Life Lessons: WE ARE WhAT W E EAT UNIT 3

Saying sorry
Write sorry on the board and elicit LIfE COMPETENCIES
situations when people would use it. We all make mistakes. We say we’re sorry so that the person feels better and
Encourage students to come up with understands that we care. Saying sorry is important, but sometimes we also
need to show we are sorry by our actions.
as many different situations as they
can. Then watch the video. Were any Saying sorry 4 Work in pairs. Compare your answers to Exercise 3.
of the situations mentioned? Do you agree?

5 SPEAKING Work in pairs. Discuss which of these

things is a good idea for the people in Exercise 3.
More than one answer is possible.
1 09
• Can you think of other ways of apologising?
Ben & Kate • Say sorry immediately.
• Say ‘I’m here for you’.
2 09 • Change our future actions.
• Be quiet.
1 mistakes 2 better 3 bad
• Write a short letter or card to say sorry.
4 wrong 5 fault 6 better • Say something funny.
7 hardest • Buy a present or flowers.
1 09 Watch the vlog. What are the names of • Wait and say sorry later.
Jack’s brother and sister? • Say ‘I love you!’ and smile.
3 Check/clarify: detention, lazy,
forget, terrible, upset, tell 2 09 Watch again and complete the sentences. 6 Work in pairs. Write a situation similar to the ones
in Exercise 3 where someone needs to apologise.
someone not to do something, We all make 1 .
Saying ‘sorry’ helps make things 2 .
order. When you say sorry, you should mean it.
7 SPEAKING Read your situation to the rest of the
class. Discuss these questions:
A Tom, for arriving late. A 3
sorry is worse than no sorry (probably).
1 Who needs to say sorry?
B Abby, for not tidying her bedroom. A good sorry says three things:
2 What is the best way to say sorry?
• I am 4
.
C Zoe, for forgetting her friend’s • It’s my 5 .
3 What does the person saying sorry have to say?
Do they need to do anything else?
birthday. • How can I make things 6 ?
4 How do you feel after you apologise?
D Amy, for criticising Emily’s shoes. / Is sorry really the 7
word? Probably not.
Me and my world
Emily, for telling friends not to speak
3 Read these situations. Who do you think needs to
to Amy. say sorry and why?
8 Tick (✓) the sentences you agree with. Compare
with a partner.
E The waiter, for bringing the wrong A Tom arrives late to school for the second time in I say sorry a lot.
pizza. a week. The teacher gives him a detention. I find it difficult to say sorry.
F Kevin, for letting the cake burn. Tom needs to say sorry because he’s late. I don’t always mean it when I say sorry.
B Abby’s dad calls her lazy because she never tidies Sometimes sorry is not enough.
her bedroom. Saying sorry solves a lot of problems.
4 Engage students in a class
C Zoe forgets her friend’s birthday. The next day, her
discussion. Try to come to an friend doesn’t speak to her. TIPS fOR SAYING SORRY
agreement about who in each D Emily is wearing her new shoes. Amy says they look
terrible. Emily is upset and tells her friends not to • Don’t be afraid to recognise when you make
situation should apologise. speak to Amy. a mistake.
E George orders a cheese and onion pizza. The waiter • Say sorry when you make a mistake. It shows
5 Explain that some situations brings him a tuna and pepper pizza. that you care about others.

are more serious than others F Kevin’s mum asks him to watch her cake in the • Saying sorry isn’t always enough. Sometimes
oven. He forgets and it burns. you also have to change your actions.
and require different responses.
Ask students to add their own
suggestions as well. 37

6 Ask students to think of a

situation where someone has 8 Ask students to think about the tips for saying sorry. Encourage students to
done something wrong and link these tips to situations in their own lives.
needs to say sorry. If they feel
comfortable sharing with the rest
of the class, they can suggest a Homework
situation from their own life.
Ask students to make a presentation about an incident in a TV show or film
7 Students should use these where a character makes a mistake and either apologises and makes the
questions to reflect on their own situation better, or doesn’t and makes the situation worse.
behaviour. There are no right
and wrong answers, but students
should be encouraged to think
about their answers.
more
Practice Extra
Communication Unit 3 Master it!
Competency: Managing conversations
Worksheets
Students can use appropriate language to
Life Lessons: Saying sorry
show understanding.
Emotional Development Tests
Competency: Empathy and relationship skills Unit, extension and skills test 3
Students can show understanding of other End of term test 1
people’s perspectives and feelings.

U n i t 3 | We a r e w h a t w e e a t T37
 Unit 4
All in the family Reading

Warmer

4 ALL IN THE
Bring into class a photo of your own
OBJECTIVES
family from when you were a child.

fAMILY
fUNCTIONS:
Show it to the class, and let them try talking about families; asking for
to guess who each person is in permission

the picture. GRAMMAR:

possessive adjectives and pronouns;
whose and possessive ’s; was / were

VOCABULARY:
10 Get ing family members; feelings

Elicit any valid suggestions about the

question and start a class discussion.

1 As you check answers, elicit that

the word pairs are for male and
female family members. Elicit
which word in each pair is which.
brother-sister daughter-son
father-mother husband-wife

2 The girl is a daughter and a sister. The

woman is a mother and a wife. The man
is a father and a husband.

3 Do the activity as a competition

Watch the video and think:
to find out which pair can write 10
what is a 'family'?
the most examples for famous
screen siblings and couples in
two minutes. READING 4 SPEAKING Compare your examples with another
pair. Have you got the same ideas?
1 Find the pairs of words.
4 Find out which pair in each group
5 4.01 Read and listen to the blog on page 39.
has the most examples, and how brother daughter father husband
Do they mention any of the families you talked
many of them were the same. mother sister son wife about?

6 Read the blog again. Correct the information in

2 Choose two of the words in Exercise 1 to describe
5 4.01 Ask students to scan the each person in the picture.
these sentences.
text quickly to find out if their 1 Emma thinks the second Home Alone film was
The boy is a son and a brother. the best.
examples were mentioned, then 2 Kevin is sad when his family return home on
get them to listen and read Christmas morning.
3 Only the parents in The Incredibles have
more carefully. 3 Work in pairs. Write as many examples as you can of:
superpowers.
1 a brother and sister from a film
4 There are four members of the Parr family.
2 a husband and wife from a film
6 Suggest that students underline 5 The Addams children want to be in a normal family.
the parts of the text that support 6 Fester is Pugsley’s father.

their answers.
38
1 Emma thinks the first Home Alone
film was the best.
2 Kevin is happy when his family
return home on Christmas morning. 4 There are five members of the Parr family.
3 The parents and the children in 5 The Addams children are happy being different.
The Incredibles have superpowers. 6 Fester is Pugsley’s uncle.

Objectives Resources for this unit

Functions and Speaking Talking about families; asking All available online
for permission
Videos Worksheets
Grammar Possessive adjectives and pronouns; whose ● Get ing: What is a family? ● Grammar and vocabulary: Basic, Standard
and possessive ’s; was / were ● Grammar rap!: was / were and Extension Worksheets
Vocabulary Family members; feelings ● Culture: Family traditions around the world ● Project: Families
Values Film families Tests ● Communication: All in the family
Train to Making inferences ● Unit, extension and skills test 4 ● Grammar presentation: whose and
possessive ’s
● Get ing and Grammar rap! video
Worksheets

T38 A l l i n t h e f a m i l y | U n i t 4
Unit 4
All in the family Reading; Values

Culture note ALL IN ThE fA M I LY UNIT 4

Home Alone was directed by Chris

Columbus in 1990, and starred
OLD FILMS, GREAT FAMILIES
Macaulay Culkin as Kevin. In the I love old films and my family loves them, too. My mum and dad always talk about a really old
film, eight-year-old Kevin’s family are film called Swiss Family Robinson, also a book, about a Swiss family who find themselves on
a desert island when their boat sinks. And do you know what? I like it, too. So guys – here’s
going to Paris for the holidays. On today’s topic. Old films about families. So you know my opinion, what about yours?
the day of their flight, they wake up 3 comments reply to post share

late and, in the resulting confusion,

How about the Home Alone films in the 1990s, all about 8-year-old Kevin McCallister? The first one is definitely
leave Kevin at home. the best. Kevin’s parents forget to take him on the family Christmas holiday. Kevin is happy at first because he’s
got the whole house to himself and his brothers and sisters aren’t there to annoy him. He has lots of fun stopping
The Incredibles is a 2004 Oscar- two silly criminals from robbing the family home. But he starts to miss his family and on Christmas morning he
winning animated feature film gets the best present of all – everyone comes back home! It was funny then and it’s still funny now.
Emma, Brighton
directed by Brad Bird which was
Whose favourite family is the Parrs in The Incredibles? Remember them? The Parrs are like most families. You
followed by a sequel in 2018. know, they fight and argue and have fun. But they’re also a family of superheroes. Dad is super strong. Mum is
Incredibles 2 was also nominated super stretchy. Violet, their eldest child, can turn invisible, and then nobody can see her. Her younger brother
Dash is super fast and her baby brother Jack-Jack has laser eyes. I think those films are great, old or not.
for an Oscar, but didn’t win. Bird Max, Birmingham

hasn’t ruled out the possibility of I like your comments, Max and Emma. And here is mine. The Addams Family! They’re a really strange family
who live in a normal town. They all wear black. They live in a huge old house. Other families think they’re
developing a third instalment. a little bit scary, but the Addams family don’t care. The parents, Gomez and Morticia, and their children,
Wednesday and Pugsley, are happy being different. And there’s Cousin It, too. He (or she – no one is sure)
The Addams Family films are based is covered in fur. And finally there is Uncle Fester, Gomez’s brother. They’re one of the best loved screen
on a series of cartoons about an families of all time – in my house, anyway!
Moira, Edinburgh
unusual family by American artist
Charles Addams. The cartoons
appeared in The New Yorker
magazine from 1938 to 1988. It was
first adapted as a TV series from 1966
to 1968, then as a trilogy of live-
action films in 1991, 1993 and 1998.

7 Ask students to work

individually and decide which
film family to describe before
completing the list.
Film families
8 Ask students to use the
7 Think about your favourite film family. 8 Make notes about your favourite
information in Exercise 7 to make Tick (✓) the things they do. film family. Are they a good family?
more detailed notes. My favourite film family are . 9 SPEAKING Work in small groups. Tell each other
• They help each other. about your favourite film families, and decide
9 Allow about three minutes for the • They fight a lot. together which one is the best.
groupwork activity. You could do • They laugh a lot.
• They spend a lot of time together. The Incredibles are usually a good family because …
Exercise 9 as a mingle activity. • They talk about their problems.
Students speak to as many other • They are good friends.
But sometimes they …
students as they can, making 39
notes of the families described.
Elicit suggestions for the best film
family, and get the class to agree
on their choice. Activity idea Film families
Put the students in groups and tell the students that they each have to describe
one well-known family to the rest of the group, who have to guess who they are
Homework talking about. Encourage the students hold back on details that would make it
Ask students to draw a family tree too easy for the others to guess.
for their chosen film family and
label it with information. In class,
form pairs of students to describe
different families. Ask them to
describe their family tree to their
partners, who should use the
information to try and draw the same
tree. Finally, get them to compare
their pictures for any differences.
more
Worksheets
Project Families
Creative ing Communication All in the family
Creating new content from own ideas or other sources Get ing What is a family?
Communicates personal response to creative work from art, music or literature.

U n i t 4 | A l l i n t h e f a m i l y T39
 Unit 4
All in the family Grammar; Vocabulary

Warmer
Put students in groups and ask:
GRAMMAR whose and possessive ’s
What’s your favourite possession?
Why?
Possessive adjectives Look
and pronouns Be careful with whose and who’s.
Whose = belongs to someone:
1 Complete the sentences with the words in the list. Whose tablet is this? = Who does this tablet belong to?
Look at the blog on page 39 and check your answers. Who’s = who + is:
1 When checking their work, Who’s that person? = Who is that person?
my | mine | your | yours
ask students to underline the
1 So you know opinion, what about ? 3 Choose the correct words and complete the rule.
sentences on page 39. 2 I like comments, Max and Emma. And here A 1Whose / Who’s favourite family is the Parrs?
1 my, yours is  . B The Parrs are 2Max’s / Maxs’ favourite.
2 your, mine 2 Complete the rule with pronouns and adjectives.
A 3Whose / Who’s Violet’s baby brother?
B Jack‒Jack.
Then complete the table.
2 Ask students to study the RULE: To ask about possession, we use the question
examples in Exercise 1, then RULE: Possessive 1 come before a noun to
show who something belongs to, e.g., It’s my book.
word 1 .
To talk about possession, add 2 to the end of
do the task. When checking Possessive 2 can take the place of the possessive a name / noun.
adjective and the noun, e.g., The book is mine. If the name / noun ends in an ‒s, we add an apostrophe
answers, explain that the use (’) after the ‒s.
of the -s in possessive possessive adjectives possessive pronouns
pronouns does not relate to 0 It’s my book. The book is mine . 4 Choose the correct words. Compare your answers
with a partner.
singular vs. plural: e.g., 1 It’s your book. The book is .
1 A Whose / Who is this phone?
These are their books. NOT 2 It’s book. The book is hers.
B Ask Jenny. I think it’s her / hers.
These are theirs books. 3 It’s book. The book is his. 2 Hey! That’s my / mine sandwich – not your / yours.
4 It’s our book. The book is . 3 A Whose / Who do you sit next to in Maths?
RULE:
B Rashid / Rashid’s.
1 adjectives 5 It’s book. The book is theirs.
4 A Is that your parent’s / parents’ dog?
2 pronouns B Yes, I think it’s their / theirs.
workbook page 36
1 yours 2 her
3 his 4 ours
VOCABULARY
5 their Family members
5 Read the text. Complete the spaces in the picture Dad’s 1 brother
3 Check the answers for the with the missing family words. My 2 Bob
My 3 Jemma
task before asking students to
complete the rule. When you Here’s a photo of my dad’s side of the family. My
dad’s got a big brother called Bob. He’s my uncle Grandpa Roger
0

check the rule, stress that whose and he’s great. He’s so funny. His wife Jemma is
is not a contracted form of either my aunt, of course. She’s also really nice. They’ve
got two sons – Jimmy and his little brother Robin.
who has or who is: e.g., Whose They’re my cousins. Jimmy is also my best friend.
favourite family is the Parrs? NOT My dad and Bob have the same mum and dad.
They are my grandparents. I call them Grandma
Who’s favourite family is Diana and Grandpa Roger. They’re really nice to
the Parrs? me because I’m their only granddaughter.
1 Whose 2 Max’s 3 Who’s
6 SPEAKING Work in pairs. How many sentences can
RULE: 1 whose 2 ’s you make about the family in two minutes? My dad 4
Diana

4 1 Whose, hers Diana is Roger’s wife. Jimmy is Jemma’s son. My 5 Jimmy’s 6 brother
2 my, yours Jimmy (also my 7 )
3 Who, Rashid 40
workbook page 39

4 parents’, theirs
Workbook p36

Get it Right! 5 Ask students to underline the Language note Possessive

words for family members in
Possessive adjectives and pronouns,
the text on page 39. Then get
forms
Possessive ’s We use possessive adjectives before
Student’s Book p123 students to do the task. As
you check answers, elicit which the noun they refer to. We only use
words can refer to either male possessive pronouns on their own,
or female family members without a noun. Note that this is the
(cousin, grandparent as well as only case where the two forms are
grandchild). identical: This is his bag. This bag
1 big 2 uncle 3 aunt 4 Grandma is his.

more 5 cousin 6 little 7 cousin We also use possessive pronouns

to give examples of a particular
6 Do this as a contest. Students group of people. Note the use of
Workbook
take turns to say a new sentence the preposition of: John is a friend of
Grammar p36, Ex.1–5
about the family. Allow mine. Is Clara a cousin of yours?
Vocabulary p38, Ex.1–2
relationships to be described
Vocabulary Extra p39, Ex.1–2 The possessive ’s form can be used
from both directions (Jimmy is
both before a noun, and on its own:
Worksheets Robin’s brother; Robin is Jimmy’s
Grammar presentation: whose and possessive ‘s
That’s Ann’s bike. This is my bike, and
brother.). When someone can’t
Grammar Worksheets 4 that’s Ann’s.
make a new sentence, repeats
Vocabulary Worksheets 4 a sentence or says something
wrong, they lose.
Workbook p39
T40 A l l i n t h e f a m i l y | U n i t 4
Unit 4
All in the family Listening; Pronunciation; Functions

7 Check/clarify: give somebody ALL IN ThE fA M I LY UNIT 4

a lift, cooked breakfast, jokes.
Ask students to describe in their LISTENING
own words what’s happening in
each picture. Then, ask them to
do the matching task.
A4 B3 C1

8 4.02 Ask students to listen

for clues to decide which picture
shows which situation, then find
the names of the speakers. Elicit
their family relationships.
1 Olivia and Lori (sisters) 2 Tom and
his mum (son and mother)
A B C
9 4.02 After each dialogue, pause
the audio so students have enough
7 Read and match three of the sentences with fUNCTIONS
time to write their answers. the pictures. Asking for permission
1 her red T-shirt 2 to the cinema Why I love my family!
10 Complete the sentences from the listening.
with her friends 3 lending Lori 1 Mum always gives me lifts to parties. (Tom, 15)
2 Dad makes the best cooked breakfast at the
her red boots 4 Saturday from 8 weekend. (Eddie, 17)
Asking for Saying yes Saying no
permission
5 five kilometres 6 at midnight 3 My aunt takes us climbing on Saturdays. (Jason, 16) 1
I Of course No, you
4 My big sister Olivia lets me borrow her clothes.
borrow your you can. 2
.
(Lori, 13)
red boots?
5 My grandad tells the best jokes. He’s so funny.
Pronunciation (Chloe, 14)
6 My brother loves helping me with my Maths 11 Think of requests that you make to different
-er /ə/ at the end of words homework. (Becca, 14) members of your family. Write them down.
Student’s Book p120 Use language from Exercise 10.
8 4.02 Listen to the dialogues. Who is talking?
Can I borrow …? Can I have …?
Dialogue 1 – and
10 Students should try and complete Dialogue 2 – and 12 Read your requests to your partner. Can he/she
guess who you say this to?
the expressions from memory. 9 4.02 Listen again and answer the questions.
For weaker classes, play the Compare your answers with a partner. 13 Write a short dialogue for the picture.
audio again to help them. 1 What is Lori looking for?
2 Where is she going?
1 Can 2 can’t 3 What does Olivia say ‘no’ to?
4 When is Nathan’s party?
11 Ask students to make a list of 5 How far away is Foxton?
their family members, then write 6 What time does Tom need to leave the party?

at least one request for each PRONUNCIATION

person. Remind them that after ‒er /ə/ at the end of words Go to page 120.

Can I … they should say what

they would like to do, not what
they would like the other person
to do (e.g., Can I borrow your 41

bike? NOT Can I lend your bike?).

12 To make guessing easier, students

could first tell their partner about Language note can for permission
who is in their family. Monitor the We use can to ask for permission. It is a modal verb, so it has the same form
correct use of Can I … for asking for all persons. We use the base form of the main verb after modals. In short
for permission. answers, we repeat the modal in positive or negative form, but not the main
verb: Yes, you can. NOT Yes, you can have.
13 This task can be set as homework
or done in class. Tell students
that their dialogue should have at
least five exchanges. Encourage
students to use the dialogues
from the audio as models.

Homework
Ask students to find a photo of their
extended family, and then write a more
description of relationships within
the family. Ask students to use the Workbook
text in Exercise 5 on page 40 as Listening p42
a model. Pronunciation p119

U n i t 4 | A l l i n t h e f a m i l y T41
 Unit 4
All in the family Reading; Train to

Warmer
With books closed, lead a class
discussion about who people
consider heroes in real life. Ask: SUZIE HER MUM
SAVES HER
SUZIE SAVES MUM
What makes them special?
One day Suzie McCash went shopping with her mum in Tynemouth,
England. Suzie was four years old. Her mum didn’t feel very well at the
shops, so they went home.
1 4.05 Focus on the title as well In the house, Suzie’s mum went to lie on the sofa. She was there for a
as the photos when eliciting long time. Her eyes were shut and it wasn’t easy for her to breathe. Suzie
was worried. Was her mum really ill? Suzie went to the house next door,
predictions from students. Accept but the neighbours weren’t there. So she phoned 999 – the emergency
all ideas at this stage. telephone number for the police.
A four-year-old girl’s mother had The police officer was very kind and Suzie was calm.
a medical emergency, and the child OFFICER: ‘What’s your mummy doing now?’
phoned the emergency services to call SUZIE:
OFFICER:
‘Um, she’s just sitting on the sofa and she’s doing nothing.’
‘Are her eyes open?'
for help. SUZIE: ‘No, they’re shut.’
And later…
OFFICER: ‘Can you open the door? Can you be a big girl?’
2 Ask students to underline the
part of the text that gives Soon the police were at their house and an
information about each event. ambulance was there, too. About an hour later,
Suzie’s mum was OK again. A doctor said: ‘Her
This will help them decide on the mummy was very sick. Without Suzie’s phone
correct order. call, her mummy might be dead now.’
1 c 2 e 3 a 4 d 5 b (d is not in Suzie’s story was in the newspapers and
people were surprised and happy about it.
the article, but it should be part of an She was a very brave girl and, a year later,
emergency call) she was in the news again because she
was named a Child of Courage at the
Pride of Britain Awards for helping her
mother.
3 Explain that students will not
find the answers in the text word
READING
for word, but that there is enough
1 Look at the title. What
information for them to work out
4.05

do you think happened? Read and Making inferences

who may have said each thing. listen to the article and find out. 3 Work in pairs. Who says these sentences? Mark them S (Suzie),
Do the first one together as a 2 Read the article again. Put the
P (police officer) or M (Mum).
class to demonstrate. sentences in the correct order. There 1 ‘It’s open.’ 4 ‘How can I help?’
is one event that is not in the article. 2 ‘Is she injured?’ 5 ‘I can hear an ambulance.’
1 S 2 P 3 M or P 4 P Where do you think it goes? 3 ‘She’s so amazing.’ 6 ‘How old are you?’
5S 6P a Suzie phones the police.
4 Work in pairs. Write one more thing for each person to say.
b The ambulance arrives.
1 Suzie 3 The ambulance driver
4 Give pairs time to brainstorm c They come home from
2 The police officer 4 Suzie’s mother
the shops.
ideas and to write down their d The police officer asks Suzie 5 Read your sentences to another pair for them to guess.
sentences. Monitor progress, and where she lives.
e Suzie’s mum lies down on
help with language or if they are the sofa.
I think Suzie says that. That’s probably the police officer.
stuck for ideas.

5 Ask pairs to take turns to read

42
the others their sentences. To
increase speaking time, you could
form groups from four different
pairs – giving students twice as Culture note
many sentences to discuss. The article tells a true story which happened in 2016. Suzie’s mother, Rowena
McCash, suffered a severe allergic reaction. As well as making the emergency
call, Suzie also managed to open the front door and give the paramedics a
detailed description of her mother’s symptoms.
The traditional emergency number in the UK for the police, ambulance, fire
brigade and coastguard is 999. In the USA, the emergency number is 911.
Emergency calls are free, and they can be made from mobile phones even if
their keypad is locked.

Activity idea Making an emergency call

Put students in groups and ask them to discuss and make a checklist for how to
make an emergency call in their country. Remind them to think about what number
to call, what information to provide, and anything else they consider important.
more Elicit suggestions from a group, then ask the class to suggest and agree on
changes or amendments to their checklist.
Workbook
Reading p40, Ex.1–5
Creative ing
Train to p42, Ex.5
Competency: Evaluating ideas, arguments and options
Identifies assumptions and inferences in an argument.
T42 A l l i n t h e f a m i l y | U n i t 4
Unit 4
All in the family Grammar; Vocabulary

11 Grammar rap! ALL IN ThE fA M I LY UNIT 4

was / were VOCABULARY

Feelings

6 1 wasn’t 2 Was 3 weren’t 4 were 11 10 Match the sentences.

1 Our daughter was first in the race.
2 It was 9 pm and Mum wasn’t home.
7 Before students work out the GRAMMAR 3 That wasn’t a nice thing to say to Miriam.
forms for the past simple of be, was / were 4 That Maths lesson was really difficult.
elicit the present simple forms. 6 Look at the examples from the article on page 42.
5 I wasn’t expecting a big party.
6 The students were really noisy.
Highlight the use of contractions Choose the correct words.
7 It was a really good horror film.
for wasn’t and weren’t. 1 It was / wasn’t easy for her mum to breathe.
8 The test was really hard.
2 Was / Were her mum really ill?
1 wasn’t 2 weren’t 3 Was 3 The neighbours wasn’t / weren’t there. a She’s really upset now.
4 was 5 wasn’t 6 Were 7 were 4 People was / were surprised and happy about it. b And the teacher was angry.
c I was very surprised to see so many people there.
8 weren’t 7 Complete the table. d I’m really confused now.
e We are so proud of her.
8 Before they begin, ask students Positive Negative
f I was relieved when it was over.
I/he/she/it 0 was . I/he/she/it 1 (was not).
to underline the noun or pronoun g I was a bit worried. Where was she?
You/we/they 0 were . You/we/they 2 h I was really scared at the end of it.
in each sentence that the verb be (were not).
will refer to. Questions Short answers 11 Match the sentences in Exercise 10 with the
pictures. Write the numbers 1–8.
1 Were, wasn’t, was 2 Was, was, 3
I/he/she/it? Yes, I/he/she/it 4 .
No, I/he/she/it 5 .
was 3 Was, wasn’t, was 4 Were, 12 Add more words to the spider diagram for feelings.
6
you/we/they? Yes, you/we/they 7 .
weren’t, was 5 Were, weren’t, were No, you/we/they 8 .

9 Monitor the students and check 8 Complete the questions and answers with was, were, feelings
the correct use of was / were. wasn’t or weren’t.
Workbook p37 1 A you in bed at 9 pm last night?
B No, I .I in the kitchen with my
workbook page 38
mum and dad.
10 Get students to complete the 2 A your teacher happy with your homework?
task, and check answers. B Yes, she . She very happy with it.
3 A it hot yesterday?
1e 2g 3a 4d 5c 6b B No, it . It really cold.
7h 8f 4 A we at school yesterday?
B No, we . It Sunday!
A B
11 Check/clarify: upset, relieved, 5 A your parents born in the UK?
B No, they . They born in India.
worried.
9 SPEAKING Work in pairs. Ask and answer
Elicit situations where one might the questions in Exercise 8.
have these feelings, then get workbook page 37
students to complete the task.
C D
When checking answers, elicit
which adjectives are positive and
which are negative.
A7 B8 C4 D1 E5 F2
G3 H6 E F H
G 43
12 Set a time limit. Ask students to
write as many adjectives for
feelings as they can think of. The
person with the highest number Language note was / were
of correct words wins. Also elicit The past of to be is was and were. We use was with I, he, she and it, and were
if each adjective is positive, with we, you and they.
negative or neutral. Like the present of be we make the negative by adding not after the verb (this is
Workbook p38
often contracted to make wasn’t and weren’t). Questions are formed by placing
the verb before the subject. Note that with was and were, students don’t use
Homework did as an auxiliary verb.
Students write a paragraph
describing an event where they
had one of the feelings taught in Activity idea
Exercises 10 or 12. A feeling for every situation
Put students in pairs. Ask students to more
describe a situation to their partner
in which one of the adjectives for Practice Extra Worksheets
feelings could be used, without saying Unit 4 Practise it! Grammar rap! was /
were
the adjective. Their partner then has Workbook Grammar Worksheets 4
to guess the correct adjective. Grammar p37, Ex.6–9 Vocabulary
Vocabulary p38, Worksheets 4
Ex.3–4

U n i t 4 | A l l i n t h e f a m i l y T43
 Unit 4
All in the family Culture

12
Family traditions around Family traditions
the world around the world
12

Ask students to look at the title and

elicit what we mean by a tradition
(something done for a long, long
1 Look at the photos. What do they show?
time by a group of people). Get
2 Read and listen to the article. Write the
students to watch the video and 4.06

names of the countries under the photos.

ask: What kind of celebrations and A
3 What family traditions are there in your country?
traditions does the video mention?
(lantern parades, eating grapes at
New Year’s Eve, wearing white to the
beach, eating or cooking a special
FAMILY TRADITIONS
meal, gardening). Then ask: Why do around the world
we have these traditions? (to learn The idea of the family is important all
about the past, to connect people) over the world and many countries have
special occasions to celebrate it. Let’s look
at a few …
FIRST DAY AT SCHOOL – GERMANY
Culture notes In Germany, the first day at school is a very important
Family celebrations time for all children. There is a special event called an
Einschulung. Everyone in the family meets to give the child
B

In most cultures around the world, presents, like pens and books, for their new school life. For
the first day of school, parents give their children a large
the most significant life events are paper cone called a Schultüte. Inside there are things for
school and sweets.
celebrated by families. Celebrations
common to cultures worldwide REMEMBERING YOUR ANCESTORS – JAPAN
usually include: births, weddings, In traditional Japanese houses you often find a butsudan.
A butsudan is a special place where you go to remember
birthdays, anniversaries, and funerals. your dead relatives. People usually put things on the
There are also many celebrations butsudan for their ancestors: a book, some flowers or a
bowl of rice, for example. Adults also tell stories about
connected to religious ceremonies, these people to their children so they are not forgotten.
important historical events, or certain
days of the annual calendar – but not LOOKING AFTER ANIMALS – INDIA
Pets are popular in many cultures around the world. C
all people celebrate these. Looking after an animal helps a child learn how to
be responsible. Every year in India there is a Hindu
The Federal Republic of Germany festival called Thai Pongal. During the festival families
is a country in Central and Western feed cows and birds to give thanks for these animals.
Children also learn that all living things are connected
Europe, the largest in the European and must share the world together.
Union, with a population of over
WRITING POEMS – THE NETHERLANDS
80 million. Its capital is Berlin.
In the Netherlands people celebrate the winter holiday on
Japan is a country in East Asia, lying the 5th December. This holiday is called Sinterklaas. People
give each other presents, but they also have a very special
on a chain of islands off the coast tradition. Each member of the family writes their name on
of the Asian continent. It has a a piece of paper and puts it in a hat. Everyone then takes
a name from the hat and writes a poem about this person.
population of more than 125 million. Everyone sits in a circle and reads out their poems. D
44
Its capital is Tokyo, one of the largest
metropolitan centres in the world.
India is one of the largest and most
1 Ask students to describe the photos in their own words. Accept any
populous countries in the world,
suggestions, no matter how far-fetched. Ask: Do you have similar traditions
lying on the Indian subcontinent
in your country?
in the south of Asia. Its population
is estimated at around 1.5 billion. 2 4.06 Check/clarify: traditional, presents, ancestors, responsible.
Its capital is New Delhi.
As you check the answers, remind students to reflect on their suggestions in
The Netherlands is a country located Exercise 1 for what the pictures show.
in the northwest of Europe. It has A Netherlands B Germany C Japan D India
a population of 17 million. Its
capital is Amsterdam, but the seat 3 Lead a class discussion about traditions. When students have discussed
of government is in The Hague. their own country’s traditions, elicit some examples of traditions from other
The country is often colloquially countries they have spent time in or that they are familiar with.
referred to as Holland, which is the
name of one of its regions.

Social Responsibility
Understanding own and others’ cultures
Makes informed comparisons between their own society and other societies.

T44 A l l i n t h e f a m i l y | U n i t 4
Unit 4
All in the family Culture; Writing

4 Ask students to underline the ALL IN ThE fA M I LY UNIT 4

parts of the text that support
their answers. 4 Read the article again and answer the questions. 6 VOCABULARY There are six highlighted words in

the article. Match the words with these meanings.

1 A special event in Germany to 1 What is an Einschulung?
Write the words.
2 What can you find inside a Schultüte?
celebrate the first day of school. 3 Where can you find a butsudan? 0 to have fun, do something special, for
2 Inside the Schultüte there are 4 What is Thai Pongal? example on a friend’s birthday celebrate
1 something important or unusual that
sweets and things for school like 5 When and where do people celebrate Sinterklaas?
happens
books and pens. 5 Work in small groups. Talk about any special 2 to give food to
traditions your own families have.
3 Inside traditional Japanese houses. 3 to have something at the same time
with other people
4 Thai Pongal is a Hindu festival in We all have breakfast together at the local café on Sundays. 4 the people in your family
India when families feed cows and 5 something you give to a person on
a special day
birds to show and give thanks for We usually spend the summer
holidays at our grandparents’ house.
these animals. I take my mum and dad a cup of tea in bed on Sunday mornings.
5 December 5th in Holland

5 Ask students to read the task, WRITING Daniel

then read out the examples An invitation
DanielB@thinkmail.com

for them to stress that family 1 INPUT Read the emails. Answer the RE: Party!

traditions can be relatively small questions.

Hi Jen,
things they do together. Monitor 1 Who is Ella? I’d love to come to your party on Friday, but I’ve got a small problem. I’ve
2 Can Daniel go to the party?
the discussions, making a note of got theatre practice from 7 to 8 pm. Can I arrive a bit late? Is that OK?
No problem with the playlist. I’ve got some great new songs.
the most interesting ideas to elicit Jen See you on Saturday.

in open class at the end of the Jen_Walker@hooray.co.uk Daniel

activity. Party!
3 ANALYSE Which pairs of sentences in Exercise 2 can

you use to do these things?

6 1 event 2 feed 3 share Hi Daniel,
Would you like to come to my house on 1 accept an invitation 4 make a request
4 relatives 5 presents Saturday for a party at 8 pm? It’s my cousin 2 give an order 5 refuse an invitation
Ella’s birthday. 3 make an invitation
My address is 43 Park Street. Can you make
a playlist for the party? I love your music. 4 Read the invitation again and answer the questions.
Hope you can come. Let me know soon. 1 What is the invitation for?
Jen 2 What special requests does Jen make?
1 1 Jen’s cousin 2 Yes, he can. PS Don’t tell Ella. It’s a surprise!
(A bit late, after theatre practice.) 5 PLAN You want to invite a friend to your house.

What information should you include? Tick (✓) the

2 Match the sentences with the same correct answers.
2 Do the first pair of expressions meaning. Write a–e in the boxes.
your address
together with the class. Explain a Would you like to come to my party? how many brothers and sisters you’ve got
b I’d love to come to your party.
that using a variety of different c I’m sorry I can’t come to your party.
the time you want them to come
the reason
ways to say things will make d Make a playlist, please. who your favourite singer is
e Don’t tell Ella.
their writing style better. Ask the day or date you want them to come
I don’t want Ella to know.
students to find one expression Can you make a playlist?
6 PRODUCE Write an invitation to a friend. Choose one of

that the friends wouldn’t use in these reasons. Include a special request or instruction.
Can you come to my party? (50 words)
their emails (I’d be very happy to I’d love to come, but I can’t.
• It’s your birthday.
I’d be very happy to accept your
accept your invitation.), and why invitation. • You’ve got a great new series online to watch.
• You’ve got a new computer game.
(too formal).
45
e, d, a, c, b

3 1b 2e 3a 4d 5c

4 1 Ella’s birthday party at Jen’s house. Homework

2 Don’t tell Ella. Make a playlist. Ask students to produce a poster about family traditions in their country.
For each celebration, they should find photos or draw illustrations, look up
5 Ask students to underline the necessary information online and write short descriptions, using the paragraphs
points Jen has included. Then on page 44 as models. In the next lesson, display the posters and ask the class
elicit which points we should to vote on the best one.
always include in an invitation.
Your address. The time you want them
to come. The reason. The day or date
you want them to come.

6 Ask all students to write and send

an invitation to you by email. In more
your reply, praise them for what
Practice Extra
they did well and accept their
Unit 4 Master it!
invitation. Make them feel that
the focus is on communicating Workbook
their wish to invite someone, Developing Writing p41
not on their English. Instead of Tests
marking errors, make notes for Unit, extension and skills test 4
yourself about any language you
will need to revise in class.
U n i t 4 | A l l i n t h e f a m i l y T45
 Units 3 & 4
A2 Key for Schools

1 In A2 Key for Schools Reading

and Writing Part 2, candidates A2 Key for Schools
have to read three short texts on
the same topic followed by seven READING AND WRITING Part 4: 3-option
questions. They have to match Part 2: 3-option multiple choice cloze workbook page 89
each question to one of the texts. multiple choice workbook page 35
2 For these questions, choose the
This part of the exam tests 1 For each question, choose the correct answer. correct answer for each gap.
locating specific information by
reading quickly and understanding
detail by reading carefully.
MEET SOME young Pelé: the star
Encourage your students to do
SPORTS STARS It is 1 1958. In Solna, Sweden, it is a
semifinal of the World Cup between Brazil

A AMY
the following when they approach and France. Brazil’s 17-year-old player, Edson
Arantes do Nascimento, gets three goals
this task: and his team 2 the match. People now
My parents love sports. My mum was in her 3
him as Pelé, and he is the youngest
• Read each question to find out college volleyball team, and my dad plays ice player to play in the 1958 World Cup. In the
hockey. We do a lot of sports together: swimming,
what information they need to climbing and cycling. My favourite is swimming.
final match, Brazil wins against Sweden, 5–2,
and this 4 Pelé scores twice.
look for in the texts. I practise every day from 6 to 7 am, and now I’m
in my college’s team. My dream is to be really Now 5 in the world knows his name.
good and to swim in the Olympic Games. In 1962, Brazil win the World Cup again, but
• Quickly read the texts and try without Pelé, because he hurt himself. But

B BARBARA
to find the parts relevant to in 1970 in Mexico, Brazil and Pelé are the
each question. world’s best 6 .
In 92 games for Brazil, Pelé scores 77 goals.
My brother and I live with our mum. She isn’t
• Read the relevant piece of text very interested in sports, but she’s happy that we He is one of the country’s great sports people.
like them. I love skiing and now it’s the only thing
carefully to check whether it I want to do! It’s an expensive sport, but at the
answers the question. weekends, I work in a shop in town. This way I 1 A 9 am B Sunday C June
can save a lot of money to buy equipment, go to 2 A starts B wins C makes
• Before choosing the answer, the mountains and practise. I hope to be in the
national ski team one day. 3 A know B call C say
check that the other texts 4 A time B moment C hour

C CINDY
5 A people B all C everyone
don’t contain anything that 6 A again B new C more
could answer the questions.
I’m tall like my father and my uncle. My dad wants
If one of them does, decide me to play basketball, but I think I prefer running. LISTENING
My uncle was a very good runner, and I’m good,
which text best matches the too – but I can’t run long distances like he did Part 3: 3-option
question. when he was young! I’m a good basketball player,
too, so right now I’m trying to decide: basketball
multiple choice workbook page 43

1B 2B 3A 4C 5A 6A or running? It’s difficult, but I have to choose one. 3 4.07 For each question, choose the correct
answer. You will hear Jackie talking to her friend
7C Oliver about his family.
Workbook p35 ra
y rba ndy
1 Who has a job so she is able Am Ba Ci 1 The party was for Oliver’s
to do her sport? A B C A brother. B dad. C uncle.
2 In A2 Key for Schools Reading 2 Who travels to another place 2 The party was Friday
and Writing Part 4, candidates to practise her sport? A B C A evening. B morning. C afternoon.
3 Who does sport with her parents? A B C 3 Oliver’s aunt is called
have to read a short text with six 4 Who doesn’t do the sport A Anna. B Carla. C Ruth.
numbered spaces, then decide a parent wants her to do? A B C 4 Mike is Oliver’s
which of the three words 5 Who gets up early to practise? A B C A brother. B dad. C cousin.
6 Who has parents who like sports a lot? A B C 5 Oliver has got
provided belongs in each gap. 7 Who has a problem about A one sister. B two sisters. C one brother.
This part of the exam tests which sport to do? A B C
understanding of words within
a context. 46

Encourage your students to do

the following when they approach
this task: 3 4.07 In A2 Key for Schools Listening Part 3, candidates have to listen to
an informal conversation and answer five 3-option multiple-choice questions.
• Skim the text to find out the This task includes questions on the opinions and attitudes of the speakers,
topic and general meaning. and it tests understanding of detailed information.
• Work through the six Encourage your students to do the following when they approach this task:
questions, reading the whole
sentence to choose the • Read and listen to the instructions to understand the context of the
correct word to complete conversation.
each gap. • On the first listening, try to get the gist and choose the best option for
• After choosing an answer, each question.
check the other two options • On the second listening, check all the answers carefully, focusing on
and decide why they are specific information.
wrong. 1C 2A 3A 4C 5B
Workbook p43
• Read the completed text
again to make sure it makes
sense.
1C 2B 3A 4A 5C 6A
Workbook p89

T46 A 2 Key f o r S c h o o l s | U n i t s 3 & 4

Units 3 & 4
Test Yourself

1 1 carrots 2 relieved 3 spicy

4 angry 5 boiled 6 scared TEST YOURSELf UNITS 3 & 4
7 chicken 8 confused 9 big
10 grandparents VOCABULARY
2 1 much 2 was 3 ours 4 many 1 Complete the sentences with the words in the list. There are two extra words.

5 Our 6 were angry | big | boiled | carrots | chicken | confused

grandparents | grilled | proud | relieved | scared | spicy
3 1 too much many beans 1 I don’t like many vegetables – just peppers and .
2 I was really worried about the exam, so I was when it was over.
2 It’s my mine
3 The curry is too . I can’t eat it.
3 My parents was were very proud 4 It was a really silly thing to do. My parents were really with me.
4 I really like hers her sister 5 To make potatoes, you need to cook them in water for about 20 minutes.
6 There was a strange noise outside the house. We were a bit .
5 How many much water
7 Ali’s a vegetarian. She doesn’t eat .
6 Kevins’ Kevin’s book 8 I don’t really understand this homework. I’m a bit .
9 Freddie’s my brother. I’m 14 and he’s 20.
4 1 sorry, worry 2 think, so 10 My mum’s mother and father are my . /10

3 Can, course 4 out, can’t

GRAMMAR
2 Complete the sentences with the words in the list.

many | much | our | ours | was | were

1 How sugar do you want in your coffee?
2 It really cold yesterday.
3 That’s not your cat, it’s .
4 There are too socks on your bedroom floor!
5 rabbit’s called Spike.
6 Where you last night?

3 Find and correct the mistake in each sentence.

1 This salad has got too much beans.
2 That’s not your sandwich. It’s my.
3 My parents was very proud of my school report.
4 I like Kate and I really like hers sister too.
5 How many water do you want?
6 I think this is Kevins’ book. /12

fUNCTIONAL LANGUAGE
4 Write the missing words.
1 A I’m late. I’m really .
B Don’t . We’ve still got lots of time.
2 A I this question is really difficult.
B I think , too.
3 A I borrow your bike, Dad?
B Of you can.
4 A Can I go tonight?
B No, you . /8

MY SCORE /30

22–30 10–21 0–9 47

The Cambridge Life Competencies Framework

Critical ing
Evaluating ideas, arguments and options
Watch this video for a tip on developing
your students’ critical thinking skills.
Scan the QR code here

U n i t s 3 & 4 | Te s t Yo u r s e l f T47
 Unit 5
No place like home Reading

Warmer

5 NO PLACE LIKE
Ask students what they think the unit
OBJECTIVES

hOME
title means. Elicit ideas, and ask the
fUNCTIONS:
rest of the class to comment. making and responding to suggestions;
talking about events in the past

GRAMMAR:

13 Get ing
past simple (regular verbs); modifiers:
quite, very, really; past simple negative

Ask: What makes a place a home? VOCABULARY:

parts of a house and furniture; adjectives
Elicit any suggestions, then get Watch the video and think: what does with ‒ed / ‒ing; phrasal verbs with look
13
'home' mean to you?
students to discuss the question in
small groups. Get them to feed back
with their ideas to the class.

1 5.01
1C 2E 3D 4A 5F 6B
A B C
2 Before they do the matching task,
clarify the meaning of each verb.
Mime the action and ask students
to guess the correct verb.
1 cook, eat 2 sleep, watch TV, eat
3 wash 4 watch TV, eat 5 eat
6 play football, eat, sleep
D E F
3 Monitor and help with any
unfamiliar verbs students might
READING 4 SPEAKING Look at the photos on page 49.
need to describe activities for What can you say about the house?
1 Match the words (1–6) with the photos
each room. Elicit some of the 5.01

(A–F). Then listen and check. 5 5.02 Read and listen to the magazine article.
more interesting or unusual ideas Choose the correct option A, B or C.
1 kitchen | 2 bedroom | 3 bathroom
in class for feedback. 4 living room | 5 dining room | 6 garden
1 Angelo first went to the cave house because it
started to rain.
A Right B Wrong C Doesn’t say
4 Elicit ideas in open class. Ask the 2 Match the verbs in the list with the rooms in
2 Angelo wanted to change the cave house.
Exercise 1. (Some verbs go with more than
other students to comment. one room.) A Right B Wrong C Doesn’t say
3 Angelo’s parents are Italian.
5 5.02 Explain that students cook | eat | play football | sleep | wash | watch TV A Right B Wrong C Doesn’t say
4 Angelo asked a friend to help him paint the house.
should only mark a sentence 3 SPEAKING Work in pairs. Have you got the A Right B Wrong C Doesn’t say
B (Wrong) if the text has same ideas? What other activities do you do 5 There’s no internet in the cave house.
in these rooms?
information that contradicts it. A Right B Wrong C Doesn’t say
6 It’s expensive to stay in the cave house.
This type of task is not a test of I talk to my dad in the kitchen. A Right B Wrong C Doesn’t say
logic or general knowledge, but
of comprehension of the text. I sing in the bathroom.

1A 2A 3C 4B 5B 6C 48

Objectives Resources for this unit

Functions and speaking Talking about events in the All available online
past; Role play: At a market; Developing speaking:
Videos Worksheets
Making and responding to suggestions
● Get ing: What does ’home’ mean ● Grammar and vocabulary: Basic, Standard
Grammar Past simple (regular verbs); modifiers: quite, to you? and Extension Worksheets
very, really; past simple negative ● Grammar rap!: Past simple negative ● Project: Green homes
Vocabulary Parts of a house and furniture; adjectives ● Vlog: Be careful making judgements ● Communication: No place like home
with -ed / -ing; WordWise: Phrasal verbs with look Get ing, Grammar rap! and
Tests ●
Values Following your dreams ● Unit, extension and skills test 5 Life Lessons video Worksheets
Life Competencies Be careful making judgements

T48 N o p l a c e l i ke h o m e | U n i t 5
Unit 5
No place like home Reading; Values

Culture note NO PLACE LIKE h O M E UNIT 5

Angelo’s house, The Rockhouse

Retreat, is near the River Severn, THE 21ST CENTURY
close to the town of Bewdley.
It featured in several newspaper
stories and television programmes,
and is now a popular destination
for relaxing breaks. It is also
occasionally used as a venue for
weddings. It lies in the Wyre Forest,
I n 2007, Angelo Mastropietro was in the
woods in Worcestershire, UK when it started
to rain. He looked for a place to keep dry and
a 26 square-kilometre nature reserve he discovered a cave house! The cave house was
across the border of Worcestershire 800 years old. People lived in the rock‒house
for hundreds of years, but from about 1962, no
and Shropshire. In the 17th and
one lived there and the house stayed empty.
18th centuries, the trees in the forest
were used for timber, but today the Angelo liked the rock‒house very much. He looked into
woods are protected. The railway the possibility of buying it. It was for sale and in 2010
he decided to get it. After that, he started to cut into
line that used to run through the area the rock and to rebuild and modernise the house.
until 1964 is now a walking path. Angelo (who is English, even though his name is Italian)
finished the house in nine months. He was a businessman
before he started the house, and before 2007 he was quite
ill, so he wanted a place where it was possible for him to
6 First, elicit students’ own live in a happy and healthy way. He realised that he didn’t
need to live in a huge apartment and that being closer to
opinions about Angelo’s nature could help him feel better.
renovation project. Ask: Was He worked for over a thousand hours from beginning to
end, and he used £160,000 to buy the house and all the
buying and renovating the things that he needed. He planned everything himself, he Following your dreams
cave house a good idea? Why? moved about 80 tons of rock himself and he painted the 6 Look at what some people said about Angelo’s
house. Angelo tried to make a comfortable place to live.
Why not? Then ask them to do The house has electricity, hot water and wi‒fi, and there is
project. Find the sentences in the text that support
their reasons.
the task. heating under the floors of the rooms. Angelo opened a
He worked for over a thousand hours; deep hole 80 metres under the house to get natural water. That’s too much work for one person.
The house is not huge. It is about 65 m2, with one
… he used £160,000 to buy the bedroom, a living room, a kitchen and a bathroom with a
house and all the things he needed; shower. Angelo doesn’t live there all the time, but he uses He needs a lot more money to get everything.
the house as a place to go to sometimes, to get away from
… but he uses the house as a place to his busy city life. It’s also possible to rent the house and to
go to sometimes, to get away from stay there for a weekend or more. This means that other
Sometimes it’s good to escape from everyday life.
people are able to enjoy Angelo’s happy house and maybe
his busy city life; before 2007 he escape from their busy lives for a few days, too.
was quite ill … He worked for over a Working a lot is not good for him.
thousand hours from beginning to Angelo needs to look after his health.

end … 7 SPEAKING In pairs imagine you are Angelo.

What do you say to the people in Exercise 6?
7 Monitor, and help with difficult
It’s not too much work. It’s fun.
language. Make a note of the
best arguments, and elicit these
at the end of the activity. Ask: I’m not in a hurry and I feel good
when I finish each part of it.
Why is it important to follow your
dreams and not give up? What do 49

you say when other people try to

tell you to give up?
Activity idea My dream
Give students a minute to consider the following questions: What’s your dream?
Homework What do you need to do to achieve it? What objections do you think people will
Get students to write a plan for have? How can you respond to these?
achieving their dream. They should Then, put the students in pairs or groups. Ask them to choose one of the group’s
think about the logical order of dreams and get students to brainstorm, discuss and make notes about it.
actions they’d need to take, and
explain in one or two sentences Groups then use their notes to prepare a one-minute presentation with the title
why each step helps them reach ’My dream’.
their goal. In the next class, ask
some volunteers to present their
action plans to the class, and invite
constructive comments from other
students.
more
Worksheets
Project Green homes
Communication No place like home
Critical ing Get ing What does ’home’ mean to
Evaluating ideas, arguments and options you?
Identifies assumptions and inferences in an argument.

U n i t 5 | N o p l a c e l i ke h o m e T49
 Unit 5
No place like home Grammar; Pronunciation; Vocabulary

Warmer
Elicit from the students the story of
GRAMMAR VOCABULARY
Angelo’s cave house on page 49.
Past simple (regular verbs) Furniture
1 Find the past simple forms of these verbs in the article 3 5.05 Match the words with the photos. Write
and write them below. Then complete the rule. 1–12 in the boxes. Then listen and check.
1 Ask students to find the example
0 start started 5 realise
(started) in the article (second 1 stay 6 work
1 armchair | 2 carpet | 3 cooker | 4 curtains
5 desk | 6 lamp | 7 mirror | 8 shelves
line) and check that students 2 decide 7 use 9 shower | 10 sofa | 11 toilet | 12 wardrobe
3 finish 8 plan
understand that the text is about
4 want 9 try
the past. After checking answers,
get students to find and underline RULE: Use the past simple to talk about finished
actions in the past.
all other examples of the past With regular verbs:
simple in the text and elicit the • We usually add 10 to the verb A G
(e.g., start – started / stay – stayed).
base forms. For each verb, elicit • If the verb ends in ‒e (e.g., use), we add 11 .
which spelling rule in the box • If a short verb ends in consonant + vowel + consonant
(e.g. plan), we double the 12 and add ‒ed.
they follow. • We add ‒ed to verbs ending in vowel + ‒y (e.g., stayed).
1 stayed 2 decided 3 finished • If the verb ends in consonant + ‒y (e.g., try), we
change the ‒y to 13 and add 14 . B H
4 wanted 5 realised 6 worked
7 used 8 planned 9 tried 2 Complete the sentences. Use the past simple form
RULE: 10 -ed 11 -d of the verbs.
12 consonant 13 i 14 -ed 0 I looked (look) up the cave house on the internet.
It’s amazing.
C I
1 We (start) to paint our house last month and
2 This task can be set as homework we (finish) yesterday.
or done in class. 2 She (decide) to change her bedroom,
so she (paint) the walls blue.
1 started, finished 2 decided, painted 3 We (try) to find another house last year
3 tried, wanted 4 visited, wanted because we (want) to move.
D J
5 studied, ordered 6 stayed, helped 4 I (visit) my aunt and uncle because
they (want) to show me their new flat.
7 planned, watched 5 My parents (study) lots of ideas for a new
Workbook p46 kitchen before they (order) it.
6 On my last holiday, I (stay) with my
grandparents and (help) them tidy up
Pronunciation the garden. E K
-ed endings /d/, /t/, /ıd/ 7 Last weekend, John (plan) to organise his
room, but he (watch) television instead.
Student’s Book p120
workbook page 46

PRONUNCIATION
3 5.05 Before students do the ‒ed endings /d/, /t/, /ɪd/ Go to page 120. F L
matching task, give them two
minutes to write as many words 4 SPEAKING Work in pairs. Where are these things in
your house? Tell your partner.
for furniture as they can think of.
The student who writes the most There are mirrors in our bathroom, in my
correct words wins. parents’ bedroom and in our living room.

1H 2 F 3 J 4 A 5 L 6 K 7 I workbook page 48
8 D 9 E 10 C 11 B 12 G
50

4 Students take turns to describe

their homes. The person listening
should make a list of the rooms in
Language notes Past simple
the house, and what furniture
goes where. Monitor for the The past simple form of any verb is the same for all persons. We often use this
correct use of the target grammar tense with certain time expressions referring to a specific period or point in the
and vocabulary. past: yesterday, last week, last month, last year, in the 1990s, etc.
Workbook p48
Furniture
Furniture is an uncountable noun in English. We use a piece of furniture or an
item of furniture when we’re talking about one, unspecified object.

more
Workbook
Grammar p46, Ex.1–4
Vocabulary p48, Ex.1–2
Vocabulary Extra p49, Ex.1–2
Pronunciation p119

Worksheets
Grammar Worksheets 5
Vocabulary Worksheets 5

T50 N o p l a c e l i ke h o m e | U n i t 5
Unit 5
No place like home Listening; Grammar; WordWise

5 Give pairs half a minute or so to NO PLACE LIKE hO M E UNIT 5

describe each picture in their own
words. Monitor, then elicit some LISTENING GRAMMAR
of the most accurate descriptions 5 SPEAKING Work in pairs. Describe the pictures. Modifiers: quite, very, really
in class. 8 Complete the sentences with quite, very and really.
Write the name of the person from Exercise 6 who
says them and complete the rule.
6 5.06 As you check answers,
1 We sit and talk and I feel relaxed.
pause the audio after each 2 It makes me feel nice and warm.
speaker. 3 It was still dark.
1 Tom 2 Paula 3 Jo 4 Andrew RULE: Use words very, really and quite to say more
1 about an adjective.
7 5.06 Play the audio in The words very and 4 are used to make an
adjective stronger. The word 5 usually means
segments. Pause after each ‘a little bit’.
speaker to give students time to
write their answers. 9 Write true sentences about your home using
the words.
1 her grandfather/grandad
0 kitchen – big / small
2 looking at her grandfather’s trains Our kitchen isn’t very big / It’s quite small.
2
3 at Andrew’s school 1 bedroom – tidy / untidy
2 sofa – comfortable / uncomfortable
4 playing the drums 3 home – busy / quiet
5 It’s where her family sit and have workbook page 47
their meals together.
6 nice and warm, safe WordWise:
7 in a hotel in Rio de Janeiro Phrasal verbs with look
8 five days 3 10 Look at these sentences from the unit.
Complete them with the words from the list.

after | at | for | into | up

8 Ask students to complete the task 1 Angelo looked the possibility of buying it.
from memory, and play the audio 2 I love looking his trains.
3 Angelo needs to look his health.
again to check answers. Then, ask
4 I looked the cave house on the internet.
them to complete the rules. 5 He looked a place to keep dry.
1 very, Jo 2 really, Paula 4
11 Choose the correct word in each dialogue.
3 quite, Tom 6 5.06 Listen to four people talking about 1 A What’s Janet doing?
RULE: 4 really 5 quite their favourite room. Write the names under the B She’s looking after / like the baby.
correct pictures. 2 A Why are you looking for / at me like that?
B Because I’m angry with you.
9 This task can be set as homework Andrew | Jo | Paula | Tom
3 A I can’t find my pen.
or done in class. Form pairs for B I’ll help you look after / for it.
7 5.06 Listen again. Answer the questions.
students to compare their 4 A Do the police know what happened?
1 Who does Jo’s favourite room belong to? B No, they are still looking for / into it.
sentences. Are their homes 2 What does Jo like doing there? 5 A What does this word mean?
similar or different? 3 Where is the music room? B I don’t know. Let’s look it after / up in
Workbook p47 4 What does Andrew like doing there? the dictionary.
5 Why does Paula like her kitchen?
6 How does she feel there? workbook page 48
Get it Right! 7 Where is Tom’s favourite room?
Modifiers: quite, very, really 8 How long did he stay in it?
51
Student’s Book p124

10 Elicit the meaning of each phrasal

verb from the students. Language notes quite, very, really
Encourage them to give an Very and really are both intensifiers. They are
example of a situation where it used to make gradable adjectives such as good
might be used. or bad stronger. However, they can’t be used
1 into 2 at 3 after 4 up 5 for with non-gradable adjectives such as excellent
or awful.
11 Get students to cover Exercise 10
as they do the task. Quite can be used with both gradable and
1 after 2 at 3 for 4 into 5 up non-gradable adjectives, but its meaning changes:
Workbook p48 I’m quite tired = a bit
She was quite exhausted = absolutely
Homework Phrasal verbs
Students draw a floor plan of their
Phrasal verbs are verbs made up of a verb and
more
home, indicating the position of all
a particle (either a preposition or an adverb). Workbook
the key items of furniture. When they
The meaning of a phrasal verb is usually different Grammar p47, Ex.5–9
present their plan in class, ask them
from that of its constituent parts. Phrasal verbs WordWise p48, Ex.5–6
to explain which room they like best
are frequently used in spoken English.
and why. Worksheets
Grammar Worksheets 5
Vocabulary Worksheets 5

U n i t 5 | N o p l a c e l i ke h o m e T51
 Unit 5
No place like home Reading; Writing

Warmer Home New posts Archives

Get students to cover the text and

6 Our holiday castle

DAY
look at the photos. Ask students
what they think the text is about.
Accept any suggestions, no matter
how far-fetched. We’re still in Ireland. We arrived in Dublin four days ago. My sister and I liked
it a lot – it was great – we weren’t bored at all! Then yesterday, after lunch,
Dad hired a car and we travelled to the west of Ireland – it didn’t take very
long, just about two and a half hours, but that was a bit boring. But, after two

Culture note hours, Dad turned round to us and said: ‘We’ve got a surprise for you. Tonight
our hotel is a castle! How exciting is that!’ A joke, right? Wrong! We didn’t
think he was serious, but he was!
Ireland is a large island in the North
At the end of the journey, we stopped outside a real castle. A nice lady
Atlantic. 83% of its territory makes welcomed us and started to show us around. What an amazing place! Can you
The castle
up the Republic of Ireland in the believe that we walked up fifty stone steps to get to the living room?
is more
south (with a population of just The castle is over 600 years old, but it had everything we needed. There was a than
bedroom for our parents and we each had a bedroom, too. But I didn’t sleep years old.
below 5 million, and Dublin as its very well last night – I was so excited to be in a real castle!
capital city), while the rest is taken This morning we had breakfast and then we climbed up to the top of the
castle. We were amazed at the beautiful countryside around us. Then it
up by Northern Ireland (with a started to rain and there was a fantastic rainbow – I love rainbows!
population of over 1.8 million, and The place was so great, we didn’t want to leave. This afternoon we want to go
Belfast as its capital city), a part of to Limerick, so we’re packing our bags again! Can it be
as good as a castle? Let’s see.
the United Kingdom.
The castle in the photo is Dunguaire There was
Castle, which stands close to the more than
one .
shore of Galway Bay in County
Galway, near Kinvarra, in the west of
Ireland.
County Limerick is an administrative
region of the Republic of Ireland, in
the west of the island, further south There were
from County Galway where the stone
steps to
family stopped on the way. 94,000 climb up!
In the
morning
of the county’s 194,000 inhabitants there was
live in the county capital, also called a fantastic
.
Limerick. READING
1 5.07 Read and listen to Tom’s blog and
complete the sentences with a word or a number.
1 5.07 Check/clarify: hire, 2 Put the events in order 1–7.
countryside, rainbow, serious. Tom finds out where they are staying the night.
There were fifty stone steps to climb Tom finds it difficult to sleep. WRITING
Tom’s family leave Dublin.
up! The castle is more than 600 years 3 Use your answers in Exercise 2 to write
Tom visits the top of the castle. a summary of the text in no more than
old. There was more than one Tom looks around the castle. 100 words.
bedroom. In the morning there was Tom sees a rainbow.
Tom really liked Dublin …
The family get ready to go to Limerick.
a fantastic rainbow.
52

2 2, 4, 1, 5, 3, 6, 7

Once students have completed this stage, remind them to read through
3 Suggest that students use
their summary again to check that it is still clear and logical and contains all
Exercise 2 as the skeleton of their
the most important points from the story. Alternatively, they could do this in
summary, but encourage them to
pairs and give each other suggestions for improvements.
add any further information that
they think is essential. Once they
have written a first draft, tell them
to count the number of words,
Activity idea Retelling a story
then look through the text and With books closed, ask students to retell the story in their own words, including
cross out anything that could as much detail as they can remember from Tom’s blog post.
be removed without sacrificing
the sense of the summary. They
should continue doing this
until their summary is under
100 words long.

more
Workbook
Reading p50

T52 N o p l a c e l i ke h o m e | U n i t 5
Unit 5
No place like home Grammar; Vocabulary; Writing

14 Grammar rap! NO PLACE LIKE h O M E UNIT 5

Past simple negative Look

We use ‒ed adjectives to say how we feel about
something.
We use ‒ing adjectives to say what we think about
4 When checking answers, highlight 14
something or to describe something.
that we use didn’t + the base
form of the verb for all persons. 8 What did Tom say about Dublin? Complete the
GRAMMAR sentences with interested or interesting.
1 didn’t 2 didn’t 3 didn’t Past simple negative 1 I was really in Dublin.
RULE: 4 didn’t 4 Complete the sentences from Tom’s blog and then 2 The shops were very .
complete the rule.
9 Choose the correct words.
5 As a follow-up, get students to 1 We think he was serious.
1 I get annoyed / annoying when people ignore me.
2 I sleep very well last night.
say which negative sentences in 3 We want to leave.
2 His painting was brilliant. I was amazed / amazing.
Exercise 5 are true (1), false (2, 3), 3 Bob talks about football all the time! He’s really
bored / boring.
and which the text doesn’t say RULE: To make any verb negative in the past simple,
4 A hot shower is always very relaxed / relaxing.
use 4 + the base form of the verb.
anything about (4). Ask students 5 I think Maths is really interested / interesting.
for evidence from the text. 5 Make Tom’s sentences negative. 10 Complete the sentences so that they are true for you.
1 I didn’t enjoy the car journey. 0 We talked to local people. 1 I’m never bored when .
2 I didn’t look down from the top of the We didn’t talk to local people. 2 I find really annoying.
1 I enjoyed the car journey. 3 is the most amazing singer.
castle. 3 We didn’t arrive in Dublin. 2 I looked down from the top of the castle. 4 I’m really interested in .
4 It didn’t rain in the afternoon. 3 We arrived in Dublin. 5 I’m never relaxed when .
4 It rained in the afternoon.
11 SPEAKING Work in pairs. Compare your answers.
6 Review the verbs before students 6 SPEAKING Work in pairs. Tell your partner two
workbook page 48
begin. During the task, monitor things that you did and two things that you didn’t
do last weekend. Choose from the verbs in the list.
for the correct use of the past WRITING
simple. Pay attention to the silent clean | climb | dance | help | play
A blog post
study | travel | use | walk | work
b in climb. 12 PLAN Think about a real holiday that you
Workbook p47 workbook page 47 went on or an invented holiday. Make notes
about these questions.
7 After checking answers, clarify VOCABULARY 1 Where did you go?
Adjectives with -ed / -ing 2 Who did you go with?
the meaning of each adjective. 3 What did you do that was very special /
Then, get students to take turns 7 How is Tom feeling? Write the adjectives under different?
the pictures. One adjective isn’t used. 4 What did you like / not like about the holiday?
testing each other in pairs by
putting on the appropriate facial amazed | annoyed | bored | interested | relaxed
5 What was boring / exciting / amazing /
expression for their partner to interesting / annoying about the holiday?

guess the correct feeling being

conveyed. 13 PRODUCE Use your notes from Exercise 12

to write a blog post about your holiday.

1 amazed 2 relaxed 3 interested Write about 120–150 words. Write
4 bored 1 3 three paragraphs.
Paragraph 1 – your answers to 1 and 2
(annoyed is not used) Paragraph 2 – your answer to 3
Paragraph 3 – your answers to 4 and 5
8 Point out the advice in the
Look box before students begin
the task. 2 4
53
1 interested, 2 interesting

9 1 annoyed 2 amazed 3 boring

4 relaxing 5 interesting 13 You may wish to set this task as homework. Remind students of Tom’s blog
post on page 52, and encourage them to use this as a model.
10 This task can be set as homework When marking your students’, work, check that they have included
or done in class. If it is set as information about all five questions in Exercise 12, used regular verbs in the
homework, Exercise 11 could be past simple correctly, and produced a clear and interesting story.
used for revision in the next class.

11 Ask students to find out what, if

anything, they have in common. Homework
Students could use their corrected
12 Allow students ten minutes to
complete this task. Check that
texts to create a project about their
holiday. They should find photos to
more
students understand the task illustrate key points in their stories, Practice Extra
before making notes. Monitor and or draw their own illustrations Unit 5 Practise it!
help with language and ideas. to make their blog posts more
Workbook p48 authentic. Workbook
Grammar p47, Ex.7–9 Vocabulary p48, Ex.3–4
Developing Writing p51

Worksheets
Grammar rap! Past simple negative
Grammar Worksheets 5 Vocabulary Worksheets 5

U n i t 5 | N o p l a c e l i ke h o m e T53
 Unit 5 Developing Speaking;
No place like home Phrases for fluency; Functions

Warmer
Revise -ing and -ed adjectives.
Write the following on the board: 1 5.08 Look at the photo. What is the woman doing?
This is Jake and he is bored. He is How does she feel? Listen and read to check.

bored because he is watching a film.

John: I’m tired. Let’s stop now, Mandy. I’m not so sure
The film is not exciting. why we’re doing this, to be honest. Mandy: Um, hello. Well, we’re selling biscuits, to help
You know why, John. We’re going to houses to homeless people.
Ask students to make their own Mandy:
sell these biscuits and the money goes to help Mrs Grundy: What a good idea. Can I buy some?
sentences based on the model by homeless people. Mandy: Erm … sure. They’re two pounds for a bag.
changing the underlined parts of the John: I know. Mrs Grundy: OK. Give me two bags. And here’s ten pounds.
Mandy: Hang on! This is Mrs Grundy’s house. Let’s not Don’t worry about any change, though. Bye!
sentence. Elicit answers from the class. waste our time here. I don’t think she’ll give us Mandy: Wow. So, Mrs Grundy isn’t so unfriendly after all.
any money. She’s really unfriendly. I was completely wrong!
John: I know what you mean. Last week, she shouted John: Yes, we were wrong. But it’s not a big deal.
1 5.08 Focus on the woman’s at me and Ben because we were ‘being noisy’ in Anyway, that’s ten pounds. We could stop now!
the street! I don’t think that’s a good idea, John. We’ve still
facial expression, and elicit Mandy: Maybe she’s just a bit lonely.
Mandy:
got six bags to sell. Why don’t we do another six
students’ ideas. Then ask John: I know, but it’s not really our problem. Come on. houses? Then, how about playing tennis?
students to read the dialogue Mrs Grundy: Hello! Can I help you? John: Great idea!

along with the audio. Were any of

the students’ ideas correct? 2 5.08 Read and listen again. Correct the wrong fUNCTIONS
information. Making and responding to
1 John and Mandy are selling cakes to get money for suggestions
2 5.08 Ask students to underline homeless people.
the parts of the dialogue that give 2 They think Mrs Grundy is nice. KEY LANGUAGE
3 Mrs Grundy buys two bags and pays five pounds. How about …? Great idea.
information about each sentence. 4 Mrs Grundy wants her change.
Why don’t we …? I’m not so sure …
1 John and Mandy are selling biscuits 5 After Mrs Grundy leaves, they still have ten bags to sell.
Let’s … OK.
We could … I don’t think that’s a good idea.
to get money for homeless people. 3 SPEAKING Work in pairs. Think about the dialogue
2 They think Mrs Grundy is unfriendly. and answer the questions. 6 Complete the mini‒dialogues with one word from
3 Mrs Grundy buys two bags and pays 1 What do John and Mandy think about Mrs Grundy? the Key Language box.
Why do they think this? 0 A How about playing tennis?
ten pounds. 2 How are they wrong? B Great idea .
4 Mrs Grundy doesn’t want her 1 A We do another six houses.
change. Phrases for fluency B I don’t think that’s a idea.
2 A stop now. I’m tired.
5 They still have six bags to sell. 4 Find these expressions in the dialogue.
B OK.
Who says them? Write J (John), M (Mandy)
or MG (Mrs Grundy) in the boxes. 3 A Why we go home now?
3 Monitor the discussions, and 1 … not a big deal. 4 It’s not really B I’m not so .
help with any difficult language. 2 …, to be honest. our problem. SPEAKING

5 Hang on!
ROLE
G N I KPLAY
AEPS At a market
Correct errors only if they hinder 3 I know what
you mean. 6 …, though. Work in pairs. Student A: Go to page 127. Student B:
comprehension. Go to page 128. Take two or three minutes to prepare.
5 Use the expressions in Exercise 4 to complete the
1 They think Mrs Grundy is unfriendly. mini‒dialogues.
Then have a conversation.
Because she shouted at John and Ben 1 A He’s usually nice. Today, he’s a bit angry, .
for being noisy in the street. B . He just shouted at me!
2 A You’ve got to help me with my homework!
2 She is friendly, welcoming and
B ! It’s your homework – so it’s .
generous. 3 A It’s only a quiz. It’s . Right?
B Well, I’m a bit worried about it, .

4 When checking answers, elicit a 54

situation where each expression

may be used.
1 J 2 J 3 J 4 J 5 M 6 MG 6 For each response, elicit whether speaker B agrees or disagrees with the
suggestion.
5 When you check answers, point 1 could, good 2 Let’s 3 don’t, sure
out that students should be
careful when they use expressions ROLE-PLAY Check/clarify: youth club, flea market, uncertain.
1 or 4, as they can sound rude in Put students in AB pairs and ask students to turn to their page as instructed.
certain contexts. Monitor the correct use of the phrases from Exercise 6, and check that
1 though, I know what you mean students complete both conversations. When everyone has completed the
2 Hang on, not really our/my problem task, ask one or two volunteering pairs to perform their role-play in front of
3 not a big deal, to be honest the class.

more
Workbook
Listening p52

T54 N o p l a c e l i ke h o m e | U n i t 5
Unit 5
No place like home Life Competencies

Warmer NO PLACE LIKE h O M E UNIT 5

Write making judgements on the

board, and elicit what it might mean.
Encourage students to try and clarify
LIfE COMPETENCIES
Sometimes it’s easy to make judgements about people based on their appearance, but
its meaning through examples or every individual person is different. Making judgements about people ignores their
explanation, rather than through a differences. Differences are good because they are what give people their characters.
translation. Ask students to read 4 SPEAKING Compare your answers with a partner.
Be careful making judgements
the introductory paragraph to check
5 Work in pairs. Discuss these questions.
their ideas. Elicit examples of people SPEAKING

1 Are the items on your list in Exercise 3 true for

making judgements about someone all teenagers?
else in Unit 5. 2 Do you think Edna and Arthur are right to say all
teenagers are like this?
3 Can you think of a teenager who isn’t like this?
Describe them.
15 Life Lessons: 4 Why is it a problem that these old people see
teenagers like this?
Be careful making Me and my world
judgements 6 SPEAKING Complete the sentences about someone
1 15 Watch the video. What does he say about you made a wrong judgement about. Share your
his sister Kate? answers with a partner.
1 15 He thinks Kate is annoying, 2 15 Watch again and complete the sentences.
Someone I changed my opinion of is
unfriendly and mean. 1 He isn’t studying. He’s reading a .
.
2 Never judge a by its cover.
At first he/she seemed to be
2 15 There may be more than 3 The man playing guitar isn’t . .
He’s a normal man. Now I think he/she is .
one correct way to complete each 4 The new boy at school isn’t unfriendly. He’s . I changed my opinion because
sentence. Accept any suggestion 5 The kid who says he’s great all the time doesn’t
have such a good . .
as long as it matches the meaning
6 Don’t be too to make a judgement.
of the text. Then ask students to
explain in their own words what TIPS fOR NOT MAKING
3 Read and make a list of all the ideas Edna and Arthur
the saying in question 2 means – have about teenagers. JUDGEMENTS
when used figuratively. They don’t respect other people. • Don’t judge people based on their
1 graphic novel 2 book 3 poor and Edna The problem with teenagers is that they haven’t got appearance. Take time to know them better
any respect for other people. I was on the bus today, and then form an opinion.
lonely 4 shy 5 life 6 quick for example, and some teenagers were annoying • Don’t impose your own values onto others.
everybody by listening to music on their mobile find out and try to understand other
phones. I think it’s good for teenagers to like music,
3 Read out the example, and get but why don’t they use headphones? We don’t want
people’s values.
• Avoid generalising about groups of
students to find the suggestion to listen to their music. We like different music. people. Remember groups are made up
in the text, and look at how They simply don’t think about other people. of individuals with their own personalities
Arthur I think the problem is all the technology. Young and beliefs.
the phrasing has changed. Ask people spend all day playing computer games on
students to underline the ideas their own and not outside meeting people. A lot
of computer games are about killing people, not
mentioned, then rephrase them helping people or the local community, so young
as the example. people aren’t interested in those things. I understand
that young people need technology these days,
They annoy others by listening to but reading and writing are also important. My
music on their mobile phones. They grandson writes me messages saying ‘R U OK?’,
which is terrible. I feel sorry for their teachers.
don’t think about other people. 55

They spend all day playing computer

games on their own. They don’t go
outside and meet people. They aren’t
Avoid error correction – the focus is on educating the whole learner, not on
interested in helping people or the
language accuracy. For feedback, elicit some answers in open class.
local community. They’re not good at
reading or writing. 6 Read the Tips together, and ask students if they agree with the advice. Elicit
at least one more general suggestion for being careful making judgements.
4 Monitor the discussions, making a
note of the different ideas raised. Give students two or three minutes to complete the sentences. Monitor their
progress and help with any difficult language.
5 Monitor the pairwork, and help Form pairs for students to compare ideas. Elicit some of their suggestions in
with any difficult language. Ask open class for feedback, and ask the other students to comment.
students to think why Edna and
Arthur might have these opinions
about teenagers. Point out that Homework more
when we consider what other
Ask students to make a list of
people say, it’s often important
judgements young people make Practice Extra
to think about why they may say
about older generations, then think Unit 5 Master it!
it. What’s their viewpoint? What
about how true these may be, or
makes them think that? Worksheets
what values they should consider
Life Lessons: Be careful making judgements
Emotional Development to understand others’ viewpoints.
Empathy and relationship skills Get students to make notes of their Tests
Shows understanding of other people’s ideas, then lead a class discussion on Unit, extension and skills test 5
perspectives and feelings. the subject in the next class.
U n i t 5 | N o p l a c e l i ke h o m e T55
 Unit 6
Friends forever Reading

Warmer

6 FRIENDS
Bring in a photo of your own best
OBJECTIVES
friend. Ask students to say why they
fUNCTIONS:
think you’re good friends. Listen to

fOREVER
saying what you like doing with others;
the students’ ideas before you tell talking about friends and friendships;
talking about past events
them your reasons. GRAMMAR:
past simple (irregular verbs); double
genitive; past simple questions

16 Get ing Watch the video and think:

VOCABULARY:
past time expressions; personality
adjectives
16
what makes a good friend?
Ask students to brainstorm ideas
about the question in groups. Get the 1 3
class to discuss the closing question
from the video: Is it possible to have
the same best friend forever?

1 Get students to discuss the task in

pairs, then elicit ideas as a class.
2 4

2 Elicit what kinds of friends the

Get ing video mentioned.
Then get students to discuss the
questions in pairs, and elicit ideas
as a class.

3 Monitor the discussions and help

with any unfamiliar language. READING 4 Look at the photos and the title on page 57.
What do you think the article is about?
Elicit some ideas for feedback, 1 Look at the photos. Say what the
SPEAKING

and invite comments from other relationship between the people is. 5 6.01 Read and listen to the web article.
Check your ideas.
students. They’re best friends.
6 Read the article again. Then correct the
information in these sentences.
4 Do this with the whole class. 2 SPEAKING Which of the following types of friend 1 Joe had a problem with his eyes.
Accept any suggestions, even if do you have? 2 After the operation, Joe was fine.
they are later proven false by the • A good friend at school 3 Joe’s mother thought yoga could help Joe.
• A good friend outside of school
article. Make notes of students’ • A family relative who is a friend
4 Joe met Fonzie in a hotel swimming pool.
5 Joe gave Fonzie food with his right hand.
ideas, for reference. • An animal friend 6 Joe is now over 30 and still has a lot of problems.
Work in pairs. Look at the activities. 7 Joe’s mother opened a centre called Dolphin Plus.
3 SPEAKING
5 6.01 Which people from Exercise 2 do you like doing 8 Fonzie died when Joe was 12.
A friendship between a human and these with? What else do you do together?

a dolphin. watch a film | go for a walk | hang out

study | talk about life | go shopping
6 Check/clarify: dolphin, paralysed, play sport | do nothing

therapy.
56

Get students to quote the part

of the text that supports their
answers. Ask: How did Fonzie 4 Joe met Fonzie at Dolphin Plus.
help Joe to get better? 5 Joe gave Fonzie food with his left hand.
1 Joe had a problem with his heart. 6 Joe’s now over 30 and he’s doing very well.
2 After the operation, Joe couldn’t 7 Joe’s mother opened a centre called Island Dolphin Care.
move one side of his body. 8 Fonzie died when Joe was 17.
3 Joe’s mother thought swimming
could help Joe.

Objectives Resources for this unit

Functions and speaking Saying what you like doing All available online
with others; talking about friends and friendships;
Videos Worksheets
talking about past events
● Get ing: What makes a good ● Grammar and vocabulary: Basic, Standard
Grammar Past simple (irregular verbs); double genitive; friend? and Extension Worksheets
past simple questions ● Grammar rap!: Past simple questions ● Project: Good friends
Vocabulary Past time expressions, personality ● Culture: Friends in literature ● Communication: Friends forever
adjectives Literature Worksheets: The Importance of
Tests ●
Values Friendship ● Unit, extension and skills test 6 Being Earnest
Train to Making decisions ● End of term test 2 ● Grammar presentation: Past simple and
question forms
● Get ing and Grammar rap! video
Worksheets

T56 Fr i e n d s f o r eve r | U n i t 6
Unit 6
Friends forever Reading; Values

Culture note fRIENDS fOR EV ER UNIT 6

Animal-assisted therapy is a
form of complementary therapy
that involves animals as a form
of treatment. Animals have long
been kept by humans throughout
history not only as farm animals
but also as pets or companions.
There is also a significant amount This is the story of Joe and
of compelling evidence that Fonzie. It’s a story about a
people can form strong, lasting friendship that started more
A special
ip
hip
friendssh
relationships with animals. The first than 20 years ago. It’s also a story

fr
recorded use of animals in treating about a friendship that saved
mentally ill patients dates back to a life and started a new kind of
the 18th century, but the practice help for people with problems.
has become more widespread
‘Joe’ is Joe Hoagland, who was three years Soon, Joe wanted to see Fonzie every day. He loved
and better understood from the old when the story began. And ‘Fonzie’ is playing with him and feeding him. Every time that Joe
mid-20th century. Most treatments a 3-metre-long, 275 kilogram dolphin. arrived, Fonzie came to see him. Joe’s mother told
When Joe was born, he had a problem with him always to feed Fonzie using his left hand, so Joe
address psychological conditions, but his heart and doctors had to operate on him. used his left side more and more. Slowly, he got better
animals can also be used in treating When he was three, he had another operation. and better. He’s now over 30 years old and very well.
This operation didn’t go well and he became Deena saw that Joe’s friendship with Fonzie helped
physical problems. paralysed – he couldn’t move the left side of his him a lot, and she knew it was a good idea for other
body. The doctors at the hospital didn’t think he people, too. So, she and her family worked to open a
could get better. Deena, Joe’s mother, took him place called Island Dolphin Care. It’s next to Dolphin
7 Ask students to evaluate the to different places for therapy, but it wasn’t very Plus and many people with health problems
successful. Then the family moved to Florida. come to spend time with the dolphins.
ideas individually. You might also Joe liked being in the water and Deena thought Sadly, Fonzie died in 2004 when Joe
like to ask in what ways Fonzie swimming could help him. First, they went was 17. He wrote: ‘Fonzie was a great
to swimming pools in hotels, but some hotel friend to me; he and I shared a lot of
proved to be a good friend to Joe. guests didn’t like them being there. Then one good times. He always put a smile
day she went with Joe to a place in Key Largo on my face.’
called Dolphin Plus, where people swam with
8 Give pairs three minutes for their dolphins. Joe met Fonzie there and the story
discussions. Ask them to agree on really began.
what the most important values
are in a friendship. You might like
to allow them to include their
own ideas as well. Elicit views
from a number of pairs and lead
Friendship
the class to try to agree on the
most important shared values. 7 Tick (✓) the boxes that are important for you in a friendship. 8 SPEAKING Put the values from Exercise 7
A good friend … in order of importance for you. 1 = not
helps you when you have a problem.
important / 6 = very important. Compare
your order with a partner.
makes you laugh when you’re sad.
Homework never criticises you.
is honest with you all the time.
Ask students to write a paragraph looks good.
of 100–120 words about their best has the same interests as you.
57
friend, describing in what ways their
relationships are meaningful to both
of them.

Activity idea A friendship poster

Put students in pairs. Ask the students to discuss and make notes about the
following questions: What makes people friends? What activities can friends
do together? Why are their friendships important to them?
Provide each pair with a large sheet of paper and ask the students to make
a friendship poster. Students should expand their notes into short paragraphs
and find photos on the internet or draw pictures to illustrate the key points in
their poster.
Once the students have finished, get each pair to prepare a one-minute
presentation of their poster. Ask them to explain why they chose each point.
Invite some constructive feedback from other students. Finally, have the class
vote on the best poster.
more
Worksheets
Project Good Friends
Emotional Development Communication Friends forever
Empathy and relationship skills Get ing What makes a good friend?
Attending to maintaining relationships and feeling a sense of belonging.

U n i t 6 | Fr i e n d s f o r eve r T57
 Unit 6
Friends forever Grammar; Vocabulary

Warmer
Give students a minute to find and
GRAMMAR VOCABULARY
underline examples of verbs in the
Past simple (irregular verbs) Past time expressions
past simple in the text on page 57.
1 Read these sentences from the article on page 57. 6 Complete the lists with the expressions below.
Who can find the most examples? All the verbs are in the past simple. How are the
verbs in 1 different from the verbs in 2? a year | morning | month
1 Then the family moved to Florida. When we talk about the past, we often use
1 Do the task together as a class. Joe wanted to see Fonzie every day. expressions like these:
2 Deena, Joe’s mother, took him to different places • yesterday, yesterday 1 ,
Elicit the rule for forming the for therapy. yesterday afternoon
past simple of regular verbs, then She knew it was a good idea for other people, too. • last night, last week, last 2 ,
last December
check the answer to the question. 2 Look back at the article on page 57. Write the past • an hour ago, two weeks ago, a month ago,
The second group are irregular verbs. simple forms of these verbs. 3
ago
Their form in the past simple isn’t 0 have had 4 think
7 Complete the sentences with a time expression
1 swim 5 come
formed by adding -ed to the base form. 2 go 6 write
with ago.
0 Oli is twenty. He left school when he was sixteen.
3 see 7 begin
Oli left school four years ago.
2 1 swam 2 went 3 saw 4 thought 1 It’s 8 o’clock. I had breakfast at 7 o’clock.
3 Find at least four more irregular past simple forms
5 came 6 wrote 7 began in the article on page 57. Write the verbs. I had breakfast
2 It’s 10.20. The film began at 10.00.
4 Correct these two sentences from the article.
3 For each irregular past simple Make them negative.
The film
3 It’s December. Your holiday was in July.
form found, elicit the base form. 1 Joe’s operation went well. My holiday
put, got, knew, told, could, was 8 Complete the sentences with your own
2 The doctors thought he could get better. information. Use irregular verbs.
4 Elicit the rules for forming the 1 A year ago, I .
negative past simple of regular 5 Look at the pictures and the prompts and write 2 Ten years ago, I .
the sentences in the past simple. 3 Last year, I .
verbs (didn’t + base form). 4 Yesterday morning, I .
workbook page 54
1 Joe’s operation didn’t go well. 5 Last night, I .
workbook page 56
2 The doctors didn’t think he could
get better.

5 When checking answers, elicit

and write on the board both the
base form and the past simple
form of each verb.
2 Holly came to my party but 1 We / go / to Italy but we / go / to Rome 3 I / see / James but I / see / Anna
We went to Italy, but we didn’t go to Rome.
Andy didn’t come. 3 I saw James
but I didn’t see Anna. 4 I made
sandwiches but I didn’t make a cake.
Workbook p54

Get it Right!
Past simple (regular and irregular 2 Holly / come / to my party / but Andy / come 4 I make / sandwiches but I / make / a cake
verbs)
Student’s Book p124
58

6 Get students to complete the

task. Point out any expressions
that work differently in the 7 1 an hour ago. 2 began 20 minutes ago. 3 was five months ago.
students’ own language.
8 This task can be set as homework or done in class. Put students in pairs or
1 morning 2 month 3 a year
groups to compare their answers.
Workbook p56

Language notes Past simple (irregular verbs)

There are no universal rules governing the formation of the past simple of
irregular verbs. Each verb needs to be learnt by heart.
Past time expressions
more The use of last and yesterday can be confusing for students. For example, we
say last night, but not last afternoon nor last evening. Instead we use yesterday
Workbook afternoon and yesterday evening.
Grammar p54, Ex.1–3
Vocabulary p56, Ex.1–3
Apart from the time expressions in Exercise 6, we also often use the following
with the past simple: a) past dates (in 2004) b) time clauses (When Joe was born;
Worksheets When he was three; When Joe was 17) c) time adverbs (then; soon; one day).
Grammar presentation: Past simple and
question forms
Grammar Worksheets 6
Vocabulary Worksheets 6

T58 Fr i e n d s f o r eve r | U n i t 6
Unit 6
Friends forever Listening; Grammar; Train to

9 Go through the sentences and fRIENDS fOR EV ER UNIT 6

ask for a show of hands for each
sentence from those who agree. LISTENING GRAMMAR
Ask volunteers to give reasons 9 Which sentences do you agree with? Double genitive
and encourage the class to 1 A friend never calls you silly. 12 Read the sentences. Then choose the correct
options to complete the rule.
comment. 2 You don’t have to be best friends with someone forever.
3 A friend always forgives. She’s a friend of mine. Markus is a friend of Jack’s.
Her mother was a friend of my mother’s.
10 6.02 Focus on the image and
ask students to say who they RULE: We form the ‘double genitive’ in two ways:
noun + of + possessive 1pronoun / adjective (mine,
think the people are and what yours, his, hers, ours, yours, theirs)
they are talking about. Play the noun + of + possessive 2pronoun / adjective (my, your,
audio. Afterwards, elicit the his, her, our, your, their) + noun/name + possessive ’s
We use it to talk about ‘one of many things’ we have.
answer from the class and their (e.g., Lee is one of many friends I have.)
reasons for selecting it.
Don’t expect friends to always be 13 Choose the correct words.
0 She’s a friend of me / mine .
perfect.
1 Mr Smith is a teacher of my sister / my sister’s.
10 Listen to Jack talking to his mother. 2 She’s a cousin of John / John’s.
11 6.02 Check/clarify: upset,
6.02

What is the real message of the story? 3 Mrs Jones is a neighbour of ours / us.
mean, angry, feel like doing, Don’t expect friends to always be perfect. 14 Rewrite the underlined parts of the sentences.
apologise. A best friend is for life.
0 See that man? He’s my father’s friend.
Your parents were young once, too.
After reviewing answers, ask: He’s a friend of my father’s .
11 6.02 Listen again and choose the right answer 1 Steve is our friend.
What do you do when you’re in A, B or C. Steve is .
a similar situation with a friend? 1 Who doesn’t Jack want to invite to his house? 2 Mike borrowed my shirt.
1C 2A 3A 4A 5C 6B A Steve Mike borrowed .
B Leo 3 I lost my mum’s book.
C Markus I lost .
2 Why is Jack upset with Markus? workbook page 55
12 Before students complete the A Markus said something mean to him.
rule, elicit the difference between B Markus doesn’t want to be his friend anymore.
possessive pronouns (they stand C Markus didn’t invite him to his house.
3 Who is Janice? Making decisions
on their own) and possessive A a friend of Jack’s mum
15 Draw a spider diagram.
adjectives (they usually stand in B a friend of Jack’s
• Write the names of people who are close to you
front of a noun). C a friend of Jack’s grandmother
(friends, family).
4 How was Janice the next day?
RULE: 1 pronoun 2 adjective A really friendly
• What do these people like? Write your ideas.

B a little bit upset

13 1 my sister’s 2 John’s 3 ours C really angry
5 What did Jack’s mum feel like doing after she talked
14 1 a friend of ours 2 a shirt of mine to Janice? people close
3 a book of my mum’s
A saying sorry to me
B laughing
Workbook p55 C crying
6 What does Jack decide to do at the end of the
16 SPEAKING Work in groups. Imagine you had an
conversation?
Get it Right! A wait for Markus to apologise
argument with a friend and want to buy them
a small present to say sorry. Show your spider
Double genitive B go to Markus’ house and talk to him diagrams, make suggestions and decide on a
Student’s Book p124 C phone Markus and apologise present for each person.
59

15 Explain to students that they

should write the names of three
people close to them on the
spider diagram. Then, expand
Homework
the diagram from these people’s Ask students to prepare to tell the
names and write what these story of something that happened
people like. with them and a friend of theirs in
the past (the story may be real or
16 Give students a minute or two made up). Ask students to bring their
to look at each other’s spider stories to the next class, and share
diagrams and ask questions if them with each other in groups.
they find anything unclear. Then
have them do the situational task
in their groups. Monitor, making a
note of the most interesting ideas
to elicit at the end of the activity.
Help with any difficult language. more
Workbook
Listening p60
Grammar p55, Ex.4

Critical ing Worksheets

Evaluating ideas, arguments and options Grammar Worksheets 6
Examines possible solutions to a given problem and states how effective they are.

U n i t 6 | Fr i e n d s f o r eve r T59
 Unit 6
Friends forever Reading; Functions

Warmer
e
LSitofries
Ask: What’s a pen pal? Elicit an
READING
explanation. Then ask: Do you
1 Read the magazine article quickly.
have a pen pal? What do you write
about? Elicit experiences from a few
Complete the sentence.
Paul and Annette met in person for the first
Pen pals for years
volunteers. time .
This week, Paul (from Brisbane, Australia) and Annette (from Toulouse,
2 6.03 Read and listen to the France) tell us about their friendship on different sides of the world.
article. Put the events in the order they
When and how did your friendship start?
1 Before students do the task, happened. Two things didn’t happen.
a Paul and Annette met in Singapore. Paul Fifteen years ago! We were both fourteen. My school in Australia and
focus on the title and photos. b Paul and Annette stopped correcting her school in France started a virtual exchange programme for people to write
Elicit ideas for what the text the mistakes in their emails. to each other over the internet.
Annette I wanted to improve my English and he wanted to improve his
might be about. c Paul and Annette started writing to
French, so we contacted each other.
each other over the internet.
Singapore d Paul asked Annette to marry him. Did you become friends immediately?
e Paul and Annette decided to meet. Annette Not really. I thought he was OK but not special. He made lots of
2 6.03 Check/clarify: improve, 1 f Annette decided she wanted to get mistakes in his French! Haha.
better at English.
have something in common. g Paul and Annette had an argument.
Paul We corrected each other’s mistakes. But I made more than her! She
corrected everything, too!
Elicit students’ ideas for what h Paul and Annette got to know each Annette Paul always helped me to improve my English, but you know, after
other better. a few months, we stopped worrying about writing in perfect English or French
a virtual exchange programme and just wrote to each other and talked about ourselves. I began to see that he
3 Work in pairs. Tell the story.
might be like. When checking SPEAKING

Use the ideas in Exercise 2.

was a very nice guy, easy-going and cheerful.

answers, ask students to quote Did you feel the same way, Paul?

the relevant part of the text. Paul and Annette wrote to each Paul Yes, I did. She often made jokes that made me laugh. She’s really funny.
other when they were at school. Annette And we saw that we had a lot of things in common – books we
1f 2c 3b 4h 5e 6a liked, films we liked, things like that. He’s also very intelligent.

So, when did you actually meet face-to-face?

3 Ask students to cover the text fUNCTIONS
Annette Last year. We met in Singapore.
as they try to retell the story Talking about past events
Paul That’s right. We wanted to meet up, but it’s a long way and the plane
in as much detail as they can 4 Think about a time when you made tickets are expensive. So we decided to meet halfway. We had a really great
time together for about five days.
a new friend. Make notes.
remember. Elicit the complete Which language did you speak?
• Who? • Where?
story from a number of • When? • What happened? Paul Haha! Good question. English, almost all the time. Her English is
volunteers, taking turns to add 5 In pairs tell your story.
really good!
further details, and get the class Annette He’s just being kind! But yes, we had a great time.
I think we’re going to be friends for life.
to check, confirm or correct the I met my friend Al five years ago. I was I hope we can meet up again soon.
on holiday in France with my family.
answer. We were in a small hotel. Al’s family
were in the same hotel. We became
friends on the first day and spent all
the holiday together.
4 Give students six to eight
minutes to make notes of their
experience. It may be preferable
for them to choose the story of
a friend who isn’t in the class.
Monitor, and help with language
as needed.

5 Monitor the pairwork, and make 60

a note of the most interesting or

amusing stories to elicit at the
end of the activity.
Culture note
Brisbane is the third largest city in Australia, with a population of over 2.5 million.
It is the capital of the state of Queensland.
Toulouse is the fourth largest city in France, with a population of over 460,000
(and 1.3 million within its metropolitan area). It is the capital of the region of
Haute-Garonne.
Singapore is an island city-state in Southeast Asia, one of the wealthiest
countries in the world. It lies 6,150 kilometres from Brisbane and 10,888
kilometres from Toulouse.

Activity idea Personality of a friend

Ask students to find all the adjectives that Annette and Paul use to describe
each other. Then ask the students to put these adjectives in the order of how
important these qualities are in a friend.
more Get students to compare their ideas in pairs, giving reasons for their answers.
Then lead a class discussion to agree on the most important qualities of a
Workbook good friend.
Reading p58

T60 Fr i e n d s f o r eve r | U n i t 6
Unit 6
Friends forever Grammar; Vocabulary; Pronunciation

17 Grammar rap! FRIENDS FOR EV ER UNIT 6

Past simple questions VOCABULARY

Personality adjectives

6 Ask students to do the task and 17 10 Look at the pictures. Read the sentences and
write the names under the people.
check answers against the text.
Write the questions on the board GRAMMAR PRONUNCIATION
Stressed syllables in words Go to page 120.
and highlight the form for past Past simple questions
simple questions ((Question word) 6 Put the words in order to make questions.
+ did + subject + base form). Check your answers in the article on page 60.
1 speak / language / Which / you / did
1 Which language did you speak?
2 Did you become friends
2 friends / you / Did / immediately / become
3 meet / did / When / you / actually
MY FRIENDS
immediately? 7 Complete the questions and answers in the table. • Nick is intelligent. He knows a lot about everything.
3 When did you actually meet? • Amelia is cheerful. She’s always got a smile on her face.
Question Answer • Kai is jealous. He’s not happy when you talk to
other friends.
7 1 Did 2 did 3 did 4 didn’t I/you/he/she/ Yes, I/you/he/she/we/they
1

we/they enjoy the 3

. • Ben is helpful. He’s always ready to help you.
5 got show?
No, I/you/he/she/we/they • Ruby is confident. She’s not scared to talk in public.
4
(did not). • Liz is generous. She’s always happy to share her things
8 1d 2a 3b 4e 5c What time 2 I/you/he/she/we/they with you.
I/you/he/she/we/they 5 home at midnight. • Chloe is easy-going. She never gets angry about anything.
9 Monitor and check the correct get home? • Connor is funny. He always makes me laugh.

use of the past simple. As an

8 Match the questions and answers.
alternative, the task could be
1 Did you have a good weekend?
done as a mingle activity, with 2 Did you play computer games yesterday?
each student trying to find the 3 Where did you meet your best friend?
4 Who did you text yesterday?
person who gives the most similar
5 What did you have for dinner last night?
answers to their own.
Workbook p55 a Yes, I did. I completed four levels.
b At school four years ago.
1 2
c We had chicken and chips.
10 1 Chloe 2 Amelia 3 Ben 4 Nick d No, I didn’t. It rained all the time.
5 Liz 6 Connor 7 Kai 8 Ruby e My best friend.

Workbook p57 9 SPEAKING Work in pairs.

Ask the questions 1–5 and give
your own answers.
Pronunciation workbook page 55
Stressed syllables in words 3 4
Student’s Book p120

Homework
Students write a paragraph about
their friends (past and present),
using the personality adjectives to 5 6 7 8
describe them and the past simple to workbook page 56
61
briefly explain their history together.
Get some volunteers to share their
stories with the class or in groups.

Activity idea Vocabulary test

Students work in pairs and take turns to describe an action or situation that
illustrates the meaning of one of the adjectives in Exercise 10. Their partner has
to guess the adjective.
Encourage the students to say something different from what’s in the Student’s
more
Book and allow adjectives to be repeated if the actions or situations described
Practice Extra
are different from before. Unit 6 Practise it!
The winner in each pair is the student who has guessed the most adjectives
Workbook
correctly.
Grammar p55, Ex.5–6
Get it Right! p55
Vocabulary p56, Ex.4–6
Language note Past simple (questions) Vocabulary Extra p57, Ex.1–2
Past simple questions are formed with an auxiliary and the base form of the Pronunciation p119
verb; both regular and irregular verbs follow the same pattern:
Worksheets
She wanted it. Did she want it? Grammar rap! Past simple questions
She saw it. Did she see it? Grammar Worksheets 6
Did is used for all persons. Vocabulary Worksheets 6

U n i t 6 | Fr i e n d s f o r eve r T61
 Unit 6
Friends forever Culture

Warmer
With books closed, write the Friends in
following names on the board: Harry, 18
literature
Ron, Hermione. Ask: What connects
these people? Where do you know
them from?
1 SPEAKING What is your favourite book? Who is your
favourite author? Compare your ideas.
18 2 6.06 Read and listen to the article and write the
Friends in literature names of the books in the gaps.

Get students to watch the video. 3 6.06 Read and listen again and complete the table.

Ask them to reflect on the similarities name of friends where it is set

and differences between themselves The Three Musketeers

and their best friend. Ask: What, if The Jungle Book

The Lord of the Rings Middle Earth
anything, do friends have to have in
My Brilliant Friend
common?

Friends in
1 Put students in pairs or small
groups and ask them to tell each literature
other about their favourite books Is there anyone who doesn’t know about those great friends Harry, Hermione
and Ron in the Harry Potter books? J.K. Rowling’s stories are world‒famous,
and authors. Encourage them to and part of their success is because of the friendship between those three
say why these are their favourites. main characters. But there are many examples of great friends in literature.
Let’s look at some more.

2 6.06 If students know the In 1844, French writer Alexandre Dumas wrote .
books, get students to complete The story is about a young man called D’Artagnan who goes to Paris to join
the musketeers (special soldiers who protect the king). He meets Athos,
the task, then listen to check. Aramis and Porthos, three friends who are the greatest musketeers in
Otherwise, students listen, read France, and they have many adventures together. They often say: ‘One for
all and all for one’, which shows their strong friendship.
and complete the task.
(1894) by Rudyard Kipling is a story about
The Three Musketeers; The Jungle animals who are very like people – some good, some not so good. But there
Book; The Lord of the Rings; is also Mowgli, a small human boy who grows up in the Indian jungle. Many
animals want to find him because he knows how to make fire. Mowgli’s
My Brilliant Friend great friend and guardian is a bear called Baloo and also a black panther
called Bagheera, who help him to escape from the tiger, Shere Khan.
3 The Three Musketeers: D’Artagnan, (1937–1949) by J.R.R. Tolkien is a fantasy story
about Frodo, who gets a ring from his uncle Bilbo Baggins. Frodo lives in
Athos, Aramis, Porthos; France; a place called the Shire in Middle Earth and has a friend, Sam. When Frodo
The Jungle Book: Mowgli, Baloo, leaves the Shire on a long journey with the ring, Sam (as well as some other
friends) goes with him. Sam’s friendship is very important for Frodo: as he
Bagheera; Indian jungle; faces many dangerous situations, Sam is always there to help him.
The Lord of the Rings: Frodo, Sam; A more modern book is (2011) by Elena
(Middle Earth); Ferrante. It is the first of a series of four novels. The story begins in Naples
in the 1950s. Elena and Lila are friends at school, but they have a lot of
My Brilliant Friend: Elena, Lila; Naples arguments, too. As they grow up, life takes them away from each other.
But when they are both old, things happen that bring them together again.

62

Culture note
Harry Potter, Hermione Granger and Ron Weasley are the main characters in
J.K. Rowling’s Harry Potter novels and their film adaptations. All three have magical
powers, and attend the Hogwarts School of Witchcraft and Wizardry together.
J.K. Rowling (born 1965) is a British writer. Her Harry Potter fantasy novels are the
best-selling book series of all time, having sold over 500 million copies worldwide.
Rowling was really poor, living on state benefits when she wrote the first book in the
series in 1995. By 1998, she was a best-selling author, popular on both sides of the
Atlantic. Her books have been translated into 65 languages.
Alexandre Dumas (1802–1870) is one of the most widely read French authors. His
best-known novels include The Three Musketeers as well as The Count of Monte Cristo. Critical ing
Rudyard Kipling (1865–1936) was an English writer. He was born in Bombay (today: Creating new content from own
ideas or other sources
Mumbai), and spent his early childhood and a large part of his adult life in India.
Communicates personal response
J.R.R. Tolkien (1892–1973) was an English writer and university professor at Oxford. to creative work from art, music or
For his short novel The Hobbit, and its three-part sequel novel The Lord of the literature.
Rings, Tolkien created a fantasy language which his Elvish characters spoke. Emotional Development
Empathy and relationship skills
The real identity of the Italian writer called Elena Ferrante is unknown. She claims Showing understanding of other
to have been born in 1943, and she published six novels (the last in four separate people’s perspectives and feelings.
volumes) about life in the southern Italian city of Naples.

T62 Fr i e n d s f o r eve r | U n i t 6
Unit 6
Friends forever Culture; Speaking; Writing

4 1 guardian 2 dangerous 3 escape fRIENDS fOR EV ER UNIT 6

4 success 5 series 6 arguments
7 characters 4 VOCABULARY There are eight highlighted words in the article.

Match the words with these meanings. Write the words.

0 the exciting things that happen to people adventures
1 someone who looks after someone else
5 Give students three or four 2 not safe
minutes to discuss the questions. 3 to get away from danger
Suggest that they think of further 4 something that goes well
5 more than one of something (films, books, etc.)
fictional friends in cinema or 6 when people don’t agree
television as well as literature. 7 the people in a book
Elicit some of the more interesting
ideas for feedback in class. SPEAKING
5 Discuss in pairs.
1 Which of these books would you like to read most? Why?
1 Before students do the task, 2 What other famous fictional friends can you think of?
elicit what they know about
The Hunger Games. WRITING
1 Liam is thanking Darcy for lending A thank you note
him The Hunger Games. 1 INPUTRead the message and answer 3 Put the words in the right order to make
2 He wants to read the whole series. the questions. sentences.
1 Why is Liam writing to Darcy? 1 book / much / thank / for / the / you / so
2 What does he want to do now? 2 are / welcome / you
2 Get students to read the
3 it / liked / glad / I’m / you
messages and complete the task Liam
4 Match the phrases with the photos.
individually. When checking, point liamsmith@thinkmail.com

a gift voucher / a box of chocolates / a bunch

out that a reply must refer back Dear Darcy, of flowers
to key points in the first message. Thank you so much for The Hunger Games. You know
how much I love reading and I think you found me the 1 2
Ask students to underline the perfect book. I finished it last night and it was brilliant.
Now I want to read the whole series!
text that makes the connection Liam
between the two texts clear.
1 2 ANALYSE Read the messages. Which is the answer
to Liam?
3 Check/clarify: present. Darcy 3
Explain that this activity practises darcymiller@thinkmail.com

expressions for writing an

apology. Ask students to cover
1 Thanks for your message.
You’re welcome. I’m glad you liked it. I thought it was
£20
good, too. I’ve got the next one in the series and you can
the messages as they do the task. borrow it if you want. I’ll bring it to school on Monday.

1 Thank you so much for the book. 5 Write a sentence for each present.
2 You are welcome. Darcy
I ate them all in a day!
3 I’m glad you liked it. darcymiller@thinkmail.com
6 PRODUCE Imagine you received a present from

2 Thanks for your message.

a friend. Write a thank you note to him/her and
4 1 a bunch of flowers 2 a box of I’m sorry I can’t come to your birthday party on Friday,
say why you liked the present. (60 words)

chocolates 3 a gift voucher but we’re going away this weekend. Have a great time.

5 Give students two or three 63

minutes. Elicit some suggested

sentences for each present.

6 Using Liam’s message as a model,

Culture note
students write their notes. When The Hunger Games is a best-selling trilogy of young adult novels by American
you review their writing, check writer Suzanne Collins (born 1962), published from 2008 to 2010. Its hero,
it for clarity, conciseness and Katniss Everdeen, enters a survival game show, then becomes the leader of a
whether they included all the revolution against their oppressive dictatorship. Between 2012 and 2015, the
details from the task. books were adapted into four successful films starring Jennifer Lawrence as
Katniss.

Homework
Ask students to write a short email
message with the theme: Thank you more
for being my best friend! Encourage
them to use the expressions and Practice Extra
structures covered in Unit 6. Unit 6 Master it!

Workbook
Developing Writing p59

Tests
Unit, extension and skills test 6
End of term test 2

U n i t 6 | Fr i e n d s f o r eve r T63
 Units 5 & 6
A2 Key for Schools

1 In A2 Key for Schools Reading

and Writing Part 1, candidates A2 Key for Schools
have to read six short emails,
notices, signs or text messages. READING AND WRITING
3
A You don’t need any experience
They have to choose which of the Part 1: 3-option to go to the lessons.
Beginner dance lessons B You need to book a place
three sentences matches the multiple choice workbook page 53
before you go to the lessons.
meaning of the text. This part of 1 For each question, choose the correct answer.
Wednesdays 5-6.30 pm
£5 pay at the door – C You can try advanced levels of
the exam tests the candidate’s 1 A You have your own kitchen
no need to book dance on Wednesday.

understanding of various kinds of Room available,

and living room in this house.
A Connor would like to know
B Five rooms are now available
short text. 5-bedroom house
£120/month including bills to rent in this house.
4 Connor why Ryan wasn’t at band
I forgot to tell you. practice this week.
Shared kitchen and
Encourage your students to do living room
C You don’t pay extra for I’m on holiday in
Italy with my B Ryan is telling Connor that he
Phone 017896425 electricity and gas to live in
the following when they approach this house.
parents. I’m afraid
I can’t go to band
isn’t going to any more band
practices.
this task: A Dawn is letting Simon know
practice this
C Ryan is letting Connor know
week.
2 why he can’t go to band
• Read the text and work out Hi Simon, that she has a music lesson Ryan
practice.
Have fun at your tomorrow.
its context from the visual piano lesson B Dawn is inviting Simon to do
tomorrow. Shall we 5
information (layout, location go for ice cream
afterwards in town?
something after his music
lesson. A The furniture is more
etc.) available. Let me know if
you’re free then. C Simon is telling Dawn he can For sale
than £50.
Kitchen table and

• Read and compare each of the Dawn meet her after the music four chairs
Only £50
B The furniture is exactly £50.
lesson. Pick up only C The furniture is less than £50.
three options with the text
Part 4: 3-option multiple
before choosing an answer. choice cloze workbook page 89
6 Katie
• Read the chosen option again 2 Read the article about the White House. Choose
My friend Emma
to check that the meanings the best word (A, B or C) for each space. arrives tomorrow. A The party finishes about 6 pm.
Come to my house B Trudy wants Emma to meet
match. on Friday about her friends.
6 pm. I’m having a
1C 2B 3A 4C 5B 6B party to introduce C Emma arrives on Friday.
The White House is the office and 1 of her to my friends.
Workbook p53
the President of the United States. Its address is Trudy
1600 Pennsylvania Avenue N.W. in Washington, D.C.
2 In A2 Key for Schools Reading Every 2 president lived there except one.
LISTENING
The very first president, George Washington, lived
and Writing Part 4, candidates in a  3 in New York. Part 5: Matching workbook page 61
have to read a short text with six It was first called the President’s Palace, but in 1810 3 For each question, choose the correct
6.07

numbered spaces, then decide its name changed to the Executive Mansion. About the answer. You will hear Jen talking to Mark about her
4
time, it also got the name the White House room. Which piece of furniture did each person
which of the three words because of its colour.This name only became official give Jen?
provided belongs in each gap. in 1902.The White House has 132 rooms including
Example
the Oval Office, 5 the President works. It also
This part of the exam tests has 32 bathrooms and 147 windows. It is the oldest 0 armchair C C Grandpa

understanding of words within state building in Washington and thousands of tourists Furniture People
6
the White House each year. 1 sofa A Dad
a context.
2 curtains B Uncle Tim
Encourage your students to do 1 A place B club C home 3 carpet C Grandpa
2 A Italian B Brazilian C American 4 desk D brother
the following when they approach
3 A office B house C shop 5 lamp E Uncle Simon
this task: 4 A same B similar C different F Mark
5 A when B who C where G Mum
• Skim the text to find out the
6 A come B go C visit H Aunt Abi
topic and general meaning.
• Work through the six 64

questions, reading the whole

sentence to choose the
correct word to complete 3 6.07 In A2 Key for Schools Listening Part 5, candidates have to listen to
each gap. a longer conversation between two people who know each other, and match
• After choosing an answer, two lists of items by identifying simple information in the conversation. This
check the other two options part of the exam tests understanding of detailed information.
and decide why they are Encourage your students to do the following when they approach this task:
wrong. • Read and listen to the instructions, then read the questions and think
• Read the completed text about the context.
again to make sure it makes • Notice that all the words in each list are connected (for example people,
sense. items of furniture).
1C 2C 3B 4A 5C 6C
Workbook p89
• On the first listening, get the gist and choose the best option for each
question.
• On the second listening, check all the answers carefully, focusing on
specific information.
1A 2G 3H 4E 5F
Workbook p61

T64 A 2 Key f o r S c h o o l s | U n i t s 5 & 6

Units 5 & 6
Test Yourself

1 1 jealous 2 shower 3 after

4 annoyed 5 make 6 for TEST YOURSELf UNITS 5 & 6
7 annoying 8 last 9 really
10 cooker VOCABULARY
2 1 thought 2 liked 3 went 1 Complete the sentences with the words in the list. There are two extra words.

4 chose 5 found 6 saw after | annoyed | annoying | cheerful | cooker | do | for | jealous | last | make | really | shower
1 Lucy isn’t happy when I see you. I think she’s a bit of you.
3 1 thinked thought 2 enjoyed enjoy 2 I need to brush my teeth, but Liam is still in the .
3 wasn’t didn’t 4 did go went 3 Dad died when I was 12, so I helped Mum look my little sister.
4 My brother borrowed my tablet and he didn’t ask me. I was really .
5 met meet 6 ate eat 5 I moved school when I was ten and I found it really difficult to new friends.
6 I’m looking Oliver. Do you know where he is?
4 1 about, idea 2 could, do 7 It’s a really song. I really don’t like it.
3 why, sure 4 Let’s, great 8 I had a great time night – thanks for everything.
9 It’s a comfortable bed. I don’t want to get up in the mornings.
10 Be careful – the is still hot. /10

GRAMMAR
2 Complete the sentences with the past form of the verbs in the list.

choose | find | go | like | see | think

1 I he was my friend, but now I’m not so sure.
2 The present was very expensive. I hope she it.
3 I to a party last night and I only got home at 11 pm.
4 I liked the green T‒shirt, but eventually I the red one.
5 We a dog all alone in the street, so we took it home.
6 No, not that film. I it last week.

3 Find and correct the mistake in each sentence.

1 I thinked you were at school.
2 Did you enjoyed the film, David?
3 Joy wasn’t go to school today. She stayed at home.
4 We were tired so we did go to bed early.
5 Where did you and Connor met?
6 I wasn’t hungry, so I didn’t ate anything. /12

fUNCTIONAL LANGUAGE
4 Write the missing words.
1 A How inviting Hugo to our party?
B I don’t think that’s a good . Remember the last time he went to a party!
2 A We have pasta for lunch.
B Let’s that. I love pasta!
3 A If you need some money, don’t you get a Saturday job?
B I’m not so . I don’t think my dad would like it.
4 A go to town after school.
B That’s a idea. We can go shopping. /8

MY SCORE /30

22–30 10–21 0–9 65

The Cambridge Life Competencies Framework

Learning to Learn
Practical skills for participating in learning
Watch this video for an idea of how to help
your students learn how to learn.
Scan the QR code here

U n i t s 5 & 6 | Te s t Yo u r s e l f T65
 Unit 7
Smart life Reading

Warmer

7 SMART
Ask students to write the names of
OBJECTIVES
as many digital devices as they can

LIFE
FUNCTIONS:
think of in one minute. giving advice; talking about obligation /
lack of obligation; asking for repetition
and clarification

GRAMMAR:
19 Get ing have to / don’t have to; should /
shouldn’t; mustn’t vs. don’t have to
Before watching the video, lead VOCABULARY:
a class discussion of the question. Watch the video and think: can you live gadgets; housework; expressions
with like
19
without your gadgets?
Encourage students to give reasons.
After watching the video, elicit
examples for things to upcycle.

1 7.01 Get students to cover A B C

the exercise and try to name

the objects in pairs, then do the
matching task.
1C 2A 3F 4E 5D 6B
D E F

2 Students tick the devices in

Exercise 1 that they’ve got. REAdING 4 7.02 Read the sentences and guess the correct answer.
Remind them to think of other Listen and check your answers.
1 7.01 Match the words in the 1 A person who invents something has got an idea and creates
digital devices mentioned during list with the photos. Write 1–6 in something new / has got enough money to buy something new.
the Warmer. Ask pairs to make the boxes. Then listen and check.
2 If you hear something that is shocking, it makes you feel happy
a list. 1 e‒reader | 2 digital camera and excited / surprised and upset.
3 flat screen TV | 4 tablet 3 I researched the topic on the camera / on the internet.
5 laptop | 6 (desktop) computer 4 What is a huge problem for Africa? There is not enough clean water /
3 Monitor the discussions, making There is not enough space for people.
a note of the most interesting 2 SPEAKING Work in pairs. Talk about 5 You can get trachoma from dirty water / bad food.
ideas to elicit at the end. the objects. 6 Getting an eye infection can make people deaf / blind.
7 You buy gel in a plastic bottle / paper bag.
Encourage students to explain I’ve got a … I haven’t got a …
5 Work in pairs. Look at the title of the article and
their choices during feedback SPEAKING

the photo on page 67. What do you think the article is about?
with the whole class. Compare your ideas with other students.
I think the (laptop) in the photo looks
(cool / really new / quite old). 6 7.03 Read and listen to the article about a young inventor.
4 7.02 Students could work in Are the sentences T (true) or F (false)? Correct the false ones.
pairs or individually. 0 Ludwick Marishane is from South Africa. T
3 SPEAKING Imagine you could only 1 Ludwick used his laptop to find out more about the world’s
1 has got an idea and creates have one of these things. Which water situation.
something new 2 surprised and would you choose? 2 Thousands of people get trachoma every year.
upset 3 on the internet 4 There I’d choose the …
3 Trachoma is an illness that can make people blind.
4 Ludwick wanted to help people with trachoma.
is not enough clean water 5 dirty It’s important for me because …
What about you? 5 Ludwick’s dream was to help people find clean water.
water 6 blind 7 plastic bottle 6 DryBath is helping to save a lot of water all over the world.
7 DryBath is a success.
5 Give students two minutes to 66
8 Ludwick wants to invent more things.

brainstorm ideas, then form

groups for comparing ideas. Elicit
some suggestions in open class,
6 7.03
inviting comments from other
1 F (He used his mobile.) 2 T 3 T 4 F (He wanted to make something to help
students.
people in parts of the world where it’s difficult to find clean water.) 5 F (His dream
was to make a gel for people to put on their skin so they don’t have to take a bath.)
6T 7T 8T

Objectives Resources for this unit

Functions and speaking Giving advice; talking about All available online
obligation / lack of obligation; Role play: A phone
Videos Worksheets
call; Developing speaking: Asking for repetition and
● Get ing: Can you live without ● Grammar and vocabulary: Basic, Standard
clarification
gadgets? and Extension Worksheets
Grammar have to / don’t have to; should / shouldn’t; ● Grammar Rap!: mustn’t / don’t have to ● Project: Green gadgets
mustn’t vs. don’t have to ● Vlog: Solving problems ● Communication: Smart life
Vocabulary Gadgets; housework; WordWise: Grammar presentation: Modals of
Expressions with like
Tests ●

● Unit, extension and skills test 7 obligation

Values Caring for people and the environment ● Get ing, Grammar rap! and
Life Competencies Solving problems Life Lessons video Worksheets

T66 S m a r t l i f e | U n i t 7
Unit 7
Smart life Reading; Values

Culture note SMART L I F E UNIT 7

Ludwick Marishane was still in '… just because I didn’t want to

’
secondary school when he came
up with the idea of DryBath. In
2011, when he was studying at the
take a bath
University of Cape Town, in South Ludwick Marishane, a young man from South Africa, was and three years later the dream
with his friends in Limpopo when they started talking came true. He made the gel and
Africa, he received the Global about inventing something to put on your skin so you called it ‘DryBath’. It looks like
Student Entrepreneur of the Year don’t have to take a bath. Ludwick thought that this was a any other gel, but it isn’t. This
great idea. He used his mobile to do some research on the gel saves lives!
award, which provided the initial internet, and he found some shocking facts. Ludwick Marishane is the
funding for his start-up company. Millions of people around the world haven’t got clean water. winner of lots of prizes. People
This is a huge problem because dirty water can create call him ‘one of the brightest young men in the
Limpopo, where Marishane is from, terrible illnesses. One of them is trachoma: thousands world’. He is very happy about his success. DryBath is helping
of people all over the world get trachoma every year. They people to be healthy. And DryBath also helps to save water.
is the northernmost province of the That’s important in many parts of the world where it’s difficult
wash their faces with dirty water, get an infection and
Republic of South Africa, home to sometimes become blind. To stop trachoma, people don’t to find clean water. Now he wants to invent other things, and he
wants to help other young people to become inventors, too.
about 5.5 million people. Its capital have to take expensive medication. They don’t have to
take pills. They don’t have to have injections. They have to
is Polokwane. The region was wash their faces with clean water. That’s it.
named after the 1750-kilometre long Ludwick started thinking. He wanted to make something to
help people in parts of the world where it’s difficult to find
Limpopo River, which runs through it. clean water. He did more research on his mobile, and he did
more thinking. Ludwick had a plan. He wanted to make a gel
for people to put on their skin so they don’t have to take a
bath. He wrote the formula for the gel on his mobile phone.
7 Check/clarify: care about, When he was at university, he never stopped thinking about
care for, environment, quality and his invention. He started to talk to other people about it,
appearance.
After checking the task, elicit
students’ own examples for each
value.
1 a 2 c 3 d 4b Caring for people and the environment
7 Match the values in the list with the sentences in
8 Ask students to underline and the speech bubbles. Write a–d in the boxes.
quote the relevant part of the a caring about the environment
b caring about the quality of your work
article that gives an example of
c caring about your appearance
Ludwick showing his concern d caring about other people
for each value. When students 1 The water in a lot of rivers
have completed the task, elicit and lakes is not clean. 8 SPEAKING Work in pairs. Ask and answer questions
about Ludwick Marishane. Try and find as many
their ideas during class feedback. answers as possible.
Ask the other students to agree 2
I need to wash my hair. It’s dirty.
or disagree with their suggestions Does he care about the environment?
his appearance?
and to give reasons. 3 the quality of his work?
Are you feeling cold? I can give you my jumper.
other people?

Homework 4
Can you switch off the radio,
please? I’m doing my homework.
He cares about the environment
because DryBath helps to save water.
Ask students to write a short
paragraph saying what they do to 67

show their concern for each of the

four values. Put them in groups to
compare their ideas, then ask them Activity idea Values poster
to agree on which of them does the
Get students to work in pairs or groups and ask them to produce a poster that
most for each issue.
gives advice to young people their own age on what they could do to show their
concern for the four values in Exercise 7.
Give each pair or group a large piece of paper to make their poster. Encourage
the students to write a couple of sentences to explain why each value is
important and how their suggestion could help. They can also illustrate their
posters with photos from the internet or their own drawings.
When all the students have finished, ask them to present their posters to the
class. The class then votes on whose was best.

more
Worksheets
Project Green gadgets
Social Responsibility Communication Smart life
Understanding and discussing global issues – Get ing Can you live without your
environmental, political, financial and social gadgets?
Is aware of different global issues.

U n i t 7 | S m a r t l i f e T67
 Unit 7
Smart life Grammar; Vocabulary

Warmer
Play Simon Says with the class.
GRAMMAR VOCABULARY
They have to follow your simple
have to / don’t have to Gadgets
instructions (Stand up, Clap, etc.),
1 Complete the sentences from the article on 5 7.04 Match the words with the photos.
but only if you precede it with the page 67 with have to and don’t have to. Then listen, check and repeat.
words Simon says … . Students 1 To stop trachoma, people
1 satnav | 2 MP3 player | 3 torch | 4 games console
who fail to follow the rules drop take expensive medication.
5 remote control | 6 coffee machine | 7 calculator
2 They wash their faces with
out. The winner is the last person clean water.
8 docking station | 9 hair dryer | 10 headphones

remaining in the game.

2 Complete the rule and the table.

RULE: Use 1 to say ‘this is necessary’.

1 Students complete the example Use 2 to say ‘this isn’t necessary’.
sentences from memory, then A F
Positive Negative
check their answers against
I/you/we/they I/you/we/they don’t have
the text. 0 have to
help. to help.
1 don’t have to 2 have to He/she/it 1 help. He/she/it 2 help.

Questions Short answers B G

2 Check/clarify: necessary. 3
I/you/we/they Yes, I/you/we/they do.
Once you’ve checked answers, have to help? No, I/you/we/they don’t.
4
he/she/it Yes, he/she/it 5 .
elicit that we use a different form have to help? No, he/she/it 6 .
in the third person singular. C H
RULE: 1 have to 2 don’t have to 3 Match the sentences with the pictures.
1 has to 2 doesn’t have to 3 Do 1 The bus leaves in 20 minutes. He has to hurry.
4 Does 5 does 6 doesn’t 2 The bus leaves in 20 minutes. He doesn’t have to hurry.

D I
3 Use these sentences to exemplify
the meaning and use of have to
and don’t have to. If you’ve used
the warmer activity, follow up E J
this task by getting students to
6 How important are these gadgets for you? Make
explain the rules of Simon Says, A B a list from 1 to 10 (1= most important, 10 = not
using have to or don’t have to. 4 Complete the sentences with have to / has to
important at all).
1A 2B or don’t / doesn’t have to. 7 SPEAKING Work in pairs. Compare your ideas and
1 Our teacher doesn’t like mobile phones. tell your partner how often you use these gadgets.
4 1 have to 2 have to don’t have to We switch them off during lessons.
2 I know that I work hard for this test! I often use … I use my … almost every day.
3 has to 4 have to 5 doesn’t have You tell me!
to 6 don’t have to 3 Ann's ill. She stay home.
Workbook p64 4 Your room's a mess! You tidy it up.
What about you? I rarely use …
5 His English is perfect. He study
for exams.
Get it Right! 6 I can hear you very well. You shout! workbook page 66
have to / don’t have to workbook page 64
Student’s Book p125

68

5 7.04 Get students to cover the

exercise and name as many of the
objects as possible before doing 6 Give students a minute or so to decide their priorities.
the matching task. As a follow-up,
get students to test each other 7 Monitor discussions. Encourage students to say why each gadget is
by taking turns pointing at the important to them. Help with any difficult language as necessary.
photos and naming the gadgets. Correct errors only if they impede comprehension.
1D 2H 3I 4G 5C 6B Workbook p66

7 F 8 E 9 J 10 A
Language note have to / don’t have to
Have to / don’t have to fulfil a similar function to a modal in terms of meaning.
It expresses necessity or obligation. Have to has a similar meaning to must.
However, have to is not a modal verb grammatically, where it behaves like
a regular verb.
more
Workbook Activity idea School rules
Grammar p64, Ex.1–4 Vocabulary p66, Ex.1 Put students in pairs and ask them to brainstorm what rules their school has.
Worksheets Then, ask the pairs to write five or six rules for their school using have to / don’t
Grammar presentation: Modals of obligation have to. For example: Students have to arrive on time. We don’t have to wear
Grammar Worksheets 7 a uniform.
Vocabulary Worksheets 7
When students have finished, elicit some of the rules from volunteers. Lead a class
discussion about which rules are easiest and most difficult to follow, and why.
T68 S m a r t l i f e | U n i t 7
Unit 7
Smart life Listening; Grammar; WordWise

8 Check/clarify: invention. SMART L I F E UNIT 7

Make it clear the task is about

imaginary inventions before LISTENING GRAMMAR
should / shouldn’t
students do the matching task. 8 SPEAKING Look at the pictures of different
inventions. Match them with the phrases. Then 11 Look at the sentences in Exercise 10. Match the
1 D, You’ve got a robot so you don’t make sentences to explain what the inventions are. sentence halves.
have to tidy up your room. 2 A, The Compare your ideas.
machine helps you ride your bike up 1 not tidy up room / have got robot RULE:
2 machine help / ride bike up a hill 1 Use should to say a ‘It’s not a good idea.’
a hill. 3 C, This invention helps with 3 invention help homework / more time for friends 2 Use shouldn’t to say b ‘It’s a good idea.’
homework, so you have more time 4 machine can get places around the world / 10 seconds
for friends. 4 B, This machine can 12 Use should / shouldn’t and a word from each list to
give advice to these people.
get to places around the world in
10 seconds. take | go to | eat | drink | read

medicine | book anymore | bed

9 7.05 Check/clarify: inventor. any more cake | some water
A C
When checking answers, elicit any 0 I’ve got a headache. You should take some medicine.
1 I’m really thirsty.
other details students can recall. 2 My eyes are tired.
1b 2a 3d 4c 3 I’m tired.
4 I feel sick.
10 7.05 workbook page 64

1 should 2 shouldn’t 3 should B D

4 shouldn’t 5 should 6 should The girl in picture A has got a cool machine. WordWise:
It helps her to ride her bike up a hill. Expressions with like
13 Match the sentences.
11 Ask students to cover the box, 1 This chicken isn’t very good.
9 7.05An expert is talking to a group of
and elicit the rule for should and teenagers about becoming an inventor. Match the 2 Someone’s talking. Who is it?
shouldn’t. Then get students to sentence halves to find out what the person says. 3 Let’s buy her a present.
Then listen and check. 4 He’s a really nice guy.
complete the matching task. 5 What’s that animal?
1 Many people think that you have to be older
RULE: 1 b 2 a 2 The point is that he invented something a Like what? A poster perhaps?
3 It’s not a good idea b Yes, he’s just like his sister, she’s nice, too.
12 Check that it’s clear that each 4 After leaving school, you should c I’m not sure. It looks like a rabbit, but it isn’t.
sentence must contain a verb a to make people’s lives easier. d That’s right. It tastes like fish!
e It sounds like Jim.
from the top line of the box and b to become an inventor.
c get a job first before trying to become an inventor. 14 Complete the dialogues using a phrase
a phrase from the lower lines. d to work on more than one invention at a time. with like.
1 You should drink some water. 1 A I forgot my homework.
10 7.05 Complete the expert’s answers with
2 You shouldn’t read your book any should or shouldn’t. Listen again and check. B I’m . Mine’s at home, too.
more. 1 You start with an idea to help other people. 2 A Here’s a photo of my sister.
2 You B Wow. She really you!
3 You should go to bed. think ‘How can I get rich?’
3 A We should do some exercise.
3 You only talk to people that you can trust
4 You shouldn’t eat any more cake. about your ideas. B ? Go for a walk?
Workbook p64 4 You work on all the ideas at the same time. 4 A Let’s go to the cinema.
5 You get a job and invent things as a hobby. B That a great idea.
6 You make sure that you’ve got a job.
13 Ask students to underline the workbook page 66

expressions with like in each pair

of sentences. Elicit the meaning 69

of each expression.
1d 2e 3a 4b 5c

14 1 like you 2 looks like 3 Like what Language note should / shouldn’t
4 sounds like Should / shouldn’t is a modal verb. In this unit we look at how it is used for advice.
Workbook p66
Modal verbs are sometimes referred to as modal auxiliaries. They behave like other
auxiliary verbs, i.e. they can invert with the subject to form questions, ’not’ comes
Homework after them to make a negative sentence and they can be used in short answers.
Students write some different advice
with should / shouldn’t for each
situation in Exercise 12.

Activity idea Rules

1 Write the following rules on the board and ask students to decide in pairs
more
which rules they agree or disagree with and why: Workbook
1 Students should use computers in all lessons. Grammar p64–65, Ex.5–7
2 There should only be six students in a class. WordWise p66, Ex.4
3 Students shouldn’t wear school uniforms.
Worksheets
Elicit the students’ opinions. Ask them to work in pairs again and ask them to
Grammar presentation: Modals of obligation
come up with four rules that adults should or shouldn’t do in an ideal world. Grammar Worksheets 7
Vocabulary Worksheets 7

U n i t 7 | S m a r t l i f e T69
 Unit 7
Smart life Reading; Grammar; Pronunciation

Warmer
Ask students to think about how life
REAdING 3 Read the reviews again and answer the questions.
might be different in 2066 and what 1 What do you have to do before you can use the
1 Work in pairs. Look at the pictures and
sort of machines people would use for SPEAKING

think about what the machines do. Then choose

Trendy‒wise?
2 What mustn’t you forget to do?
sleeping, food, travelling, studying, one of the two machines and talk about it.
3 What other thing do you have to do?
shopping, entertainment, etc. 4 How does the DreamCatcher work?
I think it’s called … It helps with …
It’s a cool machine because … 5 Let’s say you have a dangerous dream. How does the
DreamCatcher help you?
1 Monitor, and make a note of the 6 What mustn’t you do when you use the
2 7.06 Read and listen to these product reviews DreamCatcher?
best ideas to elicit at the end. on a website from the year 2066. What do the
machines do?
2 7.06 Check/clarify: occasion,
Are you tired of choosing a cool
trendy, microphone, make sure. outfit to wear for special occasions?
20
Suggested answers Well, now you don’t have to!

The Trendy-wise helps you pick a cool The all-new Trendy-wise is easy to
use and you don’t have to be trendy
outfit to wear for a special occasion. to use it. However, before you can GRAMMAR
The DreamCatcher helps you not have use it, you have to take photos of all mustn’t / don’t have to
the clothes in your wardrobe. And
bad, scary or unhappy dreams. you mustn’t forget to take photos 4 Complete the sentences from the reviews.
of all your shoes and socks, too.
Then all you have to do is click on a
1 You be trendy to use the
3 Ask students to underline the photo of, for example, a blue T-shirt. new Trendy‒wise.
The Trendy-wise selects photos of 2 You forget to take photos
parts of the article that support trousers or skirts, shoes, socks, of all your shoes and socks, too.
their answers. etc., from your wardrobe to go with
this T-shirt. Each time it creates a 5 Complete the rule with mustn’t or don’t have to.
1 Take a photo of all the clothes in different outfit for you and the outfits
are all very trendy. Oh, I almost
your wardrobe. forgot! You also have to type in the RULE: Use 1 to say ‘it’s not necessary’.
2 Take photos of all of your shoes and kind of event/occasion, for example: Use 2 to say ‘don’t do it! I’m telling you not to!’
a concert or a birthday party.
socks.
6 Match sentences (1–2) with (a–b).
3 Click on a photo of an item of Do you sometimes have bad dreams? Do you wake
up scared or unhappy? Yes? Then you should buy the 1 You don’t have to go swimming.
clothing. DreamCatcher. 2 You mustn’t go swimming.
4 You tell it what you want or don’t This is how it works: Put the machine on your head before a There are sharks.
want to dream about and it makes sure you go to bed. Tell it what you want or don’t want by
speaking into the microphone – for example: ‘I want dreams
b You can do something else if you prefer.

you get the dreams you want. where I win a singing competition’ or ‘I don’t want dreams 7 Complete the sentences with mustn’t or don’t have to.
about falling.’ When you are asleep, DreamCatcher will
5 It protects you and keeps you safe. follow your dreams and make sure you get what you want. 1 A The film starts soon. We be late.
6 Use it every night. Imagine that in your dream you do something dangerous.
DreamCatcher will make sure you’re safe. Here’s an
B Don’t worry. I’m ready now.
2 A I’m so thirsty.
example. Let’s say you start to climb a high mountain. You
don’t have to worry because the DreamCatcher will make
B Stop! You drink that!
you walk back down again. 3 A I’m sorry I can’t join you.
20 Grammar rap! But you mustn’t use the machine every night. It will only
work every three days.
B That’s fine. You come.
4 A Sorry, I can’t stay. I’m in a hurry.
mustn’t / don’t have to B No problem. You wait for me.
5 A I can’t swim very well.
B Then you really swim here.
The water’s deep.
4 Ask students to cover the text workbook page 65
and complete the example
sentences from memory. Students PRONUNCIATION
Vowel sounds: /ʊ/ and /uː/ Go to page 121.
then uncover the text and check 70

their answers.
1 don’t have to 2 mustn’t

5 Ask students to look at the

6 1b 2a Language note mustn’t /
examples in Exercise 4 to deduce 7 After students complete the task, don’t have to
the rules. Highlight that while put them in pairs to practise Although must and have to have a
must and have to have a similar saying the mini-dialogues. similar meaning, mustn’t and don’t
meaning, mustn’t and don’t have 1 mustn’t have to are very different from each
to do not. 2 mustn’t other and are NOT interchangeable.
RULE: 1 don’t have to 2 mustn’t 3 don’t have to We use mustn’t to express a negative
4 don’t have to obligation (something you must
5 mustn’t avoid doing), but don’t have to to
Workbook p65
express a lack of any obligation.

Pronunciation Mustn’t and don’t have to also have

more Vowel sounds: /ʊ/ and /u:/ different forms. Mustn’t is a modal
Student’s Book p121 verb. It operates like an auxiliary
Workbook
verb, so inverts with the subject to
Grammar p65, Ex.8–10 Reading p68
make a question and can be used in
Pronunciation p120 Homework short answers. Have to operates as a
Worksheets Students write instructions for their regular verb. It has a different form in
Grammar rap! mustn’t / don’t have to favourite gadget using have to, the 3rd person singular and takes an
Grammar Worksheets 7 don’t have to, should, shouldn’t and auxiliary (do) for questions, negatives
mustn’t. and short answers.
T70 S m a r t l i f e | U n i t 7
Unit 7
Smart life Vocabulary; Speaking; Writing

8 7.09 Get students to cover the SMART L I F E UNIT 7

exercise and try to name as many
of the housework activities as
they can before they complete
the matching task. Pay special
attention to the silent r in ironing
/ˈaɪənɪŋ/, and the pronunciation
of the two middle vowels in
A B C D
vacuum /ˈvækjʊəm/.
1F 2I 3E 4A 5H 6C
VOCABULARY
7 B 8 G 9 D 10 J Housework
Workbook p66
8 7.09 Match the words with the photos.
Write 1–10 in the boxes. Listen and check.
9 Get students to tick the activities Then listen again and repeat.
in Exercise 8 that they have to do 1 vacuum the floor | 2 tidy up | 3 do the ironing
at home, then think of any further 4 do the shopping | 5 set / clear the table
E F
6 do the washing‒up (wash up) | 7 make the beds
chores they do. Ask them to 8 do the cooking | 9 do the washing
make notes, including who does 10 load / empty the dishwasher
what around their house. Monitor workbook page 66
their progress and help with any
unfamiliar language. SPEAKING
9 Read the questions. Make notes.
10 Give students a minute or two to 1 What do you have to do at home: tidying, shopping,
read their notes and think about cooking, etc.? G H
2 What don’t you have to do?
how they are going to express
3 What should parents / children do at home?
their opinions.
10 Plan what you are going to say. Use these phrases.

11 Monitor the discussions. Help I have to … I think / don’t think that’s fair.
with language, and correct errors
that impede comprehension.
Make a note of good ideas to I don’t have to … I’m quite happy about that.
I J
elicit at the end of the activity.
Elicit the ideas, and ask the rest But it would be OK for me to do that.
of the class to agree or disagree, wRITING
A paragraph about housework
and to give reasons. I think … should do the same amount of work.
12 Ask your partner these questions and make
It’s not fair that …
Mothers / Fathers should do more work because … notes. Then write a paragraph.
1 What do you have to do at home?
12 Give students ten minutes to 2 What don’t you have to do at home?
interview their partners, then 11 Work in pairs or small groups. Compare your ideas 3 When do you have to do housework?
write their paragraphs. The about housework. 4 What do you feel about this housework?
Kate hates clearing the table, but she has to do it
writing part of the task can be set every evening. She also has to vacuum her bedroom
as homework. floor once a week. She doesn’t have to do …

Elicit reports from volunteers

71
about the things their partners
do at home. Check correct use of
have to / doesn’t have to.
Activity idea Housework
Review housework activities as a
Homework class, then have students write down
Get students to make a plan for how as many different chores as they
they could help more with housework can think of. Set a time limit of five
at home. For each week, they should minutes
offer to do one of the chores they After five minutes, ask the students
aren’t yet doing. At the end of how many tasks they’ve written, the
each week, they should think about winner being the person who’s written
whether they are the best person to
do that particular job and why.
the most. Get the winner to then more
read out their list. As they read, ask
for a show of hands from the class to Practice Extra
find out which students do each job at Unit 7 Practise it!
home. Announce a second winner for
Workbook
the person who does the most jobs
Vocabulary p66, Ex.2–3
around the house. Vocabulary Extra p67, Ex.1–2
Developing Writing p69

Worksheets
Vocabulary Worksheets 7

U n i t 7 | S m a r t l i f e T71
 Unit 7 Developing Speaking;
Smart life Phrases for fluency; Functions

Warmer
Ask: Which housework task do you
hate the most? Why? Get students to 1 7.10 Look at the photo. What is the woman looking at?
discuss the question in pairs. Why is she upset? Listen and read to check.

Ryan: All right, Mum?

1 7.10 Do as a whole-class Mum: No, not really, Ryan, I really need you to help me.
Sorry, Mum? What did you say?
activity. Accept all suggestions Ryan:

Mum: I said I need some help, Ryan. There are so many Oh, OK. Sorry, Mum. Don’t worry. I can do it. Leave
before asking students to read things to do in this house.
Ryan:
it all to me, OK?
the text to check whether their Ryan: Like what? Mum: Are you sure?
Well, this washing up, for a start. Look at all this! It’s
suggestions are correct. Mum:
terrible. So, can you do it for me before you go out,
Ryan: Absolutely. You go now and leave everything to me.
Mum: OK, thanks Ryan. You’re a good boy! Bye!
please?
OK, well it is a lot of washing up, and perhaps
2 7.10 After you have checked Ryan: No chance, Mum! I’m leaving soon and I’ve got lots
Ryan:
I should clean the kitchen, too. But the game starts
of things to do. I’m really busy, you know.
answers, ask students to find the right now and there’s no TV in here. Hmm. Problem.
Mum: What do you mean? Some creative thinking is needed. Well, it’s easy of
phrases for a start and off we go Ryan: Well, homework and stuff. You know. course. Get my phone. Do live streaming of the
and elicit their meaning. Mum: OK. Never mind. You don’t have to help me. But game. Put the phone next to the sink. And great! Off
1 stressed 2 Because he’s I have to leave soon. I have a meeting with a new we go. And the game’s starting. Come on United.
client. I mustn’t be late. Argh, no! That’s my new phone!
watching TV and it’s really loud.
3 Because he’s busy. 2 7.10 Read and listen again to the dialogue FUNCTIONS
4 Students’ own answers and answer the questions. Asking for repetition and
1 How do you think Ryan’s mum is feeling at the start clarification
of the dialogue?
2 Why can’t Ryan hear his mum? KEY LANGUAGE
3 1 Ryan 2 Mum 3 Ryan 4 Mum 3 Why doesn’t Ryan want to help his mum? What do you mean? Sorry? Like what?
5 Ryan 4 Where do you think Ryan should put his phone?
5 Write the expressions from the Key Language box
Phrases for fluency next to their definitions.
4 Once you have checked answers,
3 Find the expressions 1–5 in the story. Who says a Say that again.
ask students to practise saying them? How do you say them in your language? b What are you trying to say?
the dialogue in pairs. Encourage 0 No chance. Ryan 3 Absolutely.
c Give me an example.
students to do it from memory. 1 … and stuff. 4 So, … ? 6 Complete the extracts from the conversations with
1 All right 2 and stuff 3 Absolutely 2 Never mind. 5 All right … ? the words from Exercise 5.
Ryan, I really need you to help me.
4 No chance 5 Never mind 6 So 4 Complete the dialogue with the expressions in Mum

Exercise 3. Ryan 1 , Mum? What did

you say?
A1 , Dan? Do you want to
come round tonight? We can play computer games Mum There are so many things to do in this house.
5 Practise the pronunciation and 2
. Ryan 2
?
intonation of the phrases. Remind B 3 . I love computer games, Ryan I’m really busy, you know.
they’re awesome! Mum 3
?
students that they are typically A Can you bring your new laptop?
used (especially Like what?) in
SPEAKING
B 4 . It’s my brother’s. I can’t
ROLE
G N I KPLAY
AEPS A phone call
more informal contexts where take it.
Work in pairs. Student A: Go to page 127. Student B:
A5 . We can use mine.
speakers know each other well. B 6 , is seven o’clock OK?
Go to page 128. Take two or three minutes to prepare.
Then have a conversation.
a Sorry b What do you mean?
c Like what?

6 Ask students to cover the

conversation in Exercise 1 as they 72

do the task.
1 Sorry 2 Like what?
3 What do you mean? Activity idea Reconstructing a conversation
ROLE-PLAY Form AB pairs Ask students to read the conversation in Exercise 1 again. Put the students
and ask students to turn to the in pairs and ask them to cover the text. The pairs then try to recall the entire
page as instructed. Ask: Why do conversation in as much detail as they can remember. Monitor progress. Once a
speakers keep asking each other pair is confident they have reconstructed most of the text, get them to perform
for repetition or clarification? (the their dialogue in front of the class. Ask the class to check the text in the book
line is not very good) Monitor the for discrepancies.
correct use of the phrases, and
check that students complete
both conversations. Ask one or
two pairs to perform their role-
play in front of the class.

more
Workbook
Listening p70

T72 S m a r t l i f e | U n i t 7
Unit 7
Smart life Life Competencies

Warmer SMART L I F E UNIT 7

Put students in pairs and ask: What

kinds of problems do young people of
your age typically have? Ask students
LIFE COMPETENCIES
Everybody has problems to solve. Sometimes the problems are big, and sometimes
to list these problems, then elicit and they are small, but it’s always a good idea to think of all the possibilities before we
discuss in whole-class feedback. decide what to do.

Solving problems 3 Read the conversation. What is Ben’s problem?

Hey, Ben. What are you doing?
21 Life Lessons:
Andy

Ben Hello, Andy. I’m thinking about how to go to

Solving problems Andy

school next week.
Why?
Ben My mum’s car isn’t working, so we have to find
another way. One idea is getting the bus.
Good idea. The bus is fast, so you can get to
1 21 Do this task with the class. Andy
school early. So, can we go out now?
Elicit answers for the second part Ben Hang on! I can see here that the bus goes at
of the exercise and discuss. 7.10, so I have to get up at … 6. No chance! Also,
I need to take my little sister to her school and
1 problems 2 answers I don’t want to be at school an hour early.
Andy So why don’t you walk? You can take Annie to
2 21 1 21 Watch the vlog and complete the sentence. school, walk from there to my house and then
‘Someone once said that life is just a series of we can go to school together.
3 I’ve got a lot to say about it. looking for ’. Ben Sounds good, but I’m not so sure. Annie’s school
4 It’s important. 5 I vlogged about Do you think the sentence is true? Why is is a long way from your house. And I don’t want
to arrive at school late, but I can’t leave Annie at
it before. 6 Computer games problem solving important?
her school at 8 am. It’s not open until 8.15.
7 They’re fun. 8 I’ve got a lot to say 2 21 Watch again and complete the notes. Andy OK, so the bus is a no, and walking a no, too?
about them. How about going on your bikes? You can cycle
What to vlog about? with Annie to her school at 8.15 and have time
to get to school about 10 minutes early.
3 When checking answers, elicit 1 – Topic: Empathy
Ben Good idea! But Annie hasn’t got a bike.
ideas from the class, and get For Against
2 – It’s interesting 5 – 4 Ben and Andy think of three solutions. What are
other students to confirm or 3 – they? What are the positives and the negatives
4 –
correct them. about each solution?
6 – Topic:
Ben doesn’t know how he will get to 5 SPEAKING With your partner, think of another
For Against
school. 7 – 9 – Not really ‘Life
solution to Ben’s problem. What are the positives
8 – Lessons’ and negatives about your solution?

4 Ask students to read the tips for 6 SPEAKING Explain your solution to the rest of the
class. Who has the best solution?
solving problems. Ask: How much
TIPS FOR SOLVING PROBLEMS
did the vlogger follow the advice? Me and my world
Remind students to follow the • when you have a problem, spend some time
7 Answer the questions.
trying to think of all the possible solutions.
technique for evaluating the • when you have all the possible solutions, a Think of a small, medium and large problem that
solutions for Ben’s problem. Ask: think about the positives and negatives for you have.
each solution. b Who can you talk to about these problems?
Which solution do you think is • After listing the positives and negatives, c Have you got ideas about how to solve them?
best (= least bad)? choose what you think the best solution is.

take the bus (positive: fast; get to • Remember sometimes there is no good
solution and you have to choose the one that
school early; negatives: has to wake up is least bad.
very early; will arrive at school too early;
has to take his sister, Annie, to school) 73

walk (positive: can meet up with Andy

after dropping off Annie; negatives:
very far; might be late for school; will 6 Get pairs to report back to the class, then have the class vote on the best
have to drop Annie off too early) solution suggested (including any of the three from the conversation).
ride a bike (positives: time is right for 7 Elicit ideas about what makes a problem bigger or smaller. (For example,
Annie; time is right for him; negative: a small problem is one you can solve on your own, a medium problem is one
Annie doesn’t have a bike) where you need someone else’s advice, and a big problem is one where you
depend on others’ actions to solve it.) Give students a couple of minutes to
5 Get students to brainstorm one
think of examples from their lives – or the lives of those around them.
more solution to Ben’s problem,
then evaluate it by thinking about
the positives and negatives as in
Exercise 4. Is it a better solution
Homework
Ask students to think about a
than the ones they’ve already
discussed or worse? problem they have had recently, and more
the solution they found. Get students
Practice Extra
Emotional Development to make notes about how they came
Unit 7 Master it!
Managing own emotions to this solution.
Discusses own emotions with friends and Worksheets
family and chooses the best solution.
Life Lessons: Solving problems
Critical ing
Evaluating texts, ideas and arguments Tests
Gives reasons for the evaluation of an Unit, extension and skills test 7
argument’s plausibility.

U n i t 7 | S m a r t l i f e T73
 Unit 8
A question of sport Reading

Warmer

8 A QUESTION
Write the quote from the video on
OBJECTIVES
the board: You win some, you lose

OF SPORT
FUNCTIONS:
some. Elicit students’ ideas about talking about sports; talking about
what it might mean. feelings; talking about ongoing past
events, sequencing events

GRAMMAR:
past continuous; past continuous vs.

22 Get ing past simple; when and while

Watch the video and think: what can VOCABULARY:

Elicit students’ own ideas about the 22
you learn from winning and losing?
sport and sports verbs; adverbs of
sequence
question before you play the video.
Lead a class discussion about the
topic. Ask students to give examples
of fair play – both in sports and in
everyday life.

1 Ask students to cover the exercise A B C

and try to name the sports before
doing the matching task.
1C 2B 3E 4F 5D 6A

2 Ask students to describe the

details of each photo in pairs. Then
get students to complete the task. D E F
a ball: tennis, basketball; a race: horse
racing, athletics, swimming; a track:
horse racing, athletics; water: REAdING 6 Look at the photos on page 75. Which sports are
the stories about?
swimming; bars: gymnastics; a net: 1 Match the words in the list with the photos.
tennis, basketball; a match: tennis, Write 1–6 in the boxes. 7 8.01 Read and listen to the article and check
your answers.
basketball; a rider: horse racing 1 basketball | 2 horse racing | 3 gymnastics
4 athletics | 5 swimming | 6 tennis 8 Read the article again. Are the sentences T (true)
or F (false)? Correct the false ones.
3 Do this as a competition between 2 Which sport(s) in Exercise 1 has these things? 1 Usain Bolt won both the 100m and 200m
groups. Set a time limit. The team gold medals at three Olympic Games.
a ball | a race | a track | water
who can write the most sports in bars | a net | a match | a rider
2 Bolt won all his gold medals running on his own.
3 Bolt was world champion 11 times.
English wins. Give students a point 4 Nadia Comaneci was 16 years old when she got the
3 Name other sports in English.
for each correct sport and deduct perfect score.
a point for each incorrect answer. 4 Which sports are popular in your country? 5 The scoreboard didn’t show Comaneci’s
Which ones do you like? Write P (popular) score correctly.
Write up the words on the board and/or L (like) next to each photo. 6 Comaneci scored 10.00 six times at the
for the whole class to copy. Montreal Olympics.
5 SPEAKING Compare your ideas with a partner. 7 Some people thought it was impossible to run
a mile in four minutes.
4 Monitor the discussions and help Basketball is popular here, I like tennis and it’s 8 Roger Bannister did not win a medal at the 1952
with any unfamiliar language. Elicit but I don’t like it very much. very popular here. Olympic Games.
some ideas for feedback, and invite 74

comments from other students.

5 Monitor, and help with any

8 When checking answers, ask students to quote the relevant parts of the
difficult language.
article that support their answers.
6 Ask students to compare their 1 T 2 F (Bolt won some of his gold medals running on his own.) 3 T
ideas in pairs. 4 F (Nadia Comaneci was 15 years old when she got the perfect score.) 5 T
6 F (Comaneci scored 10.00 seven times at the Montreal Olympics.) 7 T 8 T
7 8.01
athletics gymnastics athletics

Objectives Resources for this unit

Functions and speaking Talking about sports; talking All available online
about feelings; talking about ongoing past events,
Videos Worksheets
sequencing events
● Get ing: What can you learn from ● Grammar and vocabulary: Basic, Standard
Grammar Past continuous; past continuous vs. past winning and losing? and Extension Worksheets
simple; when and while ● Grammar rap!: Past continuous vs. ● Project: Sports stars
Vocabulary Sport and sports verbs; adverbs of past simple ● Communication: A question of sport
sequence ● Culture: The wonderful world of sport ● Literature Worksheets: Dracula
Values Trying, winning and losing Tests ● Get ing and Grammar rap! video
Train to Sequencing ● Unit, extension and skills test 8 Worksheets

T74 A q u e s t i o n o f s p o r t | U n i t 8
Unit 8
A question of sport Reading; Values

Culture note A QUESTION OF S PO RT UNIT 8

Jamaican athlete Usain Bolt

(born 1986) set the world record for
THE WORLD’S GREATEST
both the 100m and 200m sprint at SPORTING ACHIEVEMENTS
the World Championship in Berlin
in 2009. His times were 9.58 and
19.19, respectively. Bolt retired The world of sport is full of wonderful moments. Here are our top three.
from athletics competitions in 2017.
Bolt is known for his signature pose The triple double
(’the lightning bolt’) which he used to The starting gun went off. Suddenly, eight athletes were flying down the track in Rio de
Janeiro’s Olympic Stadium. Less than 20 seconds later the race was over. Usain Bolt
celebrate his victories. was walking around the stadium with the Jamaican flag over his shoulders – he was a
double Olympic champion … again! Four years earlier, at the 2012 London Olympics,
Romanian gymnast Nadia Comăneci he became the first man to win a gold medal in both the 100m and 200m sprint at
(born 1961) won nine Olympic medals a second Olympic Games (he won them both at the 2008 Beijing Olympics, too). In
Rio, he did it for a third time. As well as his eight Olympic gold medals (he won the
(including five gold medals in Montreal other two in relay races with other teammates), Bolt also won 11 world championships
1976 and Moscow 1980) and four and currently holds the world record for the 100m and 200m. He is one of the greatest
sprinters in history.
World Championship titles in her
career. She moved to the United The perfect ten
States in 1989. She is involved in the Everyone was looking at 15-year-old Romanian gymnast
Nadia Comaneci as she left the bars, flew through the air and
activities of several charities around the landed perfectly on the ground. She turned round. The crowd
world. She also personally funded the was cheering. Everyone was waiting nervously for the judges’
score. Then it came. The scoreboard was showing ‘1.00’. The
establishment of a children’s clinic in crowd was confused. But then the organisers explained. The
Bucharest. makers of the scoreboards thought it was impossible to get a
perfect score of 10. The boards were not able to show ‘10.00’.
British athlete and doctor Roger So, on 18 July 1976, at the Montreal Olympics, Nadia made
history when she became the first gymnast ever to get a
Bannister (1929–2018) achieved his perfect ten. She got six more ‘perfect scores’ at the games
historic running time at the Iffley Road and won three gold medals, making her one of the best
athletes in her sport of all time.
running track in Oxford on 6 May 1954.
In his professional career, he devoted
The four-minute mile
his life to the field of neurology.
It was the final lap. Roger Bannister was running
He often said he would prefer to be fast, but could he really become the first person to
Trying, winning and losing
remembered for his achievements in run a mile in under four minutes? A minute later,
he was lying exhausted on the ground. Then, there 9 Think about these sentences. Which do you agree
medicine than for the 4-minute mile. was an announcement of his time: ‘3 minutes, with most?
He was knighted in 1975. 59.4 seconds.’ The crowd went crazy.
1 When you play sport, you should always try your hardest.
Before 6 May 1954, experts said that
2 Having fun is more important than winning.
a four-minute mile was impossible to run. Roger
showed them that they were wrong. He planned 3 No one remembers the person who finishes second.
9 You might like to ask students to stop running after the 1952 Summer Olympics, 4 Getting physical exercise is more important than
but there he only came in fourth place. Without winning trophies.
to put all five sentences in order a medal, Roger wanted to show how good he 5 Sport is the most important thing in life.
of importance to decide which was. In 1954, he did exactly that.
10 SPEAKING Work in pairs. Compare your ideas with
sentence they agree with the most. a partner.

10 Monitor, and help with any I agree with number 1 the most.
What about you?
difficult language and with
expressing arguments. Only 75

correct errors if they hinder

comprehension. Elicit some ideas
in open class for feedback, and
ask the rest of the class to agree Activity idea Categorising sports
or disagree, and say why. Put the students into pairs and ask them to classify all the sports discussed in
the unit so far into: a) team sports, b) individual sports, c) ball sports, d) winter
sports, e) summer sports. Note that some sports belong in more than one
Homework category, and some can’t be categorised like this.
Ask students to research other Elicit the classifications, and write them up on the board for students to check
memorable sporting achievements, against their own answers.
especially those achieved by athletes
from their own country. Students
could either write up their findings as
a short paragraph, or prepare a short
oral presentation. Encourage them
to find photos or videos to illustrate
their work. more
Worksheets
Project Sports stars
Social Responsibility Communication A question of sport
Understanding personal responsibilities as part of a group and in society – Get ing What can you learn from
including citizenship winning and losing?
Is aware of positive behaviours in different groups.

U n i t 8 | A q u e s t i o n o f s p o r t T75
 Unit 8
A question of sport Grammar; Pronunciation; Vocabulary

Warmer
Write the names: Usain Bolt,
GRAMMAR 4 Complete the dialogues with the past
Nadia Comaneci and Roger Bannister continuous form of the verbs.
Past continuous
on the board. Elicit what details 1 A What (you/do) yesterday
1 Complete the sentences from the article on when we phoned you?
students remember from the article page 75 with the words in the correct form. Then B I (wait) for my mum
on page 75. choose the correct words to complete the rule. in town. And it was horrible because
it (rain)!
cheer | fly | lie | run
2 A Why didn’t you answer when I phoned you?
1 Eight athletes down B I (cook) my lunch.
1 Ask students to complete the track. 3 A Was it a good game yesterday?
the examples from memory 2 The crowd . B Well, the beginning was fine.
3 Roger Bannister fast.
before they check back in the We  (play) well and
4 A minute later, he we  (win). But then they
text. When checking answers, exhausted on the ground. scored four goals!
compare the past continuous 4 A (you/watch) TV when I called
RULE: Use the past continuous to talk about last night?
to the present continuous and 5
completed actions / actions in progress at a certain B No, I wasn’t. I (read) a magazine.
refer students back to the time in the past.
workbook page 72
spelling rules for -ing forms on
2 Find more examples of the past continuous in the
page 17. article on page 75. Then complete the table.
1 were flying Positive Negative
2 was cheering I/he/she/it 1 I/he/she/it 3 A F
3 was running working. (was not) working.
4 was lying You/we/they 2 You/we/they weren’t
working. (were not) working.
RULE: 5 actions in progress
Questions Short answers B G
2 Do this as a race to see who 4
I/he/ Yes, I/he/she/ it 6 .
can find and underline all she/it working? No, I/he/she/it 7 (was not).
5
you/we/ Yes, you/we/they/ 8 .
the examples most quickly. they working? No, you/we/they 9 (were not).
Check the examples, then C H
ask students to complete PRONUNCIATION
the table. Strong and weak forms of was and were
Go to page 121.
Usain Bolt was walking; everyone
D I
was looking; everyone was waiting; 3 Yesterday the sports teacher was late. What were
the scoreboard was showing the students doing when he got there? Complete
the sentences with the correct form of the verbs.
1 was 2 were 3 wasn’t 0 Lucy was talking (talk) on her phone.
4 Was 5 Were 6 was 1 Daniel and Sophie (play)
E J
7 wasn’t 8 were 9 weren’t basketball.
2 Samuel (read) a book.
3 Ken and Sarah (climb) up VOCABULARY
the ropes. Sport and sports verbs
Pronunciation 4 Lisa
She
(not think) about sports.
(dream) about a day on
5 Match the words in the list with the photos.
Strong and weak forms of was and the beach.
Write 1–10 in the boxes.

were 5 Andy and Matt (not do) 1 sailing | 2 diving | 3 golf | 4 gymnastics
Student’s Book p121 any sports. They  (look) at 5 rock climbing | 6 rugby | 7 snowboarding
photos on Andy’s tablet. 8 skiing | 9 volleyball | 10 windsurfing

3 1 were playing 76

2 was reading
3 were climbing
4 wasn’t thinking, was dreaming 4 This task can be set as homework or done in class. To check answers, get
5 weren’t doing, were looking students in pairs to practise performing the mini-dialogues.
1 were you doing, was waiting, was raining 2 was cooking
3 were playing, were winning 4 Were you watching, was reading
Workbook p72

5 Ask students to cover the exercise and try to name as many of the sports
as they can. Then, get students to complete the matching task in the book.
After you have checked answers, students could test each other in pairs by
covering the exercise again, and taking turns to point to a photo to elicit the
sport from their partner.
more 1 D 2 H 3 C 4 F 5 B 6 A 7 I 8 E 9 J 10 G

Workbook
Grammar p72, Ex.1–5 Language note Past continuous
Vocabulary p74, Ex.1–4
Vocabulary Extra p75, Ex.1–2
Both the present continuous and the past continuous are used to talk about
Pronunciation p121 actions in progress. In each case, it is about a specific point in time. We often
use both tenses with phrases specifying the point in time: (around) now in the
Worksheets present continuous, and a range of past time expressions in the past continuous,
Grammar Worksheets 8 e.g. last night, at 3 o’clock yesterday, when I called you.
Vocabulary Worksheets 8

T76 A q u e s t i o n o f s p o r t | U n i t 8
Unit 8
A question of sport Vocabulary; Listening; Functions

6 1 rugby, volleyball 2 a sailor, a diver, A QUESTION OF S PO RT UNIT 8

a golfer, a rock climber, a snowboarder,
a skier, a windsurfer 3 a gymnast 6 Answer the questions. 10 8.04 Listen again. Who expresses these ideas?
1 Two of the sports in Exercise 5 have players and Write the name.

7 After checking answers, add all a team. Which ones are they? 1 I practise a lot.
2 Seven of the sports in Exercise 5 add ‒er or ‒or for
the other sports discussed so far the people who do them. Which ones are they? 2 I am not competitive.
in Unit 8 to the table. 3 What do we call someone who does gymnastics?
3 I like doing things alone.
play: golf, rugby, volleyball, 7 We use different verbs for different kinds of sports.
go: sailing, diving, rock climbing, Read the rule and then complete the table with the 4 I’m learning another sport.
sports in Exercise 5.
snowboarding, skiing, windsurfing
5 I can’t do my sport at school.
do: gymnastics RULE: play + game (e.g., football)
go + ‒ing (e.g., running)
do + activity (e.g., athletics) 11 SPEAKING Work in pairs. Which of the five
8 You could ask groups to include teenagers are you like? Tell your partner.
play go do
other sports, as well, to give football running athletics
I’m like Ryan. I love all sports.
more examples for each question.
1 rugby, volleyball 2 Students’ own I’m like Andy because
answers. Almost any sports can be I prefer individual sports.
dangerous in certain circumstances.
3 sailing, diving, windsurfing Look
8 SPEAKING Work in groups. Answer the questions You can use like to say that you have similar interests to
4 snowboarding, skiing 5 sailing, about the sports in Exercise 5. somebody or that you have the same abilities.
golf – and any sport which involves Which sports … Sarah’s like Greg. She loves tennis.
Matt’s like his brother. They’re both good at gymnastics.
1 are team sports? 4 are in the Winter Olympics?
a lot of travelling 6 Students’ own
2 are dangerous? 5 are expensive?
answers 3 are water sports? 6 are difficult to play or do?
Workbook p74 FUNCTIONS
workbook page 74
Talking about feelings
9 8.04 Check/clarify: LISTENING 12 You are going to answer the question: ‘How do
you feel about sport?’ List some sports you want
skateboarding. 9 8.04 Five teenagers were asked the question: to talk about.
Remind students that in the task ‘How do you feel about sport?’ Listen and draw the running, football, swimming, surfing
correct emoji for each sport they mention.
they only need to include sports 13 What do you want to say about each sport?
the speakers specifically mention. Mark them ✓ for positive comments; and ✗ for
They really like it. It's OK for them. They don't like it. negative ones.
Gemma: swimming , running , running ✗ football ✗ swimming ✓ surfing ✓
football
14 Think about why you put ✓ or ✗. Look at the
Andy: running , football Gemma Andy Tracey Paul Ryan words and ideas in Exercise 8. Use these words
Tracey: skateboarding , football football
and / or other words you know.
Paul: gymnastics running ✗ boring football ✗ team sport
swimming swimming ✓ fun surfing ✓ difficult and fun
Ryan: football , tennis ,
swimming , skiing 15 Work in pairs. Ask each other: ‘How do you feel
running
about sport?’
skateboarding
10 8.04 How do you feel about sport?
1 Tracey and Paul 2 Gemma gymnastics

3 Andy 4 Ryan 5 Paul Well, I don’t like running because it’s boring.
skiing But swimming is fun and I love surfing
because it’s fun and it’s difficult to do.
11 Focus on the Look box and check tennis
77
that the meaning of I’m (not) like
(= I’m (not) similar to) is clear. Ask
students to predict which person
their partner might be most like,
then check their ideas.

12 Give students a minute to make

a list.

13 Allow half a minute for this stage.

14 Monitor and help with language

as students make their notes.
Homework
15 Encourage pairs to find three Ask students to interview members
things they have in common. of their family about how they feel more
Monitor the pairwork. Pay about sport. Tell the students to make
attention to the correct use of notes, then write up a paragraph Workbook
the adjectives ending in -ed and to report back their findings. In the Vocabulary p74, Ex.1–4
-ing as well as the use of verbs next class, have a few volunteers Vocabulary Extra p75, Ex.1–2
followed by -ing forms. Also make present their reports. Ask: Do people Listening p78
a note of the most interesting in different generations like different Worksheets
ideas to elicit. sports? Why? Vocabulary Worksheets 8

U n i t 8 | A q u e s t i o n o f s p o r t T77
 Unit 8
A question of sport Reading; Train to

Warmer Home About Latest posts Archive

Write Sporting fails on the board,

Spor ting
Professional athletes need their bodies to be in excellent condition. They train hours every
and elicit students’ ideas for what it day to achieve this. Sometimes it only takes one small mistake to spoil all that hard work.
In 2011, for example, French golfer Thomas Levet won the French Open. He was so

fails
might mean and give some examples happy that he jumped in a lake and broke his leg. And American skier Lindsey Vonn cut
of their own. her hand badly while she was opening a glass bottle to celebrate winning at the 2009
World Championships.

1 Elicit descriptions in the students’ We know you’re not professionals, but we want you to tell us
all about your silliest sporting accidents.
own words. Ask the rest of the
class to comment on or add to
the descriptions. Ask: What do
1 Last year, I was playing volleyball for my school team.
I jumped up high and hit the ball really hard. At first,
I thought it was a really good shot, but I soon found out it
you think happened next? wasn’t. The ball hit the post at the side of the net: then
it hit me in the face and knocked me to the floor. I had a
big purple bruise on my face and I couldn’t play the rest
2 8.05 of the game. Liam
A2 B3 C1 A

3 Check/clarify: spoil, bruise, 2 When I was 13, I played for the school rugby team and
we won the schools championship. A few days later,
trip (v), embarrassed, wave (v). there was a big celebration. All the students were there
to watch as we walked on to the stage to get medals
During feedback, ask students to from the headmistress. I got my medal, but when I was
leaving the stage, I tripped and fell down the steps.
quote the parts of the text that Luckily, I wasn’t hurt, but I was really, really embarrassed.
support their answers. Connor
1 Because he was happy about
winning. 3 A few days ago I was skateboarding down my road when I
saw my best friend. I shouted to him and started waving. B
2 While she was trying to open a glass While I was waving, I rode into a lamppost and fell off.
bottle. My leg was hurting really badly and I couldn’t move. After
ten minutes, my friend called an ambulance. Finally, they
3 It hit the post and then hit him in took me to hospital. The doctor there told me my leg was
the face. broken. Now I can’t skateboard for at least six months,
and I have to miss the local championships. Eve
4 He was leaving the stage.
5 Because she broke her leg.
REAdING
4 Give students half a minute to 1 Look at the pictures. What do you think is
think about the stories, then do the happening in each one? C

pairwork. Encourage students to 2 8.05 Read and listen to the stories and match
them with the pictures. Write the numbers 1–3 in
give reasons for their scores and to the boxes.
agree on a score for each story. Sequencing
3 Read the forum again. Answer the questions.
5 Look at the lists. Put them in a logical order.
1 Why did the golfer jump into a lake?
2 How did the skier cut her hand? 1 morning – night – afternoon – evening
5 Before students begin the task, 3 After Liam hit the ball, what did it do? 2 tomorrow – today – next week – yesterday
3 Saturday – Wednesday – Monday – Friday
ask: What are the categories in 4 What was Connor doing when he fell?
4 have lunch – come home – go to school – wake up
5 Why can’t Eve skateboard for the next six months?
each list? (1 parts of the day, 2 past, 5 baby – adult – child – teenager
present and future, 3 days of the 4 SPEAKING How funny do you think these stories 6 first half – kick‒off – half‒time – second half
are? Give each one a number from 0–5 (0 = not
week, 4 daily routine, 5 life stages, funny at all, 5 = very, very funny). Compare your 6 SPEAKING Compare your ideas with other
6 football match). Don’t check ideas with a partner. students. Are they the same or different?
78

answers for the ordering task.

6 Suggested answers
1 morning – afternoon – evening – night Culture note
2 yesterday – today – tomorrow – Thomas Levet (born 1968) is a former French golf player. He won six titles on the
next week European Tour between 1998 and 2011, making him the most successful French
3 Monday – Wednesday – Friday – player on the Tour in history.
Saturday Lindsey Vonn (born 1984) is a former American alpine ski racer. She won four
4 wake up – go to school – have lunch – overall World Championship titles, and sixteen further World Cup season titles,
come home as well as medals at the Vancouver Olympic Games in 2010. Her 82 World Cup
5 baby – child – teenager – adult race victories make her the second most successful skier in history (among both
6 kick-off – first half – half-time – men and women), and the best-ever female skier in the world.
second half

Activity idea A sports story

Ask students to choose one of the lists of sequencing words from Exercise 5.
Then allow four minutes for students to think of a sports story – real or
invented – that they could tell using these words.

more The students make notes and then form small groups where they tell each other
their stories. Monitor the use of the sequencing words.
Workbook When the students have finished, have each group decide on the best story
Reading p76 Train to p78, Ex.5 which they retell to the rest of the class.

Critical ing
T78 A q u e s t i o n o f s p o r t | U n i t 8 Evaluating texts, ideas and arguments
Assesses strengths and weaknesses of possible solutions.
Unit 8
A question of sport Grammar; Vocabulary

23 Grammar rap! A QUESTION OF S PO RT UNIT 8

Past continuous vs. 11 Complete the sentences with the correct form
past simple of the verbs. Use past continuous for the longer
activity and past simple for the shorter one.
23

arrive | go | have (x2) | ring

see | talk | walk | watch | write
7 Ask students to underline the
past verb forms first, then decide GRAMMAR 0 I was writing an email.
My phone rang .
which tense each form is. Past continuous vs. past simple
1 Alex and Sue a film. Their
Past continuous: was opening, was 7 Look at these sentences from the stories on friends .
page 78. Which verbs are in the past continuous 2 Marco breakfast.
leaving, was skateboarding, was and which verbs are in the past simple? He a great idea.
waving 1 Lindsey Vonn cut her hand badly while she was 3 Cristina on the phone.
Her father out.
Past simple: cut, tripped, fell, saw, rode opening a glass bottle.
2 When I was leaving the stage, I tripped and fell down 4 They in the mountains.
the steps. They a strange bird.
8 Give students some time to 3 I was skateboarding down my road when I saw my
12 Join the sentences in Exercise 11 in two different
consider the questions first best friend.
ways. Use when and while.
4 While I was waving, I rode into a lamppost.
before comparing ideas in pairs. workbook page 73
RULE: 1 past continuous (I was 8 Look at the diagram. Which part tells us the
background action? Which part says what
skateboarding down the road) happened at one moment? Complete the rule. VOCABULARY
2 past simple (I saw my best friend) I was skateboarding down the road.
Adverbs of sequence
13 Match the parts of the sentences.
9 1 hit, was watching 2 was sailing, saw I saw my best friend.
1 At first, a 15 minutes, they phoned 999.
3 was chasing, fell 4 looked, was 2 Then b they took me to hospital.
3 After c I thought it was a really good shot.
snowing RULE: Use the 1 to
talk about background actions in the past, and the 4 Finally, d it came straight back towards me.
2
for actions which
happened at one moment (and sometimes interrupted 14 Complete the story with the words in Exercise 13.

Get it Right!
the background action).

Past continuous vs. past simple 9 Complete the sentences. Use the past continuous
or past simple form of the verbs.
Student’s Book p125
0 He was running (run) and he
suddenly felt (feel) a pain in his leg.
10 Use the sentences in Exercise 9 1 The ball (hit) me while 1
, I was very 3
ten seconds, I
I (watch) a bird. nervous. crossed the finish line
to explain the grammar point. 2 Jenny (sail) with her father when 2
the starter fired and won! I was the world
Highlight the use of the comma in she (see) some dolphins. the gun. champion!

sentence 4. 3 He (chase) the ball and

he (fall) over.
1 simple 2 continuous 4 When I (look) out of the window,
it (snow).
11 1 were watching, arrived
when and while
2 was having, had
10 Look at Exercise 9. Complete the rule. 4
the photographers 6
, I woke up.
3 was talking, went took photos of me.
4 were walking, saw RULE: We often use when before the past 1 5
an hour, they gave
and while before the past 2 . me the gold medal.
12 This task can be done orally or in workbook page 74

writing.
Workbook p73 79

13 Ask students to look at the

events a–d, and decide together
in what logical order they could Language note
happen. Then, ask students to We use a comma between the two sentences joined by when / while if the time
complete the matching task. clause is put first.
1c 2d 3a 4b

14 1 At first 2 Then 3 After 4 Then

5 After 6 Finally
Workbook p74

more
Homework
Practice Extra
Ask students to write the story of an Unit 8 Practise it!
amusing incident that happened to
them in the past. Encourage them to Workbook
use both the past continuous and the Grammar p73, Ex.6–9
Get it Right! p73
past simple. Students could record
Vocabulary p74, Ex.3–4
themselves on their phones telling
the story, and send the recording to Worksheets
their teacher, instead of submitting Grammar rap! Past continuous vs. past simple
the written texts. Grammar Worksheets 8
Vocabulary Worksheets 8

U n i t 8 | A q u e s t i o n o f s p o r t T79
 Unit 8
A question of sport Culture

Warmer
Ask one or two volunteering The wonderful
students to briefly tell the class 24
world of sport
about a memorable sports event
they have seen.
A
1 Look at the photos and answer the question. Then say
24 what you think the article is about. Where can you see
the following things?
The wonderful world • people climbing • camels

of sport • a net • a chess board

2 8.06 Read and listen to the article. Match the

Get students to watch the video. pictures with the sports (1–4).
Ask them to discuss in groups which
3 Which sport do you like most? Which do you
of the sports shown they would most
SPEAKING

not like? Compare your ideas with others in the class.

like to try, and why.
B

w rld
The wonderful
1 Check the answer to the
of sport
question before you ask students
to try and predict what the text
Sports such as football, tennis and golf are popular all
is about (unusual sports). Get over the world with millions of people playing them or
watching them on TV. But there are also many unusual
students to brainstorm ideas sports that are not so well known. Here are four
about how they think each sport in interesting examples.
the pictures is played. Accept any 1 Every year, on a small Chinese island, thousands of people arrive to
ideas, no matter how far-fetched. celebrate a very special event: the Cheung Chau bun festival. The highlight C
A: a net B: a chess board of the festival is a race to the top of a very strange mountain. The mountain
is made of metal and covered with a type of traditional Chinese bun.
C: people climbing D: camels Spectators watch as three teams compete to see how many buns they can
take from the mountain. The climb can be quite dangerous and people who
want to take part must take a special training course.
2 8.06
A3 B4 C1 D2 2
Camel racing is a popular sport in many countries around the world,
including Mongolia and Australia. But it is especially popular in the Middle
3 Give students half a minute to East and each year, from late October to early April, many big races
consider the sports and think of take place in countries such as the United Arab Emirates. As many as 70
camels race along sandy desert tracks for up to 16 km. The owners of the
their reasons for liking or disliking camels drive by the side of the animals shouting at them to run faster and
D
cross the finish line before the others.
them. Then get them to compare
4
opinions in groups. Alternatively, 3 Chess boxing was the invention of Dutch artist Iepe
Bossaball is a very modern sport that was first played in 2005. It started Rubingh. His original idea was to create a piece of
ask for a show of hands for each in Spain, but it was the idea of a Belgian man called Filip Eyckmans. He performance art, but it was so popular that it soon
sport and elicit some reasons for wanted to create a sport that mixed together football, gymnastics, volleyball became a sport played in countries all over the world. The
and the Brazilian music of bossa nova. There are two trampolines with a net game is quite simple. Two contestants compete against
each one from students, inviting between them. The idea is for one team to hit the ball over the net and the each other at chess and boxing. Each round of chess is
other team to try and hit it back. The trampolines let the players jump very followed by a round of boxing with a break of a minute
comments and arguments from high, making the sport very exciting to watch. The sport is already popular between each round to give the players time to put on
the class. in many countries around the world, including Brazil, Mexico, Turkey, or take off their gloves. The first person to win either the
Singapore and Saudi Arabia. chess match or the boxing match wins the game.

80

Culture note
Cheung Chau is a small Chinese island 10 kilometres from Hong Kong, with a population of over
22 thousand. Its name means ’long island’. The Cheung Chau Bun Festival includes a parade of
floats, with children dressed as well-known fictional characters. The festival lasts three to four days
around early May. Some claim that the festival tradition dates back to the 18th century. Over 60,000
buns are made for each festival by its official bakers.
Camels can run at speeds up to 65 kilometres an hour, and can maintain a speed of 40 kilometres
an hour for an hour. Camels were first domesticated about 5,000 years ago. There are three
camel species: dromedaries, Bactrian camels, and wild Bactrian camels – the latter being critically
endangered.
Only two teams have ever won any of the international bossaball competitions so far: the
Netherlands five times, and Belgium three times. In bossaball, a player can touch the ball with their
hands only once before passing to a teammate or hitting it over the net (’volley touch’) or no more Social Responsibility
than twice with any other part of their body (’soccer touch’). A match consists of three sets, the first Understanding own
two played up to 21 points, and the last set to 15 points. and others’ cultures
Accepts others and
The first chess boxing tournament took place in 2003 in Berlin. The first World Championship was shows respect for
held in the same year in Amsterdam, and Iepe Rubingh himself became the first chess boxing world cultural differences,
champion. In chess boxing, a contestant can win by knocking out their opponent in boxing or by challenging prejudice
checkmate in chess. If both disciplines end in a draw, the contestant ahead on boxing points wins. and discriminatory
views.

T80 A q u e s t i o n o f s p o r t | U n i t 8
Unit 8
A question of sport Culture; Writing

4 1 To celebrate the Cheung Chau bun A QUE STION OF S PORT UNIT 8

festival.
2 To see how many buns they can take 4 Read the article again and answer the questions.
Why …
from the mountain.
1 do thousands of people go to a Chinese island
3 To make them run faster. every year?
4 He wanted to create a sport that 2 do people climb the metal mountain?
3 do camel owners drive beside the camels and shout?
mixed football, gymnastics, volleyball
4 did Filip Eyckmans create bossaball?
and bossa nova music. 5 is bossaball exciting to watch?
5 Because the players jump very high 6 do people playing chess boxing stop for one minute?

in the air. 5 VOCABULARY There are eight highlighted words in

SPORTS NEWS
6 To give the players time to put on or the article. Match the words with these meanings.
Write the words.
take off their gloves. 0 are involved in an activity or sport take part Home About Latest news
1 the people who try to win
5 After checking answers, ask a race / game / quiz (etc.) (1) Last Saturday was the final of the women’s singles at
the Wimbledon Championships, played (of course) at
students to say which word 2 a short time between two things
the All England Club (Wimbledon). My family were lucky
3 happen
matches which sport without 4 a competition to see who is the fastest
enough to get tickets. When we got there, we went to
the court and found our seats. Of course, the stadium
looking back at the text. at something
was full and everyone was very excited. It was brilliant!
1 contestants 2 break 5 people who watch a race or game
(2) At ten to two, the players came out: Venus Williams
6 to go across from one side of
3 take place 4 race 5 spectators something to another
from the US and Garbiñe Muguruza from Spain. At
first, I was sure Williams was going to win because she
6 cross 7 bun 7 a small, sweet cake (usually round) was a five-times Wimbledon champion, but as the match
continued, it was clear that I was wrong. Both players
played really well and after almost an hour, the exciting
first set ended: 7-5 to Muguruza. Could 37-year-old
1 Ask students to find and wRITING Williams come back? No. She started to look tired and to
underline the information about An article about a sporting event play badly. The second set was quite easy for Muguruza,
and after 20 minutes, she won the set 6–0 and won the
each question. 1 INPUT Read Joanna’s article in a school
match. At the age of 23, she was the new Wimbledon
magazine about going to an important tennis
1 her family 2 Venus Williams match. Answer the questions.
champion. The crowd stood and clapped and cheered.
And then Muguruza got the trophy.
3 Garbiñe Muguruza 4 She looked 1 Who did Joanna go with? (3) After the match, we looked around a bit and then
around a bit and then went home. 2 Who did Joanna think would win? went home. We had a great time. The match was
3 Who won? very exciting and it was fantastic to see a big sports
4 What did Joanna do after the match? event ‘live’.
2 Ask students to circle the words
in the text and also the words 2 Find these words in the article. What does each
word describe? Why does Joanna use them? 4 PLAN Think of a sports event that you went to
they refer to. Elicit or explain that my family or would like to go to. Answer the questions.
0 lucky
the adjectives describe the event 1 full 1 When is / was the event?
and Joanna’s feelings about it. 2 excited 2 Where is / was it?
3 quite easy 3 What is / was the atmosphere like (the crowd,
1 the stadium 2 the people in the
4 great the noise, etc.)?
stadium 3 the second set 5 fantastic 4 What happens / happened at the event
4 the time Joanna and her family had 3 ANALYSE Look at the three paragraphs of
(players / goals / winners, etc.)?
5 How did / would you feel after the event
5 seeing a big sports event live Joanna’s article. Match the paragraphs with (happy / tired / excited / unhappy)?
the contents.
5 PROdUCE Write an article for a school
3 Explain that a well-structured Paragraph 1 a after the event
magazine (about 120–150 words) about the
Paragraph 2 b introduction to the event
piece of writing organises Paragraph 3 c details of the event (the match itself)
sports event. Use Joanna’s article and the
different aspects of a story language above to help you.

into separate paragraphs, each

focusing on one or two key 81

things. Where a new key point

is introduced, we start a new
paragraph. Language note Adjectives
1b 2c 3a Adjectives are used to describe feelings and opinions. We use adjectives to
make our writing more colourful and interesting to read. Their form never
4 Give students two minutes
changes and they always appear in the same positions in a sentence (before
to make a list of the sports
a noun they refer to or after verbs like the verb be).
events before selecting a sports
event to write about, and use
the questions to make notes.
Monitor and help with unfamiliar
Homework
vocabulary or if students get Ask students to research another
stuck for ideas. Allow about ten unusual sporting event from around
minutes for planning. the world, make notes and write
a paragraph (similar to those on more
5 This task can be set for page 80) to describe it, or prepare
homework or done in class. When a presentation. In the next class, get Practice Extra
checking their work, check that some students to present their work. Unit 8 Master it!
students have included all the Ask the class to comment on each Workbook
information covered in Exercise 4. sport presented. Developing Writing p77
Also check for language use,
style, structure and coherence. Tests
Unit, extension and skills test 8

U n i t 8 | A q u e s t i o n o f s p o r t T81
 Units 7 & 8
A2 Key for Schools

1 In A2 Key for Schools Reading

and Writing Part 1, candidates A2 Key for Schools
have to read six short texts.
These could be emails, notices, REAdING ANd wRITING
signs or text messages. Part 1: 3-option multiple choice workbook page 71
Candidates will also find three 1 For each question, choose the correct answer.
sentences next to each text.
1 A The bike for sale is not for 4 Tony A Nick knows Tony can’t be at
Students have to choose which Men’s bike for sale
young children. football practice when it starts.
Colour: red Football practice
sentence matches the meaning of 2 years old
£300.00
B The bike is not very good starts at 5 pm. You B Nick wants to go to football
Phone James anymore. have art class until practice a bit earlier than Tony.
the text. This part of the exam 07867 534647 5:30. Shall we go
C James is selling the bike C Nick wants to be with Tony,
tests the candidates’ because he doesn’t like
together at 6?
Meet me but doesn’t want to go to
understanding of different types the colour. at the station. football practice.
Nick
of short text.
Encourage your students to do 2 A Sarah has got tickets for her 5 A The cake shop is only open
and for Karen. after 3 pm.
the following when they approach B Sarah hopes that Karen Baking sale B You can only get strawberry
Strawberry cakes
this task: Hi Karen
The Blue Tomatoes are playing in
comes with her.
Buy one, get one free!
cakes from 3 to 6.
Hyde Park next Sunday. I’m going. C Sarah hopes that Karen pays (Special offer 3-6 pm C Two cakes will cost the
• Look at the visual information The tickets are not cheap, but for her ticket. only!) same as one.
they’re great! Come with me!
to help identify what type of Sarah
text it is.
3 A You can get a discount on 6 Liz Anne wrote this message
• Read the text to find out more tickets by booking online or Sorry you’re ill. A to check if Liz finished her story.
at the zoo. Don’t forget the B to let Liz know what they did
about the context. Half-price tickets B If you visit the zoo alone, story writing in class today.
this weekend: competition. Miss
• After looking at the text, read tickets are more expensive.
Smith says we C to tell her about something
groups of 10 C Only groups of ten or more have to complete she needs to do.
the three possible options. or more can book zoo tickets this it by next Monday.
• Compare each option with Book online only weekend. Love, Anne

the text before choosing an

answer. LISTENING
• Read the texts again to Part 4: 3-option multiple choice workbook page 79

confirm the correct answer. 2 8.07 For each question, choose the correct answer.
1 You will hear a man talking to his son. What does 4 You will hear a teacher talking to her student,
1A 2B 3B 4A 5C 6C the man want his son to do? Sebastian. What is he going to do after school?
Workbook p71 A Finish his homework quickly. A He’s going to see the doctor.
B Help him in the garden. B He’s going to help his parents.
C Work more carefully. C He’s going to visit his mother.
2 8.07 In A2 Key for Schools 2 You will hear a girl, Kate, talking about shopping. 5 You will hear two friends talking about their day.
Listening Part 4, candidates have Why did she buy the camera? What did they do?
A The colour was right. A They went to an adventure park.
to listen to five short monologues B The size was right. B They went cycling.
or dialogues, each with a C The price was right. C They went running.
question and three options, then 3 You will hear a woman talking to her daughter.
What’s the weather like?
choose the option which best A It’s windy.
answers the question based on B It’s wet.
what they have heard. This part C It’s cold.

of the exam tests understanding

of the gist of a monologue or 82

dialogue containing neutral or

less formal language and may
include the correct identification
of attitudes, opinions and
agreement.
Encourage your students to do
the following when they approach
this task:
• Read all the questions and
options.
• On the first listening, get the
gist meaning and choose the
best option.
• On the second listening, check
that the answer is correct.
1A 2C 3B 4C 5A
Workbook p79

T82 A 2 Key f o r S c h o o l s | U n i t s 7 & 8

Units 7 & 8
Test Yourself

1 1 satnav 2 make 3 up 4 sailing

5 calculator 6 basketball TEST YOURSELF UNITS 7 & 8
7 remote control 8 skiing 9 does
10 headphones VOCABULARY
2 1 was walking 2 found 3 stopped 1 Complete the sentences with the words in the list. There are two extra words.

4 saw 5 was eating 6 were watching basketball | calculator | does | hair dryer | headphones | make
remote control | skiing | sailing | satnav | up | windsurfing

3 1 My mum and dad was were playing in 1 We’re lost. We need a .

2 I have to my bed every morning before I go to school.
the garden with my brother.
3 The kitchen’s a mess. Someone should do the washing‒ .
2 You not don’t have to go if you don’t 4 I love . I’ve got a small boat and I go every weekend.
want to. 5 What is 319 divided by 11? That’s hard. I need a .
6 I was playing when the ball hit me on the head.
3 We mustn’t don’t have to run.
7 I want to watch the news. Pass me the , please.
The bus doesn’t go for an hour. 8 My mum was and she fell over in the snow three times!
4 You must to be careful. It’s very 9 Dad the cooking in my house.
10 I’m trying to work and your music is too loud. Use your , please. /10
dangerous.
5 She played was playing football
GRAMMAR
when she broke her leg.
2 Complete the sentences with the past simple or past continuous form of the verbs.
6 Yesterday the sports shop was sell
selling them for only £15. eat | find | see | stop | walk | watch
1 She in the park when I saw her.
4 1 A don’t B actually/really 2 I was tidying my room when I my favourite pen that I lost last week.
3 The docking station working while we were listening to music.
2 B what A do
4 We started running when we the bus.
3 A first B after 5 I my dinner when the phone rang.
4 A were B doing 6 We TV when Mum called us for dinner.

3 Find and correct the mistake in each sentence.

1 My mum and dad was playing in the garden with my brother.
2 You not have to go if you don’t want to.
3 We mustn’t run. The bus doesn’t go for an hour.
4 You must to be careful. It’s very dangerous.
5 She played football when she broke her leg.
6 Yesterday the sports shop was sell them for only £15. /12

FUNCTIONAL LANGUAGE
4 Write the missing words.
1 A You have to watch the film it if you don’t want to.
B Thanks, I don’t like it.
2 A I can’t come out tonight. I’ve got lots of things to do.
B Like ?
A Well, I’ve got to help my dad the shopping, for a start.
3 A At , I was a bit scared, but a while I was OK.
4 A What you doing at nine o’clock?
B I was the washing‒up. /8

MY SCORE /30

22–30 10–21 0–9 83

The Cambridge Life Competencies Framework

Collaboration
Listening respectfully and responding constructively
to others’ contributions
Watch this video for an idea on how to help your
students develop their collaborative skills.
Scan the QR code here

U n i t s 7 & 8 | Te s t Yo u r s e l f T83
 Unit 9
Wild and wonderful Reading

Warmer

9 WILD AND
Write the title of the unit on the
OBJECTIVES
board. Elicit ideas for what the unit

wONdERFUL
FUNCTIONS:
will be about. talking about the weather; paying
compliments

GRAMMAR:

25 Get ing
comparative adjectives; can / can’t for
ability; superlative adjectives

Watch and then elicit the four Watch the video and think: what natural
VOCABULARY:
geographical features; the weather;
natural wonders shown in the video
25
wonders do you see every day? phrases with with

(Guanabara Bay in Brazil, Parícutin

A C
Volcano in Mexico, the Grand
Canyon in the USA, the Great Barrier
Reef in Australia). Form groups for
students to brainstorm ideas about
the question. Elicit suggestions
in open class, and ask the other
students to say if they agree or B D

disagree with the sights suggested

and why.

1 Get students to write the

names of the four animals on
pieces of paper. Then, when REAdING 5 9.01 Read and listen to the article. Mark the statements
T (true) or F (false). Correct the false information.
you point to a picture, all the 1 Look at the photos. Which of the animals 1 More than half the people in the world live in cities.
can you name in English?
students hold up their name for 2 When it rains in the Kalahari, the grass and the bushes turn
from brown to green.
that animal. 2 Name other animals in English.
Write them down. 3 The Chimbu skeleton dancers are the only tribe living near
A fox B eagle C lion D reindeer Mt Wilhelm.
3 SPEAKING Work in pairs. Look at the animals 4 They paint skeletons on their bodies to scare away wild animals.
2 Make this a competition. Set a on your list. What countries do you think of? 5 The Nenets always go where the reindeer are.
6 Young Kazakhs have to be strong to become golden eagle hunters.
time limit of two minutes. The Lions come from South Africa.
student who writes the most 6 SPEAKING Work in pairs or small groups. Think about and
answer these questions.
animals wins. You find horses all over the world.
1 Would you like to go to the places in the article? Why (not)?
2 Are you interested in the lives of people living in wild places?
3 Students discuss their lists 4 SPEAKING Work in pairs. Look at the photos Why (not)?
for two minutes. Elicit some again and answer the questions.
I’d love to / I wouldn’t
1 Do these animals live in hot or cold places? I’m (not) interested in …
examples and ask the class to like to … because …
2 What do you think they eat?
confirm or correct ideas. 3 What dangers are there where they live?
4 What is the relationship between these I think it’s too dangerous to … / wonderful to …
4 Monitor the discussion, making animals and people?
5 Do people hunt these animals?
a note of the most interesting Why or why not? I love / hate reading about …
ideas to elicit at the end of the 6 What is interesting about these places for watching documentaries about …
tourists?
activity. 84

5 9.01 Before students complete the true or false task, ask them to skim the 6 Ask the pairs or small groups to
whole article, and find out which four parts of the world it is about (southern explain some of their answers to
Africa, Papua New Guinea, northern Siberia, Mongolia). the whole class.
1T 2T
3 F The Chimbu skeleton dancers are one of several tribes living near Mt Wilhelm.
4 F They paint skeletons on their bodies to scare away other people.
5T 6T

Objectives Resources for this unit

Functions and speaking Talking about the weather; All available online
Developing speaking: Paying compliments
Videos Worksheets
Grammar Comparative adjectives; can / can’t for ability; ● Get ing: What natural wonders ● Grammar and vocabulary: Basic, Standard
superlative adjectives do you see every day? and Extension Worksheets
Vocabulary Geographical features; the weather; ● Grammar rap!: can / can’t for ability ● Project: Amazing places
WordWise: Phrases with with ● Vlog: Helping in the community ● Communication: Wild and wonderful
Values Valuing our world Tests ● Literature Worksheets: Northanger Abbey
Life Competencies Helping in the community ● Unit, extension and skills test 9 and Adventures of Huckleberry Finn
● End of term test 3 ● Get ing, Grammar rap! and
Life Lessons video Worksheets

T84 W i l d a n d w o n d e r f u l | U n i t 9
Unit 9
Wild and wonderful Reading; Values

Culture note wILd ANd wONdE R F U L UNIT 9

The Kalahari Desert is an area

of 900,000 square kilometres in
Botswana and parts of Namibia and
South Africa. It is a semi-desert, so it
can support a wide range of wildlife
side of life
when the weather is favourable.
The San people have followed a
M ore and more people think that life is better in
the city than the countryside. For the first time
in history more than 50% of the world’s population
onto their bodies. This makes them look scarier and it
frightens other people away from their land.
The Yamal Peninsula in northern Siberia is one and
traditional lifestyle in the Kalahari for lives in urban areas. However, there are still many a half times bigger than France. It is frozen for much
groups of people who live in some of the wildest of the year and temperatures can reach -50°C in
20,000 years. places on the planet. the winter. But this area is home to a tribe of about
The Kalahari is a large area of bush land in southern Africa. 10,000 people called the Nenets. The Nenets are
Papua New Guinea occupies the It has two parts. The south part is drier than the north and nomadic, meaning they frequently move from one
eastern half of the island of New plants do not grow there very well. Every year at the end place to another. Each year around 300,000 reindeer
of summer it rains and the land becomes more beautiful move around the land and the Nenets always go
Guinea. Its 8 million inhabitants than at other times of the year. But the grass and the with them. The recent discovery of gas in the area
belong to diverse communities, and bushes soon get dry and turn brown again. Life there is means more people than before are visiting the
difficult. Yamal. So the Nenets now have more contact with
speak over 850 languages. Chimbu The San are a group of people who live in the Kalahari. the outside world.
Province has just under 400,000 They live in huts, eat wild animals – even lions – plants The Bayan-Ölgii Province is the highest part of
and berries. They are very good with bows and arrows, and Mongolia. It is a wild area with many mountains,
inhabitants, a third of whom belong use them for hunting. lakes, forests and rivers. It is also home to the Kazakh
to the traditional communities that Up in the mountains of central Papua New Guinea is the golden eagle hunters. These people travel around the
Chimbu Province. This jungle area is one of the world’s mountains and use eagles to hunt for foxes and other
speak Kuman as their mother tongue. most remote places. It is also home to Mt Wilhelm, the small animals. When boys turn 13, they can become
highest mountain on the island. Several different tribes golden eagle hunters. However, they have to be
There are fewer than 45,000 Nenets stronger than most boys their age because they have
live in the valleys between the mountains. One of these
living in Russia, near the Arctic Circle. is the Chimbu skeleton dancers. They paint skeletons to show that they can carry the weight of an eagle.
There are about 100,000 Kazakh people, but only
The name of the Yamal Peninsula in around 250 of them are golden eagle hunters.
the Nenets language means ’the end
of the land’. The peninsula is now
home to the world’s northernmost
railway line, which was built to
service the developing gas industry
there. This mining project as well as
extensive overgrazing both threaten
reindeer herding and the traditional
Nenets way of life. Valuing our world
Bayan-Ölgii is the westernmost 7 Read and tick (✓) the statements that show that 8 SPEAKING Compare your ideas in pairs.
province of Mongolia, with a the natural world is important.
1 Why should I be interested in people living in Statement 1 shows that the
population of just over 100,000 – wild places? There’s nothing to learn from them. person does not know how
Why do you
93% of whom are ethnic Kazakhs. 2 I want to organise trips to Papua New Guinea. wonderful our world is.
think that?
Each October, the annual Golden People will pay a lot of money to see the
skeleton dancers.
Eagle Festival is held to celebrate the 3 It’s great to learn about nature. It helps me to Because the person
ancient tradition of eagle hunting. understand more about the world. isn’t interested in Maybe this person
4 Who needs wild animals? They’re dangerous – people living in wild needs more information
and that’s all! places. to understand how
wonderful these places are.
5 I watch a lot of nature programmes on TV.
7 Give students a minute to I support a project to save the tiger in India.
consider the five statements. 85

Don’t check answers at this stage.

8 Monitor the discussions, helping

with difficult language as
Homework
necessary. Make a note of the Get students to write a paragraph about which of the places in the article they
most compelling arguments used would be most interested in visiting and why.
to support students’ opinions.
Elicit some of these ideas in open
class for feedback, and ask other Activity idea A presentation
students to express agreement or Ask students to give a two-minute presentation about another traditional
disagreement. community. Ask students to do some research on the internet, make notes
Statements 3 and 5 show concern about what they learn, and find photos or videos to illustrate their findings.
for the natural world. When they are ready, get the students to present their projects to the class.
Encourage the rest of the class to ask further questions. When all the students
have presented, have a vote on which presentation was the best.

Critical ing
Evaluating ideas, arguments and options
Distinguishes between fact and opinion.
more
Social Responsibility Worksheets
Understanding and discussing global issues – environmental, political, financial Project Amazing places
and social
Communication Wild and wonderful
Accepts others and shows respect for cultural difference, challenging prejudice
Get ing What natural wonders do you see every day?
and discriminatory views.

U n i t 9 | W i l d a n d w o n d e r f u l T85
 Unit 9
Wild and wonderful Grammar; Vocabulary

Warmer
Write the following pairs of words on
GRAMMAR adjectives comparative form
the board: Kalahari / Siberia, grass /
Comparative adjectives short adjectives small 0smaller
(than)
tree, city / countryside, desert / (one syllable) hot hotter (than)
1 Look at the article on page 85. Find examples of
jungle. Ask students to think of two comparisons. Then complete the table on the right.
big 1
(than)
adjectives for each pair that are adjectives ending happy happier (than)
2 Complete the sentences. Use the comparative form in consonant + ‒y dry 2
(than)
opposites in meaning (for example: of the adjectives. early earlier (than)
Kalahari: hot / Siberia: cold). Accept 1 Africa is (big) than Europe, longer adjectives attractive more attractive (than)
(two or more beautiful 3
(than)
any plausible suggestions. but (small) than Asia.
syllables)
2 Be careful with the spiders in the Kalahari. They’re
(dangerous) than in Europe. irregular bad worse (than)
3 Cars these days are (good) adjectives good 4
(than)
1 Elicit the comparisons that quality than they were 30 years ago. far farther / further (than)
4 Sarah loves wildlife. For her, holidays in the Kalahari
students find in the text and write are (interesting) than going
these on the board. Highlight the to the seaside.
form of comparative adjectives 5 My sister has got two children. Her son is nine. His sister is two years (young).
6 John is a musician. It’s (easy) for him to learn a new instrument than it is for me.
and the use of than. workbook page 82
RULE: 1 bigger 2 drier 3 more
beautiful 4 better VOCABULARY
Geographical features
2 1 bigger, smaller 2 more dangerous
3 9.02 Label the picture with the words. Write 1–12 in the boxes. Then listen and check.
3 better 4 more interesting
1 beach | 2 desert | 3 forest | 4 hill | 5 island | 6 jungle | 7 lake | 8 mountain | 9 ocean | 10 river
5 younger 6 easier
Workbook p82

Get it Right!
Comparative adjectives G
Student’s Book p125
A

3 9.02 When practising J

E
pronunciation, pay attention I
B
to the silent sounds in island C H
D
/ˈaɪlənd/ and mountain
/ˈmaʊntɪn/. F
1C 2J 3I 4H 5A 6D
7 E 8 G 9 B 10 F 4 SPEAKING Work in pairs. Ask your partner to close 5 SPEAKING Work in pairs. Compare some of the
their book and then ask them about the picture. places. Use the adjectives in the list to help you,
or use other adjectives.
4 Ask students to cover the word
What’s A? I think it’s … / I’m not sure if I can
box as they take turns to test remember. Is it … ? / Can you give beautiful | big | dangerous | difficult
me the first letter, please? exciting | high | hot | nice
each other. Encourage them
to use the prompts to ask for A mountain is Yes, and it’s more difficult
help with the words they can’t higher than a hill. to climb a mountain.

remember.
workbook page 84
86
5 Get each pair to make at least six
comparisons between the various
places in the picture. Monitor their
progress, checking the correct use Language note Comparative adjectives
of the comparative forms. Elicit We use comparative adjectives to compare a particular aspect of two things,
some comparisons in open class, people or ideas.
and get students to write each of With longer adjectives, we normally form the comparative with more +
these down for reference. adjective, while we form the comparative for shorter adjectives by adding -er to
Workbook p84
the word. We never use more and -er together (more smaller).
Short adjectives ending in one consonant after a single vowel usually double
their consonants before the -er ending (big > bigger, hot > hotter).
There is no difference in meaning between further and farther when we are
talking about physical distance, although further is more common. However,
more we only use further (never farther) when the meaning is ’additional, extra’ or
’continued’: e.g. further information, discuss things further.
Workbook
Grammar p82, Ex.1–4
Vocabulary p84, Ex.1–2
Vocabulary Extra p85, Ex.1–2

Worksheets
Grammar Worksheets 9
Vocabulary Worksheets 9

T86 W i l d a n d w o n d e r f u l | U n i t 9
Unit 9
Wild and wonderful Listening; Grammar; WordWise

6 Ask students to cover the word wILd ANd wONdE R F U L UNIT 9

list, and elicit a description of
each picture in the students’ own LISTENING
words before they complete the 6 Match the words in the list with the photos.
matching task. Write 1–4 in the boxes. 26

1B 2A 3D 4C 1 vultures | 2 a lion and its kill

3 a spear | 4 antelopes
7 9.03 Check/clarify: courage GRAMMAR
can / can’t for ability
/ˈkʌrɪdʒ/.
9 Complete the sentences with can or can’t.
Recall what students learned 1 How you find a lion and its kill?
about the San people on page 2 You get the kill from the lion at night.
85. Elicit how students think A C
3 How you get the meat away from the lion?

each photo in Exercise 6 may be 10 Complete the table.

connected to the interview. Then Positive I/you/we/they/he/she/it can run fast.
ask students to do the task. Negative I/you/we/they/he/she/it 1 (cannot)
3 A young man’s difficult task run fast.
Questions 2
I/you/we/they/he/she/it run fast?
8 9.03 Ask students to try B D Short Yes, I/you/we/they/he/she/it can.
answers No, I/you/we/they/he/she/it
and answer the questions from 7 9.03 Listen to an interview with a Kalahari
3
(cannot).
memory. Then play the audio for bushman. Which title best summarises the
interview? 11 Make sentences with can and can’t.
students to check their answers.
1 Life in the Kalahari 0 Simon + run fast / – swim fast
1A 2A 3C 4B 5C 2 Lions, vultures and antelopes Simon can run fast, but he can’t swim fast.
3 A young man’s difficult task 1 Matt + drive a car / – fly a plane
4 Big cats can’t run fast Matt

26 Grammar rap! 8 9.03 Listen again. For questions 1–5, tick (✓)
2 I + write emails / – do Maths on my laptop
I
can / can’t for ability A, B or C.
1 Where was PK born?
3 They + write stories / – spell well
They
A in the Kalahari workbook page 82
B in the Sahara
9 When students have completed C in Kenya
WordWise: Phrases with with
the task, explain that can and 2 Before a young man can get married, he has to
A do a task. 12 Match the parts of the sentences.
can’t is often used in English for
B find a lion. 1 They are very good
ability. Highlight the form can + C kill an antelope. 2 The Nenets always go
base form. 3 It’s important for the future family that the young man 3 The Nenets now have more contact
1 can 2 can’t 3 can A kills many lions. 4 It’s a wild area
B likes the girl’s father. a with the reindeer.
10 Have students look at the C has courage. b with bows and arrows.
4 What can show the bushman where the lion is eating? c with many mountains.
examples in Exercise 9, then A antelopes d with the outside world.
complete the table. Ask: What is B vultures
13 Put the words in the correct order.
the correct form of can after he/ C his future family
5 To take the kill away from the lion, you have to 1 friend / with / came / My / me / best
she/it? (can) Is it different? (no) A run faster than the lion can. 2 not / I’m / very / computers / with / good
1 can’t 2 Can 3 can’t B attack the lion with your spear. 3 with / very / I’m / homework / my / busy
C be very quiet and surprise the lion.
workbook page 84
11 1 Matt can drive a car, but he can’t fly 87
a plane.
2 I can write emails, but I can’t do
Maths on my laptop.
3 They can write stories, but they Language note can / can’t for ability
can’t spell well. As can is a modal verb, it only has a single form for all persons, we use it with the
Workbook p82
base form of the main verb, we swap it with the subject to make questions, we
add -n’t to the modal verb to form negatives, and we use the modal on its own for
26 Get it Right! short answers: Yes, I can. NOT Yes, I can do.
can / can’t for ability
Student’s Book p125

12 Get students to do the task, Homework

then check back in the article on
page 85. Ask students to write six sentences about
1b 2a 3d 4c themselves: three with can, and three with can’t, more
and also to make at least two of the sentences
13 1 My best friend came with me. untrue. In the next class, ask students in pairs to Workbook
2 I’m not very good with computers. try to guess which of their partner’s statements Grammar p82, Ex.5–6
are true, and which false. Listening p88
3 I’m very busy with my homework.
WordWise p84, Ex.5
Workbook p84
Worksheets
Grammar rap! can / can’t for
ability
Grammar Worksheets 9

U n i t 9 | W i l d a n d w o n d e r f u l T87
 Unit 9 Reading; Speaking; Pronunication;
Wild and wonderful Writing; Grammar

Warmer
Write the title of the blog on the REAdING
board. Elicit ideas for what the text 1 9.04 Read and listen to the blog. Where was the biggest
snowfall ever in one day? How much snow fell on that day?
may be about. Accept any plausible

xTREME NATURE!
suggestions.

1 9.04 Read out the questions.

E
Elicit students’ predictions before
they read the text to check. At 7.30 am on 22 January 1943, the people of biggest snowfall ever in a day. One photo taken on the day
Spearfish in South Dakota, US woke up to find the shows a woman in a house shaking hands through the
Capracotta, Italy. 256 cm temperature outside was a freezing -20°C. Two window with her neighbour in the street. The neighbour is
minutes later, thermometers were showing a much standing on top of the snow. The woman is on the second
2 1 Just under 30 minutes. warmer 7°C – a rise of 27°C in 120 seconds. But floor of her home!
it didn’t stop there. The temperature continued to Do you like long sunny days? Then the best city in the world
2 The biggest snowfall ever in a single go up and by 9 am it was 12°C. Just as the people to live in is Reykjavik. 21 June is the longest day of the year
day occurred. 3 People can see the started to think about enjoying a warm winter’s day, in the northern hemisphere and the Icelandic capital gets
the temperature fell 16°C in just under half an hour 21 hours and 45 minutes of daylight. The sun hardly ever
Northern Lights. back down to -4°C and the residents had to put their goes down. However, Reykjavik could also be the worst
coats back on! It was the most dramatic temperature place to be. On the shortest day of the year, 21 December,
change in the history of American weather. the sun hardly rises there and people get only four hours
3 Give students two minutes The village of Capracotta is in the mountains near and seven minutes of daylight. But during winter nights, you
the Adriatic coast of Italy. It gets a lot of snow in the can often see the Northern Lights – one of the world’s most
for their discussions. Monitor winter. But on 5 March 2015 its 1,000 inhabitants beautiful natural events.
their progress, then elicit some saw 256 cm of snowfall in 18 hours. It was the

answers for question 3 from a

2 Read the blog again. Answer the questions.
few students. Ask the class to say 1 How quickly did the temperature change from 12°C to wRITING
whether they agree and why. ‒4°C in Spearfish? An email about an amazing
2 What happened in Capracotta on 5 March 2015? weather event
4 Give students some time to read 3 What makes the long winter nights in Reykjavik better?
5 Imagine you want to tell a friend about
the questions and think about an an amazing weather event. Write an email
event. Form pairs and get them SPEAKING (100–125 words).
3 Work in pairs. Discuss these questions. • Choose the place.
to tell each other briefly about it. • In your email, say:
1 Which of the facts did you know before?
– where the place is
2 Which of the facts were new to you?
– what was special about the weather and
Pronunciation 3 Which of the places mentioned would you like to visit
most? Why?
when it happened
– how the people reacted
Vowel sounds: /ɪ/ and /aɪ/ 4 Can you think of an amazing weather event in your
Student’s Book p121 country? Use the questions below to help you.
GRAMMAR
5 Elicit some rules for writing Did a lot of snow fall? Did it rain heavily Superlative adjectives
or was there a very
informal emails (include strong wind? 6 Put the words in order to make sentences.
salutation: Hi / Hello / Dear Was it very
Check your answers in the article.
1 temperature change / the / of / was / the /
(name); include closing hot or was it
American weather / It / in / most dramatic /
very cold? Where were you that day? What
expression: Bye / Write soon. / did you do? How did you feel? history
Take care / Love,) and encourage 2 day / snowfall / the biggest / was / ever / It / a / in
3 is / day of the year / 21 June / longest / the / in /
students to write an email to you. hemisphere / the / northern
PRONUNCIATION
4 worst / be / Reykjavik / to / However / be / also /
Explain that students can make Vowel sounds: /ɪ/ and /aɪ/ Go to page 121.
the / could / place
up details if they like, but if they 88

need help, suggest they use the

ideas from Exercise 4.
Check how well the email 6 When checking answers, point out the superlative adjective in each sentence.
describes the weather and the 1 It was the most dramatic temperature change in the history of American weather.
structure. Keep correction of 2 It was the biggest snowfall ever in a day.
grammar or spelling errors to 3 21st June is the longest day of the year in the northern hemisphere.
a minimum if they don’t hinder 4 However, Reykjavik could also be the worst place to be.
comprehension.

Culture note
The initial temperature rise of 27 degrees in Spearfish holds the all-time world
record for fastest temperature change within 2 minutes.
more The small town of Capracotta in the small Italian region of Molise lies at
1,421 metres above sea-level.
Workbook Reykjavík is the capital of Iceland, an island country in the North Atlantic.
Reading p86 Developing Writing p87 Reykjavík has a population of around 130, 000 and is the world’s northernmost
Pronunciation p121 capital city.
Grammar p83, Ex.7–10
Get it Right!: Comparative and superlative
adjectives p83

Worksheets
Grammar Worksheets 9

T88 W i l d a n d w o n d e r f u l | U n i t 9
Unit 9
Wild and wonderful Grammar; Vocabulary

7 Use the sentences in Exercise 6 wILd ANd wONdE R F U L UNIT 9

to establish what the superlative
adjective is and how it differs from 7 Look at the table. Complete the ‘adjectives’ column with the words in the list.
Then complete the comparative and superlative forms.
the comparative adjective. When
students complete the table, bad | beautiful | happy | hot | warm

check the answers in the first adjectives comparative form superlative form
column before students move on short adjectives (one syllable) 0 warm warmer the warmest
to completing the other columns. short 5 14

long 6 15

1 hot 2 happy 3 beautiful short adjectives ending in one 1 hotter 16

4 bad 5 shorter 6 longer vowel + one consonant big 7 17

7 bigger 8 sunnier 9 more difficult adjectives ending in sunny 8 18

consonant + ‒y 2
happier 19
10 more dramatic 11 worse
longer adjectives (two or 3
more beautiful the most beautiful
12 better 13 further/farther more syllables) difficult 9 20

14 the shortest 15 the longest dramatic 10 21

16 the hottest 17 the biggest irregular adjectives 4 11

the worst
good 12 22

18 the sunniest 19 the happiest far 13 23

20 the most difficult 21 the most

dramatic 22 the best 23 the 8 Complete the sentences. Use the superlative form of the adjectives.
furthest/the farthest 0 It’s Cindy’s birthday tomorrow. She’s the happiest (happy) girl in class.
1 Brazil is (big) country in South America.
2 I had an awful headache this morning. I think I did (bad) test ever.
8 1 the biggest 2 the worst 3 I think social media is (good) way of contacting people.
3 the best 4 the most difficult 4 She’s great at Maths. She can solve (difficult) sums.
workbook page 83
Workbook p83

VOCABULARY
9 9.07
The weather
A sunny B rainy/wet
9 9.07 Write the words under the pictures. Listen and check.
C cloudy D cold E freezing
F warm G hot H windy I foggy cloudy | cold | dry | foggy | freezing | hot | humid | rainy | sunny | warm | wet | windy

J dry K wet/rainy L humid

10 Give students up to four minutes

to make notes about all the A B C D E F

different types of weather.

%
11 Monitor progress and help with
G H I J K L
language and structuring the
dialogues. Correct errors only if 10 Think about the different kinds of weather. 11 SPEAKING Work in pairs. Make dialogues about
they impede comprehension. Get Write reasons why you think they can be good. the weather with a partner.
a sunny day: We can ride our bikes.
some volunteering pairs to perform What a nice day. Yes, it’s really warm.
a hot day: We can go swimming.
their dialogue for the class. a rainy day: We can play computer games. Let’s ride our bikes.
Workbook p84
Great idea.
workbook page 84

Homework 89

Ask students to write a story using as

many of the adjectives from Exercise 7
as possible. There is no word limit, but Activity idea Weather map
suggest that students keep the extent Put the students in small groups and ask them to prepare a map of the country on
below 150 words. The stories don’t which they will show where various historical weather events or records took place
have to be about the weather. (i.e. highest temperature, wettest day, etc.).
Give each group a large piece of paper on which to draw their map and ask
Language note Superlative them to discover, research and plot on the map six different weather events or
records that have happened in their country. When the students have finished,
adjectives ask them to present their maps to the class and vote on the best project.
To talk about things, people or ideas
that stand out among all the others in
their category, we use the superlative.
The superlative is formed by adding
-est to short adjectives, and using
most before longer adjectives.
more
We use the definite article before Practice Extra Worksheets
superlatives: the biggest desert, the Unit 9 Practise it! Grammar Worksheets 9 Vocabulary
most interesting idea. Worksheets 9
Workbook
Short adjectives ending in one
Grammar p83, Ex.7–10 Vocabulary p84, Ex.3–4
consonant after a single vowel usually Get it Right! p83
double their consonants before
the -est ending (big > the biggest,
hot > the hottest). U n i t 9 | W i l d a n d w o n d e r f u l T89
 Unit 9 Developing Speaking;
Wild and wonderful Phrases for fluency; Functions

Warmer
Ask: Do you like gardens? What do
you like about them? Do you like 1 9.08 Look at the photo. What do you think is happening?
gardening? Why?/Why not? Why? Listen and read to check.

James: Excuse me. Can we get our ball, please?

1 9.08 Elicit students’ ideas Alice: Yes, of course. Alice: What nice people you are! Well, perhaps you can
Oh, what a lovely garden! help me move the table and chairs under that
before they listen and read. James:
tree. They’re in the sun at the moment and it’s
Alice: Thank you. That’s a nice thing to say. Do you like
gardening, then? very hot. But first, I just need to make a phone call
2 9.08 James: Well, not really. I don’t know much about flowers and a cup of tea. I’ll be back in a minute.
No problem. We’re fine here. OK. Let’s move the
1 ‘Oh, what a lovely garden!’ 2 He can’t and things. But my sister loves them, don’t you, Gill? James:
table first. We can do that together. Then the chairs.
Gill: That’s right. And your flowers really look
walk very well now. 3 She asks them wonderful. I love your roses. moments later …
to move the table and chairs under the Alice: Thank you again. I do it all myself, you know. My Alice: Oh, that’s fantastic. Well done! Look, let me give
husband helped me before, but he can’t walk very you some money for some ice cream or chocolate.
tree. 4 To say thank you. 5 They well now, so I have to do it all. It’s a lot of work. To say thank you.
were happy to help and her smile was I get very, very tired. Gill: No, please. We’re happy to help. Come on, James.
(payment) enough. Gill: Well, we can help you – can’t we, James? Bye!
James: We’re in the middle of a game and I’m winning! James: How nice! She wanted to give us some money!
Maybe another day. Gill: I know. And I feel so good now. I don’t want ice
3 Put students in pairs or small Gill: We can finish our game later, James. What would cream, or chocolate, either. Her smile was enough.
groups to discuss the question. Ask you like us to do? James: That’s right. But let’s get some ice cream anyway!
them to try to think of arguments
both for accepting and for 2 9.08 Read and listen again and answer the FUNCTIONS
questions.
rejecting the money – even if there Paying compliments
1 What does James say about Alice’s garden?
is no disagreement among them. 2 Why does Alice’s husband not help her? KEY LANGUAGE
Elicit some arguments in class. 3 What does Alice ask them to do? What a lovely … ! … really looks wonderful. I love …
4 Why does Alice want to give them money?
5 Why does Gill say ‘no’ to Alice’s money? 6 Use the words from the Key Language box to
write compliments.
4 Get students to underline the 3 Imagine you were in James and Gill’s situation. 1 Your friend is wearing a new jacket that you think
expressions in the conversation Would you take the money that Alice wants to give is lovely.
them? Why (not)?
when doing the task. You: !
2 Your friend is drawing a very nice picture. You really
1 Alice 2 Gill 3 James 4 James Phrases for fluency
like it.
5 Alice 4 Find the expressions 1–5 in the dialogue. Who says You: .
them? How do you say them in your language? 3 Your friend has got a new hairstyle and you really
0 … in a minute. Alice 3 No problem. like it.
5 When checking answers, get a 1 Well done! 4 … , not really. You: !
different pair to role-play each 2 … , either. 5 … , then?
7 Work in pairs. 2
mini-dialogue for the class. 5 Complete the conversations with the expressions Use the photos to
1 Well done, then 2 in a minute, in Exercise 4. make compliments.
No problem 3 not really, either 1 A I got 97% in the test, Dad. What a lovely voice!
B ! Did you study hard for it, ?
2 A Hi, David. I can’t talk right now. Sorry. I’ll phone
you , OK? 1 3
6 Check/clarify: pay/make a B , Chris. Call me back when you can.
compliment. 3 A Did you enjoy the film?
B No, . I didn’t like the book very
Ask students to underline the much, .
compliments in the conversation
90
before they write their own.
You may also like to elicit
some synonyms for lovely and
wonderful, pointing out that any Language note
appropriate positive adjectives We can use What … to pay compliments. We use the indefinite article only if
can be used instead of them. we’re talking about a singular, countable thing (What a lovely picture!), but
Suggested answers the adjective directly follows What if the noun is either plural or uncountable.
1 What a lovely jacket (What lovely kittens! What lovely weather!)
2 Your picture really looks wonderful
When we say how impressive something is, look is followed by an adjective, not
3 I love your new hairstyle
an adverb form (Your hair looks amazing! NOT Your hair looks amazingly!).
7 Ask students to take turns to point
at one of the three photos to elicit
a response from their partner. Activity idea Reconstruct the role-play
They should keep going as long Ask students in groups of three to try to role-play the entire conversation
as they can, without repeating from Exercise 1 from memory without looking back at the text. Once they are
a compliment. There are three satisfied they have reconstructed the dialogue in full, get them to perform their
responses to each picture. role-play for the class. Ask the class to check the text for important changes
or omissions.

more
Workbook
Listening p88

T90 W i l d a n d w o n d e r f u l | U n i t 9
Unit 9
Wild and wonderful Life Competencies

Warmer wILd ANd wONdE R F U L UNIT 9

Elicit how James and Gill helped

Alice on page 90, and elicit some
further examples of situations
LIFE COMPETENCIES
We all belong to communities – our family, our school, our town, our country –
where people help others in their and there is always something everybody thinks should be better for that
community. community. It’s easy to do nothing and wait for other people to help. Helping
our community isn’t always easy, but it feels good.

4 Work in pairs. Choose a community. Write all the

27 Life Lessons:
Helping in the community
difficulties you can think of for people in that
community. Use the examples to help you.
Helping in the community Your country – homeless people …
The world – places with no clean water …
Your town/local area – rubbish on the streets …
Your school – books in your classroom need organising …
1 27 Check/clarify: mandatory. Your family – the car is dirty …
Three neighbours. Cleaning up the
5 Exchange and share your ideas with another pair
street for small payments. who wrote about a different community. Then
write ideas on ways your class can help with these
2 27 problems.

1 Miss Baker (her teacher) Me and my world

1 27 Watch the video. How many neighbours
2 She’s not excited about it. does she talk about? How does she help her 6 SPEAKING Tick (✓) the sentences that are true for
3 The students need to think of a community? you. Compare with a partner.
way of making money and helping 2 27 Watch again and answer the questions. I know most of the people where I live.
the people in their streets at the I talk to my neighbours almost every day.
There is a good community spirit where I live.
same time. 1 Who gives her the project?
I sometimes help with local projects.
2 How does she feel when he gets the project?
4 a Mr Rodgers collects comic books. I’d like to be more involved in my local community.
3 What is the project? A happy community is good for everyone.
b Mrs Thomas’ husband was a police 4 What does she learn about:
officer who protected someone a Mr Rodgers? TIPS FOR hELPING IN ThE
famous; she is a widow. c Mr Saunders b Mrs Thomas? COMMUNITY
is a baker. c Mr Saunders?
5 How does she feel about the • Identify what you are not happy about in your
5 She liked the project (she feels like community and think of ways of improving it.
project now?
a hero and she likes her neighbourhood • Always put the objectives of the community
above your personal goals.
more). • don’t be afraid to offer your own suggestions,
3 Read about the Under the Tree Foundation. but listen and consider the opinions of others.
3 When checking the answers, elicit What does it do?

as many details in the students’

When he was 12, Jonathan Woods went Christmas organisation working with older children and teenagers
own words as they can recall. shopping and had a great idea. He was buying toys to in his local area for advice on what to buy.
Ask: What do you think about this give to an organisation in his town. They gave the toys
to young children whose parents didn’t have enough
In 2007, Jonathan sent letters to all his friends
and family asking them to help Under the Tree. The
organisation? money to buy Christmas presents. While he was looking
response to these letters was fantastic. Twenty-five
for presents to buy, he had a thought. The organisation
The Under the Tree Foundation buys helped young children, but many older children his
older children received the presents they’d wanted for
Christmas, and over 80 teenagers were invited to a
age were probably in the same situation as the young
presents for older children and children. Who was buying presents for them?
pizza and movie night.

teenagers at Christmas. Jonathan decided to start an organisation to buy

The next year, Under the Tree bought presents for over
50 children. The organisation still continues to help
Christmas presents for older children. He called it
older children have a better Christmas.
the Under the Tree Foundation. He also asked an
4 Give students five minutes
to make a list of all the social 91

issues they can think of. Monitor

progress, and help with any
unfamiliar language. Homework
5 Form groups for students to Ask students to do some internet research into any community initiatives and
compare ideas. Then get the projects, or local charities, to find out what they do and how they help the
groups to read the tips together, community. Ask them to write this up, then present their findings in two-minute
before they go on to brainstorm short presentations to the class. Ask the class to decide which initiative or
ideas about possible courses charity they like best, and why.
of action. Elicit ideas from each
group, and invite the class
to comment or make further
suggestions.

6 Students use the statements to

more
reflect on their own attitude to Practice Extra
their neighbourhood. Ask them Unit 9 Master it!
to think about what they might
Social Responsibility Worksheets
like to do differently in the future,
Understanding personal responsibilities as Life Lessons: Helping in the community
and make a note of this for part of a group and in society –
themselves. including citizenship Tests
Understands various aspects of society (e.g., Unit, extension and skills test 9
volunteering, charity work, social classes, End of term test 3
power, prestige, poverty).

U n i t 9 | W i l d a n d w o n d e r f u l T91
 Unit 10
Out and about Reading

Warmer

10 OUT AND
Find some photos of buildings and
OBJECTIVES
places in the students’ country they

ABOUT
should be able to recognise. Ask FUNCTIONS:
talking about plans; inviting and making
them to say what the places are. arrangements; discussing ideas for an
imaginary film
It doesn’t matter if some of the GRAMMAR:
words will be in their own language – be going to for intentions; present
continuous for arrangements; adverbs
quickly provide an English translation
VOCABULARY:
and move on. Watch the video and think: what is unique
places in a town; things in town:
compound nouns
28
about your town?

28 Get ing A C

Lead a class discussion of the two

questions raised in the video: Why
do you think people travel to these
sights? What can we learn from
them?
B D

1 Before students do the matching

task, elicit a description of each
picture from the class.
1 D 2 B 3 A 4 C (A is in China, B,
C and D are in New York, USA)

2 Do this as a contest. Set a REAdING 5 10.01 Read and listen to the emails. Answer the questions.
time limit. The pair with the 1 Where are the writers writing from?
1 Look at the photos. In which one can you
most places wins. Write any see these things? Where are the places?
2 What do they think of the places?
3 What is different about the two people writing these emails?
new vocabulary for places and 1 a very famous statue
buildings in town on the board. 2 a sports stadium 6 10.01 Read and listen to the emails again and mark the
3 a really long wall sentences A (true), B (false) or C (doesn’t say).
4 a park in a city centre 1 Ryan had problems with his flight.
3 Remind students to take notes. A True B False C Doesn’t say
2 Work in pairs. Name more
Ask them to focus on six to eight SPEAKING

places you can find in a town.

2 Ryan is in a band and they are going to play in a famous
concert hall.
places mentioned in Exercise 2. museum, shop, station A True B False C Doesn’t say
3 Ryan’s band is the only one from Europe.
4 Monitor discussions, helping with 3 SPEAKING How important are these places
for a town? Think about who each place A True B False C Doesn’t say
unfamiliar language, and making is important for and why. Compare your 4 Bettina and her team lost the match against the under‒15
Beijing champions.
a note of the most interesting ideas with another pair.
A True B False C Doesn’t say
ideas to elicit at the end of the 4 Work in pairs. Discuss the questions. 5 Bettina would like to see the Great Wall, but she can’t
activity. 1 What interesting places for tourists because she has to go back to Beijing.
are there in your town or city? A True B False C Doesn’t say
2 What interesting events for tourists 6 She cannot play volleyball for six weeks.
5 10.01 are there? A True B False C Doesn’t say
1 Ryan: from New York, Bettina: 92

from Beijing
2 They both like the places where
they are.
3 Students’ own answers

6 10.01
1C 2A 3C 4A 5B 6C

Objectives Resources for this unit

Functions and speaking Talking about plans, inviting All available online
and making arrangements
Videos Worksheets
Grammar be going to for intentions; present continuous ● Get ing: What is unique about ● Grammar and vocabulary: Basic, Standard
for arrangements; adverbs your town? and Extension Worksheets
Vocabulary Places in a town; things in town: compound ● Grammar rap!: be going to for intentions ● Project: Tourist tips
nouns ● Culture: Mythical places around the world ● Communication: Out and about
Values Appreciating other cultures Tests ● Get ing and Grammar rap! video
Train to Problem solving ● Unit, extension and skills test 10 Worksheets

T92 O u t a n d a b o u t | U n i t 10
Unit 10
Out and about Reading; Values

Culture note [AW REF: THK2e_SB1_U9_p93_Realia; to look like email programs; please include To/Subject lines OUT ANd A B O U T UNIT 10
info in each email)
The Great Wall of China is a system
of fortified border defences along Mum
Mrs_hudson@thinkmail.com
the historical northwestern border
of China, measuring between 8,000 Hi Mum!!

and 20,000 kilometres in length. Hi Mum,

It was built from the 7th to the 17th It’s Day Two and I’m already in love with New York. It’s
amazing. The first day, we were pretty tired from the flight,
century. Contrary to popular belief, but we did a bit of sightseeing in the afternoon. We went
to see the Statue of Liberty and I wasn’t disappointed. We
it is not visible from the moon, and had a guided tour and learned all about its history. It really is

only barely visible from low Earth a powerful symbol of peace.

Today, we’re going to explore Central Park and Manhattan.
orbit – in favourable conditions, and In the evening, we’re going to watch the New York Jets.
They’re playing at MetLife Stadium. It’s my first game of
if one knows where to look. American football and I’m looking forward to it. (I think –
I’m quite nervous!)
The MetLife Stadium in New Jersey The big concert we’re playing in is tomorrow and we’re

is home to two NFL teams: the New all getting quite excited. Just imagine, I’m going to play
my trombone in Carnegie Hall, probably the most famous
York Giants and the New York Jets. concert hall in the US. Mr Davis is even more excited.
He’s going to conduct us in the concert. He keeps telling
It  opened in 2010, and has seating us it’s his dream come true. His wife’s going to record the
performance. She’s going to send us all the link so you can
for 82,550 spectators. see the greatest moment of my musical career so far! There
Abigail
abi@mymail.com
are going to be bands from all over the world, from about
Central Park is an urban park in 20 different countries. I can’t wait!
China!
Manhattan, New York City measuring Hope you’re well and not missing me too much!
Love,
3.41 square kilometres. It was built Ryan
Hi Abigail,
Sorry I didn’t write yesterday, but it was such a busy day
between 1857 and 1876. It has I just didn’t get the time. We played our second volleyball
match of the trip. It was against the under-15 Beijing
a lake, an ice rink, a zoo, several champions and they won easily. I also hurt my hand quite

amusement attractions and a theatre. badly. The sports centre where we played was fantastic.
Really modern and much better than ours back home.
Anyway, I’ve got ten minutes to write to you quickly, then I’m
The Statue of Liberty stands on going to the bus station to catch a bus to Luanping. I’m so

Liberty Island in the New York City Appreciating other cultures excited because we’re going to visit the Great Wall. It was
probably the one thing I wanted to do most on this trip, after
harbour. The statue itself is 46 metres 7 Read and tick (✓) the things you do. playing volleyball, of course! We’re going to explore the
Jinshanling section of the wall. It’s in the mountains and it’s
tall, and with its pedestal, rises You are on an exchange trip in a new country quite a walk to get up to it. But the views are spectacular.
for two weeks. Which of these things would I’m going to take loads of photos. Luanping is about 130 km
93 metres above ground. The statue you do? away, so we’re going to spend the night there. Then we’re
was a gift from France, designed Make friends with the local children. going back to Beijing for our last day in the city. Our last
match is in the afternoon, but I’m not going to play because
Try and find children from your own
by sculptor Auguste Bartholdi and country who are also on holiday there.
of my hand. I can’t believe the trip is almost over. China is
amazing and the Chinese people are so friendly. I want to
architect Gustave Eiffel. It was Try and learn some of the local language. stay longer.

dedicated in 1886. The arm with Speak your own language (and hope Lots of love,
people understand you). Bettina
the torch was first exhibited at the See if the TV has programmes from your
Centennial Expo in Philadelphia own country.
Read the books you brought from home.
in 1876.
Visit the museums.
Listen to and buy some music by musicians
from that country.
7 First, ask students to underline 8 SPEAKING Work in pairs. Decide which of
the activities Ryan and Bettina the things in Exercise 7 are good to help
you find out more about a different culture.
are doing on their trips abroad. What other things can you think of that are
Then, give them two minutes to also good to do?
think about and mark the list for 93

themselves.

8 Ask students to consider both

the activities from Exercise 7 and
Homework
those that Ryan and Bettina are Ask students to imagine their dream
doing. Monitor the discussions, trip abroad. Students write an
making sure students remain itinerary for up to 7 days, describing
focused on which activities teach what they are planning to see and do
us the most about other cultures. at their destination. Remind them to
do some internet research to find out
Elicit suggestions in open class,
about the place they have chosen
asking the other students
to visit.
to express agreement or
disagreement, and to give In the next class, put students in
reasons. groups to discuss their itineraries,
then have them decide which of the
imaginary trips they would enjoy the
most – apart from their own. more
Worksheets
Project Tourist tips
Social Responsibility Communication Out and about
Understanding and describing own and different cultures Get ing What is unique about your
Accepts others and shows respect for cultural difference, challenging town?
prejudice and discriminatory views.

U n i t 10 | O u t a n d a b o u t T93
 Unit 10
Out and about Grammar; Vocabulary

Warmer
Tell the class about your plans for
VOCABULARY
next weekend. Use be going to and
Places in town
include several different activities
29 6 Match the places in the town with
(some of which can be made up). the people. Write 1–8 in the boxes.
Check how many of the activities
1 concert hall | 2 sports centre
you mentioned students can recall GRAMMAR 3 shopping mall | 4 bus station
without making any notes. be going to for intentions 5 police station | 6 post office
7 football stadium | 8 car park
1 Complete the sentences from the emails on page 93 with the
correct form of be. Then complete the rule.
7 SPEAKING Work in pairs. Describe
29 Grammar rap! 0
1
I ’m
Today, we
going to take loads of photos.
going to explore Central Park.
a place from Exercise 6 for your
partner to guess.
be going to for intentions 2
3
His wife
There
going to record the performance.
going to be bands from all over the world. You go here to buy clothes.
4 We going to visit the Great Wall.
workbook page 92
1 Ask students to complete the RULE: We use be going to to talk about our intentions for the 5future / present.
Use the present tense of be + going to + 6base form / ‒ing form of the verb.
sentences from memory. Check
back in the text, then complete 2 Complete the table.
the rule. Positive Negative Questions Short answers
1 ’re 2 is 3 are 4 ’re I’m (am) I’m not (am not) Am I going to play? Yes, 5 .
RULE: 5 future 6 base form going to play. going to play. No, I’m not.
A E
You/we/ You/we/they 3
you/we/ Yes, you/we/
they’re (are) 1
(are not) they going to play? they 6 .
2 Ask students to find and going to play. going to play. No, you/we/
underline all the examples of be they aren’t.
going to in the blogs on page He/she/it’s He/she/it 4
he/she/it Yes, he/she/
(is) going 2
(is not) going to play? it is.
93. Elicit the examples and to play. going to play. No, he/she/it
write them on the board to help 7
.
B F
students complete the table.
3 Complete the future intentions with the correct form of the verbs.
1 aren’t 2 isn’t 3 Are 4 Is
not watch | take | not fight | not borrow | eat
5 I am 6 are 7 isn’t
0 I I’m not going to watch so much TV.
1 My parents out more often.
3 1 are going to eat 2 isn’t going to
2 My brother with me anymore.
fight 3 ’m going to take 4 aren’t 3 I the dog for a walk every day. C G
going to borrow 4 My sisters my clothes without
asking anymore.

4 Give students a minute to 4 Look at the table. Tick (✓) the things you are going to do.
consider the activities. tonight this week this year
do homework play sport write a blog
5 Monitor the correct use of be watch TV visit relatives have a holiday
going to for future intentions. tidy your room play a computer game learn something new D H

Make a note of any recurring

5 SPEAKING Ask and answer questions about the activities above.
errors and go over these with the
class when they’ve completed the Are you going to watch TV tonight? Yes, I am. workbook page 90
activity. 94
Workbook p90

Get it Right! 6 Ask students to cover the exercise, and focus on the pictures. Ask: Where do
be going to for intentions
you think these people are in town? Elicit students’ own ideas before getting
Student’s Book p126
them to do the matching task.
1D 2F 3C 4B 5A 6H 7G 8E

7 Get students to look at the example. Ask students to write their answers on
a sheet of paper. Then get the students to hold their answers up at the same
time for you to check. The students continue the activity orally, taking turns
to give each other clues.
Workbook p93

more Language note be going to for intentions

We use the verb be as an auxiliary in the same way we use it for the present
Workbook
Grammar p90, Ex.1–4
continuous. We add not to the verb be to form the negative, swap it with the
Vocabulary p92, Ex.1–3 subject to form questions, and we use the appropriate form of the verb be in
Vocabulary Extra p93, Ex.1–2 short answers. The verb be cannot be left out from this construction.

Worksheets
Grammar rap! be going to for intentions
Grammar Worksheets 10
Vocabulary Worksheets 10

T94 O u t a n d a b o u t | U n i t 10
Unit 10
Out and about Listening; Grammar; Functions

8 10.02 Before students begin OUT ANd A B O U T UNIT 10

the task, explain that Olivia and
Connor are friends from school. LISTENING 13 Complete the conversation. Use the present continuous
form of the verbs in the list.
They’re talking about their 8 10.02 Listen to Olivia and Connor. When
arrangements for the weekend. is the History test? not do (x2) | go | buy | meet | do (x2) | play

Monday morning. 9 10.02 Listen again and mark the Kenny What 1 you this afternoon?
statements T (true) or F (false). Elena Nothing. I 2 anything.
9 10.02 When checking answers, 1 Connor has an important football match on Kenny Paul and I 3 football. Do you want to come?
Saturday. Elena OK. Can I invite Tim? He 4 anything, either.
elicit corrections for the false 2 Connor is celebrating his birthday at an Kenny Sure. And what about your brother? 5
sentences. American restaurant. he anything?
1 T 2 F (Connor is celebrating his 3 Olivia is not a fan of superhero films. Elena Yes, he 6 shopping with my mum.
4 Connor invites Olivia to the museum. They 7
his birthday present.
brother’s birthday.) 3 T 5 Connor has about an hour between getting Kenny OK. Well, we 8
Jack, Adam, Lucy and Julia at
4 F (They haven’t got room in the car.) back from the museum and his piano lesson. the park at two.
6 Connor isn’t very busy the following weekend. OK. See you at two, then.
5T 6T Elena

workbook page 90
GRAMMAR
Present continuous for
10 1 are you doing 2 ’s taking, ’re going arrangements
FUNCTIONS
Inviting and making arrangements
to watch 10 Look at the examples. Choose the correct
options. 14 Put the words in order to make sentences. Which
sentences are accepting an invitation? Which ones
11 Check/clarify: arrangements. 1 What are you doing / do you do this weekend?
are refusing?
2 Dad’s taking / takes me to the sports centre.
1 present 2 arrangements We’re going to watch / watch the basketball 1 like / with / you / Would / to / come / us
3 future game. 2 love / to / I’d
3 study / Do / want / together/ to / you
11 Complete the rule with the words in the list. 4 sorry / I’m / can’t / I
12 1 isn’t coming 2 are doing 3 aren’t 5 great / That / be / would
present | future | arrangements
visiting 4 Is … going 5 is playing
15 Complete the exchanges.
1 A Would go to the cinema with me?
13 After checking answers, ask RULE: We can use the 1
talk about 2 for the 3
continuous to
. B great.
students to practise role-playing 2 A I’m going to the shops.
the completed conversation in 12 Complete the sentences. Use the present Do come with me?
continuous form of the verb. B I’m sorry. I . I’ve got a lot to do.
pairs. 3 A like
0 I ’m going (go) to Dan’s party on
1 are … doing 2 ’m not doing Saturday. meet up on Sunday?
3 are playing 4 isn’t doing 1 Oliver (not come) to my B Sunday? Yes. I to.
house this afternoon.
5 Is … doing 6 ’s going 16 Think of three arrangements and write them in
2 Jessica and I (do) our your diary.
7 ’re buying 8 ’re meeting homework together after school.
Workbook p90 3 We (not visit) my
grandparents on Sunday.
4 your class
Get it Right! (go) on a trip next week?
5 My brother (play) in the
Present continuous for basketball final on Monday.
arrangements
Student’s Book p126 17 Can you complete your diary? Walk around the
classroom and:
1 invite people to do things with you.
14 Check/clarify: accept, refuse. 2 find things to do when you’re free.
1 Would you like to come with us?
2 I’d love to. 3 Do you want to 95

study together? 4 I’m sorry, I can’t.

5 That would be great. (2 and 5 are
accepting. 4 is refusing.)
Homework
15 Remind students to use their Ask students to make a diary for the following month, then write a paragraph
answers from Exercise 14 as using the present continuous and be going to to describe their plans and
models. arrangements.
1 you like, That would be 2 you want
to, can’t 3 Would you … to, ’d love
Language note
16 Check that students understand Both the present continuous and be
they only need to fill in three going to are used to describe future
of the four times available with activities. In many contexts, they can
invented activities. Suggest that be used interchangeably. The key
these should be things they could difference between their meanings is
invite others to do with them. that the present continuous implies
that arrangements have already
more
17 At the end of the activity, all
students should have a complete been made (e.g. time and place for
Workbook
diary. Monitor, and make a note meeting is set, or the activity is a Listening p96
of any errors in the use of the recurring one) while be going to Grammar p90–91, Ex.5–8
present continuous and be going implies plans for which arrangements
haven’t yet been made. Worksheets
to, and go over these with the Grammar Worksheets 10
class at the end.

U n i t 10 | O u t a n d a b o u t T95
 Unit 10
Out and about Reading

Warmer
Ask: What can young people do
in your town or neighbourhood in
their free time? What facilities does
the town offer? Lead a brief class
discussion of the questions.

1 First, ask students to briefly A B C

describe each picture in their
Home About Latest posts
own words, then elicit answers
for the questions. Accept all valid As you probably know, the town council have got £1 million to
spend on improving the town’s facilities for young people and we’re
suggestions.
looking for great ideas on how to spend the money well. Post your
ideas in the forum below and let us know how we can make life
2 10.03 Check/clarify: improve, better for you.
facilities.
1 There’s nothing for teenagers to do in this town, especially at night.
After checking answers for the Can we use the money to build a youth club? Somewhere with a pool
table and a table tennis table, perhaps. We need somewhere to play
matching task, ask students to happily and hang out safely in the evenings. Daisy, 15
D
try to work out the meaning of 2 As I’m only 14, I can’t drive, so I go everywhere on my bike. But the
these words from context: hang roads are dangerous and many motorists drive too fast. How about
spending the money on building more cycle lanes? We could also put
out, citizens, rides, billboard, in more speed cameras and zebra crossings, too. This will make life
ashamed. safer for all our citizens, not just the young people. Liz, 14
1E 2B 3D 4C 5A 6F 3 I think the best use for the money is to build a playground in the town
park. It should have lots of rides for the young kids but also stuff for
teenagers, too. I’d like to see a graffiti wall and a skateboard park for
3 1 They’re writing ideas on how to a start and maybe if there is enough money, we can have a climbing
improve their town’s facilities. wall, too. Luke, 13

2 They need more things to do and 4 Our high street is full of empty shops because everyone just shops
E
at the new shopping centre outside of town or online. Why don’t
more places to go (especially at we use the money to turn some of these empty shops into an arts
night), like a youth club. centre? It can have studios where we can draw and paint or learn how
to make films. We could also have a music studio where local bands
3 She thinks there needs to be more can record music cheaply. Alex, 17
cycle lanes. 5 How about a big billboard at the entrance to the town that reads,
4 Because everyone shops at the new ‘TEEN WARNING – there’s nothing to do here!’ Sadie, 16

shopping centre outside of town or 6 This probably sounds like a boring idea, but can’t we use some of the
money to buy more litter bins? I feel ashamed of our town when I see
online. all the litter on the ground. We need to tidy up our town quickly!
5 He thinks litter is a big problem. Jack, 15

Activity idea Issues in my REAdING 3 Read the entries again. Answer the questions.
hometown 1 Look at the photos. Which of them show 1 Why are these young people writing on the forum?
problems? What are the problems? 2 What does Daisy think young people need in the town?
Form groups and ask students to 3 What does Liz think is missing?
discuss the following questions: 2 10.03 Read and listen to the forum. 4 Why are there so many empty buildings on the high street?
Match the texts with the photos. 5 What does Jack think is a big problem in the town?
Which of the problems mentioned 96

in the website posts affect your own

hometown or neighbourhood?
What is the local council doing
about it?
For feedback, elicit some ideas from
volunteers, and invite comments
from the rest of the class.

more
Workbook
Reading p94

T96 O u t a n d a b o u t | U n i t 10
Unit 10 Train to ; Grammar;
Out and about Vocabulary; Pronunciation

4 Give students three or four OUT ANd A B O U T UNIT 10

minutes for this task. Encourage
students to come up with as 9 Complete the sentences. Choose the correct words
and write them in the correct form.
many options as possible. Remind
Problem solving 0 His car was really fast . He won the race easily .
students to make notes of their (easy / fast)
suggestions. 4 SPEAKING Work in pairs. Read and discuss 1 It’s not . You need to do it very .
the problem. (careful / easy)
The young people in your town aren’t happy. 2 We need to walk . I don’t want to be .
5 Ask students to make a similar They say there is nothing to do. (late / quick)
table in their notebooks. Ask Make a list of suggestions to help solve this problem. 3 I did my homework . I was really .
(tired / bad)
students to identify at least two have a music festival build a skateboard park
4 He drives really . I get quite in the car
advantages and two disadvantages 5 Think about your suggestions. What are the with him. (scared / dangerous)
advantages and disadvantages of each one?
for each suggestion. workbook page 91
Suggestions
6 Ask students to report back to young people noisy / make a VOCABULARY
music festival
the class with their best idea. love music / fun mess / expensive Things in town: compound nouns
At the end, vote on the best 10 Choose a word from A and a word from B to make
things you can find in a town. Look at the website
solution. 6 SPEAKING Decide which suggestion you think is the
on page 96 to help you.
best. Compare your ideas with the rest of the class.
A bill | cycle | graffiti | high
We think a musical festival is the best idea because litter | speed | youth | zebra
7 Ask: What’s the difference all young people love music. It’s also a lot of fun.
B bin | board | camera | club
between adjectives and adverbs? crossing | lane | street | wall
Elicit or explain that adjectives GRAMMAR
11 Complete the sentences with the words in
describe what something is like Adverbs Exercise 10.
and they usually refer to a noun, 7 Look at the sentences from the website on page 96. 0 Slow down. There’s a speed camera
while adverbs describe how an Make a list of adjectives and adverbs. just ahead.
0 We’re looking for great ideas on how to spend the 1 I really like that
action is done and usually refer advertising the new Italian restaurant has in town.
money well. Adjective: great Adverb: well
to a verb. 1 We need somewhere to play happily and hang out 2 Don’t drop your paper on the ground. There’s
a behind you.
1 Adverbs: happily, safely 2 Adverb: safely in the evenings.
2 Many motorists drive too fast. 3 Don’t try and cross the road here – there’s
fast 3 Adjectives: high, full, empty 3 Our high street is full of empty shops. a just down there.
4 Adjective: local, Adverb: cheaply 4 We could also have a music studio where local bands 4 We live in a flat above one of the shops in
the .
5 Adverb: probably, Adjective: boring can record music cheaply.
5 The new is really popular.
5 This probably sounds like a boring idea.
6 Adverb: quickly 6 We need to tidy up our town quickly!
Loads of people are painting on it.
6 I ride my bike to school. There’s
8 Complete the rule. a from outside my house
8 RULE: 1 –ly 2 –ily 3 well all the way there.
RULE: To form adverbs: 7 We go to the every Friday
9 1 easy, carefully 2 quickly, late • add 1 to regular adjectives night. I usually play table tennis and chat with my
friends there.
3 badly, tired 4 dangerously, scared (e.g., quick ➜ quickly).
• delete the ‒y and add 2 to adjectives ending
Workbook p91 workbook page 92
in consonant + ‒y. (e.g., happy ➜ happily).
Some adjectives have irregular adverb forms.
e.g., fast ➜ fast good ➜ 3 PRONUNCIATION
10 Ask students to form the Adverbs usually come immediately after the object Voiced /ð/ and unvoiced /θ/ consonants
of the verb or the verb (if there is no object). Go to page 121.
compounds, then check them He plays tennis well. NOT He plays well tennis.
in the text. During feedback,
point out that billboard is written
as one word, but the other 97

compounds as two words.

billboard cycle lane graffiti wall
high street litter bin speed camera Activity idea Compound
youth club zebra crossing
pelmanism
11 1 billboard 2 litter bin 3 zebra Prepare cards for a memory game.
crossing 4 high street 5 graffiti A pair of cards should feature each
wall 6 cycle lane 7 youth club half of a compound noun in English
Workbook p92 (look through 1 for further
examples to extend your set). Put
more
Pronunciation the students in groups and give each Practice Extra
Voiced /ð/ and unvoiced /θ/ group a set of cards. Then, ask the Unit 10 Practise it!
consonants students to shuffle the cards and lay
Student’s Book p121 them face down in rows on the desk. Workbook
Train to p96, Ex.5–7
They should take turns to turn over
Grammar p91, Ex.9–11
Homework two cards. If it is a matching pair,
Get it Right! p91
they must say the compound noun
Ask students to consider any of the in correct word order to keep the
Vocabulary p92, Ex.4–6
other problems mentioned in the Vocabulary Extra p93, Ex.1–2
cards, and they can turn up two more Pronunciation p121
website posts, and make a list of cards. If the cards don’t match, they
suggestions. They could do the same must turn them back face down, and Worksheets
with any problems affecting their it is the next player’s turn. The player Grammar Worksheets 10
own hometown or neighbourhood. with the most cards wins. Vocabulary Worksheets 10

U n i t 10 | O u t a n d a b o u t T97
 Unit 10
Out and about Culture

Warmer
Write Asgard and Camelot on Mythical places
the board. Ask: What are these? 30
around the world
(mythical places) Elicit what students
know about each place. Keep the
discussion brief.
1 Look at the pictures. What do you think
a mythical place is?
30 2 Read the article quickly. Where are each
Mythical places around of the places?

the world 3 10.06 Read the article again and listen.

Mark the sentences T (true) or F (false).
Ask students to watch the video, 1 Many people have heard about Atlantis,
but it is not very clear where and what it is.
then elicit their opinions about the
2 The legend says that the people of Atlantis
mythical places mentioned. were famous for their culture and education.
3 Jules Verne knew where to find Agartha.
4 People believed that El Dorado was made of gold.
5 Plato was the first person to write about the
1 Elicit students’ ideas, and island of Thule.
invite comments from the rest of 6 There is a story that Thule is a dark place, but a
the class. lot of great food grows there.

2 Atlantis (somewhere in the Atlantic

Ocean, the Mediterranean Sea or
Caribbean Sea) PLACES AROUND THE WORLD
Agartha (Antarctica) There are very few places on Earth that are undiscovered and we
El Dorado (South America) have satellite photos of the most remote places on the planet. But
people are always interested in mythical lands, places that people
Thule (somewhere between Norway say exist but no one has ever found.
and Iceland) Perhaps the most famous mythical place of all is Atlantis. Some people
say it is a city, others say it is an island and others call it a continent. But
whatever it is exactly, there is one thing that everyone agrees on: it is
3 10.06 Ask students to quote underneath the sea. The Greek philosopher Plato was the first person
the relevant part of the text that to describe it and he suggested that one time, its people attacked
Athens. No one is sure exactly where Atlantis is. Because of its name,
supports their answers. some people think it is somewhere in the Atlantic Ocean. Others say
it’s in the Mediterranean Sea or in the Caribbean.
1T 2T 3F 4T 5F 6T Agartha is another mythical place that is not on the land. The legend
says that it’s at the centre of our planet. Like Atlantis, it is famous for
its culture and educated society. It was the inspiration for Jules Verne’s
novel Journey to the Centre of the Earth. It tells the story of a group
of travellers who go on an exciting adventure underground. Many
people have tried to find the entrance to Agartha, which they think is Our final mythical land is an island called Thule. The legend
somewhere in Antarctica. says that it is in the north of the Earth, somewhere between
Some people believe that somewhere in South America there is a Norway and Iceland. This is an area of the world that is
famous city of gold: El Dorado. Many people tried to find it, but they completely dark for a lot of the year. But the story goes that
weren’t successful. El Dorado was originally the name of a person, a Thule is a place where a lot of delicious food grows and
ruler of the ancient Colombian society called the Muisca. He covered people are always happy. The Roman poet Silius Italicus
himself in gold powder every day. There were legends in which people wrote about Thule. In his story, the people living there are
imagined that the whole city was made of gold. painted blue.

98

Culture note Activity idea

Atlantis was first mentioned in Plato’s two dialogues called Timaeus and Critias, written Recalling details
around 360 BCE. Since then there have been many different interpretations of the story of With books closed, ask
the lost continent – from songs to films, novels to poetry. students to recall as many
The story of Agartha, the kingdom at the core of a hollow Earth, was first published in the details about the four
19th century by French author Alexandre Saint-Yves d’Alveydre. Jules Verne’s more famous mythical places as they
take on the story was written in 1864 and has been adapted several times for cinema. can. Then ask students to
Many expeditions have tried since the 16th century to find the mythical El Dorado read the text again and
(The Golden One), most famously by English writer and adventurer Sir Walter Raleigh in check their ideas.
1594 and 1616. (But according to recent popular films in the Marvel Cinematic Universe,
especially Black Panther, El Dorado is identified as the fictional African country Wakanda.)
Thule was first mentioned by Greek explorer Pytheas around 330–320 BCE, as the
northernmost limit of the known world.
In Norse mythology, Asgard is the home of the Æsir Gods, and one of the Nine Realms
making up the universe. Today, Asgard is best known as the birthplace of Marvel superhero
Creative ing
Thor – whose character is directly based on the god of the ancient legend. Creating new content from
Camelot is the castle of mythical Briton king, Arthur. The place is first mentioned in own ideas or other sources
12th-century French romances. The best-known image of Camelot was created by English Communicates personal
response to creative work
writer Thomas Malory in his Le Morte d’Arthur (The Death of Arthur), first published in 1485.
from art, music or literature.

T98 O u t a n d a b o u t | U n i t 10
Unit 10
Out and about Culture; Writing

4 1 society 2 ruler 3 remote OUT ANd A B O U T UNIT 10

4 dark 5 legend
4 VOCABULARY There are six highlighted words in

5 Give pairs a minute to choose one the article. Match the words with these meanings.
Write the words.
of the four places in the article. mythical
0 not real, with lots of stories about it
Encourage them to be original, 1 a large group of people who live
rather than to retell the story of together in an organised way
2 leader of a country or kingdom
a film that already exists. Once 3 far away from people and places
pairs have made their choice, give 4 without light
them fifteen minutes to make 5 an old story

notes about all the aspects of 5 SPEAKING Work in pairs. Discuss.

their film. 1 Imagine you are going to make a film set in one of
Luke
these mythical places. Think about the following:
Ask all the pairs to present • What kind of film is it? (horror, love,
luckyluke@writeme.co.uk

their proposal in no more than science fiction?) Exciting news!

• What’s the story about briefly? (It’s about a …)
90 seconds each. Then have • Who is going to star in your film? (It’s going to Hi Luke,
a class vote. star my favourite actors …) [1] How are you? I hope you’re not studying too hard.
2 Present your ideas to the group and vote on the Don’t worry, there are only two more weeks of school.
Anyway, I’m writing because I’ve got some really cool
best idea.
news. You won’t believe it. Mum and Dad are taking me

1 1 Cape Town, South Africa 2 Go on to Cape Town for the summer. Cape Town, South Africa!
I can’t wait.
a safari, take hang-gliding lessons. wRITING [2] So I did some research on the internet. It looks like a
really amazing place. Of course, there’s the famous Table
An informal email Mountain and the waterfront markets, but there are so
2 Ask: Is Emily’s email formal or 1 INPUT Read the email. Answer the questions. many other great things to do there. I’m definitely going
to go on a safari. And guess what? Mum’s going to buy
informal? (informal) How do you 1 Where is Emily going to spend her me some hang-gliding lessons. I’m going to be a hang-
summer holidays? glider! We’re going to be there for the whole of August.
know? (she sent it to a friend, It’s winter there, but I think the South African winter is
2 What is she going to do there?
Luke; the salutation Hi is informal, hotter than our summer. So that’s it – my big news. What
do you think?
2 Find these expressions in the email.
etc.) Explain that one of the Use them to answer the questions below.
[3] By the way, Dad says we’re going to be in Newquay
next weekend. Is there any chance we can meet up?
characteristics of informal letters Let me know.
Guess what? | You won’t believe it.
and emails is the use of colloquial I can’t wait. | By the way, … | Anyway, …
Love,
Emily
expressions. Then have students 1 Which two expressions do we use to change topic?
complete the task. 2 Which two expressions do we use to introduce 5 Which paragraph answers these questions?
some surprising news?
1 By the way, … , Anyway, … a What famous mountain is there in Cape Town?
3 Which expression means ‘I’m really excited’?
2 Guess what? You won’t believe it. b What’s your news?
3 ANALYSE Look at paragraphs 1 and 2 of Emily’s c How long are you going to stay in Cape Town?
3 I can’t wait. email. Match the functions with the paragraphs. d What’s the weather like in Cape Town?
Write a–d. e What are you going to do in Cape Town?
3 Point out that a well-structured Paragraph 1: and f Where are you going?
piece of writing organises different Paragraph 2: and
6 PROdUCE Imagine you are going to spend your

topics into separate paragraphs. a Describe the city next holiday in a famous city. Write an email
b Give news (about 100–120 words) to your friend telling her
Each paragraph is about one or c Ask how your friend is the news.
two key things at most. d Talk about your plans • Use the questions in Exercise 5 to help you.
1 b, c 2 a, d 4 What is the function of paragraph 3?
• Use some of the language in Exercise 2.

4 Elicit suggestions, and ask the

class to agree or disagree, and
99
say why.
To make arrangements to meet in
person.
Homework
5 Get students to underline
the part of the text that has Ask students to do some internet research and write a paragraph about a place
information about each question. in their country’s history or mythology. Encourage students to use the text on
a2 b1 c2 d2 e2 f1 page 98 as a model.

6 Put students in pairs to

brainstorm ideas for famous Activity idea A tourism
cities, discussing famous poster or leaflet
buildings, activities there, and Form groups. Ask students to put
the weather. Students then make together a tourism poster or leaflet,
notes for themselves. advertising sights, facilities and
Set the writing stage as activities in their town or region. more
homework. Ask students to send Suggest that they include pictures,
their emails to their partners for short descriptions and whatever they Practice Extra
Unit 10 Master it!
reading and checking. Suggest feel would encourage visitors. Have
that partners respond as if this each group present their project to Workbook
was a real email from a friend. the class, then vote on the best one. Developing Writing p95
Get some volunteers to share
Tests
their exchange of emails with
Unit, extension and skills test 10
the class.

U n i t 10 | O u t a n d a b o u t T99
 Units 9 & 10
A2 Key for Schools

1 In A2 Key for Schools Reading

and Writing Part 7, candidates A2 Key for Schools
have to write a short story of
35 words or more based on three REAdING ANd wRITING LISTENING
picture prompts. This part of the Part 7: Picture story workbook page 61 Part 2: Gap fill workbook page 79
exam tests candidates’ ability to 1 Look at the three pictures. Write the story shown 3 10.07 For each question, write the correct
write short narratives. in the pictures. Write 35 words or more. answer in the gap. Write one word or a number or
a date or a time.
Encourage your students to do You will hear some information about a shopping
the following when they approach centre. Listen and complete each question.
this task:
• Read the instructions
carefully. Blue Water
Shopping Centre
• Look at the pictures and
identify the three main events
Number of shops: 0 300
of the story.
• Consider what kind of Restaurants and a 1 on
fifth floor
information is needed.
Parking: £2 per hour
• Write a rough draft of the
story before writing the final Buses to the city centre every
answer. 3
minutes
Workbook p61
Shops open until 7.30 –
OPEN
every day except 4
2 In A2 Key for Schools Reading
and Writing Part 5, candidates Website: 5
Part 5: Open cloze
have to fill in six gaps in a text or
texts using only one word in each 2 For each question, write the correct answer.
Write one word for each gap.
gap. This part of the exam tests workbook page 43
candidates’ understanding and
knowledge of grammatical forms
(for example verb forms, My name 0 is Hugo. I live in the north of Wales
determiners, pronouns) as well as in a town called Llandudno. My
town has 1 unusual name because it’s Welsh.
structural relationships at the I2 born here, so I speak Welsh really well.
phrase, clause, sentence or I think Llandudno is 3 most beautiful town
in Wales. It’s by the sea and I love 4 go
paragraph level. It also tests swimming.
correct spelling. In Llandudno, there 5 parks, a small mountain
with a café at the top, and a really good concert hall
Encourage your students to do where great bands play. Every Friday night I meet
the following when they approach 6
my friends to play games and have some
fun in Llandudno.
this task:
• Skim the text to find out the
topic and general meaning.
• Think of possible words which 100

may fit each gap.

• Check if each possibility fits
the meaning and grammar 3 10.07 In A2 Key for Schools Listening Part 2, candidates have to listen to
of the sentence and the a monologue, identify and write down specific information (for example
whole text. numbers, places, dates, prices or times). This part of the exam tests
candidates’ ability to listen for specific and detailed information. It also
• Check correct spelling.
checks the spelling of common words.
• Read the completed text
Encourage your students to do the following when they approach this task:
again to check that it
makes sense. • Read and listen to the instructions, then read the title and the questions
1 an 2 was 3 the 4 to 5 are and think about the context.
6 with • During the first listening, find and write down the necessary
Workbook p43
information.
• During the second listening, check that the answers are correct. If the
word was spelled in the recording, the answer must also be spelled
correctly.
1 cinema 2 2 3 15 4 Saturdays 5 www.bwshopping.com
Workbook p79

T100 A 2 Key f o r S c h o o l s | U n i t s 9 & 10

Units 9 & 10
Test Yourself

1 1 cloudy 2 island 3 hall

4 mountains 5 windy 6 zebra TEST YOURSELF UNITS 9 & 10
7 lanes 8 station 9 bin 10 lake
VOCABULARY
2 1 She’s going to phone me at nine.
2 We’re leaving on Friday afternoon. 1 Complete the sentences with the words in the list. There are two extra words.

3 She did her homework very carefully. bin | cloudy | hall | house | island | lake | lanes | mountains | station | sunny | windy | zebra
4 I can’t remember where I left my bag. 1 It’s very today. You can’t see the sun at all.
5 It’s the coldest day of the year. 2 We live on a small . We’re always close to the sea.
3 Mum and Dad are going to the concert tonight. They love classical music.
6 It’s a more expensive car than mine. 4 It’s one of the highest in the world and it took the climbers three days to get to the top.
5 It’s so that my hat just blew off my head.
3 1 I speak badly Spanish badly. 6 Don’t try and cross the road here. There’s a crossing just up there.
2 He is the more most popular 7 It’s easy to get about town on a bike because there are cycle everywhere.
8 Someone stole my bike last night. I went to the police , but they say it’s hard to find stolen bikes.
footballer in the world; everybody 9 Put your rubbish in the litter over there.
likes him. 10 We went swimming in the – the water was really cold! /10

3 I had a lot of presents. But the one

most I liked most was a new bag from GRAMMAR
my mother. 2 Put the words in order to make sentences.
4 She plays tennis very good well. 1 going / She’s / nine / to / me / at / phone
2 Friday / We’re / afternoon / on / leaving
5 He’s ten and he still can’t to ride 3 homework / carefully / her / did / very / She
a bike. 4 bag / I / remember / my / where / can’t / left / I
6 We are to meeting him at ten o’clock 5 the / It’s / day / coldest / of / year / the
6 than / It’s / mine / car / expensive / a / more
tomorrow.
3 Find and correct the mistake in each sentence.
4 1 A What B let’s 1 I speak badly Spanish.
2 He is the more popular footballer in the world; everybody likes him.
2 A doing A Do
3 I had a lot of presents. But the one most I liked was a new bag from my mother.
3 A Would B love 4 She plays hockey very good.
4 A Guess A can’t 5 He’s ten and he still can’t to ride a bike.
6 We are to meeting him at ten o’clock tomorrow. /12

FUNCTIONAL LANGUAGE
4 Write the missing words.
1 A a wonderful day!
B Yes, go for a walk in the park.
2 A What are you this afternoon?
B Nothing. Why?
A you want to go skateboarding with me?
3 A you like to come to my place for lunch on Saturday?
B I’d to. Thanks.
4 A what?
B What?
A Mum’s taking me to London next weekend. I wait! /8

MY SCORE /30

22–30 10–21 0–9 101

The Cambridge Life Competencies Framework

Social Responsibilities
Understanding own and others’ cultures
Watch this video for a tip on how to encourage
your students’ awareness of social responsibility.
Scan the QR code here

U n i t s 9 & 10 | Te s t Yo u r s e l f T101
 Unit 11
Future bodies Reading

Warmer

11 FUTURE
Ask students to write as many
OBJECTIVES
English words for parts of the body
FUNCTIONS:
as they can think of in one minute.

BOdIES
making predictions; sympathising

GRAMMAR:
will / won’t for future predictions; first

31 Get ing
conditional; time clauses with when /
as soon as

How will life be in 100 years? VOCABULARY:

parts of the body; expressions with do;
Watch the video and think: how will when and if

Write the question on the board. Ask 31

life be in 100 years?
students what they think, and invite
comments from the class. Play the
REAdING
video, then lead a class discussion A
about: Is change always a good thing? 1 Label the picture with the words in the list.
Write 1–12 in the boxes.
B
1 arm | 2 bone | 3 ear | 4 eye | 5 finger
C
6 foot | 7 hair | 8 leg | 9 mouth
1 Ask students to cover the exercise 10 muscle | 11 thumb | 12 toe D
and try to name as many of the
labelled body parts as they can. 2 Write the words from Exercise 1 in the correct
column. Some words can go in both columns.
Then, ask students to do the
Body Face
matching task.
arm mouth
1E 2I 3B 4C 5G 6K 7A E
8 J 9 D 10 H 11 F 12 L
3 SPEAKING Work in pairs. Discuss the questions.
2 Get students to cover the picture as Which parts of the body do you use when you:
• read a book? • make a phone call?
they complete the table. • play football? • eat a meal?
Body: arm, bone, finger, foot, leg, muscle, • watch television? • walk to school? F
thumb, toe
When you read a book, you use your hands and your eyes.
Face: bone, ear, eye, hair, mouth, muscle
4 Look at the picture and the title on page 103. What
3 Encourage students to also think do you think the article will be about? Choose one
G
about any body parts they’d use of the following. H
• what we want to look like in the future
for these tasks, including those • what the human body will be like in the future
I
not covered in Exercises 1 and 2. • how we can change our bodies if we want
Monitor and help with vocabulary, 5 11.01 Read and listen to the article and check
J
then check answers with the class. your ideas.

6 Read the article again and answer the questions.

4 Ask for a show of hands for each K
1 What is the most important reason why our bodies
option. Ask students to explain their will change in the future?
2 Why will people be taller? L
reasons for choosing their answer.
3 Why will people get weaker?
4 What will happen to eyes and fingers?
5 11.01 5 Why will we have one less toe?
what the human body will be like in 6 Why won’t people have so much hair on their bodies?
102
the future

6 1 Our bodies will adapt to a new way of

life. 2 We’ll have better food. Activity idea Evaluating predictions
3 We won’t do a lot of physical work. Form pairs for students to discuss how likely they think each of the six
4 Our eyes will get better and our fingers predictions in the text on page 103 are. Ask: Will these things happen? Monitor
will get longer. 5 Our little toes will the discussions, helping with any unfamiliar language. Elicit some opinions
disappear because they are not needed. in open class and encourage the other students to express agreement or
6 Because we won’t need to keep disagreement, and to give reasons.
ourselves warm any more.

Objectives Resources for this unit

Functions and speaking Making predictions; Role play: All available online
At the doctor’s; Developing speaking: Sympathising
Videos Worksheets
Grammar will / won’t for future predictions; first ● Get ing: How will life be different in ● Grammar and vocabulary: Basic, Standard
conditional; time clauses with when / as soon as 100 years? and Extension Worksheets
Vocabulary Parts of the body, WordWise: Expressions ● Grammar rap!: First conditional ● Project: Our bodies
with do; when and if ● Vlog: Dealing with negative feelings ● Communication: Future bodies
Values Exercise and health Tests ● Get ing, Grammar rap! and
Life Competencies Dealing with negative feelings ● Unit, extension and skills test 11 Life Lessons video Worksheets

T102 Fu t u r e b o d i e s | U n i t 11
Unit 11
Future bodies Reading; Values

Culture note FUTURE BO d I ES UNIT 11

There are many predictions about A long time ago, people were very different from the way we
how humans will evolve in the
CHANGING
are now. For example, if you find a really old house somewhere,
you’ll see that the doors are usually much lower than they are

bodies
future, and the article presents today. Why? Because hundreds of years ago, people were shorter.
Over time, the human body changes to adapt to a new way of life.
just one of these wildly differing Can we expect the human body to change in the future? For sure.
views. Futurists (sometimes referred And the main reason is that we have more and more technology,
and it is changing how we live.
to as futurologists) specialise in What kind of changes can we expect? Well, no one can be
systematically exploring possibilities 100 percent sure, but here are some possibilities.

emerging from past history and

trends in the present to develop 1 4
predictions about the future. Let’s start with the example above.
Now, what about the mouth? It’ll
get smaller, perhaps, because
Humans are now ten centimetres
British science-fiction writer Arthur C. taller than 150 years ago. So, in
technological improvements will
mean that we don’t need to talk so
the future, people will probably be
Clarke once formulated the following even taller. Most of us now have
much – and also because our teeth
will get smaller (so mouths don’t
three laws of prediction: much better food than people in the
need to be so big to keep them in).
past – and so we grow more.
1. When a distinguished but elderly
scientist states that something 2 5
Here’s a good one – it’s very
is possible, he is almost certainly We’ll get weaker in more than one
possible that people will have four
way. The most important way is that
right. When he states that our muscles will not be as strong as
toes, not five. The little toe really
isn’t needed anymore (people who
something is impossible, he is very now because we won’t do a lot of
lose them don’t miss them), so it
physical work.
probably wrong. will probably disappear sometime in
the future.
2. The only way of discovering the 3
limits of the possible is to venture We are already using our feet less,
6
and our hands more (think about
a little way past them into the computers and tablets and so on.)
And last but not least – people
won’t have as much hair on their
impossible. So we can expect that our legs will
get shorter and our feet smaller,
bodies as now, as we don’t need it
to keep ourselves warm anymore.
3. Any sufficiently advanced and at the same time, our fingers
will get longer. And our fingers
technology is indistinguishable and our eyes will both get better
because they’ll have to do more
from magic. work together.
Will all these things happen? And if so, when?
These ’laws’ first appeared in These are questions that no one can answer for sure.
Clarke’s book Profiles of the Future,
published in 1962.
Exercise and health

7 Give students two minutes to 7 Read the sentences. Give each one a number from 8 SPEAKING Work in small groups.
1 to 5 (1 = doesn’t give a lot of importance to health, Talk about health and exercise.
evaluate the statements. 5 = gives a lot of importance to health). 1 Together, decide the number that the
1 You should do regular exercise to make sure your group is going to give to each of the
8 Check that the task for the first muscles are strong. sentences in Exercise 7.
2 It’s OK to spend a lot of time sitting in front of the television. 2 Together, decide on and write another
two stages is clear. Remind all sentence that shows how the group feels
3 A wonderful thing to do is go for long walks in the fresh air.
students to make notes to set up 4 Using a computer and writing text messages gives your hands about health and exercise.
the next stage of the task. and arms exercise. 3 Compare your ideas with other groups.
5 You don’t have to do sport to be healthy and keep fit.
Once all groups have completed 6 It’s a good idea to do a lot of simple exercise (for example, use
the first two stages of the the stairs and don’t take the lift).
103

exercise, form new groups of

four, with one member each
from a different previous group.
Ask students to compare
Activity idea A health project
their ideas, using their notes. Put students in pairs and ask them to produce a project that promotes healthy
Encourage students to come eating with the title How to get more healthy. The project could take the form
to an agreement about which of a poster, leaflet, slideshow presentation, web page, mini-play, or whatever
statement in Exercise 7 is most else students feel is most effective.
important, and about their own When each group’s project is finished, ask each pair or group to present their
statement. project to the class. The class then votes on the best one.

Homework
Ask students to do some internet
research on predictions from the
past about what the present would
be like – especially predictions that
didn’t come true. Have students
Social responsibility
more
write up their findings in note form. Understanding personal responsibilities
As a follow-up in the next class, get Worksheets
as part of a group and in society –
Project Our bodies
students to present these failed including citizenship
Makes informed choices (e.g., in Communication Future bodies
predictions to the class. Which
relation to diet, exercise, sexual health, Get ing How will life be in 100 years?
prediction do students find the most environmentally friendly products).
surprising and the most amusing?
U n i t 11 | Fu t u r e b o d i e s T103
 Unit 11
Future bodies Grammar; Pronunciation; Vocabulary

Warmer
With books closed, find out which
GRAMMAR 3 Complete the conversation. Use ’ll, will or won’t
students can recall all six predictions and a verb from the list.
will / won’t for future predictions
from the article on page 103. be | get | give | go | help | see | stay
1 Look at the sentences from the article on page 103.
Complete with will / ’ll / will not / won’t. Then Alice Oh, Noah, it’s the French test tomorrow!
complete the rule. I’m not very good at French. I’m sure
1 Ask students to complete the 1 Our fingers get longer. I0 won’t get the answers right!
sentences from memory before 2 They have to do more work together. Noah Don’t worry, you 1
3 Our muscles be as strong as now because fine! You got a good result in your last test.
looking back at the text. After we do a lot of physical work. Alice Yes, but this is more difficult. I really don’t feel
checking answers, ask students to well. Maybe I 2 to
school tomorrow. I 3
underline all the examples of the RULE: Use 4 (will) or 5 (will not) + base
form of the verb to make predictions about the future. in bed all day.
future verb forms in the article. Noah That 4 you. The
1 will 2 ’ll 3 will not, won’t 2 Complete the table. teacher 5 you the test
on Wednesday.
RULE: 4 ’ll 5 won’t Positive Negative Alice You’re right. But what can I do?
I/you/we/they/he/ I/you/we/they/he/she/it Noah Look, why don’t I come round to your place this
2 1 ’ll 2 won’t 3 Will 4 will 5 won’t she/it 1 (will) come. 2 (will not) come. afternoon after school? We can do some French
together. You 6 that
Questions Short answers it’s not so difficult.
3 Ask students to use the contracted Yes, I/you/we/they/he/ Alice Oh, thanks, Noah.
3
I/you/we/they/
form wherever possible, and to use he/she/it come? she/it 4 . 4 SPEAKING Work in pairs. Act out the dialogue in
each verb only once. No, I/you/we/they/he/she/ Exercise 3.
it 5 (will not).
1 ’ll be 2 won’t go 3 ’Il stay workbook page 100

4 won’t help 5 will give 6 ’ll see PRONUNCIATION

The /h/ consonant sound Go to page 121.
4 Give pairs three minutes to practise,
VOCABULARY
then get one or two volunteering Parts of the body
pairs to do their role-play for the 5 Match the words with the photos. Write 1–10 in the boxes.
class. Ask the other students to
1 ankle | 2 back | 3 elbow | 4 knees | 5 lips | 6 neck | 7 shoulder | 8 stomach | 9 throat | 10 tongue
check for any omissions.
Workbook p100

Get it Right!
A B C D E
will / won’t for future predictions
Student’s Book p126

Pronunciation F G H I J

The /h/ consonant sound 6 11.04 Listen and match the speakers with the pictures. Write numbers 1–3 in the boxes. workbook page 102
Student’s Book p121

5 Before students do the matching

task, elicit the twelve body parts
taught on page 102. Pay special
attention to the long vowel sound A B C
/əʊ/ in elbow /ˈelbəʊ/, shoulder 104

/ˈʃəʊldə(r)/ and throat /θrəʊt/.

Despite the different spelling, it
is the same sound! Also check the 6 11.04 Before listening, elicit
pronunciation of tongue /tʌŋ/ and which body part each picture
stomach /ˈstʌmək/. might focus on.
1E 2I 3C 4G 5D 6A 1C 2A 3B
Workbook p102
7 J 8 F 9 B 10 H

Activity idea My predictions

Ask students to write about five predictions for themselves, their friends, their
class, their school and their town. Form groups for students to tell their partners
about their predictions, and get the others to decide how likely each prediction
more is on a scale of 1 (not likely at all) to 5 (almost certain to happen). Ask groups to
report back some of the most interesting predictions.
Workbook
Grammar p100, Ex.1–5
Vocabulary p102, Ex.1–3 Language note will / won’t for future predictions
Vocabulary Extra p103, Ex.1–2 We use will to talk about the future. It is a modal auxiliary, so it has the same
Pronunciation p121 form in all persons. We normally use the contracted form ’ll after pronouns, but
Worksheets the full form after nouns and longer phrases and in positive short answers
Grammar Worksheets 11 (Yes, I will. NEVER Yes, I’ll.).
Vocabulary Worksheets 11

T104 Fu t u r e b o d i e s | U n i t 11
Unit 11
Future bodies Listening; WordWise

7 Elicit students’ predictions for FUTURE BO d I ES UNIT 11

each picture. Accept all ideas at
this stage. LISTENING 10 Put the words in order. Who said each of these
sentences? (Dad, Doctor, Lydia, Tim)
A throat/neck B stomach C elbow 7 Look at the pictures and say what part of the body
1 you / Lydia / all / Are / right
each person might have a problem with soon.
2 all / well / at / not / I’m
8 11.05 A 3 matter / the / with / What’s / you
A John B Lydia C Tim 4 got / really / I’ve / stomach ache / bad / a
5 really / It’s / painful
6
9 11.05 To make the task more it / hurt / Does

challenging, ask students to SPEAKING

ROLE
G N I KPLAY
AEPS At the doctor’s
answer from memory, then listen Work in pairs. Student A: Go to page 127. Student B:
to check answers. Go to page 128. Take two or three minutes to prepare.
Then have a conversation.
1T
B
2 F Lydia’s dad wants Lydia’s brother
WordWise:
to do the washing-up. Expressions with do
3T
11 Complete the sentences from page 103.
4T 1 They’ll have to do more
5 F John can move his neck a little bit. together.
6 F The doctor doesn’t agree with his 2 You should do regular to
make sure your muscles are strong.
grandmother. 3 You don’t have to do to
C
be healthy and keep fit.
10 1 Are you all right, Lydia? (Lydia’s 12 Complete each sentence with a word from
dad) 2 I’m not well at all. (Lydia) the list.
3 What’s the matter with you? cooking | homework | ice cream | well
(Lydia’s dad) 4 I’ve got really bad 1 Joe’s upstairs – he’s doing his .
stomach ache. (Lydia) 5 It’s really 2 Did you do in your exam?
painful. (Tim) 6 Does it hurt? 3 They do great at the new café.
8 4 Mum has a rest on Sundays and we all do
(Doctor) 11.05 Listen and write the name of the person
the .
under each picture.
13 Complete the questions. Then ask
ROLE-PLAY Form AB pairs 9 11.05 Listen again. Mark the statements
SPEAKING

and answer with a partner.

T (true) or F (false). Correct the false sentences.
and ask students to turn to 1 you a lot of exercise?
1 Lydia thinks she ate too much.
their correct page. As they are 2 Lydia’s dad wants her to do the washing‒up.
2 Where you your homework?
doing the task, monitor for 3 you OK with your homework
3 The doctor wants Tim to put some ice
these days?
the correct use of the phrases on his elbow.
4 Who the cleaning in your house?
4 The doctor thinks the elbow isn’t broken.
from Exercise 10, and check 5 John can’t move his neck at all.
workbook page 102
that students complete two 6 The doctor agrees with his grandmother.
conversations. When all students
have performed both roles
Look
at least once, ask one or two
volunteering pairs to perform one
of their role-plays for the class.
stomach ache ear ache headache toothache

11 Get students to complete the 105

sentences from memory, then

check back in either the text or in
Exercise 7 on page 103. Activity idea Making suggestions about health
1 work 2 exercise 3 sport
Play audio 11.05 again, and ask students to find the expressions suggesting
12 1 homework 2 well 3 ice cream things to do about people’s health problems (I think you just need to go and lie
4 cooking down; you need to put some ice on it; take some painkillers if it hurts too much).
Write these suggestions on the board and elicit some other possible solutions to
13 Check the completed questions Lydia’s, Tim’s and John’s problem.
before students begin the Put the students in pairs and get them to discuss at least three different things
pairwork task. to do with each of the health problems in the Look box. Monitor, and help with
1 Do … do 2 do … do unfamiliar language.
3 Are … doing 4 does
Workbook p102 For feedback, elicit suggestions, and invite comments from the rest of the class.

Homework
Ask students to write 100 words
about a time they suffered from one
of the health problems covered in more
the unit so far.
Workbook
Listening p106
WordWise p102, Ex.5–7

U n i t 11 | Fu t u r e b o d i e s T105
 Unit 11
Future bodies Reading; Grammar

Warmer
Write on the board: An apple a
Old Wives’
day keeps the doctor away. Elicit
REAdING
1 Read the blog quickly. Find a phrase/saying
Tales
students’ explanations for what for each of the five pictures.
this saying might mean. Accept any
2 Read and listen to the blog.
ideas, no matter how implausible.
11.06

Answer the questions.

1 What is an ‘Old Wives’ Tale’?
2 Why is it good to eat apples?
1 Before students read, explain 3 What did the researchers in New York
find out about mothers?
that each picture relates to a line 4 What happened to children who ate
in the text. Get students to find omega‒3 and omega‒6?
these phrases and sayings and 5 What does the writer think about eating
Old Wives’ Tales are those
carrots and better night vision?
elicit these during feedback. ‘helpful’ things that your
3 Do you know any more ‘Old Wives’ Tales’?
An apple a day keeps the doctor away. Tell the class.
grandparents say that are
probably not true. They are things
If you eat cheese at night, you’ll have
like, ‘If you watch a lot of TV,
bad dreams. If you watch a lot of TV, you’ll get square eyes’, ‘If you eat
you’ll get square eyes. Gain a child, carrots, you’ll see well in the dark’, or ‘If you eat cheese
lose a tooth. Fish is brain food. at night, you’ll have bad dreams’.
32
But are they nonsense or is there sometimes
a little bit of truth in them? We decided to
2 11.06 During feedback, ask investigate more.
students to quote the relevant GRAMMAR Let’s start with a famous one: ‘An apple a day
First conditional
part of the text that supports keeps the doctor away’. My grandma said this
all the time. Well, of course everyone knows
their answers. 4 Match the sentence halves. Check your
that fruit is an important part of a healthy
answers in the blog. Then complete the rule
1 Those things grandparents say and the table. Choose the correct words.
diet. But can one apple really make a difference? A medical study
from 2013 says ‘yes’. It found that if people over 50 eat an apple
that aren’t true. 1 If you watch a lot of TV, a day, their chances of a heart attack are much smaller than
2 Apples keep the doctor away. 2 If you eat cheese at night, people who don’t.
3 If you eat fish oil, What about ‘Gain a child, lose a tooth’?
3 They found that mothers have They say that when a woman has a child,
a you’ll have bad dreams.
more problems with their teeth than b you’ll get square eyes.
a tooth will fall out. Researchers at the
New York University College of Dentistry
women without children. c it will help to prevent heart problems, too. studied more than 2,600 women between
4 They did better in their school work. the ages of 18 and 64 with one or more
RULE: Use the first conditional to talk children and guess what? They found they
5 He isn’t sure it’s true but can’t about 4possible / certain events and their had more problems with their teeth than
prove if it’s right or wrong. present / future results.
5
women with no children, although they couldn’t say exactly why.
If clause Result clause My great uncle was a big believer that ‘fish
If + present simple, is brain food’. He ate it all the time and he
3 Elicit any similar beliefs that older (’ll)
6

7
(won’t) + base was a clever man, too. It looks like he might
generations have about health. form be right. Fish have a lot of omega–3 and
omega–6 fats in their oil. Some scientists
Ask: Which sayings do you think It is possible to put the result clause first:
from Oxford studied 120 primary school
If you fall, you’ll hurt yourself. OR
have any truth in them? You’ll hurt yourself if you fall. children, and they discovered that the children who ate omega–3
and omega–6 made big improvements in their schoolwork. If you
eat fish oil, it will help to prevent heart problems, too. It seems like
eating fish is a good idea.
32 Grammar rap! Finally, what about those carrots? Can they really help your night
vision? I’ve eaten them all my life, but I still walk into things when
First conditional I get up in the night. Unfortunately, I can’t find anything to prove if
this is right or wrong. I’ll keep looking and I’ll let you know
as soon as I find out.
106

4 Get students to cover the text as

they match the sentences.
1b 2a 3c
RULE: 4 possible 5 future 6 will
Language note First conditional
7 will not With conditional sentences, we tend to separate the two clauses with a comma
if the if-clause comes first. However, when the if-clause comes second, and the
sentence begins with the result clause, we don’t use a comma.
Even though the first conditional is about the future, we don’t normally use will
in the if-clause. Instead, we typically use a present tense.

Activity idea New sayings about health

Put students in small groups to come up with new sayings about health similar
to those in the text but for 21st-century problems. For example: If you use your
more tablet too much, your fingers will get flatter. Energy drinks in the afternoon, no
sleeping at night.
Workbook Elicit suggestions for feedback and get the class to agree on the best idea.
Reading p104
Grammar p101, Ex.6–9

Worksheets
Grammar rap! First conditional
Grammar Worksheets 11

T106 Fu t u r e b o d i e s | U n i t 11
Unit 11
Future bodies Grammar; Vocabulary; Listening and writing

5 Before students do the task, FUTURE BO d I ES UNIT 11

explain that the first word of each
sentence begins with a capital 5 Put the words in order to make sentences. VOCABULARY
letter. When checking answers, 0 see Jane / If / tell / I / I’ll / her when and if
If I see Jane, I’ll tell her.
check that students have added 1 my parents / I’m / will / If / late / be angry
9 Match sentences 1 and 2 with the explanations.
a comma before the result clause 2 I / bring it / I’ll / to school tomorrow / If / remember 1 When I see Martin, I’ll give him your message.
2 If I see Martin, I’ll give him your message.
where it appears second. 3 you’ll / Jake / come / If / you / meet / to the party
4 rain tomorrow / if / the / it / doesn’t / We’ll / to / a It is possible that I will meet Martin.
1 If I’m late, my parents will be angry. beach / go b I know that I will meet Martin.
2 If I remember, I’ll bring it to school 5 the concert / if / tonight / I / don’t / I / won’t /
feel better / go / to 10 Complete the sentences with if or when.
tomorrow. 3 If you come to the
0 I can’t talk to you now. I’ll phone you when I get
party, you’ll meet Jake. 4 We’ll go to 6 Complete the first conditional sentences with the
home.
correct form of the verbs.
the beach if it doesn’t rain tomorrow. 1 A What are you doing tomorrow?
0 If Kate gives (give) me some help, I I’ll finish (finish)
B there’s a good film on, I’ll probably go to
5 I won’t go to the concert tonight if I my homework in an hour. the cinema.
don’t feel better. 1 You (not meet) anyone if you 2 I’m not sure if I want to go to the party tonight.
(not go out). But  I decide to go, I’ll phone you.
2 I (come) to your party if my mum (say)
6 1 won’t meet, don’t go out I can.
3 It’s too hot to go for a walk now. Let’s go out in
the evening it’s cooler.
2 ’ll come, says 3 doesn’t want, ’ll eat 3 If Ken (not want) his ice cream, I 4 You can watch some TV you finish your
(eat) it.
4 will be, hears 5 buy, won’t have 4 Susan (be) angry if she (hear)
homework, and not before!
5 It’s the football final tonight. I’ll be very
Workbook p101 about this. happy my team wins.
5 If we (buy) hamburgers, we (not have)
workbook page 102
money for the film.
7 1 As soon as indicates more workbook page 101
immediate action. 2 the future LISTENING ANd wRITING
RULE: 3 present simple 4 will Time clauses with when / as soon as A phone message
7 Read the two sentences and answer the questions. 11 Which of these things do you NOT need to
8 1 get 2 get 3 arrives 4 finishes Then complete the rule with will and present simple. write down if you take a phone message?
When a woman has a child, a tooth will fall out. Mark them with a cross (✗).
5 finish I’ll let you know as soon as I find out.
Workbook p101 1 the name of the caller
1 What is the difference between when and as soon as? 2 the telephone number of the person
2 Do has and find out refer to the present or who takes the message
9 After checking answers, explain the future? 3 the name of the person who the message
is for
that the rules about using a RULE: In sentences about the future, we use the 4 the telephone number of the caller
comma are the same for if and 3
form after if or when or as soon as, and 5 what the caller wants
4
+ base form of the verb in the main clause.
when (and also for as soon as). 12 11.07 Listen to a telephone conversation.
1b 2a 8 Complete the sentences. Use the verbs in the list.
Complete the message.

10 Get students to compare ideas in arrive | finish (x2) | get (x2)

Message from: 1
pairs before you check answers as 1 As soon as I my exam results, I’ll phone you.

a class.
2 When I home, I’ll check my messages. For: 2
3 The party will start as soon as my friend with
1 If 2 if 3 when 4 when 5 if the music! Message: she needs 3 .
Workbook p102 4 When the game , we’ll go and have a pizza.
5 I’ll lend you the book as soon as I reading it. Please 4
11 Ask: In what situations do people
workbook page 101 Number to call: 5
have to take phone messages for
other people? Elicit ideas, and
examples of what information 107

needs to be written down. Get

students to check through the
list for what they don’t need to Language note if / when /
record. 2 as soon as
12 11.07 Play the recording twice: Note the differences in meaning:
once for students to write their If I go out, I’ll call you. = ’It’s possible
answers, then again for them to that I’ll go out, but I’m not sure.
check. You can follow this up by I’ll let you know when I know.’
getting students to role-play When I go out, I’ll call you. = more
leaving and taking phone ’I’m going out for sure. When that
messages happens, I’ll call you.’ Practice Extra
1 Jackie Martin 2 Andy As soon as I go out, I’ll call you. = Unit 11 Practise it!
3 help with her Science homework ’I’m going out, and at the same time Workbook
4 call as soon as you get back or shortly after I leave, I’ll call you.’ Grammar p101, Ex.10
5 07899 213 223 Get it Right! p101
Vocabulary p102, Ex.4
Developing Writing p105
Homework
Worksheets
Ask students to write predictions about themselves for six different future points in Grammar rap! First conditional
their lives, for example: When I’m 25, I’ll meet my husband/wife. When I’m 35, I’ll be Grammar Worksheets 11
the director of a big company. Put students in pairs to share their predictions. Ask Vocabulary Worksheets 11
their partners to say how likely they think each prediction is.

U n i t 11 | Fu t u r e b o d i e s T107
 Unit 11 Developing Speaking;
Future bodies Phrases for fluency; Functions

Warmer
Write sympathy on the board, and
elicit an explanation for what it 1 11.08 Look at the photo. What happened? Where is she now?
means (understanding and care Listen and read to check.
for someone else’s suffering), and
how people might behave to show Luke: Jessica, hi. Oh no! What happened to you?
Jessica: Hi, Luke. Oh, it’s so silly. Yesterday, I slipped and
sympathy. If the word is a false friend fell on the stairs at home. It was my own fault, of two minutes later …
in the students’ language, make sure course. I mean, I was looking at my phone and Luke: Right, done, all fixed. How about watching the
not looking where I was going. And now look. FA Cup semi‒final on Sunday? You know, the
its exact meaning is clarified. A broken leg. match in London. Wembley.
Luke: Poor you! You’re lucky it wasn’t worse than that. Jessica: What, on TV somewhere?
Jessica: I know, you’re right. But I’m so disappointed. And Luke: No, the real thing. My dad won three tickets to
1 11.08 Check/clarify: slip, angry, too. It’s our cup final match on Saturday, go and see it. He says he can give me two. So how
and now I can’t play. about it? Want to go with us?
(somebody’s) fault, be hard on Luke: That’s a shame. But hey, don’t be so hard on Jessica: Seriously? Luke, that’s brilliant! I can’t wait! Thank
oneself. yourself. Everyone makes mistakes now and again. you so much!
Jessica: I suppose so. But I’m really upset about it anyway. Luke: No problem. Tell you what, though.
Elicit students’ suggestions about Luke: Listen. I’ve got an idea. Can you wait here for a Jessica: What?
the picture. After students have minute or two? Luke: When we go into the stadium, don’t start looking
Sure. Whatever. But what are you going to do?
read the conversation, ask: How Jessica: at your phone, OK? I don’t want you to fall again
Luke: Wait and see! and break your other leg!
do you think Jessica is feeling?
What is Luke’s reaction? 2 11.08 Read and listen again. Correct the FUNCTIONS
wrong information. Sympathising
2 11.08 1 Jessica slipped when she was looking at a book.
1 Jessica slipped when she was 2 Now she can’t play in the final game on Sunday. KEY LANGUAGE
3 They are going to watch the game on TV. I’m sorry to hear that.
looking at her phone. Poor thing (him / her / John / Sally, etc).
4 Luke is getting three tickets from his father.
2 Now she can’t play in the final game That’s a shame.
Poor you.
on Saturday. Phrases for fluency
3 They are going to watch the game 3 Find the expressions 1–6 in the dialogue. Who says 5 Complete the mini‒dialogues using phrases from
them? Match them to the definitions a–f. the Key Language box.
in London (at Wembley Stadium).
1 I mean, … a What I want to say is … 1 Jessica Now look! A broken arm!
4 Luke is getting two tickets from his 2 I suppose so. b I really don’t care. Luke .
father. 3 Whatever. c Here’s what I think … 2 Jessica It’s our big match on Saturday, and now
4 Wait and see. d I think that’s possibly true. I can’t play.
5 I can’t wait! e You’ll know in the future. Luke .
6 Tell you what … f I’m excited about a future event. 3 Luke Jim, have you heard about Jessica? She
3 Encourage students to underline broke her arm!
the expressions in the text before 4 Complete the mini‒dialogues with expressions Jim Really? .
in Exercise 3.
they decide on their answers. 4 Molly My granny’s very ill.
1 A I’m going to see a film on Saturday! ! Steve her.
1 a (Jessica) 2 d (Jessica) B – we could go together. , if that’s
OK with you. 6 Read the situations. What can you say in each one?
3 b (Jessica) 4 e (Luke)
2 A What are you going to give me for my birthday? 1 You meet a friend. You know that
5 f (Jessica) 6 c (Luke) B It’s a surprise! . your friend lost something Poor you!
3 A Do you want to go out or stay at home? important yesterday.
4 When you check answers, get B , Alex. 2 You hear that someone stole Tim’s bike last
4 A Can I go out tonight, Dad? weekend. You meet Tim’s brother.
volunteering pairs to role-play 3 A neighbour says: ‘I feel terrible today. I’m ill.’
B . But don’t be late back, OK?
each mini-dialogue for the class. 4 Your friends say they can’t come to your party.
1 I can’t wait, Tell you what, I mean
2 Wait and see 3 Whatever 108

4 I suppose so

5 Ask students to cover the conversation when they complete the Activity idea Showing sympathy
task. Explain that these phrases are commonly used to express Ask students to produce a poster giving advice
sympathy. Practise saying them with the correct intonation. about what to do and what not to do when
1 Poor you 2 That’s a shame 3 I’m sorry to hear that 4 Poor someone else is in a difficult situation.
Put students in groups and ask them to
6 After completing the task, get students to practise role-playing
brainstorm five things to do and to avoid when
the mini-dialogues in pairs.
showing someone sympathy. Encourage them
Possible answers: 1 Poor you! 2 Poor Tim! 3 I’m sorry to hear that.
to think beyond using the phrases from the Key
4 That’s a shame.
Language box and include things we do rather
than just things we say.
Ask all groups to present their project to the
class, then vote on the best one.

more
Workbook
Listening p106

T108 Fu t u r e b o d i e s | U n i t 11
Unit 11
Future bodies Life Competencies

Warmer FUTURE BO d I ES UNIT 11

Elicit as many examples of negative

feelings as students can think of.
Write these on the board. Ask: Which
LIFE COMPETENCIES
We all have negative feelings sometimes, and it’s easy to do or say bad things
feelings are the most difficult to when we feel like this. Learning what to do when we have negative feelings helps
deal with? Why? Which do you think us not make situations worse, or hurt other people and their feelings.
are easier? How do you notice that 4 SPEAKING Work in pairs. Discuss these questions.
Dealing with negative feelings
someone is feeling bad? 1 What did Alex do to James?
2 How did James feel?
3 What did James do?

33 Life Lessons: 4 How did James feel after this?

5 James threw the book because he was angry with

Dealing with negative feelings his brother. Which of these actions do you think
James should do when he feels angry with his
brother in the future?

1 33 drink water | throw something bigger

go to his bedroom and sit quietly | shout
She tries not to worry. Be kind to speak to his mum or dad | count to 100
herself and make a Vlog about it. go for a walk/run | cry
1 33 Watch the video. How does she make
herself feel better? 6 Can you think of more good actions to do when
2 33
you’re angry?
1 Mum, Dad and Ben (brother) 2 33 Watch again and answer the questions.

2 He takes her phone without asking, Me and my world

1 Which family members make her feel
drops it and cracks it. negative? 7 SPEAKING Think of three things for each list.
3 She has exams for the next two 2 What does Ben do? Then compare with a partner.
3 What are three other things that made a things that make me feel negative
weeks; her soccer team is playing b things I do when I’m feeling negative
her feel unhappy this week?
badly; she had an argument with her c things I should do when I’m feeling negative
4 What are two solutions she mentions for
best friend. dealing with negative feelings?
4 Suggested answers: Try not to TIPS FOR dEALING wITh
5 What does she enjoy doing?
NEGATIVE FEELINGS
worry; be kind to yourself; be happy;
be positive; do things you like doing. • don’t react to a bad situation when you are
3 Anger is an example of a negative feeling. Read angry about it. Take a break and think calmly
5 She likes doing her vlog/likes talking James’s story. Why were his parents angry with him? about how to react.
to people. • Talk to others. It can help to get a different
perspective from a friend.
My brother, Alex, and I are good friends most of
• If you react badly, learn from it. Think about
3 Check/clarify: most of the time, the time. He’s only a year older than me, so we
how you can react differently next time.
like a lot of the same things and share a lot of
nervous. friends. Sometimes, though, like most brothers,
Because he broke his brother’s nose. we fight and it can get quite bad.

4 Give students three minutes Fights often start when we’re playing computer
games. We both like winning, especially when our
Anyway, one day, Alex started calling me ‘four–eyes’. At
first, I just didn’t listen, but after two days, it started to
to discuss the questions. friends are with us. annoy me and I told him to stop. He started laughing and
Two months ago, we had a really big fight. I was dancing and singing ‘Four–eyes! Four–eyes!’ I was so angry
During feedback, elicit that it is nervous because I had a violin exam the next and wanted him to stop, so I picked up a book that was on
important to consider others’ week, and so I was practising for an hour or two the table and threw it at him.
every day. When I practise, I have to wear my As soon as the book hit Alex in the face, I knew it was bad.
feelings when we find ourselves glasses. I wear them for any type of reading or Alex and Mum spent six hours at the hospital. Alex’s nose
having negative feelings. computer work, so it’s not strange for Alex to see
me wearing them.
was broken. I felt terrible. He didn’t speak to me for a week,
but Mum and Dad had a lot to say to me.
1 Alex called James ‘four-eyes’. 109

2 James felt annoyed.

3 James threw a book at Alex, which
broke his nose. 6 Brainstorm other alternatives together as a class, and make a note of the
4 He felt terrible. best suggestions on the board. Read the tips together, then try to agree on
the best five ways for dealing with negative feelings.
5 Ask pairs to work together to
identify what James should do 7 Give students up to six minutes to make notes before they do the pairwork.
in future. Monitor progress, then Monitor and help with language as necessary. Keep error correction to a
elicit suggestions. Ask the class if minimum, only correcting mistakes if they hinder comprehension.
they agree or disagree with the
suggestions and why. Ask: Which
of these things do you think is Homework
the most effective when you’re Ask students to make a presentation about
angry? Explain that people are
different, so some things that
a situation in a film, TV show or book where more
one of the characters had difficulty dealing
work for one person might not with their negative feelings. Ask them to Practice Extra
work for another. describe what happened, how they felt, Unit 11 Master it!
how they reacted, how other people felt, Worksheets
and what the outcome was. Life Lessons: Dealing with negative
When students make their presentations feelings
Emotional Development
Managing own emotions in the next class, ask the class to suggest Tests
Managing emotions by re-evaluating and what they think the best solution would Unit, extension and skills test 11
changing the situation. have been in each particular situation.
U n i t 11 | Fu t u r e b o d i e s T109
 Unit 12
Travel the world Reading

Warmer

12 TRAVEL THE
Books closed. Write the word OBJECTIVES
transport on the board. Elicit examples

wORLd
FUNCTIONS:
of what transport is, then give students talking about travel and transport;
talking about life experiences
1 minute to write as many words for
GRAMMAR:
types of transport in English as they present perfect simple; present perfect
can. After a minute, find out who with ever / never; present perfect vs. past
simple
wrote down the most words. VOCABULARY:
Watch the video and think: is travelling transport and travel; travel verbs
34
just for tourists?

34 Get ing
Write the question on the board.
Elicit students’ opinions. Play the
video. Elicit the reasons for tourism
mentioned in the video, then any A B C
other ideas students may have. Lead
a class discussion about the question:
Can tourism be a problem, too? How?

1 Ask students to name the six D E F

kinds of transport in pairs before
they do the matching task. After
REAdING 4 Look at the photos and the title of the article on
checking answers, ask: Which of page 111. What do you think the article is about?
1 Match the words with the photos. Write 1–6
these kinds of transport have you in the boxes.
Choose one of the following:
• someone who travels a lot for work
travelled on?
1 bicycle | 2 boat | 3 bus • someone who runs very quickly
1E 2F 3B 4D 5A 6C 4 car | 5 plane | 6 train • someone who travels more than anyone else

5 12.01 Read and listen to the article to check.

2 Before students begin, explain 2 SPEAKING Work in pairs. Ask and answer
the questions.
that we use go / travel by + kind 6 Read the article again. Correct the information in
How do you travel … these sentences.
of transport but go on foot. For • to school? • to the cinema? 1 Cassie used one passport to travel round the world.
feedback, do a class mini-survey. • to the shops? • when you go on holiday? 2 She didn’t break the old record by very much.
Ask for a show of hands for each I usually go by bike. I often take the bus.
3 She left her job because she had enough money.
4 Sometimes she didn’t go running because she was
mode of transport suggested for too tired.
each destination, and see which 5 She talked to tourists about how tourism can
3 Work in pairs or small groups. Which help countries.
are the most popular options.
SPEAKING

type of transport is: 6 She tried to find her American ancestors in

• cheap? • dangerous? different countries.
3 Check/clarify: cheap, expensive, • expensive? • boring? 7 She’s tired now and doesn’t want to travel anymore.
exciting, dangerous, boring, • exciting? • your favourite? 8 She wants to travel to Antarctica for the first time.

favourite.

4 Ask for a show of hands for each

option, and elicit reasons for 110

choosing them. Don’t confirm

answers at this stage.
After checking answers, elicit the meaning of the phrase make a difference,
5 12.01
then ask how Cassie has made a difference where she visited.
someone who travels more than
1 Cassie used five passports to travel round the world. 2 She broke the old record in
anyone else
half the time. 3 She left her job because she wasn’t doing what she really wanted to
6 Check/clarify: adventure, break do. 4 Sometimes she didn’t go running because she didn’t feel safe enough.
a record, a keen (runner, etc.), 5 She talked to local students about how tourism can help countries. 6 She tried
samples, ancestors, expedition. to find out about American ancestors in different countries. 7 She’s ready to travel
more. 8 She travelled to Antarctica on her last expedition.

Objectives Resources for this unit

Functions and speaking Talking about travel and All available online
transport, talking about life experiences
Videos Worksheets
Grammar Present perfect simple; present perfect with ● Get ing: Is travelling just for tourists? ● Grammar and vocabulary: Basic, Standard
ever / never; present perfect vs. past simple ● Grammar rap!: Present perfect with ever / and Extension Worksheets
Vocabulary Transport and travel; Travel verbs never ● Project: World travels
Values Travel broadens the mind ● Culture: Hard journeys for schoolchildren ● Communication: Travel the world
Train to Exploring differences Tests ● Literature Worksheets: The Voyage and
● Unit, extension and skills test 12 Dracula
● Final tests ● Get ing and Grammar rap! video
Worksheets

T110 Tr a ve l t h e w o r l d | U n i t 12
Unit 12
Travel the world Reading; Values

Culture note
EC ORD
A WORLD R
TRAVEL ThE w O R L d UNIT 12

BREAKER
Cassandra (Cassie) De Pecol
(born 1989) is an American author
and traveller. She completed her Of course, she didn’t have much time
to see each country, but she made
record-breaking journey to visit sure to use her time well. She spent
an average of two to five days
every sovereign nation in the world in each country. The best parts
between 24 July 2015 and 2 February of her journey included: meeting
local people, travelling to remote
2017, and published a book about places on her own, planting trees
her experiences in 2018. She also and educating students on important
world issues. Cassie is a keen runner
by To s
has a blog, and made a video diary m Jenkin and triathlete and so she also didn’t enjoy
staying in places where she didn’t feel safe
about her expedition. As she has She’s taken over 255 flights. She’s filled five enough to go for a run.
often pointed out when responding passports, she’s planted trees, has spoken to But Cassie’s journey was not just one long holiday. She also wanted
students in over 40 different countries, and to make a difference. She went as a Peace Ambassador (a special
to criticism about how little time she she’s funded all $110,000 through sponsors representative) for the International Institute for Peace Through
spent in each country, her expedition and investors. Now, her amazing adventure Tourism. In many of the countries she went to, she met and talked
has finished and 29-year-old Cassie De Pecol to local students – they discussed how tourism can be used to help
was not a holiday, but a mission to has done it: she’s broken two Guinness each country. Cassie is also very worried about the environment, so
World records. After 18 months she agreed to help another organisation called Adventurers and
raise awareness about the impact of and 10 days, Cassie has become Scientists for Conservation, funded by National Geographic.
tourism and to promote sustainable the fastest person to visit every In many of the countries she went to, she collected samples
country in the world, and the of water for them to test for the presence of microplastics.
practices – which meant that first woman on record to do Cassie has always wanted to travel. When she was at
sightseeing was not really part of her so, in half the old record time. school, she had a strong interest in other cultures. She
Back in 2014, Cassie decided to was curious about how Americans have their origins in
agenda. leave her job because she wasn’t countries all over the world, and she wanted to find out
doing what she really wanted to more about where their ancestors came from. This journey
do. What she really wanted to do was was a chance to start answering some of
to see the world, and she started making plans these questions. So, has she finished her
7 Give students two minutes to for her great journey. She started saving all the travels now? No, she hasn’t – not at all!
money she could, and in July 2015, she left Cassie hasn’t become tired of travelling,
do the matching task. home to start her travels. Just over a year and and she is already making plans for
1d 2b 3a 4c a half later, on 2 February 2017, she arrived in her next journey. And she didn’t forget
Yemen, the 196th and last country on her (very!) Antarctica! She visited it on the last
long list. stop of her expedition.
8 Give students a minute to decide
about their priorities. Lead class
discussion, eliciting students’
ideas and reasons. Invite
agreement or disagreement from Travel broadens the mind
the rest of the class. 7 Read what people said about Cassie De Pecol. Match
the comments (1–4) with the values (a–d).
1 She’s been to every country, so I think she probably
understands all kinds of people.
Homework 2 She’s probably a better person now because she’s
learned so many things.
Ask students to find photos of some 3 I think it’s wonderful that she was an ambassador
of the most memorable trips they for Peace Through Tourism.
4 She wanted to find ancestors, so she’s interested in
have made, and upload these with her past and other people’s.
a description in English, explaining a helping to make the world a better place 8 SPEAKING How important are the values in
where they went, why they travelled b self‒improvement Exercise 9 for you? Put them in order from 1–4.
c learning about history around the world Compare your ideas in class. Say why you think the
there, what they did, and what made d learning about other cultures values are important or not.
the trip especially memorable. 111

As a follow-up, students could share

the same photos and stories in
groups. Ask each group to decide
which trips have shown examples of
Activity idea Reasons to travel
the values discussed in Exercise 7. Put the students in groups of four and ask them to brainstorm reasons for why
people travel – either day-to-day or on longer trips. Get the students to make
a list, then ask them to evaluate their list, deciding which reasons are good
reasons and which are more problematic. Monitor and help with language as
necessary and get students to explain the reasons for their answers.
For feedback, elicit some suggestions from each group and invite comments
from the rest of the class.

Critical ing more

Evaluating ideas, arguments and options
Gives reasons for the evaluation of an argument’s plausibility. Worksheets
Social Responsibilities Project World travels
Understanding and discussing global issues – environmental, political, Communication Travel the world
financial and social Get ing Is travelling just for tourists?
Understands the importance of international cooperation.

U n i t 12 | Tr a ve l t h e w o r l d T111
 Unit 12
Travel the world Grammar

Warmer
Ask students to try to recall the
GRAMMAR
story from page 111. Go around the
Present perfect simple
class, asking students to remember
1 Complete the sentences from the article on page 111. Then complete the rule.
one point from the story. Write each
1 She to students in over 40 different countries.
point mentioned on the board. Then, 2 She two Guinness World records.
RULE: Use the present perfect to
talk about actions that happened
have students read the text quickly 3 Cassie always to travel. sometime in your life up to now.
4 she her travels now? No, she .
to check. Form the present perfect with
5 Cassie tired of travelling. the present simple form of
6
+ past participle.
2 Find other examples of the present perfect in the article on page 111.
1 Ask students to complete the 3 Complete the table.
sentences from memory before Positive Negative Questions Short answers
checking their answers against I/you/we/they ’ve I/you/we/they haven’t 4
I/you/we/ Yes, I/you/we/they 6 .
the text. (1 ) worked. (have not) worked. they worked? No, I/you/we/they haven’t.
He/she/it ’s (2 ) He/she/it hasn’t (3 ) 5
he/she/it worked? Yes, he/she/it has.
1 has spoken 2 ’s broken worked. worked. No, he/she/it 7 .
3 has … wanted 4 Has … finished;
hasn’t 5 hasn’t become 4 Complete the past participles. Use the irregular 5 Jack and Diane are 25 years old. When they were
verbs list on page 128 of the Workbook to help you. teenagers, they wanted to do many things – and they
RULE: 6 have have done some of them but not all of them. Look at
base past base past
the table. Complete the sentences about them.
form participle form participle
2 Do this as a race. The student work make
0 be been 6 speak learn visit write a
who finds and underlines the 1 do 7 eat French Paris book
in the a lot of
US money
most examples in two minutes 2 go 8 take
Diane ✓ ✗ ✓ ✓ ✗
wins. (There are 13 examples 3 see 9 fly
Jack ✓ ✓ ✗ ✗ ✗
altogether, including those in 4 write 10 swim
0 Jack and Diane have learned French.
Exercise 1.) 5 meet 11 win
1 Diane Paris.
She’s taken over 255 flights. She’s Look 2 Diane a book.
3 Jack Paris.
filled five passports. She’s funded all 1 She has gone to New York. = She is not here now –
4 Jack in the US.
she is in New York.
$110,000 … , Cassie has become 2 She has been to New York. = She went to New York 5 They a lot of money.
the fastest … , and came back (at some time in the past).
6 wRITING Look at the information about Sue and
Harry. Write sentences about them.
3 1 have 2 has 3 has not 4 Have visit fly in swim touch take a
5 Has 6 have 7 hasn’t another a in the a driving
country plane sea snake test

4 Point out that the past participle Sue ✓ ✗ ✗ ✗ ✓

Harry ✓ ✓ ✗ ✓ ✗
is not the same as the past simple 1
form. Although the two are the 7 SPEAKING Work in pairs. Say things about yourself
and people you know. Remember: don’t say when
same for regular verbs, they are in the past.
different for most irregular verbs.
My mother has lived in Africa.
There are no rules for how these I’ve won two tennis competitions.
are formed so need to be learned
2
by heart. workbook page 108

1 done 2 gone (been) 3 seen

4 written 5 met 6 spoken 112

7 eaten 8 taken 9 flown

10 swum 11 won

5 1 hasn’t visited 2 has written 6 Check/clarify: snake, driving test. Language note Present
3 has visited 4 hasn’t worked Ask students to write at least six perfect simple
5 haven’t made sentences.
The present perfect is used to talk
Sue and Harry have visited another
about something that happened at
country.
an undefined time in the past and
Sue hasn’t flown in a plane. Harry has
has an effect on the present. The
flown in a plane.
contrast between the present perfect
Sue and Harry haven’t swum in the sea.
and the past simple will be discussed
Sue hasn’t touched a snake. Harry
on page 115.
has touched a snake.
Sue has taken a driving test. Harry
hasn’t taken a driving test. Get it Right!
7 For extra challenge, students Present perfect simple
more could include true and false
Student’s Book p126

statements for their partner to

Workbook guess. Monitor and make a note
Grammar p108, Ex.1–4 of any recurring errors in the use
of the present perfect simple.
Worksheets
Go over these errors with the class.
Grammar Worksheets 12
Workbook p108

T112 Tr a ve l t h e w o r l d | U n i t 12
Unit 12 Listening; Grammar; Functions;
Travel the world Speaking; Train to ; Pronunciation

8 12.02 Explain to the students TRAVEL ThE w O R L d UNIT 12

that they are going to listen to a
radio interview with a man who LISTENING FUNCTIONS
has done a lot of travelling. Get 8 12.02 Richard Ward is on a radio programme. Talking about life experiences
students to read the task before Listen and choose the correct answers. 12 Work in pairs. Ask and answer the questions.
1 Richard is talking about travelling well / the dangers
you play the audio. of travelling.
1 ever / see / a snake?
2 ever / eat / something horrible?
1 travelling well 2 go to places 2 Richard thinks it’s important to go to famous places / 3 ever / be / on television?
other people don’t go 3 he can use it go to places other people don’t go.
4 ever / speak / to someone from the US?
3 Richard always takes a scarf with him because he goes
in many different ways to cold places / he can use it in many different ways.
5 ever / win / a prize?
6 ever / be / to another country?
9 Listen again and answer the questions.
9 12.02 When checking answers, 12.02

Have you ever seen a snake?

1 When he came home from travelling, where did he stay?
elicit corrections for the false 2 How many books has he written?
Yes, I have. It was a python at the zoo.
sentences. 3 What, for Richard, is the difference between a tourist
1 He stayed at his parents’ home. and a traveller? No, I haven’t.
4 Why is it good to get lost?
2 zero (this book will be his first) 5 What are three things you can do with a scarf?
3 A tourist always stays on the beaten SPEAKING
track. A traveller likes to leave it. 13 Work in pairs. Think of a famous person. Ask about
4 You can find amazing things, great things that the famous person has done in their life
and imagine the answers. Use some of the verbs in
people. 35
the list.
5 You can use it to keep warm, to keep drive | eat | play | see
the sun off, to carry things in it or to stay | travel | win | write
tie things together. GRAMMAR
Present perfect with ever / never Mr President – have you
ever eaten fried spiders?
10 Complete the sentences with ever or never and
35 Grammar rap! complete the rule.
Yes, I have. I eat them all the time.
1 Have you got lost?
Present perfect with ever / 2 I’ve had my own home.

never RULE: When we use the present perfect to talk about

experiences and we want to say: Exploring differences
• ‘at no time in (my) life’ we use the word 3
• ‘at any time in (your) life’ we use the word 4 14 SPEAKING Work in small groups. Look at the pairs
10 After students complete the rule, The words ever and never usually come between have of things. Answer the questions.
a What is the same?
check answers and clarify that we and the past participle.
b What is different?
don’t use not and never together 11 Complete the mini‒dialogues with the words 1 A car and a taxi
in the same sentence and that in the list. 2 A train and a plane
ever is typically used in questions. been | eaten | ever | have
3 A holiday and a journey
4 A tourist and a traveller
1 ever 2 never 3 never 4 ever never | no | played | yes
The same: a car and a taxi have wheels / doors / a driver.
1 A Have you watched a silent film? Different: you drive your car, but a taxi driver drives
11 Students could also give their B Yes, I . the taxi. In a taxi, you have to pay.
own answers to each question. 2 A Have you ever to the Olympic Games?
15 SPEAKING Compare your ideas with others in
B , I’ve never been to them.
1 A ever B have 2 A been B No 3 A Have you ever tennis? the class.
3 A played B Yes 4 A eaten B , I have.
4 A PRONUNCIATION
B never Have you ever a really hot curry?
Sentence stress Go to page 121.
Workbook p109 B No, I’ve tried curry.
workbook page 109
113

12 Check/clarify: (win) a prize.

Monitor, and make a note of the
most interesting ideas to share Pronunciation
with the class at the end.
Sentence stress
Student’s Book p121

13 Give students five minutes to

write interview questions. Then Language note Present
ask them to do the role-play. perfect with ever / never
Monitor, and make a note of the We can use ever in questions and in
most interesting ideas to share negative sentences. We use never in
with the class at the end. sentences with a negative meaning,
but we use it with a positive verb more
form: I’ve never flown. NOT I haven’t
14 Get students to make notes of Workbook
never flown. We can also use never
the ideas discussed. Allow up to Listening p114
in questions, implying surprise:
eight minutes. Get it Right! p109
Compare: Have you never flown?
Grammar p109, Ex.5
15 Elicit some ideas in class, and (’But I thought you have!’) Have you
Train to p114, Ex.4–5
invite comments from others. ever flown? (’I don’t know so I’m
Pronunciation p121
asking.’)
Critical ing Worksheets
Understanding and analysing links between Grammar rap! Present perfect with ever / never
ideas Grammar Worksheets 12
Distinguishes between main and supporting
arguments.
U n i t 12 | Tr a ve l t h e w o r l d T113
 Unit 12
Travel the world Reading

Warmer
Play Have you ever … ? with your
class. Ask the students a question
using Have you ever and get the
TRAVELLING

THE WFRO R L DA!

students who have to raise their
hand. Ask them to explain a little
more and then come up with another
Have you ever question for the rest OM YOUR SOF
of the class. Seventeen-year-old Tom Davidson hasn’t left his home since
he was 15. The last time he went out was two years ago.
He was walking to catch a bus when he was hit on the head
by a sign falling from a building. He spent more than two
1 Ask students to look at the title months in hospital and doctors told him he was lucky to be
and photos and try to predict alive. The accident left Tom with agoraphobia: the idea of being
what the text will be about. outdoors makes him feel extremely anxious.

Accept any ideas, no matter how The problem is that Tom loves travelling. Before his accident, Tom spent
most weekends exploring his home city of London by bus, underground
far-fetched, about how someone train and his scooter, and he looked forward to holidays abroad with his
can travel the world from their parents. Now the idea of driving in a car to France or taking a plane to Italy
terrifies him.
sofa. Then get students to However, there is a way that Tom can still visit the most remote corners of
read the text and answer the the world without leaving the security of his home: Google Maps. In the last
year and a half, Tom has visited every country in the world where Google
questions. Maps has been and taken photos. Using ‘street view’, he has walked down
Tom has agoraphobia (a fear of being the streets of the world’s most famous cities, he has seen all the world’s
most amazing geographical features and he has visited places in the world
outdoors); the ‘street view’ function that he didn’t know existed: all of this from the comfort of his home.
of Google Maps; to work in the travel Tom’s virtual travel is more than just a hobby – it has become an art project.
He has taken more than 5,000 screenshots of places he has visited and
industry last week, there was an exhibition of his best photos at a school near his
home (but of course, he didn’t go). Tom also hopes that his online journeys
2 12.05 will help him eventually to overcome his agoraphobia. As he discovers
more places that he wants to visit one day, he is becoming more and more
1 Tom hasn’t left his home for three determined to leave his home. And his dream, if he can, is to work in the
travel industry, for example as a flight attendant or a tour guide.
two years.
2 His agoraphobia started when he was
hit by a car street sign.
3 Before the accident, he often went on REAdING 3 SPEAKING Work in two groups. Group
A: you are tour guides. Group B: you are
holiday with his parents in spent most 1 Read the text quickly. Find out: flight attendants. In your group, think of
of his time exploring his home city of • what problem Tom has got answers to these questions.
• what he uses to ‘travel’ 1 When did you start your job?
London. • what his dream for the future is 2 Tell us about a problem you’ve had.
4 Using Google Maps, he has visited 3 Tell us about a funny moment you’ve had.
2 12.05 Read and listen to the text. Correct the wrong
every country in the world that information.
4 Do you like your job or do you want
to change?
Google Maps has been. 1 Tom hasn’t left his home for three years.
5 Tom uses ‘street view’ to go to places 2 His agoraphobia started when he was hit by a car. 4 SPEAKING Work in pairs – one student
3 Before the accident, he often went on holiday with his parents from Group A with one student from
that he knows about didn’t know in London. Group B. Ask and answer the questions.
existed. 4 Using Google Maps, he has visited every country in the world.
5 SPEAKING Decide whose answers
5 Tom uses ‘street view’ to go to places that he knows about.
6 Tom hopes that in the future he were best: the tour guide’s or the
6 Tom hopes that in the future he can get a job with Google Maps.
can get a job with Google Maps in the flight attendant’s.

travel industry. 114

3 In a larger class, you could have

more than one group A and 4 Monitor the pairwork, making a note of the most interesting or amusing
group B. Give groups up to ten stories. Ask students to share these with the rest of the class – preferably by
minutes to brainstorm ideas for asking the student who heard the story from their partner to re-tell it.
their imaginary experiences.
Monitor their progress, and make 5 Ask for a show of hands to find out whether the tour guide’s or the flight
sure they stay on task and come attendant’s answers were better.
up with answers for all four points.

Culture note
Agoraphobia is an anxiety disorder when a person doesn’t feel safe in their
environment and feels there is no way to escape from the situation. The most
common triggers are: unfamiliar open spaces, public transport and crowds.
Agoraphobia can lead to panic attacks: sudden periods of very intense fear,
involving trembling, sweating, shortness of breath and other physical symptoms.
The condition affects about 1.7% of all adults to some extent.
Google Maps is a web-based mapping service, launched in 2005, and has more
more than a billion users worldwide. Street View provides interactive panorama
photos of many streets in the world featured in Google Maps. Its panoramas
Workbook
consist of a large number of still photos, ’stitched’ together to create a feel of an
Reading p112 endless, scrollable image. The Street View service was first available in 2007.

T114 Tr a ve l t h e w o r l d | U n i t 12
Unit 12
Travel the world Grammar; Vocabulary

6 Ask students to look at the TRAVEL ThE w O R L d UNIT 12

gapped sentences, and decide
what kind of words are missing GRAMMAR 7 Find more examples of verbs in the past simple
and present perfect in the article on page 114.
(verbs) before completing the Present perfect vs. past simple
sentences. When checking 6 Complete the sentences from the article on 8 Choose the correct forms.
page 114. Complete the rule with the names of
answers, ask: In which sentences the tenses.
My name’s Michael Edwards and I’m 26.
do we know when the event 1 The last time he out was 1
I’ve been / I was very lucky in my life because
happened? (1, 3, and 6) What two years ago. I have a good job and I travel a lot for work.
2 He down the streets of
tense do we use in these the world’s most famous cities.
2
I’ve lived / I lived in three different countries:
Thailand, India and Singapore.
sentences? (past simple) 3 Before his accident, Tom 3
I’ve lived / I lived in Singapore from 2017 to
1 went 2 has walked 3 spent most weekends exploring his home city of London. 2019. I live in Thailand now.
4 He more than 5,000
4 has taken 5 has become 6 was screenshots.
4
I’ve got / I got married two years ago. My wife
and I travel a lot together and 5we’ve seen /
RULE: 7 past simple 5 Tom’s virtual travel is more than just a hobby –
we saw some wonderful places. Last year,
it an art project.
8 present perfect 6 Last week, there an
6
we’ve seen / we saw the Taj Mahal in India.
exhibition of his best photos at a school near his home.
7
I’ve done / I did some crazy things in my life,
7 Past simple: was, went out, was ht, but the craziest was last month –
8
I’ve gone / I went by minibus all the way
spent, told, left, looked forward, RULE: Use the 7 to talk
about situations or actions at a particular time in the past. to the north of Thailand. 9It’s been / It was
didn’t know, didn’t go Use the 8 to talk about really exciting!
Present perfect: hasn’t left, situations or actions in the past, when we don’t say
when they happened.
workbook page 109
has visited, has been, has taken,
has walked, has seen, has become
VOCABULARY 9 12.06 Write the words under the photos.
Transport and travel Listen and check.
8 When checking answers, ask
a minibus | a helicopter | a tram | a motorbike
students to explain their choice of a scooter | an underground train
verb tense.
Travel verbs
1 I’ve been 2 I’ve lived 3 I lived
10 Complete the sentences with the correct form
4 I got 5 we’ve seen 6 we saw of the verbs in the list.
7 I’ve done 8 I went 9 It was
catch | drive | fly | miss | ride | take
Workbook p109 0 a minibus 3
0 I had to walk home because I missed the bus.
1 I ran very fast, but I didn’t the train.
Get it Right! 2 I have never in a helicopter.
3 My brother’s got a motorbike and now he’s learning
Present perfect simple to it.
Student’s Book p126
4 We got in the car and we to France.
5 The rain was terrible, so we a taxi.
9 12.06 Ask students to cover 11 SPEAKING Work in pairs. Ask each other questions.
1 4
the exercise and try to name the Use the verbs in Exercise 10 and the forms of
transport you can see on this page and page 110.
kinds of transport before doing
the matching task. You might also Have you ever flown in a helicopter?
like to elicit any different names
No, I haven’t. Have you ever taken a tram?
for the same vehicles (e.g. bike,
metro / subway / the Tube, Yes, I took a tram in Lisbon when I was on holiday.
streetcar or tramway, chopper or 2 5
workbook page 110
helo, Vespa). 115

1 a motorbike 2 an underground
train 3 a tram 4 a helicopter
5 a scooter
Language note Present perfect vs. past simple
Times, dates, days, parts of the day, names of months, seasons following the
10 When students have completed prepositions in, on or at are often used with the past simple. We use the present
the task, elicit other modes perfect with time expressions that include the prepositions for or since.
of transport the verbs can be
used with.
1 catch 2 flown 3 ride 4 drove
5 took

11 Give students two minutes to Homework more

think of questions, and to make
Ask students to write a paragraph Practice Extra
notes. Monitor their pairwork,
about their favourite form of Unit 12 Practise it!
checking the correct use of the
transport for short distances and
verb tenses, and ever / never. Go Workbook
for longer distances, and explain
over any mistakes with the class, Grammar p109, Ex.6–7
why. Encourage them to mention
writing up correct examples on Vocabulary p110, Ex.1–4
examples of any memorable journeys
the board for the class to copy. Vocabulary Extra p111, Ex.1–2
they have taken.
Workbook p110
Worksheets
Grammar Worksheets 12
Vocabulary Worksheets 12

U n i t 12 | Tr a ve l t h e w o r l d T115
 Unit 12
Travel the world Culture

Warmer A
Lead a brief class discussion to find Hard journeys for
out which student has the most 36
schoolchildren
difficult or complicated journey to
school each morning.

1 Look at the photos and answer the questions.

36 Then say what you think the article is going to B
be about.
Hard journeys for Where can you see …
schoolchildren • a student riding to school on a donkey?
• children walking to school along some rail tracks?
Watch the video. Elicit what ways of 2 12.07 Read and listen to the article and say
getting to school have been shown which country each photo is from.
and how these compare to students’
own experiences.
HARD JOUR
HARD NEYS
JOURNEYS
1 Check answers, then elicit
FOR SCHOOLCHILDREN
‘How do you get to school?’ This question often gets an answer like ‘By bus’ or ‘I walk’ or ‘My parents
predictions about the article. take me by car’. But not always – there are children in many different parts of the world who, every day,
A student riding to school on a have to go on a difficult journey in order to get to their lessons. They travel for kilometres on foot,
or by boat, bicycle, donkey or train. They cross deserts, mountains, rivers, snow and ice: for example,
donkey, B the children of the Iñupiat community in Alaska go to school and then come back when it is dark, in
Children walking to school along some extremely cold temperatures. And they are not the only ones. Kids in many countries do this and more.

rail tracks, A These children in Indonesia have to cross a bridge ten have to go to work or get married young. So girls are happy
metres above a dangerous river to get to their class to take a risk in order to get to school.
on time. (Some years ago the bridge fell down after
2 12.07 Check/clarify: very heavy rain.) Then they walk many more kilometres
Six-year-old Fabricio Oliveira gets on his donkey every
morning to ride with his friends for over an hour through a
community, extremely, donkey, through the forest to their school in Banten. desert region in the very dry Sertão area of northeast Brazil.
A pupil at Gulu Village Primary School, China, rides Their school is in Extrema. It’s a tiny village – very few people
halfway. a donkey as his grandfather walks beside him. Gulu live there.
A India B China C Indonesia is a mountain village in a national park. The school is These children live in houses on Chetla Road in Delhi, India.
far away from the village. It is halfway up a mountain, Their homes are near the busy and dangerous railway lines
so it takes five hours to climb from the bottom of the that go to Alipur station. Every morning they walk along the
mountain to the school. The children have a dangerous tracks to get to their school, 40 minutes away.
journey: the path is only 45 centimetres wide in some So one question we can ask is: why do the children do this?
places. Because their parents make them do it? The answer, in many
In Sri Lanka, some children have to cross a piece cases, is no – it’s because for them going to school means a
of wood between two walls of an old castle every better future: they hope to get a job and money so they can
morning. Their teacher watches them carefully. But in help their families and their neighbours. And this is why rivers,
Galle, Sri Lanka, many girls don’t go to school – they deserts or danger won’t stop them on their way to school.

116

Culture note
The Iñupiat (or Inupiaq) people live in Alaska, along the of Galle, built within the walls of the 16th-century colonial
northernmost end of the border between the United States Dutch fortress. There are a number of schools within the
and Canada. Only just above 20,000 Iñupiat make up their Galle Fort neighbourhood. The city suffered a significant
hunter-gatherer community. amount of damage in the tsunami of 26 December 2004,
The bridge that collapsed in Sanghiang Tanjung was in which caused many difficulties every day for people until the
the Lebak region of Banten, a province of Indonesia in the restoration work was completed.
western part of Java island – not far from the Indonesian The Sertão is a sparsely populated area of dry mountain
capital Jakarta. The bridge suffered flood damage in January plateaus 200 to 500 metres above sea-level in the
2012. In November the same year, it was replaced by a new Northeast Region of Brazil, comprising nine states along the
pedestrian bridge over the Ciberang River. Atlantic Coast.
Gulu is a small village in Sichuan Province, China. Its primary Alipur is a small suburb of Delhi, India, with a population
school high in the mountainside operated for over 60 years of 16,000, which lies on the main railway line linking Delhi
until its closure in 2011. with Chandigarh, the capital of two states in northern India:
Galle is one of the largest cities in Sri Lanka, capital of both Punjab and Haryana. Delhi itself has 16 million inhabitants,
the Southern Province and Galle District within it. It has a and is among the largest urban centres in the world.
population of about 100,000. Galle Fort is a coastal suburb New Delhi, the capital of India, is a district within Delhi,
and has a population of about 260,000.

Social Responsibilities
Understanding and describing own and different cultures
T116 Tr a ve l t h e w o r l d | U n i t 12 Makes informed comparisons between their own and other societies.
Unit 12
Travel the world Culture; Writing

3 1 They go to and return from TRAVEL ThE w O R L d UNIT 12

school in the dark in extremely cold
temperatures. 3 Read the article again. What difficulties do
children in these places face to get to school?
2 They have to cross a bridge ten
1 the children of the Iñupiat community in Alaska
metres above a dangerous river. 2 the children who go to the school in
3 They have to climb up a mountain Banten, Indonesia
3 the children who go to Gulu Village
along a narrow path for five hours to Primary School, China
get to school. 4 the children who go to school in Galle, Sri Lanka
4 They have to walk along a piece of 5 fabricio Oliveira in Brazil
6 the children who live along Chetla Road in
wood between two walls of an old Delhi, India
castle.
4 VOCABULARY There are eight highlighted words in
5 He has to ride on a donkey through
a desert.
the article. Match the words with these meanings.
Write the words.
Someone I admire
0 from one side to the other wide (1) My Aunt Priti is a really great woman. She was
6 They walk along dangerous railway born in England in 1980, in a city called Leicester, but
1 people living in houses near you
tracks. 2 a trip now she lives and works in Angola. She went to Angola
3 do something that can be dangerous in 2014.
4 1 neighbours 2 journey 4 a group of houses usually in the (2) My aunt is a doctor and she worked at a hospital
countryside
3 take a risk 4 village 5 tracks 5 the things that trains move on
in Birmingham for a few years. But in 2014, she decided
to go and work in small villages in Angola because she
6 tiny 7 on time 6 very, very small
heard that they needed doctors. She travels from village
7 not late
to village to help people. She has a small car that she
5 Give students a few moments to 5 SPEAKING Which journey do you think is the most uses. Sometimes, though, she goes in a very small plane
decide, then lead a class discussion difficult? Compare with others in the class. because the roads aren’t good enough.
about the question. Ask for a show (3) Aunt Priti says that she wants to stay there
of hands for each journey and elicit because there is a lot of work to do. She has also met
a man there – she told me in an email that they are
reasons. wRITING getting married in July next year. Aunt Priti hopes that
Someone I admire she can help to teach Angolan people to become doctors
1 INPUT Read Javed’s essay about ‘Someone in the future. She has learned a lot of Portuguese there,
1 Check/clarify: admire. I admire’. Answer the questions. too – that can’t be easy!
1 When and where was his aunt Priti born? (4) I said before that she’s a great woman. Why do
Read the title of the essay, and elicit
2 Where does she live now and when did she I think that? Well, because she is helping other people
predictions from students for what move there? and is happy doing that, and because she has learned
it will be about. Model the correct 3 How does she travel in her work?
a lot about another culture.
4 What does she want to do in the future?
pronunciation of Leicester /ˈlestɘ(r)/. 5 Why does Javed admire his aunt?
1 In Leicester, England, in 1980.
2 Find examples in the essay of the word in with 4
2 She lives in Angola. She moved there these things.
PLAN Think of someone that you admire: a

famous person; or someone you know in your

in 2014. 1 a year 3 a city own life; or someone you invent.
3 She drives a small car. Sometimes she 2 a month 4 a country For the person, think about:
goes in a small plane. 3 ANALYSE Look at the four paragraphs of Javed’s • facts about their life (when they were born, etc.)
essay about his aunt. Match the paragraphs with • what they do, where and how, when they started
4 She wants to teach Angolan people to • what they want to do in the future
the contents.
become doctors. Paragraph 1 a what she does and how • why you admire them
5 Because she’s helping people, and Paragraph 2 b why he admires her 5 PROdUCE Write an essay called ‘Someone I

because she’s learned a lot about Paragraph 3 c when and where she was born admire’ in about 150 words. Use the example
Paragraph 4 d why she does these things essay and language above to help you.
another culture.
117
2 1 in 1980, in 2014 2 in July
3 in a city called Leicester
4 in England, in Angola
5 You can set the essay-writing task as homework. Once finished, collect
3 Ask students to give specific the essays and check that they have covered all four points from the task,
examples for each content point organised the content into clearly divided and logically ordered paragraphs
from Javed’s essay. and that the text is easy to follow, and reasonably free of errors. Give some
1c 2a 3d 4b feedback, making suggestions for improvements, and ask students to
produce a clean copy.
4 Give students up to ten minutes
to think of a person, and to make
notes about the four content Activity idea An essay
points. Monitor, and help with any Ask students to write another essay
unfamiliar language. with the title: My successful life. Ask
them to imagine looking back on their more
lives in the future, at the age of 100,
Practice Extra
having achieved all their important
Unit 12 Master it!
dreams and ambitions. Using Javed’s
essay as a model, they should write Workbook
a fictitious biography of themselves. Developing Writing p113

Have some volunteers share their Tests

invented life stories with the class, Unit, extension and skills test 12
then vote on the most entertaining, Final test
and the most original story.
U n i t 12 | Tr a ve l t h e w o r l d T117
 Units 11 & 12
A2 Key for Schools

1 In A2 Key for Schools Reading and

Writing Part 3, candidates have to A2 Key for Schools
read a longer text, e.g. a simplified
newspaper or magazine article, REAdING ANd wRITING 4 What does the article say about breakfast?
and choose the correct option, A, Part 3: 3-option A It’s expensive.
B or C, in five multiple-choice multiple choice workbook page 115 B It’s pretty good.
C It’s very bad.
questions about the text. This part 1 For each question, choose the correct answer. 5 What does the article say about prices?
of the exam tests understanding of A The hotel is more expensive in the high season.
the main ideas and key details in Hotels in B Guests pay more if they only stay for two nights.

longer texts. Sydney, Australia C The rooms don’t cost very much all year long.

Part 5: Open cloze workbook page 97

Encourage your students to do
The Green Hotel (7/10) 2 For each question, write the correct answer.
the following when they approach Place
The Green Hotel is downtown and is walking Write one word for each gap.
this task: distance to many restaurants, cafés and shops. It’s
a long way from the airport. It’s also on a busy road,
• Skim the text to have a sense but you don’t hear traffic noise in the rooms (but Hey!
noise from other guests can be a problem at night).
of the topic and general There aren’t any really good views from the hotel,
For today’s blog, I’m going 0 to talk
about my next trip. I love travelling and
meaning. but the garden at the back is nice.
seeing different cultures. So far, I’ve 1
Style & character
to 56 countries. Next year, if I have enough
• Read the text more The hotel is popular, mostly with young people,
money, I’m going to buy 2 aeroplane
so you can meet other travellers. The staff are
carefully. pleasant, helpful and of course speak English and ticket and visit Thailand.
one or two other languages, too. It’s a clean place
I’m excited about this journey. I’ve 3
• Compare each question with and there’s a sitting room for guests to sit and
been to Asia before. First, I’m going to
talk in.
the text, and choose the best Rooms
4
to Bangkok from my home, Sydney.
When I arrive, I’m going to take a taxi to
option. Some rooms have a bathroom, and of course
they’re the best. All the rooms are quite small, but my aunt’s house. 5 my plan goes well,
have a table and a reading lamp. See above about I will travel through Thailand on the Chao
• Check the chosen answer noise. The beds are small but comfortable and Phraya River by 6 .
carefully against the text. everything is very clean.
Food
Check the other two options The only meal you can have at the hotel is breakfast.
It’s included in the price and not at all bad. There is
and decide why they are a good choice of fruit, cheese, cereals and bread. LISTENING
wrong. Eggs are freshly cooked for a small extra charge. Part 5: Matching workbook page 61
Value for money
1B 2B 3A 4B 5C For people who can’t pay high prices, this is a good 3 12.08 For each question, choose the correct
choice. Room prices are quite cheap. At popular answer.
Workbook p115 times of the year (October to January) there is
You will hear Jack talking to a friend about his transport
a minimum three-night stay. Check the website for
more details. project. How does each person get to school?
2 In A2 Key for Schools Reading Example
0 Jack E E on foot
and Writing Part 5, candidates 1 Where is The Green Hotel?
A It isn’t far from the airport.
have to fill in six gaps in a text or People Transport
B It is near the city centre. A bike
texts using only one word in each C It is opposite a large garden. 1 Olivia B boat
gap. This part of the exam tests 2 Guests at the hotel 2 Rashid C bus
candidates’ understanding and A speak many different languages. 3 Morris D car
B can sit in the sitting room to talk. 4 Leslie E on foot
knowledge of grammatical forms C are usually old people. 5 Adam F scooter
(for example verb forms, 3 In the rooms, G taxi
determiners, pronouns) as well as A you can hear other guests. H train
B there’s always a bathroom.
structural relationships at the C the beds are all large.
phrase, clause, sentence or
paragraph level. It also tests 118
correct spelling.
Encourage your students to do
the following when they approach 3 12.08 In A2 Key for Schools Listening Part 5, candidates have to listen to
this task: a longer conversation between two people who know each other, and match
• Skim the text to find out the two lists of items by identifying simple information in the conversation.
topic and general meaning. This part of the exam tests understanding of detailed information.
• Think of possible words which Encourage your students to do the following when they approach this task:
may fit each gap. • Read and listen to the instructions, then read the questions and think
• Check if each possibility fits about the context.
the meaning and grammar • Notice that all the words in each list are connected (for example people,
of the sentence and the kinds of transport).
whole text.
• On the first listening, get the gist and choose the best option for each
• Check correct spelling. question.
• Read the completed text • On the second listening, check all the answers carefully, focusing on
again to check that it makes specific information.
sense. 1C 2D 3A 4B 5H
1 been 2 an 3 never 4 fly/go Workbook p61
5 If 6 boat
Workbook p97

T118 A 2 Key f o r S c h o o l s | U n i t s 11 & 12

Units 11 & 12
Test Yourself

1 1 helicopter 2 stomach ache

3 missed 4 tongue 5 ride TEST YOURSELF UNITS 11 & 12
6 lip 7 scooter 8 flew 9 back
10 trams VOCABULARY
2 1 I’ll phone you as soon as I get home. 1 Complete the sentences with the words in the list. There are two extra words.

2 I’ll take a taxi if I miss the train. back | caught | flew | helicopter | lip | missed | neck | ride | scooter | stomach ache | tongue | trams
3 Have you ever been to Argentina? 1 He’s really rich. He goes to work by and he lands on the roof of his office building.
4 She’s never seen the sea. 2 I’ve got a . I think I ate something bad for lunch.
3 We the last train home, so we walked home.
5 They’ve lived in six different cities. 4 Open your mouth. I want to take a look at your .
6 Life won’t be easy for our 5 I can’t a motorbike, but I really want to learn how to. I think they’re great.
grandchildren. 6 I fell and cut my mouth and made my top bleed.
7 My dad rides his to work. It’s quicker than going by car and a lot cheaper.
8 We over the sea and the beaches in a small plane. The views were fantastic!
3 1 She’s played volleyball yesterday. 9 I never sleep on my .
2 If we will be are late, the teacher will 10 Many cities are now using to get people to and from work. /10

be angry.
3 I have ever never broken an arm or leg. GRAMMAR
4 I’ve never gone been to Japan. 2 Put the words in order to make sentences.
5 She has took a lot of photos on 1 phone / I’ll / home / you / get / soon / as / I / as
2 taxi / I / train / miss / if / the / take / a / I’ll
holiday. 3 ever / Have / Argentina / you / been / to
6 One day in the future people will 4 seen / She’s / sea / never / the
living live / will be living on the moon. 5 different / six / lived / cities / in / They’ve
6 grandchildren / be / easy / for / won’t / our / Life

4 1 A matter B hurts 3 Find and correct the mistake in each sentence.

2 A got B hear 1 She’s played volleyball yesterday.
2 If we will be late, the teacher will be angry.
3 A ever B haven’t
3 I have ever broken an arm or a leg.
4 A will B sure 4 I’ve never gone to Japan.
5 She has took a lot of photos on holiday.
6 One day in the future people will living on the moon. /12

FUNCTIONAL LANGUAGE
4 Write the missing words.
1 A What’s the ?
B My back a lot.
2 A I’ve a headache.
B I’m sorry to that. Would you like some medicine?
3 A Have you been to France?
B No, I .
4 A Do you think it rain this afternoon?
B I don’t know. I’m not . /8

MY SCORE /30

22–30 10–21 0–9 119

The Cambridge Life Competencies Framework

Communication
Using appropriate language / register for context
Watch this video for a tip on helping your students
develop their communication skills and strategies.
Scan the QR code here

U n i t s 11 & 12 | Te s t Yo u r s e l f T119
 Get it Right!

Unit 1 Possessive ’s Unit 10

Adverbs of frequency 1 She’s my best friend’s sister. be going to for intentions
I always have fun on Saturday! In the morning, 2 They are my cousin’s grandparents. 1 is going to paint ​2 am going to put ​
I usually meet my friends in the park or 3 Is that your best friend’s brother? 3 are going to visit ​4 are going to go ​
they sometimes come to my house. In the 4 She’s my mum’s sister. 5 are going to watch
afternoon, we often go swimming. I never do 5 That’s my brother’s phone.
homework on Saturday. In the evening, we Present continuous for arrangements
always have pizza. My mum usually cooks the you, your or yours? Lara Hi, Sam, what are you doing on
pizza at home, but we occasionally go to a 1 yours ​2 you ​3 your ​4 yours ​5 you ​ Saturday?
restaurant. I am always very tired on Sunday! 6 your ​7 you Sam Well, in the morning, I’m playing football
in the park.
like + -ing Unit 5 Lara What are you doing in the afternoon?
Lucy What do you like doing, Jim? Modifiers: quite, very, really Sam I’m not doing anything. What are you
Jim I like playing with my dog, Spud. We went to see our new house on Sunday. doing?
Lucy Does he enjoy swimming? My dad wants to live near his office. It’s really Lara I’m painting my bedroom.
Jim No, he hates swimming. But he likes annoying for me because a lot of my friends Sam Cool! What colour are you using?
going to the beach. live near my house now. I was very sad when Lara I’m going to choose the colour when
Lucy I like playing on the beach, too! we went into the house. But when I saw I go to the shop.
inside it, I was really amazed! It looked quite Sam Which shop are you going to?
Unit 2 small, but inside it was really big. It had a Lara I’m going to the shop in the high street
Verbs of perception really big kitchen and the bedrooms were very at 2 o’clock.
1 a ​2 a ​3 b ​4 b big, too. But the best thing was the garden. Sam OK. I’ll meet you there! I can help you
It was really beautiful, with a very big swimming to choose
Present continuous pool and lots of trees. I think my friends will
1 What are you looking at? like visiting my new house! Unit 11
2 They are going shopping today. will / won’t for future predictions
3 I am looking for a new jacket. Unit 6 1 I’ll see ​2 We’re leaving ​3 I’ll be ​
4 She is wearing a beautiful dress. Past simple (regular and irregular 4 I’m going ​5 I won’t be ​6 I’ll need 
5 Why is he laughing? It’s not funny! verbs) ​7 it’ll be ​8  I’ll phone ​9 I’m helping
1 come ​2 go ​3 find ​4 see ​5 spend ​
Unit 3 6 know Unit 12
much and many Present perfect simple
1 much ​2 many ​3 many ​4 many ​ Double genitive My parents work for international
5 much ​6 many 1 mine ​2 sister’s ​3 his ​4 Rory’s  companies, so I’ve travelled a lot. I’ve lived
​5 hers ​6 yours in Europe, Asia and the US. Two years ago,
too + adjective, (not +) adjective + I lived in Spain for six months. My brother’s
enough Unit 7
only three, so he has only been to Europe
1 We didn’t go because the weather wasn’t have to / don’t have to
and he has forgotten that trip! My dad has
good enough. I have to do a lot of chores at home, but I’m
travelled to more places. He went to Australia
2 correct OK about that. I have to tidy my room, but
and New Zealand last year, but we have never
3 I didn’t do my homework. I was too tired. I don’t have to vacuum the floor. My brother
visited England.
4 The food he eats isn’t healthy enough. has to do that. We have to do the washing up,
5 The room wasn’t big enough and the price but we don’t have to do the washing. My dad
was too expensive. does that once a week. I don’t have to do the
cooking – my mum likes cooking. She says it
Unit 4 helps her to relax. Of course, I have to do my
Possessive adjectives and pronouns homework every day after school. I’m not OK
Clara Hi, Ben, is that your phone? about that!
Ben No, it’s a my brother’s. His is black
and the mine’s blue. The one on the Unit 8
table is the mine. Past continuous vs. past simple
Clara Oh, it’s great! I need a new phone. 1 happened ​2 was having 
The Mine is really old! ​3 were dancing ​4 went ​5 closed ​
Ben When is your birthday? Maybe your 6 stopped ​7 were laughing ​8 opened 
mum will give you a new phone. ​9 arrived
Clara Hmm. But the my birthday is in
December! I need a new phone now! Unit 9
Comparative adjectives
1 b ​2 a ​3 b ​4 a

can / can’t for ability

1 go ​2 do ​3 learn ​4 drive ​5 come

T120 G e t i t R i g h t!
Pronunciation

Unit 1 Unit 5 Unit 9

/s/, /z/, /ɪz/ sounds Regular past tense endings: /d/, /t/ Vowel sounds: /ɪ/ and /aɪ/
1.02 & 1.03 Students learn to and /ɪd/ 9.05 & 9.06 Students learn to
identify and produce plurals and 5.03 & 5.04 Students learn to discriminate between short /ɪ/ and
present simple verbs ending in: -s (e.g. identify and produce regular past tense long /aɪ/ sounds. Students practise
walks) and -es (e.g. buses), using the verbs ending in: -ed with the /d/, /t/ looking for spelling patterns to help
appropriate /s/, /z/ or /ɪz/ ending. and /ɪd/ pronunciations. They recognise them make informed choices as regards
Ask students to listen to the recording. that if the word ends in a /t/ or /d/ pronunciation. They also become aware
Then ask students to say the words sound, an extra syllable is added (e.g. of some of the most frequent irregular
with the /s/ (Gus, makes, cakes, sweets, wanted, decided). spellings involving these phonemes
works, sleeps), /z/ (James, enjoys, Ask students to listen to the recording. (e.g. /ɪ/ live (verb); /aɪ/ lion).
kinds, games, plays, friends) and /ɪz/ Then ask students to say the past tense Ask students to listen to the recording.
(Liz’s, washes, brushes, horses, relaxes) words with /d/ (happened, cleaned), Then ask students to say the words
endings. /t/ (cooked) and /ɪd/ (started, decided) with the /ɪ/ (live, in, city, insect, living,
endings. exciting, Jill, it’s) and /aɪ/ sounds
Unit 2 (I, like, wild, Mike, lifestyle, lions, tigers,
Contractions Unit 6 exciting, frightening) in the dialogue.
2.05 & 2.06 Students learn to identify Stressed syllables in words
and produce contractions found in the 6.04 & 6.05 Students learn to Unit 10
unit (e.g. I’m, there’s, they’ve). identify and produce stressed syllables Voiced /ð/ and unvoiced /θ/
in adjectives of personality and other consonants
Ask students to listen to the recording.
Then ask students to say the familiar words with two, three and four 10.04 & 10.05 Students learn to
contractions in the dialogue (here’s, syllables. identify and produce words containing
that’s, don’t, they’ve, haven’t, there’s, Ask students to listen to the recording. voiced /ð/ and unvoiced /θ/ sounds
you’re, it’s). Then ask students to say the two (e.g. that and theatre).
(Sarah’s, funny, cheerful, helpful), three Ask students to listen to the recording.
Unit 3 (Jonathan’s, generous, confident, Then ask students to say the words with
Vowel sounds: /ɪ/ and /iː/ talented) and four syllable (Elizabeth’s, the th spelling, identifying which are
3.06 & 3.07 Students learn to intelligent, adventurous, easy-going) voiced (there, the, that) and which are
identify and produce short /ɪ/ and long words in the text. Note that the stress unvoiced sounds (theatre, Beth, fifth,
/iː/ vowel sounds in, for example, milk, in the two and three syllable words is third).
drinking, cheese, eat. on the first syllable, but it moves in the
four syllable words. Unit 11
Ask students to listen to the recording.
The /h/ consonant sound
Then ask students to say the words with
Unit 7 11.02 & 11.03 Students learn to
short /ɪ/ sounds (Jill, wishes, fish, chips,
Vowel sounds: /ʊ/ and /uː/ identify and produce the /h/ consonant
dinner, eating, with, drink, milk) and
the words with long /iː/ sounds (Pete, 7.07 & 7.08 Students learn to sound (e.g. hello, head, who).
eating, meat, cheese, peas, tea). identify and produce the short /ʊ/ and Ask students to listen to the recording.
long /uː/ vowel sounds in words, e.g. Then ask students to say the words
Unit 4 book /bʊk/; soon /suːn/ and put /pʊt/; starting with the /h/ consonant sound
-er /ə/ at the end of words true /truː/. (who, hello, Harry, how, help, Harris,
4.03 & 4.04 Students learn to Ask students to listen to the recording. head, hot, hurt, here, horrible, hat).
identify and produce the schwa /ə/, in Then ask students to say the words
words ending in: er (e.g. mother, writer, containing the /ʊ/ (look, book, should) Unit 12
diver). and /uː/ sounds (room, moon, Sue, Sentence stress
cool, boots, school, Luke) in the 12.03 & 12.04 Students learn to
Ask students to listen to the recording.
dialogue. identify the important words in a
Then ask students to focus on the
schwa by saying the words ending in er phrase and recognise how stressed
Unit 8 and unstressed words help create
/ə/ (Jennifer, father, firefighter, Oliver,
Weak and strong forms of was and connected speech patterns and give
mother, writer, Peter, sister, driver,
were English its rhythm.
Amber, brother, diver).
8.02 & 8.03 Students learn to Ask students to listen to the recording.
identify and produce strong and weak Then ask students to identify the
forms of the past tense verbs was / stressed words in each sentence (car,
wɒz/; /wəz/ and were /wɜː/; /wə/. plane, bike, train). Ask them what
Ask students to listen to the recording. happens to the other words (we use
Then ask students to say the words the schwa /ə/). Ask students to clap
with the /ɒ/ sound (shopping, stressed the strong words in the phrases as they
was, socks) and /ɜ:/ sound (homework, say them, so that they can see how the
weren’t, learning, surf). The unstressed sentences are almost the same length
(weak) forms of was and were are when spoken regardless of the number
pronounced /wəz/ and /wə/. of unstressed words.

P r o n u n c i a t i o n T121
 Student’s Book Audioscript

Welcome Unit Fernando  Sure, great. Next Saturday – Oscar  A chicken sandwich, please.
14th of July, right? Mrs Magnus  What dessert would you
W.04 Alejandra  Yes. It starts at 7 o’clock. like?
Woman  Abbey’s Taxis. Good morning.
Fernando  Cool. Can you give me the Oscar  Umm, a biscuit, please.
Can I help you?
address? Mrs Magnus  Oh, I’m sorry, Oscar.
Ahmed  Yes, I’d like a taxi please, to go
Alejandra  Sure. It’s 134 Markham I haven’t got any biscuits left.
to the airport.
Avenue. Oscar  That’s OK. A piece of cake,
Woman  OK, no problem. Is the taxi for
Fernando  Markham. That’s please.
now?
M-A-R-K-A-M, right? Mrs Magnus  And what fruit would you
Ahmed  No – can I have the taxi at ten
Alejandra  Well, no, actually it’s like?
o’clock, please?
M-A-R-K-H-A-M. Oscar  Have you got oranges?
Woman  Ten am. Sure. Just to check –
Fernando  Oh, sure, of course. OK, Mrs Magnus  Yes, we have.
what time is your plane?
Alejandra, so … see you on Friday.
Ahmed  Oh, it’s at two o’clock. Oscar  An orange, please.
Alejandra Saturday.
Woman  Fine, so there’s lots of time. OK. Mrs Magnus  And to drink?
Fernando  Oh, yeah, duh! Let me just
And what’s your address, please? Oscar  An apple juice.
check your phone number – last call on
Ahmed  It’s Lime Street – number 12. Mrs Magnus  Sorry, Oscar. We’ve got
my mobile, here it is: 0789 224 214?
Woman  Sorry? Lime Street? Lime – orange juice or water.
Alejandra  That’s it. See you, Juan.
L-I-M-E? Oscar  OK. Then I’d like an orange juice,
Fernando  Um – Fernando.
Ahmed  Yes, that’s right. please.
Alejandra  Oops. Sorry! Bye.
Woman  OK. Twelve Lime Street. Mrs Magnus  OK, there you go, Oscar.
Good – and your name, please? Enjoy.
W.12
Ahmed  It’s Kaynarca, Ahmed. 1 Mohamed Salah’s birthday is the Oscar  Thanks, Mrs Magnus.

Woman  Can you spell your surname, 15th of June.

please? 2 Emma Watson’s birthday is the Unit 1
Ahmed  K-A-Y-N-A-R-C-A, Kaynarca. 15th of April.
1.04
Woman  K-A-Y-N-A-R-C-A. OK, that’s 3 Oprah Winfrey’s birthday is the
29th of January. Conversation 1
great. So – a taxi to the airport,
10 o’clock, from 12 Lime Street. Sally  Ben! Why don’t you have a rest
4 Adele’s birthday is the 5th of May.
and stop playing for a while? I’ve got
Ahmed  Thank you. 5 Daniel Kaluuya’s birthday is the
homework. Ben!
Woman  Oh, sorry – how many people, 24th of February.
Ben  What’s up, Sally?
please? I mean, how many passengers 6 Ed Sheeran’s birthday is the
are going to the airport? Sally  I’ve got English and Geography
17th of February.
homework. And you’re playing the
Ahmed  Oh, just me – only one
W.13 guitar – badly!
passenger and one suitcase.
I’m very busy from Monday to Friday. Ben  Well, it’s my hobby and I have
Woman  OK, that’s fine then. Thanks.
I always get up at ten to eight, that’s a good time when I practise. I love it.
Bye.
when my alarm clock rings. Then I go Sally  Sure. But right now?
Ahmed Bye. downstairs and have breakfast at eight
Ben  Well, yes! I’m practising now, then
o’clock. Then it’s school time. I leave the
W.05 I can do my homework later.
house to go to school at half past eight.
Fernando Hello? There’s a break at twenty past ten – I eat Sally  Well, can you do your homework
Alejandra  Hi. Can I speak to Fernando, an apple. At ten to one I have lunch in now, please? The same time as me?
please? the school canteen. Then it’s back to And then practise the guitar later?
Fernando  Speaking. Who’s that? lessons. I leave school at a quarter past Ben  Erm … well, yes, why not? But help
three and I get home at half past three. me with my Maths homework, OK?
Alejandra  Hi, Fernando. It’s Alejandra.
At home, I do my homework and watch Sally  Oh, all right!
I’m a friend of Anna’s. We met last
TV. At six o’clock I have dinner. I go to
Friday, remember?
bed at half past ten. Conversation 2
Fernando  Oh, yes, sure. How are things
Jade  Mum, can I take judo lessons?
with you? W.15
Mum  Judo? Really? What for?
Alejandra  Great, thanks. And you? Mrs Magnus  Hi, Oscar, what would you
like for lunch today? Jade  Well … it’s good exercise, and
Fernando  Yeah, not bad.
some of my friends are learning judo,
Alejandra  Fernando, I’m phoning Oscar  I’d like a lunch box, please.
too.
because we’re having a party next Mrs Magnus  OK. Would you like
Dad  I think it’s a great idea.
Saturday. And perhaps you’d like to a chicken sandwich or a cheese
come? sandwich? Mum  Really? Judo for girls?
Jade Mum!!

T122 St u d e n t ’s B o o k A u d i o s c r i p t
Student’s Book Audioscript

Dad  Yes, a friend of mine at work does A Sorry, only black. Three. Where is Brian?
judo. She loves it and she says it’s B OK, black’s fine. I’ll take it. A Have you got Fast Car magazine?
very good for making her strong and
A Right. That’s twelve ninety-nine please. B Yes, here you are.
keeping her healthy.
B Can I pay with my contactless card? A And can I have that newspaper for
Jade  That’s right, Dad. And maybe I can
A Of course. Just place it over here. my dad?
make some new friends, too.
B OK. B OK. That’s five pounds exactly.
Mum  Oh. Well. OK.
A Great. That’s gone through. Would you Now listen again.
Jade  Thanks, Mum! Thanks, Dad!
like your receipt?
Dad  Jade! I think that’s kung fu, not Four. What is Molly’s hobby?
judo! B No, it’s OK.
A That’s a nice camera, Molly.

Conversation 3 Conversation 3 B Thanks.

Mum  Harry! It’s time for dinner. A Do you need any help? A Do you use it a lot?

Mum  Come on, Harry. Dinner’s ready. B Hi. These trousers – can I try them on, B Yes, I take a lot of photos to put on
please? my blog.
Harry  Just a minute, Mum. I’m finishing
something. A Sure. What size do you take? A That’s interesting.

Mum  Harry, it’s dinnertime. Come and B Not sure. 28 or 30. Now listen again.
eat, we’re having dinner! A And do you want them in red? We’ve
Five. How much is the red jumper?
Harry  OK, Mum. got other colours, too.
A How much is that jumper?
Mum  You’re always on your phone. B Yes, I saw them but it’s the red ones
I’m interested in. B This one? It’s fourteen pounds,
Playing games.
ninety-nine.
Harry  No, not games, Mum. Puzzles. A No problem. So why don’t you try both
sizes? The changing rooms are in the A No, sorry. I mean the red one.
I’m doing a crossword.
corner. B Oh. Let me see. It’s seventeen pounds,
Mum  A crossword? Oh, I hate
B Thanks! ninety-nine. Oh, no, it’s not. It’s on sale.
crosswords. They’re too difficult.
It’s only seven pounds, ninety-nine.
Harry  I love them. They’re great Conversation 4
A Great. I’ll take it.
exercise for my brain. A Can I help you?
Now listen again.
Mum  Are they? Well, OK. You know, B Yeah. These football socks. How much
you have to look after your brain, are they? I can’t find the price.
right?
Unit 3
A Just a moment. They’re eight
Harry  That’s right. Just like you look ninety-nine. 3.03
after me, Mum. B Fine. I’ll take them. Steve  So you’ve eaten here before?

A OK, is that cash or card? Hannah  Yes, it’s simple, but the food’s
Unit 2 great. It’s perfect for a quick lunch.
B Cash.
2.04 Steve  What do they do?
A That’s great and here’s your change
and receipt. Hannah  The rolls are great. You can
Conversation 1
choose two fillings from tomato, tuna,
B Thanks.
A Hello. Can I help you? cheese, curried chicken and sweet
B Hi. Yes, where can I find toothbrushes? 2.10 corn. Or you can have more fillings if
A They’re just there on your right. Now, look at the instructions for Part you want to pay extra.

B Oh yes. I didn’t see them. OK, I’ll take One. For each question, choose the Steve  And if I don’t want a roll?
this one. correct answer. Look at question one. Hannah  The soups are good. Chicken
One. What are the girls talking about? and mushroom, potato and onion and
A Is that all?
A Hey, Jo, I really like your new shoes. a spicy red pepper one – it’s really hot
B No, there’s this toothpaste, too.
B They’re not shoes. Look. but it’s delicious.
A OK. So that’s £4.30.
A Oh, they’re boots. They look great. Steve  That sounds good.
B Here you are.
B Thanks. Hannah  And we can’t leave without
A And that’s 70p change. Have a nice day. having a cake. They’ve got some great
Now listen again.
B Thank you. cakes. Carrot, chocolate or a coffee
Two. When does Oliver play tennis? and walnut one that’s amazing!
Conversation 2
A Hi, Oliver. Where are you going? Steve  And what about drinks?
A Are you all right there?
B To play tennis with Paula. Hannah  The usual: orange juice, apple
B Yes, thanks. I just want a cover for my juice, tea, coffee or hot chocolate.
new phone. Have you got this one A Tennis?
in red? B Yes, we always play twice a week.
Now listen again.

St u d e n t ’s B o o k A u d i o s c r i p t T123
 Student’s Book Audioscript

Steve  Wow! You really do know this Steve  Well, you’re right. This is a good Lori  To the cinema with Lucy and Darcy.
place well. How can you remember all roll. How’s the soup? I want to look nice. Oh, I can’t find it!
that? Hannah  Delicious. Would you like to try Olivia  Do you want to borrow one of
Hannah  Easy. It’s all on the menu up some? mine?
there, on the wall behind you! Steve  No, I’m OK. My cake looks Lori  Can I? Thanks, Olivia, you’re the
fantastic, doesn’t it? best.
3.04
Hannah  Yes, it does. Mmmmm … Olivia  Sure. Just get one from my room
Assistant  Hello. Can I help you?
it tastes fantastic, too! but don’t make a mess.
Steve  Yes, I’d like a cheese and tomato
Steve  Hey, what are you doing? Lori  Don’t worry. No mess, I promise.
roll, please.
Hannah  Mmmmm. That is a good cake! Can I borrow your red boots, too?
Assistant  Do you want the roll hot?
Steve  But you said, cake only at the Olivia  You mean my new ones? No, you
Steve  Yes, please. can’t.
weekends.
Assistant  Would you like something to Lori  Oh no, really? Why not? They’re
Hannah  I said I only buy cake at the
drink? really cool!
weekends.
Steve  Yes, I’d like an apple juice, please. Olivia  I know I am the world’s best
Steve And?
Assistant  So that’s a roll and an apple sister, Lori, but there are some times
Hannah  Well, you bought this cake. I’ve
juice. Is that all? when I have to say ‘no’!
got no problem eating your cake.
Steve  Er, I’d like some carrot cake, too.
Steve  And that explains the fork. Dialogue 2
Assistant  OK, that’s £8 altogether.
Hannah  Yes, it does. Now hurry up and Tom  Mum? Have we got any plans this
Steve  Here you are. finish your roll before I eat all your weekend?
Assistant  And that’s £2 change. The roll cake. Mum  I don’t think so. Why?
will be a few minutes. We’ll bring it to
Tom  There’s a party at Nathan’s place.
your table. 3.05
Can I go?
Steve  Thank you. Assistant  Good morning. Can I help
you? Mum  Well, that depends … When is it?
Assistant  Enjoy your meal. And what
Customer  I’d like some coffee, please. Tom  Saturday night. 8 o’clock.
can I get for you?
Assistant  Do you want milk or sugar? Mum  Sure. That’s fine. Where does
Hannah  I’d like the chicken and
Nathan live?
mushroom soup, please, and an apple Customer  Just milk, please.
juice. Tom  He’s out in Foxton. His family have
Assistant  Would you like something to
got an amazing house.
Assistant  OK. Anything else? eat?
Mum  Foxton? That’s five kilometres
Hannah  No, I think that’s all. Customer  Yes, I’d like a cheese and
from here. And I guess there are no
Steve  What! No cake? But you said … mushroom omelette, please.
buses at that time of night.
Hannah  I’m trying to be good. I only Assistant  Is that all?
Tom  Umm, no, I don’t think so. Well, no
buy cake at the weekends. Customer  Oh, I’d like a carrot juice, too. actually, there aren’t any buses, no.
Steve Really? Assistant  That’s £9 altogether. Mum  Right. So come on. Let’s hear the
Hannah  Yes, I’m being careful with what Customer  Here you are. next question, Tom.
I eat. Have you got a problem with Assistant  Here’s your change. Your Tom  Any chance of a lift, Mum?
that? breakfast will be ready in a few Mum  Of course, but I need to pick you
Steve  No, not at all. minutes. up by midnight at the latest. I need my
Assistant  OK, that’s £6.50. Customer  Thank you. sleep, you know.
Hannah  Can I pay by card? Tom  No problem, Mum. Thanks so
Assistant  Of course. Just put it in here. Unit 4 much!
Hannah  It’s done. 4.02
4.07
Assistant  Thanks. We’ll bring the soup Dialogue 1 Now look at Part Three. For each
over in a minute or two. question, choose the correct answer.
Olivia  What are you doing, Lori?
Hannah  Could you bring me a fork with Look at the questions now. You have
Lori  I’m looking for my T-shirt.
it, too? twenty seconds. Listen to Jackie talking
Olivia  Your T-shirt? You’ve got lots! to Oliver about his family.
Assistant Sure.
Which one are you looking for?
Steve  A fork? What do you need a fork Jackie  Hi, Oliver. Was the party good?
Lori  The red one with the flower on it.
for? You can’t eat soup with a fork. Oliver Party?
I can’t find it anywhere and I’ve got to
Hannah  I’ve got my reasons. Don’t you go out in five minutes. Jackie  Yes, your uncle’s birthday party.
worry about it. Remember? Last Friday evening?
Olivia  Where are you going?
Narrator  Moments later … Oliver  Last Friday, of course. Yes, it was
great.

T124 St u d e n t ’s B o o k A u d i o s c r i p t
Student’s Book Audioscript

Jackie  Have you got any photos? Andrew  It’s because I love playing Jack  Well, he called me silly. Friends
Oliver  Yes, I took some on my phone. the drums, but I can’t have drums at don’t do that.
Do you want to have a look? home, so I go into the music room at Mum  Jack, do you remember
school and practise there. After school. Mrs Gordon? Janice? She’s a friend
Jackie  Of course I do.
No one cares. I have a lot of fun! of mine.
Oliver  OK, so this is my Uncle Dan. It
DJ  Sounds good to me! Thanks, Jack  Yes, I remember. She was your
was his birthday.
Andrew. Next caller please! Hello! friend at school too, wasn’t she?
Jackie  I know. How old is he?
Paula  Hello, I’m Paula. My favourite Mum  Yes, and we’re still friends now,
Oliver  Let’s think. He’s twenty years room is our kitchen at home. I love it 20 years later. Her mother was a friend
older than me. I’m fourteen so … there because that’s where all of us sit of my mother’s. Anyway, one day at
Jackie  So he’s thirty-four. and have our breakfast and dinner, and school, well, we had an argument and
Oliver  That’s right. Anyway, so that’s my we’re a family together. It makes me I said something really horrible to her.
Uncle Dan and this is his wife, Anna. feel really nice and warm.
Jack What?
Jackie  She’s very pretty. DJ  Nice and warm. That’s a good
Mum  It doesn’t matter. But she walked
reason.
Oliver  And that’s their son, Mike. He’s away and said, ‘I never want to see
only four. He’s really funny. Paula  Yeah, and kind of … I don’t know, you again.’ I was really upset about
safe. that and I shouted, ‘Same here!’ or
Jackie  Ahhh. He’s so cute. So who’s that
girl next to you in this photo? DJ  Excellent, Paula, thank you. And something. Then the next day, at
now we have … hello? school, she came up to me with a big
Oliver  That’s my sister!
Tom  Hi. Tom here. I don’t know if it’s smile and said, ‘Hi, Jenny, you OK?’
Jackie  What? Carla?
really my favourite room, but the best Jack Really?
Oliver  No, my other sister, Ruth. room in my whole life was in a hotel. Mum  Yes, I was completely surprised
Jackie  Your little sister, Ruth? No way. DJ  Oh right. That’s interesting! Tell us and I asked her, I said, ‘Aren’t
Oliver  Yes, she’s ten now. more! you angry with me?’ And she said
Now listen again. Tom  We all went to Brazil last year, something I still remember. She said:
and we got to the hotel in Rio de ‘Well, yes, I was angry but last night
Unit 5 Janeiro very early in the morning and I thought of all the nice things you
it was still quite dark. But then the always say to me and the nice things
5.06 day started and I opened the window you do. I want to think about that, not
DJ  So today we have a question to see Copacabana beach. Brilliant! something you said because you were
for listeners, and it is: what’s your I loved that room. We were there for angry.’ And those words of hers, well,
favourite room, and why? Our first five days and … they almost made me cry. And here we
caller is … hello. What’s your name? are, twenty years later, still friends.
DJ  Thanks, Tom. I’m sorry, there’s no
Jo  Hi there! My name’s Jo. more time. OK, now let’s … . Jack  Wow. Cool story, Mum.
DJ  OK Jo, so tell us, what’s your Mum  So I think it’s a real shame that
favourite room? Unit 6 after such a long time, you can’t still be
Jo  It’s my grandfather’s playroom. friends with Markus.
6.02
DJ  Your grandfather’s got a playroom? Jack  You’re right. Wow, so many times
Mum  Hi, Jack. How was school?
Really? he helped me with my homework,
Jack  Oh, fine. Mum, can I bring some listened to me when I had a problem.
Jo  Yeah. It’s the room with his model
friends round tomorrow?
trains. My grandad still lives in the Mum  That’s right. So he called you silly
Mum  Sure. Who? one time? So what? And you know,
house he lived in when he was a boy.
And he has a little room with his trains. Jack  Oh, probably Rachel and Steve, sometimes you are stupid – just like
I love looking at his trains. maybe Leo. everyone else.
DJ  OK. And why is it special for you? Mum  OK. Not Markus? Jack  Yes. Mum, I’m going out. Round to
Jack  Er, no. Markus’ place, OK?
Jo  Because he’s so happy there, and we
sit and talk, and I feel very relaxed. It’s Mum  Oh? Why not? Mum  Good idea, Jack, and why don’t
lovely. you take him a present to say sorry?
Jack  Well, we’re not really friends any
DJ  It sounds great, Jo. Thank you. Now more. 6.07
who’s next? What’s your name and Mum  Seriously? I thought you two were Now look at Part Five. For each
what’s your favourite room? best friends. question, choose the correct answer.
Andrew  Hi. I’m Andrew and my Jack  Yeah, we were. But you know, we Look at questions 1 – 5 now. You have
favourite room is the music room at my had an argument – he said something 15 seconds. You will hear Jen talking to
school. I didn’t like – so he’s not my friend any Mark about her room. Which piece of
DJ  OK, Andrew. And why’s that? more. furniture did each person give Jen?
Mum  And what did he say?

St u d e n t ’s B o o k A u d i o s c r i p t T125
 Student’s Book Audioscript

Mark  Wow, Jen – I love your bedroom. Man  Oh? Like what? me and not other people. I’m not a
It’s so cool. Where did you get that Girl  Well, I don’t want to say. very good runner but I just love trying
armchair? to run a little faster than the last time,
Man  Good for you! Be very careful. You
Jen  My grandpa gave it to me. do you know what I mean?
should only talk to people that you
He didn’t want it any more. trust, OK? But another thing: you say Interviewer  Tracey, how do you feel
Mark  Did he give you the sofa, too? you’ve got lots of ideas, and that’s about sport?
Jen  No, that was a birthday present great. But don’t try to work on all of Tracey  Well, I absolutely love
from Dad. them at the same time. You should say skateboarding, of course! It’s just the
to yourself: which idea is the best one? best thing in the world. Some of my
Mark  You’re so lucky. My room’s just big
And then you should try to work more family say it isn’t really a sport but they
enough for a bed!
on that idea. don’t know anything. I spend hours
Jen  I know but you’re lucky because practising moves. There’s a skate-park
Girl  And should I forget the other ones?
you’ve got brothers and a sister. with a really good ramp, it’s not far
Man  No, no, no! Absolutely not. I
Mark  Lucky? I’m not so sure! These from where I live. I’m there all the time.
mean, I’m sure you won’t forget them
curtains are great. They make the room It’s the only sport I like really. I mean,
anyway. Yes, another question?
really warm. Were they a present? I kind of like football but really that’s
Boy 2  Is being an inventor a job? only because some of my friends are
Jen  Yes, Mum got them for me but I
I mean, should I leave school and just into it. But skateboarding, that’s my
chose them. My Aunt Abi bought me
start inventing things? thing.
the carpet from the same shop.
Man  Hahaha, it sounds like a good idea, Interviewer  Paul, how do you feel about
Mark  And you’ve got your own desk,
right? But to start, when you leave sport?
too!
school, I think you should get a job and
Jen  Yes, I got that from my Uncle Tim. Paul  When I was a kid I didn’t like
invent things as a hobby.
Oh, no, that’s wrong, I didn’t. I got any sports at all. I thought: ‘I’m just
Boy 2 Why? not good at things like running and
it from my other uncle, Uncle Simon.
It’s really old but I like it. Did you see Man  Well, you have to live, don’t you? jumping’ but about a year ago I saw
my lamp? And maybe your first invention isn’t some gymnastics on TV and now I love
successful, so where is the money it. There’s a sports centre in my town
Mark  Yes, it’s the best thing in your
for you to live? No, you should make where I can do gymnastics. I can’t do
room.
sure that you’ve got a job and then it at school because they haven’t got
Jen  That’s because you gave it to me! see if the inventions work out. And, anywhere, but I go to the sports centre
Now listen again. look, I’m afraid we’re out of time, we every weekend and some evenings
have to stop now. I hope the talk was too, to do as much gymnastics as I can.
Unit 7 interesting for you all. Good luck and Interviewer  Ryan, how do you feel
goodbye! about sport?
7.05
Man  … and some people think that Ryan  Sport? Wonderful! I’m a real
Unit 8 sports fanatic. I mean, I think about
only older people – like me – can be
inventors. But they’re wrong, you 8.04 sport all the time. I watch almost
know? Here’s one example – a young Interviewer  Gemma, how do you feel everything on TV – football, tennis,
man in South Africa, only 17 years old, about sport? swimming, everything. And I do a lot
saw a problem with water quality and of sport too – my favourite’s football,
Gemma  I’m not interested in sport.
he invented a gel that people can use of course, and I’m really not bad at
I really don’t like it. I mean, I like
to wash, to have a bath, even if there is football. I’m in the school team too.
exercise so I go for walks and I like
no water. He was only 17! So, you guys And I’m also learning to ski. My family
swimming, oh I run a lot too, that’s
out there, you shouldn’t wait. Just go went to Italy last year. We went skiing
great – but I just don’t like sport, you
ahead and do it, OK? So now, we don’t – it was fantastic and I want to do
know, the idea where you try to win, to
have much time, any questions? more.
beat other people. And I hate sport on
Boy 1  Did the boy in South Africa get TV – I leave the room! And I don’t go 8.07
rich? to sports events like football matches – Now look at Part Four. For each
Man  I really don’t know. I hope so! why do people pay so much money to question, choose the correct answer. You
But that’s not the point. He invented watch 22 men run after a ball? will hear a man talking to his son. What
something that made other people’s Interviewer  Andy, how do you feel does the man want his son to do?
lives better. He didn’t think: how can about sport? Father  You’re still doing your
I get rich? He thought: how can I help Andy  Well, I like running a lot. At school homework, Mike?
people? And that’s the place you I play football but that’s because I have Son  Yeah, it’s a lot.
should start. You should start with an to, all the boys play football, and it’s
idea to help other people. To make Father  Hmm. I was hoping we could go
OK, I mean I don’t hate it, but I don’t
lives easier and, hopefully, better. for a bike ride. I’ve got an idea. I’ll help
really like team games and sports very
Girl  I’ve got lots of ideas for inventions.
you a bit, then we can go sooner, OK?
much. I like doing things alone and I
think that’s why I love running, it’s just

T126 St u d e n t ’s B o o k A u d i o s c r i p t
Student’s Book Audioscript

Son  Sounds great, Dad. Interviewer  And you grew up and found Interviewer  Do you attack him with your
Now listen again. your wife here? spear? Kill him?
PK  Yes, finding a wife here was very PK  No, no, no, no. You just go up to
You will hear a girl, Kate, talking about interesting. him and shout, ‘Arrrrggggghhhhh!’
shopping. Why did she buy the camera? You mustn’t hurt him or kill him, just
Interviewer  Tell us more.
Kate  Hey, have a look at my new surprise him, shock him, so he runs
PK  Yes, let’s say a young man wants to
camera. I wanted it for a long time, and away.
marry a girl. So he has to ask her father
then this new shop in Market Street Interviewer Wow!
and he says before you can marry my
opened yesterday. And guess what –
daughter, you have to do a task.
they had a special offer. I wanted it in
Interviewer  OK. So what type of task Unit 10
pink, but they only had it in blue. But
that’s not a problem. does the young man have to do, PK? 10.02
Now listen again. PK  Well, for example, he has to show Olivia  Hey Connor. What are you doing
that he can take a kill away from a lion. this weekend?
You will hear a woman talking to her Interviewer  What do you mean ‘take a Connor  Hi! I’m quite busy actually. Why?
daughter. What’s the weather like? kill away from a lion’? Olivia  Well, it’s just that we’ve got that
Nancy  Ready, Mum. PK  Well, imagine a lion kills an antelope History test coming up. Do you want
Mum  Oh, thanks so much, Nancy. or another large animal. The young to study together?
Here’s the money. And don’t forget to man has to find that lion and get the Connor  That would be great! But, let
take your coat. It’s raining. I don’t want meat, so he can show that he has me see. Saturday morning is no good.
you to catch a cold. courage. That’s important for his future I’m playing football. It’s the cup final
Now listen again. family. and I can’t miss that.
Interviewer  Wow, but how can you do Olivia  Of course not. OK, so what about
You will hear a teacher talking to her that? How can you find a lion and its
student, Sebastian. What is he going to Friday night?
kill?
do after school? Connor  Hmmm, I’m sorry. I can’t. I’m
PK  You have to look. You have to look busy. Dad’s taking me to the sports
Miss Miller  Sebastian, I’m sorry to hear for the big birds, the vultures. They are
your mum’s in hospital. centre to watch the basketball game,
watching the lion because they want but it doesn’t finish until 10 pm.
Sebastian  Thanks, Miss Miller. some of the meat.
Olivia  Yeah, that’s a bit late. OK,
Miss Miller  Please say hello from me Interviewer  OK, so let’s say you find the how about Saturday afternoon.
when you see her next. lion and its kill. How can you then get Any chance?
Sebastian  I will. I’m catching the bus the meat? Isn’t that dangerous?
Connor  Mmm. Saturday afternoon,
so I can see her there after my final PK  Yes, of course the lion is dangerous. Saturday afternoon. It’s my brother’s
lesson. You mustn’t take the meat away from birthday, so we’re going to the
Miss Miller  Look, you don’t have to do the lion at night. You have to do that restaurant to celebrate. You know, that
your homework today. Better stay with during the day. new American diner on the high street.
her for a bit longer. She’ll like that. Interviewer  Why’s that? Olivia  Oh, yeah, I’ve heard it’s very
Sebastian OK. PK  During the day it’s very hot. And the good. What time do you think you’ll
Now listen again. big cats can’t run fast when it’s hot. A finish there?
man can run even when it’s very hot, Connor  Probably about 5 pm, but then
You will hear two friends talking about but lions can’t. I’m meeting Nathan. We’re going to
their day. What did they do? Interviewer No? see the new Spider-Man film at the
Boy A  It’s been a great day. cinema. Hey, would you like to come?
PK  No, they can’t. When they eat some
Boy B  That’s true. The adventure park meat, they feel very, very hot and get Olivia  Hmmm, Spider-Man – not really
was fun. I loved it. very tired. So they often just lie around my thing. So thanks but no thanks.
Boy A  Me too. But I’m really tired now. and they sleep all the time during the I guess that just leaves Sunday.
day. At night they are more dangerous Connor  Yeah, Sunday. Hmmmm, that’s
Boy B  Well, it’s good we didn’t come
because they don’t sleep. And at night a problem, too.
on our bikes. You can rest on the bus
their eyes are better than your eyes.
home. Olivia Why?
So you can’t get the kill from the lion
Now listen again. Connor  Well, my grandparents are
at night.
coming over and we’re taking them to
Interviewer  OK, so you have to do that
Unit 9 during the day. But what do you do to
that outdoor museum.
get the kill from the lion? Olivia  Oh, the one with all the cool old
9.03
buildings?
Interviewer  You know so much about PK  OK. So let’s say the lion is sleeping.
the wildlife here, PK. How come? You hold your spear in your hand. You Connor  That’s right. My grandad loves
have to be very quiet. And you go up that sort of stuff. I’d invite you, but I’m
PK  My family are San, bush people, and
to that lion. really sorry, we haven’t got any room
I learned about nature from the time
in the car.
when I was a child. I was born in the
Kalahari.
St u d e n t ’s B o o k A u d i o s c r i p t T127
 Student’s Book Audioscript

Olivia  I don’t want to see old buildings, Conversation 3 Doctor  No, it isn’t. You’re able to move
Connor. I want to study for the test. A  Don’t eat so quickly – you’ll bite your it so I’m not too worried. But next time
Connor  Yeah, of course. Sunday evening tongue. you forget your key, just wait for your
maybe, but only after 8 pm. I’ve got parents to get home.
B Ouch!
a piano lesson from 7 to 8 and we Tim  OK, Doctor. I will.
A  See? I told you!
won’t be back from the museum much
before 6 pm. Conversation 3
11.05
Olivia  No, that’s too late. Doctor  Hello, John. What can I do for
Conversation 1 you?
Connor  What about next weekend?
Dad  Are you all right, Lydia? John  It’s my neck.
I’ve got loads of free time next
weekend. Lydia  No, I’m not, Dad. I’m not well Doctor  OK. And what’s the problem
at all. with it? Does it hurt?
Olivia  I’d love to! But there’s a problem.
Dad  What’s the matter with you? John  Yes, it does. I can hardly move it.
Connor  What’s that?
Lydia  I’ve got a really bad stomach Doctor  Oh dear. What happened?
Olivia  The test is on Monday. This
ache. John  I’m not sure. I went to bed last
Monday. First thing in the morning!
Dad  Do you think it was something night and when I woke up it was really
10.07 you ate? hurting.
Now look at Part Two. For each question, Liam  No, not just one thing. She ate Doctor  Did you do any sport yesterday?
write the correct answer in the gap. Look loads. John  No, I didn’t. But I did sleep with
at questions 1 – 5 now. You have ten
Dad  Don’t be mean, Liam. Your sister the window open. My grandmother
seconds.
doesn’t feel great. thinks the cold air made it hurt but I’m
Hello and welcome to the Blue Water not so sure.
Lydia  He’s right, Dad. I think I was
Shopping Centre. We are the largest
too hungry. I didn’t have any lunch at Doctor  No, I don’t think there’s any
shopping centre in the North East and
school today. connection there. OK, well, let’s have
have more than 300 shops on four
Dad  I think you need to just go and lie a look at it. Can you take your shirt off
different floors as well as 14 restaurants
down for a while. I’m sure you’ll feel for me, please?
and a cinema – all found on the 5th floor.
The shopping centre is easy to reach better soon. John Sure.
by road, just follow the signs from Hull Lydia  OK, Dad. I will. I’ll just try and
city centre. There’s a car park for 5,000 rest. 11.07
cars. And for each hour that you park Mr Gardner  Hello?
Dad  And don’t worry about the washing-
there it only costs £2. There is also a up. I’m sure your brother will do that. Jackie  Oh hi, Mr Gardner. It’s Jackie
regular free bus service between the mall here, Jackie Martin, Andy’s friend from
Liam  What? Me??!!
and Hull city centre. Buses leave every school.
15 minutes. Conversation 2 Mr Gardner  Yes, Jackie. Hi. Listen. I’m
The shopping mall opens at 9 am. Doctor  Come in, Tim. Take a seat. afraid Andy’s not here. He’ll be back in
All shops close at 7.30 pm during the about an hour, I think.
Tim  Thank you, Doctor.
week and on Sundays, and at 9 pm on Jackie  Oh dear. I really need to talk to
Doctor  So how can I help you today?
Saturdays. The restaurants and cinema him.
stay open until 11 pm. Thank you Tim  It’s my elbow. It’s really painful.
Mr Gardner  Do you want to leave
for listening. If you wish to hear this Look.
a message?
message again, press one. If you want to Doctor  Hmm, yes, it does look a bit
Jackie  Yes please. Um. Well, the
talk to someone, please stay on the line. bruised. So what happened?
For more information, visit us online at thing is, I’ve got a problem with my
Tim  Well, it’s a bit of a silly story really. homework. The Science homework.
www.bwshopping.com. I got home from school yesterday and
Mr Gardner OK.
Now listen again. I didn’t have my key with me. I left it in
my locker at school so I tried to open Jackie  And I need to finish it tonight
Unit 11 the door with my elbow. because we’re going away tomorrow,
for the weekend.
Doctor  Oh, I see. And it didn’t open?
11.04 Mr Gardner  Right. So, you want Andy to
Tim  No, it didn’t.
Conversation 1 call you tonight?
Doctor  Well, I don’t think it’s anything
A  Are you OK? Jackie  Yes please. As soon as he gets
too serious. You need to put some ice
back.
B  No, ouch. My knee! Aaargh! on it, and take some painkillers if it
hurts too much. Mr Gardner  ‘As soon as you get back!’
Conversation 2 OK. Has he got your number?
Tim  So, it’s not broken?
Girl  I ate a lot of food last night. My Jackie  I’m not sure. I’ve got a new
stomach really isn’t too good this mobile, so can I tell you?
morning.

T128 St u d e n t ’s B o o k A u d i o s c r i p t
Student’s Book Audioscript

Mr Gardner Sure. Interviewer  And have you ever got lost? Jack  It’s not the longest journey
Jackie  It’s 07899 Richard  Oh yes, hundreds of times. In though.
Mr Gardner 07899 fact another of my tips is ‘try to get Leah  Why? Who has the longest one?
lost’! It’s part of the fun of travelling. If Jack  Adam. He has to take two trains
Jackie  213 223
you get lost sometimes, you can find to get to school.
Mr Gardner  213 223. OK, got that, amazing things, great people.
Jackie. Leave it to me. I’ll make sure he Leah  That’s right. He lives with his
Interviewer  OK, let’s talk about things mum, doesn’t he?
gets the message.
to take with you. Another tip you have
Jackie  Thanks, Mr Gardner. Thanks very Jack  Yes, she moved town but he
is: ‘always take a scarf’. Why?
much. Bye. wanted to keep coming here. So it’s
Richard  Well, a scarf is a really useful two trains and about an hour to get
Mr Gardner Bye. thing. You can wrap it around you to here.
keep you warm or to keep the sun off.
Now listen again.
Unit 12 You can carry things in it, too, or tie
things together.
12.02
Interviewer  Hello again. Right. He’s Interviewer  Well, I want to talk some
visited more than a hundred countries. more, Richard. But first it’s time for
He’s taken thousands of photos and some music and …
published them in travel magazines.
12.08
He’s got a very popular travel blog. But
Now look at Part Five. For each question,
he’s taken a break today to talk about
choose the correct answer. Look at
how to travel well. Richard Ward, thank
questions 1 – 5 now. You have 15
you for coming today.
seconds. You will hear Jack talking to a
Richard  Thanks for inviting me.
friend about his transport project. How
Interviewer  So you’ve just completed does each person get to school?
your tenth year of travelling. Leah  So have you done your transport
Richard  That’s right. Ten years without project, Jack?
spending more than a week back Jack  Yes, I’ve got all the information
home. Well, my parents’ home. and results.
I’ve never had my own home.
Leah  So any surprises?
Interviewer  And to celebrate your ten
Jack  Not really. Like me, most people
years, you’ve made a list of top things
walk to school.
to do when you travel.
Leah  Me too. What about Olivia? What
Richard  That’s right. And I’m hoping to
does she do?
publish them in a book later this year.
Jack  Well, the most popular type of
Interviewer  Have you ever written
transport is taking the bus. I think 14
a book before?
people take the bus, including Olivia.
Richard  No, I haven’t. This will be my
Leah  What about Rashid? Doesn’t he
first.
come by bus?
Interviewer  How exciting. Now, on
Jack  No, he comes with his mum in her
your website, there are twenty tips
car.
for travelling. We can’t talk about all
of them so can I ask you, what’s your Leah  So how many come by car?
number one tip? Jack Eight.
Richard  Well, that’s difficult. My number Leah  And what about Morris?
one? Hmm. OK. I’m going to say: ‘Get Jack  Well, he actually cycles to school.
off the beaten track’. I mean, try and He likes the exercise.
go to places that other people don’t go
Leah  I see. So what’s the most unusual
to. Of course, it’s great to see all those
type of transport? Does anyone go by
famous places that everyone wants to
scooter?
see. But if you explore a bit further, go
to other places, you’ll discover much Jack  No scooter riders. And the unusual
more interesting things, you know? … ? Definitely, Leslie’s way – by boat.
On my blog I talk about an important Leah  Boat? Really?
difference: the difference between Jack  Yes, boat. She lives on the other
travellers and tourists. A tourist always side of the river so she takes it every
stays on the beaten track. A traveller morning.
likes to leave it. Of course, you might
Leah  Wow, that’s quite a journey.
get lost …

St u d e n t ’s B o o k A u d i o s c r i p t T129
Acknowledgements
The authors and publishers acknowledge the following sources of copyright
material and are grateful for the permissions granted. While every effort has been
made, it has not always been possible to identify the sources of all the material
used, or to trace all copyright holders. If any omissions are brought to our notice,
we will be happy to include the appropriate acknowledgements on reprinting
and in the next update to the digital edition, as applicable.
Key: WL = Welcome; U = Unit.
All third party texts are reused from Think 2e British English Student’s Book 1;
WL–U12: All photographs are reused from Think 2e British English Student’s Book 1.
Cover photography by- PeopleImages/iStock/Getty Images Plus/Getty Images;
Antonio Ferreira Silva/EyeEm/Getty Images.
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