Grade 8 TB

Grade 8
TEACHER’S BOOK
Emma Heyderman
Grade 8
TEACHER’S BOOK
Emma Heyderman
KBK 81.2Angl
UZBEKISTAN EDUCATION FOR EXCELLENCE PROGRAM
74.268.1
English language Grade 8 R 58
UDK 811.111(072)
This customized edition includes original sources owned and licensed by the Cambridge University Press. R 58
This book was published with the support of the United States Agency for International Development's
Central Asia Office under Partnership Agreement 72011519C00004.
Ministry of Public Education, Republic of Uzbekistan 100011, Tashkent, Navoiy Street, 2a.
Uzbekistan Education for Excellence Program team: Flavia Ramos-Mattoussi, Ramin Yazdanpanah, Dina
Vyortkina, Lisa Horvath, Susan Iannuzzi, Oybek Kurbanov, Gulnoz Nadjemidinova, Azima Toyirova.
Textbook reviewers: Nilufar Tillayeva, Ruzikhon Adizova, Gyulsanem Kurbanova.
Ministry of Public Education team: Shakhboz Jurayev, Mamura Yusupova, Lola Petrosova, Bahtiyar
Perdeshov, Doniyor Pulatov, Oksana Gurchina (Review Group Core Team members), Shukhrat
Sattorov, Javlonbek Meliboev (Republican Education Centre), Mukhayyokhon Azamova and Okhunjon
Ibrokhimov (Department for working with Donors and grants).
Design and production: Amici Design.
Cambridge University Press

www.cambridge.org/elt
Cambridge Assessment English
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9781108385947
© Cambridge University Press and UCLES 2015, 2019, 2021
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2015
Second Edition 2019
This Uzbekistan edition published 2021
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-43328-0 Student’s Book
ISBN 978-1-108-38059-1 Student’s Book and Online Workbook
ISBN 978-1-108-38093-5 Workbook with Audio Download
ISBN 978-1-108-38594-7 Teacher’s Book with Downloadable Resource Pack
(Class Audio, Video, Photocopiable Worksheets)
The publishers have no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and do not guarantee that any content on such websites is, or will remain, ISBN 978-9943-7472-7-2
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
the publishers do not guarantee the accuracy of such information thereafter.
Letter from the Ministry of Public Education
Hurmatli o‘qituvchi,
Sizning ingliz tilini chet tili sifatida o‘rgatishdagi muhim rolingiz va globallashgan dunyoda o‘sib-ulgʻayayotgan
O‘zbekiston bolalari va yoshlarining yutuqlariga qo‘shayotgan hissangiz har qachongidan ham yuqori tahsinga
sazovor.
O‘zbekistonda o‘quvchilarga XXI asrda muvaffaqiyat qozonish uchun zarur bo‘lgan ko‘nikma va malakalarni
egallashga imkon beradigan ingliz tilini o‘qitishning yangi bosqichi boshlandi. Shu maqsadda, O‘zbekiston
Respublikasi Xalq ta’limi vazirligi AQSh Xalqaro taraqqiyot agentligining O‘zbekiston barkamollik uchun ta’lim
dasturi bilan hamkorlikda Cambridge University Press tomonidan nashr etilgan bir qator darsliklarni qabul qildi va
moslashtirdi. Ushbu kitoblar ingliz tili va tillarni o‘qitish metodikasi bo‘yicha o‘zbekistonlik va xalqaro ekspertlar
tomonidan sinchkovlik bilan ko‘rib chiqildi va tanlandi. Bundan tashqari, kitoblarning ushbu nashrlari O‘zbekiston
o‘qituvchilari va o‘quvchilari uchun maxsus tayyorlandi.
Umid qilamizki, ushbu darsliklar turkumi siz va sizning o‘quvchilaringizga yoqadi va foydali bo‘ladi!
O’zbekiston Respublikasi Xalq ta’limi vazirligi
www.uzedu.uz
Dear Teacher,
You have an important role teaching English as a foreign language; and more than ever, your contribution to the
success of children and youth in Uzbekistan, who are growing up in a globalized world, is highly valued.
Uzbekistan is embarking on a new phase of English language instruction that will enable students to acquire the
skills and competencies necessary for success in the 21st century. To this end, the Ministry of Public Education of
the Republic of Uzbekistan has collaborated with the USAID-Uzbekistan Education for Excellence Program to adopt
and adapt a series of textbooks published by Cambridge University Press. These books were carefully reviewed
and selected by Uzbek and international experts in English and language-teaching methodology. Furthermore, the
editions of these books have been specially prepared for the teachers and students of Uzbekistan.
We hope that you and your students will find the series enjoyable and useful!
Ministry of Public Education of the Republic of Uzbekistan
www.uzedu.uz
iii
ADAPTING PREPA RE T O YOUR CONTE X T
Dear Teachers
You have an important role teaching English as a foreign language; and more than ever your contribution to the
success of children and youth in Uzbekistan growing up in a globalized world is highly valued. This addendum
(introduction) to the Teacher’s Book has been included to facilitate the adoption and effective use of the international
series of books and supplemental materials in the classroom, independent of what resources you may have at your
disposal.
Uzbekistan is embarking on a new phase of English language instruction that will enable students to acquire the
skills and competencies necessary for success in the 21st century. To this end, the Ministry of Public Education of the
Republic of Uzbekistan has collaborated with the USAID-Uzbekistan Education for Excellence Program to adopt and
adapt a series of textbooks published by Cambridge University Press, representing the best in international publishing
for English as a Foreign Language. These books were carefully reviewed and selected by Uzbek and international
experts in English and language-teaching methodology. Furthermore, the editions of these books have been specially
prepared for the teachers and students of Uzbekistan.
While every effort has been taken to ensure your and your students’ success with these textbooks, it is important
to be methodical and scientific before adopting them for all classrooms throughout the country. Thus, you and
your students have the unique opportunity to participate in research to determine their efficacy, ease of use, and
suitability. Your partnership, professionalism, and feedback in this piloting process will help to refine the use of
textbooks towards supporting the academic and professional goals for Uzbek students.
To assist you, this customized addendum gives specific information and advice for using the textbook in your
classroom. It is important that you read this addendum. It contains the timetable, including the exam schedule, as
well as advice on how to use the resources of this outstanding textbook package effectively. It also contains much
of the information you need day-to-day so that you can adapt this international textbook for your students and
classroom. It is also critical that you read the publisher’s introduction in this Teacher’s Book as it gives a tour of the
unit, which explains how the units are organized. The publisher’s introduction also provides general information
about the course components, including audio, video, tests and assessments, as well as additional details for the
types of projects and special lessons found in the series.
iv
TIMETABLE The timetable shows the pages of the Student’s Book for
each lesson. The corresponding teaching notes are in the
The timetable shows how Prepare Level 2 for grade 8 can main section of this Teacher’s Book. The timetable also
be used in the Uzbek school year. Students will do the first shows the lessons that are review and the lessons that are
half of Prepare Level 2 in grade 7 and the second half of for exams. You can find specific information about lessons
Prepare Level 2 in grade 8. Grade 8 has 102 English lessons. in the table below.
Quarter Date Week Lesson Unit Student’s Book Homework Skills

page Workbook
Page
1 1 1 11 68 48 Speaking (About you)
Vocabulary Reading
Homework: Vocabulary
1 2 11 69 49 Grammar
Homework: Grammar
Vocabulary
1 3 11 70 50 Reading Vocabulary
Homework: Reading
2 4 11 71 51 Pronunciation Listening
Speaking
Homework: Writing
2 5 11 Review U11 Teacher’s Homework: Teacher’s Choice
Choice
2 6 Exam Exam 1 U11
3 7 Feedback
3 8 12 72 52 Speaking (About you)
Vocabulary Reading
3 9 12 73 53 Grammar Pronunciation
Homework: Grammar
Vocabulary
4 10 12 74 54 Vocabulary Reading
Homework: Reading Listening
4 11 12 75 Writing Vocabulary Listening Writing
Homework: Writing
4 12 12 75 55 Writing
Homework: Writing
5 13 Life 76 Projects Homework: Projects
Skills
Skills
5 15 Project
Presentations
6 16 9-11 78 Teacher’s Vocabulary Grammar
Choice Homework: Teacher’s Choice
6 17 9-11 79 Teacher’s Grammar Listening Reading
Choice Speaking
Homework: Teacher’s Choice
v
page Workbook
Page
1 6 18 Exam Exam 2 U12
7 19 Feedback
Vocabulary Reading
Homework: Grammar
Vocabulary
8 22 13 82 58 Reading
Homework: Reading
8 23 13 83 59 Vocabulary Listening
Speaking
Homework: Listening Writing
Choice
9 25 Exam Exam 3 U11-13
9 26 Feedback
Vocabulary Reading
Grammar
2 10 28 14 85 61 Grammar
Homework: Grammar
Vocabulary
10 29 14 86 62 Reading
Homework: Reading
Homework: Writing
11 31 14 87 Teacher’s Writing
Choice
11 33 Exam Exam 4 U14
12 34 Feedback
12 35 Culture 88 Projects Homework: Projects
Vocabulary Reading
Homework: Grammar
Vocabulary
13 39 15 92 Teacher’s Reading
vi
page Workbook
Page
2 14 40 15 93 67 Vocabulary Listening
Speaking
Homework: Writing
Choice
14 42 15 Exam 5 U15
15 43 Feedback
15 44 Project
Presentations
15 45 14 Workbook page Teacher’s Listening Writing
63 Choice Homework: Teacher’s Choice
16 46 15 Workbook page Teacher’s Reading
16 47 Exam Exam 6 U14-15
16 48 Feedback
3 17 49 16 94 68 Speaking (About you)
Vocabulary Reading
17 50 16 95 69 Grammar
Homework: Grammar
Vocabulary
17 51 16 96 70 Reading
Homework: Reading
18 52 16 97 71 Vocabulary Listening Writing
Homework: Writing
18 54 13-16 101 Teacher’s Writing Listening Speaking
19 55 Exam 7 U16
19 56 Feedback
Skills
Skills
20 59 Project
Presentations
Vocabulary Listening
Grammar
Homework: Grammar
Vocabulary
vii
page Workbook
Page
3 21 62 17 104 74 Reading
Homework: Reading
21 63 17 105 75 Vocabulary Listening
Speaking
Homework: Writing
Choice
22 66 Feedback
23 68 18 107 77 Listening Grammar
Pronunciation
Homework: Reading
23 69 18 108 78 Reading
Homework: Reading
24 70 18 109 Writing Reading
Homework: Writing
Homework: Writing
Choice
Homework: Writing
Choice
25 73 Exam Exam 9 U16-18
25 74 Feedback
26 77 Project
Presentations
Grammar
viii
page Workbook
Page
4 27 79 19 113 81 Grammar Pronunciation
Homework: Grammar
Vocabulary
27 80 19 114 82 Reading
Homework: Reading
27 81 19 115 Teacher’s Vocabulary Listening
Choice Speaking
Homework: Teacher’s Choice
Choice
28 84 Feedback
Homework: Grammar
Vocabulary
29 87 20 118 Teacher’s Reading
Homework: Writing
30 89 20 119 87 Writing
Homework: Writing
30 90 20 Review U20
31 92 Feedback
Skills
Skills
32 95 Project
Presentations
32 96 19 Workbook page Teacher’s Listening Writing
33 97 20 Workbook page Teacher’s Reading
33 99 17-20 123 None: Listening Reading Speaking
Teacher’s Homework: Teacher’s Choice
Choice
34 100 Exam Exam 12 U19-20
34 101 Sharing of Projects Homework: Projects
Projects /
Presentations
34 102 Sharing of Projects
Projects /
Presentations
ix
UNIT LESSONS REVIEWS
Students will complete the last ten units of Prepare Level There are review lessons before each exam. Where
2 by the end of grade 8. Unlike the Guess What! series, possible, the review pages from the Student’s Book
the Prepare series does not have the same order of skills are used for these review lessons. However, because
or activities for each unit. Each unit in Prepare Level 2 the Prepare series was not written specifically for the
begins with an About You speaking activity, but the order Uzbekistan academic year, not all review lessons have
of the activities for grammar, vocabulary, and other skills review material from the Student’s Book. For these
is different in each unit. In addition, some activities will lessons, there is no page number. The unit number is
take more time than others to complete. You will need given so that you can choose appropriate material from
to determine how much time will be needed in class to the Cambridge Supplementary Materials, to which you
complete each activity. This will ensure you have enough will be given access.
class time to work on speaking, listening, and project
work. These activities need teacher support and are The Workbook also contains plenty of additional practice
often designed for pair or group work. To get a better in all skills. You may want to use the listening activities
understanding of the activities, review the Student’s Book from the Workbook for review lessons that do not have a
Overview in this Teacher’s Book. corresponding page in the Student’s Book.
As you can see in the timetable, some of the lessons Prepare Level 2 for grade 8 also has an unusual review.
focus on listening. Audio is available in many formats; The first review includes material from Units 9 and
it is important to check with your colleagues to find out 10, which are part of the grade 7 Student’s Book. This
how your school is accessing the audio. If you have any happened because of the printing requirements of the
difficulty using audio in your classroom, you will find the textbook. You can use this opportunity to review key
audio scripts in the Teacher’s Book. vocabulary and grammatical structures from the end of
grade 7.
The last column of the timetable shows the skills focused
on in the lesson. These skills correspond to the activity
headings in the Student’s Book and Workbook. However, ASSESSMENTS
there is often more than one activity for each of these
skills, so it is important to plan your lessons in advance. The first two exams of each quarter focus on material
only from the new unit. The third exam of each quarter
is cumulative. This means it covers material from all the
CULTURE LESSONS units of that quarter.
There are four Culture pages spread throughout the At the end of this addendum, is a sample exam that
year. These lessons give students information about life have been compiled in accordance with the Uzbekistan
in an English-speaking country. They have some new timetable. These exams have been compiled using the
language, but this language is at the same level as the Test Generator for the Prepare series. All teachers using
regular lessons. These lessons also contain projects. Prepare in Uzbekistan have access to this Test Generator.
Project work is an important part of Communicative You can make your own tests using the Test Generator, so
Language Teaching. It gives students the opportunity to it is important that you speak with your colleagues about
work together to complete a task. There are lessons in how your school can access it.
the timetable that give time for students to present their
projects. If you have time, it is important that students The timetable includes a time for feedback after most
present their work to the class. This will help them to exams. You may not have time to provide feedback the
develop speaking and presentation skills. next day. That is fine! You can continue with the new
lessons and give feedback when you are ready. You should
take time to review the exams with students and give
LIFE SKILLS LESSONS additional practice or homework if most of the class had
difficulty with something.
There are four Life Skills pages spread throughout the
year. These lessons give students skills for everyday life
in an English-speaking country. These lessons also have HOMEWORK
projects. Students can present their projects on the days
designated in the timetable for project presentations. The timetable shows the homework from the Workbook
that you can assign. However, if you are not able to
complete all the activities in the Student’s Book page in
x
class, it is important that listening and speaking activities
be done in class. Students can complete activities from
PREPARE LEVEL 2 FOR GRADE 8:
the grammar, vocabulary, reading, and writing sections of BRITISH ENGLISH AND AMERICAN
their Student’s Book at home. ENGLISH SPELLING DIFFERENCES
Some pages in the Student’s Book do not have a
British English American English
corresponding page in the Workbook, so there is a gap. In spelling
the timetable, the homework for these lessons is called
Teacher’s Choice. For homework on these days, you will centimetre centimeter
have to plan what the students will do. You can choose centre center
what you think is best for your students. You can use the chilli chili
Supplementary Materials available with the Prepare series.
colour color
The last column of the timetable shows which skills are favourite favorite
focused on in the homework. These skills correspond to jewellery jewelry
the activity headings in the Workbook. However, there is
kilometre kilometer
often more than one activity for each of these skills, so it is
important to plan students’ homework in advance so that maths math
it is manageable for them. On some days, the homework is metre meter
Projects, which may involve more than one skill.
mum mom
omelette omelet
SUPPLEMENTARY MATERIALS organisation organization
organise organize
There are many supplemental resources for Prepare
Level 2. They are online. All are available to teachers in practise practice
Uzbekistan. To learn more about them, read the section on programme program
the course components in this Teacher’s Book. You should
tonne ton
check with your colleagues to find out how your school is
accessing these online supplementary resources.
CULTURAL CONSIDERATIONS
Prepare was written for an international audience.
Wherever possible, it is important to personalize and
localize the content. This will make the lessons more
interesting and relevant to students. Doing this is more
likely to motivate students, which will help their language
learning.
xi
GLOSSARY PROJECT-BASED LEARNING (PBL)
A project is an extended task, which integrates
language skills through a number of activities towards
CONTENT LANGUAGE INTEGRATED LEARNING (CLIL)
an agreed goal. Activities may include planning, the
This approach to learning English combines subject
gathering of information through reading, listening, and
matter content, such as math and science, with language
interviewing, discussion of the information, problem
learning. Combining content with language instruction
solving, oral or written reporting, and display. Additional
is motivating, interesting, and authentic. Through CLIL,
specifications for PBL use in the classroom include
students are able to use the new language in a practical
using authentic materials, creating a learner-centered
real-world context.
classroom, sequencing tasks to scaffold the final
project, collaborative learning, and students accepting
FEEDBACK responsibility in completing the project both in and
Feedback is helpful information given to students in outside of the classroom.
response to their performance. Providing students with
feedback is an important element of teaching that helps
students learn from their mistakes and improve their
performance.
COMMUNICATIVE LANGUAGE TEACHING (CLT)

This approach to learning English emphasizes
communication and language as the tool for
communicating. Textbooks with a communicative
language approach have many activities that give
opportunities for students to practice and develop their
overall language ability, not just their ability to know
grammar rules or vocabulary definitions. These textbooks
do contain grammar and vocabulary activities, but there
are also many opportunities for students to practice using
this grammar and vocabulary to communicate with each
other, for example, speaking activities and projects.
CUMULATIVE
Cumulative refers to Cumulative Exams. Cumulative
means including everything that was there before.
Therefore, a Cumulative Exam for the quarter includes
material from all the units in that quarter.
FLIPPED CLASSROOM
This instructional strategy aims to increase student
engagement and learning by having students complete
some assignments that can be done independently
at their home before class. This allows for review and
reinforcement of these activities in class, as well as allows
for class time to focus on activities that require greater
teacher support and for learner-centered activities that
are designed for pair and/or group collaboration.
xii
PREPARE SECOND EDITION LE V EL 2
SAMPLE EXAM FROM TEST GENERATOR
EXAM 6: UNITS 14 & 15 ANSWER KEY

1. Match the words and the sentences.
1. __________ Children can have fun here. a. traffic lights

playground
2. __________ Red, yellow and green lights on the road. b. market
traffic lights
3. __________ A place where roads meet and drivers go around. c. roundabout
roundabout
4. __________ People and cars go along these. d.university
streets
5. __________ People buy and sell all kinds of different things here. e. cinema
market
6. __________ Students study here. f. playground
university
7. __________ You can borrow a book here. g. streets
library
8. __________ You can see a film here. h. library
cinema
xiii
2. Choose the right word to complete the 5. Complete the sentences with the verb in
sentences. brackets. Use the past continuous.
1. On Saturday I went to the swimming centre / pool 1. My friends and I weren’t playing (not play) tennis
with my friends. yesterday afternoon.
pool 2. What you were (you) doing (do) at three o’clock last
2. We played basketball at the sports / traffic centre Saturday afternoon?
last night. 3. The students weren’t listening (not listen) to the
sports teacher.
3. There’s a bus / cycle station near the river. 4. We were swimming (swim) in the sea at nine o’clock
bus yesterday evening.
4. The police / post station is near the bank. 5. She was running (run) in the race this time last
Saturday.
police
6. Was he having (have) breakfast at seven o’clock this
morning?
3. Choose the right word to complete the
sentences. 7. My dad wasn’t working (not work) yesterday. He was
1. Mount Teide in Tenerife is 3,718 metres high / wide. on holiday.
high 8. My brother and I were travelling (travel) to France
this time last week.
2. The River Nile runs through Africa and is 6,670 km
high / long. 6. Look at the map. Complete the sentences with
long the prepositions from the list.
3. Lake Baikal is in Siberia, in Russia. It’s 636 km long
and 79 km wide / high.
wide
4. We could go swimming in the lake / island but it isn’t
very warm.
lake
5. Borneo, Taiwan and Sardinia are all islands /
mountains surrounded by sea.
islands
across | outside | near | through | next to | in front of |

4. Complete the sentences with the words from opposite | beside
the list.
1. The café is next to / beside the market.
snow | windy | snowy | foggy | cloudy | rain | sunny | icy
1. I really love going to the beach when it’s sunny and I 2. The hospital is opposite the petrol station.
swim in the sea. 3. The river runs through the town centre.
2. It’s very foggy. I can’t see anything, can you? 4. There are three bridges across the river.
3. When it’s very cold the roads become icy which 5. The sports centre is outside the town centre.
makes it difficult to walk.
6. The bank is next to / beside the museum.
4. It’s very cloudy. Look at that big black one up there.
7. There is a bus stop in front of the post office.
5. It gets very snowy in Canada in the winter and the
mountains look beautiful. 8. The train station is near the post office.
6. It’s a good day to fly a kite because it’s windy today.

7. Let’s go snowboarding. There was a lot of snow last
night and it looks fantastic.
8. I don’t like playing rugby in the rain. I really hate
getting wet.
xiv
CONTENTS
Student’s Book overview xvi
Student’s Book contents xviii
11 Eating out 133
12 The latest technology 141
LIFE SKILLS ICT Literacy: Writing a blog 149
REVIEW 3 153
13 Healthy bodies 157
14 Getting around town 165
CULTURE Scotland 173
15 Mysteries in nature 177
16 Amazing animals 185
LIFE SKILLS Social responsibility: Protecting animals 193
REVIEW 4 197
17 What are you watching? 201
18 Magazines and books 209
CULTURE British TV around the world 217
19 School can be fun! 221
20 Families 229
LIFE SKILLS Emotional skills: Being a good friend 237
REVIEW 5 241
Extra Activities (Student’s Book) 244

Grammar reference and practice answer key 247
Workbook answer key and audioscripts 251
Student’s Book audioscripts 265
xv
WELCOME T
WELCOME T O
O P
P R
REEP
PAARRE
E
STUDENT’S BOOK OVERVIEW Clear grammar presentation and
practice is extended in the There is comprehensive
Grammar reference and practice coverage of pronunciation
Each unit begins with section at the back of the book. in the Student’s Book.
About you, where students can
talk about themselves and
their lives.
12 THE LATEST TECHNOLOGY
1
GRAMMAR Superlative adjectives
Look at the examples of superlative

again and find all the superlatives.
adjectives. Read Did you know … ?
on page 72
ABOUT YOU
UKNOW
DID YOKN
the fastest internet in the world
the most popular games console
OW......??
08 Watch the video, then ask and answer
the questions in pairs. Short adjectives
What technology do you use? Long adjectives
one syllable one syllable ending
How many hours a day do you spend two syllables ending one syllable
online? in e ending in use the most
How often do you chat to your friends in y vowel consonant
online? add -est add -st
The most popular games console change y to -iest double the last letter use the most +
of all time is the PlayStation 2. and add -est adjective
quiet - quietest nice - nicest
dirty - dirtiest big - biggest expensive – the most
VOCABULARY AND READING Having problems falling asleep? Looking at expensive
the screen on
your smartphone, laptop or tablet before bed
Technology is one of the GRAMMAR REFERENCE AND PRACTICE PAGE
worst things you can do. The blue light keeps
you awake. 149
EP Vocabulary sets are informed 1 Match the photos A–L to the words
in the box. 2 Read the rules above and complete
the table with
PRONUNCIATION Stress in superlatives
EP
South Korea has the fastest internet in the
world. That means
comparatives and superlatives.
89 5 Listen and repeat the words. Then
put
them into the correct column of the
by English Vocabulary
e-reader fitness tracker games it’s the best place to watch a movie on your table.
console smartphone! Adjective Comparative
headphones keyboard laptop Superlative
mouse Regular
printer screen smartphone the biggest the cleverest
speaker tablet the friendliest
Profile to ensure they are

IMDb is probably the oldest website on big bigger the biggest the most exciting
The world’s the most expensive
Listen and check. Then repeat. the internet. It began in 1990 and now has famous the nicest
87 earliest mouse more famous the most famous the quickest
information on about 3.5 million movies. the worst
2 In small groups, ask and answer these was made of early
appropriate for the level.

questions.
wood and had thin o0 o0o
1 How many things with screens are o0oo ooo0o
there in your home? two wheels.
2 What are they, and whose are they? beautiful the
You moved it Your keyboard is one of the dirtiest
3 How many printers/speakers/game biggest
s consoles are there? with your hand. things in your home. Clean it often and young
Where are they in your house?
4 Have you got a smartphone? If so, wash your hands before you start typing!
what kind? Irregular Listen again and check.
89
3 Read the facts about technology.

Write K if you knew the
information already, S if the information
good
surprises you Today, almost all of us have a smartphone bad
and W if it worries you. Then compare
your answers with for calling people or sending texts, and even
6 Look at the three mobile phones. In
a partner. the smallest ones are more powerful than the 3 Complete the sentences with the superlative
form them. Use some of the adjectives in
pairs, compare
the box.
4 In pairs, ask and answer the questions. computers used to send Apollo 11 to the moon. of the adjectives.
1 Which of the facts surprises you 1 My dad has the (good) computer in our big/small cheap/expensive
the most? good/bad
2 Which of the facts worries you the house. heavy/light thick/thin
Motivating, topic-based texts

most? The world’s largest and widest screen can show 2 My laptop is the
pictures (light) one you can buy.
up to 12 metres high and 50 metres across! 3 The (popular) website among my A: The High Star’s battery is better than
the Cloud 7’s
A friends is YouTube. battery.
B
specifically chosen to engage

88 4 This smartphone has the B: The Bluebird’s battery is the worst.
(big) screen of
all the ones in the shop. Do you like
C 5 The
it?
(bad) thing about my computer is
E the mouse. It doesn’t work properly.
and inform students. D F 6 My mum’s phone is the

family.
(old) one in our
High Star Bluebird Cloud 7
G
H 4 Correct the mistakes in the sentences. Price
Size
£299 £355 £450
115 x 58 x 9 mm 116 x 61 x 12 mm
1 Football is the famous game in the 135 x 67 x 17 mm
J 2
world. Weight
I L The better time to come to my house
is 5.30.
130 g 142 g 155 g
3 The easier way to travel there is by Easy to use ★★★★
bus. ★★★ ★
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do this job. Camera ★★
5 ★★★★
My room is the bigger in the house. ★★★
01101101111011011100 Battery ★★
010101000110100001101001011100110010000001100
★ ★★★
101011100100010000 100010000 72 UNIT001101100

12 01 7
111011001100101011 100100111010001100 001101100 01 Work with a partner. Go to page 124.
111011001100101011000001111 100100111010001100101011100 110111010 100100000 01100011011
100101011 101000010 001011011 100100000 01100011011
100101011101000010110011001 000001111001011011110111010 001110100 001000000 110000100 10 THE LATEST TECHNOLOGY 73
The history
011110110 111001110 010111001
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011110110111001110110011001001110100 111010001 101111001 00
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VOCABULARY Computers and the internet LISTENING
000001110100011001010111100011010010
OF COMPUTERS
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Look at the article again and find the words in the 91
conversation and look at Question 0. Which is the
000110110010100100 010100100 000011101 10 box. Match them to the definitions.
001000000111011001 111011001101001011 000011101 correct answer: A, B or C? Why are the other two
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Common mistakes relevant
001100100 101001011000110110 EP
00
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machine memory
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digital download
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100111011 001100101 01 save software
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around
111011011 2,700 BCE to today 011100000
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to your students’ level are
110100101 000000110001101101 Andy: Yesterday. My old one broke a month ago,
010001000 000111001101110101 101110101 01110000011 11
1 This has moving parts and helps humans to and last week Dad agreed to buy me this.
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abacus
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identified in the grammar

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00
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11 2 Listen to the whole conversation. For each
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from modern computers,000010110
they are very different101001011 11 4 You do this to make sure the computer keeps 91
question, choose the correct answer.
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activities marked with the
100001000 In 1900, a group of people diving near but the idea is the same – to answer difficult maths 10your work.
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a human can.
001101110
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Greek island of Antikythera found this questions much more quickly than
111011101 01015 This describes cameras, computers and clocks
A a website. B a shop. C a friend.
For many years, no
machine on the sea floor.111001100
011100100 111001100 101110001
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100101101 111011101 that record information as 0s or 1s.
001100101 011100100 2 How much did it cost?
Cambridge Learner Corpus icon.

001100101one understood what it was or how it worked. 000110111 10106 This means to copy information from the
now say it was 100101011
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001000000110111001
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0101
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3 What does Andy want to buy for the computer?
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010000001 110100011
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001010111100001110
110100011001010111
110100011 100001110100001000 A do homework. B chat to friends.
111010000
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10 Match the verbs to the nouns. Then make
101000110 100001100101001000
101000110100001100 101001000000101010 000101010and 1815–1852
001100101
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EP
sentences.
01
C play games.
5 What does Andy like most about the computer?
000001100 110011010010110010
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101101100011001000 010000001 A the keyboard B the screen C the speakers
Charles Babbage and Ada Lovelace 00000011000 00 friends
000010000001110100
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110010101 101110001000000110 chat buy
110011001 The modern computer was Charles Babbage’s idea. The 10 clothes In pairs, compare your answers. Then listen again
011000110010000001 010000001 he wanted to build, 011100010
101111011
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called 000001110
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a ‘difference engine’, 10download games 91
and check your answers.
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the parts that a modern11101110100 the internet
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00
00 go
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101111011 011100111 011001100
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programmer. She had the idea 010110111 of
for ‘software’ – a way 001100001 01 01 visit videos WRITING
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Alan Turing wasn’t well 011110010
known when he was 000001000
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the most famous 001011101010110111 101110100 001110110 01
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scientists of the 20th century. His ideas on
101100101 011101000 010000001
90
11 11I often chat online with my cousins.
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111001000 000110011
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000000111 worked on the first digital computer – it was
010010000 001100010011010010110111001100001011 3 10 Read the survey. Choose three or four questions
and write two more of your own. Walk around the
GET READY Read the email from your friend
010001101000011001
called Colossus, weighed 30 tonnes, and
READING Morgan. Why did Morgan write the email?
was as big as a large living
010011110010010000
room.
001100011 01101111011001000110010100100000011011 class asking your questions.
10010001000000111010
110110011000100000011110010110111101110101011 1 Do My laptop broke yesterday, and I need to
The stages in Prepare

you know the names of any early
the article once and 11101110101
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001100101011110000 the 1950s 101110001000000101
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computers? Read
check your ideas.
000001100 00101101100011100110 COMPUTER SURVEY computer. When did you get it? How much
110001101 100001011 011100010 did it cost? What’s the best thing about it?
to Write help students

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101000111100101110 2 Complete the sentences
000011001 010010000 with one or two
00110000100 What sort of things do you download from Best wishes,
110111100100000011
From the 1950s, computers got smaller,
words from the article.
100101101 110011000010111001 00111100100100000011 the internet?
1 Some children use an abacus to learn
Morgan
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faster and cheaper. Today, the smallest
prepare, plan, produce

you know how to stop a virus from
mobile phones have more memory than the
100011001010010000 001101001 how to do 011011100
. 01000000111 Do getting onto your computer? PLAN Think of an answer to each of Morgan’s
000110110111101100
biggest early computers. And computers are 2 Charles Babbage’s computer had
010010000
However, they 001000010011010010 110111001
several different . 10000101110 How much memory has your phone got? questions.
010001101000011001
getting better all the time.
are not perfect. One of the worst problems
010011110010010000 001100110011010010110010101
is computer viruses. You can lose a lot of
information when one gets on your machine.
011001000 010000001110100011
3 The first person
was .
to program a computer
101100011
4 Colossus was 010000110
as big as a .
00100001000 Is it enough?forget to save your work?
Do you ever
01010110111 How often do you chat to friends online?
WRITE Write an email to Morgan with answers to all
his questions. Begin your email with Hi Morgan, or
Dear Morgan, and end it with See you soon. or Best
and improve their own
000110000101101110
written texts.
Be careful about what you download from 5 Modern are small but can do 11101101110 wishes, and your name. Write 25 words or more.
110110001 101001011 000110010 000001101
000100000011000110
the internet. more than the biggest computers of
10 IMPROVE In pairs, read your email and your
110011100 010111010
001000000111010001101000011001010010000000100 the past. partner’s. Check that all three questions have an
100111011001100101 4 01 Write some sentences about what you found out. answer. Give your partner two ideas to make their
110111101110100001110110100001101101111011011 Everybody downloads music and half the class email better. Use your partner’s advice and rewrite
TALKING POINTS 00101010001100101011
110010011101000010000001110100011011110010000 Computers can now do a lot of clever 01110110010
downloads games from the internet. your email.
011101000 Four people sometimes forget to save their work.
110000111010000100110011100010111010101101111 things. But are they more intelligent
10Most people chat to friends online every day.
75
us? Why / 111010000
Why not? 100000011 THE LATEST TECHNOLOGY
000001110100011011110010000001100111011001010
than
000110010 100100000 011101000 110010101 11100001110100001000

10001101074 UNIT 12 00
101111011 101010111 001000100
000110111101100110001000000111100101
10010010000001100011
001100010011010010110111001100001011100100111
01101111011001000110010100101110
All reading texts are
Talking points provides opportunities
recorded, giving the
to personalise language and
option to listen and
encourage students to say what they
read or listen and
think about the topic in the unit.
check answers where
appropriate.
Video interviews show real teens giving
their opinion on the topic of the unit. Each
video comes with a worksheet containing
comprehension and discussion questions.
xvi
The Paralympic Gam
es 22
In the videos that
CULTURE
FACTFILE
The Internation
al Paralympic
.paralympic.org
Committee
) tells us
are found at
the end of each
website (www
these facts: Listen to an interview with Martha
ympic Games:
1960. They 5 Dirksen about a Paralympic sport.
What
First official Paral
23
was a
, Italy and there sport does she do?
Culture lesson,
were held in Rome closing ceremony.
THE PARALYMPIC
and
special opening
ber of sport s: Around 25
Num
students can
two years. There
GAMES
Celebrated: Every Games.
es and winter
are summer Gam
1 In pairs, discuss the questions with

your partner.
do you do?
Sitting Volley ball
Wheelchair
basketball
Wheelchair
watch interesting
1 Do you like doing sports? What sports
documentaries
tennis
What sports do
2 Do you like watching sports on TV?
1
WR You play this sport on an indoor
There is a Culture
you watch?
Games and the
3 Do you usually watch the Olympic court. Players are in wheelchairs
. They
Paralympic about the culture

one
Paralympic Games? need a ball. They pass the ball from Wheelchair
SPORTS
them to the person to another. rugby
or Life Skills lesson 2 Read the text in boxes (1–6) and match
A culture or life skills lesson

volleyball) or
sports in the photos. Write SV (sitting
topics. Each
2
WR (wheelchair rugby). Listen again and answer the questions.
You play this sport on a court 6
after every two
the table. 23
3 Read the texts again and complete inside. Players sit on the floor. They
need 1 How old is Martha?
Sitting
volleyball
Wheelchair
rugby
The Paralympic Games take place
after every two units a net and a ball. Teams need to hit
over the net in three turns using
the ball
their arms.
2
3
Where is the court?
What does she want to be in one day?
video comes
units.
4 What has her sports hero got?
every two years. There are winter
encourages students to learn
2
Where is David Wagner from?
1
Where do you play? 5
with a worksheet
3
Does Martha play tennis on Tuesdays?
What do they need? a ball and a wheelchairs
Games and summer Games. Each team has six players on the
court. 6
and a 4 s 7 Does Martha rest at weekends?
The Culture Athletes with physical disabilitie

3
the net.
Each team is on a different side of
about the culture of English

6
from different countries compete

for students to
5
How many players
are there on a team?
for gold, silver and bronze medals.
lessons highlight speaking countries and 4

7 8
How many players There are 12 players on a team,
lot
from each team are The Paralympic Games have a
complete as they
the court
but there are only four players on
PROJECT
lot
on the court?
of different competitions for a for each team at one time. For a
goal, the
interesting aspects
team’s An interview
Find the words highlighted in the
text and choose the of different sports. There are 22 team carries the ball over the opposite
4
develop important skills for
the line.
line and two wheels need to cross
watch.
correct meanings, a or b. sports in the summer Games and
five sports in the winter Games. Imagine you work for a radio station.
of culture in their every5

1 medal The net is lower than in the to ask
day lives.
a a type of ball In pairs, write interview questions
Here’s a description of two Olympic version. In the Olympic version,
b a prize in a sports competition a Paralympic athlete.
2 wheelchair popular sports played in the the players stand.
English-speaking
can’t walk • Find out:
a something people use when they
Paralympic Games. • Their name.
b something people use to stand on
6
The indoor court is smaller than
in • What sport they do.
3 court
same size • Where they are from.
countries.
a a place with seats the game played outside. It is the
• How many medals they have.
b an indoor or outdoor area for games as a basketball court. The goal lines
are at
• Write three questions you can ask
4 player the far ends of the court.
We will provide this image later as the athlete.
a a person in a wheelchair
permission is going on for this one. • Find information on a Paralympic
b a person playing a game or sport
athlete. Answer the questions.
5 goal line
TALKING POINTS • Tell the class what you found out.
a a line you pass to get points
b the number of players on a team volleyball or
Which sport do you like best – sitting
wheelchair rugby. Why?
THE PARALYMPIC GAMES 23

Wheelchair rugby 01 NOW WATCH THE CULTURE VIDEO
22 CULTURE
LIFE SKILLS EMOTIONAL SKILLS

A
BEING A 149 5 Listen to Karl talking to Martha. What

does Martha do?
GOOD FRIEND
a She tells Karl her problems.
Life Skills lessons b She listens to Karl and tries to help

c She calls Alex.
him.
6
help students
Listen again and answer the questions.
LIFE SKILLS
149
1 How do you know where Karl and Martha

Being a good friend are?
2 Why is Karl feeling sad?
develop important
A good friend 3 What did Karl do immediately after the
argument?
• understands your feelings 4 According to Martha, what do good
2
friends do?
• says sorry when they are wrong 5 Does Martha think Karl should call
Alex that day?
• understands you and knows when 6 When does Martha tell Karl to send
skills for their

a message?
you have a problem Good friends usually share interests
and like
doing the same things. They have fun
together TALKING POINTS
1
but they help each other in difficult
everyday lives.
times, Who do you talk to when you need
1 help and
Projects in the
Read the sentences and answer the too. For example, when someone gets support? A friend? A family member?
a bad A teacher?
questions. mark in an exam, does not get on the
Friends are an important part of our football
lives. It’s team or feels sad or alone, a good friend
It is better to have a few good sometimes difficult to make friends tries
7
Culture and
and it’s to understand the situation and offers Now listen again and match the two
friends than a lot of friends. not always easy to keep them. To have help. 149 halves of the
close sentences.
friends, it’s essential to be a good friend. Your friend is sad and you don’t know
what
To know how someone else to do. Maybe you can call them, visit
Life Skills lessons

The big question is what can you do them or
feels, put yourself in their shoes.
a good friend and keep your friends?
to be
make them a card. When a friend is
worried
USEFUL LANGUAGE
1 What do you think the sentences about an exam, you can help them 1 Why don’t you … a wait until tomorrow.
mean? study. If
2 Do you agree with the sentences? your friend doesn’t get on the football 2 I think you should … b worry.
encourage
Why? / team, 3 You shouldn’t …
Why not? you can practise together after school. c to wait.
3 Which sentence do you prefer? Why? 4 It’s a good idea … d send him a message?
Remember, a good friend listens carefully
and
2
students to work
Choose two qualities that you think gives advice when possible. So, listening
are important in good friends. In pairs, to
people and putting yourself in their
shoes
PROJECT
compare your ideas.
helps make, and keep, friends.
together to create
A helpful
They listen carefully poster
They make me feel good

3 In small groups, choose problem A
or B below.
something fun
148 Talk together and think of some advice
and
They are there for me write ideas in your notebook. Use
expressions
B It’s important to have friends to help
when I have problem you, but from Exercise 7.
it’s also necessary to know how to be
and expand their

alone • Draw a picture of the situation you
They help me do my best and to be sure of yourself. Don’t forget, chose.
the • Make a poster with your advice and
They give me their opinion 4 Complete the sentences with highlighted
words from the text.
longest friendship in your life is with
yourself! • Present your poster to another group
a picture.
or to the
learning.
class.
They trust me
1 It’s to be a good friend to have friends.
A
2 It’s not always easy to make and I have no idea what to do. My best
keep C
friends. friend always says bad things about
3 Read the text quickly. Match sections
to photos A–C. Are you a good friend?
1–3 3 Maybe your friend is worried about
a bad our friend Jack when he isn’t with
us.
in an exam. What should I do?
4 Good friends give and they tell you the
best thing to do in a difficult situation.
B
5 It is sometimes important to be My friend Anna is very sad these
days.
so you
can know yourself. She spends her weekends alone
and
6 Remember that the longest doesn’t want to go out. I’m worried
you have is
120 LIFE SKILLS with yourself. about her. How can I help her?
BEING A GOOD FRIEND 121
REVIEW 5 UNITS 17–20

LISTENING
SPEAKING
VOCABULARY GRAMMAR
about a 1 Put the words in order to make questions.
1 Listen to a boy called Owen talking / do / what /
Read the rules about entering the
talent show. picture of his family. Listen and write
the correct 1 kind / programmes / TV / like / you
1
150
words.
1 Write a word to link each group of Complete Emma’s email to Lauren
with the words and letter beside each name. of / ?
/ you / ?
2 magazines/ like / do / which / reading
Complete the words for the groups. phrases in the box.
Review pages
Colin / do / school / ?
cousin nephew niece Nora 3 activities / do / after / what / you
0 aunt Lily at / you /
don’t have to have to x3 Abby 4 which / home / live / members /
fam i l y can can’t Rob Liam
family / with / ?
fail teach Max
after every four

1 study pass Grace Take
o Ryan In pairs, ask and answer the questions.
s
turns to speak.
music friends fun H
2 dance school trip
2 Here are some pictures of different
units give further

d o B Say
C E G activities. Do you like these activities?
photographs I with
3 headline F why or why not. Talk about the activities
articles advertisement Rules for entering D your partner.
practice of
m zi e A
AGE: 14 or over
remote control
4 channel
GROUPS: possible but only up
to five people
the news programme
PRICE TO ENTER: £10 per person
language and skills.

t e i n
J
5 winner performer prize
talent show
n Just fill in the form on our website!
c p
Pay by 31 July.
2 Put the words in order to make questions.
Which person is Owen?
Then complete the answers with adverbs.
1 can / dance / well / you / ? Reply Forward
No, I dance . To: Lauren
2 easily / you / new / do / things /

learn / ? From: Emma
Date: 2 May
READING
No, I have to work very .
/ at /
3 always / you / school / speak / do For each question, write the correct
answer in
quietly / ? I’ve got some information about
the talent
be 14 or over to enter.
1 each gap. Write ONE word in each
gap.
No, sometimes I speak . show. You 1
We 2 enter as a group, but the group
in
3 Complete the sentences with the words have more than five people in it.
If we
3 In pairs, ask and answer these questions.
3
Dear Daisy
the box. want to enter, we
4 pay £10 each, and
I’m 0 having a great time on my Take turns to speak.
we 5 fill in a form on the website. We school trip here in Spain. I’ve made
fan of Do you think …
album cartoons 6 pay yet; we can wait until the end 1
new friend. She’s staying
reviews star the final do it? going to museums is boring?
July. What do you think? Shall we in 2 same activity centre
as me. 3 name is Natalya visiting theme parks is expensive?
1 The film got good in the and she comes 4 Russia. going camping is fun?
newspapers. the sentences. She’s a year older 5 me. visiting a castle is interesting?
. His 2 Choose the correct words to complete going on a nature walk is exciting?
2 I love Ed Sheeran’s first Yesterday morning, we went to visit a
music’s really good. 1 He drives very good / well. museum. There were lots 6 like best?
on TV / well. Which school trip activities do you
3 My little brother watches 2 The weather there was very good very interesting things there.
at 7 pm? turns
when he gets home from school. 3 Shall / Can you come to my house See you soon.
4 In pairs, talk about school trips. Take
4 It’s of the talent show tonight. to speak.
Correct the mistakes in the sentences.
Then we’ll know the name of the winner!
5 My favourite film is Jennifer 4 Why not to see a film? Which is more fun, learning in a
clothes and your
Lawrence. 5 You don’t bring anything except your classroom or learning on a school trip?
6 I’m a big of rock music. I love it! money.
6 Why not trying phoning her later. What school trips would you like
s for the magazine.
7 Lets choose some more photograph to do in the future?
UNITS 17–20 123
122 REVIEW 5
xvii
UNIT VOCABULARY GRAMMAR READING
11 EATING OUT Food (1) as … as Menus
page 68 Food (2) Comparative adjectives Street food around the world
/ʌ/ and /ɒ/
12 THE LATEST Technology Superlative adjectives Did you know …?

TECHNOLOGY Computers and the Stress in superlatives The history of computers
page 72 internet
Life Skills ICT literacy: Writing a blog page 76
Review 3 Units 9–12 page 78
13 HEALTHY BODIES Illness should/shouldn’t What is so great about

page 80 Health Silent consonants running?
14 GETTING AROUND Places in town Prepositions A description of a town

TOWN Compound nouns A trip to Edinburgh
page 84 Compound nouns
Culture Scotland page 88
15 MYSTERIES IN Geographical features Past continuous Is the story real?

NATURE The weather Rising and falling Loch Ness
page 90 intonation
16 AMAZING ANIMALS Animals Past simple and past Bear to the rescue
page 94 Phrasal verbs continuous Our animal friends
/uː/ and /ʊ/
Life Skills Social responsibility: Protecting animals page 98
17 WHAT ARE YOU Television Future with going to Talent shows

WATCHING? Entertainment Going to
page 102
18 MAGAZINES AND Magazines Making suggestions Read and Review

BOOKS as, because, so and when Intonation
page 106
Culture British TV around the world page 110
19 SCHOOL CAN BE Trip activities have to / don’t have to The flipped classroom –
FUN! School collocations have to / has to what’s it all about?
page 112
20 FAMILIES Family Adverbs of manner What’s it like to grow up in

page 116 Adverbs of degree The letter i a big family?
Life Skills Emotional skills: Being a good friend page 120
Extra activities page 124
Vocabulary list page 127
Grammar reference and practice page 137
List of irregular verbs page 158

Key to symbols:
Pronunciation Video
xviii
LISTENING SPEAKING WRITING VIDEO
A conversation about a street Ordering food Street foods
food festival
A conversation about a new An email to a friend Technology

computer
Conversations about health Giving advice Health problems

problems
A conversation about a race
A conversation about a visit to An article about a city

Edinburgh
A view of Scotland
A story about looking for the A story about a strange

Loch Ness monster animal
An interview about looking A story Animals

after pets
A conversation about watching Talking about TV

a football match programmes
A conversation about a talent
show
A conversation about a school A review of a film, play Books we like

magazine or book
A review of a film
The world of British TV
A talk about a school trip Giving a presentation School life

A description of a boarding about your perfect
school school
A talk about a family tree A description of your

Descriptions of families family
xix
11 EATING OUT
ABOUT YOU
How often do you eat out?
Which do you prefer – restaurant food
VOCABULARY AND READING or home-cooked food?
What is ‘fast food’? Do you ever eat it?
Food
1 Look at the restaurant advertisements. Match the things in the photos A–M to the words in the box.
EP
burger chicken legs cola cream fresh vegetables grapes lemonade mineral water
pasta with tomato sauce mushroom salad soft drinks strawberry
Pizza EASY
Fantastic party room We play all your
favourite music
– 30 people BURGERS videos while you eat!
A PA L A C E
Come and have your party here in our
party room – space for 30 people! PARTY MENU PRICE £13.00
PER PERSON
Party Menu Main course DESSERT

PIZZA S Chicken legs Fruit salad
Cheese and tomato, Mushroom and cream
or PRICE G Fresh vegetables
or salad Cheesecake
PA STA £10.00
per person Burger
with tomato sauce
Rice or chips I
DES S ERT
H DRINKS
C Ice cream, (vanilla, chocolate
or strawberry) – eat as E Fruit juice
much you want! K or lemonade
M
B D Mineral water
S O FT DR IN KS L
Orangeade, J
lemonade, cola
Our parties are ORDER OUR
Call us six months before your F very popular – CHEF’S AMAZING
party to book – we are very popular!
book six months
BIRTHDAY CAKE.
Birthday cake available. before your birthday.
2 Complete the phrases with one or two food words from the
food in the menus in Exercise 1.
4 Read the advertisements again. Are the
sentences right (✓) or wrong (✗)?
a bowl of a piece of 1 The party room at Pizza Palace is smaller
a glass of a slice of than the one at Easy Burgers.
a bottle of a plate of 2 You can watch something while you eat at
Easy Burgers.
3 Look at the menus in Exercise 1 again. In pairs, say which
foods you like and don’t like. Then say what you'd like to eat
3 The food at Easy Burgers looks healthier.
4 Pizza Palace is more expensive than Easy
or drink right now! Burgers.
5 The menu at Easy Burgers is longer than
I like salad. Me too. the one at Pizza Palace.
6 Easy Burgers and Pizza Palace are both
I want to eat a bowl of fruit salad now. popular.
68 UNIT 11
132 UNIT 11
11 EATING OUT
Answers
Unit Overview
A mushroom B pasta with tomato sauce C strawberry
TOPIC Food and drink, restaurants and street food D cream E soft drinks F cola G chicken legs H burger
VOCABULARY Food (1) I grapes J fresh vegetables K salad L mineral water
AND READING Menus M lemonade
GRAMMAR as … as; Comparative adjectives
2 Encourage the students to do this exercise in pairs
READING Street food around the world
leaving out the words they don’t know. Point out they
VOCABULARY Food (2)
can use the words in both the box and also in the
PRONUNICATION /ʌ/ and /ɒ/ advertisements. Then, go over the answers as a class and
LISTENING A conversation about a street food festival encourage a volunteer to come to the board and draw a
SPEAKING Ordering food picture of each recipient (a bowl, a glass, etc.).
Answers
Resources a bowl of ice cream/rice/salad/pasta/fruit salad
a glass of (mineral) water/cola/juice/lemonade/soft drink
GRAMMAR REFERENCE AND PRACTICE: SB page 148; TB page 248 a bottle of (mineral) water/cola/juice/lemonade/soft drink
WORKBOOK: pages 48–51 a piece of cake/cheesecake/pizza
VIDEO AND VIDEO WORKSHEET: Street foods a slice of cake/cheesecake/pizza
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 11; a plate of chips/pasta with tomato sauce/chicken legs
Vocabulary worksheet Unit 11 3 Ask the students to read the example first and use it
TEST GENERATOR: Unit test 11 as a model for their own conversation. With a stronger
class, brainstorm a list of appropriate questions onto the
board, e.g. What’s your favourite food? What’s your least
WARMER favourite? Which food do you like on the menu? Which food
Write food and drink on the board and play the alphabet don’t you like? Are you hungry now? Do you want to eat or
game. Challenge the class to think of a type of food or drink anything on the menus right now? Then, encourage
drink for as many letters of the alphabet as they can. them to take turns to ask and answer these questions.
Answers
ABOUT YOU Students’ own answers
Pre-teach eat out: have the class look at the photos
and text titles in this unit and ask ‘Are the people in this 4 Pre-teach healthy by asking the students to say which
unit eating at home?’ (no) ‘Where are they eating?’ (in of the food and drink in Exercise 1 is healthy and which
restaurants or at a food market; they’re eating out). Point is less healthy. Explain that popular means that a lot of
out that eating out is eating in a restaurant, a café or at a people like it.
stall and not eating outside. If necessary, also pre-teach Ask the students to read the sentences first and then
fast food by asking ‘What do we call the food in places like look for the answers in the advertisements. Encourage
McDonalds, Burger King, [fast food places in the students’ stronger students to correct the wrong sentences.
country], etc.?’ (fast food) Then, ask the students to take
Answers
turns to ask and answer the questions in pairs.
1  (The party rooms are the same size – they both hold
thirty people.) 2  (We play all your favourite music videos
VOCABULARY AND READING while you eat.) 3  (There are fresh vegetables, salad, fruit
salad and fruit juice.) 4  (Pizza Palace is cheaper than Easy
Food Burgers.) 5  (There is more variety.) 6 
1 Ask the students to look at the photos first and try to
name as much of the food as possible before they look at
the words. As the students repeat the words, check that
they pronounce the following correctly: chicken /ˈtʃɪk.ɪn/
(kitchen /ˈkɪtʃ.ən/ is where we cook), vegetable
/ˈvedʒ.tə.bəl/ (with three syllables), tomato /təˈmɑː.təʊ/
(the a is pronounced /ɑː/ in British English), and
strawberry /ˈstrɔː.br.i/ (the e is often silent). Check
students understand the meaning of main course and
dessert (/dɪˈzɜːt/) by asking for examples of each one. If
time allows, ask the students to divide a page in their
notebook into a menu, using the headings Main course
and Dessert and Drinks. Ask them to add the words in the
box to their menu.
EATING OUT 133

Answers
GRAMMAR as … as
short adjectives long
1 First, ask the students to look at the photo and say what adjectives
the girl, Nicky, is thinking about. Ask them to read what one one two one use more +
she says and say if they agree or disagree with her. Then, syllable syllable syllables syllable adjective
ask them to find and, if appropriate, underline as … as in ending ending ending
the speech bubbles. Elicit what word Nicky uses between in e in y in vowel
as … as (an adjective). consonant
short – nice – healthy – big – expensive –
Answers
shorter nicer healthier bigger more
1 the same 2 different colder larger busier fatter expensive
harder later dirtier hotter more
2 Point out that the students need to write two sentences longer funnier thinner beautiful
about each pair of things, one using the first adjective newer more exciting
and the other using the second. (Cristiano Ronaldo and taller more popular
Marcus Rashford are both professional footballers.)
MIXED ABILITY GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 248
Encourage stronger students to work at their own pace.
When they have finished, ask the students to write 4 Point out that there is one mistake with the comparative
some more sentences using (not) as … as and the two form of the adjective or as … as in each sentence.
advertisements, e.g. Pizza Palace is as big as Easy Burgers Answers
(there’s space for 30 guests in each), Pizza Palace isn’t as
1 The tickets for adults cost £25, but the tickets for students
healthy as Easy Burgers. With the weaker students, write are cheaper.
the following on the board and encourage them to make 2 The concert is very big and has lots of famous singers.
(not) as … as sentences as a class before they write some 3 This bag is not as big as my last one.
sentences for themselves. If necessary, point out that 4 It’s cold here so bring some warm clothes.
maths is a singular noun. 5 I was luckier than my friends.
6 My drink was not as expensive as yours.
Oranges healthy/sweet lemons.
Trains comfortable/slow buses. 5 As a class, brainstorm some things for each category first
Maths is / are easy/interesting English. and encourage the students to choose two for each and
as write them down. Then, ask the students to write some
Cats (not) as friendly/noisy dogs.
My country hot/big the UK. comparative sentences. Encourage them to check that
they have spelled the comparative form correctly by
Ronaldo young/famous Marcus Rashford.
looking at the table in their notebook (see Exercise 3). In
groups they check each other’s sentences.
Answers
Students’ own answers
FAST FINISHERS
For this exercise fast finishers work together in a group.
Comparative adjectives When they have checked each other’s sentences, they
choose three or four of their sentences and discuss
3 Write the following on the board and ask the students whether they agree or disagree with each one.
to complete the sentences with Pizza Palace or Easy
Burgers:
Answers
is cheaper than . Students’ own answers
(Pizza Palace; Easy Burgers)
is more expensive than . GRAMMAR WORKSHEET UNIT 11
(Easy Burgers; Pizza Palace)
Ask the class to say which words compare one thing COOLER
with another (cheaper than and more expensive than).
Put the students into small groups. Tell them that they
Point out that these are examples of comparative
are going to organise an end of term party for the class
adjectives and ask the class to say how we form these
and that some of them want to go to Pizza Palace and
(short adjective + er + than or more + long adjective +
the others want to go to Easy Burgers. Encourage them
than). If appropriate, ask the students to underline all
to have a discussion using comparative sentences where
the examples of comparative adjectives in Vocabulary
possible. Begin as a class, e.g.:
and Reading Exercise 4 page 68. Check that the students
understand the meaning of the adjectives in the box Teacher: I think we should go to Easy Burger because it is
by asking them to give you a sentence with each of healthier.
them, e.g. I can’t go out because I’m busy. I’ve got a lot Student: I disagree because Pizza Palace is cheaper and
of homework. Then, ask them to copy the table into we don’t have a lot of money.
their notebooks and write the adjectives and their Teacher: Yes, but the menu is longer and …
comparatives in the correct column.
134 UNIT 11
GRAMMAR as … as
1 Read what Nicky thinks and complete the sentences

with the same or different.
Pizza Palace is
as popular as
Easy Burgers.
1 We use as … as to say that two things are . The birthday cake

2 We use not as … as to say that two things are . at Pizza Palace isn’t
as good as the one
at Easy Burgers.
2 Compare the pairs of things using as … as or not as … as.
0 oranges … lemons healthy / sweet
Oranges are as healthy as lemons. /
Lemons are not as sweet as oranges.
1 trains … buses comfortable / slow Pizza Palace
2 maths … English easy / interesting isn’t as
3 cats … dogs friendly / noisy expensive as
4 your country … the UK hot / big Easy Burgers.
5 Cristiano Ronaldo (born 1985) … young / famous
Marcus Rashford (born 1997)
Comparative adjectives
3 Read the rules. Write the comparative forms of the adjectives in the box and then complete the table.
beautiful busy cold dirty exciting fat funny hard hot large late
long new popular tall thin
Short adjectives Long adjectives

one syllable one syllable ending in e two syllables ending in y one syllable ending
in vowel consonant
add -er add -r change y to -ier double the last letter use more + adjective
and add -er
short – shorter nice – nicer healthy – healthier big – bigger expensive – more
expensive
GRAMMAR REFERENCE AND PRACTICE PAGE 148

5 Think of two different things for each category.
4 Correct the mistakes in the sentences. 1

2
sports football, tennis
foods
1 The tickets for adults cost £25, but the tickets for
3 ways of travelling
students are more cheaper.
4 jobs
2 The concert is very bigger and has lots of famous
5 things you wear
singers.
6 restaurants you go to
3 This bag is not big as my last one.
4 It’s cold here so bring some warmer clothes. In pairs, write sentences to compare the two
5 I was more luckier than my friends. things. Use adjectives from Exercise 3 and any
6 My drink was not expensive as yours. other adjectives you know. Work in groups and
check each other’s sentences.
Football is more exciting than tennis. Tennis is
harder to learn than football.
EATING ouT 69
EATING OUT 135

READING
1 Look at the title of the article and the photos. Where do you
think the food in the photos comes from? Read the article
quickly and compare your ideas with your partner’s.
STR E E T F O O D 1 In lots of countries around the

world street food is very popular. In India,
you can get different kinds of curry made with meat
FOOD
AROUND or with vegetables and lots of chilli. On the streets
of Thailand, you can get fish soup, omelettes, rice or
THE WORLD noodles and grilled meat. For dessert, you can have
fried bananas, fresh fruit pancakes or Thai sweets.
Mexico is famous for its wonderful tacos served with
salsa made of green onions, cucumber and tomatoes.
In Germany and Denmark, you can have meat served
with bread and fried onions, and in France they serve
lovely pancakes called crêpes. At the seaside in many
countries, people eat chips, ice cream or seafood.
2 In many ways, street food is better than

restaurant food. It’s much cheaper, and you know
it’s fresh because you watch the chef prepare and cook
it in front of you. It’s also more fun to eat – you can
use your hands and not worry about what the waiter
thinks of you! People often buy and eat food outside
at music festivals and at sports events like football
matches. There are also street food festivals in many
cities. People can try new food from around the world
at these festivals.
2 Read the article again and answer the questions. 82
1 Which countries are famous for street food? What

kind of street food do they have?
2 What three things does the writer like about street food? TALKING POINTS
3 At what sort of events do people eat street food? 07 Watch the video. Ask and
4 What happens at street food festivals? answer the questions with a partner.
3 Do you agree with the writer that street food is better than
restaurant food? Why / Why not?
Would you like to try any of the street
food in the photos? Why / Why not?
Which street foods do you have in
your country?
What’s your favourite street food?
VOCABULARY Food
1 Match the photos A–J to the words in paragraph 1 in the

article.
EP
A B C D E
F G H I J
70 UNIT 11
136 UNIT 11
READING TALKING POINTS
After the students have completed the video activities,
07 encourage them to take turns to ask and answer the
WARMER questions in pairs. Point out that things like ice cream
Play the dice game. Write the following on the board: stalls, hot dogs and ‘churros’ (fried dough sold in Spain)
1 football 1 interesting are also examples of street food.
2 pizza 2 enjoyable
MIXED ABILITY
3 dog 3 popular
With a mixed ability class, pair up stronger students with
4 English 4 easy weaker ones. Encourage the weaker ones to read out
5 buses 5 expensive the questions and allow them to give shorter answers.
6 trainers 6 exciting Encourage stronger students to give fuller answers.
Shake a dice (use a real dice or find an online dice
program); this number gives you the noun (e.g. a 3 is
dog) and then shake the dice again and this gives you VOCABULARY Food
an adjective (e.g. a 2 is enjoyable). The aim is to make a
comparative sentence with these two words which makes 1 Ask the students to look at the food in the photos and try
sense, e.g. Being with my dog is more enjoyable than doing to name it before they match them to the words in blue
homework. Do a couple of examples as a class. Then, in the text. Check that the students can pronounce these
organise the students into groups to play. If you don’t words correctly by asking them to listen and repeat.
have enough dice for each group, ask the students to
Answers
write the numbers 1–6 on small pieces of paper and the
player takes a piece of paper twice from the pile. A noodles B chilli C fried onions D omelette E seafood
F pancakes G sweets H grilled meat I curry J chips
1 If necessary, pre-teach street food by asking the students

to look at the photos first and say what they think it is VOCABULARY WORKSHEET UNIT 11
(food you buy from stalls in the street and then eat in the
street). The students follow the instructions and then if
they have written the new food and drink vocabulary
in their notebooks in a menu (Vocabulary and Reading
Exercise 1 page 68), encourage them to add the new
vocabulary from this article.
Answers
2 Encourage the students to try to answer these questions

before they read the article again. Point out that they
need to write their answers in full sentences.
Answers
1 India – curry made from meat or vegetables and lots of
chilli; Thailand – fish soup, omelettes, rice or noodles and
grilled meat; fried bananas, fresh fruit pancakes or Thai
sweets; Mexico – tacos served with salsa made of green
onions, cucumber and tomato; Germany and Denmark
– meat served with bread and fried onions; France –
pancakes called crêpes.
2 It’s cheap, it’s fresh and it’s fun to eat.
3 music festivals and sports events, like football matches
4 People try new food from around the world.
The Reading text is recorded for students to listen and read.

82
3 Invite a brief class discussion here, but students will have
more information about street food after watching the
video in Talking points below.
Answers
EATING OUT 137

PRONUNCIATION /ʌ/ and /ɒ/ SPEAKING
2 Tell the students to listen carefully for the difference
between the two sounds as they listen and repeat the BACKGROUND INFORMATION
words.
Paella is a regional rice dish from Valencia in the South of
Audioscript Spain. The word paella actually refers to the large flat pan
83 that this dish is cooked in.
The words are recorded for students to listen and repeat.
Aloo Tikki comes from North India, Pakistan and
coffee, cup, horrible, lovely, much, mushroom, omelette, Bangladesh. It’s made of potatoes, onions and spices.
one, onion, want, what
Turkish Shish (or Seekh) Kebab are skewers of meat,
normally lamb, which are grilled.
84
Answers Yakisoba are Japanese stir-fried noodles with pork and
The answers are recorded for students to check and then vegetables.
repeat.
/ʌ/: cup, lovely, much, mushroom, one, onion Zapiekanka comes from Poland. It’s half a baguette with
/ɒ/: coffee, horrible, omelette, want, what mushrooms and melted cheese on top.
Ponchiki (or Donut Holes). These Russian Donuts are
made with cottage or ricotta cheese, and fried in oil.
LISTENING
1 Ask the students to read the question and look at the 1 Pre-teach seafood by pointing to it in the photo. Ask the
86
85
notes, and ask ‘What do you think the boy and his students to cover the conversation in Exercise 2 before
friend Nadia are talking about?’ (the details – dates, they listen.
times, address and transport – of a street food festival) Answers
Encourage them to predict what the boy wants Nadia to
a small plate of paella
do before they listen.
2 Encourage the students to try to complete the
Answers 86
conversation before they listen again. With a weaker
He wants Nadia to go to a street food festival. class, it may be necessary to play the recording for a
2 Read the dates, prices, numbers and times to the third time and pause it after each answer so that the
students and ask them to repeat. Ask them to write at students can write down the missing word. Then, ask the
least two dates, two prices, two numbers and two times students to practise the conversation with a partner.
each to test their partner. Answers
Answers 1 Spain 2 rice 3 chicken 4 wonderful 5 much 6 6.00
7 are 8 enjoy
FAST FINISHERS 3 Ask the class to look at the photos first; use the
Fast finishers write some questions which require a price, Background information (see above) to answer any
date, time or number as the answer. When the others are questions about the food shown. Next, in A and B
ready, they ask the class their questions. pairs, the students take turns to order food using the
Then, organise the class into small groups, each with a conversation in Exercise 2 as a model. They should turn
fast finisher. The fast finishers ask their questions and the to the relevant page at the back of the book (page 125 or
others answer. 126) to answer questions about their partner’s order.
Answers
3 Ask the students to read the notes first and say what Students’ own answers
85
kind of information is missing in each question (1 dates,
2 website name, 3 price, 4 time, 5 name, 6 number).
COOLER
Remind them that they may hear two possible answers,
Board race. Write two menu frameworks on the board:
but only one of them answers the question correctly.
Team A Team B
Answers MENU MENU
1 June 2 foodzone 3 8.50 4 9.30 5 Green 6 74, 89
Main course Main course
Dessert Dessert
Drinks Drinks
Divide the class into two teams (A and B); each team
member has a number. Say one of the food or drink words
from this unit and a number, e.g. ‘Chicken legs! Number
3!’ The number 3 from each team comes to the board and
writes the word in the correct space on their menu. Award
one point for a correct answer with the correct spelling.
138 UNIT 11
PRONUNCIATION /ʌ/ and /ɒ/
83 2 Listen to the words in the box and

repeat them. Listen to the sound of the
underlined letters. Then put the words in
the correct columns – /ʌ/ or /ɒ/.
coffee
lovely
cup
much
horrible
mushroom
SPEAKING
omelette one onion
want what
86 1 Listen to a girl talking to a food seller at the street
food festival. What does she order?
/ʌ/ /ɒ/ 2 Complete the conversation from Exercise 1.
cup coffee Girl: Excuse me, what are you selling?

Seller: It’s called paella. It’s from 1 . It’s
made with seafood, 2 , vegetables
and 3 .
Listen and check. Then repeat. Girl: Oh. What’s it like?
84
Seller: It’s 4 ! Would you like to try some?
Girl: Yes, please. How 5 is it?
Seller: It’s £4.50 for a small plate or 6 £
for a large plate.
Girl: I’ll have a small plate, please.
LISTENING Seller: That’s £4.50, please.
Girl: Here you 7 .
Seller: Thanks. I hope you 8 it!
85 1 Listen to a boy speaking to his friend Nadia.
What does he want Nadia to do?
86
Listen again and check. Then in pairs, practise
the conversation.
3 Work in pairs. Imagine you are at the street food

festival. Student A, ask about and order the food
in photos A–C. Student B, answer Student A’s
questions. Then swap roles and ask and answer
STREET FOOD about the food in photos D–F. Student A see

page 126. Student B see page 125.
FESTIVAL A B
1 Date: 28th and 29th .

2 WEBSITE: WWW. .COM
3 Ticket prices: Adults: £10. Under 16s: £ Barbecue Aloo Tikki
4 Times: am to midnight
C D
5 Address: Market Square on Avenue
6 How to get there: Bus number or
Shish kebab Yakisoba
2 In pairs, practise saying these dates, prices,

numbers and times. Write some more and test E F
your partner.
3rd July 28th June £8.50 £2.50

74 89 2 o’clock 11.30 am
Zapiekanka Ponchiki
85 3 Listen again and complete the notes.

EATING OUT 71
EATING OUT 139

ABOUT YOU
08 Watch the video, then ask and answer
the questions in pairs.
What technology do you use?
How many hours a day do you spend online?
DID YOKUNOW ...?
How often do you chat to your friends online?
The most popular games console
of all time is the PlayStation 2.
VOCABULARY AND READING Having problems falling asleep? Looking at the screen on
your smartphone, laptop or tablet before bed is one of the
worst things you can do. The blue light keeps you awake.
Technology
1 Match the photos A–L to the words in the box. South Korea has the fastest internet in the world. That means
EP
it’s the best place to watch a movie on your smartphone!
e-reader fitness tracker games console
headphones keyboard laptop mouse
printer screen smartphone speaker tablet IMDb is probably the oldest website on
The world’s the internet. It began in 1990 and now has
earliest mouse information on about 3.5 million movies.
87
Listen and check. Then repeat. was made of
2 In small groups, ask and answer these questions. wood and had
two wheels.
1 How many things with screens are there in your home? You moved it Your keyboard is one of the dirtiest
2 What are they, and whose are they? with your hand. things in your home. Clean it often and
3 How many printers/speakers/games consoles are there? wash your hands before you start typing!
Where are they in your house?
4 Have you got a smartphone? If so, what kind?
3 Read the facts about technology. Write K if you knew the

information already, S if the information surprises you
Today, almost all of us have a smartphone
for calling people or sending texts, and even
and W if it worries you. Then compare your answers with the smallest ones are more powerful than the
a partner. computers used to send Apollo 11 to the moon.
4 In pairs, ask and answer the questions.

1 Which of the facts surprises you the most? The world’s largest and widest screen can show pictures
2 Which of the facts worries you the most?
up to 12 metres high and 50 metres across!
A B
88
C
E
D F
G H
J L
I
K
72 UNIT 12
140 UNIT 12
2 Organise the students into small groups. Encourage

Unit Overview them to give full answers and ask follow-up questions
TOPIC Electronic gadgets where appropriate by asking a pair of students to
VOCABULARY Technology demonstrate this activity with you (for variety, encourage
AND READING Did you know …? a less confident one to ask the questions), e.g.:
GRAMMAR Superlative adjectives Student A: How many things with screens are there in
PRONUNCIATION Stress in superlatives your home?
READING The history of computers Student B: Um, I think we’ve got about seven.
VOCABULARY Computers and the internet
Teacher: What are they? Where are they?
LISTENING A conversation about a new computer
WRITING An email to a friend Student B: Well, we’ve got two TVs, one in the living
room and …
Answers
Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 149; TB page 248 3 First, ask the students to read the sentences and find
WORKBOOK: pages 52–55
the words in Exercise 1. If necessary, pre-teach surprise
and worry by asking the class to say things that surprise
VIDEO AND VIDEO WORKSHEET: Technology
them (e.g. a loud noise, a present or an exam they weren’t
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 12;
expecting) and things that worry them (e.g. the news
Vocabulary worksheet Unit 12
or a test). Next, ask them to read each sentence more
TEST GENERATOR: Unit test 12
carefully on their own and write K, S or W. Point out that
there are no right or wrong answers to this exercise and
they can write more than one letter next to each fact.
WARMER
If necessary, do the first two as open class examples so
Write the unit title The latest technology on the board everyone knows what they have to do. Then in pairs,
and brainstorm a list of modern technology onto the encourage them to say why some of the facts surprise or
board. Include smartphone and laptop. Ask the students worry them.
to decide which of the things they could and couldn’t live
without. Encourage them to use comparative adjectives, Answers
e.g. A smartphone is more useful than a laptop because you Students’ own answers
can phone people and take photos with it.
88
ABOUT YOU 4 Allow the students some time to decide on their own
which fact surprises or worries them the most before
You can begin the class and introduce the topic of the unit
they compare with a partner. Encourage them to ask the
08 by showing the video and asking students to complete
question Which of the facts surprise you the most? And
the video worksheet. After they have completed the video
which worry you the most? and to justify their answer
activities, ask them to take turns to ask and answer the
using because … .
questions in pairs.
Answers
VOCABULARY AND READING Students’ own answers
Technology
1 If you have brainstormed a list of modern technology
onto the board (see Warmer), ask the students to match
these words to the photos (A–L) before they look at the
words in the box.
87
Answers
The answers are recorded for the students to check and then
repeat.
A laptop B printer C tablet D keyboard E mouse
F speaker G screen H smartphone I fitness tracker
J games console K headphones L e-reader
THE LATEST TECHNOLOGY 141

Answers
1 Football is the most famous game in the world.
1 Books closed. Write the following on the board and 2 The best time to come to my house is 5.30.
3 The easiest way to travel there is by bus.
ask the students to say what these are all examples of
4 Wear the oldest clothes you’ve got to do this job.
(superlative adjectives). If necessary, accept answers in 5 My room is the biggest in the house.
the students’ L1:
the fastest
GRAMMAR WORKSHEET UNIT 12
the smallest mobile phone in the world
the most expensive
Books open. Ask the students to find the superlative PRONUNCIATION Stress in superlatives
adjectives in the article. 5 Play the recording and ask the students to repeat each
superlative adjective. Point out that we don’t stress most.
Answers
… is one of the worst things you can do. 89
Answers
it’s the best place to watch a movie … The answers are recorded for students to listen and repeat and
The world’s earliest mouse … then listen and check.
IMDb is probably the oldest website …
o0 o0o o0oo ooo0o
Your keyboard is one of the dirtiest things in your home.
… even the smallest ones … the the biggest the cleverest the most exciting
The world’s largest and widest screen … worst the nicest the friendliest the most
the quickest expensive
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 248
6 Pre-teach size, weight and battery. Point out that when
2 Invite three volunteers to stand at the front. Ask the we talk about sizes, the first number is height, the second
students to compare two of them, e.g. Daniel is taller number is width and the last number is thickness. Also
than Sonia. Then, ask them to say something about point out that the phone with the most stars is the best.
the third student, e.g. Jon is the tallest. Next, ask the
MIXED ABILITY
students to look at the superlative adjectives they found
in the article and say how we form them. Point out Pair up a stronger student with a weaker student and
that the spelling rules are the same as for comparative ask them to match the adjectives to the categories first:
adjectives. Also point out that there are some irregular cheap/expensive – price; big/small and thick/thin – size;
adjectives, e.g. good, bad and far. heavy/light – weight. Ask them to write two sentences
with each pair of adjective, one comparative and the
Answers other superlative, e.g.:
Adjective Comparative Superlative Cloud 7 is more expensive than Bluebird.
Regular High Star is the cheapest.
big bigger the biggest
famous more famous the most famous Possible answers
early earlier the earliest Cloud 7 is the most expensive. High Star is the cheapest.
High Star is the smallest. Cloud 7 is the biggest.
thin thinner the thinnest High Star is the thinnest. Cloud 7 is the thickest.
beautiful more beautiful the most beautiful High Star is the easiest to use.
Bluebird has the best camera. High Star has the worst
young younger the youngest camera.
Irregular
7 Ask students to turn to page 124 and write at least one
good better the best sentence about each of the things, i.e. a school subject, a
bad worse the worst computer game they play, etc. The sentences should be
true for them. They can use the adjectives given or their
3 Ask the students to think about how to write the own ideas.
superlative form of each adjective first. Check spelling by
writing the answers on the board. Answers
FAST FINISHERS
Fast finishers rewrite the sentences so that they are true COOLER
for them. Then, in pairs, they ask and answer questions, Prepare some true and false sentences about yourself
e.g. Who has got the best computer in your house? using superlative adjectives (for example I’m the youngest
teacher in this school. I’ve got the newest car in the school.).
Answers Organise the students into teams. Read the sentences to
the class and ask each team to write if they think each
1 best 2 lightest 3 most popular 4 biggest 5 worst
sentence is true or false. Next, the students ask you
6 oldest
and other students questions to find out, e.g. Who’s the
4 Point out that there is one mistake with the superlative youngest teacher in this school? How old is your car?
form in each of these sentences.
142 UNIT 12
1 Look at the examples of superlative adjectives. Read Did you know … ? on page 72
again and find all the superlatives.
the fastest internet in the world the most popular games console
Short adjectives Long adjectives

one syllable one syllable ending two syllables ending one syllable ending in use the most
in e in y vowel consonant
add -est add -st change y to -iest double the last letter use the most +
and add -est adjective
quiet - quietest nice - nicest dirty - dirtiest big - biggest expensive – the most
expensive
GRAMMAR REFERENCE AND PRACTICE PAGE 149 PRONUNCIATION Stress in superlatives
2 Read the rules above and complete the table with 89 5 Listen and repeat the words. Then put
them into the correct column of the table.
comparatives and superlatives.
Adjective Comparative Superlative the biggest the cleverest

the friendliest the most exciting
Regular the most expensive the nicest
the quickest the worst
big bigger the biggest
famous more famous the most famous
o0 o0o o0oo ooo0o
early
the
thin biggest
beautiful
Listen again and check.
young 89
Irregular 6 Look at the three mobile phones. In pairs, compare

them. Use some of the adjectives in the box.
good
bad big/small cheap/expensive good/bad
heavy/light thick/thin
3 Complete the sentences with the superlative form
of the adjectives. A: The High Star’s battery is better than the Cloud 7’s
1 My dad has the (good) computer in our battery.
house. B: The Bluebird’s battery is the worst.
2 My laptop is the (light) one you can buy.
3 The (popular) website among my
friends is YouTube.
4 This smartphone has the (big) screen of
all the ones in the shop. Do you like it? High Star Bluebird Cloud 7
5 The (bad) thing about my computer is £299 £355 £450
Price
the mouse. It doesn’t work properly.
6 My mum’s phone is the (old) one in our Size 115 x 58 x 9 mm 116 x 61 x 12 mm 135 x 67 x 17 mm
family. Weight 130 g 142 g 155 g
4 Correct the mistakes in the sentences. Easy to use ★★★★ ★★★ ★
1 Football is the famous game in the world. Camera ★★ ★★★★ ★★★

2 The better time to come to my house is 5.30. ★★ ★ ★★★
3 The easier way to travel there is by bus. Battery
4 Wear the older clothes you’ve got to do this job.
5 My room is the bigger in the house. 7 Work with a partner. Go to page 124.
ThE lATEST TEChNOlOGy 73

0101000110100001101001011100110010000001100011011011110110111
1011001100101011100100111010001100101011100100010000001101100
0101011101000010000001111001011011110111010100100000011000110
The history
1110110111001110110011001010111001001110100001000000110000100
0001110100011001010111100001110100001000000111010001101111001
OF COMPUTERS
0011000010010000001100010011010010110111001100001011100100111
0010000001100011011011110110010001100101001000000110000101101
1100100001000000111011001101001011000110110010100100000011101
1001010111001001110011011000010010111000100000010101000110100
0100101110011001000000110001101101111011011100111011001100101
around 2,700 BCE to today
0010011101000110010101110010001000000111001101110101011100000
The abacus
205BCE
0000110111101110010011101000111001100100000011000010110001101
People still use abacuses today in many parts of
1101100101011011100111010001110011001000000110000101101110011
the world, especially to teach maths to children. Of
The Antikythera Mechanism
0001000000111001101110000011001010110001101101001011000010110
In 1900, a group of people diving near
course, they are very different from modern computers,
but the idea is the same – to answer difficult maths
0010000001100011011010000110000101110010011000010110001101110
the Greek island of Antikythera found this questions much more quickly than a human can.
machine on the sea floor. For many years, no
1100101011100100111001100101110001000000101100101101111011101
one understood what it was or how it worked.
1000000110111001100101011001010110010000100000011101000110111
Scientists now say it was used to find out the
positions of the sun, moon and stars. Many
0000001110100011110010111000001100101001000000110000100100000
people call it the world’s earliest ‘computer’.
1791–1871
0100011001010111100001110100001000000110100101101110001000000
and 1815–1852
1000110100001100101001000000101010001100101011110000111010000
0001100110011010010110010101101100011001000010000001100001011
Charles Babbage and Ada Lovelace
0011001000010000001110100011010000110010101101110001000000110
The modern computer was Charles Babbage’s idea. The
0110110001101001011000110010000001101111011011100010000001110
machine he wanted to build, called a ‘difference engine’,
1940s was special because it had all the parts that a modern
1101000011001010010000000100110011100010111010101101111011101
computer has. It could save information and was also
1110110100001101101111011011100111011001100101011100100111010
Alan Turing a kind of printer. Ada Lovelace was the first computer
programmer. She had the idea for ‘software’ – a way of
0000001110100011011110010000001000010011010010110111001100001
Alan Turing wasn’t well known when he was
telling a computer to do different things.
alive, but he’s now one of the most famous
0010011110010010011001110001011101010110111101110100001110110
scientists of the 20th century. His ideas on
90
0000111010001101111001000000110011101100101011101000010000001
computer science changed the world. He
worked on the first digital computer – it was
0001101000011001010010000001100010011010010110111001100001011
called Colossus, weighed 30 tonnes, and
was as big as a large living room.
0011110010010000001100011011011110110010001100101001000000110 READING
0110011000100000011110010110111101110101011100100010000001110
1 Do you know the names of any early
From the 1950s
1100101011110000111010000101110001000000101100101101111011101 computers? Read the article once and
check your ideas.
1000000110001101100001011011100010000001100001011011000111001
Modern computers
0111100100000011101000111100101110000011001010010000001100001
From the 1950s, computers got smaller,
2 Complete the sentences with one or two
words from the article.
0000011000100110100101101110011000010111001001111001001000000
faster and cheaper. Today, the smallest
1 Some children use an abacus to learn
mobile phones have more memory than the
0110110111101100100011001010010000001101001011011100010000001
biggest early computers. And computers are
how to do .
2 Charles Babbage’s computer had
0001101000011001010010000001000010011010010110111001100001011
getting better all the time. However, they
several different .
are not perfect. One of the worst problems
0011110010010000001100110011010010110010101101100011001000010 3 The first person to program a computer
is computer viruses. You can lose a lot of
was .
0110000101101110011001000010000001110100011010000110010101101
information when one gets on your machine.
4 Colossus was as big as a .
Be careful about what you download from
0100000011000110110110001101001011000110010000001101111011011 5 Modern are small but can do
the internet.
more than the biggest computers of
1000000111010001101000011001010010000000100110011100010111010 the past.
0111101110100001110110100001101101111011011100111011001100101
0010011101000010000001110100011011110010000001010100011001010 TALKING POINTS
Computers can now do a lot of clever
0000111010000100110011100010111010101101111011101000011101100 things. But are they more intelligent
0001110100011011110010000001100111011001010111010000100000011 than us? Why / Why not?
0011010000110010100100000011101000110010101111000011101000010
74 UNIT 12
0110111101100110001000000111100101101111011101010111001000100
1100010011010010110111001100001011100100111100100100000011000
101111011001000110010100101110
144 UNIT 12
As a class, brainstorm a list of the ‘clever things’ a
computer can do (solve problems, calculate answers, store
WARMER and receive enormous amounts of data, display information,
Challenge the students in small groups to draw a picture compare information, control other machines, etc.) and
of a computer with its accessories (mouse, keyboard, then invite a class discussion on whether they are more
screen, printer, etc.) and to label as many of the different intelligent than us (see Background information below).
parts as they can, using some of the words from
Vocabulary and Reading Exercise 1 page 72, as well as BACKGROUND INFORMATION
their own ideas. If appropriate, award points for correct Artificial Intelligence
words and spelling. Then, invite a brief class discussion
In 2011, Watson, a ‘question-answering’ computer
on what they know about the history of computers
system, won the American quiz show Jeopardy. Watson
by asking: ‘When was the computer invented?’ ‘Who
can understand natural language (or human speech),
invented it?’ ‘What was the first computer like?’ ‘What is
process it and look for the answer within its own memory.
one of the worst things about modern computers?’
However, unlike humans or animals, computers are
still not completely successful at making intelligent or
1 First, ask the students to look at the photos and describe emotional decisions where they adjust their behaviour
what they can see in each one. Ask them to find the according to experience. For example when a human
photo of the first computer (the photo of Colossus is realises that their neighbour’s dog bites, they take a
above the heading Alan Turing). Ask them if they know different route to school or work, but a computer cannot
anything about it, e.g. do they know its name? Then, successfully do this. In 1955, John McCarthy introduced
encourage the students to read the article once. If you the term Artificial Intelligence (AI) to distinguish the
have asked the questions in the Warmer, ask them to intelligence of a machine from Natural Intelligence, the
find the answers to these questions too (answers to intelligence of humans and animals. Work in this field
questions in the Warmer: 1940s, Alan Turing, it weighed is rapidly developing and in our lifetime, we may see
30 tonnes and it was the size of a large living room, one of robots as friends who can understand human emotions,
the worst things about modern computers are viruses). develop their own emotions and also hold meaningful
conversations.
MIXED ABILITY
Encourage stronger students to do Exercises 1 and 2
at their own pace. There is a fast finisher activity after
Exercise 2. With very weak students, write Who invented
the first computer? and What was it like? on the board.
Ask them to read the paragraph about Alan Turing and
write down their answers to these two questions. Then,
pair them up with a stronger student who has read the
complete article and can help them with the answers in
Exercise 2.
Answers
Abacus and Antikythera Mechanism. From reading, the
students should find difference engine and Colossus.
2 Encourage the students to try to complete the sentences

before they read the article again. Point out that they
should write one or two words only.
FAST FINISHERS
Fast finishers work in pairs and write some quiz questions
about the information in the text. When the others
are ready, organise them into teams. The fast finishers
come to the front of the class and ask the questions. If
appropriate, award points for correct answers.
Answers
1 maths 2 parts 3 Ada Lovelace 4 living room
5 mobile phones

90

VOCABULARY Computers and the internet 2 Ask the students to underline the key words in the
91
questions (1–5) first, making sure that they underline
1 Ask the students to find the words in the box in the key words only and not the whole question or sentence.
article, say if they are adjectives, verbs or nouns, and try Point out that on the recording the students might not
to work out the meaning from context before matching hear exactly the same word as in the options A, B, C,
them to the definition. Then, check pronunciation by but a different word which has a similar meaning. For
asking them to listen and repeat. example, in 1, the answer is A a website, but on the
recording they will hear bought it online. When checking
Answers the answers, encourage the students to say why the
1 machine 2 memory 3 virus 4 save 5 digital 6 download other two answers are wrong. If necessary, play the
7 software recording for a third time.
2 Ask the students to look at the nouns first and try to Answers
think of a suitable verb for each one before they look at 1A 2B 3A 4C 5C
the verbs on the left-hand side.
Possible answers AUDIOSCRIPT TB PAGE 272
buy clothes, games, music, videos
chat online
download games, music, videos WRITING
go online
play games, music
surf the internet, websites PREPARE TO WRITE
visit websites An email
watch videos GET READY When the students have read the email, ask
Students’ own answers ‘Who wrote the email?’ ‘Who to?’ ‘Why did he write it?’
3 If necessary, pre-teach survey: either show an online Answers
survey program or ask what we call a list of questions Morgan wants some information about his friend’s computer.
which we use to find out people’s opinions or habits.
Encourage the students to work in pairs to write two PLAN Ask the students to underline the three questions
new questions and to use some of the verb + nouns first and, in small groups, brainstorm possible answers.
in Exercise 2. Next, ask the students to stand up, ask
at least five other students and make a note of their Possible answers
answers. 1 when – last weekend
2 cost – £200
Answers 3 best thing – really fast, great screen
4 Brainstorm some useful expressions for this onto the WRITE

board, e.g.: Students have to write a communicative note or email of
All / Most / Some / A few members of the class … 25 words or more. There are three pieces of information
Everybody / Some / Nobody … which they must include. Remind the students that they
should begin and end the email with a suitable expression
A half / third / quarter of the class …
and that they must answer all three of Morgan’s questions.
Ask the students to work in small groups to do this. They
IMPROVE Ask the students to check that the email begins
should share their answers first and then write some
and ends with a suitable expression, that it answers all
sentences together.
three questions and that there are at least 25 words.
Answers
Model answer
Hi Morgan,
I got my new computer last weekend. It was only £200. I love
VOCABULARY WORKSHEET UNIT 12 it because it’s really fast and has a great screen.
Best wishes,
Tomas
LISTENING
1 First, tell the students to read question 0 and the options COOLER
91
A, B, C and underline the key words, i.e. When and new Play Coffee Pot. Read out some sentences using the verb
computer. Play the first part of the recording only. Point and nouns from Vocabulary Exercise 2 page 74 but instead
out that the students may hear all the words in all three of saying the verb, say ‘coffee pot’, e.g. I often coffee pot
options (A–C), but only one will answer the question to friends online. Invite students to repeat your sentence
correctly. with the correct verb (chat).
Answers
A is the right answer
B is when Dad agreed to buy it
C is when his old one broke
146 UNIT 12
11011011100
00110110001
01100011011
11000010010
10111100100
VOCABULARY Computers and the internet LISTENING
10010011110
00010110111
1 Look at the article again and find the words in the 1 Listen to and read the first part of the
91
00001110110 box. Match them to the definitions. conversation and look at Question 0. Which is the
EP
correct answer: A, B or C? Why are the other two
00011010000 digital download machine memory answers wrong?
00110010101 save software virus Ella: Nice new laptop Andy! When did you get it?
Andy: Yesterday. My old one broke a month ago,
011100000111 This has moving parts and helps humans to and last week Dad agreed to buy me this.
11000110110 do work. 0 When did Andy get his new computer?
2 This is a part of a computer – it holds
10111001100 information. A yesterday B last week C a month ago
0000101101134 This is a dangerous computer program.

You do this to make sure the computer keeps 91 2 Listen to the whole conversation. For each
question, choose the correct answer.
00110111010 your work.
1 Andy’s dad bought the computer from
111011101015 This describes cameras, computers and clocks
that record information as 0s or 1s. A a website. B a shop. C a friend.
000110111106 This means to copy information from the 2 How much did it cost?
A £150 B £250 C £2,000
100100000017 internet onto your computer.
This is all the programs that make a computer do 3 What does Andy want to buy for the computer?
00100000011 different things. A a camera B a mouse C a printer
4 Andy doesn’t use his computer to
2 Match
11101000010 the verbs to the nouns. Then make
sentences.
A do homework. B chat to friends.
C play games.
10000101101
EP 5 What does Andy like most about the computer?
00000011000 buy friends
A the keyboard B the screen C the speakers
00000111010 chat clothes 91
In pairs, compare your answers. Then listen again
download games and check your answers.
11101110100 go the internet
10011101000 play music
surf online
00110000101 visit videos WRITING
00111011001 watch websites
01000000111 PREPARE TO WRITE

10000101110I often chat online with my cousins. An email
3 Read
00000011011 the survey. Choose three or four questions
and write two more of your own. Walk around the
GET READY Read the email from your friend
Morgan. Why did Morgan write the email?
00000111010class asking your questions.
11101110101 My laptop broke yesterday, and I need to
00011100110 get a new one. Tell me about your new
computer. When did you get it? How much
00110000100 COMPUTER SURVEY did it cost? What’s the best thing about it?
00100000011 Best wishes,
What sort of things do you download from
01000000111 the internet?
Morgan
10000101110 Do you know how to stop a virus from

PLAN Think of an answer to each of Morgan’s
getting onto your computer?
00100001000 How much memory has your phone got?
questions.
01010110111 Is it enough? WRITE Write an email to Morgan with answers to all
his questions. Begin your email with Hi Morgan, or
11101101110 Do you ever forget to save your work?
Dear Morgan, and end it with See you soon. or Best
How often do you chat to friends online? wishes, and your name. Write 25 words or more.
01011101010
00110010101 IMPROVE In pairs, read your email and your
partner’s. Check that all three questions have an
01100101011Write some sentences about what you found out.
4 answer. Give your partner two ideas to make their
email better. Use your partner’s advice and rewrite
01110110010Everybody downloads music and half the class your email.
10000001110downloads games from the internet.
Four people sometimes forget to save their work.
10100001000Most people chat to friends online every day. ThE LATEST TEChNOLOGY 75
00100010000
00001100011

LIFE SKILLS CO
ICTMM
LI UN
TE IC
RA CY
AT ION
WRITING A BLOG 5 Complete the sentences with the highlighted

words from the text. There are some letters to
help you.
1 I o o a blog about sports.
LIFE SKILLS 2 Choose a topic you like and you find
i e e i .
Writing a blog 3 To start a blog, you need to choose a
A blog can help you: p a o .
• improve your computer skills 4 It is a good idea to write a o once
• organise your ideas a week.
• share opinions and views with other people. 5 You need to decide on your topic and
e i , and think about your readers.
1 Look at the sentences and answer the questions. 6 You need to be careful online. It is not safe to
post p s a e i
like your address or phone number.
Great minds think alike.
We can learn a lot sharing our ideas, opinions and views. TALKING POINTS
Do you think it’s a good idea to start a blog? Why? /
Why not?
There’s a blog for everyone. Do you prefer reading a blog or reading a book?
1 What do you think the sentences mean?
2 Do you agree with the sentences? Why? /
Why not?
3 Do you have a blog? Do you know any bloggers?
93 6 Listen to Katie and David talking about blogs.
Choose the correct answers to complete the
sentences.
2 Look at the topics for blogs. Choose two topics
you think are interesting. Share your ideas with 1 They are at 2 Katie’s blog is on
a partner. a Katie’s house. a dogs.
b David’s house. b cats.
c school. c music.
activities animals fashion food
life experiences music 93 7 Listen again. Are the sentences right (✓) or
wrong (✗)?
special days and holidays sports travel
1 Katie’s mum is at home.
2 Katie is in the living room.
3 Read the text quickly. Complete the article with
the headings in the box. Is it easy to start a blog?
3 Katie is studying for an exam.
4 Katie thinks starting a blog is difficult.
5 Katie likes music.
A Stay safe! 6 Katie wants to write a post about David’s pets.
B Think about your readers
C Have one day for writing 8 Match the two halves of the sentences.
USEFUL LANGUAGE
4 Answer the questions.
1 You’re good at …
1 What do you need to choose first? 2 It isn’t safe to …
2 Who do you need to think about? 3 Is your blog …
3 What do platforms give you? 4 Ask people …
4 Before you put a blog post online, who looks 5 Do you want a lot of people …
at it?
5 Do you need to write posts every day? a about music?
6 What are some things we should not post online? b to follow your blog?
c before you put photos of them online.
d put personal information online.
e using computers.
76 LIFE SKILLS
148 LIFE SKILLS

LIFE SKILLS
parents need to agree?’ (see information at the bottom
Learning Objectives of the article). Next, ask them to read the rest of the text
• The students learn how to write a blog. and try to think of a suitable heading for paragraphs 2, 5
• In the project stage, they write and design a blog post and and 6 before they look at the words in the box. Encourage
share it with other students. them to compare their answers with a partner and then
talk together about whether it is easy to start a blog.
Answers
Vocabulary 92
The Reading text is recorded for students to listen, read and
follow interesting platform post design personal details check their answers.
2B 5C 6A
BACKGROUND INFORMATION 4 Ask the students in pairs to try to answer the questions
Weblogs, blogs or online journals first appeared in 1994. first before they read the text again.
There are now over 1.5 billion blogs on the internet; most Answers
of them are in English. Most bloggers are between the
1 a topic 2 your readers 3 a way to start a blog 4 friends
ages of 21 and 35. Two popular blogging platforms are and family 5 no, you don’t 6 personal information (address,
Wordpress and Blogger. An edublog is a blog which is telephone number); some people don’t want you to use their
used for educational purposes. The Edublog Awards give photos
annual prizes to winners in categories including class,
student and teacher blogs. 5 If necessary, point out that there is one word missing in
sentences 1–5 and two words in sentence 6. Some of the
letters are given in these missing words and there is a
WARMER space for every missing letter.
Write What can we use a computer for? on the board and
challenge the students in small groups to write a list, e.g.
FAST FINISHERS
to surf the internet, to write an email, to download films Encourage fast finishers in pairs to take turns to say one of
or music, to find information, to present information. If the headings from the text and ask their partner to say as
appropriate, award points to the teams for their ideas and much as they can remember about that paragraph, e.g.:
write a list on the board. Make sure you include write a Student A: Tell me about ‘Choose a topic’.
blog on the list. Next, ask the students in their groups to Student B: First, you have to choose your topic. You need
take turns to ask and answer: What do you use a computer to feel happy about it and …
for? What would you like to learn to do on a computer? Why?
Answers
LIFE SKILLS 1 follow 2 interesting 3 platform 4 post 5 design
Writing a blog 6 personal details
Draw students’ attention to the unit title Writing a blog and
ask ‘Why do people write blogs?’ ‘How can writing a blog TALKING POINTS
help you?’ and encourage a brief class discussion. Next, ask Encourage the students to take turns to ask and answer
the students to read the Life skills box and compare their these questions in small groups. Also encourage them
ideas. to talk about other things they like to read (comics,
1 In pairs, ask the students to ask and answer the magazines, etc.) and also things they like to write
questions about the sentences. (messages or posts on social media, etc.).
6 Ask the students to read through the sentences and their
Answers 93
options before they listen.
MIXED ABILITY
2 First, ask the students to look at the third sentence again
There’s a blog for everyone and ask What sort of blog For Exercises 6 and 7, pair up a stronger student with a
would you like to read? Encourage the students to think weaker student. After the students have listened to the
about their own answer and then share their ideas with recording for each exercise, ask the stronger student to
their partner. Then, encourage them to look at the topics share their answers and say why they think their answer
and choose two from the list. is correct.
Answers
Answers
1a 2b
3 Ask the class to read the text title and the introduction
and ask ‘What is the text about?’ ‘Why do you think your
Continued on page 150.
WRITING A BLOG 149

7 In pairs, encourage the students to try to say if the COOLER
93
sentences are right or wrong before they listen again.
Encourage stronger students to correct the wrong Checking the blog for mistakes: A grammar auction
sentences. Choose ten sentences from the students’ blog posts;
five with mistakes (spelling, punctuation, grammar, etc.)
Answers and five very good sentences. Write them on the board.
1  2  3  She is working on her blog. 4  She thinks it is Organise the students into small teams who decide
easy. 5  6  The blog is on cats and David doesn’t have a which sentences are correct and also find and correct the
cat, just a dog and a hamster. mistakes in the incorrect ones.
Next, tell each team you are going to ‘sell’ the sentences
8 Point out that all these sentences come from the to the group who offers you the most points (or money if
recording. If time allows, play the recording again so that appropriate). Give each team 100 points (or €1,000). Hold
the students can check their answers. a sentence auction where you ask each team to make a
bid for each sentence; however, they should only bid for
Answers the correct sentences. The winner is the team with the
1e 2d 3a 4c 5b most correct sentences. If there is a draw between teams,
the team with the most points (or money) left is the
PROJECT Writing a blog winner.
Ask the class to read the instructions in bold and ask At the end of the activity, correct the mistakes in the
‘What do you need to do for this project?’ Either for incorrect sentences as a class. Point out that the
homework, or during classtime, ask the students to sentences are from the class’s blog posts and encourage
go online and find at least two blogs that a) they find them to always check their work before they post
interesting and b) they like the design of. Organise the anything on their blogs.
students into small groups (maximum four students) and
ask them to talk about the blogs they found which they
like and why.
Encourage the groups to choose a blog topic and also to
think about the design. Remind them that they need to
reach an agreement and encourage them to use the useful
language in Life skills page 32. Next, encourage them to
write two short blog posts (the group could divide into
pairs, with each pair writing a post each). Then, ask them
to decide together how they will present their two posts.
Reorganise the students so that they are working with
students in other groups. Encourage them to share
their ideas, give feedback and make suggestions for
improvement.
PROJECT EXTENSION
Set up a student blog challenge where each student (or
pair of students) needs to set up their own blog for six
weeks, write at least four posts and write comments on
at least four of their classmates’ blogs. At the end of six
weeks, ask the students to evaluate their own work by
answering some questions, for example:
• Was it easy to create your own blog?
• How many posts did you write? What were they
about?
• How many other blogs did you visit? Did you leave
comments?
• How could you improve your blog?
• Would you like to continue with your blog?
150 LIFE SKILLS

DO YOU W
ANT TO
S TA RT A
Do you read or
follow any blogs?
How about you? Have you
BLOG?
got a blog? Why not? Now
What topics do you
is a good time to start if
like to read about?
your parents agree!
Follow these quick and easy steps to

start your own blog.
92
1 Choose a topic for your blog 4 Write a blog post

The first thing you need to do is choose a topic. What It can sometimes be difficult to write your first blog
do you want to blog about? Your favourite sport, music post. It’s a good plan to share your ideas with close
or video games? Choose a topic you feel happy to talk friends and family before you put your post online.
about and find interesting. You’ve got a topic? Now Don’t worry if you don’t like what you put online –
choose a title and a design for your blog. you can always change it later. Remember, make
sure people let you use their photos or information.
2
Who’s going to read your blog? Is your blog for your 5
friends and family? Is it on a special topic you and your At the beginning, you can choose a day of the week
friends like? What is interesting about it? to write your blog posts. It’s important to write a
post every week.
3 Decide on a platform
There are different free platforms to start your blog. 6
Most platforms give easy instructions on how to start. Blogs can be fun, but never put your personal details
Some popular platforms are Blogger, Medium and online. Never write your address or telephone
WordPress. Take a look and decide!
PROJECT
number. Remember, you need to stay safe online.
XX
PROJECT
Feature Box Rubric
Find out: Writing
a blog
• Bullet Full Out
• Bullet Text
In small groups, write and design a
blog post:
• Choose a blog topic and think about
the design for the blog.
• Write two short blog posts about the
topic.
• Decide what to include with each of the
posts (a photo and a link? a video?)
• Look at the design of some other blogs
on a platform.
• Design how you think the posts would
look on a platform.
• Share your ideas for posts and design
Don’t forget, always check with your parents before
with another group.
starting a blog. Parents can help young people under
the age of 13 to set up a blog. WRiTing a blOg 77
WRITING A BLOG 151

VOCABULARY GRAMMAR
1 Complete the sentences with the words in

the box.
1 Choose the correct words to complete
the sentences.
1 I bought a new T-shirt because my / mine is old.
bright digital discount 2 Do you have any / a present for me?
download keyboard pocket 3 I love my room because it’s bigger / biggest
tablet wallet wool than my old room.
4 You can find different bands and the better /
0 I really like that new digital camera. best music at the festival.
1 This computer was £500 last week. Now it’s
£425. That’s a big .
2 My jumper’s made of . It’s really warm! 5 You can wear yours sports clothes.
3 My dad gave me a for my birthday. And 6 I bought a new jeans and a shirt.
he put £20 in it! 7 I bought them because they were more cheap –
4 I want to buy a new coat. I like that one, but it’s they cost only £5 each!
only got one . 8 It was the great holiday ever.
5 The trainers are all too . I prefer pale
colours.
6 The on that new computer is very
small. It’s difficult to see the letters.
7 Most people music from the internet
these days. They don’t buy CDs or records.
8 At my new school, all the students have a
or a laptop. They don’t have books.
2 Put the words in the correct column.
boots cap cola cream

e-reader gloves grapes laptop
lemonade mineral water memory
mouse mushroom noodles
omelette scarf screen socks
software speaker suit
swimming costume tie virus
Food and drink Clothes Technology
3 Use the pictures to write sentences with for.

I played tennis with my friend for two hours
yesterday.
78 REVIEW 3
152 REVIEW 3
Answers
Overview
Food and drink: cola, cream, grapes, lemonade, mineral
VOCABULARY Clothes; Materials; Buying and selling; Phrases water, mushroom, noodles, omelette
with for; Food; Technology; Computers and the Clothes: boots, cap, gloves, scarf, socks, suit, swimming
internet costume, tie
GRAMMAR Pronouns and determiners; some, any, a Technology: e-reader, laptop, memory, mouse, screen,
software, speaker, virus
lot of, a few, a bit of; as … as; Comparative
adjectives; Superlative adjectives 3 Ask the students to first look at Vocabulary Phrases with
READING A short text about Tom and his sisters for Exercise 1 on page 65 again to remind themselves of
LISTENING Five short monologues or dialogues the expressions. Next, ask them to look at the pictures,
SPEAKING Asking questions; talking about your favourite read the example and find the phrase with for. Then, ask
things them to look at the four pictures and try to think of a
sentence for each one.
Possible answers
Resources 1
2
I bought these for 30 euros.
I use my laptop for playing games.
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Units 3 He got a mobile phone for his birthday.
9–12; Vocabulary worksheets Units 9–12; Review Game Units 4 She got a prize for her painting.
9–12; Literature worksheet; Speaking worksheet; Writing
worksheet MIXED ABILITY
With very weak students, write the answers on the board
in a different order to the pictures. Ask the students to
WARMER find the phrase with for in each one and then ask them
Write the following on the board: to match them to the pictures. Rub the sentences off the
Unit 9: scarf boots keyboard cap board and ask the students to write a sentence for at least
Unit 10: bill pancakes cash receipt two pictures for themselves.
Unit 11: tie mushroom grapes salad
Unit 12: printer screen tablet purse
GRAMMAR
Ask the students ‘Which word does not belong to the
unit?’ (keyboard, pancakes, tie, purse) Next, ask ‘What 1 For questions 1–4, encourage the students to read the
words did we study in each unit?’ (9 clothes and materials, complete sentence first before they choose the correct
10 buying and selling, 11 food, 12 technology) In pairs, ask answer. For questions 5–8, point out that there is one
the students to look at their books or notes and write mistake in each sentence.
four words for each unit (9–12) where one word does not
belong. Then, ask each student to find a new partner. Answers
They take turns to read out their words and say which 1 mine
word does not belong to the unit. 2 a
3 bigger
4 best
5 You can wear your sports clothes.
VOCABULARY 6 I bought some new jeans and a shirt.
7 I bought them because they were cheap / cheaper; they
1 If you did the Warmer activity, ask the students to look cost only £5 each!
at the words in the box and say which unit each word 8 It was the greatest holiday ever.
belongs to. Then, ask them to complete the sentences.
Answers
1 discount 2 wool 3 wallet 4 pocket 5 bright 6 keyboard
7 download 8 tablet
2 Encourage the students to do this activity in pairs by

asking and answering questions, e.g. Where does ‘boots’
go? It goes with Clothes. Then, encourage the students to
check their ideas with the words in the units or with their
notebooks before giving them the answer.
UNITS 9–12 153

2 First, ask the students to look at the noun after the space
in each question. Then, encourage them to say whether SPEAKING
it is countable or uncountable before they complete the
1 In this exercise, students form questions and then ask
sentences.
and answer them.
Answers With a weaker class, help the students by giving them
1 a bit of 2 a few 3 a few 4 a bit of 5 A few 6 a bit of the first word or words of each question. Then, remind
7 a bit of 8 a few them to give full answers when they ask and answer the
questions in pairs.
3 Ask the students to read the two examples first. Then,
ask them to read each sentence and say whether it is Answers
a comparative or superlative before they complete it.
1 What are your favourite clothes?
During the feedback stage, make sure that the students 2 Where do you like to go shopping?
spell the adjective correctly. 3 What food do you like to eat?
4 How often do you use your smartphone?
FAST FINISHERS
Ask fast finishers to work through this exercise at their 2 First, encourage the students to look back at Units 9–12
own pace and check their answers. Next, ask them to do and make some notes about their favourite things before
the Reading Exercise 1, check their answers and then ask they speak to their partner.
them to write their own puzzle text using comparatives. With a weaker class, assign the topic for students to talk
When the others have finished the Reading exercise, about, e.g. clothing or food, before they look back at
ask the fast finishers to read out their puzzle text for the Units 9-12.
others to solve.
Answers
Answers
1 busier than 2 the best 3 the most popular
4 funnier than 5 thinner than 6 the worst
COOLER
7 the most comfortable 8 cleverer than Tell the students that a good way to learn new words and
expressions is by using them. Ask the students in small
groups of three or four to look at the words in the box in
READING Vocabulary Exercise 2 on page 78 again and either write
or draw a picture of each one on a small piece of paper
1 If the students need some help, encourage them to read (one piece per word). Next, ask them to put the pieces of
the text quickly and find the youngest person first (Alice) paper on the table in two piles face down. The students
and then work out the age of the next youngest (Beth), take turns to turn over the top words and try to make a
then the next (Tom) and finally the oldest (Mia). It might sentence comparing them. For example: boots and cola.
help if the students draw a picture of Tom and his family Boots are more expensive than cola but when I’m thirsty,
in age order. cola is more useful than boots. Point out that the students
Answers will need to be creative with their sentences.
Tom is 10; Beth is 7; Mia is 14
LISTENING
94
1 Students listen to five separate short monologues or
dialogues and choose the correct answer (A–C) for each
one. They need to identify the topic or main message.
The students listen to each monologue or dialogue twice.
With a stronger class, the students listen to each
monologue or dialogue twice and complete the answers.
Then, ask them to say why the other options are
incorrect.
Answers
1C 2B 3A 4B 5A
AUDIOSCRIPT TB PAGE 273
154 REVIEW 3
2 Complete the sentences with a bit of or a few. LISTENING
0 Would you like a bit of chocolate?
1 I wrote the number down on
and now I can’t find it.
paper
94 1 For each question, choose the correct answer.
2 We saw people on the train today. 1 Listen to two friends talking together in a shop.
3 There are advertisements in the Why does Ruby want to buy the sunglasses?
newspaper. A She’s happy with the price.
4 That cake looks nice. Can I have it B She likes the bright colour.
please? C They’re the right size.
5 companies have only online shopping. 2 Listen to a man and a girl talking about what
6 That pizza smells good. I want to try it. they want to eat. Where are they?
Don’t you? A in a café
7 I’ve got time. I can help you with your B at a food festival
project. C in a supermarket
8 He was sick and he stayed in bed for 3 Listen to a boy talking to a girl about his laptop.
days. What does the girl offer to do?
A lend him a laptop
3 Complete the sentences with the comparative or
superlative form of the adjectives in brackets.
B take his laptop to the repair shop
C return a laptop she borrowed
0 Oranges are sweeter than lemons. (sweet) 4 Listen to a message in a shopping centre. What
00 All these books are old but this one is change do customers need to know about?
the oldest . (old) A New discounts are available.
1 You are always me! (busy) B There is a later closing time.
2 All the students’ work is good today, but yours C New stores are opening soon.
is . (good)
5 Listen to a girl talking about a party. What did
3 Football is sport in the UK. (popular)
she like about it?
4 I liked your story. It was mine. (funny)
A the food
5 Our cat is it was two years ago. (thin)
B the music
6 That café has hot chocolate in town.
C the party room
(bad)
7 The chairs in this classroom are
(comfortable) in the school.
8 The new smartphones are the old
SPEAKING
ones. (clever)
READING 1
2
favourite / what / are / clothes / your / ?
where / like / you / do / shopping / go / to / ?
3 food /do / eat / you / what / to / like / ?
1 Read the text and answer the question. 4 use / your / often / you / do / how /
smartphone / ?
Tom has got three sisters – Beth, Mia and In pairs, ask and answer the questions.
Take turns to speak.
Alice. Beth is three years younger than
Tom and seven years younger than Mia. 2 In pairs, talk about some of your favourite things.
Alice is the youngest. She’s six years old.
She’s one year younger than Beth.
Tell me about some of your favourite things.
How old are Tom, Beth and Mia? I’ve got a favourite pair of jeans.
I like them very much because …
UNITS 9–12 79
UNITS 9–12 155

13 HEALTHY BODIES
A B
ABOUT YOU
09 Watch the video. Then ask and answer
the questions in pairs. D
What was your last health problem? C
When did it happen?
What did you do?
VOCABULARY AND LISTENING E F
Illness
1 Match the sentences to the photos.
EP 1 I’ve got a cold.

2 I hurt my leg.
3 I’ve got a broken arm.
G H
4 My eye hurts.
5 I feel sick.
6 I’ve got a stomach ache.
7 I’ve got a temperature.
8 I’ve got toothache.
9 I’ve got a pain in my foot.
10 I’ve got a headache.
95
Listen and check. Then repeat. J
I
96 2 Listen to three conversations. Match the health
problems to the people in the pictures.
A B
1
96 3 Listen again. Match the advice to the health

problems in Exercise 2. Write 1, 2 or 3.
2 don’t do any sports

eat fruit and vegetables
don’t watch TV late
go to hospital
don’t walk
rest
go to sleep now
3 drink a lot
4 In pairs, discuss the questions.

1 Do you do anything that is bad for your health?
2 How do you want to change it?
I play computer games for three hours a day.
I’d like to play more sport.
80 UNIT 13
156 UNIT 13
13 HEALTHY BODIES
2 Ask the students to look at the pictures first and say what
Unit Overview 96
the difference is between each pair. Encourage them to
TOPIC Health and illness use the vocabulary in Exercise 1. For example:
VOCABULARY Illness 1 A His arm hurts. 1 B His leg hurts.
AND LISTENING Conversations about health problems
2 A She’s got a headache. 2 B She’s got a stomach ache.
GRAMMAR should / shouldn’t
PRONUNCIATION Silent consonants
3 A He’s got a cold. 3 B He’s got a temperature.
READING What is so great about running? Point out that the students may hear information about
VOCABULARY Health both pictures but only one is the correct answer. For
LISTENING A conversation about a race example:
SPEAKING Giving advice Coach: What’s wrong, Martin? Is your arm OK?
Boy: My arm’s fine. It’s my leg! It really hurts.
Play the recording at least twice. After the students have
Resources listened to the recording, ask stronger students to say
GRAMMAR REFERENCE AND PRACTICE: SB page 150; TB page 249 why the other picture is not correct. (1 A His arm is fine.
WORKBOOK: pages 56–59 2 B She hasn’t got a stomach ache. 3 B He hasn’t got a
VIDEO AND VIDEO WORKSHEET: Health problems temperature.)
Answers
1B 2A 3A
3 Ask the students to try to match the advice to the
96
health problems before they listen again. Point out that
WARMER this advice does not appear in the same order on the
Organise the students into small groups and give them recording. With a weaker class, play the recording for a
an A3 sheet of paper. Ask them to draw a human body. third time and stop it after each piece of advice.
Challenge the groups to label as many body parts as they
can in five minutes. Award a point for every part of the Answers
body correctly labelled and spelled. don’t do any sports 3 don’t walk 1
eat fruit and vegetables 3 rest 3
don’t watch TV late 2 go to sleep now 2
ABOUT YOU go to hospital 1 drink a lot 3
09 by showing the video and asking students to complete the
4 First, write the table below on the board (without the
video worksheet. Then, read the questions in the About you
examples) for the students to copy into their notebooks,
box and have students answer the questions in pairs.
and brainstorm a few examples from the class (see
suggestions below). Ask the students in pairs to write
VOCABULARY AND LISTENING down two or three more examples in each column. Write
the ideas from the pairs onto the board in the correct
Illness column. Then, encourage the pairs to take turns to ask
1 Books closed. Encourage the students to say what can and answer the questions using the ideas in the table.
go wrong with some of the parts of the body, e.g. you Bad for your health Good for your health
can have a headache or a toothache. Books open, ask don’t do any sport play more sport
the students to describe the photos and name the parts
eat a lot of fast food eat healthy food
of the body before they match the sentences to them.
If appropriate, point out that we always say I’ve got a watch TV late go to bed early
headache but with other body parts (toothache, stomach Answers
ache, earache and backache), the article a(n) is optional.
Also point out that I’m cold (= not hot) is different from
I’ve got a cold (= I’m ill) and we can’t say I’ve got cold.
95
Answers
The answers are recorded for students to check and then
repeat.
A I’ve got a temperature. B My eye hurts. C I’ve got a cold.
D I’ve got a headache. E I’ve got a pain in my foot.
F I feel sick. G I hurt my leg. H I’ve got a broken arm.
I I’ve got toothache. J I’ve got a stomach ache.
HEALTHY BODIES 157

Answers
GRAMMAR should / shouldn’t
1 I think you should bring a scarf.
1 Books closed. Write these incomplete sentences from the 2 You should go to the doctor.
3 I should go to bed earlier.
recording on the board:
4 You aren’t well. You should stay at home today.
1 I think you go to hospital. 5 You shouldn’t come to my house today – I am ill.
2 You walk on that leg. 6 You shouldn’t watch TV all day.
Ask the students to complete them (1 should, 2

shouldn’t). If necessary, play the first conversation from GRAMMAR WORKSHEET UNIT 13
the recording again. Ask the students: ‘Which words
do we use to give advice?’ ‘Which one do we use to say
something is a good idea? And a bad idea?’ ‘Which word PRONUNCIATION Silent consonants
follows should and shouldn’t?’ Books open. Ask the 5 If necessary, check that students understand the
students to do the exercise. difference between a vowel and a consonant by asking
‘Which letters in should are consonants and which are
Answers
vowels?’ Point out that a silent consonant is a consonant
1 advice 2 good 3 bad 4 always that we don’t pronounce. Ask the students to cross out
2 Books closed. First, ask the students to guess how we the silent consonant in each word, reminding them that
make questions with should. Books open. They match they are looking at consonants and not vowels.
the questions to the answers. Answers
98
97
Answers The answers are recorded for students to check and then
repeat.
(The silent consonants are in bold)
repeat.
castle, climb, half, knife, listen, should, talk, walk, would,
1 Should I stop doing sport? c Yes, you should.
wrong, wrote
2 Should I take some medicine? a No, you shouldn’t.
3 When should I drink it? b Every evening before 6 Read through the example conversation as a class. Model
bed.
a good answer with a stronger student first. Point out
that the students can use one of the problems in Exercise
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 249 3 if they want.
3 Point out that the students should match the problem to FAST FINISHERS
the advice (a–h) before they complete the advice. With a Fast finishers produce a much longer conversation
stronger class, ask the students to cover the advice and using the health problems on this page or their own
then read the problem and try to guess the advice. ideas, perhaps at a doctor’s surgery. They practise their
conversation in pairs and then perform it to the class.
MIXED ABILITY
Write the problems (1–8) and complete advice with
should or shouldn’t (a–h) onto large strips of paper (16 Answers
strips in total). Put them on the board and as a class Students’ own answers
ask the students to separate them into two columns:
problems and advice. Next, as a class, ask them to match COOLER
each problem to some advice by moving the strips of Mime a health problem and ask: ‘What’s the matter with
card. Then, ask stronger students to do the exercise in me?’ Encourage the students to ask questions. Then, ask
their books without looking at the board. Allow weaker for some advice. They then do the same activity in small
students to check their ideas with the strips on the board groups. For example:
while they do the exercise.
Teacher: [holding head] What’s the matter with me?
Student A: Have you got a headache?
Answers
Teacher: Yes, I have.
1 c You shouldn’t play tennis.
2 e You should wear more comfortable shoes. Student B: Have you got a temperature?
3 b You should take some medicine and go to bed. Teacher: I think so.
4 g You shouldn’t eat anything.
Student C: You’ve got a bad cold.
5 h You should stop watching TV.
6 f You should go to hospital. Teacher: What should I do?
7 a You should go to bed earlier. Student D: You should go to bed and rest.
8 d You shouldn’t go to school.
4 Point out that there is one mistake with how the advice
is given in each sentence. Remind students that the verb
after should(n’t) is always the infinitive without to.
158 UNIT 13
GRAMMAR should / shouldn’t 4 Correct the mistakes in the sentences.
1 I think you should to bring a scarf.
1 Look at these examples from the conversations.
Then choose the correct words to complete
2
3
You shoud go to the doctor.
I should to go to bed earlier.
the rules. 4 You aren’t well. You stay at home today.
5 You don’t come to my house today – I am ill.
You shouldn’t walk on that leg. 6 You no should watch TV all day.
You should go to bed.
1 We use should and shouldn’t to give advice / PRONUNCIATION Silent consonants

information.
2 We use should to say something is a good / 5 Some words in English have silent
consonants. Find one silent consonant in
bad idea.
3 We use shouldn’t to say something is a good / each word.
bad idea.
4 The verb after should is always / never the castle climb half knife
infinitive without ‘to’. listen should talk walk
would wrong wrote
2 Look at these examples from the conversations

you heard on page 80. Match the questions to the Listen and check. Then repeat.
98
answers. Notice how we make questions with
should.
I should … → Should I … ?
1 Should I stop doing sport?
6 Read the example conversation. Have similar
conversations with your partner. Choose a
2 Should I take some medicine? different question from the box each time.
3 When should I drink it? Use health problems and advice from this lesson,
a No, you shouldn’t. or use your own ideas.
b Every evening before bed.
c Yes, you should. What’s wrong?
What’s the matter?
97
Listen and check. Then repeat. Are you OK?

What’s the matter?
3 Read the problems 1–8 and choose the correct

advice for each one a–h. Then complete the advice
with should/shouldn’t. There may be more than
one possible answer.
1 My hand hurts a bit today. I’ve got a
2 I’ve got a pain in my foot. temperature.
3 I’ve got a headache and a temperature. What should
4 I feel a bit sick. I do?
5 My eyes hurt.
6 I can’t move my leg at all. I think it’s broken.
7 I feel very tired.
8 I’ve got a bad cold. You should
a You go to bed earlier. rest. You should
b You take some medicine and go to bed. also drink lots
c You play tennis. of water. You
d You go to school. shouldn’t go
e You wear more comfortable shoes. to school.
f You go to hospital.
g You eat anything.
h You stop watching TV.
HEAlTHy bODIEs 81
HEALTHY BODIES 159

READING
1 Read the magazine article. Match the photos A–D to the paragraphs 1–3. A
2 Choose the correct headings a–d for the paragraphs 1–3. There is one
heading you don't need.
a Different kinds of running races c All the ways running is good for you
b Some problems with running d Reasons why running is popular
What is so great about
running?
running?
running?
running? B
1
In the past, people didn’t need sports like
running to stay healthy because they
were very active. But these days, many of us
spend most of the day sitting down. This means
we need to get some exercise in our free time,
and running is a cheap and easy way to do it. It’s
more fun than doing boring exercises in a gym,
and all you need is a good pair of trainers and
some comfortable clothes. Also, it’s a sport that
C people can do at any age – for example Fauja
Singh finished a marathon at the age of 101!
D
2 To make running interesting, you can
enter a race. Fun runs are very popular.
These are often 5 km long and are great for
beginners. You can run with your friends
and maybe dress up. For fitter people,
there are half-marathons, marathons,
or even ultra-marathons. These can be
70–400 km long. One of the most famous
is the Marathon des Sables which takes six
days and goes through the Sahara desert.
3 Running is fun and scientists say it is

one of the best ways to keep fit. However,
make sure you don’t do it every day – it’s
important to have a rest between runs. Running
improves the health of almost every part of your
body, including your brain. It can make you feel TALKING POINTS
happier and healthier, and live longer. It also Do you go running? If not,
helps you sleep well, and that gives you the would you like to?
energy to enjoy your life more. Perhaps it’s the Do you think running is
perfect sport! the ‘perfect sport’? If not,
what is?
99
82 UNIT 13
160 UNIT 13
Answers
READING
Paragraph 1 d Reasons why running is popular
Paragraph 2 a Different kinds of running races
WARMER Paragraph 3 c All the ways running is good for you
Ask the students to tell you what you were talking about Not needed b Some problems with running
in the last lesson, i.e. giving advice with should and
shouldn’t. Ask: ‘How often do you give advice?’ ‘What on? TALKING POINTS
Who to?’ ‘Who do you go to for advice: a member of your Read paragraph 3 to the class inviting reactions to the
family or friends?’ Tell the class you are going to run a advice. Read the last line ‘Perhaps it’s the perfect sport!’
marathon and ask them for some advice. and add ‘Or is it?’ Organise the students into groups and
ask them to discuss the questions.
BACKGROUND INFORMATION
A fun run is a friendly race (running, cycling or even
motorcycling or going by snowmobile) where people take
part for their own enjoyment rather than for competition.
These runs can be short races or even marathons.
Participants may wear fancy dress and they will often
raise money for charity. La cursa is one of the biggest fun
runs in the world. Held once a year in Barcelona, Spain
over a distance of 10.766 km, this run is now 40 years
old. It attracts around 55,000 runners (in recent years,
the majority have been women) and unlike many other
fun runs, it is free to enter. The Marathon des Sables is
an annual 251 km ultramarathon (so called because it is
longer than the traditional length of a marathon – 42.195
km) held over six days in the Sahara Desert in Morocco.
The oldest marathon runner Fauja Singh was born on 1st
April 1911 in the Punjab and he’s carried the torch at both
the Athens and London Olympic Games. There is some
disagreement over the youngest runner, but Budhia Singh
(born 2002) ran 65 km when he was five and Jennifer
Amyx ran a 42 km marathon also when she was five.
1 Ask the students to look at the title of the article and

the photos and say what they think the article is about.
Point out that each of the photos goes with one of the
paragraphs. Encourage the students to describe each
photo in pairs and say what they think each paragraph
is about. Then, ask the students to read and match the
photos to the paragraphs.
Answers
A paragraph 3 B paragraph 2 C paragraph 1 D paragraph 2

99
2 Ask the students in pairs to read each heading and try to
decide which paragraph it goes with. Point out that there
is an extra heading. Ask them to check their answers by
reading each paragraph again.
MIXED ABILITY
With a mixed ability class, for Exercises 1 and 2, divide
the class into three groups. Each group reads a different
paragraph and matches it to the correct photo(s) and the
best heading. Then, reorganise them into groups of three
who have read a different paragraph each and ask them
to share their answers.
FAST FINISHERS
Fast finishers work in pairs. They cover the article and
look at the paragraph headings. They try to say as much
as they can about each paragraph.
HEALTHY BODIES 161

Answers
VOCABULARY Health
(any order)
1 First, ask the students to find the words or phrases on Holly’s notes
He should
the right in the article and to say which verb goes with
1 buy special running clothes
each one, i.e. keep fit, enter a race. Next, ask them to say 2 get good trainers
which other verb can also go with the word or phrase 3 go running every day
and to cross out the wrong verb. 4 go to bed early every night
5 eat well and drink lots of water
Answers 6 go swimming or cycling
get/keep/do fit 7 do leg exercises
enter/do/stay a race He shouldn’t
go/eat/sleep well 8 get an app
have/take/do a rest 9 watch TV and play computer games
make/feel/stay healthy 10 have chocolate or cake
do/keep/try some exercises in a gym
get/do/keep some exercise
3 Ask the students to look at the first piece of advice You
2 Ask the students to find the words or phrases from
should buy special running clothes, and write G next to it
Exercise 1 first, e.g. some exercises, fit, etc. Then, point
if they think it’s good advice and B if they think it’s bad
out that they may need to change the form of the verb
advice. Ask them to continue to do the same for all ten
when they complete the sentence and more than one
pieces of advice. (There are no definitive right and wrong
answer may be possible.
answers here.) Then, organise the students into small
Answers groups and ask them to compare their ideas. Encourage
1 did 2 get / keep, do 3 eat 4 did / entered 5 feel / get them to say why, i.e. I think it’s good advice because … .
6 had / took Finally, ask them to compare Holly’s advice with the
article’s advice. Ask ‘Do they give the same advice?’ (No,
3 With weaker students, encourage them to choose three the article says, ‘All you need is a good pair of trainers and
or four sentences in Exercise 2 and rewrite them so that some comfortable clothes’ but Holly says, ‘buy special
they are true for them, e.g. My mum thinks it’s really running clothes’, and the article says, ‘Have a rest between
important to keep fit, so she plays padel with her friends. runs’ but Holly says, ‘Go running every day’.)
Encourage stronger students to write questions with the
vocabulary and then to take turns to ask and answer the Answers
questions. Students’ own answers
Answers
Students’ own answers SPEAKING
1 Encourage the students in pairs to use each of the
VOCABULARY WORKSHEET UNIT 13
sentence beginnings in the box (This person should/
shouldn’t …) to write their advice. If the students are
slow to start, do the first problem together as a class,
LISTENING then encourage the pairs to think of some more advice.
1 Ask the students to look at the photo of Jed and Holly Answers
100
and to say what they can about each one, e.g. They’re Students’ own answers
friends. Holly likes football. Holly’s giving Jed advice.
Next, ask them to read the sentences and say if they 2 Now organise the pairs into groups of four, i.e. two pairs
can add anything to this list, e.g. Jed wants to do a together. Ask them to take turns to say the problem and
race. Encourage stronger students to correct the wrong to give their advice. If the students enjoy role plays, ask
sentences after listening. them to stand up and perform their conversation to the
class.
Answers
1  2  (She can’t do the race. She says she’s busy.) 3  Answers
4  5  (He hates getting up early.) 6  (He hasn’t got a Students’ own answers
bicycle.) 7  (He’s angry because she said she was busy on
the day of the race.)
COOLER
2 Ask the students to cover the phrases in the box and Ask each student to think of a problem (e.g. I’m not very
100
brainstorm a list of Holly’s advice as a class. Next, ask fit; I want to start running; I’ve got too much homework)
the students in pairs to read the advice and say whether and write it on a piece of paper. Collect in the problems
Holly said you should or you shouldn’t. Students then and hand them out again, so that each student has a new
listen again and check their answers. problem. Ask the students to stand up and walk around
the class. When you say ‘Stop’, they should find a partner
and take turns to express their problem and give advice.
Allow this activity to run for about five minutes and then
ask the students to say who gave the best advice.
162 UNIT 13
VOCABULARY Health
2 What advice did Holly give Jed? Complete Holly’s
notes with the phrases in the box.
1 For each phrase in the box, two verbs are right

and one is wrong. Cross out the wrong verb for
100
Listen again and check.
EP each phrase.
buy special running clothes
watch TV and play computer games
get / keep / do fit get good trainers
enter / do / stay a race go running every day
go / eat / sleep well go to bed early every night
have / take / do a rest eat well and drink lots of water
make / feel / stay healthy go swimming or cycling
do / keep / try some exercises in a gym do leg exercises
get / do / keep some exercise get an app
have chocolate or cake
2 Complete the sentences with the correct tense of

the verbs in Exercise 1.
1 After I broke my leg, I some exercises to Holly’s notes
make it strong again.
Advice for Jed
2 I think it’s really important to fit, so I
a lot of exercise. He should He shouldn’t
8
3 In my family, we well. We have lots of 1
vegetables and no fast food. 2 9

4 My dad a 5 km race last week and 10
3
finished in 35 minutes.
5 When I do a lot of exercise and spend time 4
outdoors I fit and healthy. 5

6 After the race, my brother a long rest.
6
3 Write sentences about you and your family using

the vocabulary in Exercise 1. In pairs, compare
7
your sentences.
3 Compare Holly’s advice with the advice in the
article. What do you think of Holly’s advice to Jed?
LISTENING Which advice is good and which is bad?
100 1 Read the sentences below and listen to the

conversations between a boy called Jed and a
SPEAKING
girl called Holly. Are the sentences right (✓) or
wrong (✗)?
1 Look at the questions on an internet chat page.
The people are all asking for advice.
1 Jed wants to do a 5 km race.
2 Holly can do the race with Jed. Search
3 Jed wants to do the race with Holly.
4 Jed is worried about the price of sports clothes My family and I are going on a cycling
and trainers. holiday soon, but I’m not very fit. Can you
5 Jed is happy to get up early. give me some advice?
6 Jed can go cycling as well as running. I want to improve my English. It’s really bad
7 Jed is pleased to see Holly after the race. and I feel worried! What should I do?
In pairs, think of three pieces of advice for each

person.
This person should/shouldn’t …

Another idea is to … It’s important to …
2 Compare your ideas with another pair’s ideas.

Who gave the best advice?
HEALTHY BOdIES 83
HEALTHY BODIES 163

14 GETTING AROUND TOWN
VOCABULARY AND READING ABOUT YOU

Do you live in a city, town or village? What is it like?
Places in town Do you prefer cities, towns or villages?
What’s the best thing about where you live?
1 Look at the map and find these things.
EP
bridges bus stops a playground
a roundabout streets traffic lights
ABOUT | GALLERY | CONTACT
2 Look at the map again and find a place where

you can: This is my town. It’s small but very pretty. A
EP river goes through the town centre and there
0 see a film cinema 8 buy petrol
1 send a letter 9 find a police officer are four bridges going across it. Between the
2 stay the night 10 get better road and the river, there’s a market. Next to
3 buy food 11 see a play the market is a really nice café. There are also
4 borrow a book 12 catch a bus some shops in the town. Opposite the shops,
5 study 13 learn about history there’s a bank, a museum and a restaurant.
6 eat a meal 14 buy things outdoors Behind the museum, there’s a children’s
7 get some money playground. The restaurant is near the train
3 Talk to your partner. Which of the places in

Exercise 2 do you …
station, and beside the train station there’s
a post office. There’s also a sports centre
on that street. In front of the supermarket,
• like going to? • often go to?
• hate going to? • never go to? there’s a car park. We have a zoo
too, but that’s outside the town.
4 Read the description of the town and look at
the map in Exercise 1. Find five mistakes in the
101
5 20 9
description.
swimming pool
sports centre
bus station cinema
museum
1
shops
petrol station library
theatre
bank
university
hospital
hotel café
market
3 supermarket car park
police station
restaurant
post office
train station 2
84 UNIT 14
164 UNIT 14
14 GETTING AROUND TOWN
2 In pairs, ask the students to read the descriptions of

Unit Overview places and try to name them before they find the places
TOPIC Places in a town on the map.
VOCABULARY Places in town
AND READING A description of a town FAST FINISHERS
GRAMMAR Prepositions Fast finishers ask and answer questions in pairs about
READING A trip to Edinburgh the places on the map, e.g. Where’s the post office? It’s
VOCABULARY Compound nouns here. / It’s beside the train station. If they don’t know the
PRONUNCIATION Compound nouns preposition, they can point.
LISTENING A conversation about a visit to Edinburgh
WRITING An article about a city Answers
1 post office 2 hotel 3 supermarket 4 library 5 university
6 restaurant 7 bank 8 petrol station 9 police station
10 hospital 11 theatre 12 bus station 13 museum
Resources 14 market
GRAMMAR REFERENCE AND PRACTICE: SB page 151; TB page 249 3 Encourage the students to look at the map and to take
WORKBOOK: pages 60–63 turns to ask full questions and answer in full sentences
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 14; giving a reason. They can use the words in Exercise 2
Vocabulary worksheet Unit 14 to do this. If necessary, demonstrate with a stronger
TEST GENERATOR: Unit test 14; Term test 2 student first; e.g.:
Teacher: Which of the places do you like going to?
WARMER Student: I like going to the cinema.
Write Where I live on the board and then divide the board Teacher: Why do you like going to the cinema?
into two columns with the headings things I like and Student: Because I love seeing films. What about you?
things I don’t like. As a class, brainstorm one or two ideas,
e.g.: Answers
things I like things I don’t like
lots of parks nowhere to go when it rains 4 Point out that there are five mistakes in the description
Encourage the students to copy the table into their and that the students will need to check each sentence
notebooks and in small groups, write down some more against the map to do this. If necessary, begin as a class
ideas. by reading the first three sentences and asking ‘Where’s
the river?’ (students point at the river) ‘Does it go through
the town centre?’ (yes) ‘How many bridges are there?’
ABOUT YOU (three) ‘Is this the first mistake?’ (yes)
If necessary, pre-teach the difference between a village Answers
(a rural settlement), a town (an urban area usually with
there are four bridges (there are three bridges)
a market and a population of between 1,000 and 20,000) Opposite the shops, there’s a bank, a museum and a
and a city (an urban area usually with more people and restaurant (there isn’t a restaurant opposite)
a cathedral and/or a university). If you did the Warmer Behind the museum, there’s a children’s playground. (there’s
activity, encourage the students to use these ideas when grass behind the museum)
they ask and answer the questions. There’s also a sports centre on that street. (there’s a
supermarket)
In front of the supermarket, there’s a car park (it’s behind the
VOCABULARY AND READING supermarket)
Places in town The Reading text is recorded for students to listen and read.
101
1 Ask the students to look at the map first and in pairs,
describe what they can see. Next, ask them to find
the things on the map. Check that they can say the
things correctly by asking them to listen and repeat, in
particular bridge /brɪdʒ/ and roundabout /ˈraʊnd.ə.baʊt/.
Answers
GETTING AROUND TOWN 165

he walked along the road/beach. Also point out that
GRAMMAR Prepositions opposite in question 5 is the correct answer because we
need to cross the road to get there; we tend to use in
1 Books closed. Read the first sentence of the description front of to show that something is much closer.
of the town on page 84 that has a preposition: A river
goes through the town centre. Invite a volunteer to come Answers
to the board, draw a picture and label it. Continue with 1 along 2 next to 3 across 4 outside 5 opposite
the other sentences before the students match each
preposition to the pictures (A–G). 6 Demonstrate this activity with the class. Tell the students
that you are Person 1. Ask the class ‘Excuse me. Is there
Answers a museum near here?’ Invite a volunteer to give you
A outside B beside / next to C through D near E across directions.
F in front of G opposite
Answers
2 Point out that the students will need to look at the map Students’ own answers
to do this exercise and to use the prepositions in the box
in Exercise 1. 7 As a class, brainstorm some places onto the board. Next,
ask each student to take a piece of paper and write some
Answers directions to one of the places on the board, starting
1 through 2 across 3 outside 4 near 5 in front of from the school. They should begin Go out of the school
6 beside/next to 7 opposite and … and end Where are you? Encourage them to use
the expressions in Exercise 4. Then, they should write the
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 249 name of the final destination on the reverse side of the
paper. Collect in the pieces of paper.
3 Tell the students that they are going to listen to three
102
people who are each asking for directions to a place and Answers
they have to work out where the person wants to go. Students’ own answers
First, ask the students to find the three people on the
8 Hand out new directions to each student, making sure
map. For conversation 1, they look at where Person 1 is
no one gets the original directions that they wrote.
located on the map and follow the directions that Person
Working in the same pairs, they take turns to listen to
1 is given, which will lead them to the place Person 1
their partner’s new directions and say where they take
wants to go to, and so on.
them to.
MIXED ABILITY Answers
With a mixed ability class, give an example first by Students’ own answers
reading out the directions in the recording and asking the
students to trace the route with their fingers on the map.
If the students find the recording too difficult, photocopy
the audioscript, allow them to read and listen at the same
time and trace the route. COOLER
Say to the class ‘I’m bored. Where should I go?’ and
Answers encourage the students to give you an answer with
should, e.g. You should go to the cinema. Then ask them to
1 restaurant 2 museum 3 theatre
give you directions.
Ask the students to have similar conversations in pairs
4 Ask the students to look at the pictures first and try to with suitable beginnings, e.g. I’m bored; I want to do some
say what kind of direction is given before they match the sport; I’m thirsty; I’m hungry; I need to buy some … .
sentences. When the students repeat, make sure that
they stress the right words and sound interested, i.e.
their intonation is not flat.
103
Answers
repeat.
A Turn right at the traffic lights.
B Turn left at the roundabout.
C Go straight on. Don’t turn left or right at the traffic lights.
D Drive along the road beside the river.
E Go past the train station.
F The bank is on your right.
5 If necessary, point out that we use go through either

when we cross something, e.g. the river goes through the
town or he went through the door, or when something
is all around us, e.g. he walked through the forest. We
use go along to say we go from one part to another, e.g.
166 UNIT 14
GRAMMAR Prepositions
4 Match the sentences to the pictures.
1 Go past the train station.
1 Read the description in Exercise 4 on page 84
again and match the prepositions to the diagrams.
2 Turn right at the traffic lights.
3 Go straight on. Don’t turn left or right at the
traffic lights.
4 The bank is on your right.
across beside/next to in front of
5 Drive along the road beside the river.
near opposite outside through
6 Turn left at the roundabout.
A B
A B
C D
C D
E F
E F
103
Listen and check. Then repeat.
5 Choose the correct preposition to complete the

sentences.
G
1 To get to my house, go through / along Beat
Street, turn right and it’s on your left.
2 My house is between / next to the Columbus Hotel.
3 To get to the station, walk across / near the
bridge at the end of the High Street.
4 The bus stops before / outside my house.
It brings me all the way home.
5 My house is in front of / opposite the post office.
2 Look at the map on page 84. Complete each
sentence with a preposition. I can cross the road and send letters and parcels
there.
1 The river goes the town.
2 Hotel guests need to go the river to go 6 Work with a partner. Student A, say which person
you are on the map (1, 2 or 3). Then ask Student B
to the museum.
3 The zoo is the town. for directions to somewhere on the map. Student
4 There’s a bus stop the hospital. B, give directions. Then change roles.
5 There’s a car park the supermarket. A: Excuse me. Is there a supermarket near here?
6 The bank is the museum.
7 There are some shops the museum. 7 Write some directions to places from your school.
Give the directions to your teacher to read out.
8 In pairs, listen to new directions from your
partner. Say where they take you to.
102 3 Find the people on the map on page 84. Each
person wants to go somewhere. Listen to the
conversations. Where do the people want to go? Go out of the school and turn left. Take the
first road on the right. Walk past Café Brava.
Person 1 Person 3 Where are you?
Person 2
GETTING ARouND TowN 85

READING
A
1 Look at the map and read the
article about Edinburgh. Match
places A–E to the names in E
the box.
D
B C
Edinburgh Castle
Palace of Holyroodhouse
Scottish Parliament
St Giles’ Cathedral
Tourist Information Office
104
2 Read the article again. Are the sentences right (✓) or wrong (✗)?
1 Edinburgh is the largest city in Scotland.
2 Lots of people visit the castle in the summer.
3 You can walk from Edinburgh Castle to Holyroodhouse.
4 The Camera Obscura museum is about the history of Edinburgh.
5 The Queen sometimes stays at Holyroodhouse.
6 The Scottish Parliament building is closed to visitors.
7 Princes Street is a good place to go shopping.
8 All of Edinburgh’s guided tours are on foot.
l of
Edinburgh, the capita
Hey guys! I’m going to e?
u got any advice for m
Scotland, soon. Have yo
Lucky you! Edinburgh’s great. It isn’t the biggest city in Scotland, but it’s very
beautiful and has an amazing history. The best place to start is Edinburgh Castle.
This sits up on top of Castle Rock and from here you can see the whole city below
you. It gets very busy in the summer.
Next, walk down the Royal Mile, through Edinburgh’s 12th-century Old Town. Don’t
miss St Giles’ Cathedral and the Camera Obscura. This amazing museum is all about
how we see things, and has floating fish, funny mirrors and a 3D tunnel of stars. They
sell great postcards there.
At the bottom of the Royal Mile is the Queen’s Edinburgh home, the Palace of
Holyroodhouse. When the Queen isn’t there, you can visit the rooms and gardens.
Next to the Palace is the Scottish Parliament. Spanish architect Enric Miralles
designed it. Parts of it look like fishing boats on the beach. There are also roof
gardens and fountains. And you can visit it for free!
You should also go to Edinburgh’s New Town. This area isn’t very new actually – it’s
over 200 years old! The most famous street in Edinburgh, called Princes Street, is in
New Town. Here you find Edinburgh’s best shops and department stores.
If you haven’t got much time, you can see Edinburgh with a tour guide. Choose from
TALKING POINTS
walking tours, cycle tours and even ghost tours. These take you through the narrow
Would you like to go to
Edinburgh? Why / Why not?
streets of the Old Town late at night, and include scary stories from the 18th century.
What would you like to do there?
Don’t forget to take a good guidebook – and your raincoat. It often rains Do you enjoy visiting cities?
in Edinburgh. Have a great time! 105 What kind of museums do you
like best?
86 UNIT 14
168 UNIT 14
READING FAST FINISHERS
Encourage fast finishers to use the sentences in this
exercise to write some right and some wrong sentences
WARMER
about where they live, e.g. Valencia is the largest city in
Tell the class that in this lesson, they are going to visit a Spain. (wrong) When the others have finished, the fast
large city in Europe, but they have to guess which one. finishers read out their sentences for their classmates to
They can ask you Yes/No questions, e.g. Is it a capital city? say if they are right or wrong. If appropriate, award points
Is it in England? The answer is Edinburgh. for correct answers.
BACKGROUND INFORMATION TALKING POINTS

Glasgow is the largest city in Scotland, but Edinburgh is First, ask the students to write down at least three reasons
the capital city. The Royal Mile is a series of streets which they’d like to go to Edinburgh and at least three reasons
go from Edinburgh Castle to the Palace of Holyroodhouse. why they’d like to go somewhere else. Then, ask them to
This route measures about one Scottish mile, which is take turns to ask and answer the questions in pairs using
actually slightly longer than an English mile (1 Scottish their notes to help them. Remind them to give full answers.
mile = 1.12 English miles).
A camera obscura means ‘dark room or chamber’. It’s
a room with a small hole that projects an image of the
outside onto one of the walls. Visitors to the 150-year-old
Camera Obscura Museum can see images of Edinburgh.
Building began on the Scottish Parliament building in
1999 and the first debate was held on 7th September
2004.
A traditional musical instrument of Scotland is the
bagpipes and you can find bagpipe players on the Royal
Mile wearing the Scottish kilt.
1 Books closed. Challenge the class to tell you five true

things about Edinburgh, e.g. it’s in the north of Europe;
it’s in Scotland; it’s the capital city; the people there
speak English; the money is the pound. Books open.
Pre-teach castle, palace, cathedral, parliament and
tourist information office by asking ‘Who lives or works in
these buildings?’ ‘What do they do?’
Then, ask the students to read the article quickly to find
and, if appropriate, underline the five place names and
then find the places on the map.
104
Answers
repeat.
A Tourist Information Office B Edinburgh Castle
C St Giles’ Cathedral D Scottish Parliament
E Palace of Holyroodhouse
2 Ask the students to read through the sentences in pairs

and decide if they are right or wrong before they read the
article again. Encourage stronger students to correct the
wrong sentences.
Answers
1  (It isn’t the biggest city in Scotland.) 2  3 
4  (It’s about how we see things.) 5 
6  (You can visit it for free.) 7 
8  (Choose from walking tours, cycle tours, etc.)

105

Ask the students to look at the places first and find them
VOCABULARY Compound nouns
on the map in Exercise 1 page 86 before they listen. Play
Books closed. Ask the class ‘Where does a bus stop?’ and the recording once.
elicit bus stop. Write it on the board. Point out that these
Answers
words are called compound nouns; some are written as
one word (e.g. bedroom) and others as two words (e.g. Students are given answers after Exercise 2.
bus stop). 2 Encourage the students to compare their answers, saying
108
1 Books open. Ask the students to look at the map, article why they think their answer is correct before they listen
and exercises on page 84 to find the 12 compound nouns. again.
If necessary, give the students the first letters of each
word in the compound noun to help them, e.g. t MIXED ABILITY
c ,t s . With a mixed ability class, pair up a stronger student
with a weaker student for this stage and encourage the
Answers
stronger student to explain to their partner why they think
town centre, train station, post office, supermarket, car park, their answer is correct. Play the recording again.
traffic lights, petrol station, sports centre, bus station, police
station, swimming pool, police officer
2 If students have access to a dictionary (paper or online), Answers

encourage them to check whether the compound noun is 1 Saturday morning F 2 Saturday afternoon A 3 Saturday
one or two words for themselves before telling them the evening C 4 Sunday morning E 5 Sunday afternoon D
answer.
Answers AUDIOSCRIPT TB PAGE 274
106
repeat.
postcard, cycle tour, walking tour, guidebook, tour guide, WRITING
raincoat
3 Ask the students to read through the sentences and try PREPARE TO WRITE
to think of a suitable compound noun before they look An article
at their new words in Exercise 2. Make sure they have GET READY Ask the students to find all the examples of
written each word correctly, i.e. as one or two words. this and these in the article. Next, ask them to read the
paragraph about London, find the nouns which they
Answers have to replace, i.e. buildings, St James’s Park, shows and
1 postcard 2 raincoat 3 tour guide 4 walking tour Harrods and say if it is singular or plural before completing
5 guidebook 6 cycle tour the sentences.
Answers
1 these 2 This 3 these 4 This
PLAN Brainstorm a list of places as a class first, then

PRONUNCIATION Compound nouns
students choose three and think about where they are,
4 Write cycle tour on the board, say the word and elicit what you can do there, and why they are interesting.
which word we stress (the first). Then, ask them to listen WRITE Encourage the students to use the paragraph about
and underline the stressed word in all the compound London as a model for their own writing. Stronger students
nouns in Exercise 2. should also look at the longer article about Edinburgh
Then, ask ‘Which word do we usually stress in again for useful expressions and ideas for their own
compounds nouns?’ Finally, ask them to listen again and writing. Remind them to use this / these.
repeat. IMPROVE Ask the students to read their partner’s work.
Answers Remind them to check that this is used for singular nouns
107 and these for plural nouns.
The answers are recorded for students to listen and underline,
then repeat.
cycle tour, police station, walking tour, town centre, bus
COOLER
station, post office, petrol station, train station, sports centre Play Where am I? Say to the class: ‘I’m eating hamburger
The stress usually falls on the first word. and chips with my family. I can see the waiter. He’s
carrying a plate of food. Where am I?’ Encourage them to
guess (in a restaurant).
LISTENING In teams, the students write four descriptions for different
1 Students listen to two people talking and they have to places in the town. Each team reads out their description
108
match the times to the places. They may hear two or and the others have to guess where they are. Award
more words from the list of answers for each question, one point for a correct guess and two points for a good
but only one will be correct. There will be three options description.
from the list A–H that are not answers to any of the
questions.
170 UNIT 14
VOCABULARY Compound nouns LISTENING
In English, it’s possible to make new words 108 1 Listen to Rob talking to a friend about a visit to
Edinburgh. Which place did Rob visit at each time?
by putting two words together: bus + stop =
bus stop. These are called compound nouns. 0 Friday evening B
Sometimes they are written as one word and
sometimes as two. Do you do this in your Times Places
language too? 1 Saturday morning A Scottish Parliament
2 Saturday afternoon B Old Town
3 Saturday evening C Theatre
1 Look at the map, text and Exercises on page 84,
and find 12 compound nouns.
4 Sunday morning D New Town
5 Sunday afternoon E Museum
2 Match the words on the left of the box to the
words on the right to make compound nouns.
F
G
Edinburgh Castle
Cathedral
EP Remember some are one word and some are two. H Holyroodhouse
post guide 108 2 In pairs, compare your answers. Listen again and
check.
cycle tour
walking coat
guide card
tour book WRITING
rain tour
PREPARE TO WRITE
Listen and check. Then repeat. An article
106
3 Complete the sentences with compound nouns

from Exercise 2.
GET READY Look at the article about Edinburgh
again and find all the examples of this and these.
Then complete the paragraph about London with
1 I found a with a really nice picture on it this or these.
to send to my friend.
2 I’m glad I wore a yesterday because the
weather was terrible. London is the capital city of England, and has
3 Our was so funny. I loved her stories lots of interesting buildings you can visit. One of
about the city. 1
is Buckingham Palace, the Queen’s
4 That was fun, but my feet hurt now! London home. From here you can walk to St
5 I read in the that this castle is 1,000
James’s Park. 2 is a lovely place to
years old.
6 The was brilliant. We rode all around stop for a rest and a picnic. Many people like to
the city. see shows when they are in London. You can
get tickets for 3 online or in Leicester
Square. And don’t forget about Harrods!
PRONUNCIATION Compound nouns 4
shop is famous around the world.
107 4 Listen to the compound nouns and
underline the stressed words. PLAN Make a list of interesting and famous places
cycle tour in a city you know well. Choose three, and make
notes about them. You could include information
In compound nouns, which word do we such as:
usually stress? Listen again and repeat • where they are • what you can do there
the words. • why they are interesting.
WRITE Write 50–60 words about your city. Use this/
these in your paragraph.
IMPROVE In pairs, read your own text and your
partner’s. Did you write about the same places?
Check for mistakes with this/these. Give your
partner two ideas to make their text better.
GETTING AROUNd TOWN 87

CULTURE
FACTFILE Scotland
ited Kingdom.
Scotland is part of the Un
million people
Population: Around 5.4
and Scots
Languages: English, Gaelic
Capital city: Edinburgh
SCOTLAND
1 Read the sentences and look at the map. Match the
sentences to the places.
1 This city is in the west of Scotland. It is the largest
city in Scotland.
2 This city is in the north of Scotland. It is the
capital of the Scottish Highlands.
3 This city is near the coast in the east of Scotland.
It is the capital of the country.
2 Read and match the photos (A–E) to the texts (1–5).
SCOTTISH HIGHLIGHTS
109
end your next holiday

? A
for a great place to sp
Are you are looking out this intere sti ng co un try
nd! Find out more ab
Then come to Scotla
, see … and eat! B
and things you can do
1 The Great Highland Bagpipe is a Scottish musical

instrument. It is a woodwind instrument. To play the instrument, the
bagpiper fills the bag with air and pushes it out with his elbow.
C
2 The Highland Games happen around Scotland from June
to September. People celebrate Highland Games in other parts of
the world too. There are different sporting competitions at the
games. These test throwing, pulling and strength. The games
D
are competitive but people can also enjoy music and dancing.
3 For special events, like parties, Scottish men often wear

a kilt. Kilts are skirts. They are usually made of coloured or black
wool with a ‘tartan’ pattern. Members of the same family (‘clan’)
have their own, specific tartan. Men often wear shoes called
Brogues with their traditional clothes.
4 In Scotland, there is a famous biscuit called

shortbread. One of the most important things in shortbread is
butter. Butter is also an ingredient in a popular Scottish sweet
called fudge. E
5 The School of Art and the Queen’s Cross Church in
Glasgow are both buildings by the famous Scottish architect E
Charles Rennie Mackintosh. There are also a lot of
beautiful, historical castles in Scotland to visit.
88 CULTURE
172 CULTURE
CULTURE
1 Books closed. Challenge the students to tell you
Learning Objectives everything they can remember about Edinburgh from
• The students learn about Scotland. Unit 14. If appropriate, organise the students into teams
• In the project stage, they design a brochure to attract visitors and award points. Books open. Next, ask the students to
to their area and present it to other students. look at the information in the factfile in pairs and find the
cities.
Answers
Vocabulary
1 Glasgow 2 Inverness 3 Edinburgh
woodwind competitive event pattern architect
2 Ask the students to look at the title Scottish Highlights
and the photos and ask ‘What do you think highlights
Resources means?’ (the best or most important things) Next, ask
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: A view of them to describe the photos in pairs and try to guess
Scotland
what each thing is before they match the photo to its
text. If necessary, point out that they should not write
the letter (A–E) of the photo in the space as this space is
BACKGROUND INFORMATION for a heading.
The UK stands for the United Kingdom of Great Britain Answers
and Northern Ireland and consists of four countries: 1D 2A 3C 4B 5E
England, Wales and Scotland (which make up Great
Britain) and Northern Ireland. The capital cities of each
country are London, Cardiff, Edinburgh and Belfast.
Scotland is the second largest country in the UK (after
England) and has over 790 islands. The official language
in Scotland is English, although 1.4% of the population
also speak Scottish Gaelic. The currency is the pound
(£). Scotland is governed by parliament in London but
also has its own parliament which has some control over
local issues such as education and housing. For example,
the education system is different. In 2014, there was a
referendum in Scotland on independence and 55.3%
voted against it.
WARMER
Draw or project a map of the UK (see Background
information above) onto the board and challenge the
students to label the four countries and their capital
cities. Then, ask some general knowledge questions
about Scotland (see example questions below). If
appropriate, do this as a team game and award points.
1 What’s the capital of Scotland? (Edinburgh)
2 What’s the currency? (the pound £)
3 Does Scotland have a king or a queen? (yes, a queen –
Queen Elizabeth II)
4 What is the Scottish flag like? (a white cross on a blue
background)
5 What are some of the most popular sports in Scotland?
(football, rugby, tennis, golf and hockey)
6 What’s the highest mountain in Scotland? (Ben Nevis –
1,344 m)
7 How many people live Scotland? (5.4 million – accept
an approximation)
8 What famous wizard went to school in Scotland? (Harry
Potter – Hogwarts is in Scotland)
SCOTLAND 173
3 Ask the students in pairs to think of a suitable heading Answers
for each text (1–5) before they look at the words in the Castle Tour: four castles (historical buildings); Loch Lomond
box. Highland Games: men in traditional clothes; sporting
competitions; bagpipes; dance festival
109
Answers
The Reading text is recorded for students to listen and check
their answers. 9 Ask the students to look at their table in Exercise 8 again
1 Music 2 Sports 3 Clothes 4 Food 5 Buildings
and answer the question in pairs. Encourage them to give
4 Encourage the students in pairs to try to answer the reasons for their answers.
questions before they read the texts again.
Answers
Answers Students’ own answers
1 air 2 from June to September 3 special events;
celebrations 4 butter 5 Glasgow 6 The School of Art and PROJECT A brochure
the Queen’s Cross Church
If necessary, pre-teach brochure: show the class examples
5 Ask the students in pairs to find the words in the texts or ask ‘If you want to go on holiday, what sort of thin book
and try to work out the meaning from context before can you get from a travel agency?’ (a holiday brochure)
they match it to its meaning. Ask the students to read the project instructions in bold
and ask ‘What are you going to design?’ (a brochure about
FAST FINISHERS your area)
Ask fast finishers in pairs to find some more new words Copy the following headings onto the board and
in the texts, try to guess their meaning from context, and brainstorm some ideas as a class: local events, typical
then check their ideas in a dictionary or with you. If time food, important buildings, music.
allows, they can write some multiple choice questions for Ask the students in pairs to choose at least two things
the others. from each column and make some notes on each one.
Encourage them to check their information online or in a
Answers local guidebook. Encourage the pairs to use the Scotland
1 pattern 2 architect 3 event 4 woodwind 5 competitive
text as a model for their own brochure. In small groups,
pairs show their brochure and also give feedback on each
other’s work.
TALKING POINTS
Ask the students to read the texts again and write down
three things they would like to see or do in Scotland and PROJECT EXTENSION
three things they wouldn’t like to see or do. Then, organise Invite a brief classroom discussion on what students liked
them into small groups and ask them to share their about each other’s brochures and what makes a good
ideas saying whether they would or wouldn’t like to visit one. Then, ask each pair to choose a place in another part
Scotland and why. of the world, preferably somewhere they would like to
6 Ask the students to read the instructions first and ask visit. Encourage them to look for information about their
110
‘What do you need to do?’ (choose a or b) place, find some photos and produce an electronic or
paper brochure to attract visitors. Then, ask the class to
MIXED ABILITY look at each other’s work and vote for the best three.
For Exercises 6–8, pair up a stronger student with a
weaker student. For each exercise, ask the stronger CULTURE VIDEO: A view of Scotland
student to make sure their partner knows what they have 10
When students have completed the lesson, they can watch
to listen for and also to share their ideas and answers
the video and complete the worksheet.
during each exercise.
COOLER
Answers Ask each student to write two questions about their
b country on a piece of paper (they must also write the
answer). Collect in the questions, organise the students
7 Ask the students to read through the sentences first in into teams and hold a general knowledge quiz.
110
pairs and try to decide if they are right or wrong. Ask
stronger students to correct the wrong sentences.
Answers
1  (They are only going to Scotland.) 2  (She has to choose
between two.) 3  4  (You can see four castles.)
5  6  7  (Her friend wants shortbread.)
8 Encourage the students to copy the table into their books

110
and try to make notes before they listen again.
174 CULTURE
3 Match the headings to the texts.
110 7 Listen to the conversation again. Are the
sentences are right (✓) or wrong (✗)?
Buildings Clothes Food Music Sports 1 Emma and her family have plans to go
to Scotland and Ireland.
2 Emma needs to choose two activities.
4 Read the texts again and answer the questions. 3 Emma really likes geography.
1 What does a bagpipe player fill the bag with? 4 You can see 14 castles on the tour.
2 When are the Highland Games in Scotland? 5 The castle tour leaves the hotel before
3 When do men wear kilts in Scotland? eight in the morning.
4 What ingredient is in shortbread and fudge? 6 They can watch and listen to music
5 Where is Queen’s Cross Church? and dance in the afternoon at the
6 Which buildings are by Charles Rennie Mackintosh? Highland Games.
7 Emma needs to bring her friend fudge.
5 Match the highlighted words in the article to the meanings.
1 repeated lines or colours 110 8 Listen again and complete the table.
2 this person draws buildings
Things to do or see
3 a social activity with lots of people
4 a type of instrument, like the bagpipes, flute or clarinet Castle Tour
5 trying to win something or get points for something
TALKING POINTS
Would you like to visit Scotland? Why? / Why not? Highland Games
110 6 Listen to Emma talking to her friend about the summer

holidays. What does she decide to do with her family?
9 Which of the two tours would you like to
do? Why?
a visit a castle b watch the Highland Games
PROJECT A brochure
Imagine you work for a tour company.

In pairs, design a brochure to attract
visitors to your area.
• Make notes about:
• local events visitors can go to
• typical food visitors can try
• important buildings to visit
• music they can listen to
• Find or take some photographs of your
local area, make a brochure.
• Present your brochure to another pair.
10 NOW WATCH THE CULTURE VIDEO SCOTLAND 89
SCOTLAND 175
15 MYSTERIES IN NATURE
A B
ABOUT YOU
What are your favourite places or things
in nature? D
What activities do you like doing outside?
Where do you like doing them? C
VOCABULARY AND READING

Geographical features E
F
1 Match photos A–H to the words in the box.
Use each word once only.
EP
cliff field island lake mountain
river snow water
111
2 Look at the photos and complete the sentences

with wide, high, long and deep.
G
H
100 metres
long 15 metres
deep
40 metres
wide
4,478 metres high
1 Mount Everest is 8,848 metres .

2 The Amazon River is 11 kilometres and
6,400 kilometres .
3 Lake Titicaca is 107 metres .
3 Match the words in Exercise 1 to the adjectives in 5 What can you see in the photos on page 91?
What do you think this strange story is about?
the box.
EP
deep high long wide
6 Read the article quickly. Check your answers to
Exercise 5.
7 Read the article again. Complete the text with

4 Think about your country. Give the names of … wide, high, long and deep.
•
•
two high mountains
an area of deep water
8 In pairs, discuss these questions.
• a long river 1 Do you think the Yeti is real, or is it just a story?

• a wide lake. 2 What do you think the footprint in the snow
belongs to?
90 UNIT 15
176 UNIT 15
15 MYSTERIES IN NATURE
Answers
Unit Overview
1 high 2 wide, long 3 deep
TOPIC Strange things which happen in nature
VOCABULARY Geographical features 3 Demonstrate the first word in Exercise 1 as a class:
AND READING Is the story real? Teacher: What are cliffs like?
GRAMMAR Past continuous Student: They’re usually high.
PRONUNCIATION Rising and falling intonation Point out that snow and water are uncountable so the
READING Loch Ness question is What is snow/water like? Students continue in
VOCABULARY The weather pairs.
LISTENING A story about looking for the Loch Ness
monster Answers
SPEAKING A story about a strange animal cliff: high, wide mountain: high
field: long, wide river: long, wide, deep
island: long, wide snow: deep
lake: long, wide, deep water: deep
Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 152; TB page 249 4 In pairs, allow the students about two minutes to think
WORKBOOK: pages 64–67 of examples of each one. If appropriate, allow them to
check their ideas online. Then, check answers as a class.
Vocabulary worksheet Unit 15 Answers
TEST GENERATOR: Unit test 15 Students’ own answers
WARMER BACKGROUND INFORMATION

Put students into small groups and ask each group to The Yeti, also known as the Abominable Snowman, is a
draw an island on an A3 sheet of paper. Ask the students mythical creature which lives in the Himalayas (Nepal,
to draw and label as many things on their island as they India, Russia, China, etc.) and leaves its tracks in the snow.
can, e.g. a beach, a river, a forest. Modern explorers have claimed to have seen their tracks
in the snow and some have even brought back samples
from Yetis, e.g. skin, hair and teeth. Recent DNA tests have
ABOUT YOU shown that these samples belong to real animals such as
If you did the Warmer activity above, ask whether the dogs and bears.
students would prefer to live on their island or in a town or
a city. Then, ask the students in pairs to take turns to ask 5 Ask students to describe the two photos on page 91 (the
and answer the questions using some of the words they mountain and footprint) and say what they think the
drew on their islands. story is about.
Answers
VOCABULARY AND READING Students’ own answers
Geographical features 6 Ask students to read the text to check their ideas.
1 Ask the students to describe the photos first before they Encourage them to say which four words are missing
match them to the words. Check their pronunciation from the text (wide, high, long and deep).
by asking them to listen and repeat. Point out that the Answers
s in island is silent /ˈaɪlənd/ and that we don’t stress the Students’ own answers
second syllable in mountain.
7 Point out that they will need to use each word once.
111
Answers
The answers are recorded for students to check and then 112
Answers
repeat. The Reading text is recorded for students to listen, read and
A lake B river C mountain D field E snow F water G cliff check their answers.
H island 1 high 2 long 3 wide 4 deep
2 Books closed. Draw a three-dimensional picture of a 8 Point out that the students should use their imagination
swimming pool on the board with a diving board. Invite and give their opinions to answer these questions. There
volunteers to come to the board and label the picture are no correct answers.
with long, wide, deep and high (for the diving board).
Books open. The students do the exercise. Answers
MYSTERIES IN NATURE 177

Answers
GRAMMAR Past continuous
1 We were playing football in the park yesterday morning.
1 Books closed. Introduce the past continuous by drawing 2 I lost it at the party when we were dancing.
3 We weren’t reading stories about strange animals in class
a timeline on the board:
yesterday.
Today 4 She wasn’t thinking and she dropped her bag.
Ask the students ‘What did the explorers see in the

Himalayas?’ (footprints in the snow) and write it on the GRAMMAR WORKSHEET UNIT 15
timeline:
footprints in the snow Today
PRONUNCIATION
Then, ask the students to describe the explorers’ activity Rising and falling intonation
at this time and write it on the timeline: 4 The students listen and repeat. Point out that when was
footprints in the snow Today and were aren’t stressed (the weak form), we use a schwa
/ə/. When they are negative, we generally use the strong
← They were walking through deep snow → form.
Finally, ask the students some concept check questions:
‘When did they start walking?’ ‘When did they see the Audioscript
113
footprints?’ ‘Did they continue walking afterwards?’ Elicit The sentences are recorded for the students to listen and
when we use the past continuous. repeat.
Books open. As a class, ask the students to look at the My brother was riding his bike.
table and say what kind of words are missing in 1–4 (the My dad wasn’t working in the garden.
verb) before they complete the table. Were they climbing in the mountains?
Answers Were you looking for footprints?
1 climbing 2 walking 3 exploring 4 climbing
5 Read the example dialogue as a class, pointing out that
Student B’s answer is a long answer with information
about the place, the people and the activity. Encourage
2 Point out that the students should use the past the students to give as much information as possible in
continuous in all these sentences. Remind them to check their answers.
their spelling, in particular sentence 1 running (double Answers
n). In 4, they will need to add the subject pronoun for the
short answer.
MIXED ABILITY COOLER

Allow the stronger students to do the exercise on their Hand out a slip of paper to each student. Ask them to
own. Invite the weaker students to the board, write the write an activity on it that you can do at a party, e.g. drink
gapped sentences on the board, and complete them lemonade, dance, listen to music.
together step by step. Encourage the weaker students to Collect in the slips of paper, mix them up and hand them
look at the table in Exercise 1 as they do this. out again to different students. Tell them they are at a
party and when the music starts, they should stand up
and do the activity on their paper (and also watch what
FAST FINISHERS other students are doing).
Fast finishers use the table in Exercise 1 to write questions Play some ‘party music’ and allow the students one or
about Eric Shipton and the explorers. When the others are two minutes to do their action. Then, turn off the music.
ready, organise the class into small groups with at least Ask the students to sit down. In groups, ask the students
one fast finisher in each group. The fast finisher reads to write as many correct sentences as they can using the
their questions and the others answer. If appropriate, the past continuous, e.g. Maria was dancing.
fast finisher can award points for correct answers.
Answers
1 were playing, weren’t running 2 Were, climbing, wasn’t
3 was watching, wasn’t tidying 4 Were the students working,
they were
3 Point out that students often make mistakes with tenses,

in particular they often use the present when they
are talking about the past. Point out that there is one
mistake with the tense in each of these sentences. With a
weaker class, also point out that the verbs in the present
continuous should be in the past continuous.
178 UNIT 15
In 1951, a British explorer, Eric Shipton, was climbing in the
112 Himalayas, south of Mount Everest. He wasn’t exploring
alone. There were several climbers and Sherpas with
him. They weren’t climbing that day, but they were
stroearly ?
walking through thick snow on a mountain 6,000 metres
1
when they saw a line of footprints. They
followed the footprints for 500 metres. The footprints were
33 cm 2 , 20 cm 3 and a few centimetres
4
. It wasn’t a bear. The footprints were much
too big. The Sherpas said the animal usually lived in
the forests and didn’t often come up into the snow.
Their name for the animal was the Yeti, or the Wild
Man of the Snows. People still come back from the
Himalayas today with stories of seeing the Yeti.
GRAMMAR Past continuous
1 Read the table. Complete sentences 1–4 using the verbs in the article.
Positive Eric Shipton was 1

in the mountains.
The climbers were 2
through thick snow.
Negative Eric Shipton wasn’t 3
alone.
The climbers weren’t 4
that day.
Questions Was I/he/she/it
looking for footprints?
Were you/we/they
Short Yes, I/he/she/it was.
answers No, wasn’t.
Yes, you/we/they were.
No, weren’t.
2 What was happening yesterday afternoon?

Complete the sentences with the past continuous
PRONUNCIATION
form of the verbs. Rising and falling intonation
0 ‘ Was Suzie helping (help) her teacher?’

‘Yes, she was .’ 113 4 Listen and repeat.
1 The boys (play) football in the park. My brother was riding his bike.
They (not run) very fast because the My dad wasn’t working in the garden.
grass was too long. Were they climbing in the mountains?
2 you (climb) that tree?’ Were you looking for footprints?
‘No, I .’
3 My friend (watch) TV. She
(not tidy) her room.
4 ‘ the students (working) on 5 In pairs, ask and answer the questions.
the computer?’ ‘Yes, .’ What were you doing …
… last Sunday morning at eleven o’clock?
3 Correct the mistakes in the sentences.
… yesterday at seven o’clock in the morning?
1 We are playing football in the park yesterday … last Saturday at one o’clock?
morning. … last Monday evening at six o’clock?
2 I lost it at the party when we are dancing.
3 We aren’t reading stories about strange animals What were you doing last Sunday
in class yesterday. morning at eleven o’clock?
4 She isn’t thinking and she dropped her bag.
I was at the sports centre.
I was swimming with my mum.
MysTERIEs IN NATURE 91

READING
1 Look at the photos. What do you know about

Loch Ness and the Loch Ness Monster?
3 Read the article again and answer the questions.
1 When do people think they see things on
2 Read the article quickly and match the
pictures A–C to the paragraphs 1–3.
the loch?
2 What does ‘loch’ mean?
3 How big is Loch Ness?
4 Which has more water: the lakes of Wales
A
and England or Loch Ness?
5 When did people first see a monster?
LOCH NESS
1
Loch is the Scottish Gaelic word for ‘lake’. Loch Ness is in
the north of Scotland not far from Inverness. The loch is
230 m deep – it’s the second deepest loch in Scotland –
36 km long and nearly 3 km wide. There’s more water in
Loch Ness than all the water in all the lakes in England and
Wales. That’s a lot of water for something to hide in!
2 B
The weather around the loch changes quick
ly.
One minute it’s sunny, the next it’s cloudy, the
next
there’s a bit of rain, and then it’s sunny again
. It can
be a windy place, too. Clouds move quickly
through
the sky and on sunny days the clouds make
shadows Loch Ness
on the water. It’s easy to think you see some
thing in
the water. When it’s foggy, the fog sits on the
loch
and it’s possible to think you see things then
too.
3
The story of the Loch Ness Monster, or ‘Nessie’,
started about 1,500 years ago. Then people called it
a giant water animal. In the 1930s, a new road beside
the loch brought more people to the area and more
people started to see more strange things. In fact,
over 1,000 people think they saw a strange animal in
the loch.
TALKING POINTS
There are several photos of some of the strange
Do you think there is a monster
animals. Could any of them be Nessie? living in Loch Ness?
114 If not, why do so many people
think they see something?
92 UNIT 15
180 UNIT 15
Remind the students there is no right or wrong answer to
these questions. Ask the students in small groups to take
WARMER turns to give their opinions. Encourage them to think of as
Introduce the topic of strange stories by saying to the many possibilities as they can for the second question.
class: ‘Something very strange happened at the weekend.’
Wait for the students to respond, e.g. What happened? Tell
us more! before you continue with your strange story. If
appropriate, use this one:
I was watching a film, when I heard a strange noise outside.
I opened the door and saw a large, white dog. It looked
hungry, so I gave it some meat. It ate the meat quickly
and disappeared. On Sunday, I told my neighbour about
the dog. He said, ‘That’s strange! A large, white dog lived
in your house many years ago but it died just before the
owner moved house.’
Invite a class discussion on this story by asking questions:
‘Who is the dog?’ ‘Is it the same dog that lived in the
house before?’ ‘Where is the dog now?’ Then, tell the
students that they are going to read and listen to some
strange stories and at the end of the lesson, they are
going to tell their own story about an animal. Encourage
them to start thinking of ideas for it.
1 Ask the students to describe the photos and as a class,

say what they know about Loch Ness and its monster.
Encourage the students to say more by asking ‘What is
a loch?’ ‘Where is Loch Ness?’ ‘What do you think the
weather is like there?’ ‘How deep do you think the loch
is?’ ‘What lives there?’ ‘When did people first see it?’
Answers
2 Encourage the students to read the article quickly and

check their ideas in Exercise 1. Then, ask them to match
the paragraphs (1–3) to the photos (A–C).
MIXED ABILITY
With a mixed ability class, divide the class into three
groups for Exercises 2 and 3. Put the stronger students
in Group B and the weaker ones in Group A or C. Group A
reads part 1, matches it to its photo and answers question
1 in Exercise 3. Group B reads part 2, matches it to its
photo and answers questions 2, 3 and 4. Group C reads
part 3, matches it to its photo and answers question 5.
Then, three students from each group work together and
share their answers.
Answers
A3 B1 C2
3 Ask the students to try to answer the questions in pairs

before they read the article again.
Answers
1 When there are clouds making shadows on the water or
when it’s foggy.
2 It is Scottish for ‘lake’.
3 It is 36 km long, nearly 3 km wide and 230 m deep.
4 Loch Ness.
5 About 1,500 years ago.

114

2 Ask the students to read the questions and try to answer
VOCABULARY The weather 115
them before they listen again. With a mixed ability class,
it may be necessary to play the recording for a third time
1 Ask the students to look at cloud and say how we form
and to pause it after each answer is given. If time allows,
the weather adjective from the noun. Explain that when
ask the students retell the story using their answers
a noun finishes in a consonant-vowel-consonant, we
to these questions to help them. Strong students can
double the final consonant, e.g. fog – foggy. Point out
retell the story from Peter’s friend’s perspective, e.g. I
that we often use rain and snow as verbs too, e.g. It’s
was sleeping in my tent when Peter started shouting. He
raining or It’s snowing today. Then, ask the students to
wanted the camera, so I … .
complete the table. Write the correct answers on the
board (or invite volunteers to do so) and ask the students Answers
to check their spelling. 1 It was Wednesday.
2 He sat and watched the loch.
Answers 3 He could see the trees.
fog – foggy, ice – icy, rain – rainy, snow – snowy, sun – sunny, 4 Nessie / The Loch Ness monster.
wind – windy 5 It was foggy and they couldn’t see anything. / He was
waiting for Sam to give him the camera.
2 Ask the students to look at the symbols on the weather 6 He saw a duck.
map first and try to say what they are before they match
them to the adjectives.
Answers
A cloudy B rainy C windy D foggy E icy F snowy G sunny
SPEAKING
3 As a class, ask the students to read the information in 1 Invite a class discussion about strange animals in the
each fact first, look at each gap carefully and say what students’ area or country by asking ‘Do you know any
kind of word is missing, i.e. a noun or an adjective. Do stories about strange animals?’ ‘Are there any strange
the first question as an example, so that the students animals in the forest, mountains or lakes near here?’
understand they may need to use a word from the first or ‘What do you know about them?’ The students may
second column in Exercise 1. know of a local Cyclops, a witch, a werewolf, etc. If they
are short of ideas, either ask them to find information
Answers online or to make up a story.
1 windy, wind 2 snowy, snow 3 sunny 4 rain Allow the students time to read the questions on their
own and then to make notes. Introduce some language
4 If necessary, remind the students of the names of the
to express interest, e.g. Really? Yeah! That’s awesome!
four seasons: spring, summer, autumn and winter. Ask
No! You’re joking! I don’t believe you! Then in pairs, the
them to read the example and in pairs, write some
students take turns to tell their own story and to listen.
sentences about the weather where they live in different
When they listen to their partner, they should express
seasons.
interest by using some of the language to express
FAST FINISHERS interest.
Encourage fast finishers to work through the vocabulary COOLER
section at their own pace. Then, ask them to draw a map
Finish by telling the class another strange story. For
of their country with weather symbols and to write a short
example:
weather forecast for some of the places. When the others
are ready, they can present their forecast to the class. Joe lives in a flat on the 20th floor. Every morning when Joe
goes to school, he leaves his flat, calls the lift and takes it
down to the ground floor. When he comes home, he gets in
Answers and pushes the button for the 16th floor. He gets out there
Students’ own answers and walks up to his flat on the 20th floor. Why?
Invite suggestions from the class. (Joe is only eight and is
VOCABULARY WORKSHEET UNIT 15 too small to reach the button for the 20th floor.)
LISTENING
1 Before the students listen, ask them to read the
115
instructions. Ask ‘Where was Peter last summer?’ ‘Was
he alone?’ ‘What were they looking for?’ Point out that
the students are going to listen to Peter telling a strange
story. Play the recording and ask them to say what the
weather was like.
Answers
It was foggy.
182 UNIT 15
VOCABULARY The weather 3 Complete the facts using the words in Exercise 1.
1 Wellington in New Zealand is a very city.
The blows at more than 50 km an hour
1 Complete the table with the adjectives.
for more than half the year.
EP 2 New York can be very in winter. In some
Nouns Adjectives years, the is more than 50 cm deep.
cloud cloudy 3 Valletta, the capital of Malta, has more
days than other cities in Europe. On most days
fog there are no clouds in the sky.
ice 4 Mawsynram in India is the wettest place in the
rain world. There is most days of the year
and people always carry an umbrella.
snow
sun 4 How would you describe your town or city? Use
the word from Exercise 1.
wind
In winter, Moscow is a very snowy
city. There is deep snow everywhere
2 Now match the adjectives to the symbols. from November to March.
A B
LISTENING
115 1 Peter was on holiday with a friend in Scotland

last summer. They were looking for the Loch Ness
C D E monster. Listen and answer the question.
What was the weather like?
115 2 Listen again and answer the questions.

1 What day of the week was it?
F G 2 What did Peter do after he woke up?
3 What could Peter see on the other side of
the loch?
4 What did Peter think he could see in the water?
5 Why did Peter wait before he took the photo?
6 What did his friend see in the water?
SPEAKING
1 What other stories about strange animals do

you know? Do you know the names of any
mythological animals?
Use the questions to help you with your ideas.
Where does the animal live?

In which country?
C In the forest / water / mountains?
What does it look like?
Is it big / small?
Does it fly?
Is it friendly / shy?
What is it called?
Are there any pictures or photos of it?
Is it real or just a story?
In pairs, tell your partner about your strange

animal.

16 AMAZING ANIMALS
ABOUT YOU VOCABULARY AND READING

11 Watch the video then ask and answer
the questions in pairs. Animals
What animals do people in your family have?
Do you like visiting zoos? Why? / Why not?
A
Is there any animal in particular that you like?
1 Match the photos A–J to the words in the box.
EP
bear chicken duck elephant
B insect lion monkey mouse
rabbit rat
116
Listen, check and repeat.
2 Complete the table with the words in Exercise 1.

Which of the animals can you keep as pets?
C Wild animals Farm animals Both

D
Now add other animals that you know.
E 3 In pairs, discuss the questions.

1 Which of the animals in Exercise 2 can help
F people?
2 How do they help?
3 What can they do?
4 Look at the photos on page 95. Are these wild

animals, pets or farm animals?
Now read the story quickly. Which animal helped
Jack?
G 5 Choose the best title for the story.

1 A quiet walk in the forest
H 2 Bear to the rescue
3 Alone with a mountain lion
6 Read the story again and answer the questions.

1 What time of year was it?
2 Was Jack walking in this area for the first time?
I 3 How many bears did he see?
4 Was the bear afraid of Jack?
5 What jumped onto Jack’s back?
6 Which was the larger animal, the mother bear
or the mountain lion?
J
7 What did the bear do next?
8 What did the mountain lion do next?
94 UNIT 16
184 UNIT 16
16 AMAZING ANIMALS
Answers
Unit Overview
Wild animals: bear, chicken, duck, elephant, insect, lion,
TOPIC Wild animals and pets monkey, mouse, rabbit, rat
VOCABULARY Animals Farm animals: chicken, duck, insect, rabbit
AND READING Bear to the rescue Pets: insect, mouse, rabbit, rat (also accept other animals if
GRAMMAR Past simple and past continuous students can justify their answer)
READING Our animal friends
VOCABULARY Phrasal verbs 3 Ask the class ‘Can an elephant help people?’ (yes)
PRONUNCIATION /u:/ and /ʊ/ ‘How?’ (by moving heavy objects) and invite a brief class
LISTENING An interview about looking after pets discussion. Then, encourage the students in pairs to ask
WRITING A story these questions about the other animals in Exercise 2.
Answers
Resources 4 First, ask the students to look at the photos at the top of
GRAMMAR REFERENCE AND PRACTICE: SB page 153; TB page 249 page 95 and identify the two animals they can see (two
WORKBOOK: pages 68–71 black bears and a mountain lion) and the kind of animals
VIDEO AND VIDEO WORKSHEET: Animals they are. Then, ask them to guess which animal helped
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 16; Jack before they read the story.
Answers
wild animals
the mother bear
WARMER 5 Ask the students to think of a good title for the story
Books closed. Write the unit title Amazing animals on the before they look at the three options (1–3).
board. First, challenge the students to think of an animal
or a bird beginning with each letter in the title, e.g. Ant, Answers
Monkey, Alligator, Zebra, Iguana, Newt, Giraffe, Antelope, 2
Nightingale, Insect, Mouse, Armadillo, Lion, Snake. Then,
6 Encourage the students to try to answer the questions
discuss ways animals are amazing.
before they read the story again.
FAST FINISHERS
ABOUT YOU
Put the fast finishers into pairs. Student A is Jack and
Student B is a friend. Jack should tell his friend what
11 by showing the video and asking students to complete the
happened and his friend should show interest (e.g. Really?
video worksheet. Then, read the questions in the About you
No?) and ask more questions (e.g. What did you do next?
box and students answer the questions in pairs.
Were you scared?).
VOCABULARY AND READING Answers

Animals 1 It was May / spring.
2 No, it was a place he knew well.
1 Ask the students to identify the animals in the photos 3 He saw three.
first before they match them to the words in the box. 4 No, it wasn’t.
5 A mountain lion jumped onto his back.
116
Answers 6 The mother bear was larger.
The answers are recorded for the students to check and then 7 The bear pulled the lion off his back.
repeat. 8 The lion ran away.
A monkey B insect C chicken D bear E elephant F duck
G lion H mouse I rabbit J rat The Reading text is recorded for students to listen and read.
117
2 Pre-teach wild and farm by asking ‘Where do we find
chickens?’ (on farms) and ‘What about bears?’ (in the
wild) Copy the table onto the board and ask a volunteer
to write bear and chicken in the correct column. Ask the
students to continue in pairs and then underline any
animals which you can also keep as pets. Finally, ask
them to add more animals to their table.
AMAZING ANIMALS 185

5 Point out that there is one mistake in each sentence
GRAMMAR Past simple and past continuous either with the verb in the past simple or the verb in the
past continuous.
1 Books closed. Ask ‘When did the story happen?’ (in the
past) Draw the following on the board: Answers
Today 1 When we were looking for the lions at the zoo yesterday,
we found the elephants.
Jack saw a black bear (B) 2 Yesterday while I was coming back home, I dropped my
Ask ‘What was Jack doing when he saw the black bear?’ purse in the road.
(He was walking along a path.) Add the first part of the 3 When I was waiting for the bus, I saw a monkey in the trees.
sentence: 4 When we were walking beside the lake, we heard a noise
behind us.
Jack was walking along a path (A) when … Today
5 It was snowing when I went there and very cold.
He saw a black bear (B)
6 Read the two example sentences. Ask the students to
Elicit the tense of the verbs (A past continuous, B past look at the animals in the table in Exercise 2 on page
simple) and which happened first (A). 94 and elicit a couple more examples as a class. Then,
Books open. The students answer the questions. challenge the students to make at least five more
sentences in pairs.
Answers
1 saw is past simple, was walking is past continuous Answers
2 Action A started first Students’ own answers
3 Action B interrupted Action A

2 Ask the students to say whether we usually follow COOLER

while with the past simple or past continuous (past Write this on the board.
continuous). past simple past continuous
Answers 1 see a bear 1 play a computer game
While Jack was watching the bears, something large and 2 phone the police 2 ride my bike
heavy hit him from behind. 3 wake up 3 sleep on the sofa
2 was watching started first.
3 hit interrupted was watching 4 hear a strange noise 4 rain
Then, while he was fighting it, the mother bear ran towards 5 arrive home 5 watch TV
him.
2 was fighting started first 6 fall down 6 have lunch
3 ran interrupted fighting Demonstrate the activity. Shake the dice; this number
While the mountain lion was attacking Jack, the bear stood gives you the verb in the past simple. Shake it again; this
on its two back legs. gives the verb in the past continuous. Make a complete
2 was attacking started first
sentence with the two verbs and when/while, e.g. My mum
3 stood interrupted was attacking
phoned the police while we were having lunch. Point out
3 Ask the students to highlight the past simple and past the order of the two verbs is not important. Students play
continuous in two different colours. in groups of six for a few minutes.
Answers
Past simple: liked, knew, stopped, walked, knew, wasn’t,
didn’t try, tried, didn’t attack, attacked, pulled, ran off, went,
looked at, walked, recognised, wanted, was (x 5)
Past continuous: was walking
4 Before going over the answers, ask the students to check

a) the spelling of their past simple verbs; b) that they
have used was and were correctly; and c) that they have
spelled the -ing form correctly.
MIXED ABILITY
Pens down. Read the complete sentences (i.e. with the
verbs in the correct past simple or continuous form) to the
students first and ask them to identify which verb is in the
past simple and which is in the past continuous before
they do the exercise.
Answers
1 were sleeping, started 2 was reading, rang
3 arrived, were playing 4 was eating, heard
5 fell off, was skating
186 UNIT 16
117
One day in May, Jack Smith was walking lion. Then, while he was fighting it, the mother
in Northern Oregon. It was a place he bear ran towards him. But the bear didn’t attack
liked walking in and he knew it well. He Jack, it attacked the mountain lion. The bear was
was walking along a path when he much bigger than the mountain lion. While the
saw a black bear, a female with mountain lion was attacking Jack, the bear stood
her two babies. One was about on its two back legs and pulled the mountain lion
a year old, the other was only a off Jack’s back. The mountain lion ran off into
few months. Jack stopped to the trees. Then the bear went back onto its four
watch the bears. Because feet and looked at Jack for a moment,
Jack walked along the path before it walked back to look
regularly, the bear knew who after its babies.
he was. It wasn’t afraid and it didn’t try
Jack wasn't badly hurt.
to attack him. While Jack was watching
He was sure the bear
the bears, something large and heavy hit
recognised him and
him from behind. It was a mountain lion!
wanted to save his life.
Jack tried to get away from the mountain
GRAMMAR Past simple and past continuous
1 Look at this sentence from the story and answer the

questions.
A B 5 Correct the mistakes with the past simple

and past continuous.
He was walking along a path when he saw a black bear.
1 When we looking for the lions at the zoo
1 Which verb is past simple, and which verb is past yesterday, we found the elephants.
continuous? 2 Yesterday while I came back home,
2 Which action, A or B, started first? I dropped my purse in the road.
3 Which action, A or B, interrupted the other? 3 When I waiting for the bus, I saw a
monkey in the trees.
GRAMMAR REFERENCE AND PRACTICE PAGE 153 4 When we walk beside the lake, we heard
a noise behind us.
5 It is snowing when I went there and very
2 Find three sentences with while in the story. Answer
questions 2 and 3 in Exercise 1 about them.
cold.
3 Find all the other examples of the past simple and the 6 In pairs, take turns to say sentences with
when or while and the past simple or past
past continuous in the story.
continuous. Use the verbs in the box and
4 Complete the sentences with one verb in the past simple
and one in the past continuous.
animals from the table on page 94.
0 The boy was eating (eat) an ice cream when the monkey climb drive eat find open
stole (steal) it. run sit talk walk write
1 The cats (sleep) outside when the rain
(start). While the man was driving along the
2 While the girl (read) a book, her phone road, a monkey jumped out of a tree.
(ring).
3 The teacher (arrive) while Katie and Adam
I saw a family of rabbits when
(play) a computer game.
I was walking by the river.
4 Lucy (eat) her lunch when she (hear)
the news.
5 The boy (fall off) his board while he
(skate) in the park.
AMAzING ANIMAls 95
AMAZING ANIMALS 187

READING 4 Look at the photos again. What do you think
Part 2 of the article is about? Read it quickly to
check your ideas.
1 Look at the photos. How are these animals

helping people? Do you think it is bad to use
5 Read Part 2 of the article again. For each question,
choose the correct answer (A, B or C) for each gap.
animals in this way? Discuss your ideas with
1 A busy B free C favourite
your partner.
2 A help B look C make
2 Read Part 1 of the article. Match two of the 3
4
A
A
tells
arrives
B
B
speaks
brings
C
C
says
collects
photos A–C to this part of the article.
5 A shall B need C should
3 Read Part 1 of the article again. 6 A project B activities C jobs
1 Find three things that guide horses can do.
2 Find two things that monkey helpers can do. 6 In pairs, look at all the choices for Exercise 5
again and answer the question.
How did you choose the correct
answers?
Our
Animal 118
A
Friends
1 Animals can help people in many different ways. They can
help people in their homes and in their daily lives. They can
also save people when they are in danger, for example in the
2
mountains or in the sea. When people think of animal helpers, most
people think of guide dogs for the blind (people who can't see). But Most dogs are good at swimming but the
do you know about guide horses? These small horses help blind dogs in the photo are very, very good at it.
people move around a city or town. For example, they travel with They work on 1 beaches in Italy
them in taxis, cross roads and even help them get on and get off during the summer, keeping people safe in the sea.
buses. Horses live much longer than dogs, so they can be with the They can jump from helicopters and fast boats, and
person for a long time. Other animals can be helpers too. Monkeys
2
people in danger in the water.
are very clever and can look after people in many different ways. ‘Dogs don’t get tired as quickly as we do,’ 3
They can pick up your phone when you drop it. They can turn on the Emilio, their trainer. ‘A dog is strong and it can swim
television for your favourite programme and turn off the television fast. It gets to a swimmer faster than we can and
when it finishes. However, many people think that monkeys then it 4 the person back to the beach.’
shouldn’t be animal helpers because they are wild animals.
It takes three years to teach these dogs everything
they 5 to know. Then they are ready to do
their 6 .
B
C People often think of animals as their friends, but
these amazing animals are much more than that.
TALKING POINTS
Were you surprised by any of the
animal helpers in the article? Which
ones? Why?
Discuss your ideas with your partner.
96 UNIT 16
188 UNIT 16
READING MIXED ABILITY
With a mixed ability class, encourage the stronger
students to complete the exercise on their own. With
WARMER
the weaker students, go through the text question by
Write anagrams of some of the animals in this unit on the question and help them to find the correct answer by
board, e.g. ilno (lion), art (rat) and aber (bear). Include removing one of the incorrect answers for them.
dog, horse and monkey. Challenge the students to find all
the animals within a time limit, e.g. two minutes. Then Answers
invite a brief class discussion on how dogs, horses and 118
The Reading text is recorded for students to listen, read and
monkeys can help people.
check their answers.
1A 2A 3C 4B 5B 6C
BACKGROUND INFORMATION 5 Encourage the students to say in pairs why the answer
Blind people and dogs have had a special relationship as they chose is correct and why the other answers are
far back as the first century as shown on a mural in the wrong.
Roman ruins of Herculaneum. However, people didn’t
Answers
start training dogs to act as guides until after the First
World War. It takes about 18 months to train a dog from Students’ own answers
birth. During this training, the dog is taken to all the
places its owner will go to and needs to learn what is safe. TALKING POINTS
Guide dogs are working dogs, so if you see a guide dog, First, encourage the students to write down at least two
you should not touch, feed or talk to it without asking its new things they learned from the complete article (Parts 1
owner first. and 2) before they discuss their answers to the questions
with their partner.
1 Ask the class to identify the animals in the photos first.
Use the photos to pre-teach guide dog, guide horse and
blind (ask ‘Who does the guide dog or guide horse help?’)
and then ask them to discuss their ideas in pairs.
Answers
2 Ask the students to read Part 1 quickly and say which of

the two photos on this page go with this part.
Answers
B and C
3 Encourage the students to talk about these things before

they read Part 1 again and check their ideas.
Answers
1 travel with them in taxis, cross roads, get on and off buses
2 pick up the phone, turn on and off the TV
4 Now ask the students to look at the remaining photo

and try to guess what this part is about. Point out that
they should not try to complete the text for now. When
they have read the text, ask them some questions to
check they have understood it, e.g. ‘Where do these
dogs work?’ (on beaches in Italy) ‘What do they jump
from?’ (helicopters and fast boats) ‘Why are dogs good
lifeguards?’ (they don’t get tired as quickly as us, they
are strong and they can swim fast) ‘How long is their
training?’ (three years)
Answers
swimming dogs which save people
5 Ask the students to read the complete text again and

think about the missing words without reading the
options. Then, ask them to look at the options and
choose the best word (A, B or C) for each space.
AMAZING ANIMALS 189

3 Have students work in small groups to think of at least
VOCABULARY Phrasal verbs three other things we can learn from looking after a
pet (e.g. they can get ill or hurt, they can die, how to be
1 Ask the students to find the phrasal verbs in Part 1 of the
responsible for a living being, respect for others).
article and to try to guess the meaning of each one from
the context before they look at the meanings (a–f). Answers
Answers Students’ own answers
1d 2e 3f 4c 5b 6a
2 Ask the students to read each sentence in pairs first and WRITING
think about the meaning of the missing phrasal verb.
Point out that some verbs will need to be in the past. PREPARE TO WRITE
A story
Answers
GET READY In pairs, ask the students to describe what they
1 pick up 2 get on 3 turn off 4 looked after 5 turned on
can see in each picture and then ask them to try to tell the
short story. Point out that they should use the past tense.
VOCABULARY WORKSHEET UNIT 16 Encourage the students to ask each other (and if necessary
you) for useful vocabulary (e.g. drop her purse, pick up her
purse, a handbag) using How do you say X in English?
PRONUNCIATION /u:/ and /ʊ/
PLAN Point out that the students need to write something
3 Ask the students to look at good, food and foot and ask about all three pictures and encourage them to make
‘Do we pronounce the oo in the same way in all three notes.
words?’ (no: /ɡʊd/, /fuːd/ and /fʊt/) Play the recording and WRITE Ask students to write the story shown in the
ask the class to listen. After checking the answers, ask the pictures in 35 words or more. Encourage the students to
students to listen to the words again and repeat. use the past tense for their story and remind them that
Audioscript they should use words like and, but, because and so to
119 connect their ideas.
The words are recorded for students to listen to the sounds.
do, food, foot, good, group, look, move, put, suit, took, Model answer
true, two One day, while Martha was walking down the street, her
purse fell out of her handbag. A little dog was following her. It
picked up the purse. Later, Martha was looking for her purse
120
Answers in her handbag when the little dog gave it back to her.
The answers are recorded for students to listen and check, then
listen and repeat. IMPROVE Students should try to give their partner at least
/u:/ move: do, food, group, suit, true, two two ideas to make their story better. They should check
/ʊ/ look: foot, good, put, took that their partner has used the past tense correctly and
also check their partner’s spelling.
LISTENING FAST FINISHERS

Ask fast finishers to write a much longer story (about 70
1 Ask the students to identify Jim Townes (the boy) and
121 words) using when and while, the past simple and past
Sue Green (the girl) in the photo. Read the instructions
continuous. They could also write about the weather in
and ask the students to predict what Sue might say.
the story and how the woman was feeling.
Write a list on the board. After listening, ask ‘How many
different things did Sue say?’ and ‘Did she say any of the
things on the list on the board?’ COOLER
Answers Have a hot air balloon debate. Organise the class into
three – feeding pets, keeping pets clean, treating them as groups of six. Each member of the group chooses a
living things, not toys different animal. Tell the groups that they are animals and
they are in a hot air balloon. It is too heavy, so one of the
2 Point out that Sue talked about the three things at the animals has to jump out. Each animal needs to say why
121
top of each column, i.e. food, keeping them clean and they should remain and then, finally, they vote on who
animals, not toys. Ask the students in small groups to has to jump.
make notes on what Sue means by each one before they
listen again.
Answers
Food: They feed the pet. They can do it every day and learn
that animals get hungry and thirsty just like them.
Keeping them clean: Brushing the animal. Animals don’t like
to be dirty. Cleaning the cage once a week.
Animals are not toys: They are living things. Learning to be
kind, playing with them nicely and not hurting them.
190 UNIT 16
VOCABULARY Phrasal verbs LISTENING
1 Match the phrasal verbs from Part 1 of the article

to the meanings.
EP
1 get on a start something working
2 get off b stop something working
3 look after c take something off the floor
4 pick up d enter a bus, train, plane or boat
5 turn off e leave a bus, train, plane or boat
6 turn on f help someone when they are
ill or cannot do something
themselves 121 1 Listen to the radio interview between Jim Townes
and Sue Green. Sue talks about things children
learn from looking after pets. How many things
2 Complete each sentence with one of the phrasal
verbs in Exercise 1 in the correct tense.
does she talk about?
0 It was starting to rain when I got off the bus, so 121 2 Now listen again and make notes in the chart
about what Sue says children learn from pets.
I opened my umbrella.
1 Please your bags from the floor and put
Food Keeping Animals,
them on the shelf.
them clean not toys
2 Finally, the boat arrived to take us across the
lake. But it was full and we couldn’t .
3 I can only do my homework when it’s quiet.
Please can you the radio?
4 I my mum when she was ill. I made her
meals and drinks.
5 I woke up suddenly in the night and it was very
3 Do you think Sue is right? What other things can
children learn when they look after a pet?
dark, so I the light.
PRONUNCIATION /uː/ and /ʊ/ WRITING

3 Listen to the sounds /uː/ and /ʊ/.
PREPARE TO WRITE
119
Then put the words in the box in the

correct columns. A story
GET READY Look at the three pictures. What does
do food foot good each one show? Compare your ideas with a partner.
group look move put
PLAN In your story you have to write about all of
suit took true two
the pictures. Read the questions and make notes.
1 What happened in the first picture?
/u:/ move /ʊ/ look 2 What happened in the second picture?
3 What happened in the third picture?
4 What was the end of the story?
WRITE Write the story shown in the pictures. Write
Listen and check. Then repeat. 35 words or more.
120
IMPROVE In pairs, read your own story and your
partner’s. Check for mistakes.
Give your partner two ideas to make their story better.
Use your partner’s advice and rewrite your story.
AmAzING ANImALS 97
AMAZING ANIMALS 191

LIFE SKILLS
SOCIAL
RESPONSIBILITY
PROTECTING
ANIMALS
LIFE SKILLS
Protecting animals
bees! S a v e the
We can protect pets and animals in the
1
wild by:
• making sure they have food and water Are bees important?
• making sure they have a safe place to live Bees are a very important part of our
• being kind to them ecosystem. Bees pollinate plants. In fact,
about 30% of the food we eat depends on
bees. Bees help people in other ways too.
1 Read the sentences in the speech

bubbles and answer the questions.
For example, they make the honey we eat
and wax for candles and cleaning wood.
In many areas of the world, bees are in danger. People

Animals are not toys.
build houses, offices and factories on their homes.
Farmers use strong chemicals on plants to stop insects
We should be kind to animals eating them. But these chemicals also kill bees.
like we are kind to people.
1 Do you agree with the sentences?

Why? / Why not?
2 How does Mikaila Ulmer help bees?
Mikaila Ulmer, from Texas, is a girl who
2 Which sentence do you prefer? Why? has her own lemonade company. She
3 Do you have a pet? Have you ever
gives part of the money she makes
visited an animal reserve or seen a
selling lemonade and other
wild animal?
products to charities to save
2 Think of the animals in your country
and answer the questions.
bees. She teaches people about
the importance of bees and how
1 Which are in danger? What problems they help us. Mikaila has her own
do they have? blog called Beelieve Blog. On her
2 Can people help them? How? blog she shares information about
her company and her projects.
In pairs, compare your ideas.
3 Look at the title of the article and the

photos. How do bees help us? Why is it
important to protect bees? What is the
3 How can we help bees and other
insects?
bee collecting in the photo? There are a lot of different ways we can help protect
bees and other insects. For example, we can:
4 Read the article
quickly and
use fewer chemicals on plants
check your learn more about organisations and people working

answers. to protect insects and their homes
learn more about insects and how they help us
start a blog on an animal or insect you think needs
our help.
122
98 LIFE SKILLS
192 LIFE SKILLS

LIFE SKILLS
Answers
Learning Objectives
• The students learn how they can help and protect animals.
• In the project stage, they make a poster about protecting 3 Ask the class to read the text title and find the photo of
animals and display them in the classroom. a bee. Next, ask them to look at the photo next to the
bee and say what bees give us (honey and wax to make
candles). Then, ask them to answer the questions in
Vocabulary pairs. Don’t tell the class the answers for now as they will
wax pollinate charities ecosystem protect
read the complete text in Exercise 4.
Answers
Students’ own answers (they will get the answers in
BACKGROUND INFORMATION Exercise 4)
There are over 3,000 endangered species of animals in the
world, which means unless we do something to protect 4 When the students have read the article, ask them to
them, they will disappear from the planet. Animals which compare their answers with a partner.
are already extinct include the Dodo, the Javan and Bali
Answers
Tiger and the Elephant Bird. Other species such as the
Northern White Rhinoceros only exist in conservation Bees help us because they pollinate plants (giving us fruit
and vegetables). We get honey and wax from bees – we
areas; they’re extinct in their natural habitat. Species eat honey and we use wax to make candles and clean
may become endangered due to global warming and wood. It’s important to protect bees or we might not have
climate change, destruction of their natural habitat, fresh produce/flowers. They are an important part of our
hunting or lack of food. The IUCN (International Union ecosystem/world. The bee in the photo is collecting pollen.
for Conservation of Nature) classifies endangered species
into five categories: critically endangered, endangered,
vulnerable, near threatened and least concern.
WARMER
Read out a list of endangered animals (e.g. Giant Panda,
Bengal Tiger, Snow Leopard, African Penguin, Javan
Rhino, etc.) and ask the class ‘What do these animals have
in common?’ (they’re all endangered) Next, invite a class
discussion on how animals become endangered and what
we can do to protect and save them.
LIFE SKILLS
Protecting animals
Ask the students to read the information in the Life skills
box and check their ideas from the Warmer. Then, ask
the class ‘How can we be kind to animals?’ (respect them,
support a rescue centre or animal charity, discourage others
from being unkind, etc.)
1 Encourage the students to ask and answer the questions
in small groups. If appropriate, encourage the students
to talk about the ways we are kind to people and how
we should use these ways to be kind to animals (e.g. we
help people who are less privileged, so we should also help
animals who are less privileged too).
Answers
2 First, brainstorm a list of animals from the students’

country as a class. Then, give students time to think
about their answers to the two questions before
discussing their ideas in pairs.
PROTECTING ANIMALS 193

5 Ask the students in pairs to try to say if the sentences are Answers
right or wrong before they read the text again. 1 volunteer 2 protect 3 donate 4 make sure
Answers
1  (They are very important.) 2  3  4  (The company PROJECT A poster about protecting animals
sells lemonade and other products.) 5  6  (There are Ask the class to read the instructions in bold and ask
different ways we can help.) ‘What do you need to make for this project?’ Next, ask
them to look at the article about bees again and ask ‘Is
The Reading text is recorded for students to listen and read. the design attractive?’ (yes) ‘Why?’ (there’s a title and
122
6 Ask the students to read the meanings first and try photos; it’s divided into three short paragraphs; each
to think of a suitable word before they look at the paragraph has a clear question; there are bullet points in
highlighted words in the text. the third paragraph which makes it easier to read)
Organise the students into small groups and ask them
MIXED ABILITY to choose an animal, preferably an animal which is
Pair up a stronger student with a weaker student for this endangered and that they don’t know very much about.
exercise. Ask the stronger student to help their partner Encourage the groups to use the article as their model for
with this exercise. Then, encourage the weaker students their poster but with less text. Ask them to read what they
to choose four or five more words in the text that they do need to include on the poster and think about questions
not understand and to ask their stronger partner for help for their headings, e.g. What does [animal] need? How we
with its meaning. can help [animal]? How can we protect [animal]? Next, ask
them to find some pictures and also the answers to the
three questions.
Answers
Encourage them to check their written work for mistakes
1 wax 2 pollinate 3 charities 4 ecosystem 5 protect
and then show a draft version of their poster to another
group for feedback and ideas for improvement.
TALKING POINTS
Ask the groups to produce their final version. If
Encourage the students to take turns to ask and answer
appropriate, invite another class to come and see the
these questions in small groups. Ask them to think of some
posters and to vote on the best three.
more endangered animals which weren’t mentioned in the
Warmer section.
7 Ask the students to read through the sentences before PROJECT EXTENSION
123
they listen. Point out that they will need to choose one of If you created a class blog in Life Skills ICT Literacy page
the three. 76–7, encourage the students to write a blog post on how
Answers we can protect their chosen animal. If they don’t have a
blog, ask them to write their blog post by hand. Students
c
could find their ideas online by searching for ‘animal
8 In pairs, encourage the students to try to complete the rescue centres’. If available and/or appropriate, arrange
123
sentences with the correct name before they listen again. for someone from an animal rescue centre to visit the
school and talk about their work.
Answers
1 Alice 2 Jayden 3 Alice 4 Alice 5 Jayden 6 Alice
COOLER
Encourage the groups to write some quiz questions
9 Books closed. As a class, brainstorm some ways we about their posters (see Project box), e.g. Where does it
can help animals and write them on the board. Books live? What does it eat? Why is it endangered? How can we
open. Ask the students to compare the list on the board protect it? Ask each group to take turns to read out their
with the list in the book. Then, ask the pairs to reach an questions and also answer the other groups’ questions.
agreement on the top three. If the class enjoy competition, award points for correct
Answers answers.
10 Ask ‘What sort of word is missing in each sentence?’ (a

verb) Then, encourage the students to read through
the sentences in pairs and try to complete them with a
suitable verb before they look at the words in the box.
FAST FINISHERS
Encourage fast finishers in pairs to read through the
sentences again and talk together about whether
they agree or disagree with each one. If they disagree,
encourage them to rewrite the sentence so that they
agree with it.
194 LIFE SKILLS

123 8 Listen again and write Alice or Jayden.
1 is looking at a website.
2 is afraid of bees.
3 says we get honey and wax from bees.
4 finds a centre with rabbits, cats, dogs
and rats.
5 has music lessons on Saturday
mornings.
6 is going to call to find out more.
9 Look at the list (a–f). Number the top three ways

you think we can help animals. Compare your
answers with your partner.
a We can donate money.
b We can protect animals.
c We can volunteer our time.
d We can make sure that animals have food
and water.
e We can protect their homes.
5 Read the text again. Are the sentences right (✓)
or wrong (✗)?
f We can find out ways to help animals.
1 Bees are not important animals. 10 Complete the sentences with the words in
the box.
2 Bees help us to make candles.
3 Bees are in danger in some places.
4 Michaela’s company only sells honey. donate make sure protect volunteer
5 Michaela has a blog.
6 We cannot help protect bees and other insects. 1 I want to at an animal rescue centre at
weekends.
6 Match the highlighted words in the
text to the meanings.
2 There are a lot of different ways to
animals. You can find out more online.
3 I want to part of my pocket money to an
1 we use this to make candles
animal rescue centre.
2 moving pollen from one plant
4 We need to animals have safe homes,
to another
food and water.
3 organisations helping
something or someone and
raising money
4 all the plants and animals in
one place and how they live
together
5 to keep safe PROJECT A poster about
protecting animals
TALKING POINTS In small groups, make a poster about

Do you like bees or are you afraid of them? protecting animals.
What other animals are in danger?
• Choose an animal. Is it a pet or a wild
animal? How big is it?
• Design a small poster to help people know
more about your animal. Include:
123 7 Listen to Jayden and Alice talking. What are they
talking about?
• pictures of your animal or its home
• what your animal needs
a They are talking about making honey. • how people can help your animal
b They are talking about birds and turtles • how we can protect it.
in the wild. • Take turns presenting your posters to
c They are talking about rescue centres and another group.
volunteer jobs. • Display posters in the classroom.

VOCABULARY GRAMMAR
1 Find the odd word out in each set. 1 Choose the correct words to complete the
sentences.
0 lake cloudy mountain field
1 duck monkey playground rabbit 1 I ate with my family out / outside the tent.
2 library insect bridge post office 2 It’s very easy to get to the sports centre because
3 race headache temperature pain it’s in front of / opposite my house.
4 helicopter bicycle bus roundabout 3 I took a trip through / down the River Nile.
5 deep rest wide high 4 You shall / should bring some of your computer
games.
2 Read the definitions and complete the words.
0 When the weather is like this, it’s difficult to see
where you’re going. 5 I enjoyed my holiday. Every day I was going
f o g g y swimming.
1 You put this on to keep you dry when it is wet. 6 I liked the tennis match because Nadal and
r n a Grigor Dimitrov are playing.
2 You stop your car and wait when this is red. You 7 In Thailand, I visited many places and the most
go when it is green. interesting thing is eating the food there.
t f c i h 8 It is raining in Taipei when we got there
3 We get eggs and meat from this farm animal. yesterday.
c c
4 This is an animal and also something we use 2 Complete the sentences with the verbs in
brackets. Use the past simple or past continuous.
with our computers.
m s 0 It wasn’t raining (not rain) when I left
5 Doing lots of this keeps you healthy. (leave) the house this morning.
ex i e 1 When I (arrive) at the party, my friend
(sing) in the living room.
3 Complete the sentences with the correct form of
the phrasal verbs in the box.
2 I (walk) around the shops when I
(meet) my friend.
3 My dad (call) me while I (do)
get on get off look after pick up my homework.
turn off turn on 4 I (not run) when I (hurt) my
foot. I (dance).
1 I was late for school this morning because I 5 I (not see) any animals when I
the wrong bus! (walk) in the snow.
2 The football match starts in a few minutes.
Please can you
3 While I
the TV?
the train, I fell down and hurt
3 Give these people advice using should or
shouldn’t.
my leg.
4 My sister was ill yesterday, so my dad stayed at 0 I’ve got a temperature and a headache.
home to her. You should take some medicine and go to bed.
5 It’s important to your mobile phone You shouldn’t go to school.
when you’re at the cinema. 1 My running shoes are too small.
6 At the weekends, I rubbish at our local 2 I really want a pet!
park. 3 The weather’s really hot and I want to go to
the beach.
4 I’ve got nothing to wear to my friend’s party.
5 I don’t know the way to the museum.
100 REVIEW 4
196 REVIEW 4
3 Ask the students to read the sentences first and think
Overview about the missing verb before they read the phrasal
VOCABULARY Illness; Health; Places in town; Compound verbs in the box. Ask them to read question 1 again and
nouns; Geographical features; The weather; ask ‘What form of the verb do I need to use here?’ (the
Animals; Phrasal verbs past) Then, point out that they will need to use the past
GRAMMAR should / shouldn’t; Prepositions; Past form in some of the other sentences.
continuous; Past simple and past continuous
Answers
WRITING Write a story
1 got on 2 turn on 3 was getting off 4 look after
LISTENING Tessa talking about her friends
5 turn off 6 pick up
SPEAKING Asking questions; talking about where you live
GRAMMAR
Resources 1 For questions 1–4, encourage the students to read the
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Units
complete sentence first before they choose the correct
13–16; Vocabulary worksheets Units 13–16; Review Game Units answer. For questions 5–8, point out that there is one
13–16; Literature worksheet; Speaking worksheet; Writing mistake with the tense in each sentence.
worksheet
Answers
1 outside
WARMER 2 opposite
3 down
Organise the students into small groups and give each 4 should
group a piece of paper or a mini whiteboard* and a board 5 I enjoyed my holiday. Every day I went swimming.
marker. Read out a description of some of the words in 6 I liked the tennis match because Nadal and Grigor Dimitrov
Review 4 Vocabulary Exercise 1 and ask the groups to were playing.
write down the correct word in large letters. As soon as 7 In Thailand, I visited many places and the most interesting
thing was eating the food there.
they have finished, they should hold up their word for
8 It was raining in Taipei when we got there yesterday.
you to look at and check. If appropriate, award points for
correct answers. Repeat this for several different words. 2 Ask the students to read the whole sentence first
*This can be a laminated piece of paper or a plain sheet of and think about which action was happening (past
paper inside a plastic wallet. continuous) when the other happened (past simple).
With weaker students point out that they will need to use
the past simple in one part of the sentence and the past
continuous in the other. In question 4, two of the verbs
VOCABULARY are in the past continuous and the other verb is in the
past simple.
1 Demonstrate this activity first by telling the students
to look at the example (0) and asking ‘Which word is Answers
different?’ (cloudy) Encourage stronger students to also 1 arrived, was singing 2 was walking, met
say why the word in each is different. 3 called, was doing 4 wasn’t running, hurt, was dancing
5 didn’t see, was walking
Answers
1 playground 2 insect 3 race 4 roundabout 5 rest 3 Ask the students to read the example first and ask ‘Do
you think this is good advice?’ Next, ask them in pairs to
2 Point out that some of the letters are given and that write two pieces of advice for each sentence (You should
there is one space for each other letter in the word. … and you shouldn’t …). If time allows, encourage each
Answers pair to compare their answers with another pair and
decide who has given the best advice for each situation.
1 raincoat 2 traffic light 3 chicken 4 mouse 5 exercise
Possible answers
FAST FINISHERS 1 You should buy a bigger pair. / You shouldn’t wear them.
Ask fast finishers in pairs to find five more new words in 2 You should get a goldfish. / You shouldn’t get a big pet.
Units 13–16 and write a description for each one. Then, 3 You should put sun cream on. / You shouldn’t sit in the sun.
4 You should borrow something from your sister. / You
invite them to come to the board, write their descriptions
shouldn’t worry about it.
and include the first letter of each answer with a space 5 You should look at the map. / You should ask someone.
for all the other letters in the answer. When the others are
ready, ask them to read the fast finisher’s descriptions
and find the words.
UNITS 13–16 197

WRITING students time to make notes on where they live before
they talk to their partner. Encourage them to consider
1 In pairs, ask the students to look at the three pictures, their house, their street and what is opposite, in front of,
describe what they can see in each one, and try to make near, etc. their house.
a simple story. Next, ask them to think of some words to
connect their ideas, e.g. and, but, so, because, etc. Then, Answers
encourage them to write their own story using the past Students’ own answers
continuous and past simple. Ask them to use at least 35
words in their story. If time allows, in pairs encourage COOLER
them to read each other’s stories, check for mistakes
Ask the students to look back through their books and
(spelling, punctuation, past tense, etc.) and give two
brainstorm a list of things they can ask and answer about
ideas for ways their partner can make their story better.
onto the board, e.g. Tell me about your favourite sport /
Ask the students to write their final version.
what you do on a school day / the music you like or play /
Model answer your last weekend / your favourite room, building or place
/ your last holiday or your favourite type of holiday / your
Last weekend, I was spending time with my friends by a lake
favourite clothes / your favourite shops / the things you
and we were having great fun. Suddenly, it started to rain, so
we all ran into a café. In the café, we played a board game, like to eat / your pet or favourite animal, etc. Next, in pairs,
but it wasn’t as good as the lake. ask them to take turns asking and answering about these
topics. Encourage the students to listen carefully to their
partner and to give them some ideas to improve their
LISTENING answer.
1 First, ask the students to read the instructions and ask

124 ‘Who is Tessa talking to?’ (her father) ‘What about?’
(her friends and their problems) Next, ask them to look
at the example and ask ‘What is Eva’s problem?’ (She’s
got a temperature.) If appropriate, tell them to cross
out Problem G. Point out that for each person they may
hear two of the options (A–H), but only one answers the
question What problem does each person have? Play
the complete recording and encourage the students
to compare their answers and say why they think
their answer is correct. Play the recording again and
encourage the students to check their ideas.
Answers
1H 2C 3D 4E 5A
SPEAKING
1 Remind the students to give full answers when they ask
and answer the questions in pairs.
MIXED ABILITY
Help the weaker students by giving them the first word or
words of each question.
Answers
1 How do you feel when the school holidays start?
2 What’s your favourite animal?
3 What kind of weather do you like best?
4 What do you like doing when it’s snowy?
2 First, encourage the students to answer the question

Where do you live? with a full sentence, e.g. I live in
Madrid, which is the capital city of Spain. Next, allow the
198 REVIEW 4
WRITING
1 Look at the three pictures. Write the story shown in the pictures.
Use 35 words or more.
LISTENING SPEAKING
124 1 For each question, choose the correct answer.

Listen to Tessa talking to her father about her
1 feel / how / you / start / when / do / school /
friends. What problem does each person have?
holidays / the ?
Example: 2 your / animal / favourite / what’s / ?
0 Eva G 3 weather / you / best / of / what / like / kind / do?
4 do / like / you / when / it’s / doing / what /
People Problems snowy / ?
1 Leon A foot hurts
In pairs, ask and answer the questions. Take
2 Nat B broken arm
turns to speak.
3 Maddie C feels sick
4
5
Ilsa
Greg
D
E
has a cold
headache
2 In pairs, talk about where you live. Take turns
to speak.
F leg hurts
G temperature Tell me about where you live.
H toothache
I live in a small town. There’s a park near the …
UNITS 13–16 101
UNITS 13–16 199

17 WHAT ARE YOU WATCHING?
ABOUT YOU
How often do you watch TV?
Do you watch more TV on your
laptop, on your smartphone or
on the television?
VOCABULARY AND LISTENING

Television
1 Complete the sentences with the words in the box. 2 How do you watch television? In pairs, discuss
the questions.
EP
cartoons channels fan live 1 Do you often watch shows live, or do you watch
on demand on TV programme them on demand?
records remote control stream 2 Which programmes do you usually stream?
talent show the news 3 Do you like talent shows? Which is your
favourite?
1 It’s so easy to watch TV these days. You can
4 How many channels do you have at home?
anything at any time.
5 Which cartoons do you like watching?
2 I like to know what’s happening in the world,
6 When do you watch live television?
so I watch every day.
3 TV with real people is OK, but it’s more fun
watching , like Tom and Jerry. 126 3 Listen to the conversation. Ella and Charlie meet
in the street. What does Charlie invite Ella to do?
4 Which do you want to watch? There’s
one about nature or one about music.
5 Please give me the . I want to turn on
the television and I don’t want to get up!
6 Watch our new tonight. There are six
young singers and dancers. Choose the best.
7 My brother’s a big of Manchester
United. He watches all their matches.
8 I think our television can get more than 100
. I never know what to watch.
9 I like choosing what to watch and when I want
to watch it, so I watch most of my television
.
10 Ed Sheeran is playing a concert tonight in
London and they are showing it on 126 4 Listen again and answer the questions.
television, so I can watch it while he’s playing. 1 When is the football match on?
11 When my dad goes on holiday, he his 2 Which channel does Ella think the game is on?
favourite shows and watches them when he gets 3 Why does Ella want to watch the game on a
back. television and not on her laptop?
12 Have you got a newspaper so we can see what’s 4 Where does Ella plan to watch the game?
this evening? 5 Why does Ella want to watch it live?
6 What did Charlie’s parents do last week?
125
Listen and check, then repeat. 7 What does Charlie ask Ella to do?
8 Where does Ella decide to watch the match
in the end?
102 UNIT 17
200 UNIT 17
17 WHAT ARE YOU WATCHING?
elimination. If necessary, help the students by saying

Unit Overview whether the words are nouns, verbs or adjectives. Check
TOPIC Television and entertainment that the students understand the meaning of the more
VOCABULARY Television difficult words by asking questions, e.g. ‘If Ed Sheeran
AND LISTENING A conversation about watching a football is playing live, is he playing now or did he play in the
match past?’ (now) ‘What word means to watch a programme
GRAMMAR Future with going to over the internet?’ (stream) ‘Why do people record TV
PRONUNCIATION going to programmes?’ (so they can watch them at another time).
READING Talent shows
VOCABULARY Entertainment FAST FINISHERS
LISTENING A conversation about a talent show Either ask the fast finishers to go around the class helping
SPEAKING Talking about TV programmes the others to complete the exercise or in pairs ask them
to go onto Exercise 2. When they have finished Exercise
2, ask them to take turns to ask and answer some more
Resources questions using some of the other words in Exercise 1.
GRAMMAR REFERENCE AND PRACTICE: SB page 154; TB page 249
125
Answers
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 17; The answers are recorded for the students to check and then
Vocabulary worksheet Unit 17 repeat.
TEST GENERATOR: Unit test 17 1 stream 2 the news 3 cartoons 4 programme
5 remote control 6 talent show 7 fan 8 channels
9 on demand 10 live 11 records 12 on TV
WARMER 2 Encourage the students to give extended answers to
Ask the class to look at the unit title and photos at the the questions. If necessary, demonstrate by inviting a
top of the page and say what this unit is about (television student to ask you the questions.
and entertainment). Next, ask ‘What types of programmes
can you see on the four screens?’ (a sports programme, Answers
a music programme, a film, a cartoon) and brainstorm a Students’ own answers
list of different types of TV programmes onto the board,
3 Ask the students to look at the photo and describe the
e.g. a sports programme, a music programme, a film, a 126
two young people. With a weaker class, point out that
cartoon, the news, a quiz show, a series, the weather. Next,
Ella talks a lot and the students won’t hear Charlie’s
ask ‘What’s on TV tonight?’ and ‘Are you going to watch
invitation until the end of the recording.
it?’ Wait for several students to give their answers. Then,
ask the students to repeat your two questions and write Answers
them on the board. Now ask the students to take turns to watch the European League game at his house
to ask and answer the questions on the board, in pairs.
Encourage them to use variations on yes/no, e.g. I’m not 4 Ask the students to read the questions and try to answer
126
sure. / I (don’t) think so. / Perhaps. / Of course! (Students them before they listen again. With a weaker class, it
will talk about their favourite TV programmes in the may be necessary to play the recording for a third time,
Speaking section at the end of this unit.) pausing after each answer.
Answers
ABOUT YOU 1 It’s on Saturday evening.
2 She thinks it’s on Channel 6.
Before the students answer the questions in pairs, as a
3 Because their television has a much bigger screen.
class, ask them to look at the photos at the top of the page 4 She plans to watch it at home / her house.
again and identify the different ways they can watch TV. 5 Because she hates it when her friends text her to tell her
what’s happening and she’s not watching.
VOCABULARY AND LISTENING 6 They bought a home cinema.
7 Charlie asks her to watch the programme at his house. /
Charlie asks her to stop talking.
Television 8 She decides to watch it at Charlie’s house.
1 Ask the students to read the sentences and in pairs, try
to think of a suitable answer before they look at the
words in the box. If they can’t think of an answer, ask
them to say if the missing word is a noun, a verb or an
adjective. Next, encourage them to complete the easier
sentences first, e.g. 2 and 3, and cross the answers out
so that they can do the more difficult sentences through
WHAT ARE YOU WATCHING? 201

Answers
GRAMMAR Future with going to
1 Michael is going to visit the new computer game shop, go
1 Books closed. Ask the class ‘What is Charlie going to do to the cinema, go swimming and watch a pop concert on
TV. He isn’t going to play tennis or go for a walk.
on Saturday evening?’ (He’s going to watch the match
2 Chloe is going to play tennis, go to the cinema, go
on TV.) ‘Are Charlie and Ella going to watch the match swimming and go for a walk. She isn’t going to visit the
together?’ (Yes, they are.) Now ask the students which new computer game shop or watch a pop concert on TV.
words you used to talk about a future plan (be going to 3 They are both going to go to the cinema and go swimming.
+ infinitive). Books open. Ask the students to look at the
table and complete the sentence at the bottom of the 5 Point out that there is one mistake in each of these
table. sentences with be going to + infinitive.
Answers Answers
infinitive 1 I am / I’m going to meet Grace at the park tomorrow.
2 We are / We’re going to play tennis at the sports centre on
Sunday.
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 249 3 For my party I am / I’m going to invite five friends.
4 You can call me this evening because I am / I’m not going
to watch the match.
PRONUNCIATION going to 5 They are not / They aren’t going shopping this week.
2 Write the two sentences on the board. Elicit which words 6 Ask the students ‘What are you going to do next Sunday
are stressed and underline them. Ask the students if they afternoon?’ and elicit some answers beginning I’m going
can remember what sound we often use for unstressed to and I’m not going to. Check that the students can
vowels, i.e. schwa /ə/, and encourage them to pronounce make questions with the other time expressions before
to as /tə/. Point out that in rapid speech, we often they ask and answer in small groups.
pronounce going to as /gənə/.
Answers
Audioscript Students’ own answers
127
The sentences are recorded for the students to listen and
repeat. GRAMMAR WORKSHEET UNIT 17
I’m going to watch it live at home on our big TV.
I’m going to watch it at Charlie’s house on his home COOLER
cinema. Say to a strong student ‘I’m going to ride my bike this
weekend. Would you like to come?’ and encourage them
3 First, ask the students to read the descriptions of Chloe to reply Yes, I’d love to or Sorry, I can’t. Repeat this with
and Michael and, if appropriate, underline the things several students.
they like doing and circle the things they don’t like doing. Now ask the students to think of something they’d
Next, in pairs, ask them to read the list of activities and like to do next weekend, e.g. go to the cinema, eat in a
write C (Chloe) or M (Michael) next to the things each one restaurant, see a concert. Ask them to stand up and walk
would like to do, e.g. Visit the new computer games shop around the classroom inviting the others to join them in
M, Play tennis C. their activity. For example:
MIXED ABILITY Student A: I’m going to see a concert next Saturday.
Encourage stronger students to work through Exercises Would you like to come?
3 and 4 at their own pace. With weaker students, ask Student B: Yes, I’d love to.
them to read about one person only (i.e. either Chloe or Student A: I’m going to see a concert next Saturday.
Michael), choose some activities and in Exercise 3 talk Would you like to come?
about the things their chosen person is going to do. With Student C: Sorry, I can’t.
very weak students, for Exercises 3 and 4, ask them to
write three sentences about the things they’re going to At the end, ask them how many students said Yes, I’d
do, e.g I’m going to play tennis and three things their best love to. Give them one point for each. The winner is the
friend is going to do, e.g. She’s going to go swimming. student with the most points.
Answers
Michael is going to visit the new computer game shop, go to
the cinema, go swimming, watch a pop concert on TV.
Chloe is going to play tennis, go to the cinema, go swimming,
go for a walk.
4 Read the example as a class and ask ‘Do you agree with
the answer in purple?’ Then, encourage the pairs to take
turns to ask and answer all the questions.
202 UNIT 17
GRAMMAR Future with going to
1 Look at the table and then complete the rule with one word.
I’m I’m not

He’s He isn’t
She’s She isn’t watch the programme live.
It’s It isn’t going to be on TV.
We’re We aren’t watch the programme on demand.
You’re You aren’t
They’re They aren’t
We can use (not) going to + the to talk about future plans.

4 In pairs, answer the questions.
1 What is Michael going to do? What isn’t
PRONUNCIATION going to he going to do?
2 What is Chloe going to do? What isn’t
127 2 Listen and repeat. she going to do?
3 What are Michael and Chloe both going
I’m going to watch it live at home on our big TV.
to do?
I’m going to watch it at Charlie’s on his home cinema.
What is Michael going to do?
3 Read about Michael and Chloe. Choose activities for next

weekend for Michael and Chloe from the list.
He’s going to visit the new
computer games shop.

Chloe loves all kinds of sport. She likes 1 I going to meet Grace at the park
being outside and going to the park with her tomorrow.
friends. She doesn’t like playing video games, 2 We are going play tennis at the sports
and on TV she only likes watching cartoons. centre on Sunday.
She sometimes goes to the cinema. 3 For my party I going to invite five friends.
4 You can call me this evening because I
not going to watch the match.
5 They not going shopping this week.
Michael loves reading and going to the
cinema. He doesn’t go out with his friends 6 In small groups, ask and answer
questions. Look at the times in the box
very much, but he loves playing computer
and talk about your plans. Say some
games and watching anything on TV. He
things you’re going to do and some things
likes watching tennis, but he doesn’t play,
you’re not going to do.
and he sometimes goes swimming.
next summer
this evening
next Saturday morning
tomorrow morning
Visit the new computer games shop. next Sunday afternoon
Play tennis.
Go to the cinema. What are you going to do
next Sunday afternoon?
Go swimming.
Watch a pop concert on TV. I’m going to visit my granny
and granddad. I’m not
Go for a walk. going to do any homework!
WhAT ARE yOU WATChING? 103

READING
1 Do you watch TV talent shows? How many can you name?
2 Read the questions and talk about your ideas with your partner.
a Do talent shows tell people what to say or can they choose?
b What different kinds of talent show are there?
c What do winners of talent shows usually get?
d Who chooses the winners?
e Are talent shows live?
TALENT SHOWS
What do you really know about talent shows?
128
3
Everyone knows The Voice! It’s a talent show for
people who want to become famous singers. All I’m sure you know the answer to this one. Usually, the
people watching the show on TV and in the theatre vote
of the singers on the show are good and some of
for who (or what!) they like best. Sometimes famous people are
them are excellent! There are lots of other talent
the judges as well. On Masterchef, only the professional chefs
shows around the world as well. In many countries,
choose the winner.
talent shows are the most popular shows on TV.
1 There are shows like Got Talent for musicians, people doing magic,
singers … and lots more. There’s a show for dancers, too. It’s called
4 In a competition there is always a winner. The winner of
the final usually gets a prize and sometimes becomes a
star. On some shows the runner-up gets a prize too and a few of
Strictly Come Dancing. Every year there are new ideas for talent shows. them become stars. On a few shows, the winner gets nothing –
There are even some national talent shows for robots and singing dogs! but they often become famous!
2 Yes, most of the talent shows on TV are live. It’s also possible to
go to the studio and be a member of the audience. Then you
can watch a talent show live on stage.
5 Most of the time, the people on the shows can say, sing or
do what they want to. Sometimes, the show tells them the
words to say, so they are a bit like actors or performers. But this
doesn’t happen on all the shows.
3 Read the article quickly and check your ideas.

Complete the article with questions from Exercise 2.
4 Answer the questions about the article.

1 What talent show is there for dancers?
2 Where can people go to watch a talent show live?
3 Who are the judges of talent shows?
4 What happens to the runners-up on talent shows?
5 Why are some of the people on talent shows a bit like actors?
TALKING POINTS
Which talent shows are popular in your country? Why?
Which one do you like best? Why?
Discuss with your partner.
104 UNIT 17
204 UNIT 17
READING MIXED ABILITY
With a mixed ability class, divide the class into five
groups. Each group reads the introduction and one of the
WARMER
paragraphs and then finds the corresponding question.
Write these anagrams on the board and ask the students
Then reorganise the groups so that in each group of five,
to put the letters in order to make a type of TV programme
each student has read a different paragraph. Ask them to
(with a weaker class, use a capital letter for the first letter
read their question and then share the answer with the
of each word): eNsw (news), aCnoort (cartoon), iFml (film),
other group members. Either omit Exercise 4 or ask them
oprSst / aegmmPorr (sports programme), iQzu / hoSw
to continue working in their group of five and help each
(quiz show), eeirSs (series), aeehtrW (weather), aelnTt /
other answer the questions.
hoSw (talent show).
Answers
BACKGROUND INFORMATION 128
The Reading text is recorded for the students to listen and
The Voice, Got Talent, Strictly Come Dancing and check their answers.
Masterchef are all extremely popular TV shows, where the 1b 2e 3d 4c 5a
aim is to find new talent.
4 Encourage the students to answer the questions in pairs.
The Voice first began in the Netherlands as The Voice of
Point out that they can then check their answers by
Holland. The aim is to find singers who are not signed to a
reading the article again.
record label. The winners are decided by viewers.
In the UK, anyone with any sort of talent (singing, Answers
dancing, gymnastics, magic, etc.) can audition for a place 1 There is a show called Strictly Come Dancing.
on Got Talent. The winners are chosen both by the show’s 2 They can go to a studio.
judges and by the viewers. The final winner performs in a 3 They are the audience and sometimes they are famous
people as well.
special show in front of the Queen.
4 Sometimes they get nothing, sometimes they get a prize
Strictly Come Dancing (or Strictly for short) is a British TV and a few of them become stars.
show where celebrities pair up with professional dancers 5 Because the show tells them the words to say.
and take part in a dance competition (ballroom and Latin
dancing) in front of panel of judges. It has been on TV TALKING POINTS
since 2004 and is extremely popular. Refer the students to the list of talent shows on the board
Masterchef is a cooking competition which began in the that they discussed in Exercise 1 to help them with their
UK before being exported to more than 40 other countries discussion.
around the world (including China, Indonesia and South
Korea). Masterchef Australia is one of the most watched TV
series in Australia. There are also versions for professional
chefs, for celebrities and also for children.
1 Ask the students to look at the photos on both pages

and identify the type of TV programme first. (They are
all types of talent shows – see Background information.)
Invite a brief discussion by asking ‘Are there these shows
on TV in your country?’ ‘Do you watch them?’ ‘Why? Why
not?’ (The students will talk more about talent shows in
their country in the Talking points section after doing the
reading activities.) Then, ask the students to discuss the
questions in pairs. Brainstorm different talent shows the
students know and write them on the board. Leave the
list on the board for later.
Answers
2 Point out that the students should share their own ideas
with their partner in this exercise.
Answers
3 Ask the students to read the text quickly and find the
answers to the questions in Exercise 2 first. Then, ask
them to put each question in the right space but point
out that the questions are not in the same order as the
paragraphs.

VOCABULARY Entertainment SPEAKING
1 First, encourage the students in pairs to look at the 1 As a class brainstorm some follow-up questions onto the
words in blue and try to guess the meaning from context. board, e.g. Why? Who do/did you watch with? How often
Next, ask the pairs to read through the sentences and try do you … ? and also some ways of expressing interest,
to complete them without looking at the article. Then, e.g. Really? Me too! I (don’t) agree (because …) No! Then
encourage them to look at again at the words again in in pairs, encourage the students to take turns to ask the
context. questions and give full answers.
Answers FAST FINISHERS
1 competition 2 stage 3 studio 4 star 5 runner-up Encourage the fast finishers to write a short description of
6 audience 7 prize 8 judges 9 the final 10 vote for their favourite TV show. When they others are ready, they
11 performers 12 winner
read their description without saying the name and the
2 Demonstrate a good full answer as a class first, pointing others have to guess what the show is.
out that the students should say a lot more than just yes
or no; they should say also say why using because … ,
e.g.: COOLER
Teacher: Do you have any competitions in your school or Tell the class you are thinking of somebody famous on
your town? TV. Explain they can ask Yes/No questions only to find out
Student: Yes, we often have sports competitions in our who it is. If they need an example, point out that they
school. In our town we also have a film festival can’t ask What programme is he on? but they could ask Is
where films, their directors and actors can win he on Masterchef? Encourage the class to ask questions
prizes, but I don’t think we have any talent and guess the famous person. In small groups, the
shows. students then take turns to think of somebody famous on
Answers TV and to ask questions.
LISTENING
1 Ask the students to look at the three photos and ask
129
‘What information can you guess about Singer Search?’
(it’s a talent show, you have to sing, there were three
singers on last night’s show, two of the singers were girls).
Point out that the two girls are called AJ and Kris and the
boy is called Jason. Then, ask the students to guess who
won the competition. Finally, ask them to listen to Evie
and Ben to check their ideas.
Answers
Kris
2 Encourage the students in pairs to decide on the singer

129
(Kris, AJ or Jason) for each question before they listen
again. With a weaker class, play the recording for a third
time stopping after each answer is given.
Answers
1 Jason 2 Jason 3 AJ 4 AJ 5 Jason 6 Kris 7 Kris 8 AJ
206 UNIT 17
VOCABULARY Entertainment LISTENING
1 Complete the sentences with the words from the
article. Use each word once only.
129 1 Listen to Evie talking to her friend Ben
about a talent show called Singer Search.
EP
1 She’s the best cook on the show. I want her to win the Who won last night’s show?
.
2 There were eight singers on a small . It was
very crowded!
3 We went to see the live show in a very big .
4 He won a talent show four years ago. Now he’s a big
.
5 Sometimes the person who comes second, the
, gets upset when another person wins.
6 I’d love to be in the for Got Talent and watch
Kris
the show live.
7 The for some talent shows is money and the
chance to make an album.
8 Talent shows often have three and they
choose the best person together.
9 Talent shows end with and someone wins.
10 People can their favourite person by text.
11 I think some people like being on talent shows
because they are and like being on TV.
12 The of a talent show always looks very
surprised – and happy of course. AJ
2 Work with a partner. Take turns to ask and answer the

questions.
1 Do you have any competitions in your school or your
town? What are they?
2 Can you name any winners or runners-up from
talent shows?
3 When did you last vote for someone on a talent show?
4 What do you think the best prize for a talent show is?
5 Would you like to be in the audience for a talent
show? Why?
6 Would you like to be a performer in a talent show? Jason
7 Do you usually agree with the judges on a talent show?
8 Which stars or famous people started by winning a
talent show?
129 2 Listen again. Which singer:

1 had a fantastic voice?
2 didn’t choose the best song?
3 looked nervous?
4 did Ben vote for?
5 did Evie vote for?
6 wasn’t a brilliant singer?
7 had fantastic clothes?
8 was the runner-up?
SPEAKING
1 Ask and answer with a partner.

1 What TV programmes do you like to watch?
2 What’s your favourite programme?
3 What was the last thing you watched?
4 Where do you watch TV at home?
5 Do you watch TV alone or with your family?
WhAT ARE YOU WATChING? 105

18 MAGAZINES AND BOOKS
TEEN Magazines
ABOUT YOU
12 Watch the video then ask
and answer the questions in pairs.
FILM
A FAN
Jessica
Wells
talks about
LOL!
B
What books do you like to read?

her new
What’s your favourite book? movie
Why do you like reading it?
Does your school have a school
This
newspaper or magazine? summer’s EXCLUS
THE TOP 50 ALL-TIME

IVE!
What do you like reading in your hottest Sean

Monroe’
school newspaper/magazine? BEST ACTION MOVIES! looks! s
Film Fan > LOL! >
MOUNTAIN
C BIKE FOOTIE
D
TIME
GAME
E F
MONTHLY
OVER HELP
SAVE
WE REVIEW THE
BEES
THE BEST
NEW BIKES De Costa FREE
PUPPY
POSTER
The UK’s signs for

top The world's
cycling Chigwell BLACK cutest
tracks HOLE 3
ILFORD FC WIN THE LEAGUE! We review it! raccoons!
Mountain Footie Time > GAME OVER > I ❤ Animals >
Bike Monthly >

Magazines 4 Look at the words in the box for things you find
in magazines. Match the words to the definitions.
EP
1 Look at the magazines on the website. What do

you think each one is about? Discuss with your
advertisement article cartoon
headline information interview
partner. photograph review
2 Match the magazine descriptions to the titles in

the photos.
1 a written opinion about a book, film or TV
programme
1 Out and about on rough roads 2 information about a product to make you buy it
2 The latest football news 3 a picture made using a camera
3 Music, fashion, TV, bloggers and vloggers 4 facts about a situation, person or event
4 Information on hundreds of animals 5 a funny drawing
5 The newest and best films 6 the title of a magazine story in large letters
6 All the new video games 7 a written conversation usually between people
8 a piece of writing in a magazine
3 Which of these magazines would you like to read?
Why? Tell your partner. Listen and check. Then repeat.
130
106 UNIT 18
208 UNIT 18
18 MAGAZINES AND BOOKS
2 Pre-teach rough roads by drawing a picture of a rough

Unit Overview and a smooth road on the board and asking ‘Where do
TOPIC Magazines, books, plays and films you usually find rough roads?’ (in the countryside) ‘What
VOCABULARY Magazines sorts of transport travel on rough roads?’ (motorbikes,
AND LISTENING A conversation about a school magazine mountain bikes, 4x4 vehicles). Next, as a class, match
GRAMMAR Making suggestions description 1 to the correct cover (Mountain Bike
PRONUNCIATION Intonation Monthly) and then ask the students to continue in pairs.
READING Read and Review
Answers
VOCABULARY as, because, so and when
1 Mountain Bike Monthly 2 Footie Time 3 LOL!
LISTENING A review of a film 4 I Animals 5 Film Fan 6 Game Over
WRITING A review of a film, play or book
3 Encourage the students to choose two magazines they
would like to read and to think of a reason for each
Resources one before they speak to their partner. If necessary,
demonstrate a good answer with a stronger student, e.g.:
WORKBOOK: pages 76–79 Teacher: I’d like to read Film Fan because I like going
VIDEO AND VIDEO WORKSHEET: Books we like to the cinema and I’d like to know about the
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 18; latest films. What do you think?
Vocabulary worksheet Unit 18 Student: I don’t agree. I’d like to read …
Answers
WARMER 4 Before the students look at the exercise, brainstorm
Write M _ g _ z _ n _ s / _ nd / b _ _ ks on the board. Ask a list of things they can find in magazines. Give them
the students to complete the unit title with the missing two or three examples first, e.g. the front cover, articles,
vowels. Brainstorm a list of things that we read onto the photographs. Then, ask them to read the definitions first
board. Challenge the class to think of at least ten, e.g. and try to think of the word before they match them to
book, newspaper, magazine, comic, web page, dictionary, the words. After the students have repeated the words,
letter, cartoon, advertisement, worksheet, postcard, encourage them to note the stressed syllable in each
message, email. Have a brief discussion on the things the word, especially advertisement, cartoon, interview and
students read by asking ‘Do you ever read a newspaper, photograph.
magazine or comic?’ ‘How often do you read them?’ The
students will continue this discussion in pairs in the About 130
Answers
you box below. The answers are recorded for the students to check and then
repeat.
1 review 2 advertisement 3 photograph 4 information
ABOUT YOU 5 cartoon 6 headline 7 interview 8 article
12 by showing the video and asking students to complete
the video worksheet. When the class has completed the
activities, ask them to take turns to ask and answer the
questions in pairs.

Magazines
1 Book closed. As a class, brainstorm a list of the different
types of magazines you can read, e.g. sports, music,
fashion. Books open. Ask the students to compare their
ideas with the front covers on the page and ask them to
say what they think each magazine is about, e.g. I think
this one is about … because on the front cover there is … .
Answers
MAGAZINES AND BOOKS 209

5 Ask the students to read the instructions for the exercise Answers
131
and describe what the three people are doing in the 1 Why don’t we / Shall we / Why not 2 Let’s 3 Why don’t we /
photo (talking about their school magazine) before they Shall we / Why not 4 Why don’t we / Shall we / Why not
listen.
4 Point out that there is one mistake in each of the
Answers suggestions. Before the students do the exercise, ask
1 online 2 monthly them to look at the form of each suggestion again in
Exercise 1, in particular at when we use an infinitive with
6 Ask the students to read the list first. Point out that
131 to or without to. If necessary, point out that we use an
they may hear all the words on the list, but they should
apostrophe in Let’s … and Why don’t we … .
only tick the things the friends want to include in the
magazine. Play the recording twice. With a weaker class, Answers
it may be necessary to play the recording for a third time, 1 Shall we buy Jack magazines and chocolate to help him
pausing it after each answer is given. feel better?
2 Let’s go to the library after school.
Answers 3 Why don’t we write a review about the school play?
Ticked: articles about albums, book reviews, cartoons, film 4 Why not put advertisements in the school magazine?
reviews, information about the school, interviews with 5 Shall we put advertisements in the magazine?
teachers, music reviews, stories, video game reviews
GRAMMAR Making suggestions PRONUNCIATION Intonation

1 Books closed. Write Why don’t we … , Let’s … , Shall we 5 Ask the students to look at the expressions first and
… and Why not … on the board. Ask the class when we say when we use them (in reply to suggestions) and
use them (to give suggestions). Books open. Ask the encourage them to say whether these expressions are
students to read the information in the box and answer used to agree or disagree with a suggestion (‘No, that’s
the question in pairs. not a good idea’ and ‘No, I don’t think so’ are used to
disagree and the other four are used to agree). Make sure
Answers the students copy the intonation when they repeat the
Let’s is the only one which isn’t a question. phrases.
Audioscript
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 131 132
The phrases are recorded for the students to listen and
2 Point out that the students need to begin their sentences repeat.
with a capital letter and use question marks and full No, that’s not a good idea.
stops correctly. No, I don’t think so.
MIXED ABILITY Great!
With a mixed ability class, as a class, find the first word in OK.
every suggestion first and write them on the board (with a Excellent idea.
capital letter), e.g. 1 Why 2 Let’s Good idea.
Answers 6 As the students practise the conversation, make sure

1 Why don’t we go to the skatepark? they pronounce the phrases to reply from Exercise 5
2 Let’s see the new Turkish film. correctly.
3 Why not ask Mina to come?
4 Shall we meet there at eight?
Answers
3 Encourage the students to read the whole conversation
first, before they complete it. Remind them to look at 7 Tell the class they are going to plan their own class
the punctuation at the end of each phrase; if there’s a magazine. Ask them to read the instructions on page 124
question mark, the suggestion can begin with Why don’t and follow the steps.
we, Shall we or Why not, but if there is a full stop, the Answers
suggestion must begin with Let’s. Point out that several
different answers are possible, but they should use each
phrase from Exercise 2 once only. The students will read
the complete conversation aloud in pairs in Exercise 6. COOLER
Say to the class ‘If I make you laugh, I get a point. If you
FAST FINISHERS don’t laugh, you get a point.’ Write teacher and class in
Oliver and Serena decide to leave a message on the two columns. Make some silly suggestions to different
website. Fast finishers write a message for the website students and tell them to agree with them, using one of
beginning with the heading ‘Magazine helpers wanted!’ the phrases from Exercise 5. If they laugh, write a point
under teacher, but if they don’t laugh, write a point under
class.
210 UNIT 18
131 5 Listen to Aboudi, Serena and Oliver. They’re
making plans for their school magazine.
2 Put the words in the correct order to make
suggestions.
1 Is the magazine going to be on paper or online? Add a full stop or a question mark and start the
2 Is it going to be weekly or monthly? sentence with a capital letter.
1 we / don’t / go / to / skatepark / why / the
2 the / new / see / let’s / film / Turkish
3 ask / come / Mina / why / to / not
4 meet / we / there / at / shall / eight
3 Complete the conversation. Use each phrase from

Exercise 1 once. There is often more than one
right answer.
Oliver: I think we need some more help with the
magazine.
Serena: You’re right. 1 ask our teacher to
help? Is that a good idea?
Oliver: No, I don’t think so. She’s very busy. I can
write a note and give it to all the teachers.
Serena: No, that’s not a good idea. We want
students to see it, too. 2 put a
notice on the school website.
131 6 Listen again. Tick (✓) the things the friends want
to include in their magazine.
Oliver: Excellent idea.
Serena: 3 write it now?
Oliver: OK. Magazine helpers wanted!
advertisements
Serena: Great! 4 write our names at the
articles about albums
bottom?
book reviews
Oliver: Good idea. OK, let’s leave a message on
cartoons
the website now!
film reviews
information about the school
interviews with teachers
music reviews 1 Shall we to buy Jack magazines and chocolate to

photographs help him feel better?
stories 2 Lets go to the library after school.
video game reviews 3 Why we write a review about the school play?
website addresses 4 Why not to put advertisements in the school
magazine?
5 Shall we to put advertisements in the magazine?
GRAMMAR Making suggestions
PRONUNCIATION Intonation
1 Look at the four ways of making suggestions.

Which one is different and why? 132 5 Listen and repeat the phrases from the
conversation about the magazine.
Why don’t we write down some ideas now?
No, that’s not a good idea.
Let’s have some stories too.
No, I don’t think so.
Shall we include advertisements?
Great!
Why not ask your dad about it?
OK.
Excellent idea.
A suggestion is a plan or idea that you want Good idea.
someone to think about.
Look at the examples from the recording.
The words in purple are different ways of making
suggestions. 6 In pairs, practise the conversation in Exercise 3.
7 Work in small groups. Go to page 124.

MAGAzINEs AND bOOks 107

Review
READING Read and
1 Look at two book covers. Do you know these
stories? What are they about?
Discuss your ideas with a partner.
2 Read the reviews and check your ideas.
Friday Barnes, Girl Detective

Friday Barnes, Girl Detective is about 11-year-old Friday Barnes. Her
parents are always busy, so she spends her time reading. She reads lots
of detective stories. Then some thieves steal some jewellery and, guess
what, Friday is able to help her detective uncle catch them. When she
gets a reward of $50,000, she spends the money on going to a really
good boarding school. The head teacher doesn’t like Friday because she
is different from the other students. Friday is clever, too, and she solves
mysteries at the school with her friend Melanie.
I loved the book. I wanted to read it to the end as it’s very
exciting. This is the first Friday Barnes book, and I’m
Annika
definitely going to read more.
Charlie and the Chocolate Factory

Charlie Bucket lives in a small house with his family. They’re very poor. One day, Charlie
finds some money on the street and he decides to buy a Wonka chocolate bar with it. 133
When he opens the chocolate bar, Charlie finds a golden ticket inside. It’s his lucky day!
It’s a ticket to visit Willy Wonka’s famous Chocolate Factory. Charlie is very excited.
Grandpa Joe is excited, too, because he can go on the visit with Charlie. As there
are five golden tickets, four other children visit the factory as well. They all meet
Willy Wonka and go around the factory. Lots of strange things happen!
Only Charlie is left at the end, so he’s the winner! What’s the prize?
Why not read the book and find out?
This book is very funny. I really liked it. It’s so popular and
there are two films of the book and a musical! Josh
3 Read the reviews again and answer the questions.
1 How old is Friday?
2 Why does she read a lot?
3 What does she like reading?
4 What does she do with the $50,000?
5 What do Friday and her friend Melanie do at the school?
6 What does Annika think of the book?
7 Where does Charlie get the money for the chocolate bar?
8 Who is Willy Wonka?
9 Who goes with Charlie to the factory? TALKING POINTS
10 How many golden tickets are there? Which of the two books would you
11 Who wins the prize at the end? like to read? Why?
12 What does Josh think of the book?
108 UNIT 18
212 UNIT 18
Answers
READING
WARMER 3 Ask the students to read the questions first and try to
Choose eight new words from the previous lesson. Give answer them before they read the reviews again.
the students a definition for each word and ask them Answers
to write down the word with the correct spelling. The
1 She is 11 years old.
students then swap their lists and correct each other’s 2 Because her parents are very busy.
words. With a weaker class, write the first letter of each 3 She likes reading detective stories.
word on the board and then add a dash for each of the 4 She pays to go to a boarding school.
other letters, e.g. c _ _ _ _ _ _ (cartoon). 5 They solve big and small mysteries.
6 She loved it and thought it was very exciting.
7 He finds it on the street.
BACKGROUND INFORMATION 8 The owner of a famous chocolate factory.
9 His Grandpa, Joe.
Friday Barnes, Girl Detective is a series of eight mystery 10 There are five.
novels (as of 2018) about an 11-year-old detective. Set in 11 Charlie.
a boarding school, this series is written by R.A. Spratt, a 12 He thinks it’s very funny and he really likes it.
female author from Australia.
Charlie and the Chocolate Factory is a 1964 children’s The Reading text is recorded for students to listen and read.
133
book by Roald Dahl, made into a film starring Johnny
Depp. Dahl may have got his inspiration from the TALKING POINTS
Cadbury’s Chocolate factory near his boarding school, Ask the students to think about their answer first and then
which used to ask pupils to test the chocolate. organise them into small groups to compare. Encourage
Romeo and Juliet (Vocabulary section) is a play by William them to give reasons for their answer.
Shakespeare, first published in 1597. Shakespeare wrote
37 plays, classified into three types: tragedy, comedy and
FAST FINISHERS
history. Romeo and Juliet is a tragedy. Encourage fast finishers to work through Exercise 3 at
their own pace. Check their answers and in small groups,
The School of Rock (Listening section) is an American
encourage them to extend their discussion in Talking
musical comedy film starring Jack Black, which is still
points by also asking and answering these questions:
very popular with young British teenagers. It is now a
How do you choose a book to read? Do you ever read book
stage play in London and New York.
reviews? Or do you prefer to ask your friends? Do you prefer
to read the book or watch the film? If both, which do you do
1 Ask the students to look at the book covers first and ask first?
‘What are the names of the books?’ ‘Who wrote them?’
‘Are there films or TV series about these books?’ before
they discuss what they think each one is about in pairs. If
necessary, pre-teach Girl Detective and Chocolate Factory
by asking the students to look at the silhouettes next to
each book title and to say what each one is. Please note:
the vocabulary in Friday Barnes is more difficult than
Charlie and students may need help with the following
words: thief/thieves, steal, jewellery, a reward, boarding
school and solve (a mystery).
Answers
2 Ask ‘What are you going to read?’ (two reviews) Then, ask
the students to read the reviews and talk to their partner
about what each book is about and also whether the
reviewer liked it.
MIXED ABILITY
With a mixed ability class, for Exercises 2 and 3 divide the
students into two groups and ask each group to read one
review. Ask the stronger students to read about Friday
Barnes (more challenging vocabulary) and the weaker
students to read about Charlie. Then, pair up one student
from each group and ask them to tell each other what
their review is about. In Exercise 3, ask them to find the
answers from their text and then share their answers with
their partner. Questions 1–6 are about Friday Barnes and
7–12 are about Charlie and the Chocolate Factory.

VOCABULARY as, because, so and when WRITING
1 Ask the students to look at the reviews on page 108 again
(without looking at this exercise) and ask ‘What do the
PREPARE TO WRITE
A review
words in blue do?’ (connect sentences) Once the students
have matched the sentence halves, ask ‘Which two words Before the students start this section, brainstorm a list of
give a reason?’ (as, because) ‘Which word talks about the well-known films, books and plays onto the board – they
consequence?’ (so) ‘Which word do we use to talk about don’t have to be English ones! Write the questions What’s
the time something happened?’ (when) it about? Did you like it? Why (not)? on the board. Ask pairs
of students to ask and answer the questions about at least
Answers two of these films.
1c 2a 3d 4b GET READY If you haven’t done so already, ask the
2 Point out there are four more sentences in the reviews students to read the three reviews again and to say which
with as, because, so and when and if appropriate, ask the book or play they’d like to read or see first. Next, ask ‘What
students to underline them. information comes first in a review?’ (the story) ‘What
information comes second?’ (the opinion) and ‘Do the
Answers reviews tell you what happens in the end?’ (no)
Her parents are always busy, so she spends her time reading. Then, ask the students to look at the tenses in the review
When she gets a reward of $50,000, she spends the money on and if appropriate, ask them to underline expressions in all
going to a really good boarding school. three that they could use in their own review.
Grandpa Joe is excited, too, because he can go on the visit
with Charlie. Answers
As there are five golden tickets, four other children visit the
factory as well. The first paragraph of each review tells the story of the book
and the second paragraph gives the writer’s opinion.
3 Ask the students to read the title first and say what they The present tense.
know about this story and Shakespeare (see Background PLAN Write these questions on the board:
information on the previous page). Then, ask them to
read the complete review first, without completing it, Is it a film, book or play? What’s the title?
and say whether the writer of the review liked the play What’s it about?
(yes) before they complete the review. What’s your opinion? Should I read/see it?
Answers Encourage the students to choose a film, play or book and
1 because / as 2 so 3 as / because 4 When
write notes in answer to these questions.
WRITE Point out that they only need to write a short
description of the story and remind them that they
shouldn’t say what happens in the end. Remind them to
use as, because, so and when if possible.
LISTENING IMPROVE The students check each other’s work for
punctuation and spelling.
1 Read the instructions together, then look at the photos Answers
134
of the people and elicit their names and what they are
doing (Mike – presenter, Phoebe – talking about a film).
Please note: the title of the film has been replaced by
a ‘beep’ noise during most of the conversation so that COOLER
students have to listen to the end to hear the title. Choose some words from this unit and play Definition,
mime or picture. Organise the students into teams. The
Answers teams take turns to choose how they want you to help
The School of Rock them with the word. If the team says definition, give them
2 Ask the students to read the sentences and try to decide a definition of the word, if they say mime, mime the word,
134
in pairs if they are right or wrong before they listen and if they say picture, draw a picture on the board. If
again. Encourage stronger students to correct the wrong appropriate, award a point to the first team to guess the
sentences. word. Continue with all the words.
Answers
1  2  3  (The musicians in the band are students.)
4  (Dewey’s old band gets first prize.)
5  (It was on TV last week.) 6 
214 UNIT 18
w
VOCABULARY as, because, so and when
1 Look at the reviews again. We use the words to connect ideas in sentences.
EP Match the beginnings and endings of the sentences.

1 The Head Teacher doesn’t like Friday a as it’s very exciting.
2 I wanted to read it to the end b so he was the winner.
3 When he opened the chocolate bar, c because she is different from the other students.
4 Charlie was left at the end, d Charlie found a golden ticket inside.
2 Find four more sentences with as, so, because and when in the reviews on page 108.
3 Complete the review of the play with the words from Exercise 1.
AN D by William Shakespeare
Romeo and Juliet is a really sad story about two She drinks something to make her sleep, so her
young people. Their families don’t want them family will think she's dead. Then she goes to sleep.
to marry 1 the families hate each other. Romeo finds Juliet first and thinks she's dead, so
However, Romeo and Juliet are in love and they he kills himself. But Juliet isn’t dead! 4 she
get married. They know their families will be very wakes up, she sees Romeo is dead and kills herself.
angry, 2 they don’t tell them. Juliet’s family And that’s the end!
don’t know she’s married and they find a husband
I saw the play at the City Theatre. The actors were all
for her. But she can’t marry this man 3 she’s
great and I cried at the end. I loved it. Go and see it.
already married to Romeo. Juliet is very unhappy.
LISTENING WRITING
134 1 Listen to part of the radio programme: Good

Morning Mike. Phoebe phones in to review a film.
PREPARE TO WRITE
A review
What’s the name of the film Phoebe is talking
GET READY Read the three reviews on pages 108
about?
and 109 again.
Which parts of the reviews tell the story of the book
and which parts are the writers’ opinions?
What tense do we use for writing a review?
PLAN Think about a film, play or book that you like.
Make notes about:
• the story of the film, play or book.
• your opinion.
Organise your ideas into two paragraphs.
• Paragraph 1: the story of the film
• Paragraph 2: your opinion.
134 2 Listen to the review again. Are the sentences
right (✓) or wrong (x). WRITE Write your review of a film, a play or a book
in about 50 words. Use the correct tenses and
1 Phoebe lives in London. connect your ideas with as, because, so and when.
2 The guitar player gets a job in a school.
3 Everyone in the The School of Rock band is IMPROVE In pairs, read your review and your
a teacher. partner’s. Check for mistakes.
4 The School of Rock get first prize in Battle of Rewrite your review and give it to your teacher for a
the Bands. class magazine.
5 Phoebe watched the DVD of the film last week.
6 Phoebe thinks the film is very good.
MAGAzINES ANd BOOkS 109

CULTURE
FACTFILE British TV
popular
British TV programmes are
around the world.
re is in an increase
According to the BBC, the
Brit ish TV in different
in people watching
ple wa tch pro grammes from
countries. Peo
BRITISH TV AROUND
but thanks to internet
their own countries too,
than ever to watch
and cable TV, it’s easier
international progra mm es.
THE WORLD
king shows, nature
British talent shows, coo
dra ma s are all popular
programmes and
with international viewers.
1 In pairs, discuss the questions with your partner.
THAT’S
1 Can you name any British TV programmes?
2 Do you prefer watching cooking shows, nature
programmes or dramas?
3 How often do you watch TV in English?
2 Read and match the photos (A–C) to the texts. Who

do you think is the most similar to you?
ENTERTAINMENT!
3 Match the headings to the texts.
Watching television
Talent shows Nature shows Cooking shows is a popular free- A
time activity for
many people around
4 Read the texts again and answer the questions.
the world. Find out
1 What does Brad like doing?
2 What is Ryan’s favourite show? Why? more about what
3 When do Eve and her family watch nature young people are
programmes? watching – and why.
4 Why does Eve’s brother like The Blue Planet?
5 What programme do Karen’s parents always
watch?
6 What music programme does Karen like? Why?
5 Complete the sentences with the highlighted

words in the text. d
New Zealan
1 I love sea animals. I love swimming too and I’m RYAN
taking a course, so I can go diving on 1
l restaurant in
holiday with my family this summer. My parents’ friend Brad has a smal
ing. I som etimes go to
2 When I go on nature walks with my family, we Auckland and he loves cook
pare nts at wee kend s. When we go
like taking photos of birds and animals in their visit him with my
during the day.
. to his house, we walk around town
s and competitions
3 I’m always at home to watch my favourite TV Then, we love watching show
programme on Monday evening at seven o’clock. about cooking in the even ing.
hef because it
I never it! Brad’s favourite show is MasterC
resta uran t. I prefer The Great
4 We all need to help our and keep it gives him ideas for his
Off beca use I love cook ing and eating
clean. British Bake
5 On talent shows people can sing, dance and do cakes and sweets!
magic or .
TALKING POINTS
Do you know the programmes Ryan, Eve B
and Karen are talking about?
Do you watch them?
Which ones don’t you like? Why?
110 CULTURE
216 CULTURE
CULTURE
Answers
Learning Objectives
• The students learn about British TV programmes.
• In the project stage, they plan a TV programme timetable and 2 Ask the students to look at the photos, the title and the
present it to the class. introduction in blue and ask ‘What are Ryan, Karen and
Eve writing about?’ (what they watch on TV) Next, ask
them to match the photos to the texts. Then, ask ‘Do any
Vocabulary of the three people watch similar programmes to you?’
scuba diving natural habitat miss planet acrobatics
and encourage them to share their answers with their
partner.
FAST FINISHERS
Resources Encourage fast finishers to work through Exercises 2–5 at
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: The world of their own pace and check their answers. Then, ask them
British TV to use the three texts as a model to write their own short
profile about the TV programmes they are watching and
why. Collect in their profiles. When the others are ready,
BACKGROUND INFORMATION read out the profiles and ask the rest of the class to guess
The BBC (British Broadcasting Corporation) is Britain’s who wrote each one.
public media service and also the world’s oldest (and
largest in numbers of employees). It is mainly funded by a
licence fee: most people need to pay for a licence to watch Answers
British TV, although over 75s can get one for free. 1A 2B 3C
The Great British Bake Off is a baking competition where 3 If appropriate, ask the students to write one of the types
contestants compete against each other to become the of programmes in the box in each of the gaps (1–3).
‘star baker’.
The Blue Planet is a nature documentary programme Answers
about the oceans narrated by David Attenborough, a 1 Cooking shows 2 Nature shows 3 Talent shows
famous nature presenter.
4 Encourage the students in pairs to try to answer the
Elephant Diaries is a wildlife series which follows the lives questions before they read the texts again. If necessary,
of a group of orphaned elephants in a sanctuary in Kenya. point out that in question 1, Brad is a friend of Ryan’s
Horrible Histories is based on a series of books with the parents.
same name. These programmes narrate historical events
in entertaining ways for young people. Answers
1 cooking 2 The Great British Bake Off; he loves cooking and
For more information on MasterChef, Got Talent and The
eating sweets and cakes 3 on evenings, when it is cold/rainy
Voice, see TB Unit 17 page 205 Background information. 4 because he likes scuba diving 5 Britain’s Got Talent
6 The Voice; she likes music, singing and dancing
WARMER The Reading text is recorded for students to listen and read.
135
Write these TV programmes from Unit 17 on the board
and ask the class to complete them with the missing
vowels:
n_ws c_rt_ _ n f_lm sp_rts pr_gr_mm_
q _ _ z sh_w s_r_ _s w _ _ th_r t_l_nt sh_w
(news, cartoon, film, sports programme, quiz show, series,
weather and talent show).
Then, ask the students to work in pairs. One of them
has just arrived on Earth from another planet, has never
watched TV before and needs to ask their partner to
explain what one of the programmes is about, when it is
on, why people like it, etc.
1 Ask the students to read the factfile and ask ‘Which

British TV programmes are popular with international
viewers?’ (talent shows, cooking shows, nature
programmes and dramas) Then in pairs, ask the students
to discuss the questions. Continued on page 218.
BRITISH TV AROUND THE WORLD 217

5 First, ask the students in pairs to read the sentences and PROJECT A TV programme timetable
try to think of a suitable word for each gap. Next, ask
them to find the words in the texts and try to work out Ask the students to read the project instructions in bold
the meaning from context. Finally, ask them to complete and ask ‘Where do you work?’ (at a TV station) ‘What are
the sentences. you making plans for?’ (a new channel) ‘What do you need
to plan?’ (a programme timetable) ‘When for?’ (Saturday
MIXED ABILITY mornings from 10 am to 2 pm). If available, show the
With weaker students, help them by asking them to class a copy of the TV timetable for Saturday mornings
choose from two possible answers for each space, e.g. in their own country and brainstorm a list of possible TV
1 I love sea animals. I love swimming too and I’m taking programmes onto the board.
a scuba diving / acrobatics course, so I can go diving on Next, organise the students into small groups. Ask the
holiday with my family this summer. students to choose some programmes from those written
on the board (or they can use their own ideas) and think
about why they are interesting. Ask each group to copy
Answers the table into their notebook and complete it. It may be
1 scuba diving 2 natural habitat 3 miss 4 planet necessary to do one or two examples together as a class.
5 acrobatics
Rearrange the groups so that the students are now
working with members from different groups and
TALKING POINTS ask them to compare their timetables. Encourage the
Ask the students to find six TV programmes in the texts students to make suggestions for improvement. Then, ask
and write these on the board (MasterChef, The Great British the students to go back to their original group and create
Bake Off, The Blue Planet, Elephant Diaries, Britain’s Got a neat copy of their timetable (either on paper for display
Talent and The Voice). Then, ask the students in small on the wall or an electronic version). Encourage the class
groups to take turns to ask and answer the questions to look at final versions of the different timetables and
about these programmes (see Background information vote for the best one.
above for more information about these programmes).
6 Ask the students to look at the names of the three
136
programmes and say what they know about any of them PROJECT EXTENSION
before they listen. Ask the students to look at their TV programme
timetables and decide which of the programmes they
Answers would like to watch. Next, tell the groups that they are
a going to create one of these TV programmes. Ask the
students to choose one of the programmes and talk
7 Ask the students to try to choose the correct words (a or
136 together about how they would produce their show. Then,
b) before they listen again.
they should present their ideas to the class for feedback.
Answers If time allows, ask the students to work on a script for
1b 2a 3b 4a 5a 6b their show, rehearse their show and then present it to the
class.
8 Before the students listen again, write the table below
136
on the board (examples are given in italics). Encourage CULTURE VIDEO: The world of British TV
the class to say what John likes about each of the 13
programmes and write their ideas in the correct column. When students have completed the lesson, they can watch
the video and complete the worksheet.
MasterChef Junior Horrible
Histories COOLER
John likes … watching the reading Ask the class ‘Can you guess what I watched on TV
young chefs about history last night?’ and then give them a description of the
programme without saying which one it was, e.g.
Answers
MasterChef Junior: He likes watching the young chefs and he
Teacher: I watched a great show on TV last night. Can
loves learning new meals. you guess what programme I watched? There
Horrible Histories: He loves reading about history in French were four young people and they all had to
and in English. He loves telling funny stories. make something for dinner. One of them cooked
some fish and another made something with
meat. The winner made a Mexican dish which
was vegetarian.
Student: Was it MasterChef?
Then, ask the students to continue the activity in small
groups.
218 CULTURE
135
136 6 Listen to John talking to his friend Amber about his

homework. Which show is he going to write about?
a Horrible Histories
b Britain's Got Talent
c MasterChef Junior
136 7 Listen to the conversation again and choose the correct

words, a or b.
C
1 John is doing homework
a for his German lesson b for his French lesson
2 John likes watching on TV.
a different programmes b French programmes
3 Amber watching cooking programmes.
a loves b dislikes
4 John likes learning .
a new meals b new songs
5 Amber what Horrible Histories is.
a doesn’t know b knows
6 John loves
a reading about nature b reading about history
EVE Canada
136 8 Listen to the conversation again and write the things John
2 likes about the programmes.
I love going on nature walks with
my family and watching wildlife.
In the evenings when it’s too cold
or too rainy to do things outside,
my family and I like watching
programmes about science or
animals at home. PROJECT A TV programme timetable
My older brother loves scuba
diving so his favourite programme
is The Blue Planet. Mum and I You are working at a TV station and making plans for a
love watching Elephant Diaries. new channel. In small groups, plan a programme timetable
This TV show helps baby for Saturday day times from 10 am to 2 pm.
elephants return to their natural
• Make a list of possible programmes you think people like.
habitat.
• Decide on the times of the programmes.
• Think of why the programmes are interesting and what
people can learn from them.
• Fill in the table in your notebook.
Time Programme Audience Why is the
Northern Ireland
KAREN
(title/name of (children, programme
programme or type of teenagers,
programme (comedy, adults) interesting?
3 nature show,
re I drama …)
I have to do my homework first befo
one prog ramm e my pare nts 10 am– It is for People can learn
watch TV, but
r miss is Brita in’s Got Talen t. They love am
neve
show doing
it when there are people on the • Present your ideas to another group.
gymnastics or acro batic s.
I get • Tell the class about your programme timetable. Decide on
I love music, singing and dancing. which programme timetable you like best.
in’s Got Talen t because
bored watching Brita
le on the prog ramm e do
a lot of peop
I prefer
other things. I’m a good singer, so
e in my free time .
watching The Voic
13 NOW WATCH THE CULTURE VIDEO BRITIsH TV AROUND THE WORLD 111
BRITISH TV AROUND THE WORLD 219

A
19 SCHOOL CAN BE FUN!
B
ABOUT YOU
What kind of school trips do you go on with your school?
Do you enjoy them?
What was the last school trip you went on? What did
you do?

C D
Trip activities
1 Look at the photos of people on school trips. What

activities are they doing? Match the photos A–J to the
EP words and phrases in the box.
canoeing cooking on a fire

dancing at a disco going on a nature walk
going round a museum
going to an amusement park sailing
visiting a farm visiting an aquarium
E F watching a show
137
2 In small groups, ask and answer the questions.

1 Which of these activities do you do on school trips
with your school?
2 Which ones do you enjoy?
3 Which ones would you like to try?
4 Which ones would you not like to do? Why not?
138 3 Listen to a teacher talking to a class about a school

trip and answer the questions.
H 1 Where is Tall Trees activity centre?

G 2 Which activities in Exercise 1 do you hear?
138 4 For each question, write the correct answer in each

gap. Write one word or a number or a date or a time.
Then listen again and check.
ip
End-of-term schooalr tr
8 for Ye
I Name of Activity Centre: Tall Trees
J Date we leave: 1
July
Time to get to school: 2
am
What to bring for the journey: 3
What to pack
✔ for water activities: 4
things
✔ for nature walks: trainers and 5
112 UNIT 19
220 UNIT 19
19 SCHOOL CAN BE FUN!
Unit Overview VOCABULARY AND LISTENING

TOPIC At school
VOCABULARY Trip activities Trip activities
AND LISTENING A talk about a school trip 1 Ask the students to look at the photos and describe what
GRAMMAR have to / don’t have to the young people are doing in each one before they
PRONUNCIATION have to / has to match them to the words and phrases. After the students
READING The flipped classroom – what’s it all about? have repeated the words and phrases, encourage them
VOCABULARY School collocations to note the stressed syllables, in particular canoeing,
LISTENING A description of a boarding school
disco, museum, amusement park, aquarium and nature
walk.
SPEAKING Giving a presentation about your perfect
school
137
Answers
repeat.
A going on a nature walk B visiting a farm
Resources C going to an amusement park D cooking on a fire
E canoeing F dancing at a disco G going round a museum
GRAMMAR REFERENCE AND PRACTICE: SB page 156; TB page 250 H visiting an aquarium I watching a show J sailing
VIDEO AND VIDEO WORKSHEET: School life 2 Organise the students into small groups and ask them to
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 19; take turns to ask and answer these questions about the
Vocabulary worksheet Unit 19 activities in Exercise 1.
TEST GENERATOR: Unit test 19 Answers
WARMER 3 Ask the students to read the questions in Exercise 3 and
138
Challenge the students to guess the unit title School can ask ‘What is Tall Trees activity centre, do you think?’
be fun! Write _ _ _ _ _ _ /_ _ _ /_ _ /_ _ _! on the board. (somewhere where students can do lots of different
Encourage students to take turns to guess the missing activities) As they listen, if appropriate, encourage them
letters. Tell them that they can only guess five wrong to put a tick next to the activities they can do at the
letters. Next, check that the students understand the centre.
difference between fun and funny by asking ‘Which word
describes something you like doing or you enjoy?’ (fun) Answers
‘Which word describes something that makes you laugh?’ 1 in a forest 2 sailing, swimming, cooking, visiting a
(funny) Then, in groups, ask them to write a list of four museum, visiting an aquarium, canoeing, nature walk, disco
things that are fun about school and four things that are 4 Ask the students to read the notes first and think about
not fun, e.g.: 138
what sort of information is missing. Remind them that
fun not fun they may hear two or even three possible words for each
meet friends do homework space, but only one is the correct answer, for example on
the recording, they hear three dates: We’re going on 25th
go on school trips do exams
July, next Friday, until Monday 28th July. Please remember
play matches sit down for a long time you have to give me £200 by Monday 21st July. The correct
try new activities get up early answer is 25th July. Have them try to complete the
answers first, then play the audio a second time for them
to check.
ABOUT YOU
First, brainstorm a list of different types of school trips Answers
(e.g. a visit to a museum, sports activities) onto the board, 1 25th / 25 2 8 3 drink 4 swimming 5 trousers
then ask the students to take turns to ask and answer the
questions in pairs.
SCHOOL CAN BE FUN! 221

Possible answers
GRAMMAR have to / don’t have to
He has to go swimming, but he doesn’t have to go to the
1 With a stronger class, ask the students to cover a–e first disco. He can stay in his room if he likes.
He can’t bring his mobile phone. He has to leave it at home.
and try to complete the sentences with their own words.
He has to share a bedroom. He can’t sleep in his own room.
Then, they uncover them and do the matching and He doesn’t have to do any school work, but he can if he wants
compare with their own ideas. Write the answers on the to.
board, with have to / has to in a different colour.
6 Point out there is one mistake with have to in each of the
FAST FINISHERS sentences, and that although there are different ways of
Encourage the fast finishers to work through Exercises correcting some of the sentences, they should correct
1–3 at their own pace. Then, they write new endings them all with have to / don’t have to. You may also wish
(a–e) for the sentence beginnings (1–5) in Exercise 1 and to point out that in number 4 they’ll need to change
write these new endings on the board in a different order. nothing.
When the others are finished, they match the sentence Answers
beginnings (1–5) in the exercise to the fast finishers’ new
1 You don’t have to bring anything – it’s not necessary.
endings.
2 Please, you have to come! It’s going to be a great concert.
3 We don’t have to pay for the skate park.
Answers 4 You don’t have to pay anything for the disco. It’s free!
5 We have to get up early to go sailing.
1e 2d 3b 4a 5c 6 You have to pack warm clothes for the school trip.
2 Ask the students to look at the examples on the board
(see Exercise 1) and ask ‘When do we use have to and GRAMMAR WORKSHEET UNIT 19
don’t have to?’ (to talk about obligation or no obligation)
Answers PRONUNCIATION have to / has to
1b 2a
7 Ask the students to listen to the six sentences first,
3 Ask the students to look at the examples on the board without repeating them, and say how the to is
and use these to complete the table in the book. pronounced in each sentence (/tə/).
Ask ‘What form of the verb comes after have to?’ (the
Audioscript
infinitive) 140
The sentences and questions are recorded for the students
Answers to listen and repeat.
Obligation No obligation Question form 1 I have to go shopping.
I/you/we/they I/you/we/they Do I/you/we/they 2 He has to do his homework.
have to go don’t have to go have to go? 3 Do you have to go now?
He/she/it has He/she/it doesn’t Does he/she/it
to go have to go have to go? 4 Does he have to pay today?
5 We have to write a story.
6 She has to win this match.
4 Ask the students to read the list and guess what Leo has 8 First, ask the class to repeat the example Do you have
139
to or doesn’t have to do on the trip. The students then to visit anyone this weekend? Ask the question for the
listen and check. second thing on the list, i.e. Do you have to do any
homework? Point out that the answer is Yes, I do. I have to
Answers … or No I don’t. I can … if I want to. Then, have students
Ticked: get up early every day, go swimming, leave his phone ask and answer questions in pairs about the rest of the
at home, share a bedroom, help with the cleaning things on the list.
Answers
5 Read the examples as a class. Remind students that we Students’ own answers
use don’t have to to say that something isn’t necessary;
they should use can’t to say if he isn’t allowed to do COOLER
something. Put the students into pairs and ask them to In groups, the students write some questions about the
write at least two more pairs of sentences. things they have to and don’t have to do at home, e.g.
Do you have to do your homework before dinner? Do you
MIXED ABILITY
have to share a bedroom? Then, reorganise the groups so
Ask weaker students to write three more sentences with students from different groups are working together. The
He has to or He doesn’t have to only. students take turns to ask and answer their questions.
222 UNIT 19
GRAMMAR have to / don’t have to
1 Match the two halves of the sentences.

1 Everyone has to be at school a to eat.
2 Mr Peters has to check b smart clothes to the disco.
3 You have to wear c our uniform on the journey?
4 You don’t have to bring anything d your names.
5 Do we have to wear e at eight o’clock
2 Now read the examples and then complete the rules with a and b.
Everyone has to be at school at eight o’clock.
You don’t have to bring anything to eat.
1 have to means
2 don’t have to means
a no obligation: you have a choice and you can do this if you want.
b obligation: You have no choice. You can’t say ‘no’!
3 Complete the table with the correct form of have to.
Obligation No obligation Question form

I/you/we/they go I/you/we/they go I/you/we/they
He/she/it go He/she/it go go?
he/she/it go?

PRONUNCIATION have to / has to
139 4 Listen to Leo asking about the school trip. Tick (✓)
the things he has to do. 7 Listen and repeat.
140
get up early every day 1 I have to go shopping.

go sailing 2 He has to do his homework.
go swimming 3 Do you have to go now?
go to the disco 4 Does he have to pay today?
leave his phone at home 5 We have to write a story.
share a bedroom 6 She has to win this match.
help with the cleaning
do any school work
5 Make pairs of sentences about Leo using have to/ 8 In pairs, ask and answer about what you have to
do/don’t have to/can/can’t do this weekend. Use
doesn’t have to and can/can’t.
these ideas or your own.
He has to get up early. He can’t stay in bed late.
6 Correct the mistakes in the sentences. visit anyone?

do any homework?
1 You don’t bring anything – it’s not necessary.
get up early/ late?
2 Please, you need come! It’s going to be a great
go shopping?
concert.
do any cleaning?
3 We haven’t to pay for the skate park.
go to bed early / late?
4 You pay nothing for the disco. It’s free!
5 We have get up early to go sailing.
6 You has to pack warm clothes for the school trip. Do you have to visit anyone this weekend?
No, I can stay at home if I want to.
SChOOl CAN bE FUN! 113

READING
1 Read the first paragraph of the article. Do you think the

flipped classroom sounds like a good idea? Why / why not?
141
THE FLIPPED CLASSROOM

What’s it all about?
In a normal classroom, the teacher stands at the front of the room and gives a lesson and the students listen
and take notes. Then they go home and do their homework. In a flipped classroom, everything is the other
way around. Students study at home from a textbook or online videos, and then discuss the topic and do
‘homework’ exercises or projects in class. Lots of schools are trying it, but is it a good idea? We spoke to a
teacher and two students to find out more.
Penny – teacher Caitlin – student Dylan – student

The flipped classroom is hard I love coming into the classroom We tried the flipped classroom for one
work for the teacher, especially ready to talk about the topic term in maths, but there were a few
at the beginning. You have to and feeling I understand it. problems. Some students didn’t watch
make videos of every topic in the In a normal class, I often feel the videos before the lesson, so they
textbook for the students to watch nervous, because if I don’t couldn’t do the exercises in class. Also,
on their computers at home. That understand, I have to ask the when the teacher was going round
takes a really long time! But it teacher to stop the lesson and helping people, we found it really easy
means I can spend time in class explain. But with a video, I can to stop working and just chat. We did a
helping students one-to-one. I love watch it as many times as I like test at the end of the term and we all got
terrible marks. I usually pass every test,
that – I wasn’t able to do it before. until I understand it. It’s great!
but I failed that one.
2 Read the article and answer the questions. Write P (Penny),

C (Caitlin) or D (Dylan). TALKING POINTS
14 Watch the video about
Who said this about the flipped classroom? a school called Redroofs.
1 I If I need to, I can repeat parts of the lesson. Then ask and answer the
2 I like being able to explain things during the lesson. questions with a partner.
3 Lots of us spent too much time talking to each other.
What do you like about your
4 There were people who did not prepare for the classes.
school?
5 I don’t have to be scared about what’s going to happen in the lesson.
6 Getting everything ready wasn’t easy. Is your school bigger or
smaller than Redroofs?
3 In pairs, discuss the questions. How many children are in
your year?
1 What do you think are the best/worst things about flipped classrooms?
2 Would you like to try it? For which subjects? What subjects do you study?
What are your teachers like?
114 UNIT 19
224 UNIT 19
3 If necessary, brainstorm a list of school subjects onto the
READING board and encourage the students to ask and answer
question 2 about these subjects.
WARMER Answers
Write The perfect school on the board as a title.
Underneath that, write They don’t have to study. As a
class, brainstorm a list of more characteristics of a perfect
school, e.g. They don’t have to do tests; they don’t have TALKING POINTS
to wear a uniform; they don’t have to do homework; they After the students have completed the video activities,
can choose their own subjects. In the Speaking section 14 encourage them to ask and answer the questions in pairs.
at the end of this unit, the students will have to make a If necessary, point out that the final question What are your
presentation on their perfect school. teachers like? is asking about the students’ opinion of their
teachers. (It doesn’t ask about their teachers’ preferences;
this would be What do your teachers like?)
BACKGROUND INFORMATION
In a traditional classroom, the teacher often stands at
the board and lectures while the students take notes.
In a flipped classroom however, students learn about
the lesson content at home through videos, slide
presentations, podcasts, etc. and class time is freed
up to spend on practice. People often say that Alison
King’s journal article ‘From Sage on the Stage to Guide
on the Side’ in 1993 inspired the move towards the
Flipped Classroom. In her work, King suggested that
teachers should move away from being transmitters of
information: moving from the Sage (or wise person) on
the Stage towards the role of Facilitator or the Guide on
the Side. Another important contributor is Salman Khan,
founder of the Khan Academy, which is a free education
platform where students can watch more than 6,500
different video tutorials at their own pace. In ELT (English
Language Teaching), the students could watch a video
tutorial about have to/don’t have to at home so that in
class, they can spend more time using the language to
talk about their perfect school.
1 Ask the students to look at the photo of the classroom

and ask ‘What’s different about this photo?’ (it’s upside
down) Next, ask them to read the title and ask ‘What’s a
flipped classroom?’ Invite suggestions. Next, ask them to
read the first paragraph to check their ideas. Then, ask
them in pairs to talk together about whether a flipped
classroom is a good idea.
Answers
2 Ask the class the look at the names at the top of the
three short texts and ask ‘Are Penny, Caitlin and Dylan
students?’ Ask the students to read the three short texts
to get a general idea. Ask ‘What did Penny, Caitlin and
Dylan think of the flipped classroom?’ (Penny and Caitlin
liked it but Dylan didn’t.) Next, ask them to try to answer
the questions. Then, ask them to read the texts again
and if appropriate underline the answers. Remind them
that they will not find the same words in the text as in the
questions.
Answers
1C 2P 3D 4D 5C 6P

141

VOCABULARY School collocations MIXED ABILITY
With a mixed ability class, pair up a stronger student with
1 Ask the students to find the verbs on the left in the article a weaker one. Ask the stronger student to help the weaker
on page 114 and try to guess the meaning from context student to complete the article before they listen again.
before they do the exercise. Next, ask them to cover the Then, after listening, they compare their answers and the
verbs on the left, look at the nouns on the right, and try stronger student helps their partner again.
to remember which verb goes with each one. Finally,
ask them to check their answers with the words in the
articles. Answers
1 600 2 three 3 photos 4 6 pm / 6 o’clock 5 Saturday
Answers 6 games 7 dining room 8 cleaning 9 tennis
do: an exercise, a project, homework, a test
fail: a test
get: marks, homework
give: a lesson, homework, (good/bad) marks, a test
pass: a test
SPEAKING
study from: notes, a textbook
take: notes, a lesson, a test
1 In pairs, ask the students to write notes for each point
about their own perfect school. If they are slow to start,
2 Encourage the students to read the whole sentence brainstorm some possible answers onto the board.
first, to think both about meaning and also the nouns
Answers
which go with each verb, before they choose the correct
answer. Students’ own answers
2 Organise the students into groups of four. Each pair

FAST FINISHERS
should give a short presentation of their school using
Ask fast finishers to write a new sentence with the the notes they made in Exercise 1. Encourage the pair
incorrect word, e.g. We’re doing a project on schools who are listening to think of at least two questions they
around the world. would like to ask about the school at the end of their
presentation. If necessary, demonstrate this activity by
Answers inviting a stronger pair to come to the front and present
their perfect school. When they have finished, ask them
1 notes 2 pass 3 textbooks 4 exercises 5 mark 6 project
two appropriate questions about their presentation, e.g.
3 First, ask the students to look at the phrases in Exercise 1 Do the students have to do exams? Why do they have to do
and brainstorm a list of things about a school which uses PE?
the flipped classroom onto the board, e.g. do homework
Answers
exercises or projects in class, do tests, get marks, etc.
Then, ask the students in pairs to compare these things Students’ own answers
with their own school.
COOLER
Answers
In small groups, the students design a perfect school
Students’ own answers timetable. They should include times of the classes, the
names of the subjects and the break times.
LISTENING
1 Pre-teach boarding school by asking the students to
142
read the instructions for the exercise and asking ‘What’s
a boarding school?’ Then, ask them in pairs to describe
what they can see in each photo before they listen to
Maya. With a weaker class, play the recording for a
second time and pause it after each answer.
Answers
1B 2E 3C 4D 5A
2 Ask the students to read the article first, say what type of
142
word is missing in each space, and then try to complete
the gaps before they listen again. Point out that they
should use one or two words only in each gap. If time
allows, invite a brief class discussion on whether the
students would like to go to a boarding school.
226 UNIT 19
VOCABULARY School collocations LISTENING
1 Match the verbs to the nouns to make
phrases. Use the article on page 114 to help
142 1 Maya goes to a boarding school. She sleeps there and
only goes home for holidays. Listen to her describing
EP you. Some verbs go with than one noun.
her school. Number the photos in the order you hear
about them.
do an exercise B
fail a project A
get homework
give a lesson
pass marks
study from notes C
take a textbook
a test
2 Choose the correct words to complete the

sentences.
D
E
1 I took lots of notes / projects in my last
lesson.
2 I really hope I pass / fail this test!
3 Some people like studying from textbooks /
projects and other people prefer videos.
4 The maths teacher gave us six exercises /
homework to do at home. 142 2 Listen again. Complete the article Maya wrote about
her school with the missing words.
5 What mark / test did you get in your
science exam?
6 I’m doing a history project / homework at I go to a boarding school called Hartland School. It has
the moment, about the Romans. about 1 students.
3 In pairs, compare your school with the one

in the article. Use the phrases in Exercise 1.
I have to share a bedroom with 2
We can put 3
other girls.
of our family on the walls.
There’s a library where we do our homework. We start
They study from the textbook at studying at 4 every evening.
home, but we use ours in class. We work really hard at my school. We even have
lessons on 5 mornings!
After homework, we can go to the 6 room to
have some fun.
We have meals in a big 7 and we have to help
with the 8 afterwards.
We have to do sports at my school. Next term, we’re
going to do 9 .
SPEAKING
1 Make a presentation about your perfect school. Work

with a partner. Plan what you want to say. Think about:
• a name for your school
• the size of your school
• places in your school
• what students can/can’t do
• what students have to / don’t have to do
• what the teachers are like
• what subjects you study
2 Present your ideas to another pair. Which school

sounds most fun to go to?
SChOOL CAN BE fUN! 115

20 FAMILIES
ABOUT YOU
In pairs, tell your partner three things about your
family. Use some of these words:
VOCABULARY AND LISTENING brother/sister
father/mother
child/children
husband/wife
daughter/son
Family
1 Complete the table with the words in the box and

the family words from About you. 3 Listen again and match the people in the photos
144
EP to their names in the family tree.
aunt cousin
granddaughter
grandchild
grandfather
4 Make eight sentences about Kate’s family tree.
In pairs, compare your sentences with your
grandmother grandparent grandson partner’s. Are any of your sentences the same?
nephew niece uncle
Tony is Jessie’s grandfather.
Male Female Male or female
Marek is Jana and Karolina’s dad.
143
5 Look at the photos. Describe the people using
some of the words in the box.
144 2 Listen to Kate describing her family. Complete her
family tree with the names in the box.
EP
beautiful blonde dark fair
good-looking old pretty short
Iris Jana Kasia Liz Rory
slim tall young
Sue Wiktor
A 6 Draw your own family tree. In small groups,

describe the people in your family.
1
= Frank E
2
= Tony Ursula = Tomasz
Phil = Helen 3
=4 Marek = 5
6
Jessie 7
Karolina
Kate (me)
B
C
D
116 UNIT 20
228 UNIT 20
20 FAMILIES
Answers
Unit Overview 143
TOPIC Different families repeat.
VOCABULARY Family Male: brother, father, grandfather, grandson, husband,
AND LISTENING A talk about a family tree nephew, son, uncle
GRAMMAR Adverbs of manner Female: aunt, daughter, granddaughter, grandmother,
mother, niece, sister, wife
PRONUNCIATION The letter i
Male or female: child/children, cousin, grandchild,
READING What’s it like to grow up in a big family? grandparent
VOCABULARY Adverbs of degree
LISTENING Descriptions of families 2 Ask the students to look at the photos and elicit that it
144
WRITING A description of your family shows a family tree. Ask them to find Kate’s name. Then,
ask the students to listen and complete the tree. Note
that the numbered spaces on the family tree are not in
the same order in which they appear in the recording.
Resources MIXED ABILITY
With a mixed ability class, it may be necessary to play the
WORKBOOK: pages 84–87 recording several times, pausing after the answers are
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 20; given so that the students can complete Exercises 2 and 3.
TEST GENERATOR: Unit test 20; Term test 3; End of Year test
Answers
1 Iris 2 Sue 3 Liz 4 Wiktor 5 Kasia 6 Rory 7 Jana
WARMER
Write the unit title Families on the board. Brainstorm 3 Encourage the students to try to identify the people in
144
common family words onto the board, e.g. brother, sister. the photos before they listen again.
In pairs, the students ask and answer questions about the Answers
things members of their family have to (and don’t have A Sue and Tony B Jana and Karolina C Liz, Wiktor and Kate
to) do, e.g.: D Rory, Phil and Helen E Iris
A: Does your mother have to visit anyone on Saturdays?
B: No, she doesn’t. Does your brother have to do
homework after school? 4 Ask the students to choose eight people in Kate’s family
and write a sentence about each one.
Possible answers
ABOUT YOU
Karolina is Jana’s sister. Tony is Sue’s husband.
Check that the students understand the meaning of the Sue is Iris’s daughter. Helen is Liz’s sister.
words, in particular husband/wife by asking ‘Are your Helen is Kate’s aunt. Kate is Jessie’s cousin.
father and mother married?’ ‘Who’s your father’s wife?’ Ursula is Karolina’s grandmother. Helen is Phil’s wife.
‘Who’s your mother’s husband?’ Point out that children is
the plural form and we never say childrens. If necessary, 5 Check that the students can pronounce the words
give an example for you first, e.g. I’ve got two brothers and correctly first by asking them to listen and repeat, in
a sister. I’m married. My husband’s name is Peter … particular blonde /blɒnd/, slim /slɪm/ and young /jʌŋ/.
Possible answers
VOCABULARY AND LISTENING Iris is beautiful with short hair.
Kate is pretty, with blonde hair.
Family Rory is young.
Jana and Karolina are slim.
1 Do the first three words as a class to check that the Helen has long, dark hair.
students know what to do. Point out that some words, Wiktor has fair hair.
e.g. child/children and cousin can refer to male or female. Sue is good-looking.
Then, ask the students to complete the table with the
words in the box. 6 Draw your family tree on the board and encourage the
students to ask you questions, e.g. Who’s your mother’s
brother? and What’s your brother like? Then, ask them to
draw their own tree and then in groups take turns to ask
and answer questions about their families.
Answers
FAMILIES 229
GRAMMAR Adverbs of manner PRONUNCIATION The letter i
6 Ask the students in pairs to read the words in the box
1 Either write the example sentences on the board or ask to each other first and say how many different sounds
the students to read them. Ask ‘Is Kate’s cousin Jana a they hear for the letter i. They should hear two different
good piano player?’ ‘How do you know?’ ‘What are the sounds, /ɪ/ and /aɪ/.
words in purple?’ ‘Do they describe what something
or someone is like or how something or someone 145
Answers
does something?’ ‘How do we usually form them?’ The The answers are recorded for the students to check and then
students then choose the correct word to complete the repeat.
sentences. /ɪ/ milk: children, interesting, quickly, sing, sister, slim
/aɪ/ night: child, find, kind, quite, wife
Answers
1 how 2 many
7 Ask the students to read the title first and ask ‘What
is the information about?’ Then, ask them to cover
the words in the box, read the six pieces of advice,
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 250 think about whether the missing word is an adverb or
adjective, and try to think of a suitable one for each gap.
2 First, ask the class to look at the five adverbs in purple Next, they compare their ideas with the words in the box.
in Exercise 1 and say what the adjective is, i.e. fast – fast, Finally, in pairs encourage them to complete the gaps
good – well, easy – easily, hard – hard, careful – carefully. with the correct adjective or adverb form of the words in
Then, ask them to say which three adverbs do not finish the box.
in -ly.
Answers
Answers
1 interesting / important 2 difficult 3 happily / interestingly
fast, good, hard 4 carefully 5 important 6 correctly / carefully
3 Check that the students understand the meaning of the 8 Begin this exercise on the board as a class. Ask them to
adjectives first. Then, ask them the spelling rules and, in look at their own family tree (Vocabulary and Listening
pairs, have them take turns to say what these rules are. Exercise 6 page 116) and choose some people to write
Write the answers on the board and ask the students to about from there. Encourage the students to write about
check their spelling carefully. at least four members of their own family.
Answers Next, organise the class into small groups and ask them
badly, easily, loudly, noisily, quickly, quietly, wonderfully to tell each other about the family members in their
table. Encourage them to ask some follow-up questions.
4 Do the first question as an example by inviting the class Point out that if a family member is no longer alive, they
to give you possible adverbs. Encourage them to look will need to use the past.
at Exercises 1 and 3. Then, ask them to complete the
rest of the questions. Remind them to be careful of their Answers
spelling and point out that more than one adverb may be Students’ own answers
possible in each question.
COOLER
FAST FINISHERS Write the word quickly on the board. Give the class some
Ask fast finishers to make new questions with the adverbs instructions, e.g. Stand up! Sit down! and tell them to
they haven’t used and then take turns to ask and answer follow the instructions in the manner of the adverb, i.e
their new questions. Stand up! (students stand up quickly)
Now ask a student to come to the front and face away
Answers from the board. Write a new adverb on the board (e.g.
1 carefully / quickly / well 2 fast / quickly 3 well / loudly / loudly), give the class instructions, and ask them to follow
quietly 4 quietly / loudly 5 loudly / quietly 6 easily / quickly them in the manner of the new adverb. The student at
the front watches them and tries to guess the adverb.
5 Ask the students to find the adjective or adverb in each Continue this activity as a class or in small groups.
sentence and where necessary, correct it. If necessary,
remind students that adjectives describe nouns (what
something is like) and adverbs describe the verb (how we
do something).
Answers
1 I liked the competition because both teams played very
well.
2 I thought that film was really bad.
3 You should think about that very carefully.
4 My friend ran really fast in the race.
5 You can find my house easily.
230 UNIT 20
GRAMMAR Adverbs of manner PRONUNCIATION The letter i
6 Work with a partner. Look at the

1 Look at the sentences from the listening and think
about the words in purple. These are adverbs of
underlined letters. What sound does i
make in the words? Put them into the
manner. correct column in the table.
I know a bit of Polish but when people speak fast,
child children find
I can’t understand them!
interesting kind quickly
Jana plays the piano really well.
quite sing sister slim
She wins easily every time we play!
wife
Her family worked hard and sent her to England
to study music.
I have to hold them carefully because they’re /ɪ/ milk /aɪ/ night
very old.
Choose the correct words to complete the rules.
1 Adverbs of manner describe how / when we do Listen and check. Then repeat.
145
things.
2 We make many / all adverbs of manner by
adding -ly to an adjective.
7 Complete the advice with the words in the box.
Change the adjective into an adverb where
GRAMMAR REFERENCE AND PRACTICE PAGE 157 necessary.
2 Look at the sentences in Exercise 1. Find

three adverbs that don’t end in -ly. Write their
careful
important
correct difficult
interesting
happy
adjectives.
3 Look at the spelling rules below and then write

the adverbs for the adjectives in the box. How to find out about
bad easy loud noisy quick your family history
1
quiet wonderful Every family has lots of stories in
its past.
2
Adjective Adverb
It’s not too to find out about your
slow slowly (add -ly)
family history.
happy happily (change y to i)
careful carefully (double the l)
3
Ask older family members about their parents
and grandparents. They will talk for
4 Complete the questions with adverbs from
Exercises 1 and 3. Then in pairs, ask and answer
hours about this.
the questions.
1 Do you do your homework ?
4 Listen
tell you.
and write down what they
2 Can you run ?

3
4
Can you sing
Do you speak
?
on the bus? 5 The most thing you need to find
out is when and where people were born.
5 Do you play music in your bedroom?
6 Can you make friends ?
6 Write everything down because
you don’t want mistakes in your family tree.
1 I liked the competition because both teams
played very good. 8 Complete the table about your family. Under
Interesting information, put an adjective (e.g. clever)
2 I thought that film was really badly!
3 You should think about that very careful. and a verb plus adverb (e.g. sings badly). Then in
4 My friend ran really fastly in the race. small groups, talk about the people in your table.
5 You can find easily my house.
Family member Interesting information
Mum clever sings badly
FAMIlIEs 117
FAMILIES 231
READING
1 Look at the photo and describe it. What do you think it’s like living in a big family?
Write three ideas. Read the article quickly to see if your ideas are included.
What’s it like to grow up in or put away, and the tidying up never ends.
a big family?
We all have to help, even the little ones.
Every shelf in our house is full of prizes, for
basketball, tennis, cricket and rugby. We are
all really competitive. The clever ones want to
by Ella Blackstone be the cleverest, the pretty ones the prettiest,
and the funny ones the funniest.
I am the oldest of eight children. To me, my Being slow is not a good thing in a big family.
family is completely normal, but other people You have to move quickly to get into the
find it amazing. So, for everyone who’s interested, shower or to get the best seat in the minibus
here’s what it’s like to grow up in a big family! (big families don’t have cars). And you have to
Remembering the names, ages and birthdays of eat fast, especially if there’s cake in the house!
all your family members is really difficult. My Yesterday, I saw my 7-year-old sister in my old
parents often call my brothers and sisters by dress. She probably got it from my 15-year old
the wrong names. This is probably why our pets sister, who gets most of my things. We have to
never had names. share bedrooms, toys, and even our parents’
Some of my friends get money for doing jobs time. Sharing is not always easy, but we are
around the house, but we certainly don’t. In quite good at it, luckily.
our house, the dishwasher is on nearly all Life in a big family has its ups and
the time, there are always clothes to wash downs, but I love it.
146
2 Read the article again. Are the

sentences right (✓) or wrong (x)? TALKING POINTS
1 Ella has seven younger brothers and sisters.
2 Her family enjoyed choosing names for their pets. Do you come
from a big
3 Ella and her brothers and sisters earn money from helping family?
around the house. YES NO
4 The younger members of Ella’s family also have to do jobs.
5 The children in Ella’s family do well at sport.
6 Ella says being fast is useful in a big family. How is your family Would you like
the same/different to be part of a
7 She says she gave an old dress to her seven-year-old sister. to the one in the big family? Why/
8 Her family hate sharing everything with each other. article? Why not?
In pairs, compare your answers.
118 UNIT 20
232 UNIT 20
2 Ask the students to read the sentences and decide if
READING they are right or wrong before they read the text again. If
appropriate, ask them to underline their answers in the
WARMER text. Encourage stronger students to correct the wrong
Write the following family words from Unit 20 on the sentences. When the students compare their answers,
board. Invite volunteers to come and complete them: ask them to say why by showing each other the part
of the text they have underlined, e.g. Why did you put
a__t br____r
‘right’? Because here she says …
ch__d c____n
d_______ f____r FAST FINISHERS
gr___c___d gr___d______r Fast finishers write some questions about the article.
When the others are ready, the fast finishers read out
gr___s_n gr___f____r
their questions and the others answer. If your class enjoy
m_____ gr___m____r competitions, do this as a team game.
s____r s_n
u___e Answers
Answers 1  2  (Our pets never had names.) 3  (Some of my
aunt brother friends get money … but we certainly don’t.) 4  5  6 
7  (She probably got it from my 15-year-old sister, who gets
child cousin most of my things.) 8  (Sharing is not always easy, but we
daughter father are quite good at it, luckily.)
grandchild granddaughter
grandson grandfather TALKING POINTS
mother grandmother Ask the students to read the first question Do you come
from a big family? ( = three or more brothers and sisters)
sister son and write down their own answer: Yes, I do or No, I don’t.
uncle Then, ask them to think of a suitable answer to their
Now rub out the words from the board and organise the follow-up questions. Demonstrate this activity with a
class into teams. Give a definition for each family word stronger student:
and award a point to the team who puts up their hand Teacher: Do you come from a big family?
first, gives the correct answer and can spell it correctly, Student: No, I don’t.
e.g. ‘My mum’s sister is my …’ (A-U-N-T) Teacher: Would you like to part of a big family?
Student: No, I wouldn’t.
Teacher: Why not?
BACKGROUND INFORMATION Then, organise the students into small groups and ask
A nuclear family is one where the parents live with one them to take turns to ask and answer the questions.
or more children. An extended family is one where other
relatives such as the grandparents, aunts, uncles or
cousins also live with the family. A single-parent family
is where there is only one parent. In some cultures, like
Spain, a large family is where there are three or more
children, whereas in China, families could only have
one child until 2016. Famous people with large families
include Wolfgang Amadeus Mozart, who was the seventh
of seven children, Madonna, who has six children and
Angelina Jolie and Brad Pitt, who also have six children.
1 Tell the class that they are going to read about Ella and
her really big family. Ask them to look at the photo and
find Ella’s parents. Then, ask ‘How many brothers and
sisters has Ella got?’ and let them count. Now ask the
students to read the question in the title, i.e. What’s it
like to grow up in a big family? and ask ‘What does grow
up mean?’ (become older or an adult) Next, ask if anyone
has got a big family (i.e. three or more siblings) and if so,
what it’s like. If they haven’t, ask what they think it’s like.
Invite some ideas from the class and ask the students to
write down three ideas each. Then, ask them to read the
article quickly and answer the question Does Ella enjoy
living in a really big family? (yes)
Answers

146
FAMILIES 233
VOCABULARY Adverbs of degree WRITING
1 Ask the students to find the adverbs in blue in the article
and see if they can work out the meaning from the
PREPARE TO WRITE
A description of your family
context before they answer the questions.
GET READY
Answers
Books closed. Ask the class to say what they remember
1 really 2 nearly 3 quite 4 certainly 5 probably about Sally’s family from the recording. Books open. Ask
2 Ask the students to complete the sentences using the them to read her description of her family and think about
adverbs. what kinds of words are missing. They shouldn’t complete
the gaps for now. Point out that they should use one word
Answers only in each gap and this word should be spelled correctly.
1 really 2 nearly 3 quite 4 certainly 5 probably Then, get the students to complete the gaps.
3 Demonstrate this activity first as a class by telling the Answers

class some true and false things about your family (see grammar words like prepositions, conjunctions, pronouns,
examples below in Mixed ability). auxiliaries, etc.
1 with 2 to 3 them 4 a 5 your
MIXED ABILITY
PLAN Ask the students to look at Sally’s description again
Encourage stronger students to write as many true and and think about what questions she answers in each
false sentences as they can in the time allowed for this sentence. Brainstorm a list of these questions onto the
exercise. With the weaker students, write five example board. For example:
sentences (see below) on the board about your family.
Then, ask them to choose four of the sentences and Have you got any brothers or sisters?
change them so that they are true for them, e.g.: Do you live with any other members of your family?
My brothers are really tall. What are they like? How old are they?
My sister listens to music nearly all the time. Who do you like spending time with in your family?
I work really hard at school. How often do you see them?
My mother is quite good at music. Now ask the students to make notes in answer to these
My grandmother certainly cooked very well. questions. Remind them to look at the notes they wrote in
Grammar Exercise 8 page 117 for help.
WRITE Remind the students that they can use Sally’s
Answers description to help them by using her sentences but
Students’ own answers changing the information.
IMPROVE Ask the students to check that the description
VOCABULARY WORKSHEET UNIT 20 is interesting, there are some adjectives and adverbs, and
the spelling is correct.
LISTENING COOLER
Play Stand up and change seats if … . Arrange the chairs
1 Ask the students to look at the three silhouettes of family so the students are sitting in a circle.
147
groups and describe what family members they can see Choose some statements about family from this lesson,
in each one before they listen. e.g. the sentences in Vocabulary Exercise 2 page 119, and/
Answers or in Sally’s description of her family. Write them clearly
on a piece of paper (the students will need to be able to
A Sally B Sammy C Harry
read these).
2 Ask the students to read the sentences and try to decide Say one of the sentences, e.g. ‘Stand up if a grandparent
147
who says each one before they listen again. Point out lives with you.’ Those students stand up. Remove one of
that they won’t hear the answers in the same order the seats. Say ‘Now change seats and sit down.’ Those
as the sentences and they won’t hear the same words students standing change seats but one student will be
on the recording but rather words that have a similar left without a seat. This student becomes the teacher
meaning. With a stronger class, in preparation for the and reads out the next sentence. Continue as a class or in
writing stage below, choose six useful expressions from small groups. If moving the chairs isn’t possible, tell the
the recording. Play the recording again and stop it after students standing to swap seats and sit down. The last
each expression for them to write down. student to sit down becomes the teacher.
Answers
1 Sally 2 Harry 3 Sammy 4 Sally 5 Harry 6 Sammy
234 UNIT 20
VOCABULARY Adverbs of degree
147 2 Listen again. Who do you think is talking? Write
Sammy, Sally or Harry next to the sentences.
1 Look at the adverbs in the article and match them

to the meanings.
1
2
I live with one of my grandparents.
I have to travel quite a long way to see my dad.
EP 3 My sister is getting married soon.
1 Which one means ‘very much’? 4 I don’t spend a lot of time with my cousins.
2 Which one means ‘very close to’? 5 My brother and I sleep in the same room.
3 Which one means ‘not completely’? 6 There are two families in my home.
4 Which one means ‘100% true’?
5 Which one means ‘maybe’?
2 Complete each sentence with a different adverb WRITING

from Exercise 1.
1 Sally’s my best friend. I like her.
2 In my family, we all eat dinner together PREPARE TO WRITE
every night. A description of your family
3 I’m not sure about this colour. It’s nice, GET READY Read Sally’s description of her family.
I suppose. What kinds of words are missing from the gaps:
4 I don’t know if Grace is coming to the party, but grammar words or vocabulary words?
Tim is. I know that for sure.
5 ‘What’s the time?’ ‘I’m not sure but it’s Complete the description. Write ONE word for
about 2 o‘clock.’ each gap.
Example: 0 my
3 Work in pairs. Write three true and three false
sentences about your family using the adverbs in
Exercise 1. Take turns to read your sentences and To: Sally
Reply Forward
guess which are true and which are false. From: Gabrielle
My brother’s really tall. My mum’s probably driving at

the moment. I live with 0 parents in a three-
bedroom house. I’m the only child in the
family – I haven’t got any brothers or sisters.
LISTENING My grandfather lives 1
he’s in the room next 2
us as well –
mine. He’s
78, and he tells lots of interesting stories.
147 1 Listen to three young people talking about who

they live with. Match the speakers to the pictures
I’ve also got four cousins, and I love seeing
3
too. They’re 4 bit older
than me, and they don’t look like me. I’m
of families A–C.
quite tall and I’ve got dark hair, but they’re
short and they’ve got fair hair.
Write soon and tell me all about 5
family.
PLAN Make notes about your family.

WRITE Write a description of your family in
70 words or more.
IMPROVE In pairs, read your description and your
Sammy partner’s. Check for mistakes. Give your partner
Harry
two ideas to make their description better. Use your
partner’s advice to rewrite your description.
Sally
A B C
FAmILIES 119
FAMILIES 235
LIFE SKILLS
EMOTIONAL SKILLS
BEING A
GOOD FRIEND
LIFE SKILLS
Being a good friend
A good friend
• understands your feelings
• says sorry when they are wrong
• understands you and knows when
you have a problem
1 Read the sentences and answer the

1
questions. Friends are an important part of our lives. It’s
sometimes difficult to make friends and it’s
It is better to have a few good not always easy to keep them. To have close
friends than a lot of friends. friends, it’s essential to be a good friend.
The big question is what can you do to be
To know how someone else a good friend and keep your friends?
feels, put yourself in their shoes.
1 What do you think the sentences mean?

2 Do you agree with the sentences? Why? /
Why not?
3 Which sentence do you prefer? Why?
2 Choose two qualities that you think

are important in good friends. In pairs,
compare your ideas.
They listen carefully

They make me feel
good
B
They are there for me
when I have problem
They help me do my
best 4 Complete the sentences with highlighted
words from the text.
They give me their
opinion 1 It’s to be a good friend to have friends.
They trust me 2 It’s not always easy to make and keep
friends.
3 Maybe your friend is worried about a bad
3 Read the text quickly. Match sections 1–3
to photos A–C. Are you a good friend? in an exam.
4 Good friends give and they tell you the
best thing to do in a difficult situation.
5 It is sometimes important to be so you
can know yourself.
6 Remember that the longest you have is
with yourself.
120 LIFE SKILLS
236 LIFE SKILLS

LIFE SKILLS
Learning Objectives LIFE SKILLS
• The students consider what a good friend is. Being a good friend
• In the project stage, they make a helpful poster with advice If the students did the Warmer, ask them to compare their
and present it to other students. ideas of what a good friend is with the ideas in the Life
skills box. If they didn’t do the Warmer, ask them to read
the ideas in the box and say whether they agree with them.
Vocabulary 1 Encourage the students to ask and answer the questions
essential close mark advice alone friendship in small groups. Ask the students if they have a similar
expression to put yourself in their shoes in their own
language.
BACKGROUND INFORMATION Answers
IQ (Intelligence Quotient) has always been linked to
academic success. However, in the 1990s, journalist
Daniel Goldman in his book Emotional Intelligence: Why 2 If necessary, pre-teach trust by asking the students to
it can matter more than IQ suggested that emotional read through the qualities and say which verb means
intelligence can also contribute to this academic success. ‘you believe that this person will not hurt you’. Next, ask
Emotional intelligence, also known as EQ (Emotional the students to compare the list in the book with their
Quotient) is the ability to identify and manage your own ideas on their posters on the walls (see Warmer) and
emotions and the emotions of others. For example, it to identify which are the same and which are different.
may be acceptable to shout loudly and get angry when Then, ask them to choose the two most important
your favourite team loses a match, but it is probably qualities from the book and/or the posters and compare
unacceptable to shout loudly and get angry with a teacher their ideas with a partner.
in class. Teachers can help their learners improve their
emotional intelligence by encouraging them to (among Answers
other things): Students’ own answers
• be active listeners (really listening and 3 First, ask the class ‘What does each photo say about
understanding others, using body language to show being a good friend?’ and encourage the students to
this) answer this question in pairs before they read the text.
• develop their vocabulary for feelings (e.g. Encourage the students to answer the question Are you a
understanding the difference between angry, sad good friend? in pairs and to say why.
and frustrated)
Answers
• develop self-awareness (realising how they appear
1A 2C 3B
to others)
• show empathy (being able to put yourself in The Reading text is recorded for students to listen and read.
148
someone’s else’s shoes).
4 Encourage the students in pairs to read the sentences
first and think of a suitable word before they look for the
WARMER words in the text.
Organise the students into small groups and give each
MIXED ABILITY
group two pieces of A3 paper and some board markers.
Ask the groups to write A good friend … at the top of one Give the weaker students the answers but in a different
and A bad friend … at the top of the other. Then, ask them order. Ask them to find these words in the text first before
to write down at least three qualities of each in a list with they complete the sentences.
bullet points, e.g.:
A good friend … A bad friend … FAST FINISHERS
listens to you talks a lot but doesn’t listen Encourage fast finishers to work through Exercises 3 and
makes you laugh laughs at you 4 at their own pace. When they have finished, encourage
Then, display the posters on the walls. Invite the students them to think of a suitable title for the whole article and
to stand up, read the posters and tell each other whether also a heading (this could be a question) for sections 1–3.
they agree or disagree with the ideas.
Answers
1 essential 2 close 3 mark 4 advice 5 alone 6 friendship

5 Ask the students to read the three sentences (a–c) first
149 PROJECT EXTENSION
before they listen. Encourage them to try to guess who
Alex is. Brainstorm a list of typical situations where students
may need help and support onto the board again (see
Answers Talking points above). Encourage the students to include
b academic ones, e.g. coping with exams, study habits
(taking notes, recording new language, revising, etc.)
6 Ask the students to try to answer the questions before and some more social ones (e.g. making new friends,
149
they listen again. changing school, city or country). Ask the class to vote on
Answers the ones that concern them the most. Give each group
one of the chosen situations and ask them to create a
1 school bell ringing / leaving school 2 He had an argument
poster with sensible advice.
with Alex. 3 He sent a text message to Alex. 4 They help each
other when times get difficult. 5 No, she tells him to wait. /
No she doesn’t. 6 tomorrow / the next day
COOLER
TALKING POINTS Encourage the students to look critically at the posters
they created at the beginning of the class (see Warmer).
Brainstorm a list of situations where students may
Encourage them to talk together about whether they
need help and support onto the board first, e.g. difficult
would like to add or remove anything from their lists in
homework, too many exams, want to join a sports club,
the light of this lesson. Then, if appropriate encourage a
etc. In small groups, encourage the students talk about the
class discussion on what emotional skills are by using the
people they talk to for each of the different situations.
information in Background information above.
7 Ask the students to try to match the sentence halves
149
first before they listen and check their answers. Play the
recording again and ask them to listen and repeat.
Answers
1d 2a 3b 4c
PROJECT A helpful poster

Ask the class to read the instructions in bold and ask
‘What do you need to do first?’ (read the two problems
and choose one) ‘And then?’ (talk together and write some
advice using the expressions in the Useful language box).
Ask the students on their own to read both problems and
choose one.
Organise the students into small groups and ask them
to choose the problem together. Remind them to use
the useful language in Life Skills Reaching an agreement
page 32 and to write down some advice using the useful
language in Exercise 7.
Next, encourage the groups to talk about what sort of
picture could illustrate the situation and then ask them to
nominate someone to draw it. If appropriate, the students
could take a photo to illustrate the situation instead.
Ask the groups to produce a poster with both a picture
and the advice. Next, display the posters on the walls
and ask each to present their poster to another group.
Encourage the other group to give some advice on
how the posters could be improved (using the useful
language).
238 LIFE SKILLS

149 5 Listen to Karl talking to Martha. What does Martha do?
a She tells Karl her problems.
b She listens to Karl and tries to help him.
c She calls Alex.
149 6 Listen again and answer the questions.

1 How do you know where Karl and Martha are?
2 Why is Karl feeling sad?
3 What did Karl do immediately after the argument?
4 According to Martha, what do good friends do?
2
5 Does Martha think Karl should call Alex that day?
6 When does Martha tell Karl to send a message?
Good friends usually share interests and like

doing the same things. They have fun together TALKING POINTS
but they help each other in difficult times, Who do you talk to when you need help and
too. For example, when someone gets a bad support? A friend? A family member? A teacher?
mark in an exam, does not get on the football
team or feels sad or alone, a good friend tries
to understand the situation and offers help. 149 7 Now listen again and match the two halves of the
sentences.
Your friend is sad and you don’t know what
to do. Maybe you can call them, visit them or
make them a card. When a friend is worried
USEFUL LANGUAGE
1 Why don’t you … a wait until tomorrow.
about an exam, you can help them study. If
2 I think you should … b worry.
your friend doesn’t get on the football team, 3 You shouldn’t … c to wait.
you can practise together after school. 4 It’s a good idea … d send him a message?
Remember, a good friend listens carefully and
gives advice when possible. So, listening to
people and putting yourself in their shoes
helps make, and keep, friends. PROJECT A helpful
poster
In small groups, choose problem A or B below.
3 148 Talk together and think of some advice and

write ideas in your notebook. Use expressions
It’s important to have friends to help you, but from Exercise 7.
it’s also necessary to know how to be alone • Draw a picture of the situation you chose.
and to be sure of yourself. Don’t forget, the • Make a poster with your advice and a picture.
longest friendship in your life is with yourself! • Present your poster to another group or to the
class.
A
I have no idea what to do. My best
friend always says bad things about
C our friend Jack when he isn’t with us.
What should I do?
B
My friend Anna is very sad these days.
She spends her weekends alone and
doesn’t want to go out. I’m worried
about her. How can I help her?

VOCABULARY GRAMMAR
1 Write a word to link each group of words. 1 Read the rules about entering the talent show.
Complete Emma’s email to Lauren with the words and
Complete the words for the groups.
phrases in the box.
0 aunt cousin nephew niece
fam i l y
can can’t don’t have to have to x3
1 study pass fail teach
s o
2 dance music friends fun
d o
3 headline photographs
articles advertisement
m zi e Rules for entering
4 channel remote control AGE: 14 or over
the news programme GROUPS: possible but only up to five people
t e i n
PRICE TO ENTER: £10 per person
5 winner performer prize
talent show
c p n Just fill in the form on our website!
Pay by 31 July.
Then complete the answers with adverbs.
1 can / dance / well / you / ?
No, I dance . To: Lauren Reply Forward
2 easily / you / new / do / things / learn / ? From: Emma
No, I have to work very . Date: 2 May
3 always / you / school / speak / do / at /
quietly / ? I’ve got some information about the talent
No, sometimes I speak .
show. You 1 be 14 or over to enter.
3 Complete the sentences with the words in

the box.
We 2
3
enter as a group, but the group
have more than five people in it. If we
want to enter, we 4 pay £10 each, and
album cartoons fan we 5 fill in a form on the website. We
reviews star the final 6
pay yet; we can wait until the end of
July. What do you think? Shall we do it?
1 The film got good in the
newspapers.
2 I love Ed Sheeran’s first . His
music’s really good. 2 Choose the correct words to complete the sentences.
3 My little brother watches on TV 1 He drives very good / well.
when he gets home from school. 2 The weather there was very good / well.
4 It’s of the talent show tonight. 3 Shall / Can you come to my house at 7 pm?
Then we’ll know the name of the winner!
5 My favourite film is Jennifer
Lawrence. 4 Why not to see a film?
6 I’m a big of rock music. I love it! 5 You don’t bring anything except your clothes and your
money.
6 Why not trying phoning her later.
7 Lets choose some more photographs for the magazine.
122 REVIEW 5
240 REVIEW 5
Answers
Overview
1 Can you dance well? No, I dance badly.
VOCABULARY Television; Entertainment; Magazines; as, 2 Do you learn new things easily? No, I have to work very
because, so and when; Trip activities; School hard.
collocations; Family; Adverbs of degree 3 Do you always speak quietly at school? No, sometimes I
GRAMMAR Future with going to; Making suggestions; have speak loudly.
to / don’t have to; Adverbs of manner 3 Ask the students to read the sentences first and think
LISTENING Owen talking about his family about the missing word before they read the words in the
READING A postcard from a school trip box.
SPEAKING Asking questions; talking about school trip
activities MIXED ABILITY
Give stronger students the first letter of each missing
word and ask them to try to complete the sentences
without looking at the words in the box. Give very weak
Resources students pairs of words to choose from for each space,
PHOTOCOPIABLE WORKSHEETS: Grammar worksheets Units e.g. 1 reviews / cartoons, 2 review / album, 3 albums /
17–20; Vocabulary worksheets Units 17–20; Review Game Units cartoons, 4 reviews / the final, 5 star / fan and 6 star / fan.
17–20; Literature worksheet; Speaking worksheet; Writing
worksheet
Answers
1 reviews 2 album 3 cartoons 4 the final 5 star 6 fan
WARMER
Play Backs to the board. Put the students into pairs.
Ask them to sit so that Student A has their back to the
GRAMMAR
board and so can’t see it. Next, write six words from Units
1 Ask the students to read the information about the talent
17–20 (see examples below) on the board. Tell Student B
show first and ask ‘What are the rules?’ Encourage them
that they need to give a description of each word on the
to explain the rules using have to/don’t have to or can/
board for Student A to guess the word. When the first pair
can’t, e.g. You have to be 14 or over / You can’t be 13 or
has finished, they shout Stop! and the game stops. Ask
under. Next, ask them to read the whole email and think
Student A to change seats with B, so that Student B can’t
about the missing verb (have to/don’t have to or can/
see the board. Repeat the activity with six new words
can’t). Then, ask them to complete the gaps, checking
from Units 17–20 (see examples below).
that they use (don’t) have + to + infinitive or can/can’t +
Student A Student B infinitive (without to).
headline advertisement
pass fail
FAST FINISHERS
Ask fast finishers in pairs to write a suitable reply to
prize performer
Emma’s email answering the two questions at the end.
aunt nephew
sailing canoeing
Answers
cartoon channel
1 have to 2 can 3 can’t 4 have to 5 have to
6 don’t have to
VOCABULARY 2 For questions 1–3, encourage the students to read the

complete sentence first before they choose the correct
1 Books closed. Read the first set of words in the example answer. For questions 4–7, point out that there is one
(aunt, cousin, nephew and niece) and ask ‘What do they mistake in each of the sentences and if necessary, point
have in common?’ (they are members of the family) out that there are two mistakes with punctuation.
Books open. Ask the class ‘What do you have to do in this Answers
exercise?’ Point out that some of the letters are given and
1 well
there is a space for each other letter in the word. 2 good
Answers 3 Can
4 Why don’t we see a film?
1 school 2 disco 3 magazine 4 television 5 competition 5 You don’t need to / have to bring anything except your
clothes and your money.
2 Ask the students to write the three questions first. With 6 Why not try phoning her later?
a weaker class, tell them the first word in each question. 7 Let’s choose some more photographs for the magazine.
For the answers, point out that the answer is No, so
they will need to think of an adverb with an opposite
meaning. If time allows, encourage them to ask and
answer the questions in pairs and give true answers.
UNITS 17–20 241

LISTENING COOLER
Organise students into two teams for an end of
1 Ask the students to read the instructions and ask ‘What coursebook quiz. Ask the five questions below and give
150
do you have to do?’ Point out that one of the people is teams time to find the answers in the Student’s Book.
Owen and encourage them to guess who it is. Play the Award points for correct answers.
recording twice. 1 What or who is Ponchiki? (Russian doughnuts –
Answers Speaking Unit 11 page 71)
A Max B Rob C Lily D Grace E Abby F Nora G Colin 2 What was Ada Lovelace’s contribution to the
H Liam I Owen J Ryan development of computers? (She had the idea for
‘software’ - Reading Unit 12 page 74)
3 Where is Loch Ness? (Scotland - Reading Unit 15 page
READING 92)
1 Tell students that this reading exercise focuses on 4 What does Mikaila Ulmer sell in order to help bees?
grammar. Give students 10 minutes to do the exercise. (lemonade - Life Skills Social Responsibility page
With a weaker class, put students in pairs to discuss their 5 How old is Friday Barnes? (11 – Reading Unit 18 page
answers as they work. Check as a class. 108)
Answers
1 a 2 the 3 Her 4 from 5 than 6 of
SPEAKING
1 With a weaker class, help the students by giving them
the first word or words of each question. Then, remind
them to give full answers when they ask and answer the
questions in pairs.
Answers
1 What kind of TV programmes do you like?
2 Which magazines do you like reading?
3 What activities do you do after school?
4 Which family members live at home with you / with you at
home?
2 What was Ada Lovelace’s contribution to the

development of computers? (She had the idea for
‘software’ - Reading Unit 12 page 74).
3 Where is Loch Ness? (Scotland - Reading Unit 15 page 92).
In pairs, the students take turns to ask the questions,
answer in full sentences and also finish their answer by
asking What about you? where appropriate. Encourage
the students to give reasons for their answers.
Answers
4 What does Mikaila Ulmer sell in order to help bees?

(lemonade - Life Skills Social Responsibility page.
Encourage Student A to ask Student B the first question
and ask Student B to finish with And what about you?
Student A should answer. Then, ask Student B to ask
Student A the second question and ask Student A to
finish with And you? Student B should answer.
Answers
242 REVIEW 5
LISTENING SPEAKING
150 1 Listen to a boy called Owen talking about a

picture of his family. Listen and write the correct
1 kind / programmes / TV / like / you / do / what /
letter beside each name.
of / ?
Nora Colin 2 magazines/ like / do / which / reading / you / ?
Abby Lily 3 activities / do / after / what / you / do / school / ?
Rob Liam 4 which / home / live / members / at / you /
Grace Max family / with / ?
Ryan
In pairs, ask and answer the questions. Take
turns to speak.
H
B
C E G 2 Here are some pictures of different school trip
activities. Do you like these activities? Say
F I
D why or why not. Talk about the activities with
A your partner.
Which person is Owen?
READING
1 For each question, write the correct answer in

each gap. Write ONE word in each gap.
Dear Daisy
I’m 0 having a great
school trip here in Spain.
time on my
I’ve made
3 In pairs, ask and answer these questions.
1
new friend. She’s stayin
in 2 g Do you think …
same activity centre as
me. 3 name is Natalya and going to museums is boring?
she comes 4 visiting theme parks is expensive?
Russia. She’s a
year older 5
me. going camping is fun?
Yesterday morning, we visiting a castle is interesting?
went to visit a
museum. There were lots 6 going on a nature walk is exciting?
very interesting things
there.
See you soon. Which school trip activities do you like best?
4 In pairs, talk about school trips. Take turns

to speak.
Which is more fun, learning in a

classroom or learning on a school trip?
What school trips would you like

to do in the future?
UNITS 17–20 123
UNITS 17–20 243

EXTRA ACTIVITIES
UNIT 12 GRAMMAR, PAGE 73 UNIT 18 GRAMMAR, PAGE 107
7 Write true sentences with superlatives. Use the

ideas below or your own ideas.
7 In small groups, plan a class magazine.
Think about the questions.
The most famous person in my country is the
president. What would you like:
• your class magazine to be called?
• to include in your class magazine?
easy
Do you want it to be a paper magazine or an
famous
school subject online one?
good try
person in my coun Is the magazine going to be weekly, monthly,
old play termly or yearly?
popular computer game I
show on TV Suggest as many ideas as
place in my coun
try Step 1 you can in your group for
your class magazine.
Compare your answers with a partner. Let’s … Why don’t we … ?
Shall we … ?
Why not … ?
Choose the five best ideas

Step 2 to share with the class.
Tell the class.
As a class, discuss and

Step 3 choose the best three ideas.
124 EXTRA ACTIVITIES

UNIT 11 SPEAKING, PAGE 71
3 Student A will ask you for information about dishes A–C. Answer his or her questions.
Then ask Student A questions about items D–F on page 71. Use the following questions to help you.
What are the ingredients in ...? Does ... contain meat? What is ...?
How much is a bowl of ...? Where is ... from?
Then choose the dish you want to buy.
American barbecue
Large burger £5.00 Burger with cheese £5.50
Ingredients: Meat, bun Barbecue sauce 50p
Ingredients: Meat,
cheese, bun
Aloo tikki 50p each

Ingredients: potatoes,
peas, chilli, onions
Shish kebab £4.00

Ingredients: Chicken
or lamb, onions, spices
EXTRA ACTIVITIES 125
EXTRA ACTIVITIES 245

EXTRA ACTIVITIES
UNIT 11 SPEAKING, PAGE 71
3 Student A, ask Student B questions about items A–C on page 71. Then choose the dish you want to buy.
Use the following questions to help you.
What are the ingredients in ...? Does ... contain meat? What is ...?
How much is a bowl of ...? Where is ... from?
Student B will ask for information about these dishes. Answer his or her questions.
Yakisoba
Fried noodles with vegetables,
meat and onions
small bowl £2.00
large bowl £3.00
E
Zapiekanka
Bread with mushrooms
and cheese £1.50
or grilled meat served
with fried onions £3.20
Ponchiki – 50p each

Lovely sweet doughnuts!

AM MA R REFERENCE AND PR AC TICE ANSWER KEY
GR
3 (Possible answers)
STARTER UNIT BE / THERE IS / THERE ARE
1 For breakfast, I often have toast and hot chocolate.
1 1 Is there … , Yes, there is. 2 My friends and I sometimes play football after school.
2 Are there … , No, there aren’t (are not). 3 At the moment, my best friend is sitting next to me
3 Are there … , Yes, there are. and she’s doing this exercise.
4 I’m wearing a T-shirt, trousers and shoes today.
HAVE GOT 5 On Friday afternoon, I usually go to my grandparents’
house and we have pizza.
2 1 have not (haven’t) got
6 I’m doing this exercise now.
2 have (’ve) got
3 has not (hasn’t) got; has (’s) got
UNIT 3 LIKE, DON’T LIKE, HATE, LOVE + -ING
4 Have … got; have
1
CAN
verb only add -ing remove -e double the -ing form
3 Students’ own answers and add -ing consonant and
add -ing
get up getting up
UNIT 1 ADVERBS OF FREQUENCY
have 

having
1 1 play 2 doesn’t (does not) go 3 watches 4 Does … go make  making

5 don’t (do not) play 6 studies open  opening
2 1 We never play badminton. play  playing

shop  shopping
2 My dad doesn’t (does not) often go running (or My dad
doesn’t go running often.) sit  sitting
swim  swimming
3 My friends and I sometimes go cycling.
watch  watching
4 We aren’t (are not) usually bored in our sports lesson.
5 Are you often tired in the morning? 2 1 playing 2 living 3 driving 4 going 5 wearing
6 getting up
1 Do you and your friends often go sailing? No, we never
go sailing. 2 I don’t like listening to rock music.
2 Are you sometimes bored at home? Yes, I’m (am) often 3 I hate studying for exams.
bored on Sunday afternoon. 4 I really like having pizza for dinner.
3 How often do you cook dinner? I often cook dinner. 5 I quite like swimming in the sea.
4 How often does your best friend watch TV? She always
watches TV after dinner. UNIT 4 PAST SIMPLE OF BE
5 Do you sometimes go running alone? Yes, I often go
running alone. 1 1 were 2 was not (wasn’t) 3 were not (weren’t), was
4 were 5 was not (wasn’t), was
PRESENT CONTINUOUS AND 2 1 Was your first teacher tall? Yes, he/she was.
UNIT 2 PRESENT SIMPLE 2 Were his shoes broken? Yes, they were.
1 1 We’re (are) serving dinner now. 3 Were you and your friends cold? No, we weren’t.
2 I’m (am) not going to school this morning. 4 Was your mobile phone in your bag? No, it wasn’t.
3 What are you making? 5 Were we near the lake? Yes, we were.
4 My friends aren’t (are not) going cycling at the 3 (Possible answers)
moment. 1 Were you late for school on Monday? No, I wasn’t.
5 Is your best friend sitting next to you? 2 Were your friends tired at 9 am this morning? No, they
2 1 never eat 2 go 3 ’s sleeping 4 do you usually have weren’t.
5 watching, I’m not 6 isn’t working 7 always go 3 When was your best friend born? In 2006.
4 What day was it yesterday? It was Tuesday.
5 Was this exercise difficult? No, it wasn’t.
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY 247

UNIT 5 PAST SIMPLE: REGULAR VERBS UNIT 9 PRONOUNS AND DETERMINERS
1 1 1 My 2 His 3 Their 4 her 5 Our 6 your

climb → change → carry → play → stop → 2 1 His 2 yours 3 mine 4 hers 5 yours 6 Ours
climbed changed carried played stopped 3 1 our 2 yours 3 his 4 mine 5 your 6 My 7 yours
walked died tried stayed shopped 8 theirs
practised studied enjoyed planned
2 1 played 2 watched 3 listened 4 climbed 5 tried UNIT 10 SOME, ANY, A LOT OF, A FEW, A BIT OF
6 finished
1
UNIT 6 PAST SIMPLE: NEGATIVES AND QUESTIONS Countable Uncountable
earring, egg, jacket, photo, purse, jewellery, juice, make-up, milk,
1 1 didn’t (did not) cook 2 didn’t (did not) work 3 didn’t T-shirt, wallet money
(did not) use 4 didn’t (did not) climb 5 didn’t (did not)
open 2 1 any 2 some 3 any 4 some 5 any 6 any
2 (Possible answers) 3 1 a lot of 2 a bit of 3 a few 4 a lot of 5 a few
1 My mum didn’t listen to rock music yesterday. 4 1 any 2 some 3 a 4 a bit of 5 lot 6 a
2 My classmates didn’t walk to Paris yesterday.
3 I didn’t study for five hours yesterday.
UNIT 11 AS … AS
4 My friends and I didn’t play rugby yesterday. 1 1 The Burger Bar is as popular as the Pizza Restaurant.
5 This class didn’t start at 7 pm yesterday, 2 Ireland is as wet as Scotland.
3 1 Did … help, Yes, she did. 3 Lemonade isn’t as sweet as cola.
2 Did … finish, Yes, they did. 4 Your shorts aren’t as dirty as your T-shirt.
3 Did … start, No, it didn’t. 5 My mum’s pizza is as good as the pizza at Harry’s Café.
4 Did … enjoy, Yes, I/we did.
COMPARATIVE ADJECTIVES
5 Did … rain, No, it didn’t.
4 (Possible answers) 2 1 younger 2 more interesting 3 easier 4 farther/further
1 What time did you start school? I started school at 9 5 bigger
o’clock. 3 1 The train is faster than the bus.
2 Did you use a computer last night? Yes, I did. 2 Istanbul is hotter than London (today).
3 What did you study yesterday? I studied maths and 3 The pizza was better than the burger.
history.
4 Did you visit another country on holiday? Yes, I did. I UNIT 12 SUPERLATIVE ADJECTIVES
visited Italy.
5 When did you finish Unit 5? We finished it last week. 1 1 nearer, the nearest 2 larger, the largest 3 thinner,
the thinnest 4 friendlier, the friendliest 5 happier, the
happiest 6 more beautiful, the most beautiful
UNIT 7 PAST SIMPLE: IRREGULAR VERBS
7 better, the best 8 worse, the worst 9 farther/further,
1 1 go 2 rode 3 see 4 swam 5 take 6 arrived 7 carry the farthest/the furthest
8 enjoyed 9 live 10 stopped 11 watch 2 1 the longest 2 the most famous 3 the best
2 1 went, go 2 had, have 3 rode, ride 4 ate, eat 4 the friendliest 5 the biggest 6 the funniest
5 bought, buy 3 1 My sister is the fastest person in our school.
3 1 gave 2 rode 3 bought 4 got up 5 saw 6 could 2 Russia is the largest country in the world.
4 1 enjoyed 2 Did … go 3 stayed 4 did … do 5 swam 3 Salad is the healthiest food in this café.
6 was 7 visited 8 did … eat 9 had 10 took 4 I’m the worst singer in my class.
5 My brother is the best player in his team.
UNIT 8 SOMEONE, ANYONE, ETC. 4 1 more 2 faster 3 the healthiest 4 the best 5 more
6 the tallest
1 1 anything 2 nothing 3 everything 4 someone
5 no one 6 somewhere
2 1 any 2 any 3 Every 4 any 5 some
3 1 someone, no one 2 anywhere, somewhere
3 anything, nothing 4 Everyone
248 GRAMMAR REFERENCE AND PRACTICE ANSWER KEY

3 Were you and your friends watching a film after
UNIT 13 SHOULD/SHOULDN’T school yesterday? No, we weren’t. We were doing our
homework.
1 1 shouldn’t (should not) 2 shouldn’t (should not)
3 should 4 should 5 should 6 shouldn’t (should not) 4 Was it raining yesterday evening? No, it wasn’t.
2 1 You shouldn’t (should not) drink a lot of cola and 5 What were your friends doing on Saturday morning?
lemonade. They were playing tennis.
2 You shouldn’t (should not) eat a lot of sweets and
chocolate. UNIT 16 PAST SIMPLE AND PAST CONTINUOUS
3 You should eat healthy food.
1 1 came, were playing 2 didn’t call, heard 3 was getting
4 You should sleep well. off, started 4 arrived, was making 5 was climbing, fell
5 You shouldn’t (should not) watch a lot of TV. 6 didn’t meet, were shopping
3 1 Should my brother buy a fast car? No, he shouldn’t 2 1 when 2 while 3 when 4 When 5 when 6 While
(should not). 3 1 was travelling, felt 2 started, wasn’t (was not) talking
2 Should my friends go to bed earlier? Yes, they should. 3 was carrying, fell 4 were running, saw
3 Should we have a party? No, we (you) shouldn’t 5 was doing, rang 6 didn’t visit, were staying
(should not). 4 (Possible answers)
4 Should I stay at home? No, you shouldn’t. 2 When I got to school, my friends were playing football.
4 (Possible answers) 3 The teacher came into the classroom while we were
1 You should buy her some jewellery. doing our homework.
2 No, you shouldn’t. You should go to bed early. 4 When I arrived home, I rang my friend.
3 You should go to Turkey. It’s beautiful. 5 While I was doing my homework, my brother came
into my room.
4 He should play baseball. It’s fun.
5 Yes, you should. You should join a sports club.
UNIT 17 FUTURE WITH GOING TO
UNIT 14 PREPOSITIONS 1 1 We aren’t (’re not or are not) going to ride our bikes to
school tomorrow.
1 1 near 2 across 3 opposite 4 near 5 next to
2 My friends are going to watch the talent show on TV.
6 in front of
3 My mum isn’t (’s not or is not) going to play tennis
2 1 Outside 2 across 3 next to 4 near 5 opposite
later.
4 My dad’s (is) going to make pizza.
1 No, it’s in my town.
5 My cousins aren’t (are not) going to visit us next
2 My favourite shop is the sports shop. It’s next to the weekend.
library.
2 1 ’re (are) going to stay 2 ’m (am) going to buy
3 Yes, it does. 3 ’re (are) going to watch 4 ’m (am) not going to go
4 I walk across a bridge when I go to school. 5 ’m (am) going to travel 6 ’m (am) going to work
5 Yes, there’s a museum opposite the cinema. 7 ’m not (am not) going to serve
3 1 are … going to watch 2 are … going to wear
3 Is … going to work 4 are … going to see
UNIT 15 PAST CONTINUOUS
5 Are … going to travel 6 Are … going to study
1 1 was doing 2 was cooking 3 weren’t playing 4 (Possible answers)
4 weren’t wearing 5 weren’t having 6 were climbing 1 We’re going (are going) to watch a soap opera.
2 1 was crying 2 wasn’t (was not) sleeping 2 I’m going (am going) to wear my school uniform.
3 was reading 4 were surfing 5 was sitting
3 No, she isn’t. She’s going (is going) to stay at home.
6 wasn’t (was not) watching 7 was listening
8 was raining 4 We’re going (are going) to see my grandparents.
3 1 Were your friends riding their bikes? Yes, they were. 5 Yes they are. My best friend’s going (is going) to go to
Italy.
2 Were you shopping with your friends? Yes, I was. (Yes,
we were.) 6 Yes, I am. I’m going (am going) to study in Barcelona.
3 Was your mum working? No, she wasn’t.
4 Was I having a shower? No, you weren’t.
5 Were you and your friends swimming at the lake? Yes,
we were.
1 What were you doing at 8 am this morning? I was
having breakfast.
2 Were you wearing blue socks yesterday? No, I wasn’t. I
was wearing white socks.
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY 249

3 Do you eat quickly? No, I don’t. I eat very slowly.
UNIT 18 MAKING SUGGESTIONS
4 How far is your school from your house? Can you walk
1 1 use 2 Shall we 3 Let’s 4 Shall 5 Why not there easily? It’s five kilometres. No, I can’t walk there
6 Why don’t we easily. I have to go by car or by bus.
2 1 Let’s watch 5 Do you play in a sports team? Does it play badly or
well? Yes I do. It plays quite well.
2 Shall … have (Why don’t … have)
3 Why not (Why don’t we or Shall we) ride
4 Let’s read
5 Shall … take (Why don’t … take)
1 Let’s have a party.
2 Let’s go to the cinema.
3 Shall we write down some ideas and plans?
4 Why don’t we use the computer?
5 Why not make some pancakes?
6 Shall we write a music review?
UNIT 19 HAVE TO / DON’T HAVE TO
1 1 have to get fit 2 don’t have to go 3 have to leave

4 have to wear 5 doesn’t have to wear
6 don’t have to make
2 1 don’t have to buy 2 don’t have to help 3 have to do
4 has to stay 5 don’t have to bring
3 1 Does your mum have to work five days a week at the
museum? No, she doesn’t.
2 Do you have to turn off your smartphone at school?
Yes, I/we do.
3 Does your dad have to travel for his work? No, he
doesn’t.
4 Do we have to do Exercise 5? No, you/we don’t.
5 Do your friends have to make their beds? Yes, they do.
1 What time do you have to get up on a school day? I
have to get up at 7 o’clock.
2 Do you have to speak English in your English class?
Yes, I do.
3 How much homework do you and your classmates
have to do every day? We have to do a lot of
homework.
4 What do you have to do if you miss a class? My mum
has to phone the school or write a note.
5 Do you have to buy a ticket before you get on a bus in
your town? No, I/you don’t.
UNIT 20 ADVERBS OF MANNER
1 1 carefully 2 well 3 happily 4 quietly 5 wonderfully

6 heavily 7 hard 8 badly 9 angrily 10 fast 11 noisily
2 1 hard 2 quickly 3 badly 4 carefully 5 well
1 How many languages can you speak well? I can speak
Spanish and English well.
2 How often do you do your homework slowly and
carefully? I always do my homework slowly and
carefully.
250 GRAMMAR REFERENCE AND PRACTICE ANSWER KEY

K BOOK ANSWER K EY AND AUDIOSCRIP TS
WOR
GET STARTED! WRITING

1 1d 2b 3f 4a 5c 6e
VOCABULARY 2 Students’ own answers
1 1 door 2 computer 3 board 4 exercise book 5 chair
6 bag 7 coat 8 pens 9 teacher 10 ruler 11 rubber UNIT 1 Sports and games
12 map 13 textbook 14 window 15 poster
2 Students’ own answers VOCABULARY
1 1 volleyball 2 skating 3 badminton 4 hockey
3 Possible answers: 1 door 2 board 3 pens 4 poster
5 snowboarding 6 cycling 7 gymnastics 8 baseball
5 chairs 6 exercise books 7 bag 8 teacher 9 ruler
9 table tennis 10 athletics 11 sailing 12 surfing
10 rubber 11 map 12 textbook
2
4 1 teacher 2 computer 3 coat 4 window 5 bag
play go do
GRAMMAR
badminton cycling athletics
1 Students’ own answers baseball sailing gymnastics
2 1 Are there 2 Is there 3 Is there 4 Are there hockey skating
5 Is there 6 Is there rugby snowboarding
table tennis surfing
3 Students’ own answers
volleyball
4 1 have got 2 haven’t got 3 hasn’t got 4 have got
5 haven’t got 6 haven’t got 7 has got 8 hasn’t got 3 1 go 2 do 3 plays 4 play 5 go
5 1 Have your friends got pens? 2 Has your dad got a GRAMMAR
computer? 3 Have you got a best friend? 4 Has your 1 1 never 2 sometimes 3 often 4 usually
teacher got a blue coat? 5 Have you got a pet? 2 1 My sister usually goes cycling with my dad.
6 Students’ own answers 2 I never play rugby with my friends. 3 Snowboarding is
7 Students’ own answers sometimes dangerous. 4 My friends often do gymnastics
after school. 5 My grandparents always play table tennis
VOCABULARY on Sundays.
1 1 fourteen 2 18 3 twenty 4 23 5 thirty-one 6 40 3 1 Do you usually go cycling in the city? 2 Do your
7 fifty-six 8 62 9 seventy-one 10 85 11 ninety 12 100
parents often play badminton? 3 How often do you go
2 1 September 2 July 3 March 4 August 5 May snowboarding? 4 Do your friends sometimes play rugby
6 December 7 June 8 January 9 October 10 February at school? 5 Do you always go sailing in the summer?
11 November
3 1 February 2 March 3 April 4 May 5 June 6 July
5 1 I always go swimming on a Sunday. 2 I am often tired
7 August 8 September 9 October 10 November
in the evening. 3 People sometimes go cycling with
11 December
their friends. 4 At the weekend, I usually do sports.
4 1 16th September 2 30th June 3 7th October 5 In the holidays, we sometimes go sailing.
4 23rd February 5 13th December 6 21st August
VOCABULARY
1
GRAMMAR
a b e s g b h k b d i
1 1b 2e 3a 4h 5d 6f 7g
2 1 Can you make a cake? 2 Can you play tennis? f o o t b a l l n p i
3 Can you ride a bike? 4 Can you run 5 km? e a c i d t r u g b y
5 Can you speak three languages? 6 Can you stand on
your head? 7 Can you swim underwater? i r a c k e t m y a g
3 Students’ own answers g d a k f b e g s l c
4 Students’ own answers m r h p r t n h d l i
5 1 like 2 love 3 hasn’t got 4 has got 5 likes 6 plays
h o c k e y n a o c e
7 doesn’t play 8 likes
6 1 What books do you like? 2 Do you like drawing c b s u r f i n g n f
pictures? 3 What sports do you play at school? i d k e f a s u n f b
4 Do you like watching TV? 5 What is your favourite
animal? 2 1 stick 2 ball 3 balls 4 bat 5 racket 6 board
7 Students’ own answers READING
8 Students’ own answers 1 every week, on Saturday
2 1B 2C 3B 4A
3 1 2 2 13 3 a ball, a swimming pool 4 head, hands, feet
WORKBOOK ANSWER KEY AND AUDIOSCRIPTS 251

LISTENING 6 prepare your school bag 7 brush your hair
1 plays tennis, cycles, studies, reads, goes to the cinema 8 clean your teeth 9 put on your shoes
10 leave the house
2 1 2 3 4 5 6
3 1 check my messages 2 have breakfast 3 get dressed
3 1 play tennis 2 6.00 am 3 play tennis 4 do homework
4 clean my teeth 5 prepare my school bag
5 play tennis
6 leave the house
Barry: Hello and welcome to the Sports Day Podcast with
01
me, Barry Stephenson. I’ve got a very special guest here GRAMMAR
today. Her name’s Andrea Murray. She’s Britain’s number 1 1 present simple 2 adverbs of frequency
one teen tennis player. Hello, Andrea. Welcome to the show. 3 present continuous 4 today, now and at the moment
Andrea: Hi, Barry. It’s good to be here. I always listen to your 2 1 always 2 always 3 now 4 today 5 at the moment
show. 6 usually
Barry: That’s great. So, Andrea, our listeners want to know 3 1 tidy 2 watch 3 is cooking 4 doesn’t work
about your family. 5 isn’t working 6 are you reading
Andrea: Well, Barry, my family is sporty. My mother, Sandra, 4 1 I am studying now because I’ve got an exam tomorrow.
plays badminton and goes sailing. My father, Tony, plays 2 Do you know Katy? She’s my sister. 3 My brother is
rugby for a team in our town. watching TV with his friends. 4 My mum is a doctor. She
usually works at weekends. 5 Every day we drink tea
Barry: Do you have any brothers and sisters, Andrea?
for breakfast.
Andrea: Yes, I do. I have a brother and a sister.
VOCABULARY
Barry: Do they do sports?
1 1 cereal, bread, honey 2 cheese, tomatoes
Andrea: Yes, they do. My brother, Dan, goes snowboarding 3 fish, rice, vegetables 4 fruit
and skating. And my sister, Amy, plays volleyball.
2 1c 2g 3e 4b 5f 6a 7d
Barry: What a fit family! Can you tell us about a typical day
for you?
Andrea: I’m often very busy and I never get up late. I always READING
play tennis for two hours before school. 1 1Y 2L 3A 4Y 5Y 6L 7A
Barry: What time do you get up? 2 1 She has cereal and milk. 2 She walks. 3 It starts at
Andrea: I usually get up at five o’clock. 7.30 am. 4 She usually has sandwiches and fruit.
5 She watches videos on the internet. 6 She does her
Barry: Five o’clock? That’s early! homework in the evening.
Andrea: Yes. I get up at five o’clock from Monday to Friday
LISTENING
and I get up at six o’clock at the weekend.
1 They’re in a shop / supermarket.
Barry: Do you play tennis at the weekend?
2 1J 2J 3G 4G 5G 6J
Andrea: Yes, I do. On Saturdays, I usually cycle to the tennis
courts after breakfast and then I play tennis all day. On 3 1 working 2 on holiday 3 make eggs 4 1.30
Sundays, I do my homework in the morning and then I 5 chocolate 6 likes
usually play tennis after lunch. Practice is very important. Jasmine: Hi, George!
02
Barry: Do you get very tired, Andrea? George: Oh, hello, Jasmine! What are you doing here?
Andrea: Yes, I’m usually tired, but I love playing tennis. I Jasmine: I’m shopping for my parents. They usually go to
want to be the best tennis player in the world. the supermarket at weekends, but this week my mum is
Barry: What do you do in your free time? away for work and my dad is too busy.
Andrea: Sleep! But I love reading and going to the cinema George: That’s a pity. Where’s your mum?
with my friends too. Jasmine: She’s in Canada. She says it’s really cold there.
Barry: Well, thanks for talking to us, Andrea. Good luck! So, why are you here? Don’t you always play football on
Saturday afternoon?
WRITING George: There isn’t any football today. Everyone in the team
1 all the questions is on holiday.
2 1 faborite - favourite 2 Does you - Do you 3 to - two Jasmine: Oh, right. So, why are you here? You hate the
4 bal - ball 5 two - to 6 sometime - sometimes supermarket!
7 I also in a team - I’m/I am also in a team
8 We playing - We play 9 becase - because 10 its - it’s George: Yeah, I do. I’m getting some eggs. My sister is home
from university and she wants to cook. She wants to make
3 Students’ own answers eggs and chips. She loves them! Well, actually, I love chips
4 Students’ own answers too.
Jasmine: And I like eggs! What time does she want to have
UNIT 2 This is my day lunch?
VOCABULARY George: At half past one.
1 1 tidy 2 leave 3 wake 4 have 5 check 6 get Jasmine: You haven’t got much time then!
7 prepare 8 put 9 brush George: I know. So, what are you buying?
2 1 wake up 2 get dressed 3 have breakfast Jasmine: Oh, lots of things. I’m getting bread, apples, eggs –
4 check your messages 5 tidy your room and some chocolate.
252 WORKBOOK ANSWER KEY AND AUDIOSCRIPTS

George: I like chocolate, but I don’t eat it often. I prefer Mrs Driscoll: Hello?
03
biscuits. Sam: Oh, hello. Is that the Park Music School?
Jasmine: I never eat chocolate, but my dad eats it every Mrs Driscoll: Yes. How can I help you?
day. Well, I’ve got to go now. I’ve got lots of things to buy.
Sam: I’m phoning to ask about violin lessons. Are you the
George: See you at school on Monday. violin teacher?
Jasmine: Bye. Mrs Driscoll: Yes, I am. My name’s Mrs Driscoll. What do you
WRITING want to know?
1 1d 2e 3f 4g 5b 6a 7c Sam: Can I have lessons after school? We finish at half past
2 I get up at 7 o’clock and get dressed. My breakfast three.
is cereal or toast. Then I prepare my school bag and Mrs Driscoll: Yes, you can come here at four o’clock.
go to school at 8 o’clock. I usually walk to school but Sam: And how long are the lessons?
sometimes I go on the bus. School starts at half past
Mrs Driscoll: An hour. How many lessons do you want?
eight and finishes at 3 o’clock. Lunch is at 1 o’clock.
I usually have sandwiches or a salad. After school I go Sam: Er, maybe two a week. Can I come on Wednesdays and
home. Dinner is at half past seven. After dinner, I do my Fridays?
homework and go on the internet. I go to bed at half past Mrs Driscoll: Er, let’s see. Erm, I teach another student on
nine. Wednesdays, but you can come on Tuesdays and Fridays.
1 and 2 but 3 or Sam: Yes, that’s great. How much is each lesson?
3 1 and 2 or 3 but 4 or 5 but 6 and Mrs Driscoll: Well, it’s usually £30. But because you’re
4 Students’ own answers having two lessons a week, it’s £25 an hour.
5 Students’ own answers Sam: That sounds good. Where are the lessons?
Mrs Driscoll: At the music school. It’s 18 East Road. Catch
UNIT 3 Great sounds the number eight bus from the theatre and get off at the
park. The music school is near there.
VOCABULARY
Sam: OK, thanks. Er, can you say your name again, please?
1 1 rap 2 opera 3 rock 4 hip-hop 5 jazz 6 classical
music 7 soul Mrs Driscoll: Of course! It’s Mrs Driscoll. That’s D–R–I–S–
2 1 piano 2 electric guitar 3 saxophone 4 keyboard C–O–double L. Let me give you my mobile phone number.
5 violin 6 drums Have you got a pen?
3 1c 2a 3d 4e 5b Sam: Er, yes.
Mrs Driscoll: OK. It’s 643 5 double 9.
GRAMMAR
Sam: Uh huh. Thanks. See you next week then.
1 a4 b2 c3 d1
Mrs Driscoll: Oh, wait, what’s your name?
2 1 writing 2 running 3 catching 4 making 5 practising
6 swimming Sam: Oh, it’s Sam.
3 1 My brother doesn’t like doing homework. 2 I hate Mrs Driscoll: See you next week, Sam.
playing the piano. 3 My sister loves rapping 4 My best Sam: Yes, thanks. Bye.
friend likes reading books. 5 My dad likes playing the Mrs Driscoll: Bye.
violin.
WRITING
4 1 I like going shopping at weekends. 2 He doesn’t like
watching opera on TV. 3 I don’t like playing football at 1 1 pop and hip-hop 2 Beyoncé and Taylor Swift
school. 4 She loves reading books. 5 We love listening 3 the electric guitar
to music. 2 Music and me
VOCABULARY My name’s Kate and I’m 13 years old. My friends and I
1 1 famous 2 a concert 3 in a band 4 a singer all like listening to music. I think pop and hip-hop are
5 on tour 6 music 7 an album 8 a music video exciting but jazz is boring. My favourite singer is Beyoncé.
She’s a really good singer. I also like Taylor Swift. Her
2 1 plays 2 become 3 teaches 4 become 5 record music is great.
6 giving 7 make 8 goes
I listen to music at home and it’s fun, but I love playing
3 1 actor 2 record 3 keyboard 4 instruments 5 rock music, too. I’m in a band called The Pink Elephants! I
6 festival 7 musician play the electric guitar. It’s great!
READING 3 1 also 2 also 3 and 4 and 5 also 6 also
1 Young people between 10 and 16 who want to be actors, 4 Students’ own answers
dancers and singers, and adults.
2 1 2 3 4 5
3 1 in London 2 Leona Lewis and Dua Lipa UNIT 4 It was awesome!
3 on Mondays, Tuesdays and Wednesdays
4 dancing, singing or acting classes VOCABULARY
1 1 amazing 2 wonderful 3 fine 4 terrible 5 really good
LISTENING 6 OK 7 fantastic 8 great 9 horrible 10 brilliant
1 the violin 11 lovely 12 perfect
2 1 Tuesdays 2 25 3 park 4 Driscoll 5 643599

2 Amy: It was great. All my family were at my house on
Saturday for my birthday.
very, very good all right very bad
amazing, wonderful, really good, fine, OK terrible,
Jenny: Was it your birthday on Saturday?
fantastic, great, brilliant, lovely, perfect horrible Amy: No, my birthday was on Friday and it was my mum’s
birthday on Sunday. The party was for me and my mum.
3 1 brilliant 2 awesome 3 terrible 4 OK 5 horrible
6 really good 5 Who was at the swimming pool?
Lizzy: Hi Jamie. Were you at the swimming pool last Sunday?
GRAMMAR
1 1 We weren’t at school. 2 It was very cold. 3 I was at a Jamie: Yes, it was brilliant!
party. 4 She wasn’t at the park. 5 Was he at home? Lizzy: Oh, really? Were your parents there?
6 You were very happy. Jamie: No, it was me and my friends. There was a group of
2 1 was 2 weren’t 3 Were, was 4 wasn’t 5 was us.
6 weren’t Lizzy: That sounds fun. Was your friend from England there
3 1 weren’t 2 was 3 Was 4 was 5 was 6 Were 7 were too?
8 wasn’t 9 were 10 was Jamie: No, he wasn’t. He was with his brother at the beach.
4 1 Where were you yesterday? 2 Yesterday, it was sunny. WRITING
3 I was very happy because the test was easy.
1 Question 4
4 We were at the beach last weekend. 5 The film started
at 4 o’clock. 6 My parents were at a party on Saturday 2 1 special 2 expensive 3 tired 4 fantastic
night. 3 Students’ own answers
VOCABULARY 4 Students’ own answers
1 1 worried 2 upset 3 interested 4 sorry 5 happy
6 nervous 7 glad 8 afraid 9 surprised 10 angry UNIT 5 Moments in history
2 1 sorry 2 afraid 3 happy 4 nervous 5 upset VOCABULARY
6 surprised 1
READING p u b l i s h e d
1 1 B a trip in a hot-air balloon 2 A bungee jumping
3 C a day at a theme park l c l i m b e d i
2 1 good 2 was 3 worried 4 bad 5 liked 6 wants a b d f i l p r e
3 1 view 2 quiet 3 horrible 4 adults y r e c o r d e d
LISTENING e i k h m r u c o
1 1C 2B 3A 4A 5A
d g c r o s s e d
1 Where was Olivia on Saturday?
04
Tom: You weren’t at the football game on Saturday. p a i n t e d i h
Olivia: No, I wasn’t. I was at home. It was my brother’s d j m f j b t v k
birthday party. t r a v e l l e d
Tom: Oh, how old was he?
g l o p e n e d o
Olivia: He was seven. He was so happy with all his new toys.
Tom: Great! 2 1 died 2 painted 3 received 4 travelled 5 played
2 What was the weather like at the theme park? 3 1 travelled 2 climbed 3 crossed 4 painted 5 opened
6 published
Girl: How was your trip to the theme park?
Boy: Brilliant! It was a really great day. GRAMMAR
1
Girl: Was the weather good? It was rainy here and the wind
was terrible! in on
Boy: Really? It was lovely at the theme park! The sun was 2017 10th March
out all day. August Sunday
Girl: I want to go with you next time! October 2012 12th June 1999
3 Where were Joni’s parents last weekend? the 20th century
Luke: How was your weekend, Joni? 2 1 on 2 in 3 on 4 in 5 in

Joni: It was fantastic. I was with my friend Carla because my 3 1 completed 2 cooked 3 copied 4 enjoyed 5 finished
mum and dad were away. We were in the shopping centre 6 invited 7 joined 8 phoned 9 played 10 studied
all day on Saturday with her parents, and had lunch at a 4 1 I practised the guitar. 2 I cleaned the bathroom.
great restaurant. 3 I played badminton with my friends. 4 I phoned my
Luke: And where were your parents? brother. 5 I studied maths, English and history.
Joni: Visiting my sister at university. They were there all 5 1 Yesterday I went to school at 8 o’clock. 2 I received
weekend. an email from my teacher. 3 Last weekend, I played
4 When was Amy’s birthday? football in the park. 4 My brother watched TV yesterday.
5 In the afternoon, it started to rain and we went home.
Jenny: Hi Amy. How was your weekend?

VOCABULARY 3 a4 b5 c1 d6 e3 f2
1 1 palace 2 castle 3 cathedral 4 church 5 square 4 1 I didn’t go to school yesterday. 2 Did you watch the
2 1 roof 2 floor 3 stairs 4 ceiling 5 statue film on TV yesterday? 3 It was rainy and we didn’t play
football. 4 Did you get a nice present for your birthday?
3 1 floor 2 statue 3 castle 4 roof 5 square 6 ceiling
5 She didn’t have English homework yesterday.
READING
VOCABULARY
1 an earthquake and a fire
1 1 boss 2 earn 3 office 4 busy 5 customers 6 staff
2 1 2 3 4 5 6 7
2 1 office 2 busy 3 staff 4 customers 5 boss 6 earn
LISTENING
READING
1 1b 2d 3c 4a
2 You hear facts 2, 4, 5 and 7. The other facts are all true.
2 1C 2C 3A 4B 5A
Host: Good evening and welcome to Our History. Today,
05
we’ve got a special guest, Harry Harper. Harry teaches at a LISTENING
university and he knows everything about history! 1 1 Ben 2 Ben 3 Lauren 4 Lauren 5 Ben
Harry: Hello. 2 1 She wanted to work in an office or a shop. 2 Because
Host: So, who has a question for Harry? Yes? What’s your the factory was near her house. 3 Because he did lots of
name? different things. 4 Ben started work at 9.00 am.
5 He wore a jacket and trousers with a clean white shirt.
Robert: Um, I’m Robert. 6 She worked with Anna, a girl from school and some
Harry: Hello, Robert. What do you want to know about? older boys from another school.
Robert: Can you tell me a fact about Henry VIII of England? Ben: What did you do for your work experience, Lauren?
06
Harry: Yes, of course, Robert. He had six wives! OK, another Lauren: Well, I wanted to work in an office or a shop. But I
question? Yes? worked in a factory.
Lisa: Hi, Harry. I’m Lisa. Can you tell me an interesting fact Ben: Did you enjoy it?
about the footballer Pelé? Lauren: Yes, it was fun. Thanks, Ben.
Harry: Well, Lisa. I can tell you Pelé played international Ben: Did you get the bus every day?
football for Brazil 92 times! Who’s next? Yes, you.
Lauren: No, I didn’t. The factory was near my house, so I just
Rachel: I’m Rachel. What do you know about the scientist used my bike.
Marie Curie? What is interesting about her?
Ben: Really? For my work experience, I had to get up early to
Harry: A lot of things, Rachel! Marie Curie won the Nobel go by train.
Prize in 1903. But maybe you don’t know that her daughter
Lauren: Oh, where did you work?
was also a scientist and she also won a Nobel Prize in 1935!
All right. Who wants to go next? Ben: I worked in an office in a computer company.
Leon: Me! I’m Leon and I want to know about women and Lauren: Was it good?
the history of space travel. Ben: Yeah, great.
Harry: OK. Everybody knows that Yuri Gagarin was the Lauren: Did you work on a computer all day?
first man to travel to space, but who was the first woman? Ben: No, I didn’t. I did lots of different things. It was
Well, she was an astronaut and her name was Valentina interesting.
Tereshkova. She travelled to space in 1963. OK, another
Lauren: So, what time did you start?
question. Yes, you? What’s your name?
Ben: At nine o’clock every day, but I got up at half past six to
WRITING get the train at quarter to eight.
1 1 1829 2 1888 3 1975 4 Now, today
Lauren: I started at 8 am.
2 1 invented 2 connected 3 ordered 4 started
Ben: That’s early. When did you get home?
5 enjoyed 6 saved
Lauren: At four o’clock. It was a long day. But it was great
because the people were very nice.
UNIT 6 What a great job! Ben: That’s good.
Lauren: So, what did you wear to work, Ben? Did you wear
VOCABULARY a jacket?
1 1 farmer 2 cook 3 dentist 4 an artist 5 an actor
Ben: Yes, I did, with trousers and a shirt. I wanted to wear a
6 factory worker 7 model 8 pilot
T-shirt, but they said no. I wore a clean white shirt each day.
2 1 artist 2 farmer 3 actor 4 factory worker How about you? What did you wear?
3 1 cook 2 mechanic 3 sports coach 4 model Lauren: I wore jeans and a T-shirt.
5 shop assistant 6 engineer
Ben: Were there any other people there from our school?
GRAMMAR Lauren: Only Anna. There were two boys from another
1 1 didn’t do 2 didn’t study 3 didn’t like 4 didn’t go school in our group.
5 didn’t meet 6 didn’t walk
Ben: Were they the same age as you?
2 1 What time did the shop open? 2 Did you go to work
Lauren: No, they were older. They really helped us.
yesterday? 3 Did your parents work in a factory?
4 Did she come to the office? 5 What did you do
yesterday? 6 Did he enjoy his job?

WRITING Rebecca: Good, thanks. Where did you go?
1 1 He worked in an office in a school. Paul: Spain.
2 Yes, he did. Rebecca: Really?
2 My dad worked in an office in a school. He started work Paul: Yes, why?
at 8 o’clock and he finished at 3 o’clock. He didn’t earn Rebecca: I went to Spain, too!
a lot of money, but the people were very friendly and he
liked the students. My dad used a computer at work for Paul: That’s amazing! We were there at the same time!
the first time in 1981. My dad’s job was fun because it Rebecca: How long did you go for?
was busy. Paul: Two weeks. And you?
3 1b 2e 3d 4c 5a Rebecca: Only a week. Who did you go with?
4 Students’ own answers Paul: I went with my parents. What about you?
Rebecca: I went with my mum and my brother. My dad
UNIT 7 An exciting trip didn’t come.
VOCABULARY Paul: We stayed in a great hotel near the beach in Valencia.
1 1f 2b 3g 4h 5d 6a 7e There was a brilliant swimming pool there, too. Where did
2 1 do water sports 2 buy presents 3 go camping you stay?
4 take photos 5 go sightseeing 6 lie on the beach Rebecca: Oh, we went camping near Barcelona. I loved it.
7 stay at a hotel 8 ride a bike The campsite was great and the weather was really good.
3 1 stay at a hotel 2 take photos 3 do water sports Did you try Spanish food?
4 buy presents 5 lie on the beach 6 go sightseeing Paul: Yes, I did. I love Spanish food. We had it every day.
7 ride a bike 8 go camping Actually, I bought you a present. Here you are.
GRAMMAR Rebecca: Oh, that’s nice of you. Err, what is it?
1 1 ride 2 have 3 give 4 take 5 go 6 see 7 buy Paul: It’s Manchego. It’s a Spanish cheese.
8 get up 9 come 10 swim 11 do 12 eat Rebecca: It’s lovely. Thank you!
2 1 rode 2 had 3 gave 4 took 5 went 6 saw 7 bought WRITING
8 got up 9 came 10 swam 11 did 12 ate
1 1 2 3 4 5 6 7
3 1 went 2 came 3 had 4 ate 5 took 6 saw 7 rode
8 gave 9 bought
4 1 Where did you go on holiday last year? d 2 Who did you
go with? a 3 Did your sister go sightseeing with you? e
4 What food did you eat? b 5 Did you and your family
UNIT 8 Favourite places
enjoy the holiday? c VOCABULARY
5 1 I went to France last summer. 2 I went sightseeing 1 1 carpet 2 curtains 3 armchair 4 bookshelf 5 lamp
when I was in New York. 3 I bought some postcards and 6 cupboard 7 mirror 8 blanket 9 photographs
a T-shirt. 4 My parents gave me some money for my 10 cushion 11 chest of drawers
birthday last year. 5 Did you eat some nice food in Italy? 2 1 mirror 2 bookshelf, chest of drawers, cupboard
VOCABULARY 3 carpet 4 lamp 5 blanket
1 1 coach 2 ferry 3 flight 4 guidebook 5 map 3 1 curtains 2 armchair 3 carpet 4 cushions
6 passport 7 station 8 suitcase 9 ticket 10 tourist 5 bookshelf/cupboard 6 photograph
11 tour guide GRAMMAR
2 1 arrived at 2 pack 3 got on 4 took 5 travel by 1 1 everything 2 everyone 3 somewhere 4 something
6 got off 7 catch 5 anywhere 6 anyone 7 nowhere
READING 2 1 No one 2 anything 3 nothing 4 somewhere
1 1 Ibn Battuta 2 1304 3 44 countries and cities, including 5 anyone 6 everywhere
India, China, Granada, Beijing and Cairo 4 Portugal 3 1c 2e 3f 4h 5a 6b 7d 8g
5 1480 6 Africa and India, the Atlantic and Pacific 4 1 Someone gave me a T-shirt. 2 He didn’t bring
Oceans and the Philippines anything to the party. 3 We stayed at home all day and
2 1 He studied and never travelled far from his home in we didn’t go anywhere. 4 You didn’t tell me anything
Morocco. 2 He travelled for almost 30 years. 3 He went about it! 5 Please bring something to eat to the party.
to 44 countries. 4 He wrote about his travels when he
was an old man. 5 He became a sailor in 1505. 6 The VOCABULARY
journey from Spain to the Philippines took about 18 1 1 draw 2 play 3 write 4 listen to 5 read 6 paint
months. 7 He used maps and the stars to find his way. 2 1 computer 2 songs 3 drums 4 wind 5 pictures
6 stories
LISTENING
1 Manchego / Spanish cheese READING
2 1R 2R 3P 4R 5P 6R 1 blankets, chest of drawers, armchair, cushions
3 1b 2f 3d 4a 5e 6c 2 1B 2B 3A 4B 5B 6C
Rebecca: Hi, Paul. How was your holiday?
07
Paul: Oh. Hi, Rebecca. Yeah, it was great! How was yours?

LISTENING 2 1 hers 2 mine 3 yours 4 ours 5 theirs
1 It’s very big. 3 1 She watches TV in her free time. 2 Can I borrow your
2 1B 2B 3A 4B new sunglasses? 3 It’s my birthday on Sunday. I’m
having a party. 4 My mum bought me some new trainers
3 1 2 3 4 5 6
for school. 5 This jacket isn’t yours. It’s mine.
Jeremy: Hello. You’re watching The Home Show. I’m Jeremy
08
Snow. Tonight, we meet the famous blogger KJ Neal. KJ’s
4 1 his 2 my 3 your 4 mine 5 their 6 her
blog is famous all over the world. KJ is from Wales and she’s VOCABULARY
only fourteen years old! 1 1 wool 2 cotton 3 leather 4 plastic 5 metal 6 cork
KJ: Thirteen, Jeremy. I’m fourteen in January. And I’m not 2 1 cotton 2 metal 3 wool 4 plastic 5 leather
from Wales. I’m from Scotland.
READING
Jeremy: Oh. OK, right. Sorry about that! Anyway, welcome 1 C
to the show. Now, KJ, what’s your favourite place in your
home? Is it your living room or maybe your bedroom? 2 1 2 3 4 5
KJ: Well, I love my bedroom, but it isn’t my favourite place. 3 1 environment 2 swap (v) 3 charity shop
4 recycling centre 5 damaged
Jeremy: OK. So which place is it?
KJ: It’s my writing room.
LISTENING
1 She doesn’t know what to make for the School Family
Jeremy: You’ve got a writing room? Wow!
Day.
KJ: Well, it’s not really my room. I share it with my mum and
2 1 Saturday 2 children 3 pasta / macaroni
dad.
4 yellow, T-shirts 5 mum
Jeremy: What’s it like?
Julie: Dad, I really need some help.
09
KJ: It’s got long, red curtains, some bookshelves and an old
Dad: What’s the matter, Julie?
lamp. I’m very happy there.
Julie: Well, we’ve got to make things to sell at the School
Jeremy: And what’s your favourite thing in your writing
Family Day.
room? Is it your old lamp?
Dad: What’s the School Family Day?
KJ: No, it’s not. It’s an armchair. It’s very old, and it’s green. I
sit in the armchair and write my blog. Julie: Well, it’s next Saturday. We all go to school with our
families and there are games. This year all the students have
Jeremy: Do you sometimes write in your bedroom?
to make or bring something to sell as well.
KJ: No, I don’t. I never write there. It’s quite small and there
Dad: Why are you selling things?
isn’t much light.
Julie: We want to send money to help children in poor
Jeremy: What about the writing room? Is it a big room or a
countries.
small one?
Dad: That’s good! So, what’s the problem?
KJ: It’s very big! That’s why it’s my favourite place!
Julie: I don’t know what to make. Can you help me?
Jeremy: Well, KJ, thank you for telling us about it. OK, now
the next thing I wanted to ask you about was … Dad: Of course! Hmm, I know! You can make necklaces.
Julie: How?
WRITING
1 a3 b2 c5 d4 e1 Dad: With macaroni pasta. You can paint the pasta different
colours and put them on a string to make a necklace.
2 I like it because they look very happy. My dad gave it to
me when I was little so it’s special. 1 because 2 so Julie: That’s a good idea! I can make necklaces. But I want
to take more things.
3 1 because 2 so 3 so 4 because
Dad: OK, well … I’ve got another idea. You can take some of
4 Students’ own answers the clothes that you don’t wear anymore.
5 Students’ own answers Julie: Oh yes, my yellow dress is too small and I have some
UNIT 9 Clothes and fashion
T-shirts from when I was nine years old. They’re very nice
but I can’t wear them now.
VOCABULARY Dad: You can ask your mum – she’ll help you find some
1 1 tie 2 sunglasses 3 swimming costume 4 trainers clothes and it’s good to recycle.
5 socks 6 boots 7 jumper 8 swimming shorts 9 gloves Julie: Yes, maybe she’s got some clothes she doesn’t want
10 suit 11 scarf 12 cap as well.
2 Possible answers: Dad: I can give you some of mine too! And I want to go with
at the beach on your on your when it’s at work in you on Saturday.
feet head cold an office Julie: Great! Thanks, Dad.
sunglasses boots cap boots suit
WRITING
swimming costume socks scarf gloves tie
swimming shorts trainers jumper 1 1 parents 2 wear 3 cotton 4 made 5 trainers
scarf 6 leather 7 park 8 green
socks 2 1 blue 2 summer 3 school 4 jacket 5 weekend
3 1 bright 2 black 3 pale 4 blue 6 white 7 shorts 8 beach
GRAMMAR 3 Students’ own answers
1 1d 2a 3e 4f 5b 6c 4 Students’ own answers

UNIT 10 Buying things 3 You will hear a man talking to his daughter. What does his
daughter want to buy?
VOCABULARY Girl: Dad, you know we have the school party next week?
1 Dad: Yes, what do you want?
o b p r i c e c Girl: Well, I’ve got a new red dress and black jacket but I’ve
only got trainers or my old blue shoes and they’re ancient. I
d n t e r d p w
really want some black ones. Can you come shopping with
i c d c h e t a me?
s a l e s m g l Dad: OK.
4 You will hear a teenager talking to his mother. What does
c s f i b i l l
he want to do?
o h w p u r s e Boy: Mum, you know my old bike?
u p g t i w s t Mum: Yes, the one in the garage.
n c s o b n r u Boy: Well, I think I can repair it and find someone to buy it.
t l l k i c f e Mum: That’s a good idea. You don’t ride it anymore. Then
you can use the money for your holiday.
2 1 cash 2 price 3 discount 4 sale 5 receipt 5 You will hear a boy talking to a shop assistant. Why does
3 1 sale 2 wallet/purse 3 purse/wallet 4 receipt 5 bill he buy the yellow T-shirt?
6 price Boy: Excuse me. I’d like a T-shirt, please.
GRAMMAR Assistant: Do you like this blue one?
1 1 positive 2 negative 3 countable and uncountable Boy: Well, I like it but it’s very big. It’s for my brother. He’s
4 countable 5 uncountable only eight.
2 1 There were a lot of people in the café. 2 I would like Assistant: Ah, this one is smaller. It’s £10.
some books for my birthday. 3 Do you have any money? Boy: I’ve only got £7.
4 My brother hasn’t got any football boots. 5 My sister
Assistant: There’s a bright yellow one here. It’s £5.
wants to buy a few biscuits. 6 Would you like a bit of
cake? Boy: That’s great!
3 1 a lot of 2 a few 3 any 4 a bit of 5 some 6 a lot of WRITING
4 1 I’ve got some bread and an apple. 2 There aren’t any 1 a jacket and a pizza
cookies in the kitchen. 3 There are a lot of/many new 2 Students’ own answers
students in my class. 4 I’ve got a lot of books in my bag. 3 Students’ own answers
5 These trainers cost a lot of money.
VOCABULARY UNIT 11 Eating out
1 1c 2e 3d 4a 5f 6b VOCABULARY
2 1 pay for 2 buy, for 3 sell, for 4 have, for 5 is, for 1 1 ice cream 2 cola 3 burger 4 chicken legs 5 pasta
READING 2 1 glass 2 pizza 3 piece 4 lemonade 5 bowl 6 plate
1 Students’ own answers 3 1 Cream 2 tomato 3 chicken legs 4 salad 5 lemonade
2 1 in Canada 2 yes 3 an amusement park 4 yes 6 strawberries
5 in 2008 6 200 7 fish underneath you 8 dentist, police GRAMMAR
officer, work in a restaurant or a supermarket
1 1 as old as 2 n’t/not as tall as 3 n’t/not as big as
LISTENING 4 as interesting as 5 n’t/not as expensive as
1 1B 2C 3A 4B 5A 6 as popular as
1 You will hear Katie talking about a present for her mother. 2 1 longer 2 healthier 3 shorter 4 more exciting
10
What did she buy? 5 hotter 6 more popular
Katie: I went out on Saturday to buy Mum’s birthday 3 1 more popular 2 hotter 3 longer 4 shorter
present. I wanted to get her some sunglasses, but they were 5 more exciting 6 healthier
very expensive. There were some chocolates in the sweet 4 1 as big 2 dirtier 3 nicer 4 colder 5 interesting as
shop but I got her chocolates last year, so I went to the 5 1 older 2 easy 3 bigger 4 younger 5 better
bookshop to get that new book by her favourite author.
2 You will hear two friends talking during their lunch break.
VOCABULARY
What do they decide to do together after school? 1 1 noodles, pancakes 2 chilli, curry 3 omelettes, chips,
onions 4 sweets 5 seafood, grilled meat
Girl: Do you want to come to my house after school? We can
finish the history project. READING
Boy: I can’t today. I have to go to my swimming class at six. 1 A
But we can go to the library and take out that book about 2 1 burger and chips 2 chocolate cake 3 omelette and
the Romans. salad 4 fruit salad and cream 5 chicken legs 6 nothing
Girl: That’s a good idea. Then you can go to the pool 3 1 Because it was his birthday. 2 Next to the cinema.
afterwards. 3 Yes, it was busy. 4 The manager.
5 Nothing, it was free.

LISTENING 2 1 (fitness) tracker 2 headphones 3 laptop 4 mouse
1 1 curry 5 e-reader 6 printer 7 console 8 smartphone 9 tablet
10 screen 11 keyboard 12 speaker
2 1 Wednesdays 2 5.30 pm 3 £15 4 13 5 pizza
6 01632 960875 7 a restaurant 3 1 headphones 2 e-reader 3 console 4 screen 5 printer
6 laptop
Lily: Hi, Josh!
11
Josh: Hi, Lily. I’m phoning to ask about those cooking GRAMMAR
classes you go to. Are they fun? 1 1 best 2 worst 3 fastest 4 most exciting 5 heaviest
Lily: Yes. They’re really good! Do you want to learn to cook? 6 most famous 7 cleverest 8 thinnest
Josh: Yes, I can make pasta, but I want to learn more. When 2 1 heaviest 2 best 3 cleverest 4 most famous 5 worst
are the classes? 3 1 friendliest 2 oldest 3 most 4 higher 5 best 6 more
Lily: Well, I go on Wednesdays, but there are classes on 4 1 is the most exciting footballer in the league.
Thursdays as well. 2 was the fastest runner in the world in 2017.
Josh: I’d like to go to the same class as you. What time do 3 is the most popular computer game in our class.
they start? 4 has the best hot chocolate in my town.
Lily: At five thirty, so we have time to go home after school 5 1 It was the greatest holiday ever. 2 You should go to
the MetroCentre because it’s the biggest shopping centre
finishes at four. The class is two hours long.
in the UK. 3 You can wear your oldest clothes for this
Josh: How much does the class cost? job. 4 The easiest subject at school is PE. 5 The most
Lily: You’ve got a student card, haven’t you? expensive cost £900 and the cheapest cost £400.
Josh: Yes, is it cheaper for students? VOCABULARY
Lily: That’s right. It’s usually £20 a month but for us it’s £15. 1 Possible answers:
Josh: Are there many people in the class? buy chat to download visit watch
Lily: Not many. There are thirteen people in my group. clothes, films, family, films, music, websites films,
Josh: And what do you learn to make? music, pictures, friends pictures, videos videos
shoes, videos
Lily: Well, last week we made pizzas with cheese and
mushrooms. Next week the teacher says it’s India week, and 2 1 memory 2 save 3 digital 4 virus 5 machines
we’re making curry. 6 software
Josh: Great! I love curry. Can you give me the teacher’s READING
phone number? 1 A and C 2 1C 2A 3B
Lily: Umm, wait a minute … yes, it’s 01632 960875. LISTENING
Josh: Let me repeat that: 01632 960875, right? 1 1B 2A 3C 4B 5A
Lily: Yes. Oh and it’s on London Road, in the little restaurant You will hear Matt talking to his friend Sara about a
on the corner. 12
technology festival.
Josh: That’s Bob’s restaurant. I know it. OK, thanks, Lily. See Matt: Hi, Sara. Would you like to go to the Technology
you there next week. Festival with Amelia and me on Sunday?
Lily: Bye, Josh. Sara: Yes! I love computers. Is it in the shopping centre near
WRITING the station?
1 Matt: Not this year. It’s in the library. You know they’ve got
three big rooms.
Type of Main courses Desserts Drinks Opinions
food Sara: That’s good. It’s not far from my house. What’s in the
Italian burger and chocolate cola brilliant festival? Have they got any robots?
Mexican chips cake lemonade lovely Matt: Yes, my dad says there are robots that walk and talk.
Spanish cheese pizza fruit salad mineral wonderful Sara: Wow! I saw an amazing robot online. It can clean the
omelette and strawberry water house and make food.
salad cheesecake orange Matt: But robots can’t do your homework for you!
pasta with vanilla ice juice
meat cream Sara: I know. I’d like a robot to do my English homework!
Let’s go to the festival. How much will it cost? It was £8 last
2 1 summer 2 dancing 3 meat 4 cola 5 hot year.
3 Students’ own answers Matt: Last year it was only £6, Sara. This year it’s £10.
4 Students’ own answers Sara: Can we buy things at the festival?
Matt: I think so. I’d like a new camera, but I haven’t got
UNIT 12 The latest technology much money. I got a really good mouse last year.
VOCABULARY Sara: I need a new mouse. What about computer games? Do
1 Down: 1 headphones 4 screen 5 keyboard 6 mouse you want a new computer game?
8 e-reader 9 speaker Matt: Not now. My mum bought me one for my birthday.
Across: 2 laptop 3 printer 7 console 10 smartphone Sara: OK. So, when shall we meet?
11 tablet 12 tracker

Matt: Well, the festival starts at 11 o’clock, so let’s meet Susie: I don’t feel very well.
outside your house at a quarter to eleven and walk there Teacher: What’s wrong? Have you got toothache again?
together. Amelia is coming later, at about 12 o’clock,
Susie: No, I’ve got a pain in my arm. My teeth are fine.
because she has tennis lessons in the morning.
Teacher: Well, you don’t look very well. Go to the school
WRITING office and call your parents.
1 1e 2c 3f 4a 5b 6d
3
2 1 Are you busy on Saturday? 2 What are you doing on
Doctor: OK, Carla. Tell me what’s wrong?
Sunday? 3 Would you like to go swimming on Friday?
4 Do you want to go to the park this afternoon? Carla: I don’t feel very well and I think I’ve got a
temperature. I feel hot and cold.
3 a6 b1 c5 d4 e3 f2
Doctor: OK. Can you sit on the bed here? I’ll check. You
came last week when you hurt your eye. How is it now?
UNIT 13 Healthy bodies Does it still hurt?
Carla: No, it’s much better, thanks.
VOCABULARY 4
1 1 broken 2 headache 3 toothache 4 stomach ache
Tom: Catch the ball, Marek!
5 cold 6 hurt 7 sick 8 temperature 9 pain
Marek: OK. I’m trying … Ow!
2 1 toothache 2 temperature 3 sick, stomach ache
4 pain 5 hurt, broken Daisy: What’s the matter, Marek?
3 1B 2A 3C 4B Marek: My foot really hurts. Ow, I think it’s broken.
GRAMMAR Daisy: Oh no! What about your hand? Does it hurt, too?
1 1 should 2 should 3 shouldn’t 4 should 5 shouldn’t Marek: My hand is OK. Ah, can you help me walk?
6 should WRITING
2 1 play tennis this afternoon 2 go to bed 3 sit down 1 Some advice about how to get into the school football
4 eat so much chocolate 5 study hard tonight team and how to get fit
6 drink lots of water 2 1 exercise 2 running 3 gym 4 football 5 park
3 1 2 3 4 5 6 healthy
4 1 I think you should take a coat. 2 Should I bring a DVD? 3 1 every day 2 to the gym 3 her friends
3 correct 4 You shouldn’t eat sweets in class. It’s a 4 healthy food, like fish and vegetables
school rule. 5 You should bring some water. It’s very hot 4 Students’ own answers
today. 6 correct
VOCABULARY UNIT 14 Getting around town
1 1 get fit 2 have a rest 3 eat well 4 stay healthy VOCABULARY
5 sleep well 6 do some exercises 7 enter a race
1 1 library 2 traffic lights 3 bridges 4 bus stops
2 1d 2c 3a 4b 5e 5 streets 6 roundabout
3 1 get 2 have 3 get 4 feel 5 enter 6 do 2 1d 2f 3a 4c 5e 6b
READING 3 1 petrol 2 post 3 centre 4 street 5 station 6 pool
1 2, 4, 5, 9 GRAMMAR
2 1 She cycles to school. 2 At lunchtime she swims in the 1 1 opposite 2 next to 3 in front of 4 beside 5 opposite
school swimming pool. 3 On Saturdays she enters races.
2 1 outside / near 2 next to / beside 3 opposite
4 She won six triathlons last year. 5 She wants to be in
4 next to / beside 5 through 6 across 7 opposite
the Olympics. 6 She has a rest on Sundays.
3 1 way 2 on 3 near 4 Turn 5 where 6 Go 7 next
LISTENING 8 after
1 A3 B4 C1 D2 4 1 next to 2 supermarket 3 outside 4 along 5 across
2 1 2 3 4 5
VOCABULARY
3 1 should 2 matter 3 wrong 4 about
1 1 d 2 a 3 b/e 4 f 5 c 6 b/e
1
13 2 1 guidebook 2 postcard 3 walking tour 4 tour guide
William: Good morning, Mum. 5 raincoat 6 cycle tour
Mother: How’s your stomach ache, William? Why are you 3 1 walking tour 2 tour guide 3 guidebook 4 raincoat
out of bed? 5 postcard
William: Oh, it’s much better, Mum. But I’ve got a headache READING
now.
1 1, 2, 3, 5, 7
Mother: Really? You should take some medicine and go
2 1 2 3 4 5 6
back to bed. It’s good there’s no school today.
William: OK, Mum. You’re right. I’m happy it’s Saturday. I’ll LISTENING
go to bed now. 1 1C 2F 3H 4G 5D
2 You will hear Lucas talking to a friend about his trip to
14
Cardiff with his family. Which place did each person visit on
Teacher: What’s the matter, Susie? You aren’t saying much
Saturday?
in class today.

Girl: Hi, Lucas. How was your weekend? READING
Lucas: It was great, thanks. I went to Cardiff on Saturday 1 They met after one girl found a balloon with a message
morning with my family. from the other girl.
Girl: What did you do there? 2 a7 c4 d2 e8 f5 g3 h6
Lucas: We all went to different places! I spent the morning LISTENING
in the museum. 1 2, 3, 5, 6
Girl: And what did your sister do? 2 1b 2d 3e 4f 5c 6a
Lucas: She wanted some new jeans and a dress, so she went Sam: How was your holiday, Jack?
off to get those. 15
Jack: Oh, it was OK. Cornwall’s a beautiful place. But the
Girl: Did your mum go with her? weather was really bad.
Lucas: Not this time. She met a friend and they went out for Sam: Oh, no! Was it bad every day?
a meal together. They usually go to the cinema but there
Jack: Well, we got to Cornwall on Saturday morning. It was
was nothing on they wanted to see.
OK for the first hour, but then it started raining. It rained all
Girl: Did your brother come with you? day. We sat on the beach holding umbrellas. We didn’t have
Lucas: Yes, he had tickets for the big international rugby much fun!
match, so he went to watch that. Sam: What about on Sunday? Was the weather any better then?
Girl: Wow, lucky thing! Jack: No, it was worse. It was really cold and windy on
Lucas: I know! My dad wanted to go but he already had Sunday. We stayed in the hotel all day. We played some
plans to see that new musical. We weren’t interested so he games but it wasn’t very interesting.
went with a friend from work. Sam: Really? What about the next day? Did you leave the
Girl: Did they enjoy it? hotel on Monday?
Lucas: Yes, a lot! My grandfather’s decided to go next Jack: Yes! We went out on Monday morning. It was sunny that
month. He spent Saturday in the park. He said it was too hot day. But it wasn’t very warm, so we didn’t swim in the sea.
to go to the castle. Sam: Was Monday the only sunny day?
WRITING Jack: Yes, it was! On Tuesday, it was foggy. We went to
1 1 these 2 these 3 this 4 this 5 these 6 this the town to go shopping but we couldn’t see the sea. On
2 1 This 2 this 3 These 4 These 5 This Wednesday, it was very cloudy but we had a meal in a nice
restaurant. We enjoyed that day because it wasn’t raining.
3 1 Galicia, in Spain 2 beautiful 3 lovely beaches
4 young people and families 5 a lot of shops 6 sell clothes Sam: Your last day was Thursday, wasn’t it?
and food 7 the museum 8 it has an old photograph of Jack: Yes, that’s right. Guess what happened that day.
my street Sam: What?
4 Students’ own answers Jack: It snowed!
UNIT 15 Mysteries in nature Sam: In May?

Jack: Yes, in May! We’re never going to Cornwall again!
VOCABULARY
WRITING
1 1 long 2 wide 3 deep 4 high
1 1e 2c 3d 4a 5b 6f
2 1 long 2 high 3 deep 4 wide
2 1 The people in the town were scared. 2 The Bondar
3 1 mountain 2 island 3 lake 4 cliff 5 field 6 river was living in the forest. 3 One night he went to a house.
4 1 in the field 2 cliff 3 lake 4 island 5 river 6 snow 4 A little boy gave him some food. 5 The Bondar became
GRAMMAR friends with the boy.
1 1 She wasn’t doing her homework. She was playing with 3 1 lives 2 hair 3 big 4 mountains 5 saw 6 forest
her games console. 2 He wasn’t playing the piano. He 4 Students’ own answers
was reading. 3 He wasn’t reading a magazine. He was
listening to music. 4 They weren’t playing football. They UNIT 16 Amazing animals
were playing tennis. 5 She wasn’t standing up. She was
sitting down. VOCABULARY
1 Down: 1 elephant 2 monkey 4 rabbit 7 chicken
2 1 Was he helping his parents? 2 Were Tia and Karl
swimming in the sea? 3 Were they doing their Across: 3 lion 4 rat 5 bear 6 insect 8 duck 9 mouse
homework? 4 Was your friend playing volleyball? 2 Possible answers: 1 insect 2 chicken, duck
5 Were you reading a book? 3 duck, insect 4 elephant, rabbit 5 rat, mouse, rabbit
3 1 they weren’t 2 I was / we were 3 she wasn’t 6 lion
4 they were 5 he wasn’t 3 1 insects 2 duck 3 bear 4 chickens 5 a mouse 6 Rats
4 1 I enjoyed my birthday party last week. 2 correct GRAMMAR
3 correct 4 I liked it because my favourite team was 1 1c 2f 3e 4b 5a 6d
playing. 5 When we were on holiday we swam every
2 1 were playing, started 2 was walking, found
day.
3 was watching, called 4 were you doing
VOCABULARY 5 bought, was shopping 6 were waiting, drove
1 1 fog 2 ice 3 rain 4 snow 5 sun 6 wind 3 1 when 2 While 3 while 4 When
2 1 snow 2 rainy 3 icy 4 fog 5 sunny 4 1B 2A 3B 4B 5B

VOCABULARY WRITING
1 1 turned off 2 got on 3 looked after 4 got off 1 1 was drawing 2 saw 3 went 4 opened 5 came 6 sat
5 turned on 6 picked up 7 saw 8 was
2 1 off 2 off 3 on 4 up 5 after 6 off 2 A One day B while C Then D Finally
READING 3 Possible answers: 1 It was windy. 2 They were playing
1 1 She was four years old. 2 He was taking a photo (of a football in the garden. 3 She saw a kite. 4 It went into
bird). 3 She was in the forest (four kilometres away). the tree. 5 Can you help me?/Can I/you get my kite?
4 Because Lua was making a noise. 5 Because she was 6 They got the kite.
sleeping with Lua. 4 Students’ own answers
2 1A 2C 3B 4C 5A 6A
UNIT 17 What are you watching?
LISTENING
1 1 (her) rat 2 (an) elephant(s) VOCABULARY
2 1c 2d 3e 4b 5a 1 1f 2c 3a 4b 5e 6d
3 1 2 3 4 5 6 2 1 fan 2 live 3 channel 4 remote 5 stream 6 demand
7 news
Donny: Good morning and welcome to Animal World. I’m
16
Donny Forrest. Today on Animal World, we’re talking to 3 1 talent show, stream 2 fan, live
Kirsty Smith. Welcome to the programme, Kirsty. 3 demand, programmes
Kirsty: Hello, Donny. Thank you for inviting me. GRAMMAR
Donny: Now, Kirsty, you’re twelve years old. Is that right? 1 Possible answers: 1 He’s going to swim. / He’s going
to jump in the pool. 2 She’s going to open / close her
Kirsty: I’m thirteen. laptop. 3 They’re going to watch a match. 4 He’s going
Donny: Ah, right. Now tell us how many animals you’ve got, to make a cake. 5 She’s going to do her homework.
Kirsty. 2 1 He isn’t going to finish his lunch. 2 I’m going to visit
Kirsty: I’ve got 34. my mum in hospital. 3 She isn’t going to phone her
Donny: 34! That’s amazing. How many dogs and cats have friend. 4 We’re going to invite our friends to the party.
you got? 5 They aren’t going to stream the film. 6 We aren’t going
to go to the concert.
Kirsty: Well, I’ve got five dogs and twelve cats.
Donny: What other animals have you got?
3 1 correct 2 I’m / I am going to play tennis and football.
3 I’m happy because you’re / you are going to come to
Kirsty: I’ve also got nine rabbits and three birds. my house. 4 correct 5 We’re / We are going to get to the
Donny: Is that it? sports centre by car. 6 I hope you’re / you are going to
Kirsty: No! I’ve got a rat, a fish and a sheep. Oh, and two have a lovely time in my town.
horses. 4 2 Is he going to make a cake? Yes, he is. It’s for his
Donny: Why have you got so many animals? mother’s birthday. 3 Are they going to play volleyball
this Saturday? No, they aren’t. There are no games this
Kirsty: I love animals! I really enjoy looking after them.
weekend. 4 Are you going to walk home after school
Donny: Do you have a favourite? today? Yes, we are. Do you want to come with us?
Kirsty: Of course not. I love all my animals. Well, perhaps I
VOCABULARY
love Jolly a bit more than the others.
1 1 studio 2 competition 3 performer 4 judge
Donny: Who’s Jolly? 5 audience 6 vote for 7 winner 8 the final 9 prize
Kirsty: He’s my rat. Some people think rats are horrible, but 10 runner-up 11 stage 12 star
I think they are beautiful and intelligent animals. 2 1 winner 2 runner-up 3 stage 4 judge 5 star 6 studio
Donny: Do you have a very big garden, Kirsty? 7 audience
Kirsty: No, we don’t. Our garden is quite small. But we live READING
next to some fields. The animals run around and play there. 1 In the UK / England
Donny: Is it true that you had seven monkeys a few years 2 1 the United States/America 2 a cartoon 3 the parents
ago? 4 three 5 on TV or on his tablet 6 at home
Kirsty: Yes, it is true! But we only had them for a few 7 a little girl’s voice 8 yes
months. Then they went to live in a zoo. Do you know what
LISTENING
animal I would like to have?
1 She’s going to open a restaurant. She’s going to enjoy her
Donny: Oh, let me guess … a lion? life and have a holiday.
Kirsty: No, not a lion. I’d like to have elephants. But we’d 2 1 because she won MasterChef 2 (in a restaurant) in
need a much bigger garden! Manchester 3 He’s in the music business. 4 £50,000
Donny: How many elephants would you like to have? 5 have a holiday 6 have fun with cooking
Kirsty: I’d be very happy with two. Interviewer: Good evening. I’d like to welcome Josie Sutton,
17
Donny: Well, thanks for coming on the show today, Kirsty. the winner of one of the most popular programmes on TV
Next time you must bring one of the animals, but not an at the moment, MasterChef. She is here to tell us about her
elephant! plans for the future.
Josie: Good evening. I’m very happy to be here.

Interviewer: So, Josie. What are you going to do now you VOCABULARY
are famous? 1 1c 2d 3a 4b
Josie: Well, I was working in a restaurant in Manchester but 2 1 because, as 2 so 3 When 4 because, as 5 so 6 when
now I’m going to open a new restaurant in London.
READING
Interviewer: What kind of restaurant are you going to have?
1 Alyssa and Lily
Josie: I’m not sure, but I’d like to have good food and music.
2 1 his parents 2 another world 3 cycling 4 because it’s
My boyfriend is in the music business, so we wanted to do
expensive 5 every night before she goes to sleep
something together.
6 She thinks it’s brilliant.
Interviewer: That sounds great! Are you going to have live
music? LISTENING
1 A3 B5 C4 D2 E1
Josie: Yes, we are. We can have a stage where the
performers can sing and tables where people can eat. 1, 3
Interviewer: When are you going to do this? 2 1 Film of the Week (Cinema) 2 My Wonderful Cousin 3 £5
4 New Film (Café) 5 chocolate and carrot
Josie: Not till next year. I won fifty thousand pounds so I’m
going to enjoy my life for a few weeks. I’m going to have a Hello and thanks for calling the Film of the Week Cinema.
18
holiday and after that I’m going to start making plans for the The Film of the Week Cinema is the place to come for all the
restaurant. great new films. We are open in the evening with special
sessions on Saturday and Sunday mornings. This week’s
Interviewer: Can you give our audience some advice about
new film is called My Wonderful Cousin. Choose one to
cooking? What is the best way to become a good cook?
hear information about this week’s new film. Choose two
Josie: I think there are three important things. First, you to hear about next week’s new film. Choose three to hear
should always use fresh vegetables, meat or fish. Second, information about the New Film Café. Choose four to talk to
you should practise making different dishes, and finally, one of our assistants. Choose five to buy tickets.
the most important thing is to have fun with cooking. Invite
Thank you. My Wonderful Cousin is about a bored teenager.
your family and friends to try your new dishes and enjoy
Her name is Zoe and she’s thirteen. During the long summer
eating with them.
holidays, she goes to stay with her cousin Lucas in London
Interviewer: That’s good advice! Thank you for coming on and learns to play the guitar. She makes new friends and
our programme today. meets the musicians in a rock band. It changes her life. The
Josie: Thank you. film is on from Tuesday to Friday at 7 pm, and at 11 am at
the weekend. Tickets are £5.
WRITING
1 1 The Voice Kids 2 three 3 Jess 4 The Vamps Thank you. The New Film Café is the perfect place to go
5 Yes, Jenna’s friends before or after a film. The café is at the entrance to the
cinema, so it’s a great place to meet your friends. We offer
coffee, tea, lemonade, orange juice and mineral water. Why
3 Students’ own answers don’t you try one of our delicious cakes? We have chocolate
cake and carrot cake. We also have our fantastic lemon ice
UNIT 18 Magazines and books cream. It’s made in the café with real lemons!
VOCABULARY WRITING
1 1 headline 2 interview 3 advertisement 4 photograph 1 Yes, the writer likes it.
5 cartoon good – great, really interesting, brilliant, fun
2 1c 2d 3e 4b 5a bad – boring
3 1 advertisement 2 review 3 information 4 article 2 Good opinion: amazing, brilliant, exciting, fantastic,
5 cartoon 6 interview 7 headline 8 photograph great, interesting
GRAMMAR Bad opinion: awful, boring, horrible, terrible
1 1b 2d 3a 4c 3 1 loved 2 boring 3 sure 4 should 5 Go
2 1 Shall 2 Why 3 don’t 4 let’s 5 not 4 Students’ own answers
3 Possible answers: 1 Why don’t we have lunch at my 5 Students’ own answers
house? 2 Shall we play football in the park on Sunday?
3 Why not go to the mountains? 4 Let’s have a party on UNIT 19 School can be fun!
Saturday. 5 Why don’t we play computer games at your
house? VOCABULARY
4 How are you? Thanks for your email. Yes, I’m free on 1 1e 2c 3f 4a 5b 6d
Saturday. Lets go to the cinema! Why not seeing the new 2 1 on 2 at 3 park 4 on 5 round 6 show
Hidden Figures film? Shall we to go to the cinema café 3 1 disco 2 museum 3 aquarium 4 sailing 5 river 6 fire
before the film? They have great cakes! Why doesn’t we 7 walk 8 farm 9 show 10 amusement
meet in front of the cinema at 5 o’clock? Is that OK for
you? Why not to call me tonight and we can talk about it? GRAMMAR
1 1 We have to be quiet in class. 2 We have to wear a
5 1 Let’s go to the cinema! 2 Why not see the new Hidden
uniform. 3 We have to start school at 7.30. 4 We have to
Figures film? 3 Shall we go to the cinema café before
go to school on Saturdays. 5 We have to learn Spanish.
the film? 4 Why don’t we meet in front of the cinema
at 5 o’clock? 5 Why not call me tonight and we can talk 2 1 doesn’t have to 2 has to 3 don’t have to
about it? 4 doesn’t have to 5 have to 6 don’t have to

3 1 have 2 have 3 I have 4 have 5 don’t have 3 1 We study together very happily. 2 Be careful with the
6 We have dog. 3 The team was playing very badly. 4 You can
4 1 can, don’t have to 2 can, can 3 doesn’t have to, can’t, find my house very easily. 5 It was my favourite match
have to because both teams played very well. 6 I liked it a lot
because the players played wonderfully.
VOCABULARY
4 1 quickly 2 well 3 carefully 4 happily 5 badly
1 1d 2a 3g 4b 5h 6e 7f 8c 6 loudly
2 1 lessons 2 tests 3 marks 4 textbooks 5 projects
6 notes 7 homework 8 exercises VOCABULARY
1 1 probably 2 quite 3 really 4 really 5 certainly
READING 6 nearly
1 1, 3, 4 2 1 really / certainly 2 certainly 3 nearly 4 quite
2 1 2 3 4 5 6 7 8 5 probably
LISTENING READING
1 1 10.30 2 drinks 3 hat 4 aquarium 5 Thursday 1 1 than 2 the 3 our 4 to 5 when / after 6 because / as
You will hear a teacher telling his class about a school trip. 2 1 A hotel near the beach or in the mountains.
19
Teacher: Right class, I’m going to talk to you about the 2 He’s teaching them to climb. 3 She helps her with her
school trip next week, so please listen carefully. As you homework. 4 She’s an engineer. 5 She makes pasta for
know, we’re going to Ireland. Ireland is a beautiful country all the family when they’re busy.
and I’m sure you’re all going to have a brilliant time LISTENING
there. You need to get to the airport at eight o’clock in the
1 Sunday
morning, because our flight leaves at half past ten.
2 1f 2e 3c 4b 5a 6d
Lots of people have asked me, ‘Do we need to bring
anything for the journey?’ and the answer is, yes, you do. 3 1 2 3 4 5 6
The journey is quite long, so you should bring something to Teacher: OK, so who’s next to tell the class about their
20
eat, like crisps or fruit. Oh, and don’t forget to bring drinks, family? Um, Mason. It’s your turn.
too. Water or juice is better than cola. Mason: Thanks, Miss Harris. Good morning, everyone. I’m
Now, what clothes do you need to pack? You should bring going to talk about my family. I live with my parents, my
comfortable clothes and trainers, as you’re going to do a lot grandmother and my two sisters. My mother’s called Sam.
of outdoor activities. It can be quite sunny at this time of year She’s forty-two years old. She’s a doctor. She works very
in Ireland, so please remember to bring a hat, too. You don’t hard during the week and sometimes on Saturdays, so I
need to bring your uniform, so please leave that at home. only see her in the evenings or on Sundays. My father’s
Last week, we gave you a timetable of activities for the called Matthew. He’s forty-one years old. He’s a writer. He
trip, but this has changed. Unfortunately, we can’t visit the writes books for children and he works at home. I often
museum on Saturday afternoon because it’s closed. We’re help him make the dinner and I love his stories. My older
going to visit the aquarium instead. Remember, we return sister’s called Katie and my younger sister’s called Natalie.
from Ireland on Tuesday. You don’t have to come to school Natalie’s nine and Katie’s sixteen. Natalie loves dancing and
on Wednesday because you’ll be tired, so I’ll see you all sometimes we go to watch her in class on Friday evenings.
back here on Thursday. Katie is very intelligent and studies very hard. She is
always in her bedroom with her books. My grandmother’s
WRITING called Anita. She’s sixty-three. She’s a wonderful person.
1 1, 2, 3, 5, 9 She always teaches me lots of things. She’s interested in
2 Students’ own answers everything. We talk about music and physics, cooking and
3 Students’ own answers sport, and history. In the evenings, she often goes out with
her friends, but she always makes a wonderful lunch for all
UNIT 20 Families the family on Sundays. Oh, and there’s one more member
of our family: George, my uncle. He’s an actor and he’s forty
VOCABULARY years old. He often comes to stay with us for the weekend
1 Across: 1 grandson 2 aunt 3 granddaughter 4 husband because he lives in the city but he likes coming to our village
6 wife 7 grandmother 10 uncle to relax.
Down: 1 grandfather 5 niece 8 nephew 9 cousin WRITING
10 grandparents 1 1 than 2 in 3 because 4 me 5 don’t
2 grandchild 2 1 My aunt lives quite near my house. 2 She has got really
3 1 old 2 young 3 beautiful 4 dark 5 slim long hair. 3 She is almost as old as my mother.
6 good-looking 7 fair 8 tall 9 pretty 10 blonde 4 I certainly enjoy seeing her.
11 short 3 Students’ own answers
4 1 dark 2 slim 3 young 4 tall 5 short 4 Students’ own answers
GRAMMAR
1 1 badly 2 noisily 3 hard 4 carefully 5 quickly
6 happily 7 easily 8 well 9 fast 10 quietly
2 1 hard 2 badly 3 fast 4 loudly 5 well 6 slowly

STUDENT’S BOOK AUDIOSCRIP T S
Starter Unit, Student’s Book page 10 Unit 2, Student’s Book page 18

02 16
1 Man: Are there any rulers on the tables? Maddie: Hello everyone, it’s me, Maddie! Welcome to
2 Man: Is there a teacher in the room? another video. Don’t forget to click the ‘like’
button if you enjoy watching it!
3 Man: Are there any bags on the floor?
Today I’m talking about my morning routine on
4 Man: Is there a yellow bag under the teacher’s table?
a school day. OK, so … my alarm goes off really
5 Man: Are there any pencils on the floor? early – at half past six. I wake up and turn on
my phone. I always check my messages in the
Starter Unit, Student’s Book page 12 morning. I get up at about a quarter to seven and
07
go downstairs for breakfast. I sometimes have
1 Woman: It’s the first of March. toast and butter, but I’m having cereal and fruit
2 Woman: It’s the twelfth of October. today! It’s healthy and tastes great.
3 Woman: It’s the eighth of May. At about seven o’clock, I go upstairs to wash my
4 Woman: It’s the twenty-fifth of February. face and clean my teeth. I don’t usually have a
5 Woman: It’s the twenty-second of July. shower in the morning. I prefer to do that in the
evening.
6 Woman: It’s the thirty-first of December.
Then at about a quarter past seven, I choose
7 Woman: It’s the third of April. my clothes and get dressed. I usually wear my
8 Woman: It’s the eleventh of August. uniform, but I’m not wearing my uniform today.
We’ve got a trip this afternoon, so at the moment
Unit 1, Student’s Book page 17 I’m wearing my favourite T-shirt and a pair of
14
black jeans.
Interviewer: Hi, Marco. Can you describe your sport for
After I get dressed, I brush my hair. Then I tidy my
me, please? Is it a team sport?
room and check the time. It’s usually about 7.30.
Marco: OK. Yes, it’s a team sport and there are four Time to prepare my school bag! Today I’m not
players in each team. The players are on taking many books with me!
horses. It’s a bit like polo – in polo the players
At twenty to eight, I put on my shoes, and I’m
also ride horses.
ready to go to school. OK, I’m leaving the house
Interviewer: So, do the players use sticks or bats to hit a now. Bye. See you later!
ball, like polo too?
Marco: No, they don’t use sticks, they use their Unit 2, Student’s Book page 21
21
hands to pass the ball from one person to
another. In fact, players can only use their Alice: Hello, I’m Alice Brown and you’re listening to Radio
right hand to pass the ball. Gold. Today we’re talking about getting up in the
Interviewer: That sounds difficult! What does the ball look morning. For some people, it’s really difficult! So,
like? Is it small? are there ways to make it easier? Well, I’m at Wilton
School to find out. With me are some students
Marco: No, it’s not very small. It’s unusual – it’s got from class 3B. Now, can I start with you? Tell me
six handles. about your routine. What’s your tip for a perfect
Interviewer: Ah, that makes it a bit easier to pass. So the morning?
players hold the ball by one of the handles? Girl 1: Well, my alarm clock goes off at seven and I leave
Marco: Yes, that’s right. the house at half past. My tip is that when your
Interviewer: And one player takes the ball off another alarm goes off, get up immediately. Don’t lie in bed
player by the handle? checking your messages! Open the curtains and
Marco: Yes. make the room really bright. That will wake you up
and make you feel good.
Interviewer: How do the players score goals?
Alice: Thanks! And what’s your tip?
Marco: There’s a net at each end of the field. It’s
bigger than a basketball net and players Boy 1: Well, before I have my shower or have my
throw the ball into it to score a goal. breakfast, I do some exercise. I do some star jumps,
or maybe a bit of yoga. I never feel tired after that.
Interviewer: Wow, and I’m sure the horses are moving
fast. Alice: OK, sounds good. And do you have another tip for
us?
Marco: Yes, they are! The players need to be good
at passing the ball and excellent horse riders Girl 2: Yes! My favourite tip is to put your alarm clock on
too. But it is fun to play. the other side of the room. I always do that! If it’s
next to me, I switch it off and go back to sleep.
Interviewer: So, what’s the name of the sport?
Marco: Oh, yes sorry. It’s called Pato.
STUDENT’S BOOK AUDIOSCRIPTS 265

Alice: Great. And what about you? Interviewer: Wow! I get tired just listening to your day!
Boy 2: I get up at about seven and have a shower. Then What do you do at weekends?
I tidy my room and go downstairs for breakfast. Martha: Uhhh … Not much. I have competitions at
I always have some orange juice and that really the weekend.
helps me to wake up! Interviewer: Well, let’s hope we see you in the Paralympic
Alice: OK, well that’s easy. And how about you? Games one day.
Girl 3: Well, my tip is to have a cold shower in the Martha: I hope so!
morning. The first time you do it, it’s quite difficult, Interviewer: That’s all the time we have today. Many
but it makes you feel amazing. Then have a good thanks for joining us Martha and good luck to
breakfast after your shower and it’s the perfect you.
start to the day.
Martha: Thank you.
Alice: Ooh, I’m not sure about that one! But thank you.
OK, we’ve got time for one more. Tell me about Unit 3, Student’s Book page 25
26
your tip.
Boy 3: Well, when I’m having my breakfast, I always do a Mia: That was fantastic. I really loved it. It’s her new
puzzle. Sometimes it’s a Sudoku and sometimes a album, right?
crossword. It makes me think hard and after that, I Jason: Yes, it is. And I think it’s her best album. What other
don’t feel tired any more. types of music do you like?
Alice: That’s a really unusual idea! Well thanks everyone Mia: Well, I love listening to rap and jazz. We often listen
for your excellent tips. And we’d love to hear more to jazz at home. My parents and my older brother
from our listeners. Just send a text or email to ... like it.
[fade] Jason: Really? Jazz is ok, but it’s not my favourite type
of music. I like rock and hip-hop best. I don’t like
Culture: The Paralympic Games, Student’s Book page 23
23 listening to opera. But my parents love it! They
listen to it all the time.
Interviewer: Welcome back to our show Young Athletes.
Today we are talking to eleven-year-old Mia: Well, I think a lot of older people like classical
Martha Dirksen. How are you Martha? music, but it’s not so popular with young people.
Martha: I’m fine, thanks. It’s nice to be here. Jason: Some like it. My sister plays the violin in an
orchestra and in a band. So she likes playing
Interviewer: So Martha, you love playing tennis, right?
classical music and rock.
Martha: I do! I practise almost every day. There’s a
Mia: Oh, I’d love to see her play. Tell me when she’s got
court near my school.
her next concert.
Interviewer: Martha is a special tennis player. Martha
Jason: Ok. We can go together.
plays wheelchair tennis, and she dreams of
being in the Paralympic Games one day. Isn’t Mia: Great! Can you play the violin?
that right, Martha? Jason: No, I hate playing the violin. I tried but it’s so
Martha: Yes, that’s right. difficult!
Interviewer: Is it difficult to play wheelchair tennis? Mia: So what’s your favourite instrument then?
Martha: Well, I’m used to it but, yes, it is difficult Jason: Well, I really love playing the electric guitar. It’s a
sometimes. great instrument. I like playing the keyboard as
well. What about you?
Interviewer: To play wheelchair tennis, players need to
move their wheelchairs quickly on the court Mia: My favourite instrument is the saxophone … I love
and hit the ball too! playing the saxophone. I quite like playing the
piano, too.
Martha: You do make it sound difficult.
Jason: What about the drums?
Interviewer: Do you have any sports heroes, Martha?
Mia: No way. I hate listening to the drums – they’re too
Martha: Yes! I think David Wagner is amazing! He has
loud – and I certainly don’t want to learn to play
lots of medals.
them!
Interviewer: True. David Wagner is from the United States
Jason: I agree! So it’s your turn to choose an album. Which
and he is one of the best wheelchair tennis
one do you want to play?
players in the world.
Mia: How about this?
Martha: He is! He’s a really strong player. He gets up
early every day to play tennis. Unit 3, Student’s Book page 27
30
Interviewer: How about you? Do you get up early every
day to play tennis? Emma: Hi Shona. Great to hear from you.
Martha: Well, l get up at half past six to get ready Shona: Hi Emma, so tell me about your first week at the
for school. I have breakfast at eight o’clock music school. Do you like it?
and then I take the bus to school. After Emma: Yes, it’s fantastic. It’s so different from our old
school, I have tennis practice on Mondays, school. We have lessons in the mornings, but
Wednesdays, Thursdays and Fridays. I they’re all about music. And then in the afternoon
usually get home at about five o’clock. we have school lessons like maths.
266 STUDENT’S BOOK AUDIOSCRIPTS

Shona: What do you do in the morning lessons? Do you Conversation 4
learn to play different instruments? Girl 1: Where were you on Saturday?
Emma: Yes. You can choose two instruments, and then you Boy 1: I was at my sister’s wedding.
learn them for the first year. I’m not sure what to
Girl 1: Oh, wonderful!
choose. I love playing the electric guitar, so maybe
the guitar and … the keyboard. Boy 1: Yes, it was a really lovely day. There was music and
dancing, and the food was really good.
Shona: Yes, and then you can play your songs – and sing
them too. Conversation 5
Emma: And record an album! Boy 2: Where were you yesterday afternoon? You weren’t
in class.
Shona: Do you only do music in the mornings?
Girl 2: I was in a football match.
Emma: No, we learn about the history of music too, but
that starts next week. I can tell you about that next Boy 2: Really? Was it good?
Friday. Girl 2: No, it was terrible. Usually I love playing with my
Shona: Lucky you! I want to be at music school, but my team, but yesterday it was horrible! I hate losing!
mum and dad can’t pay for me. Conversation 6
Emma: This music school is free! Boy 3: Where were you last night? You weren’t at the
Shona: Really? What’s the name of the school? party.
Emma: It’s called The Clarke School. That’s C-L-A-R-K-E. Girl 3: No, I was at home – I wasn’t very well. Was it fun?
Shona: Right … C-L-A-R-K-E. Boy 3: Yes, it was. It was great. Hope you can come next
time!
Emma: You play in a band, Shona. You can come here too!
Ask your parents to phone the school. Unit 4, Student’s Book page 31
35
Shona: Wow! Ok. What’s the phone number?
Emma: 0-1-5-7-2 3-double 9-6-8-7. 1 What was Bella happy with at the party?
Shona: 0-1-5-7-2 3-double 9-6-8-7. Ok. Got that. And Boy 1: How was the party Bella?
what’s the name of the head of the school? Bella: It was OK. The food was excellent, but the music
Emma: The head’s name is Ms Phillips. That’s P-H-I-double wasn’t great.
L-I-P-S. Boy 1: Oh, what a shame!
Shona. P-H-I-double L-I-P-S. Ok great. My parents can Bella: Yes. And there weren’t many people there.
phone tomorrow. 2 Where is Kyle’s ticket?
Emma: Oh, and here’s the email. They can email as well. Girl 1: You look worried Kyle. Are you OK?
It’s info-at-clarke 4, as the number, music-dot-com
Kyle: I can’t find my ticket for our trip to the theme park
Shona: info-at-clarke4music-dot-com. Ok. Thanks, Emma. tomorrow. It was in my bag this morning, but it’s
Emma: Good luck! not there now. And it’s not on the classroom floor.
Girl 1: What about your jacket pocket? Maybe it’s there.
Unit 4, Student’s Book page 28
31 Kyle: Of course – that’s it! Thanks!
Conversation 1 3 What was the weather like?
Boy 1: Were you and your brother at the football match Boy 1: Was the weather good for your camping trip?
on Saturday? Girl 2: I’m afraid not! There was no rain, but there was a
Girl 1: No, we weren’t. We were at a theme park. It was his lot of wind.
birthday. Boy 1: Oh, that’s a pity!
Boy 1: Wow, awesome! I love theme parks. Girl 2: I know. But at least it wasn’t cold.
Girl 1: Yes, it was amazing. I can’t wait to go again. 4 How much was the boy’s T-shirt?
Conversation 2 Girl 2: I really like your new T-shirt. Was it expensive? They
Girl 2: Were you at home yesterday? usually cost a lot when you buy them at concerts.
Boy 2: No, I wasn’t. I was out with my family. We were at a Boy 2: Not really. It was £10.
barbecue near the beach. Girl 2: That’s amazing! T-shirts like that are usually £15 or
Girl 2: Was it fun? more.
Boy 2: It was OK. The weather wasn’t great. It was a bit Boy 2: I know. My brother’s got one that was £25!
cold. And there weren’t many people there. 5 Where was the girl on Saturday?
Girl 2: How was the food? Boy 2: Where were you on Saturday? You weren’t at home
Boy 2: It was fine. Nothing amazing. at 2 pm.
Conversation 3 Girl 2: No, sorry. I was shopping in town with my parents.
Boy 3: How was your weekend? Were you at the festival? Boy 2: Oh, I hate shopping. I like having fun with friends or
Girl 3: Yes, I was. I was there with a few of my friends. It playing sport at weekends.
was brilliant! The weather was perfect and all the Girl 2: Me too. Let’s play tennis together next Saturday.
bands were fantastic.

Life skills: Reaching agreement, Student’s Book page 32 Mona: Oh wow – new drums! I’d love to see them. But I
37
can’t come tonight, sorry. I need to practise for the
Lola: Hi, Daisy! Hi Oscar! What’s up? What are you doing? school concert.
Oscar: Hello Lola! Well, it’s Michael’s birthday next Boy 2: Are you learning a new song on the guitar?
weekend. We’re deciding what to do. Mona: It’s for the piano, actually. I’m not very good yet!
Daisy: We want to get him a present and organise a 3 What is Finley’s brother doing?
surprise party.
Girl 1: Hi Finley. Is your brother at home? I need to ask
Lola: Great idea! Can I help? him something about the volleyball match.
Oscar: Sure! Brilliant! Finley: I’m afraid he’s sleeping.
Daisy: OK, let’s see. The first thing we need to decide is Girl 1: What? But it’s ten o’clock.
the day. What do you think?
Finley: I know. He never gets up early at the weekend. He
Oscar: I think it’s a good idea to have the party on Sunday usually has his breakfast at about midday.
night.
4 Where were they in the morning?
Lola: Sunday night? Hmmm … I disagree. We have an
Boy 1: What a great morning! Thanks for coming with me.
important maths exam on Monday morning. Maybe
another day is better. Girl 2: No problem. It’s a brilliant pool. I love swimming
there.
Daisy: I agree. Sunday is not a good day. I think Saturday
afternoon is a better idea. Boy 1: Me too. But I’m hungry now. Shall we get some
lunch at the café?
Lola: Me too!
Girl 2: OK. And then let’s go home. I’m really tired!
Oscar: OK, fine. Saturday it is.
5 What does the girl want to have for dinner?
Daisy: Right. The next thing we need to decide is a
present. Girl 1: What’s for dinner Mum? I hope it’s not fish again.
Lola: How about a basketball shirt? Mum: It’s rice with vegetables. Don’t worry – it’s really
nice.
Daisy: That’s an awesome idea Lola!
Girl 1: Ohh! Can’t we have pasta with tomato sauce?
Oscar: Sorry, but I don’t agree. Michael has a lot of sports
clothes. I think it’s a good idea to get him a CD, or a Mum: Maybe tomorrow. Now come and help me with the
book. vegetables.
Lola: OK. I think a CD is a better idea than a book. Girl 1: OK.
Oscar: I think that a CD is perfect. Michael loves listening Unit 5, Student’s Book page 36
to music. 40
Daisy: Can we get both? A CD and a book? Women in History.

Oscar: That’s a great idea! 1 Man: Cleopatra, Queen of Egypt and the last pharaoh,
Daisy: Let’s see. Now we just need to think about the died in 30 BCE.
friends to invite and the cake! 2 Man: Marie Curie received the Nobel Prize in chemistry
Lola: We can buy a cake in the shop opposite the school. in December 1911.
Oscar: Hey! I have a better idea! 3 Man: Valentina Tereshkova travelled into space on the
16th of June 1963.
Daisy: What?
4 Man: Amelia Earhart crossed the Atlantic Ocean, alone,
Oscar: I can make a cake – I love cooking!
by plane in 1932.
Lola: You do? Well, that solves that problem! Sorry,
5 Man: Coco Chanel opened her first shop in Deauville,
Daisy, sorry, Oscar, I have to go. I need to help my
France in the 20th century.
mum.
6 Man: Frida Kahlo painted her self-portrait with parrots
Daisy: Ok! Thanks for your help. Let’s call Michael’s
in 1941.
parents to tell them the plan.
7 Man: Serena Williams played her first match at
Oscar: Great idea, Daisy. See you in class tomorrow! Bye!
Wimbledon in 1998.
Review 1: Units 1-4, Student’s Book page 35 8 Man: Junko Tabei climbed Mount Everest on the 16th of
38
May 1975.
1 What time do they agree to meet? 9 Man: J. K. Rowling published her first Harry Potter book
Girl 1: Does the tennis match start at two thirty in June 1997.
tomorrow? 10 Man: Ella Fitzgerald recorded her first song in 1936.
Boy 1: Yes, but we need to be at the tennis club at two o’
clock. Unit 5, Student’s Book page 39
44
Girl 1: OK. So ... I leave home at one o’clock … see you at
Dave: And welcome to Living History: I was there! My
the bus stop at half past one?
name is Dave Brown and today’s caller is Janet
Boy 1: Perfect, see you then! from Manchester, in the north-west of England. Hi
2 Which instrument does Mona need to practise tonight? Janet.
Boy 2: Can you come to my house tonight Mona? I want to Janet: Hello Dave.
show you my new drums!

Dave: So Janet, tell us about the moment in history you Joe: No. I called the museum and asked for a job. At first,
remember. they said no, but I tried again, and they said yes!
Janet: Well Dave, I remember something that happened Girl: Wow! Well done Joe – that’s brilliant!
in the 1960s. I lived with my mum and dad and
older brother in a flat in the city. There were no Culture: Saturday jobs, Student’s Book page 45
52
computers, or mobile phones in those days, you
know. There were televisions, but only black and Olivia: Hey Dad. Can I ask you something?
white ones. Dad: Sure. Go ahead.
Dave: What do you mean Janet, black and white ones? Olivia: I’m thinking of getting a Saturday job.
Janet: I mean the televisions only showed black and Dad: Really? Why’s that?
white films and programmes; there was nothing in Olivia: Well, it’s good experience, and I can earn some
colour! extra pocket money.
Dave: That’s not like today, Janet! Dad: Sounds good to me. What ideas have you got?
Janet: I know. You didn’t know what colour people’s Olivia: Mrs Wilson needs someone to help in the garden.
clothes were, or anything like that! Anyway, the
day I want to tell you about was in 1967. It was Dad: You have experience helping us in the garden and
the day colour televisions arrived in the shops. My you’re good with plants. She has a big garden
dad wanted to get one of the first ones. So he and I behind her house, right?
waited outside the shop early in the morning. Then Olivia: Yes, she does. The only problem is she needs
when it opened, we hurried in to buy one. My dad someone on Saturday mornings, and I have piano
and uncle carried it back to our flat in its box. It lessons then.
was big and heavy, and it was hard work for them Dad: Hmmm. Any other options?
to carry it up the stairs to the flat. We were all so Olivia: Well, there’s a job offer in the newspaper for
excited. When everything was ready, Mum turned someone to do a paper round.
on the TV, we waited and then – there was the
picture … in colour! Dad: Where?
Dave: A great moment! Olivia: In the town centre.
Janet: Yes, and the first programme we watched was Dad: Do you have any experience for a job like that?
tennis – green grass, white balls – it was fantastic. Olivia: No, not really. I don’t have any experience, and I
Dave: And now everything we see on TV is in colour, and haven’t got a bike.
we don’t think about it. Dad: How about dog-walking? My friend Daniel’s son
Janet: Yes, I know. Things change so fast. walks dogs in the park.
Dave: Well, thank you Janet for sharing your memory Olivia: Really?
with us. Dad: Yes, I see him on Saturday afternoons. He’s always
Janet: Thank you Dave. Bye. there with three or four small dogs.
Dave: Goodbye Janet. Olivia: That sounds like a lot of dogs!
Dad: Well, you’ve experience walking our dog and it’s
Unit 6, Student’s Book page 43 bigger than the dogs Robert walks. Speaking of
49
walking dogs, it’s time for you to take Pongo for his
Girl: Hi Joe. How was your job last week? walk.
Joe: It was great. I loved it. Olivia: OK Dad. Can you call your friend for me?
Girl: Where did you work? Dad: Of course!
Joe: I worked in the museum.
Girl: Oh no! That sounds boring. 54
Joe: It wasn’t boring, it was fun! Callum: How was your summer holiday, Lottie?
Girl: Really? What did you do all day? Lottie: It was brilliant, Callum! We went camping and
Joe: I worked in the museum shop. I talked to the stayed at a really nice campsite in France. We
customers. I helped them find things to buy, and I could walk to the beach in five minutes! My friend
answered their questions. Annabel came with us and we swam in the sea
Girl: What time did you start? every day and rode our bikes. I didn’t want to
leave!
Joe: I started at eight o’clock in the morning. The shop
didn’t open until nine, but we needed to get things Callum: Did you get up early every day?
ready. Lottie: Of course not! We got up late and we went to bed
Girl: How did you travel to work every day? Did you go by late. We had a really good time. We lay on the
bus? beach and did lots of water sports too.
No, I didn’t. I walked. The museum is quite close to Callum: Did you take any photos?
my house. Lottie: Yes, I did. I took hundreds of them! Look, here’s
Girl: Oh, I didn’t know that. And how did you get the job? one.
Did the school find it for you? Callum: Wow, that’s good!

Lottie: Thanks! My parents gave me a new phone before park down the road. I can walk there in five
the holiday. It’s got a great camera. What about minutes. There’s this amazing tree right on the
you Callum? How was your holiday? Where did top of the hill, and there’s usually no one around.
you go? I like sitting under the tree and writing my diary
Callum: It was awesome! I went to Istanbul, in Turkey. We every day. The sound of the wind in the trees is
stayed at a little hotel in the city. brilliant. It helps me remember everything about
my day. No one else reads my diary. Only me.
Lottie: Really? What did you do?
Jo: Hi, I’m Jo. Yes, I’ve got a favourite place. It isn’t
Callum: We went sightseeing every day. I saw some really
in the house though and it isn’t outside. It’s in
interesting places.
the garage! We don’t have a car, so my mum and
Lottie: Oh no, I hate sightseeing! dad let me use the garage for my music. I started
Callum: What? It’s the best thing about holidays! playing the guitar when I was six and that’s what I
Lottie: Well – I don’t think so! Anyway – what was the do in the garage. And sometimes I sing. I write all
weather like? my own songs, but I don’t like anyone listening to
them. It’s quite comfortable. There’s an armchair
Callum: It was fine. There was just one day when it rained,
in the corner and I’ve got pictures on the walls. It
and we changed our plans for the day.
really is my favourite place.
Lottie: And what about shopping? Did you buy me a
present? Life skills: Safety at home, Student’s Book page 55
67
Callum: Of course I bought you a present.
Lottie: Really? What is it? Teacher: OK everyone, come in and sit down, please.
We have a special visitor today. This is Marina
Callum: It’s Turkish Delight. It’s a kind of sweet. Armstrong. She’s a firefighter and she’s here
Lottie: Oh great, I love sweets. Thanks, Callum. Er, to talk to us about being safe at home. Let’s
Callum – the box is open! give her a warm welcome.
Callum: Oh … yes … sorry, Lottie! But I only ate one, I Firefighter: Thanks very much. It’s great to be here at
promise! your school. OK, your teacher wants me to
talk to you about the dangers of fires at home
Unit 7, Student’s Book page 49 and burns. Let’s start. What are these? Yes?
59
Boy 1: Matches and a lighter.
Marion: This happened six months ago. I went to
Scotland for a holiday with my family. We went Firefighter: Yes, that’s right. Please remember that it is
to a small island and it took a very long time to not a good idea to use matches or lighters
get there! We left home in the evening and took a when there isn’t an adult at home. Using
taxi to the train station. First, we bought a ticket. things wrongly can start home fires, and fires
Then we got on the train. It was a special train are dangerous, so please be careful. Who
with beds and we slept really well. Anyway, we knows what this is? Yes?
arrived in Scotland in the morning. We had some Girl 1: A fire extinguisher.
breakfast and then we got on a coach. I sat next Firefighter: We can use fire extinguishers to stop fires. In a
to my brother. He ate sweets and listened to loud moment, I’m going to teach all of you how to
music all the way! When we got off the coach, use it.
we got onto a boat. I enjoyed it, but my brother
Girl 2: Awesome!
didn’t feel very well. Mum said it was because
of all the sweets. Then, when we arrived at the Firefighter: Remember, it’s a good idea to have a fire
island, we caught a bus to our hotel. It’s funny – extinguisher at home. If you don’t have a fire
We now know there’s an airport on the island and extinguisher, it’s important not to panic, but
you can fly there! Next time we’ll do that. to stay calm and try to put out the fire with
a wet towel. Another accident we see a lot –
Unit 8, Student’s Book page 53 burns.
65
Teacher: What can burn us at home? Yes?
George: Hi, my name’s George. You asked me about my Boy 2: Hot tea … or soup!
favourite place. That’s a difficult one. Let me
explain. I don’t really have anywhere of my own Firefighter: That’s right. Yes?
because our flat’s too small, and we don’t have a Girl 1: What about irons? They get hot.
garden. I share a bedroom with my brother, so I Teacher: You’re right! You need to be careful with hot
don’t get much time to myself. But when he goes irons. Anything else?
out or goes to play with his friends, I can be alone Boy 1: Uhhh … heaters?
in our bedroom, and at those times the bedroom
is my favourite place. I put all the cushions on my Firefighter: Yes, good one. Some heaters can burn you,
bed, lie there and read. What do I like reading? and putting wet clothes on heaters can start
Well, mostly stories and sports magazines. fires. You need to be careful when the cooker
is on too! It can get very hot. If your parents
Abby: Hello, I’m Abby. My favourite place – hmmm let are not at home and something happens, you
me think … can ring someone for help. It’s good to have
OK, don’t laugh – my favourite place isn’t emergency numbers next to the phone or on
anywhere inside the house. It’s outside, in the your mobile phone.

Teacher: Very interesting information indeed. Does Girl: No, I don’t know where the list of websites is.
anyone have any questions? Have you got it?
Girl 2: Can I use the fire extinguisher now? Boy: Yes, in my homework diary. Anyway, look at this
site. These are the shoes I like. And they’ve got
Unit 9, Student’s Book page 61 my size.
74
Girl: Well, buy them quickly. Then we can find the
Henry: Hi, my name’s Henry, and I’ve got this excellent website for school.
idea. What have most people got lots of in their
homes? Newspapers and magazines! Well, we 5 A teacher is talking to the class about a school trip. What is
have anyway. My dad wanted to throw them he telling them to do?
away, but I stopped him. I cut them up and Teacher: So, class, please don’t forget about tomorrow’s
made a jacket. It looks really great. I even have trip. Make sure you arrive at school at the usual
something to read when I’m bored. time. It’s warm at this time of year and you
Molly: Hello, my name’s Molly and I know my idea’s usually wear T-shirts and shorts, but it isn’t
brilliant. It just is! There’s something I love eating, warm by the lake so don’t forget to bring a
and one day, I thought, hey yes, I can make jacket.
jewellery from it, so I did. I made a really pretty
Culture: Shopping, Student’s Book page 67
little necklace and everyone liked it. But I didn’t 81
think about the weather. It was a really hot day,
Gemma: Hi. My name’s Gemma. We’re doing a shopping
and it started to get soft … so I ate the necklace.
survey in class. Can I ask you some questions?
Oh, I didn’t say. The necklace was made of …
chocolate, of course! Leo: Sure.
Lauren: Hi, I’m Lauren. My idea is just so clever. It’s clothes Gemma: OK, first of all, what’s your name and how old are
made of money. Yes, money! Notes are best you?
because they’re light and quite big. I made some Leo: My name’s Leo and I’m thirteen years old.
shorts from notes, and they looked really cool. Gemma: Great. Thanks. Now, let’s see. Where do you
But I was out with my friends, and we didn’t have normally shop?
enough money for the cinema, so I used some
Leo: I like going to small shops, but I normally go to
from my shorts. It was really funny.
the shopping centre at weekends.
Unit 10, Student’s Book page 65 Gemma: Why do you go to the shopping centre?
79
Leo: I like meeting my friends there and I like window
1 Two friends are talking at the shopping centre. Why is the shopping.
boy at the shopping centre? Gemma: Perfect. OK. Last question. What do you usually
Girl 1: Hi, Chris. What are you doing here at the buy at the shopping centre?
shopping centre? You usually do all your Leo: Hmmm. I haven’t got a lot of pocket money and I
shopping online. don’t usually spend a lot of money. I sometimes
Chris: Well, not today. I need to go to one of the shops buy a music magazine or some sweets.
here. Gemma: Thanks for your time, Leo.
Girl 1: Why? Do you need to look at something in the Leo: No worries. Bye.
computer shop?
Gemma: Bye.
Chris: No. My computer’s fine, but I read there’s a
great new clothes shop here. Gemma: Hi Mum! Can I ask you a couple of questions for a
survey?
2 A boy, Adam, is talking about shopping. What did he buy?
Mum: Ok. Go ahead.
Adam: Guess what? I was in the market yesterday
doing some shopping for my mum. She wanted Gemma: I know your name and how old you are.
me to buy some fruit and some bread. I got the Mum: Yes, you do.
bread first and then on the way into the fruit Gemma: Next question. Where do you normally shop?
shop, a dog jumped up, took the bread in its Mum: As you know, I love going to the Farmers’ Market.
mouth and ran away! I go on Mondays, Wednesdays and Fridays.
3 A woman is talking to her daughter about a present for her Gemma: Why do you go to the Farmers’ Market?
son, Matt. What is the present?
Mum: Well, I like helping local farmers and the prices
Mum: Emily, when you go to the shops today, please are good.
can you collect Matt’s birthday present for me?
It’s not very big, so you can put it in your school Gemma: OK. Last question. What do you usually buy at
bag. He has lots of jumpers, but this one is the Farmers’ Market?
different. I hope he likes it. Mum: I always buy fresh fruit and vegetables. I
Emily: OK Mum. Where do I need to go? sometimes buy cheese. Your dad loves the
cheese from the market.
4 Two friends are talking at one of the friend’s houses. What
is the boy doing? Gemma: Me too!
Boy: Did you find that information for our history Mum: That’s true!
project? Gemma: Thanks Mum.

Mum: That’s OK. Now, can you help me do the washing Andy: He asked a friend for advice and then bought it
up, please? online. It was cheaper than buying it in a shop.
Ella: Really? How much was it?
85 Andy: £250. There were cheaper ones, starting at
Boy: Hi, Nadia. Listen, I’m going to a street food festival £150. The most expensive ones were over
with my family. Do you want to come with us? £2,000!
Nadia: Of course! You know I love food! But when is it? Ella: Wow, that’s a lot! And has it got everything you
We’re away on holiday from the 3rd to the 16th of need?
July. Andy: Almost. I can print on the printer downstairs,
Boy: That’s OK – it’s next weekend, Saturday and and I don’t need a mouse. But I’d like to get a
Sunday. It’s the 28th and 29th of June. We want to better camera for it.
go on Sunday. Ella: Good idea. So what do you use the computer
Nadia: OK. I can ask my mum. Do we need tickets? for?
Boy: Yes, you can get them from the festival website. It’s Andy: Most things. I can’t play my computer games
www.foodzone.com. That’s F-double O-D-Z-O-N-E. on it, though. It hasn’t got enough memory.
But I do my homework on it, and chat to my
Nadia: Got that, thanks. Do you know how much the friends on the internet.
tickets are?
Ella: So you’re happy with it?
Boy: Well, for adults it’s £10, but it’s cheaper for us
because we’re under 16. We pay just £8.50. And we Andy: Very! It’s got a nice big screen and the
get three plates of food for that! Each plate of food keyboard is really comfortable to use. But the
after that is £2.50. speakers are the best thing about it. My music
sounds great on them!
Nadia: Fantastic! And what time is it on?
Ella: Brilliant!
Boy: Let’s see ... It opens at nine thirty in the morning.
Nadia: Oh no, that’s too early! Life skills: Writing a blog, Student’s Book page 76
93
Boy: I agree! And it closes at midnight. My parents want
to go at about two o’clock. Is that OK for you? David: Hello Mrs Wilson. Uhm, is Katie home?
Nadia: Yes, I think so. I need to check with Mum first. Katie’s mum: Oh, hello David, nice to see you. Please
Where is it? come in. She’s in the living room working on
her blog. She’s waiting for you.
Boy: It’s in the market square on Green Avenue. Two
buses go that way – the 74, and the 89. The 74 is David: Thanks, Mrs Wilson. Hiya Katie. Katie? Katie?
easier for me because it stops outside my house. Katie: Ah, oh, hi David. Sorry! I’m working on my
Nadia: That’s good for me too. I’ll speak to my mum and blog.
call you back. David: Great! How’s it going?
Boy: Sure, no problem. Speak to you later Nadia. Katie: It’s going well.
David: Is it easy to do?
86 Katie: Yes, for someone like you! You’re good at
Girl: Excuse me, what are you selling? using computers, David. To start a blog, all
you have to do is choose a platform, a title,
Seller: It’s called paella. It’s from Spain. It’s made with a design and a topic, and you’re ready.
seafood, rice, vegetables and chicken.
David: Wow! That sounds OK! You’re not posting
Girl: Oh. What’s it like? your address on your blog, are you?
Seller: It’s wonderful! Would you like some? Katie: No, it isn’t safe to post personal information.
Girl: Yes please. How much is it? David: Phew! Is your blog about music? I know you
Seller: It’s £4.50 for a small plate or £6.00 for a large plate. like music.
Girl: I’ll have a small plate, please. Katie: No, it’s not. I like music but my blog is about
Seller: That’s £4.50, please. cats. Look, I’m going to post some photos of
Girl: Here you are. my cousin’s cat.
Seller: Thanks. I hope you enjoy it! David: It looks good. I like the design and the
colours. Um. Yeah. Cute cat. I don’t like cats.
Unit 12, Student’s Book page 75 Is it difficult to organise your ideas?
91
Katie: A little! That’s why I have a notebook here
You will hear Ella asking her friend Andy about his new next to the computer. Look at my list of
computer. posts. I’m going to write a post about my
Ella: Nice new laptop, Andy! When did you get it? neighbour’s cat soon. I have a video of my
piano teacher’s cat too.
Andy: Yesterday. My old one broke a month ago and
last week, Dad agreed to buy me this. David: Hmmm, more cats? You can do a blog post
on my dog or my hamster when you want!
Ella: Where did he get it? I need a new computer
too. Katie: No, sorry David, only cats!

David: OK, OK, I get it. Do you want a lot of people 5 Listen to a girl talking about a party. What did she like
to follow your blog? about it?
Katie: No, my blog is just for my friends and family. Anna: Hi Jessica. I’m ringing to tell you about
Look, some friends and family are following the party last night. We all missed you!
me and reading my posts. Here’s the list. We went to that new pizza restaurant
They can leave comments or share links. in town. The party room was a bit small
David: Let’s see. Hey! There are some nice and dark and the music was so loud!
comments about your photos, Katie. But the pizzas were delicious – the
nicest I’ve ever had. I can’t wait to go
Katie: Yes, there are.
back and have another one!
David: That’s great!
Katie: It is! Thanks. So, what will your blog be Unit 13, Student’s Book page 80
96
about?
1
Review 3: Units 9-12, Student’s Book page 79 Martin: Here, here! Ahhh!
94
Coach: What’s wrong Martin? Is your arm OK?
1 Listen to two friends talking together in a shop. Why does
Ruby want to buy the sunglasses? Martin: My arm’s fine. It’s my leg! It really hurts.
Emily: Aren’t those sunglasses too expensive Coach: Right. I think you should go to hospital.
Ruby? Martin: Ahhh!
Ruby: Mm, £20 is a lot of money – it’s more Coach: No, no, don’t stand up. You shouldn’t walk on
than I wanted to spend. But they fit me that leg. We’ll carry you to the car.
really well. The others are all too small. 2
Emily: OK. But are you sure you want black Girl: Mum, I’m really worried!
again? These are quite similar to your
Mother: Why?
old ones.
Girl: I’ve got an important football match tomorrow,
Ruby: Well, all the nice bright ones are really
but I don’t feel well.
uncomfortable to wear.
Mother: Oh dear. What’s the matter?
2 Listen to a man and a girl talking about what they want to
eat. Where are they? Girl: I’ve got a headache.
Father: What do you want eat Anna? There are Mother: Have you got a stomach ache as well?
burgers, fish dishes, curry … Girl: No.
Anna: I’d like to try lots of different things. The Mother: Mmm – I think you should go to bed now. You’ll
price of the ticket includes three small feel better in the morning. You know, you
plates of food, doesn’t it? shouldn’t watch TV or use the computer late at
Father: Yes. Shall we start with a small plate of night. That’s why you get headaches!
curry? 3
Anna: Then we can walk around and find Patient: Hello Doctor.
something else to have. Doctor: Hello. How can I help you?
3 Listen to a boy talking to a girl about his laptop. What Patient: Well. I get lots of colds. I had one last month and
does the girl offer to do? I’ve got another one now.
Emily: What’s the matter Lucas? You look really Doctor: I see. Well, you haven’t got a temperature, but
annoyed! you look tired. You should rest when you have a
Lucas: Oh hi, Emily. Yeah – my laptop’s not cold.
working. I’ve tried all the usual things Patient: I see. Should I stop doing sport?
and I can’t get it to start.
Doctor: Yes, you should. You should also eat well. Have
Emily: Oh no! Well, we’ve got a couple of spare lots of fresh fruit and vegetables.
ones at home. You can borrow one of
Patient: OK. And should I take some medicine?
those while yours is in the repair shop.
Doctor: No, you shouldn’t. You should drink a lot. Try
Lucas: Thanks Emily!
water or lemon juice and honey.
4 Listen to a message in a shopping centre. What change do
Patient: OK. When should I drink that?
customers need to know about?
Doctor: You should have it every evening before bed.
Shop announcer: Thank you for visiting Green Wood
Shopping Centre. Please note that Unit 13, Student’s Book page 83
from today our business hours are 100
different. All shops stay open until 10 Jed: Holly, look at this. There’s a five kilometre race
pm. That gives you two extra hours of we can enter. Let’s do it!
shopping! Also, don’t forget that today
is the last day of the big sale at Parker’s Holly: Oh – umm … I’m busy that weekend. But you
Department Store. So go there today should do it Jed.
and get a great discount! Jed: That’s a shame! I’d really like to do it with you
Holly.

Holly: Never mind – I can help you prepare. I know all Woman 2: Ah, let me think. OK, walk along this road. Go
about keeping fit. I can give you lots of advice. past the train station.
Jed: Oh … OK then! There. My name’s on the list! Boy 1: OK.
Holly: Right, well, the first thing to do is to buy some Woman 2: When you get to the traffic lights, turn right.
special running clothes. Then keep walking straight on. It’s on the right,
Jed: Really? next to the bank. It’s opposite the cinema and
some shops.
Holly: Yes, and you should get some new trainers.
Boy 1: Thanks.
Jed: Oh dear! That sounds expensive.
Conversation 3
Holly: But it’s important. Now, how much time have
you got before the race? Woman 1: Excuse me. Do you know how to get to the
(beep) ?
Jed: Six weeks. Maybe I should download one
of those apps. You know – ‘couch to 5k in 6 Man 2: Yes, I do. It’s not far from here. Drive along this
weeks’. My mum uses one and says it’s really road until you get to the roundabout. Then
good. turn left.
Holly: No, you don’t need that! Listen to me. You Woman 1: Turn left at the roundabout. OK.
should start tomorrow. Get up early and go Man 2: Then go straight on and the (beep) is on your
running before school. right. It’s past the petrol station and in front of
Jed: But I hate getting up early. the sports centre.
Holly: Well, you should go running every day. You Woman 1: OK, so turn left at the roundabout … and then
need to go to bed early every night now Jed. go straight on, past the petrol station. Thanks
No more TV or computer games. very much.
Jed: Uhh? Man 2: No problem.
Holly: You want to finish the race, don’t you? Unit 14, Student’s Book page 87
108
Jed: Well, yeah.
Holly: Remember – you should eat well and drink Listen to Rob talking to a friend about a visit to Edinburgh.
lots of water. And you shouldn’t have any Which place did Rob visit at each time?
chocolate or cake. Oh, and as well as running, Girl: Hi Rob. How was your trip to Edinburgh?
you should go swimming or cycling. Rob: It was amazing!
Jed: But I haven’t got a bicycle. Girl: When did you get there?
Holly: And you should do exercises to make your legs Rob: On Friday evening. We had some dinner and
stronger. You should do lots and lots of those then we did a ghost tour with a guide. We
Jed. walked through all the little streets of the Old
Presenter: Six weeks later. Town and heard lots of scary stories!
Holly: Well done Jed. You did it! Girl: And what did you do on Saturday?
Jed: Uhh? What are you doing here? You said you Rob: Well, in the morning we went to Edinburgh
were busy! Castle. The views were great from there – we
Holly: Oh, did I? Err … Sorry Jed! could see the New Town and Princes Street
Jed: Wait till I catch you! really well.
Holly: Help! Girl: And what about Saturday afternoon? Did you
go to St Giles’ Cathedral?
Unit 14, Student’s Book page 85 Rob: We walked past it, but we didn’t go inside
102
because we wanted to see Holyroodhouse.
Conversation 1 But the Queen was there and it was closed! So
Man 1: Excuse me. Is there a (beep) near here? we went to the Scottish Parliament building
instead.
Woman 1: Yes, there is. There’s a really nice one on the
other side of the river. Girl: Did you go out on Saturday evening?
Man 1: How do I get there? Rob: Yes. We went to the Edinburgh Playhouse. I
don’t usually enjoy the theatre, but this show
Woman 1: Walk along this road and go across the bridge.
was really good.
Man 1: OK.
Girl: And what did you do on Sunday morning? Did
Woman 1: Then turn right. you go shopping in the New Town?
Man 1: Right. Rob: My brother wanted to, but we went to a
Woman 1: Walk down the road and when you get to the museum instead. It’s called Camera Obscura.
supermarket, turn left. The (beep) is opposite Girl: Oh – I went there. It’s amazing, isn’t it? So, did
the train station. you come home on Sunday afternoon?
Conversation 2 Rob: Yes, our train was at half past four. But before
Boy 1: Excuse me. Which way is the (beep) ? that we looked around the New Town and
walked along Princes Street. Just to keep my
brother happy!

Culture: Scotland, Student’s Book page 89 Unit 16, Student’s Book page 97
110 121
Mum: Come in Dan. Emma’s in there. Interviewer: Hello, Jim Townes here. Welcome to today’s
Dan: Hey Emma, what are you doing? Pet Spot. We have Sue Green in the studio.
Good morning Sue. So what’s in the news
Emma: Hi Dan. My family and I are going to Scotland this
about pets?
summer. My mum wants me to make plans for the
second day of our trip. Sue: Good morning, Jim. Thank you for inviting
me on the show. This article says that
Dan: OK. What choices have you got?
children can learn a lot from looking after a
Emma: Well, my mum gave me two ideas: a castle tour or pet. The things they learn can help them in
a day trip to watch the Highland Games. other parts of their lives.
Dan: Let’s see. The castles look interesting and you love Interviewer: Is this news? Children love dogs, cats and
studying history. small animals. We know that.
Emma: My favourite subject is geography but I like history Sue: Ah yes, but what do they learn? I’d like to talk
too. Look, the tour goes to four different castles. about that.
Two of them are north of Glasgow. Another castle
Interviewer: OK. So what’s the first thing they learn?
is on Loch Lomond, the biggest lake in Scotland.
Sue: Perhaps the most important is food. Children
Dan: Ah, that sounds nice.
often feed the pet, even young children can
Emma: Yes, the castles look beautiful, but the tour leaves do this. Usually they do it because an adult
the hotel at seven in the morning. I love studying tells them to. But when children do it every
history, but I hate getting up early. I don’t want to day, they learn that the pet feels hungry and
get up at six for a tour! thirsty just like they do.
Dan: How about the Highland Games? Interviewer: OK, I can understand that. I remember when
Emma: There are some games on in a place near our I was a boy, we had a dog and I brushed its
hotel. coat.
Dan: Look at that picture. What are those men wearing? Sue: Well that’s my next point about looking after
Emma: Ah, those are kilts. A lot of men wear traditional animals – keeping animals clean. Animals
clothes to the games. don’t like to be dirty. With small animals
like rats or mice, we clean their cages
Dan: Look there. What are they doing?
once a week. Older children can do that
Emma: Those are pictures of the sporting competitions in and younger children can help their older
the morning. There’s a bagpipe and dance festival brothers and sisters or their parents.
in the afternoon.
Interviewer: Yes, true. So, is there anything else children
Dan: That looks like fun! So, which one do you prefer? learn from looking after pets?
Emma: Hmmm. Well, I think we should go to the Highland Sue: Just one more thing ... animals are not toys.
Games. They’re living things like you and me. When
Dan: Good idea! It’s going to be awesome! Can you children have animals around them, they
bring me back some shortbread biscuits? learn to be kind to them, to play with them
Emma: Sure! Thanks for your help. nicely and not to hurt them.
Interviewer: Well, that’s very interesting, Sue. Thanks for
Unit 15, Student’s Book page 93 coming on today’s programme. Bye.
115
Sue: Thanks Jim. Bye.
Peter: My friend Ollie and I were on holiday in Scotland
and we were camping in a field near Loch Ness. I Life skills: Protecting animals, Student’s Book page 99
was hoping to get a photo of Nessie, the Loch Ness 123
monster. I know everyone wants to take one, but Jayden: Hello, Alice! What are you doing?
you never know!
Alice: Hey, Jayden. I’m reading a website about a girl
So, that morning – it was a Wednesday, I remember from Texas. She has her own company and she
– I woke up first. It was early. It wasn’t raining, donates money to protecting bees.
but there was fog over the water. I was sitting and
Jayden: She protects bees? I’m afraid of bees, they’re
watching the loch. The fog was getting thinner and
horrible!
thinner, and then, I could see across the loch to the
trees on the other side. Suddenly, I saw something Alice: Bees are not horrible, Jayden. Thanks to bees, we
in the water. Nessie at last! The Loch Ness monster! have fruit, vegetables and flowers. We get honey
I shouted to Ollie to bring the camera. ‘Right. Just and wax from them too.
a minute’ he said. ‘Quickly’ I called. By the time he Jayden: OK. I believe you, but I’m still afraid of them.
arrived with the camera, it was foggy on the loch Alice: If you don’t like bees, there are other animals
again and we couldn’t see anything. Slowly the you can protect. For example, here’s an animal
fog got thinner and I was ready to take the photo. rescue centre that needs volunteers on Saturday
‘Look, Ollie. Can you see Nessie?’ I said to him. He mornings.
laughed. ‘That’s not Nessie,’ he said. ‘That’s a duck!’
Jayden: What animals do they care for?
I know Ollie didn’t believe me, but I’m sure I really
saw something that morning.

Alice: Let’s see. They have dogs, cats, ducks, chickens, Ella: Yeah, good to see you too.
rabbits – and two rats at the centre. They live in Charlie: Ella, are you free on Saturday evening? Would you
cages. No bees. like to …
Jayden: What do they need? Ella: Sorry, Charlie, I can’t. It’s an important European
Alice: Well, they need people to give food and water to League game and I’m going to watch it live. I’m a
the animals and to clean their cages. big football fan.
Jayden: That sounds interesting – there’s only one Charlie: I know! Me too. Look, how about coming …
problem. Ella: I can’t remember which channel it’s on – is it
Alice: What? Channel 6? Anyway, I’m not going to stream it
Jayden: I can’t volunteer on Saturdays, I have guitar on my laptop – the screen’s much too small for
lessons. something like that! I’m going to watch it on TV at
home because our TV screen’s really big.
Alice: Well, you can help in different ways on other
days. People can donate money or things for Charlie: Yes, I agree. The thing is, we’ve just got …
the animals, too. There’s a list of things they Ella: I’m going to watch it live because I hate it when
need here. Look, here’s another option. This my friends text me to say what’s happening and
centre protects dogs and cats, and it’s in our I’m not watching it. Most of the time I watch TV
neighbourhood. They organise events on on demand, so I can watch when I want – but not
Sundays, and they sometimes need volunteers. sport! I always watch that live.
Jayden: That sounds perfect! I love animals and I want to Charlie: Ella! Stop talking a minute!
help protect them. Ella: Oh, dear … am I talking a lot? Sorry!
Alice: Me too! I’m going to call for more information. Charlie: The thing is, we’ve got a home cinema – my mum
Jayden: Great. Thanks Alice! and dad bought it last week. It’s like being at the
cinema but at home, and the TV screen is huge
Review 4: Units 13-16, Student’s Book page 101 and the sound’s great too. Would you like to come
124
round to mine to watch it? Several other friends
Listen to Tessa talking to her father about her friends. What are coming.
problem does each person have? Ella: Would I like to? I’d love to! That’s fantastic!
Dad: What time is Eva’s party, Tessa? Why didn’t you say so before?
Tessa: The party’s not happening, Dad. Eva’s got a Charlie: I tried to!
temperature, and our other friends aren’t well
either. Unit 17, Student’s Book page 105
129
Dad: Oh no! What’s wrong with Leon? Is he OK? I
know he hurt his leg skiing last month. Evie: Hi Ben. I know it’s Saturday and it’s only nine
o’clock. I hope it’s not too early. But I wanted
Tessa: Yes – but that’s all better now. At the moment,
to know – did you watch the final of Singer
he’s got toothache. He needs to see the dentist
Search last night?
on Monday.
Ben: Hi Evie. No, it’s OK. I’m going to help my mum
Dad: And what about Nat?
with some shopping this morning. Yes, I did
Tessa: He ate something bad yesterday and feels watch it. Wasn’t it amazing!
really sick. It’s the same problem Maddie had a
Evie: Yeah. I so wanted Jason to win. When he
few days ago.
came onto the stage, everyone started
Dad: So what’s wrong with Maddie now? clapping and shouting, and then when he
Tessa: She’s got a terrible cold. She stayed in bed all started singing – a fantastic voice. Maybe he
day yesterday and most of today, but she still didn’t choose the best song, but he could
feels ill. really sing. I think he’s got lots of talent.
Dad: Oh dear – I hope you don’t get it. Ben: You’re right – but I thought the singer before
Tessa: Me too. I’m OK at the moment. Not like Ilsa. him …
She phoned me earlier to say her head hurts Evie: AJ. She was called AJ.
and she doesn’t want to go out. Ben: I know! AJ. I thought she had a great voice.
Dad: Poor Ilsa! And what about Greg? His broken Her song was much better than his.
arm’s better, isn’t it? Evie: Yes, you’re right. She was good too and I
Tessa: Yes, but now he’s hurt his foot. He plays too loved her song, but she didn’t sing as well as
much rugby! Jason and she was a bit nervous.
Dad: I agree! Well, I hope they all feel better soon! Ben: Yes, and I think the other two had more
Tessa: That’s nice of you, Dad! experience on stage. Anyway, it was really
hard to choose. When it was time for the TV
Unit 17, Student’s Book page 102 audience to vote, I got ready and then I wasn’t
126
sure who to vote for – Jason or AJ. In the end,
Charlie: Hi, Ella. I voted for AJ.
Ella: Oh, hi, Charlie. Evie: You didn’t! I chose Jason.
Charlie: Great to see you!

Ben: But then I couldn’t believe it when Kris won! Unit 18, Student’s Book page 109
134
Her song wasn’t anything special and she
wasn’t a brilliant singer. But I suppose she Mike: This is the part of the programme when we ask
looked good on stage– she had fantastic you to call in with a review of a film. Today we’ve
clothes. got Phoebe, calling from London. Hello, Phoebe.
Evie: You’re right. I was really surprised too. But for Phoebe: Hello, Mike.
me she wasn’t the best. Mike: So let’s hear your review.
Ben: No, I agree. Well at least AJ was the runner- Phoebe. Thanks, Mike. Well, it’s about a guitar player
up. called Dewey Finn. He leaves his band because
Evie: And Jason came third. But I don’t think the the band members don’t want him to play with
best singer won. them anymore. But then he doesn’t have any
Ben’s Mum: Ben … Ben! money, so he looks for a job. When he gets a job
as a teacher in a school, the students really like
Ben: Oh, sorry Evie. Got to go. Mum’s calling me.
him. They think he’s funny and a little bit mad!
Evie: OK. Speak later. Bye.
Mike: OK Phoebe, so this guy is a teacher now. But he
Ben: Bye. was a musician in a band. Is that right?
Unit 18, Student’s Book page 107 Phoebe: Yes – and then Dewey, the teacher who was a
131 musician, decides to start a rock band as there
Oliver: Hey, Aboudi. You’re late! are lots of good musicians in his class at the
school. They call the band ‘The School of Rock’.
Aboudi: Sorry, guys. I was reading and I didn’t notice the
The band enters a competition called ‘Battle
time.
of the Bands’ and well, then it all gets a bit
Serena: OK … we’ve only got a few minutes to think complicated.
about the school magazine. There’s a meeting
Mike: But do they win the competition?
about it at four o’clock.
Phoebe: No, actually The School of Rock don’t win. Dewey
Oliver: Why don’t we write down some ideas now?
was in a different band at the beginning. His old
Aboudi: OK. Let’s include music. We can write an article band wins!
about the best new albums.
Mike: Oh no! That’s not a very good ending.
Serena: Cool! And we can have reviews of films and video
Phoebe: Oh, but it’s OK because everyone in the audience
games.
likes The School of Rock and wants them to keep
Oliver: Sounds good … and books too. How about we playing.
interview teachers about the books they like.
Mike: OK. Is it a new film Phoebe? Oh, and what’s it
Serena: Good idea. OK … films and video games and an called?
interview with a teacher.
Phoebe: Sorry, It’s called School of Rock. No, it’s an old
Aboudi: Let’s have some stories too … and some film but it was on TV last week, so I watched it. I
cartoons. really loved it. Make sure you see it one day! It’s
It’s good to have something funny! great. And now it’s a musical too, on the stage.
Oliver: True. And shall we have an information page? Mike: Thanks for the review of School of Rock, Phoebe.
Serena: Good one! Now for some more music.
Oliver: Yeah. That’s important in a monthly magazine. Culture: British TV around the world, Student’s Book
136
Serena: Shall we include advertisements? page 111
Oliver: What type of advertisements?
Serena: I don’t know. Amber: Hi John. You look serious. What are you working
on?
Aboudi: We don’t need any.
John: I’m doing my French homework.
Serena: I agree.
Amber: What do you need to do?
Oliver: Yeah, no advertisements.
John: I need to write a paragraph about my favourite TV
Aboudi: I think the magazine should be online. It’s much
programme.
cheaper and easier to do it like that.
Amber: That sounds easy. What’s the problem?
Serena: You’re right. Oliver, why not ask your dad about
it? John: Easy? You know I love watching different
programmes on TV.
He does websites for people, doesn’t he?
Amber: Yes, I do. So?
Oliver: Excellent idea. I can ask him tonight.
John: So, I can’t decide!
Aboudi: OK, is that everything?
Amber: Ah, I see. What are your choices?
Oliver: Yes I think so. Let’s talk later.
John: Well, I can write about Britain’s Got Talent.
Serena: All right.
Amber: That’s a good idea.
Aboudi: OK. Bye.
John: Yeah, but I don’t know enough words in French to
Oliver: Bye
describe all the things they do on the programme.
Serena: See you.

Amber: Hmmm. What other programmes can you write Unit 19, Student’s Book page 113
139
about?
John: I can write about MasterChef Junior. Leo: Do I have to get up early every day?
Amber: Do you like MasterChef Junior? I hate cooking Teacher: Yes, of course.
programmes. Leo: Do I have to go sailing?
John: Really? I like watching the young chefs, and I love Teacher: No, you don’t have to. But try it. It’s fun.
learning new meals. Leo: Do I have to go swimming?
Amber: Interesting … Any other ideas? Teacher: Yes. Everybody has to do that.
John: Hmmm. I like the idea of writing about Horrible Leo: Do I have to go to the disco?
Histories.
Teacher: No, you don’t. You can stay in your room instead
Amber: What’s that? if you want to.
John: You don’t know? It’s a programme about history. It Leo: Can I bring my phone with me?
tells stories of events in history but in a funny way.
Teacher: No, you can’t. You have to leave your phone at
I love it!
home.
Amber: Do you know any history vocabulary in French?
Leo: Do I have to share a bedroom?
John: I do! And I love reading about history – in French
Teacher: Yes, you do. There are six people in each room.
and in English!
Leo: And do I have to help with the cleaning?
Amber: You love telling funny stories, too!
Teacher: Yes. You have to help clean the kitchen and the
John: Good point! I do! Right. That’s it ... I’m going to
dining room.
write about Horrible Histories!
Leo: And do I have to do any school work?
Amber: Good luck!
Teacher: No, of course you don’t have to do any school
Unit 19, Student’s Book page 112 work! But you can if you want to.
138
You will hear a teacher telling students about a school trip. Unit 19, Student’s Book page 115
142
Teacher: OK everyone, please listen carefully. I want to
Maya: Hello, and welcome to my school. It’s called
tell you about the end-of-term school trip. This
Hartland School and it has about 600 students.
year we’re going to an activity centre called
Tall Trees. It’s in the middle of a forest, and it’s Let me show you where I sleep first. I share this
really beautiful. Look it up online this evening! room with three other girls. We have to keep it
You can do all sorts of amazing activities there really tidy, but we can put posters and photos of
– sailing, swimming, cooking outside and lots our family on the walls, so it feels a bit like home.
of other things. We’re going on the 25th of July, This is the library where we do our homework. We
next Friday, until Monday the 28th of July. Please have to do homework here every night between
remember you have to give me £200 by Monday six and eight o’clock. We have to work really hard
the 21st of July. at this school. We even have lessons on Saturday
On Friday, the bus leaves at 8.30. But everyone mornings. There are tests and exams all the time!
has to be at school at eight o’clock. Before we But we have fun too.
leave, Mr Peters has to check your names and This is our games room. It’s the best place in the
put the suitcases into the bus. school! We can’t use it during the day, but we can
Now, every year, students ask me ‘Do we have come here at weekends and in the evenings to
to wear our uniform on the journey?’ And the watch TV or play on the computer.
answer is, yes, you do! This is because on the And here’s the dining room. Breakfast is at eight
way we are going to stop at a few places: first a o’clock and lunch is at one o’clock. We have to
museum, and then an aquarium. arrive on time, or we don’t get any food! And we
You don’t have to bring anything to eat on the have to help with the cleaning after meals. Some of
journey. We’re going to bring food for all of you. us clean the floors and others take the dishes to the
But don’t forget a drink, that’s important! kitchen.
The next question is always – ‘What do I have to And now, if we go outside, this is the sports field.
pack?’ Well, of course swimming things for all This term we’re doing hockey, and next term we’re
the activities on water, such as canoeing and going to do tennis. Some people hate sport, but
sailing. And for the nature walks, trainers and everyone has to do it. Well, that’s my school – hope
old trousers. But don’t bring jeans – they’re not you like it.
comfortable when they get wet. Oh and don’t
forget the disco on the last night. You have to Unit 20, Student’s Book page 116
144
wear smart clothes!
Kate: My name’s Kate and this is my family tree. My
OK, any more questions?
mother’s English and my father’s Polish. His name’s
Wiktor and all his family live in Poland, so I go there
quite often. I know a bit of Polish but when people
speak fast, I can’t understand them! I stay with my
grandparents, my Uncle Marek, his wife Kasia and

my two cousins, Jana and Karolina. They’re both Life skills: Being a good friend, Student’s Book page 121
149
slim and pretty and have fair hair. Jana plays the
piano really well, and Karolina is good at tennis. She Martha: Time to go home. What’s up, Karl? You look
wins easily every time we play! upset.
My mother’s name is Liz. She’s tall and she’s got Karl: I feel sad today. Alex and I had a big argument
blonde hair. Her sister, Helen, is married to Phil and and now we’re not talking. I don’t know what to
they have two small children – a son called Rory do.
and a daughter called Jessie. They’re very sweet Martha: Alex is a very good friend of yours, isn’t he?
but very noisy! My granny is called Sue and she He always helps you study for your exams and
grew up in South Africa. That’s where she met my you share interests. Why don’t you send him a
grandpa, Tony. They were both very good-looking message?
when they were young. They’ve both got grey hair
Karl: I sent him a text message immediately after the
now, but Granny’s was fair when she was young and
argument, but there’s no reply from him yet.
Grandpa’s was dark.
What should I do?
Granny often tells me stories about her mother – my
Martha: You should be patient. Good friends help each
great-grandmother. She was called Iris, and she
other when times get difficult, like you and Alex.
was born in 1910 on a small farm in South Africa.
She was very musical and loved singing. Her family Karl: OK, you’re right. Do you think I should call him?
worked hard and sent her to England to study Martha: I think it’s a good idea to wait. Give him time to
music. She got married and her husband was called think. You shouldn’t worry.
Frank. She became a singer and sang in some of the Karl: Alex and I have fun together and our friendship
most famous theatres in London. She had dark hair makes me happy. When do you think I should
and she was very beautiful. Granny has a big box of contact him again?
old photographs of Iris. I love looking at them, but
Martha: I think you should wait until tomorrow. Relax –
I have to hold them carefully because they’re very
this is not the end of the world!
old. Granny’s trying to find out about Iris’s parents
and grandparents now. I’m sure there are lots more Karl: OK, OK. Thanks for listening, Martha.
interesting stories in my family history. Martha: No problem Karl.
Karl: It’s Alex!
147 Martha: That’s great news! I have to get home to study,
Sammy: There are seven of us living in my family home. but good luck with Alex.
There’s me, my mum and dad, my brother Karl: Thanks, Martha! See you tomorrow. Bye! Hey
Arvinder, his wife and baby, Ashia, and my Alex! I’m so happy to hear your voice …
sister, Deepa. She’s going to get married soon. I
like living with so many people. There’s always Review 5: Units 17-20, Student’s Book page 123
150
something happening and someone to talk to.
Ashia, my baby niece, likes it too. She never gets Owen: Hi. My name’s Owen. Here’s a picture of my
bored or unhappy, because there are so many family. We were all together in my house for my
people to play with her. grandma’s 70th birthday party. You can see her
here at the front with some flowers. Her name’s
Sally: I live with my parents in a three-bedroom house.
Nora. My grandpa’s standing next to her. His
I’m the only child in my family – I haven’t got any
name’s Colin. My grandma and grandpa have three
brothers or sisters, but my grandfather lives with
children. The oldest is my mum. She’s called Abby.
us. He’s 78, and he’s got lots of interesting stories
She’s the one in the blue dress. Then there’s my
to tell. I’ve got four cousins and I love seeing
aunt – her name’s Lily. She’s talking to my mum.
them too. They’re a bit older than me, but I don’t
And the youngest is my uncle. He’s called Rob. He’s
see them very often because they live quite far
got short dark hair, and he’s wearing jeans and a
away.
T-shirt. The other man in the picture is my Dad.
Harry: I live with my mum and my two brothers. We live He’s a bit older than Rob. His name’s Liam. I’ve got
in a flat and I share a bedroom with my brother. three cousins. Grace is the youngest. She’s Aunt
My grandma, aunt and uncle live on our street Lily’s daughter and she’s only one. My other two
as well, and we all spend a lot of time together. cousins are boys. They’re Rob’s sons. Max is seven
I’m really close to all my cousins. My dad and years old – he’s really interested in football! And
his second wife live 50 kilometres away, but my Ryan is five years old. He loves playing with his
brothers and I also spend time with them. cars. He’s under the table playing with them!

Acknowledgements Film; ImagesBazaar/Photolibrary Video; U4: Hal Bergman/Image
Bank Film; C R Laing/Photodisc; C R Laing/Photodisc; Nils Ruinet/
The authors and publishers acknowledge the following sources
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Film; Gal Productions/Rights-ready; perinjo/Vetta; Gal Productions/
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O‘ZBEKISTON BARKAMOLLIK UCHUN TA’LIM DASTURI
This book was adapted from its original English-language

international version. Additional guidance has been added
and select images and content have been changed to
reflect life and education in Uzbekistan.
Ushbu kitob AQSh xalqaro taraqqiyot agentligi (USAID) orqali Amerika xalqining qoʻllab-quvvatlashi
yordamida tayyorlangan. Kitobdagi fikr va mulohazalar USAID yoki AQSh hukumati qarashlarini aks ettirmaydi.
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Grade 8

Cambridge University Press

O’zbekiston Respublikasi Xalq ta’limi vazirligi

Ministry of Public Education of the Republic of Uzbekistan

Quarter Date Week Lesson Unit Student’s Book Homework Skills

COMMUNICATIVE LANGUAGE TEACHING (CLT)

EXAM 6: UNITS 14 & 15 ANSWER KEY

1. __________ Children can have fun here. a. traffic lights

across | outside | near | through | next to | in front of |

6. It’s a good day to fly a kite because it’s windy today.

Extra Activities (Student’s Book) 244

Look at the examples of superlative

Profile to ensure they are

appropriate for the level.

3 Read the facts about technology.

Motivating, topic-based texts

specifically chosen to engage

and inform students. D F 6 My mum’s phone is the

101011100100010000 100010000 72 UNIT001101100

identified in the grammar

Cambridge Learner Corpus icon.

The stages in Prepare

to Write help students

prepare, plan, produce

000110010 100100000 011101000 110010101 11100001110100001000

1 In pairs, discuss the questions with

Paralympic about the culture

A culture or life skills lesson

The Culture Athletes with physical disabilitie

about the culture of English

from different countries compete

lessons highlight speaking countries and 4

of culture in their every5

THE PARALYMPIC GAMES 23

LIFE SKILLS EMOTIONAL SKILLS

BEING A 149 5 Listen to Karl talking to Martha. What

Life Skills lessons b She listens to Karl and tries to help

1 How do you know where Karl and Martha

skills for their

Life Skills lessons

They make me feel good

and expand their

BEING A GOOD FRIEND 121

REVIEW 5 UNITS 17–20

after every four

units give further

language and skills.

No, I dance . To: Lauren

2 easily / you / new / do / things /

UNITS 17–20 123

12 THE LATEST Technology Superlative adjectives Did you know …?

Life Skills ICT literacy: Writing a blog page 76

Review 3 Units 9–12 page 78

13 HEALTHY BODIES Illness should/shouldn’t What is so great about

14 GETTING AROUND Places in town Prepositions A description of a town

Culture Scotland page 88

15 MYSTERIES IN Geographical features Past continuous Is the story real?

Life Skills Social responsibility: Protecting animals page 98

Review 4 Units 13–16 page 100