Phases-1 Teachers PDF

Unit
CONTENTS Out and about 41

4
Student’s Book overview 2 Revision 2 49
Unit
Workbook overview 4 5 School life 51
Unit
Teacher’s Book overview 5 6 Film and TV 59
Digital components 5 Revision 3 68

Unit
Yearly Plan 6 7 Sport for all 70
Unit
Teaching notes 8 History around us 79
Starter unit 10 Revision 4 88

Unit
My world, your world 13 CLIL and Projects 91
1
Unit
What are they like? 21 Editing your Work 93
2
Revision 1 30 Extra Reading 96
Unit
3 Healthy living 33 Answer Keys 97
A
lejandra Ottolina
M17 394 Phases1TB1 001.indd 1 12/04/18 13:04

Student’s Book overview
The Student’s Book includes: • A ‘CLIL and Projects’ section (to be used every
two units).
• A two-page Starter unit.
• A two-page section with texts for students
• Eight ten-page units.
to edit.
• A revision section every two units.
• Four extra reading texts with activities.
• ‘Upgrade for Exams’ sections after each revision.
• A ten-page Language Database.
• Six Student A-B ‘Communication Activities’.
Vocabulary is presented The Reading texts, which are

through pictures and highly informative, introduce
recorded on the Audio the new language in contexts
CDs so that students can suitable to the age of the
practise pronunciation. students. These texts are
recorded on the Audio CDs.
The activities in the Upgrade

There is usually a listening
box offer further opportunities
activity with the new
for students to practise what
vocabulary leading to a
they have learnt so far and can
pair-work speaking task.
be used with fast finishers.
The Pronunciation box

Each unit includes an
in every unit focuses
extended Listening activity
on sounds, stress and
to develop listening skills.
intonation.
Look! boxes are included

Grammar is presented
throughout the unit
with clear grammar tables.
to help students by
Graded exercises help
providing language and
students practise the form
learning tips.
and meaning of the new
grammar structures.
The Speaking section The Writing section provides

makes use of functional models of different text types.
language in everyday A specific language point is
situations. The texts are highlighted in each unit to help
recorded on the Audio CDs. students improve their writing.
The steps included The carefully structured

in the Speaking Task Writing Task provides students
help students prepare with enough scaffolding for
and practise their own their written production.
dialogues.
The Culture section

The exercises in the
highlights an aspect of
Progress check revise
life in different English-
the language presented
speaking countries.
in the unit.
The texts are recorded on
the Audio CDs.
M17 394 Phases1TB1 002 005 overview.indd 2 12/04/18 10:56

The Revision sections
consist of a vocabulary
and grammar review
from the previous two The Upgrade for Exams
units through reading sections provide additional
and listening exercises. practice through
international exam-type
exercises.
The Collaborative Task
gives students the
chance to work in groups
and produce a text that
integrates the language
learnt so far, using various
tools and formats.
The Communication Activities

section, divided into Student A
and B, provides six motivating
pair-work tasks that improve
communication skills and
foster lively interactions.
Four CLIL texts and Projects
present interesting topics for
students to investigate further
in groups, thus stimulating
team work and collaboration.
The Editing your Work

section provides six texts
containing grammar, spelling
and vocabulary mistakes for
students to spot and correct
using the correction code
given. This section aims at
raising students’ awareness
of grammar, vocabulary and
spelling issues.
The Extra Reading section

includes four reading texts
presented in different formats
and dealing with varied
topics. They are followed by
productive activities which
help develop students’ reading
comprehension skills. They
also include a Glossary to help
students read independently.
The Language Database Language Database de las

obras reproducidas en e
The two Audio CDs

ste e
retes je
in térp mp
lar.
los Pro
1 be: present simple 2 Rewrite the sentences in exercise 1 in the de hib
summarizes the grammar

y i
negative form. Use contractions. es da
or la
affirmative contracted form ut
My friends and I aren’t at school. sa
re
pr
lo
include the audio for

od
I am I’m 1. e
d
2.
uc
r,
ció
to
You are You’re
structures in the book and

3.
uc
n ,r
d
He/She/It is He/She/It’s 4.
ro
eg
ISBN 978-987-XXX-XXX-X
lp
rab
5.
the texts in the book as

de
We/You/They are We/You/They’re Pack ISBN 978-987-XXX-XXX-X

ac
os
ión
© Macmillan Publishers S.A., 2018

ech
3 Order the words to make questions. Then
provides additional grammar

•
, pr
We use be to describe people and objects:

Con autorización de Macmillan
der
write short answers.

ésta
I’m Australian. The table is small.

Publishers Limited
los
from / you / Portugal / are ? ✓

mo,
well as the listening and

todos
1 Complete the sentences with the Are you from Portugal? Yes, I am.
can
affirmative form of be. 1. school / in / Oxford / is / your ? ✗
practice. This section can be

je, ejecu
Reservados
My friends and I are at school.

1. I from France. 2. best friends / your / are / in your class ? ✓
pronunciation activities.
2. My grandparents Moroccan.
ción pública, radio
3. My cousin in the USA. 3. are / Romanian / your parents ? ✗
used in class to supplement

4. You and your friends Spanish.
5. My favourite superheroes 4. teacher / English / is / your ? ✓
Japanese.
5. you and your friends / sixteen years old / are ? ✗
each unit in the book and/or

negative contracted form
difus
I am not I’m not 6. your friend / I / am ? ✓

ió n
y cu
You are not You’re not

alq
at home to help students with

He/She/It is not He/She/It’s not 1 Possessive adjectives
uie
We/You/They are not We/You/They’re not

ra
subject pronouns
Audio CD 1
otr
Emma Heyderman
ou
• We use not to form the negative: He isn’t (is not) I you he/she/it we you they
so
Canadian. Fiona Mauchline
homework and self-study.

no
• possessive adjectives
a
We usually use contracted forms in conversation Daniel Morris

ut
or
iza
and informal writing. my your his/her/its our your their Series consultant: do
de
Alejandra Ottolina es
• A subject pronoun is always necessary: I’m from
tos
interrogative form and short answers nog fo
Am I ...? Spain. ram
as.
Yes, I am. / No, I’m not. • you and your are singular and plural.
Are you ...? • he and his are for a man: He is in the club with
Yes, you are. / No, you aren’t. his sister.
Is he/she/it ...?
• she and her are for a woman: She is at school. M17-394-Phases1-Audio CD.indd 1 3/8/18 11:52 AM
Yes, he/she/it is. / No, he/she/it isn’t. Where is her brother?
• it and its are for an animal or object.
Are we/you/they ...?
• they and their are for men, women, animals and
Yes, we/you/they are. / No, we/you/they aren’t.
objects.
• In questions, we use is or are before the subject.
118

Workbook overview
The Workbook includes:

• Practice activities for all the units in the Student’s Book.
• Four Worksheets which provide further reading practice.
• A Digital Competence worksheet at the end of each unit.
The Upgrade exercises

are intended for
students who need
more challenge.
Dictation exercises are

The Vocabulary and Grammar provided for students
practice exercises correspond to to further practise their
the topics presented in the same spelling and to help them
sections in the Student’s Book. develop their listening skills.
The Reading section

The Writing section follows
provides a passage related
the same guided approach
to the theme of the unit,
presented in the Student’s
followed by comprehension
Book.
activities. This page may
be used with fast finishers
and at any time during
the class.
The Writing guide steps help

students with the preparation
of their own text.
The Unit check section The Digital Competence

revises the main worksheets at the end of each
vocabulary and grammar unit include a collaborative
from the unit. project where students use
online tools for production
and interaction.
This section concludes
with a Listening
comprehension activity.
The Workbook audio, which includes the tracks for the listening activities and the dictations, is provided in
mp3 format to be downloaded from the Student’s Resource Centre at www.macmillan.com.ar/phases.

Teacher’s Book overview
The Teacher’s Book includes: • Complete answer keys to the Language Database
and the Workbook, including all the Workbook
• The Yearly Plan.
audioscripts.
• Unit-by-unit notes with answers to all the
exercises and audioscripts.
• Useful ideas on how to exploit the Communication
Activities, the Editing your Work and the Extra
Reading sections. Teaching tips are included
to help you make the most
of each class.
3
Unit TEACHING TIP Initial phase
Healthy living PHASES EXTRA
3
Each lesson is divided into
Students must be warned against false cognates. Use the texts on page 31 to contextualize the
Students work in groups and decide on a diet Cognates are words that have a common pre-teaching of these verbs: ‘eat’, ‘drink’, ‘study’,
scheme for these people: a one-year-old child, etymological origin. Some of these words that ‘have’ (an apple, breakfast, etc) and ‘make’. Practise
Lesson 1 a teenage student, a hard-working executive and are cognates in English and Spanish are ‘doctor’,
‘horror’, ‘actor’, ‘tourist’, ‘intelligent’, ‘hospital’,
by asking students to provide collocates, eg ‘drink’:
an old lady. ‘water’, ‘orange juice’, ‘fizzy drinks’, ‘tea’, etc; ‘eat’:
three stages: Initial phase,

Aims etc. False cognates are words that look similar ‘an apple’, ‘spaghetti’, ‘pizza’, ‘unhealthy food’, ‘at a
to a word in your mother tongue but differ restaurant’, etc.
To learn vocabulary about food.
3 Play the track for students to listen to Max
1.29 in meaning, eg ‘conductor’, ‘carpet’, ‘blank’,
To read about eating habits. and Sally. Ask what their favourite food is. ‘parent’, ‘pan’, etc. Core
To talk about one’s diet using cognates.
Grammar 1
Core and Closing phase.

Audioscript/Answers
Max Hey, Sally. What’s your favourite food?
Present simple – affirmative and negative
Initial phase Sally My favourite food? Um, it’s fish. What about you, Max? PHASES EXTRA
Max Err, it’s ice cream. I love it!
Make sure students remember some of the new
1 Ask the class to look at the sentences in the table
Oral discussion: invite the class to describe the best and say what is different about the ‘he/she/it/’
vocabulary items. You can do this by spelling out
restaurants in their hometown. Pre-teach the words 4 Students work in pairs to ask and answer form in the first box (we add the ‘s’ at the end of
some of the words for them to guess but leaving
‘healthy’ and ‘unhealthy’ in reference to fast food. about their favourite food. This may be made the verb in the affirmative and we use ‘doesn’t’ in
one letter out, eg ‘s–u–a–r–s’ (sugars). After two
Have students talk about their meals: breakfast, slightly more complex by having the class ask the negative). Refer students to the texts on page
or three examples, a student may take your role.
lunch and dinner. Ask, ‘What time is it?’ ‘Where is and answer about their favourite breakfast, 31 again and ask what we use this verb tense for
it?’ ‘Is it healthy?’ dinner or lunch food/drink. Elicit one exchange (habits, routines in the present).
from a strong pair first and then walk around
Core monitoring students’ work. UPGRADE 2 Have students circle the correct words and check
Workbook references are

their work orally.
Vocabulary 1 A. This exercise should be done in pairs so that
TEACHING TIP weaker learners are helped by stronger ones. Answers
Food
Weaker learners should be encouraged to work They find in the text words that are similar to 1 eats; 2 drink; 3 make; 4 get up; 5 eats; 6 don’t
1 1.28 Use this exercise to elicit what students
with average ones, neither with strong learners words in their language and are invited to add
included when appropriate.

know and teach what they don’t. Play the track nor with other weak ones. more. Check orally.
for students to listen, repeat and match the PHASES EXTRA
B. Ask different students to read the texts in
pictures 1–6 with some of the words in green. exercise 5 and then have the class write about Invite students to play a mime game in pairs.
Workbook page 25
their diets. Check three or four samples orally One will mime five actions that are part of his
Answers
1 meat; 2 carrots; 3 pasta; 4 cheese; 5 yoghurt; 6 strawberries
Reading 1 and make a point of correcting the rest for the or her daily routine and the other one will guess
You are what you eat. next class. the actions and make the correct sentences.
Then, they will change roles and repeat the
Pre-reading: discuss what fruits have anti-oxidants and what
PHASES EXTRA activity. Monitor their work. Take the opportunity
fruits have vitamin C.
Closing phase to teach the verbs they don’t know.
Discuss which of the foods is healthy or
unhealthy. You may introduce words such as LOOK! • Play ‘Backward build-up’. Explain the rules. You
provide the last word of a sentence and different
Suggested extra activities

‘carbohydrates’, ‘fat’, ‘colourings’, etc.
Draw students’ attention to the text in the Look! students take turns to repeat it and provide a 3 Students complete the sentences with some of
box and help students predict what the text will previous one, eg T: ‘vitamins’. Student A: ‘got the verbs in the box. Check orally.
be about. vitamins’. Student B: ‘have got vitamins’. Student
PHASES CULTURE Answers
C: ‘Strawberries have got vitamins.’
1 watches; 2 don’t eat; 3 don’t drink; 4 studies; 5 cook; 6 plays
5 Ask students to read and tick the best option (c).
and cultural notes provide

We may turn our food unhealthy simply by • Provide a new word every time you feel the
Systematize: write two examples about your
overcooking, adding too much salt or sugar, sentence is complete. Suggested final words:
6 1.30Play the track for students to read, listen students’ routine on the board: one in the first
etc. Besides, when we buy food, we must bear ‘antioxidants’, ‘healthy’, ‘food’, ‘pasta’, etc.
and answer the questions. Check their work person plural and the other in the third person
in mind that highly processed foods are often
orally. Do not focus on unknown vocabulary at singular. Ask them to not copy anything into their
unhealthy because they are very high in harmful
you with many ideas and

his stage. If students ask, just provide the L1 folders yet. Leave the examples on the board.
toxins, chemicals, colourings, artificial flavours
and additives which can have very negative
equivalent. Lesson 2
effects on the body – such as sluggishness, Answers
Aims
Pronunciation
allergies, low immunity, fatigue etc. 1 Yale University is in the USA. 2 Jethro hasn’t got healthy
Third person singular -s: \s\, \z\ or \Iz\
habits. 3 Hamburgers and pizza. 4 No, it isn’t. He loves fizzy To use the present simple in the affirmative and
information to enrich
drinks. negative forms. A 1.31 Play the track for students to listen and
2 Students look at the Eatwell plate and complete To talk with a partner about one’s habits. identify the different sounds, \s\, \z\ or \Iz\. Then
the key with some of the words from exercise 1. play it again for them to repeat. Write on the
This may be done in pairs. Check orally. To learn and use the \s\, \z\ and \Iz\ endings. board and elicit the rule. Sounds are classified
To listen to a young Japanese boy talk about food. into vowels and consonants and these into voiced
your lessons.
Answers
and voiceless. Voiced sounds are those that are
a apple; b carrots; c strawberries; d potatoes; e bread; f milk;
produced with vibration of the vocal chords and
g cheese; h fish; i nuts; j cake; k ice cream
33 34
Clear aims are included at the

beginning of each lesson.
Digital components
At the Teacher’s Resource Centre, you can find: At digital.macmillan.com both teachers and
students can access:
• The digital Teacher’s Book.
• Unit tests, a mid-year test and an end-of-year • the Digital Student’s Book with the embedded
test (all in PDF and Word format, to be easily audio for all the listening exercises, plus a self-
customized). correcting interactive language Quiz at the end
of each unit, a Video Activity for each Culture
• Photocopiable material: extra worksheets for fast
section and additional Skills Activities for each
finishers and speaking tasks.
Collaborative Task in the Revision sections.
• All the audio files (including the audio for the tests)
• an eReader with two factual texts and two original
in mp3 format to download and use on mobile
fiction texts with comprehension questions and
devices.
glossary plus audio recordings.
At the Student’s Resource Centre, you can find:
• All the audio files for the Workbook activities
in mp3 format to download and use on mobile
devices. Students can access without registration.

Yearly Plan
Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
Starter unit Personal The alphabet Strategies: Functions:
information/ The time Reading and Asking and giving personal data
Introductions Classroom listening for gist Asking and telling the time
The alphabet objects Reading and Asking and talking about classroom objects
Times Colours listening for Spelling out
My school bag / Classroom imitation Asking and answering about colour
Colours language Text types: Talking about things or people that are
Demonstrative Informal nearby or far away in space and time
pronouns conversations Strategies:
Classroom Actively listening to the interlocutor to
language respond appropriately
Respecting turn-taking in conversations
Actively listening to the interlocutor to imitate
sound and intonation
Deducing meaning from context
Text types:
Short informal conversations
1 be: present Countries and Countries and Strategies: Functions: Social studies:
My world, simple – nationalities nationalities Reading and Asking and answering about nationality After-school
your world affirmative, Family Family members listening for gist Talking about manga and characters in films clubs in UK
negative and Word stress Reading and Identifying true and false statements
interrogative Possessive case listening Asking and talking about possession
Possessive in singular and for specific Talking about the origin of names
adjectives plural nouns as information Socializing: Making friends
Question well as proper Listening to Talking about after-school clubs
words names imitate sound and Writing one’s personal profile
Possessive intonation Strategies:
case Identifying the Selecting relevant information to answer
topic in a text questions or write T/F exercises
Deducing meaning Actively listening to the interlocutor to
from context respond appropriately
Text types: Respecting turn-taking in conversations
Informal Actively listening to the interlocutor to imitate
conversations sound and intonation
Articles Deducing meaning from context
A personal profile Using a model text to copy the structure for
in a teenage one’s production
magazine Researching in preparation for a writing task
Text types:
A personal profile
2 have got: Parts of the Parts of the Strategies: Functions: Science:

What are affirmative, body body Predicting content Describing animals Australian
they like? negative and Adjectives Adjectives from paratextual Asking, answering and talking about wildlife
interrogative of physical of physical information possession
(Wh- and description description Reading and Talking about how to look after a new pet
Yes/No) Irregular plural listening for gist Strategies:
nouns Reading and Selecting relevant information to answer
The \h\ sound listening questions or write T/F exercises
for specific Actively listening to the interlocutor to
information respond appropriately
Listening to Respecting turn-taking in conversations
imitate sound and Actively listening to the interlocutor to imitate
intonation sound and intonation
Identifying topic in Deducing meaning from context
a text Using a model text to copy the structure for
Deducing meaning one’s production
from context Adapting the level of politeness to social
Text types: context
Informal Researching in preparation for a writing task
conversations Text types:
Articles Short informal/neutral conversations
A radio A description
programme
A web page
A description of a
person
M17 394 Phases1TB1 006 009 Yearly plan.indd 6 12/04/18 09:22

Cross-
links
Revision 1 Material seen in Units 1 and 2
Collaborative Task: investigating about a famous singer and writing an article to share with the class
Upgrade for Exams
CLIL and Projects Geography: Volcanoes / Project: Volcanoes on the map
Final Task: Presenting a poster of the classification of volcanoes and their location on the map
3 Present Food Food vocabulary Strategies: Functions: Social studies:
Healthy simple: Free-time Free-time Predicting content Asking and answering about one’s eating British food
living affirmative, activities activities from paratextual habits
negative and Third person information Correcting information about one’s routines
interrogative singular endings Using paratextual Talking about one’s free-time activities
– \s\ \z\ \Iz\ material to aid Interacting at a café
comprehension Strategies:
Reading and Selecting relevant information to answer
listening for gist questions or write T/F exercises
Reading and Actively listening to the interlocutor to
listening respond appropriately
for specific Respecting turn-taking in conversations
information Actively listening to the interlocutor to imitate
Identifying true sound and intonation
and false cognates Deducing meaning from context
Listening to Using a model text to copy the structure
imitate sound and for one’s production
intonation Adapting the level of politeness to social
Identifying topic in context
a text Organizing the information in a text using
Deducing meaning linkers to avoid repetition
from context Researching in preparation
Text types: for a writing task
Informal Text types:
conversations Short informal/neutral conversations
Articles A blog entry
An interview
A quiz
A blog
4 There is/ Places in town Places in town Strategies: Functions: Describing location Geography:
Out and There are Preposition of Prepositions of Predicting content Describing a city/village Dublin
about A/an, some, place place from paratextual Making suggestions about a day out
any Landscape Landscape information Strategies:
features features Using paratextual Selecting relevant information to answer
There is /are material to aid questions or write T/F exercises
a/an, some, any comprehension Actively listening to the interlocutor to
The \´\ sound Reading and respond appropriately
listening for gist Respecting turn-taking in conversations
Reading and Actively listening to the interlocutor to imitate
listening sound and intonation
for specific Deducing meaning from context
information Using a model text to copy the structure for
Identifying true one’s production
and false cognates Organizing the information in a text using
Listening to linkers to avoid repetition
imitate sound and Researching in preparation
intonation for a writing task
Identifying topic in Text types:
a text Short informal/neutral conversations
Deducing meaning A city guide
from context
Text types:
Informal
conversations
Articles
An advertisement
A city guide

Collaborative Task: Investigating about nature in your area and writing a short description to present to the class
Upgrade for Exams
CLIL and Projects PE: Rugby / Project: The Millenium Stadium
Final Task: Presenting a poster of the location, facilities and description of the Millenium Stadium

Cross-
links
5 Adverbs of Daily routines Adverbs of Strategies: Functions: Social studies:
School life frequency School frequency Predicting content Talking about school life UK secondary
can: subjects can/can’t (strong from paratextual Talking about weekend routines schools
affirmative, and weak form) information Asking and answering about frequency
negative and Daily routines Using paratextual Talking about ability
interrogative School subjects material to aid Buying a ticket
listening for gist questions or write T/F/NM exercises
Reading and Actively listening to the interlocutor to
listening respond appropriately
for specific Respecting turn-taking in conversations
information Actively listening to the interlocutor to imitate
Inferential reading sound and intonation
Identifying true Deducing meaning from context
and false cognates Using a model text to copy the structure for
Listening to one’s production
imitate sound and Writing a magazine article
intonation Organizing the information in a text using
Identifying topic in linkers to avoid repetition
a text Researching in preparation for
Deducing meaning a writing task
from context Text types:
Text types: Short informal/formal conversations
Informal A teen magazine article
conversations
Articles
A teen magazine
article
6 love, like, not Film types Film types Strategies: Functions: Social studies:
Film like and hate TV programmes TV programmes Predicting content Describing likes and dislikes Film awards
and TV + -ing Adverbs of from paratextual Discussing TV programmes and film types
Adverbs of manner information Describing manner
manner The \e\ \u…\ \ai\ Using paratextual Making suggestions about what film to see.
sounds material to aid Writing a review
listening for gist questions or write T/F/NM
Reading and exercises
listening Actively listening to the interlocutor to
for specific respond appropriately
information Respecting turn-taking in conversations
Inferential reading Actively listening to the interlocutor to imitate
Identifying true sound and intonation
and false cognates Deducing meaning from context
Listening to Using a model text
imitate sound and to copy the structure for
intonation one’s production
Identifying topic in Adapting the level
a text of politeness to context
Deducing meaning Organizing the information in
from context a text using linkers to avoid
Text types: repetition
Informal Researching in preparation
conversations for a writing task
Articles Text types:
A radio interview Short informal/ formal conversations
A TV programme A review
review
Revision 3 Material from Units 5 and 6

Collaborative Task: Investigating a group of aborigines and making a poster presentation to share with the class
Upgrade for Exams
CLIL and Projects Science: Strange animals / Project: A strange animal from your country
Final Task: Writing an article about two or three strange animals

Cross-
links
7 Present Sport Sport words Strategies: Functions: Social studies:
Sport continuous: Adjectives of Adjectives of Predicting content Talking about sports Traditional
for all affirmative, opinion opinion from paratextual Describing actions in progress sports
negative -ing form information Asking about actions in progress in Ireland
and interrogative Using paratextual Contrasting habits and actions in
Contrast material to aid progress
between the comprehension Giving opinion about sports
present simple Reading and listening Making arrangements to go out
and continuous for gist Writing an email
Reading and listening Strategies:
for specific Selecting relevant information to
information answer questions or write T/F/NM
Inferential reading exercises
Identifying true and Actively listening to the interlocutor
false cognates to respond appropriately
Listening to imitate Respecting turn-taking in
sound and intonation conversations
Identifying topic in Actively listening to the interlocutor
a text to imitate sound and intonation
Deducing meaning Deducing meaning from context
from context Using a model text to copy the
Text types: structure for one’s production
Informal conversations Using informal language to talk
An interview to a friend
Sports commentaries Adapting language to context and
A description of aim
a picture Organizing the information in a text:
An article using linkers to avoid repetition
An email Researching in preparation for a
writing task
Text types:
An interview
An email
8 be: past simple – Rooms Rooms and Strategies: Functions: Social studies:
History affirmative, and furniture furniture Predicting content Describing the rooms in a house The White
around us negative and Household vocabulary from paratextual Talking about the past House
interrogative objects Household information Describing useful gadgets now and
Past simple: objects words Using paratextual in the past
affirmative was/were material to aid Asking for and offering help on
regular verbs (strong and comprehension a school trip
weak forms) Reading and listening Writing a description of one’s
-ed endings in for gist favourite room
regular past: Reading and Strategies:
\d\ \t\ \Id\ listening for specific Actively listening to the interlocutor
information to respond appropriately
Inferential reading Respecting turn-taking in
Identifying true and conversations
false cognates Actively listening to the interlocutor
Listening to imitate to imitate sound and intonation
sound and intonation Deducing meaning from context
Identifying topic in Using a model text to copy
a text Text types:
Deducing meaning Short informal conversations
from context A description of a room
Text types:
Informal conversations
Articles
A description of a
room

Collaborative Task: Investigating about an important woman in your country’s history and writing an article to present to the class
Upgrade for Exams
CLIL and Projects Maths: The Titanic / Project: The Costa Concordia
Final Task: Writing an article about the Costa Concordia
Extra Reading A festivity tour around the East

Messengers of good and bad luck
Colourful holidays
Readers Book Club

the dialogue asking and spelling their names. To
Starter unit make this more fun, students may pretend to be
singers they admire.
Aims MIXED ABILITIES

To spell out words. Leave longer words for less shy and stronger
learners. You may also invite these students to
To ask and tell the time. choose words and write them in the air for other
To identify school objects. students to spell them out.
To describe objects using colour adjectives.
To use demonstrative pronouns to point to PHASES EXTRA
different school objects.
Students work in pairs. Give them two minutes
To use classroom language.
to write out a list of English words they use in
Initial phase their everyday life, such as ‘sandwich’, ‘Direct
TV’, ‘sale’, ‘ticket’, etc. After the two minutes,
• Introduce yourself. Say, ‘Hello. I’m …’ and write ask them to take turns to spell those words out
‘I am = I’m’ on the board. Get different students for their partner to guess the word. As they do,
to introduce themselves. To make this more fun, circulate, scan and monitor their pronunciation,
every now and then snap your finger so that the paying special attention to the sounds that are
student who has to introduce himself/herself different in the students’ mother tongue.
should do pretending to be a celebrity.
Workbook page 3
Core Introductions
The alphabet 4 Play the track and ask about the students’
1.04
1 Draw students’ attention to the alphabet

1.02
names. Then go through the exchanges in the
and play the track. Ask the class to listen and photo and ask about the teacher’s name.
repeat the first five letters. Then do the same
with the first ten letters and so on. Ask the class 5 Students work in pairs. Ask the class to
why they think the letters are in different colours borrow another classmate’s identity and role-
(because of their rhyming sounds). Write a few play the dialogue. Monitor their work.
English words on the board and ask different Workbook page 3
students to spell them out starting with simple
words such as ‘cat’, ‘dog’, etc. Then do the Times
same with more difficult ones such as ‘teacher’, 6 Teach or revise ’past’ or ’to’ forms. Then invite
‘student’, ‘name’, ‘classmate’, ‘Alex’, ‘Sarah’. students to do the exercise and check orally.
NB: Letter ‘h’ should have been green and letters ‘q’, ‘u’ and
‘w’ should have been in a different colour. This mistake will be Answers
corrected when the Student’s Book is reprinted. a 3; b 1; c 4; d 2
2 1.03 Play the track and ask what Alex’s full Systematize: copy examples ‘b’, ‘c’ and ‘d’ on the
name is. board and ask the class to copy them into their
folders under the title: ‘What’s the time?’
Audioscript
Mr Green Good morning, everyone.
Students Good morning, Mr Green. PHASES EXTRA
Mr Green We’ve got a new student today – Alex.
Divide the class into two groups and invite
Alex, welcome to class 2A.
Alex Thank you, Mr Green.
different students from group A to dictate times
Mr Green Um, what’s your full name Alex – is it Alexander? to students from group B and vice versa. The
Alex Yes, it’s Alexander. Alexander Turner. nominated students come out to the board and
Mr Green Turner? How do you spell it, please? write the time, for example ‘9.30’, or draw the
Alex T-U-R-N-E-R clock.
Mr Green T-U-R-N-E-R? And Alexander
A-L-E-X-A-N-D-E-R?
Alex That’s it.
7 Teach or revise ‘quarter past’, ‘quarter to’ and
Mr Green OK. Got it.
the other ‘to’ and ‘past’ forms. Elicit the first
3 Invite two strong students to read the three times orally and then ask students to write
exchanges given as an example. Then have the the times. Check orally.
class role-play
10
M17 394 Phases1TB1 010 012 Starter.indd 10 12/04/18 09:23

Starter
unit
Answers
a It’s quarter past eight. b It’s quarter to nine. c It’s ten to four. PHASES EXTRA
d It’s ten past six. e It’s half past two.
For further practice, invite different students to
MIXED ABILITIES pick a school object and show it for a partner to
‘To’ is particularly difficult to understand, so spell out the corresponding word.
make sure you get enough examples from strong
learners before you ask a weak one to provide
one. The best way is to draw a big clock on the
board for them to become aware that the long
10 Conduct this exercise orally, eliciting complete
sentences, eg ‘The school bag is red.’
hand has not reached number twelve. Having
shown this, do give weaker learners a chance to Answers
tell the time because this will give them a sense The school bag is red. The notebook is blue. The book is red
of achievement. and yellow. The highlighter is yellow and black. The pencil
case is green. The pencil is green. The pen is blue. The pencil
sharpener is grey. The ruler is pink. The rubber is white and
blue.
PHASES EXTRA We can’t see brown, orange or purple.
Call different students out to the front,

whisper different times into their ear for them PHASES EXTRA
to, in turn, dictate them to their classmates,
who will write the times, eg T: ‘half past Discuss how we can classify colours – primary,
seven’. Student A dictates, ‘It’s half past secondary and complementary colours – and
seven’ and all the class write ‘7.30’. Once elicit examples.
several times have been dictated, check
on the board and elicit repetition, so that
everybody gets the chance to have enough TEACHING TIP
practice. Suggested times: ‘7.30’, ‘9.15’, ‘4.05’, Primary colours: red, blue, yellow – primary
‘12.10’, ‘1.20’, ‘3.45’, ‘8.50’ and ‘5.40’. colours are those from which all others are
derived.
Secondary colours: orange, green, purple – these
8 Teach the four meals: ‘breakfast’, ‘lunch’, are colours that are obtained by mixing primary
‘tea’ and ‘dinner’. Use L1 if necessary. Then have colours.
a strong pair read the dialogue aloud and invite Complementary colours: red / green; blue /
the class to work in pairs to ask and answer as in orange; yellow / purple – the opposite in the
the example. chromatic circle.
Grey, blue and purple are cold colours while
PHASES EXTRA orange, yellow and red and warm colours. Black
and white are not considered colours. White is
Play ‘Pizza bingo’ with times. Draw a pizza the combination of all colours and black is the
on the board and invite students to draw the absence of colour.
same and to write a time in each portion. Read
different times until one of the students shouts
‘Bingo!’ MIXED ABILITIES
More able students choose objects that the
rest don’t know and teach them the new words.
Workbook page 3 To integrate this new vocabulary with colours,
provide a few false sentences for the class to
My school bag / Colours correct.
9 1.05 Conduct this exercise orally. Then play
Workbook pages 3 & 4
the track for students to check their work as you
write the answers on the board to double-check.
Demonstrative pronouns
Answers
11 Teach or revise ‘this’, ‘that’, ‘these’ and ‘those’.
1 school bag; 2 notebook; 3 book; 4 highlighter; 5 pencil case;
6 pencil; 7 pen; 8 pencil sharpener; 9 ruler; 10 rubber
Draw students’ attention to the four hands. Invite
them to say whether the objects are near or far.
Then ask them about the number of objects each
hand is pointing to. Say: ‘The highlighter and the
pens are near. The desk and the books are far.’
Present the pronouns and their uses. Say: ‘You
11

use ‘is’ with ‘this’ or ‘that’ and ‘are’ with ‘these’
and ‘those’. Use ‘this’ and ‘these’ when the
objects are near you and ‘that’ and ‘those’ when
they are far from you.’
12 Students point to and mention school

objects or people that are in the classroom.
Workbook page 4
Classroom language
13 Ask students to work in pairs to match the
questions 1–5 with the answers a–e. Check
orally and make sure students begin to use
these expressions regularly from now on.
Answers
1 e; 2 a; 3 b; 4 d; 5 c
Workbook page 4
Closing phase
• Help students develop their linguistic awareness.
Write some incorrect sentences on the board so
that students can read them aloud and decide
if they are right or wrong and why. Suggested
sentences: ‘We in page 5.’ ‘It’s quarter three.’ ‘My
pencil blue and red.’ ‘It not five o’clock.’
‘My name not is Barbara.’
• Call a student out to the front. Whisper a sentence
for him or her to repeat and invite a partner
to correct the wrong information. Suggested
sentences: ‘It is quarter past seven now.’ ‘Your
book is black and white.’ ‘Your name is Jonathan.’
‘My surname is Peters.’ ‘Red is a secondary
colour.’ ‘Green is a primary colour.’
12

1
Japan – Japanese
Unit My world, Mexico – Mexican
1 your world Morocco – Moroccan

Romania – Romanian
Spain – Spanish
Lesson 1 the UK – British

the USA – American
Aims
To talk about nationality. PHASES EXTRA
To read about films and manga comics.
• Divide the class into two groups and have
To learn antonyms. them take turns to mention the name of a
To focus on and practise word stress. country for the other group to provide the
corresponding nationality adjective.
• To make this game slightly more difficult, you
Initial phase may ask students to guess in which continent
each country is. You may also invite students to
• Spell out words for students to guess and point to/
add countries and nationalities to the list they
show the object mentioned, eg T: ‘P-E-N-C-I-L’.
have just learnt, eg Brazil – Brazilian, Italy –
Student A says the word ‘pencil’ and shows his or
Italian, Egypt – Egyptian, Sweden – Swedish,
her pencil to the class. Other words to be spelled
etc.
out: ‘book’, ‘rubber’, ‘school bag’, ‘sharpener’,
• Alternatively, and to integrate spelling,
‘folder’, ‘ruler’.
students in group A may spell out the name of
• You can do the same with colours inviting different a country for students in group B to guess and
students to spell colour words out for their provide the nationality adjective.
classmates to guess and point to an object, eg
Student A says, ‘B-L-U-E’. Student B says, ‘blue’,
points to a blue object and says, ‘This is a blue pen.’ MIXED ABILITIES
If shy and weaker students do not say the
MIXED ABILITIES nationality adjectives, you can give them the

This activity works well with weaker, visual and chance to repeat what their classmates say.
kinaesthetic learners. Take advantage of this!
TEACHING TIP
Core Countries and nationality adjectives take capital
letters in English. Is it the same in your students’
Vocabulary 1 mother tongue?
Countries and nationalities
1 Ask the class to look at the map on page 6 and Workbook page 5
point to their country. Students work in pairs to
match places 1–6 with the countries in green. Pronunciation
Check orally.
Word stress
Answers
A Conduct this activity orally. Invite students to say
1 the USA (United States of America); 2 the UK (United
Kingdom of Great Britain and Northern Ireland); 3 France;
the words aloud and count the syllables.
4 Romania; 5 Morocco; 6 China Answers

1 a. Canada = 3 syllables / b. Canadian = 4 syllables;
2 Students work in pairs to match all the
1.06
2 a. Ecuador = 3 syllables / b. Ecuadorian = 5 syllables;
countries in exercise 1 with the nationalities in 3 a. China = 2 syllables / b. Chinese = 2 syllables;
green. Then play the track for the class to listen, 4 a. Japan = 2 syllables / b. Japanese = 3 syllables
check their work and repeat.
B Play the track for students to underline the
1.07
Audioscript/Answers corresponding stressed syllable in each of the

Australia – Australian words in exercise A. Check on the board.
Belgium – Belgian
Canada – Canadian Audioscript/Answers
China – Chinese 2 a. Ecuador / b. Ecuadorian; 3 a. China / b. Chinese;
Colombia – Colombian 4 a. Japan / b. Japanese
Ecuador – Ecuadorian
3 Students circle the correct answers and then
France – French
Ireland – Irish
compare them with their classmates’.
13
M17 394 Phases1TB1 013 032 U01 02 R1.indd 13 12/04/18 09:25

Answers
8 Invite students to reread the text and decide if the
1 Japan; 2 American; 3 Spanish; 4 China
sentences are true or false. Elicit the correction
of false statements.
PHASES EXTRA
Answers
Students work in groups of four to write a 1 false (Goku is in all the Dragon Ball films.); 2 true; 3 false
similar quiz to exchange with other groups. (Katniss is a hunter.); 4 false (Katniss is a character in films.)
UPGRADE
4 1.08Play the track for students to listen and
identify how many people they can hear. Ask Students work in pairs to unscramble the words
them to say where they are from. Students try to to make countries and provide the corresponding
remember question and answers. capital cities and official languages. Elicit the
first as an example and give them two minutes to
Audioscript/Answers
do the rest. Check their work orally.
Dan Hi! My name’s Dan. I’m from the UK.
Ben Hi there! I’m Ben. I’m from Dublin. It’s in Ireland
Answers
Ruth Hello. My name’s Ruth. I’m from London in the UK.
1 Italy, Rome, Italian; 2 United Kingdom, London, English;
5 Students work in pairs to introduce a 3 Poland, Warsaw, Polish; 4 Brazil, Brasilia, Portuguese
partner and talk about nationality as in the
example. To make the activity more fun, students
can introduce a celebrity, eg ‘Hello, I’m Anna and
this is Brad Pitt. He’s American.’ MIXED ABILITIES
If you feel some students may find these exercises
Reading 1 too challenging, have the class work in pairs.
Colourful characters
6 Pre-reading: elicit information about the
characters in the pictures. Then invite the class PHASES EXTRA
to read the text silently, so that they can say what
it is about (interesting people in films). Read these sentences replacing the underlined
words with a clap for students to guess them.
1 Goku is a hero in a manga comic.
PHASES CULTURE 2 Goku is strong and brave.
3 Katniss Everdeen is from District 12.
• Japanese manga comics and American comics 4 There are three The Hunger Games films.
are not the same. To begin with, American It is a trilogy.
comics are magazine-like and contain about 5 The Hunger Games is a film about a
32 pages. Manga comics are usually smaller television programme.
in size but can be more than 100 pages long.
There is also a big difference in art styles:
manga comics are more stylized (exaggerated)
while American comics tend to be more
Closing phase
realistic. Besides, manga comics are printed in • Students choose five words from the text in
black and white while American comics are in exercise 6 and write them on a piece of paper.
full colour. They exchange pieces of paper with their
• A trilogy is a series of three books, plays, classmates. They have one minute to write a
etc written about the same situation or personal sentence with each of the words. Check
characters, forming a continuous story. Other orally.
famous trilogies are Lord of the Rings, Matrix, • Alternatively, if students have a mobile phone and
Twilight and Batman. they are allowed to use them at school, they can
text the sentences on their mobile phones. Then
students exchange messages and read them
7 Play the track for the class to read, listen
1.09
aloud. There’s no need to ask them to actually
and complete the sentences. Check orally. send the message. We just want them to make
use of technological devices for the sake of
Answers
1 The Dragon Ball comic is from Japan. 2 Katniss Everdeen innovation and motivation.
is from District 12. 3 Katniss Everdeen is a good hunter, and
very intelligent and kind.
14

1
Lesson 2 2 Students write sentences about Batman with the
affirmative and negative form of the verb ‘be’.
Aims Check orally.
To use the verb ‘be’ in all its forms. Answers
To listen for gist and for specific information. 1 My real name isn’t Batman. It’s Bruce Wayne. 2 I’m not
from New York. I’m from Gotham City. 3 My assistant isn’t
To use possessive adjectives. Spider-Man. It’s Robin. 4 We aren’t from the UK. We’re from
the USA. 5 The Joker and the Penguin aren’t my friends.
They’re my enemies! 6 My car isn’t the Batcar. It’s the
Initial phase Batmobile.
• Ask students to picture Superman in their minds

and elicit as much information as possible. Ask, PHASES EXTRA
‘What is he?’ ‘What’s his real name?’ ‘Where is he
from?’ Invite students to describe his clothes and Students work in pairs. They take turns to make
ask what colour the different items are. negative sentences about a cartoon character
for their partner to guess who they are speaking
• Read these sets of words for students to make about.
sentences putting them in the correct order.’
1 from / Japan / manga comics / are .
3 Students order the words to make questions.
2 is / character / a / Goku / manga .
Check orally.
3 hunter / good / a / is / Katniss Everdeen .
Answers
4 are / comics / Superman / Spider-Man /
1 Are you 11 years old? 2 Is English your favourite class?
American / and . 3 Are you Chinese? 4 Is Wolverine your favourite superhero?
5 The Hunger Games / programme / a / television / 5 Is your best friend 12 years old? 6 Are your friends from
is . Spain?
4 Students work in pairs to ask and answer

Core the questions in exercise 3.
Grammar 1 In order to study and monitor their own learning,
be: present simple refer students to the Language Database on
Use the characters in the text in exercise 6 on page 7 page 118.
to present the different forms of the verb ‘be’ in the Workbook pages 6 & 7
affirmative: ‘am’, ‘is’, ‘are’. Use the same text to
introduce the negative form. Systematize: ask the Listening
class to look at the sentences in the first table and A radio programme
provide the full form of the words in red. Refer the
5 Play the track for students to listen and
1.10
class to the table and elicit the formula. Write it
answer the question. (No, it isn’t. It’s in February.)
on the board followed by a few examples about the
class, eg ‘We aren’t in Argentina/Italy/Poland.’, ‘It 6 1.10Play the track again for students to listen
isn’t half past twelve now. It’s …’ Do the same with to a radio programme about Ed Sheeran and
the second table: ‘Are they at school today?’ Ask choose the correct words. Check orally.
students to copy the summary into their folders.
Audioscript
1 Students complete the sentences about Presenter 1 Hello, and welcome to ‘Celebrity Profile’.
Superman with the affirmative form of the verb Today, we’re talking about the singer,
‘be’. Check orally. Ed Sheeran.
Presenter 2 Is Ed his real name?
Answers Presenter 1 Yes, it is. His full name is Edward Christopher
1 is; 2 is; 3 am; 4 are; 5 is; 6 is Sheeran.
Presenter 2 I see. Is he American?
Presenter 1 No, he isn’t. He’s a Young British singer and
PHASES EXTRA musician.
Presenter 2 And where is he from in Britain?
Invite students to make similar sentences about Presenter 1 He’s from a small town in the south east of
their favourite TV characters. Discuss orally. England.
Presenter 2 And … when is his birthday?
Presenter 1 His birthday’s on 17th February. He’s still
very young for a pop star.
Presenter 2 What’s the name of one of his songs?
Presenter 1 One of his songs is called ’I see Fire’.
15

It’s the song for the second ‘Hobbit’ film.
Systematize: write this on the board for
Presenter 2 ‘The Hobbit’ is my favourite film. Luke Evans,
the young British actor, is in ‘The Hobbit’.
students to copy and complete in their folders:
Are they friends? ‘Possession: my, your, his, her, its, our, your,
Presenter 1 No, they aren’t. But Ed writes music for the their’.
band One Direction. They are friends.
1 Look. This is (...) pet. It’s a lovely Pekingese.
Presenter 2 Wow! Is Ed an actor, too?
Presenter 1 No, he isn’t. Well, not yet!
(...) name is Pluto.
Presenter 2 Thanks for talking to us today about Ed… 2 That is a famous actor. What’s (...) name?
3 (...) classroom is not very big but it’s
Answers comfortable.
1 isn’t; 2 isn’t; 3 small; 4 ’I see fire’; 5 is 4 Look. (...) pen is on the floor.
5 Bart and Lisa Simpson are important
TV characters. (...) father is Homer.
PHASES EXTRA
In order to study and monitor their own learning,
Help students learn by memorizing. Walk refer students to the Language Database on
around inviting students to say something they pages 118 and 119.
remember from the radio programme. They
should do so in complete sentences.
PHASES EXTRA
TEACHING TIP • Describe students’ possessions using different

possessive adjectives for the class to guess
In the activity suggested above, we are focusing
who you are talking about, eg ‘His sweater is
on two aspects: memorizing grammatically
red. His folder is green.’
correct sentences and fluency. Bearing in mind
• Invite different students to take your role and
that we are just at the beginning of the course,
describe a classmate’s possessions.
fluency may need to be paid attention to. If
• Ask students to describe a classmate’s
students fail to provide smooth utterances, use
possessions but this time telling lies for a
backward build up, this never fails, eg ’He isn’t a
second partner to correct.
young Canadian singer.’ ’singer – Canadian singer
– young Canadian singer – a young Canadian
singer – isn’t a young Canadian singer – He isn’t Workbook pages 6 & 7
a young Canadian singer.’
Closing phase
Students think of three important people they all
know, maybe celebrities, politicians, friends, etc.
UPGRADE Then they work in pairs or groups and take turns to
sk students to write questions using the
A mention the person for the other partner/s to say
words and phrases in the boxes. Elicit one as an something about them using possessive adjectives,
example and then give the class two minutes to eg Student A: ’Messi’. Student B: ’His name is
do the exercise. Check orally. Lionel. His flag is light-blue and white. His country
is Argentina.’
Grammar 2
Possessive adjectives Lesson 3
7 Ask a strong learner to read the examples in
the box aloud. Make true statements about you Aims
and your students to present all the personal
To talk about family members using possessive
pronouns and the possessive adjectives. Use
adjectives and possessive case.
gestures to make meaning clear. Draw the table
on the board and complete it with students. To read about films and manga comics.
Answers To ask and answer Wh- questions with the verb

subject pronouns column: she, you ‘be’.
possessive adjectives column: your, his, its, our, their To focus on and practise word stress.
8 Invite the class to help David write on his blog.
Elicit the first as an example and check orally
after two or three minutes. Initial phase
• Write ‘yaflim’ for students to unscramble (family).
Answers
1 Our; 2 His; 3 He; 4 my
Brainstorm ideas and vocabulary.
16

1
• Elicit the names of traditional TV families (the
4 1.12 Play the track for students to write the
Ingalls), crazy families (the Addams), a famous
names in the order they are said.
American family (the Simpsons), etc.
Audioscript
• You may use L1 to discuss why our family is
James Hi, Katie.
important. Point out that there are different family Katie Hey James. Come and look at all my Instagram
types and they must all be respected. photos.
James OK.
Core Katie Look. That’s my big sister Chloe and that’s

Chloe’s dog and …
Vocabulary 2 James Who’s that?
Katie That’s my Aunt Yolanda.
Family James Yolanda? Where’s she from?
1 Play the track for the class to listen and
1.11 Katie She’s from Madrid. Her nickname’s Yoli.
repeat the words. Revise or teach the family James Wow! Is your family Spanish?
vocabulary. Katie No, only my aunt and my cousin Sofia. … Look,
that’s Sofia. She’s eight. And that’s my uncle.
2 Invite students to complete the sentences with He’s British but he lives in Madrid.
the words in green from the exercise above James He looks like Will Smith. What’s his name?
based on the family tree at the bottom of the Katie His name’s Ashley and he’s a teacher not an actor!
page. Ask different students to the board to write James And who’s that? Your boyfriend?
the answers, so as to check them. Katie No, that’s Liam Hemsworth. He’s my favourite actor.
Answers
Answers
1 brother; 2 grandad; 3 parents; 4 mum; 5 uncle; 6 cousins
1 Chloe; 2 Yolanda; 3 Sofia; 4 Ashley; 5 Liam Hemsworth

LOOK!
refer students to the Language Database on
Use the family tree to revise/teach the possessive page 119.
case, eg ‘This is Jonathan. Mark is his brother.’ = Workbook page 8
‘Mark is Jonathan’s brother.’ Have students read
the Look! box and make sentences about Ben’s Reading 2
family.
The name game
5 Pre-reading: students look at the pictures and
discuss what they have in common (the name).
3 Invite two strong students to tell the class about Ask students where Orlando is (in the USA) and if
their family members. To do this, try to choose they know any other famous person whose name
students with different family types. Then have the is Orlando (Orlando Cepeda: baseball player).
class write sentences about their own families.
Check two or three examples orally and leave the 6 Ask the class to gist read the text and say what it
rest for next class. is about (the meanings of names). It is important
at this stage not to focus on unknown vocabulary
PHASES EXTRA although students are likely to ask you the
meaning of unknown words.
Draw these family trees on the board:
Queen Prince
7 1.13 Play the track for students to listen, read
Elizabeth II Phillip and decide if the sentences are true or false.

Once they have done the exercise, ask them to
check their work with a partner, so as to develop
their peer-correction strategies. Tell them that if
Princess Prince Prince Prince their answers do not coincide, they should refer
Anne Charles Andrew Edward to the text to check. Finally, check orally.
Invite different students to talk about these Answers
families and then do the same with other 1 false; 2 true; 3 true; 4 false; 5 true
famous people from their country: presidents,
actors, singers, politicians, etc. Workbook page 11
Barack Michelle LaVaughn
Obama Robinson
Malia Sasha
17

PHASES EXTRA
Closing phase
Read scrambled questions so that one strong learner
can put the words in order, eg T: ‘dog’s / name /
• Ask students who chose their names and why.
what’s / your?’ Student A: ‘What’s your dog’s name?’
• Try to elicit the vocabulary in the text, eg ‘my
Once he or she has done this, a second student
parents’ favourite’, ‘a cool name’, etc.
answers it. Student B: ‘Its name is Flor.’ Suggested
• Ask what flower names there are in their L1.
scrambled questions:
1 is / from / Orlando Bloom / where ?

Grammar 3 2 is / when / birthday / your ?
3 best / name / what’s / your / friend’s ?
Question words 4 friend’s / colour / favourite / what’s / your ?
8 Students look at the questions in the table and 5 mother’s / actor / who’s / favourite / your ?
circle the correct options. Check orally and invite
students to ask and answer the questions with
a partner. Elicit the translation of the question
words to make sure everybody understands. Lesson 4
Answers Aims
What is your mother’s name? Where are you from? When is To develop speaking skills: Making friends.
your birthday? Who is your favourite actor? How do you say
‘nickname’ in your language? To write a profile.
Systematize: write the following examples on
the board and ask the class to copy them into Initial phase
their folders: ‘What’s your name? Mary/Alice.’ Ask a weak student out to the front and whisper
‘Where are you from? Canada/Brazil.’ ‘When is ‘name’ into his or her ear. He or she repeats the
your birthday? In June/In August.’ ‘Who is your word and invite a classmate to make a question with
favourite actor? Brad Pitt/Antonio Banderas.’ it, so that a third student answers, eg T: ‘name’.
‘How do you say class in Spanish? ‘Clase.’’ Student A: ‘What’s your brother’s name?’ Student
B: ‘My brother’s name is Tom.’ Suggested words:
9 Students complete the questions with question
‘favourite’, ‘who’, ‘band’, ‘birthday’, ‘colour’, ‘why’,
words. Then they match questions and answers.
‘when’, ‘what’ and ‘singer’.
Check orally.
Answers
2 Where e; 3 What, Why f; 4 How b; 5 Who c; 6 When a
Core
Speaking
the questions in exercise 9. Walk around and Making friends
monitor closely. 1 Play the track for students to listen to
1.12
Emily and Jonathan and complete the dialogue.

PHASES EXTRA
Answers
Provide the following answers for different 1 14; 2 Ireland; 3 the UK
students to give the corresponding questions. 2 Listen to each exchange and elicit repetition
1 My sister’s birthday is in December. paying special attention to the pronunciation
2 My sister’s friend is Manuel. of final sounds in ‘name’ and in ‘Jonathan’.
3 His favourite actress is Cameron Diaz. Students take turns to act out the dialogue.
4 She is from Argentina.
5 My favourite name is John. Speaking Task
6 Because she is very beautiful. 3 Students work in pairs to prepare a
dialogue with a celebrity. Read and explain the
In order to study and monitor their own learning, three steps and give the class a few minutes to
refer students to the Language Database on plan their dialogue and get ready to act it out.
page 119. Have two strong pairs act out the dialogue at
the front and then invite the rest to do so at their
desks as you walk around and monitor their work.
18

1
3 Invite your students to check if they have used
MIXED ABILITIES these topics correctly.
Shy, intrapersonal learners are likely to refuse to
come out to the front, so be ready to walk to their LOOK!
desk to listen to them. After writing their profiles, tell students to check
if they have used capital letters correctly. Invite
Unit 1 Speaking Task them to read the box and see if they have to
(see Teacher’s Resource Centre) make corrections on their writings. Also, remind
Writing students about the use of the comma after ‘Yes’
and ‘No’ in short answers, and about the use of
A profile the apostrophe in contractions as well as in the
4 Students read the profile and identify the people possessive case.
in the picture. Then they read it a second time
so as to rewrite it with the corresponding capital
letters and punctuation marks. Invite students to
PHASES EXTRA
the board to write some of the words they have
corrected. Classify them and add the ones that Students work in pairs to write an imaginary
are missing so as to have at least one example profile including famous TV stars in their
of each category (name, first word in a sentence, families. After a few minutes, students share
month, nationality, cities, stops). In this way, their work and vote for the most original profile.
students will internalize the information in the
Look! box.
MIXED ABILITIES
Answers
My name’s Joshua. My nickname is Josh. My middle name’s To be fair, make sure each pair combines weaker
Andrew. That’s my dad’s name. My birthday is on 26th June. and stronger learners.
I’m 16. We’re an international family. My mum’s Spanish and
my dad’s British. In this picture we are in Granada in Spain.
My grandad Pepe is my favourite relative. He’s so funny.
PHASES EXTRA
5 Revise or teach word order to make question with Write ‘friends’ on the board and divide the class
verb ’be’. Students order the questions and then into groups of four. Give them three minutes to
they look at the text on exercise 4 to answer them. write as many words as they can, beginning with
each of the letters in ‘friends’. Allow them to use
Answers the book. This will act as a reminder, eg f: ‘fine’,
1 What is Joshua’s nickname? His nickname is Josh / It is
‘France’; r: ‘real’, ‘Ruth’; i: ‘is’, ‘interesting’; e:
Josh / It’s Josh / Josh. 2 Is Andrew his dad’s name? Yes, it is.
‘Everdeen’, ‘English’; n: ‘not’, ‘name’; d: ‘David’,
3 How old is Joshua? He is 16 years old. / He’s 16 years old. /
16 years old / 16 years / 16; 4 Where are they now? They are ‘dad’; s: ‘sister’, ‘Scouts’. Check orally. Proceed
in Granada. They’re in Granada. 5 Is Pepe funny? Yes, he is. in the same way and then check which group
has written more examples. Suggested key
words: ‘films’, ‘simple’, ‘please’ and ‘superhero’.
Writing Task
1 Explain the importance of planning. Explain what
it is. Say: ’When you plan, you organise your ideas, Workbook page 12
you plan or decide what you want to say. Planning
helps to make an organised and clear writing.’ Closing phase
Invite them to think in the photo they are going to Have students work in pairs. One student goes
use and make a draft with diagrams (mind maps, to page 102 and the other to page 107 to do
spider diagrams) or lists with the information Communication Activity 1. The aim is to ask and
they are going to include in their profiles. Share answer personal questions. Proceed as follows.
with your students how you would make your own Invite students to decide who will be student A and
planning. Providing students with many models is who will be student B. Explain they should use the
always great help! information on the gym card to guess who their
partner’s celebrity is. Ask them to read their cards
2 Tell students that once their planning is ready, they and elicit what questions they can ask, eg ‘What’s
have to divide the information in paragraphs. Invite your first name?’ ‘What’s your second name?’
them to divide it into two paragraphs: the first one ‘What’s your surname?’ ‘Is your house in Argentina?’
for their personal information and the second one Role-play two questions with a strong pair and
to describe where they are in the photo. circulate monitoring students’ work. Insist on their
using English.
19

Lesson 5 Webquest
Students surf the net and look up information about
Aims other after-school clubs in London. Ask your students
To read about after-school clubs. to print some photos of it and say its name together
with an extra detail, such as where it is, when it opens,
To visit a website to find specific information about how much it costs. Then, in class, they can create
after-school clubs in London. individual posters with the information gathered.
To integrate what students have learnt so far.
Possible answer
British Council; themes for Summer School 2017: English
Initial phase through Literature: Shakespeare; English through Literature:

Roald Dahl; Duration: 30 hours; Mon-Fri (3 hour classes per
Explain the meaning of the word ’culture’ (the way day) (https://www.britishcouncil.in/english/courses-children/
of life, especially the general customs and beliefs, summer-school)
of a particular group of people at a particular time).
Explain that in this section, they are going to learn
cultural aspects. Ask what the connection between PHASES EXTRA
the two pictures and the title is. Use L1 if necessary.
Play this oral game: backward build-up of
sentences from the text in exercise 1. Divide the
Core class into two groups and read the words from
back to front for the two groups to take turns to
Culture say the correct sentences. They score only when
After-school clubs they get the whole sentence right, eg T: ‘UK / the /
in / popular / are / clubs / after-school.’ Student:
1 Have the class read the blog to find two
1.15
‘After-school clubs are popular in the UK.’
kinds of after-school clubs (sports clubs and
Scouts). Then play the track for students to read,
listen and answer the questions. Check orally and
go through the text, explaining unknown words. MIXED ABILITIES
Remember to leave simpler sentences for slower
Answers
learners.
1 Yes, they are. 2 Yes, she is. 3 No, it isn’t. 4 No, they aren’t.
2 Students go over the text and decide if the

sentences are true or false. Once they have done
the exercise, ask them to check their work with
Closing phase
a partner, so as to develop their peer-correction Give the class two minutes to go through this unit in
strategies. Tell them that if their answers do not their books and then ask them to mention one thing
coincide, they should refer to the text to check. they have learnt or they remember from the unit, eg
Finally, check orally. ‘Manga comics are Japanese.’
Answers
1 true; 2 false; 3 true; 4 true
Progress check
3 Discuss different after-school clubs that Answers
students have in their country/town. 1 France, American, Spain, Australian, Japan, Mexican
2 1 grandparents; 2 brother; 3 cousin; 4 uncle; 5 grandma;
4 ABOUT YOU Discuss if after-school clubs 6 aunt; 7 parents
are popular with teenagers in your town, if they 3 1 ’m/am; 2 are; 3 isn’t; 4 is; 5 are
are public or private, who in the class is a Scout 4 1 Is, Yes, she is./No, she isn’t. 2 Is, No, he isn’t. 3 Are, No,
and why. I’m not. 4 Is. Yes, it is./No, it isn’t. 5 Are, Yes, we are./No,
we aren’t.
PHASES CULTURE 5 1 His; 2 My; 3 Its; 4 Our; 5 Her
6 1 What is Superman’s real name? 2 Where are you and your
The Scout Movement was created by Sir Robert classmates? 3 What is your favourite name? 4 When is your
Baden-Powell to support young people in their cousin’s birthday? 5 How old are you?
physical, mental and spiritual development. The 7 4; 3; 1; 5; 2; 6; 7
Scouts began in 1907, when Baden-Powell held the Integration
first Scouting encampment. The movement has a 2 Hi, Emily. I’m OK, thank you. What about you? 3 Fine, thanks.
This is Lucas and this is Jack. 4 Nice to meet you! Are you
programme of informal education including outdoor
English? 5 No, we aren’t. We are from Australia. 6 Are you from
activities, such as camping, woodcraft, aquatics,
Sydney, the capital city? 7 No, we aren’t. Sydney isn’t the capital
hiking, backpacking and sports. Another widely of Australia. The capital is Canberra. We’re from Victoria.
recognized characteristic is the Scout uniform, which
is a social equalizer, with neckerchief, campaign hat,
a fleur-de-lis insignia and merit badges.
20

2
Unit TEACHING TIP
What are they like?
2 When talking about animals hair the most
common term to use is ‘fur’. Animals usually
have fur in all their body, not only in their head as
Lesson 1 we do. Invite students to point to the animals on
page 16 and say what their fur/hair is like.
Aims
To learn parts of the body to describe animals.
To read about weird animals. 3 1.17 Play the track and ask the class to listen
and jot down the words they understand. Check

To learn and use synonyms. and play the track a second time for students to
identify the animal Ben and Emily describe.
Initial phase Audioscript/Answer
Ben It’s orange and black and it’s got a long neck.
Write ‘stamp’ and ‘brother’ on the board. Give the
Emily Is it a giraffe?
class two minutes to work in pairs and write one word Ben Yes, it is.
beginning with each letter, eg s: ‘six’, ‘sad’, ‘surname’,
‘Superman’; t: ‘the’, ‘toy’, ‘time’, ‘ten’; a: ‘an’,
‘ambulance’, ‘art’, ‘actor’; m: ‘mum’, ‘mother’, ‘Meg’, PHASES EXTRA
‘manga’; p: ‘purple’, ‘Peter’, ‘places’, ‘peaches’. Elicit
a few examples, monitor their work and check orally. • To help students become more fluent and
If you wish to make this activity more productive, remember the new vocabulary, choose an
you may ask one student to say the word that animal and a body part, invite a student to
corresponds to a certain letter for a second student the board and whisper into his or her ear, ‘a
to make a sentence with it, eg Student A: ‘six’. monkey’s ear’ or any other animal + part of
Student B: ‘I’m not six.’ the body combination. This student will make
the corresponding drawing for his or her
classmates to guess.
Core • For more production, a second student may
Vocabulary 1 be invited to describe a monkey’s ear using
colours and simple adjectives: ‘big’, ‘small’,
Parts of the body ‘hairy’, etc.
1 1.16Go through the pictures on page 16 and
elicit/teach the name of the animals. Then play
the track for students to listen, repeat and match MIXED ABILITIES
some of the words in green with the parts of the Activities including drawing help visual learners
body in 1–9 in the pictures. Tell students there remember. More able students may be asked to
are some extra words that are not numbered that describe the differences between animals.
they will use in exercise 2. Check orally. Make
‘Yes/No’ questions to check the rest of the words,
eg ‘Is this the monkey’s foot?’ 4 Students work in pairs and describe an
Answers
animal for their partner to guess. Invite two
1 ear; 2 tooth; 3 mouth; 4 neck; 5 leg; 6 tail; 7 eye; 8 nose; students to read the example aloud and monitor
9 finger their work.
Not numbered: arm, face, foot, hair, hand, thumb, toe Workbook page 15
2 Students complete the table with the words in
exercise 1. Check on the board. Ask: ’Which word Reading 1
can go in the two columns?’ (hair) Really unusual animals
Answers 5 Write the three animal names on the board –
head: eye, face, hair, mouth, nose, tooth ’chameleon’, ’tarsier’, ’peacock spider’ – and ask
body: arm, finger, foot, hand, leg, neck, tail, thumb, toe, hair the class if they know what they are like. Accept
L1 if necessary. Then explain they will read about
these three animals and learn characteristics of
them, eg if they are big or small, where they are
from, what colour they are, etc.
21

Read the title and elicit the meaning of ‘unusual’
(strange and uncommon). UPGRADE
Invite three students to read one box each for the A Students correct the wrong information.
class to read, listen and match the descriptions Check their work orally eliciting all the
with the pictures. Use the pictures to explain sentence, not just the wrong word and its
unknown words except ‘have got’ and ‘has got’, substitute. Also, suggest they shouldn’t just
which will be presented in the next lesson. turn the given sentence into the negative.
Answers Answers
A 4; B 2; C 3 1 The chameleon is an African reptile. 2 The tarsier’s eyes
are huge. 3 The male peacock spider is colourful.
6 Play the track for students to read again,
1.18
B Students choose one of the animals on
listen to the text and answer the questions. page 16 and work in pairs to write a short
Check their work orally. description.
Answers
1 It’s from Africa. 2 No, they aren’t. 3 It’s 45 million years old.
4 It’s from Australia.
PHASES CULTURE
7 Students match the adjectives 1–3 with their
synonyms. Check orally. • The animal in picture 1 is a tar fennec fox.
Fennec foxes are from North Africa and they
Answers are the smallest fox species. They have got
1 b; 2 c; 3 a huge ears. They are half the size of their
bodies! Their ears have two purposes: they
TEACHING TIP help them hear any prey living underground
When we talk about synonyms, we very often and they help hem release heat and cool off
mean words with similar meanings but not under the hot sun.
100% equal, especially because different words • Reptiles are cold-blooded vertebrate animals
often have different collocations and these affect with scales, shields or plates covering
synonymy as well. Invite students to read the text their bodies. They include snakes, lizards,
one more time and replace the words ’unusual’, alligators, crocodiles and turtles.
’huge’ and ’tiny’ with synonyms.
PHASES EXTRA
Divide the class into two groups. Invite students

PHASES EXTRA
from each group to take turns to describe an
Play a memory game. Give the class two minutes animal for the members of the other group to
to memorize the order of the pictures in exercise 1. guess, eg Student A: ‘It’s got small ears and a
Divide the class into two groups and invite them to very long neck. It’s yellow and brown. It’s from
take turns to say a number and a part of the body Africa.’ Student B: ‘The giraffe.’
for their opponents to make a sentence about the
animal in question. Students should try to use the
synonyms they have learnt whenever possible, eg Closing phase
Student from group A: ’7 eye’. Student from group Read these sentences for students to add the
B: ’Tarsiers’ eyes are huge.’ missing word.
1 The chameleon a reptile.

MIXED ABILITIES 2 The chameleon’s feet strange.
Memory games of this type help visual learners and 3 The fennec fox’s ears not tiny.
if this is conducted as a competition, it becomes 4 The fennec fox’s tail long.
interesting to kinaesthetic learners as well. 5 The tarsier’s fingers not short.
6 The tarsier family 45 million years old.
7 The male peacock spider colourful.
8 The peacock spider not huge.
Answers
1 is; 2 are; 3 are; 4 is; 5 are; 6 is; 7 is; 8 is
22

2
Lesson 2 3 Students look at the sentences in the second
table and notice how we form the negative form.
Aims Then they read the fact file and correct the
To use ’have got/has got’ to talk about possession. sentences using the numbers in brackets. Invite
a student to read the example and give the class
To describe animals using ‘have got/has got’ in the three minutes to do the rest. Check orally.
affirmative and negative forms.
Answers
To focus on and practise the /h/ sound. 1 An insect hasn’t got two legs. It’s got six legs. 2 A dolphin
To listen to a radio programme about Manx cats hasn’t got 32 teeth. It’s got 200 teeth. 3 Normal cats haven’t
and Dalmatian dogs. got 20 toes. They’ve got 18 toes. 4 Most spiders haven’t got
two eyes. They’ve got eight eyes.
Initial phase
Revise parts of the body. Explain that you will spell PHASES EXTRA
out a word for the class to guess the part of the body
and then you’ll mention two animals. Students will Make cards for these words: ‘cats’, ‘dolphins’,
use the word you have spelled out to describe the ‘camel’, ‘sharks’, ‘hamster’, ‘iguana’, ‘reptiles’,
difference/s between the two, eg T: ‘l-e-g-s’ Student ‘chihuahuas’, ‘birds’, ‘spider’, ‘tigers’ and ‘lion’.
A: ‘legs’ T: ‘giraffe – elephant’ Student B: ‘A giraffe’s Write these parts of the body on the board:
legs are long and an elephant’s legs are short.’ ‘legs’, ‘hair’, ‘face’, ‘nose’, ‘hands’, ‘feet’,
Proceed in the same way using these words: ’ears: ‘head’, ‘eyes’, ‘mouth’, ‘arms’, ‘tail’ and ‘neck’.
chameleon – fennec fox’; ‘eyes: tarsier – monkey’; Invite students to come out to the front, pick a
‘neck: giraffe – tiger’; ‘face: cat – iguana’; ‘mouth: card, choose a word from the list on the board
lion – cat’; ’legs: spider – chameleon’. and make a false statement for a classmate
to correct. Elicit the use of adjectives too, eg
Student A: iguana – legs: ‘An iguana has got
Core three legs.’ Student B: ‘An iguana hasn’t got
Grammar 1 three legs. It’s got four short legs.’ Remember
to elicit one as an example.
have got – affirmative and negative
Present ‘have got/has got’ using the animals
mentioned in the Initial phase, eg ‘Tarsiers have got MIXED ABILITIES
brown hair. They have got two big eyes and they have
got a horrible face. A chameleon has got four legs Asking different students to come out to the
and a colourful body.’ Then ask the class to look at front implies movement and this is good for
the sentences in the first table to notice that we use kinaesthetic learners. Besides, if done at good
‘has’ for the third person singular. pace, it adds rhythm to your lesson.
1 Ask students to look at the sentences in the

tables and answer the question. 4 Elicit a general description of each of the three
pictures. Then ask students to look at the
2 Give students two minutes to complete the information in the table and write sentences with
sentences with ‘has got’ or ‘have got’ and guess the correct affirmative or negative form of ‘have
the animal. Check their work orally. got’. Elicit the first as an example and give the
class three minutes to do the work. Check orally.
Answers
1 have got; 2 has got; 3 have got; 4 have got; 5 have got;
Systematize: copy two examples on the board in
The camel
the affirmative form and two in the negative for
the class to copy into their folder below the title
MIXED ABILITIES ‘have/has got – haven’t/hasn’t got: possession’.
Exercise 2 is a good opportunity for weaker
Answers
learners to participate.
Sharks have got 3,000 teeth but they haven’t got arms.
Gorillas have got two legs and 32 teeth. They have got two arms.
Pythons haven’t got legs. They have got 100 teeth but they
PHASES EXTRA haven’t got arms.
Invite students to work in pairs to describe 5 Before doing this exercise, revise the use of ‘be’,
different animals using ‘have/has got’ for their which was taught in the previous unit: ’We use
partner to guess. “be” to talk about state, to say what something
is like, eg “Some spiders are tiny”. We use “have
got” to talk about possession, eg “A dog has got
23

four legs”.’ Then students read the dialogue and with the class some information about these
complete the conversation with the correct form animals.
of ‘be’ and ‘have got’.
Answers PHASES CULTURE
1 Have, got; 2 ’ve got; 3 Is; 4 isn’t; 5 is; 6 haven’t; ’ve got
• Manx cats are domestic animals from the Isle
6 Play the track for students to listen to
1.19
of Man in the British Isles, with a naturally
the conversation in exercise 5 and check their occurring mutation: they have a small stub of
answers. Then invite two students to the front, a tail or are entirely tailless. This is the most
one plays the part of Harry and the other plays distinguishing characteristic of the breed,
the part of Luke. If there is time available, along with elongated rear legs and a rounded
encourage students to use this conversation as head. Manx cats come in all coat colours and
a model to create a similar dialogue with their patterns, though all-white specimens are rare.
partner to talk about pets. • Dalmatian dogs are born with plain white coats
and their first spots usually appear within
LOOK! three weeks after birth. After about a month,
Draw students’ attention to the text in the Look! box they have most of their spots, although they
and elicit further examples of regular and irregular continue to develop them throughout life at a
plural nouns, eg regular nouns: ‘hand/s’, ‘head/s’, much slower rate. These animals have genetic
‘finger/s’, ‘arm/s’, etc; irregular nouns: ‘foot/feet’, predisposition for deafness. Only about 70%
‘tooth/teeth’, ‘mouse/mice’, ‘man/men’, etc. have normal hearing.
8 1.22 Play the track for the class to listen to a

radio programme and check their answers to
exercise 7. Elicit what else they have understood.
pages 119–121.
Audioscript
Peter On today’s programme, we’ve got two pets – a cat
Pronunciation and a dog. Annie, tell us, what’s unusual about the
\h\ cat?
Annie Well, Peter, it hasn’t got a tail but it’s perfectly
A Play the track for students to listen and
1.20
normal.
repeat. Compare with the students’ mother Peter But cats normally have got tails.
tongue. Is there a similar sound? Annie Well, yes. But this is a Manx cat, and many Manx
cats haven’t got tails.
B Play the track for the class to listen and
1.21
Peter A Manx cat? Where is it from?
repeat the sentences. Annie Manx cats are from a small island in the UK. And
Peter, can you see anything unusual about the cat?
Peter Well, yes. Its back legs are really long, similar to a
UPGRADE
rabbit.
A Students order the words to make sentences Annie Yes, that’s right.
about Alex’s favourite animal. Give them three Peter Well, now let’s have a look at this dog. Annie, what’s
minutes, monitor their work and check orally. unusual about it?
Annie I don’t know. It’s a normal dog.
Answers Peter Look at its eyes.
1 Mice are my favourite animals. 2 They are intelligent. Annie Oh yes. It’s got one blue eye and one green eye. Oh!
3 They’re in the same family as hamsters. 4 They’ve got What kind of dog is this?
sharp teeth and long bodies. 5 Their babies haven’t got hair. Peter It’s a Dalmatian. And I’ve got another interesting
B Students write about their favourite animal fact about Dalmatians.
using Alex’s sentences as a model. Check one Annie What’s that?
or two samples orally and make a point of Peter Very young Dalmatians, Dalmatian puppies, haven’t
correcting the rest. got spots.
9 1.22 Play the track a second time for students
Workbook pages 16 & 17 to listen again and choose the correct words.
Listening Answers
1 UK; 2 legs; 3 rabbit; 4 two different colours of eyes; 5 haven’t
Cats and dogs
7 Invite the class to look at the two pictures
carefully and identify something unusual about
Closing phase
the two pets (the cat hasn’t got a tail and the • Divide the class into three groups and ask each
dog’s got two different colours of eyes). Share one to choose a representative.
24

2
• Invite these three students out to the board and
give them two minutes to write as much as they TEACHING TIP
remember about the radio programme they have When adjectives are used to describe an object,
just listened to. an animal or person, they must follow a certain
order: opinion, size, shape, colour, eg ‘fantastic,
• Check their work and choose the winner.
big, blue eyes’ or ‘lovely, small, round face.’
However, more than three adjectives would sound
unnatural.
Lesson 3
4 Students work in pairs to order the words and
Aims
make sentences. Give them a few minutes and
To use adjectives of physical description. monitor their work. Check orally.
To read about young stars.
Answers
To ask about possession using ‘have/has got’. 1 I’m tall and I’ve got long fair hair. 2 My best friend has got
blue eyes and curly hair. / My best friend has got curly hair
and blue eyes. 3 Our teacher has got wavy hair and he’s short.
Initial phase 4 My mum has got long dark hair and brown eyes.
Revise adjectives by mentioning names your Workbook page 18

students are well acquainted with so that they can
describe the person using ‘clever’, ‘intelligent’,
‘beautiful’, ‘good-looking’, ‘interesting’, ‘tall’, ‘short’, PHASES EXTRA
‘fat’, ‘thin’, etc.
Divide the class into two groups and play
‘Upside-down’. Explain the rules. You will
Core whisper a name and students must always give
incorrect information for the members of their
Vocabulary 2 group to guess the name. Provide an example.
Adjectives of physical description Call a student out to the front and whisper
1 Use pictures a–d to pre-teach the unknown the name of an actor or singer they are well
adjectives, eg ‘curly’, ‘wavy’, ‘straight’, ‘round’ or acquainted with, eg ‘Lady Gaga’. The student at
‘square’. Then have the class complete the table the front should make a description with false
with the adjectives in the box. Check their work information, eg ‘She is a short tennis player.
orally. She has got fair hair and she is from Argentina.’
The members of the group may make questions
Answers to get more information until they manage to
hair
guess. Play four or six times.
length: a. long, b. short
style: c. straight, d. wavy, e. curly
colour: f. dark, g. fair (‘brown’ is also possible)
eyes: h. blue, i. brown, j. green
MIXED ABILITIES
height: k. tall, l. short More able students may be invited to use two or
face shape: m. round, n. square more adjectives.
1.23
repeat. In order to help them memorize the

new words, you may invite them to mime the Reading 2
adjectives. Young stars
3 Students look at pictures a–d and match them 5 Pre-reading: ask the class who they think are
with the descriptions given. Give them two stars. Invite them to give examples of young
minutes to do this and check orally. stars. If possible, tell them to say what they are
like. Then students read the text and answer if
Answers Freddie Highmore has got a sister. (He hasn’t got
1 d; 2 c; 3 b; 4 a
any sister.)
LOOK!
Invite students to discuss with their partners the
Refer the class to the text in the Look! box and questions that are in red at the end of the article.
elicit further examples. Invite different students
to describe a partner.
25

2
PHASES CULTURE PHASES CULTURE
Freddie Highmore has also participated in • Dolphins: Dolphins are mammals. One of the
series. He has starred Norman Bates in Bates defining characteristics of all mammal species
Motel since 2013. He won a People’s Choice is that they have hair on their bodies. When
Award. In 2017, he began starring Dr Shaun dolphins are born, you can actually find a few
Murphy in The Good Doctor. He also attended stray hairs poking out of their chin. But soon
Comic-Con 2017. after birth these hairs will fall out. They look
like cat’s whiskers.
• Gorillas: Gorillas are not monkeys. Monkeys
6 1.24 Play the track and have students read
have tails and great apes such as gorillas
the text again and listen to say whether the do not have any at all. Gorillas are apes, not
statements are true or false. Check orally. Invite monkeys!
students to correct the false ones.
Answers
10 Students work in pairs. They choose
1 true; 2 false (His middle name is Thomas.); 3 false (Bertie
is Freddie’s brother.); 4 false (His dad is an actor.); 5 false (He
a person in the class and ask and answer
hasn’t got a twin brother. He has got a twin brother in The questions to guess who he or she is. Invite
Shipwreck Chronicles.) a strong pair to read the example. Circulate
monitoring students’ work. This activity may
be conducted as a game if you divide the class
PHASES EXTRA into two groups and students take turns to ask,
Read the following description of a star and answer and guess.
encourage students to guess who he or she Systematize: once the exercise has been
is: ’He is a singer and a songwriter. He is from checked, write two ‘Yes/No’ questions and two
Canada. He has got short hair. It’s short and ‘Wh-’ questions with their answers for students
straight. He has got brown eyes and he’s tall. to copy into their folders. The tile is: ‘have/has +
He’s handsome. Some of his songs are: Baby, subject + got …?’ Asking about possession’.
Despacito Remix, What do you mean?, Let me
love you.’ (Justin Bieber) Invite students to In order to study and monitor their own learning,
create their own riddles about young stars. refer students to the Language Database on
pages 119 and 120.
Grammar 2
have got – interrogative PHASES EXTRA
7 Use the pictures on page 20 to teach questions. Students play in pairs. Explain the rules: student
Ask students to look at the sentences in the table
A thinks of a teacher at their school but does
and say if we use ‘got’ in short answers. Elicit
not say his or her name. Student B must make
word order.
questions to guess the name. Elicit an example
8 Have students complete the questions with ‘have’ and then circulate monitoring their work.
or ‘has’. Check their work orally.
Answers
1 Have; 2 Has; 3 Have; 4 Has
Closing phase
Practise backward build-up. Read these questions
9 Have students order the words to make
starting from the end: ‘Has your friend got a big
questions and then answer them. Check orally.
mouth?’ ‘Who has got wavy hair?’ ‘What clothes has
Answers your teacher got?’ ‘Has your teacher got curly black
1 Has a fly got six legs? Yes, it has. 2 Has a dolphin got hair? hair?’ ‘Have you got white Adidas trainers?’ ‘What
No, it hasn’t. 3 Have gorillas got a tail? No, they haven’t. clothes have you got?’ ‘Has your teacher got brown
4 Has an octopus got ears? No, it hasn’t. eyes?’ Have student A make a question for student
B to answer, eg T: ‘hair / fair / got / Madonna / has?’
Student A: ‘Has Madonna got fair hair?’ Student B:
‘Yes, she has.’
26

2
Lesson 4 Writing
Description of a person
Aims 5 Have the class look at the picture and elicit a
To develop speaking skills: looking after pets. few sentences describing the man. Then invite
To write a description of a person. students to read the description and choose the
correct words. Give them a few minutes to do the
work and check orally.
Initial phase Answers
Revise or teach the concept of ’looking after’. Tell 1 from; 2 tall; 3 has got
your students that when they look after someone or
something they take care. PHASES EXTRA
Draw students’ attention to the organization of

Core the description. Point out that writing pieces are
organized into paragraphs that show a unit of
Speaking meaning. Ask which paragraph tells us who we are
Looking after pets reading about (1st), which one describes the man
physically (2nd) and which rounds up the idea (3rd).
1 1.25 Play the track for students to listen and
answer the question. (No, he hasn’t.)
2 1.25Tell the class that Ben hasn’t got a dog, LOOK!

but he wants to learn how he can look after one. Make sure students understand the meaning of
Play the track a second time for the class to the apostrophes in the text. Read aloud the text in
complete the conversation adding a few more the box and elicit examples.
exchanges. Check orally and explain the use of
the imperative form. Elicit other examples, like
6 Students read the description again and answer
what students’ mothers order them to do, what
the questions.
their teachers ask them to do, etc.
Answers
Answers
1 He’s from Germany. 2 Yes, he is. 3 His hair is white.
1 Have; 2 a; 3 morning
4 Yes, he has.
3 Invite the class to listen to and repeat the 7 Students read the sentences and correct the
dialogue. Then they work in pairs to act it out.
mistakes. Invite five students to the front so that
each of them writes one of them correctly.
TEACHING TIP
To get students to act out a dialogue, first you Answers
1 She’s from China. 2 He’s very short. 3 He’s got glasses.
must make them feel confident. One way of doing
4 She’s got long curly hair. 5 My cousins’ names are Luke
this is to read the dialogue with them making
and Paul.
sure they make the right pauses and do not chop
the sentence into words.
Writing Task
1 Tell students that they will have to choose one
MIXED ABILITIES person to describe. On their notebooks, ask
It’s not a good idea to force students who are shy them to make notes about him or her. Circulate
or intrapersonal to act out. If you notice some of monitoring students’ work.
your students refuse, just have them read aloud.
2 After making notes, students have to organise
the information they wrote and start creating
their piece of work. Explain that the description
Speaking Task they will write should have three paragraphs
4 Students work in pairs to prepare a as well as the one about Marcus in exercise 5.
dialogue between them and a neighbour. To do Explain that organising ideas is vital because
this, they follow the three steps provided. Read paragraphs have to contain similar information
them aloud and give the class five minutes to as they are a unit of meaning. When ideas are
plan their work. Monitor closely and then invite clearly presented, the message is clear. The first
volunteers to act out the dialogue. paragraph will present the person they are going
to describe. The second one will describe his or
Unit 2 Speaking Task
her physical appearance and the third one will
(see Teacher’s Resource Centre)
tell about his or her pets. Monitor their work.
27

2
PHASES EXTRA
Lesson 5
You may wish to teach students to edit someone Aims
else’s work. In this case, students may exchange To learn factual information about Australian wildlife.
their first drafts for a classmate to edit before
To talk about unique animals in the country.
they write the final version.
To visit a website to find specific information about
Australian animals.
3 Tell students to revise their final work, see
their classmates’ comments and make the final
version. Check the four boxes.
Initial phase
TEACHING TIP Write the following words on the board: ’hamster’,
Reading one’s work aloud does not only help us ’fish’, ’monkey ’, ’dog ’, ’sheep’. Ask: ‘What do these
practise reading but it also develops our sense of words have in common?’ (They’re all animals.) ‘Are
achievement and teaches us to be responsible for they all domestical animals?’ (No, they aren’t.) Draw a
and proud of our work. two-column table on the board and label one column
’Pets’ and the other ’Wild animals’. Introduce the
concept of wild animals: ’A wild animal lives and grows
Workbook page 22
in its natural environment, cannot live with humans
as a pet.’ Invite a student to rewrite the words in the
correct columns.
PHASES EXTRA
Students work in pairs. Student A chooses TEACHING TIP

thinks about an animal and makes a Teenage students should be given opportunities
nonsensical sentence and it will be Student B’s to develop their thinking skills. In activities
task to make it meaningful, eg Student A: ‘A like the one suggested in the Initial phase,
giraffe has got big hands.’ Student B: ‘A giraffe they are expected to discuss ideas and come to
hasn’t got hands.’ conclusions. Even when these may be wrong,
they are making associations and observations.
These are life-long learning skills.
Closing phase
Have students work in pairs. One student goes
Tell students that they are going to learn about some
to page 102 and the other to page 107 to do
wild animals in Australia.
Communication Activity 2. The aim is to ask and
answer questions to describe a famous person.
Proceed as follows. Invite students to decide who Core
will be student A and who will be student B. Read the
rubric aloud and elicit the questions for the tips given.
Culture
Write two or three on the board as a reminder, eg ‘Is Australian wildlife
it a man or a woman?’ ‘Has it got long hair?’ ‘Is his/ 1 Have the class read the title and look at the
her hair brown?’ Give the class a few minutes to find pictures and elicit a few sentences describing
out who the person on their partner’s card is, as you them. Invite them to say when something is
circulate, monitoring their work. unique. Give them time to give examples. Say:
’When something is unique is special and
distinctive’. Then play the track so students read,
listen to the article and answer the questions.
Answers
1 Yes, they have. 2 Yes, they are. 3 It’s got 42 teeth. 4 No, they
haven’t.
28

2
PHASES CULTURE Closing phase
• Kangaroos belong to the animal family Have students work in pairs. One student goes
Macropodidae, which literally means ‘big foot.’ to page 102 and the other to page 107 to do the
Thanks to their large feet and powerful hind Communication Activities. The aim is to ask and
legs, kangaroos can travel more than 56km/h answer questions to describe a famous person.
and leap more than 9m in a single bound – that’s Proceed as follows. Invite students to decide who
more than six ten-year-olds lying head to toe! will be student A and who will be student B. Read
They have small front legs and a long, strong tail the rubric aloud and elicit the questions for the tips
which helps them balance while jumping. given. Write two or three on the board as a reminder,
• Tasmanian devils are the largest carnivorous eg ‘Is it a man or a woman?’ ‘Has it got long hair?’ ‘Is
(meat-eating) marsupials in the world. his/her hair brown?’ Give the class a few minutes to
Tasmania is the only place where they are find out who the person on their partner’s card is, as
found in the wild! When they are in danger, you circulate, monitoring their work.
they shriek, howl, bare its teeth, and often spin
around in circles like the cartoon Taz.
• The platypus is among nature’s most unlikely Progress check
animals. The animal is best described as a Answers
hodgepodge of more familiar species: the duck 1 1 eye; 2 neck; 3 nose; 4 tail; 5 tooth; 6 arm; 7 finger; 8 ears
(bill and webbed feet), beaver (tail), and otter 2 1 straight; 2 blue; 3 long; 4 wavy; 5 green; 6 tall; 7 long;
8 short; 9 curly; 10 dark
(body and fur).
3 1 ’ve/have got; 2 ‘s/has got; 3 ’s/has got; 4 ’s/has got
4 1 Has Mick got curly hair? No, he hasn’t. 2 Has Mick got
brown eyes? No, he hasn’t. 3 Has Mia got green eyes? Yes,
2 Have the class read the text again and correct the she has. 4 Has Mia got short hair? No, she hasn’t. 5 Have
wrong sentences. Molly and Martha got long hair? Yes, they have. 6 Have
Molly and Martha got small eyes? No, they haven’t.
Answers
Integration
1 Red kangaroos are tall. 2 The Tasmanian devil has got short
1 Have, got; 2 haven’t; 3 ’s/has got 4 Is; 5 ’s/is; 6 ’s/has got;
black hair. 3 The platypus has got a big tail.
7 haven’t got; 8 ’re/are; 9 haven’t got; 10 are
3 ABOUT YOU Students discuss what
animals are unique in their country. This may
be done orally or you may ask the class to write
the three most popular pets and the three most
popular female and male names. Then read the
results aloud.
Webquest
Students go online and look up information about
other Australian animals.
Possible answers
Wombats: They are short-legged, muscular marsupials native to
Australia – they seem to spend most of their time sleeping, but
they are experts of survival, resting to conserve energy to help
beat the heat.
Koalas: They feed mainly on eucalyptus leaves, but can only
tolerate very few species. They usually move slowly, using their
energy very efficiently. Normally, they spend 20 hours a day
sleeping!
PHASES EXTRA
Give the class two minutes to go through this

unit in their books and then ask them to mention
one thing they have learnt or they rem ember
from the unit, eg ‘The Tasmanian devil has got
42 teeth.’
29

Answers
1 My; 2 Her; 3 Their; 4 our; 5 Its; 6 your
Revision 1 4 Have the class complete the text with the correct
form of ‘have got’. Check their work orally. Write
the answers on the board to avoid mistakes.
Initial phase
Answers
Copy these sentences on the board and ask the
1 haven’t got; 2 ’ve/have got; 3 ’s/has got; 4 ’ve/have got; 5 hasn’t
class to read them in silence: ’Australia got some got; 6 ’s/has got; 7 ’ve/have got; 8 ’s/has got; 9 haven’t got
animals unique.’ ’Freddie Highmore a actor British.’
’Dalmatians got two colours different of eyes.’ ’Tarsiers 5 Students order the words to make questions.
got eyes huge.’ ’After-school clubs popular very.’ Check their work orally and then have them work
in pairs to ask and answer the questions.
Ask students to guess the missing word and write
the one that has been misplaced in its correct Answers
position in the sentence. Check orally. 1 What is your name? 2 Where are you from? 3 What time is
it now? 4 How old are you? 5 Have you got any brothers or
Answers sisters?
Australia has got some unique animals. Freddie Highmore is a
British actor. Dalmatians have got two different colours of eyes.
Tarsiers have got huge eyes. After-school clubs are very popular. PHASES EXTRA
Ask the class to write the name of a celebrity or

Core person they are all well acquainted with on a sheet
Vocabulary of paper and exchange them with a classmate.
Give them a few minutes to think of a description
Students play the vocabulary game in pairs. They
of the person whose name is on the sheet of
have to guess each word in the shortest time
paper they have been given including physical
possible. When one student fails to guess the word,
description, family information, etc. Students take
his or her partner takes the chance. The student
turns to come out to the front and describe the
who guesses more words is the winner. Check all
person for the class to guess.
the words orally once the class has finished and
elicit sentences for further practice.
Answers
purple, Italy, tail, parents, straight, brother, fair, aunt, short, UPGRADE
mouth
A Students complete the question words and
match questions and answers.
Reading
Answers
1 Students read the text and say whether the
2 When; 3 How; 4 Who; 5 What; 1 c; 2 e; 3 d; 4 b; 5 a
statements are true or false. Check orally.
B Students write the questions and complete
Answers the short answers. Check their work orally.
1 true; 2 true; 3 false; 4 false; 5 true
Answers
1 Have polar bears got long tails? No, they haven’t. 2 Have
PHASES EXTRA parrots got legs? Yes, they have. 3 Have alpacas got long
necks? Yes, they have. 4 Has Mark got wavy hair? No, he
Invite different students to choose three of the
hasn’t.
words in the vocabulary revision and use them
to say things about themselves as in the text in
exercise 1.
PHASES EXTRA
Invite the class to play this version of ‘I Spy’.

Grammar Explain the rules of the game. Student A says,
2 Students complete the sentences with the ‘I spy, I spy something beginning with …’ for
correct form of the verb ‘be’. Check orally. the class to guess the object. Student B – the
one who guesses the word – makes three false
Answers sentences about the object. Student C provides
1 ’s/is, ’m/am; 2 are; 3 isn’t/is not, ’s/is; 4 ’re/are; 5 ‘s/is, ’re/
the true sentences. Play for no longer than six or
are; 6 aren’t/are not, ’s/is
seven minutes.
3 Have the class complete the text with the words in
green. Check orally but write the answers on the
board to avoid mistakes. There is one extra word.
30

Revision
1
Listening Closing phase
6 Tell the class that they will listen to a radio
1.27
The class vote for the most complete piece of work,
programme about a mystery person. Play the
the most original, the best presentation, etc.
track and elicit what they have understood and
who the programme is about (Lady Gaga). Then
students say whether the statements are true,
false or not mentioned. Check orally.
Upgrade for Exams
Audioscript
Presenter Hi, and welcome to ‘Celebrity Radio’ and today’s
‘Mystery Profile’! Today’s mystery profile is
Initial phase
a female American singer. Who is she? Well, Read these words aloud for students to put them in
listen and guess the answer. She’s from New order and make sentences.
York but her parents are both Italian. Her real
name is Stefani Joanne Angelina Germanotta, 1 got / haven’t / brother / I / or / sister / a .
and her parents’ names are Cynthia and Joseph 2 lovely / got / pet / I / a / have .
Germanotta. She’s got straight, fair hair and 3 really long / ears / are / its / and / white .
brown eyes. She isn’t tall, she’s short. She’s 1m 4 rabbit / a / it’s / baby .
55. She hasn’t got any brothers but she’s got one 5 is / June / birthday / its / in .
sister. Her sister’s name is Natali. Natali has got
6 now / its / is / in / cage / it .
wavy, brown hair and brown eyes. Her mother,
Cynthia, has got blue eyes and long, fair hair. Her Answers
father, Joseph, is a big man. His eyes are brown 1 I haven’t got a brother or sister. 2 I have got a lovely pet.
and he’s tall. He’s got short, dark hair. When 3 Its ears are really long and white. 4 It’s a baby rabbit.
is her birthday? Her birthday is on the 28th of 5 Its birthday is in June. 6 It is in its cage now.
March. So, … who is she? Well, her name is …
Answers
Lady Gaga! …
Core
1 false (She’s from New York.); 2 false (He’s her father.); 1 Students look at the family tree and choose
3 false (She’s short.); 4 true; 5 not mentioned; 6 true; 7 true the correct words. Check orally and write the
answers on the board to avoid mistakes.
Speaking Answers
7 Ask students to think of a friend and circle the 1 brother; 2 sister; 3 parents; 4 aunt; 5 uncle; 6 cousins;
correct words to describe him or her. Then have 7 granddad; 8 grandma
students complete the description of their friend. 2 Students write five questions about the text and
Check three or four samples orally. ask and answer them with a partner. Circulate
and monitor their work as they do so. It is
Collaborative Task – Our favourite singer advisable to check the questions orally first.
Suggested questions: ’What is Sophie’s uncle’s
1 Ideas name?’ ’Is Steve Sophie’s cousin?’ ’Who is
Students work in groups to choose their favourite Helen?’ ’Has Sophie got any brothers or sisters?’
singers. Organize the groups and give them two ’What are their names?’ ’Is Louisa her sister?’
minutes to come to a decision.
3 Students read the text and choose the correct
2 Group work
words.
Students jot down what they know about their
favourite singer’s name, nationality, appearance and Answers
family. You may also invite students to find out some 1 amphibians; 2 are; 3 green; 4 eyes; 5 big; 6 legs; 7 hair
extra information for the following class and include
it in their work. 4 Students look at the picture and write about the
giant river otter as in exercise 3 using the words
3 Writing in green. You may invite the class to look at the
Students write a short text about their favourite picture and talk about otters first.
singer using their notes.
4 Presentation
Students include the extra information they have
found out and, together with pictures of their favourite
singer, edit their work carefully and read the text to
their classmates as they show them the pictures.
31

R1
PHASES CULTURE
The giant river otter is an Amazonian giant

that can reach up to six feet (1.8m) long. That’s
more than twice as long as a North American
river otter. Giant river otter cubs are born totally
covered with fur; indeed, the species is one of the
only carnivores with a fur-covered nose. They are
born in dens underground and learn to swim at
about two months. The giant river otter has few
predators, but jaguars are among them.
Closing phase
Play ’Guess the animal’. Elicit what students
remember about unique animals in Australia
and animals in general. Students work in groups
of four or five to guess. You will read sentences
about animals for them to guess. If they guess the
animal, they should stand up and say the name of
the animal. They will get one point per each animal
guessed. If they can create one sentence to describe
that animal, they get an extra point. If they don’t
guess and get confused, they don’t get any points.
The group with more points wins the game.
1 It changes colour. (chameleon)

2 Its mouth is similar to a duck’s. (platypus)
3 It has a long neck. (giraffe)
4 It has long legs and a long tail for jumping.
(kangaroo)
5 It hasn’t got arms or legs and it has 3,000 teeth
and lives in the ocean. (shark)
6 It is colourful and has got eight legs. (peacock
spider)
7 It has black and white stripes. (zebra)
8 It has huge ears and a big nose. (elephant)
9 It is the king of the jungle. (lion)
10 It is a kind of black and white dog. (Dalmatian)
32

3
Unit
Healthy living PHASES EXTRA
3 Students work in groups and decide on a diet
scheme for these people: a one-year-old child,
Lesson 1 a teenage student, a hard-working executive and
an old lady.
Aims
To learn vocabulary about food.
3 Play the track for students to listen to Max
1.29
To read about eating habits. and Sally. Ask what their favourite food is.
To talk about one’s diet using cognates.
Audioscript/Answers
Max Hey, Sally. What’s your favourite food?
Initial phase Sally My favourite food? Um, it’s fish. What about you, Max?
Max Err, it’s ice cream. I love it!
Oral discussion: invite the class to describe the best
restaurants in their hometown. Pre-teach the words 4 Students work in pairs to ask and answer
‘healthy’ and ‘unhealthy’ in reference to fast food. about their favourite food. This may be made
Have students talk about their meals: breakfast, slightly more complex by having the class ask
lunch and dinner. Ask, ‘What time is it?’ ‘Where is and answer about their favourite breakfast,
it?’ ‘Is it healthy?’ dinner or lunch food/drink. Elicit one exchange
from a strong pair first and then walk around
Core monitoring students’ work.
Vocabulary 1
TEACHING TIP
Food
Weaker learners should be encouraged to work
1 Use this exercise to elicit what students
1.28
with average ones, neither with strong learners
know and teach what they don’t. Play the track nor with other weak ones.
for students to listen, repeat and match the
pictures 1–6 with some of the words in green.
Workbook page 25
Answers
1 meat; 2 carrots; 3 pasta; 4 cheese; 5 yoghurt; 6 strawberries
Reading 1
You are what you eat.
Pre-reading: discuss what fruits have anti-oxidants and what
PHASES EXTRA
fruits have vitamin C.
Discuss which of the foods is healthy or
unhealthy. You may introduce words such as LOOK!
‘carbohydrates’, ‘fat’, ‘colourings’, etc.
Draw students’ attention to the text in the Look!
box and help students predict what the text will
be about.
PHASES CULTURE
We may turn our food unhealthy simply by 5 Ask students to read and tick the best option (c).
overcooking, adding too much salt or sugar,
6 1.30 Play the track for students to read, listen
etc. Besides, when we buy food, we must bear
and answer the questions. Check their work
in mind that highly processed foods are often
orally. Do not focus on unknown vocabulary at
unhealthy because they are very high in harmful
his stage. If students ask, just provide the L1
toxins, chemicals, colourings, artificial flavours
equivalent.
and additives which can have very negative
effects on the body – such as sluggishness, Answers
allergies, low immunity, fatigue etc. 1 Yale University is in the USA. 2 Jethro hasn’t got healthy
habits. 3 Hamburgers and pizza. 4 No, it isn’t. He loves fizzy
drinks.
2 Students look at the Eatwell plate and complete
the key with some of the words from exercise 1.
This may be done in pairs. Check orally.
Answers
a apple; b carrots; c strawberries; d potatoes; e bread; f milk;
g cheese; h fish; i nuts; j cake; k ice cream
33
M17 394 Phases1TB1 033_050 U03 04 R2.indd 33 12/04/18 09:33

TEACHING TIP Initial phase
Students must be warned against false cognates. Use the texts on page 31 to contextualize the
Cognates are words that have a common pre-teaching of these verbs: ‘eat’, ‘drink’, ‘study’,
etymological origin. Some of these words that ‘have’ (an apple, breakfast, etc) and ‘make’. Practise
are cognates in English and Spanish are ‘doctor’, by asking students to provide collocates, eg ‘drink’:
‘horror’, ‘actor’, ‘tourist’, ‘intelligent’, ‘hospital’, ‘water’, ‘orange juice’, ‘fizzy drinks’, ‘tea’, etc; ‘eat’:
etc. False cognates are words that look similar ‘an apple’, ‘spaghetti’, ‘pizza’, ‘unhealthy food’, ‘at a
to a word in your mother tongue but differ restaurant’, etc.
in meaning, eg ‘conductor’, ‘carpet’, ‘blank’,
‘parent’, ‘pan’, etc. Core
Grammar 1
PHASES EXTRA Present simple – affirmative and negative
Make sure students remember some of the new
1 Ask the class to look at the sentences in the table
and say what is different about the ‘he/she/it/’
vocabulary items. You can do this by spelling out
form in the first box (we add the ‘s’ at the end of
some of the words for them to guess but leaving
the verb in the affirmative and we use ‘doesn’t’ in
one letter out, eg ‘s–u–a–r–s’ (sugars). After two
the negative). Refer students to the texts on page
or three examples, a student may take your role.
31 again and ask what we use this verb tense for
(habits, routines in the present).
UPGRADE 2 Have students circle the correct words and check

their work orally.
A. This exercise should be done in pairs so that
weaker learners are helped by stronger ones. Answers
They find in the text words that are similar to 1 eats; 2 drink; 3 make; 4 get up; 5 eats; 6 don’t
words in their language and are invited to add
more. Check orally.
PHASES EXTRA
B. Ask different students to read the texts in
exercise 5 and then have the class write about Invite students to play a mime game in pairs.
their diets. Check three or four samples orally One will mime five actions that are part of his
and make a point of correcting the rest for the or her daily routine and the other one will guess
next class. the actions and make the correct sentences.
Then, they will change roles and repeat the
activity. Monitor their work. Take the opportunity
Closing phase to teach the verbs they don’t know.
• Play ‘Backward build-up’. Explain the rules. You
provide the last word of a sentence and different
students take turns to repeat it and provide a 3 Students complete the sentences with some of
previous one, eg T: ‘vitamins’. Student A: ‘got the verbs in the box. Check orally.
vitamins’. Student B: ‘have got vitamins’. Student
Answers
C: ‘Strawberries have got vitamins.’
1 watches; 2 don’t eat; 3 don’t drink; 4 studies; 5 cook; 6 plays
• Provide a new word every time you feel the
Systematize: write two examples about your
sentence is complete. Suggested final words:
students’ routine on the board: one in the first
‘antioxidants’, ‘healthy’, ‘food’, ‘pasta’, etc.
person plural and the other in the third person
singular. Ask them to not copy anything into their
folders yet. Leave the examples on the board.
Lesson 2
Aims
Pronunciation
To use the present simple in the affirmative and Third person singular -s: \s\, \z\ or \Iz\
negative forms. A 1.31 Play the track for students to listen and
To talk with a partner about one’s habits. identify the different sounds, \s\, \z\ or \Iz\. Then
play it again for them to repeat. Write on the
To learn and use the \s\, \z\ and \Iz\ endings. board and elicit the rule. Sounds are classified
To listen to a young Japanese boy talk about food. into vowels and consonants and these into voiced
and voiceless. Voiced sounds are those that are
produced with vibration of the vocal chords and
34

3
voiceless are those that do not require vocal cord 7 Have students complete the text with the correct
vibration. Voiced sounds are followed by \z\ both form of the verbs in brackets. Elicit what the
in plural forms and in the third person singular ticks and crosses mean: affirmative and negative
form of verbs while voiceless sounds are followed form. Check orally and write the answers on the
by \s\. Voiced examples: \v\ ‘loves’ \løvz\; \n\ board to make sure no mistakes are made.
’listens’ \lIsnz\. Voiceless examples: \k\ ‘makes’
\meIks\; \t\ ‘eats’ \i…ts\. Words finishing in \s\, \z\, Answers
\tS\, \dZ\ or \S\ take \Iz\ both in plural and third 1 love; 2 don’t eat; 3 like; 4 don’t drink; 5 prefer; 6 plays;
person singular forms, eg ‘watches’, ‘catches’, 7 watches; 8 doesn’t watch
‘teaches’, etc. Systematize: below the sentences on the board,
write the following for students to copy into their
B Play the track for students to listen to the
1.32
folders and complete: ‘We (…) wash our clothes
verbs in the box and add them to the table in at school.’ ‘Our teacher (…) speak Latin in class.’
exercise A. The title should be ‘Present simple for routines’.
Answers 8 Have the class work in pairs to talk about
\s\: drinks; \z\: does, explodes; \Iz\: washes, uses, passes their habits. Invite a strong pair to read the
example and explain they should say what they
LOOK! do and don’t do both at weekdays and weekends.
Monitor their work. To make this activity more
fun, you may ask students to tell big lies or to
box. For further practice, ask different students
imagine they are somebody else.
to say what they and their best friends don’t do at
weekends. Workbook pages 26 & 27

4 Students match actions 1–5 with pictures
1.33
a–e. Then play the track for them to check their pages 121 & 122.
work.
Answers Listening
1 d; 2 c; 3 b; 4 e; 5 a
Healthy eating
9 Draw students’ attention to the picture and
PHASES EXTRA elicit which of the words in green they can see
in it: ‘chopsticks’ and ‘rice’. Elicit his nationality
Read these sets of collocates for students to
(Japanese).
provide the corresponding verb:
1 TV, a football match, a film, a musical show 10 Play the track for the first time so that
1.34
(watch) students listen to Akio and tick the words in

2 pizza, popcorn, pasta, hot dogs (eat) green in exercise 9 that they hear. Check what
3 maths, English, in the afternoon, in the they have understood so far.
bedroom (study)
4 to a restaurant, to a bar, to school, home (go) Audioscript
Interviewer Today I’m with Akio. He’s 14 years old and he’s
5 the computer, the Internet, a pen, Phases
from Japan. Do you eat healthy food?
(use)
Akio Yes. Japanese people live a long time because
our food is very healthy.
Interviewer And is it true?
MIXED ABILITIES Akio Hmmm.
Stronger students may be invited to add Interviewer Well, what about you?
collocates. Akio I have a traditional Japanese breakfast.
Interviewer And what is that?
Akio The traditional Japanese breakfast is a
5 Students complete the sentences with the combination of fish, rice and soup.
actions in exercise 4. Check orally. Interviewer Really? Soup for breakfast? And fish?
Akio Yes.
Answers Interviewer Do you or your family drink milk or coffee with
1 go to a restaurant; 2 plays football; 3 use the computer; your breakfast?
4 watches TV; 5 passes exams Akio No. I drink hot water. And my mum drinks green
tea. People don’t really drink milk in Japan – we
6 Invite the class to look at the sentences in the don’t like it.
second grammar table and say how we form the Interviewer What about fast food? Have you got Pizza Hut
negative form for the different persons. (We use and McDonald’s in your town?
‘don’t/doesn’t’ + bare infinitive.) Akio Yes, we have. I love them!
35

Answers student that has crossed out the six verbs shouts,
rice, soup, green tea, fast food ‘Bingo!’ The one who shouts first is the winner.
11 Play the track a second time for the class
1.34 Read this text for the class to listen and cross out
to complete the sentences. Give them two or the verbs they hear:
three minutes to do the work and check orally. ‘I have got a big family. I’ve got twenty cousins.
Answers
My favourite cousin is Neil. He is sixteen years
1 Japan; 2 healthy; 3 fish, rice and soup; 4 hot water, green old and lives in Sydney, Australia. He studies in
tea; 5 Pizza Hut and McDonald’s the morning and works in the afternoon. He gets
up very early every morning and goes to school
12 Invite the class to work in pairs to find out by bus. At school, he studies maths, French,
about their partner’s diet. Ask a strong pair to English and Italian.
read the example and elicit what else they can At 1.00 pm, he goes home and eats salad or a
talk about: lunch, tea, dinner. Give them a few cheese sandwich and drinks mineral water. Neil
minutes to talk as you monitor their work. has a very healthy diet! He doesn’t watch TV. He
listens to classical and pop music.
MIXED ABILITIES
At about 4.30 pm, Neil goes to the club. He
To make sure everybody can participate, elicit doesn’t play rugby or football. He works
and write relevant vocabulary on the board, eg there! He uses the computer and answers the
‘Lunch’: ‘salad’, ‘ham and cheese sandwich’, telephone. Neil is a very good student. He passes
‘hamburger’, ‘chips’, ‘fruit’, etc. ‘Tea’: ‘juice’, all his exams but at home, he doesn’t cook or
‘yoghurt’, ‘cake’, ‘toast’, etc. ‘Dinner’: ‘meat’, make his bed. His mother washes his clothes
‘chicken’, ‘pork’, etc. and makes sandwiches for him every day.’
Similarly, should you have a student who for
some reason has a special diet, make a point of
sharing this information. You may have different
Core
nationalities in your class or students who are Vocabulary 2
diabetic, coeliac, etc. Free-time activities
1 Have the class match pictures 1–6 with
1.35
Closing phase some of the free-time activities in green. Then

play the track and check their work. Make sure
List these countries on the board or make cards they understand the meaning of the activities
with one country name on each: ‘Korea’, ‘the USA’, that are not in the pictures. Use definition and/or
‘the UK’, ‘Italy’, ‘France’, ‘Spain’, ‘Peru’, ‘Argentina’ gestures to teach them.
and ‘Brazil’. Organize the class into groups of four
Answers
and allocate one country to each. Give the class two
1 surf the Internet; 2 go shopping; 3 ride my bike; 4 meet my
minutes to write as many routines as possible about
friends; 5 talk on the phone; 6 listen to music
the people who live in the different countries, eg
‘Korea: People eat rice in Korea.’ Check students’ 2 Revise word order in sentences. Explain students
work and decide which groups have written more that first we should identify the subject, then the
correct sentences. verb and then the object, direct and then indirect,
if any, and then, the rest of the clauses, such as
adjuncts of place/time. Remind them that the
pronoun ‘I’ is always capitalized. Students order
Lesson 3 the sentences. Monitor their work and then
check orally.
Aims
To learn vocabulary about free-time activities. Answers
1 I meet my friends at the shopping centre on Saturday.
To do a healthy lifestyle quiz. 2 Sheila doesn’t listen to music at school. 3 My sister and I
To ask and answer about routines. stay up late on Fridays. 4 I talk on the phone in the evening.
5 We don’t go shopping on weekdays.
Initial phase 3 Different students tell their classmates which

activities in exercise 1 they do in their free time.
• Play ‘Bingo’. Ask students to draw a bingo card
and write six verbs, one in each slot, eg ‘watch’, 4 Students work in pairs to compare their
‘get up’, ‘go’, ‘eat’, ‘drink’ and ‘listen’. answers with their partner’s as in the example.
You may invite them to talk about weekdays and
• Explain the rules. Students must listen to what you weekends, and about different moments of the
read and when they hear the verbs they have in day: in the morning, in the afternoon, etc.
their bingo cards, they cross them out. They may
hear the verb in the affirmative or negative. The Workbook page 28
36

3
Reading 2 TEACHING TIP
Have you got a healthy lifestyle? Point out that, in short answers, the auxiliary
replaces the main verb in the answer. If you
5 Pre-reading: read the title of the quiz and have
consider it necessary, write this example on the
three students answer the question. Elicit the
board: ‘Do you drink milk?’ ‘Yes, I do. ü
reason/s why they say they have or haven’t got
‘Yes, I drink.’ û
a healthy lifestyle. Then read the quiz. Students
will answer the question in exercise 5 when they
finished listening to the quiz in exercise 6. (3
8 Students complete the dialogue with the verbs in
sports: play football, play tennis, ride a bike)
the correct form in present simple. Monitor their
1.36 work.
and do the quiz. Invite one student to answer the Answers
question in exercise 5. After that, invite students 1 do, do; 2 go; 3 do, do; 4 eat; 5 make; 6 Do, eat
to check their score.
TEACHING TIP
PHASES EXTRA Tell students that if they have to make questions
with ‘he/she/it’ subjects, when the auxiliary
Invite three or four students to report their appears, the ‘-s’ or ‘-es’ disappears.
results to the class.
9 Students use the words in green to ask

Grammar 2 and answer questions as in the example. Elicit
Present simple – interrogative the first one from a strong pair and then circulate
Ask the class to look at the sentences in the monitoring their work.
first table and say how we form present simple Workbook pages 29 & 30
questions: auxiliary ‘Do/Does’ + subject + verb +
other words. Remind students of the use of does for In order to study and monitor their own learning,
the third person singular and draw their attention refer students to the Language Database on
to the infinitival form of the verb after the use of the pages 121 & 122.
auxiliary. Ask different ‘Yes/No’ questions to make
sure they understand and then have them look at
the second table for ‘Wh-’ questions and answers. Closing phase
Proceed in the same way. Write on the board: ‘who’, ‘what’, ‘when’, ‘where’,
7 Students write complete questions. Check their ‘what time’, ‘eat’, ‘go’, ‘drink’, ‘watch’, ‘read’, ‘use’,
work orally and have them ask and answer the ’meet’, ’listen’ and ‘get up’. Have different students
questions. pick a question word and a verb to make a second
student a ‘Wh-’ question for him or her to answer.
Answers Both ‘Wh-’ words and verbs may be used more than
1 Do you read comics in class? 2 What programmes do you once to ensure good participation. To keep good
and your friend watch on TV? 3 Does your family stay up late rhythm, the questions ought to be made in less than
at weekends? 4 Does your best friend drink mineral water? 30 seconds.
5 Do you do sports after school? 6 Where do you and your
friends go shopping? 7 Does your cousin watch TV in the
afternoon?
TEACHING TIP
Lesson 4
Present the concept of ‘collocation’. Tell students Aims
it refers to how words go together or form To develop speaking skills: At the café.
fixed relationships, eg on weekdays/Monday/ To read about British food.
Wednesday; at weekends
To write a blog entry.
Systematize: copy the following on the board for
students to copy into their folders and answer. The
title is: ‘Do/Does: asking about routines’. Student
Initial phase
A: ‘Do you study Portuguese at school?’ Student Play Chinese whispers: divide the class in groups.
B: (...) Student A: ‘What languages do you study Each group will line up and the first of each line will
at school?’ Student B: (...) Student A: ‘Does your whisper a sentences about their school routines to
teacher listen to music in class?’ Student B: (...) the classmate behind. Students will whisper that
sentences, one by one, till the end of the line. If
37

the last boy or girl says out loud the same one, the
group scores a point. The group with more points is PHASES CULTURE
the winner.
The pound sterling commonly called ‘the pound’
is the official currency of the United Kingdom,
Core the Crown dependencies – Jersey, Guernsey
and the Isle of Man – and British Overseas
Speaking Territories. It is subdivided into 100 pence
At the café (singular: penny). There are 5, 10, 20, 50 and
100 pound bank notes and 1p, 2p, 5p, 10p, 20p,
1 1.37Pre-listening: make a few questions about
50p, £1, £2 coins. It is worth pointing out that
cafés where they live. ’Do you go to cafés?’ ’Are
in English we do not use a comma for cents.
there any cafés near where you live?’ ’Do you like
Compare with the students’ decimal system
going there?’ Tell students they will listen to a
notation.
conversation Simon has with a shop assistant at
a café. Then play the track for students to listen
and answer the two questions. Teach ‘want to’ Writing
and ‘would like’ from the context. Explain that we
use the latter for offers and the typical answers A blog
are ‘Yes, please.’ or ‘No, thank you.’ Practise two 5 Pre-reading: ask different students if they have a
or three exchanges. personal blog and if they are interested in blogs.
Answers Ask which ones they often read and what kind of
1 a sandwich; 2 apple juice information these blogs include. Then draw their
attention to the picture in Marc’s blog and make
2 Play the track a second time for the class to them predict words they will find in the text.
complete the dialogue. Check orally. Students read and check if their predictions were
Answers
right. Invite the class to answer the questions.
1 ham sandwich; 2 apple juice; 3 £6.30 Check orally.
3 Have the class listen again, repeat the dialogue Answers

and act it out. To make this more dynamic, 1 He eats fruit and cereal for breakfast. 2 No, he doesn’t.
you may divide the class into two groups, one 3 He meets his friends and plays sports.
for Simon and one for the shop assistant and 6 Teach the use of ‘and’ and ‘but’. Tell them
make them take turns to say the dialogue. Then that these two connectors are helpful to avoid
students work in pairs. repetition. ‘And’ is used to add information. ‘But’
is used to connect ideas that contrast, eg ’I talk
MIXED ABILITIES on the phone with my friend and she makes me
To challenge more able students, you may ask laugh.’ ’I like meeting friends but I don’t like playing
them to act out another dialogue, for example at computer games alone.’ Then students combine
the stationer’s or at the greengrocer’s. the sentences given with ‘and’ or ‘but’. Ask a strong
student to read the example and give the class a
few minutes to do the rest. Check orally.
Speaking Task Answers
4 Invite the class to work in pairs to prepare 1 My friends surf the Internet and they stay up late. 2 My
a dialogue between them and the assistant. sister watches TV but she doesn’t play video games. 3 I meet
Go through the menu explaining the unknown my friends and we go to the town centre. 4 We sometimes
vocabulary and practise reading the price list. go to the park but we don’t play football. 5 My brother reads
comics but I read the newspaper.
Ask different students to read the instructions
corresponding to the three steps and make sure
they understand what they have to do. Writing Task
Invite different students to tell you about their
MIXED ABILITIES lifestyle. Tell them that they are going to write a blog
about their lifestyle, as Marc did.
To make weaker learners more confident, you
may first invite a strong pair out to the front to act Introduce the idea of topic sentence. Explain that
out the dialogue. every paragraph should start with a sentence that
summarizes the main idea. That main idea, big
idea, will be described in the paragraph with detail
sentences.
38

3
1 As they have been doing in the previous units, Core
tell them to start working on a plan. They have to Culture
think about food, sports and free-time activities.
Suggest them jotting down ideas for each topic. British food
Remind them that when they brainstorm ideas, it 1 1.38 Have students open their books and play
is not necessary to write complete sentences, as the track a second time for them to read and
that is what they will do in the following step. Tell listen to the information about British food. Ask
them to think about what they like and don’t so them to answer the questions and check orally.
that they can show some contrast also. Monitor
their work. Answers
1 Different dishes. The first picture shows a traditional British
2 Once the draft is finished, tell them that it is meal: roasted beef with gravy. The second picture shows
time to start working on the final version of their Indian food: rice, samosa, bread, chicken curry, etc. The last
blog. Explain that each topic they wrote about is one shows vegetarian food: different vegetables and dips.
going to be on a separate paragraph. Ask them 2 Beef, pork, lamb or chicken. 3 They’re from Mexico. 4 They
are people who don’t have meat or dairy products.
to write a topic sentence for each topic and help
them if necessary. Check their work making sure
they have connected their sentences using ‘and’ PHASES CULTURE
and ‘but’. Check two or three samples orally
and make a point of correcting the rest for the Gravy is a sauce made often from the juices that
following lesson. run naturally from meat or vegetables during
cooking. In North America, the term can refer
3 Tell students to go over their blog entry and to a wider variety of sauces and gravy is often
see if they have used the grammar topics and thicker than in Britain.
vocabulary listed correctly. Dairy products are generally defined as food
produced from the milk of mammals. These
MIXED ABILITIES include milk, cheese, butter, etc. Vegans do not
consume dairy products because they state that
To help those students who find the writing task
their production causes the animal suffering
difficult, work with them on the correction of the
and/or a premature death.
initial notes so that the next two steps become
smoother. Fast finishers may work on the design/
illustration of their blog. 2 ABOUT YOU Invite different students
to give their opinion about the food they eat in
Workbook page 32 their country/family. Remember that this is a
personalization activity. We want to encourage
Closing phase students to talk about themselves as we encourage
them to respect differences. Therefore, it is very
Dictation on the board. Students take turns to important that we should elicit as many differences
dictate sentences from the blog to their classmates. as possible.
In this way, they will be practising reading aloud,
listening and writing.
LOOK!
Draw student’s attention to the Look! box while
Lesson 5
they discuss exercise 2. Invite them to use ‘and’
and ‘but’ when they speak.
Aims
To learn factual information about British food. PHASES EXTRA
To visit a website to find specific information about Students work in pairs to write five true or false
the typical food of one country. sentences about the text in exercise 1, which
To integrate what students have learnt so far. they then exchange with another pair for them
to write ‘true’ or ‘false’.
Initial phase
Pre-reading: ask students what they can see in the
three pictures that accompany the text and talk
about favourite dishes as well as traditional local
dishes. Have the class close their books and play
the track for them to gist listen and say what they
understand: may be just words or sentences.
39

Webquest
Students choose a country and go online to look up
information about its typical food.
Possible answers
Fish and chips (England); Spanish omelette or tortilla (Spain);
Fresh beans stew (Chile); Ceviche (Peru); barbecue or asado
(Argentina)
Closing phase
Give the class two minutes to go through this unit in
their books and then ask them to mention one thing
they have learnt or they remember from the unit, eg
‘In Japan, people don’t drink milk.’
Progress check
Answers
1 carbohydrates: bread, cake, pasta, potatoes; fruit and
vegetables: apples, carrots, strawberries; proteins: nuts;
dairy products: cheese, milk, ice cream, yoghurt
2 1 music; 2 phone; 3 TV; 4 home; 5 friends; 6 shopping;
7 bike; 8 football; Mystery word: Internet
3 1 eat; 2 walk; 3 don’t talk; 4 listen; 5 play; 6 don’t go;
7 doesn’t watch; 8 plays; 9 eats
4 Suggested questions and answers: 1 Does Brian do any sports?
Yes, he does. 2 What does Brian do after school? He goes to
his karate class. 3 What does he eat for breakfast? He eats
cereal for breakfast. 4 How does he go to school? He walks to
school with his friends. 5 When does he play at school? He
plays at break time.
Integration
1 What’s; 2 meet; 3 do; 4 go; 5 Do; 6 does; 7 Does; 8 eats;
9 drinks
40

4
Unit
Out and about TEACHING TIP
4 Games like the one described above serve
two main purposes. On the one hand, they help
Lesson 1 us revise vocabulary. On the other, they keep
students focused as they give the lesson a good
Aims rhythm.
To learn vocabulary about places in town.
To read about Rio de Janeiro and Liverpool. 3 Tell the class they will listen to Emily
1.41
To use compound nouns to talk about places in and Alex. Play the track for students to answer
your town. where Alex and Emily go at the weekend. Ask two
students to role-play the dialogue.
Initial phase Audioscript/Answers

Emily Alex, where do you go at the weekend?
Write these jobs/professions on the board: Alex I go to the sports centre with my friends.
‘football star’, ‘chat show presenter’, ‘reality show How about you?
participant’, ‘art teacher’ and ‘psychologist’. Divide Emily I go to the cinema with my friends. Do you go
the class into four or five groups and have each to the cinema?
group choose one of the jobs/professions. Have Alex No, I don’t. It’s very expensive.
Emily Oh, I love watching films.
students role-play interviews. The groups take turns
to answer the class’s questions about routines, 4 Invite the class to work in pairs to ask and
place of work, family, etc. answer questions as in the example using the
prompts in green. Model the first with a strong
Core student. Teach ‘How about you?’ if necessary.
Vocabulary 1 PHASES EXTRA

Places in town
Divide the class into two groups. Invite a student
1 1.40 Draw students’ attention to pictures 1–5
from group A to choose one of the places in
and elicit the vocabulary they know. Then teach
exercise 1 and describe what people do there
the unknown words using the pictures and
without mentioning the place. Invite a student
definitions. After that, play the track for students
from the other group to guess the place.
to listen, repeat and then match the pictures with
Proceed in the same way several times.
some of the words in green.
Answers
Workbook page 35
1 cinema; 2 shopping centre; 3 library; 4 museum; 5 shoe shop
2 1.39 Play the track for students to match the
sounds with some of the places in exercise 1.

Reading 1
Twin cities
Answers
5 Pre-reading: ask students to look at the pictures
1 underground station; 2 sports centre; 3 church;
4 supermarket; 5 restaurant; 6 school
and identify the two flags that are on each side
of the photos. Ask if they know which country
they represent (England and Brazil). Then, invite
PHASES EXTRA them to describe what they can see on each
Choose one of the places in exercise 1 and invite picture (England: buildings, a river, city lights,
students to quickly take turns to mention things monuments and boats/ferries; Brazil: the sea,
they can find in that place, eg T: ‘library’ Student A: buildings, a monument, mountains). Then, teach
‘chairs’ Student B: ‘desks’ Student C: ‘books’. the concept of ’twin’. Explain that in this article,
When you feel that most of the relevant objects twin means similar, or alike. Ask students to read
have been mentioned, pick another place. the text and answer the question. (Rio de Janeiro)
6 Students listen to the article and read it

1.42
MIXED ABILITIES one more time to match 1–5 with a–e.

This is a good opportunity for weaker learners to Answers
participate. Make sure you offer them the chance 1 b; 2 c; 3 d; 4 e; 5 a
to do so.
41

4
PHASES EXTRA Lesson 2
Give the class three minutes to write as many Aims
questions about the text as possible. Divide the To learn prepositions of place.
class into two groups and have students from
To describe a place using there is/there are.
each group take turns to ask and answer about
Rio de Janeiro and Liverpool. To learn and use the \´\ sound.
To listen to a dialogue about a town.
PHASES CULTURE
Initial phase
There are other famous UK twin cities, like London
Divide the class into two groups and invite a student
and Kuala Lumpur (Malaysia), Birmingham and
from group A out to the front. Ask him or her to
Chicago (USA), Edinburgh and Vancouver (Canada),
choose a place in town and mime what people do
Manchester and Saint Petersburg (Russia), Bristol
there for group B to guess the place. Proceed in the
and Hannover (Germany), Newcastle and Malmo
same way several times until you have revised most
(Sweden), Cardiff and Xiamen (China), Belfast
of the places in town in exercise 1 on page 40.
and Nashville (USA).
Core
LOOK!
Vocabulary 2
Draw students’ attention to the text in the first Prepositions of place
Look! box and elicit more compound nouns from
the text: ’football stadium’, ’football teams’. 1 Students are likely to know some of the
If necessary, teach these compound nouns prepositions, so have them match the prepositions
connected with cities: ‘traffic jam’, ‘town hall’, in green with pictures a–h. Teach the ones they
‘side walk’, ‘city centre’, ‘traffic lights’. are not familiar with. Practise asking about their
seating arrangement in class.
7 Students read the article once more and say Answers
whether the statements are true or false. a on; b in; c behind; d opposite; e between; f next to;
Check orally. Invite students to correct any false g in front of; h near
statement. 2 Invite students to look at the map and
1.43
Answers
choose the correct prepositions. Then play the
1 false (It takes place every year and there are street track for them to listen and check their work.
parties.); 2 true; 3 true; 4 false (Liverpool is the other football
Audioscript/Answers
team.)
1 The supermarket is in the town.
2 The restaurant is opposite the library.
3 There’s a chemist. It’s behind the hotel.
PHASES EXTRA
4 The hotel is between the supermarket and the cinema.
Students think of four compound nouns and write 5 The cinema is in front of the sports centre.
a sentence with each about their own home town.
PHASES EXTRA
UPGRADE Elicit other sentences about the map in

exercise 2 asking students to correct the wrong
Tell students to answer the questions. information in the following statements: ‘The
Answers cinema is opposite the hotel.’ ‘The restaurant is
1 Sugar Loaf is a famous mountain. 2 People love football. next to the hotel.’ ‘The orange car is next to the
3 No, it isn’t. It’s a famous hotel. red car.’ ‘The red car is opposite the cinema.’
‘The green car is in front of the sports centre.’
Closing phase Workbook page 38

Give the class a few minutes to prepare a short
talk about their home town using the vocabulary in
exercise 1. You may write the following questions
on the board as a guide: ‘What interesting places has
your home town got?’ ‘What are they like?’ ‘What time
do they open?’ ‘When do you go to the …?’ ‘What do
people see at the …?’
42

4
Grammar 1 questions and then write short answers. Ask a
student to read the example and check orally after
there is/there are a few minutes. Revise the use of ’any’ although it
3 Use the text in exercise 5 on page 41 to has been discussed before doing exercise 4.
contextualize your presentation of ‘there is/there Answers
are’. Then ask the class to look at the sentences 1 Are there any hotels in your town? 2 Is there a sports centre
in the first table and check meaning using L1. on your street? 3 Are there any trees near your house? 4 Is
Ask when we use ‘there is’ and when we use there a library in your town? 5 Is there a newsagent on your
‘there are’. Have different students describe street?
what there is/are in the classroom. Draw their
attention to the second table and teach the PHASES EXTRA
negative form. Ask what there isn’t/aren’t in their
school. Tell students to read aloud the sentences Say these phrases for different students to make
where there is the word ’any’. Invite them to draw a question, and ask and answer with a partner:
a conclusion about the use of ’any’ (negative or ‘a sports shop near your school’, ‘two shoe
interrogative). Have students identify the singular shops near your house’, ‘a church opposite your
and plural sentences in the tables. school’, ‘a hospital behind your house’, ‘three
supermarkets in your town’, ‘a newsagent next
4 Students complete the sentences with ’there to your school’, ‘a cinema opposite your house’,
is/there are’, ‘there isn’t/there aren’t’ as in the ‘two libraries in your school’ and ‘a pizza shop
example. Some answers may vary depending on near your school’, eg T: ‘a sports shop near your
their own town. Check orally. school’ Student A: ‘Is there a sports shop near
your school?’ Student B: ‘Yes, there is. It’s called
Answers
Mega Sports. It’s very big.’
1 There is/There isn’t; 2 There aren’t; 3 There are; 4 There
aren’t; 5 There is/There isn’t
7 In their folders, students draw a map of their

PHASES EXTRA school neighbourhood and write a short
description of it using prepositions of place and
Ask the class to look at the map in exercise 2 ‘there is/there isn’t, there are/there aren’t’. Tell
again and describe the city using ‘there is/are’ them to go back and see the map on page 42 to
or ‘there isn’t/aren’t’. have as reference. While they work, walk around
the classroom and monitor their work.
Systematize: write one example in the singular
affirmative form and one in the negative, one in Pronunciation
the plural affirmative form and another one in the \´\
negative. Write the title: ‘There is …/There are …:
existence’ Invite students to copy everything into Read the introduction and say the \´\ sound in
their folders. isolation. Then say these words for students to
identify in which syllable the \´\ sound is: ‘flower’,
5 Have the class write complete sentences using ‘cinema’, ‘supermarket’, ‘around’, ‘summer’,
the prompts given. Ask a student to read the ‘winter’.
example aloud and check orally after a few A 1.44 Play the track for students to listen to the
minutes. sentence and note the \´\ sounds.
Answers
1 There are three chemists on my street. 2 There are two
B 1.45 Play the track for students to identify the
airports in my city. 3 There isn’t a train station in my town.
\´\ sounds in the sentence (There’s a bus stop in
4 There’s a newsagent on my street. 5 There aren’t any shoe front of the bank.)
shops in my town. 6 There’s a bank next to my house.
PHASES EXTRA pages 122 & 123.
Invite different students to describe the TEACHING TIP
bedroom of their dreams using ‘there is/there’
If we gradually make the necessary corrections, our
are and ‘there isn’t/aren’t’.
students will surely understand that certain sounds
are characteristic of English but do not exist in
6 Draw students’ attention to the third table: their L1, which will in turn help them develop their
questions and short answers. Ask how we form speaking skills and be better at listening.
questions. Write on the board the title: ‘Is/Are +
there …?’ Have the class order the words to make Workbook pages 36 & 37
43

4
Listening Closing phase
In town Have students work in pairs. One student goes
8 Ask students to look at the map and find the to page 102 and the other to page 107 to do
four underground station exits. Then have them Communication Activity 3. The aim is to practise
describe their location, as in the example. question making. Proceed as follows. Explain
students they should only make ‘Yes/No’ questions
Answers
using ‘is/are there’ and ‘have/has’ to guess what
Exit B is next to the café and opposite exit D. Exit C is next
they and their partner have in common: they both
to the clothes shop and opposite exit A. Exit D is next to the
chemist and opposite exit B. have one picture of an animal, one of a landscape
feature and one of a place in a city.
9 Explain that Ben is at an underground
1.46
station exit and he’s looking for Emily. Play the Elicit a few questions from a strong pair and write
track for students to listen to the dialogue and them on the board as a reminder. They may number
say which exit Ben is at (A). the three pictures for better identification, eg
‘Is there an animal in picture 1?’ ‘Have you got a
Audioscript building in picture 1?’ ‘Has your animal got wings?’
Emily Ben, where are you?
When a pair discovers what the two cards have in
Ben In front of the underground station. Where are you?
common, the activity is over.
Emily Ben, there’s one underground station but there are
four exits.
Ben I’m at the one on the corner of the High Street and
King’s Street. Can you see me?
Lesson 3
Emily No. I’m in front of a clothes shop. What about you?
Aims
Ben There’s a sports shop behind me.
Emily Behind you? I’m diagonally opposite you. Can you To learn vocabulary about landscape features.
cross the road? The traffic lights change every two To read about Tropical Islands.
and a half minutes.
Ben How many minutes have I got to cross the road? To use ‘a/an’, ‘some’ and ‘any’ to describe existence.
Emily Minutes? You’ve got 30 seconds. Go!
Ben OK! Here I go. But where are you?
Emily I’m near the number 113 bus stop.
Initial phase
Ben Near the bus stop? Write these words and phrases in small slips of
Emily Yes, near the 113 bus stop and in front of the clothes paper: ‘supermarket’, ‘cinema’, ‘school’, ‘church’,
shop. ‘pizza shop’, ‘shopping centre’, ‘library’, ‘Chinese
Ben There are 200 people in front of me …! restaurant’, ‘shoe shop’, ‘football stadium’,
Emily Look! I’m over here. ‘chemist’, ‘bus station’, ‘university’, ‘park’, ‘castle’,
Ben Now, I can see you, Emily! ... Hi.
‘café’, ‘museum’, ‘ice hotel’, ‘hotel’, ‘newsagent’.
Emily Phew! At last.
Put all the slips in a bag and invite student A
10 Play the track again for the class to circle
1.46
to take one slip out of the bag and read out the
the correct options. Check orally. word. Then ask student B to take out a second
slip and read out the word. Have a third student
Answers
make a question about their home town using Is/
1 four; 2 sports shop; 3 2.5; 4 30; 5 113
Are there and the two words for a fourth student
to answer, eg Student A: ‘newsagent’ Student B:
PHASES EXTRA ‘supermarket’ Student C: ‘Is there a newsagent
near the supermarket?’ Student 4: ‘No, there isn’t.
Ask students to work in pairs and give them There’s a newsagent near the hospital.’
a few minutes to write down the phrases they
remember from the dialogue between Ben and TEACHING TIP
Emily. Have them role-play the dialogue.
Activities involving several students, when done
at the right pace, help keep the class focused.
UPGRADE
evise vocabulary. Ask students to complete the
R Core
sentences with the correct word. Check their Vocabulary 3
work orally. For better rhythm, this activity may
be done orally. Landscape features
Answers
1 1.47 Ask the class to point to the landscape
1 restaurant; 2 museum; 3 cinema; 4 school; 5 church features they can identify in their books. Play
the track for students to listen and repeat. Then
use the picture to teach the unknown vocabulary.
44

4
Students match features 1–11 with the words in Answers
green. a have; b haven’t; c singular; d affirmative; e use
Write on the board: ‘a/an’: one; ‘some’: countable

Answers
1 beach; 2 sand; 3 forest; 4 tree; 5 island; 6 wave; 7 lake;
(+ s)/uncountable – affirmative; ‘any’: countable
8 mountain; 9 river; 10 snow; 11 water (+ s)/uncountable – interrogative and negative.
PHASES EXTRA LOOK!

Play a memory game. Give the class three box and remind them that we use ‘a’ + consonant
minutes to memorize the words and their and ‘an’ + vowel or when the word begins with ‘h’
corresponding numbers. Then say a number and it’s not pronounced.
so that students provide the word. To make this
game more productive, you may have a third
student make a sentence using ‘there is/there 6 Students complete the noun phrases with ‘a’ or
are’ and the new word, eg T: ‘three’ Student A: ‘an’.
‘forest’ Student B: ‘There isn’t a forest in this
town.’ Answers
1 an; 2 an; 3 a; 4 an; 5 a; 6 a
7 Students complete the sentences with ‘a/an’,

2 Students choose the correct words. Check orally.
‘some’ or ‘any’. Check orally.
Answers
1 waves; 2 sand; 3 trees; 4 water; 5 ice; 6 snow Answers
1 an; 2 some; 3 an; 4 any; 5 a
Workbook page 39
Reading 2 PHASES EXTRA

Tropical Islands
Divide the class into groups and assign each
3 Pre-reading: write ‘Tropical island’ on the board group a place in their town or in their school, eg
and read these words aloud for students to raise the library, the cafeteria, the playground, etc.
their right hands each time they hear something The groups take turns and say what there is/isn’t
they can find on a tropical island: ‘trees’, ‘a or there are/aren’t in that place. Each student
river’, ‘a forest’, ‘snow’, ‘an iceberg’, ‘sand’, ‘a makes a sentence in less than 30 seconds. Each
beach’, ‘penguins’, ‘birds’, ‘people’ and ‘polar correct sentence means five points for the group.
bears’. Then students read the text and answer After the 30 seconds, the group loses a point.
what Tropical Islands is (a holiday resort). Check Incorrect sentences do not score. The winner
global comprehension asking what they can see is the group with more points, eg ‘playground’
in the pictures. Student A:‘There’s a tree in the playground.’
4 Play the track and have the class read the
1.48 Student B: ‘There isn’t a desk in the playground.’
text again, listen and circle the correct words. Student C:‘There are some students in the
Check their work orally. playground.’ Student D: ‘There aren’t any chairs
in the playground.’ To make this activity more
Answers difficult, you may say what determiner you want
1 isn’t; 2 It isn’t; 3 has; 4 are; 5 big students to use: ‘a’, ‘an’, ‘any’ or ‘some’.
Tell students to look up information (location,
PHASES EXTRA population, landscape, places) and a photo of a
city they like. They will need all these information
Write on the board: ‘a campsite / Tropical soon to do a city guide in the writing section in
Islands?’ ‘temperature?’ ‘shops / Tropical Lesson 4.
Islands?’ ‘dangerous animals?’ ‘turbo slide?’
‘beach / white sand?’ Have different students Systematize: write some of the examples given
make questions for a partner to answer them. by the students on the board below what you
Alternatively, this exercise may be done in writing. have written before and have the class copy
everything into their folders.
Grammar 2 8 Students choose the correct words. Check orally.
a/an, some, any Answers
1 isn’t; 2 any; 3 some; 4 an; 5 some; 6 a; 7 an; 8 is
5 Students look at the sentences in the tables and
choose the correct words to complete the rules. 9 Students complete the sentences about where
Check orally. they live. Check orally.
45

4
In Animal Kingdom, there are about 1,700 animals
10 Students work in pairs to compare their
of 250 species! There aren’t any intergalactic
answers to exercise 9.
monsters here but there are zebras and lions.’
Core
Speaking
page 123. A day out
1 Elicit places where students like going to
1.49
PHASES EXTRA on a day out. Play the track for the class to listen
to the dialogue and say where Ben and Alex
Tell students to look up information (location, decide to go (the aquarium).
population, landscape, places) and a photo of a
city they like. They will need all these information 2 Play the track a second time and invite
1.49
soon to do a city guide in the writing section in students to complete the dialogue with some of the
Lesson 4. words in exercise 1. Teach ’let’s’, ’How about ...’,
’What about ...’ and ’Why don’t we ...’ from the
context.
Closing phase Answers
Ask students to imagine there is a special 1 the shopping centre; 2 the museum; 3 an aquarium
competition at school: students have to design 3 Have students listen, repeat and act out the
an original library for their town. Give them three dialogue.
minutes to sketch out their dream library and
then have them write a description to enter the
competition. Invite some volunteers to read their MIXED ABILITIES
descriptions aloud and then vote for the most Shy, intrapersonal learners are likely to refuse to
original library. act out the dialogue. One way of helping them is
to invite them to do this in groups. You may divide
the class into two groups: one group takes the
Lesson 4 role of Ben and the other group role-plays Alex’s

part.
Aims
To develop speaking skills: A day out. 4 Students complete the suggestions with the
To read about Dubai. verbs in the correct form.
To write a city guide. Answers
1 do; 2 going; 3 play; 4 going; 5 visit
Initial phase
Ask students what they know about Walt Disney
Speaking Task
World and copy the following on the board: 5 Ask the class to work in pairs to prepare a
‘In Disney World there are …’ ‘In Magic Kingdom, dialogue with a partner following the steps given.
there are …’ ‘There are some …’ ‘In Epcot, there Students look at the leaflet and decide where
are’ ‘In Disney’s Hollywood Studios, there isn’t a they can go. They think about the language they
…’ ‘In Animal Kingdom, there are …’ ‘There aren’t will need for suggesting and answering. They
any …’ Then read the following text for students work in pairs to act out the dialogue.
to complete the sentences on the board with the
information they hear. Check orally. PHASES EXTRA
‘There are different parks in Disney World. They It would be a good idea to vote for the most
are theme parks. For example, there’s Magic natural pair.
Kingdom with the fantastic Disney characters.
There are also monsters, fireworks and shows.
There are some souvenir shops where visitors buy Unit 4 Speaking Task
Disney T-shirts, pens, hats, etc.
Disney’s Hollywood Studios is another park. There Writing

are special attractions. There are musical shows, A city guide
fireworks and there are tours of the park. There are
fantastic restaurants too! There aren’t any museums. 6 Pre-reading: ask students where we can find a
46

4
city guide and what for. Then elicit what students location, population and landscape are to be
know about Dubai. Next, ask students to read described. The second paragraph will be about
and answer the questions. Check orally. where a person can go there. And the third one
will be about their own favourite place in this city
chosen. Remind them to start their paragraphs
Answers with a topic sentence, which is the one that
1 near; 2 some; 3 a summarizes the idea of the paragraph. Check
their work making sure they have used there is,
LOOK! there are, also and preposition of place. Check
two or three samples orally and make a point of
correcting the rest for the following lesson.
box and to the use of ‘also’ in the text. Elicit other
examples about their home town. 3 Tell students to go over their city guide and
see if they have used the grammar topics and
vocabulary listed correctly. Tell them to decorate
7 Students read the text one more time and answer the guide with the photo they brought.
the questions. Check orally.
Workbook page 42
Answers
1 It’s in the Arab Emirates. 2 There’s the sea. 3 Yes, there are.
They’re great. 4 It’s the desert.
Closing phase
Have students exchange writings so that they can
8 Have the class rewrite the sentences with ‘also’.
edit their partner’s work and help them become
Ask a student to read the example and after
aware of their mistakes.
a few minutes, check orally.
Answers
Lesson 5
1 In my town there are two museums. There’s also a church.
2 There are some beautiful shops. There are also two great
markets. 3 There’s a water park next to the shopping centre.
There’s also an aquarium. 4 There are some fantastic Aims
restaurants. There are also some luxurious hotels. 5 On my To learn factual information about Dublin.
street, there’s a newsagent. There’s also a chemist. 6 There’s
a big hotel. There’s also a campsite next to the mountain. To visit a website to find specific information about
an important event in a chosen city.
To talk about important celebrations in their own
PHASES EXTRA city or town.
Ask students to compare Dubai with their home To integrate what students have learnt so far.
town orally.
Initial phase
Writing Task Tell the class you will read some facts for them
Invite different students to share the information they to guess the country they correspond to. To avoid
have brought about a city in the world. Tell them to interruptions, explain they should raise their hand
read the information they have collected. Tell them when they know the name of the country. Read
that they are going to write city guide similar to the the following: ‘This country is a member of the
one about Dubai. Remind them to use ‘there is’, European Union.’ ‘In the past, it was part of the United
‘there are’, ‘also’ and prepositions of place. Kingdom.’ ‘The country is in the south of an island.’ ‘It
is a developed country.’ ‘Football, rugby and hurling
1 As they have been doing in the previous units, are very important.’ ‘Their flag is green, white and
tell them to start working on a plan. Suggest orange.’ ‘The capital city is Dublin.’ ‘The name of the
them jotting down ideas for each topic. Remind country begins with an ‘i’ and finishes with a ‘d’.
them that when they brainstorm ideas, it is not
necessary to write complete sentences, as that is
what they will do in the following step. Tell them
Core
to go over what they looked up to see if there is Culture
anything extra that they would like to also include Dublin
in their guide.
1 1.50 Play the track for students to listen to
2 Once the draft is finished, tell them that it is the factual information about Dublin and follow
time to start working on the final version of their the text. Check understanding through these
blog. Explain that each topic they wrote about questions: ‘What’s Dublin?’ ‘How many people
is going to be on a paragraph. In the first one, live in Dublin?’ ‘Is the Irish flag bicolour?’ ‘Are
47

4
there any rivers in Ireland?’ ‘What is Temple Progress check
Bar?’ After discussing these questions, tell them Answers
to answer the three questions. Check orally. 1 a school, 3; b newsagent, 6; c museum, 4; d chemist, 2;
e hotel, 7; f church, 1; g, library, 5; h, supermarket, 8
2 1 beach; 2 river; 3 snow; 4 islands; 5 waves; 6 forest
Answers
3 1 opposite; 2 behind; 3 between; 4 next to; 5 next to
1 It’s the Irish flag. 2 It’s in Ireland. 3 It’s Dublin’s cultural
4 1 There is a church. 2 There are some mountains. 3 There
district
isn’t any snow. 4 There isn’t an airport. 5 There is a
supermarket. 6 There aren’t any rivers.
5 1 some; 2 a; 3 some; 4 some; 5 some; 6 any
PHASES CULTURE
Integration
1 isn’t; 2 are; 3 haven’t got; 4 is; 5 isn’t; 6 Does, work;
Temple Bar is reputed to be Dublin’s ‘bohemian 7 works; 8 is; 9 aren’t; 10 is
quarter’ – it certainly is full of entertainment, art
and culinary action. It is the centre of Dublin’s
nightlife and has preserved its medieval street
pattern, with many narrow cobbled streets.
2 ABOUT YOU Students think about their city

or town and investigate if there is an important
city or town celebration they know. Invite them to
ask their families or even look up information in
the city hall or in neighbourhood magazines or
newspapers.
Webquest
Invite students to choose a country they like and
look for information about an important event
that takes place there. Students take notes of its
name and when it takes place. Then they share the
information with their classmates.
PHASES CULTURE
Here there are other famous city celebrations:

Notting Hill Carnival in London: It takes place on
the Sunday and Monday of the August bank holiday
weekend.
Hogmanay in Edinburgh: It is now a ticketed event.
Venice Carnival: It can take place from February
11th to 28th. During the day, it’s fun to wander
around the ancient streets of the city surrounded
by people in 18th century costumes.
Rio Carnival: It can take place from February
24th to 28th. It is considered the biggest carnival
in the world with two million people per day on
the streets. The typical Rio carnival parade is
filled with revelers, floats and adornments from
numerous samba schools located in Rio.
Closing phase
‘Rio de Janeiro and Liverpool are twin cities.’
48

Revision
2
Revision 2 PHASES EXTRA
Invite different students to choose three of the

Initial phase words in the vocabulary revision and use them
to say things about themselves as in the text
Invite the class to play ‘ABC’ and write the following in exercise 1.
table on the board:
Countries or
Grammar
Names Colours Actions Objects 3 Students complete the text with the correct form
nationalities
of the verbs in brackets. Check orally.
Answers
1 comes; 2 doesn’t go; 3 goes; 4 plays; 5 play; 6 love; 7 plays
Divide the class into groups of four/five and explain
the rules of the game. One member of the groups 4 Have the class complete the questions and short
says the alphabet silently until he or she is told to answers with the words in the box. Check orally.
stop. The student informs the group which letter he
or she stopped at and all the members of the group Answers
1 Is, isn’t; 2 Are, are; 3 Are, aren’t; 4 Is, is
write one word in each column beginning with the
letter mentioned. When a student has finished, he or 5 Students choose the correct words.
she shouts, ‘Stop!’ and everybody must stop writing. Answers
Then they go through the words they have written 1 any; 2 some; 3 an; 4 any; 5 a
and write down their scores: 20 if no other member
of the group has written anything in that column; 6 Students order the words to make sentences and
10 for each word that has not been repeated by any questions.
other member of the group and 5 if the same word Answers
has been written by different students. After playing 1 There are some apples in the fridge. 2 There is a big mountain
four or five times, check who the winners are. near my village. 3 Are there any insects in the area? 4 My sister
doesn’t like sports.
Core
Vocabulary Listening
7 Play the track for students to listen to a
1.51
radio programme about a resort in Wales and
answer the questions. Check orally.
his or her partner takes the chance. The student Audioscript
who guesses more words is the winner. Check all Interviewer Today on Radio Wales, we’re at the Gower
the words orally once the class has finished and Peninsula. Excuse me, are you here on holiday?
elicit sentences for further practice. Man Yes, we are. We come here for our summer
holiday every year.
Answers
Interviewer Why do you like it here?
carrots, yoghurt, meat, listen, talk, ride, church, shopping centre,
Man Well, we love the beautiful landscape. It’s really
chemist, mountain
quiet. There isn’t any noisy traffic and there
aren’t many shops, but there’s lots to do.
Reading Interviewer Where do you stay?
Man We stay in a hotel near the beach. It’s a
1 Students read the texts and find three differences beautiful, long beach with white sand, and big
between Jamal and Wendy’s lifestyles. waves. It’s cold but we go swimming every day.
There are forests and some beautiful lakes here
Answers
and we like visiting them. And of course, there
1 Jamal lives in a small village next to the beach. Wendy lives in
are the mountains. Sometimes we go walking in
a big English city. 2 Jamal is a child worker because his family
the mountains. There’s snow on the mountains
is poor. Wendy doesn’t work. She only goes to school. 3 Wendy
in the winter but not in the summer. In the
goes shopping with a friend. Jamal doesn’t go shopping.
summer, they’re good places for walking.
2 Students reread the texts and answer the Tom Yes, dad, but what about the outdoor centre?
questions. Check orally. There’s an outdoor centre near here and it’s
fantastic!
Answers Interviewer Really?
1 It is next to the beach in India. 2 He works in a small shoe Man Yes, my son Tom goes there with his brother,
shop. 3 She lives in Coventry, England. 4 She’s from Romania. Daniel. They like doing the outdoor activities.
5 They go shopping at weekends. They go climbing.
49

Interviewer Well, thank you very much for talking to us
today …
Upgrade for Exams
Answers
1 Yes, there are. 2 They can go to the mountains. Initial phase
Write ‘Phases’ on the board and invite the class to
8 Students listen to the radio programme once work in pairs. Give them three minutes to write as
again and say whether the statements are true, many sentences as possible in which each word
false or not mentioned. begins with one of the letters in the word ‘Phases’.
Explain they may use names and surnames and they
Answers
may also include other words that do not necessarily
1 false (They love the landscape.); 2 not mentioned; 3 true;
begin with the letters given, eg ‘Philip Harris always
4 false (There isn’t snow on the mountains in summer.);
5 true; 6 not mentioned speaks English with his sister.’ Check their work
orally.
PHASES CULTURE Core

1 Students complete the text with the verbs in
Gower peninsula: UK is absolutely full of hidden green in their correct form. Check orally.
gems, and one of these is the Gower Peninsula
in South Wales. It has beautiful scenery, Answers
activities and attractions. It is said to have one of 1 doesn’t get up; 2 goes; 3 watches; 4 eats; 5 doesn’t do;
the best beaches in Britain: Rhossili Bay. 6 ride; 7 plays
2 Students read the text and choose the correct

word. Check orally.
PHASES EXTRA Answers

1 isn’t; 2 some; 3 some; 4 some; 5 any; 6 a; 7 a
Give various students one minute to talk non-
3 Students complete the interview with some of the
stop about their favourite place.
questions a–h.
Answers
Collaborative Task – Nature in your area 1 f; 2 b; 3 a; 4 c; 5 g
1 Ideas
Ask the class to investigate a special place of nature
in their country. They use the questions given as a
Closing phase
guide. They get pictures to illustrate their work. Work orally. Tell the class that you will describe a
neighbourhood and they will have to draw it the way
2 Group work you describe it. Then, they will share their drawing
Students work in groups and compare the different with their classmates.
places they have investigated. They vote for their
favourite one and make notes about it using the ‘There are a lot of shops in this neighbourhood.
questions in Step 1. Have them choose the most Let’s have a look at these two blocks. The library
interesting pictures too. is between the supermarket and the chemist.
In front of these three shops there is a huge
3 Writing school. It occupies the complete block. Many
Students write a short description of the place. students study here and they can get easily as
Once they have finished, invite them to reread the there’s an underground station behind it.’
text checking spelling, punctuation, unnecessary
repetition of words, etc.
4 Presentation
Students make a poster including the description
and pictures. Then they show their project to their
classmates and read or speak about their favourite
place.
Closing phase
the most original, the best presentation, etc.
50

5
Unit TEACHING TIP
School life
5 Making students compare their own habits and
routines with those of other people in other
Lesson 1
countries raises cultural awareness and makes
the lesson more personalized. Don’t miss the
chance to do this whenever possible.
Aims
To learn vocabulary about daily routines.
2 Students look at the pictures and complete the
To read about Schools of the Air. sentences about daily routines. Check orally.
To learn and use suffixes.
Answers
1 gets up; 2 starts school; 3 does her homework; 4 has
Initial phase dinner; 5 tidies his room; 6 goes to bed
Have students work in pairs. One student goes

to page 102 and the other to page 107 to do PHASES EXTRA
Communication Activity 4. The aim is to make
questions to spot the differences between two Invite different students to talk for one minute
pictures and report them. Proceed as follows. about their routines on weekdays but have
Explain what students are expected to do and them give some wrong information for their
inform them they have four minutes to spot as classmates to guess what information is
many differences as possible. Make it clear they incorrect.
should take down notes. When the four minutes
are over, invite different students to mention the
differences they have spotted. Finally, you may MIXED ABILITIES
ask them to write a paragraph describing their To make the activity above safe, avoid choosing a
partner’s picture. weak or shy learner at the beginning. It is always
better to give them the chance to participate once
two or three other students have provided enough
Core examples.
Vocabulary 1
Daily routines 3 Play the track for students to listen to
2.02
1 2.01Draw students’ attention to the pictures Emily and Ben talking about the weekend. Ask
on page 54. Divide the class into two groups and them to write the times at which Ben does the
invite students to describe one of the pictures actions in green. Check orally but write the
for the other group to guess which one it is. Then answers on the board to avoid mistakes.
play the track for students to listen and repeat.
Audioscript/Answers
Pay attention to the pronunciation of the \st\ in
Emily What time do you get up at the weekend, Ben?
‘start’. After that, ask the class to match some Ben At the weekend? I get up at nine o’clock.
of the words in green in exercise 1 with pictures Emily Me too! What time do you have lunch?
1–6. Make sure students know the meaning of Ben I have lunch at half past one.
the other actions. Use gestures to teach them if Emily When do you do your homework?
necessary. Ben I do it at six o’clock on Sunday evening.
Emily Like me! What time do you go to bed?
Answers
Ben I go to bed at half past nine.
1 get up; 2 start school; 3 do homework; 4 tidy your room;
5 have dinner; 6 go to bed
PHASES EXTRA
PHASES CULTURE Using the information on the board, have
different students reconstruct Ben’s routines.
Point out the different habits. While in the UK
most people have dinner between 6 and 7 pm,
in other countries they do so after 9 pm. 4 Ask the class to work in pairs to ask and
As regards school, in England, it starts at 9 am answer questions about their routine at the
but in other countries it starts at 8 am. weekend. Have a strong pair model first and then
circulate monitoring the work.
Workbook page 45
51

Reading 1
PHASES EXTRA
Schools of the Air
Have students discuss the things that are
5 Write the title of this article on the board and
needed to attend and give a remote class.
ask students what it might be about. Brainstorm
Students may talk about Internet connection, a
ideas. Then read the introduction and introduce
computer or a laptop, speakers or headphones,
the concept of online or virtual schools
a webcam, etc.
(homeschooling). Explain that not everyone has
the opportunity to attend school classes. Many
people live in places where there are no schools
nearby. Remote schooling is of great help in UPGRADE
those cases. Then invite the class to gist read the
text and say if the teachers at Schools of the Air A. Students match the expressions in the box
are in Australia. (Yes, they are.) Check orally. with ‘have’, ‘go’ and ‘play’. They add more
examples for each collocation.
2.03
Answers
and say whether the statements are true or false. have: a bath, lunch, some milk; go: home, to the cinema;
Ask them to correct the false ones. Check orally play: golf, the guitar, with friends
and write the answers on the board to avoid B. Students write sentences about their daily
mistakes. routine using the verbs in exercise A. Check
their work orally.
Answers
1 false (Many students live on farms.); 2 false (They do normal
school subjects); 3 true; 4 false (They sometimes meet their
teachers at school camps.); 5 true TEACHING TIP
7 Students answer the questions. Discuss the Add some other expressions to exercise A, eg go:
answers orally. ‘to school’, ‘to church’, ‘by bus’; have: ‘dinner’,
‘tea’, ‘coffee’, ‘a nap’, ‘a normal IQ’; play: ‘in the
Answers garden’, ‘at school’, ‘computer games’.
1 They have online classes. 2 No, they don’t. They sometimes
meet them at school camps. 3 They usually work on projects
or do homework.
Closing phase
Have students say whether they would like to be
PHASES EXTRA part of Schools of the Air. Invite them to point out
advantages and disadvantages of this educational
Students work in pairs to ask each other ‘Yes/No’ method. (Advantages: students that live far away can
questions about the text in exercise 5. Then tell study. Disadvantages: it might be difficult to make
them to point out similarities and differences with school friends.)
their own school.
PHASES CULTURE Lesson 2

• Digital whiteboard: an interactive whiteboard Aims
(IWB) is a large interactive display in the
To learn adverbs of frequency.
form of a whiteboard. They are also used
in traditional classrooms at all levels of To use them to talk about routines.
education. They increase engagement. Content To listen to three people talking about celebrities’
displayed on interactive whiteboards can be hidden talents.
shared. Documents can be created and saved
to be used again later on or in another class.
• Schools of the Air is the most common term Initial phase
to refer to primary and secondary education Revise what students remember from the previous
in remote and outback Australia. At the lesson. Ask students to choose three words from the
beginning, classes were given through the text in exercise 5 on page 55 and underline them.
radio, but nowadays they are given through Ask them to focus on content words or phrases such
the Internet. as ‘webcam’, ’whiteboard’, ’website’, not on words
like ’the’ or ’to’. Divide the class into two groups and
invite a student from group A to define one of the
three words or phrases he or she has underlined so
that a student from the other group can guess and
52

5
use it in a sentence about the text, eg Student A: ’a
kind of camera in a computer’ Student B: ’webcam’ PHASES EXTRA
’Laptops usually have a webcam above the screen.’
Play the following game. Call a student out to
the front and ask him or her to sit facing the
Core class, back to the board. Write on the board: ‘go
Grammar 1 to bed’. Invite the student sitting at the front to
make the class questions to guess the action
Adverbs of frequency on the board, eg Student A: ‘How often do I do
1 Ask students to go through the sentences in this?’ Student B: ‘You usually do this once a day.’
the grammar table and look at the adverbs Student A: ‘Do I do this in the morning?’ Student
of frequency and help them understand the C: ‘No, you usually do this at night.’ Proceed in
0%–100% table. Ask the class to choose the the same way with different students and these
correct words to complete the rules. actions: ‘have breakfast’, ‘get up’, ‘listen to
music’, ‘do homework’, etc.
Answers
a after; b before
4 Have students order the words to make

PHASES EXTRA questions and answer them so that they are true
for them. Check the questions orally.
Personalize by asking students to use the adverbs
to talk about their own routine at weekends, at Answers
school, at home, in the evenings, etc. 1 Do you usually get up at 4 am? 2 Do you usually go to bed
before 9 pm? 3 How often do you meet your friends? 4 How
often do you play a musical instrument? 5 How often do you
2 Have the class rewrite the sentences using the tidy your room?
adverbs of frequency in brackets. Check orally. 5 2.04 Play the track for students to listen to a
Once you have finished, divide the class into two conversation between Mary and Sara and correct
groups and invite one group to read the first the wrong information.
three sentences and the second group to read
the last three aloud. Audioscript
Sara Hi Mary! I have got two tickets for the concert.
Answers
Do you want to go?
1 Amy usually paints pictures in her house. 2 She sometimes
Mary What time does it start?
paints in a special art room at school. 3 She often goes to
Sara The concert starts at 7.00.
extra art classes after school with a professional artist. 4 She
Mary I usually go to bed at 10.00 on Sundays.
never misses her extra art lessons. 5 They are sometimes
Sara Those concerts always finish at 9.30 and there
at home. 6 My children are usually in the garden when it is
are lots of buses home.
sunny.
Mary OK, then.
Systematize: ask students to copy two or three
examples about their own routines using frequency Answers
adverbs into their folders. The title could be: 1 I usually go to bed at 10 pm on Sundays. 2 Those concerts
‘Frequency adverbs: talking about routines.’ Check always finish at 9.30.
the examples orally. In order to study and monitor their own learning,
LOOK! pages 123 & 124.
box and revise/teach ‘How often’. Contextualize in Workbook pages 46 & 47
reference to sentences 1–4 about Amy in exercise 2.
Listening
3 Ask the class to choose the correct answers. Hidden talents
Check orally. 6 Ask students if they have a hidden talent. Invite
them to look at the pictures and say what they
Answers know about each of those celebrities and what
1 a; 2 b; 3 b; 4 a; 5 b; 6 a they are famous for.
Answers
a Beyoncé is a famous singer. b Pau Gasol is a famous
basketball player. c Hugh Jackman is a film star.
53

PHASES CULTURE PHASES EXTRA
• Beyoncé is a popular singer born on 4th Give the class two minutes to pick one of the
September 1981, in Houston, Texas. She began three celebrities in exercise 6 and write down
singing with the original members of the the questions they would like to ask him or
popular group Destiny’s Child. The girls sang her. You may just want to check these or give
a mix of gospel, blues and hip hop, before they students the chance to act out an interview in
officially became Destiny’s Child in 1995. which they invent the answers.
• Pau Gasol was born on 6th July 1980 in
Barcelona, Spain. He has been playing for Los
Angeles Lakers since 2008 and the team is a
two-time NBA champion. UPGRADE
• Hugh Jackman was born on 12th October A. Students order the words to make questions.
1968, in Sydney, Australia. He’s an actor and
Answers
producer who is involved in film, musical 1 How old are you? 2 Where are you from? 3 Have you
theatre and television. He acted in X-Men, got any brothers or sisters? 4 What sports do you do?
Van Helsing and The Prestige. He is a 5 How often do you do sport? 6 Do you read before you
philanthropist who does a lot of charity work. go to bed?
B. Students match the questions in exercise A
with the answers given.
2.05
three people talking about the celebrities in Answers

1 I’m 12 years old. 2 I’m from Atlanta, in the USA.
exercise 6 and match their names with their 3 Yes, I have. I’ve got one brother and two sisters. 4 My
hidden talents. Check orally and elicit what favourite sport is basketball but I like playing football too.
students have understood, maybe just words 5 I always play basketball at the weekend and I often play
or sentences. football on Thursday. 6 No, I don’t. I listen to music.
Audioscript
Speaker 1 I love Hugh Jackman. He’s a brilliant actor. I love
MIXED ABILITIES
him in the ‘X-Men’ films. He sings really well – he
sometimes sings in his films and he’s a great Exercises like the ones in the Upgrade section
dancer too. He often appears in musicals on above are highly controlled and provide a good
Broadway, you know, in New York. As for hidden opportunity for weaker learners to revise
talents ... well, he plays the piano and the guitar. material.
Speaker 2 I don’t like Beyoncé very much but she is
talented. Yeah, she’s OK. I mean … I admire
her. She sings all different kinds of music – pop,
hip hop, dance – and she can sing incredibly
Closing phase
well. And, of course, she always dances well in Write some actions on the board, eg ‘get up’, ‘go to
her videos and remember she’s also in films. bed’, ‘do sport’, etc. Invite different students out to
Hidden talents? Well, do you know she’s a fashion the front to mime one of the actions on the board
designer? She usually designs clothes with her and an adverb of frequency to talk about their own
mum. routines. The other students guess and make up
Speaker 3 My favourite famous person? Well, I love sport
a sentence.
so I say Pau Gasol. He’s my favourite basketball
player but he can do other things too. He’s
got many hidden talents. He’s sometimes on
American TV because he’s quite good at acting
and he’s a singer. He can also speak English,
Lesson 3
Italian and Spanish.
Aims
Answers To learn vocabulary about school subjects.
1 b; 2 c; 3
To read about Redroofs.
To use ‘can’ to talk about ability.
8 Play the track once more for students to
2.25
answer the questions. To focus on and practise the pronunciation of ‘can’

and ‘can’t’.
Answers
1 Sometimes. 2 The piano and the guitar. 3 Not very much.
4 Pop, hip hop, dance. 5 He can also speak English, Italian Initial phase
and Spanish.
Write anagrams of verbs or verb phrases on
the board for students to unscramble and make
54

5
sentences with, eg ‘do sport’, ‘tidy your room’, ‘study 5 Students complete the questions and answer
English’, ‘do homework’, ‘play instruments’, ‘design them about Redroofs. Check the questions orally
clothes’, etc. and then give students a few minutes to ask and
answer them with a partner.
Core Answers
Vocabulary 2 1 is; 2 is; 3 do; 4 got. 1 It is a theatre school. 2 It is in the
south of England. 3 They study normal subjects, dance and
School subjects musical theatre. 4 They haven’t got PE.
1 If you know the names of your students’
2.06
teachers, invite the class to associate each of the PHASES EXTRA

pictures with a teacher’s name. Then play the
track for students to listen, repeat and match the Students write three false statements about
pictures with the school subjects in green. Use Redroofs for their classmates to correct.
the pictures to teach unknown vocabulary.
Answers
1 history; 2 PE (physical education); 3 French; 4 literature;
Grammar 2
5 maths; 6 art and design; 7 geography; 8 ICT (information can
and communication technology); 9 music; 10 drama;
6 Use the text about Redroofs in exercise 3 on
11 English; 12 science
page 58 to contextualize your presentation of
2 Ask the class to copy the table into their folders ‘can’. Say, ‘Students at Redroofs can sing and
and complete it so that the sentences are true for dance. They can compose music. They can
them. Check orally. make their costumes. In general, they can’t play
basketball or volleyball because they haven’t
PHASES EXTRA got PE at school.’ Write an affirmative example
on the board and elicit what they can do. Do the
Play a memory game. Give the class two same with the negative form. Then elicit what
minutes to memorize the order of the subjects can expresses (ability). Draw students’ attention
in the pictures in exercise 1. Then say a to the grammar tables and ask them to look at
number and nominate a student to say the the sentences in them and choose the correct
corresponding subject. To make this game words. Check orally.
slightly more productive, you may invite other
students to take turns to mention nouns they Answers
a abilities; b all
associate with that subject, always repeating
the ones that have been mentioned before, eg Have the class copy a few examples into their
T: ‘eight’ Student A: ‘ICT’ Student B: ‘computer’ folders, under the title: ‘can + bare infinitive:
Student C: ‘computer, screen’ Student 4: ability’.
‘computer, screen, memory’.
7 Ask the class to complete the text with ‘can’
or ‘can’t’. Check orally, insisting on the correct
Workbook page 48 pronunciation of the negative form: \kA…nt\.
Answers
Reading 2 1 can; 2 can; 3 can; 4 can’t; 5 can’t; 6 can
Redroofs
3 Pre-reading: draw students’ attention to the two PHASES EXTRA
pictures and ask them if they do this at school
and what lessons they could be. Ask students to Ask students to write an animal’s name on a
read the text and answer what is different about piece of paper. Then have them exchange the
Redroofs School. (It’s a theatre school. Students slips of paper and describe what each animal
have normal subjects and also study dance and can/can’t do.
musical theatre.)
Systematize: write a few examples on the board
4 Play the track for the class to listen, read
2.07
under the tile: ‘can/can’t + bare infinitive: ability
and state if the sentences are true or false. Ask
in the present’.
them to underline in the text the justification for
false sentences. Check their work orally.
Answers
1 true; 2 false (They study normal school subjects too.);
3 true; 4 true
55

MIXED ABILITIES
PHASES EXTRA
To help weaker learners, you may first elicit a few
actions and write them on the board: ‘run fast’, Play ’Can you ...?’: write the following questions
‘climb trees’, ‘swim in rivers’, ‘attack humans’, on the board: ’Can you say the alphabet in ten
‘fish’, etc. seconds?’ ’Can you speak 20 languages?’ ’Can
you say the alphabet backwards?’ ’Can you
breathe underwater?’. In pairs, students ask
8 Use the text in exercise 3 on page 58 to these questions and then create two more.
contextualize your presentation of the question Then, then swap roles and repeat the game.
form of ‘can’. Refer students to the table and
have them read the questions to systematize Workbook pages 49 & 50
word order. Write a few examples on the board
and elicit the formula: ‘can’ + subject + verb?
Copy the formula on the board under the title
page 124.
‘asking about ability’. Have the class copy
everything into their folders. Once they have
finished, have them write the questions and Closing phase
answers. Check orally.
Spell out a verb and invite a student to use it to
Answers ask about ability for a second student to answer,
1 Can your sister ride a bike? No, she can’t. 2 Can they sing? eg T: ‘p-l-a-y’ Student A: ‘play – Can your dog play
Yes, they can. 3 Can we play tennis? No, we can’t. 4 Can your football?’ Student B: ‘No, it can’t.’ Proceed in the
parents speak English? Yes, they can. same way with two verbs and then ask a student to
9 Ask students to work in pairs to ask and choose a verb and spell it out for the game to go on.
answer using the verbs in green. Invite a strong Make a point of including ‘Wh-’ questions as well as
pair to model the example. Circulate monitoring ‘Yes/No’ ones.
their work.
Pronunciation Lesson 4
can/can’t
Aims
A Play the track for students to listen, repeat
2.08
and identify the negative form. To develop speaking skills: At the box office.
To read about Jaden Smith.
B Play the track for students to listen and
2.09
choose the correct answer. To write a magazine article.
Answers
1 can’t; 2 can; 3 can; 4 can’t
Initial phase
• Ask the class if they like seeing films, if they enjoy
going to the cinema or watching a DVD at home.
PHASES EXTRA Ask them what their favourite film is and what it is
Read these four sequences for students to about, who the protagonists are, etc.
shout, ‘That one!’ when they hear a word with • Alternatively, you can write a few questions on the
\A…\: ‘Ian, come, time, park’; ‘design, literature, board and give the class two minutes to prepare
art, calculator’; ‘maths, normal, bus, car’; ‘run, a two-minute talk. Students work in pairs to tell
study, dance, write’ (park, art, car, dance). their partner about their favourite film.
Core
TEACHING TIP
It is important to point out that ‘Yes/No’ questions
in English take a rising intonation contour, as Speaking
different from ‘Wh-’ questions which have falling At the box office
intonation.
1 2.10 Draw students’ attention to the picture of
the ticket seller and ask where Alex is and what

they think he is saying. Then play the track for
them to check if their predictions were right and
choose the correct answer (a music concert).
56

5
2 Ask students to complete the dialogue
2.10 7 Students match the sentence halves and rewrite
with the words in green and then play the track a them with because. Check orally.
second time for them to check their work.
Answers
Answers 2 He’s got a big family because he’s got four brothers and
1 rock concert; 2 Saturday; 3 three; 4 two sisters. 3 His dad is talented because he can sing and dance
Note: The word ‘nine’ (in green) should have been ‘three’. well. 4 He hasn’t got much free time because he is usually busy.
This mistake will be corrected when the Student’s Book is
reprinted.
Writing Task
3 Invite students to read the dialogue aloud in Tell students that they will work on their own
groups. Then have them practise and it act out.
magazine article under the title ’Who do you admire?’
Tell them to follow the three steps given. Ask them to
Speaking Task think about a person or celebrity they admire. Explain
that they will have to create a similar piece of writing
4 Have the class work in pairs to prepare a as the one about Jaden Smith.
dialogue with the box office attendant, following
the three steps given. Read them aloud and give 1 As they have been doing in the previous units,
the class five minutes to plan their work. Monitor tell them to start working on a plan. Suggest
closely and invite volunteers to act out the them jotting down ideas for each part: his or her
dialogue. personal information and daily routine: name,
Unit 5 Speaking Task age, nationality, talents and habits. Remind
(see Teacher’s Resource Centre) them that when they brainstorm ideas, it is not
necessary to write complete sentences. The
Writing purpose of planning is organizing ideas.
A magazine article 2 Once the draft is finished, tell them that it is time
5 Write ‘etnalt’ on the board for students to to start working on the final version of their article.
unscramble the word ‘talent’ and brainstorm Explain that all personal information is going to
ideas they associate with this word (a person, an be on one paragraph. In the second one they will
object, a song, a film, etc.) Then draw students’ express why this person is special. And in the
attention to the picture that illustrates this third one they will describe his or her routine.
exercise and ask if they can recognize the people Remind them that routines have to be written
in it. Ask students to read the first paragraph and in present simple, and as they will use ‘he’ or
answer what talents Jaden has got. (He can act ‘she’ as subjects, tell them not to forget the ‘s’ in
and dance.) affirmative sentences. Help them also with their
topic sentences. Check their work making sure
6 Students read the text again and answer the they have used ‘because’, ‘also’, ‘has got’, ‘have
questions to check comprehension. got’ and ‘can’. Check two or three samples orally
and make a point of correcting the rest for the
Answers following lesson.
1 Because he trains for his new roles in different films.
2 She is Jaden’s sister. 3 Tell students to go over their magazine article
and see if they have used the grammar topics
and vocabulary listed correctly. Tell them to add
PHASES EXTRA a photo to make it look like a real article and not
Check comprehension through these questions: to forget to write the title.
‘Who is Jaden Smith?’ ‘Is his father talented?’
‘What can he do?’ ‘Who is Jaden’s mum?’ ‘What PHASES EXTRA
can she do?’ ‘Who is Willow?’ ‘Can she play any Once all the magazine articles have been
musical instrument?’ corrected, they can all be put together to make
a real magazine. You can use a piece of coloured
construction paper, fold it in half to create the
LOOK! cover and back cover. Then, you can put all the
Draw students’ attention to the text in the Look! articles together and staple them to the cover
box and remind them that ‘Why’ questions are and back cover. To make it look real, you can
answered with ‘Because’. To practise, ask, ’Why pass it around, so that they number the pages
do people admire Jaden?’ ‘Why does the writer and together work on decorating the cover and
describe Jaden as talented?’ ‘Why is Jaden back cover with scraps of magazines.
different from other children?’ ‘Why doesn’t
Jaden go out with friends a lot?’
Workbook page 52
57

Closing phase PHASES CULTURE
As some students read the article, the rest write
down the mistakes they hear and check if the article Across the UK there are five stages of
includes the information required. Discuss and vote education: early years, primary, secondary,
for the best article, the most interesting one, the one Further Education (FE) and Higher Education
most students feel identified with, etc. (HE). Education is compulsory for all children
between the ages of 5 (4 in Northern Ireland)
and 16. FE is not compulsory and covers non-
advanced education which can be taken at
Lesson 5 further (including tertiary) education colleges
and HE institutions (HEIs). The fifth stage, HE, is
Aims study beyond GCE A levels and their equivalent
To learn factual information about UK secondary which, for most full-time students, takes place
schools. in universities and other HEIs and colleges.
the secondary school system in a country.
2 ABOUT YOU Invite different students to
To integrate what students have learnt so far. point out the differences between their school
and secondary schools in the UK.
Initial phase
Play Bingo: tell students to make a six-square grid PHASES EXTRA
and complete each square with a school subject.
In pairs, students think about two things they
Brainstorm some ideas to make sure that students
would like to learn about and share them with
include these ones: geography, history, science,
their classmate. Allow L1 if necessary.
maths, ICT, literature. Tell them that you are going
to say some sentences and they have to check their
boxes if they refer to the subjects they have written. Webquest
The student that gets all the boxes checked is the Students choose a country and go online to look up
winner. information about its secondary school.
Sentences to be read:
Possible answers
I can learn about rivers. (geography) Education system in the United States: it follows a pattern similar
I can learn about royal families. (history) to other countries: early childhood (or pre-school) education,
I can learn about animals and plants. (science) primary (or elementary) school middle (or junior high) school,
I can learn to solve problems and do sums. (maths) secondary (or high) school and post-secondary (college, career,
I can work with software. (ICT) or technical schools) education.
I can read classics. (literature)
Closing phase
Core their books and then ask them to mention one thing
Culture they have learnt or they remember from the unit, eg
’Beyoncé can design clothes.’
UK secondary schools
1 2.11 Pre-reading: tell students that they are
going to listen and read about UK secondary Progress check

schools. Invite them to look at the pictures and Answers
describe what they see, what the students are 1 1 g; 2 c; 3 f; 4 e; 5 a; 6 d; 7 b; 8 h
doing and which school subjects and school 2 1 f; 2 e; 3 a; 4 d; 5 c
places are being shown. Play the track for them 3 1 Her brother never has a shower. 2 Our teacher is usually
to read along and say if the statements are true in Room 3 at 8.30. 3 We often eat fruit for breakfast.
or false. Check orally. 4 I always have milk in my coffee. 5 My friends are
sometimes late for school.
Answers 4 1 I can play the violin. 2 My dad can’t dance. 3 Our
1 true; 2 false (It lasts 6 hours and a half, from 8:45 to 3:15.); classmates can sing. 4 My parents can’t speak English and
3 false (They sometimes assembly.); 4 true; 5 false (They call French. 5 My neighbour can read Japanese. 6 My best
them Mr, Mrs or Miss and their surname.) friend can’t swim well.
Integration
1 ’ve got; 2 can’t; 3 Do, want; 4 can; 5 is; 6 does, start;
7 starts; 8 go; 9 finish; 10 are
58

6
Unit
Film and TV 3 Play the track for the class to listen to
6
2.13
Jake and Isabel and say what their favourite

types of film are.
Lesson 1 Audioscript/Answers
Jake What are your favourite types of film, Isabel?
Aims Isabel I like science-fiction and fantasy films.
Jake What’s your favourite film?
To learn vocabulary about film types.
Isabel My favourite film is ‘The Hunger Games: Catching
To read about teenagers and their favourite films. Fire’. What are your favourite types of film, Jake?
Jake I love action and horror films.
To give reasons using adjectives.
Initial phase PHASES EXTRA
Write the names of three films on the board for Play and pause the track for students to repeat
students to work in pairs or groups and write words each exchange.
they can associate with the films. It’s important to
choose films they are all well acquainted with, eg LOOK!
Toy Story, Pirates of the Caribbean, Harry Potter,
Nemo, etc. Ask students what they have written Draw students’ attention to the text in the Look!
and why. box and go through the adjectives given. Invite the
class to give their opinion about different films,
books, school subjects or TV programmes using
MIXED ABILITIES these adjectives.
To help weaker learners, you may model with a
strong student and write the main words on the
board, eg ‘protagonist’, ‘secondary characters’,
questions about their favourite types of film.
‘place and time’, ‘soundtrack’, ‘photography’, etc.
Invite two volunteers to model the example and
remind them to use different adjectives to give
Core their reasons.
Vocabulary 1 PHASES EXTRA

Film types
• Ask students to count the number of syllables
1 2.12Draw students’ attention to the pictures in the adjectives in the Look! box and mark the
and ask which films they are familiar with, if stressed ones. Clap your hands and make them
they like them or not, etc. Play the track for the guess the adjective, eg ‘0oo’ (interesting).
class to listen and repeat. Then have them match • Ask different students to say the names of films
some of the words in green with film posters 1–6. they know and a classmate to use the adjectives
There is more than one possible answer. in the Look! box to describe them.
Answers
1 romantic comedy/musical; 2 adventure/science fiction;
Workbook page 55
3 war/thriller; 4 fantasy/adventure; 5 science-fiction;
6 animated
2 Students look at posters 1–6 and choose the Reading 1

correct words. Check orally. Mehmet’s movie blog
5 Pre-reading: discuss where young children,
Answers
1 science-fiction; 2 fantasy; 3 adventure; 4 animated;
teenagers and older people like watching a
5 musical; 6 war film and why. Then have the class read the text
quickly and tick the correct option (c).
PHASES EXTRA 6 2.14 Play the track for the class to read and
listen. Have students suggest a title for the

Give the class three minutes to work in pairs article and then write ’Rudy’, ’Mike’, ’Eliza’ or
and write other examples of each type. Check ’Katy’ for each sentence. Check orally.
orally.
Answers
1 Rudy; 2 Mike; 3 Katy; 4 Eliza; 5 Eliza
7 Students read the blog one more time and

answer the questions. Monitor their work.
59

6
Then check orally.
Lesson 2
Answers
1 It’s about film-watching habits. 2 Because it’s expensive. Aims
3 She goes with her friends. 4 He watches them on his dad’s To use ‘love’, ‘like’, ‘not like’ and ‘hate’ + ‘-ing’.
tablet. 5 She watches comedies and sports programmes.
To learn and use the \e\, \u…\ and \aI\ sounds.
To listen to a radio interview about child stars.
PHASES EXTRA
• Divide the class into two groups. Invite Initial phase

students from each group to take turns to
guess the words in the text that correspond Give the class three minutes to reread and try to
to these definitions: ’a mobile with computer memorize as much as possible about the text in
features’ (smartphone); ’films that seem to exercise 5 on page 65. Invite different students to
be real’ (3D); ’a portable computer that has dictate sentences from the text to a classmate at
a big screen’ (tablet); ’films about the West’ the front.
(westerns); ’mystery films’ (thrillers); ’the
devices where people see films’ (screens).
• If one student fails to guess the words in one Core
minute, a member of the other group may try. Grammar 1
The student who makes the right guess scores
five points. love, like, not like and hate + -ing
1 Refer to the text on page 65 and say, ‘Rudy likes
watching films on his computer.’ and ’He likes
PHASES EXTRA watching science fiction.’ Ask different students
what they like eating, drinking, watching,
Write on the board: ’films’, ’TV programmes’, reading, etc. Proceed in the same way with the
’books’, ’series’. Give the class three minutes verbs ‘love’ and ‘hate’. Use gestures to convey
to write as many examples as possible for each meaning. Elicit examples with different personal
category. pronouns. Then refer the class to the grammar
table and have students read the sentences. Ask
what the faces mean: JJ ‘love’; J ‘like’; L
UPGRADE ‘don’t like’ and LL ‘hate’.
A Students complete the questions and answer Systematize on the board and invite the class to
them so that they are true for them. Check copy a few examples into their folders below the
orally. title: ‘Talking about likes and dislikes: like, love,
Answers
don’t like and hate + -ing’. Once students have
1 often; 2 type; 3 Why finished, ask them to complete the sentences in
exercise 1 with the correct form of ‘love’, ‘like’,
B Students write a short paragraph about their
‘not like’ and ‘hate’. Check orally.
favourite film. To make this exercise more
entertaining, students may be invited to lie Answers
and write about a very bad film as if it were the 1 love; 2 likes; 3 don’t like; 4 hate
best. Then ask them to create a new cover of it.
PHASES EXTRA
Closing phase • Write on the board: ‘politicians on TV’ (watch),

‘out with friends’ (hang), ‘with friends’ (talk),
Provide these beginnings for different students to ‘to the cinema’ (go), ‘the housework’ (do), ‘for
finish the sentences according to the information in exams’ (study), ‘the news’ (watch), ‘detective
the text in exercise 5: ’Eliza hates …’; ’Rudy hardly stories’ (read) and ‘computer games’ (play).
ever …’; ’Eliza’s brother is a fan of …’; ’Mike loves • Ask different students to pick a phrase, complete
action and …’; ’Katy goes to a cinema that has …’; it with the correct collocate and use it to ask a
’Rudy hates … but he likes watching films on …’ classmate about his or her likes. Elicit complete
answers, eg Student A: ‘politicians on TV’ ‘Do
you like watching politicians on TV?’ Student B:
‘No, I don’t. I like watching sports on TV.’
60

6
Answers
2 Students complete the sentences using ‘love’, 1 When do you like watching horror films? 2 Where do you
‘like’, ‘not like’ or ‘hate’ as in the example. To love watching films? 3 Do you like eating popcorn? 4 What
check, invite different students out to the board type of films do you hate watching? 5 Does your sister hate
to write their sentences. eating cheese? 6 Where do you like playing football?
Answers 5 Students work in pairs to ask and answer

1 My best friend loves reading comics about superheroes. the questions 1–4 in exercise 4. Model with a
2 My classmates hate going shopping. 3 My brother doesn’t strong pair and circulate monitoring their work.
like playing football with his friends. 4 I love meeting my
friends after school. 5 My teacher likes surfing the Internet Workbook pages 56 & 57
every day.
3 Students describe the pictures using ‘love’,

‘like’, ‘not like’ or ‘hate’ + ‘-ing’. Give them a few PHASES EXTRA
minutes to write their sentences and check their Play a guessing game. Nominate a student
work orally. and ask him or her to pick an action he or she
Answers likes doing very much. Invite the rest of the
a He hates/doesn’t like eating pasta. b He loves/likes eating class to make questions replacing the action
ice cream. c She hates/doesn’t like listening to music. d They with a clap, so that the student who has been
like/love playing video games. nominated can answer also with a clap, eg
Student A (nominated) chooses ‘clean my
bedroom’ but he or she doesn’t mention it to his
PHASES EXTRA or her classmates. He or she keeps that choice
stioEs to himself or herself. Student B: ‘Do you (clap)
• Make action cards, one for each student, eg in the morning?’ Student A: ‘I sometimes (clap)
‘eat ice cream’, ‘play computer games’, ‘study in the morning and I sometimes (clap) in the
maths’, ‘go out with relatives’, ‘buy computer afternoon.’ Student C: ‘Where do you (clap)?’
games’, ‘surf the Internet’, etc. You may use Student A: ‘I (clap) in my bedroom.’ Student D:
ten actions and repeat them in the different ‘Do you (clap) alone?’ Student A: ‘Yes, I do.’
cards. Divide the class into four groups and The student who guesses the action replaces
give each one a set of cards. They should have the nominated one.
one card for each member.
• Have students take turns to play this repetition
game as follows: student A uses the information
on his or her card to make a true sentence Pronunciation
expressing likes/dislikes. Student B repeats \e\ \u…\ \aI\
what student A has said and adds his likes/ A 2.15Play the track for students to read and
dislikes. Student C repeats what students A listen to the words.
and B have said and adds his or her likes/
dislikes, and so on, eg Student A: ‘I don’t like B Have students listen again and repeat.
playing computer games.’ Student B: ‘(Student
A) doesn’t like playing computer games. I love In order to study and monitor their own learning,
surfing the Internet.’ Student C: ‘(Student A) refer students to the Language Database on
doesn’t like playing computer games. (Student pages 124 & 125.
B) loves surfing the Internet. I don’t like studying
maths.’
PHASES EXTRA
• Have the class add three more words they

4 Use the text in exercise 5 on page 65 to know with each sound, eg \e\: ‘desk’, ‘ten’,
contextualize your presentation of questions. ‘guess’, ‘friend’, ‘pen’, ‘pencil’, ‘red’, etc;
Point to Rudy’s text and ask, ‘Does he like \u…\: ‘true’, ‘two’, ‘glue’, ‘juice’, ‘zoo’, ‘shoe’,
watching 3D films?’ ‘What types of films does ‘shampoo’, etc.
he like watching?’ ’How often does he go to the • Write these sets on the board for students
cinema?’ ’Where does he like watching films?’ to find the odd one out following the
Point to Mike’s text and ask, ’Does he love action pronunciation of the vowel sounds: ‘bird, work,
films?’ ’Where does he watch films?’ ’What girl, friend’; ‘kite, eight, say, name’; ‘moon,
types of films doesn’t he like?’ ’What types of two, love, true’; ‘hate, rain, day, child’ and
films does he like?’ Then refer students to the ‘best, great, train, Kate’.
grammar table, ask them to look at the words to
make questions. Check on the board.
61

6
Mia Well, I make a lot of advertisements and I’m a
UPGRADE film extra. But I would really like to have a bigger
part in a film.
A. Ask students to look at all the words in bold Presenter Is there a possibility?
and underline the three letters they all have in Mia I’ve got a second audition today, so ...
common: ‘ing’. Then have the class order the Presenter Thank you very much Mia and good luck!
letters to make verbs. Check orally.
Answers
Answers
1 listening; 2 riding; 3 playing; 4 watching; 5 reading 1 She does advertisements for TV and she works as an extra
in films. 2 Yes, she does. When she is filming, she has a
B. Students complete the text with the words private tutor. 3 No, she isn’t.
in the box and the ‘-ing’ form of the verbs in
brackets. Check on the board. 8 2.16Play the track a second time for the class
to listen again and answer the questions.
Answers
1 like riding; 2 love playing; 3 loves listening; 4 likes Answers
meeting; 5 like meeting; 6 love talking; 7 hate watching 1 in California; 2 5 hours; 3 3 hours; 4 in a special bank
account; 5 when she’s 18; 6 Yes, she does. She wants to get
a bigger part in a film.
MIXED ABILITIES
For weaker learners to memorize the structure,
you may ask them to reread the examples aloud. PHASES EXTRA
• Invite a group of volunteers to act out an

interview with Mia Straw to ask her about her
Listening routines.
Meet Mia • Discuss with the class if they would like to be a
6 Pre-listening: discuss if students have heard child star or not and why/why not.
of any child star in their country. Ask them to • Students imagine they are Mia and write an
imagine these children’s routines. Then invite email to their best friend telling them what
the class to look at the pictures and predict the they like, don’t like, love or hate about their
answers to the questions given. routine.

2.16
check if their predictions in exercise 6 were right. Closing phase

Audioscript • Read these sentences for different students to
Presenter Many young people dream of going to Hollywood correct the wrong information in them.
and becoming rich and famous in film. On today’s
1 Harry Potter loves playing football. (quidditch)
programme, we’ve got the child actress Mia
Straw. How old are you, Mia? 2 Hermione Granger likes helping her enemies.
Mia I’m 14 years old. (her friends)
Presenter And where do you live?
3 Ron Weasley hates being close to butterflies.
Mia I live in California.
Presenter Do you work in Hollywood?
(spiders)
Mia Yes, I do. I do advertisements for TV. I also work 4 Gru and Dr Nefario love creating cookies.
as an extra in films. (machines)
Presenter Tell us a little bit about your daily routine. Do you
5 Before bedtime, Gru’s children love reading the
go to school?
Mia Yes, of course. Californian law is very strict. All
newspaper. (a story)
young actors go to school and they have a private 6 Tony Stark, Iron Man, loves eating sushi.
tutor during filming. (donuts/burgers)
Presenter Do you work on a film all day?
7 Iron Man likes rescuing the Mandarin. (Pepper
Mia No, I don’t. I‘m in the studio for eight hours but
that includes three hours with my tutor. Very young
Potts)
children can only work a few minutes a day. • Model first with a strong student, eg
Presenter Really! And what about money? Are you rich and T: ‘Harry Potter loves playing football.’ Student A:
famous? ‘Harry Potter doesn’t love playing football.
Mia No, I’m not. He loves playing quidditch.’
Presenter Has your dad got all your money?
Mia No, he hasn’t. The film company puts my money
directly into a special bank account.
Presenter Can you use this money?
Mia No, I can’t use this money until I’m 18 years old.
Presenter What about your dreams?
62

6
Lesson 3 PHASES EXTRA
Aims • Draw this table on the board and ask the class
To learn vocabulary about TV programmes. to copy it into their folders.
To read about computers and TV. TV Extra
Person
programme information
To use adverbs of manner to describe how we do
things. Teacher
Brother
Initial phase Sister Ben 10
Write these headings/topics on the board and ask
Parents
students to pick those they want to talk about: ‘a
silly person on TV’, ‘an interesting TV programme’,
‘an intelligent reporter’, ‘their favourite channel’, ‘an • Read the following text for the class to listen
original character’ and ‘a very boring programme’. and complete the table with the information they
hear. Elicit the first as an example. Read the text
Core
twice and check students’ work on the board.
‘Hello! I have got a very big family and watching
Vocabulary 2 TV is not easy because we all like different
programmes and we have only got two TV sets.
TV programmes
My brother Tom loves cartoons. His favourite
1 Play the track for students to listen
2.17
programme is “Ben 10” but I don’t like it at all.
and repeat. Ask them to look at the TV guide This is an American cartoon about a young boy
and match the TV programmes with some of with special powers. My favourite programme
the words in green. Use the names of local is the eight o’clock news. I’ve also got a sister.
programmes to exemplify the unknown words. Her name is Alicia. She loves dramas. She loves
Answers crying! Now she is watching “General Hospital”,
1 cartoon; 2 drama; 3 sports programme; 4 the news; an American drama at 7 pm. The stories are
5 reality show; 6 game show. Not used: chat show, comedy horrible! People fall ill, they die and everything
programme, documentary, soap opera. is terrible! My parents don’t like dramas or
cartoons. They like watching sports programmes
and they only watch Fox Sports. Tennis matches
PHASES EXTRA
are their favourite.’
Read these definitions for students to identify
the type of programme: ‘a programme
Workbook page 58
in which the stars are animated pictures’
(cartoon); ‘programmes with ordinary people,
not professional actors, usually with a Reading 2
confessionary’ (reality show); ‘interviews with TV programmes for teens
celebrities to discuss a special topic’ (chat or
4 Pre-reading: elicit which TV programmes
talk show); ‘programme in which participants
students like watching. Then have the class
play or answer questions to win a prize’
read the article quickly and say what kind of
(game show) and ‘film or programme showing
programmes Mikes likes. (the news and football
interesting information about reality: animals,
matches)
life in different countries, the solar system, etc’
(documentary). 5 Play the track for students to listen to and
2.18
read the text on page 69. Then ask them to say

who says each of statements.
2 Students use the words in exercise 1 to write
sentences about their favourite programmes. Answers
Invite a student to read the example, give the 1 Jane; 2 Mike; 3 Mike; 4 Jane; 5 Mike
class a few minutes and check their work orally. 6 Invite students to reread the article in exercise 5
3 Invite two volunteers to read the dialogue. and say whether the statements are true, false or
Then have the class work in pairs to ask and not mentioned. Discuss the answers orally.
answer as in the example. Circulate monitoring Answers
their work. 1 false (He watches the news every day.); 2 not mentioned;
3 true; 4 false; 5 not mentioned; 6 false (The prize is a
recording contract.)
63

6
Grammar 2
PHASES EXTRA
Adverbs of manner
• Play this game: divide the class into two
groups and nominate one student from each
PHASES EXTRA
group. Invite him or her to come out to the
Have students write a paragraph about board for the rest of the group to dictate as
teenagers and adults and TV in their country. many adverbs as possible and write them on
You may write these questions on the board the board. Each group will have three minutes
to be used as a guideline: to write as many logical sentences as they can
1 How much TV do teenagers in your country using the adverbs that their opponents have
watch? written on the board.
2 What kind of programmes do they prefer? • Make sure they understand that meaningless
Why? sentences will not be considered right, eg ‘I
3 What about adults? walk beautifully.’ A meaningful sentence would
4 What do adults like doing? be ‘Some animals walk slowly.’
5 Do teenagers prefer watching TV or playing • Once the three minutes are over, do the
computer games? feedback as a competition. In turn, one student
6 And adults? from each group reads out a sentence and
the members of the other group decide if it is
correct or not.
7 Present adverbs of manner. Say that teenagers
usually play computer games very well. They
don’t like sitting quietly. They love winning Closing phase
quickly. Write two examples on the board and
point to the position of the adverb of manner Play ‘Collocates’. Provide verbs for the class
in the sentence. Draw students’ attention to to mention different collocates. Elicit as many
the grammar table and invite them to read the collocates as possible and change the verb when
sentences and choose the correct position of students run out of ideas, eg ‘spend’: ‘time on
the adverb of manner (b). holiday’, ‘the afternoon watching TV’, ‘money on
a new computer’, ‘an evening with friends’, etc.
LOOK! Suggested verbs and collocates: ‘watch’: ‘TV’,
‘a soap opera’, ‘the news’, ‘cartoons’, ‘a game
Have the class read the text in the Look! box and show’, etc; ‘download’: ‘music’, ‘a programme’,
explain what an adverb is: a word that modifies ‘an episode’, ‘a song’, ‘information’, etc; ‘listen to’:
a verb or an adjective. To modify means to ‘the news’, ‘the weather forecast’, ‘music’,
give information about, to describe. There are ‘an interview’, ‘a person’, etc; ‘win’: ‘quickly’, ‘easily’,
regular and irregular adverbs. Regular adverbs ‘a match’, ‘a final’, ‘a prize’, ‘money’, ‘a competition’,
are formed by adding ‘-ly’ to the adjective, eg etc; ‘play’: ‘football’, ‘well’, ‘badly’, ‘a final’, ‘with
‘beautifully’, ‘elegantly’, ‘silently’, etc. Irregular friends’, ‘an instrument’, etc; ‘hate’: ‘popcorn’,
adverbs do not follow this rule, eg ‘good/well’, ‘an actor’, ‘studying history’, ‘terror films’,
‘fast/fast’, ‘hard/hard’, ‘early/early’, ‘late/late’. ‘westerns’, ‘watching the weather forecast’, etc.
8 Students write complete sentences. Check on
the board.
Answers
Lesson 4
1 Henry and his cousin play hurling badly. 2 She draws
beautifully. 3 I don’t like driving in big cities. I drive slowly.
Aims
4 Heather likes working. She usually works hard. 5 Why do To develop speaking skills: Going to the cinema.
you eat so quickly? It’s not good for your stomach.
To read about a review about favourite TV
In order to study and monitor their own learning, programmes.
refer students to the Language Database on To write a review.
page 125.
Initial phase
Divide the class into two groups and play ‘Talking
time’. Tell the class that different students from
each group will have the chance to talk about a film
they like for at least one minute. Participants from
64

6
the two groups continue taking turns to talk until PHASES EXTRA
one fails to complete the minute given. The group
that accumulates more ‘talking time’ is the winner. Revise what you have seen so far. Write on the
board: ‘three school subjects’, ‘three things
you hate doing’, ‘three singers you can’t stand’,
‘three film types’, ‘three TV programme types’,
Core ‘three regular adverbs’ and ‘three irregular
Speaking adverbs’. Divide the class into groups and give
them three minutes to complete the task. Check
Going to the cinema their work orally. The winner is the team which
1 Students look at the names of the film in green has completed all or most of the points.
and say what types of film they think they are.
Accept all possible answers.
Writing
Possible answers
Invincibles Return: science-fiction/action; Summer Love:
A review
romantic comedy; The Monster Returns: science-fiction/ 5 Explain that a review is not just a summary of a
thriller; Year 2222: science-fiction film but a critical analysis that examines why and
2 Play the track for the class to listen and
2.19 how a film works and whether the film succeeds
check their answers. Then ask which film Will in its presentation. Ask students to gist read and
and Izzie decide to see (Invincibles Return). ask, ‘What programme does Sophie review?’ ‘Is
Teach ‘I can’t stand’ + noun + ‘-ing’. Use names her review positive or negative?’ ‘Why?’ Then
of characters or programmes that students ask them to read it again and complete the text
are well acquainted with to contextualize your with some of the words or expressions in green.
presentation. Check orally.
Answers
3 Invite students to practise and act out the 1 an American; 2 often watch; 3 watching this; 4 it has
dialogue.
MIXED ABILITIES PHASES CULTURE

To help shyer and intrapersonal learners, The Big Bang Theory is a famous series.
you may play the track and pause after each Leonard Hofstadter and Sheldon Cooper are
exchange as you invite different groups to read both brilliant physicists. They are colleagues,
aloud. Walk from group to group reading aloud best friends and roommates. Sheldon is
with them. eccentric and has non-conventional manners.
They are also friends with Howard Wolowitz and
Rajesh Koothrappali. They all work together at
PHASES EXTRA Cal Tech. They spend their time working on their
individual work projects, playing video games,
To help students memorize expressions and watching science-fiction movies or reading
acquire fluency, you can practise fast reading comic books. They call themselves nerds and
aloud in groups. have little or no luck with women. When Penny
moves into the apartment, Leonard wants her to
be his girlfriend.
Speaking Task
4 Students follow steps 1, 2 and 3 to prepare
a dialogue with a friend. Read the instructions PHASES EXTRA
aloud, making sure students understand what
they are expected to do. Then give them a few Have students work in pairs to ask and answer
minutes to plan their dialogue as you walk ‘Yes/No’ questions about the review.
around monitoring their work. Students work in
pairs and take turns to act out their dialogue.
6 Students read the review one more time and
answer the questions. Monitor their work and
then, check orally.
Answers
1 It’s The Big Bang Theory. 2 It’s a comedy programme. 3 It’s
about two scientists and a waitress. 4 Because the characters
do funny things.
65

6
7 Have the class rewrite the sentences with the
correct punctuation. Check on the board.
Lesson 5
Answers
Aims
1 Neighbours is an Australian soap opera. 2 Do you like To learn factual information about film awards.
sports programmes? 3 I often watch a game show on
Saturday.
4 My favourite actor in the programme is James Carmichael.
French cinema awards.
5 What is your favourite television programme? To integrate what students have learnt so far.
Writing Task Initial phase

Tell students that they will work on their own review Play ‘Mime and guess’: write some film names on
about a programme they watch or have watched. slips of paper. One member of the group comes to
Tell them to follow the three steps given. Explain the front, picks up a slip and mimes it for his or her
that they will have to create a similar piece of group to guess. Then they have to say what type of
writing as the one about The Big Bang Theory. film it is. They can go back to page 64 in case they
need help. The group will get one point for each
1 As they have been doing in the previous units, tell
film guessed and another one for the type of film.
them to start working on a plan. Suggest them
The group that guesses more films is the winner.
making notes about it: ’What is the name of the
(Suggested film titles: The Hunger Games, Harry
programme?’ ’How often do you watch it?’ ’When
Potter, Spider-Man, Iron-Man)
is it on?’ ’What is it about?’ ’Who are the main
characters?’ ’What kind of people usually watch
this programme?’ ’Why?’ Remind them that
when they brainstorm ideas, it is not necessary Core
to write complete sentences. The purpose of
planning is organizing ideas. Culture
2 Once the draft is finished, tell them that it is Film awards
time to start working on the final version of their 1 2.20 Pre-reading: elicit some information about
review. Explain that the name of the programme the pictures: the Oscar and BAFTA statuettes and
and when it is on should go in the first paragraph the woman dressed in red. Then play the track
and in the second one they will have to describe (if possible with books closed) for students to
what it is about, the characters, the audience and gist listen and answer these questions: ‘What is
why they recommend it. Help students with their the article about?’ ‘What are the Oscar Awards?’
topic sentences. Check their work making sure ‘Why are the Oscar Awards so famous?’ Play the
they have used ‘like’, ‘love’ + ‘-ing’ to express track a second time for the class to listen again,
likes, adverbs of manner and frequency and read the article and answer the questions in the
vocabulary connected with TV programmes. exercise. Check orally.
Check two or three samples orally and make
Answers
a point of correcting the rest for the following 1 They receive a gold statuette called an Oscar. 2 It occurs in
lesson. late February or early March. 3 Actors, directors, writers and
other people in the film industry can receive an Oscar. 4 It is
3 Tell students to go over their review and see always on TV. 5 It’s the British Academy of Film and Television
if they have used the grammar topics and Arts Awards or BAFTAs. 6 They receive a gold mask.
vocabulary correctly. Tell them not to forget to
include their name and age in the end and a title
at the very beginning.
Workbook page 62
Closing phase
Have some students read their reviews and
remember to check all the others.
66

6
Progress check
PHASES CULTURE Answers
1 a horror; b western; c fantasy; d comedy; e animated;
• The Academy Awards, informally known f thriller; g war; h action
as ’The Oscars’, are a set of awards given 2 1 sports programme; 2 game show; 3 chat show;
annually for excellence of cinematic 4 the news; 5 comedy programme; 6 documentary
achievements. The awards were first given in 3 1 He loves drinking orange juice. 2 They like staying at
1929, making it the oldest award ceremony home on Saturday night. 3 We hate playing football.
in the media. Its equivalents, the Grammy 4 She doesn’t like talking on the phone. 5 You hate playing
Awards (for music), the Emmy Awards (for computer games. 6 I don’t like listening to classical music.
television) and the Tony Awards (for theatre) 7 It likes running in the park.
4 1 well; 2 beautifully; 3 terribly; 4 brilliantly; 5 slowly;
are modelled after the Academy Awards.
6 badly
• The British Academy of Film and Television
Integration
Arts (BAFTA), which was formed in 1947, is an 1 do, watch; 2 watching; 3 don’t like; 4 Have, got; 5 is; 6 is;
independent charity that supports, develops 7 play; 8 don’t like; 9 are; 10 watching
and promotes the art forms of the moving
image – film, television and game in the UK.
Prince William is its president.
PHASES EXTRA
Write these definitions on the board for students

to work in pairs and find words in the text with
these meanings: ’a person who is in charge of
a film’ (director); ’a small statue’ (statuette);
’celebration’ (ceremony); ’to stand for a photo’
(to pose). Discuss the answers orally.
2 ABOUT YOU Give the class a few minutes

to read the questions and prepare a long answer.
Make sure you give different students the chance
to give their opinion. To avoid repetition, you can
look for information about the local awards and
assign students an award to investigate for the
following class.
Webquest
Students look for information about the French
cinema awards.
Possible answers
César Award: it is held in February. Winners receive a trophy. It is
made of compressed metal objects.
Cannes Festival: it is held in May. Winners receive a golden palm.
Closing phase
Give students two minutes to go through this unit in
’The Academy Awards occur in the USA.’
67

Grammar
Revision 3 3 Students write complete sentences about the
Marine Life Centre using ’there is’ or ‘there are’,
‘a’ or ‘an, ‘some’ and ‘any’.
Initial phase Answers
Invite students to work in pairs. Ask them to copy 1 There are some dolphins. 2 There are some trees. 3 There
the following in a sheet of paper: is some water. 4 There isn’t an island. 5 There isn’t any ice.
6 There’s a shop. 7 There aren’t any mountains. 8 There is a
Name and surname: cinema.
Nickname: 4 Students rewrite the sentences using the
Age: adverbs of frequency in brackets.
Nationality:
Abilities: Answers
Routines: 1 He usually studies marine life in the Atlantic Ocean.
2 He sometimes works in a laboratory in Bristol. 3 And he
Ask each pair to complete with information about sometimes goes to the ocean. 4 He’s often away from home
a celebrity, a superhero or somebody they are all for several weeks. 5 My cousins never travel with him.
acquainted with. Provide an example on the board: 5 Ask the class to write questions using the words
Name and surname: Lionel Messi given and provide short answers.
Nickname: Lio Answers
Age: (will vary according to the year; date of birth: 1 Can your dad swim? 2 Can your teacher speak French?
24th June 1987) 3 Can you draw? 4 Can you play basketball?
Nationality: Argentinian
Abilities: play football and table tennis
Routines: get up early, train, eat healthy food, play PHASES EXTRA
with his sons
Invite students to use the verbs in the questions
Have students exchange the sheets of paper and use in exercise 5 to ask their partners about their
the information given to ask and answer questions. abilities.
Core 6 Students look at the symbols and choose the

Vocabulary correct words.
Students work in pairs to complete all the words in Answers

the shortest time possible. Correct orally. 1 like; 2 hates; 3 loves; 4 don’t like; 5 likes
7 Have the class complete the sentences with the

Answers
homework, dinner, literature, history, animated, science-fiction,
adverb form of the words in brackets.
cartoons, news, documentaries, adventure
Answers
1 slowly; 2 well; 3 beautifully; 4 badly; 5 fast
Reading
1 Students read the film review and answer Listening
the question (Facebook and its creator, Mark 8 Play the track for the first time so that
2.21
Zuckerberg). students gist listen to the text and say what the
2 Students reread the text to answer the questions. two friends are talking about (reality shows).
Answers Audioscript
1 Because he’s the creator of the Internet social networking Mike What do you think of reality shows, Jane? Do you
site, Facebook. 2 He’s very intelligent but he hasn’t got many like them?
friends and he isn’t very sociable. 3 No, it isn’t. He first Jane I love reality shows. I watch programmes like
created Facemash and other websites for other universities. ‘The X factor’.
4 Eduardo Saverin helps Mark. Mike What’s ‘The X Factor’?
Jane It’s a talent show for people who want to be famous
singers. First, they have to audition. They have to
PHASES EXTRA
sing without any music in front of three judges.
Give the class three minutes to work in pairs This is often really funny. Lots of people think they
and write as many questions as possible about can sing really well but they can’t. Sometimes
they’re terrible.
the review. Then have them ask and answer the
Mike Oh yes, I know it. You’re right, it is funny, but I think
questions.
after a few weeks it’s sometimes boring.
68

Revision
3
Jane I don’t think so. The people are trying to win a prize, 4 Presentation
so they try really hard. They make a poster including pictures or drawings.
Mike What’s the prize? Once everything is ready, they are invited to explain
Jane A recording contract with one of the judges. In the their project to their partners.
final weeks, the TV viewers decide who stays and
who leaves and at the end there’s only one winner.
Mike
Oh, it’s great.
Do you watch it every week?
Closing phase
Jane Yes, it’s on Saturdays and I always watch it. It’s on In groups, students talk about the aborigines other
tonight! groups presented.
Mike What do your parents think about it?
Jane They can’t stand it. They only watch the news.
Oh, it’s so boring.
Mike
Jane
No, it isn’t. I watch the news every day.
Really? What other programmes do you watch?
Upgrade for Exams
Mike I love watching football. I like Champions League
football matches and I always watch ‘Match of the Initial phase
Day’. Sometimes I watch documentaries.
Revise likes and dislikes asking students what they
Jane I never watch documentaries. Oh! It’s nearly time
for ‘The X Factor’.
like having for breakfast, what they don’t like eating
Mike OK, bye, Jane. Go and watch your favourite show. for lunch, what programme they love watching and
Jane Bye, Mike! See you later. why, etc.
9 2.21 Play the track again for the class to listen Core
and tick the correct answers. Check orally 1 Students read the email and choose the correct
and write the answers on the board to avoid words.
mistakes.
Answers
Answers
1 game shows; 2 soap operas; 3 reality shows; 4 the news;
1 b; 2 c; 3 b; 4 a; 5 d
5 sports programmes; 6 comedies
2 Have the class complete the sentences with

PHASES EXTRA the correct form of the verbs in the box and the
Tell the class they will work in pairs. Play the adverbs in brackets. Elicit the first as an example
track again for them to memorize as much and correct the rest orally.
as possible so that then they can act out the Answers
dialogue. 1 Matt and Sally are never late for school. 2 Rob usually gets
up late at the weekend. 3 Jane is often tired after school.
4 I sometimes tidy my room on Saturday. 5 My grandparents
TEACHING TIP always have lunch with us on Christmas Day.
Production is often related to memory, so it is a 3 Students choose the correct options to complete
good idea to exploit the texts we have in a book the conversations.
rather than look for more. When students reread
a text, they remember more information and Answers
language, which can be used later on. 1 b; 2 b; 3 c; 4 b; 5 b
Closing phase
Collaborative Task – Aborigines in your Write the name of a film or TV programme on
country
the board and give the class two minutes to write
1 Ideas sentences about it, eg ‘The Big Bang Theory is a
Organize the class into groups and invite them to situational comedy. It is very funny. It’s my favourite
bring all the information they have gathered about programme. I watch it every week.’ Divide the class
local aborigines. They vote for a group and find into two groups and invite different students from
answers to the questions given. each one to read a sentence from back to front for
2 Group work the other group to guess it, eg Student A: ‘comedy
Students make notes to answer the questions in situational a is Theory Bang Big The.’ Student B:
step 1. ‘The Big Bang Theory is a situational comedy.’
3 Writing
They organize the answers into a chart or just in
paragraphs.
69

green describe the actions in pictures 1–5. Use
Unit gestures or examples to explain the meaning of
Sport for all
7 the unknown verbs.
Answers
Lesson 1 1 run; 2 throw; 3 dive; 4 catch; 5 jump
Aims TEACHING TIP

To learn vocabulary about sport. It is very important not to limit students’
production to mere words. Eliciting complete
To use ‘go’, ‘do’ and ‘play’ to talk about sport routines.
answers and encouraging the class to speak will
To read about street dancing as PE. not only develop their linguistic competence but
will also give them a sense of achievement.
Initial phase
• Play ‘Draw the sentence’. You may write each of the
PHASES EXTRA
words of these sentences on cards or just whisper
them to the students: ‘We all love sport.’ ‘My family Invite students to associate the verbs in exercise 1
doesn’t like tennis.’ ‘My brother can’t play football.’ with the sports in the box in exercise 2, eg
‘Dogs love running.’ ‘Cats don’t like swimming.’ ‘My ‘athletics’: ‘jump’, ‘run’, ‘win’, ‘lose’, etc;
pet likes playing football.’ ‘Teachers don’t dance in ‘basketball’: ‘jump’, ‘run’, ‘score’, ‘win’, etc.
class.’ ‘My sister can play tennis.’ ‘We all love rugby.’
• Divide the class into two or three groups and invite LOOK!
volunteers from each group to take turns to come
out to the front. Explain these rules to all the Draw students’ attention to the text in the Look!
class. They must draw or make gestures for their box and have them use the information there to
classmates to guess the word they are illustrating. complete the next exercise.
They mustn’t draw letters or say anything. They
should guess all the words of three sentences in 2 Students complete the table with the words
as little time as possible. Whisper the first word in green and add two more in each column. Tell
of the sentence you choose or show the student students that sports that end in ‘-ing’ usually
the card with the first word for him or her to make collocate with ‘go’, the ones that are are played
the corresponding drawing for the other members with a ball collocate with ‘play’ and the others go
of his or her group to guess the word. Proceed with ‘do’.
in the same way with each word of the sentence, Answers
checking how long it takes for each group to guess
it. Proceed in the same way with three sentences play go do
per group. The group that manages to guess the basketball cycling athletics
three sentences in less time is the winner. golf snowboarding judo
hockey surfing yoga
tennis swimming karate
MIXED ABILITIES baseball rafting gymnastics
softball kite-surfing
Activities of this type involve working with
minimum parts of the language: words. This
gives all students a good chance to participate
PHASES EXTRA
and have fun, even those who are weaker or
shyer. Besides, as it involves drawing, you Write on the board: ‘can’, ‘like’, ‘do’, ‘does’,
may discover talented students, giving them a ‘when’, ‘who’, ‘where’. Invite different students
good opportunity to show their talents to their to use the sports in exercise 2 to ask and answer
classmates. personal questions using words from the board,
eg Student A: ‘Do you like playing basketball?’
Student B: ‘No, I don’t.’
Core
Vocabulary 1 3 2.23 Play the track for students to listen to Alex
Sport and Emily, and answer what sports they do in

1 2.22 Draw students’ attention to the pictures their free time.
and elicit what action each represents. Once Audioscript/Answers
they have done this, play the track for the class Alex What sports do you do in your free time?
to listen and repeat. Ask which of the words in Emily I usually play football and basketball.
70

7
What about you? Answers
Alex I play football like you and I sometimes play tennis. footballer/football player, golfer, hockey player, rugby player,
Do you do any other sports? surfer, swimmer, tennis player
Emily Yes, I do. I sometimes go swimming.
Alex
Emily
Oh really?
What other sports do you do?
Closing phase
Alex I often play golf with my dad on Saturdays. Give the class four minutes to memorize the
Emily Oh wow! interview with Mr Mike Waters. Then invite two or
4 Students work in pairs to ask and answer three pairs to act it out. Have the class vote for the
questions about the sports they do. Model with most spontaneous role-play.
a strong pair, reminding students that ‘Wh-’
questions take a falling intonation contour.
Workbook page 65 Lesson 2
Reading 1 Aims
To use the present continuous to talk about
Street dancing in schools: is it PE? actions in progress.
5 Pre-reading: ask students to look at the picture To pronounce the ‘-ing’ ending properly.
of the girl dancing on page 79. Elicit what clothes
she is wearing, she feels, where she is, etc. You To listen to three sports commentaries of unusual
may play the track, so that students can say sports.
what the text is about and if they think that street
dancing is PE.
Initial phase
6 Play the track for the class to read and
2.24 Revise verbs. Call a student out to the front and
listen to the interview. Ask them to check if write a verb on his shoulder with your forefinger.
street dancing is PE (Yes, it is.) and then correct Once the student guesses the verb, he or she makes
the wrong information in the sentences given. a sentence with it. Give each student one minute to
Discuss their work orally. do both. Proceed in the same way with seven to nine
students. To make this more fun, you may conduct
Answers
the activity as a game working in two or three
1 Correct. Mike Waters is the principal of High Park School.
2 British students play football or hockey, do cross-country groups.
running, play tennis or do athletics. 3 No, they haven’t. They
usually have street dancing lessons and they just love it. Core
4 Yes, they do. They do a new form of exercise. 5 No, it’s a new
form of exercise.
Grammar 1
Present continuous
PHASES EXTRA 1 Use the picture of the girl dancing on page 79 to
contextualize your presentation of the affirmative
Give the class a few minutes to write three form of the present continuous tense. Point
questions about the text. Have them ask and to the picture and say: ‘Look at the girl. She
answer the questions with a partner. is dancing. She is doing street dance. She is
wearing a hat, a jacket, a T-shirt, trousers and
trainers.’ Ask the class to look at pictures 1–5 on
TEACHING TIP page 78 and describe what the people are doing.
To develop students’ inferential reading, you may Invite them to look at the sentences in the first
ask these questions: ‘Why don’t British students table and complete rule a. Then say: ‘We form
usually do cross-country running in January?’ the present continuous with: subject + ‘be’ + verb
‘Why do you think High Park School has street + ‘-ing’. Write the grammar rule on the board
dancing lesson and not traditional PE classes?’ together with an example. Do not ask the class
‘Is classical music good for street dancing to copy this into their folders yet. Rule b will be
lessons?’ completed before starting exercise 3 and rule c
before exercise 5.
2 Students complete the sentences with the present
7 Explain that in English ‘-er’ is a suffix which
continuous form of the verbs in brackets.
means ‘the person who’, eg ‘teacher’, ‘driver’,
Check orally.
‘player’, ‘interviewer’, etc. Invite students
to work in pairs and guess how to make the Answers
sportsperson for the words in green. Discuss 1 ’re watching; 2 are participating; 3 are running, are jogging;
orally. Sometimes, both possibilities are correct. 4 are collecting; 5 ’s wearing
71

Systematize: ask the class what we use the
PHASES EXTRA present continuous for (to talk about an action in
progress). Write the title on the board: ‘Present
Students work in pairs. They choose any picture continuous: actions in progress’. Have students
in the book and describe what is happening in it. copy the summary into their folders. Once
they have finished, ask them to complete the
Pronunciation questions with the present continuous form of
the verbs in brackets.
-ing
Answers
A Play the track for students to listen and
2.25
1 Are your classmates speaking English? 2 Are any students
repeat. Ask if they hear a \g\ sound. Explain that playing football outside? 3 Is your dad training at the
the final sound is a velar \N\ for which the back of moment? 4 Is your partner eating? 5 Are you using a green
the tongue must articulate with the uvula. pen? 6 Is your best friend sitting next to you?
B 2.26 Play the track for students to circle the In order to study and monitor their own learning,
word they hear. refer students to the Language Database on
pages 125 & 126.
Audioscript/Answers
1 I often swim in the sea.
2 John’s winning the race.
3 The boys are playing football again. PHASES EXTRA
4 We train on Friday afternoons.
3 Use the picture in exercise 2 to contextualize Students work in pairs. Give them three minutes
your presentation of the present continuous to write questions about the three pictures in
negative form. Say, ‘Look at these people. They exercise 6. When the time’s up, students ask
are not playing football. They are not dancing. and answer the questions with their partners.
They are not wearing uniforms. They are running
in the street.’ Then ask students to read the
sentences in the second table and complete
Listening
rule b in exercise 1. Say: ‘We form the negative Unusual sports
with subject + ‘be’ + ‘not’ + verb + ‘-ing’. Write 6 Pre-listening: students match pictures 1–3 with
the grammar rule and an example on the board. the unusual sports in green. Do this orally.
Have the class complete the dialogue with the
present continuous form of the verbs in brackets. Answers
1 ostrich racing; 2 chess boxing; 3 underwater hockey
Answers
1 ’m watching; 2 are playing; 3 aren’t winning; 4 is running;
2.28
5 aren’t stopping
three sports commentaries and put the sports in
4 2.27 Play the track for students to listen and
exercise 6 in the order they hear them.
check their work.
Audioscript
Audioscript 1 Here we are at the chess boxing finals in Germany.
Ellen Hi Dave, it’s Ellen. Where are you? There are 11 rounds in total. One round of chess, then one
Dave Oh, hi Ellen. I’m watching the basketball match. round of boxing ... Both players are sitting at the table. The
The Wild Elephants are playing the Golden Monkeys. chess board is between them. It’s very quiet … Player 1 is
The Elephants are not winning at the moment. The thinking … and he’s moving a pawn … Player 2 is watching
Monkeys’ Number 7 player is running now. The him … Now Player 2 is moving his first piece ...
Elephants are not stopping him. He’s got the ball. 2 Welcome back to underwater hockey. The players are
Ellen Dave, what’s he doing? diving into the swimming pool and the hockey match starts.
Dave Oh no! Another three points for the Monkeys! The blues are swimming with the ball. They are moving well
under the water. Come on blues! Goal!
5 Have the class read the questions in the third 3 The jockeys and their ostriches are waiting to start.
table on page 80 and complete rule c in exercise And they’re off. They’re running very fast! Jockey 1 is first.
1. Say: ‘In questions, the order is: ‘be’ + subject Come on! Come on! Oh no, Jockey 1 is falling ... Jockey 1 is
+ verb + ‘-ing’.’ Copy the grammar rule and on the ground. And the winner is ... Jockey 3. 8
an example onto the board. Ask a student to
read the three examples on the board aloud: Answers
the affirmative sentence, the negative one and 1 chess boxing; 2 underwater hockey; 3 ostrich racing
the question. Practise by asking three strong 8 Play the track a second time for students
2.28
students to make their classmates present to choose the correct words. Check orally
continuous questions about the pictures on and copy the answers onto the board to avoid
page 78. mistakes.
72

7
Answers
1 sitting; 2 watching; 3 diving; 4 swimming; 5 waiting; 6 falling Closing phase
Divide the class into groups and give each some
PHASES CULTURE pictures showing people doing different things.
Ask students to ask and answer using the present
• Chess boxing is a sport that combines both continuous. Encourage them to use the negative
chess and boxing. The sport was invented form by asking about actions they don’t see in the
by French artist and filmmaker Enki Bilal in pictures.
1992. A full match consists of eleven rounds:
six rounds of chess, each four minutes long,
and five rounds of boxing, each three minutes
long. Rules of fast chess are used and a Lesson 3
competitor only has a total of twelve minutes Aims
to use for all his chess moves. A competitor
may win the match by a knockout or referee’s To learn adjectives and use them to give opinion.
decision during a boxing round, by achieving a To read a snowboarding blog.
checkmate, if the opponent’s twelve minutes
To use the present continuous and the present
run out during a chess round, or by the
simple appropriately.
opponent’s resignation at any point.
• Ostriches are the tallest living birds on the
planet. The ostrich is a large, flightless bird Initial phase
– the largest living bird on earth. When fully Play pass the ball: have all students sit in a
grown, it weighs over 120 kg. Ostriches have circle. Use a paper ball and toss it to one student.
long necks, small heads, large eyes, long, The student that has the ball should say a word
powerful legs and two toes on each foot. connected to sports, an action, a piece of clothing,
Ostriches have great vision and because of a noun, etc. After saying a word, the students throws
their strong legs can run at 70 km per hour. the ball to another student and says a different
Ostrich Show Farms in Oudtshoorn, South English word. If the student drops the ball or doesn’t
Africa, offer visitors the possibility to ride on say a word, he or she is out. The game keeps going
these animals. until there is one winner.
• Underwater hockey was invented in England in
1954. Teams have to move a puck across the
bottom of a swimming pool into a goal.
Core
PHASES EXTRA Vocabulary 2
Adjectives of opinion
Students bring a picture of a local sportsperson
or sport practice and describe what is 1 2.29 Ask students to read the adjectives of
happening in it. opinion in green and give examples using the
ones they know. Play the track for students to
listen and repeat. Then provide other examples:
1 Some animals are great; they have special
UPGRADE abilities. They can play with a ball, they can
communicate with humans, etc. Dolphins, for
A. Students write complete questions and then
example. They are really amazing animals!
short answers that are true for them. Check
2 Some TV programmes are great fun but
orally.
others are really boring. I don’t like (a programme
Answers that you find particularly boring). It’s boring!
1 Are you watching TV now? 2 Are you studying English 3 My sister has got a Rottweiler dog. I don’t like
now? 3 Are your parents working? 4 Is the sun shining?
it very much. It’s too big and dangerous. It’s got an
B. Students complete the questions with ‘is’ or enormous mouth and it’s not very friendly. I prefer
‘are’. Then they match them with the short small dogs. They are not dangerous.
answers given. Check orally and write the 4 I am not very good at maths. It’s very difficult
answers on the board to avoid mistakes. for me.
Answers 5 I love reading about history. It’s not difficult.
1 Is b; 2 Are a; 3 Are e; 4 Are c; 5 Is d It’s easy and it isn’t boring.
6 What kind of music do you like? I like hip hop.
It isn’t boring. It’s exciting. I like dancing hip hop.
7 Team sports are not boring. They are great
fun! Students love them.
73

8 The Culture section in this book is very
interesting. It has got a lot of information. PHASES EXTRA
Personalize and ask what students find interesting, Play this definitions game orally. Divide the class
boring, exciting, etc. Accept different opinions. into two groups. Read these definitions, one to
each group, so that in turns the members of
2 Have students choose the correct words and each group can guess what word in the blog they
match sentences 1–4 with pictures a–d. Check correspond to: ‘opposite of summer’ (winter),
orally and copy the answers onto the board to ‘opposite of interesting’ (boring); ‘not working’
avoid mistakes. (relaxing), ‘sixth day of the week’ (Saturday),
Answers ‘now’ (at the moment), ‘public transport’
1 difficult c; 2 boring a; 3 dangerous b; 4 fun d (bus), ‘landscape feature’ (mountains), ‘photo’
(picture), ‘fantastic, great’ (amazing) and ‘part
of the body’ (leg), eg T: ‘opposite of summer’
PHASES CULTURE
Student A from group 1: ‘winter’ T: ‘opposite of
Provide different subjects for students to make interesting’ Student A from group B: ‘boring’.
sentences giving their opinion, eg T: ‘The Big
Bang Theory’ Student 1: ‘The Big Bang Theory
is great fun.’ Suggested subjects: ‘going to the Grammar 2
zoo’; ‘reading articles about politics’; ‘doing Present simple and continuous
gym’; ‘watching documentaries’; ‘rock’n roll’;
‘The Simpsons’; ‘some reptiles’. 6 Use the text about Mo Farah to contextualize
the contrast between the present simple and
continuous. Say, ’Mo loves football. He often kicks
3 Students work in pairs. Invite them to ask a football around in training. Today, he is kicking
and answer questions about the sports in green. the ball. He isn’t scoring any goals and he is
Ask the class to add two examples of their own. having fun.’ Write the last example on the board
Model with a strong pair. and underline the third person singular present
simple verb and the present continuous verb. Elicit
the difference. Have the class read the sentences
Workbook page 68 in the table and identify the present simple and
present continuous forms. Then ask what tense
Reading 2 we use for routines and what for actions in
A day training with Mo Farah progress. Write the title on the board: ‘Contrast
between routines and actions in progress’. Ask
4 Pre-reading: invite the class to look at the students to answer the questions and to write
pictures that illustrate the text and say what them in their folders under the headings ‘Present
they can see (a man with a ball playing and simple’ and ‘Present continuous’.
running). Take this chance to teach the necessary
Answers
vocabulary connected with sports clothing
The first sentence is in the present continuous. The second
(tracksuit top, tracksuit bottom, T-shirt, shorts,
sentence is in the present simple. For routines we use the
gloves, boxing gloves, cap, trainers). Then ask present simple. For activities in progress we use the present
students to gist read the text and answer the continuous.
question about Mo. (Yes, he does.)
Have the class copy the summary into their
2.30
folders.
and say whether the statements are true, false or
not mentioned. Check orally. LOOK!
Answers
box and elicit what expressions we use with the
1 true; 2 true; 3 not mentioned; 4 true; 5 false; 6 not mentioned
present simple for routines (adverbs of frequency
such as ‘always’, ‘usually’, ‘sometimes’, ‘never’,
‘often’, etc.)
7 Have the class read the text and choose the

correct words. Check orally.
Answers
1 takes; 2 plays; 3 is wearing; 4 wear; 5 go; 6 are cheering
74

7
PHASES EXTRA PHASES EXTRA
Students use The Ashes text as a model to write • Play a miming game. Divide the class into two
about a sport they enjoy playing or watching. groups and ask group A to choose a volunteer
to come out to the front. Whisper an action
for this student to mime and his or her group
mates to guess. They say what he or she is
PHASES CULTURE
doing and then three members of the group say
The Ashes is a cricket competition between how often, when and where they usually do this
England and Australia. It started in 1882. An action.
Ashes series is made up of five or six Test • Proceed in the same way with group B and
Matches. Each Test can last five days! It is then go back to group A. You may use these
called The Ashes because in 1882 Australia actions: ‘brush your teeth’, ‘blow your nose’,
beat England and a journalist wrote that cricket ‘have a shower’, ‘eat a banana’, ‘do gym’, ‘ride
was dead in England and Australia had taken an ostrich’ and ‘play underwater hockey’, eg
its ashes to their country. The winner does Student A mimes ‘brush your teeth’ Student
not receive a cup but a small urn. For more B: ‘You are brushing your teeth.’ Student C: ‘I
information on The Ashes, you can visit brush my teeth every day.’ Student D: ‘I brush
www.lords.org/history/the-ashes. my teeth in the bathroom.’
• To make this game more fun, you may invite
students to give wrong information when they
say when, where and how often they do the
PHASES EXTRA action.
• Provide these beginnings for students to
complete using the present continuous, eg ‘My Workbook pages 69 & 70
best friend is a mechanic. He usually works
in a garage but today is a holiday, so …’ ‘My
cousin works at the police station. He usually Closing phase
gets there at 7 am but today …’ ‘My dog is Give the class three minutes to work in pairs and
usually very active but today he’s ill, so …’ ‘My write questions about The Ashes text. After those
neighbour is a doctor. He goes to the hospital three minutes, students exchange their questions
by car every day but now …‘ with another pair. They should ask and answer the
• Provide the endings for students to invent a questions with a third pair.
present simple beginning: ‘… but now it is
drinking milk.’ ‘… but today we are studying
Lesson 4
hard because we have a test soon.’ ‘… but
today she is wearing jeans because they have
a party at the office.’
Aims
To develop speaking skills: Going out.
8 Students write complete sentences using the
To read about traditional sports.
present simple or present continuous. Then
they rewrite them so that they are true for them. To write an email.
Check their work orally.
Answers
Initial phase
1 My parents are playing golf now. 2 My friends go
Play ‘Oral postcard writing’. Students work in pairs.
snowboarding every weekend. 3 I usually train on Monday
and Wednesday. 4 My dad is running a half marathon today.
Ask them to imagine they are on holiday. Assign
5 We play football every Thursday. 6 I’m learning yoga at the different places. Ten students can be on holiday in
moment. London, another ten can be on holiday in Buenos Aires
and another ten could be in Paris. Ask students to
In order to study and monitor their own learning, think (but not write) what they can see through their
refer students to the Language Database on hotel window, what is happening now. For this, they’ll
page 126. use the present continuous. They also say what they do
in that city every day: have breakfast, visit friends, etc.
They should use the present simple in this case. Give
the class five minutes to discuss their oral postcard
and then have the class tell their partners about their
imaginary holiday. To make sure they pay attention,
75

you may stop every now and then and question some last one. Remind them that the first word in a
students. sentence should start with initial capital letter.
Tell them that only proper nouns always go
Core capitalized (common nouns don’t). Revise the
use of apostrophes in contractions and, finally,
Speaking tell them that every sentence should be finished
Going out with a period, or stop. Suggest reading each word
1 Revise or teach the meaning of the phrasal
2.31 carefully to spot any possible spelling mistake.
verb ‘going out’. Say: ’When you go out, you leave Give students some minutes to correct the last
your house and go somewhere, especially to do paragraph. Monitor their work. Rewrite the last
something enjoyable’. Then play the track with paragraph on the board and invite some students
books closed. Invite students to listen to Ben and to correct the mistakes on it so that everyone can
Emily and ask who has got tickets and what the check their work.
tickets are for. (Ben’s got the tickets. They are for Answers
a football match.) I usually go surfing at the weekend with my friends.
We aren’t surfing now because we’re studying for exams.
2 Play the track a second time, this time with (8 mistakes)
books open for the class to listen and complete
the dialogue. Check orally. 6 Students read the email again and answer the
questions.
Answers
1 half past two; 2 station Answers
1 It’s surfing. 2 She usually goes surfing at the weekend.
3 Students practise the dialogue and act it out. 3 Because it’s amazing. 4 She needs a wetsuit and a
surfboard. 5 She usually goes surfing. 6 No, she isn’t because
TEACHING TIP she’s studying for her exams.
To make sure everybody practises, elicit reading
aloud in groups of four or five first. As they read, LOOK!
move from one group to the other and read with Draw students’ attention to the text in the Look!
them. Remember that not everybody likes acting box and use it to contextualize your presentation of
out, so encourage but don’t force students to do ‘so’. To make sure they understand meaning, have
that. them paraphrase sentences with ‘because’, eg
’I love all water sports, so I often go to the beach
or swimming pool.’ ’I often go to the beach or
Speaking Task swimming pool because I love all water sports.’
4 Students work in pairs to prepare a
dialogue with a friend. Read the steps aloud. 7 Students read the sentence halves and match
Students look at the tickets and decide which them using ‘so’.
match they want to go to. Then give them some
time to plan what each is going to say using the Answers
guide given. Students work in pairs and take 1 e; 2 d; 3 a; 4 b; 5 c
turns to act out the dialogue while you walk
around monitoring their work.
PHASES EXTRA
MIXED ABILITIES Read these beginnings for students to complete
Remember that shy, intrapersonal learners are and paraphrase using ‘because’: ’I think football
likely to refuse to come out to the front, so be is exciting, so …’ ’You only need a ball to play
ready to walk to their desks to listen to them. football, so …’ ’Golf is not an easy sport, so…’
Alternatively, have two or three strong pairs act ’Our English teacher is very strict, so …’ ’I’m
out the conversation at the front and the rest may not very good at running, so…’ ’I live near the
do so simultaneously from their desks. mountains, so …’
Unit 7 Speaking Task

Writing Task
Tell students that they will work on their own email.
Writing Ask them to think who they would like to tell about
An email their favourite sport. Tell them to follow the three
steps given. Explain that they will have to create a
5 Revise punctuation rules. Tell students to use similar piece of writing as the one Lily wrote.
the first paragraph as reference to correct the
76

7
1 As they have been doing in the previous units, Initial phase
ask them to start working on a plan. Suggest Have students work in pairs. One student goes to page
them making notes about it: ’What is their 102 and the other to page 107 to do Communication
favourite sport?’ ’Why?’ ’Which equipment do Activity 5. The aim is to practise question making
they need?’ ’Where do they play it?’ ’When do using ‘does’ for routines. Proceed as follows. Explain
they play it?’ ’How often do they play it?’ Remind that both students A and B have a superhero in their
them that when they brainstorm ideas, it is not picture but each superhero has a special routine.
necessary to write complete sentences. The They have to find out what their partner’s superhero
purpose of planning is organizing ideas. does at the weekend but they can only make ‘Yes/
2 Once the draft is finished, tell them that it is No’ questions using ‘does’. Remind students they
time to start working on the final version of their will have to report on their findings, for which they
email. Draw students’ attention to the layout of will need to take down notes. Perhaps you can give
the email in exercise 5 and elicit how it starts: them a few minutes to list some verb phrases such
’Recipients’, ’Subject’, etc. Explain that they will as ‘watch TV’, ‘go out with friends’, ‘eat salad’, ‘get up
have to organize the email into three paragraphs. early’, etc so that they can tick or cross out depending
In the first one, as Lily did, they will have to on the answer they are given. Model with a strong
introduce themselves, say where they live and pair and monitor their work closely. Once they have
which their favourite sport is. If they want to say finished, ask two weaker learners to tell you what
more, they can include why they like it and what their superheroes do and what they don’t do at the
their family think about it. In the second one, they weekend.
will have to be more specific as they will have to
describe they equipment suitable to do it. And
finally, in the third one, they will have to say how Core
often they do it. Suggest closing the email with a
nice comment and a question about sports to the Culture
recipient. Tell them to include a photo of them Traditional sports
doing the sport in case they have one. Students
1 2.32 Pre-reading: elicit what students can
may exchange emails with their classmates for
see in the pictures that illustrate the text and
peer correction. Check their work making sure
write ‘Gaelic football’ and ‘hurling’ on the board
they have used ‘so’, ‘because’ and adverbs of
for the class to say as much as possible about
frequency. Check two or three samples orally
each of these sports. Then play the track with
books closed for the class to say what they have
following lesson.
understood. Elicit just basic information such
3 Tell students to go over their emails and see as: ’Where do people play Gaelic football and
if they have used the grammar topics and hurling?’ ’What is Gaelic football?’ ’How many
vocabulary correctly. people play a match?’ ’What sport is hurling
similar to?’ ’What do hurling players carry?’ Then
Workbook page 72 play the track a second time for students to open
their books, read and listen to the information
about traditional sports in Ireland. Have them
Closing phase answer the questions. Check their work orally.
Give the class a few minutes to reread the email
Answers
in exercise 5. Invite a volunteer to come out to the 1 They’re playing Gaelic football and hurling. 2 It’s a
front and a classmate to dictate a sentence from combination of football and rugby. 3 Thirty players play at
the email. Proceed in the same way until most of one time. 4 Yes, it is. 5 They have got sticks.
the sentences in the email have been written on the
board. Then practise reading aloud for integration.
PHASES CULTURE
Lesson 5
• For detailed information about Gaelic football,
visit: http://www.gaa.ie/about-the-gaa/
ourgames/football/.
Aims • For more information on hurling go to
To learn factual information about traditional www.hurling.net.
sports.
a traditional sport around the world.
77

PHASES EXTRA
Have students work in pairs to invent an unusual

sport and use the present simple to describe
how they play it, eg ’underwater handball’,
’snowboarding tennis’, etc. After a few minutes,
invite students to tell their classmates about the
sport they have chosen.
2 ABOUT YOU Students talk about traditional

sports in their country. Ask, ’What sports do
young people play here?’ ’And older people?’
’Where can they play these sports?’ ’Do you like
playing any of these sports?’ ’Why?/Why not?’
Webquest
Students look for information about a traditional
sport around the world. They have to say its
characteristics.
Possible answers
In Canada. Some of the most common sports are ice-hockey,
lacrosse and curling.
Ice-hockey is a team sport. It is played on a rink which is divided
into three zones: neutral, attacking and offensive. There is a puck
and each player has a stick.
Lacrosse is a team sport. It can be played on an outdoor field or
on an indoor rink. It is played with a stick, which has a triangular
shape and is strung with a loose net that allows the ball to be
caught.
Curling is a team sport. It is played on a curling sheet. Players
need curling brooms, and granite stones, also known as rocks.
Closing phase
they have learnt or they remember from the unit,
eg ‘In some schools, street dance is a new form of
exercise.’
Progress check
Answers
1 run a; jump e; dance f; throw c; score b; dive d
2 Across: dangerous, amazing; Down: interesting, easy,
exciting, boring, fun
3 1 are playing; 2 ’m not doing; 3 is playing; 4 aren’t going;
5 ‘m not playing; 6 is doing
4 1 Are, playing; 2 Are, doing; 3 Is, playing; 4 Are, going;
5 Are, playing; 6 Is, doing
5 1 No, they aren’t. They’re playing hockey. 2 No, I’m not.
3 No, she isn’t. She’s playing basketball. 4 No, they aren’t.
5 No, I’m not. 6 Yes, he or she is.
6 1 play; 2 go; 3 ’s learning; 4 ’re playing; 5 go; 6 ’m doing
Integration
1 are you doing; 2 ’m going; 3 a; 4 Can; 5 can; 6 swims;
7 always; 8 is coming
78

8
Unit
History around us
8
PHASES EXTRA
Invite students to tell their classmates what pieces

of furniture they have in each room in their house.
Lesson 1 Have students work in pairs using a dictionary
to add more words in each room, eg ‘bathroom’:
Aims ‘sink’, ‘bath tub’; ‘bedroom’: ‘night table’,
To learn vocabulary about rooms and furniture. ‘cupboard’, ‘closet’; ‘dining room’: ‘mantelpiece’;
‘kitchen’: ‘fridge’, ‘board’; ‘living room’: ‘TV’,
To use the vocabulary to describe different types of ‘coffee table’.
houses.
To read about the history of an English street.
PHASES CULTURE
Initial phase In England, many people call the living room
Ask students if they live in a house or in a flat, if ‘sitting room’.
they like their house/flat, what their favourite room
is and why, how many people live there, how many
rooms the house/flat has got and what the difference 3 Play the track for the class to listen to
2.34
between their house/flat and their ideal house/flat is. Regina and Liam. Ask where they eat and do
their homework.
Core Audioscript/Answers
Regina Where do you usually do your homework, Liam?
Vocabulary 1 Liam I usually do it in the living room on a big table.
Rooms and furniture What about you?
Regina I do it in my bedroom.
1 2.33 Have the class match pictures 1–6 with
some of the words in green. Do picture 1 as an 4 Students work in pairs to find out where
example (wardrobe). Then play the track for their partner does the things in green. Model
students to listen, repeat, check their work and with a strong pair.
learn the unknown vocabulary. Make sure they
understand the difference between a wardrobe –
PHASES EXTRA
a large piece of furniture, similar to a cupboard,
where you can hang clothes – and a cupboard – • Play ‘You are a piece of furniture’. Invite a student
a tall piece of furniture usually with two doors out to the front and ask him or her to choose a
and attached to the wall. It’s got shelves inside piece of furniture without saying the word.
and is used for storing things. • Invite the class to ask him or her questions
Answers to guess the piece of furniture. The questions
1 wardrobe; 2 mirror; 3 bookcase; 4 cooker; 5 chair; 6 armchair should be in the second person singular, eg
Student A: ‘Are you in the kitchen?’ Student B:
2 Have students match each of the words in ‘No, not usually.’ Student C: ‘Have you got four
exercise 1 with the rooms in green. If there is
legs?’ Student B: ‘Sometimes.’ Student D: ‘Are
any unknown word, teach it using its definition.
you made of plastic?’ Student B: ‘Not usually.’
Check orally. Accept different answers.
Student E: ‘(Student B) is a bookcase.’
Answers
bathroom: toilet, mirror; bedroom: bed, chair, lamp, wardrobe, Workbook page 75
desk; dining room: table, chair, cupboard; kitchen: cooker,
table, chair; living room: sofa, armchair, lamp, bookcase
Reading 1
History on an English street
5 Pre-teach ‘detached’, ‘flat’, ‘semi-detached’
and ‘terraced’ using definitions and pictures
1–3. Read the title and sub-title and ask the
class to tell you about the street where they live.
Then invite them to gist read the text and match
pictures 1–3 with each paragraph.
Answers
1 b; 2 a; 3 c
79

6 2.37Play the track for the class to read and
listen to the text. Then have them write ‘T’ for
Lesson 2
‘terraced’, ‘S’ for ‘semi-detached’ and ‘F’ for Aims
‘flat’ next to the lines after each sentence.
To describe characteristics and location in the
Check orally.
past.
Answers To ask and answer using ‘was/were’.
1 T; 2 T; 3 F; 4 T; 5 F
To listen to a dialogue about a visit to a castle.
PHASES CULTURE
Initial phase
A house that has no wall in common with other Read these sentences from back to front for different
houses is a detached house. students to say them properly: ‘Victorian houses have
got big rooms.’ ‘There are a lot of terraced houses in
England.’ ‘Victorian houses have got big windows.’
7 Ask students to read the text again and find the ‘Semi-detached houses are very popular in the UK.’
items 1–3. Check orally. ‘Flats haven’t got a garden.’ ‘Flats are usually small.’
Answers
1 terraced, semi-detached, flat; 2 bedroom, kitchen, living Core
room, dining room, bathroom; 3 car park
Grammar 1
be: past simple
PHASES EXTRA
1 Use the text on page 89 to contextualize your
• Invite students to play ’Questions and answers presentation of the past form of ‘be’. Start with
ping-pong’. Invite a volunteer to make a ‘was’. Say: ‘Victoria was an English Queen (1837–
question about the text and choose who will 1840). The Victorian era was the beginning of the
answer it. The chosen student has only got Industrial Revolution. At that time, London was
50 seconds to answer the question. an important city.’ Write one of the sentences
• Ask the class to reread the text in silence and on the board. Then do the same with ‘were’ and
underline the words they don’t understand. write a sentence on the board. Ask students
Use context and definitions to explain them. to look at the sentences in the first table and
complete the first two rules.
Answers
MIXED ABILITIES a was; b were
You may help students who find it difficult to 2 Ask students to complete the sentences with
make questions by suggesting how to begin ‘was’ or ‘were’. Check orally.
their questions, eg ‘Have terraced houses …?’
‘Are terraced houses …?’ ‘Are semi-detached Answers
houses …?’ 1 were; 2 was; 3 was; 4 were; 5 was
Closing phase
PHASES EXTRA
Divide the class into groups and play a memory Tell students a time and a day for them to say
game about the text students have just read. Give where they were, eg T: ‘7 pm, Sunday’ Student A:
the class four minutes to reread the text and ‘I was at my friend’s house at 7 pm last Sunday.’
memorize as much as possible. As they do so, write
on the board ‘T’, ‘S’ and ‘F’. As you point to one type
of house on the board, students say as much as they 3 Present the negative form of ‘was/were’ talking
about London and Queen Victoria. Then refer the
remember about it. Give each group two points for
class to the second table and ask them to look
each correct sentence and the winner is the group
at the sentences to complete the third rule (not).
with more points.
Then have them complete the text with the past
simple form of ‘be’. Check orally.
Answers
1 was; 2 were; 3 weren’t; 4 was; 5 was; 6 wasn’t
80

8
B Play the track a second time for students to
PHASES EXTRA listen and repeat.
Read these sentences for students to correct LOOK!

using first the negative form and then the
affirmative, eg T: ‘Elizabeth I was an important Draw students’ attention to the text in the Look!
scientist.’ Student A: ‘Elizabeth I wasn’t an box and teach the time expressions in it. To
important scientist. She was an English queen.’ practise this, make them paraphrase.
1 Elizabeth I was an important scientist.
(queen) 5 Students complete the sentences with time
2 Mother Teresa was from Italy. (Calcutta) expressions so they are true for them. They
3 Napoleon was an English king. (French should use ‘last’, ‘ago’, ‘on’ and ‘in’. Check orally.
leader)
4 The Beatles were American. (British)
PHASES EXTRA
5 Flats were popular in prehistoric times.
(1980s) For further practice ask different students to
6 Victorian houses were very small. (big) read the sentences in exercises 3 and 4 fluently
7 Elvis Presley was a politician. (rock singer) in pairs.
8 The Cherokee were British aborigines.
(American)
4 Draw a calendar on the board and teach the adverb pages 126 & 127.
‘yesterday’. Present the interrogative form through Workbook pages 76 & 77
personal questions. Ask, ‘Were you at home at
7 pm yesterday?’ When the student says ‘No’,
provide the short answer: ‘No, I wasn’t’. Ask these Listening
questions: ‘Were your friends in your house for A visit to …
your last birthday?’ ‘Was your pet ill last weekend?’ 6 2.37Pre-listening: tell the class that Alicia is
‘Were you at school yesterday morning?’ Copy one your friend and she was in a castle last weekend.
example with its answer onto the board. Proceed Ask them to make predictions: ‘Was Alicia happy
in the same way with ‘Wh-’ questions. Then draw last weekend?’ ‘Was she alone?’ ‘Was Alicia in
students’ attention to the grammar table and ask the castle in the morning or in the afternoon?’
them to look at the questions and answers. Have ‘Was the visit to the castle boring or interesting?’
them complete the last rule in exercise 1: after Then play the track for the class to listen to Nick
‘was’ or ‘were’. Students order the words to make and Alicia and tick the words they hear.
questions. Check on the board.
Audioscript
Answers
Nick Hi! You weren’t at home last weekend.
1 were you at home? 2 were you in bed? 3 were your parents
Where were you?
in the living room? 4 were your friends at home? 5 was your
Alicia I was in my aunt’s house in the south of England.
best friend at school?
Nick Wow! Were your brothers with you?
Alicia Yes, and my parents too. It was great fun. We visited
PHASES EXTRA a castle!
Nick A castle! That’s exciting!
Students work in pairs to ask and answer the Alicia Yes. The rooms were very big. The kitchen was
questions in exercise 4. enormous and the garden … it was lovely!
We were all very happy there.
Nick Was the bathroom big too?
Alicia The bathroom? Six bathrooms! And seven
Pronunciation bedrooms …
was/were Nick Where was the garage?
Alicia There wasn’t a garage because this castle is from
A Play the track for students to listen to
2.36
the 15th century. There were no cars at that time!
the sentences and identify if they hear ‘was’ or Answers
‘were’. Ask them to stand up when they hear house, castle, bathrooms, bedrooms, garage
‘were’.
7 Play the track a second time for the class
Audioscript/Answers to listen and choose the correct words. Tell
1 I was at school yesterday. students that some answers are not said in
2 My friends were at a football match last Saturday. order (points 5 and 6). Invite students to read the
3 Was Sue at school last week? statements before listening to the conversation.
4 Were your parents at home at 3 pm?
81

Answers
1 was; 2 south; 3 great fun; 4 big; 5 six; 6 garden; 7 XV
Lesson 3
8 Students look at the picture and say if that part Aims
of the castle is mentioned in the dialogue in To learn vocabulary about gadgets.
exercise 6 (the dining room is not mentioned).
To read about the history of the toothbrush.
PHASES EXTRA To use the past simple of regular verbs in the

affirmative to describe actions and events in the
• Give students three minutes to write as many past.
sentences as possible about the picture in
exercise 8 using ‘was/were’, eg ‘The dining
room was comfortable.’ ‘The chairs were Initial phase
brown and green and the table was very long.’ • If you can get hold of some old gadget such as an
‘The pictures on the walls were big.’ old camera or old mobile phone, bring it to class
• When the three minutes are over, check their and ask students to tell the difference between
work asking different students to take turns to that and a modern version of the gadget.
read their sentences without repeating.
• If this is not possible, ask them to show you their
mobile phones or describe their laptops and
imagine what these were like ten years ago.
UPGRADE
A. Students complete the questions and answer
them. Core
Answers Vocabulary 2
1 were, Liverpool; 2 was; 3 were; 4 was; 5 was, 1939–
1945; 6 was, Albert II Household objects
Note: Albert II was a monkey and became the first 1 Play the track for students to listen and
2.38
monkey in space on 14 June 1949. Laika, a mixed-breed
repeat. Then ask them to match the pictures 1–5
dog, was launched on 3 November 1957.
with some of the words in green. Teach unknown
B. Have the class read and complete the text material through definition or examples.
with some of the words or phrases in the box.
Answers
Answers
1 camera; 2 remote control; 3 microwave; 4 washing
1 I was; 2 with my; 3 wasn’t; 4 were there; 5 weren’t in
machine; 5 fridge
C. Ask students to write questions to complete Not shown: dishwasher, laptop, mp3 player, telephone,
the dialogue. toothbrush
Answers 2 Invite students to complete the sentences with

1 Were you at home yesterday afternoon? 2 Where were words from exercise 1. Check orally.
you? 3 Was it your cousin’s birthday yesterday? 4 Was
your sister there? 5 Who were there? 6 Was your ex- Answers
girlfriend there?
1 washing machine; 2 remote control; 3 laptop; 4 camera;
5 microwave
Closing phase
Play a guessing game. Ask students to write the
name of a famous person who is no longer alive,
maybe a patriot from their country, a famous
scientist or a celebrity they are well acquainted with
on a piece of paper. Put all the pieces in a bag. Invite
a volunteer to the front. Have this student draw out
a name form the bag and read it silently. Invite the
class to make questions using ‘was/were’ to guess
the name, eg ‘Was it a man?’ ‘What nationality was
he?’ ‘Was he a famous politician?’
82

8
4 Play the track for students to read, listen
2.39
PHASES EXTRA
to the text and choose the correct words. Check
• Play ‘Bingo’. Ask students to draw a six-slot their answers orally.
bingo card, choose six words from the box in
Answers
exercise 1 and write one in each slot. 1 weren’t; 2 weren’t; 3 1400s; 4 an American
• You will read sentences for students to
identify each of the words they have written
on the bingo card but you will not mention PHASES EXTRA
it. Basically, they have to guess it from the
context. If they think you are making reference Have students work out the dates. Read these
to a word they have written on their bingo card, sentences for them to check if they are true or
they should cross it out. false: ‘Toothbrushes are more than a thousand
• Once they have crossed out the six words, years old.’ (T) ‘The modern toothbrush is not two
they should shout, ‘Bingo!’ The winner is the hundred years old.’ (T) ‘Nylon is not more than
student who shouts ‘Bingo!’ first. Read these fifty years old.’ (F) ‘Electric toothbrushes are an
texts: ancient invention.’ (F)
1 I’ve got a new one in my kitchen. It’s big and
silver. It’s next to the cooker and now it’s full
of fizzy drinks. (fridge) Grammar 2
2 My parents are going to give me a digital Past simple: affirmative regular verbs
one for my next birthday. I’m going to take
5 Use sentences from the text in exercise 3 on
photos of my friends and upload them to my
page 92 to present the past form of regular verbs.
Facebook wall. (camera)
Write on the board: ‘The modern toothbrush
3 I can’t put good clothes in it because it
appeared in the 15th century. The ancient Egyptians
doesn’t wash very well. (washing machine)
collected pieces of wood to make toothbrushes.’
4 Something’s wrong! I can’t open my emails.
Underline the verbs and ask what they have in
Is there good Internet connectivity here?
common (the final ‘-ed’ morpheme meaning past).
(laptop)
Then invite the class to look at the sentences in the
5 I always take it with me when I go jogging. I
grammar table and choose the correct words.
love running around the park and listening to
music. (mp3 player) Answers
6 Stop using it! You have it in your hands all the a add; b the same
time! Why don’t you chat with your friends on Explain that not all verbs are regular and remind
Facebook? It’s not so expensive! (telephone) the class that to use the past simple we usually
7 I can’t find it. It’s red. It is always in the use time expressions like ‘… ago’, ‘last …’, ‘in the
bathroom in a plastic box. Ah, yes. Here it is … century’, ‘yesterday’, etc.
next to the toothpaste. (toothbrush)
8 There’s no electricity. Don’t put the glasses Systematize: have the class read the two
in it. Put them in the kitchen sink and wash sentences on the board aloud. Write the title:
them. (dishwasher) ‘Regular verb + ‘-ed’: past simple.’ Ask students
9 This is fantastic for students who come home to copy the summary into their folders. Copy this
for lunch and have only two minutes table on the board and ask students to write it
to cook or heat something. (microwave) into their folders under the title ‘Spelling rules
10 Where is it? I’m tired. I don’t want to stand for regular verbs’:
up. I want to change to BBC4. (remote
control) Spelling rules Examples
verb + ‘-ed’ design  designed
Workbook page 78
verb ending in ‘-e’ + ‘d’ use  used
Reading 2 verb ending in a

consonant + ‘-y’, change copy  copied
The toothbrush
‘y’ for an ‘i’ + ‘-ed’
3 Pre-reading: ask different students what kind
of toothbrushes they have: if they are plastic, verb ending in a
electric, new or old, if they need batteries, soft or consonant and with a
hard, etc. Then ask the class to gist read the text vowel as the second last stop  stoppped
and say what it is about as well as who invented letter, double the last
the modern toothbrush. (It’s about the history of consonant + ‘-ed’
the modern toothbrush. The Chinese invented it.)
83

6 Students complete the sentences with the C Ask students to write \d\, \t\ or \Id\ next to each
past simple form of the verbs in brackets. verb. Check by asking them to read the past
Check orally, paying special attention to the forms aloud.
pronunciation of the ‘-ed’ ending.
Answers
Answers 1 \t\; 2 \Id\; 3 \d\
1 designed; 2 used; 3 wanted; 4 produced; 5 weighed
7 Students complete the text with the past simple

form of the verbs in green. Check orally and write PHASES EXTRA
the answers on the board to avoid mistakes. Draw this table on the board:
Answers
\d\ \t\ \Id\
1 invented; 2 appeared; 3 arrived; 4 walked; 5 liked; 6 stopped
TEACHING TIP
For more information on amazing gadgets, you Read these verbs for students to write in the
can visit: www.coolest-gadgets.com. correct column: ‘liked’, ‘stopped’, ‘brushed’,
‘asked’, ‘matched’; ‘copied’, ‘weighed’,
‘explained’, ‘designed’, ‘appeared’, ‘played’,
‘called’, ‘wanted’, ‘invented’, ‘collected’,
PHASES EXTRA ‘existed’, ‘completed’, ‘corrected’, ‘started’.
Check on the board.
Have students work in pairs to make one more
sentence with each verb in the box in exercise 7.
8 Students order the words to make sentences and page 127.
put the verbs in past.
Answers
1 My friends and I watched and action film on TV yesterday.
2 The film started at 6 pm. 3 We liked the film very much.
4 We played computer games after dinner. 5 We stopped
Closing phase
playing at 10. 6 Everybody walked home in the rain. Read the following text:
‘We all play video games and computer games but

Pronunciation who invented the first video game? In December
\d\ \t\ \Id\ 1948, Thomas T Goldsmith and Estle Ray Mann
A 2.40Explain that the ‘-ed’ morpheme is received a patent for their invention. They
pronounced in different ways depending on the described it as an amusement gadget. This patent
verb. Play the track for students to listen to the was for a machine in which a person used buttons
sentences and say whether they hear the present to simulate firing. It was the first video game! The
or past form (all the sentences are in the past). first games were for university computers in the
United States and students created them as a
Audioscript hobby. For example, in 1961, a group of students
1 Neil Armstrong walked on the moon in 1969.
at MIT, programmed a game titled Spacewar! on
2 Business executives needed a portable computer.
a new computer at the time. The game showed
3 NASA tried to investigate space mysteries.
two human players. The two players controlled a
B Play the track a second time for the class to spacecraft and fired missiles. Spacewar! was in
listen and repeat. Pay specific attention to the fact the first important computer game.’
pronunciation of the ‘-ed’ morpheme. Try to elicit
the pronunciation rule or explain it. Ask students to listen to the text and complete
these sentences: ‘Goldsmith and Ray Mann …’
’They described their invention as …’ ‘Students in
TEACHING TIP American universities …’ ‘Spacewar! showed …’
The ‘-ed’ ending is pronounced \d\ when the verb ‘Spacewar! was …’
finishes in a voiced sound, for example in \v\, \z\,
\d\, \n\, a vowel, etc. It is pronounced \t\ when the
root verb finishes in a voiceless sound such as
\s\, \k\, \p\, etc. And it is pronounced \Id\ when
the root verb finishes in \t\ or \d\.
84

8
Lesson 4 TEACHING TIP
Remind students how important it is to show
Aims
all the paralinguistic features that usually
To develop speaking skills: On a school trip. accompany our communication: gestures, eye-
To write a description. movement, etc. Invite students to use these to
make their dialogues sound natural. Also, focus
Initial phase on intonation: rising for ‘Can I help you?’ and
falling for ‘Wh-’ questions.
Play unscramble the verb: write the following
words on the board: ’eaapdrpe’, ’peldya’, ’whaetdc’,
’buhrsed’, ’cdeadn’ (appeared, played, watched, PHASES EXTRA
brushed, danced). Divide the class in groups. Each
group has to unscramble the verbs, which are in Students vote for the best performance.
past, and create a sentence. The first group to guess
the five verbs and write five sentences correctly is
the winner. Writing
A description
6 Ask students what their favourite room is and
Core why, what there is in that room and what they
Speaking usually do there. Then ask them to read the
description and complete the text with the
On a school trip phrases in green.
1 Ask the class to look at icons 1–5 and match Answers
them with the places in green. Check orally. 1 is my; 2 lived in; 3 there is; 4 listen to; 5 don’t like
Answers
1 information centre; 2 toilets; 3 café; 4 gardens; 5 gift shop
LOOK!
box and to the order of adjectives in the text
PHASES EXTRA
in exercise 8. Elicit more examples about your
Ask where you can see these places and what students’ favourite rooms.
you can do there.
7 Have the class read the text again and answer
the questions. Check orally.
2 Play the track for students to gist listen and
2.41
find out what time the gift shop closes (at 5.30). Answers
1 It’s her bedroom. 2 Yes, she has. 3 There’s a big desk and a
3 2.41Play the track a second time for the class white wardrobe and there are posters. 4 She listens to music
to listen and complete the dialogue with some of and reads magazines.
the words in exercise 1. 8 Have the class rewrite the sentences including
Answers
the adjectives in brackets. Check orally.
1 information centre; 2 café; 3 gift shop
Answers
4 Students practise reading the dialogue aloud in 1 In my bedroom, there’s a brown desk and a plastic chair.
groups and then act it out in pairs. Correct when 2 I’ve also got two small lamps. 3 There are two white
necessary. bookcases. 4 I often listen to pop music in my room.
5 My favourite thing is my comfortable bed.
Speaking Task
5 Students follow the three steps to
Writing Task
prepare a dialogue with an assistant. Read Tell students that they will write a short description
the instructions aloud, making sure students of their favourite room. Ask them to follow the three
understand what they are expected to do. Then steps given. Explain that they will have to create a
give them a few minutes to plan their dialogue as similar piece of writing as the one Gloria wrote.
you walk around monitoring their work. Students
1 As they have been doing in the previous units,
work in pairs and take turns to act out their
ask them to start working on a plan. Suggest
dialogue.
them making notes about why they like it, what
Unit 8 Speaking Task there is in it, where it is and what they do there.
(see Teacher’s Resource Centre) Remind them that when they brainstorm ideas,
85

it is not necessary to write complete sentences. not language errors but mistakes in the information.
The purpose of planning is organizing ideas. Students are expected to make questions to check
what pieces of information do not coincide with
2 Once the draft is finished, tell them that it is what their partner has. As they do so, they should
time to start working on the final version of their cross out mistakes and write what is correct. Elicit
description. Draw students’ attention to the what students can ask if they want to check the
layout of the description Gloria wrote. Explain information in the first sentence, eg ‘What was
that they will have to organize their writing into Freddie Mercury’s real name?’ Invite students to
three paragraphs. In the first one, they will have go on in the same way. To help weaker learners,
to say which their favourite room is and why. In you may stop after two or three minutes and check
the second one, they will have to be describe the mistakes they have spotted in the first four
that room. And finally, in the third one, they will sentences.
have to say what they usually do there. Suggest
closing the description with their signature, or
PHASES EXTRA
simply by writing by and their names. Tell them
to include adjectives to make their descriptions Divide the class in groups. Write these two lists
vivid and realistic. Students may exchange on the board and ask students to match them.
descriptions with their classmates for peer The first group to pair the words correctly is the
correction. Check two or three samples orally winner.
1 yellow a machine
following lesson.
2 washing b phone
3 Tell students to go over their descriptions and 3 magnifying c court
see if they have used the grammar topics and 4 smart d glass
vocabulary correctly. 5 tennis e taxi
6 pencil f pot
LOOK! Answers
If students want to include more than one 1 e; 2 a; 3 d; 4 b; 5 c; 6 f
adjective to describe one thing, tell them to put
them in the following order:
opinion + size + colour + material
Core
a comfortable big sofa Culture
a white leather armchair The White House
1 Pre-reading: invite the class to look at the picture
Closing phase and elicit what they know about this house. Ask,
’Where is it?’ ’Who lives there?’ ’Is there a film
Students read their descriptions aloud. Their showing its rooms?’ ’What characteristics of the
classmates jot down the mistakes they can hear house do these films show?’
and then discuss them orally.
Workbook page 82 PHASES CULTURE
The White House is shown in different films such

Lesson 5 as Independence Day, The American President,
The Contender, The Sentinel, White House Down,
Aims Olympus has fallen, The Butler, etc. For more
information about the White House, you can
To learn factual information about the White House.
visit http://www.whitehousehistory.org/whha_
To visit a website to find specific information about classroom/classroom.html.
a country’s presidential’s palace.
2 2.42Play the track and ask the class to read
and listen carefully the article about the White
Initial phase House. Play the track and ask students to try to
Have students work in pairs. One student goes answer the following questions. Check orally.
to page 102 and the other to page 107 to do Questions to be written on the board:
Communication Activity 6. The aim of this activity is 1 Which was its original name?
to integrate what students have learned throughout 2 When did Roosevelt change its name to
the year both in terms of reading comprehension the White House?
and grammar. Proceed as follows. Read the 3 Who was the first president to live there?
instructions aloud and explain that the mistakes are 4 How many bathrooms does it have?
86

8
5 Does it have a place to see films?
Answers
1 It was the President’s Palace. 2 He changed it in 1901.
3 John Adams was the first to live there. 4 It has 35
bathrooms. 5 Yes, it does. There’s a cinema.
PHASES EXTRA
Write these years on the board for students to

work in pairs and write what happened in each
of these periods: ’1901’, ’1792’, ’1800’, ’Now’.
Answers
In 1901, President Roosevelt changed its name.
In 1792, the construction started.
In 1800, the construction finished.
Now, there are six floors.
3 ABOUT YOU This activity may be conducted

in different ways. You may just elicit what your
students know about a famous house in their
town/country or you may divide the class into
groups, so that they investigate, choose an
important house and make a short presentation
about it. Copy these questions for students to
focus their research on them: ’What is the house’s
name?’ ’Where is it?’ ’How old is it?’ ’Who lived
there in the past?’ ’Who ordered its construction?’
’Was this house important in the past?’ ’Why?’
’What is it like nowadays?’ ’Who lives there?’
Webquest
Students look for information about a country’s
president’s palace.
Possible answer
In Argentina, the government office is Casa Rosada, in Buenos
Aires, but the president normally lives in Quinta de Olivos, in
Buenos Aires. The construction of Quinta de Olivos started in 1854.
Closing phase
they have learnt or they remember from the unit,
eg ‘John Adams was the first president to live in the
White House.’
Progress check
Answers
1 1 chair; 2 desk; 3 bookcase; 4 table; 5 armchair; 6 lamp;
7 sofa
It’s a living room.
2 1 d; 2 f; 3 c; 4 b; 5 a; 6 e
3 1 weren’t; 2 were; 3 was, was; 4 wasn’t, was; 5 Were,
wasn’t, was
4 1 arrived; 2 cooked; 3 watched; 4 studied; 5 phoned
Integration
1 wasn’t; 2 ’s; 3 aren’t; 4 were; 5 watched; 6 changed;
7 shouted; 8 played; 9 Were; 10 used
87

board at the moment? 3 Is your friend sitting on the desk?
4 What is your best friend doing now? 5 Who is listening to
Revision 4 music at the moment?
4 Have the class complete the text with the present

simple or present continuous form of the verbs in
Initial phase green.
Dictate these verbs to the class: ‘live’, ‘be born’,
Answers
‘like’, ‘watch’, ‘play’, ‘cook’, ‘study’, ‘use’, ‘shout’, 1 go; 2 ‘m watching; 3 is playing; 4 don’t like; 5 play;
‘change’, ‘arrive’, ‘brush’, ‘produce’, ‘invent’, ‘call’ 6 is kicking; 7 is running; 8 is wining
and ‘stop’. Have students work in groups of four and
choose ten of the verbs you have just dictated to
them. Using the past form of the chosen verbs, they PHASES EXTRA
have to make up a story. To make this activity more
fun, you may ask each group to create a different Tell the class that the person who gave the
type of story: a tragedy, a funny incident, a romantic information in exercise 4 is Thomas Tyler and
story, etc. invite them to work in pairs. Give them three
minutes to write questions about what Thomas
Tyler said, the answers to which are not in
Core the text, eg ‘What time does Thomas usually
Vocabulary go skateboarding on Saturday?’ ‘Is Thomas
watching the match in the living room or in
his bedroom today?’ Have students read their
questions aloud for their partner to invent the
answers.
his or her partner takes the chance. The student
who guesses more words is the winner. Check all
the words orally once the class has finished and
5 Students complete the text with ‘was’ or ‘were’.
elicit sentences for further practice.
Answers
Answers
1 was; 2 was; 3 was; 4 were; 5 were
kicking, wins, diving, dangerous, easy, boring, bookcase, cooker,
washing machine, microwaves, dishwasher 6 Have the class match beginnings and endings
and then answer the questions.
Reading Answers
1 Students read the text and write ‘T’ (true), ‘F’ 1 b; 2 e; 3 c; 4 f; 5 a; 6 d
(false) or ‘NM’ (not mentioned).
Answers PHASES EXTRA

1 T; 2 F; 3 F; 4 NM; 5 F
Write anagrams on the board for students to
2 Have the class read the text again and answer
solve and make sentences using ‘was/were’
the questions.
and the word on the board, eg ‘wnobr’: ‘brown’.
Answers Student A: ‘I was not in a brown car yesterday.’
1 Yes, they were. 2 Yes, they were. 3 Their favourite foods
were meat, fish, fruit, vegetables, bread and wine.
7 Have the class complete with the correct form of
the verbs in green.
PHASES EXTRA
Answers
Invite students to find in the text words for these 1 was; 2 lived; 3 was; 4 lived; 5 worked; 6 liked; 7 cleaned
definitions: ‘very old’ (ancient), ‘small town in
the countryside’ (village), ‘artificial place with
water’ (pond), ‘plants used for food’ (crops) and PHASES EXTRA
‘official’ (formal).
Brainstorm places and times. Write them in two
different columns on the board. Have students
work in pairs and use the places and times to
Grammar ask each other questions, eg ‘Were you in the
3 Students write complete questions and answer park at 7 pm yesterday?’
them so they are true for them.
Answers
1 Are you using a pen now? 2 Is your teacher writing on the
88

Revision
4
Listening 2 Group work
8 2.43 Pre-listening: ask the class if they Students work in groups or pairs and share the
have seen the film Robin Hood and what they information they have found out. Then they choose
remember about it. Then play the track for them one of the women and organize the information they
to answer what the radio programme is about have into paragraphs. Use the board to suggest what
and who Robin Hood was. information they may include in each one:
Paragraph 1: introduction – name, surname, date
Audioscript/Answers and place of birth and where she lived
Hello! And on the Literature show today we’re discussing the Paragraph 2: development – her friends, likes and
story of Robin Hood. We all know the stories of Robin Hood dislikes
but we don’t know if they are true or even if Robin Hood was
Paragraph 3: conclusion – why she was important
real. The stories say that Robin Hood was English. He lived
and when she died
in the 12th century when Richard I was king of England.
For many years, Robin was a soldier in the king’s army.
This work may be done in a sheet of paper or using
He was away from home for a very long time. Robin Hood
was rich and the government wanted his money. When he
different ICT tools. It is important to let students
returned to England, his house, his land and his money all choose. They may want to make a PowerPoint
belonged to the government. Robin Hood decided to live in presentation, a video with an animated story, etc.
the forest. There were some men in the forest because there
3 Writing
weren’t any jobs and there wasn’t any money. At that time,
the government asked the people for money for the war.
Students work in groups or pairs to write a short
Every year they asked for more and more money. Ordinary article about the woman they have chosen and
people were very poor and they hated the government. Life provide an interesting title.
was difficult for them. Robin Hood and these men decided
4 Presentation
to take money from rich people and give it to the poor. To the
poor people of England at that time, Robin Hood was a hero.
Students check their writing paying special attention
to their use of capital letters, punctuation marks,
9 Invite students to read the statements and say verb forms, adjectives of opinion, linkers, etc.
whether they are true, false or not mentioned. They illustrate their work and share it with their
Discuss orally. classmates.
Answers
1 true; 2 false; 3 false; 4 not mentioned; 5 true; 6 false;
7 false
Closing phase
UPGRADE the most original, the best presentation, etc.
Have students choose the correct option.
Answers
1 b; 2 b; 3 c; 4 b; 5 a; 6 a; 7 c; 8 c; 9 c; 10 b Upgrade for Exams
Initial phase
PHASES EXTRA
Play ‘ABC’. Divide the class into two groups and
Ask students to close their books and read these draw a line on the board dividing it into two. Then
sentences for the class to replace beep with the draw this table on each half on the board:
correct word: ‘Suzanne beep born in France.’
(was); ‘Suzanne liked tennis beep much.’ (very);
Countries/
‘She played tennis beep day.’ (every); ‘Suzanne Colours Actions Nouns Adjectives
Nationalities
beep not a healthy person.’ (was); ‘She died
when she beep 38 years old.’ (was)
Explain what each column means and ask a student

Collaborative Task – Important women
from each group out to the board. Then inform the
1 Ideas class that when one of the students at the front has
Students investigate an important woman in completed all the columns, he or she may shout,
their country’s history and look for the following ‘Enough!’ This means that the other students should
information: complete name and surname, place of also stop writing. Go through the alphabet silently
birth, appearance, friends, where she lived, likes and until a third student says, ‘Stop!’ Say what letter you
dislikes, why she was important and when she died. have stopped at and have the two students at the
front complete each column with a word beginning
89

with that letter. Elicit examples from strong students
and have fun!
Score: 20 points if one of the two students has written
a correct word and the other student has written
nothing or the answer is incorrect; 10 points if the
two students have written correct answers; 5 points
when the answer is correct but the same in both.
The winner is the group with more points.
Core
1 Have students choose the correct option.
Answers
1 b; 2 b; 3 c; 4 b; 5 a; 6 a; 7 c; 8 c; 9 c; 10 b
2 Students read the descriptions and guess the

words.
Answers
1 chairs; 2 bedroom; 3 basketball; 4 dangerous; 5 microwave
3 Have the class complete the text with the correct

missing word.
Answers
1 go; 2 my; 3 the; 4 playing; 5 a
Closing phase
Play a memory game. Invite a strong student to
make up a sentence about his or her routine on
Monday, eg Student A: ‘I usually get up at 6.30 on
Monday.’ Have a second student report what
Student A has said and add a second sentence
about his or her routine on Tuesday, eg Student B:
‘(Student A) usually gets up at 6.30 on Monday. I
always have toast, ham and cheese for breakfast
on Tuesday.’ Ask a third student to report what his
or her two classmates have said and add his or
her routine on Wednesday. Then go on in the same
way until you get to the eighth student, who will
start again with Monday. To make this activity more
fun, you may ask students to make nonsensical
sentences about themselves, eg ‘I always eat pasta
for breakfast on Saturday.’
90

Step 2
CLIL and Projects Students use their notes and pictures to make a
poster about the stadium. Encourage them to share
their work with their classmates.
Geography: Volcanoes Step 3
Tell the class that in Scotland there are some Students present the information to the class.
volcanoes. Have the class read the text on volcanoes
and underline all the words they don’t know. Make
sure they pronounce them properly. Invite students
to work in pairs to guess the meaning of the unknown Science: Strange animals
words from context. Then check comprehension.
Ask the class to read the text silently and tell you what
Ask, ‘What is a volcano?’ ‘Has Scotland got any
it is about and where they are likely to find a text like
volcanoes?’ ‘Who is Vulcan?’ ‘What are the parts of
this one: in a general interest magazine, on the web,
a volcano?’ ‘Are all volcanoes dormant?’ ‘What is
etc. Then read the text aloud for students to follow.
magma?’ ‘Is lava cold or hot?’
Check comprehension through these questions, which
may be done orally or in students’ folders: ‘What is
Volcanoes on the map the difference between a duck and a platypus?’ ‘Do
(to be done after Unit 2) platypuses live in your country?’ ‘Where can you find
platypuses?’ ‘What does an echidna eat?’ ‘What other
Step 1 animals live in Australia?’ ‘What’s the difference
Refer students to page 103 and invite them to between the Tasmanian devil and a kangaroo?’
investigate different volcanoes and find out if they are
active, dormant or extinct, their height and location.
Step 2
A strange animal from your country
Students choose some – five or six would be a (to be done after Unit 6)
logical number because we wouldn’t like everybody Step 1
to have the same information – and mark them on Refer students to page 105. Organize the class
a world map. As they do so, circulate trying to point into groups and have students investigate different
out mistakes so that when students make their strange animals from their country. Invite them to
presentations, they can sound confident. vote and choose two or three and make notes about
them using the questions given as a guide. Circulate
Step 3
clarifying doubts.
Students make a poster and present their findings
to their classmates. Their work should include Step 2
pictures or drawings. Try to keep correction to a Students use their notes to write an article about
minimum. Write down important mistakes and make the animals they have chosen. They organize
comments once the presentations are over. the information into paragraphs and provide an
attractive title. Go through Step 2 and remind them
to use ‘also’, ‘and’ and ‘because’.
PE: Rugby Step 3
Start by reading the text aloud and checking global Ask students to get interesting pictures and design
comprehension through these questions: ‘What is the article for the school magazine. Ideally, they may
the text about?’ ‘How many players has a rugby team do this in the ICT class. If this is not possible, they
got?’ ‘What do rugby players wear?’ ‘Where is rugby can show their creativity and skilfulness in different
popular?’ ways: handwriting the article, printing just the
article and making the decoration in class, making
The Millennium Stadium drawings instead of sticking pictures, etc.
(to be done after Unit 4)

Step 1
Invite students to look at the pictures of the stadium
Maths: The Titanic
on page 104 and describe them. Divide the class into Students read the text and do the maths in pairs.
groups to investigate the stadium. Ask students to Discuss the answers:
get interesting pictures. Make sure they understand
Answers
they can present the work in different forms:
1 3,547 represent 100%, so students have to work out how much
questions and answers with a few illustrations, 1178 represents. For this, they multiply 1,178 x 100 divided by
short texts with headings and illustrations, etc. 3,547. The result is 33%.
91
M17 394 Phases1TB1 091 096 CLIL and Projects.indd 91 12/04/18 12:55
2 Students must calculate first how many centimetres there are
Have students choose the pictures to illustrate their
in 882 ft: 882 x 12 x 2.54 =10,584 x 2.54 =26.883 cm. Then we
must add 9 inches: 22.86 cm. So the length is: 27,906.22 cm
work, edit it and design the article before they can
and that is 269,06 m. To calculate the Titanic’s height, students share it with their classmates. The design part of the
must multiply 59 by 12 by 2.54. This equals: 1,798.32 cm, that work should ideally be done together with the ICT
is 17,98 m (from water line to deck). teacher, so that students profit from different tools.
3 Boats 1 to 16 were for a total of 990 passengers. The remaining If this is not possible, however, they could prepare
four boats/boats 17–20 were for 47 passengers each. their work just using a word processing tool.
The Costa Concordia

(to be done after Unit 8)
Step 1
Refer students to page 106. Write ‘The Costa
Concordia’ on the board and ask if students have
ever heard this name. Discuss what they know
about this ship. If necessary, remind them about the
disaster that struck off the coast of the tiny island of
Giglio near Tuscany after the Costa Concordia cruise
ship crashed into the island on 13th January 2012,
with more than 4,000 passengers aboard. Organize
the class into groups and have them investigate
the ship and the accident for homework. Ask them
to select relevant information, make notes and
gather interesting pictures. This is individual work.
Once they have enough information, the groups get
together again and decide what to include and what
to leave out. Information may be obtained from:
http://www.dailymail.co.uk/news/article-2087133/
Costa-Concordia-accident-So-DID-cause-cruise-
ship-hit-rocks.html
http://www.telegraph.co.uk/news/worldnews/
europe/italy/9015493/Cruise-disaster-Perfect-
storm-of-events-caused-Costa-Concordia-crash.html
Step 2
Students work in groups to organize the information
in their notes into a magazine article of about 80
words. Discuss as a whole class how to do so.
Paragraph 1: details of the ship. Paragraph 2:
details of the accident. Paragraph 3: the ship now.
Remind the class to use linkers, punctuation marks
and capital letters. Circulate to monitor their work.
Have the different groups write an interesting title
for the article.
Step 3
Students discuss what mathematical details may be
included in the article, eg ‘The Costa Concordia was a
£372 million vessel – about US$2,232 million because
each pound is about 1.6 dollars.’ ‘An obstacle ripped
a 160 ft-wide gash in the side of the ship – the gash
was about 39 metres long because 1 foot is about
0.30 m.’ ‘The Costa Concordia was christened on 7th
July 2006, so how old was it when it went down?’ All
this information may be included as comments about
the pictures or as part of the article itself, eg students
may write: ‘The Costa Concordia was a £372 million
ship.’ ‘It crashed near the Italian coast.’ ‘This cruise
ship was … years old and …’
92
Editing your Work
We all know how important writing is and how If you want to make your work more productive, you
difficult it is to make students aware of the may invite students to write their own compositions
importance of writing conventions. The aim of this following the instructions given. Of course, if they
section is to help you teach your students how to do, you will need to give them appropriate feedback
correct their own mistakes before they hand in a following the same correction code as the one
piece of writing. The composition samples included suggested on page 108. Once students are taught to
in this section increase in complexity following the write properly and they learn the basics of paragraph
writing programme in the Student’s Book and may development, cohesion and coherence, they are
be used at any time in the course. likely to develop their writing skills without much
difficulty.
1 Describe a superhero.
He (1) Captain America. (2) Is a patriotic soldier. He (3) stories 1^V 7^S
are in comic books. She (4) is a good America (5) superheroe (6). 2^S 8 WW
(7) Is the leader of the Avengers. The America (8) flag are (9) his 3 WW 9 WV
costume. I like his (10) a lot. He is my superheroe (11). 4P 10 WW
5 WW 11 WSP
6 WSP
Correct version:
He is Captain America. He is a patriotic soldier. His stories are in comic books. He is a good American superhero.
He is the leader of the Avengers. The American flag is his costume. I like him a lot. He is my superhero.
2 Write about the main character of your favourite children’s book.
Me (1) favourite children’s book is The Little 1 WW 11 WW

Prince. The little prince are (2) a small boy. He (3) 2 WV 12 WSP
got hair yellow (4) and eyes blue (5). 3^V 13 WV
4 WO 14 WV
He not is (6) from planet Earth. On her (7) planet 5 WO
he have (8) got a girlfriend. It is a biutiful (9) rose. 6 WO
The little prince is alon (10). The pilot is he (11) 7 WW
new friend. He alon (12), too. They is (13) in the 8 WV
desert. They is (14) very happy there. 9 WSP
10 WSP
Correct version:
My favourite children’s book is The Little Prince. The little prince is a small boy. He has got yellow hair and blue eyes.
He is not from planet Earth. On his planet he has got a girlfriend. It is a beautiful rose. The little prince is alone.
The pilot is his new friend. He is alone, too. They are in the desert.
93
3 Investigate and write about an Olympic winner’s habits.
Natalie Coughlin is a (1) Olympic swimer (2). She 1 WW 11 WV

have (3) got twelve medals gold (4). She have (5) a 2 WSP 12 WO
diet of 5,000 calories in (6) day. For breakfast, she 3 WV 13 WV
have always (7 & 8) dry fruits and cereals and at 11 4 WO 14 WV
o’clock she has often (9) a healthy snack. She (10) 5 WV 15 ^ S
not drink coffee, she prefer (11) almond milk. She 6 WW 16 WV
have regularly (12 & 13) a massage and she sleeps 7 WV 17 WP
nine hours every day. 8 WO 18 ^ S
9 WO 19 ^ V
Her training programme are (14) very busy. (15) 10 ^ V 20 WV
Do (16) gym from Monday to Saturday and in (17)
Sunday (18 & 19) not train. She rest (20) all day
with her family and friends.
Correct version:
Natalie Coughlin is an Olympic swimmer. She has got twelve gold medals. She has a diet of 5,000 calories a day. For breakfast, she
always has dry fruits and cereals and at 11 o’clock she often has a healthy snack. She does not drink coffee, she prefers almond
milk. She regularly has a massage and she sleeps nine hours every day.
Her training programme is very busy. She does gym from Monday to Saturday and on Sunday she does not train. She rests all day
with her family and friends.
4 Send a letter to your friend. Describe your summer holidays.
Dear ted (1) : (2) 1C 17 WV

2P 18 ^ V
I’ am (3) in Brazil with my family. In your country (4) is rainy and 3P 19 P
foggy now. Here is (5) South America (6) is sunny and hot. 4^S 20 ^ V
5 WW 21 WV
We gets (7) up very early and gos (8) to (9) beach every day. The 6^S 22 WW
beach is big and there is (10) a lot of people usually (11). I play 7 WV 23 P
always (12) football with my brother in (13) the sand and then we 8 WV
swim on (14) the sea. I can’t to (15) play well but my brother yes! 9^W
(16) The beach has (17) fun! 10 WV
11 WO
In the afternoon we (18) very tired (19) we (20) not go out. We 12 WO
watch TV in the hotel room or plays (21)videos (22) games. 13 WP
14 WP
Write to me soon. 15 WV
16 WW
Hugs (23)
Tim
Correct version:
Dear Ted,
I am in Brazil with my family. In your country it is rainy and foggy now. Here in South America it is sunny and hot.
We get up very early and go to the beach every day. I always play football with my brothers on the sand and then we swim in the sea. I
can’t play well but my brother can! The beach is fun!
In the afternoon we are very tired. We don’t go out. We watch TV in the hotel room or play video games.
Write to me soon.
Hugs,
Tim
94
5 Find a picture of a winter resort in your country and write a description of the place.
Look! (1) Is Bariloche in winter. It is my favourite 1^ S

holiday place. There are (2) a lot of snow. (3) Are 2 WV
many people on Mount Catedral. Some people is 3^S
(4) walking. They (5) carrying the skyboards (6) 4 WV
in my (7) arms. Other people aren’t ski (8). Look 5^V
at his (9) clothes! They (10) wearing helmets and 6 WSP
jackets. Bariloche have (11) got nice places to visit: 7 WW
big hotels, restaurants and shops. The hotels is 8 WV
(12) good but expensive. 9 WW
10 ^ V
Today is a sunny day because (13 & 14) isn’t warm, 11 WV
(15) is very cold on (16) the snow. 12 WV
13 WP
14 ^ S
15 ^ S
16 WP
Correct version:
Look! This is Bariloche in winter. It is my favourite holiday place. There is a lot of snow. There are many people on
Mount Catedral. Some people are walking.They are carrying the skiboards in their arms. Other people aren’t skiing.
Look at their clothes! They are wearing helmets and jackets. Bariloche has got nice places to visit: big hotels, restaurants
and shops. The hotels are good but expensive.
Today is a sunny day but it isn’t warm, it is very cold in the snow.
6 Write about your favourite film.
My favourite film is Soul Surfer. I think it is an 1 WW 10 WO

America (1) film. (2) Is about Bethany Hamilton (3) 2^S 11 WV
a champion surfer. 3P 12 WV
4 WV 13 WV
One day she is surf (4) near a shark and looses (5) 5 WSP 14 WV
her left arm. It is very shocking for she (6) but (7) 6 WW 15 WW
surfing is your (8) passion. But it isn’t the end of 7 WP 16 WV
his (9) life. She is a strong very (10) woman. She 8 WW
begin (11) her training again. She run (12) and 9 WW
swim (13) and go (14) to the gymnastics (15) every
day. Finally, her muscles get stronger and she
swim (16) the championship.
Correct version:
My favourite film is Soul Surfer. I think it is an American film. It is about Bethany Hamilton, (P) a champion surfer.
One day she is surfing near a shark and loses her left arm. It is very shocking for her because surfing is her passion.
But it isn’t the end of her life. She begins her training again. She runs and swims and goes to the gym every day.
Finally, her muscles get stronger and she wins the championship.
95
Colourful holidays
Extra Reading Invite students to write a short paragraph about
another tourist place Fred and his family can visit.
Tell them to include a picture to illustrate it.
This section aims at the development of students’
Answers
reading comprehension skills as well as their 1 1 It’s cloudy and there’s smog. 2 No, there aren’t. 3 The topic
autonomy and it can become an effective assessment of conversation at dinner time is holidays. 4 It’s a river. 5 You
tool too. The activities in this section may be done can walk through the green forest, get wet near the waterfalls
at any time of the course bearing in mind that they or ride on horseback. 6 It’s a mountain range of fourteen
follow the grading in the Student’s Book. It offers colours, near Humahuaca.
four different text types and interesting topics in 2 1 b; 2 c; 3 a
a student-friendly layout. The activities in this 3 1 There’s pollution/smog in Fred’s town. 2 Caño Cristales is
section can be used in different ways: they may be a fast river in Colombia. 3 Caño Cristales is sometimes red.
set for homework or done in class. Students may 4 The vegetation in the Mountain of Seven Colours isn’t dense.
5 Some people sing in the Pachamama Festival.
work individually, in pairs or small groups and they
4 1 smog; 2 fast; 3 bottom; 4 impressive
may be allowed to use a monolingual dictionary, a
bilingual one or none. For students who cannot use
a dictionary, enough visual aids have been included Readers Book Club
as well as a Glossary to support their reading and
understanding of the material. Ask students to choose a book they like and write
about it. Tell them to include a picture or drawing.
As with any piece of work, correction and feedback Answers
are essential. Again, you may choose to check 1–3 Students’ own answers
students’ answers and mark or discuss the answers 4 1 It’s about a lonely and miserable ghost. 2 He lives in
orally in class. And to make the work even more Canterville Chase, a big mansion in England. 3 The American
productive, you may end up each worksheet with a ambassador, Mr Otis, buys it. 4 Because Mr Otis’s children
piece of writing. aren’t afraid of the ghost and they usually mock at his scary
tricks. 5 He creates a potion to separate his good side from his
dark side. 6 Yes, he does.
A festivity tour around the East 5 1 false; 2 false; 3 not mentioned; 4 false; 5 not mentioned;
6 true
Ask students to think of (or investigate) an international
6 1 – at the end of the second paragraph of The Canterville
festivity and write a short text similar to the ones given. Ghost; 2 – between ‘His only friend in the house is Virginia.’
Tell them to include a picture of it. and ‘He wants Virginia to help him.’ in the third paragraph of
The Canterville Ghost; 3 – at the end of the third paragraph
Answers
of The Canterville Ghost; 4 – at the end of the first paragraph
1 1 d; 2 a; 3 c
of Dr Jekyll and Mr Hyde; 5 – between the first two sentences
2 1 No, it isn’t. 2 They like the mud game and the mud obstacle
in the third paragraph of Dr Jekyll and Mr Hyde
marathon. 3 Because they think that monkeys are a symbol of
7 Who is Mr Otis? / Where does the Canterville ghost/Mr Otis
good luck. 4 There are almost 3,000 monkeys. 5 Yes, they do.
and his children live? / Is the ghost happy? / What is The
3 1 false (In the Mud Festival, children and adults play with
Strange Case of Dr Jekyll and Mr Hyde about? / Why does
mud.); 2 not mentioned; 3 false (In the Monkey Buffet Festival,
Dr Jekyll kill Mr Hyde?
the monkeys are a symbol of good luck.); 4 true; 5 false (The
buns are on tall bamboo mountains in the streets in Hong
Kong.); 6 not mentioned
4 Students’ own answers
Messengers of good and bad luck

Invite the class to write a short description of a local
bird and have them illustrate their work.
Answers
1 1 R (They eat meat.); 2 R; 3 M; 4 M; 5 R; 6 R
2 1 false; 2 false; 3 not mentioned; 4 false; 5 false; 6 false;
7 not mentioned; 8 false
3 1 d; 2 e; 3 a; 4 c
Note: Word 4 should have been ‘care’. This mistake will be
corrected when the Student’s Book is reprinted
4 Students’ own answers
96
4 Are there any answers in this book? 5 Is there any meat on the
Answer Keys menu in this restaurant?
Exercise 21
Countable: euro, friend
Language Database
Uncountable: rice, hair, milk
Exercise 22
1 emails; 2 mouth; 3 money; 4 yoghurts; 5 chips
Exercise 1 Exercise 23
1 am; 2 are; 3 is; 4 are; 5 are 1 any; 2 some; 3 an; 4 any; 5 a
1 I’m not from France. 2 My grandparents aren’t Moroccan. 1 I always clean my teeth at night. 2 He never tells a secret.
3 My cousin isn’t in the USA. 4 You and your friends aren’t 3 We are usually in class at 9.30. 4 We often go to the cinema.
Spanish. 5 My favourite superheroes aren’t Japanese. 5 She sometimes comes with me after school.
1 Is your school in Oxford? No, it isn’t. 2 Are your best friends in 1 How often do they visit their grandparents? 2 Does he
your class? Yes, they are. 3 Are your parents Romanian? No, they sometimes comb his hair? 3 Do we usually need coloured
aren’t. 4 Is your teacher English? Yes, she is. 5 Are you and your pencils? 4 Does she always wear black? 5 How often does your
friends sixteen years old? No, we aren’t. 6 Am I your friend? cat eat mice?
Yes, you are. Exercise 26
Exercise 4 1 He can’t understand this exercise? 2 Can you help me with my
1 They, their; 2 It, its; 3 They; 4 her; 5 Our, we homework? 3 She can’t go to the party. 4 Her brothers can speak
Exercise 5 Russian. 5 Can they make good pasta?
1 Jack’s eyes are blue. 2 My parents’ house is in Germany. Exercise 27
3 My best friend’s school bag is very heavy. 4 The teachers’ cars 1 We hate playing football in the rain. 2 They love eating my
are in the car park. 5 Your friends’ names are unusual. mum’s pasta. 3 My father likes listening to hip-hop music.
Exercise 6 4 I don’t like doing my homework in the morning. 5 Mum doesn’t
2 e; 3 a; 4 b; 5 f; 6 c like swimming.
1 They’ve got seven cats. 2 She’s got five aunts. 3 I’ve got green 1 well; 2 beautifully; 3 terribly; 4 nicely; 5 romantically;
eyes and red hair. 4 We’ve got French homework. 5 He’s got an 6 badly; 7 fast
Italian dictionary. 6 You’ve got nice eyes. Exercise 29
Exercise 8 1 My cousin drives slowly. 2 My best friend plays the violin
1 ’ve got; 2 ’ve got; 3 ’s got; 4 ’s got; 5 ’ve got; 6 ’ve got brilliantly. 3 I do my homework carefully. 4 He sings opera
Exercise 9 perfectly.
1 hasn’t got; 2 hasn’t got; 3 haven’t got; 4 haven’t got; Exercise 30
5 haven’t got; 6 hasn’t got 1 ’re watching; 2 ’m listening; 3 ’re doing; 4 ’s talking;
Exercise 10 5 ’re reading
1 Has the teacher got an English dictionary? 2 Have you got a Exercise 31
favourite book? 3 Have you got my school bag? 4 Have they got 1 I’m not running slowly. 2 They’re not tidying their bedroom.
pets? 5 Has it got big ears? 6 Have cats got ten toes? 3 My dad isn’t working today. 4 We aren’t reading comics.
Exercise 11 5 You aren’t relaxing.
1 grandparents; 2 buses; 3 legs; 4 pens; 5 babies; 6 Monkeys Exercise 32
Exercise 12 1 Are they playing golf? No, they aren’t. 2 Is your sister diving into
1 person; 2 mouse; 3 woman; 4 tooth; 5 child the pool? No, she isn’t. 3 Are you listening to music? Yes, I am.
Exercise 13 4 Are we winning the football match? No, we aren’t.
1 hates; 2 live; 3 sing; 4 wants; 5 like; 6 go 5 Am I playing tennis well? Yes, you are.
1 sleeps; 2 watches; 3 cries; 4 does; 5 goes; 6 relaxes; 7 drinks 1 writing; 2 swimming; 3 visiting; 4 studying; 5 lying;
Exercise 15 6 sleeping; 7 enjoying
1 I don’t want to go to the dentist. 2 My brother doesn’t sing Exercise 34
very well. 3 Carly doesn’t eat a lot of cheese. 4 My grandmother 1 are losing; 2 has; 3 isn’t sleeping; 4 don’t do; 5 is learning;
doesn’t watch television with me. 5 My friends don’t like fish. 6 am not going; 7 eat
1 Do you like these flowers? 2 When do you start school? 1 was; 2 were; 3 was; 4 were
3 Does your brother use your phone? 4 Do your parents eat meat? Exercise 36
5 What do you drink with your lunch? 1 We weren’t on the table. 2 My friends weren’t at the cinema.
Exercise 17 3 My cousin wasn’t in Cambridge.
1 at; 2 on; 3 behind; 4 between; 5 next to Exercise 37
Exercise 18 1 Were your classmates at the cinema last Saturday? Yes, they
1 There are; 2 There is; 3 There is; 4 There are; 5 There is were. 2 Was Paula in the shopping centre at 10 am? No, she
Exercise 19 wasn’t. 3 Were we in our math class at 12 pm? No, we weren’t.
1 There aren’t; 2 There isn’t; 3 There isn’t; 4 There aren’t; 4 Was Oscar in the supermarket two days ago? Yes, he was.
5 There aren’t Exercise 38
Exercise 20 1 washed; 2 cooked; 3 started; 4 talked; 5 finished
1 Is there a theatre near your house? 2 How many islands are Exercise 39
there in the Canaries? 3 Where is there a drinks machine? 1 tidied; 2 lived; 3 planned; 4 tried; 5 played
97
M17 394 Phases1TB1 097 110 Answer Keys.indd 97 12/04/18 12:48

Workbook your mum? Is Shakira a good cousin? When is your birthday?
Exercise B
Starter unit 1 I’m; 2 are; 3 a; 4 aren’t; 5 They’re; 6 it’s
Exercise 1
1 E; 2 N; 3 W; 4 K
Vocabulary 2
Exercise 1
Exercise 2
aunt, mum, brother, parents, dad, cousin, grandma, sister,
1 student; 2 friend; 3 teacher; 4 classroom
grandparents, uncle, granddad
Exercise 3
Exercise 2
1 five o’clock; 2 quarter to seven; 3 twenty to two; 4 half past nine;
1 sister; 2 parents; 3 aunt; 4 uncle; 5 cousins; 6 granddad;
5 quarter to three
7 grandma
Exercise 4
Exercise 3
Students’ own answers
1 Yes, he is. 2 No, she isn’t. 3 Yes, he is. 4 No, she isn’t. 5 Yes, she
Exercise 5
is. 6 No, she isn’t. 7 Yes, he is.
1 red; 2 blue; 3 green; 4 yellow; 5 black
Exercise 4
Exercise 6
1 Cindy is Claire’s mother. 2 Tom is Lucy’s father. 3 Kevin and
Natalie are brother and sister. 4 Rick is Roger’s grandson.
Exercise 7
5 Jackie is Natalie’s mother. 6 Roger is Kate’s granddad.
Down: 2 rubber; 3 notebook
7 Tom is Kevin’s uncle.
Across: 1 pen; 2 ruler; 4 school bag; 5 book
Exercise 5
1 pencil; 2 notebook; 3 book; 4 science book
Exercise 8
1 those; 2 this; 3 those; 4 that; 5 These
Grammar 3
Exercise 1
Unit 1 1 How; 2 When; 3 What; 4 Why; 5 Where
Exercise 2
Vocabulary 1 1 What is your name? 2 How old are you? 3 Where are you from?
Exercise 1
4 When is your birthday? 5 Why is your name special?
Across: Japan, USA, China, Canada, Colombia
Exercise 3
Down: Ireland, France, Australia, Morocco, Mexico, Spain,
1 Who; 2 Where; 3 What; 4 Where; 5 What; 6 When; 7 How
Ecuador, UK, Romania
Exercise 4
Exercise 2
1 Who is your teacher of English? 2 What is his/her first name?
1 Colombian; 2 Irish; 3 Japanese; 4 Mexican; 5 Belgian;
3 What is his/her surname? 4 When is his/her birthday?
6 American; 7 Australian
5 Where is your best friend from? 6 How old is he/she?
Exercise 3
7 What is his/her nickname? Students’ own answers
1 France, French; 2 Ecuador, Ecuadorian; 3 Canada, Canadian;
Exercise 5
4 Italy, Italian
1 What’s your sister’s name? 2 How old is Julia? 3 When is her
Exercise 4
birthday? 4 Is she from England, like you? 5 Where is she from?
6 Who is her favourite actor?
Exercise 6
Grammar 1 & 2 Students’ own answers
Exercise 1
1 ’s; 2 ’m; 3 is; 4 is; 5 isn’t; 6 are
Exercise 2
Upgrade
Exercise A
1 ’m not; 2 are; 3 aren’t; 4 is; 5 isn’t
Are you Selena Gomez? Are you Puerto Rican? How old are you?
Exercise 3
Who is your dad? When is your birthday?
1 is; 2 is; 3 am; 4 are; 5 is; 6 is; 7 isn’t
Exercise B
Exercise 4
1 B; 2 C; 3 A; 4 B; 5 B; 6 B
1 Are you in class 2A? No, I’m not. 2 Are we on page 11? Yes, we
Exercise C
are. 3 Is it lunchtime now? No, it isn’t. 4 Are they French stamps?
No, they aren’t. 5 Is Mr Brown from the USA? Yes, he is. 6 Are 02
Leprechauns from Italy? No, they aren’t. Who is Liberty? Liberty is a famous woman in the USA but she
Exercise 5 isn’t real. She is a statue in New York. She’s from France. The two
2 I; 3 We; 4 Our; 5 He; 6 His; 7 Their countries are friends and the statue of Liberty is a symbol of their
Exercise 6 friendship. She’s a symbol of independence and democracy too.
1 Is; 2 No, she isn’t. 3 Is; 4 Yes, she is. 5 Are; 6 No, I’m not. Those things are important to Americans.
7 Are; 8 Yes, they are. 9 Are; 10 Yes, I am.
My name is Daniel. I am thirteen years old. I am from a village 03
in the north of Argentina. My best friend is Bartolome. He is
Liberty is a famous woman in the USA but she isn’t real. She is
not from Argentina. He is Ecuadorian. His sister Teresa is from
a statue in New York. She’s from France. The two countries are
Ecuador too. They are nice people.
friends and the statue of Liberty is a symbol of their friendship.
Upgrade Reading
Exercise A
Exercise 1
Are you Shakira? Are you Colombian? How old are you? Who is
a British Asian; b British
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1 The capital of England. 2 Yes, it is. 3 She’s from the UK. 1 Jane and Pete haven’t got two pets. They’ve got four pets.
4 No, she isn’t. 5 She’s Chinese. 6 Chen is. 2 I haven’t got short hair. I’ve got long hair. 3 Our dogs haven’t got
Exercise 3 long tails. They’ve got short tails. 4 My little sister hasn’t got ten
2, 3, 4, 5 teeth. She’s got two teeth. 5 My cat hasn’t got small ears. It’s got
very big ears.
Writing Exercise 3
Exercise 1 1 legs; 2 animal; 3 foxes; 4 tomatoes; 5 baby; 6 men; 7 women;
1 My name’s Patrick but my surname is Jones. 2 My birthday is on 8 child; 9 mice; 10 sheep
1th November. 3 I’m from Ireland and my dad is from the USA. Exercise 4
4 We’re in the UK now. 5 We aren’t British. 1 She’s got five sheep. 2 It’s got a hundred feet. 3 She’s got two
Exercise 2 babies. 4 You’ve got three dictionaries. 5 I’ve got three mice.
1 friend; 2 Belle; 3 Françoise; 4 grandma’s; 5 France; Exercise 5
6 October; 7 We; 8 funny 1 have got; 2 haven’t; 3 hasn’t got; 4 has got; 5 hasn’t got;
Exercise 3 6 has got; 7 has got
Students’ own answers Exercise 6
1 have got; 2 has got; 3 have got; 4 have got; 5 haven’t got;
Unit check 6 has got
1 We aren’t superheroes. 2 I’m not from Canada. 3 Where are Students’ own answers
you from? 4 That isn’t Sara’s pen. Her pen is blue. 5 ‘What’s your
name?’ ‘It is Ben.’ Upgrade
Exercise 2 Exercise A
2 B; 3 A; 4 C; 5 A; 6 B 1 Richard Barnes is fourteen years old. 2 He’s a student from
Exercise 3 Oxford, England. 3 In this picture, he isn’t at school. 4 He’s with
1 What’s; 2 I’m; 3 We’re; 4 It’s; 5 Am I; 6 I’m not his pet, Lucas. 5 It’s got a big beak and fantastic green feathers.
Exercise 4 6 Lucas is a parrot.
British, Canadian, Japanese, Romanian Exercise B
04
2 A; 3 A; 4 C; 5 B; 6 B
Exercise C
My name’s Marin. That’s M – A – R – I – N. I’m British but it isn’t
a British name. It’s Romanian. It’s my mum’s favourite name. 05
My birthday is on 1st November. I’m 14. My favourite flag is the An American man has got an unusual pet. He hasn’t got a
British flag, of course! I’m Keiko. That’s K – E – I – K – O. It’s a tarantula, a snake or mouse. He’s got a very big dog. It’s a Great
Japanese name. My mum’s from Japan and my dad’s from the Dane. The dog’s name is Giant George. Giant George is 2.2 metres
UK, so I’m Japanese and British! My birthday is on 15th March. long from nose to tail.
I’m 13. My favourite flag isn’t Japanese or British. It’s Canadian!
Speaker 1: Marin, British, 1st November, 14, British 06
Speaker 2: Keiko, Japanese and British, 15th March, 13, Canadian
An American man has got an unusual pet. He hasn’t got a
Digital Competence tarantula, a snake or mouse. He’s got a very big dog. It’s a Great
Dane. The dog’s name is Giant George. Giant George is 2.2 metres
Exercise 1
long from nose to tail.
1 They are short. 2 Young generations do.
Exercise 2
1 It is about a superhero and his friend. 2 Super Rooster and his
Vocabulary 2
Exercise 1
friend Ronald. 3 Students’ own answer
Down: curly, dark, round, straight
Across: square, tall, short, long, wavy
Unit 2 Exercise 2
Vocabulary 1 1 dark ; 2 fair; 3 dark; 4 short

Exercise 3
Exercise 1
1 Adam isn’t short. He’s tall. 2 He hasn’t got long hair. He’s got
1 hand; 2 leg; 3 thumb; 4 ear; 5 toe; 6 tooth; 7 face; 8 hair;
short hair. 3 His hair isn’t fair and straight. It’s dark and curly.
9 eye; 10 nose
4 He hasn’t got a round face. He’s got a square face.
Exercise 2
Exercise 4
a finger; b hand; c arm; d leg; e foot; f hair; g eye; h ear; i nose;
1 long; 2 fair; 3 straight; 4 blue; 5 brown; 6 short; 7 tall
j tooth
Exercise 5
Exercise 3
1 toe; 2 tail; 3 teeth; 4 eyes; 5 fingers
Grammar 1 Grammar 2
Exercise 1
Exercise 1
2 Has, got e; 3 Has, got b; 4 Have, got c; 5 Has, got a; 6 Have, got
1 I haven’t got a tail. 2 My brothers have got big feet. 3 We’ve got
g; 7 Have, got f
small ears. 4 Our dog hasn’t got long hair. 5 They’ve got short
Exercise 2
fingers. 6 I’ve got a big nose.
1 Have your parents got wavy hair? No, they haven’t. 2 Has your
brother got big feet? Yes, he has. 3 Have you got a favourite
99

animal? Yes, I have. 4 Have we got English today? No, we haven’t. Exercise 2
5 Have I got long hair? Yes, you have. 6 Has your dog got big ears? 1 She’s; 2 She’s got; 3 It’s; 4 Milly’s got; 5 She’s got
No, it hasn’t. Exercise 3
Exercise 3 Photo c is Milly.
Exercise 4 Students’ own answers
1 d; 2 b; 3 c; 4 a
Exercise 5 Unit check
1 Have you got a pet? 2 Has it got long or short hair? 3 What Exercise 1
colour hair has your dog got? 4 Has your brother got a big dog 1 nose; 2 eye; 3 hair; 4 legs; 5 face
too? 5 Who has got a small pet in your family? Exercise 2
Exercise 6 1 short; 2 tall; 3 long; 4 wavy; 5 fair
1 Have you got; 2 I haven’t; 3 Has your uncle got; 4 he hasn’t; Exercise 3
5 he’s got; 6 Have you got; 7 I have; 8 has got 1 e; 2 c; 3 f; 4 d; 5 a; 6 b
1 Have mice got tails? Yes, they have. 2 Have mosquitoes got six Students’ own answers
legs? Yes, they have; 3 Have fish got ears? No, they haven’t. Exercise 5
4 Have camels got two heads? No, they haven’t. 5 Have rats got The girl on the right
pink noses? Yes, they have. 09
Upgrade My name’s Leah. I’ve got a sister but I haven’t got a brother. My
sister’s name is Ella. Her birthday is on 11th May and she’s 14.
Exercise A
My birthday is on the same day and I’m the same age too. We’re
twins! But we aren’t identical twins. Ella’s got long, straight hair.
Exercise B
My hair’s long and straight but it isn’t fair; it’s dark. Our eyes are
1 Have you got a big family? 2 Have you got a picture of your
blue but Ella’s eyes are small and I’ve got big eyes. We’re the
family? 3 Has your mum got blue eyes? 4 Who’s got red hair?
same height: 1.80. We’re very tall for our age!
5 Is that your brother’s pet?
Exercise 6
Exercise C
1 Leah. 2 No, she hasn’t. 3 Yes, she has. 4 No, she hasn’t.
07
Kelly Have you got a big family? Digital Competence

Peter Yes, I have. I’ve got four brothers and a sister, 16 aunts Exercise 1
and four uncles. 1 It is a graphical representation of a person or animal.
Kelly Have you got a picture of your family? 2 Students’ own answer
Peter Yes, I have. Look! This girl with long fair hair is my sister Exercise 2
Meg and this boy with curly hair is my brother Alex. Suggested answers: 1 He’s tall. He’s got short dark curly hair.
Kelly Has your mum got blue eyes? He’s got big eyes. 2 She’s short. She’s got long wavy hair. She’s
Peter No, she’s got brown eyes. That’s my grandmother. got big eyes. 3 Students’ own aswers
She’s got blue eyes and fair hair.
Kelly
Peter
Who’s got red hair?
My brother Timothy.
Unit 3
Kelly Is that your brother’s pet? Vocabulary 1
Peter No, it isn’t. That’s my dog Rufus. Exercise 1
2 fish; 3 cheese; 4 milk; 5 carrots; 6 meat; 7 nuts; 8 pasta;
Exercise 8 9 yoghurt; 10 strawberries; 11 cake; 12 bread; 13 potatoes;
08
14 apples
Exercise 2
I’ve got four brothers and a sister, 16 aunts and four uncles. This
vegetables: carrots, potatoes; fruit: strawberries, apples; dairy
girl with long fair hair is my sister Meg and this boy with curly
products: cheese, milk, yoghurt; carbohydrates: bread, pasta,
hair is my brother Alex. That’s my grandmother. She’s got blue
cake; proteins: fish, meat, nuts
eyes and fair hair.
Exercise 3
Reading 1 Cheese and butter are dairy products. 2 Meat and fish have
got a lot of proteins. 3 Bread is a carbohydrate. 4 Carrots and
Exercise 1
strawberries are healthy. 5 Pasta has got a lot of carbohydrates.
1 Zimba; 2 Gemma; 3 Caesar; 4 Kate; 5 Rafael; 6 Rafael
Exercise 4
Exercise 2
1 pasta; 2 carrots; 3 cakes; 4 Meat; 5 milk/cheese/yoghurt;
1 is; Three months old. 2 Is, Gemma is Alexia’s pet. 3 Has,
6 carrots/potatoes; 7 apples, strawberries
Gemma hasn’t got feathers. 4 is, It’s from France. 5 is, It’s Rafael.
Exercise 5
6 Have, No, they haven’t.
Exercise 3
Grammar 1
Exercise 1
Writing \s\ makes
Exercise 1
\z\ goes, studies, has
1 Emma’s got long hair. 2 She’s very tall. 3 His hair’s straight.
\Iz\ washes, passes
4 Ben’s eyes are blue. 5 He’s got dark hair. 6 My mum’s nose is
small.
100
2 watches; 3 doesn’t watch; 4 buys; 5 eat; 6 helps; 7 don’t think 1 c; 2 b; 3 d; 4 e; 5 a
1 Tom plays rugby at the sports centre every day. 2 We don’t study 1 What; 2 How; 3 What; 4 Where; 5 When
German at school. 3 My brother eats pasta every day. 4 I drink Students’ own answers
mineral water every day. Exercise 5
Exercise 4 1 Do you eat fish for lunch? 2 Do your friends drink Coke for
1 Simon has breakfast. Martha and Tim don’t have breakfast. breakfast? 3 Does your best friend ride a bike on Saturday?
2 Simon drinks eight glasses of water. Martha and Tim drink 4 What sport do you play at weekends? 5 What programme do
eight glasses of water. 3 Simon doesn’t eat meat. Martha and Tim you watch in your free time? Students’ own answers
eat meat. 4 Simon buys healthy food. Martha and Tim don’t buy
healthy food. 5 Simon doesn’t do sport. Martha and Tim do sport. Upgrade
6 Simon watches TV. Martha and Tim don’t watch TV. Exercise A
Exercise 5 1 Do you and your family have a healthy diet? 2 What does your
Students’ own answers mum cook? 3 Do you eat that at weekends too? 4 What do you
Exercise 6 drink? 5 Do you do sports?
1 plays, doesn’t play; 2 doesn’t get up, gets up; 3 pizza; 4 gets up; Exercise B
5 doesn’t play, plays; 6 never, eats 12
Ella
Upgrade Max
Do you and your family have a healthy diet?
Yes, we do. We have a very healthy diet.
Exercise A
Ella What does your mum cook?
1 doesn’t know; 2 doesn’t go; 3 walks; 4 doesn’t relax; 5 runs;
Max My mum cooks fish and salad or chicken and salad.
6 eats; 7 drinks
Ella Do you eat that at weekends too?
Exercise B
Max No, not at weekends. On Saturday and Sunday
10 we eat pasta.
This is Harry. His nickname is ‘Healthy Harry’ but he doesn’t Ella What do you drink?
know that. That is his classmates’ secret! Harry doesn’t go to Max We all drink mineral water. We don’t drink wine or
school by bus, he walks. At break time, Harry doesn’t relax with fizzy drinks. They are not healthy!
his friends, he runs! At lunchtime, Harry only eats healthy food. Ella Do you do sports?
His classmates have hamburgers and chips. Harry takes protein Max Yes, of course. All my family walk and do sports.
and carbohydrates. He drinks mineral water but his classmates My dad plays football and my mum plays hockey.
prefer fizzy drinks.
Exercise C Exercise 6
1 They don’t run. 2 They don’t eat healthy food. 3 They don’t drink 13
mineral water.
We have a very healthy diet. My mum cooks fish and salad or
Exercise D
chicken and salad. On Saturday and Sunday, we eat pasta. We
all drink mineral water. We don’t drink wine or fizzy drinks. They
are not healthy! All my family walk and do sports. My dad plays
Exercise 7
football and my mum plays hockey.
11 Exercise 7
This is Harry. His nickname is ‘Healthy Harry’ but he doesn’t 1 b; 2 a; 3 b; 4 b; 5 b
know that. Harry doesn’t go to school by bus, he walks. At break Exercise 8
time, Harry doesn’t relax with his friends, he runs! At lunchtime, Students’ own answers
Harry only eats healthy food. His classmates have hamburgers
and chips. Reading
Exercise 1
Vocabulary 2 1 What; 2 Where; 3 Do; 4 don’t; 5 Why
1 talk; 2 ride; 3 listen; 4 watch; 5 surf; 6 go; 7 play; 8 stay; 1 not mentioned; 2 true; 3 false; 4 false; 5 false; 6 not mentioned;
9 meet 7 not mentioned
2 go shopping; 3 talk on the phone; 4 listen to music; 5 surf the 1 dairy; 2 vegetarian; 3 extremely; 4 protein
Internet; 6 ride my bike
Exercise 3 Writing
1 listen; 2 go; 3 watch; 4 ride; 5 play; 5 talk to Exercise 1
Exercise 4 1 and; 2 but; 3 but; 4 and; 5 and
1 and; 2 but; 3 and; 4 and; 5 and; 6 and; 7 and
Grammar 2 Exercise 3
2 Does d; 3 Do b; 4 Do e; 5 Does f; 6 Does a
Exercise 2 Unit check
1 Do your parents drink fizzy drinks? No, they don’t. 2 Does pasta Exercise 1
come from Italy? Yes, it does. 3 Do you try different vegetables? 1 strawberry e; 2 cheese b; 3 fish a; 4 carrots g; 5 bread c;
No, I don’t. 4 Do the chocolates contain nuts? Yes, they do. 6 yoghurt d
101
Exercise 2 two restaurants. 4 There aren’t any museums. 5 There is a
go to: the supermarket, school supermarket. 6 There isn’t an underground station.
watch: TV, a terror film Exercise 3
play: volleyball, computer games 1 Is, isn’t; 2 Are, are; 3 Are, aren’t
listen to: hip hop, pop Exercise 4
read: a magazine, comics 1 Is there; 2 Is there; 3 Are there; 4 Are there; 5 Is there
1 Do your parents listen to music? 2 I don’t eat cakes for 1 Are there two hotels? Yes, there are. 2 Is there a sports centre?
breakfast. 3 My sister cooks healthy food. 4 What do you do in Yes, there is. 3 Are there two restaurants? Yes, there are. 4 Is
your free time? there an underground station? No, there isn’t. 5 Are there two
Exercise 4 cinemas? No, there aren’t.
2 B; 3 B; 4 C; 5 A; 6 B; 7 B Exercise 6
Listening Exercise 7
The correct picture is a: a tuna salad.
14
Upgrade
Exercise A
Man Hello. What would you like?
1 There; 2 is; 3 are; 4 There’s; 5 Is there; 6 There’s; 7 are; 8 Are
Olivia Er, one minute, please. I’d like to look at the menu.
Exercise B
Man Of course.
Olivia Ooh … Er … Mmm … 15
Man The ‘chilli con carne’ is very good today. Hello, friends. My name’s Kirk. I live in Ottawa, Canada, but my
Olivia No, thanks. I don’t eat meat. parents are not Canadian. They come from Liverpool, England.
Man A veggie burger and chips? Ottawa is a fantastic city. There are good restaurants and shops.
Olivia Er, no. I love chips but I want to be healthy today! There is a big shopping centre and there are also some churches.
Man A tuna salad? There’s a Catholic church opposite my house. Is there a catholic
Olivia Yes! Could I have a tuna salad, please? church in your city?
Man Yes, of course. Anything else? The hospitals in Canada are excellent, the same as the schools.
Olivia Er, yes. Some lemon cake to take home. My school is really big. There’s a very good cafeteria in my school
Man OK. That’s £4.60, please. and there are two libraries, one for very young children and one
Olivia There’s £5.00. for teenagers. Are there two libraries in your school? How many
Man Thanks. Here you are. Enjoy your food! classrooms are there in your school?
Exercise 6
Correct sentences: 1, 4 Exercise 8
Digital Competence
16
Ottawa is a fantastic city. There are good restaurants and shops.

Exercise 1 There is a big shopping centre and there are also some churches.
1 Students’ own answers. 2 We can add it to our blog or wiki and The hospitals in Canada are excellent, the same as the schools.
share a link to it. My school is really big. There’s a very good cafeteria in my school
Exercise 2 and there are two libraries, one for very young children and one
1 It is about Yorkshire pudding. 2 Students’ own answer for teenagers. Are there two libraries in your school?
Unit 4 Vocabulary 2
Exercise 1
Vocabulary 1 2 behind g; 3 next to c; 4 between h; 5 near d; 6 in front of a;
Exercise 1 7 opposite f; 8 in e
Down: church, supermarket, museum, chemist, cinema, Exercise 2
restaurant 1 in; 2 next; 3 front; 4 opposite; 5 between
Across: newsagent, library, hotel Exercise 3
Exercise 2 1 true; 2 true; 3 false; 4 true; 5 false
1 newsagent (one word); 2 shoe shop (two words); Exercise 4
3 shopping centre (two words); 4 supermarket (one word); Students’ own answers
5 underground station (two words) Exercise 5
1 underground station; 2 cinema; 3 newsagent; 4 sports centre;
5 restaurant; 6 shoe shop; 7 school Vocabulary 3
1 supermarket; 2 sports centre; 3 underground station/shoe Down: 2 beach; 5 water; 6 mountain; 8 trees; 10 sand
shop; 4 restaurant; 5 cinema Across: 3 lake; 4 snow; 7 forest; 9 island; 12 river
Exercise 2
Grammar 1 2 sand; 3 forest; 4 tree; 5 mountain; 6 snow/ice; 7 ice/snow
Exercise 1
1 is; 2 are; 3 aren’t; 4 is; 5 isn’t Grammar 2
1 There is a sports centre. 2 There isn’t a church. 3 There are 1 an; 2 a; 3 an; 4 an; 5 a
102
1 a; 2 some; 3 any; 4 a; 5 an a sand; b forest; c mountain; 4 islands; 5 beaches
Exercise 3 1 mountain; 2 beaches; 3 sand; 4 forest; 5 islands
1 There are some trees. 2 There is a lake. 3 There isn’t any sand. Exercise 4
4 There are some mountains. 5 There aren’t any houses. 6 There 1 There is an interesting museum in Cardiff. 2 Are there some
isn’t an island. lovely beaches in Brazil? 3 Where is there a library in this city?
Exercise 4 4 There are some very interesting places in London. 5 Is there a
Students’ own answers museum opposite your school? 6 Are there three schools in your
Exercise 5 town?
1 There is an animal sanctuary in my town. 2 There are three Exercise 5
supermarkets near my house. 3 There are some books on the post office, shoe shop
table. 4 Is there a mountain in your town? 19
Man
Upgrade Woman
Excuse me, is there a post office near here?
Yes, there’s one in the town centre, on Stamford Road.
Exercise A
Man Stamford Road?
1 a; 2 any; 3 some; 4 any; 5 some; 6 a; 7 an
Woman Do you know Stamford Road?
Exercise B
Man No, I don’t. I’m new here.
17 Woman Well, there’s a modern building on Stamford Road.
Hello, Mary! Look at this photo of a lovely beach in Australia. That’s the library. The post office is next to the library. In
It is Surfers Paradise in Queensland. There isn’t any snow here. fact, it’s between the library and a restaurant.
There’s some white sand but there aren’t any trees. Man What’s the restaurant called?
In Surfers Paradise, there are some fantastic shops and very Woman I don’t know its name, but it’s a Chinese restaurant.
tall buildings. There isn’t a forest or an amusement park. There’s a church next to it.
Man OK. Are there any shops near the post office?
Exercise 5 Woman Yes, there’s a supermarket opposite the post office.
18
There’s a clothes shop behind the library and there’s
also a shoe shop opposite the restaurant.
Hello, Mary! Look at this photo of a lovely beach in Australia.
Man A shoe shop. That’s great. I want to buy some new
It is Surfers Paradise in Queensland. There isn’t any snow here.
shoes!
There’s some white sand but there aren’t any trees.
Woman Well, it’s an excellent shop.
In Surfers Paradise, there are some fantastic shops and very
Man Thanks for your help. Bye.
tall buildings. There isn’t a forest or an amusement park.
Woman Bye.
Reading Digital Competence

Exercise 1
Exercise 1
Students’ own answer
1 We can use them to create projects, stories, letters, etc.
Exercise 2
2 Students’ own answer
1, 2, 4, 5, 6, 7, 8
Exercise 2
Exercise 3
1 It is a description. 2 It is an email. 3 We don’t know.
1 Its traditions, culture and way of life. 2 No, they aren’t.
3 Because it is the natural habitat for many native birds and
mammals. 4 The native people of New Zealand. Unit 5
Exercise 4
1 false; 2 true; 3 true; 4 false; 5 false; 6 false
Vocabulary 1
Exercise 1
Writing 1 get up a; 2 do homework g; 3 finish school f; 4 get dressed c;

5 play the piano e; 6 have a shower b; 7 go to bed j; 8 have dinner
Exercise 1
i; 9 tidy your room h
1 There is also white sand. 2 There are also five restaurants.
Exercise 2
3 There’s also a train station. 4 There’s also a modern sports
1 play; 2 have; 3 go; 4 plays; 5 go
centre.
Exercise 3
Exercise 2
1 go to school; 2 have breakfast; 3 play tennis; 4 do exercise;
1 there’s also a new part; 2 There are also two cathedrals.
5 go to the cinema; 6 have a fizzy drink; 7 have a pizza; 8 go home
3 There are also some good restaurants there. 4 There’s also a
Exercise 4
market on Sunday.
Exercise 3
Grammar 1
Exercise 1
Unit check 1 are often; 2 always watches; 3 usually get up; 4 am always;
Exercise 1
5 sometimes go; 6 is always
a supermarket; b underground station; c newsagent; d library;
Exercise 2
e sports centre
1 Her brother never has a shower. 2 Our teacher is usually in
1 It is in the sports centre. 2 At the supermarket.
Room 3. 3 I always have milk in my coffee. 4 The students are
Exercise 2
sometimes late for school. 5 You never listen to music at school.
1 on the TV; 2 on the floor; 3 between the TV, the backpack;
6 We often eat fruit for breakfast.
4 in front of the; 5 in the
103
1 He sometimes plays after school. 2 I am always happy on Saturday 1 Stella can speak German well. 2 some animals can swing.
and Sunday. 3 She usually goes to bed early. 4 They never eat meat. 5 3 Tortoises can’t jump. 4 Aurelia can speak Portuguese. 5 Can
I sometimes go to the cinema. 6 We are oftenin Pepe’s Café. your teacher play the piano? 6 Who can compose music in your
Exercise 4 classroom? 7 My cousin can’t ride a bike.
2 do; 3 does; 4 how; 5 do; 6 How Exercise 5
e 2; f 3; a 4; d 5; c 6 1 b; 2 c; 3 d; 4 a
Students’ own answers What do they need? Where is the summer camp? Can you speak
Exercise 6 French well? Can you swim? Can you play different sports? Can
Suggested answers: 1 usually works; 2 is sometimes; 3 often gets you ride horses?
up; 4 usually walks; 5 always has
Upgrade
Upgrade Exercise A
Exercise A 2 C; 3 C; 4 A; 5 B; 6 B
1 Do you usually; 2 Do you usually; 3 How often do you; Exercise B
4 How often do you; 5 How often do you 22
Exercise B
Martha ‘Britain’s Got Talent’ is a famous talent show on TV.
20 It’s my favourite programme and I always watch it.
Mary Do you usually train in the morning? Simon How often is it on?
Brian Yes, I do. And in the afternoon I do other sports. Martha Once a week, usually on Saturday but sometimes on
Mary Do you usually go to bed late? other days too. I never go out on nights when it’s on!
Brian No, of course I don’t. I usually go to bed at ten. It’s fantastic!
Mary How often do you do other sports? Simon Can anyone be on the programme?
Brian Well, I do yoga twice a week, tennis twice a week and Martha Yes, they can. There are people of all ages from all over
skating on Saturday. Britain. There are people who can sing, dance or play an
Mary How often do you meet your friends? instrument brilliantly. And there sometimes are people
Brian I haven’t got much time but we meet on Sunday. who can’t do those things very well. They’re funny!
They come home and we eat pizza. Simon Is the programme on TV now?
Mary How often do you go out with your friends? Martha No, it isn’t, but there’s a new series soon.
Brian Unfortunately, I only go out twice a month. I am usually
very busy. Exercise 7
23
Exercise 7
’Britain’s Got Talent’ is a famous talent show on TV. It’s my
21 favourite programme and I always watch it. It’s fantastic! There
I usually train in the morning and in the afternoon I do other are people of all ages from all over Britain. There are people who
sports. I do yoga twice a week, tennis twice a week and skating on can sing, dance or play an instrument brilliantly. And there are
Saturday. I haven’t got much time, but we meet on Sunday. They sometimes people who can’t do those things very well. They’re
come home and we eat pizza. Unfortunately, I only go out twice a funny!
month. I am usually very busy.
Reading
Vocabulary 2 Exercise 1
French, drama, literature, music, history, PE, English, geography, Exercise 2
maths, science, art and design, ICT 1 The Manchester United Football Club and the Chetham’s School
Exercise 2 of Music. 2 It’s a specialist school for talented young musicians.
1 art; 2 ICT; 3 PE; 4 English; 5 French; 6 maths; 7 literature; 3 Talented young musicians from around the UK. 4 They study
8 music academic subjects like maths, English and ICT but they also study
Exercise 3 music for three hours a day. 5 No, they don’t.
1 students who aren’t talented; 2 are around 290 students
Grammar 2 between the ages of eight and eighteen; 3 an orchestra; 4 can
Exercise 1 play an instrument but don’t go to a music school.
1 can; 2 Can; 3 can’t; 4 can’t; 5 can; 6 can’t/can, can/can’t; Exercise 4
7 can 1 e; 2 c; 3 b; 4 a
Exercise 2
1 Clare can’t play the piano. 2 Max and Clare can speak Spanish. Writing
3 Lucas can’t speak Spanish. 4 Max and Clare can’t run 5 km. Exercise 1
5 Lucas can run 5 km. 2 e; 3 a; 4 c; 5 d
1 Joshua can play rugby but he can’t play volleyball. 2 Eric can’t 1 because he is good at singing; 2 because he is the singer and
play football but he can ride a bike. 3 Abby can cook but she can’t lead guitarist; 3 because he likes playing the guitar before school;
speak French. 4 Halle can’t use a computer but she can make 4 because he is very creative; 5 because he loves their music
pizza. 5 Kevin can’t sing but he can play the violin. 6 Sylvia can
swim but she can’t ride horses.
104
Students’ own answers 1 likes riding; 2 hate studying; 3 loves watching; 4 doesn’t like
watching; 5 like eating
Unit check Exercise 4
Exercise 1 1 Andy hates staying up late. 2 Mia and Andy like surfing the
1 b; 2 d; 3 c; 4 f; 5 g; 6 e; 7 a Internet. 3 Charlie loves playing tennis. 4 We don’t like going
Exercise 2 shopping. 5 They love eating pizza.
1 maths a; 2 literature c; 3 drama f; 4 geography g; 5 history d; Exercise 5
6 French e; 7 science b Mark loves drinking milk. He likes playing with toys but he
Exercise 3 doesn’t like watching romantic comedies. He hates eating
1 I never do my homework at lunchtime. 2 We sometimes go spinach. Rufus loves playing with a ball and he likes running in
shopping at weekends. 3 My friends don’t usually eat fish. the park. Rufus doesn’t like drinking fizzy drinks and he hates
4 My friend often has lunch at Pepy’s. eating broccoli. Kevin loves listening to music and he likes surfing
Exercise 4 the Internet. He doesn’t like watching old films and he hates
Suggested answers: Mary can play hockey and tennis. She can doing homework.
also play the piano but she can’t play football or do karate. Alice Exercise 6
can play football and tennis and she can do karate but she can’t 1 Thomas likes playing football with his friends on the beach.
play the piano or play hockey. 2 Henry hates watching comedies on TV. 3 My little daughter
Exercise 5 loves doing gym every day/morning/afternoon/evening. 4 My
violin, homework, weekends, concerts brother Greg doesn’t like getting up early. 5 I like going out with
24
my friends on Saturday evening.
My name’s Johnny. I’m 13 years old and I play the violin. Everyone
says I play it really well. There’s a specialist music school in
Upgrade
Exercise A
Manchester but I don’t go to it. I go to a school near my house.
1 How old is your dog? 2 Does she like acting? 3 What kind of
I play my musical instrument every day. I often get up early and
films does she like watching? 4 Does she like science-fiction
practise for an hour before school. In the evening, I usually do
films too? 5 And what does Gina like doing in her free time?
my homework and then I practise for another hour. At weekends,
Exercise B
I play in an orchestra for young musicians. It’s called the Hallé
Youth Orchestra. I love playing in it because I can meet lots of 25
other young musicians from the region. It’s fun! We practise every Reporter Good morning, Olivia. How old is your dog?
Sunday and we often play in concerts. We sometimes travel to Olivia She is only one year old.
other parts of the UK to perform. Reporter Does she like acting?
Exercise 6 Olivia Oh, yes. She loves acting and she also loves watching
1 a school near his house; 2 an hour; 3 evening; 4 meet new films on TV.
friends; 5 sometimes Reporter What kind of films does she like watching?
Olivia She likes musicals and comedies.
Digital Competence Reporter Wow! That’s unusual. Does she like science-fiction
Exercise 1 films too?
1 Students’ own answer. 2 I can use an mp3 player or a Olivia No, not really. She hates science fiction. She gets
smartphone or a computer. 3 Students’ own answer scared and goes to my bedroom.
Exercise 2 Reporter And what does Gina like doing in her free time?
1 It is about daily routine. 2 Haley does. 3 George does. 4 They are Olivia In her free time? She likes sleeping under a tree in
giving information about their daily routine in the morning. our garden. She also loves playing with water!
Reporter Well, evidently, Gina is a very special dog.
Unit 6 Olivia Oh yes, definitely!
Exercise 1 26
1 comedy; 2 western; 3 science-fiction ; 4 fantasy; 5 thriller;
Gina is only one year old. She loves acting and she also loves
6 romantic comedy; 7 animated; 8 musical
watching films on TV. She likes musicals and comedies. She
Exercise 2
hates science-fiction. She gets scared. In her free time, she
1 animated; 2 fantasy; 3 western; 4 romantic comedy;
likes sleeping under a tree. She also loves playing with water!
5 thriller
Evidently, Gina is a very special dog.
Exercise 3
1 science-fiction; 2 war; 3 musical; 4 comedy; 5 horror;
6 animated
Vocabulary 2
Exercise 1
Exercise 4
Down: soap opera, reality show, chat show, comedy
Across: documentary, drama, game show, the news
Grammar 1 Diagonally: sports

Exercise 2
Exercise 1
2 f; 3 g; 4 d; 5 b; 6 a; 7 c
1 d; 2 a; 3 e; 4 c; 5 b
Exercise 3
Exercise 2
1 documentaries; 2 cartoons; 3 soap operas; 4 the news; 5 game
1 hate; 2 likes; 3 love; 4 doesn’t like; 5 like
shoes
105
Students’ own answers Students’ own answers
Grammar 2 Unit check

2 elegantly; 3 slowly; 4 loudly; 5 angrily; 6 easily; 7 happily 1 action; 2 adventure; 3 western; 4 war; 5 horror; 6 fantasy;
Exercise 2 7 thriller; 8 musical; a adventure, b action, c western
1 nicely; 2 easy, easily; 3 angrily; 4 elegant; 5 loudly; 6 happily Exercise 2
Exercise 3 1 d; 2 g; 3 f; 4 b; 5 a
1 elegantly; 2 loudly; 3 easily; 4 slowly; 5 properly; 6 honestly Exercise 3
Exercise 4 1 don’t like watching; 2 love listening; 3 does, like watching;
1 beautifully; 2 fast; 3 slowly; 4 elegantly 4 hate walking; 5 Does, like going
1 walk; 2 talk; 3 behave; 4 sing; 5 work a happily; b slowly; c easily; d beautifully; e properly
Exercise 6 1 beautifully; 2 slowly; 3 properly; 4 happily; 5 easily
cartoon, comedy programme, game show, reality show, sports
Upgrade programme
Exercise A 29
1 What kind of programme; 2 you usually watch it;
Speaker 1
3 watching Newsround; 4 very clearly; 5 like watching this
Hi, I’m Lisa. I’m from Cape Town in South Africa. I don’t watch
Exercise B
very much TV. I usually watch one or two hours a day. At
28 weekends, I often watch a film on Saturday afternoon. I hardly
Jed Oh, great. Newsround is on TV in some minutes. ever watch TV on Sundays. At home, we watch local, national and
Do you want to watch it? international channels. My favourite programme is ‘Fear Factor’.
Kayley Newsround? What kind of programme is it? It’s a reality show and it’s also a game show. I love it because it’s
Jed It’s a news programme on British TV. It’s on at 5 pm exciting. Do you watch ‘Fear Factor’ in your country?
and it’s for young people. Speaker 2
Kayley Do you usually watch it? Hello. I’m Conor. I’m from Belfast in Northern Ireland and I’m
Jed Yes, I always watch it! I love it. crazy about TV. I love it! I usually watch about two hours a day
Kayley Why do you like watching Newsround? during the week. I love all kinds of programmes, including
Jed Because it presents the news in a special way, I mean comedy programmes and cartoons; but I guess my favourite
differently. programme is ‘Goals’ on Sunday. This sports programme shows
Kayley What do you mean ‘differently’? all the goals from Saturday’s football matches. Why do I like it?
Jed There are two presenters and they speak very clearly. Because I love football. I’m crazy about football. Football and TV,
We can understand the news easily. that’s me! What about you?
Kayley Do your friends also like watching this programme? Exercise 6
Jed Yes, of course. We all love watching it! Speaker 1: Lisa, Cape Town in South Africa, one or two hours
Exercise C a day, reality show and game show, it’s exciting
1 aren’t; 2 have; 3 go; 4 have; 5 has; 6 drink; 6 don’t drink; 7 slow; Speaker 2: Conor, Belfast in Northern Ireland, two hours a day
8 don’t do; 9 do; 10 good during the week, sports programme, he loves football
Exercise D
1 h; 2 g; 3 a; 4 b; 5 d; 6 f; 7 c Digital Competence
Exercise 1
Exercise 7 1 They can contain images, texts, video clips, recorded audio
28
narration or music. 2 They normally last between 5 and 10
minutes.
‘Newsround’ is a news programme on British TV. It’s on at 5 pm
Exercise 2
and it’s for young people. I always watch it! I love it because it
1 No, we don’t. 2 Happiness. 3 Students’ own answers
presents the news in a special way, differently. There are two
presenters and they speak very clearly. We can understand the
news easily. We all love watching it! Unit 7
Reading Vocabulary 1
Exercise 1
Exercise 1
1 dance; 2 run; 3 walk; 4 dive; 5 kick; 6 throw; 7 hit; 8 win; 9 jump;
1 A; 2 C; 3 A; 4 A; 5 C
10 catch; 11 lose; 12 shout; 13 score
Exercise 2
Exercise 2
1 b; 2 a; 3 e; 4 d; 5 c
1 play; 2 does; 3 goes; 4 plays; 5 play; 6 doing
Exercise 3
Exercise 3
1 T; 2 T; 3 NM; 4 F; 5 F; 6 NM; 7 F; 8 F
1 c; 2 f; 3 d; 4 b; 5 e; 6 a
Exercise 4
Writing 1 train; 2 run; 3 throw; 4 catch; 5 kick; 6 score; 7 win
Exercise 1
The sport is rugby.
1 b; 2 c; 3 a
Exercise 2
1 b; 2 a; 3 c
106
Exercise 2
Grammar 1 1 She usually works in the morning. 2 She’s watching TV right now.
Exercise 1
3 He usually trains. 4 He’s eating pizza right now. 5 He usually
1 are doing; 2 is kicking; 3 is throwing; 4 are dancing; 5 ’m wining;
plays computer games. He’s running a marathon right now.
6 ’s hitting
Exercise 3
Exercise 2
1 I always train in the morning. 2 My friend Charles is not training
1 are sitting; 2 are watching; 3 am doing; 4 is running; 5 are
now. He’s in bed. 3 Manchester United isn’t winning the match
playing; 6 is dancing; 7 is crying
now. What’s wrong with the team? 4 The coach usually gets up
Exercise 3
early in the morning and goes to the gym. 5 Where do all these
1 isn’t watching, true; 2 isn’t sitting, false; 3 isn’t wearing, false;
people train? 6 What do you do to keep fit?
4 aren’t dancing, true; 5 isn’t shouting, false
Exercise 4
Exercise 4
1 c; 2 b; 3 g; 4 e; 5 f; 6 a; 7 d
1 Mary and Lisa aren’t playing basketball. They’re doing judo.
Exercise 5
2 Lucas and Sara aren’t running. They’re walking. 3 Jack isn’t
1 Are you watching a football match now? 2 What is your best
looking at Will. He’s watching Lucy. 4 Lucy isn’t diving. She’s
friend doing at this moment? 3 Do you usually watch sports
jumping.
programmes at weekends? 4 What sport do you do after school?
Exercise 5
5 Do your classmates usually do dangerous sports? Students’
1 are playing; 2 aren’t running; 3 aren’t talking; 4 ’s hitting;
own answers
5 isn’t using; 6 are having; 7 aren’t doing; 8 ’m describing;
Exercise 6
9 ’m not saying.
1 am doing; 2 walk; 3 is, talking; 4 isn’t sleeping, is playing; 5 eat;
The game is table football.
6 plays
Exercise 6
1 Are / watching; 2 I am; 3 Are / chatting; 4 they aren’t; 5 Is /
looking; 6 he isn’t; 7 Is / hitting; 8 he is; 9 are / running
Upgrade
Exercise A
Upgrade 1 I’m doing; 2 have; 3 ’m watching; 4 are, watching; 5 come;

6 is starting; 7 ’s winning; 8 doesn’t have
Exercise A
2 B, 3 B. 4 C. 5 B, 6 B
Exercise B
Reading
Exercise 1
30 a Bicycle motor cross (BMX). b Rotherham.
Look at these teenagers! What are they doing right now? They Exercise 2
aren’t doing aerobics or playing a new sport. They are British 1 Yes, it is. 2 PE. 3 Because BMX is in the school curriculum.
athletes and they’re training for their sport: diving. Diving? But 4 They use a special BMX track next to the school. 5 Because it’s
where’s the water? Well, the man in the photo is a champion dangerous.
diver. He’s training with other sportspeople. They aren’t Exercise 3
champions but they are his friends. What are they doing exactly? 2 They’re riding their BMX bikes because BMX is in the school
They’re holding a big ball each in the air with their feet. This is curriculum. 3 Secondary school students don’t have an interest
not easy! in sports. 4 These students run to the track. 5 Their coach is an
amazing BMX rider, so the students train happily.
Exercise 7
31
Writing
Exercise 1
Look at these teenagers! What are they doing now? They aren’t
1 I love doing gym but my sister doesn’t. 2 My friends love football
doing aerobics or playing a new sport. They are British athletes
and I love it too. 3 I don’t like rugby because I think it’s dangerous.
and they’re training for their sport: diving. Diving? But where’s
4 My teacher loves sports, so she is learning hockey and tennis.
the water? Well, the man in the photo is a champion diver. He’s
training with other sportspeople. They aren’t champions but they
Exercise 2
are his friends. What are they doing exactly? They’re holding a big
1 so; 2 and; 3 so; 4 but; 5 because; 6 and
ball each in the air with their feet. This is not easy!
Exercise 3
Vocabulary 2 Students’ own answers
Exercise 1
1 easy; 2 dangerous; 3 exciting; 4 fun; 5 boring
Unit check
Exercise 1
Exercise 2
1 walking; 2 kicking; 3 loses; 4 run; jump; 5 hit
1 a; 2 d; 3 b; 4 c
Exercise 2
Exercise 3
1 boring; 2 dangerous; 3 exciting; 4 interesting; 5 amazing
1 difficult; 2 fun; 3 easy; 4 dangerous
Exercise 3
Exercise 4
1 Our cat is sleeping under the living room table. 2 Is your sister
1 difficult; 2 boring; 3 dangerous; 4 exciting; 5 amazing
wearing her pyjamas? 3 Mary is not jumping. She’s dancing!
Exercise 5
4 Are you having a PE lesson at the moment?
5 Where are you training now?
Exercise 4
Grammar 2 1 eats; 2 drinks; 3 is; 4 loves; 5 is running; 6 is playing
Exercise 1
Exercise 5
1 get; 2 goes; 3 ’re watching; 4 do; 5 ’m winning
hockey, BMX, football
107
32 Exercise 4
Presenter Hello and welcome to Tuesday’s programme. Today 1 Was your sister at school three days ago? No, she wasn’t.
I’m at a BMX track in Rotherham. Some students She was at a camp. 2 Were your parents in town last weekend?
are having their PE lesson here. Let’s speak to one No, they weren’t. They were on a farm. 3 Was your best friend in
of them, 13-year-old Sasha. Sasha, hi. BMX riding his house yesterday? No, he wasn’t. He was in Scotland. 4 Were
looks fun. What do you think of it? you at the sports centre on Friday? No, I wasn’t. I was at the
Sasha It’s amazing. I love riding fast. cinema.
Presenter Is it a good PE lesson? Exercise 5
Sasha Yes, it is. We usually play hockey in PE but that’s 2 Were d; 3 was a; 4 Was c; 5 were f; 6 Were e
really boring. I hate it. Exercise 6
Presenter Why do you hate hockey? 1 Who was Henry VIII? 2 Was Henry a good king? 3 Was Henry VIII
Sasha I don’t know. I’m bad at it and I can never score a Anne Boleyn’s husband? 4 When was the Great Fire of London?
goal. I hate playing basketball, too. 5 Why were fires common in London at that time?
Presenter What’s different about BMX riding? Exercise 7
Sasha It’s exciting. You do exercise but you have fun at the Students’ own answers
same time.
Presenter Do you usually ride your BMX bike at the weekend? Upgrade
Sasha No, I don’t. I haven’t got a BMX bike at home. This is Exercise A
the PE department’s bike. a 2; b 1
Presenter How many bikes has the school got? Exercise B
Sasha I’m not sure. About 30, I think. 33
Presenter And how often do you ride the bikes at school?
A. Pablo Picasso was born on 25th October 1881. He was a
Sasha About two times a week. I always ride in my PE
Spanish painter and sculptor. He was a very influential artist of
lessons and I sometimes ride at the BMX club.
the 20th century. He was the co-founder of the Cubist movement.
Presenter When’s the BMX club?
B. John Winston Lennon was born in Liverpool, UK, on 9th
Sasha After school on Thursdays. You can play football too
October 1940. He was a musician, singer and composer. He was a
on Thursdays but I prefer BMX riding. It’s my race
member of The Beatles.
now. Bye.
Presenter Bye, Sasha. Thanks for talking to us today.
Exercise 8
Exercise 6
1 false; 2 true; 3 true; 4 false; 5 true; 6 false; 7 false 34
Pablo Picasso was born on 25th October 1881. He was a Spanish

Digital Competence painter and sculptor. He was a very influential artist of the 20th
Exercise 1 century. He was the co-founder of the Cubist movement.
1 It is a survey for obtaining public opinion about a specific topic.
2 Students’ own answer Vocabulary 2
1 It is swimming. 2 No, it isn’t. 3 Students’ own answer. 1 washing machine c; 2 fridge b; 3 camera f; 4 microwave j;
4 Badminton, tennis, table tennis, etc. 5 telephone h; 6 toothbrush a; 7 remote control d; 8 laptop e;
9 dishwasher g; 10 mp3 player i
Unit 8 Exercise 2
1 camera; 2 remote control; 3 microwave; 4 laptop; 5 mp3 player
Exercise 1 2 dishwasher; 3 laptop; 4 microwave; 5 toothbrush; 6 remote control
a wardrobe 12; b lamp 4; c toilet 10; d chair 5; e armchair 6; Exercise 4
f cupboard 8; g cooker 11; h bookcase 2; i bed 13; j mirror 7; Students’ own answers
k table 9; l sofa 1
Exercise 2 Grammar 2
a living room; b dining room; c bathroom; d kitchen; e bedroom Exercise 1
Exercise 3 1 called; 2 wanted; 3 tried; 4 used; 5 played; 6 liked; 7 lived
1 cooker; 2 wardrobe; 3 mirror; 4 table; 5 bed; 6 sofa; 7 bookcase; Note: In the first reprint of the Workbook, the verb ‘call’ will be
8 bathroom; 9 kitchen; 10 living room; 11 dining room; 12 bedroom added to the list.
Students’ own answers 1 lived; 2 worked; 3 studied; 4 stopped; 5 changed; 6 designed
Exercise 3
Grammar 1 1 washed; 2 heated; 3 used; 4 made; 5 started; 6 finished;
Exercise 1 7 worked
2 were; 3 wasn’t; 4 was; 5 weren’t; 6 were; 7 wasn’t; 8 were; 9 was Exercise 4
1 The weather was nice yesterday. 2 The waves were big last Exercise 5
Wednesday. 3 I was in class yesterday morning. 4 My friends 1 I walked to school with my friends on Wednesday. 2 Gloria
were tired last Friday. watched TV with her family last night. 3 Steve played tennis with
Exercise 3 his sister at the sport centre yesterday morning. 4 John talked
1 It wasn’t their permanent home. It was their holiday home. with his cousin in Scotland three days ago. 5 Henry’s father
2 The house wasn’t big. It was small. 3 There weren’t five worked in a multinational firm two years ago. 6 We started to
bedrooms. There were two bedrooms. study geography at 2 o’clock.
108
Exercise 5
Upgrade 1 Next to the dining room. 2 The enormous games room.
Exercise A
2 B; 3 A; 4 B; 5 C; 6 B; 7 B; 8 A; 9 C 37
Exercise B Ben Hi, Lily. Thanks for your postcard. Was the holiday good?
35
Lily Yes, it was great.
Ben The House in the Clouds looked amazing. How many
I watched a programme on TV last night called ‘Help my house’.
bedrooms were there? Ten?
It was about a woman called Sally and her kitchen. A team of
Lily No, there weren’t! There were five, and there were three
people arrived at Sally’s house early in the morning. She wasn’t
bathrooms.
there but her boyfriend Chris was. He showed them Sally’s
Ben Wow! Where was the kitchen?
kitchen. It was terrible! No cooker, no cupboards, no cups...
Lily Next to the dining room.
Then the team started work. Some of them installed cupboards
Ben Was it small?
and a new cooker, and others decorated the place. Exactly an
Lily No, it wasn’t. It was big and there was a modern cooker,
hour later, everyone stopped. Sally cried when she walked into
a small microwave and an old washing machine …
her new kitchen.
Ben Was there a dishwasher?
Lily Yes, there was! There was a new one.
Exercise 6
Ben Which room was your favourite?
36 Lily The room at the top of the house.
He showed them Sally’s kitchen. It was terrible! No cooker, no Ben What was that?
cupboards, no cups… Then the team started work. Some of them Lily It was an enormous games room. There was a fantastic
installed cupboards and a new cooker, and others decorated the table-tennis table there.
place. Exactly an hour later, everyone stopped. Sally cried when Ben Really?
she walked into her new kitchen. Lily It was great! We played table tennis every day. I’m good
at it now!
Reading Exercise 6
Exercise 1 cooker, dishwasher, microwave, table-tennis table, washing
Not mentioned: 1, 2, 4 machine
1 a big city; 2 a water tower; 3 a hotel; 4 decorated it; 5 ugly modern cooker; new dishwasher; small microwave; fantastic; old
Exercise 3 washing machine
1 She was there for her holidays. 2 No, it wasn’t. 3 It’s a small
village. 4 Yes, she does. Digital Competence
1 Line 2, between ‘… here right now.’ and ‘We usually stay …’ 1 They show a series of events. 2 I can write a timeline to talk about
2 Line 10, between ‘About 25 men worked there.’ and ‘They a person’s biography or about our family and some friends’ lives.
painted …’ 3 Line 12, between ‘… in the clouds.’ and ‘I am in this Exercise 2
house …’ 1 Timeline A is about Bradley Wiggins. 2 He was born on 28 April
1980. 3 sports events. 4 It shows when he returned home after an
Writing important marathon in Rio.
Exercise 1
1 We lived in a modern house. 2 There’s a tall bookcase. 3 I’ve got Worksheet 1
a red lamp. 4 There are three big bedrooms. Exercise 1
Exercise 2 1 Nick’s father is Spanish. 2 No, she isn’t. 3 His brother Peter is.
1 very dark room; 2 horrible; 3 My two old armchairs; 4 white; 4 Yes, he is. 5 she is his little sister.
5 a big mirror; 6 a huge TV Exercise 2
Exercise 3 1 are; 2 has; 3 from; 4 are; 5 Scottish; 6 a; 7 we; 8 our
The two correct pictures are a and c. Exercise 3
Exercise 4 1 Scotland; 2 Russia; 3 Italy; 4 France; 5 Argentina; 6 Spain;
Students’ own answers 7 Sweden
Exercise 4
Unit check Students’ own answers
Exercise 1
1 The toilet was in the bedroom. 2 The sofa was in the kitchen. Worksheet 2
3 The bed was in the living room. 4 The mirror was in the dining Exercise 1
room. 1 is; 2 at; 3 haven’t; 4 an; 5 but; 6 their; 7 usually
1 telephone/laptop; 2 remote control; 3 dishwasher; 4 fridge; 1 Has Jessica got a mobile phone? 2 Is Jessica fifteen years old?
5 washing machine 3 Where does she live? 4 What is Jessica’s house like? 5 Has she
Exercise 3 got two sisters? 6 What does Jessica’s mother do?
1 Were you at school yesterday morning? 2 Was it your birthday Exercise 3
last week? 3 Who was in your house last Saturday? 4 Were your 1 Jessica does not listen to her mother. 2 Her sisters generally
friends in your house this morning? 5 What time were you in bed phone their friends on Saturdays; 3 I haven’t got a mobile phone.
yesterday? Students’ own answers 4 She never uses her mum’s mobile phone. 5 She sometimes
Exercise 4 runs in the park with her friends.
1 designed; 2 painted; 3 washed; 4 lived; 5 cooked
109
Exercise 4
1 go; 2 don’t; 3 watch; 4 chat; 5 Do; 6 has; 7 plays
1 They watch TV or chat with their friends. 2 No, she doesn’t.
3 Lara is Jessica’s eldest sister.
Worksheet 3
Exercise 1
1 with her; 2 is really; 3 they haven’t; 4 she is; 5 for poor
Exercise 2
1 F; 2 T; 3 NM; 4 T; 5 F; 6 T; 7 F; 8 NM
Exercise 3
Exercise 4
1 is, f; 2 she doing, g; 3 her mum in, a; 4 Amira love Africa? c;
5 often does she travel to, b
Worksheet 4
Exercise 1
1 was; 2 was; 3 was; 4 were; 5 was; 6 was
Exercise 2
1 No, it isn’t. 2 The film is about Ariana Berlin. 3 Her ambition
was to get the gold medal in the national championship. 4 No, it
wasn’t. 5 She was in a coma for five days. 6 They said she was not
fit to compete for a year.
Exercise 3
1 loves; 2 joined; 3 started; 4 contacted; 5 accepted
Exercise 4
1 Ariana was always a hard-working girl. 2 Her accident was very
serious. 3 Her ambition was the gold medal. 4 After the accident,
Ariana joined a group of dancers. 5 Ariana became an expert at
full-out.
Exercise 5
1 what; 2 and; 3 arrives; 4 her; 5 was; 6 talked
110

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Unit

CONTENTS Out and about 41

Digital components 5 Revision 3 68

Starter unit 10 Revision 4 88

M17 394 Phases1TB1 001.indd 1 12/04/18 13:04

Vocabulary is presented The Reading texts, which are

The activities in the Upgrade

The Pronunciation box

Look! boxes are included

The Speaking section The Writing section provides

The steps included The carefully structured

The Culture section

M17 394 Phases1TB1 002 005 overview.indd 2 12/04/18 10:56

The Communication Activities

The Editing your Work

The Extra Reading section

The Language Database Language Database de las

The two Audio CDs

summarizes the grammar

include the audio for

You are You’re

structures in the book and

the texts in the book as

We/You/They are We/You/They’re Pack ISBN 978-987-XXX-XXX-X

© Macmillan Publishers S.A., 2018

3 Order the words to make questions. Then

provides additional grammar

We use be to describe people and objects:

write short answers.

I’m Australian. The table is small.

from / you / Portugal / are ? ✓

well as the listening and

affirmative form of be. 1. school / in / Oxford / is / your ? ✗

practice. This section can be

My friends and I are at school.

3. My cousin in the USA. 3. are / Romanian / your parents ? ✗

used in class to supplement

each unit in the book and/or

I am not I’m not 6. your friend / I / am ? ✓

You are not You’re not

at home to help students with

We/You/They are not We/You/They’re not

Canadian. Fiona Mauchline

homework and self-study.

We usually use contracted forms in conversation Daniel Morris

M17 394 Phases1TB1 002 005 overview.indd 3 12/04/18 10:56

The Workbook includes:

The Upgrade exercises

Dictation exercises are

The Reading section

The Writing guide steps help

The Unit check section The Digital Competence

M17 394 Phases1TB1 002 005 overview.indd 4 12/04/18 10:56

three stages: Initial phase,

Core and Closing phase.

Workbook references are

included when appropriate.

Suggested extra activities

and cultural notes provide

you with many ideas and

Clear aims are included at the

M17 394 Phases1TB1 002 005 overview.indd 5 12/04/18 10:56

2 have got: Parts of the Parts of the Strategies: Functions: Science: