Link It Level2 Teachers Pack PDF

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Oxford University Press
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Bowen Delaney Pye Dignen
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Teacher’s Guide
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00a_LinkIt_TG2_Title.indd 1 19/06/2019 16:34
Zurijeta), 96 (Teen with headphones/Speedkingz), 118, 119, 120, 121 (stickers/
1 ivector), 118, 119, 120, 121 (retro background/gorbash varvara); Shutterstock
pp.4 (Bike/Dudarev Mikhail), 4 (Cheerful teenagers/Vgstockstudio),
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom 4 (Couple with daughter/Monkey Business Images), 4 (Elementary school/
Oxford University Press is a department of the University of Oxford. LittlenySTOCK), 4 (Luxury house/Alexmisu), 4 (retro background/Gorbash
It furthers the University’s objective of excellence in research, scholarship, varvara), 5 (Football/Suppawit Rmmabut), 5 (Hallway/Artazum), 5 (Living
and education by publishing worldwide. Oxford is a registered trade room/All about space), 5 (Playing guitar/Alis Yimyen), 5 (Sunglasses/Dubova),
mark of Oxford University Press in the UK and in certain other countries 5 (Tomatoes/Kasabutskaya Nataliya), 6 (Girl with headphones/Valen_dinka),
7 (Class lesson/SaMBa), 7 (Pizza/Ryzhkov photography), 7 (Female soccer
© Oxford University Press 2019
players/Wavebreakmedia), 7 (Girl on train/SamaraHeisz5), 7 (Grilled sandwich/
The moral rights of the author have been asserted Waranya_photo), 7 (Ola/Rebecca Grinham), 7 (Skier/Jag_cz), 7 (Teacher and
First published in 2019 student/Photographee.eu), 7, (paper background/yamabikay), 8 (portrait senior
2023 2022 2021 2020 2019 woman/Julie Campbell), 8 (portrait middle agedwoman/sylv1rob1), 8 (portrait
10 9 8 7 6 5 4 3 2 1 man smiling/Monkey Business Images), 8 (Cap/Stockforlife), 8 (Checked
shirt/Elnur), 8 (Hoody/Airdone), 8 (Red jumper/Ruslan Kudrin), 8 (Striped
No unauthorized photocopying skirt/Maffi), 8 (Yellow scarf/Mimo), 9 (Bananas/A-R-T), 9 (Bread/Natykach
All rights reserved. No part of this publication may be reproduced, stored Nataliia), 9 (Carrots/Mr_liss), 9 (Chicken/Nature Art), 9 (Corn/AminaAster),
in a retrieval system, or transmitted, in any form or by any means, without 9 (Eating a cheeseburger/Lestertair), 9 (Eggs/BlueRingMedia), 9 (Friends
the prior permission in writing of Oxford University Press, or as expressly skiing/Gorillaimages), 9 (Fries/MSSA), 9 (Girl playing soccer/Shawn Pecor),
permitted by law, by licence or under terms agreed with the appropriate 9 (Girl sitting on pier/George Dolgikh), 9 (Grapes/Lutsina Tatiana), 9 (Green
reprographics rights organization. Enquiries concerning reproduction outside pea/Tetiana Peliustka), 9 (Ham/JoyImage), 9 (Ice cream/Tetiana Yurchenko),
the scope of the above should be sent to the ELT Rights Department, Oxford 9 (Pineapple/Murina Natalia), 9 (Salmon/Phrang Ck), 14 (Bicycle wheels/
University Press, at the address above Lipskiy), 15 (Basketball/Monkey Business Images), 15 (Gig/Syda Productions),
You must not circulate this work in any other form and you must impose 15 (Group of children/Monkey Business Images), 15 (Shopping mall/Radu
this same condition on any acquirer Bercan), 16 (Statue of Liberty/Spyarm), 17 (Hello weekend/Woodpencil),
Links to third party websites are provided by Oxford in good faith and for 17 (LA/Sean Pavone), 17 (Rio De Janeiro/Aleksander Todorovic), 17 (Vancouver/
information only. Oxford disclaims any responsibility for the materials Mffoto), 18 (Colour run/Ivy photos), 19 (Colour run/Photostock10), 19 (Colour
contained in any third party website referenced in this work run/Vladibulgakov), 24 (Artist/Shamleen), 25 (Family/DGLimages), 24 (Artist/
Shamleen), 28 (Hollywood/Kirk Wester), 28 (Shakira/Mike Nelson), 28 (Stars/
isbn: 978 0 19 482412 5 Teacher’s Guide Black moon), 29 (Hollywood boulevard/oneinpunch), 32 (Rain drops/
isbn: 978 0 19 482416 3 Teacher’s Guide Access Card Monrudee), 37 (Girls shopping/Mangostar), 37 (Shopping mall/Yiucheung),
isbn: 978 0 19 482455 2 Teacher’s Pack 38 (San Francisco/Prin Adulyatham), 39 (Sat nav/Pincasso), 38 (Womam
smiling/Mimagephotography), 39 (Friends having coffee/Syda Productions),
Printed in China
39 (Girl reading/Sasin Tipchai), 41 (Pancakes/Africa Studio), 41 (Teen doing
This book is printed on paper from certified and well-managed sources homework/Catalin Petolea), 42 (Boston silhouette/Josep perianes jorba),
42 (Boston map/Stefan MI), 42 (USA graphics/Tashal), 48 (Movie background/
acknowledgements Romolo Tavani), 48 (Ticket man/Tyler Olson), 49 (Apollo Theatre/Zabotnova
Back cover photograph: Oxford University Press building/David Fisher Inna), 49 (Gig/Annette Shaff), 49 (Woman’s champions league/Mitch Gunn),
Cover photographs reproduced with permission from: Getty Images/Suranto Riadi/ 51 (Elephants/Nattaya Maneekhot), 51 (Festival/Anton Gvozdikov), 51 (Water
EyeEm/Pauline St. Denis/Corbis/VCG); Shutterstock/oliveromg park/101akarca), 52 (Popcorn/Tanapat prompa), 52 (Talking in cinema/
Commissioned photography by: Graham Alder/MM Studios pp.10, 11, 20, 21, 34, Creatista), 53 (Cinema tickets/Chinch), 56 (Chapultepec Castle/Laura Lindon),
35, 44, 45, 58, 59, 68, 69, 82, 83, 92, 93 56 (Chapultepec Park/Aleksander Todorovic), 56 (Embroidery pattern/Flovie),
56 (Estadio Azteca/Ulrike Stein), 56 (Mexico City/Dubassy), 56 (Xochimilco’s
Illustrations by: Ana Djordevic/Astound US pp.32, 60, 106, 115, W18, W30, W34,
floating gardens/Sunsinger), 62 (Desks/Hxdbzxy), 62 (Female teacher/Monkey
W40; Fatima Anaya/The Bright Group pp. W6; Geraldine Rodriguez/The Bright
Business Images), 63 (Dollar note/Andrey Lobachev), 63 (Pen pot/Pitsanu
Group pp. W12; James Lancett/The Bright Agency pp.22, 27, 46, 84, 94, W29;
suanlim), 63 (Teacher and student/Monkey Business Images), 65 (Woman
Jennifer Naalchigar pp.80; Jennifer Leem-Bruggen pp.71, 78; Martin Sanders/
swimming/Africa Studio), 65 (Young girl with dog/Gpointstudio), 66 (River
Beehive Illustration pp W4; Michelle Hird/The Bright Agency pp.12, 70; Mona
and sunset/Ambrozinio), 67 (Making a fire/Ysbrand Cosijn), 67 (Setting up
Meslier Menuau/Advocate Art pp W11; Tim Wesson/Meiklejohn pp.24, 47,
tent/Ysbrand Cosijn), 72 (buses/NJ photograph), 75 (Group photo/Mastapiece),
121; Tom Heard/The Bright Agency pp.36, 38, W16
76 (London pattern/Warxar), 77 (Woman tourist/Song_about_summer),
Video stills by: Oxford University Press pp.14, 24, 31, 38, 55, 62, 72, 79, 86, 96, 103 80 (Bikes for rent/Alberto Stocco), 80 (London tube/VanderWolf Images),
The publisher would like to thank the following for permission to reproduce photographs: 80 (Tower Bridge/Samot), 85 (Fruit/Natalia Bulatova), 86 (Waiter/Rido),
Alamy Stock Photo pp.8 (smiling boy outside/Hero Images), 8 (portrait man 86 (smiling boy/monkey business images), 86 (boy with mobile/wayhome
in studio/Sam Diephuis), 8 (portrait senior man/John Rensten), 8 (portrait studio), 86 (pizza/Vladislav noseek), 87 (Insect sandwich/Charoenkrung
middle aged woman/Jetta Productions), 8 (portrait teen boy/Rob Lewine), Studio99), 87 (Sea grapes/Praisaeng), 87 (food icons/mikado767), 89 (Drinking
8 (portrait teen girl smiling/Bloom Productions), 8 (portrait teen boy/Image water/Evgeniia Bezuglova), 89 (Male student/Monkey Business Iamges),
Source), 43 (Boston ducks/LatitudeStock), 63 (Family/DGLimages), 72 (Ticket 89 (Vegetables/Adisa), 90 (Crisps/Moving Movement), 90 (Doctor/S_L), 90 (Fast
woman/Jim Forrest), 73 (Bus stop/AGB Photo Library Produções Fotograficas food background/Ilya Sergeevych), 91 (Snacks/Alina Yudina), 97 (Niagra
Ltda ), 74 (Cyclists/domonabikeUSA), 75 (Pueblo Grande Museum/Douglas Falls/Lastdjedai), 98 (Toronto skyline/Lucky photographer), 99 (family/
Peebles Photography), 77 (Friends at Machu Pichu/Jim Wileman), 80 (London Monkeu Business Images), 99 (School bus/Stuart Monk), 104 (Chocolate cake/
view/Science History Images), 86 (Food truck/Jeff Greenberg), 96 (Travel Foodiepics), 100 (pattern background/jakkapan), 104 (Tacos/Joshua Resnick),
background/Kwanchai chai-udon), 104 (Party background/Ruth Black), 109 (Le 104 (Tomato soup/Billion Photos), 106 (Olympic snowboarder/Matthias
Viyage Dans La Lune (1902)/Moviestore Collection), 112 (Hakarl hanging/ Schrader), 106 (Winter background/Leonid Ikan), 107 (David Bowie/Granada
Danita Delimont), 114 (Man playing Kora/Carolyn Jenkins), 115 (Signing/ TV), 107 (Pat Sharp/Chris Van de Vooren), 108 (Bloomington, Mall of America/
Andriy Popov), 116 (Brasilia Brazil map/Juan Repich), 116 (The presidential Jeffrey J Coleman), 108 (Dubai mall/Nadezda Murmakova), 108 (Edmonton
palace/Mauritius images GmbH); Getty Images pp.52 (On the phone in cinema/ mall/Jeff Whyte), 108 (Venetian luxury hotel/Benny Marty), 109 (Cinema
Andres Rodreiguez), 66 (lighting kindling/John Slater), 76 (Commuters/Carl background/Fer Gregory), 109 (Theatre/Ververidis Vasilis), 111 (Tunnel/ESB
Court), 87 (Snails/Kckate16), 90 (teen girl studying/svetikd), 91 (boy eating Professional), 112 (Fried insects/Kuruneko), 113 (Baby girl/Pixelheadphoto
apple/Rubberball/Mike Kemp), 100 (Boy and girl/George Marks), 101 (Playing digitalskillet), 113 (Fox/Robert Adamec)
with parents/George Marks), 107 (Neanderthal/Universal History Archive), 114 (African pattern/Sunny Whale), 114 (Balafon/Anastasiya Adamovich),
109 (Silent film/Bettman), 110 (Buddy the robot/Nicolas Kovarik), 110 (Robot 114 (Playing drum/Santypan), 116 (Brasilila cathedral/Ostill), 116 (Brasilila/
vacuum/David Becker), 111 (Futuristic car/Metamorworks), 111 (InnoTrans/ Metsign33), 116 (Brazil vector/Betelgejze), 117 (Aboriginal art background/
VCG), 112 (Casu Marzu/REDA&CO), 112 (Drinking Airag/Godard_photography), Irina Solatges), 117 (Australian alps/Greg Brave), 117 (Australian outback/
113 (Ladybird larvae/fiftymm99); Oxford University Press pp.4 (Brazil flag/ AustralianCamera), 117 (Koala/Jeep.2499)
Oxford University Press), 4 (China/Oxford University Press), 4 (Mexico/
Oxford University Press), 4 (Portugal flag/Oxford University Press), 4 (Spain/
Oxford University Press), 4 USA flag/Oxford University Press), 6 (Smiling
boy/Shutterstock), 8 (Trousers/Gareth Boden,8 (Shoes/Elnur), 14 (Smiling
girl/Michel Borges), 14 (smiling teen boy/Max Topchii), 18(mud run/Daniel
Lynch), 18 (mud runner/Daniel Lynch), 24 (Young boy/Monkey Business
Images), 24 (Young smiling girl/Shutterstock), 38 (Teen boy/Goodluz),
48 (Smiling teen girl/David Jordan), 48 (Student/Holbox), 48 (Teen boy/Gelpi
JM), 51 (rollercoaster/jabiru), 62 (School boy/Gareth Boden), 63 (Smartphone/
Zeynep Demir), 66 (forest shelter/David Seaford), 66 (map and compass/
Sergei Drozd), 66 (man helps injured friend/NEstudio), 72 (Teen girl/monkey
business images), 76 (Teen boy/Sofia Andreevna), 86 (Happy girl/Gareth
Boden), 90 (Chocolate bar/Shutterstock), 90 (fruit/baibaz), 96 (Teen girl/
© Copyright Oxford University Press
4824125 Link it level 2 TG.indb 2 03/06/2019 16:00

Contents
Student Book contents.................................................................iv
Welcome unit....................................................................................4
Unit 1................................................................................................. 10
Unit 2................................................................................................. 20
Review A.......................................................................................... 30
Unit 3................................................................................................. 34
Unit 4................................................................................................. 44
Review B........................................................................................... 54
Unit 5................................................................................................. 58
Unit 6................................................................................................. 68
Review C.......................................................................................... 78
Unit 7................................................................................................. 82
Unit 8................................................................................................. 92
Review D........................................................................................102
Culture............................................................................................106
CLIL..................................................................................................114
Puzzles............................................................................................118
Remember.....................................................................................120
Student Book audioscripts......................................................122
Workbook answer key...............................................................129
Audio track list.............................................................................134
Contents iii

Contents
COMPETENCES
W Welcome pp.4–9 Vocabulary Grammar Communication
1
• The weather • Simple present / Present Inviting and making
Look who’s Strategy: Organizing progressive arrangements
coming … new vocabulary • Present progressive for future Strategy: Responding to an
pp.10 invitation
2
• Physical appearance • be: Simple past Describing people
Was she Strategy: Personalizing • Past time expressions
there? new words • Question words with was / were
pp.20 • have: Simple past
A Review pp.30–33 Extra practice A Extra communication A Video Link Global skills A
3
• Places around town • Simple past: Regular verbs Asking for and giving
We stopped at (affirmative and spelling directions
the market variations) Strategy: Using polite
p.34 • Simple past: Irregular verbs language
4
• Movie types • Simple past Going to the movies
Why did you take • Question words + simple past Strategy: Polite expressions
her phone?
p.44
B Review pp.54–57 Extra practice B Extra communication B Video Link Global skills B
5
• Housework • have to Asking for permission
You have to Strategy: Mind maps • Compounds: some / any / no / Strategy: Can I …? /
say something! every Could I …? / May I …?
p.58
6
• Transportation and • must / mustn’t Buying a bus ticket
You mustn’t travel • mustn’t / don’t have to Strategy: Question words
be late! • Verb + -ing form / infinitive
p.68
C Review pp.78–81 Extra practice C Extra communication C Video Link Global skills C
7
• Food and drink • Count / noncount nouns Ordering food and drink
How much salt did • some / any Strategy: Shortened sentences
you put in this? • a lot of / much / many /
p.82 How much …? / How many …?
• a little / a few
8
• Feelings and • Comparative adjectives The details of a trip
The best emotions • Superlative adjectives Strategy: Using about when
trip ever! • Irregular adjectives exact details aren’t known
p.92 • as … as
D Review pp.102–105 Extra practice D Extra communication D Video Link Global skills D
Puzzles pp.118–121 Word list pp.122–126
Workbook Unit 1 pp.W2–W7 Unit 2 pp.W8–W13 Unit 3 pp.W14–W19 Unit 4 pp.W20–W25 Uni

Listening and Speaking Reading and Writing Culture
• Plans for the weekend • JCB Mud Run • Winter Olympics: always in the
• Blog post about a charity run North?
Strategy: Including detail The Highland Games p.106
• Describing vacation pictures • Celebrity tours • A history of the mullet

Strategy: Predicting content • A review of a visit to a tourist hairstyle p.107
destination
Strategy: Identifying text types
Strategy: Fact and opinions
My progress A CLIL A, Music p. 114
• Past experiences • History tours in Boston! • Magical malls p.108

Strategy: Sequencing words • A description of a trip
Strategy: Describing a series of events
• Describing what you did at • What annoys you at the movies? • A history of the movies
the weekend • A forum post about a trip to the movie Film school p.109
theater
Strategy: Using adjectives and adverbs
My progress B CLIL B, Citizenship p.115
• Talking about daily activities • Canada Outdoor Survival Camps • Robots for housework p.110
• A diary entry about a day at camp
Strategy: Understanding new vocabulary
Strategy: Reviewing a text for mistakes
• Presentation about a school • Get up and go! Travel dos and • The future of travel
trip don’ts–a trip to the U.K. Space travel p.111
Strategy: Listening for specific • A blog post for tourists to your country
details Strategy: Using mind maps to plan a text
My progress C CLIL C, History p.116
• A survey about eating habits • Snack time! • Weird foods from around the world
Strategy: Choosing the correct • A description of snacking habits L.A. food trucks p.112
answer Strategy: Scanning the text for specific
information
Strategy: Including examples
• Comparing and reporting • Grandparents speak out! • The reason why babies look
opinions • A paragraph about whether life was cute p.113
better or worse when your grandparents
were young
Strategy: Using actually or in fact
My progress D CLIL D, Geography p.117
Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49

Welcome to
Link It! 2
Grammar
this, that, these, those
be: Simple present
there is / there are
can for ability
Simple present
Adverbs of frequency
Imperatives
Present progressive
Vocabulary
Countries and nationalities
Possessions
House and rooms
Sports activities
Daily routines
Clothes
Family
Food
Aim
To practice vocabulary for countries and
nationalities, possessions, house, and
rooms
To practice this, that, these, those, the
simple present of be, there is / there are
Countries and
nationalities page 4
Warm-up
• Write some of the vocabulary headings
from this unit on the board (Countries
and nationalities, House and rooms,
Sports activities, etc.).
• Divide the class into groups. Ask groups
to choose a topic and write down all
the words they know in two minutes. be: Simple present page 4 Exercise 5 Real English e 002
• Play the audio once for students to
Exercise 1 Exercise 3 listen.
• Point to the flags and teach flag. • Students write the questions. • Play the audio again, pausing after each
• Read out the words in the box and • Check answers with the class. question and answer for students to
elicit which are countries and which are repeat.
nationalities. Exercise 4 • Put students into groups of three to
• Read out the example answer then ask • Point out that the questions in practice the dialogue.
students to complete the remaining exercise 3 refer to Claudia in exercise 2. Audioscript Student Book page 4
facts. • Students read the information again
• Check answers with the class and and answer the questions in exercise 3. Exercise 6 Groupwork
model pronunciation of the words. • Check answers with the class. • Students work in their groups to write a
ANSWERS
dialogue like the one in exercise 5.
this, that, these, those page 4 1 She’s 13 years old. • Monitor and help while students work.
2 No, it isn’t. • Students then practice their dialogues
Exercise 2 3 They are Max and Emma. in their groups. Ask some groups to
• Do this exercise with the whole class, 4 Yes, it is. perform their dialogue for the class.
using gestures as well as the pictures to
demonstrate the meaning of the words
and elicit the answers.
4

House and rooms page 5
there is / there are

Exercise 9
• Read out the heading and check that
students understand house and rooms.
• Students work individually or in pairs to
match the definitions with the words.
• Check answers with the class, and check
that students understand all the words.
Model pronunciation of the words. Ask
individual students questions about
their house and rooms, e.g., What rooms
are there in your house / apartment?
What’s your favorite room? Why?
Exercise 10
• Ask students to look at the pictures and
complete the sentences.
• Check answers with the class.
Exercise 11 Real English e 003
listen.
• Play the audio again, pausing after each
question and answer for students to
repeat.
• Put students into pairs to practice the
dialogue.
Audioscript Student Book page 5
Exercise 12 Pairwork
• Read through the prepositions in the
box with the class. Check that students
understand them all.
• Students then work in their pairs
to write a dialogue like the one in
exercise 11.
• Monitor and help while students are
working.
• Students then practice their dialogues
in their pairs. Ask some pairs to perform
their dialogue for the class.
Possessions page 5 Exercise 8 Pairwork

• Read out the example questions and
Exercise 7 sentences. Briefly revise the use of
• Read out the heading and check that there is / there are.
students understand possessions. • Allow students time to write their
• Students work individually or in pairs to sentences individually.
complete the puzzle and find Blanca’s • Students then work in pairs to tell their
favorite possession. partner about their possessions and ask
• Check answers with the class and check and answer questions to find the false
that students understand all the words. sentence.
• Ask individual students questions about • Ask who guessed the false sentence
their possessions, e.g., Do you have a easily.
skateboard / tablet? What’s your favorite
possession? Why?
5

Aim
To practice vocabulary for sports activities
and daily routines
To practice can for ability and the simple
present
Sports activities page 6

Exercise 13
• Read through the sports activities in
the box with the class and make sure
students understand them.
• Read out the example answer, then
elicit examples of how we use do, go,
and play with sports activities, e.g., play
soccer, do track and field, go skiing.
• Students can work individually or in
pairs to complete the dialogue
with the correct verbs and activities.
• Ask individual students questions
about sports activities, e.g., Do you
sometimes play soccer? Do you ever do
track and field?
can for ability page 6

Exercise 14
• Say a few simple sentences using can
and can’t, e.g., I can swim. I can’t ride a
horse. Check that students understand
the meaning.
• Students decide which sentences are
correct and incorrect, and write the
incorrect sentences correctly.
• Check answers with the class and revise
the rules on the form of can / can’t.
Exercise 15
• Ask students to look at the chart. Read
out the example sentence and elicit
another example answer from
the class.
• Students complete the sentences.
• Ask individual students to tell the class Exercise 17 Pairwork
something they can and can’t do.
• Students work in their pairs to write a
Exercise 16 Real English e 004 dialogue like the one in exercise 16.
• Play the audio once for students • Monitor and help while students are
to listen. working.
• Play the audio again, pausing after • Students then practice their dialogues
each question and answer for students in their pairs. Ask some pairs to perform
to repeat. their dialogue for the class.
dialogue.
6

Exercise 21
• Students read the article and complete
it with the correct verb forms.
• Students can compare their answers in
pairs.
Daily routines page 7 Simple present page 7

Exercise 18 Exercise 20
• Students read the survey and choose • Read out the example sentences and
the correct answers. point out the affirmative and negative
• Check answers with the class and check forms of the verbs.
that students understand all the daily • Elicit another example sentence from
routines vocabulary. the class and point out the different
forms used for she and he (she speaks /
Exercise 19 she doesn’t speak).
• Students work in pairs to ask and • Students work individually or in pairs to
answer the questions in exercise 18. complete the sentences.
• Ask some students to tell the class • Check answers with the class.
something they learned about their • Review the forms of the simple present
partner. if necessary.
7

Aim
To practice vocabulary for clothes, family,
and food
To practice adverbs of frequency,
imperatives, and the present progressive
Clothes page 8
Exercise 22
• Students can work individually or in
pairs to look at the pictures and choose
the correct words.
• Check answers with the class and check
that students understand all the clothes
words, including the incorrect answers.
Model pronunciation of the words.
• Ask questions about their clothes, e.g.,
Who has black shoes on today? Who has
a blue shirt?
Adverbs of frequency page 8

Exercise 23
• Read out the example sentence and
point out the position of the adverb of
frequency (before the verb).
• Students rewrite the sentences.
• Allow students to compare their
answers in pairs.
ANSWERS
1 We never wear hoodies to school. We
always wear a shirt and tie.
2 I always have my cell phone with me.
3 She rarely wears dresses or skirts in
the winter.
4 He often buys shoes when he goes to
the mall.
5 She sometimes forgets her homework
on Monday.
Exercise 24
• Focus on the chart and read out the
example answer.
• Students write sentences about the
information.
Family page 8 Imperatives page 8
• Ask questions to individual students Exercise 25 Exercise 26
about how often they wear the things • Read through the words in the box • Elicit or explain that we use the
in the chart, e.g., How often do you wear with the class and check that students imperative form of a verb to tell
jeans? Do you always wear shorts in understand them all. someone what to do. Elicit or remind
summer? Elicit a range of answers. • Ask students to write the correct words students of the negative form of the
ANSWERS in the family tree. imperative with Don’t …
Jose and Javier always wear jeans. • Students can compare their answers • Students complete the sentences with
Jose rarely wears a hoodie, but Javier in pairs. the correct words.
sometimes wears a hoodie. • Check answers with the class. • Check answers with the class.
Jose rarely wears a shirt, but Javier often
wears a shirt.
Jose often wears shorts, but Javier never
wears shorts.
8

listen.
• Play the audio again, pausing after
each question and answer for students
to repeat.
dialogue.
Exercise 31 Pairwork
• Students work in their pairs to write a
dialogue like the one in exercise 30.
working.
in their pairs. Ask some pairs to perform
their dialogue for the class.
Food page 9 we use the present progressive for

things that are happening now.
Exercise 27 • Ask students to write the questions,
• Students find the food words in the sentences, and answers.
wordsearch. Students could work in • Check answers with the class.
pairs for this, and you could do it as • Revise the form of the present
a race. progressive if necessary.
• Check answers with the class and check
that students understand all the food Exercise 29
vocabulary. Model pronunciation of the • Students work individually or in pairs to
words. read the dialogue and complete it with
• Ask: Which foods do you like? Which don’t the correct verb forms.
you like? Elicit a range of answers. • Check answers with the class.
Present progressive page 9

Exercise 28
• Read out the example question and
answer. Elicit or remind students that
9

1 Look
who’s
coming …
Grammar
Simple present / Present progressive
Present progressive for future
Vocabulary
The weather
Communication
Inviting and making arrangements
Skills
Listening: A conversation about plans
for the weekend
Speaking: Talking about your plans for
the weekend
Reading: A blog post about a Mud
Run
Writing: A blog about the Sydney
Color Run
Values and cross-curricular

topics
Friends and friendship
Health and nutrition: exercise
The environment: the weather
Presentation pages 10–11

Aim
To present new language in a familiar
context
Story
Ava, Lauren, and Nick are in a café, talking
about a future trip to Paris. Lauren invites • Check the answer with the class. ANSWERS
Ava to go shopping tomorrow, to buy • Go through the Check it out! box and 1 She wants to buy some new clothes
some new clothes for the trip, but Ava says ask students to find the phrases in for the trip to Paris.
she is busy. Rachel and Tyler then come into the dialogue. Make sure that students 2 Ava thinks that they are awesome.
the café, and Lauren reacts by saying she understand the meaning of the 3 Lauren thinks that Rachel is horrible.
doesn’t like Rachel. Ava defends Rachel, but phrases. Point out that we can use 4 Ava thinks she is different and cool.
Nick agrees with Lauren that she is trouble. whatshername for a girl or woman
whose name we don’t know.
Link to life
Warm-up Audioscript Student Book page 10
• Read out the question and discuss it
• Ask students to look at the picture. as a class. Encourage students to think
Ask: Where are the people? What are they Exercise 2 Comprehension about how they can overcome their
dislike of people who are different,
doing? Elicit that they are in a café. • Read through the questions with the
Ask: Do you think they are all friends? and how they can avoid judging
class and point out that questions 2, 3,
Why? / Why not? Where do you usually people too quickly.
and 4 ask about opinions.
meet your friends? • Students read the dialogue again and
answer the questions.
Exercise 1 Read and listen e 006
• Read the question to the class. • They can compare answers in pairs.
• Check that students understand trip. • Check answers with the class, asking
students to read out their answers.
• Play the audio. Students listen and read, Correct any mistakes.
and answer the question.
10

Exercise 6 Pairwork
• Students practice their mini-dialogues
in pairs. Monitor and help as necessary.
• Ask some students to perform one of
their mini-dialogues for the class.
Consolidation
• Suggest to students that they
could record the first lines of their
mini-dialogues on their phones.
They could then listen and practice
responding with their own ideas.
• Point out to students that speaking is
a skill that needs a lot of practice, and
the more they practice, the easier
and more natural it will feel to speak
in English.
Workbook page W4
Practice Kit Extra Practice
Key language page 11 • Play the audio again, pausing after each
line for students to repeat.
Aim • Students could then practice the
To practice the target language in a dialogues in pairs.
personalized context Audioscript Student Book page 11
Exercise 3 Exercise 5
• Ask students to find and underline the • Ask two students to read out the
phrases in the dialogue. example mini-dialogue.
• Check that students understand all the • Elicit another example mini-dialogue
phrases. using the activities in the box.
• Students work in pairs and write four
Exercise 4 e 007 similar mini-dialogues.
• Ask students to read the dialogues • Monitor and help as necessary. Make
and complete them with the correct a note of any repeated mistakes to go
phrases. over at the end of the lesson.
• Tell students they can refer back to the
dialogue in exercise 1 if necessary.
• Play the audio. Students listen and
check their answers.
11

Vocabulary page 12
The weather
Aim
To present and practice vocabulary for the
weather
Warm-up
• Ask: What’s the weather like today? Is it
hot or cold? Elicit a few answers.
• Ask: What does Ava say about the
weather when she’s in the café? (it’s
raining) What does Lauren say the
weather is like in Paris? (warm and
sunny).
• Put students into pairs and give them
two minutes to write down as many
words for the weather as they can. Tell
them they can use their dictionaries
to help.
• Write the students’ ideas on the board,
and teach the meanings of any words
that are new to them. Tell students they
are going to learn more words for the
weather.
Exercise 1 e 008
• Students work individually or in pairs
to label the weather symbols on
the map.
• Play the audio. Students listen
and check.
each word for students to repeat.
Exercise 2 e 009
• Focus on the world weather chart. Ask
a few questions to check that students
understand it, e.g., Which places are very
hot? (Delhi and Sydney) Which places
are cold? (Calgary and Chicago).
• Play the audio. Students listen
and check. • Play the audio. Students listen and
Consolidation
• Read out the information in the Look! • Suggest to students that they should
box with the class. • Allow students time to compare their
think about their own learning style
answers in pairs, then play the audio
Audioscript Student Book page 12 when they decide how best to record
again for them to check their answers.
new vocabulary. Point out that some
Extra activity • Check answers with the class. people learn better by using pictures,
• To revise numbers and practice Audioscript Teacher’s Guide page 122 and some learn better by listening, so
saying temperatures, tell students drawing pictures or recording new
Exercise 4 Pairwork vocabulary might be useful strategies
you are going to say some of the
places in the world weather chart • Ask two confident students to read out for them.
and they must say the temperature the example questions and answers.
there as quickly as possible. • Students work in pairs to ask and Workbook page W4
answer questions about the weather. Practice Kit Extra Practice
• Call out the names of the places in a
random order. Students race to say • Read out the information in the
the temperatures correctly. Vocabulary strategy box. Point out to
students that learning new vocabulary
is an important skill in language
Exercise 3 e 010 learning, and they should get into the
• Allow students time to read through habit of recording new vocabulary.
the gapped sentences.
12

Exercise 1
• Read out the example sentences and
point out that one sentence in each
pair is a habit, and the other is an action
happening now.
• Students look at the sentences and
decide what each sentence refers to.
Exercise 2
• Point out the two underlined time
expressions. Ask students to find
and underline the remaining time
expressions.
• Students then complete the chart.
• Point out the position of adverbs of
frequency (before the main verb). Point
out that other time expressions usually
come at the end of the sentence.
Exercise 3
• Students choose the correct answers.
Exercise 4
• Read out the example sentence.
• Point out that some sentences need a
negative verb.
• Use the sentences to review how to
form negatives in the simple present.
Exercise 5
• Read out the information in the Look!
box. Explain to students that they will
have to think whether each verb is a
habit or an action happening now.
• Students complete the conversation.
Challenge
• Students write questions, then write
Grammar page 13 • Elicit or explain that they are the simple answers that are true for them.
present and present progressive, and
students are going to learn more about Finished?
Simple present / Present them in this lesson. • In pairs, students ask and answer the
progressive questions in the Challenge box.
Think! box • Ask students to think of four more
Aim • Read out the grammar examples. questions to ask each other.
To present and practice the simple present • Students read the Think! box and
and present progressive
• Refer students to the puzzle on
complete the rules. page 118 / X7.
Grammar link presentation Unit 1 • Check answers with the class. Puzzles page 118 / X7
Warm-up • Review the form of the simple present
and present progressive, using the Consolidation
• Ask a confident student: What are you
wearing today? Write the answer on the
grammar examples. Point out the use • Suggest to students that to help
of -s in the third person singular of the them learn these verb forms, they
board, e.g., (Ana) is wearing jeans today.
simple present, and point out that we could write some personalized
Ask: Do you often wear jeans? Write the
form the present progressive with the sentences and questions / answers
answer on the board, e.g., She often
correct form of be and the -ing form of about themselves and their friends or
wears jeans.
the verb. family members.
• Underline the verbs. Ask: What verb
forms are they?
• Refer students to the rules on page W2.
Workbook page W4
Rules page W2
13

Let’s talk
about … pages 14–15
Communication
competences
Inviting and making

arrangements
Aim
To present and practice the simple present
and present progressive
Warm-up
• Ask students to write one true sentence
about themselves using either the
simple present or present progressive.
• Ask a student at the front of the class to
say their sentence, e.g., I listen to music
every day. The student next to them
should repeat this sentence, and then
add their own, e.g., Lucia listens to music
every day, and I’m not watching TV at
the moment.
• Continue around the class, with
each student repeating the previous
sentences and adding their own
sentence. Continue until all students
have participated, or until the list
becomes too long to remember!
Exercise 1 Watch, listen, or

read e 011
• Students complete the dialogues with
the correct words and phrases.
• They can compare their answers
in pairs.
• Play the video or audio. Students watch
or listen and check.

• Ask students to find the questions and
answers in the dialogues in exercise 1.
• Ask: Which ones can we use to invite
someone? (Are you doing anything Extra activity
on …? What are you doing on …?
Would you like to …?)
• Students could complete the
invitations in exercise 2 with their
• Read the information in the Speaking own ideas, e.g., Are you doing
strategy box with the class. anything on Friday evening?
• Play the audio once for students • They could then ask and answer
to listen. questions in pairs.
• Play it again, pausing after each
question and response for students
to repeat.
14

Exercise 5 Pairwork
• Demonstrate the activity with a
confident student. Ask if they are free
on Saturday and invite them to go to
the movies. Continue the dialogue
when they respond.
in pairs, taking turns to ask and answer.
• Ask some pairs to perform their
dialogues for the class.
Extra activity
• Elicit one of the dialogues from
exercise 4 and write it on the board.
Ask students to close their books.
• Rub out five or six words from the
dialogue and ask students to practice
it, adding the missing words from
memory.
• Rub out another five or six words and
repeat the process.
• Continue until there are only a few
words left on the board. By this time,
students should be able to perform
the whole dialogue from memory.
Link it! Pairwork

• Focus on the pictures and elicit what
they show.
• Students work in pairs to prepare and
practice another dialogue.
Consolidation
• Suggest to students that they could
record some invitations on their
phone, then practice listening to
them and responding in different
ways. They could then listen to
themselves and see if they can
spot any mistakes or improve their
pronunciation.
Workbook page W6
Extra Communication page 31
Beat the clock • Play the audio. Students listen and
• Read out the task, then briefly revise complete the sentences.
the days of the week as a class. • Play the audio again if necessary nfor
• Put students into pairs and time students to check and complete their
two minutes. answers.
• Get feedback on who managed to • Check answers with the class.
complete the task. Audioscript Teacher’s Guide page 122
• Students then discuss in pairs which is
their favorite day of the week and why.
Exercise 4 Pairwork
• Ask some students to tell the class
• Read through the task with the class
and make sure students understand
which is their favorite day and why.
everything.
• Write the days on the board for
students to notice the spellings.
• Students work in pairs and prepare their
dialogues. Monitor and help while they
Exercise 3 e 013 are working.
• Allow students time to read through
the gapped sentences. You could
elicit what words might be missing
in each one.
15

Grammar page 16
Present progressive for
future
Aim
To present and practice the present
progressive for future
Grammar link presentation Unit 1
Warm-up
• Ask: What are you doing at the moment?
What are you doing on Saturday? Elicit
the answers.
• Underline the verbs on the board. Elicit
that they are in the present progressive.
Ask: Which one is about an action
happening now? Which one is about the
future? Elicit the answers.
Look! box
• Read out the grammar examples and
explain that we can use the present
progressive for an action that is planned
and organized in the future.
• Read through the time expressions in
the Look! box with the class.
Rules page W3
Exercise 1
Exercise 2
• Read out the two example answers.
• Students read the questions and write
the short answers.
ANSWERS
1 No, they aren’t.
2 Yes, we are. 3 Yes, you are.
4 No, he isn’t. 5 No, I’m not.
Exercise 3
• Ask students to read Lucy’s planner. 5 She isn’t having a pizza in the evening. 5 What are they watching at Madison
Check they understand sleepover. She’s watching a movie. Square Garden? They’re watching a
• Read out the first sentence and basketball game.
example answer. Exercise 4 6 What time are they arriving back at
• Students write the sentences. • Ask students to read the program. school? They’re arriving back at school
• Check answers with the class. • Read out the first prompt and the at 11:45 p.m.
example question and answer.
ANSWERS Challenge
• Students then write the questions and
1 She isn’t playing tennis in the answers. • Students write the sentences
afternoon. She’s studying for the individually.
Science test.
2 They aren’t going to the movie theater ANSWERS Finished?
in the evening. They’re having a 1 Where are they meeting? They’re • Students imagine that they are going to
sleepover. meeting outside school. New York next week. Ask them to write
3 She isn’t meeting her friends on 2 What are they visiting in the morning? five things they are doing in New York.
Sunday morning. She’s visiting her They’re visiting the Statue of Liberty. • Refer students to the puzzle on
grandparents. 3 What are they doing at 2:30 p.m.? page 118 / X7.
4 They aren’t going swimming in the They’re going to Central Park. Puzzles page 118 / X7
afternoon. They’re going for a bike 4 What time are they having dinner?
ride. They’re having dinner at 6:00 p.m. Workbook page W5
16

Step 2
Exercise 2 e 015
• Focus on the picture and ask: Where
do you think it is? Elicit a few ideas, but
don’t confirm them.
• Ask students to read the questions.
• Play the audio. Students listen, then
• Check answers with the class, playing
the audio again and pausing for
students to hear the answers.
• Ask: Whose weekend do you think sounds
more fun? Why?
ANSWERS
1 She’s going to visit her aunt.
2 She usually goes once a year.
3 She’s going with her mom.
4 They’re leaving at six o’clock on Friday
night.
5 They’re coming back on Tuesday.
6 They’re going shopping on Sunday.
Audioscript Teacher’s Guide page 122
Step 3
Exercise 3
• Read out the task, then ask students to
make the questions.
ANSWERS
1 Are you doing anything nice this
weekend?
2 What are you doing?
3 Why are you going there?
4 Who are you going with?
5 What time are you leaving?
6 Where are you staying?
7 What are you doing on Sunday?
8 When are you coming back?
Exercise 4 Pairwork
• Read out the task and check students
understand that they should imagine a
fun weekend away.
•
Listening and Step 1 Allow students time to prepare their
ideas individually. If they are struggling
speaking page 17 Exercise 1 e 014 for ideas, you could brainstorm some
• Focus on the picture and ask: Where ideas with the class.
Aim do you think it is? Elicit a few ideas, but • Students then work in pairs. Tell them to
To listen to a conversation about plans for don’t confirm them. listen carefully to their partner’s answers
the weekend because they are going to tell the class
• Ask students to read the sentences.
To ask and answer questions about your about their partner’s plans.
plans for the weekend
choose the correct answers. • Monitor while they are working, and
note down any mistakes to correct in a
Warm-up • Allow students to compare their feedback session at the end.
• Ask: Do you sometimes go away for the answers in pairs.
weekend? Where do you go? What do you • Check answers with the class, playing Exercise 5 Presentation
do? Elicit a few ideas, then ask: Where the audio again and pausing for • Allow students time to make a few
would you like to go for a weekend? A city? students to hear the answers. notes to help with their presentation.
A beach? Why? What can you do there? • Ask: Do you think his weekend sounds • Ask students in turn to tell the class
like fun? about their partner’s weekend.
Audioscript Teacher’s Guide page 122 • Discuss as a class whose weekend
sounds fun and why.
Workbook page W6
17

Trending topics pages 18–19
Reading and writing

competences
Reading
Aim
To read a blog about a mud run
Warm-up
• Focus on the pictures and ask: What
do you think this event is? What are the
people doing? Elicit a few ideas, and
elicit or explain that it is a race.
• Ask: Do you think it looks fun? Why? / Why
not? Elicit a range of answers.
• Read out the information in the
Culture focus box. Check that students
understand obstacles and charity.

• Ask students to read through the
sentences and possible answers.
• Play the audio. Students listen and read,
and choose the correct answers.
answers in pairs.
Exercise 2
• Students read the blog again and
answers in pairs.
• Check answers with the class, eliciting
the part of the text which confirms
each answer.
ANSWERS
1 It costs $45.
2 The money goes to charity.
3 He’s excited because he’s taking part
in the race for the first time.
4 He usually does the kids’
obstacle course.
5 He’s wearing the official T-shirt.
6 It’s raining.
Exercise 3
• Students discuss the questions in pairs.
• Discuss the questions as a class, and
find out who in the class would like to
take part in a mud run and why.
Extra activity
• Students could imagine they are
at a mud run and write a short text
message to a friend saying what is
happening and how they are feeling.
• Ask some students to read their
messages to the class.
18

each answer.
ANSWERS
1 They participate in the Color Run
for fun.
2 They are in Melbourne, Perth,
Adelaide, and Sydney.
3 She is running with her sister and
three friends.
4 They come from Brisbane.
5 They’re going to Sydney the day
before the run, November 18th.
6 They’re staying in a hotel.
Step 3
Exercise 6
• Read out the task, and ask students to
read through the questions.
• Read through the questions with the
class and elicit some possible answers
for each one. Make notes of useful
vocabulary on the board.
• Ask students to write their two
paragraphs.
paragraphs to the class.
Challenge
• Students write their paragraphs
individually.
Extra activity
• Students could use their ideas from
the writing task to record some
entries for an audio diary. They could
record one a week before the event,
immediately before the event, and
halfway through the event.
• Encourage them to use their
imagination and acting skills to make
their entries realistic!
• Students could share their audio
Writing Background notes diaries in small groups.
• The Color Run was started in Phoenix,
Aim Arizona, in 2011. The idea was to have Culture page 106 / X1
To write two paragraphs for a blog on the a fun sports event that anyone can join Practice Kit Extra Practice
Sydney Color Run in. There are now Color Runs in cities Unit tests
all over the world. Racers have paints Resource worksheets
Video
Step 1 of different colors tipped over them as
they race 5 kilometers.
Exercise 4
• Focus on the pictures of the Color Run Step 2
and ask: What do you think is happening?
Elicit a few ideas. Exercise 5
• Explain that the pictures show a Color • Read the Study strategy with the class.
Run (See Background notes). • Read out each question in turn and
• Ask students to read the fact file. Check elicit the information students need to
that they understand location and find to answer it fully.
frequency. • Students read the profile again and
• Ask students to read the profile and answer the questions.
complete it with the correct words.
19

2 Was she
there?
Grammar
be: Simple past: Affirmative and
negative
Past time expressions
be: Simple past: Interrogative and short
answers
Question words with was / were
have: Simple past: Affirmative
Vocabulary
Physical appearance
Communication
Describing people
Skills
Listening: Descriptions of vacation
pictures
Speaking: Describing a vacation picture
Reading: An advert for a guided tour
of Hollywood
Writing: A review of a visit to a tourist
destination

topics
Friends and friendship
Arts and culture: diversity
Travel and transportation
Multiculturalism: experiencing different
cultures through student exchanges
Arts and culture: movies

Aim
Who do you think is happy? Who isn’t • They can compare answers in pairs.
context
happy? Why? Elicit a few ideas. • Check answers with the class, asking
Exercise 1 Read and listen e 017 Correct any mistakes.
Story
• Read the question to the class.
Nick and Lauren ask Ava about the music
festival she went to. Ava talks about the • Check that students understand Extra activity
singer Blaze, who she thinks is awesome. She awesome and good-looking. • Write on the board:
describes him to her friends. Ava also says • Play the audio. Students listen and read, 1 Blaze is the singer for The Moments.
that Rachel and Tyler were at the festival, and and answer the question. 2 Ava describes Blaze’s appearance.
she is now friends with Rachel. Rachel and • Check the answer with the class. 3 Rachel doesn’t like Blaze.
Tyler then arrive. Rachel upsets Lauren by • Go through the Check it out! box and 4 Rachel makes a mistake with
forgetting her name, and she is rude to Nick. ask students to find the phrases in Nick’s name.
She says that she and Tyler are leaving, and the dialogue. Make sure that students
asks Ava if she is going with them. • Students read the dialogue again
understand the meaning of the phrases.
and decide if the sentences are true
Point out that So what? and Whatever
Warm-up or false.
can both sound quite rude, so students
• Ask students to look at the picture. Ask: should be careful about using them. ANSWERS
Who can you see? Elicit the names of the Audioscript Student Book page 20 1 True 2 True 3 False (she loves
characters (Lauren, Nick, Ava, Rachel, him) 4 False (she makes a mistake
Tyler). Ask: Where are they? (at school) Exercise 2 Comprehension with Lauren’s name)
What are they doing? (chatting) • Students read again and complete.
20

Exercise 5
• Ask two students to read out the
example mini-dialogue.
• Elicit another example mini-dialogue
using the ideas in the boxes.
• Students work in pairs and write four
similar mini-dialogues.
• Monitor and help as necessary. Make
a note of any repeated mistakes to go
over at the end of the lesson.
Exercise 6 Pairwork
Consolidation
• Write the words great, awesome,
fantastic on the board. Elicit that they
all mean ‘very good’. Elicit similar
words from the class, e.g., amazing.
Tell students they can record words
with similar meanings together,
and they should try to use a range
of different words in speaking and
writing tasks.
Workbook page W10

Key language page 21 • Play the audio again, pausing after each
Aim • Students could then practice the
To practice the target language in a dialogues in pairs.
personalized context Audioscript Student Book page 21
Exercise 3 Extra activity

• Ask students to find and underline the • Focus on the first dialogue in exercise
sentences in the dialogue in exercise 1. 4 again and read out the question
• Check answers, and check that students How was the festival? Ask: Does the
understand all the sentences. question ask about the present or the
past? Elicit that it asks about the past.
Exercise 4 e 018 • Ask students to find two more
• Ask students to reorder the words to questions about the past in the other
complete the dialogues. two dialogues.
• Tell students they can refer back to the • Check answers.
ANSWERS
• Play the audio. Students listen and Were The Moments good? Was Rachel
check their answers. there?
21

Vocabulary page 22
Physical appearance
Aim
To present and practice vocabulary for
physical appearance
Warm-up
• Ask: Why does Ava like Blaze? How does
she describe him? Does she describe his
personality or his appearance? Students
can refer back to the dialogue on page
20 to check answers (she likes him
because he is awesome and good-
looking. She describes his appearance).
• Write the words that Ava uses to describe
Blaze on the board: tall, blond hair, blue
eyes. Put students into pairs to brainstorm
other words they know to describe
appearance, e.g., brown eyes, brown hair.
that are new to them. Tell students
they are going to learn more words to
describe physical appearance.

• Play the audio. Students read and listen
and match the people in the picture to
the descriptions.
• Allow students time to compare their
answers in pairs, then check answers
with the class, playing the audio
and pausing to check that students
understand the words in bold.
word in bold for students to repeat.
Exercise 2
• Focus on the picture of Joshua.
complete the description.
Extra activity • Encourage students to use very • Students work in pairs to describe their
• Students can play a game to and pretty and the correct order of favorite music, sports, or TV star and
consolidate the vocabulary. adjectives in their description of Nancy. guess their partner’s star.
• In pairs, students take turns to cover • Students write their descriptions • Ask who managed to guess their
the descriptions in exercise 1 and individually. partner’s star.
just look at the picture. Their partner • Allow students time to compare their
reads out five individual sentences descriptions in pairs. Elicit a description Consolidation
from the descriptions, e.g., He has a from the class. • Read the Vocabulary strategy with the
mustache and he wears glasses. They class.
POSSIBLE ANSWER
listen to each sentence and identify Nancy is short and average weight. • Suggest to students that they
the person in the picture. Her hair is pretty long and gray. She could find a picture of members
has brown eyes. She’s very old. She’s of their family, and stick it into
about 70. their vocabulary notebooks. They
Exercise 3 could label the pictures and write
• Focus on the picture of Nancy. Make Exercise 4 Pairwork descriptions of their family members
sure students know the word gray. like the ones in exercise 1, to help
• Allow students time to prepare their
• Read out the information in the Look! descriptions, but encourage them to them remember the vocabulary.
box with the class. Ask students to just make notes, rather than writing out
find more examples of very and pretty Workbook page W10
the full descriptions. Practice Kit Extra Practice
and the correct adjective order in the
descriptions in exercise 1.
22

Exercise 2
• Read out the grammar examples.
• Students match the words and write
the time expressions.
• Check answers with the class. Point
out that ago comes at the end of the
expression: five years ago NOT ago five
years.
ANSWERS
last month / April / night
in 2017 / April
yesterday afternoon
five years / two months / a week ago
Exercise 3
• Students complete the sentences with
was or were.
be: Simple past

Negative
Grammar chart
• Read out the grammar examples, then
read through the chart with the class.
Explain that we usually use short forms
in speech and informal writing.
Rules page W8
Exercise 4
• Students rewrite the sentences in
exercise 1 in the negative form.
ANSWERS
1 My grandad wasn’t very tall.
2 These jeans weren’t expensive.
3 We weren’t tired after the
soccer game.
4 Heitor and Zilda weren’t at the festival.
5 I wasn’t on the basketball team.
6 You weren’t late for school.
Grammar page 23 Think! box Exercise 5

• Read out the grammar examples. • Students write the negative sentences.
Aim • Students read the Think! box • Check answers with the class.
To present and practice the simple past of and choose the correct words to
be and past time expressions complete it. Challenge
Grammar link presentation Unit 2 • Check answers with the class. • Students write sentences about where
• Point out that be has three forms in the they were at the times in the box.
be: Simple past simple present (am, is, are), but only two
in the simple past (was, were). Finished?
Affirmative • Refer students to the rules on page W8. • Ask students to write sentences about
where they think their classmates were
Warm-up Rules page W8
at the times in the Challenge box. They
• Ask students to write a description of Exercise 1 then read their sentences to the class.
themselves on a piece of paper. • Refer students to the puzzle on
• Students choose the correct words to
• Collect in the pieces of paper, then complete the sentences. page 118 / X7.
jumble them and hand them out again. Puzzles page 118 / X7
• Ask students in turn to read out the
Workbook page W10
description they have. See if the class
can guess which student it describes.
23

Let’s talk
Communication
competences
Describing people
Aim
To learn or revise personality adjectives
To practice describing people
Warm-up
• With books closed, say some true
and false sentences about individual
students, e.g., (Lara) has blond hair.
(Maria) is middle-aged. Ask students to
decide if the sentences are true or false,
and correct the false sentences.
• Ask students in pairs to write three
more sentences about their classmates,
two true and one false.
• Put pairs together into groups of four to
read their sentences to each other and
correct the false sentences.
Exercise 1
• Students could work in pairs to do the
matching task.
• Alternatively, you could focus on each
picture in turn and use it to elicit or
teach the correct adjective.
• Check answers with the class and
make sure students understand all the
adjectives. Model pronunciation of the
words.
Exercise 2 Watch, listen, or read

e 020
• Students complete the dialogue with
the correct phrases.
• They can compare their answers in
pairs.
or listen and check.
Audioscript Student Book page 24 Extra activity
• Students could work in pairs. They
look back at the picture of the people
• Read through the information in the on page 22 and ask and answer
Look! box with the class and point questions about them using the
out that the two questions are quite questions in exercise 3. Tell them they
similar, but they are asking about two can guess the people’s personalities.
different things. Ask students to find the
questions in the dialogue and notice
what they think the people are like.
the different answers.
listen.
• Play it again, pausing after each
question and response for students to
repeat.
24

• Students work in pairs to ask and
answer questions.
about one of their partner’s friends or
family members.
Extra activity
• Ask students to look at the questions
in exercise 5 again and write answers
about another friend or family
member. Tell them to write the
answers in a random order.
• With books closed, students work in
pairs. They take turns to read one of
their answers to their partner, e.g.,
She’s very short and slim. She has black
hair and blue eyes. Their partner must
guess the question (What does she
look like?).
• Ask who guessed all the questions
correctly.
Link it! Pairwork

• Read out the task and check that
students understand exchange student
and host family.
• Demonstrate the task by taking the role
of the student on an exchange and give
a name of a member of a host family.
• Get students to ask you questions
about the person and give information.
practice a dialogue.
Consolidation
work in pairs and show each other
pictures of members of their families.
They could ask and answer questions
about the people, using the words
and expressions in this unit.
Workbook page W12

Exercise 4 e 022 Beat the clock Practice Kit Extra Practice
• Allow students time to read through • Read out the task, then put students
the descriptions. into pairs and time two minutes for
• Play the first description and elicit the them to write words for physical
answers. appearance.
• Play the rest of the audio. Students • Bring all the words together on
listen and match the descriptions. the board and check that students
• Play the audio again if necessary for understand them all. See which pair
students to check and complete their wrote the most words correctly.
answers. • Do the same thing with personality
• Check answers with the class. words.
Audioscript Teacher’s Guide page 123 Exercise 5 Pairwork
• Ask students to write the names of five
friends or family members individually.
• Demonstrate the task by asking a
confident student to say one of the
names on their list. Ask the questions
in exercise 5 and elicit the student’s
answers.
25

Grammar page 26
Aim
To present and practice interrogative
forms and short answers of be in the
simple past
To present and practice the simple past
of have
be: Simple past

Interrogative and short answers
Warm-up
two minutes to write as many past time
expressions as they can.
• Check answers and see which pair
wrote the most expressions correctly.
Grammar chart
read through the grammar chart with
the class.
Rules page 8
Exercise 1
• Students complete the questions and
write the short answers.
Question words with

was / were
Grammar chart
read through the grammar chart with
the class.
Rules page W9
Exercise 2
• Read out the example answer.
• Students complete the questions. have: Simple past Exercise 6
• Check answers with the class. • Students need to think about whether
Affirmative each sentence refers to the present or
Exercise 3 past, and which verb to use.
• Students could work individually or in Think! box
pairs to write the questions. • Read through the grammar chart with
• Check the questions with the class. the class.
ANSWERS
• Students read the Think! box and Challenge
Who was your favorite teacher? choose the correct alternative to • Students write the sentences.
What was your favorite TV show? complete it.
What was your favorite movie? • Check the answer with the class. Finished?
What was your favorite possession? • Refer students to the rules on page W9. • Students write four questions with
Rules page W9 was / were to ask their partner.
Exercise 4 Pairwork • Refer students to the puzzle on
• Students ask and answer the questions Exercise 5 page 118 / X7.
in pairs. • Students read the sentences and Puzzles page 118 / X7
• Ask some students to tell the class choose the correct alternatives.
Workbook page W10
something about their partner, e.g., • Check answers with the class. Practice Kit Extra Practice
Her favorite school subject was Art.
26

choose the correct alternatives.
Exercise 3 e 025
• Ask students to read through the fact
file quickly.
complete the fact file.
answers in pairs.
Exercise 4 e 026
question beginnings.
complete the questions.
answers in pairs.
the audio again and pausing to confirm
the answers.
Step 3
Exercise 5
• If students have their phones with
them, they can find a real vacation
picture to describe. Otherwise, they can
use their imagination.
• Ask them to copy the fact file into their
notebooks and complete it with their
own ideas. Monitor and help while they
are working.
Exercise 6 Pairwork
answer questions about their vacations.
Listening and • Focus on the three pictures and elicit
what they show. • Monitor while they are working, and
speaking page 27 • Read through the words in the box and note down any repeated mistakes to
correct in a feedback session at the end.
elicit how to say the years. Check that
Aim students understand wife and son.
To listen to descriptions of vacation
Exercise 7 Presentation
• Ask students to read the gapped • Ask students in turn to tell the class
pictures sentences, then play the audio. about their vacation.
To describe a vacation picture Students listen and complete the
descriptions.
• Discuss as a class whose vacation
Warm-up sounds fun and why.
• Ask: Do you take a lot of pictures on the audio again and pausing for
vacation? What do you usually take Consolidation
pictures of? Elicit a range of ideas. • Suggest to students that they could
Audioscript Teacher’s Guide page 123 print off some of their vacation
Step 1 pictures at home. They could then
Step 2 make a display with the pictures and
Exercise 1 e 023 some sentences about what their
Exercise 2 e 024 vacation was like.
• Read through the Listening strategy
with the class. Ask students to read the
description quickly. Check they Workbook page W12
instructions in exercise 1. Practice Kit Extra Practice
understand the description and the
alternatives.
27

Reading and writing

competences
Reading
Aim
To read an advert for a guided tour of
Hollywood
Warm-up
• Focus on the pictures and ask: Where
is this place? What do you know about
Hollywood? What Hollywood movies have
you seen? What is the Walk of Fame? Elicit
a few ideas, and elicit what students
know about Hollywood.
Background notes
• Hollywood is an area in Los Angeles,
California. The movie industry in
Hollywood is the largest in the world. It
is known especially for its big-budget
blockbuster movies such as Star Wars,
Titanic, and Avatar.
• The Hollywood Walk of Fame is over
2 km long. Most stars commemorate
actors, but there are also stars for other
famous people and organizations,
especially ones that have been
important to the movie industry.
Exercise 1
• Read through the Reading strategy with
the class. Explain that identifying the
text type before you read can help you
understand a text better.
• Students look at the title, the text, and
the pictures and decide what type of
text it is.
• Check the answer with the class.

sentences and possible answers. ANSWERS
Extra activity
• Play the audio. Students listen and read, 1 4 p.m.
and choose the correct answers. 2 on Hollywood Boulevard • Ask students to imagine they go on
3 at the Chinese Theater the Celebrity Tour and take a selfie.
answers in pairs. 4 $40,000 • Ask them look at the fact file on
5 36 page 27 again and prepare a
• Check answers with the class. description of their selfie.
6 two
Audioscript Student Book page 28 7 They were the first astronauts to land • Students can then work in pairs to
on the moon. describe their selfies to each other.
Exercise 3
8 Students’ own answers.
• Students read the text again and
answer the questions. Check it out! Link to life
• Allow students to compare their • Students could work individually or in • Read out the question and put students
answers in pairs. pairs to find the words and check the into pairs to list the good and bad
• Check answers with the class, eliciting meanings. things about being a celebrity.
the part of the text which confirms • Discuss the meanings with the class. • Bring their ideas together into a class
each answer. discussion.
28

Step 2
Exercise 5
• As a class, brainstorm some tourist
towns in the students’ country and elicit
the activities and places to visit there.
• Ask students to use the feedback
questionnaire in exercise 4 to write their
comments. They could work in pairs for
this. Go around monitoring and helping
while students are working.
Step 3
Exercise 6
• Read out the task, then read the Writing
strategy with the class.
• Ask students to read Cristina’s review
again and find examples of the opinion
phrases. Point out the emoticons in
Cristina’s review and tell students they
can also use emoticons in their reviews.
• Ask students to write their reviews with
their comments from exercise 5.
• Ask some students to read their reviews
to the class.
Challenge
• Students write their dialogues
individually or in pairs.
• Ask some students to perform their
Consolidation
look on a tourist review website and
find a famous place to visit online,
e.g., Niagara Falls or Yellowstone
National Park. They could read some
online reviews, then imagine they
were there and write their own
review of their visit.
Culture page 107 / X2

Unit tests
Resource worksheets
Writing Extra activity Video
Aim • Write on the board the headings:
Positive and Negative.
To write a review about a visit to a
tourist town • Ask students to read the feedback
questionnaire in exercise 4 again
and find examples of positive and
Step 1 negative adjectives that Cristina uses.
Exercise 4 They could work in pairs for this.
• Elicit or explain that when you give • Elicit answers and write the adjectives
feedback, you give your opinion of a on the board, e.g., Positive: excellent,
place or activity. friendly, interesting, awesome, fun,
great. Negative: not very interesting,
• Read through the feedback
expensive, not very good. As a class,
questionnaire with the class and elicit
brainstorm some more positive and
which parts of the tour Cristina liked
negative adjectives that students
and which ones she didn’t like.
could use, e.g., fantastic, awful.
• Ask students to read the review and
• Encourage students to use a range of
different adjectives when they write
• Check answers with the class. their own review.
29

Review A
A Extra practice page 30
Vocabulary
The weather
Physical appearance
Grammar
Simple present / Present progressive
Present progressive for future
be: Simple past: Affirmative and negative
be: Simple past: Interrogative and short
answers
have: Simple past
Vocabulary
Exercise 1
• Students look at the weather symbols
and complete the sentences.
Exercise 2
• Ask students to look at the example.
Elicit the reason why tall does not
belong.
• Students complete the exercise in pairs.
Exercise 3
• Students complete the chart.
Grammar
Exercise 4
• Read through the expressions in the box.
Make sure that students understand the
meaning of the expressions.
• Students complete the chart in pairs. Exercise 6 ANSWERS
• Check answers with the class. • Ask students to look at the example. 1 We’re visiting some friends next
Ask: Why do we use the simple present weekend.
Exercise 5 2 Abby and Paul were in Miami two
in this sentence? (because of the bold
• Read out the examples. Elicit two expression once a week) days ago.
sentences showing an action 3 Kenji isn’t using the phone now.
• Students complete the sentences
4 Hugo watches American Idol
happening now and a future plan.
individually. They then check their
Write the sentences on the board and every week.
answers in pairs.
underline the verb forms. 5 The weather wasn’t very nice last
• Check answers with the class. weekend.
• Students complete the exercise in pairs.
• Check answers with the class. Exercise 7 Songs
• Students write sentences individually. Wonderful Tonight, by Eric Clapton (Simple
Extra activity Point out that they should look at the present, physical appearance)
• Students write four N, H, P, and F time expressions to decide which
sentences about themselves on a Sailing, by Rod Stewart (Present
tenses to use.
piece of paper. Collect the pieces of progressive)
• Allow students time to check answers
paper. in pairs. Workbook pages W4 and W5
• Read out the sentences and ask the • Check answers with the class.
class to guess which student wrote
the sentences.
30

• Play the audio again for students to
hear the schwa sound.
word for students to repeat, chorally
and individually.
Exercise 3 e 030
• Play the audio for students to hear the
different pronunciation.
and individually.
Exercise 4 e 031
• Give students time to read the words.
Check that students understand all the
words.
• Play the audio for students to listen.
• Students underline the syllables with
stress, and circle the syllables with the
schwa sound.
• Play the audio again for students to
listen and check their answers.
and individually.
Extra activity
• Ask students to write two sentences
using words from exercises 2–4.
• Students can read their sentences
to each other in pairs, trying to
pronounce the schwa sounds
correctly.
sentences to the class. Correct any
mistakes with the pronunciation of
the schwa.
Video link
Exercise 5 Watch or listen e 032
A Extra Communication • Give students time to read through the
communication page 31 Exercise 1 e 028
sentences and possible answers. Check
that they understand everything.
• Students complete the dialogues with • Play the video or audio. Students watch
Aim the correct phrases.
To practice making plans and describing or listen and choose the correct answers.
• Play the audio. Students listen and check. • Check answers with the class.
people
• Check answers with the class. Audioscript Teacher’s Guide page 123
To practice hearing and pronouncing the
schwa /ə/ sound • Ask four students to read out the
completed dialogues. Consolidation
To watch a video in which three people
talk about their favorite person Audioscript Student Book page 31 • Suggest to students that they look back
over this page and check that they
Warm-up Pronunciation understand all the language. Suggest
• Describe a student in the class using that they could rewrite the dialogues
vocabulary from the unit. Get students The schwa /ə/ sound in exercise 1, using different plans and
to guess who you are describing. different words for describing people.
Exercise 2 e 029 They could then practice reading the
• Invite one or two students to describe
• Read through the information on the dialogues, focusing on the stress of
one of their classmates for the others
schwa /ə/ sound with the class. each word and using the schwa sound
to guess.
• Play the audio for students to hear the where appropriate.
stressed syllables in the words.
31

A Global skills page 32
What do you look like?
Aim
To write a text message
To work with a partner to give and receive
helpful feedback
Warm-up
• Ask: Do you ever arrange to meet
someone in a public place? How do you
contact them? Do you phone? Do you use
text messages? Elicit a few answers from
individual students.
• Ask: What can you do if you need to meet
someone you don’t know very well? How
can you recognize them? How can they
recognize you? Elicit the idea of giving a
description of yourself.
What’s up?
Exercise 1
• Students match the words with the
pictures.
Get thinking
Exercise 2
• Read out the situation and make sure
students understand it.
• Read out the question, then ask
students to read the text messages and
answer the question.
Exercise 3
• Students read the text messages again
and decide if the sentences are true or
false.
the part of the text messages that
confirms each answer.
Exercise 4 • Ask some students to share their Exercise 9

answers with the class. • Students then write their final message.
• Students look at the messages again
and write the verbs. • Put students into groups to share their
• Check answers, and elicit other words The project messages.
that are used with the verbs, e.g., wear a Exercise 7
coat, jeans, a hat, have a bag, a suitcase, How did you do?
• Read out the task, then read through
short hair.
the phrases in the Real English box • Focus on the can-do statements and
with the class. Ask students to find encourage students to be honest.
Get involved the phrases in the text messages Explain that being able to assess how
in exercises 2 and 5. Check they well you are doing is an important skill
Exercise 5 that you need in order to improve.
understand them.
• Read out the situation, then ask
students to read the text message and
• Students write their message.
underline the questions. Extra activity
Exercise 8 Pairwork
• Check answers with the class. • Students work in pairs to read each • Ask: What was difficult about this task?
Elicit a few ideas.
other’s messages and give feedback.
Exercise 6 • Focus on the notes on the board
• Students work individually to • Before they do this, emphasize that
and discuss things students can do
feedback should always be respectful and
note down four things to describe to improve their skills, e.g., focus on
constructive, and should never criticize.
themselves. grammar, learn more vocabulary, etc.
32

• Students complete the activity. Check
answers with the class. Students can
then practice the dialogue in pairs.
• If students did not do well, refer them
back to exercise 2 on page 17. Play
the audio again for them to listen.
Ask questions about Yuki, e.g., What
is she doing this weekend?
• Repeat exercise 3 on page 33 as a class.
Explain and discuss the correct answers.
I can describe a person’s physical

appearance. (p.22)
Exercise 4
• Read out the can-do statement.
answers with the class.
back to exercise 1 on page 22. Use
the picture to check that students
understand all the words. Ask some
questions, e.g., Who has curly hair?
• Repeat exercise 4 on page 33 as a class,
eliciting the correct answers.
I can describe people. (p.24)
Exercise 5
answers with the class. They then
practice the dialogue in pairs.
back to exercise 2 on page 24. Play the
audio again for students to hear the
phrases in context.
I can talk about past vacations.

(p.27)
Exercise 6
A My progress page 33 I can invite people and make practice asking and answering the
arrangements. (p.14) questions in pairs.
Speaking competences Exercise 2 • If students did not do well, refer them
Aim • Read out the can-do statement.
To review the language and skills learned • Students complete the activity. Check questions and answers in context.
in Units 1 and 2 answers with the class.
• If students did not do well, refer them eliciting the correct answers.
I can describe the weather. (p.12) back to page 14. Play the audio again
for students to hear the phrases in
Exercise 1 context. Listening, reading, and
• Read out the can-do statement. • Repeat exercise 2 on page 33 as a class, writing competences
• Students complete the activity. Check eliciting the correct answers. • Students look back at the texts and
answers with the class. exercises on the pages, and judge how
• If students did not do well, refer them I can talk about plans for the well they can do them now.
back to page 12. weekend. (p.17) • Tell students that if they found any
• Repeat exercise 1 on page 33 as a class, of the activities difficult, they should
Exercise 3 go back and review them, using a
• Read out the can-do statement. dictionary to help them understand
vocabulary they find difficult.
33

3 We
stopped at
the market
Grammar
Simple past: Regular verbs: Affirmative
and affirmative spelling variations
Simple past: Irregular verbs
Vocabulary
Places around town
Communication
Asking for and giving directions
Skills
Listening: A description of
someone’s day
Speaking: A presentation about your
day yesterday
Reading: A web page about a history
tour in Boston
Writing: A description of a day when
you visited a town or city

topics
Arts and culture: learning about the
history of a place
Friends and friendships: shopping with
friends, being generous with friends

Aim
context
Exercise 1 Read and listen e 033 Link to life
Story • Read the question to the class. • Read out the question in the Link to life
Rachel and Tyler are waiting for Ava. She • Check that students understand late, box and discuss it as a class. Ask more
arrives late, because she went to the mall mall, purse, sandals, and bracelet. questions, to prompt students, e.g., Are
with Lauren to buy some things for the you happy to let friends borrow things?
school trip. She shows them what she
bought: a purse, some sandals, and a Extra activity
bracelet. Rachel likes the bracelet and asks • Ask students to find:
to borrow it. Ava agrees. • Go through the Check it out! box and
1 a phrase with there that you use
ask students to find the phrases in the
when you see someone you’re
Warm-up dialogue.
looking for
• Ask students to look at the picture. Audioscript Student Book page 34
2 a phrase with here that you use
Ask: Who can you see? Elicit the names
Exercise 2 Comprehension when you show something to
of the characters (Rachel, Tyler, Ava).
someone
Ask: Where are they? (in town) What are • Students complete the sentences.
they doing? Elicit a few ideas, but don’t • They can compare answers in pairs. • Check answers, then elicit other
confirm them. Do you think Ava is happy forms of the phrases, e.g., There he is!
• Check answers with the class, asking There they are! There it is! Here they are.
or unhappy? Why? Elicit a few ideas. students to read out their answers.
Correct any mistakes. ANSWERS
1 There she is! 2 Here it is.
34

Extra activity
• Write these verbs on the board: want,
call, stop.
• Ask students to find the forms of the
verbs in the dialogues in exercise 4
(wanted, called, stopped). Ask: What do
you notice about the verbs? Elicit that
they all have -ed added to them. Ask:
When do you think we add -ed? Elicit
that we add it when we are talking
about the past.
Exercise 5
using the ideas in the box.
• Students work in pairs and write two
Exercise 6 Pairwork
Consolidation
• Ask students to find words for things
you wear on pages 34 and 35. Write
them on the board and, as a class,
brainstorm some more. Tell students
they can record words like this in
vocabulary sets, and they can use
pictures to help them remember the
meanings.
Workbook page W16

Key language page 35 • Tell students they can refer back to the
Aim • Play the audio. Students listen and
To practice the target language in a check their answers.
personalized context • Play the audio again, pausing after each
Exercise 3 • Students could then practice the
• Ask students to find and underline the dialogues in pairs.
phrases in the dialogue. Audioscript Student Book page 35
• Check answers, and check that students
understand all the phrases. Ask: Are the
phrases about the present or the past?
(the past)
Exercise 4 e 034
• Focus on the example, then ask
students to read the dialogues and
underline the mistakes. They then write
the sentences correctly.
35

Vocabulary page 36
Places around town
Aim
places around town
Warm-up
• Ask: Where were Lauren and Ava? Where
does Tyler see Ava? Students can refer
back to the dialogue on page 34 to
check answers (they were at the mall
and the market, he sees Ava in front of
the library).
• Ask: Is there a mall in your town? Is there
a market / a library? What other places
are there? What other places do you go
to? Put students into pairs to brainstorm
other words that they know.
that are new to them. Tell students
they are going to learn more words for
places around town.
Exercise 1 e 035
• Students can work in pairs to match the
words with the places on the map.
• Play the audio for students to listen and
check.
word for students to repeat.
• Read out the information in the
Look! box.
Extra activity
• Students can play a game to
consolidate the vocabulary.
• Say: You can get books here. Elicit the
place (library).
• Put students into pairs and ask them
to write three similar sentences about
the places in exercise 1.
• Ask them to close their books, then Exercise 3 e 037 • Monitor while they are working and
put pairs together into groups of four. correct any errors in a feedback session
They read their clues to each other
• Play the audio for students to check
their answers. at the end.
and guess the places.
Consolidation
each sentence for students to repeat.
Exercise 2 e 036 Check that students understand all the • Suggest to students that they could
• Explain to students that they will hear sentences. draw a plan of their own town, or
five descriptions of where places are, they could invent one. They could
and they must look at the map and Exercise 4 add the places from exercise 1, then
number the places. • Students can work individually or in write sentences about where the
places are.
• Play the first part of the audio and point pairs to look at the map and complete
out the example answer. the sentences. Workbook page W16
• Play the rest of the audio for students to • Check answers, using the map to Practice Kit Extra Practice
listen and number the places. check that students understand all the
Audioscript Teacher’s Guide page 123 prepositions of place.
Exercise 5 Pairwork
answer questions.
36

Exercise 1
the correct verb forms.
Exercise 2
• Read through the verbs in the box
with the class and check that students
• Students complete the text with the
correct verb forms.
Affirmative spelling variations
Exercise 3
• Read out the grammar example,
then read through the charts and the
spelling rules with the class.
• Check answers with the class, referring
back to the rules to confirm the
answers.
Challenge
• Students write sentences about things
they did yesterday.
• Students can compare their sentences
in pairs and see if any of them are the
same.
sentences to the class.
Finished?
• In groups, students take turns to
make sentences about what they did
yesterday using only regular verbs.
Point out that they can only use each
verb once.
page 119 / X8.
Puzzles page 119 / X8
Consolidation
• Tell students that the verbs on this
Grammar page 37 • Invite students to come to the board to page are all regular, but a lot of verbs
complete the words. in English are irregular in the simple
Aim • Check the meanings, and see which past. When they record a new verb,
To present and practice the simple past of pair completed the most words they should make a note of whether
regular verbs and learn spelling variations correctly. it is regular or irregular, and they
should make a note of any spelling
Think! box variations.
Simple past: Regular verbs Workbook page W16
• Students read the Think! box and
Affirmative complete the rule.
Warm-up • Emphasize that the simple past is the
• With books closed, write the places same for all persons, so students don’t
from page 36 on the board, but have to worry about learning different
with some gapped letters, e.g., forms.
m _ _ l, b _ _ k. • Refer students to the rules on
• Put students into pairs and give them page W14.
one minute to complete as many of the Rules page W14
words as they can.
37

Let’s talk
Communication
competences
Asking for and giving

directions
Aim
To present and practice asking for and
giving directions
Warm-up
• Say: Imagine you are in a new town. You
want to find the train station, but you
don’t know where it is. What can you do?
Elicit a few answers, and elicit the idea
of asking for directions.
• Ask: How can you ask for directions to
the train station? What might someone
answer? Elicit a range of answers, and
elicit what students already know,
e.g., turn left / turn right.
• Tell students they are going to practice
asking for and giving directions in this
lesson.
Exercise 1
• Students could work in pairs to find the
things on the map.
• Check answers with the class and make
sure students understand all the words.
Model pronunciation of the words.

read e 038
• Explain to students that they will hear
some people asking for directions.
• Read the Speaking strategy with
the class and make sure students
understand all the phrases.
• Read out the instructions, then play
the video or audio.
• Students watch or listen and follow
the directions on the map to find their Exercise 3 Real English e 039
destinations. • Play the audio once for students
• Check answers with the class. to listen.
Audioscript Student Book page 38 • Play it again, pausing after each line
for students to repeat.
Extra activity Audioscript Teacher’s Guide page 124
• Write dialogue 3 from exercise 2 on
the board and ask students to close
their books.
• Remove five or six words from the
dialogue on the board, then get
students to practice it again.
• Repeat the process two or three
times more, each time removing
more words, until students are
practicing the dialogue from
memory.
38

• Ask some students to ask other
students for directions in open class.
Extra activity
• Focus on the map on page 38. Tell
students where you are on the map,
then give directions to another place.
Get students to follow the directions
and name your destination.
• Students can then work in pairs and
take turns to say where they are
starting and give some directions.
Their partner guesses their
destination.
• Ask who managed to guess the
destinations correctly.
Link it! Pairwork

• Read out the task, then, as a class,
brainstorm the main places to go in
the students’ town. Write these on the
board.
confident student for directions to one
of the places on the board from the
school. Other students can help out if
necessary.
• Students then work in pairs to ask for
and give directions.
• Ask some pairs to perform one of their
• Ask: Which place was the most difficult to
give directions to? Why?
Consolidation
draw a map of the area around their
home and record themselves asking
for directions to different places in
the area. They could then listen to
their recording and practice giving
directions.
Workbook page W18

Beat the clock Exercise 5 e 040
• Read out the task, then put students • Explain the meaning of destination
into pairs and time two minutes for if necessary (= the place someone is
them to write words for places around going to).
town. Point out that they should write • Play the first set of directions and elicit
the places in alphabetical order. the destination.
• Bring all the words together on • Play the rest of the audio. Students
the board and check that students listen and write the destinations.
understand them all. See which pair • Check answers with the class.
wrote the most words correctly.
Exercise 4
Exercise 6 Pairwork
• Students read the situations and write
the places.
confident student for directions to the
• Allow students to compare their post office from another place on the
answers in pairs before you check with map. Elicit the directions.
the class.
• Students work in pairs, taking turns
to ask for and give directions. Remind
them to imagine where they are on the
map before asking for directions.
39

Grammar page 40
Simple past: Irregular verbs
Aim
To present and practice the simple past of
irregular verbs
Warm-up
• With books closed, write some verbs
from page 37 on the board, e.g., play,
work, visit, cook, walk, help, watch.
• Put students into pairs. Ask them to
choose three verbs and write sentences
about something that happened last
weekend.
• Ask pairs in turn to read their sentences
to the class and write the simple past
forms on the board. Remind students
that these verbs are all regular. Tell
them they are now going to learn some
irregular verbs.
Grammar chart
• Go through the grammar chart
with the class.
• Point out that all irregular forms are
different, so students need to learn
them.
• Refer students to the rules on
page W14.
Rules page W14
Exercise 1 e 041
• Play the audio for students to listen
and repeat the verbs.
• Elicit the meaning of verbs that
students know, then ask students to
use their dictionaries to check the
remaining meanings.
• Check that students understand all
the verbs.
• In pairs, they take turns to cover • Students complete the summary.

Exercise 2
the chart in exercise 1. Their partner • Check answers with the class.
• Students read the sentences and
decide if the verbs are regular or chooses three verbs and reads out
the base form. They try to remember
Challenge
irregular.
the simple past forms. They get a • Students write their paragraphs
point for each correct answer. individually.
Exercise 3 • When they have used all the verbs, see Finished?
• Students find the simple past verbs in which students have the most points.
• Ask students to make a set of word
the puzzle. You could do this as a race. cards for the irregular verbs on page 40.
• Check answers with the class. Exercise 4 On each card, they should write an
• Students rewrite the sentences using irregular verb on one side and its past
Extra activity the simple past forms. simple form on the other side.
• Before students move on to the • Check answers with the class. • Refer students to the puzzle on
contextualized practice, they could page 119 / X8.
play a game to help them learn the Exercise 5 Puzzles page 119 / X8
simple past forms. • Read out the example answer and Workbook page W17
point out that it matches the first item Practice Kit Extra Practice
on Cristiano’s list.
40

Step 2
Exercise 2 e 042
• Read through the Listening strategy with
the class. Tell students to listen out for
these words when they listen.
write the things Charlie did. Pause the
audio if necessary, to allow them time
to write.
Step 3
Exercise 3 Pairwork
• Allow students time to write their
sentences individually first.
• Students then work in pairs to compare
their days and note down how similar
their days were.
• Monitor while they are working, and
note down any repeated mistakes to
• Ask students in turn to tell the class
about their day.
Extra activity
• Ask students to imagine they were
on vacation last week. Ask them
to write a description of a fun day
on vacation, using the prompts in
exercise 3.
about their day.
• Discuss as a class whose day sounds
fun and why.
Consolidation
• Suggest to students that the next
time they have a special day, e.g.,
Listening and Step 1 a birthday, they could make notes
about what they did during the day,
speaking page 41 Exercise 1 e 042 using the prompts in exercise 3. They
• Allow students time to read through could then practice describing it.
Aim the activities. Check they understand
To listen to a description of a day everything. Workbook page W18
To describe your day yesterday • Play the audio. Practice Kit Extra Practice
Warm-up • Students listen and check the things

Charlie did.
• Write a selection of times on the board,
e.g., 7:30, 8:40, 9:20, 11:00, 4:30, 7:50. • Allow students to compare their
• Put students into pairs to think about again if necessary for them to check
how to say the times.
and complete their answers.
• Point to the times in turn. Students race • Check answers with the class.
to say the times correctly.
• If students struggle to say the times
correctly, revise how to say the time in
English. Then write some more times on
the board and elicit how to say them.
41

Reading and writing

competences
Reading
Aim
To read a web page about history tours
in Boston
Warm-up
• Focus on the pictures and read out
the title of the web page. Ask: What do
you know about Boston? What do the
pictures show? What do you know about
the history of Boston? What do you know
about the history of the U.S.?
• Elicit a few ideas, and elicit what
students know about the history of
Boston and the U.S.
Background notes
• British settlers began arriving in
America in the 16th century, and the
13 British colonies became the original
United States. The country remained a
British colony until the Declaration of
Independence in 1783.

and read.
• Students then choose the correct
answers.
answers in pairs.
Exercise 2
• Focus on Jack’s comment about
his tour.
• Students then read the text and
Exercise 3
• Discuss the question with the class.
Check it out! Encourage as many students as
• Students could work individually or in possible to join in and talk about their
pairs to find the words and check the experiences and their opinions. Ask:
meanings. What other things do you enjoy doing
when you visit a place?
• Discuss the meanings with the class.
Culture focus
Extra activity
• Read out the information and ask:
• Ask students to imagine they went Would you like to go on this trail? What do
on the Tea Party Tour. Ask them to you think you would see and learn about?
write a short visitors’ comment saying Elicit a range of answers.
which part they enjoyed or didn’t
enjoy.
• If students are interested, they could do
some research online and then report
• Ask some students to read their back to the class in the next lesson.
comments to the class.
42

POSSIBLE ANSWERS
First, he had breakfast at the hotel at
8:30 p.m.
Then, at 9:30 a.m., he went shopping at
Quincy Market.
Next, he had lunch at Regina’s Pizza at
1:00 p.m.
After that, he walked around the old town.
Finally, he caught the train home at
6:30 p.m.
Extra activity
• Ask students to read Jack’s comment
on page 42 again and note down
where he uses commas and
exclamation marks.
• Elicit that he uses commas after
words such as first, next, etc. Elicit
that he uses exclamation marks to
emphasize sentences, especially
when he gives his opinion about
something.
• Encourage students to use commas
and exclamation marks in this
way when they write their own
description.
Step 3
Exercise 6
• Read out the task, then, as a class,
brainstorm some places that students
could write about.
• Ask students to write a timetable for
their day. Monitor and help while they
are working.
Exercise 7
• Ask students to write a description of
their day, using their timetable and
some of the words from the Writing
strategy.
descriptions to the class.
Challenge
Writing Step 2 • Students write their postcards
individually or in pairs.
Aim Exercise 5
To write a description of a day visiting • Read out the task, then read the Writing postcards to the class.
a city strategy with the class.
• Ask students to read the description of Consolidation
Step 1 Jack’s first day again and find examples • Suggest to students that they
of the words. Point out how they help could search online for another
Exercise 4 the reader to understand the sequence famous city they could visit, e.g., San
• Point out Jack’s timetable for Day 1 of of events. Francisco, Mexico City. They could
his trip. Allow students time to read • Ask students to read Jack’s timetable plan a timetable for a day there, then
through it and check they understand for Day 2. Check they understand imagine they went there for a visit
everything. everything. and write a description of their day.
• Students then complete the missing • Students then write a sentence about
information. each activity. Encourage them to use Culture page 108 / X3
• Check answers with the class. some of the words in the Writing strategy.
Unit tests
Resource worksheets
sentences to the class.
Video
43

4 Why did
you take
her phone?
Grammar
Simple past: Negative
Simple past: Interrogative and short
answers
Question words + simple past
Vocabulary
Movie types
Communication
Going to the movies
Skills
Listening: A conversation about last
weekend
Speaking: A presentation about what
you did last weekend
Reading: An Internet forum about
going to the movies
Writing: A description of an
experience at the movies

topics
Arts and culture: movies
Social responsibility: behaving badly
Aim
context
Story
Ava, Tyler, and Rachel are at school, • Play the audio. Students listen and read, ANSWERS
chatting about what they did last night. and answer the question. 1 It’s on TV tonight.
The bell rings and Ava notices that • Check the answer with the class. 2 She leaves her bag.
3 She wants to see the pictures.
another girl has forgotten to take her bag. • Go through the Check it out! box and
Rachel looks in the bag and takes out the 4 Ava puts it back.
ask students to find the phrases in
girl’s phone. When Ava tells her to put it the dialogue. Make sure that students
back, Rachel gives it to Ava to put back. Extra activity
understand the meaning of the phrases.
The girl notices, and the teacher is angry • Ask students to look at the second
with Ava. part of the dialogue again and find
Exercise 2 Comprehension two examples of verbs in the present
Warm-up progressive.
• Students read the dialogue again and
• Ask students to look at the picture. Ask: answer the questions. • Elicit the answers (She’s stealing, What
Who can you see? Elicit the names of the are you doing?). Elicit when we use
characters (Ava). Ask: Where are they?
• They can compare answers in pairs.
the present progressive (for things
(at school) What is happening? Elicit a • Check answers with the class, asking that are happening now) and revise
few ideas, but don’t confirm them. students to read out their answers. the forms if necessary.
Correct any mistakes.
• Remind students that they should
Exercise 1 Read and listen e 044 regularly review grammar and
• Read the question to the class. vocabulary that they have studied in
• Check that students understand previous units, so they don’t forget it.
channel and to steal.
44

Extra activity
• Write these verbs on the board: do,
go, watch.
• Ask: What are the simple past forms
of the verbs? Elicit the answers, then
write on the board the question
forms with the verbs: What did you
do? Did you go out? What did you
watch?
• Ask: What do you notice about the
verbs? Are they in the simple past
form? Elicit that they are not in the
simple past form, and explain that in
negative forms and questions in the
simple past form, we use the base
form of the verb. Tell students they
will learn more about this later in
the unit.
Exercise 5
• Students work in pairs and write three
Exercise 6 Pairwork
Extra activity
• Ask students to think about what
they did last weekend, and note
down three activities. They can use
the ideas in the box or their own
ideas.
• Students can work with a new
partner and make a new dialogue
about what they did last weekend.
Key language page 45 • Tell students they can refer back to the • Ask some students to tell the class
dialogue in exercise 1 if necessary. what their partner did last weekend.
personalized context • Play the audio again, pausing after each Consolidation
line for students to repeat. • Point out to students that if they find
Exercise 3 • Students could then practice the learning grammar difficult, they can
• Ask students to find and underline the dialogues in pairs. learn some typical questions in each
sentences in the dialogue. Audioscript Student Book page 45 verb form as fixed phrases, e.g., What
• Check answers, and check that students did you do yesterday / last night / last
understand all the sentences. Ask: Are weekend? Point out to students that if
the sentences about the present or the they practice saying these questions
past? (the past) regularly, the question forms will
become more familiar to them.
Exercise 4 e 045
• Focus on the example, then ask Workbook page W22
students to read the dialogues and Practice Kit Extra Practice
write the words in the correct order to
complete them.
45

Vocabulary page 46
Movie types
Aim
movie types
Warm-up
• With books closed, ask: What was the
last movie you saw? Was it good? Why? /
Why not?
• Elicit answers from individual students,
then ask: Where do you prefer to watch
movies—at home, or at the movie
theater? Why? Put students into pairs to
discuss the question.
• Ask some students to tell the class if
they and their partner agree.
Exercise 1 e 046
• Students work individually or in pairs
to match the movie types with the
pictures.
check.
each movie type for students to repeat,
chorally and individually.
• Go through the Look! box with the class.
Extra activity
• In pairs, they cover the words in
exercise 1 and look at the pictures.
They try to remember the movie type
for each movie.
• You could set a limit for them to try
to remember all the movie types.
• When time is up, students can look
at the words in exercise 1 again
to check their answers. See who
remembered the most movie types
correctly. Exercise 3 Pairwork
Consolidation
• Students work individually to number • Encourage students to read movie
Exercise 2 e 047 the movie types. Ask two confident
reviews in English online to learn
• Allow students time to read through students to read out the example
more vocabulary to do with movies.
the gapped notes, then play the audio. dialogue and continue it, discussing
their number 2 movies. • Tell them that watching movies in
Students listen and complete the notes.
English with subtitles in their own
• Check answers with the class, playing • Put students into pairs to compare their
language is also a good way to
the audio again if necessary and movies.
improve their English.
pausing for students to hear the • Monitor while they are working and
answers. correct any errors in a feedback session Workbook page W22
Audioscript Teacher’s Guide page 124 at the end. Practice Kit Extra Practice
which movie types they and their
partner both like.
46

Exercise 2
• Read out the example answer. Point
out the steps that need to be taken
to transform the affirmative verb to a
negative verb.
• Students then rewrite the sentences in
the negative form.
ANSWERS
1 Owen didn’t play the guitar very well.
2 She didn’t buy a new dress for the
party.
3 I didn’t like the new Superman movie.
4 Dad didn’t get up early this morning.
5 We didn’t have Math class yesterday.
6 It didn’t rain last night.
7 My sister didn’t feed the cat this
morning.
Exercise 3
• Read out the example answer and point
out the two parts, the negative verb
and then the affirmative one.
• Students correct the sentences.
ANSWERS
1 She didn’t buy a dress. She bought
a skirt.
2 The skirt didn’t cost $30. It cost $20.
3 Leah and her aunt didn’t have lunch
at Sushi King. They had lunch at Big
Burger.
4 She didn’t do karate after school. She
did judo.
5 Leah and her mom didn’t watch Fuller
House on TV. They watched Pitch Perfect.
Exercise 4
• Students check the things they did
yesterday and cross the things they
didn’t do.
• Students write sentences with their
answers.
Challenge
Grammar page 47 Grammar chart and Think! box they did and didn’t do last weekend.
Aim go through the grammar chart. Finished?
To present and practice the negative form • Point out that in spoken English the • Ask students to look at exercise 4 again
of the simple past short forms are much more common. and write sentences about their partner.
Grammar link presentation Unit 4 • Students read the Think! box and • Refer students to the puzzle on
choose the correct alternative to page 119 / X8.
Simple past complete the rule. Puzzles page 119 / X8
Negative page W20. Consolidation
Rules page W20 • Tell students that they should keep
Warm-up notes of mistakes that they make. If
• With books closed, write a selection Exercise 1 they find they are making mistakes
of regular and irregular verbs on the • Students complete the sentences with with negative forms, for example,
board, e.g., do, eat, go, listen, sit, stay, the negative simple past forms of the they should review the grammar
study, watch. verbs in the box. point and write some notes and
• Put students into pairs and give them • Check answers with the class. personalized examples to help them
two minutes to write as many of the remember the rules in future.
simple past forms as they can.
Workbook page W22
• Check answers and ask: Which verbs are
regular? Which are irregular?
47

Let’s talk
Communication
competences
Going to the movies

Aim
To present and practice talking about
going to the movies
Warm-up
• With books closed, tell students that
in this unit they learned nine words for
movie types. Ask: Can you remember
them all?
a minute to think, then ask: Who can
remember all nine?
• If no one can remember all nine, see
who can remember eight, seven, or six.
Ask that student to say the movie types
they can remember, then see if another
student can complete the list.
• Ask: What movies can you watch at
your age? What movies can’t you watch?
Discuss the movie classifications in the
students’ own country and ask: Do you
agree with the rules? Why? / Why not?
Exercise 1 Watch, listen, or read

e 048
• Check that students understand ticket,
screen, and change (= money you get
back when you pay for something).
• Read through the questions in the box
with the class and elicit or teach the
meaning.
or listen and complete the dialogues.
• Play the video or audio again. Students
watch or listen again and check.
Extra activity
• With books closed, write on the
• Read through the information in the board some responses from the
Speaking strategy with the class. dialogues on page 48:
• Ask students to look at dialogue 2 in Good idea.
exercise 1 again and find examples of
I don’t care. You choose.
polite expressions.
It’s playing at the Phoenix Theater.
• Check answers with the class (Can
I have two tickets, please? That’s $16, We’re 14.
please. Thank you.) It’s on screen 4.
• Focus on the dialogues in exercise 2. • In pairs, students try to remember
• Play the audio once for students to the sentences or questions which led
listen. to each response.
• Play it again, pausing after each line for • Elicit their ideas, then allow them to
students to repeat. check in their books.
48

Link it! Pairwork
• Read out the task and elicit the
situations in the pictures (a concert, a
sports game, the theater).
• Elicit which phrases from exercise 2 can
or can’t be used in these situations.
dialogue for the class.
Consolidation
• Suggest to students that they read
through these pages again to find
useful words to do with movies, to
add to their vocabulary notebooks,
e.g., ticket, screen, movie theater, what’s
playing?
Workbook page W24

Exercise 3 e 050 Exercise 4 Pairwork

• Allow students time to read through • Read through the task with the class.
the sentences and alternatives, then • To demonstrate the activity, say: Let’s go
play the audio. to the movies. Elicit the next few lines of
• Students listen and choose the correct the dialogue, using one of the movies
alternatives. at the View Movie Theater or from the
• Allow students to compare their Beat the clock list.
answers in pairs before you check with • Students work in pairs to write their
the class. dialogue and practice it.
Audioscript Teacher’s Guide page 124 • Ask some pairs to perform their
Beat the clock
• Read out the task, then put students
into pairs and time two minutes for
them to write the names of movies
that are playing now and what type of
movie they are.
• Discuss their ideas as a class, and see
who wrote the most movie names.
• Ask: Which movies do you want to see?
49

Grammar page 50
Aim
To present and practice questions, short
answers, and question words with the
simple past
Simple past
Warm-up
• Write on the board: I watched a movie
last night.
• Ask students to make the sentence
negative, and write this sentence on the
board: I didn’t watch a movie last night.
• Point to the affirmative sentence again
and ask: How do you think you make
this into a question? Elicit a few ideas.
Underline did in the negative sentence
to help students, and refer them back to
the dialogue on page 44. See if you can
lead students towards producing the
question form.
Grammar chart
• Go through the grammar chart with
the class.
• Point out the word order: did + subject
+ verb.
page W20.
Rules page W20
Exercise 1
• Students complete the questions and
answers.
• Allow students to compare their answers
in pairs, then check with the class.
Exercise 2
• Students write the questions and
short answers.
• Allow students to compare their • Go through the grammar chart with the Challenge
answers in pairs, then check with class. Check that students understand • Students write their questions
the class. the meaning of all the question individually.
words. Point out the word order in the
ANSWERS
• Students then work in pairs to ask and
questions.
1 Did he walk to school this morning? answer their questions.
Yes, he did. page W21. Finished?
2 Did David and Clara go to school
yesterday? No, they didn’t.
Rules page W21 • Ask students to think of something that
3 Did you call Victor last night? Yes, I did. they did yesterday.
Exercise 3 • In pairs, students ask and answer
4 Did Mateo do his homework last
night? No, he didn’t.
• Students complete the questions with questions to find out what their partner
the correct phrases. did. They can only answer Yes, I did or
5 Did your cousins come to your party?
Yes, they did. • Check answers with the class. No, I didn’t.
Exercise 4
Question words + simple • Students complete the dialogue with
page 119 / X8.
past the correct form of the verbs.
• Allow students to compare their Workbook page W23

Grammar chart Practice Kit Extra Practice
• Read out the grammar example. with the class.
50

Step 2
Exercise 2 e 051
• Allow students time to read the gapped
questions, then play the audio. Students
listen and complete the questions.
Pause the audio if necessary, to allow
them time to write.
Step 3
Exercise 3 Pairwork
• Focus on each poster in turn and ask:
What can you do here? What do you think
is the most fun? Elicit a range of ideas.
ideas individually and make a few notes.
• Students then work in pairs to ask
and answer questions about their day.
Remind them to use the questions in
exercise 2.
about their weekend and their partner’s
weekend.
Extra activity
• Ask students to imagine they went to
a fun place in their area last weekend.
Ask them to make notes on who they
went with, what they did, etc.
• Students can work in new pairs to
ask and answer questions about their
weekend.
Listening and to listen for? Elicit some ideas, e.g., which
day she went, who she went with, etc.
about their weekend.
speaking page 51 • Discuss as a class whose weekend

• Remind students that they should sounds fun and why.
always try to predict what they will hear,
Aim as it will help them understand more
To listen to a conversation about last when they listen. Consolidation
weekend
• Suggest to students that the next
To talk about what you did last weekend Step 1 time they have a special weekend,
Warm-up e.g., a trip to a fun place, they could
Exercise 1 e 051
make notes about what they did
• Tell students they are going to listen to • Allow students time to read through during the day, using the questions
a conversation about what someone the sentences and possible answers. in exercise 2. They could record
did last weekend.
• Play the audio. the questions in exercise 2 on their
• Put students into pairs and ask them to
• Students listen and choose the correct phone, and then practice answering
look at the poster for Fantasy Fun Park. them.
answers.
Ask: What can you predict about Mia’s
weekend? • Allow students to compare their
Workbook page W24
• Elicit a range of ideas, e.g., she went
again if necessary for them to check
to Fantasy Fun Park, she went on The
Colossus. Ask: What details do you need
51

Reading and writing

competences
Reading
Aim
To read some Internet forum posts about
things that annoy you at the movies
Warm-up
• Focus on the pictures and read out the
title of the forum. Ask: How often do you
go to the movies? What are the people
doing in the pictures? Do these things
annoy you at the movies? What other
things annoy you? What about when
people eat popcorn? What about when
people’s phones ring?
• Elicit a few ideas and encourage
students to talk about their own
experiences.

and read.
answers.
answers in pairs.
Check it out!
• Students could work individually or in
pairs to find the words and phrases and
check the meanings.
Exercise 2
• Students read the forum posts again
and answer the questions.
answers in pairs.
• Check answers with the class. Extra activity Extra activity
ANSWERS
• Refer students back to the Movie • Put students into pairs. Ask them to
rules at the top of the page. In pairs, imagine that one of them is either
1 He took off his sneakers and put his
students could try to think of one Oscar, Grace, or Lewis, and the other
feet on the seat in front of him.
more rule to add. one is the person who is annoying
2 She saw The Night We Met.
3 She sat behind two girls. • Bring students’ ideas together on the them. Ask them to prepare a short
board and discuss as a class which is conversation in the movie theater.
4 She was angry because they had a big
the best rule to add. Remind them to be polite!
bag of candy and they made a noise
when they unwrapped it. They also • Ask some students to perform their
dropped their trash on the floor and conversations for the class.
they talked all the time.
5 They saw an action movie.
6 He liked it because the screen was
enormous and the surround sound
was incredible.
7 The seats were like comfortable
armchairs.
8 It cost $5.
52

Step 3
Exercise 5
• Students think about the last time they
went to the movies and write their
answers to the questions in exercise 4.
Exercise 6
• Read through the Writing strategy
with the class. Ask students to find
examples of adjectives and adverbs in
the text in exercise 3, then ask them to
find more examples in the forum posts
on page 52.
• Ask students to write a post about
their experience at a movie theater
using their answers from exercise 5.
Encourage them to use at least four
adjectives and adverbs in their post.
• Ask some students to read their posts
to the class.
Challenge
• Students write their accounts of an
experience individually.
about their experiences.
Consolidation
• Ask students to look through the
forum posts and text again and find
useful words and phrases to do with
going to the movies.
• Bring the vocabulary together on the
board, e.g., go to the movies, sit next to
someone, popcorn, candy, seat, screen,
surround sound, the front / back of the
theater.
• Encourage students to write example
sentences using the vocabulary and
record it in their notebooks.

Unit tests
Resource Worksheets
Video
Writing Step 2
Aim Exercise 4 e 053
To write about an experience at the • Read out the example answer and point
movies out that it asks about the underlined
information in the answer.
Step 1 • Ask students to write the remaining
questions.
Exercise 3 • Allow students to compare their
• Ask students to read the text and answers in pairs.
complete it with the correct verb forms. • Play the audio for students to check
• Check answers with the class and ask: their answers.
What things annoyed this person? Elicit Audioscript Teacher’s Guide page 125
the answers from the text.
53

Review B
B Extra practice page 54
Vocabulary
Places around town
Movie types
Grammar
Simple past: regular verbs
Affirmative spelling variations
Simple past: irregular verbs
Simple past: negative
Simple past: interrogative and short
answers
Question words + simple past
Vocabulary
Exercise 1
• Read out the first sentence and elicit
the example answer.
• Students complete the puzzle in pairs.
Exercise 2
• Ask students to write down the letters
in the green boxes in exercise 1. Then
tell them to put the letters in order to
find the secret word.
Exercise 3
• Students complete the movie types.
Grammar
Exercise 4
• Students complete the email with the
correct verb forms.
• Check answers with the class. 4 The lesson didn’t start at eleven 3 What did Ben do in the afternoon? He
o’clock. It started at ten o’clock. went bowling.
Exercise 5 5 Ben and his brother didn’t win at 4 Who did Ben meet for dinner? He met
• Students read the email in exercise 4 bowling. Ben and his friend Karl won his mom and dad.
again and correct the sentences. Point at bowling. 5 What type of movie did Ben and his
out that they should write one negative 6 They didn’t watch a movie at home. parents watch? They watched an
and one positive sentence for each They watched a movie at the movie action movie.
sentence. theater.
• Allow students time to check their Songs
answers in pairs. Exercise 6 Saturday Night at the Movies, by The
• Check answers with the class. • Students write questions about the Drifters (movies)
email in exercise 4 and then answer Yellow Submarine, by The Beatles (Simple
ANSWERS
them. past)
1 He didn’t go to the park with his dad.
He went to the sports center. • Check answers with the class. Paradise, by Coldplay (Simple past)
2 He didn’t meet his friends at a ANSWERS Workbook pages W16–W17 and W22–W23
restaurant. He met them in a 1 What type of lesson did Ben and his Practice Kit Extra Practice
parking lot. friends have? They had a scuba diving
3 He didn’t have a swimming lesson lesson.
with his friends. He had a scuba diving 2 What time did the lesson finish? It
lesson. finished at twelve o’clock.
54

word for students to repeat.
Exercise 3 e 056
• Give students time to read through the
words in the chart. Check that students
listen and check the correct sounds.
and individually.
Exercise 4 e 057
• Students underline the /ʊ/ and circle
the /u/ sounds in the sentences.
the audio and pausing after the
relevant words for students to hear the
sounds.
relevant word for students to repeat,
chorally and individually.
Extra activity
• Ask pairs to write a sentence, using as
many /ʊ/ and /u/ sounds as they can.
• Ask students in turn to read out their
sentences. Correct any mistakes. See
who managed to use the most /ʊ/
and /u/ sounds!
Video link
• Give students time to read the
sentences and possible answers.
• Play the video or audio. Students
watch or listen and choose the correct
B Extra Communication answers.
communication page 55 Exercise 1 e 054
• Play the video or audio again if
necessary for students to complete and
• Students complete the dialogues with check their answers.
Aim the correct phrases.
To practice talking about places around • Check answers with the class.
town and movie types Audioscript Teacher’s Guide page 125
check.
To practice hearing and pronouncing the
• Check answers with the class. Consolidation
two different sounds /ʊ/ and /u/
• Ask two students to read out each • Suggest to students that they look
To watch a video in which three people
completed dialogue. back over this page and check that
talk about their favorite movie
Audioscript Student Book page 55 they understand all the language.
Warm-up Suggest that they could rewrite
• Draw a simple map on the board, with Pronunciation the dialogues in exercise 1, using
some streets and some of the places different places around town and
around town. /ʊ/ and /u/ different types of movie. They could
then practice reading the dialogues.
• Add an X and explain that this is Exercise 2 e 055
where you are. Ask for directions to
• Play the audio for students to listen to
different places on the map, and revise
the /ʊ/ and /u/ sounds.
a few phrases for giving directions if
necessary.
55

B Global skills page 56
Places in my town
Aim
To create a poster about your town
To work with a group to create a poster
Warm-up
• Ask: What do you like about your town /
city? What are your favorite places? What
are the most important places for people?
What places do tourists usually visit? Elicit
a few answers from individual students.
What’s up?
Exercise 1
• Students write the words under the
pictures.
Get thinking
Exercise 2
• Read out the four headings, then ask
students to read the poster and match
the headings with the paragraphs.
Exercise 3
• Students read the poster again and
find what the numbers refer to. Remind
them that they can scan the text to find
the numbers, rather than reading it in
detail.
the part of the poster that confirms
each answer.
ANSWERS
15 million—the number of visitors to
Chapultepec each year; 87,000—the
number of people the Azteca Stadium
holds; 1551—the date the national
university dates back to; 400—the age of
some of the buildings in Zocalo square
The project • Read through the phrases in the Real
English box with the class and make
Get involved Exercise 5 sure students understand them.
Exercise 4 Groupwork • Students work in their groups to decide Encourage students to use these
who will write about each topic phrases in their presentation.
• Read out the task, then put students or place. • Ask groups in turn to present their
into groups of four.
• They then write their texts. Encourage poster to the class. Allow time for other
• You could brainstorm some ideas for
them to write their texts neatly on students to ask questions.
towns that students could choose. They
separate pieces of paper that can be • Ask students which presentations they
then work in their groups to choose a
brought together onto a poster. most enjoyed and why.
town and decide what topics or places
to write about. Exercise 6 Groupwork
• They could do their research on the
How did you do?
• Students work in their groups to make • Focus on the can-do statements and
Internet for homework. Point out that their posters.
they should divide the work evenly encourage students to be honest in
• When students are ready, tell them they their assessment of their work. Explain
between them.
are going to present their poster to the that being able to assess how well you
class. are doing is an important skill that you
need in order to improve.
56

answers with the class. Point out that
some of the verbs are regular, and
some are irregular. Check answers
with the class.
audio for them to hear the phrases in
context.
I can identify movie types. (p.46)
Exercise 4
• Ask individual students: What types of
movie do you like? Which do you hate?
back to page 46.
elicting the correct answers.
I can talk about going to the

movies. (p.48)
Exercise 5
phrases in context.
I can talk about where I went last

weekend. (p.51)
Exercise 6
B My progress page 57 I can ask for and give directions.
practice asking and answering the
(p.38)
questions in pairs.
Aim
Exercise 2 • If students did not do well, write the
To review the language and skills learned
• Read out the can-do statement. questions on the board in full and drill
in Units 3 and 4
them with the class.
answers with the class. They then • Repeat exercise 6 on page 57 as a class,
Speaking competences eliciting the correct answers.
I can talk about places in a town. • If students did not do well, refer them
(p.36) back to exercise 2 on page 38. Play the Listening, reading, and
audio again for students to hear the writing competences
Exercise 1 phrases in context. • Students look back at the texts and
• Read out the can-do statement. • Repeat exercise 2 on page 57 as a class, exercises on the pages, and judge how
• Students complete the activity. Check eliciting the correct answers. well they can do them now.
answers with the class. • Tell students that if they found any
• If students did not do well, refer them I can describe what I did yesterday. of the activities difficult, they should
back to page 36. (p.41) go back and review them, using a
• Repeat exercise 1 on page 57 as a class, Exercise 3
dictionary to help them understand
eliciting the correct answers. vocabulary they find difficult.
57

5 You have
to say
something!
Grammar
have to: Affirmative and negative
have to: Interrogative and short
answers
Compounds: some / any / no
Compounds: every
Vocabulary
Housework
Communication
Asking for permission
Skills
Listening: A swimmer talking about
her typical day
Speaking: A presentation about
things your partner has or doesn’t have
to do every day
Reading: A brochure about a survival
camp
Writing: A diary entry about your
experience at a survival camp

topics
Social responsibility: helping with
household jobs
The environment: learning to
understand nature at a survival camp

Aim
To present new language in a familiar bag when the teacher saw her. Elicit Exercise 2 Comprehension
context some ideas about what the people are • Students read the dialogue again and
saying, but don’t confirm them. answer the questions.
Story • They can compare answers in pairs.
The friends are chatting at school. • Check answers with the class, asking
Everyone thinks that Ava stole the girl’s • Read the question to the class.
phone, and now her mom says she can’t • Check that students understand furious Correct any mistakes.
go on the school trip to Paris. Nick says and chores.
she must tell the truth, that Rachel took • Play the audio. Students listen and read, ANSWERS
the phone, but Ava says she can’t because and answer the question. 1 Ava’s mom
2 Ava
Rachel is her friend. Tyler asks whether • Check the answer with the class. 3 Ava’s mom
Rachel really is Ava’s friend. • Go through the Check it out! box and 4 Because she is her friend
ask students to find the words and
Warm-up
phrases in the dialogue. Make sure that Link to life
• Ask students to look at the picture. Ask: students understand the words and
Who can you see? Elicit the names of • Read out the sentence in the Link to life
phrases. box and discuss it as a class. Ask: Do you
the characters (Lauren, Ava, Nick, Tyler).
Audioscript Student Book page 58 think Ava is right to protect her friend?
Ask: Where are they? (at school) What do
you think they are talking about? What Why? / Why not?
happened to Ava last time? Elicit that Ava
was putting a girl’s phone back in her
58

Extra activity
• Check that students understand the
meaning of don’t have to take the
blame (= it isn’t necessary). Students
may assume that the meaning is ‘you
shouldn’t take the blame.’ Write a pair
of similar sentences on the board
if necessary, to clarify the meaning:
We have to pay for the tickets (= it’s
necessary). We don’t have to pay
for the tickets. They’re free. (= it isn’t
necessary).
Exercise 5
using the phrases in the box.
• Students work in pairs and write three
Exercise 6 Pairwork
Extra activity
• Ask students to think about what
they have to do each day. Brainstorm
some ideas as a class.
about what they have to do at home.
what they have to do.
Consolidation
• Point out to students that it is easier
to learn new language if they use it
to talk about themselves and their
Key language page 59 Exercise 4 e 060 own life. Tell them they could think
• Focus on the example, then ask about things they have to do and
Aim students to read the dialogues and write some sentences to put on
To practice the target language in a complete them with the correct their bedroom wall, to help them
personalized context phrases. remember.
• Tell students they can refer back to the Workbook page W28
Exercise 3 dialogue in exercise 1 if necessary.
• Ask students to find and underline the • Play the audio. Students listen and
phrases in the dialogue. check their answers.
• Check answers, and check that students • Play the audio again, pausing after each
understand all the phrases. Ask: Can Ava line for students to repeat.
choose if she wants to do the chores or • Students could then practice the
not? (no) Is it necessary for Ava’s mom to dialogues in pairs.
see the principal? (yes)
59

Vocabulary page 60
Housework
Aim
housework
Warm-up
• With books closed, ask: What does Ava
have to do at home? What do you have
to do?
• Elicit answers from individual students
and write their ideas on the board. Ask:
Who has to do a lot of things every day?
Who doesn’t have to do many?
Exercise 1 e 061
match the phrases with the pictures.
check.
phrase for students to repeat, chorally
and individually.
Exercise 2
• Read through the Vocabulary strategy
with the class.
• Allow students time to complete the
mind map.
Exercise 3
• Read out the example.
• Students match the words in boxes A
and B and write the expressions.
ANSWERS
feed the dog, clean my bedroom / the
bathroom, make my bed, unload the
dishwasher, take out the trash
Extra activity
• Students can play a game to Exercise 4 Pairwork
consolidate the vocabulary. Consolidation
• Ask two confident students to read out • Tell students they could use Post-it
• In pairs, they cover the words in the example dialogue.
box A and try to remember as many notes around their home to remind
• Read through the words in the box them of the words for housework,
of the full phrases as they can. with the class and check that students e.g., they could have a note saying
• You could set a limit for them to try understand them all. unload the dishwasher on the
to remember all the phrases. • Put students into pairs to ask and dishwasher.
• When time is up, students can look answer questions. • Tell them that seeing and saying new
at the words in box A again to check • Monitor while they are working and words regularly is the best way to get
their answers. See who remembered correct any errors in a feedback session them to stick in your memory.
the most phrases correctly. at the end.
• Ask some students to tell the class how Workbook page W28
often their partner does housework. Practice Kit Extra Practice
60

Exercise 2
• Read out the example answers.
• Students then work individually to write
sentences about themselves.
answers in pairs.
have to
Grammar chart
go through the grammar chart.
• Point out the word order in questions,
and point out that we use do / don’t in
short answers.
Rules page W26
Exercise 3
• Read out the example question and
short answer.
• Students write the questions and short
answers.
Exercise 4
• Read through the Look! box with the
class. Write an example sentence with
had to on the board, e.g., I had to clean
my bedroom yesterday. Elicit how to
make the negative and interrogative,
e.g., I didn’t have to clean my bedroom.
Did you have to clean your bedroom?
• Students write the sentences and
questions.
ANSWERS
1 I had to walk to school this morning.
2 My dad didn’t have to go to work
today.
3 The teacher had to repeat the
question.
4 We didn’t have to answer all the
questions.
Grammar page 61 have to 5 Did they do the housework last
Affirmative and negative Saturday?
Aim
To present and practice have to
Grammar chart and Think! box Challenge
• Read out the grammar examples and • Students write sentences about
go through the grammar chart. things they did and didn’t have to
Warm-up do at home last week.
• With books closed, ask some students • Point out the different forms for
What do you have to do every day? Elicit a he / she / it. Finished?
few answers. • Students read the Think! box and • Students write five questions to ask
• Then ask a question about one of the choose the correct alternative to their partner about things they have
students who has answered, e.g., What complete the rule. to do at home.
does (Mateo) have to do every day? See if • Check the answer with the class. • In pairs, students ask and answer their
you can elicit the third person form: • Refer students to the rules on page W26. questions.
He has to unload the dishwasher. Rules page W26 • Refer students to the puzzle on
page 120 / X15.
Exercise 1
the correct forms. Workbook page W28
61

Let’s talk
Communication
competences
Asking for permission

Aim
To present and practice asking for
permission
Warm-up
• With books closed, ask: What do you
usually have in your pencil case? Elicit a
few ideas and elicit or teach the words
pen, pencil, ruler, and pencil sharpener.
• Ask: Do you sometimes forget to bring
something to school with you? What do
you forget?
• Elicit a few ideas, then ask: What can
you do if you don’t have a pen in class?
Elicit the idea of borrowing one. Teach
the word borrow, then ask: How do you
think you can ask to borrow something in
English? Elicit a few ideas.

read e 062
• Focus on the gapped sentences and
allow students time to read them.
or listen and complete the sentences.

• Read through the information in the
Speaking strategy with the class. Ask
students to look at the dialogues in
exercise 1 again and find examples of
the expressions.
• Go through these examples with the
class (Can I borrow your ruler, please?
Could I borrow your pencil sharpener?
May I sit next to Jason today?) Point out
Extra activity
the use of please after the expressions
and explain that this adds more • Students could work in pairs and
politeness. practice one of the dialogues in
exercise 1.
• Focus on the dialogues in exercise 2.
• Play the audio once for students to • They could practice reading the
dialogue.
listen.
• Play it again, pausing after each line for • They could then cover the dialogue.
In their pairs, they try to remember
students to repeat.
each line of the dialogue in turn, then
Audioscript Teacher’s Guide page 125 uncover it to check their ideas.
62

Exercise 6 Pairwork
• Students work in pairs to practice their
dialogues.
• Ask some pairs to perform one of their
Link it! Pairwork

• Read out the task and remind students
of some of the ideas they thought of in
the Beat the clock activity.
Consolidation
• Suggest to students that they record
the lines of one of the speakers
in their dialogues, then listen and
practice the dialogues. Suggest that
they practice using their notes at first,
then try to practice from memory.
Workbook page W30

Exercise 3 e 064 Exercise 4

• Allow students time to read through • Read through the people in the box
the phrases. Check they understand and check that students understand all
everything. the words.
• Play the audio. Students listen and do • Refer students back to the Speaking
the matching task. strategy on page 62, then put them into
• Allow students to compare their pairs to answer the questions.
answers in pairs before you check with • Discuss the answers with the class.
the class.
Audioscript Teacher’s Guide page 125 Exercise 5
• Read through the two situations with
Beat the clock the class and make sure students
• Put students into pairs. Give them two understand everything.
minutes to think of things they borrow • Students work in pairs and prepare their
from their friends. dialogues. Monitor and help while they
• Bring their ideas together onto are working.
the board and check that students
understand all the words.
• See which pair wrote the most words
correctly.
63

Grammar page 64
Aim
To present and practice compounds with
some / any / no and every.
Warm-up
• Ask: Who has to come to school every
day? Ask students to put up their hands
to answer. Write on the board: Everyone
has to come to school. Ask: Who has to
travel for two hours to get to school every
day? Elicit answers and write on the
board: No one has to travel for two hours.
• Focus on the sentences on the board
and elicit the meanings.

Grammar chart and Think! box
the class.
• Point out the alternatives: someone /
somebody, etc. Explain that there is no
difference in meaning between the
two words.
complete the rules.
Rules page W27
Exercise 1
• Students choose the correct alternatives
to complete the sentences and question.
answers in pairs. Then check with
the class, referring back to the rules if
necessary, to explain the answers.
Exercise 2
• Students complete the story with the
correct words.
• Allow students to compare their answers • Point out the alternatives everyone / Challenge
in pairs, then check with the class. everybody and remind students that, as • Students write their sentences
with someone / somebody, there is no individually.
Exercise 3 difference in meaning between the
• Read out the task, then read through • Ask some students to read their
two words.
the chart and the example question sentences to the class. Correct any
• Students read the Think! box and check mistakes.
with the class. Elicit the other two
the correct answers in the rules.
questions that students need to ask.
• Check answers with the class. Finished?
• Students could play the game in
• Students write two more things for the
groups, or you could allow them to • Refer students to the rules on page W27.
Rules page W27 chart in exercise 3.
move around the class and ask one
question to different students in turn. • In groups or with the whole class, they
Exercise 4 ask and answer their questions.
• Stop the activity after a few minutes
and ask who has found a name for each • Students complete the sentences and • Refer students to the puzzle on page
thing in the chart. questions with the correct words. 120 / X15.
• Allow students to compare their Puzzles page 120 / X15
answers in pairs, then check with the
Compounds: every Workbook page W29
class, referring back to the rules if
Grammar chart and Think! box necessary, to explain the answers.
• Read out the grammar example.
the class.
64

Step 2
Exercise 2 e 065
• Allow students time to read the gapped
text, then play the audio. Students listen
and complete the text. Pause the audio
if necessary to allow them time to write.
Step 3
Exercise 3
• Students complete the chart in
exercise 1 with information about
themselves.
Exercise 4 Pairwork
• Read out the examples.
confident student one or two questions
using the chart in exercise 1 and
eliciting their answers. When they
answer, elicit whether you should check
that part of the chart or put a cross.
• Students then work in pairs to ask
and answer questions about their
typical day.
• Ask some students to tell the class what
their partner has to and doesn’t have
to do.
Extra activity
• Ask students to imagine they are a
celebrity, e.g., a sports star, a singer,
an actor.
• Ask them to think about things they
have to do and don’t have to do on a
typical day.
Listening and Step 1 • Put students into pairs to talk about
their typical days and decide whose
speaking page 65 Exercise 1 e 065 day sounds more fun.
• Allow students time to read through • Ask some students to tell the class
Aim the chart. Check they understand about their typical ‘celebrity’ day.
To listen to a swimmer talking about her everything.
typical day
• Read out the task, then play the audio.
To talk about things you have to and don’t Consolidation
• Students listen and check the things
have to do every day • Suggest to students that they should
Carina talks about.
• Allow students to compare their write some sentences about what
Warm-up
answers in pairs, then play the audio they have to do and don’t have to do
• Focus on the picture and elicit that each day. Suggest that the next time
the person is a swimmer. Ask: What again if necessary for them to check
and complete their answers. they are on vacation, they should
do you think she does on a typical day? write a similar list of things they have
What time does she get up? When does • Check answers with the class.
to do and don’t have to do, then
she practice? How long does she practice Audioscript Teacher’s Guide page 125 compare a typical day in school time
for every day? Does she have to do and on vacation.
housework? Elicit a range of ideas and
encourage students to speculate and Workbook page W30
make guesses. Practice Kit Extra Practice
65

Reading and writing

competences
Reading
Aim
To read a brochure for a survival camp
Warm-up
• Focus on the pictures and read out the
title of the brochure. Teach the meaning
of survive and survival.
• Ask: What is a survival camp? What do
you think you do? What things do you
think you learn about?
• Elicit a few ideas and encourage
students to speculate.
• Ask: Do you think it looks fun? Would you
like to go to a camp like this?
Exercise 1
• Read through the Reading strategy with
the class.
• Ask students to look at the pictures
again.
• Put students into pairs to check the
meaning of the phrases and use the
pictures to help them understand.

the questions and possible answers.
read.
answers.
answers in pairs.
Check it out! 5 The group leader is there to help you.

Extra activity
• Students could work individually or in 6 You have to return to the camp in
under two hours with only a map and • Tell students they are going to
pairs to find the words and phrases and talk about the survival camp from
check the meanings. a compass.
memory.
• Discuss the meanings with the class. Exercise 4 Pairwork • Allow students time to read the
Exercise 3 • Read through the survival skills in the brochure again and make some
brochure with the class and make sure notes to help them remember the
• Students read the brochure again and students understand them all. details. Set a limit of 20 words that
answer the questions. they can write.
• Allow students to compare their answer questions to find out what their • In pairs, students then work with
answers in pairs. books closed and try to remember as
partner can do.
• Ask some students to tell the class what many details as they can about the
ANSWERS their partner can and can’t do. camp.
1 They teach you to understand and • Discuss their ideas as a class and see
respect nature. how much students can remember
2 They take place in the summer, from between them.
June to September.
3 They are in the Rocky Mountains of
British Columbia, Canada.
4 You have to spend five days there.
66

• Allow students time to read their diary
entry carefully and check it for mistakes.
• Ask some students to read their diary
entries to the class.
Challenge
• Students write their questions
individually, then ask and answer their
questions in pairs.
about their partner’s experiences.
Consolidation
• Point out to students that when they
read a new text, there may be a lot
of new vocabulary in it, and it is not
realistic to think that they can learn
it all. Tell them it is a good idea to
look for words and phrases that are
relevant to them and their lives.
• Ask students to look through the
brochure and diary entry again
and find three useful words and
phrases that they want to learn and
remember.
which words and phrases they chose
and why.

Unit tests
Resource worksheets
Video
Writing Step 2
Aim Exercise 6
To write a diary entry about your • Students prepare their ideas
experiences at a survival camp individually. To help weaker students,
you could brainstorm some ideas with
Step 1 the class first and make notes on the
board.
Exercise 5
• Read the task, then read through Step 3
the chart with the class and check
that students understand all the Exercise 7
information. • Ask students to write a diary entry
• Ask students to read the diary entry about their experience at the camp
and complete it with the correct using their notes in exercise 6.
information. Encourage them to use have to and
• Check answers with the class and ask: don’t have to and phrases for housework
What does David have to do today? What in their diary entry.
did he have to do yesterday? Elicit the • Read through the Writing strategy with
answers from the text. the class.
67

6 You
mustn’t be
late!
Grammar
must / mustn’t
mustn’t / don’t have to
Verb + -ing form / infinitive
Vocabulary
Transportation and travel
Communication
Buying a bus ticket
Skills
Listening: A teacher telling students
about a school trip
Speaking: A presentation about a
school trip
Reading: Travel dos and don’ts for a
trip to the U.K.
Writing: A blog post for tourists to
your country

topics
Tourism and travel
Multiculturalism: cultural sensitivities

Aim
context
Story
Rachel, Tyler, Nick, and Lauren are listening Exercise 1 Read and listen e 067 3 Their suitcases can’t weigh more than
to the teacher, who is giving details about • Read the question to the class. 23 kilos.
4 Ava isn’t going to Paris with the others.
the school trip to Paris. Ava isn’t there. • Play the audio. Students listen and read,
Rachel asks why she isn’t there, and Tyler and answer the question. Link to life
explains that it is because everyone thinks • Check the answer with the class.
she is a thief. Tyler tells Rachel she must tell • Read out the question in the Link to life
• Go through the Check it out! box and box and discuss it as a class. Elicit a list
the truth.
ask students to find the phrases in of qualities that are important in a good
Warm-up the dialogue. Make sure that students friend, e.g., being honest, loyal, helping
understand the phrases. You could your friends.
• Ask students to look at the picture. Ask: teach p.m. (= in the afternoon).
Who can you see? Elicit the names of the
characters (Rachel, Tyler, Nick, Lauren). Audioscript Student Book page 68 Extra activity
Ask: Where are they? (at school) What • Ask students to look at the
Exercise 2 Comprehension dialogue again. Ask: What forms
do you think the teacher is talking about?
Why do you think that Ava isn’t there? • Students read the dialogue again and of transportation are they using to
What happened to Ava in the last unit? correct the mistakes. go to Paris? Elicit the answers (bus
Elicit a few ideas, and elicit that Ava • They can compare answers in pairs. and plane). Ask What other forms of
isn’t allowed to go on the school trip • Check answers with the class. transportation are there? Elicit words
to Paris. that students know, e.g., car, train. Tell
ANSWERS students they will learn more forms
1 They are leaving in the morning. of transportation later in this unit.
2 They need a passport.
68

Exercise 5
using the activities in the box.
Exercise 6 Pairwork
Extra activity
• Ask students to think about other
things they like and don’t like doing.
Brainstorm some ideas as a class if
necessary, e.g., riding my bike, visiting
my grandparents, going shopping.
about things they like and don’t like
doing.
what they and their partner like and
don’t like doing.
Consolidation
• Point out to students that like is
usually followed by the -ing form of
a verb, e.g., I like watching TV NOT
I like watch TV. Discuss with the class
the best way to remember this, e.g.,
writing a rule or writing example
sentences and learning them by
heart. Tell students they must find
the way that works best for them to
remember language rules.
Workbook page W34

Key language page 69 • Tell students they can refer back to the
personalized context • Play the audio again, pausing after each
Exercise 3 • Students could then practice the
• Ask students to find and underline the dialogues in pairs.
phrases in the dialogue. Audioscript Student Book page 69
understand all the phrases. Ask: Is it Extra activity
important that they aren’t late? (yes) Is it • Write on the board the sentences You
a rule that their suitcase must be less than mustn’t be late. You don’t have to come.
23 kilos? (yes) Ask: Which one means you can’t do
this? (You mustn’t be late.) Which one
Exercise 4 e 068 means it isn’t necessary? (You don’t
• Focus on the example, then ask have to come.) Elicit the answers and
students to read the dialogues and check that students understand the
choose the correct alternatives to two sentences.
complete them.
69

Vocabulary page 70
Aim
transportation and travel
Warm-up
• With books closed, ask: What forms
of transportation do people use in your
town?
• Elicit answers from individual students
and write their ideas on the board. Ask:
What’s the best form of transportation in
your town? Why?
Exercise 1 e 069
match the words with the pictures.
check.
and individually.
Exercise 2 e 070
• Focus on the chart and make sure that
students understand the adverbs of
frequency.
complete the chart.
the audio again if necessary and
pausing for students to hear the
answers.
Extra activity
• In pairs, they cover the words in
exercise 1. They take turns to look at
the picture and say a number. Their
partner tries to remember the correct
word. They get a point for each word
Culture focus
they remember. • Read through the information in the
Culture focus box with the class. Discuss
• See who in the class got the most
whether students think it is a good idea,
points.
and whether any cities in their country
do the same thing.
Exercise 3 Pairwork
• Ask two confident students to read out Consolidation
the example dialogue. • Tell students they could make a
• Point out the position of the adverb of poster about transportation for their
frequency (before the main verb). bedroom, with pictures of different
forms of transportation, and some
• Put students into pairs to ask and
sentences about which ones they
answer questions.
use.
• Monitor while they are working and
correct any errors in a feedback session Workbook page W34
at the end. Practice Kit Extra Practice
• Ask some students to tell the class how
often their partner uses different forms
of transportation.
70

Exercise 2
answers in pairs, then check with
the class.
mustn’t / don’t have to

Think! box
• Remind students that they studied
have to and don’t have to in the last unit.
Rules page W32
Exercise 3
• Students read the sentences and
choose the correct alternatives to
complete them.
with the class, referring back to the rules
if necessary to explain the answers.
Exercise 4
the class.
Challenge
they mustn’t and don’t have to do at
home.
• Students can compare their answers in
pairs and see if any of their answers are
the same.
Finished?
• In groups, students write sentences
about what they must or mustn’t do in
the classroom.
Grammar page 71 must / mustn’t • Ask groups to share their sentences. Use
students’ sentences to create a set of
Aim Grammar chart and Think! box
classroom rules.
To present and practice must / mustn’t and • Read out the grammar examples and
go through the grammar chart.
mustn’t / don’t have to. page 120 / X15.
Grammar link presentation Unit 6 • Point out that must and mustn’t are the
same for all persons.
Warm-up • Students choose the correct Consolidation
• With books closed, write on the board: alternatives to complete the rules.
• Point out to students that visual clues
You ___ late! You ___ there by 6 a.m. • Check answers with the class. such as the signs in exercise 1 are a
• Elicit the correct words to complete the • Refer students to the rules on page W32. good way to remember meanings.
sentences (mustn’t be, must be). Ask: Is it Rules page W32 Suggest that they draw some signs
OK to be late? (no) Can you get there after or download and print out some
6 a.m.? (no) Why? (because it’s a rule). Exercise 1 pictures of signs for their vocabulary
• Explain that we use must and mustn’t to • Students look at the signs and notebooks, and write sentences
talk about rules. complete the sentences with the about what people must and
correct forms. mustn’t do.
Workbook page W34
71

Let’s talk
Communication
competences
Buying a bus ticket

Aim
To present and practice buying a bus
ticket
Warm-up
• With books closed, tell students that
they have learned fourteen words for
forms of transportation in this unit.
• Put them into pairs and give them two
minutes to remember as many as they
can.
• Bring their ideas together on the board
and check that students understand all
the words.
• Ask: How often do you travel by bus? Elicit
a few answers, then ask: What do have
to buy to travel by bus? Elicit that you
have to buy a ticket.
• Tell students that in this lesson they will
practice buying bus tickets.

read e 071
• Read through the chart with the class
and make sure students understand
what information they are listening for.
• Play the video or audio once for
students to watch or listen and
complete the chart.
• Play it again for them to check their
answers.

• Read through the Speaking strategy with
the class. Ask students to find examples
of the question words in the dialogues
in exercise 1. Extra activity
• Play the audio once for students to • Put students into pairs. Ask them
listen. Elicit which of the phrases can be to choose one of the dialogues in
used in other situations, e.g., Can I help exercise 1 and decide which of them
you? can be used in a shop and What will play each role.
gate does it leave from? can be used at
the airport.
• Students write their lines for their role
on a piece of paper, but not in the
• Play the audio again, pausing after each correct order. Tell them they should
line for students to repeat. mark the first line of the dialogue.
Audioscript Teacher’s Guide page 125 • With books closed, students then
work in their pairs and practice the
dialogue, each referring to their own
lines and trying to remember the
correct order for the dialogue.
• They can look at their books again to
check.
72

Exercise 5 Pairwork
• Students work in pairs to practice their
dialogue.
Link it! Pairwork

• Read out the task and elicit some places
in the students’ country that they could
travel to. Elicit how to get there, e.g.,
bus or train.
• Students then work in pairs to write a
new dialogue with their own ideas, and
practice it.
Consolidation
• Suggest to students that they record
the clerk’s lines from page 72 on
their phone, then listen and practice
asking for information and buying
tickets to different places.
• Tell them that the more they practice,
the easier they will find it to speak
naturally and think of what to say
next.
Workbook page W36

Exercise 3 e 073 • If students had difficulties, write more

• Allow students time to read through examples of dates, times, and prices on
the sentence beginnings. Check they the board and elicit how to say them.
understand everything.
Exercise 4
• Read through the bus schedule with
• Allow students to compare their understand everything.
answers in pairs before you check with
the class.
• Put students into pairs and ask them
to choose a destination and write a
Audioscript Teacher’s Guide page 126 dialogue.
Beat the clock • Refer students back to the phrases on
page 72 to help them. Monitor and
• Put students into pairs. Give them two
help while they are working.
minutes to say as many of the dates,
times, and prices on the bus tickets as
they can.
• Ask who managed to say all the dates,
times, and prices in the time.
• Elicit the dates, times, and prices.
73

Grammar page 74
Aim
To present and practice verbs +
-ing form / infinitive
Warm-up
• Ask: What do you like doing on the
weekend? Elicit a range of answers from
students and write one or two of their
sentences on the board.
• Ask: What do you want to do next
weekend? Elicit a range of answers and
write one or two sentences on the
board.
• Underline the main verbs and the -ing
forms and infinitives on the board.
Ask: What do you notice about ‘like’ and
‘want’? Elicit that they are followed by
different verb forms.
• Tell students they are going to learn
about these verb patterns in this lesson.

go through the grammar chart with
the class.
• Point out that some verbs such as like,
love, and hate can be used in both
patterns.
choose the correct alternative to
complete the rule.
Rules page W33
Exercise 1
• Students read the text and underline
the verbs that are followed by the -ing
form.
answers in pairs, then check with Exercise 4 Finished?
the class.
• Explain to students that in this exercise, • In pairs, students ask follow-up
• Ask: Do you enjoy cycling? Do you like they need to choose the -ing form questions about their sentences from
cycling in the rain? Elicit a few answers or the infinitive. Tell them to use the the Challenge box.
using the -ing form. grammar chart to help them. • Encourage them to use a variety of
Exercise 2 • Students complete the sentences with question words, e.g. what, why, where,
the correct verb forms. when, and who.
the correct verb forms. • Allow students to compare their • Refer students to the puzzle on
answers in pairs, then check with the page 120 / X15.
class, referring back to the rules if
answers in pairs, then check with Puzzles page 120 / X15
necessary to explain the answers.
the class. Workbook page W35
• Ask students which sentences are also Challenge Practice Kit Extra Practice
true for them. • Students write their sentences
individually.
Exercise 3
• Students complete the sentences with sentences to the class. Correct any
the words in the correct order.
mistakes. Ask other students if the
• Allow students to compare their sentences are also true for them.
the class.
74

Step 2
Exercise 2 Pairwork
• Read through the activities with
• Invite two confident students to read
out the example dialogue.
• Ask one or two individual students
questions about other activities and
elicit their answers.
answer questions.
which activities they and their partner
both like.
Exercise 3 Pairwork
• Choose an activity and, as a class,
brainstorm some information to
complete the chart as an example.
Make notes on the board.
• Students then work in pairs to choose
an activity and complete the chart.
• Monitor and help while they are
working.
Extra activity
• Before students give their
presentation, play the audio from
exercise 1 again. Pause to focus on
useful phrases that students can use:
I want to tell you about …, The bus
leaves at … Please don’t be late … You
must bring …, etc. Write these on the
board for students to refer to when
they give their presentations.
Step 3
• Use the notes on the board
Listening and Step 1 to demonstrate how to give a
presentation of the school trip.
speaking pages 75–76 Exercise 1 e 074 • Allow students time to practice their
• Read out the task, then allow students presentations in pairs, then ask students
Aim time to read through the information. in turn to give their presentations to
To listen to a teacher telling students the class.
• Read through the Listening strategy with
about a school trip • Discuss as a class whose trip sounds the
the class, then ask students to look at
To give a short presentation with the information again. Elicit what kind most fun and why.
information about a school trip of information is missing in each case,
e.g., a time, a personal item. Consolidation
Warm-up • Suggest to students that they should
• Ask: Do you ever go on school trips? complete the information. record their presentations on their
Where do you go? Do you enjoy the phone and then listen to it. Tell them
trips? Why? Elicit a range of answers. • Allow students to compare their
to listen to their pronunciation,
If students do not have experience of answers in pairs, then play the audio
intonation, and fluency. They could
school trips, ask: Would you like to go again if necessary for them to check
practice again and see if they can
on a school trip? Where would you like to and complete their answers.
improve.
go? A museum? A city? Another country? • Check answers with the class.
What activities would you like to do? Audioscript Teacher’s Guide page 126 Workbook page W36
75

Reading and writing

competences
Reading
Aim
To read a blog with advice about a trip to
the U.K.
Warm-up
• Explain to students that they are going
to read some advice about how to
behave on a trip to the U.K. Ask: What
do you think the advice will say?
• Elicit a few ideas, then focus on the
picture and elicit that it shows people
waiting for a bus. Ask: What do you think
the advice will say about waiting for a
bus? Elicit a few ideas and encourage
students to speculate.

the questions and possible answers.
Check that they understand customs.
read.
answers.
answers in pairs.
Check it out!
pairs to find the words and check the
meanings.
Culture focus
• Read through the Culture focus with
the class. Ask: What other differences ANSWERS
are there in the U.K.? Elicit a few ideas, 1 He tries to learn about the people and Extra activity
e.g., the U.K. uses miles rather than customs. • Tell students they are going to retell
kilometers, it has its own currency. 2 She went to Edinburgh, in Scotland. one of the stories in the blog post.
3 You mustn’t call everyone and • Ask them to choose one of the stories
Exercise 2
everything ‘English’. and read it carefully, then make a few
• Students read the blog again and 4 c notes to help them remember it.
answer the questions. 5 You mustn’t talk loudly. • With books closed, students can work
• Allow students to compare their 6 You must wait, too. in pairs to tell their stories.
answers in pairs. 7 She arrived late for lunch. • Students could then work in their
• Check answers with the class. 8 They think it is rude. pairs and practice telling a story
9 Students’ own answers. about something that happened to
them when they were traveling.
• Ask some students to tell their story
to the class.
76

Step 2
Exercise 4
pairs to decide if the comments are true
or false about their country.
• Discuss their answers as a class.
Step 3
Exercise 5
• Ask students to write a blog post for
tourists to their country. Encourage
them to use must, mustn’t, and don’t
have to as well as their mind maps in
their blog post.
• Remind students that it is important to
check your writing for mistakes. Allow
them time to check their writing and
correct any mistakes.
• Ask some students to read their blog
posts to the class.
Challenge
• Students write their emails individually.
• Ask some students to read their emails
to the class.
Consolidation
• When you have checked and
corrected students’ writing, suggest
that they should keep a note of any
mistakes that they made, especially
if they have made similar mistakes
before. Tell them they can build up
a list of their own typical mistakes
which they can use as a checklist for
checking their work in the future.

Unit tests
Resource worksheets
Video
Writing • Draw a mind map on the board with

the headings: Rules, Weather, Customs in
Aim your country.
To write a blog post for tourists to your • Focus on the first recommendation
country (have a passport) and elicit that this
should be added under Rules.
Step 1 • Students could work individually or in
pairs to complete the mind map.
Exercise 3 • Check answers with the class.
• Read the task, then read through the
POSSIBLE ANSWERS
recommendations with the class and
Rules: carry some form of identification,
check that students understand all the
drive on the left side of the road, smoke
information.
in public places, buy tickets for public
• Students could work in pairs to decide transportation
if tourists must, mustn’t, or don’t have to Weather: bring warm clothes in summer
do these things. Customs in your country: be polite, be
• Discuss the answers with the class. quiet in public
• Read through the Writing strategy with
the class.
77

Review C
C Extra practice page 78
Vocabulary
Housework
Grammar
have to: affirmative, negative,
interrogative, and short answers
must / mustn’t
Compounds: every
must / mustn’t / don’t have to
Vocabulary
Exercise 1
• Read through the expressions in the
box with the students. Make sure that
they can remember the meaning of the
expressions.
• Students complete the expressions
individually.
Extra activity
• In pairs, students take turns to mime
the housework activities in exercise 1.
Their partner says the correct
expression.
Exercise 2
• Students find eleven forms of
transportation in the wordsearch.
• Allow students time to check their
answers with a partner.
Exercise 3
• Students complete the chart with the Exercise 6
words from exercise 2. • Students choose the correct words to
• Check answers with the class. complete the sentences.
Grammar
Songs
Exercise 4 Trains and Boats and Planes, by Dionne
• Students complete the questions and Warwick (transportation)
answers. You Don’t Have to Mean It, by The Rolling
• Allow students time to check their Stones (don’t have to, verb + -ing form)
answers in pairs. You Don’t Have to Say You Love Me, by Dusty
• Check answers with the class. Springfield (don’t have to)
Someone to Love, by Jon B.
Exercise 5 (Compounds: some)
• Read out the example and elicit why we
Workbook pages W28–W29 and W34–W35
use mustn’t in this sentence.
• Students complete the sentences. You
could ask them to work in pairs for this.
78

Pronunciation:
Intonation in questions
Exercise 2 e 077
• Point out the two different types of
question in the chart.
different intonation in the questions.
question for students to repeat, chorally
and individually.
Exercise 3 e 078
intonation and decide if it is rising or
falling.
each question to check the answer
and for students to repeat, chorally and
individually.
Extra activity
• Put students into pairs. They choose
three questions from exercises 2 and
3 and prepare answers, to make mini-
dialogues.
• Students can then practice their
mini-dialogues in their pairs, focusing
on using the correct rising or falling
intonation in the questions.
• Ask some pairs to perform one of
Video link
answers.
C Extra Communication • Play the video or audio again if
necessary for students to complete and
communication page 79 Exercise 1 e 076 check their answers.
• Students complete the dialogue with • Check answers with the class.
Aim the correct phrases. Audioscript Teacher’s Guide page 126
To practice buying a bus ticket and asking
for permission Consolidation
check.
To practice hearing and pronouncing • Suggest to students that they look
intonation in questions back over this page and check that
• Ask four students to read out the
To watch a video in which three people they understand all the language.
completed dialogues.
talk about their travel plans Suggest that they could rewrite the
dialogues in exercise 1, changing
Warm-up some of the details. They could then
• Ask: How often do you travel by bus? Do practice reading the dialogues again,
you buy tickets on the bus, or in advance? focusing on using the correct rising
Elicit a few answers, then ask: Can you or falling intonation in the questions.
remember how to buy a bus ticket in
English? What do you say? What does the
clerk say to you? Elicit what students can
remember.
79

C Global skills page 80
Getting around London
Aim
To make an information leaflet with different
itineraries in a neighborhood of your town
To work with a group to make an
information leaflet
Warm-up
• Ask: Do you ever visit new cities? What
places in the city do you usually visit? Elicit
a few answers, e.g., museums, historic
buildings, etc.
• Ask: What’s the best way to see a city? On
a bus? Walking? By bike? Elicit a few ideas.
What’s up?
Exercise 1
• Read out the title of the lesson and ask:
Have you been to London? What do you
know about London? Elicit a few answers.
correct pictures.
Culture focus
Culture focus box with the class. Ask: Are
there underground trains in your town or
city? Do you use them?
Get thinking
Exercise 2
• Focus on the leaflet and point out that
it shows three different ways to travel
around the city.
• Ask students to read the leaflet and
Exercise 3
• Students read the leaflet again and find
what the numbers refer to. Remind
• Bring students’ ideas together into a students to give positive feedback after
class brainstorming session. each presentation.
students that they can scan the text for
the numbers, rather than reading the
whole text in detail again. The project How did you do?
• Check answers with the class. • Focus on the can-do statements and
Exercise 5 encourage students to be honest in
ANSWERS • Students look online to find information their assessment of their work. Explain
£6.80 – the price of an Oyster card to for their itinerary. They then draw a map that being able to assess how well you
travel around the city all day; 15 – the and write a description. Remind them are doing is an important skill that you
number of the bus to go to Camden; to divide the work evenly. need in order to improve.
750 – the number of bike stations in
London; £4.20 – the cost of a one-way Exercise 6 Groupwork Extra activity
ticket for the River Bus • Read through the phrases in the Real • Ask: What did you enjoy about this
English box with the class. Ask students task? What was difficult? What did your
Get involved to find the phrases in the information group do well? What could it improve
leaflet in exercise 2. Encourage them to next time? Ask students to discuss the
Exercise 4 Groupwork use these phrases in their own leaflets. questions in their groups.
• Put students into groups of three • Students then work in their groups to • Get feedback from groups, and
and read out the task. Check they make their information leaflets. discuss as a class what students can
understand itinerary. • Ask groups in turn to present their do to help them cope with similar
• Students work in their groups to leaflets to the class. Encourage other tasks in the future.
brainstorm ideas.
80

answers with the class. Students ask
and answer the questions in pairs.
back to page 65. Play the audio again
for them to listen.
• Repeat exercise 3 on page 81 as a class.
Discuss the correct answers.
I can identify different forms of

transportation. (p.70)
Exercise 4
back to exercise 1 on page 70.
I can ask for travel information and

buy a ticket. (p.72)
Exercise 5
phrases in context. Ask questions, e.g.,
How does the clerk start the conversation?
How does Luis ask for a ticket?
I can talk about the rules on a

school trip. (p.75)
Exercise 6
C My progress page 81 I can ask for permission and
respond. (p.62)
audio for students to hear examples
Aim
Exercise 2 of must, mustn’t, and don’t have to in
To review the language and skills learned context. Ask questions about the school
in Units 5 and 6 • Read out the can-do statement.
trip, e.g., When must they be at school?
• Students complete the activity. Check What mustn’t they bring?
Speaking competences answers with the class.
• If students did not do well, refer them eliciting the correct answers.
I can talk about different types of back to exercise 1 on page 62. Play the
housework. (p.60) audio again for students to hear the
phrases in context. Ask: Can I borrow Listening, reading, and
Exercise 1 your book, please? May I use your pen? writing competences
• Read out the can-do statement. • Repeat exercise 2 on page 81 as a class, • Students look back at the texts and
• Students complete the activity. Check eliciting the correct answers. exercises on the pages, and judge how
answers with the class and ask: What well they can do them now.
jobs do you sometimes do at home? What I can ask people about things they • Tell students that if they found any
jobs do you never do? have to do. (p.65) of the activities difficult, they should
Exercise 3
go back and review them, using a
eliciting the correct answers. dictionary to help them understand
• Read out the can-do statement. vocabulary they find difficult.
81

7 How
much salt
did you put
in this?
Grammar
Count / noncount nouns
some / any
a lot of / much / many / How much …? /
How many …?
a little / a few
Vocabulary
Food and drink
Communication
Ordering food and drink
Skills
Listening: A survey about young
people’s eating and drinking habits
Speaking: A presentation about your
eating and drinking habits
Reading: An article about snacks
Writing: A description of the snacks
you usually have

topics
Health and nutrition
Friends and friendship: eating out

Aim
context • Ask: How do you think Ava is feeling? Exercise 2 Comprehension
Elicit that she may still be feeling upset • Students read the dialogue again and
Story because she can’t go on the school trip answer the questions.
Ava is cooking dinner at home. She talks to to Paris.
her mom about what she is cooking. But
• They can compare answers in pairs.
when her mom tastes the food, she says Exercise 1 Read and listen e 080 • Check answers with the class.
she can’t eat it because there is too much • Read the question to the class. ANSWERS
salt in it. Ava agrees, so they get takeout. • Play the audio. Students listen and read, 1 She uses ketchup, olives and cream.
Suddenly, the doorbell rings. It is Rachel. and answer the question. 2 She thinks it’s awful.
She tells Ava’s mom that Ava didn’t take 3 Rachel is at the door.
the phone—she did. 4 She wants to talk to Ava’s mom.
• Go through the Check it out! box and
Warm-up ask students to find the phrases in
• Ask students to look at the picture. Ask: the dialogue. Make sure that students
Who can you see? Elicit Ava’s name, and understand the phrases.
elicit that she is with her mom. Ask: Audioscript Student Book page 82
Where are they? (at home) What are
they doing? (cooking). Use the picture
to teach tomato ketchup, olives, pasta,
cream, tomatoes, salt, and olive oil.
82

Exercise 5
• Read through the foods in the box
with the class and make sure students
using the items in the box.
• Students work in pairs and write a
similar mini-dialogue.
Exercise 6 Pairwork
• Students practice their mini-dialogue in
pairs. Monitor and help as necessary.
• Ask some students to perform their
mini-dialogue for the class.
Extra activity
• Write these questions on the board:
What are you making?
What did you use?
Can I try it?
• Elicit a longer dialogue with a
confident student, using the
questions on the board and
questions from exercise 5.
• Students then work in pairs to
prepare and practice a longer
dialogue about what someone is
making.
dialogues for the class. Ask: Which
meal sounds nice?
Consolidation
• Ask students to find all the words for
kinds of food on pages 82 and 83.
• Tell them to start a page of food
vocabulary in their vocabulary
notebooks. Tell them they can add
more food vocabulary to their list
Key language page 83 underline seven mistakes. They then
write the sentences correctly.
later in the unit.
• Tell students they can refer back to the Workbook page W40
Aim
dialogue in exercise 1 if necessary. Practice Kit Extra Practice
To practice the target language in a
personalized context • Play the audio. Students listen and
Exercise 3 • Play the audio again, pausing after each
• Ask students to find and underline the line for students to repeat.
phrases in the dialogue in exercise 1. • Students could then practice the
• Check answers, and check that students dialogues in pairs.
understand all the phrases. Ask: Were Audioscript Teacher’s Guide page 126
there a lot of tomatoes? (no) Did she add
a lot of olives? (no) Was there a lot of Extra activity
cream? (no) Did she put a lot of • Ask: What can you say if food isn’t very
salt in? (no). nice? (it’s awful / disgusting) What
can you say if it’s nice? (it’s lovely /
Exercise 4 e 081
delicious)
• Focus on the example, then ask
students to read the dialogues and
83

Vocabulary page 84
Food and drink
Aim
food and drink
Warm-up
• Focus on the pictures in exercises 2
and 3. Ask: Which of these foods do you
like? Which don’t you like? Which do you
eat every day?
• Students can answer using the words if
they know them, or by pointing to the
pictures.
Exercise 1 Pairwork
• Check that students understand dairy
products.
• They work in pairs to add two words to
each group.
• Add the headings to the board and
elicit words to add under each one.
Check that students understand all the
words.
POSSIBLE ANSWERS
Meat and fish: beef, chicken
Fruit and vegetables: apples, bananas
Dairy products: cheese, butter
Drinks: coffee, orange juice
Other: chocolate, cake
Exercise 2 e 082
match the words with the pictures.
check.
and individually.
Look! box with the class.
Exercise 3
Exercise 4 Pairwork
• Students work individually or in pairs to Consolidation
match the pictures with the words. • Read through the phrases in the chart • Tell students they could download
and check that students understand
them all. Allow them time to complete
some pictures of food and drinks to
understand all the words. Model add to their vocabulary notebooks, to
the chart with their own ideas.
pronunciation of the words. help them remember the words.
• Ask two confident students to read out
Extra activity the example dialogue. Workbook page W40
• Students can play a game to • Point out that we use Really? to express Practice Kit Extra Practice
consolidate the vocabulary. surprise.
• In pairs, they choose four food words • Put students into pairs to talk about
and write them with jumbled letters. their likes and dislikes.
• With books closed, put pairs together • Monitor while they are working and
into groups of four to swap words correct any errors in a feedback session
and try to guess the foods. Tell them at the end.
they can give each other a clue for • Ask some students to tell the class
each word if necessary, e.g., It’s a which foods they and their partner
vegetable. both like.
• Ask who guessed all the words
correctly.
84

Exercise 2
• Students complete the charts.
some / any
• Go through the grammar chart.
• Point out that we don’t use some in
negative sentences or questions: There
isn’t any milk. NOT There isn’t some
milk. Is there any milk? NOT Is there
some milk?
complete the rules.
Rules page W38
Exercise 3
• Read out the example answer and elicit
another example answer from the class.
• Students then write the correct words.
Exercise 4
another example from the class.
• Students then write the sentences.
answers in pairs, then check with the
class.
ANSWERS
1 There aren’t any cookies in the cabinet.
2 Does he have any spinach?
3 Are there any melons in the store?
4 There isn’t an apple in the lunchbox.
5 There is some pepper on the table.
6 There isn’t any cheese in the fridge.
Challenge
• Students write their descriptions
individually.
Finished?
• Ask students to read their descriptions
Grammar page 85 Count / noncount nouns from the Challenge box to the class.
• Ask students whose lunchbox they
Aim Grammar chart and Think! box would like to have and why.
To present and practice count and • Read out the grammar examples. • Refer students to the puzzle on
noncount nouns and some / any. • Go through the grammar chart. page 121 / X16.
Grammar link presentation Unit 7 • Point out the use of a / an (a tomato, an Puzzles page 121 / X16
apple) and review the rules for their use
Warm-up if necessary. Consolidation
• Ask individual students: What did you • Students read the Think! box and • Point out that there are some new
have for dinner last night? choose the correct words to complete words on this page that students can
• Elicit answers, and write some of the the rules. add to their list of food words.
foods students mention on the board. • Refer students to the rules on page W38. • Tell students that when they learn
Include a mixture of countable and new nouns they should always make
Rules page W38
uncountable nouns. a note of whether they are countable
• Point to the words on the board and Exercise 1 or noncountable.
underline the plural nouns. Ask: What • Students underline the noncount Workbook page W40
do you notice about these nouns? nouns. Practice Kit Extra Practice
• Elicit that they are plural, and tell • Allow them to compare their answers in
students they are going to learn more pairs, then check answers with the class.
about nouns in this lesson.
85

Let’s talk
Communication
competences
Ordering food and drink

Aim
To present and practice ordering food
and drink
Warm-up
• Ask students to write a list of their five
favorite foods, in order from one (their
favorite) to five.
• Put students into groups to compare
their ideas and make a list of five foods
that they all like. Write on the board the
phrases from page 84 for talking about
likes and dislikes: I love …, I like …,
I’m not crazy about …, I don’t like …,
I hate … .
• Ask groups in turn to tell the class their
ideas. See which foods most students in
the class like.

read e 083
• Teach the words cheeseburger, fries,
and soda.
students to watch or listen.
• Ask them to complete the dialogue,
then play the video or audio again for
them to watch or listen and check.
• Read through the Speaking strategy
with the class. Ask students to find the
shortened sentences in the dialogue.

listen.
line for students to repeat. Extra activity
Audioscript Teacher’s Guide page 126 • Before students do exercise 3,
practice saying prices.
Extra activity
• Write a selection of prices on the
• Ask students to close their books. board, e.g., $4.50, $6.70. Elicit how to
• Write on the board some of the say them.
phrases from exercise 2, with some
• In pairs, ask students to write three
words missing, e.g., Are you ___ to
more prices and practice saying
___? ____, not yet. What ___ you ___
them. Ask some students to come
to eat?
and write one of their prices on the
• Put students into pairs and ask board and demonstrate how to say it.
them to complete the phrases from
memory.
• Point out to students that it is a good
idea to learn phrases such as these by
heart, so they can recognize and use
them easily.
86

Link it! Pairwork
• Read out the task, then focus on the
pictures and elicit what they show.
• Elicit some other strange foods,
encouraging students to use their
imagination, e.g., chocolate soup,
chicken ice cream.
• Students work in pairs to make a menu
of strange food and drink.
• They then write another dialogue using
their own ideas, and practice it.
Consolidation
work with a friend and record one or
two dialogues in which they order
food and drink. Tell them they can
then listen to the dialogues to learn
or review the useful expressions.
• Suggest that they also add the food
vocabulary from this page to their
vocabulary notebook, with the other
food vocabulary.
Workbook page W42

Exercise 3 e 085 Exercise 4

• Play the first conversation and elicit the • Read through the menu with the class
answers as examples. and make sure students understand
• Play the other two conversations. everything. Explain the meaning
Students listen and complete the chart. of main courses, sides, desserts, and
• Allow students to compare their beverages.
answers in pairs before you check with • Put students into pairs and ask them
the class. to prepare a dialogue. Refer them back
Audioscript Teacher’s Guide page 126 to the phrases on page 86 to help
them. Monitor and help while they are
Beat the clock working.
• Put students into pairs. Give them two Exercise 5 Pairwork
minutes to write as many words for
food and drink as they can. • Students work in pairs to practice their
dialogues.
• Write the headings on the board and
elicit words to add. • Ask some pairs to perform their
• Check that students understand all the
words, and see which pair wrote the
most words.
87

Grammar page 88
Aim
To present and practice a lot of, much, and
many, How much …? / How many …?, and
a little / a few
Warm-up
• Write a selection of food words on the
board. Put students into pairs and ask
them to decide which are count nouns
and which are noncount nouns.
• Check answers, and see who got them
all right.
• Explain that students need to know
whether nouns are count or noncount
in order to use them correctly in
sentences.
a lot of / much / many /

How much …? / How many …?
go through the grammar chart with the
class.
complete the rules.
Rules page W38
Exercise 1
the correct words.
back to the rules if necessary to explain
the answers.
Exercise 2
• Students complete the questions with
the correct words.
• Check these answers, then ask students
to write their own answers.
• Students can ask and answer the Exercise 3 Finished?
questions in pairs. • Students complete the sentences with • In pairs, students ask and answer their
• Ask the questions to one or two the correct words. questions from the Challenge box.
individual students and elicit their • Allow students to compare their • Ask students to think of two more
answers. answers in pairs, then check with the questions to ask each other.
class. • Refer students to the puzzle on
a little / a few page 121 / X16.
Exercise 4
Grammar chart and Think! box Puzzles page 121 / X16
• Students read the dialogue and choose
• Read out the grammar examples and the correct words to complete it. Consolidation
go through the grammar chart with the • Allow students to compare their
class.
• Tell students that they have learned a
answers in pairs, then check with the lot of grammar points in this lesson.
• Students read the Think! box and class. Suggest they review all the rules and
complete the rules. check they understand everything.
• Check answers with the class. Challenge Tell them they can do extra practice
• Refer students to the rules on page W39. • Students write their questions by searching online for ‘English
individually. grammar practice’.
Rules page W39
Workbook page W41
88

Step 2
Exercise 2 e 086
the questions.
• They could work in pairs and guess the
missing words before they listen.
• Play the audio again for them to listen
and complete the questions.
Step 3
Exercise 3 Pairwork
• Read through the questions in
exercise 2 again and make sure
students understand them all.
• Invite two confident students to read
out the example question and answer.
• Ask one or two individual students
questions from the survey and elicit
their answers.
answer the questions and note down
their partner’s answers.
• Students then work in pairs to talk
about how healthy or unhealthy their
partner’s diet is and why.
Extra activity
• Before students give their
presentation, play the audio from
exercise 1 again. Pause to focus
on useful phrases that students
can use, e.g., I drink a lot of …, I’m
always thirsty., I usually have a … in
the morning. We always have … for
dinner., I never eat …, I eat … once
or twice a week., I prefer … to …, etc.
Write these on the board for students
to refer to when they give their
presentations.
Listening and Step 1

speaking page 89 Exercise 1 e 086 • Use the notes on the board
• Read out the task, then allow students to demonstrate how to give a
Aim time to read through the sentences. presentation about what you eat.
To listen to someone answering a survey •
• Read through the Listening strategy with Allow students time to practice their
about eating habits presentations in pairs, then ask students
the class, then ask students to look at
To give a short presentation about your the sentences again. Tell them they in turn to give their presentations to
eating habits need to listen very carefully to hear the the class.
correct answers. • Discuss as a class who has a healthy diet
Warm-up
• Play the audio. Students listen and and why.
• Ask: What kinds of foods are healthy? Do choose the correct alternatives.
you think you have healthy eating habits? Consolidation
Why? / Why not? • Allow students to compare their
answers in pairs, then play the audio • Suggest to students that they could
• Put students into pairs to discuss the
again if necessary for them to check keep a food diary for a week, then
questions, then have a brief class write a paragraph about how much
discussion. of different foods they ate and which
were healthy and unhealthy.
Workbook page W42
89

Reading and writing

competences
Reading
Aim
To read an article about snacks
Warm-up
• Write the word snacks on the board and
elicit or teach the meaning.
• Ask: What snacks do you usually eat?
When do you eat snacks? When you get
home from school? After dinner? On the
weekend? What are your favourite snacks?
• Elicit a range of ideas and teach
some words for snacks if necessary,
e.g., chocolate, potato chips.

the sentences and possible answers.
Check that they understand vitamins,
minerals, and cholesterol.
and read.
answers.
answers in pairs.
Check it out!
pairs to find the words and phrases and
check the meanings.
Culture focus
• Read through the Culture focus with the
class. Check that students understand
obesity and diabetes. • Students read the article again and
• Ask: Is this true for your country too? Do
Extra activity
you ever eat snacks instead of regular • Allow students to compare their
• Divide students into groups of three.
meals? Elicit a few answers. Tell them they are each going to talk
answers in pairs.
about one of the topics in the article:
Exercise 2 • Check answers with the class. fruit, salty snacks, and sweet snacks.
• Read through the Reading strategy with ANSWERS • Allow students time to read through
the class. 1 Over 100. their section again and make notes
• Ask students to read through the 2 Because it doesn’t have much fat, salt, on the important points. You could
questions and underline the key words. or cholesterol. set a limit of 20 words for their notes,
3 Barbecue and plain (with salt). so they don’t write too much.
• Read out the first question, then ask
4 9 kg a year.
students to scan the first paragraph • Students then work in their groups
5 Students’ own answers. with books closed. They take turns to
quickly for the phrase snacks between
meals. Ask them to confirm the example talk about their part of the article.
answer. • Explain to students that talking about
what they have read helps them to
remember the vocabulary and ideas.
90

to use some, any, much, many, a little, a
few, etc. in their description.
descriptions to the class.
Link to life
• Read out the question and put students
into small groups to think of two ideas
for encouraging healthy eating in their
town.
• Bring students’ ideas together into a
class discussion.
Challenge
• Read out the task and elicit some
phrases for giving advice, e.g., Why don’t
you …? You can …, You could …, You
should … .
• Students write their emails individually.
• Ask some students to read their emails
to the class.
Consolidation
• Remind students of the questions
they asked and answered on page 89.
• Suggest that they could look at their
answers again and write a general
description of the kinds of food they
usually eat, and what they could do
to improve their diet.
• Point out to them that the more they
use new language, the more easily
they will remember it.

Unit tests
Resource worksheets
Video
Writing Step 2
Aim Exercise 4
To write a description of the snacks you • Students could answer the questions
usually eat individually, or work in pairs to discuss
them and then write their answers.
Step 1 • Read out each question in turn and
elicit answers from individual students.
Exercise 3
• Check that students understand Step 3
morning recess, cereal bar, and popcorn.
• Ask students to read the description Exercise 5
and choose the correct alternatives. • Read through the Writing strategy with
• Check answers with the class, then ask the class. Ask students to find some
students to complete the chart. examples that Carl has included in his
• Check answers with the class. description.
• Ask students to write a description of
the snacks they usually eat using their
answers in exercise 4. Encourage them
91

8 The best
trip ever!
Grammar
Comparative adjectives
Superlative adjectives
Irregular adjectives
as … as
Vocabulary
Feelings and emotions
Communication
Talking about the details of a trip
Skills
Listening: Six short conversations
Speaking: Giving your opinion
Reading: An article about growing up
in the 1950s
Writing: A paragraph comparing life
now with when your grandparents
were young

topics
Family

Aim
context
Story
Nick, Lauren, and Ava are waiting to set
off on the school trip to Paris. Rachel and
Tyler arrive. Lauren is surprised to see that
Rachel is coming, but Ava tells her to let • Check the answer with the class.
it go because it was a long time ago and Extra activity
• Go through the Check it out! box and
Rachel did the right thing in the end. ask students to find the phrases in
• Write on the board:
Tyler walks past Ava and she blushes. Nick the dialogue. Make sure that students 1 How does Ava feel about the trip?
teases her that she likes Tyler, and Lauren understand the phrases. 2 How does Lauren feel about flying?
jokes that Paris is the city of love!
Audioscript Student Book page 92 3 How does Ava feel about her
Warm-up suitcase?
Exercise 2 Comprehension • Ask students to look at the dialogue
• Ask students to look at the picture. Ask:
Who can you see? Elicit the characters’
• Students read the dialogue again and again and find the words to describe
answer the questions. their feelings.
names (Rachel, Tyler, Nick, Lauren,
Ava), then ask: Where are they? (outside • They can compare answers in pairs. • Check answers, and check that
school) What are they waiting for? (to • Check answers with the class. students understand the adjectives.
go on the school trip). Ask: How do ANSWERS • As a class, brainstorm more words for
you think they are feeling? Elicit a few 1 She’s worried that it is very heavy. feelings, e.g., happy, sad, bored. Tell
answers, e.g., happy, excited. 2 Tyler arrives with Rachel. students they will learn more words
3 Ava defends her because she did the for feelings in this unit.
right thing in the end. ANSWERS
• Read the question to the class. 4 He thinks she likes Tyler. 1 excited 2 nervous 3 worried
92

Exercise 5 Pairwork
• Point out the phrases I think for giving
an opinion and I agree for agreeing.
Elicit a phrase for disagreeing (I don’t
agree).
Exercise 6 Pairwork
Extra activity
• As a class, brainstorm some more
things that students could compare,
e.g., computer games, forms of
transportation, movies, singers.
• Students can work in pairs and
practice giving their opinions and
agreeing and disagreeing about
these things.
• Encourage them not to prepare
dialogues in advance this time, but to
speak and respond spontaneously,
what they agreed and disagreed
about and why.
Consolidation
• Suggest to students that, as this is
the final unit of the book, they could
go back and look at the Check it out!
boxes on the first page of each unit.
Suggest that they try to remember
how all the phrases are used, then
check their ideas by reading the
Key language page 93 Exercise 4 e 089 dialogues again.
• Students read the dialogues and
Aim complete them with the words and Workbook page W46
To practice the target language in a expressions in the box. Practice Kit Extra Practice
personalized context • Tell students they can refer back to the
Exercise 3 • Play the audio. Students listen and
• Ask students to find and underline the check their answers.
phrases in the dialogue in exercise 1. • Play the audio again, pausing after each
• Check answers, and check that students line for students to repeat.
understand all the phrases. Elicit that all • Students could then practice the
the phrases compare different things. dialogues in pairs.
Ask: Which phrases only compare two
things? (Paris is warmer than here. It’s
heavier than Lauren’s).
93

Vocabulary page 94
Aim
feelings and emotions
Warm-up
• With books closed, ask: Can you
remember how Ava feels about the school
trip? (excited) How does Lauren feel
about flying? (nervous) How does Ava feel
when she sees Tyler? (embarrassed)
more words for feelings and emotions
in this lesson.
Exercise 1 e 090
match the adjectives with the pictures.
check.
and individually.
Exercise 2 e 091
• Play the example conversation and
point out the example answer.
• Play the rest of the audio. Students
listen and choose the correct
alternatives.
with the class, playing the audio again
and pausing to confirm the answers.
Extra activity
• Mime being sad and elicit the
correct word.
• Put students into pairs. They take
turns to mime one of the feelings for Extra activity Consolidation
their partner to guess the word. They • Ask students to write two more • Encourage students to make a note
could do this with books open, or questions beginning: How do you of all the feelings and emotions
with books closed for extra challenge. feel …? vocabulary from this page in their
• For feedback, ask which feelings were • Elicit a few example questions first, vocabulary notebooks. Point out that
the most difficult to mime. e.g., How do you feel before an exam? they should also record useful words
How do you feel on your birthday? to use with new vocabulary, in this
• Students can ask and answer their case verbs they can use with the
Exercise 3 Pairwork adjectives (be, feel, seem, look).
questions in pairs.
• Read through the situations with
the class and make sure students • Ask some students to tell the class Workbook page W46
understand them all. what they learned about their Practice Kit Extra Practice
partner.
• Ask two confident students to read out
the example question and answer.
• Point out the question to ask about
feelings: How do you feel when ...?
answer questions.
• Ask some students to tell the class what
they learned about their partner.
94

Exercise 2
• Students write the sentences.
• Allow them to compare their answers in
pairs, then check with the class.
ANSWERS
1 Elena is older than Juan.
2 Yesterday was hotter than today.
3 Maria is lazier than Felipe.
4 The jeans are more expensive than
the pants.
5 Tim’s suitcase is heavier than Jo’s
suitcase.
• Go through the grammar chart.
Point out that we always use the with
superlative adjectives.
choose the correct alternatives to
complete the rules.
Rules page W44
Exercise 3
the superlative form of the adjectives.
Exercise 4
• Read out the heights of the three girls
and the example answer.
• Students then write the sentences with
the comparative and superlative forms
of the adjectives.
• Allow students to compare their answers
in pairs, then check with the class.
POSSIBLE ANSWERS
1 Mount Aconcagua is higher than
Mount Denali. Mount Everest is the
highest.
2 The Atlantic Ocean is deeper than the
Arctic Ocean. The Pacific Ocean is the
Grammar page 95 Comparative adjectives deepest.
3 Traveling by train is more expensive
Aim Grammar chart and Think! box than traveling by bus. Traveling by
To present and practice comparative and • Read out the grammar examples. plane is the most expensive.
superlative adjectives • Go through the grammar chart.
Challenge
Grammar link presentation Unit 8 • Point out the spelling changes, and
explain that long adjectives have more
• Students write their sentences
Warm-up individually. Ask some students to tell
than two syllables.
the class their ideas.
• Ask some questions using comparative • Students read the Think! box and
adjectives, e.g., Which is easier: English choose the correct words to complete Finished?
or Math? the rules. • Students write four sentences about
• Elicit answers and write some simple • Refer students to the rules on page W44. their country with comparatives and
sentences on the board, e.g., English is Rules page W44 superlatives.
easier than Math.
• Students compare their sentences in
• Underline the comparative adjectives Exercise 1 groups.
and tell students these are called • Students write the comparative forms • Refer students to the puzzle on
comparative adjectives, and we use of the adjectives. page 121 / X16.
them to compare things. • Allow them to compare their answers in Puzzles page 121 / X16
pairs, then check answers with the class.
Workbook page W46
95

Let’s talk
Communication
competences
The details of a trip

Aim
To present and practice talking about the
details of a trip
Warm-up
• Ask: When was the last time you went
on a trip with a friend, for example, to
a sports event, a music event, a movie
theater? Elicit a few answers, then ask:
Where was it? How long did it take to get
there? How did you get there? Elicit a few
answers.
• Read out the title of the lesson and tell
students they are going to practice
talking about the details of a trip.

read e 092
students to watch or listen.
• Ask them to complete the dialogue,
then play the video or audio again for
them to watch or listen and check.
• Read through the Speaking strategy with
the class. Ask students to find examples
of about in the dialogue.
Culture focus
Culture focus with the class. If your
students enjoy puzzles, you could ask
them to convert the distances in the
dialogue into miles (70 km = 43.5 miles,
10 km = 6.2 miles).

listen. Extra activity • Ask students to open their books and
• Ask students to close their books. find more examples of the present
progressive for planned events in
line for students to repeat. • Write on the board:
the dialogues (I’m going to a concert
Audioscript Teacher’s Guide page 127 1 We ___ (leave) at four o’clock. tomorrow. I’m going to a soccer game
2 The bus ___ (leave) in five minutes. with Mark).
• Students can discuss in pairs what ANSWERS
the correct form of the verb is in each
1 ’re leaving 2 leaves
sentence and why.
• Check answers with the class, and
remind students that we use the
present progressive for planned
events in the future, and the simple
present for events that are part of a
timetable.
96

Link it! Pairwork
• Read out the task. Students could use a
map on a computer or their phone, or
you could provide a paper map.
• Students prepare and practice a new
dialogue in pairs.
Consolidation
• Tell students that if they have access
to the Internet at home, they can
look at the websites of tourist
attractions in other countries that
they would like to visit. They could
practice explaining how far it is from
their home, and how long it takes to
get there.
Workbook page W48

Exercise 3 e 094 • See which pair thought of the most

• Allow students time to read through places.
the chart. Elicit that the missing times
will be in minutes or hours.
Exercise 4 Pairwork
• Play the audio. Students listen and • Read through the places in the box
with the class. You could discuss as a
complete the chart.
class where the nearest airport and
• Allow students to compare their beach are and how long it takes to get
answers in pairs before you check with there, if students are not sure.
the class.
• Ask one or two questions to a confident
Audioscript Teacher’s Guide page 127 student and elicit their answers.
Beat the clock • Students then work in pairs to ask and
answer questions.
• Put students into pairs. Give them
two minutes to write as many popular
towns or tourist attractions in their
country as they can.
• Elicit ideas from the class and ask
questions to find out who has been
to the places and what they enjoyed
about them.
97

Grammar page 98
Aim
To present and practice irregular
comparative and superlative adjectives
and as … as
Warm-up
• Ask two students to stand up. Ask: Who
is taller? Elicit the answer and write it on
the board, e.g., Ana is taller than Julia.
• Ask a third student to stand up and ask:
Who is the tallest?
• Ask: Is Julia as tall as Ana? (no) Write on
the board: Julia isn’t as tall as Ana.
some more expressions for comparing.
Grammar chart
class.
Rules page W45
Exercise 1
the correct comparative and superlative
forms.
back to the grammar chart if necessary
to explain the answers.
as … as
class.
choose the correct alternative to
complete the rule.
• Check the answer with the class. • Allow students to compare their • Ask the class if they agree or disagree
• Refer students to the rules on page W45. answers in pairs, then check with with the sentences.
Rules page W45 the class. • Refer students to the puzzle on
ANSWERS page 121 / X16.
Exercise 2 1 Science isn’t as boring as History. Puzzles page 121 / X16
• Students complete the sentences with 2 The bus isn’t as fast as the plane.
(not) as ... as and the adjectives. 3 Skateboarding isn’t as easy as cycling. Consolidation
• Allow students to compare their 4 Chile isn’t as big as Brazil. • Suggest to students that they could
answers in pairs, then check answers 5 Nick isn’t as old as Isabella. look back through some of the
with the class, referring back to the vocabulary topics in their books
rules and grammar chart if necessary to Challenge and make sentences comparing
explain the answers. • Students write their sentences the things, e.g., Riding a bike isn’t as
individually. expensive as taking the bus. Chocolate
Exercise 3 • Allow students to compare their isn’t as delicious as ice cream. Point
• Read out the example sentence and sentences in pairs. out that this would give them extra
point out to students that they need to grammar practice and also help them
really think about the meaning of the Finished? to learn the vocabulary.
original sentence in order to rewrite it. • Ask students to read their sentences
• Students rewrite the sentences. Workbook page W47
from the Challenge box to the class.
98

Exercise 2 e 095
the questions.
• They could work in pairs and try to
remember the answers before they
listen again.
• Play the audio again for them to listen
and answer the questions.
ANSWERS
1 Because her mom drives her to school.
2 History and Science.
3 Megan is taller.
4 He has one brother and two sisters.
5 Hill.
Exercise 3 Pairwork
• Read out the task, then ask two
confident students to read out the
questions and answers.
• Explain to students that for this task, it
doesn’t matter if they don’t know the
exact answers. They can use I think to
give their opinions.
the prompts. You could elicit all the
questions students need to ask before
they start working in pairs.
answer questions with their opinions.
opinions in pairs, then ask them in turn
to present some of their opinions to
the class.
• Ask other students if they agree or
disagree, and why.
Consolidation
Listening and • Check answers with the class and • Suggest to students that they could
check that students understand all the
speaking page 99 comparative and superlative forms.
keep a section in their vocabulary
notebooks for useful phrases for
Aim Culture focus speaking.
To listen to six short conversations about • Focus on the picture of the school bus. • Suggest that they could look back
different topics Ask: What is it? Where do you think you through all the Speaking sections of
can see school buses like this? their course book and review all the
To ask and answer questions about your
speaking practice they have done
classmates and school subjects, then • Elicit a few ideas, then read out the
and the phrases they have learned.
report your opinions to the class information in the Culture focus box.
• Encourage them to make an effort to
Warm-up Exercise 1 e 095 use these phrases in their speaking
• Write these gapped sentences on the • Read out the task, then allow students practice in class.
board: time to read through the questions and
Workbook page W48
1 The plane is faster ___ the boat. possible answers.
2 Amelia is ___ tallest in our class. • Play the audio. Students listen and
3 Mexico isn’t as cold ___ Canada. choose the correct answers.
• Put students into pairs to complete the • Allow students to compare their
sentences by adding one word in each answers in pairs, then play the audio
space (than, the, as). again if necessary for them to check
99

Reading and writing

competences
Reading
Aim
To read an article about life for children in
the 1950s
Warm-up
• Focus on the picture on page 100.
Ask: What year do you think it is? Why?
• Elicit a few ideas, encouraging students
to give reasons for their answers.
• Explain that it is the 1950s. Ask: What
do you think life was like in the 1950s?
What do you think it was like for children?
Elicit a range of answers, and ask more
prompt questions if necessary, e.g., Were
there any computers? What about cell
phones? What did children enjoy doing?
What things do you think were better
then? What things were not as good?

the sentences and possible answers.
and read.
answers.
answers in pairs.
Exercise 2
• Students read the article again and
answers in pairs.
ANSWERS Extra activity
1 They played outdoors with their • Put students into pairs. Ask them to
friends. choose one person from the article
2 She thinks it was harder than now. and think of two questions to ask
3 Because they only learned things at them about their life when they were
school, but now children can watch TV children. You could brainstorm a few
and use the Internet to find out more example questions with the class first,
information. e.g., What kinds of games did you play?
4 He thinks his world was smaller. What kinds of books did you read?
5 They only had one phone in their
house.
• Students can then imagine the
person’s answers and role-play an
6 She was embarrassed because her
interview.
brothers and sisters teased her.
7 Students’ own answers. • Ask some pairs to perform their
role-plays for the class.
100

Step 2
Exercise 4
• Read out the first sentence of Josh’s text
and point out how the example answer
relates to the information in the chart.
• Ask students to read the rest of the text
and complete it using information from
the chart.
with the class.
Step 3
Exercise 5
• Read through the Writing strategy with
the class. Ask students to find some
examples of referring back in Josh’s text.
• Ask students to write a paragraph
saying whether they think life is better
or worse now.
• Encourage them to use comparative
and superlative forms, and not as … as.
Challenge
• Read out the task and elicit some ways
for how technology has changed life
today.
• Students write their blog posts
individually.
• Ask some students to read their posts
to the class.
Consolidation
• Suggest to students that as they are
coming to the end of the course,
they could look back through the
Writing pages and review all the
writing strategies and language
Writing Extra activity points they have studied. They can
then try to use them in their future
Aim • If you think your students would
writing.
benefit from extra practice of not
To write a paragraph comparing life for
as … as, ask them to rewrite the Culture page 113 / X12
children now and in the 1950s
sentences in exercise 3, e.g., Children Practice Kit Extra Practice
aren’t as independent now as they were Unit tests
Step 1 in the 1950s. Resource worksheets
Exercise 3 ANSWERS Video
• Read through the chart with the 1 Childrens’ games aren’t as
class. Check that they understand dangerous now as they were in the
independent, dangerous, and advanced. 1950s.
2 Families aren’t as big now as they
were in the 1950s.
another example from the class.
3 Technology in the 1950s wasn’t as
• Students then complete the sentences. advanced as it is now.
• Allow them to compare their answers in 4 Telephones aren’t as expensive now
pairs, then check with the class. as they were in the 1950s.
101

Review D
D Extra practice page 102
Vocabulary
Food and drink
Grammar
Count / noncount nouns
some / any
a lot of / much / many / How much …? /
How many …?
a little / a few
Comparative adjectives
as … as
Vocabulary
Exercise 1
• Ask students to look at the example.
Students then use the other letters in
the boxes to form food words. They
could work in pairs for this.
ANSWERS
1 ketchup 2 salt 3 melons
4 apricots 5 pork 6 spinach
7 mangoes 8 onions 9 pepper
10 lemons 11 vinegar
12 watermelons 13 olive oil
14 lettuces 15 mustard 16 lamb
17 broccoli 18 mayonnaise
19 coconuts 20 beef
Extra activity
• Put students into two teams. Say one
of the food words and ask students
to write it down. The first person to
finish, raises their hand.
Grammar Exercise 6
• The first person to write the word • Read through the task with students.
correctly can win a point for their Exercise 4 Elicit the meaning of roller coaster.
team. The team with the most points • Read out the example. Elicit the reason
wins.
• Students write sentences.
why we use much in this sentence. • Allow students time to check their
• Students complete the sentences. They answers in pairs.
Exercise 2 then check their answers in pairs. • Check answers with the class.
• Students complete the mind map with • Check answers with the class.
the food words in exercise 1. Elicit the Songs
meaning of condiments. Exercise 5 Flashdance … What A Feeling, by Irene Cara
• Check answers with the class. • Ask students to look at the example. (feelings and emotions)
Ask: Why can’t we use a little in this
• Ask students if they can add other food Feeling Good, by Nina Simone (feelings and
sentence? (because books is a countable emotions)
words to the mind map.
plural noun)
Blowin’ in the Wind, by Bob Dylan,
Exercise 3 • Students complete the exercise. Point (How much …? / How many …?)
• Students look at the emoticons and out that in each sentence, only one
Simply The Best, by Tina Turner
complete the adjectives. alternative is incorrect.
(Comparative and superlative adjectives)
• Check answers with the class. • Allow students time to check their
answers in pairs. Workbook pages W40–41 and W46–W47
102

Pronunciation:
would you and do you
Exercise 2 e 098
• Read through the information about
would you and do you with the class.
pronunciation.
and individually.
Exercise 3 e 099
• Play the audio for students to listen to
the dialogues.
and individually.
• Students then practice the dialogues
in pairs.
Extra activity
• Put students into pairs. They choose
two of the questions from exercise 2
and prepare their own mini-dialogue.
• Students can then practice their
mini-dialogues in their pairs, focusing
on using the correct pronunciation of
would you and do you.
Video link
answers.
• Play the video or audio again if
D Extra • Elicit a range of answers, then ask: Can necessary for students to complete and
you remember how to order food and check their answers.
communication page 103 drink in English? What do you say? What • Check answers with the class.
does the waiter say to you? Elicit what
Aim Audioscript Teacher’s Guide page 128
students can remember.
To practice ordering food and drink and
Consolidation
talking about the details of a trip Communication • Suggest to students that they look
To practice hearing and pronouncing
Exercise 1 e 097 back over this page and check that
would you and do you
they understand all the language.
To watch a video in which three people • Students complete the dialogues with Suggest that they could think of
talk about their favorite food the correct phrases.
some food and drink they want to
• Play the audio. Students listen and order. In pairs, they then practice
Warm-up check. ordering food and drink while their
• Ask: How often do you eat in cafés and • Check answers with the class. partner plays the waiter. Encourage
restaurants? What do you usually order?
• Ask four students to read out the them to try to speak naturally,
What’s your favorite food? without reading out the phrases, and
completed dialogues.
Audioscript Student Book page 103 focusing on the pronunciation of
would you and do you.
103

D Global skills page 104
Come to my party!
Aim
To write an invitation and a menu for
a party
To work with a partner and a group to
write an invitation and a menu
To give helpful feedback on people’s ideas
Warm-up
• Ask: When was the last time you went
to a party? Whose party was it? Did you
enjoy it? What food and drink did you
have? Elicit a range of answers and
encourage students to talk about their
own experiences.
What’s up?
Exercise 1
correct pictures.
Get thinking
Exercise 2
• Read out the information about
the task.
• Ask students to read the invitation and
ANSWERS
1 June 21
2 the movies and then Geronimo’s
3 choose their starter, main course, and
dessert
Get involved
Exercise 3
• Students discuss the questions in pairs.
• Ask some students to tell the class their e.g., it must be positive and respectful, students to use these phrases in their
ideas. it must be helpful, it mustn’t criticize. discussions.
• Students work in pairs to read each • Students work in pairs again to
Exercise 4 Groupwork other’s invitations and menus and give discuss which party they think is
• Put students into groups to make a feedback. the best and why.
list of dishes and drinks and label the
dishes as starters, main courses, or Exercise 6 Groupwork How did you do?
desserts. • Students work in their groups to write a • Focus on the can-do statements and
• You could brainstorm some ideas with final version of their invitation. encourage students to be honest in
the class first, to give students ideas. • Encourage them to make their their assessment of their work. Explain
invitations look attractive and add that being able to assess how well you
The project pictures if possible. are doing is an important skill that you
• Pin the invitations around the need in order to improve.
Exercise 5 Pairwork classroom walls and allow students to
• Students write their invitations and move around and look at them all and
menus individually. Monitor and help decide which they like best and why.
while they are working.
• Before they work in pairs, discuss as Exercise 7 Pairwork
a class some guidelines for feedback, • Read through the phrases in the Real
English box with the class. Encourage
104

I can ask people about things they
eat and drink. (p.89)
Exercise 3
answers with the class. Students then
ask and answer the questions in pairs.
back to page 89. Play the audio again
for them to listen.
• Repeat exercise 3 on page 105 as a
class. Discuss the correct answers.
I can describe feelings and

emotions. (p.94)
Exercise 4
back to exercise 1 on page 94. Use
the pictures to check that students
understand all the words.
class, eliciting the correct answers.
I can talk about how long a trip

takes. (p.96)
Exercise 5
phrases in context.
class, eliciting the correct answers.
I can ask questions about classmates

and school subjects. (p.99)
Exercise 6
D My progress page 105 I can order food and drink. (p.86)
Aim Exercise 2 • Students complete the activity. Check
To review the language and skills learned • Read out the can-do statement. answers with the class. They then ask
• Students complete the activity. Check and answer the questions in pairs.
in Units 7 and 8
answers with the class. They then • If students did not do well, refer them back
practice the dialogue in pairs. to exercise 1 on page 99. Play the audio for
Speaking competences students to hear the conversations.
I can identify different types of back to exercise 1 on page 86. Play the • Repeat exercise 6 on page 105 as a
food and drink. (p.84) audio again for students to hear the class, eliciting the correct answers.
phrases in context. Ask: What questions
Exercise 1 does the waitress ask? What phrase does Listening, reading, and
• Read out the can-do statement. Sofia use to order food? writing competences
• Students complete the activity. Check • Repeat exercise 2 on page 105 as a • Students look back at the texts and
answers with the class. class, eliciting the correct answers. exercises on the pages, and judge how
• If students did not do well, refer them well they can do them now.
back to page 84. • Tell students that if they found any
of the activities difficult, they should
go back and review them, using a
dictionary to help them understand
vocabulary they find difficult.
105

1 Culture page 106 / X1
Aim
To read about the Winter Olympics
To learn why the Winter Olympics are
usually held in the northern hemisphere
To give a presentation about popular
outdoor sports in your country
Warm-up
• Ask: Do you like watching sport on TV?
What sports events do you watch? Elicit a
few ideas.
• Ask: Do you watch the Olympic Games?
What sports can you see at the Olympics?
What about the Winter Olympics? Elicit a
range of answers.

• Play the audio for students to read and
listen.
• Focus on the Check it out! box. Ask
students to find the words and check
the meanings. Discuss the meanings
with the class.
• Students then decide if the statements
are true or false.
each answer.
Audioscript Student Book page 106 / X1
Exercise 2
each answer.
Exercise 3
• Students find the information in the
text and answer the questions.
• Encourage them to write full sentences
for their answers.
• Suggest that students should choose
the part of the text which confirms Consolidation
three sports to research. Encourage
each answer. • Suggest to students that they look
them to download pictures of the
ANSWERS sports for their presentations, and at the text again and make a note
1 The Winter Olympics are every interesting facts about them. of any useful weather vocabulary.
four years. Suggest they add it to the weather
• Ask individuals or pairs to present their
2 February is the best month for the vocabulary they have learned in
sports to the class. Other students
event because it is the coldest month this unit.
could listen and make a note of which
in the northern hemisphere. sports they would like to try and why.
3 It is in the northern hemisphere.
• When everyone has given their
4 They have cold weather, with a lot
presentations, ask students which
of snow.
sports they think are most fun, and
which they would like to try and why.
Extra activity
pairs to do the research and prepare
• Students could research information
on an athlete who does one of their
their presentation.
sports. They could find out where
• You could brainstorm some outdoor they are from, when they started
sports as a class first, to give students doing the sport, what they have won,
ideas, e.g., climbing, kayaking, skiing, etc. Students could present their
snowboarding, mountain biking. findings to the class.
106

Exercise 2
• Students read the text again and match
the sentence halves.
each answer.
Exercise 3
for their answers.
each answer.
ANSWERS
1 They liked it because it was a symbol
of their strength.
2 It wasn’t popular because they
believed that short hair was more
hygienic.
3 It became popular again in the 1970s.
4 People of different ages and from
different cultures like the mullet
today.
their presentation.
• You could brainstorm some hairstyles
as a class first to give students ideas,
e.g., bob, bowl cut, crew cut, dreadlocks,
Mohawk, perm.
• Encourage them to download pictures
of the hairstyle they choose for their
presentations.
hairstyles to the class. Other students
hairstyles they like and why.
hairstyles they would like to become
fashionable again and why.
2 Culture
• Explain that the picture at the top of Extra activity
page 107 / X2 the page shows a mullet hairstyle. • Discuss as a class which hairstyles
• Elicit or explain that the singer at the are popular now, and which are
Aim bottom of the page is David Bowie, becoming more popular. Ask: How
To read about the history of the mullet and the other picture shows a do you think new fashions in hairstyles
hairstyle Neanderthal man. start? With celebrities? By hairdressers?
To give a presentation about a popular • Play the audio for students to read and Discuss the questions as a class.
hairstyle listen.
Warm-up students to find the words and check Consolidation
• Ask: How can you describe your the meanings. Discuss the meanings • Suggest to students that they look
hairstyle? Elicit a few ideas, and use with the class. at the text again and find vocabulary
the opportunity to revise some of the • Students then check the correct to do with hair and fashion, e.g.,
vocabulary for hair that students have answers. fashionable, popular, wig, short hair
learned in the unit. on top. They can add these to the
• Ask: What hairstyle would you like to the part of the text which confirms vocabulary on physical appearance
have? Why? Elicit a range of answers. each answer. that they have learned in this unit.
Exercise 1 Read and listen e 102 Audioscript Student Book page 107 / X2
• Read out the title of the text and focus
on the pictures on the page.
107

Aim
To read about some amazing shopping
malls from around the world
To give a presentation about a shopping
mall in your country
Warm-up
• Ask: Where do you usually go shopping?
Elicit a few ideas.
• Ask: Do you prefer big shopping malls
or small stores? Why? Elicit a range of
answers.

listen.
with the class.
• Students then check the correct answer.
• Check the answer with the class,
eliciting the part of the text which
confirms the answer.
Exercise 2
• Students read the article again and
each answer.
Exercise 3
for their answers.
each answer.
ANSWERS
1 It first opened in 1992. • Ask individuals or pairs to present their
2 You can watch movies, visit an Consolidation
malls to the class. Other students could
aquarium, and ski. listen and make a note of which malls • Suggest to students that they look at
3 The West Edmonton Mall in Alberta, they would like to visit and why. the text again and find vocabulary for
Canada, has a hotel where you can places to visit, e.g., theme park, zoo.
sleep. Suggest they add these words to the
presentations, ask students which malls
4 Students’ own answers. vocabulary for places around town
they would like to visit and why.
that they have learned in this unit.
Extra activity
• Students could make a poster to
advertise their mall. Tell them to
their presentation.
make it colorful and give information
• You could brainstorm some malls in the that will encourage people to visit it.
student’s country as a class first, to give
students ideas.
• You could pin the posters around
the classroom and students could
• Encourage students to download look at them all. Discuss as a class
some pictures of their mall for their which posters are the most effective
presentations. and why.
108

Exercise 3
for their answers.
each answer.
ANSWERS
1 Edison’s phonograph recorded sound.
2 They first became possible in the
1920s.
3 Some actors had strong accents, so
people couldn’t understand them.
4 They lost their jobs because movie
theaters didn’t need orchestras
any more.
5 If audiences didn’t sit quietly, they
couldn’t hear the actors.
their presentation.
• You could allocate the different actors
to different students, to ensure that
they don’t all choose the same one.
• Encourage students to download
pictures of the actor they are
researching, and some of the movies
they were in, to show with their
presentations.
• Ask individuals or pairs to present
their actors to the class. Other students
actors and movies they would like to
see and why.
actors and movies they would like to
see and why.
Extra activity
• Students could research information
about special effects in old and
modern movies. They could compare

listen.
how special effects were used in early
movies and how they are used now.
Students could present their findings
Aim • Focus on the Check it out! box. Ask to the class.
To read about the history of the movies students to find the words and check
To learn about silent movies and the the meanings. Discuss the meanings
introduction of ‘talkie’ movies with the class. Consolidation
To give a presentation about a famous • Students then check the correct answer. • Suggest to students that they look
at the text again and make a note
actor of silent movies • Check the answer with the class,
of any useful vocabulary to do with
eliciting the part of the text which
Warm-up confirms it.
movies, e.g., talkies, sound, moving
• Ask: What do you know about the pictures, stereo sound. Suggest they
Audioscript Student Book page 109 / X4 add the words to the vocabulary for
history of the movies? When were the first
movies? What were they like? Elicit a few movie types they have learned in
Exercise 2
ideas. this unit.
• Ask: Have you seen any early movies? the questions to the paragraphs.
Who were the actors? Did you enjoy the • Check answers with the class, eliciting
movies? Why? / Why not? How were they why each question matches a particular
different to modern movies? Elicit a range paragraph.
of answers.
109

Aim
To read a text about robots that can do
different household chores
To consider whether our lives would be
better with or without robots
To give a presentation about a real or
made-up household robot
Warm-up
• Write the word robot on the board and
elicit or teach the meaning. Ask: What
can robots do? Elicit a few ideas, e.g.,
they can make things in factories, or do
jobs at home.
• Ask: What housework do you think robots
can do? Elicit a range of answers.

listen.
students to find the words and phrases
and check the meanings. Discuss the
meanings with the class.
alternatives.
each answer.
Exercise 2
complete the sentences with the
correct words.
each answer.
Exercise 3
for their answers. • Ask individuals or pairs to present their
Consolidation
robots to the class. Other students
• Check answers with the class, eliciting • Suggest to students that they look
the part of the text which confirms at the text again and make a note of
robots they would like to have at home
each answer. any useful words and phrases for jobs
and why.
ANSWERS around the home, e.g., move furniture,
1 It is very expensive. vacuum the floor. Suggest they add
presentations, ask students which robot
2 You need a cell phone. it to the housework vocabulary they
they would most like to have at home
3 It can read books to them. have learned in this unit.
and why.
4 It can help children with their
homework, tell you about the weather, Extra activity
or suggest a recipe for dinner. • Students could work in groups and
5 It can follow you around the house. design their perfect robot to have in
the classroom. Ask them to think of a
name for their robot, draw a picture
• Students could work individually or in and write sentences describing what
pairs to do the research and prepare it can do. Groups could present their
their presentation. robots to the class, and the class
• Encourage them to download pictures could vote for their favorite.
of the robot they choose, or draw a
picture if they are designing their own
robot.
110

Exercise 3
for their answers.
each answer.
ANSWERS
1 They could move freely because the
bus was above the cars.
2 It was too slow, and it couldn’t cope
with big vehicles below it.
3 It doesn’t move very fast.
4 The advantage is that people don’t
have to buy their own cars.
5 They are great for the roads and they
are healthy.
their presentation.
• You could brainstorm some more ideas
for future forms of transportation with
the class, e.g., flying cars, maglev trains,
flying trains.
• Encourage them to download or draw
pictures of the form of transportation
they choose.
future transportation idea to the class.
Other students could listen and make a
note of which forms of transportation
they like and why.
presentations, discuss as a class the
advantages and disadvantages of the
different future forms of transportation.
Extra activity
• Students could imagine that
they went on a trip on one of the
forms of transportation from the
presentations. They could write a
short email to a friend, describing

listen.
•
their experience.
Ask some students to read their
emails to the class.
Aim • Focus on the Check it out! box. Ask
To read about different ideas for future students to find the words and check
transportation that can make our roads the meanings. Discuss the meanings Consolidation
clean, quiet and safe with the class. • Suggest to students that they look
To give a presentation about an idea for • Students then decide if the statements at the text again and make a note
the future of transportation are true or false. of any useful vocabulary to do with
• Check answers with the class, eliciting travel and transportation, e.g., trip,
Warm-up traffic congestion, passengers. Suggest
• Ask: What forms of transportation are each answer. they add it to the transportation and
there in your town / city? Is it easy to travel travel vocabulary they have learned
around your town / city, or are the roads in this unit.
very busy? Elicit a few ideas. Exercise 2
• Ask: What do you think travel will be like in • Students read the text again and
the future? Will there be more cars, or will correct the mistakes in the sentences.
people find other forms of transportation?
Elicit a range of answers.
each answer.
111

Aim
To read about strange foods from around
the world
To give a presentation about a strange
food
Warm-up
• Ask: Do you like trying new foods? What
new foods have you tried? Did you like
them? Elicit a few ideas.
• Ask: What unusual foods from other
countries do you know about? Would you
like to try them? Why? / Why not? Elicit a
range of answers.

listen.
with the class.
• Students then check the correct answer.
Exercise 2
the sentence halves.
each answer.
Exercise 3
for their answers.
each answer.
ANSWERS
1 It comes from a horse. • When everyone has given their
2 It is old pecorino cheese and maggots. Consolidation
presentations, ask students which foods
3 They put it in the ground. they would like to try, and which they • Suggest to students that they look
4 It takes between four and seven would never try, and why. at the text again and make a note
months. of any useful vocabulary to do with
Extra activity cooking and serving food, e.g., stir,
Exercise 4 Presentation serve, leave it to dry. Suggest they add
• Students could imagine they are
• Students could work individually or in eating one of the strange foods it to the food and drink vocabulary
pairs to do the research and prepare that they learned about in the text they have learned in this unit.
their presentation. or the presentations. In pairs, they
• You could brainstorm some strange could prepare and practice a short
foods as a class first, to give students conversation, describing the food
ideas, e.g., insects, crispy tarantulas, and giving their opinion of it.
sheep’s eyes. • Ask some pairs to perform their
• Encourage students to download conversation for the class.
pictures if available. Ask individuals or
pairs to present their strange foods to
the class. Other students could listen
and make a note of which foods they
would like or hate to try and why.
112

Exercise 2
each answer.
Exercise 3
for their answers.
each answer.
ANSWERS
1 They have big heads and eyes, and
small, chubby bodies.
2 We feel happy, more affectionate, and
worried.
3 They don’t look cute because they
don’t need to, because their parents
don’t take care of them.
pairs to think of ideas and make a list.
lists to the class. Other students could
listen and note down ideas on the list
which are similar to their own ideas.
presentations, elicit which ideas were
on a lot of students’ lists, to find out
which emotions they share.
Extra activity
• Students could research some
pictures of animals that look very
cute and not at all cute. In the next
lesson, they could compare their
pictures and discuss which ones
look the cutest and why. They can
see if they can agree on an order of
‘cuteness’ for their pictures.

listen.
• Ask groups to tell the class which
pictures they disagreed about
and why.
Aim • Focus on the Check it out! box. Ask
To learn why human babies and the students to find the words and check
babies of mammals look cute the meanings. Discuss the meanings Consolidation
To consider the emotions we feel when with the class. • Suggest to students that they look
we see human babies or baby mammals • Students then match the questions at the text again and make a note of
To give a presentation about things that with the answers. any useful vocabulary for describing
appearance, behavior, or feelings,
make you feel different emotions • Check answers with the class, eliciting
e.g., selfish, noisy, messy. Suggest they
Warm-up each answer.
add it to the feelings and emotions
• Focus on the pictures on page 113. vocabulary they have learned in
Audioscript Student Book page 113 / X12 this unit.
Elicit what they show. Ask: How do you
feel when you look at the baby? How
about the baby animal? How about the
insect? Elicit a few answers.
• Ask: Why do you think babies look cute?
Why are their faces cuter than adult faces?
Elicit a few ideas.
113

A CLIL
Music page 114 / X5
Aim
To learn how traditional African music plays
an important role in African people’s lives
To compose and perform a piece of music
with different rhythms and notes
Warm-up
• Ask: What musical instruments do you
know? Elicit a few ideas, e.g., guitar, piano.
two minutes to write as many words as
they can for musical instruments.
• Bring students’ ideas together on the
board and check that they understand
all the words.
• See which pair wrote the most words
correctly.
Exercise 1
• Ask students to read the article quickly
and choose the correct option to
complete the sentence.
with the class.

the gapped sentences.
• Play the audio for them to listen and
read. They then complete the sentences
with the correct words.
the part of the article which confirms
each answer.
Exercise 3
• Students find the information in the Ask groups to present their ideas and
text and answer the questions. • Ask some students to read their
then perform their piece for the class.
summaries to the class.
• Encourage them to write full sentences • Discuss with the class which pieces
for their answers. of music students enjoyed the most
Exercise 4 Link it!
• Check answers with the class, eliciting and why.
the part of the text which confirms • In groups, read out the task.
each answer. • Discuss with students what instruments Consolidation
they can use or make. • Ask: What have you learned about
ANSWERS
1 It comes from West Africa.
• As a class, brainstorm some aspects of music in this lesson? What did you learn
everyday life that students could make by composing and performing your
2 They use it for doing jobs and chores,
a song for, e.g., walking to school, doing own music? Discuss the questions as
for new babies, for ceremonies, and
household chores. a class.
for religious worship.
3 Students’ own answers. • Ask students to compose their music • Suggest to students that they could
and decide what instruments find a piece of African music that
Extra activity to use. they like online and write a brief
• Students could write a paragraph • If students are making or bringing in description of it, using some of the
summarizing the information and instruments, ask them to do this for the language from this lesson.
ideas in the article. Remind them that next lesson.
in a summary, they should include • In the next lesson, allow students time
only the most important information to practice their music in their groups.
and ideas.
114

Exercise 3
for their answers.
ANSWERS
1 In 1620, a Spanish priest published
the first book of sign language.
2 They use it because it is an easier form
of communication.
3 We raise our hand to speak in class, or
hold out an arm to stop a bus.
4 He invented the hand movements
that people use to communicate in
baseball.
5 You can communicate with a new
group of people.
Extra activity
• Ask students to look at the text again
and find words or phrases with these
meanings:
1 deaf people (para A)
2 the look on your face (para A)
3 language that people speak (para B)
4 using sign language (para C)
5 a way of talking to people (para C)
check that students understand all
the words and phrases.
ANSWERS
1 the deaf community 2 facial
expression 3 spoken language
4 signing 5 form of communication
Exercise 4 Link it!

• Put students into pairs and read out the
task.
• Students work in their pairs to practice
signing the words. Ask some students
to demonstrate to the class.
• Students then work in their pairs to find
more signs in the sign language of their
B CLIL
• Focus on the pictures and ask: What country.
do you think the people are doing? What • Tell them they can download pictures
language are they using? Elicit a range of
Citizenship
of the signs or draw them for their
ideas, but don’t confirm them. posters.
Exercise 1 Read and listen e 110 • When students have finished their
posters, ask pairs in turn to present their
page 115 / X6
• Allow students time to read through posters and signs to the class.
the question and possible answers.
• When everyone has finished, discuss
Aim • Play the audio for them to listen and which posters were the most effective
To learn about sign language read. They then choose the correct
and the most interesting and why.
To consider how sign language is used answer.
outside the deaf community • Check the answer with the class. Consolidation
To make a poster showing signs in the sign Audioscript Student Book page 115 / X6 • Ask: What have you learned about sign
language of your country language? What did you learn by trying
Exercise 2 to use sign language? Discuss the
Warm-up • Students read the text again and questions as a class.
• Ask: How many languages can you match the paragraph headings to the • Suggest to students that they could
name? Elicit ideas and write them on paragraphs. learn some more signs and gradually
the board. • Check answers with the class. build up the amount of sign
language they can use.
115

C CLIL
History page 116 / X13
Aim
To learn about the history of Brasília, the
capital of Brazil
To make a poster about your favorite
things in your favorite town or city
Warm-up
• Ask: What do you know about Brasília?
Where is it? How many people live there?
What can you see there? Elicit what
students know about the city.
Exercise 1
and choose the correct answer.
the meanings.

• Ask students to read the sentences.
• Play the audio for them to listen and
read. They then choose the correct
alternatives to complete the sentences.
• Elicit the part of the article which
confirms each answer.
Exercise 3
for their answers.
• Elicit the part of the text which confirms
each answer.
ANSWERS
1 They designed and built it in 41
months.
2 They can go to a special area for
sports and entertainment. • Check answers with the class. • Discuss with the class which towns
3 They were in neat apartment blocks and cities students would like to visit
next to big, green spaces. ANSWERS and why.
4 It grew quickly because a lot of people 1 was located 2 develop
decided to move there. 3 architect 4 urban planner Consolidation
5 Brasília is a young city, and it grew • Ask: What have you learned about
very quickly. Exercise 4 Link it! Brasília in this lesson? What did you
learn by doing research into another
Extra activity • Put students into pairs to research their town? Discuss the questions as a
favorite town or city and make a poster
• Ask students to look at the text again about it.
class.
and find words or phrases with these • Suggest to students that they could
meanings: • You could brainstorm some ideas for
find information online about a city
suitable towns and cities with the class
1 to say where something they would like to visit in another
first.
was (para 1) country. Suggest that they could
• If students are doing their research for write some sentences about it, and
2 grow and change (para 2)
homework, remind them to divide the plan some places they would like to
3 someone who designs buildings work up evenly between them. visit one day.
(para 3)
• Students then use the information they
4 someone who designs cities have found to make a poster.
(para 3)
• You could ask pairs to present their
posters to the class.
116

Exercise 3
for their answers.
ANSWERS
1 It is on the east coast of Australia.
2 It became a separate continent about
200 million years ago.
3 They arrived there about 50,000
years ago.
4 They went there from Britain as a
punishment for crimes.
Extra activity
• Ask students to look at the text again
and find words or phrases with these
meanings:
1 lines of mountains (para 1)
2 a very dry, hot place where
nothing grows (para 1)
3 very big (para 2 and para 3)
4 very far away from other places
(para 3)
check that students understand all
the words and phrases.
ANSWERS
1 mountain ranges 2 desert
3 huge, enormous 4 isolated
Exercise 4 Link it!

• Put students into groups and read out
the task. Point out that a web page
should look attractive and should also
contain a lot of information.
• If students are doing the research for
homework, remind them to divide the
work evenly between them. Suggest
that students each focus on one topic,
e.g., cities, animals.
working.
D CLIL Exercise 1
•
•
Groups could present their web pages
to the class in turn.
Geography
and match the sentence halves. Discuss with the class which web pages
• Check answers with the class. look the most appealing and why.
Consolidation
page 117 / X14 the meanings. Discuss the meanings • Ask: What have you learned about
with the class. Australia in this lesson? What did you
Aim learn by designing a web page? What
To learn about the geography of Australia Exercise 2 Read and listen e 112 things could you do better next time?
To design and write a web page for • Allow students time to read through Discuss the questions as a class.
tourists visiting Australia the sentences. • Suggest to students that they could
• Play the audio for them to listen and read through the text again and
Warm-up read. They then decide if the sentences find useful vocabulary for describing
• Ask: What do you know about Australia? are true or false. places, e.g., island, continent,
Elicit a few ideas. Ask more questions if mountain range. Suggest that they
necessary to prompt students, e.g., How could record this under the heading
Audioscript Student Book page 117 / X14 of geography in their vocabulary
big is it? What are the main cities? What
is the countryside like? What animals live notebooks, and could add pictures to
there? What language do people speak? illustrate the words.
117

Puzzles Puzzle 2A • Check answers with the class.
• Ask students to look at the code and ANSWERS
elicit the letters for the example text. 1 thought
Unit 1 page 118 / X7 Students then continue breaking the 2 left
code in pairs and write the sentence. 3 drank
• Check the answer with the class. 4 bought
Grammar ANSWER
5 caught
Simple present / Present progressive 6 taught
When my mom was young, she was tall,
Present progressive for future 7 found
with long, red, curly hair and braces.
Vocabulary Puzzle 2B Unit 4 page 119 / X8

The weather • Explain the meaning of alternate. Ask
students to look at the example and Grammar
find the corresponding alternate letters. Simple past: negative, interrogative,
Aim
• Students copy the alternate letters to short answers and question words
To practice vocabulary for the weather,
complete the dialogue. Allow them
the simple present and the present
time to check their answers in pairs.
progressive for the present and future Vocabulary
Movie types
Puzzle 1A ANSWERS
• Students read the sentences and write 1 No, she wasn’t. She was at a concert Aim
the missing weather words in the 2 Who was she with To practice vocabulary for movie types,
crossword. 3 She was with her cousin Paula and the negative, interrogative, short
• Check answers with the class. 4 Who were they watching answer forms of the simple past and
5 Justin Bieber. They had a great time question words
ANSWERS
1 hot
2 snowing Unit 3 page 119 / X8 Puzzle 4A
3 cold • Students find five more infinitive verbs
4 foggy in the wordsearch. They then complete
5 mild
Grammar the sentences.
Simple past: regular and irregular verbs • Check answers with the class.
Puzzle 1B
ANSWERS
• Write the example words in the blue Vocabulary 1 like
boxes on the board and elicit the Places around town 2 win
correct sentence (He’s starting school in
3 clean
September.). Aim 4 watch
• Students reorder the words in the same To practice vocabulary for places around 5 send
color boxes to make sentences and town, and regular and irregular verbs in
questions in the present progressive. the simple past Puzzle 4B
Point out that students should start • Ask students to look at the code and
each sentence or question with a Puzzle 3A the example question. Students use the
capital letter. • Ask students to look at the example. code to write the simple past questions.
• Check answers with the class. Students reorder the letters to make the They could work in pairs for this.
ANSWERS simple past of regular verbs, then use • Check answers with the class.
1 I’m meeting Katie next week the gray boxes to make a place around
ANSWERS
2 We’re leaving in five minutes town. Allow them time to check their
1 What movie did you see
3 What are you doing tomorrow answers in pairs.
2 What time did the movie start
• Check answers with the class. 3 Did Mateo enjoy the movie
Unit 2 page 118 / X7 ANSWERS 4 When did Mateo go home
1 walked
Grammar 2 played Unit 5 page 120 / X15
3 helped
be: Simple past: affirmative, negative,
4 studied
interrogative and short answers
5 jogged Grammar
6 closed have to / don’t have to
Vocabulary 7 asked Compounds: some / any / no / every
Physical appearance Place in town: hospital
Aim Puzzle 3B Vocabulary

To practice vocabulary for physical • Write the example letters in the red Housework
appearance, and affirmative, negative, boxes on the board and elicit the
interrogative and short answer forms of example answer. Students then copy Aim
the simple past of be the letters in the same color boxes to To practice vocabulary for housework, and
make the simple past of irregular verbs. have to / don’t have to, and compounds
with some, any, no, and every
118

Puzzle 5A Unit 7 page 121 / X16 • Check answers with the class.
• Ask students to look at the example ANSWERS
line and question. Students then draw 1 biggest
lines to connect the words and make Grammar 2 excited
sentences and questions with have to Count / noncount nouns 3 happiest
and housework phrases. They could some / any 4 heavier
work in pairs for this. Point out that they a lot of / much / many
can only use each box once. Puzzle 8B
How much …? / How many …?
• Check answers with the class. • Students copy the words and reorder
a little / a few
them to complete the sentences. They
ANSWERS
could work in pairs for this.
1 I have to cook meals.
Vocabulary • Check answers with the class.
2 We don’t have to feed the dog.
3 She has to take out the trash. Food and drink
ANSWERS
4 Does he have to set the table? 1 as nervous as me
Aim 2 worst day of my life
Puzzle 5B To practice vocabulary for food and drink, 3 better than the first
• Students copy alternate letters to make count / noncount nouns, some / any, a lot 4 best day of the week
sentences and a question. of / much / many / How much ...? / How
• Check answers with the class. many ...? and a little / a few
ANSWERS Puzzle 7A
1 Is there anything fun to do today? • Students use the code to complete the
2 Something interesting happened words.
yesterday.
3 Nowhere is open. The stores are all
closed. ANSWERS
1 Is there a coconut
Unit 6 page 120 / X15 2 There aren’t any melons
3 Are there any onions
4 There isn’t any mustard
Grammar 5 Is there any mayonnaise
must / mustn’t
Verb + -ing / infinitive Puzzle 7B
• Students find five words in the
Vocabulary wordsearch and complete the
sentences. Point out that they should
look at the pictures for the sentences.
Aim • Check answers with the class.
To practice vocabulary for transportation ANSWERS
and travel, and must / mustn’t and verb + 1 pineapples
-ing / infinitive 2 vinegar
3 olive oil
Puzzle 6A 4 lettuces
• Students copy the words and reorder 5 lemons
them to make sentences. Allow them
time to check their answers in pairs. Unit 8 page 121 / X16
ANSWERS Grammar
1 Larissa must do her homework
comparative and superlative adjectives
2 Victor doesn’t have to wear a uniform
3 You must listen as … as
Puzzle 6B Vocabulary
• Students use the code to complete the Feelings and emotions
sentences.
• Check answers with the class. Aim
ANSWERS To practice vocabulary for feelings
1 I love riding my bicycle and emotions, and comparative and
2 We don’t mind traveling by train superlative adjectives and as ... as
3 My brother wants to buy his first car
Puzzle 8A
• Students reorder the letters to make
comparative and superlative adjectives.
119

Remember
3 ’s very unusual 3 the 1990s
4 ’m 4 yesterday
5 ’re watching 5 three weeks
Link It! 2 6
7
don’t like
’m sitting
6 2017
Aim
8 ’m waiting Question words with
9 play was / were
To practice vocabulary and grammar from
the course Present progressive for Exercise 7
future • Students match the question halves.
Vocabulary Exercise 4
understand all the questions. Ask
Exercise 1 • Say: I’m going shopping tomorrow—is students to think of a possible answer
• Students read the words and decide that the present progressive? (yes) Does it for each question.
which category they belong to. They describe something I’m doing right now?
ANSWERS
could work in pairs for this, or you could (no, it refers to the future).
2 A
do it as a race. • Students complete the sentences with
3 E
• Check answers, and check that students the correct verb forms and future time
4 B
understand all the words. Elicit other expressions. Point out that they have
5 D
words that students can remember to use a verb from box A and a future
from each category. time expression from box B for each
sentence. have: Simple past
ANSWERS
• Allow students to compare their Exercise 8
1 PA
answers in pairs.
2 PT • Say: My brother has dark hair. When he
3 W • Check answers with the class. was younger, he … blond hair. Elicit the
4 M ANSWERS missing word had and elicit that it is the
5 PT 1 ’m watching, at simple past of have.
6 W 2 ’re going, in • Students complete the sentences with
7 PA 3 Is, driving, weekend the correct verb forms.
8 M 4 Are, having, on • Allow students to compare their
5 aren’t meeting, Monday answers in pairs.
Exercise 2
• Point out the example answer, then ask be: Simple past
students to complete the remaining ANSWERS
words. They could work in pairs for this, Exercise 5 1 was, had
or you could do it as a race. • Say: Today is (Friday). Yesterday, … 2 were
• Check answers, and check that students (Thursday). Elicit the word was. Elicit 3 had, were
understand all the words. that it is the simple past of be. 4 was, had
ANSWERS • Students complete the dialogue with

1 sunny the correct past forms of be. Simple past: Regular verbs
2 raining • Check answers with the class. Exercise 9
3 cool
4 warm
ANSWERS • Say: I play tennis every day. I … tennis
1 were yesterday. Elicit the missing word played
5 snowing
2 wasn’t and elicit that it is the simple past form.
6 hot
3 was • Elicit what students can remember
4 Were about the rules for forming the simple
Grammar 5
6
were
was
past of regular verbs.
• Students write the simple past form of
7 Was
Simple present / Present 8 was
the verbs.
progressive • Check answers, and revise the rules for
spelling variations if necessary.
Exercise 3 Past time expressions
ANSWERS
• Say: I usually sit next to Ana. Today, I … Exercise 6 1 waited
next to Maria. Elicit the missing words
• Point out the example answer, then ask 2 liked
am sitting. Elicit the names of the two 3 stopped
students to complete the remaining
verb forms, and elicit the difference in 4 stayed
past time expressions.
meaning. 5 studied
• Students complete the conversations
with the correct verb forms. • Ask students to make sentences with Exercise 10
the past time expressions. They could
• Allow students to compare their • Students complete the sentences with
work in pairs for this, or you could do it
answers in pairs. the simple past forms.
as a race.
• Check answers with the class. • Check answers with the class.
ANSWERS
ANSWERS ANSWERS
1 evening
1 ’s snowing 2 ago 1 cried
2 Does it usually snow 2 walked
120

3 closed
4 stayed
Round-up
5 needed Exercise 14
• Ask students to look at the photo and
Simple past: Irregular verbs describe what they can see in pairs. Ask:
Which country is Jemima in? (Mexico)
Exercise 11
• Students choose the correct
• Say: I go swimming every day. Yesterday, alternatives in the text.
I … swimming. Elicit the missing word
went. Elicit that it is the simple past
form, and it is irregular. ANSWERS
• Students complete the simple past 1 ’re having
forms. 2 ’s raining
• Check answers with the class. Revise 3 ’s
irregular past forms if necessary. Refer 4 went
students to the irregular verbs list. 5 two days ago
6 bought
ANSWERS 7 had
1 got 8 ’m going
2 ate 9 ’m meeting
3 did 10 saw
4 drank 11 tried
5 went 12 were
13 didn’t swim
Exercise 12 14 was
• Students complete the sentences with 15 What
the correct simple past forms.
remind students that they should learn
the irregular verb forms.
ANSWERS
1 left
2 wore
3 thought
4 made
5 bought
Exercise 13
• Students complete the dialogue with
the correct verb forms and question
words. Point out that each gap should
have no more than three words.
answers in pairs.
ANSWERS
1 Who did, meet
2 met
3 What time did
4 got
5 What did, do
6 read
7 started
8 didn’t go
9 didn’t meet
10 didn’t do
11 How did, find
12 came
13 wanted
14 went
15 saw
121

Student Book 2
Luis Hey, are you doing anything on
Santiago Well, it’s my cousin’s 18th birthday.
He’s having a big party on Saturday night
audioscripts Wednesday night?

Sofia No, I’m not. Why?
Luis Would you like to go bowling with
and we’re all invited!
Caitlyn That’s great! When are you leaving?
Santiago We’re leaving very early on
e 007 page 11, exercise 4 Rob and me? Saturday. I’m getting up at four o’clock!
1 Sofia Oh yeah, I’d love to! What time are Caitlyn And are you coming back on
Ava Oh no, it’s raining again! you going? Sunday?
Nick It always rains on the weekend. It’s Luis We’re going at seven o’clock. Santiago No, we aren’t. We aren’t coming
never sunny. Is that OK? back until Monday.
Lauren Look! It’s warm and sunny in Paris! Sofia Yes, that’s fine. I’ll meet you there! Caitlyn Are you going to Hollywood?
Ava Can you believe it? We’re leaving in Santiago No, we aren’t. We’re going to
six weeks. e 012 page 14, exercise 2 Disneyland for the day on Sunday.
2 Girl Are you doing anything on Saturday? Caitlyn Oh, Disneyland’s fantastic!
Lauren Hey, what are you doing tomorrow, Boy No, I’m not. Santiago I know! I can’t wait!
Ava? Let’s go shopping. I need some new Boy Yes, I am. I’m playing tennis with some
clothes for the trip. friends. e 015 page 17, exercise 2
Ava Sorry, I can’t. I’m going to the music Girl What are you doing on Wednesday Natalie Are you doing anything nice this
festival in the park. The Moments are night? weekend, Yuki?
playing. Boy I’m going swimming. Yuki Yes, I am. I’m going to Canada for the
Boy I’m not doing anything special. weekend.
e 008 page 12, exercise 1 Girl Would you like to go bike riding? Natalie Really?
Example sunny Boy I’d love to, but I can’t. I’m going to the Yuki Yes, we’re going to see my aunt
1 cloudy movies. Shiori. She lives in Vancouver.
2 windy Boy Yes, I’d love to! What time are you Natalie Wow! An aunt in Canada! That’s so
3 foggy going? cool! How often do you visit her?
4 raining Girl I’m going at ten o’clock. Yuki Well, we only go to Canada once a
5 snowing Girl We’re going at ten o’clock. year, but she often comes to the U.S., so
Boy OK, l’ll meet you there. Is that OK? we see her a lot.
e 009 page 12, exercise 2 Girl Yes, that’s fine. Natalie Are you going with your mom
Example It’s cold and windy in Chicago.
and dad?
1 It’s cool and raining in London. e 013 page 15, exercise 3 Yuki No, Dad isn’t coming this time. It’s just
2 It’s hot and sunny in Sydney. 1 me and Mom. We’re going for four days.
3 It’s freezing and snowing in Calgary. Ben Would you like to play tennis Natalie When are you leaving?
4 It’s hot and foggy in Delhi. tomorrow, Bianca? Yuki We’re leaving at six o’clock on Friday
5 It’s mild and raining in Tokyo. Bianca I’d love to, but I can’t. I’m going to night and we’re coming back on Tuesday.
6 It’s warm and cloudy in Hong Kong. the dentist. Natalie What are you doing in Vancouver?
Ben What are you doing on Saturday? Do you have any plans?
e 010 page 12, exercise 3 Bianca Um … I’m not doing anything
And now a quick look at the weather Yuki Well, we want to spend time with
special. Aunt Shiori, really, but on Sunday, we’re
around the world.
Ben OK, let’s play on Saturday. going shopping!
Well, São Paulo is the place to be today!
Bianca OK, great. Thanks, Ben! Natalie Cool! Bring me back a souvenir!
It’s a lovely day in São Paulo! It’s warm and
2 Yuki OK! See you next week, Natalie.
sunny, with a temperature of 28 degrees!
Amy Are you doing anything on Saturday,
Unfortunately, the weather here in
Edson? e 018 page 21, exercise 4
Washington, D.C., isn’t very good. It’s
Edson No, I’m not. Why? 1
raining in the area, and it’s cold. The
Amy Would you like to go running with Nick How was the festival?
temperature in Washington is only
me and Tim? Ava It was great.
about three degrees. And, it’s snowing in
Edson Yes, I’d love to. What time are you 2
New York City! The conditions there are
going? Lauren Were The Moments good?
terrible … It’s windy and the temperature
Amy We’re going at two o’clock. Ava No, they weren’t good.
is minus two degrees … Brrr!!
I’m meeting Tim in front of the park. Ava They were fantastic! Blaze was
So, where can you go for some really
Is that OK? awesome last night.
hot weather? Well, the temperatures
Edson Yes, that’s fine. Let’s meet there. 3
in Australia are very high right now. In
Lauren Rachel? Was she there?
Melbourne, it’s a cloudy, but very hot, e 014 page 17, exercise 1 Ava Yes, she was.
day. The temperature there is about Caitlyn Are you doing anything fun this Ava She was with Tyler. We had a
38 degrees. Wow, that is hot! weekend, Santiago? great time!
Santiago Yes, I am. I’m visiting my relatives
e 011 page 14, exercise 1 in Los Angeles. e 020 page 24, exercise 2
1
Caitlyn Really? How often do you Luis Where were you last night?
Sofia Would you like to go bike riding on
see them? Sofia I was at the movies with Sandro and
Saturday?
Santiago Not very often. I always see them Monica.
Luis I’d love to, but I can’t. I’m going
at Christmas, but I don’t usually see them Luis Who’s Monica?
swimming with Mark.
at other times. Sofia She’s Sandro’s cousin. Do you
Sofia What are you doing on Sunday?
Caitlyn Why are you going to Los Angeles know her?
Luis Um … I’m not doing anything special.
this weekend, then? Luis I don’t think so. What does she
Sofia Let’s go on Sunday, then. Is two
look like?
o’clock OK?
Luis Yes, that’s fine. I’ll meet you at
the park.
122

Sofia She’s tall and slim and she has long, e 025 page 27, exercise 3 can do anything. He’s also a nice guy. He
black, curly hair, and brown eyes. I was on vacation in Rio de Janeiro with doesn’t get angry like some tennis players,
Luis No, I don’t know her. What’s she like? my sister, Lisa, and her husband, Diego. We and he’s always polite. He was born in
Sofia She’s nice. She’s kind of shy, but she’s were on Copacabana Beach. It was 1979 Switzerland and I think he has four kids.
very friendly. and I was 22 years old. I was a student Lucas
at Philadelphia University. That was a Her name’s Emma Stone. She’s a famous
e 021 page 24, exercise 3 fantastic vacation! The weather was great. American actress. She was in the musical
Paulina What does she look like? It was warm and sunny. The food was La La Land, and she has an Oscar for Best
Rob She’s short and slim. excellent and it wasn’t expensive, and the Actress. She’s also a good singer and she
Rob She has long, red hair. people were very friendly. I was a punk can dance. She’s pretty tall with shoulder-
Paulina What’s she like? then. My hair was orange and green. I was length red hair. Well, her hair isn’t really red.
Rob She’s funny. very slim. That summer, I was in Argentina It’s blond!
Rob She’s shy. and Uruguay too, but Brazil was my Maddie
Rob She’s nice. favorite country. The famous person I’m thinking about is a
Rob She’s a little bossy. Brazilian singer. His name’s Luan Santana
Rob She’s kind of lazy. e 026 page 27, exercise 4 and I first saw him on YouTube. I love his
Interviewer Where were you in this style of music and I like that he writes his
e 022 page 25, exercise 4 picture, John? own songs. He’s tall and slim and he has
1 John I was on vacation in China. We were long black hair, and he usually has a beard
Girl 1 What’s Daniela like? there for ten days. and a mustache. My sister says he’s so
Boy 1 She’s kind of bossy, but she’s nice. Interviewer What year was it? romantic and so handsome, but I just like
Girl 1 What does she look like? John It was 2017. his music!
Boy 1 She’s tall and she has long, red hair. Interviewer Who were you with?
2 John I was with my wife, Laura, and our e 034 page 35, exercise 4
Adult 4 What’s Noah like? son, Jason. 1
Boy 2 He’s lazy, but he’s funny. Interviewer Was it a special occasion? Rachel Where were you? I called you
Adult 4 What does he look like? John Yes, it was. It was my birthday! three times!
Boy 2 He’s very tall and slim. Interviewer How old were you? Ava Oops, sorry! I went to the mall with
3 John I was 60 years old. Look, I had a Lauren.
Adult 1 What’s Freya like? T-shirt with “I’m 60 today!” on it. I was quite Rachel With Lauren? Why?
Girl 2 She’s pretty shy, but she’s very nice. overweight then, and I had a beard! Ava We wanted some things for the
Adult 1 What does she look like? Interviewer What was the weather like? school trip. I bought a nice purse.
Girl 2 She has shoulder-length, black hair, John It was sunny, but it wasn’t very hot. 2
and she wears glasses. Interviewer What was the food like? Ava Then we stopped at the market …
4 John It was great. Tyler The market near the bus station?
Adult 2 What’s Bill like? Interviewer What were the people like? Ava Yes, and I found this great bracelet.
Adult 3 He’s friendly, but he’s quite lazy. John They were nice, and very I love it.
Adult 2 What does he look like? hardworking. Rachel Now, that is cool.
Adult 3 He’s tall and average weight. He Interviewer Where was your hotel?
has blue eyes. John It was near the Forbidden City. e 035 page 36, exercise 1
1 hospital 9 sports center
e 023 page 27, exercise 1 e 028 page 31, exercise 1 2 train station 10 bus station
Presenter Picture 1 1 3 bus stop 11 market
John I was on a school trip to Washington, Kate Hi, Dean! Would you like to watch a 4 parking lot 12 church
D.C. We were in front of the White House. movie on Friday? 5 mall 13 bank
The children in the picture are Mary and Dean I’d love to, but I can’t. I’m going to a 6 library 14 café
Rob. They were my friends. I was 10 years concert with Carla. 7 park 15 post office
old. It was … um … 1967. Kate What are you doing on Sunday? 8 police station 16 supermarket
Presenter Picture 2 Dean I’m not doing anything special.
John I was on vacation in Rio de Janeiro. Kate Let’s go shopping. Is two o’clock OK? e 036 page 36, exercise 2
It was 1979, and I was 22 years old. I was Dean Yes, that’s fine. 1 It’s across from the train station.
with my sister, Lisa, and her husband, 2 2 It’s between the bank and the post
Diego. Kate Who’s Carla? office.
Presenter Picture 3 Alex She’s Daniel’s sister. Do you know her? 3 It’s behind the mall.
John It was my 60th birthday and I was in Kate I don’t think so. What does she 4 It’s in front of the park.
Beijing. I was with my wife and my son. look like? 5 It’s next to the café and near the library.
What year was it? It was 2017. Alex She’s very tall and slim, and she has
short, black hair.
e 037 page 36, exercise 3
e 024 page 27, exercise 2 Kate No, I don’t know her. What’s she like?
1 It’s across from the train station.
I was on a school trip to Washington, D.C. It’s the hospital.
Alex She’s nice. She’s very friendly.
We were in front of the White House! It 2 It’s between the bank and the post
was 1967, and I was 10 years old. I was e 032 page 31, exercise 5 office.
pretty tall and I had very short hair, and Francisco Who’s your favorite famous It’s the café.
I had freckles. We were in Washington, D.C., person? 3 It’s behind the mall.
with our History teacher, Mr. O’Connor. Kristen It’s the parking lot.
The children in the picture were my My favorite famous person is Roger 4 It’s in front of the park.
friends, Mary and Rob. The weather wasn’t Federer. He was ranked number one in It’s the library.
very good. On that day, it was cloudy and the world in men’s tennis for a long time. 5 It’s next to the café and near the library.
windy, but we had a great time! I love watching him play because he It’s the bank.
123

e 039 page 38, exercise 3 e 045 page 45, exercise 4 e 049 page 48, exercise 2
Boy Excuse me. Can you tell me the way 1 Boy Let’s go to the movies.
to the library, please? Ava What did you do last night? Did you Girl 1 OK. Good idea.
Woman Go down the street as far as go out? Boy What do you want to see?
the park. Tyler No, I didn’t. I stayed in and I watched Girl 1 I don’t care.
Boy Is there a bank near here, please? a movie. Girl 1 I want to see the new Star Wars
Woman Turn right onto Lincoln Avenue. Ava What did you watch? movie.
Woman Turn left at the traffic lights. Tyler I watched Star Wars on Cinemax. Boy Where’s it playing?
Woman It’s on the right. I love old sci-fi movies. Girl 1 It’s playing at the Odeon.
Woman It’s on the left. 2 Girl 2 Can I have two tickets, please?
Woman It’s across from the park. Ava What did you do, Rachel? Clerk That’s $16.
Woman It’s next to the supermarket. Rachel What did you say? Girl 2 What screen is it on?
Woman It’s near the sports center. Rachel I didn’t hear the question. Clerk It’s on screen 4.
Ava Look! That girl didn’t take her bag.
e 040 page 39, exercise 5 e 050 page 49, exercise 3
1 Go down Main Street as far as the traffic e 046 page 46, exercise 1 Conversation 1
circle. Turn left onto Pine Street and 1 animated movie 6 horror movie Carly I’m bored. What should we do?
then turn right at the intersection. It’s 2 sci-fi movie 7 romcom Simon Do you want to play a video game?
on the left. It’s across from the park. 3 comedy 8 musical Carly No, I don’t want to stay in. I want to
2 Go down Main Street as far as the 4 love story 9 fantasy movie go out.
intersection. Turn right onto Lincoln 5 action movie Simon Well, let’s go to the movies, then.
Avenue and then turn right at the traffic Carly Good idea.
lights. It’s on the right. It’s across from e 047 page 46, exercise 2 Simon What do you want to see?
the mall. Mia Let’s watch a movie on Movies4You. Carly I don’t care. I like action movies and
3 At the traffic circle, turn right onto Main Dad That’s a good idea. Are there any new comedies.
Street and then turn right again at the movies? Simon I like comedies, too. What about
intersection. It’s on the right. It’s behind Mia What about Song and Dance? Meet the Jacksons 2? It’s a comedy.
the mall and across from the market. Dad Is that a love story? I hate love stories! Carly I saw Meet the Jacksons and I didn’t
Mia No, Dad! It isn’t a love story—it’s a like it.
e 042 page 41, exercises 1 and 2 musical. Simon OK. What about Code Disaster? It’s
Yesterday morning Dad Well, I don’t like musicals. Are there an action movie.
Yesterday was a school day, so I got up at any action movies? I like action movies. Carly Who’s in it?
seven thirty and I took a shower before Mia There’s American Heroes. Simon Matt Damon—he’s usually good.
breakfast. I had a quick breakfast, just Dad That’s a great movie, but I saw it at a Carly OK. Let’s go to that.
some cereal, and then I left home with movie theater last year. Conversation 2
my brother at eight twenty. We walked Mia I want to see Zombie Night. I love Simon Hello. Can I have two tickets for
to school and we got there at eight horror movies. Code Disaster, please?
forty-five. School starts at nine o’clock. Dad No! No way! Horror movies are scary. Clerk Are you over 12 years old?
I had four classes in the morning—Math, Mia What about a comedy? I like Carly Yes, we are.
French, English, and Science—and then, comedies. Oh No! Not Again has five stars. Clerk OK, that’s $15.
at one o’clock I went to the cafeteria for Dad I like comedies, too. OK. Let’s watch it. Simon Here you are.
lunch. The food was really good yesterday Clerk Thank you. Here are your tickets and
and I had a mixed salad with pasta with e 048 page 48, exercise 1 $5 change.
tomato sauce. 1 Carly What screen is it on?
Yesterday afternoon Sofia Let’s go to the movies. Clerk It’s on screen 9.
In the afternoon, I had three more classes Luis Good idea. Simon Thanks. Let’s buy some popcorn!
and we finished school at three fifty. After Sofia What do you want to see?
school, I went downtown with my brother, Luis I don’t care. You choose. e 051 page 51, exercises 1 and 2
Mark, and we met Mom. We all went to Sofia What about Interstellar Mission? It’s a Ryan What did you do on the
the new sports center across from the sci-fi movie. weekend, Mia?
supermarket on Park Street. Mom went Luis Hmm, OK, I like sci-fi movies. Mia On Saturday, I went to Fantasy
swimming and Mark and I played tennis. Sofia Great! Let me see … Where’s it Fun Park.
After that we went home. We got home playing? Ryan Cool! Who did you go with?
at five thirty and I did my Math homework Luis It’s playing at the Phoenix Theater. Mia I went with my cousin, Connor, and
before dinner. Sofia Perfect! That isn’t far from here. his mom and dad.
Yesterday evening 2 Ryan Did you have fun?
In the evening, we had pizza for dinner. It’s Later, at the movie theater … Mia Yes, it was great.
my favorite meal. I love it! Mark and I ate Luis Can I have two tickets to Interstellar Ryan What was the best part of the day?
our dinner at six thirty, but Dad comes Mission, please? Mia The rides on the Colossus. It’s a cool
home late on Mondays, so Mom waited Clerk How old are you? roller coaster. I had three rides! And the
for him. They had dinner at 8 o’clock. After Sofia We’re 14. waterpark—that was great, too.
dinner, I watched Amazing Races on TV Clerk OK. That’s $16, please. Ryan How much did the tickets cost?
and then I played some video games with Luis Here you are. Mia The child ticket was $40.
Mark. I went to bed at about ten o’clock. Clerk Thank you. Here are your tickets and Ryan Wow! That’s expensive.
$4 change. Mia Yes, it is. But my uncle paid!
Sofia Thank you. What screen is it on?
Clerk It’s on screen 4.
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e 053 page 53, exercise 4 e 060 page 59, exercise 4 20 minutes and I have to be at school at
Interviewer When did you go to the 1 8:30. After school, I don’t go home and
movies? Ava And I have to do a lot of chores at relax! On Mondays and Wednesdays, I
William I went to the movies on May 8th— home. I have to clean my bedroom, set the go swimming. I’m on the school swim
my birthday! table, do the dishes, and … team and I have to practice twice a week.
Interviewer Who did you go to the movies Lauren And what, Ava? I don’t have to do a lot of housework. I
with? 2 only have to make my bed and I have
William I went with four of my friends. Lauren No way! Rachel took the phone! to clean my room. After dinner, I have to
Interviewer What movie did you see? You don’t have to take the blame. take Banjo, our dog, for a walk. We get a
William We saw Summer Holiday. Nick You have to say something, Ava! lot of homework at our school—I usually
Interviewer What type of movie was it? Ava I can’t. Rachel’s my friend … have to do homework for two hours every
William It was a comedy. night!
Interviewer How much were the tickets? e 061 page 60, exercise 1
William The tickets were $10 each. Example load the dishwasher / unload the e 069 page 70, exercise 1
Interviewer Did you have a good time? dishwasher 1 plane 8 car
William Yes, I had a great time. I loved the 1 clean my bedroom 2 helicopter 9 motorcycle
movie, and the theater was great. 2 make my bed 3 ferry 10 scooter
3 clean the bathroom 4 truck 11 train
e 054 page 55, exercise 1 4 do the dishes 5 streetcar 12 bicycle
1 5 do the vacuuming 6 pickup truck 13 taxi
Ana Excuse me, is there a mall near here, 6 do the laundry 7 bus 14 subway
please? 7 set the table / clear the table
Man Yes. Go down the road as far as 8 feed the dog e 070 page 70, exercise 2
the traffic lights. Turn right onto Maple 9 take out the trash I usually travel by bus, car, or bicycle. I go
Avenue. Turn left at the intersection. 10 cook meals to school in the morning by school bus
The mall is on the right. It’s next to the 11 iron and I always come home with Mom in the
parking lot. car. I ride my bicycle a lot, too. I always go
2 e 063 page 62, exercise 2 by bicycle when I meet my friends after
Maria What do you want to see? Boy Can I borrow a ruler, please? school and when I go to the sports center
Anton I want to see the new Avengers Teacher Yeah, sure. or the park.
movie. It’s an action movie. Teacher No, I’m sorry, you can’t. I live in the Niagara neighborhood of
Maria OK, I like action movies. Boy Could I borrow a pen, please? Toronto in Canada. Toronto has a streetcar
Anton Can we have two tickets for the Teacher Yes, of course. service, so I often travel by streetcar.
Avengers movie, please? Teacher I’m sorry, but I don’t have a pen. There is also a modern subway system
Clerk That’s $18. Boy May I go to the library, please? in Toronto. There’s a station not far from
Anton What screen is it on? Teacher OK, you can go quickly. my home, so I often travel by subway,
Clerk It’s on screen 8. Teacher No, I’m sorry, you can’t. especially when I go downtown. It’s very
Anton Let’s go. fast and easy. In the summer, we often
e 064 page 63, exercise 3 travel to the Toronto islands by ferry. It’s
e 058 page 55, exercise 5 1 fun, and I love going to the beach by ferry.
Kristen What’s your favorite movie? Ben Can I borrow your phone, Chris? I rarely travel by plane. They’re just for
Lucas Chris Of course you can, Ben. Where’s your vacations, really. I flew with my family to
It’s called The Boss Baby, and it’s an phone? Florida last year, for example, but I don’t
animated film. I really like it because it’s Ben It’s here, but I forgot to charge it last travel by plane every year. I rarely travel by
very funny. I love comedies—they’re my night and I have to call my dad. train, too. I don’t need to use trains where
favorite. When I was younger, my mom 2 I live. Last year, I went to Montreal for the
read me the book, so I knew the story, but Tina Excuse me, Mr. Clark. day with my friends and we went by train,
I prefer the movie. What I like most about Mr. Clark Yes, Tina. but that was very unusual for me.
it is the baby. He’s very funny! Tina May I go to the cafeteria? Finally, I never travel by scooter or
Maddie Mr. Clark Why do you want to go to the motorcycle. My sister wants a scooter, but
Last weekend, I saw Ocean’s 8 with my cafeteria, Tina? my mom hates them, so she can’t have
friends. The acting was amazing, especially Tina I left my jacket there. one. There are a lot of taxis in Toronto, but
Cate Blanchett. She’s my favorite actress. Mr. Clark You can go at the end of the we never use them either because they’re
It’s different from all the other movies in class, Tina. quite expensive. Oh, and I never travel by
the series because the main stars are all 3 truck, but that’s obvious, I guess!
women, and George Clooney isn’t in it. Liam Dad, can I go to Wesley’s house for
Francisco an hour? e 072 page 72, exercise 2
Yesterday, I watched the movie Jurassic Dad No, Liam. You have to study for your Clerk Can I help you?
World: Fallen Kingdom with my family. test tomorrow. Girl Yes, please. I’d like a one-way ticket to
It’s set four years after the last movie in Liam But, Dad … Chicago.
the series. We all liked it, but I liked it Dad Liam, it’s an important test. You can Girl Yes, please. I’d like a round-trip ticket
most of all because sci-fi movies are my go to Wesley’s house on Saturday. to Vancouver.
favorite. The actors were really good, and Clerk When are you coming back?
the action scenes were pretty exciting, e 065 page 65, exercises 1 and 2 Girl I’m coming back on Sunday.
too. But what I liked most of all were the My day is usually very busy. I have to get Girl What time does the next bus leave?
special effects. The dinosaurs were really up early because I don’t live near my Clerk It leaves at 4:55 p.m.
awesome! school. I don’t have to decide what clothes Girl What gate does it leave from?
to wear because at our school we wear Clerk It leaves from gate two.
a uniform. I have to leave my house at Girl How long does the trip take?
8 a.m. to catch a bus. The bus trip takes Clerk It takes about three hours.
125

e 073 page 73, exercise 3 Nelson But Daniel and Marcos are going. Sofia I’d like a cheeseburger and fries.
Clerk Hello. Can I help you? Dad You have to do your homework. Waitress OK. What would you like to drink?
Paola Yes, please. I’d like a ticket to Denver. Nelson OK, but can I go out tomorrow Sofia I’ll have a soda, please. Oh, and can
Clerk One-way or round-trip? night? I have some cheese with the fries?
Paola A round-trip. Dad Yes, of course you can. Waitress Of course. And what about you?
Clerk When are you coming back? Luis I’ll have a ham and mushroom pizza,
Paola I’m coming back on Saturday. e 079 page 79, exercise 4 please.
Clerk OK. That’s $35, please. Maddie Do you have any travel plans? Waitress Anything to drink?
Paola Here you are. Francisco Luis Yes, please. I’ll have a bottle of water.
Clerk Thanks. Here’s your ticket and here’s Next April, I’m going to the U.K. with a Waitress Anything else?
your change. group from school. We’re taking a plane Luis I’ll have some fries too, but no cheese
Paola What time does the next bus leave? to New York and then another plane to for me.
Clerk Um … It leaves at ten fifteen. London. It takes twelve hours to get there. Waitress OK, is that everything?
Paola How long does the trip take? After four days in London, we’re visiting Sofia Yes, it is.
Clerk It takes about five hours. Oxford by bus and then we’re taking the
Paola Oh, OK … What gate does it leave train to Scotland for four days. It’s my first e 084 page 86, exercise 2
from? trip to a different country, so I’m really Waiter Are you ready to order?
Clerk It leaves from gate eight. excited! Girl Yes, we are.
Paola OK, thanks. Goodbye. Kristen Girl Sorry, not yet. Can you give me a few
Clerk Goodbye. Have a good trip. I love visiting new places. Last summer, minutes?
I went by plane to Costa Rica with my Girl Sorry, not yet. Can you give us a few
e 074 page 75, exercise 1 family. We rented a car and drove around. minutes?
OK, everybody. Quiet, now. I want to tell The people were so friendly, and I loved Waiter What would you like to eat?
you about the trip to the Pueblo Grande the food. Next summer, we’re visiting Peru. Waiter What would you like to drink?
Museum in Phoenix, Arizona, next week. We’re flying to Lima and going on a bus Waiter Anything to drink?
Now, the bus for Phoenix leaves from tour. We want to visit Machu Picchu. I’m Girl I’d like a cheese pizza, please.
school at seven fifteen, but you must be excited about experiencing a new culture. Girl I’ll have a milkshake, please.
at school at 7 a.m. Please don’t be late I love that! Waiter And what about you?
because we have a very busy day! Lucas Boy May I have a chicken salad?
OK. Now, two important things. First, the Last July, I stayed with my cousin in Florida. Boy Can I have a chicken salad?
weather forecast for the day is hot and I went by bus and it took ten hours. I don’t Waiter Anything else?
sunny, so you must bring a sun hat and a like traveling by bus! So this July, my Boy Yes, please. Can I have some fries, too?
bottle of water. We have to walk outdoors family and I are planning a trip to Mexico. Boy No, thank you.
a lot, so don’t forget the sun hat! Second, We’re flying from Los Angeles to Mexico Waiter Is that everything?
this isn’t just a fun trip. You’re going to the City. Dad wants to travel around on the Boy Yes, it is.
museum to learn, so bring a pen and a bus, but luckily Mom doesn’t agree. She Boy No, I’d like a soda, too.
notebook. OK? hates traveling by bus, too! So we’re going
Now, we have an hour for lunch at one to drive. e 085 page 87, exercise 3
o’clock. We aren’t going to a restaurant, so 1
you must bring a sandwich for lunch. But e 081 page 83, exercise 4 Waiter What would you like to eat?
you don’t have to bring food for dinner. 1 Boy I’ll have a hot dog, please.
You can have dinner at home because Ava There weren’t many tomatoes, so I Waiter OK. Anything to drink?
we’re returning to school by five o’clock. used some ketchup. Boy Yes, please. Do you have any
OK, two final points. You mustn’t bring Mom Really? Hmm … pineapple juice?
a lot of money. Don’t bring more than Ava There were a lot of old olives in the Waiter No, I’m sorry, we don’t. We have
$30. Oh, and finally, when we get to the fridge, so I added a few of them. orange juice.
museum, you mustn’t leave your things on Ava And there was a little cream, too. Boy No, thanks. I’ll have a bottle of water.
the bus—you have to take them with you, Mom OK. Can I try it? Waiter OK, that’s a hot dog and a bottle of
so only take a small backpack, please. 2 water. That’s $3.80.
If you’re going … Mom Uh, how much salt did you put in Boy Here you go.
this? Waiter Thank you.
e 076 page 79, exercise 1 Ava Not much. Why? 2
1 Mom Ava, I’m sorry, we can’t eat this. Waiter Are you ready to order?
Nicole I’d like a ticket to San Diego for It’s awful. Woman Sorry, not yet.
today, please. Ava Is it very bad? Yuck! Oh, yes, it’s Waiter OK. I’ll come back in a few minutes.
Clerk Would you like a one-way or a disgusting! Waiter Are you ready now?
round-trip ticket? Woman Yes, I am. I’d like a chicken
Nicole I’d like a round-trip, please. e 082 page 84, exercise 2 sandwich with mayonnaise and a salad.
Clerk When are you coming back? 1 pineapples 7 onions Waiter What would you like to drink?
Nicole I’m coming back on Friday. 2 melons 8 tomatoes Woman I’ll have coffee, please.
Clerk OK, that’s $45, please. 3 watermelons 9 coconuts Waiter Anything else?
Nicole Here you are. 4 lemons 10 broccoli Woman Oh, yes. Can I have some ice cream
Clerk Thanks. Here’s your ticket and $5 5 mangoes 11 spinach for dessert?
change. 6 apricots 12 lettuces Waiter Sure. That will be … $8.34
2 3
Nelson May I go to the movies tonight,
e 083 page 86, exercise 1 Waiter Hello. Can I help you?
Waitress Are you ready to order? Girl Yes, please. I’d like a cheese pizza,
Dad?
Sofia Yes, we are. please, and some fries.
Dad No, I’m sorry, you can’t, Nelson.
Waitress What would you like? Waiter OK. Anything to drink?
126

Girl Yes, please. I’ll have a soda. too much! And there’s a lot of salt and 5
Waiter Would you like a dessert? sugar in ketchup, so only use a little for a Hannah Are you OK, Leonardo?
Girl What do you have? healthy diet. Leonardo Not really … I have a Music test
Waiter We have ice cream, fruit salad, and tomorrow. I have to play the piano.
chocolate chip cookies. The chocolate e 089 page 93, exercise 4 Hannah But that’s OK … You can play
chip cookies are very good! 1 very well!
Girl Um … I’ll have chocolate chip cookies Nick I’m tired and it’s freezing … This is the Leonardo But it’s a very hard test and I have
for dessert. worst part of the trip. to play three different pieces of music …
Waiter OK. That’s … $8.79. Lauren Stop complaining, Nick! Paris is Oh, I really want to do well!
Girl Oh, and can I have some ketchup with warmer than here.
the fries, please? 2 e 092 page 96, exercise 1
Waiter Yes, of course. Ava I’m worried about my suitcase. It’s very Luis Hey! You look happy, Sofia!
heavy. Sofia I am. I’m very excited! I’m going to a
e 086 page 89, exercises 1 and 2 Nick Yeah—it’s heavier than Lauren’s. concert in Springfield tomorrow!
Interviewer Excuse me. Do you have a few That’s definitely more than 23 kilos! Luis Oh yeah, I forgot! How far is it
minutes to talk to us? We’re finding out 3 from here?
what young people eat. Lauren Is Rachel coming? No way! Sofia It’s about 70 kilometers. We’re
Juan Carlos Yes, sure. Ava Let it go, Lauren. That was a long leaving at four o’clock.
Interviewer What’s your name? time ago. Luis How long does it take to get there?
Juan Carlos My name’s Juan Carlos Rankin. Nick It’s true. She isn’t as bad as she was. Sofia It only takes about an hour and a
Interviewer How old are you, Juan Carlos? Ava She did the right thing in the end, and half, but I want to be first in line!
Juan Carlos I’m 14. that’s the most important thing. 2
Interviewer OK, Juan Carlos. How much Sofia You look worried, Luis.
water do you drink every day? e 090 page 94, exercise 1 Luis Yeah, I am. I’m going to a soccer game
Juan Carlos I drink a lot of water, about Example worried with Mark, but he’s late.
eight to ten glasses of water every day. 1 scared 6 angry Sofia Where is the game? Is it far
I play a lot of sports and I’m always thirsty. 2 sad 7 embarrassed from here?
Interviewer How much fruit do you eat 3 tired 8 excited Luis It’s about ten kilometers away.
every day? 4 bored 9 nervous Sofia How long does it take to get there?
Juan Carlos I usually have a banana in the 5 happy Luis It takes about 30 minutes by bus.
morning, and I often have an apple in my Sofia Don’t worry, then. It doesn’t
lunch box. So … I eat two pieces of fruit. e 091 page 94, exercise 2 take long.
Interviewer How many servings of Example Luis No, but the bus leaves in five
vegetables do you eat in a day? Jack OK! I’m going to bed! minutes …
Juan Carlos We always have vegetables for Mom What? Now? But it’s only eight forty-
dinner, so I eat one serving of vegetables a five! Are you OK, Jack? e 093 page 96, exercise 2
day. I like spinach and broccoli. Jack Yeah, I’m fine. I just need to Boy How far is it from here?
Interviewer How often do you eat meat? sleep. I got up very early this morning. Boy Is it far from here?
Juan Carlos Every day. I love chicken and Night, Mom! Girl It’s about 20 kilometers.
beef, but I don’t like pork. Mom Good night, Jack. Sleep well. See you Girl No, it isn’t.
Interviewer And how many times a week in the morning. Girl Yes, it is.
do you eat fish? 1 Boy How long does it take to get there?
Juan Carlos I never eat fish. I don’t like it. Amy Oh, I can’t watch! Boy How long does it take you to get from
Interviewer How many times a week do Ryan Come on, Amy, don’t be a baby. It’s Toronto to Montreal?
you eat dairy products like milk, cheese, or just a movie! Girl It takes about two hours.
yogurt? Amy No, really, I can’t! Girl It doesn’t take long, only fifteen
Juan Carlos Well, I eat cheese once or twice 2 minutes.
a week. I don’t like milk, though. I never Rick What? Oh no! Not again! Don’t do this
drink it. to me! Come on! Why aren’t you working?! e 094 page 97, exercise 3
Interviewer How much pasta, rice, and Jade What is it, Rick? 1
bread do you eat? Rick The computer isn’t working again! Fran Do you walk to school, Jack?
Juan Carlos Well, I prefer rice to pasta. I eat That’s the second time this week! It’s Jack No, I don’t. It’s too far.
rice about three times a week. My favorite ridiculous! Arrrrgh!!! Fran How far is your house from school?
meal is chicken and rice. I don’t eat much 3 Jack It’s about five kilometers.
pasta. And bread … um … two or three Alejandro Oh, what can I do, Mom? Fran And how long does it take to
slices of bread a day because I usually have Mom I don’t know, Alejandro. Watch TV? get there?
a sandwich in my lunch box. Alejandro No, there’s nothing on TV … Jack Well, I take a school bus and it takes
Interviewer Do you eat many cookies? Mom Go out and play basketball? about 40 minutes. It’s slower than a
Juan Carlos No, I don’t, but I love chocolate. Alejandro I can’t! It’s raining … normal bus because it stops a lot.
I eat a little chocolate every day. Mom Clean your room? 2
Interviewer How much salt do you put on Alejandro Come on, be serious, Mom! Oh, Jacob Do you go to the mall a lot, Kana?
your food? I have nothing to do! Kana Yes, I do. I go nearly every day.
Juan Carlos Not much, but I sometimes put 4 Jacob Really? How far is it from your
salt and a lot of ketchup on my fries. I love Teacher Gemma! Here’s your Math test. house?
ketchup! Teacher Well done, Gemma. You got a Kana Oh, it isn’t far. Only about half a
Interviewer Well, Juan Carlos, your diet ninety-five. That’s a great grade! kilometer.
is quite healthy, but you eat a lot of Gemma Ninety-five? Really? YES!!! I can’t Jacob Really? You live closer to the mall
chocolate. A little is OK, but don’t eat wait to tell my mom! than me. So, do you walk there?
Kana Yes, of course. It takes me about ten
minutes.
127

3 5
Isabela I’m so excited. We’re going on Girl 2 Who has the shortest last name in
vacation tomorrow! the class?
Kane What time are you leaving, Isabela? Boy 1 Um … Probably Oscar. His last name
Isabela We’re leaving very early because is Hill. H-I-L-L. That’s only four letters.
we have to drive to the airport. Girl 2 Um … what’s Harry’s last name?
Kane How far is that from your house? I think it’s short, too.
Isabela It’s about 50 kilometers. Boy 1 Harry’s last name is Wells. That’s five
Kane How long does it take? letters. It’s longer than Oscar’s.
Isabela Well, Dad drives there often and it Girl 2 Um, yes … Oh, I know! Polly’s last
usually takes about an hour. It depends on name is Day. D-A-Y. That’s only three
the traffic. letters! It’s the shortest last name in
the class!
e 095 page 99, exercises 1 and 2
Example e 097 page 103, exercise 1
Henry How long does it take you to get to 1
school, Isabela? Waiter What would you like?
Isabela Only about ten minutes. I don’t live Diego I’d like a chicken salad, please.
far away. Waiter OK. And what about you?
Henry That’s good. Laura I’ll have a burger and fries, please.
Isabela Yes, I’m lucky. I always walk to Waiter Anything to drink?
school with George. He lives next door to Laura Yes, please. I’ll have a bottle of water.
me. What about you, Henry? Waiter Is that everything?
Henry I live farther away than you two. I Diego Yes, it is, thanks.
ride my bike to school, but it usually takes 2
me about half an hour. Lily What’s the matter?
1 Tom I’m late. I’m going to a movie festival
Girl 1 Jun has a really hard trip to school. with Dave.
He has to take a bus, a train, and a Lily How far is it from here?
streetcar! Tom It’s about 20 kilometers away.
Boy 1 Wow! That’s worse than Bruno. He Lily How long does it take to get there?
goes by bus and streetcar. Tom It takes about an hour by car.
Girl 1 What about Aya? She lives the Lily Dave and his dad are waiting outside.
farthest from school. Tom Oh, great. See you later.
Boy 1 Yes, but her trip isn’t as hard. Her
mom drives her to school. e 100 page 103, exercise 4
2 Lucas What’s your favorite food?
Girl 2 What’s your favorite subject in Maddie
school? I love burgers. Whenever I go out to eat
Boy 2 Um … that’s hard. History, Math, and at a restaurant, I always try to have one.
Science are all interesting. And we sometimes have them at school.
Girl 2 Yes, but History and Science are I eat them with fries and lots of mustard.
more interesting than Math. I prefer it to ketchup or mayonnaise. My
Boy 2 Yes, that’s true. I think Science is the dad sometimes makes them when we
most interesting of the three. have a barbecue at home, and they’re
Girl 2 Yes, I agree. amazing—the best burgers in the world!
3 Francisco
Girl 1 Wow! Megan’s tall. She’s taller I really like all kinds of fruits. I like oranges,
than Eric! pineapple, apricots … oh, and I love
Boy 2 Yes, I know she’s really tall, but she mangoes! They’re my number one favorite
isn’t as tall as Matthew. He’s the tallest fruit. I try to eat fruit with every meal,
person in the class. starting with an apple for breakfast every
4 morning. I like fruit because it’s so fresh
Camila Is that Ruby’s brother? and colorful. And it’s also much healthier
Victor No, it isn’t. She doesn’t have a than cookies or candy.
brother, just a little sister. Kristen
Camila Do you have any brothers and My favorite food is lemon cheesecake.
sisters, Victor? I love it because it just tastes so good.
Victor Yes, I do. I have a younger brother It’s delicious with whipped cream, but I
and two older sisters. What about you, especially like it with ice cream. There’s
Camila? a café near my home with the best
Camila I don’t have any brothers and cheesecake ever. I go there as often as
sisters. I’m an only child. I can. My mom makes a pretty good
cheesecake, but it isn’t as good as theirs! I
can’t tell her that, though!
128

Workbook 2
1 I’d love to 2 I’m not doing 3 at the
2

Were you born in 2002?
No, I wasn’t. I was born in 2003.
answer key park 4 night 5 Would you like to go

6 What time are you going? 7 I’ll meet
3

Were they on vacation last week?,
Yes, they were. They were in Jamaica.
you there
8
Unit 1 3 1 How old were you 2 Where were
Students’ own answers. you 3 Who were you 4 When was
Page W4 your 5 How 6 What was
Extra listening
2 1 a 2 c 3 c 9
c 1 were 2 were 3 was 4 was
Page W7 5 had 6 Were 7 weren’t 8 were
3 9 had
1 freezing 2 cloudy 3 warm 4 hot Trending topics
5 raining 6 snowing 7 foggy Round-up
8 sunny 9 cold 10 windy 11 mild 1
1 1,917 meters 2 weather research 1
4 center 3 visit the Discover Center 1 had 2 was 3 was 4 had
1 ’m wearing 2 listens 3 is watching 4 meet the scientists 5 was 6 had 7 was 8 was
4 makes 5 is snowing 6 rains 9 was 10 had 11 was 12 were
2
5 1 They’re going up the mountain in a 2
1 are you studying, are studying snowcat. 1 It wasn’t in July. It was in June.
2 does Jack go, goes 2 They’re spending the night in the 2 It wasn’t a small party. It was a big
3 is she talking, is talking Observatory. party.
4 Is he watching, isn’t, is practicing 3 They’re leaving on Thursday 3 It wasn’t short. It was long.
5 is Ana doing, is making, makes afternoon. 4 He wasn’t slim. He was a bit
4 It’s freezing and very windy. overweight.
Page W5 5 They weren’t at the party. They were
3 on a school trip.
1 on 2 tomorrow 3 in 4 on 3
5 next 6 at 1 When was it? 2 Where was it?
Unit 2 3 Was it a barbecue?
7
1 ’re watching, F 2 ’m making, P Page W10 Page W12
3 is wearing, P 4 ’re playing, F
5 ’s raining, P 6 ’s going, F 2 Let’s talk about …
b
8 1
1 What are they doing on Thursday? 3 1 bossy 2 shy 3 funny
2 Where are they going on Tuesday 1 overweight 2 tall 3 short, 4 nice 5 lazy
night? shoulder-length 4 blond,
3 Who is Rick meeting at six o’clock? red, black, gray 5 wavy, curly, 2
4 When is Anja visiting her aunt? straight 6 green, brown 7 old, 1 What does (she) look like?
5 Where are you staying tomorrow middle-aged 8 mustache, freckles, 2 What’s (she) like?
night? glasses, braces
3
Round-up 4 1 does she look like 2 and she has
1 weren’t 2 was 3 wasn’t 4 were long 3 brown eyes 4 What’s she like
1 5 weren’t 6 was 5 shy
1 goes 2 loves 3 plays
4 isn’t playing 5 ’s raining 5 4
6 is getting 7 ’s flying 8 ’s packing 1 They were at the tennis club on 1 a 2 b 3 c
9 writes 10 ’s telling Saturday.
5
2 Sofia was in my class last year.
3 You weren’t in the park yesterday
1 ’m going 2 ’m packing 3 ’m taking morning.
4 ’re going 5 ’m not going 6 ’m
Extra listening
4 I wasn’t on my phone an hour ago. 1 38 2 Leominster 3 short
trying 7 ’m climbing 8 ’re coming
4 straight 5 blue 6 funny
6
Page W6 1 Christmas 2 ago 3 last 4 in
5 yesterday 6 six months Page W13
Let’s talk about …
Trending topics
Page W11
1
1 What are you doing on …?
1
7 1 Alcatraz prison 2 her cousins
2 Would you like to …? 1 Was the Math test hard? 3 San Francisco 4 sunny
3 I’m / We’re going at … No, it wasn’t. It was easy.
129

2 3 They’re going to the Smithsonian 5
1 Because it’s an island. museums. 1 Did Joe have pizza last weekend?
2 You can see San Francisco and the They’re visiting a mall. Yes, he did.
Golden Gate Bridge. They’re having dinner at a nice 2 Did Joe go shopping last weekend?
3 It was a video about life in the prison. restaurant. No, he didn’t.
4 He was in The Rock. 3 Did Joe and Mia play tennis last
5 She likes Dr. No and Goldfinger. Page W18 weekend?
6 Because there isn’t a restaurant on the Yes, they did.
island. Let’s talk about … 4 Did Mia go shopping last weekend?
Yes, she did.
3 1 5 Did Joe and Mia watch a movie last
Students’ own answers. 1 Can you tell me 2 Go 3 near here weekend?
4 right 5 It’s 6 across from No, they didn’t.
Unit 3 2
Page W23
1 the traffic lights 2 turn right
Page W16 3 is on the right 4 is there a bank
6
5 I’m sorry 6 Go down the road
1 What 2 Where 3 Why 4 How
2 7 turn left 8 at the traffic circle
5 Where 6 When
sandals 9 next to a café
7
3 3 2 d 3 a 4 b 5 c
1 church 2 bus stop 3 post office 1 to 2 intersection 3 right
4 park 5 supermarket 6 parking lot 4 there a bank 5 between 6 left 8
7 train station 8 sports center 1 What did you buy 2 Who did he
9 library 10 café 11 bank Extra listening meet 3 How did he travel to school
1 Map B 2 Map A
4 What time did she get up 5 Where
4 did they go on vacation
1 played 2 enjoyed 3 laughed Page W19
4 stayed 5 walked 6 played Round-up
Trending topics
5 1
1 tried 2 cycled 3 stopped 1 1 was 2 saw 3 started 4 didn’t
4 loved 5 preferred 6 played Born date: January 13th, 1926 stop 5 went 6 filmed 7 saw
7 copied 8 arrived Born place: Newbury, England 8 didn’t know 9 enjoyed
Died date: June 27th, 2017 10 didn’t want
Page W17 Job: author
1940: He left school. 2
6 1945: He wrote and sold his first story. 1 What time did the tour start and end?
1 came 2 did 3 ate 4 got 1958: William Collins and Sons published It started at 10 a.m. and ended at
5 went 6 left 7 met A Bear Called Paddington. 1 p.m.
1975: The BBC made a TV series called 2 What was Emily’s favorite part of the
7 Paddington. tour?
1 had 2 went 3 spent 4 sent 2015: The Queen gave Bond an award for Her favorite part was when they went
5 took his work. to King’s Cross train station.
3 What movies did they make at King’s
8 2 Cross train station?
1 cost 2 went 3 told 4 thought 1 40 2 train station 3 TV series They made parts of three Harry Potter
5 drank 6 saw 7 said 4 first movies at the station.
4 What famous bridge did she see?
Round-up 3 She saw Tower Bridge.
Students’ own answers.
1
3
1 walked 2 went 3 took 4 visited
1 did you get 2 did you like
5 saw 6 sent 7 ’re relaxing Unit 4
8 ’re eating 9 had 10 ate
11 ’s writing 12 isn’t eating Page W24
Page W22
13 ’re going 14 likes 15 ’re visiting
16 need 17 ’re having 18 ’re coming 2
a 1
2
1 What do you want to see?
1 She went to the White House. / 3 2 It’s playing at … 3 That’s ($16).
She took lots of pictures. 1 musical 2 sci-fi 3 animated 4 What screen is it on?
She visited the Capitol Building. / 4 comedy 5 action 6 love
She saw a show at a theater. 7 horror 8 fantasy 2
2 They’re relaxing in a café. / 1 Good idea 2 I don’t care
They’re eating cake. 4 3 It’s playing at 4 please
Ellie is writing to her grandma. 1 didn’t wear 2 didn’t watch 5 That’s $16, please 6 It’s on screen 4
Chloe isn’t eating her cake. 3 didn’t give 4 didn’t play
5 didn’t stay 6 didn’t finish
130

3 Round-up 2
2, 6, 10, 3, 9, 1, 7, 5, 8, 4 1 You have to be fit because dancing is
1 very physical.
4 1 everyone 2 something 3 had to 2 She learned two dances.
Students’ own answers. 4 have to 5 didn’t have to 6 had to 3 His dad drove him there.
7 have to 8 have to 9 anything 4 He went there last summer.
Extra listening 10 has to 11 has to 12 nobody 5 He enjoyed cooking meals.
1 a 2 c 3 b 4 a 13 someone 14 Do you have to 6 She tried surfing and climbing.
15 anyone 7 Students’ own answers.
Page W25
2 3
Trending topics 1 What job did Amelia have to Students’ own answers.
do before her parents bought a
1 dishwasher?
1 F 2 F 3 T 4 F 5 F She had to do the dishes. Unit 6
2 What housework did Amelia and Dan
2
1 Ten thousand children wanted /
have to do when they were young? Page W34
They had to make their beds and
auditioned for the part. clean their bedrooms. 2
2 He played Cyclops. 3 What housework does Amelia have to c
3 No, he didn’t. (They refused him.) do now?
4 Because he saw him in X-Men: She has to set the table and do the 3
Apocalypse and thought he was good. vacuuming. Across
5 It was in Los Angeles. 4 What housework does Dan have to do 3 subway 6 helicopter
6 He met (Steven) Spielberg. now? 8 pickup truck 9 ferry
He has to take out the trash and feed 10 scooter 13 train 14 truck
3 Down
the dog.
Students’ own answers. 2 plane 4 bicycle 5 motorcycle
3 7 streetcar 11 car 12 taxi
Unit 5 Students’ own answers.
4
Page W30 1 must go 2 mustn’t do 3 mustn’t
Page W28 watch 4 must be 5 mustn’t tell
Let’s talk about … 6 must eat 7 must clean
2 8 mustn’t play
clean her bedroom f 1
do the dishes f 1 you can’t 2 Could I borrow 5
3 Yes, of course. 4 May I go 1 don’t have to 2 doesn’t have to
3 3 mustn’t 4 don’t have to 5 mustn’t
5 I’m sorry, but you can’t.
1 feed 2 load, unload 3 make 6 don’t have to
4 do 5 clean 6 do 7 clean 2
8 take out 9 do 10 cook 11 iron 1 Yeah, sure 2 could I borrow your Page W35
pencil sharpener 3 you can borrow
4
my pencil 4 May I sit next to 6
1 don’t have to 2 has to 3 doesn’t
5 you can sit there 1 enjoys going to the movies.
have to 4 don’t have to 5 has to
She doesn’t mind playing video
6 have to 3 games.
1 Can I borrow your phone? She doesn’t mind walking to school.
5
No, I’m sorry, (but) you can’t. 2 enjoys going to the movies.
1 Do I have to do 2 has to buy
2 May I go to Room 12, please? She hates playing / to play video
3 do you have to go 4 have to help
Why do you want to go there? games.
5 do you have to do 6 I don’t
Because I left my school bag there. She doesn’t mind walking to school.
7 don’t have to write 8 have to look at
OK, yes, you can. 3 enjoys walking to school.
9 Does she have to do 10 she doesn’t
3 Could I have two slices of cake? He doesn’t mind going to the movies.
11 have to go 12 have to meet
Yes, of course you can. He hates playing / to play video
games.
Page W29 Extra listening
1 b 2 a 3 b 4 c 7
6
1 to travel 2 to watch 3 to speak
1 somewhere 2 anybody 3 anything
4 someone 5 nowhere 6 nothing
Page W31 4 to go 5 to work 6 to play
7 anywhere 8 something Trending topics 8
1 f 2 f 3 g 4 f 5 g 6 f
7 1
1 everywhere 2 everything 1 Lucas 2 Leo 3 Laura 4 Lucas Round-up
3 Everyone / Everybody 4 everyone / 5 Cathy’s
everybody 5 everything 1
6 everywhere 1 to become 2 to do 3 riding / to
ride 4 being 5 listening
6 chatting / to chat 7 to watch
131

2 4 2
1 mustn’t 2 mustn’t 3 must 1 NC 2 SC 3 NC 4 NC 5 NC 1 He likes cookies.
4 mustn’t 5 mustn’t 6 don’t have to 6 PC 7 NC 8 PC 9 NC 10 SC 2 She eats green vegetables like spinach
7 don’t have to 8 must 11 NC 12 PC 13 NC or broccoli.
3 They don’t serve any fast food at her
Page W36 5 school.
1 some 2 any 3 any 4 some 4 He has three dishes.
Let’s talk about … 5 any 6 some 7 some 8 any 5 He usually has fruit or yogurt.
1 Page W41 3
1 When are you coming back? Students’ own answers.
2 What time does the next bus leave? 6
3 What gate does it leave from? 1 many 2 a lot of 3 much
4 How long does the trip take? 4 a lot of 5 many 6 a lot of Unit 8
2 7 Page W46
1 I’d like a round-trip ticket 1 How many 2 How much
2 I’m coming back 3 How much 4 How many 2
3 Here’s your ticket 5 How much 6 How many b
4 It leaves at 7 How much 8 How many
5 from gate six 3
6 It takes about 8 Across
1 a little 2 a few 3 a few 4 worried 7 embarrassed 10 happy
3 4 a little 5 a little 6 a few Down
Students’ own answers. 2 nervous 3 excited 5 scared
9 6 tired 8 angry 9 sad
Extra listening 1 a little 2 a few 3 a little
1 8:30, one-way 2 one-way, $2 4
3 4:15 p.m., near 4 today, friends Round-up 1 Miami is hotter than San Francisco.
5 is one bus, two and a half hours 2 Rafael is older than Amelia.
1 3 Elephants are more intelligent than
1 How much 2 how much
Page W37 3 a lot 4 a lot of 5 a lot of
fish.
4 This exercise is harder than the other
Trending topics 6 a lot of 7 a little 8 a lot of one.
9 some 10 a lot of 11 much 5 English is easier than Japanese.
1 12 a few 6 Trains are safer than motorcycles.
1 D
2 A 2 5
3 E 1 How many 2 a lot of, a lot of, a little 1 the biggest 2 the heaviest
4 B 3 How many, a lot of 4 any, a lot of, 3 the funniest 4 the most exciting
5 C some 5 How much, a little 5 the saddest 6 the most interesting
2 Page W42 Page W47

1 They have to stay at home when the
weather is bad. Let’s talk about … 6
2 Because it gets very hot later. 1 worse 2 best 3 farther / further
3 Because there is no ferry or bridge. 1
4 worst 5 farthest / furthest
4 They have to climb up a series of 1 a few minutes? 2 May I have …?
ladders to get to school. 3 No, thank you. 4 I’d like …, too. 7
5 He travels by bus, train, and subway. 1 isn’t as cold as 2 are as good as
2
3 isn’t as old as 4 isn’t as fast as
3 1 Yes, we are. 2 I’d like a cheeseburger
5 is as hot as 6 isn’t as bad as
Students’ own answers. and fries. 3 I’ll have a soda
4 Of course 5 I’ll have 8
6 some fries 7 Yes, it is. 1 isn’t as good as Giulia’s 2 is as old as
Unit 7 3 Fabio 3 isn’t as funny as Javier
4 aren’t as expensive as Karl’s sneakers
1 3, 2, 4, 1 2 3, 4, 1, 2
Page W40 5 is as cold as yesterday
4
Round-up
c
Extra listening 1
3 1 c 2 b 3 c 4 b
1 largest 2 most famous 3 most
Across 4 most delicious 5 most 6 closer
4 spinach 5 salt 8 apricots 7 most beautiful 8 as 9 more
10 melons 12 lemons Page W43 10 rarer 11 more 12 most 13 as
Down 14 hotter 15 best 16 further
Trending topics
2 vinegar 3 mayonnaise 6 broccoli
7 ketchup 9 pepper 11 onions 1
1 F 2 T 3 T 4 F 5 T
132

Page W48
1
1 Is it far from here?
2 How long does it take you to get
there?
2
1 I’m very excited! 2 We’re leaving at
3 How long 4 It only takes about an
hour 5 worried 6 he’s late
7 Is it far from here 8 ten kilometers
away 9 does it take 10 It doesn’t take
long. 11 the bus leaves
3
2, 1, 5, 9, 7, 8, 4, 6, 10, 3
4
Extra listening
1 August 8th 2 6:30 a.m.
3 11:00 a.m. 4 366 5 8:30 p.m.
6 $120
Page W49
Trending topics
1
1 two 2 the longest 3 shortest and
slowest 4 $190 5 Punta Arenas
2
1 The fastest speed you can go at
Speedland is 80 kmph.
2 The Mega Tarzan jump is 45 meters
high.
3 The longest zip line is 1,590 meters.
4 From the highest point of the Araña
Trail you can see a spectacular view of
the Strait of Magellan and Tierra del
Fuego.
5 It takes 20 minutes to ride down the
downhill bike trail.
3
133

Audio track list 048
049
Unit 4, page 48, exercise 1
Unit 4, page 48, exercise 2
098
099
Review D, page 103, exercise 2
Review D, page 103, exercise 3
050 Unit 4, page 49, exercise 3 100 Review D, page 103, exercise 4
Student Book 051 Unit 4, page 51, exercises 1 and 2 101 Culture 1, page 106, exercise 1
001 Title 052 Unit 4, page 52, exercise 1 102 Culture 2, page 107, exercise 1
002 Welcome unit, page 4, exercise 5 053 Unit 4, page 53, exercise 4 103 Culture 3, page 108, exercise 1
003 Welcome unit, page 5, exercise 11 054 Review B, page 55, exercise 1 104 Culture 4, page 109, exercise 1
006 Unit 1, page 10, exercise 1 057 Review B, page 55, exercise 4 107 Culture 7, page 112, exercise 1
007 Unit 1, page 11, exercise 4 058 Review B, page 55, exercise 5 108 Culture 8, page 113, exercise 1
008 Unit 1, page 12, exercise 1 059 Unit 5, page 58, exercise 1 109 CLIL A, page 114, exercise 2
009 Unit 1, page 12, exercise 2 060 Unit 5, page 59, exercise 4 110 CLIL B, page 115, exercise 1
010 Unit 1, page 12, exercise 3 061 Unit 5, page 60, exercise 1 111 CLIL C, page 116, exercise 2
011 Unit 1, page 14, exercise 1 062 Unit 5, page 62, exercise 1 112 CLIL D, page 117, exercise 2
012 Unit 1, page 14, exercise 2 063 Unit 5, page 62, exercise 2
013 Unit 1, page 15, exercise 3 064 Unit 5, page 63, exercise 3 Workbook
014 Unit 1, page 17, exercise 1 065 Unit 5, page 65, exercises 1 and 2 113 Title
015 Unit 1, page 17, exercise 2 066 Unit 5, page 66, exercise 2 114 Unit 1, page W4, exercise 1
017 Unit 2, page 20, exercise 1 068 Unit 6, page 69, exercise 4 116 Unit 1, page W6, Extra listening
025 Unit 2, page 27, exercise 3 076 Review C, page 79, exercise 1 124 Unit 3, page W18, Extra listening
026 Unit 2, page 27, exercise 4 077 Review C, page 79, exercise 2 125 Unit 3, page W19, exercise 1
027 Unit 2, page 28, exercise 2 078 Review C, page 79, exercise 3 126 Unit 4, page W22, exercise 1
028 Review A, page 31, exercise 1 079 Review C, page 79, exercise 4 127 Unit 4, page W24, exercise 2
029 Review A, page 31, exercise 2 080 Unit 7, page 82, exercise 1 128 Unit 4, page W24, Extra listening
030 Review A, page 31, exercise 3 081 Unit 7, page 83, exercise 4 129 Unit 5, page W25, exercise 1
035 Unit 3, page 36, exercise 1 086 Unit 7, page 89, exercises 1 and 2 134 Unit 6, page W34, exercise 1
042 Unit 3, page 41, exercises 1 and 2 093 Unit 8, page 96, exercise 2 141 Unit 7, page W43, exercise 1
044 Unit 4, page 44, exercise 1 095 Unit 8, page 99, exercises 1 and 2 143 Unit 8, page W48, exercise 2
046 Unit 4, page 46, exercise1 097 Review D, page 103, exercise 1 145 Unit 8, page W49, exercise 1
047 Unit 4, page 46, exercise 2
134

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www.oup.com/elt and videos 9 780194 824552 D

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© Copyright Oxford University Press

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Student Book contents.................................................................iv

Student Book audioscripts......................................................122

Workbook answer key...............................................................129

Audio track list.............................................................................134

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W Welcome pp.4–9 Vocabulary Grammar Communication

Puzzles pp.118–121 Word list pp.122–126

© Copyright Oxford University Press

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• Describing vacation pictures • Celebrity tours • A history of the mullet

My progress A CLIL A, Music p. 114

• Past experiences • History tours in Boston! • Magical malls p.108

My progress B CLIL B, Citizenship p.115

My progress C CLIL C, History p.116

My progress D CLIL D, Geography p.117

Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49

© Copyright Oxford University Press

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there is / there are

Possessions page 5 Exercise 8 Pairwork

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Sports activities page 6

can for ability page 6

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Daily routines page 7 Simple present page 7

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Adverbs of frequency page 8

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Food page 9 we use the present progressive for

Present progressive page 9

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Values and cross-curricular

Presentation pages 10–11

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Inviting and making

Exercise 1 Watch, listen, or

Exercise 2 Real English e 012

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Link it! Pairwork

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Reading and writing

Exercise 1 Read and listen e 016

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Values and cross-curricular

Presentation pages 20–21

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Workbook page W10

Exercise 3 Extra activity

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Presentation pages 44–45