New Challenges Starter Teachers Handbook

NEW
Challenges
Teacher’s Handbook Starter Tim Foster
Con en s
Introduction ii
Students’ Book contents pages x
Teacher’s notes 4
Raps 75
Board games 78
Workbook key 80
Workbook audioscript 84
Workbook Grammar reference key 86
= Students’ Book material

Introduc ion to New Challenges
Bridging the gap
New Challenges Starter has been written specifically to help ‘bridge the gap’ for students making the potentially
difficult transition from primary to secondary education. It aims to retain the simplicity of the content of a primary
course while simultaneously introducing learning techniques and exercise types common to most secondary courses.
To achieve this, New Challenges focuses on situations and topics which younger students about to start secondary
school can relate to.
In order to help students start to become autonomous learners, the course introduces them to some of the key features
which will become central to the New Challenges series, including Key Words boxes, Word Builders, Sentence Builders
and Key Expressions. The Grammar presentations introduce students to the importance of noticing language in context
and to the value of free practice in which they can relate the language learnt to their own world. At the end of each
Module students also learn to assess their own progress and ability through the Study Corner pages. All of these features
have been designed to help students, however young, take active control of their learning.
How to use this Handbook

This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background
information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for
extra activities and answers to exercises which are written either on the reduced Students’ Book page (in red) or in the
teacher’s notes.
The Handbook will help you plan your lessons and is handy for easy reference during lessons.
Module objectives
The module objectives are listed at the top of the first page of each Module.
When starting a Module, read through the objectives with the students and check that they understand any new
vocabulary, e.g. capital in Module 1 (page 11). If appropriate, ask students to discuss any of the activities they have
done, using their own language or English, e.g. writing an invitation (Module 4). Encourage students to say what they
remember about any of the grammar points they have studied in the past, e.g. the verb to be (Module 1).
Students can predict which of the objectives they think they will find interesting, easy or difficult.
At the end of the Module, ask students to read the objectives again. Help students assess how well they have achieved
the objectives and to say which objectives they found easy or more difficult.
Using the Background information

The Background sections are designed to guide the teacher through the various features of the course. Throughout the
level, these sections are designed to clarify for teachers the key content to be covered in the Unit. In order to help you
plan your lessons more effectively, they also summarise the content of the photo story about Murat and the Cserszegi
family, and the ongoing cartoon strip about the band, KimCo.
Where appropriate, the Background sections also provide information about aspects of the social and cultural content
of the Units. This information is intended primarily for the teacher rather than the students. You can refer to the
Background if, for example, students want to know more about events people and places mentioned in a Unit, e.g.
women’s football (Module 5 Unit 15 page 48), Shanaze Reade (Module 5 Unit 13 page 44), the River Cam in Cambridge
(Module 6 Unit 18 page 56).
Not all of the Background information will be of interest or relevance to your students. It is up to you to decide what, if
any, of the Background information to pass on to your class.
The Raps
At the back of the Students’ Book there is a section of Raps, specifically designed to help students assimilate
pronunciation, word stress, sentence stress and intonation patterns in an active, fun way. There are eight raps in the
section, one for each of the cartoon strip units in the Students’ Book. Kwame, who is a member of the band in the
cartoon story, is the rapper and each rap revises and reinforces the lexical content of the corresponding module.
The raps are designed to be used after students complete each cartoon strip unit in the Students’ Book. They can
be revised and reused in later lessons as part of your classroom routine and also used as warmers and coolers
as appropriate. The raps are designed to be teacher-led activities, with students listening first to the model, then
focusing on the rap line by line before finally performing it as a class or in groups. A full procedure is included in
the accompanying notes (page 75).
ii
Board games
There are two board games at the back of the Student’s Book, both of which are fun activities designed for students to
play in small groups. These games will allow students to revise the course content halfway through the course (‘Snakes
and Ladders’ after Modules 1–4) and at the end of the course (‘The Question and Answer Race’ after Modules 5–8). At
the same time, the games will help you to detect any lexical or grammatical areas where the group are having difficulty.
The board games are designed to be student-centred activities and thereby encourage students to work productively
together, with minimal teacher input, and develop their social and interpersonal skills. An easy-to-follow ‘three-step’
process for using the board games is included in the accompanying notes (page 78).
Tips
Ways of checking answers
Students can work in pairs or small groups, comparing answers before checking answers as a whole class.
Try to vary how you check students’ answers.
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the board and write the answers on the board.
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Extra activities
Short extra activities can be used if there is time in the lesson. These activities develop from the content of the
Students’ Book and are intended to give a change of focus and help student motivation and concentration. Extra
activities include:
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Digital components
New Challenges offers teachers digital material to support learning in a variety of different ways.
New Challenges ActiveTeach: an interactive version of the Students’ Book suitable for using with any IWB or simply with
a computer and projector. Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio
and interactive activities into your lessons to motivate your whole class. Includes games, all the audio for Students’
Book and Workbook, the word list, Teacher Development Workshops, photocopiable resources and more teacher’s
resources – in short, all the New Challenges resources at the click of a button! It also contains print-ready tests and
easily customisable tests with answer keys.
iii
Challenge The Students’ Book Approach
We first thought of the title of this book after speaking to
the inspired (and inspiring) head teacher of a secondary Grammar
school in a working class district outside Warsaw. He t The Get Ready module revises basic structures that
was talking to us about all the problems his school students will probably have seen before.
faced and, despite them, the many achievements of his (e,g. prepositions of place/subject pronouns/’s).
students inside and outside the classroom. They took t In New Challenges Starter, there is grammar in two
part in science olympiads, sporting events, choirs, youth main lessons in each module. At this level, students
orchestras, theatre groups, chess competitions and many need to learn structures gradually and systematically.
other activities. This demonstrated the kind of enthusiasm t All grammar is presented in context. Students read
and challenge we wanted to inspire in our own material. articles, stories and dialogues. They then focus on
Our definition of a ‘challenge’ is a task that, while not structures in the text.
easy to accomplish, is worthwhile and rewarding. t First there is a focus on form. Then students highlight
A challenge requires patience, hard work and the ability how the grammar structures are used in the context of
to overcome problems. Many challenges also involve the articles, stories and dialogues.
working with other people as a team to achieve goals that
t Practice moves from easier, more guided exercises on
would be impossible to reach as an individual.
form to more challenging and freer speaking and writing
For many years, in both society and education, there tasks.
has been a tendency to focus on activities that give
t The final activity (Your Turn) always gives students an
instant reward and success. However, more and more
opportunity to use the grammar to talk about their own
young people are taking part in challenging activities like
lives.
marathons, expeditions, extreme sports and voluntary
work. Even in the unlikely world of computer gaming, t In Study Corner, students check their grammar
game designers have found that the most popular games knowledge and are asked to informally assess their own
are those that are the most difficult, hence the expression work and progress.
‘hard fun’. The conclusion must be that a challenge
is often fun because it is not easy; people enjoy being Sentence Builders
stretched and challenged. t Sentence structure has often been neglected in ELT
even though most language groups have quite different
syntax from that in English (e.g. verb position in Slav
Challenge in the Classroom languages; adjective position in Latin languages).
Within the English language classroom there is one L1 interference causes mistakes of word order and
obvious challenge: learning a foreign language in a few these are usually more serious than other mistakes
hours a week within a school environment. The challenge such as those with verb endings, because they affect
is there for students (and teachers) whether we like it understanding.
or not. It may sometimes look insurmountable but it is t Sentence Builders focus on potentially different
not if we break it down into a series of smaller tasks or sentence structure which is often related to the
‘challenges’. main grammar (e.g. to be followed by nouns and/or
In New Challenges, each module contains a series of nationality adjectives). They systematically build up
grammar and skills activities and builds towards final knowledge of common sentence structure in English
speaking, writing and listening tasks in which students can and help students to construct a repertoire of patterns
use the language they have learnt. Because these tasks in their minds.
are achievable, they build students’ confidence as well as t Target patterns appear in texts, are focused on explicitly
laying the foundations for communicative competence. in Sentence Builders and are then practised in guided
In parallel, there are learner development activities, such exercises. Sentence Builders then remain as a kind of
as self-checks at the end of each module that encourage pattern bank which can help students when revising.
students to be aware of how well they are progressing
towards the greater challenge of learning English. Lexis
The theme of ‘challenge’ is also present in such topics t Key Word boxes in New Challenges Starter cover
in New Challenges Starter as learning to adapt to a basic lexical areas (e.g. countries, school subjects,
new lifestyle in a different country, changing school and appearance, food). The vocabulary is always clearly
sporting heroes. In addition, the photo story focuses on illustrated so that students can understand the
how Murat, a Turkish exchange student, travels to the meaning without the need for a dictionary. Key Words
UK to stay with the Cserszegi family. He is faced with the help students to understand both reading and listening
challenge of making new friends, interviewing people texts and give them essential vocabulary for writing
for his video blog and dealing with challenges common and speaking tasks.
to many tourists including going to a café and asking
for help.
The characters in the cartoon strip provide positive role
models for young teenage students because they are
working together and overcoming personal and group
problems to make their band a success.
iv
t Word Builders focus on key lexical features and help Culture
build up students’ capacity to organise and learn
English vocabulary. Lexical features include plurals t Cultural input appears throughout the book in both
(e.g. teacher/teachers, tomato/tomatoes, graffiti/graffiti), reading and listening texts.
compounds (e.g. pencil case/skateboard), multi-part t The story also provides cultural insights into the lives
verbs (e.g. sit down/stand up) and third person forms of Turkish student Murat and the Cserszegi family
(e.g. get/gets, teach/teaches, study/studies). These who he is staying with. During the course Murat learns
spots also focus on what is traditionally called ‘word about various aspects of life in the UK, including: home
building’: the adding of prefixes and suffixes (e.g. act/ life; school; parties; sports; Cambridge; eating out.
actor, ride/rider).
t Key Expressions are related to key functional areas from
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NEOFTHEGREATESTCHALLENGESFORSTUDENTSISTOBECOME
There are other useful phrases in the story dialogues. BETTERLEARNERSANDTOLEARNTOSTUDY%NGLISHONTHEIR
These are focused on in the Workbook. OWN3EVERALFEATURESENCOURAGELEARNERINDEPENDENCE
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Skills
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t * O New Challenges Starter, skills activities are guided,
WHATSTUDENTSAREGOINGTOLEARNINTHEMODULE
structured and, wherever possible, integrated with
other skills. For example, in the Get Ready pages s ) NTHEStudy CornerSTUDENTSTESTWHATTHEYHAVE
students listen to people speaking about a topic before LEARNTINTHELanguage Check ANDTHENAFTERCHECKING
they talk about the same thing themselves THEANSWERSWITHTHETEACHERCOMPLETETHEFeedback
t There are speaking activities in every lesson and SECTIONTOASSESSTHEIROWNPROGRESSANDABILITY4HE
tasks always use language that has been presented to TEACHERCANTHENlNDOUTWHATAREASTHEYNEED
students (vocabulary, grammar and Key Expressions). TOSTUDYMOREANDREFERTHEMTOTHEWorkbookFOR
Students are given time to think about their ideas FURTHERPRACTICE
and prepare for speaking as well as time to report
back to the class what they have talked about in the
pairwork stage.
t There are at least three reading texts per module. Text
types include: blogs; emails; cartoon strips; messages;
chatroom conversations; descriptions; personal profiles;
magazine articles; interviews. There is also extra
reading in the Workbook.
t There are three or four listening tasks in every module.
As well as the gist listening in the Get Ready section,
the situation in many of the photo stories is extended
with an additional listening task. All of the reading
texts are recorded and in both the photo story and
the cartoon strip units, students read and listen to
dialogues. This helps students see the relation between
spoken language and its written form.
t There is writing in every module. A dedicated writing
section in the last unit of each module introduces
students to the basics of English punctuation: capital
letters; apostrophes; full stops; question marks;
commas. There is also a writing task related to the
content of each module giving students a chance to
write about their own world and to be creative. Clear
models and stages are provided to guide students.
During the course students write the following: a blog;
a text about their favourite things; a short note; an
invitation and a reply; a description of their hero; an
email; a text about their favourite food; a description
of their town/city.
v
Organisation
New Challenges has a topic-based approach, because it In New Challenges Starter, the eight main modules are
enables students to learn about the world through English organised like this:
and to learn the language at the same time. The course 1 a Get Ready page introduces students to the topic
is divided into eight main modules plus a starter module.
2 one lesson has reading, listening, vocabulary and
The Get Ready module revises language that students have
grammar
probably seen before, familiarises them with the course
and develops their awareness as learners. 3 one lesson develops the cartoon strip and has a
major focus on grammar and gives students personal
practice using the structures
4 one lesson develops the story and has a major focus
on speaking and writing
5 at the end of every module there is a Language Check
and self-assessment Feedback section
At the end of the book there is a section with several
fun activities: raps and board games designed to make
learning more fun and interactive.
The lessons
1 2
Module 7 these boxes show
Talk about likes and dislikes.
Read about food that people like.
teachers and
Listen to a boy talking about food.
Write about your favourite food. students the
these pages 3 4
Learn about the Present Simple and
object pronouns.
objectives of
introduce the 5
each module
module topic 6 7
8 9
lexical areas
related to the Likes and Dislikes
module topic
Get Ready
1 Look at the Key Words. Match the words 3 Work in pairs. Yuk or yummy? Say things
speaking
are presented
with the photos (1–9). Listen, check and
repeat.
1 – fruit
you like and things you don’t like.
Yummy! I like chocolate and cake.

activities relate
2.19
Yuk! I don’t like cheese or fruit.
the topic to the
students’ own
2 Listen. Write two lists for Mike.
lives
2.20
chocolate fruit fish cheese salad meat
listening practice Yummy! Yuk!
related to the
topic vocabulary chocolate 59
grammar practice
moves from
A School controlled to freer
these activities 7 I ’s ar and music on Mondays
5 Read Exercise 4 again. Complete the timetable with school Practice exercises
introduce the Warm-up
1 Look at the Key Words. Match the words with the pictures (1–9). Listen, check and repeat.
subjects.
9 Complete the sentences
with on, at or in.
unit topic 1.32

1 – IT 1
9.00–
Monday Tuesday Wednesday Thursday
science 1
Friday 1
2
It’s PE on Mondays.
We aren’t at school
weekends.
these boxes focus

9.45 English history PE 3 My mum and dad are at
9.50– home the evening.
2 English music IT 3
10.35 4 What’s your favourite
on problems of
subject Thursdays?
2 3 4 5 break 5 Are you at home
the afternoon?
11.00– 6 History is 9.15
sentence structure
4 geography maths maths science
11.45 the morning.
11.50–
these spots focus 6 7 8 9

12.30
lunch
English IT English maths history
Your Turn
10 Imagine your favourite
on lexical features 2.15–

2.55 music science 5 music 6
timetable. Talk to your
partner.
systematically
3.00–
3.45 music history 7 English 8 My favourite subjects are
music, art and PE. grammar is
1.33 2
1
Listen and repeat the times.
2 1.34
Reading and Listening
4 Read and listen. 6 Ask and answer questions about the timetable.
On Mondays, it’s
PE all day. presented using
To: melgeorge@mymail.com attach
A
B
What time is science on Mondays?
It’s at nine o’clock. On Tuesdays, it’s
art and music.
clear tables and
7 Look at the Sentence Builder. What is the translation of
texts develop
It’s nine o’clock.
3
It’s nine fifteen.
4
Hi Melanie
How are you? I’m at my new school. I’m in Class
but in your language? No school on Fridays! students look for
reading skills 5 and my teacher’s name is Mr Fisher. He’s
friendly and the students in my class are great.
My new classroom is fantastic but my timetable
Lunch is two hours.
structures in the
and present It’s nine thirty. It’s nine forty-five. isn’t great . On Mondays, it’s science at 9
o’clock, maths at 9.50 and history at 11 o’clock
in the morning! On Wednesdays, it’s geography
at 2.15 and PE at 3 o’clock in the afternoon. My
Grammar: Prepositions of time
8 Look at the table. Underline examples of on, at and in
reading texts
3 Ask and answer questions about the times.
new grammar A
B
Number 1. What time is it?
It’s five o’clock.
favourite day is Friday. It’s art in the morning
In the afternoon, it’s English at 2.15 and IT at
3 o’clock.
. in Exercise 4.
Prepositions of time: on, at, in
in context on on Mondays, on Tuesdays, on Wednesdays …

And hours of homework in the evening and at
1 2 3 4 weekends! Help!
What’s it like at your new school? Email me soon.
at at six o’clock, at 9.50, at weekends lessons end with
in in the morning, in the afternoon, in the evening
personalisation
Gemma
activities
28 29
vi
My Favouuri es
5 Is his your mobile phone?
Grammar: Possessive adjectives Grammar: Articles
Warm-up
4 Look at the table. Underline the examples 6 Look at the table. Underline examples of
1.27 1 Look at the photos (1–4). Listen and repeat. 2 Look at the Word Builder. Match the words of possessive adjectives in Exercise 3. a, an and the in Kim’s poster.
(1–3) with the words (a–c). Are they one or
1 2 two words? Subject pronouns Possessive adjectives a, an, the
I my This is a picture of the mobile.
you your It’s an Optimum Z3.
games console mobile phone
he his It’s white with an orange case.
she her
3 4 it its Is this your mobile phone?
we our
they their Call Kim.
Her number is:
camera MP3 player 07782 640789
Practice
1 This is a picture of the mobile.
Reading and Listening 5 Choose the correct words. It’s an Optimum Z3.
1 I / My favourite thing is my new CD player. It’s white with an orange case.
1.28 3 Read and listen.
2 This is my sister. She / Her is nine years old.
2
3 What’s you / your favourite thing? My bike. Practice
Here’s your mobile No, my mobile is 4 We’re in Year 10. Our / Their classroom is
phone, Kim. black. It’s in my 7 Complete the sentences with a or an.
3 number 7.
bag over there. Is it Zak’s mobile? 5 My best friends are Mike and Shona. They / 1 My mum is an English teacher.
Their are American. 2 Is she Turkish student?
6 Where’s Dad? Her / His friend is here. 3 He’s Argentinian footballer.
7 I / My am from the Czech Republic. 4 You are good student.
8 This is our cat. Its / It’s name is Frazer. 5 Is that new MP3 player?
6 Smith is English surname.
6
8
1
Choose the correct words.
a) Read an / the email on page 29.
b) Great! The / An email from my best friend.
the ongoing story
Zak Hi, there.
2 a) A / The neighbour at number 10 is
American.
b) Who’s Marta? She’s a / the neighbour.
and colourful
No, his mobile is blue. And 3 a) What’s that? It’s an / the MP3 player.
4 5
my new mobile is pink. Kim Zak, you’re late again.
Zak Sorry, Kim.
4
b) Please give me an / the MP3 player on
the desk.
a) A / The teacher of Class 2 is from the USA.
design hold
7 b) My sister is a / the teacher.
Your Turn
attention
the cartoon strip 9 Test your partner. Write three cities and
three capitals.
presents new A
B
Chicago?
A city in the USA.
A Right.
language in a 22
My mobile is my favourite thing.
Look at my photos. This is my sister
and our cat. Its name is Catkin.
Kim Please put the mobile
next to my bag, Kwame.
Kwame Okay, Kim.
Lulu Look at my new mobile, Zak.
Kim Please put your mobiles over there. Okay?
Kwame/Lulu/Zak Yes, Kim.
Kim Good. Okay … Oh!
B
A
Istanbul?
The capital of Turkey.
23
clear context B No, a city in Turkey. The capital is Ankara.
My Favouri es
6 My favouri e hing
4 Look at the Sentence Builder. Write the 6 Work in pairs. Ask and answer questions
Warm-up 3 Choose the correct words. sentences (1–4) as one sentence. about your favourite things.
1 The room is / isn’t very big. A What’s your favourite thing?
1 Look at the photos. Use the words in the
2 Murat is in Oliver’s / Marcus’s room for
box to describe the things in the photos. B My skateboard.
his visit. A What’s it like?
games console – cool 3 Murat’s favourite thing is his games
console / video camera.
B It’s fantastic. It’s light and fast.
big cool easy to use fantastic
fast great light nice small
4
5
The twins’ mum / dad is in the video.
The information is about a skateboard /
video competition.
1 My computer is small. My computer is easy
Writing: Apostrophes (’) functional
to use. 7
language is
Circle ’s in the sentences. Write P for
Reading and Listening 2 Our bikes are light. Our bikes are fast. possessive ’s or write is.
dialogues and 1.29 2 Read and listen.

3
4
Her watch is pink. Her watch is white.
His mobile is cool. His mobile is easy to use.
1 It’s a small room.
focused on and
Claire This is your room for your visit, 2 My dad’s name is Adam.
Murat. It’s small. Is it okay? Speaking 8
photos develop
Add an apostrophe (’) in the correct place
Murat Yes, it’s fantastic, thank you. in the sentences.
Marcus Hi, Murat.
Murat Oh, hi Ollie. Thank you for your
5 Look at the Key Expressions. Underline the
Key Expressions in Exercise 2.
1 Murats favourite thing is his camera.
practised
the story
2 Whats your favourite colour?
room. 3 My cousins bike is really fast.
Marcus Er, I’m not Ollie. I’m Marcus. 4 Shes at the music club.
Murat Oops, Sorry! … Wow! Your games 5 Lucys games console is cool.
console is cool. 6 Its easy to use.
Marcus Thanks. It’s my favourite thing. 9 Correct the underlined mistakes.
…
My favourite things
Oliver Wow! A video camera!
Murat Yes, it’s my favourite thing.
Oliver What’s it like?
My three favourite things are my
Murat It’s light and easy to use. Look.
‘Hi, this is Murat. I’m with my mobile, my bike and my MP3 player.
homestay family in Cambridge.
They’re great. This is Marcus and
Ollie. And this is their Mum. ’
She’s very nice. Say hi to the
camera …’
Claire No, no, not me! … Look, Murat –
a video competition.
Murat Wow! That’s fantastic!
the final writing
M MP3 player is 4a iPod.
My
VIDEO BLOG COMPETITION
It’s small and very light. It’s pink –
5thats my favourite colour! task is the
Are you the next
Steven Spielberg?
Make a video blog of
10 Write about your three favourite things.
students’ own
you life. Check your work for apostrophes.
challenge
weekin
aaweek inyour
WIN a new video camera! My favourite things are my …

Information: Cambridge Camera
Club
24 25
SStudy
udy Corner 32
Language Check Vocabulary
self-test exercises 1 Label the picture with the words in the box.
pencil case only child grandmother games console
grandfather bike twins skateboard
check students’ 1 grandfather
vocabulary, 2
grammar and 4 5
functional 3
language 8
7
6
Language Check Grammar 6 We’re from the USA. Our / Their surname is
Granger.
2 Complete the sentences with the correct form. 7 The / A games on my mobile phone aren’t
friend’s / friends’ very good.
1 My friends' names are Ana and Misha.
Language Check Key Expressions
2
Angelas / Angela’s
dad is a teacher.
parents’ / parent’s
4 Complete the dialogue with the words in
the box.
students assess
3
4
My car is black.
best friend’s / best friends’
My bike is cool.
fantastic games console
favourite like
and their own progress
5
twin’s / twins’
The
Oliver.
names are Marcus and
A What’s your 1 favourite
B My 2
A What’s it 3
.
?
thing?
and ability
teachers’ / teacher’s B It’s very fast 4 easy
6 Our name is Mrs Hill. to use. And the games are 5 .
3 Choose the correct words.

1 Is that your cat? What’s it’s / its name? Feedback
2 What’s you / your favourite colour?
3 My mum is a teacher. Her / His name is Vocabulary
Darina. Grammar
4 My grandparents are Spanish. Their / His Key Expressions
names are Marta and Pablo.
26 5 Claire is a / an English name. Module 2
vii
The Workbook
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Grammar Reference and Prac ice Exercises

Prepositions of place
Get Ready B, page 6
O We use in, on, next to and between to answer the question
Where?:
My mobile is in my bag.
Your pen is on the floor.
My desk is next to Robert’s desk.
Class 6 is between Class 5 and Class 7.
Look at the pictures. Complete the sentences

with in, on, next to or between.
Subject pronouns
Get Ready C, page 7
1 The bag is 2 The pen is
the chair. the desk. Use
O We use subject pronouns,
– before verbs, e.g. I’m Hungarian.
– to replace a noun, e.g. My sister is 19. She’s a student.
Form
Subject pronouns
I
you
he
3 The pencil is 4 The pens are she
the rubber the box. it
and the ruler. we
Plural nouns they
Get Ready B, page 5; Unit 19, page 58;
Unit 23, page 68 Choose the correct words.
1 It / They is one o’clock.
Read the Word Builder. Write the plural form 2 You / I are a good student.
of the words. 3 I / We are late for school.
1 pen 4 My mum is Spanish. He / She is from
2 computer Madrid.
3 class 5 Katy and Mark are in my class.
4 paintbrush We / They are my friends.
5 tomato 6 I / We am from London.
6 city 7 My dad is American. He / She is from
Boston.
76
A School
9 Key Expressions and Lis ening
1 Choose the correct words. Listening Your Challenge
18 4 Listen and tick () the correct answer, a, b or c. 19 5 Take the Module 3 Challenge. Do the tasks (1–12) and join your friends.
1 What time is the science class?
Complete it! Write it! Spell it! Correct it!

Open the window . Your favourite It’s eleven fifty.
subject
…
a b c
2 What is the date today?
JUNE JUNE JULY
15 14 15
Key Expressions:
19
Instructions Listen and Complete it! Correct it! Spell it!
write it! I’m not at school What’s this?
2 Write the words in the correct It’s Saturdays. T…
order to make sentences. at ten o’clock. It’s a box of books.
a b c
1 phone. / my / use / Don’t / 3 What is Hannah’s favourite subject?
mobile
Don’t use my mobile phone. b
2 down / there. / sit / Please / over
3 on / party / birthday. / Have /

a / your
a b c
4 the / your / wordlist. / spelling 4 When is Ian’s party?
/ Check / in 19 Listen and Write it! Correct it! Complete it!
write it!
5 be / Don’t / again. / late Date Date Date Don’t not use your
mobile in class.
Turn the
computers at the
A What are
22 March 22 May 22 May ? end of the day.
6 day / a / at / Have / good
/ school. Time Time Time B They’re my
3.30 3.00 3.30 computer games.
3 Match the answers (a–c) with the

sentences (1–6) in Exercise 2. a b c
a Thank you.
b Sorry.
c Good idea.
30 31
viii
Council of Europe Reading A.1
New Challenges Starter covers many of the descriptors Can understand very short, simple texts a single phrase
of the Council of Europe Framework at A1 level at a time, picking up familiar names, words and basic
(Breakthrough) although of course it doesn’t work on phrases and rereading as required. (general)
any of those related to work and other adult contexts Can understand short, simple messages. (Module 3)
(e.g. making announcements): Can recognise familiar names, words and very basic
phrases on simple notices in the most common everyday
Spoken production A.1 situations. (general)
Can produce simple, isolated phrases about people and Can get an idea of the content of simpler information
places. (general) material and short descriptions especially if there is visual
Can describe him/herself, what he/she does and where support. (general)
he/she lives. (general) New Challenges Starter also covers a few of the
TQFDJGJDBUJPOTPG"MFWFM
Spoken interaction A.1
Can interact in a simple way but communication Spoken production A.2
dependant on repetition at a slower rate of speech, Can give a simple description of people, living conditions,
rephrasing and repair. (general) daily routines, likes/dislikes etc. as a short series of simple
Can ask and answer simple questions, initiate and phrases and sentences linked to a list. (general)
respond to simple statements of immediate need or on Can explain what he/she likes or dislikes. (Module 7)
very familiar topics. (general) Can describe plans and arrangements. (Module 8)
Can understand everyday expressions aimed at the Can describe habits and routines. (Module 6)
satisfaction of simple needs of a concrete type, delivered
directly to him/her in clear, slow and repeated speech by
a sympathetic NS speaker. (general) Spoken interaction A.2
Can say what he/she likes or dislikes. (Module 7)
Can understand questions and instructions addressed
carefully and slowly to him/her. (general) Can discuss what to do, where to go and make
arrangements to meet. (Module 6)
Can make introductions and use basic greeting and
leave-taking expressions. (Modules 1/4) Can ask and answer questions about what they do in free
time. (Modules 4/7)
Can handle numbers and time. (Get Ready/Modules 1/3)
Can ask/answer simple questions, initiate and respond Writing A.2
to simple statements in areas of immediate need or on Can write simple, formulaic notes relating to matters in
familiar topics. (general) areas of immediate need. (Module 3)
Can ask and answer simple questions about themselves Can write very simple personal letters/emails.
and other people, where they live, people they know, (Modules 4/6)
things they have. (Module 7/general)
Can indicate time – on Mondays, at six o’clock, in the Listening A.2
evening. (Module 3) Can understand and extract the essential information
Can reply in interview to simple direct questions spoken from short, recorded passages dealing with predictable
very slowly and clearly about personal details. (general) everyday matters which are delivered slowly and clearly.
(general)
Writing A.1 Reading A.2
Can write simple isolated phrases and sentences. (general) Can identify specific information in simple written
Can write simple phrases and sentences about themselves material he/she encounters. (general)
and imaginary people, where they live and what they do. Can understand short, simple texts containing the highest
(general) frequency vocabulary, including a proportion of shared
Can write a simple note. (Module 3) international vocabulary items. (general)
Can write numbers and dates, own name, nationality,
address, age, date of birth. (Module 1)
Listening A.1
Can follow speech that is slow and carefully articulated,
with long pauses for him/her to assimilate meaning.
(general)
Can understand instructions addressed carefully and
slowly to him/her. (Module 3)
ix
Con en s
Unit/Page Language Skills
Get Ready
Revision (pp. 4–9) Key words: The Alphabet, Colours, Numbers Grammar: Prepositions of place, Subject pronouns,
1–20, Days and Months, Numbers 21–30, Possessive ’s
Classroom Objects
1 All About Me
Get Ready (pp. 10–11) Key Words: Countries Listening: Personal information
Word Builder: Nationalities
1 I’m from Liverpool Key Words: People Grammar: to be (1); Reading and Listening: A new friend
(pp. 12–13) to be (2) Sentence Builder: Basic sentences Speaking: People you know
2 Where are you? Grammar: to be (3); to be (4) Reading and Listening: KimCo story Speaking: A profile
(pp.14–15)
3 Nice to meet you Reading and Listening: The Challenges story
(pp. 16–17) Key Expressions: Meeting people Writing: Capital letters;
Write a blog
Study Corner 1 (p. 18)
2 My Favourites
Get Ready (p. 19) Key Words: Favourite things Listening: Favourite things
Speaking: Game
4 My mum’s name is Key Words: Numbers 31–100; Family Reading and Listening: A Czech family
Erika (pp. 20–21) Grammar: Possessive ’s and s’ Speaking: Talk about your family
5 Is this your Word Builder: Compound nouns Reading and Listening: KimCo story
mobile phone? Grammar: Possessive adjectives; Articles
(pp. 22–23)
6 My favourite thing Sentence Builder: and Reading and Listening: The Challenges Story
(pp. 24–25) Key Expressions: Describing things
Writing: Apostrophes (’); Write about favourite things
3 At School
Get Ready (p. 27) Key Words: The classroom Listening: Classroom instructions Speaking: Game
7 It’s art and music Key Words: School subjects Reading and Listening: A new school
on Mondays (pp. Sentence Builder: but Speaking: Your favourite timetable
28–29) Grammar: Prepositions of time
8 What are these? Key Words: Ordinal numbers Reading and Listening: KimCo story
(pp. 30–31) Grammar: this, that, these, those; Imperatives
9 Don’t film in class, Word Builder: Imperatives Reading and Listening: The Challenges story
please (pp. 32–33) Key Expressions: Instructions
Writing: Capital letters (A/a) and full stops (.);
Write a short note
4 Having Fun
Get Ready (p. 35) Key Words: Verbs Listening: Free time
10 What can you do? Word Builder: Verbs + noun Grammar: can Reading and Listening: Teenage activities
(pp. 36–37) Sentence Builder: and and but Speaking: What can you do?
11 How many people Grammar: Question words Reading and Listening: KimCo story
are in the band? Speaking: School Challenge competition
(pp. 38–39)
12 Can I film your Reading and Listening: The Challenges story
party, please? Key Expressions: Asking for permission
(pp. 40–41) Writing: Question marks (?); Write an invitation and the reply
x
Unit/Page Language Skills
5 Heroes
Get Ready (p. 43) Key Words: Appearance (1) Listening: Drawing faces Speaking: Game
13 She’s got long hair Key Words: Appearance (2) Sentence Reading and Listening: Who is your hero or heroine?
(pp. 44–45) Builder: good at … , nice to … , helpful to … Speaking: Describe your avatar
Word Builder: Nouns from verbs
Grammar: have got/has got; haven’t got/
hasn’t got
14 What clothes Key Words: Clothes Grammar: Have you Reading and Listening: KimCo story Speaking: A survey
have you got? got … ?
(pp. 46–47)
15 What colour hair Reading and Listening: The Challenges story
has she got? Key Expressions: Describing people
(pp. 48–49) Writing: Commas (,); Write about your hero/heroine
6 Different Days
Get Ready (p. 51) Key Words: Places Listening: Places Speaking: Favourite places
16 He teaches me Key Words: Routines (1) Reading and Listening: School in Spain
Spanish (pp. Grammar: Present Simple (1)
52–53) Word Builder: Present Simple he/she/it forms
17 She doesn’t listen Key Words: Routines (2) Reading and Listening: KimCo story
to rap (pp. 54–55) Grammar: Present Simple (2) Speaking: Routines
18 That’s a nice idea Sentence Builder: First … , Next … , Then … Reading and Listening: The Challenges story
(pp. 56–57) Key Expressions: Making suggestions
Writing: Apostrophes (’) and commas (,); Write an email
7 Likes and Dislikes

Get Ready (p. 59) Key Words: Food (1) Listening: Favourite food Speaking: Food likes and dislikes
19 What food do they Key Words: Food (2) Word Builder: Plurals Reading and Listening: What food do they like?
like? (pp. 60–61) Grammar: Present Simple (3) Speaking: Talk about food
20 Play again for us! Grammar: Object pronouns Reading and Listening: KimCo story
(pp. 62–63) Speaking: Likes and dislikes
21 Can I take your Sentence Builder: Prepositions Reading and Listening: The Challenges story
order? (pp. 64–65) Key Expressions: Ordering food
Writing: Question marks (?), capital letters (A/a) and full stops
(.); Write about your favourite food
8 My Town
Get Ready (p. 67) Key Words: Country and city Listening: People and their homes
Speaking: A questionnaire
22 There aren’t any Key Words: The Weather Reading and Listening: Community gardens
green spaces Grammar: there is/are, there isn’t/aren’t, Speaking: Your ideal town
(pp. 68–69) some, any
23 Is there a Word Builder: Plurals Reading and Listening: KimCo story
problem? (pp. Grammar: Is there …/Are there … ? Speaking: Describing places
70–71)
24 Are there any Sentence Builder: Verb + adjective; adjective Reading and Listening: The Challenges story
shops near here? + noun Key Expressions: Asking for information
(pp. 72–73) Writing: Word order and punctuation; Write a description
of your town/city
Raps (pp. 75–77)

Boardgames (pp. 78–79)
xi
A Revision
This Uni The Alphabet
Get Ready
4IPSUPGUJNF set some of the
exercises for homework (e.g. 1.2 1 Listen to the alphabet rap and point to the letters.
Then, listen again and repeat.
Exercises 7, 8 and 9)
.PSFUJNF do the extra Aa Bb Cc Dd Ee Ff Gg Hh Ii
activities
Jj Kk Ll Mm Nn Oo Pp Qq
Background Rr Ss Tt Uu Vv Ww Xx Yy Zz
This lesson introduces the
alphabet, colours, numbers 1.3 2 Listen and write the letters.
from 1–20, days of the week
and months of the year. Q W
1
E R
2
T Y U
3
I O
4
P
5 6 7
1.2 Exercise 1 A S D F G H J K L
t Play the recording for 8 9 10
students to listen and point Z X C V B N M
to the letters.
t Students listen and repeat
the rap to practise the
3 Test your partner. Say five words. Point
to the correct letters in Exercise 2.
pronunciation of the
alphabet. Alternatively say
A Listen.
B L-I-S-E …
the rap yourself for students
A No, L-I-S-T-E-N.
to repeat after you.
1.3 Exercise 2 Colours

t Play the recording for
students to listen and write 1.4 4 Listen and match the colours. Then listen again and repeat.
the missing letters on the 1–c
keyboard. a b c d e
t Focus students’ attention on
letters which often cause
problems for learners, e.g. f g h i j
e – i, q – k, p – b.
Answers student page

5 Find ten colours.
Exercise 3 k re d w h i t e yel
t Ask students to repeat the ackblueb ng epin low
bl row n ora
example dialogue after you. g re e n g re y
t Students work in pairs,
taking turns to spell words. 4 6 Test your partner.
Extra
In turn, each student spells
out his or her first name and Exercise 5
1.4 Exercise 4
surname. t Check students understand that
t Play the recording for students to
listen, check and repeat. there are a total of ten colours
in the word snake (including the
Answers example).
2 e)
3 a) Answers student page
4 j)
5 f)
6 b) Exercise 6
7 g) t Demonstrate the activity by pointing
8 d) at three colours in the classroom
9 h) yourself for students to say aloud.
10 i) t Students then work in pairs,
pointing to colours and saying
them.
4
Revision
Numbers 1–20
7 Look at the Key Words. Match the words with the numbers in the pictures. Listen and repeat.
8 – eight 1.7 Exercise 9
t Individually, students put
1.5 the days of the week in the
correct order.
students to listen, check and
repeat.
1.8 Exercise 10
t Check the spelling of any
Key Words that are similar in
English and in the students’
L1.
Answers
8 Look at the Key Words. Write the numbers in the correct order. Listen, check and repeat.
February
eleven, twelve
March
1.6 April
May
June
July
August
Days and Months
September
9 Look at the Key Words. Put the days of 1.8 10 Match the twelve months of the year. October
the week in the correct order. Listen, Listen, check and repeat. November
check and repeat. January December
1.7 Jan ch
6 Feb y Extra
2 5 Mar ust
3 7 Apr ember
Students work in pairs. They take
4 Ma uary
turns to choose five words from
Ju ober
the lesson and spell them to
their partner.
Ju il
Aug ember
Sept ly
Oct ruary
Nov ne
Dec ember
5
1.5 Exercise 7 1.6 Exercise 8

t Students match the numbers with t Students work in pairs, writing the
the words. numbers in the correct order.
t They then listen to the recording t Play the recording for students to
and check their answers. listen, check and repeat.
t Check students’ pronunciation of
the Key Words and word stress. Answers and audioscript
eleven, twelve, thirteen, fourteen,
Answers fifteen, sixteen, seventeen, eighteen,
1 one nineteen, twenty
4 four
10 ten
Extra
7 seven
3 three Students say the numbers from 1–20
5 five round the class as quickly as possible.
6 six They then work in groups of three to
9 nine five, saying the numbers. If they make
2 two a mistake, they start again from 1.
5
Bx Revision
This Uni Numbers 21–30 Classroom Objects
4IPSUPGUJNF set some of 1 Look at the Key Words. Write the numbers 1.10 2 Look at the picture. Listen and repeat.
the exercises for homework in the correct order. Listen, check and
(e.g. Exercises 5 and 7) repeat.
.PSFUJNF do the extra twenty-one, twenty-two 1
board
activities 1.9
Background
This lesson looks at numbers
from 21–30 and common
classroom objects. There is a 3 recycling box
grammar focus on prepositions
of place and an additional
focus on the spelling of plural
nouns. 2
Extra
computer
Write the numbers 1–20 on the
board. Point at them in random
order for students to tell you
the numbers, first as a class and 4 6 paintbrush
then individually. 5
desk ruler
7
1.9 Exercise 1 rubber
t Students work in pairs,
writing the numbers.
t Check answers by asking
students to write the
numbers on the board. 9
pen
students to listen and repeat. 8
Answers and audioscript pencil

twenty-one 21 10
twenty-two 22 book
bag
twenty-three 23 12
twenty-four 24 11 chair
twenty-five 25
twenty-six 26
twenty-seven 27
twenty-eight 28
twenty-nine 29 6
thirty 30
1.10 Exercise 2
Exercise 3 Grammar:
students to listen and repeat. t Pick up a pen, show it to the class Prepositions of place
and elicit the word pen. Pick up a
Extra second pen and show them both to Exercise 4
the class, saying pens to introduce
Students work in pairs. They take t Look at the pictures and the
the concept of plurals.
turns spelling the words from prepositions of place with the
t Read through the Word Builder with
Exercise 2 to their partner. students.
the class.
t Ask students to translate the words
t Explain that the focus in this Word
into their L1.
Builder is on correct spelling of
plural forms.
6
Revision
3 Look at the Word Builder. Say the words. 5 Look at the picture in Exercise 2. Choose
the correct words.
1 The pencil is next / next to the pen.
2 The paintbrushes are between / next to the 1.11 Exercise 8
ruler and the rubber. Audioscript end of notes
3 The books are in / next to the bag. t If some students do not have
4 The board is in / on the classroom. all four objects, they can work
5 The boxes are in / on the desk.
6 The bag is on / in the chair. in pairs or groups of three.
6 Work in pairs. Point and ask and answer. students to listen and move
A Pens. the objects.
B In the bag. t Pause after each item to
Grammar: Prepositions of place check students are following
4 Look at the pictures.
Your Turn the instructions correctly.
7 Complete the examples for you. Write a
number in words and add -s or -es. Exercise 9
t Demonstrate the game by
giving students some simple
Your school:
instructions using Put …
in twenty class es yourself.
teacher t Students then work in
pairs, giving and following
classroom instructions.
on Your classroom: t Tell students that they will
lose the game if they make
desk a mistake.
recycling box
computer Exercise 8 – Audioscript
next to 1 Put the ruler on the book.
Your bag: 2 Put the rubber on your chair.
book 3 Put the book next to the pen.
4 Put the pen in the book.
paintbrush
5 Put the rubber between the
pen pen and the ruler.
between 6 Put the ruler, pen and rubber
on the book.
1.11 8 Game Put a book, a ruler, a rubber and
a pen on the desk. Listen and move the
objects.
9 Work in pairs. Play the game in Exercise 8.
Exercise 5 Exercise 6
t Check students understand that t Demonstrate the activity by asking
they should refer to the picture in two or three students about things
Exercise 2 to help them choose the they have.
correct words. t Students then work in pairs, asking
t Students can compare answers in and answering about classroom
pairs before checking answer as objects.
a class.
Answers student page Your Turn

Exercise 7
Extra t Students complete the sentences,
working individually.
Students make more sentences about the
t Check spelling of the plural forms.
picture in Exercise 2, using the sentences
in Exercise 5 as a model, e.g. The ruler is Answers
on the desk. The bag is next to the table. Students’ own answers
7
C Revision
This Uni Grammar: Subject pronouns Grammar: Possessive ’s
4IPSUPGUJNF set some of
the exercises for homework 1.12 1 Complete the sentences with the words in 2 Look at the pictures.
the box. Listen and check.
(e.g. Exercise 3 and 4)
.PSFUJNF do the extra I He They She You We It
activity
1 2
Background I ’m Miss Clarke. You ’re late!

In this lesson students study the teacher’s desk
subject pronouns and are
indirectly introduced to the
verb to be. They also see the
use of ’s for possession. The Get
Ready revision module then
concludes with a ‘Get Ready
race’. 3 4 Karen’s desk
He ’s Adam. She ’s Helen.
3 Look at the picture and the examples.
Grammar: Subject
pronouns
1.12 Exercise 1
t Students complete the
sentences, working
individually. 5 6
t They can compare answers It ’s ten o’clock. We ’re teachers.
in pairs before checking
answer as a class.
Grammar: Possessive ’s 1 the teacher/ 2 Lisa/computer

computer Lisa’s computer
7 the teacher’s
Exercise 2 They ’re my students. computer
t Look at the pictures with
the students.
t Check the students 4 Make sentences with the words and ’s.
understand that the objects Mike/bag the teacher/bag
belong to the teacher and 1 Mike’s bag 2 the teacher’s bag
Karen, using L1 if necessary.
t Explain that ’s is used for the teacher/pen Amy/pencil
possession. 3 the teacher’s pen 4 Amy’s pencil
8
Exercise 3
t Look at the picture and the
examples with the students.
t Ask students to translate the
Exercise 4 Your Turn
t Students work individually, making
examples into their L1. sentences to describe the pictures Exercise 5
t Check students understand with the words given and ’s. t Read through the instructions with
that the ’s in this exercise t Check answers by asking individuals the class and check that students
indicates possession but the to write items on the board. understand what to do by asking
’s in Exercise 1 is the short
them to translate the instructions
form of the verb to be. Answers student page into their L1.
Extra
Walk around the class, holding up
objects which students have on their
desks and elicit phrases from the class,
e.g. Josef’s ruler, Juan’s bag, Ania’s
pencils.
8
Revision
Your Turn
5 Game Do the Get Ready race.
0. m
1–2 t fro
n
Cou
colour to the
blue.
Point
r name. Sa y
Spell you
Point to a desk.
the
alph
a b e t.
r .
e ll you name
Sp
c her’s
ur tea
k. Write yo red.
e wee name in
o f th
ays
d
the
Say
Coun
t from
1–30. Put y
on yo our bag
ur de
sk.
Sa the
of
y t yea
he r.
mo
nth
9
s
t Students then work in groups

of three or four, seeing who can
complete the Get Ready race fastest.
t Point out that the activity is not just
about being fast and that accuracy
is also important.
9
Ge Ready Module 1
Talk about personal information.
Background
Read a personal profile.
This two-page spread
introduces the characters for Listen to information about people. 1 Spain
the story feature of the book. Write a blog.
The fictional Cserszegi family is Learn about the verb to be.
2 Turkey
representative of many multi-
cultural families in the UK. It is
common for families in the UK
to use the name of the father,
which in this case is Hungarian
in origin. The family live in the
university city of Cambridge,
which is about 50 miles (80km) 3 the United States (the USA) 5 the United Kingdom (the UK)
north of London. The children,
Marcus and Oliver, who are 4 Poland
identical twins, go to school
there.
The family will be the
homestay family for Murat
Saner, who is from Turkey and 8 Hungary
a similar age to the twins.
His mother is English and
his father is Turkish and he 6 Argentina 7 The Czech Republic
therefore speaks excellent
English. Murat will be going
to school with the twins and
getting to know about life in
the UK. He will also document
his week with the Cserszegi
family by making a video for
All Abou Me 9 Brazil
Get Ready
a competition.
More information about the 1 Look at the Key Words. Match the words 1.14 2 Complete the nationalities with the
city of Cambridge is available with the photos (1–9). Listen, check and endings. Listen, check and repeat.
repeat.
on the Internet.
1.13
Extra
Read through the module ish
objectives with the class, an ish
translating them into the ian ish
students’ L1. At the end of the
module, help students to assess
ian ish
10
how well they have achieved the
objectives. Follow this procedure
in each module.
Extra Exercise 3
1.13 Exercise 1
t Students say pairs of country and
t Students match the words If you have a large world map, display it
nationality words, e.g. the United
with the pictures. Check the and invite students to find and point to
States – American, Argentina –
spelling of any Key Words the countries on the map.
Argentinian.
that are similar in English
t Check pronunciation and word
and in the students’ L1. 1.14 Exercise 2 stress.
t Students then listen to the t Look at the possible endings for
recording and check their nationality adjectives with students. 1.15 Exercise 4
answers. Students then complete the Word
t Check students’ Audioscript end of notes
Builder, working individually.
pronunciation of the Key t Students listen to Murat and
t Students listen and check their
Words and word stress. underline the correct information.
answers.
t Repeat the recording if necessary.
Answers student page Answers student page
10
All Abou Me
3 Game Work in pairs. Say a country, then 6 Label the photos.

a nationality.
The United States American Exercise 4 – Audioscript
Murat Hi there! My first name
2 Claire is Murat. That’s M-U-R-A-T.
Murat. It’s a Turkish name. My
surname is Saner: S-A-N-E-R.
I’m 12 years old. And I’m from
1 Zoltan Ankara, the capital of Turkey.
1.15 4 Listen and underline the correct
information. Exercise 5 – Audioscript
One
First name Murat / Muret Marcus Hello! My first name is
Surname Saner / Sanar
3 Oliver Marcus, with a ‘c’. That’s M-A-
Age 11 / 12
Turkey / the UK
R-C-U-S. Marcus. My surname is
From
Hungarian – it’s Cserszegi. It’s a
bit difficult. That’s C-S-E-R-S-Z-
4 Marcus E-G-I. I’m 12 years old. And I’m
from Cambridge, in England.
1.16 5 Listen and complete the information. Two
Oliver Hi! My first name is
1 Oliver. That’s O-L-I-V-E-R. My
First name M a r c u s
g surname is Hungarian. It’s
Surname C se r sze i
Age 12 Cserszegi. C-S-E-R-S-Z-E-G-I.
From Cambridge, I’m 12 years old. I’m from
England Cambridge, in England.
Three
Claire Hello. I’m Claire. That’s
2 First name O l i v e r
Claire with an ‘i’ – C-L-A-I-R-E.
Surname C s e rsz e g i
Age 12 Zoltan And hello from me. My
From Cambridge, first name is Zoltan. It isn’t an
England English name. It’s Hungarian.
5 Murat That’s Z-O-L-T-A-N. Zoltan.
Claire And our surname is
3 First name C l a i r e Your Turn Hungarian, too. It’s Cserszegi.
Zolt an That’s C-S-E-R-S-Z-E-G-I. My age?
Surname C s e r s z e g i
7 Complete the information about you.
I’m 38.
Age 38
Zoltan And I’m 40.
40 First name
From Cambridge, England Surname Claire I’m from Cambridge, in
Budapest, Hungary Age England.
1 9 Grey f r i a rs From
Address
Address
Zoltan And I’m from Budapest,
Lane, Cambridge the capital of Hungary.
11
Claire Our address in
England is 19 Greyfriars Lane,
Cambridge. That’s G-R-E-Y-F-R-I-
A-R-S Lane.
1.16 Exercise 5 Exercise 6
Audioscript end of notes t Students look at the photos and
t Before you play the recording, label them.
give students time to read through
the cards to see what missing
information they need to listen for.
Reassure students that they do not
need to understand everything the
Your Turn
speakers say to complete the cards. Exercise 7
t After checking answers, students
t Students complete the form,
name the people in the photos.
t If you have a large world map, show
t If they wish, students can attach
students where Ankara (Turkey),
a photograph or drawing of
Budapest (Hungary) and Cambridge
themselves to the form.
(England) are. Explain the meaning
of capital. Answers
Students’ own answers
11
1 I’m from Liverpool
This Uni Warm up 2
the exercises for homework 1 Look at the Key Words.
Match the words with
(e.g. Exercises 8, 10 and 11) the pictures (1–3). Listen,
.PSFUJNF do the extra check and repeat. 1
activities
1.17 People I know
Background
This lesson looks at vocabulary Me 3
for people in students’ lives
and teaches students to
Family
talk about family, friends
and people they know. The brother
grammar focus is on the Reading and Listening
Friends
affirmative and negative of
the verb to be. 1.18 2 Read and listen.
This lesson has the first
Sentence Builder. These
sections help students get used From: Diego Clifton attach
to English sentence structure
and create their own sentences Hi Adam,
My name’s Diego Clifton. Diego is a Spanish name but
using the patterns provided. I’m not from Spain. Diego Maradona is my dad’s favourite
footballer!
I’m from Liverpool. It’s famous for music and football.
Warm-up But football isn’t my favourite sport, my favourite sport
is cycling. This is a photo of my cycling club. We’re
1.17 Exercise 1 twelve years old and we’re in Year 8.
My mum and dad are teachers at my school . My
t Students match the words dad is a sports teacher and my mum is an English
with the pictures. Check the teacher. My sister is nineteen. She isn’t in Liverpool.
She’s a student in London.
spelling of any Key Words
Send me a message soon.
that are similar in English
Diego
and in the students’ L1.
t Students then listen to the
recording and check their
3 Complete the information about Diego.
answers.
t Check students’
pronunciation of the Key First name: Diego Favourite sport: cycling
Words and word stress. Surname: Clifton Dad: sports teacher
Answers Nationality: British/English Mum: English teacher
1 Family – dad, mum, sister From: Liverpool Sister: student
2 People I know – neighbour, Age: 12
teacher
3 Friends – best friend, team 12
mates
Reading and Grammar: to be (1) Practice

Listening
1.18 Exercise 2 t Read through the table with t Students choose the correct word to
t Play the recording for the class. complete the sentences.
students to listen and read t Ask students to look again at the t Do the first example with the class.
the email. email in Exercise 2. Students find Point out that the correct answers
and underline sentences containing are forms of the verb to be.
the verb to be.
Exercise 3 Answers student page
t Students work individually, Answers student page
completing the information
about Diego. Exercise 6
t Check answers, then t Students complete the sentences
encourage students to guess with the correct form of the verb
the meaning of any new to be.
words in the text. t Check answers by asking students to
write the sentences on the board.
12
All Abou Me
Grammar: to be (1) Grammar: to be (2)

4 Look at the table. Underline affirmative 9 Look at the table. Underline negative
examples of to be in Exercise 2. examples of to be in Exercise 2. Answers
2 It isn’t a Turkish name.
Affirmative Negative 3 I’m not from the Czech
I ’m I ’m not Republic.
You ’re You aren’t 4 She isn’t Polish.
He ’s He isn’t
She ’s from Liverpool. She isn’t from Spain.
5 We aren’t friends.
It ’s It isn’t 6 They aren’t in Year 8.
We ’re We aren’t 7 He isn’t my teacher.
They ’re They aren’t
Practice Practice Extra

5 Choose the correct words. 10 Write the sentences in the negative. Each student tells the class three
1 You’re / You’s my best friend. 1 You’re a good student.
trues sentences about themselves
2 I / I’m 13 years old. You aren’t a good student. using the verb to be, e.g.
3 This is my sister. She’s / Shes a teacher. 2 It’s a Turkish name. I’m 12.
4 My neighbours are American. They’s / 3 I’m from the Czech Republic. I’m from Warsaw.
They’re from New York. 4 She’s Polish.
5 My friends and I are students. We’re /
I’m not Spanish.
5 We’re friends.
We in Year 8. 6 They’re in Year 8.
6 This is my dad. He’s / She’s Turkish. 7 He’s my teacher. Exercise 11
7 My surname’s Wysocki. It’s / I Polish.
11 Make true sentences. Use ’m, ’m not, ’s,
t Check that students
6 Complete the sentences with ’m, ’s or ’re. isn’t, are or aren’t. understand what to do.
1 He’s from Liverpool. 1 I Turkish. t Students read aloud one or
2 I ’m a student. 2 My surname Polish. two of their sentences to
3 You ’re a good footballer. 3 My teacher English. the class.
4 We ’re from the United Kingdom. 4 My best friend and I from the UK.
5 She ’s my sister. 5 My favourite football team Arsenal. Answers
6 It ’s a Turkish name. 6 My neighbours American.
7 They ’re Argentinian. Students’ own answers
7 Look at the Sentence Builder. Your Turn

12 Write the names of the people on the Your Turn
diagram. Talk about three people you know.
Ewa is my best friend. She’s

Exercise 12
11 and she’s in Year 8 … t Elicit two or three example
sentences from the class
and remind students to use
8 Write the words in the correct order. family
some of the vocabulary from
1 student. / Polish / is / Ewa / a Exercise 1.
ME friends Ewa
Ewa is a Polish student. t Tell students to write six to
2 my / is / colour. / Red / favourite
ten sentences.
3 a / is / Diego / name. / Spanish people I know
4 good / are / student. / You / a
Extra
13
Students close their books. Write
jumbled words on the board
for students to sort into people
Exercise 7 Grammar: to be (2) words:
t Read the sentences with the students. 1 T R E S I S (sister)
Point out that the adjective (Turkish) Exercise 9 2 R E T H O R B (brother)
comes before the noun (footballer). t Students find and underline 3 R E A C H E T (teacher)
examples of negatives in the email 4 B R O U H E I G N (neighbour)
in Exercise 2. 5 S T E B N E D I R F (best
Exercise 8 friend)
t Read the example sentence with Answers student page 6 M E A T S A M E T (team
the students. mates)
Answers Photocopiable activity 1,
2 Red is my favourite colour. Practice Active Teach
3 Diego is a Spanish name.
4 You are a good student. Exercise 10
t Do one or two sentences with the
class before students complete the
exercise, working individually.
13
2 Where are you?
This Uni Warm-up
exercises for homework (e.g. 1.19 1 Look at the photos. Listen and repeat.
Exercises 4 and 7) 1 2 3 4
.PSFUJNF do the extra
activities
at home at school in town at work
Background
This lesson contains the first of Reading and Listening singer
the cartoon strips in the book. Are you a er ?
or a ra pp
These cartoon strips centre 1.20 2 Read and listen.
w band.
KimCo is a ne d Lulu
on Kim, her friends Zak and Meet Kim, Za
k an
I’m at school.
May
Lulu, and their band KimCo. on: Tuesday 11
at: 4 p.m.
Kim is the guitarist, Zak is Where are you? at school
I’m in town. Hurry
the drummer and Lulu is the up!
keyboard player. In this first 1 I’m at home.
episode, they recruit a new
member, Kwame, who is a
rapper.
The cartoon strips present
language in a clear context
with lots of visual support to
help students understand the
meaning. It is subsequently
analysed and practised in the 4
grammar sections.
3
2
Warm-up
1.19 Exercise 1 Kim So, are you a singer?
Kwame No, I’m not. I’m
t Play the recording for a rapper.
students to listen and Kim Cool. And how old
are you?
y
repeat. Kwame I’m twelve.
t Ask students to translate
the words into their L1.
5
Reading and
Listening
Kwame Hi, are you Kim? Kim Kwame? That’s different.
Kim Yes, I am. What’s What nationalityy are you?
y
1.20 Exercise 2 your name? Kwame English. My dad’s from Zak I’m Zak.
t Before reading the cartoon Kwame My name’s Ghana. Where are you
y from? Lulu And I’m Lulu.
strip, ask students to look 14 Kwame. Kim Oh, I’m from London. Kwame Hi, I’m Kwame.
I’m a rapper. Listen …
at the pictures and describe
what they can see.
Extra Grammar: to be (3) Practice

Play the recording for students
to focus on pronunciation,
stress and intonation patterns. t Read through the table with the t After checking answers, students
Students work in groups of four, class. work in pairs, reading aloud the
reading aloud the dialogues and t Ask students to look again at the questions and answers.
taking turns to be Kim, Zak, Lulu cartoon strip in Exercise 2. Students
find and underline questions and Answers student page
and Kwame.
short answers containing to be.
Answers student page Exercise 5

t Students work in pairs, asking
and answering the questions from
Exercise 4.
14
All Abou Me
Grammar: to be (3) Grammar: to be (4)

3 Look at the table. Underline examples of Yes/No
questions and short answers in Exercise 2.
6 Look at the table. Underline examples
of Wh- questions in Exercise 2. Your Turn
Yes/No Questions Short Answers Wh- Questions Exercise 9
Am I Yes, I am. No, I’m not. What’s your name? Kwame. t Ask two students to read
Are you Yes, you are. No, you aren’t. What nationality are you? English. aloud the example dialogue.
Is he Yes, he is. No, he isn’t. Where are you from? London. t Students work in pairs,
Is she at home? Yes, she is. No, she isn’t. How old are you? Twelve.
Is it Yes, it is. No, it isn’t. Where are you? I’m at home.
taking turns to ask and
Are we Yes, we are. No, we aren’t. answer the questions from
Are they Yes, they are. No, they aren’t. the example dialogue.
Practice
t Encourage students to use
Practice 7 Match the questions (1–5) with the grammar and vocabulary
answers (a–e). from the first two units.
4 Complete the questions and answers. 1 What’s your name? a) I’m eleven. Remind students to invent
1 Are you Polish? 2 What nationality b) I’m from
Yes, I am . are you? d Budapest. a new identity instead of
2 Is your best friend from Turkey? 3 Where are you c) My name’s answering about themselves.
No, he isn’t . from? b Kati Varga.
3 Is your surname English? 4 How old are you? a d) I’m Hungarian. Extra
No, it isn’t . 5 Where are you? e e) I’m at school.
4 Are your teachers American? Ask students to tell the class
Yes, they are . 8 Work in pairs. Ask and answer the
questions in Exercise 7. Say true about their partner’s new
5 Are you and your friends at school? answers. identity. Remind them to use
Yes, we are .
6 Is your mum at work? the third person singular of
No, she isn’t . Your Turn the verb to be. Tell students to
9 Imagine a new you. Practise the
listen very carefully to the new
5 Work in pairs. Ask and answer the questions in identities and decide which of
Exercise 4. Say true answers. dialogue in pairs.
6 the invented people is most
similar to them.
Name
? From Photocopiable activity 2,
Nationality Active Teach
Age
Year
Zak Is Kwame our new rapper?

Kim Yes, he is!
My name’s Viktor.
What’s your name? ¼ Serdar –
Cool! S-E-R-D-A-R.
7 Where are you from? ¼ I’m from
Istanbul.
Oh, you’re Turkish. ¼ Yes, that’s
right.
How old are you? ¼ I’m eleven.
15
Grammar: to be (4) Practice

t Students find and underline t Give students time to read through
examples of Wh- questions in the questions (1–5) and the answers
the cartoon strip in Exercise 2. (a–e). Do item 2 (What nationality
are you?) with the class.
Exercise 8
t Students work in pairs, asking
and answering the questions from
Exercise 7.
15
3 Nice o mee you
This Uni Warm-up
exercises for homework 1 Look at the photos. Point to Murat, Claire,
Zoltan, Marcus and Oliver.
(e.g. Exercises 3, 9 and 10)
.PSFUJNF do the extra Reading and Listening
activities
Zoltan Hello, are you Murat Saner? Zoltan Murat, this is Oliver.
Background
Murat Yes. And you are Mr and Mrs Cserszegi? Oliver Hello, Murat. How are you?
In this episode of the story,
Claire It’s Cserszegi. C-S-E-R-S-Z-E-G-I. Zoltan is Murat I’m fine, thanks, Oliver.
the Cserszegi family go to the Hungarian. Claire And this is Marcus.
airport to meet Murat, who is Zoltan Nice to meet you, Murat. Welcome to Murat Oh, wow! Twins! Hi, Marcus.
coming to stay with them. This England. Marcus Welcome to England, Murat.
is the first time the family have Murat Nice to meet you, too, Mr … Cserszegi. Murat Thank you.
met Murat so the characters Zoltan Your English is very good, Murat.
introduce themselves and the Murat Yes, my mum is English. I’m half
Cserszegis welcome Murat to Turkish and half English.
England. …
In the first Writing section of
the course, students study the
use of capital letters at the
beginnings of sentences, for
countries and nationalities,
for proper nouns and proper
names, and for the pronoun I.
This lesson has the first Key
Expressions box. These sections
teach students functional
language for a variety of
everyday situations.
Warm-up
Exercise 1
t Look at the pictures with
the class.
t Elicit from the students the
names of the people.
Answers
From left to right: Claire,
Zoltan, Marcus, Oliver, Murat
16
Extra
Write on the board:
Claire, Zoltan, Marcus, Oliver,
Murat Exercise 3 Speaking
Ask students Wh- questions t Give students time to read through
about the characters to see the dialogue again before they write Exercise 4
what they remember, e.g. Where the correct names. t Ask students to repeat the Key
is Claire from? (She’s from the Expressions after you. Pay particular
UK.) What nationality is Murat? Answers student page attention to intonation patterns and
(He’s Turkish.) How old is Oliver? sentence stress.
(He’s 12.) t Students find and underline the
Key Expressions in the dialogue in
Reading and Exercise 2.
Listening Answers student page
1.21 Exercise 2
t Explain that in this Unit,
the Cserszegi family are at
the airport to meet Murat.
t Students read and listen to
16 the dialogue.
All Abou Me
3 Write the correct names. Writing: Capital letters

1 His dad is Turkish. Murat
2 His family is Hungarian. Zoltan
8 Circle the capital letters in the sentence. Exercise 9
3 She’s English. Claire, Murat’s mum My name’s Carlos and I’m from Spain.
t Read the sentences with the
4 They’re twins. Marcus and Oliver class before students work
5 She’s at the airport. Claire
9 Write the sentences and put capital letters
in the correct places. individually, deciding which
Speaking words should have capital
B letters.
4 Look at the Key Expressions. Underline the 1 M
my friends from budapest are in town.
Key Expressions in Exercise 2. Answers student page
2
W H
what’s your name? how old are you? Extra
Write on the board:
N W UK What’s your name?
3 nice to meet you. welcome to the uk.
What nationality are you?
Where are you from?
5 Choose the correct words. How old are you?
1 Hello 4 A S
are you from spa A entina
A / How, my name’s Donna. 2What’s / in or arg Students work in pairs,
?
What your name? imagining they are at a party
B Adam. I’m from Poland. 3Nice / Fine to meet
you.
and meeting each other for
A 4Fine / Nice to meet you, 5too / two. 10 Find and correct seven mistakes. the first time. They can use
6Welcome / Hello to our school. the Wh- questions and the Key
B 7Thank / Thanks you. Expressions for meeting people.
A Nick, 8this / it is Adam. He’s from Poland. www.myblog.com
C Hi, Adam. 9How / How old are you?
B I’m 10fine / five, thanks.
Exercise 10
n F t Students read the blog and
My Name’s Miguel fernández. I’m twelve
6 Work in groups. Practise the dialogue in correct the mistakes.
Exercise 5. S
years old and I’m from santander, in the north t After checking answers, ask
7 Work in groups. Practise the dialogue in S f students what similarities
of spain. I’m in the school Football team. My
Exercise 5 again. Use your names.
f and differences there are
S between the use of capital
Favourite footballer is sergio Ramos.
Hello, my name’s Monika. I’m from letters in English and in
Karina. What’s Hungary. Nice to their own language.
your name? meet you.
11 Write a blog. Include this information. Answers student page
Check your work for capital letters.
t OBNF t GSPN
t BHF t GBWPVSJUFTQPSUTTUBS Exercise 11
t Students work individually,
writing their blog.
t Check students’ writing and
point out any language
17 errors for them to correct.
t Do the second sentence of the t Students practise the dialogue,
first dialogue with the class before working in groups of three.
students complete the exercise,
working individually. Exercise 7
Answers student page t If there is time, students change
groups and repeat the activity with
different students.
Extra
Split the class in half down the centre Writing: Capital letters
and practise the dialogues for correct
pronunciation. The half of the class on Exercise 8
your left repeat A after you and then the t Check answers by writing the
half on the right repeat B. Change roles sentence on the board and asking
so that students practise both parts. students to circle the capital letters.

17
S udy Corner 1
Language Check
Exercises 1–4
1 Complete the spidergram with the words in the box.
Answers student page Turkey home American neighbour Poland sister
Czech teacher the USA school Spanish town
Feedback
t Check answers with the
Poland Turkey the USA neighbour sister teacher
class. Check spelling
where necessary by asking
individuals to write the
answers on the board.
t After checking answers to
Exercise 4, students work
in groups of three, reading
the dialogue aloud and
changing parts.
t Students complete the American Czech Spanish home school town
Feedback section. Tell them
that one star means I need
more practice of this, two Language Check Grammar Language Check Key Expressions
stars means I can do this but
I make some mistakes and 2 Complete the sentences with ’m, ’s or ’re. 4 Complete the dialogues with the words in
three stars means I’m good 1 You ’re a good footballer. the box.
at this. 2 I ’m twelve years old. Thank How too fine to this
t Give students time in class 3 Claire isn’t Hungarian. She ’s
English. A Hello, my name’s Lee. What’s your name?
or at home to do Language 4 Mum and Dad aren’t at home. B Musa. I’m from Turkey. Nice to meet you.
Check 1 of the Workbook. They ’re at work. A Nice to meet you, 1 too . Welcome
5 My friend and I aren’t Polish. We ’re 2 to England.
Module 1 Test, Active Teach Czech. B 3 Thank you.
6 Oliver isn’t Turkish. He ’s English. A Emily, 4 this is Musa. He’s from Turkey.
7 My name isn’t Tom. It ’s Tim. C Hi, Musa. 5 How are you?
B I’m 6 fine , thanks.
3 Complete the questions and answers.
1 Are you and Yasemin Turkish?
Yes, we are .
2 Are you twelve years old?
No, I ’m not .
3 Is your computer new?
No, it isn’t . Feedback
4 What ’s your name? Vocabulary
My name is Caroline. Grammar
5 How old is your sister?
She ’s thirteen years old. Key Expressions
6 Where are they from? Module 1
18 They ’re from the USA.
18
My Favouri es
Favourite Module 2
things Talk about your favourite things and
your family.
Read about a Czech family.
1.23 Exercise 2
Audioscript end of notes
1 Listen to conversations about favourite things. t Play the recording for
Write about favourite things. students to identify the
correct object. Reassure
Learn about ’s and s’ possessive adjectives,
articles. students that they do
not need to understand
everything the speakers say
5
to complete the exercise.
2 Answers student page
4
Exercise 3
miming an object (e.g. a
bike) for students to guess.
3 6
t Students take turns to mime
an object to their partner.
Extra
Each student mimes their
favourite thing to the class. If
Get Ready
My Favouri es necessary, teach new vocabulary
that students need to talk about
their favourite things.
1 Look at the Key Words. Match the words 3 Game Work in pairs. Mime an object and
Exercise 2 – Audioscript
with the photos (1–6). Listen, check and guess. One
repeat. #PZ Wow! A new skateboard!
Watch!
1 – bike #PZ Yes, cool, huh? Look at
me!
1.22
#PZ Ow!
Two
(JSM Here you are. Happy
1.23 2 Listen and write the things. Say the words. birthday!
1 skateboard 3 CD player (JSM Wow! A pencil case.
2 pencil case 4 bike Thank you. Look at all these
colours. Red is my favourite
19
colour.
Three
(JSM Here’s the new CD.
Where’s your CD player?
(JSM It’s on the desk over
Ge Ready Answers
2 skateboard
there. Oops, sorry.
3 pencil case Four
Background #PZ Is this your bike?
4 CD player
This Unit introduces a variety of #PZ Yes, it is! It’s my
5 watch
familiar objects. In both the cartoon favourite thing.
6 scooter
strip and the story feature, the #PZ Cool!
characters will talk about possessions
#PZ And it’s very fast. Look!
and their favourite things. Extra
Bye!
Elicit more examples of favourite things
1.22 Exercise 1 from the class, e.g. camera, games
t Students match the words with console, mobile, MP3 player.
the pictures. Check the spelling of
any Key Words that are similar in
English and in the students’ L1.
t Students then listen to the recording
and check their answers.
the Key Words and word stress. 19
4 My mum’s name is Erika
This Uni Warm-up
the exercises for homework 1 Look at the Key Words. Listen and repeat.
(e.g. Exercises 4, 6 and 8) 1.24
activities
Background
This lesson looks at family 2 Write the numbers in words.
words and describing family 45 93 76 52 67 88
trees. The grammar focus is on forty-five ninety-three seventy-six fifty-two sixty-seven eighty-eight
’s and s’ for possession.
3 Look at the Key Words. Listen and repeat.
Warm-up 1.25
Extra
Revise and practise numbers
1–30 before students do 4 Find Zuzana in the family tree. Match the Key Words with
the people.
Exercise 1. Either write a series
1 Viktor grandfather 3 Jan uncle 5 Erika mother
of numbers on the board for
students to read aloud or ask
2 Dorota grandmother 4 Anna cousin 6 Monika aunt
them to count from one to thirty.
www.myfamilytree.com
1.24 Exercise 1
t Play the recording for MY
students to listen and FAMILY
TREE
repeat.
.com
Extra Viktor (63) Dorota (61)
Dictate a series of numbers for

students to write, e.g. you say
eighty-two, students write 82.
Exercise 2 Felix (39) Erika (37) Jan (43) Monika (41)

t Students write the numbers
in words. Check answers as
a class. Me!
20 Zuzana (11) Josef (4) Filip (4) Anna (1)

1.25 Exercise 3
t Check the spelling of any
Key Words that are similar in
English and in the students’ Exercise 4 Reading and Listening
L1. t Check that students understand
t Check students’ how the family tree works. 1.26 Exercise 5
pronunciation of the Key t Do the second item with the class t Play the recording for students to
Words and word stress. before students complete the listen and read the webpage.
t Check students understand that Exercise 6
cousin is used for both male and t Students work individually,
female. identifying the three correct
Answers student page sentences.
t After checking answers, explain
or encourage students to guess
the meaning of any new words in
the text.
20
My Favouri es

1.26 5 Read and listen. Exercise 9
t Ask two students to read
MY aloud the example dialogue.
FAMILY
Zuzana Novak’s family TREE t Check pronunciation of the
names (e.g. Felix ‫ۉ‬Í‫ڴ‬ÓNV)
.com
Hi. My name is Zuzana Novak and I’m eleven years old. This is my family.
We’re from Prague in the Czech Republic. My grandfather’s name is Viktor
before the pair activity.
and my grandmother’s name is Dorota. They’re sixty-three and sixty-one. t Students work in pairs,
My parents’ names are Felix and Erika. My dad is thirty-nine and my mum asking and answering
is thirty-seven. I’m an only child – no brothers or sisters! questions about Zuzana’s
My uncle’s name is Jan and he’s forty-three. My aunt’s name is Monika. family.
She’s forty-one. My cousins’ names are Josef, Filip and Anna. Josef and
Filip are twins. They’re four and Anna is a baby – only one. She’s my
favourite cousin. Your Turn
Exercise 10
6 Tick () the three correct sentences. 9 Ask and answer questions about Zuzana’s t Students prepare a family
1 Zuzana and her family are Czech. family. tree and include both
2 Viktor and Erika are married. A How old is Anna? people’s ages and birthdays
3 Zuzana is an only child. B She’s one. or bring a family photo to
4 Jan is married to Dorota. class.
5 Josef and Filip are five. Your Turn
6 Zuzana and Anna are cousins.
t They then work in pairs,
10 Draw your family tree or find a family asking and answering
Grammar: Possessive ’s and s’ photo. Work in pairs. Ask and answer questions about their
questions about your family. families.
7 Look at the table. Underline examples of
’s and s’ in Exercise 5.
What’s your grandmother’s name? Extra
’s and s’
Her name’s Karin. Draw your family tree on the
singular grandfather’s, grandmother’s board. In turn, students ask you
plural parents’, cousins’
How old is she? questions about your family.
a name Zuzana Novak’s family She’s 58. Photocopiable activities 3 and
4, Active Teach
Practice
8 Look at Zuzana’s family. Add ’s or s’ to the
underlined words.
1 Her mother's name is Erika.
2 Her father’s name is Felix.
3 Her cousin s’ names are Josef, Filip and
Anna.
4 Her uncle’s name is Jan.
5 Her aunt’s name is Monika.
6 Her grandparent s’ names are Viktor and
Dorota.
21
Extra Practice
Students say the ages of the people in
Exercise 8
Exercise 3, e.g. Zuzana is 11.
students and check that they
Grammar: ’s and s’ understand what to do.
t Students complete the sentences
Exercise 7 with ’s or s’ for possession.
t Read through the table with the t Check answers by asking students to
class. write the sentences on the board.
t Check students understand ’s is used
for possession for one person and s’ Answers student page
is used for more than one.
t Ask students to look again at the
webpage in Exercise 5 to find and
underline examples of ’s and s’.

21
5 Is his your mobile phone?
This Uni Warm-up
the exercises for homework 1.27 1 Look at the photos (1–4). Listen and repeat. 2 Look at the Word Builder. Match the words
(1–3) with the words (a–c). Are they one or
(e.g. Exercises 5, 7 and 8) 1 2 two words?
activities
games console mobile phone
Background
3 4
In the cartoon strip in this
lesson, Kwame finds a mobile
phone and tries to find its
camera MP3 player
owner. There is a grammar
focus on possessive adjectives Reading and Listening
1
and another on articles.
Warm-up 2 Here’s your mobile No, my mobile is

phone, Kim. black. It’s in my
3
Extra bag over there. Is it Zak’s mobile?
Students close their books. Write

gapped words on the board for
students to complete with the
correct vowels:
1 M _ B _ L _ (mobile)
2 C _ M _ R _ (camera)
3 MP3 P L _ Y _ R (MP3 player)
4 G _ M _ S C _ NS _ L _
(games console)
Students open their books and
compare the answers with the No, his mobile is blue. And
my new mobile is pink.
words in Exercise 1.
4 5
1.27 Exercise 1
students to listen and
repeat.
Exercise 2
t Students match the words
(1–3) with the words (a–c) to
make favourite things. My mobile is my favourite thing. Kim Please put the mobile
t Check students’ Look at my photos. This is my sister next to my bag, Kwame.
pronunciation of the Key 22 and our cat. Its name is Catkin. Kwame Okay, Kim.
Words and word stress.

Answers
1 b) pencil case – two words Grammar: Possessive Practice
2 c) CD player – two words
3 a) skateboard – one word adjectives
Exercise 5
Exercise 4 t Do the second item with the class
t Read through the table with before students complete the
Reading and exercise, working individually.
the class.
Listening t Ask students to look again at the
cartoon strip in Exercise 3. Students
1.28 Exercise 3 find and underline examples of
t Before reading the cartoon possessive adjectives. Extra
strip, ask students to look
at the pictures and describe Answers student page Tell the class about one of the people in
what they can see. Zuzana’s family tree on page 20, using
t Play the recording for possessive adjectives and possessive ’s.
students to listen and read Students guess who it is. For example,
the cartoon strip. My father is 43 and my mother is 41. My
cousin’s name is Zuzana. She’s an only
child. My brothers’ names are Josef and
22 Filip. (Anna)
My Favouuri es
Grammar: Possessive adjectives Grammar: Articles

4 Look at the table. Underline the examples 6 Look at the table. Underline examples of Exercise 8
of possessive adjectives in Exercise 3. a, an and the in Kim’s poster.
t Complete the second
Subject pronouns Possessive adjectives a, an, the sentence of the first
I my This is a picture of the mobile. dialogue with the class
you your It’s an Optimum Z3. before students complete
he his It’s white with an orange case. the exercise.
she her
it its Is this your mobile phone? Answers student page
we our
they their Call Kim.
Her number is:
Practice
07782 640789 Your Turn
This is a picture of the mobile.
5 Choose the correct words. It’s an Optimum Z3. Exercise 9
1 I / My favourite thing is my new CD player. It’s white with an orange case. t Ask two students to read
2 This is my sister. She / Her is nine years old. aloud the example dialogue.
3 What’s you / your favourite thing? My bike. Practice
4 We’re in Year 10. Our / Their classroom is t Demonstrate the activity by
number 7. 7 Complete the sentences with a or an. asking the class about one
5 My best friends are Mike and Shona. They / 1 My mum is an English teacher. city and one capital, e.g.
Their are American. 2 Is she a Turkish student? Sydney? (A city in Australia.),
6 Where’s Dad? Her / His friend is here. He’s an Argentinian footballer.
3 Buenos Aires? (The capital of
7 I / My am from the Czech Republic. 4 You are a good student.
8 This is our cat. Its / It’s name is Frazer. 5 Is that a new MP3 player?
Argentina.)
6 Smith is an English surname. t Students work in pairs,
6 asking each other in turn
8 Choose the correct words. about one city and one
1 a) Read an / the email on page 29. capital.
b) Great! The / An email from my best friend.
2 a) A / The neighbour at number 10 is
American.
b) Who’s Marta? She’s a / the neighbour.
Zak Hi, there. 3 a) What’s that? It’s an / the MP3 player.
Kim Zak, you’re late again.
b) Please give me an / the MP3 player on
Zak Sorry, Kim.
the desk.
4 a) A / The teacher of Class 2 is from the USA.
7 b) My sister is a / the teacher.
Your Turn
9 Test your partner. Write three cities and
three capitals.
A Chicago?
B A city in the USA.
A Right.
Lulu Look at my new mobile, Zak.
Kim Please put your mobiles over there. Okay? B Istanbul?
Kwame/Lulu/Zak Yes, Kim. A The capital of Turkey.
Kim Good. Okay … Oh! 23
B No, a city in Turkey. The capital is Ankara.
Grammar: Articles Extra

Write on the board:
Exercise 6
airport, aunt, camera, CD player, desk,
t Students read the sentences and rubber, MP3 player, only child, pencil,
repeat them after you. watch
t Check students understand that we Students decide if the words use a or an.
use a before words beginning with (Answers: a – camera, CD player, desk,
a consonant sound and an before pencil, watch; an – airport, aunt, MP3
words beginning with a vowel player, only child)
sound.
Answers student page Practice

Exercise 7
t Students complete the exercise,

23
6 My favouri e hing
This Uni Warm-up 3 Choose the correct words.
4IPSUPGUJNF set some of 1 The room is / isn’t very big.
the exercises for homework 1 Look at the photos. Use the words in the
2 Murat is in Oliver’s / Marcus’s room for
box to describe the things in the photos.
(e.g. Exercises 4, 9 and 10) his visit.
.PSFUJNF do the extra games console – cool 3 Murat’s favourite thing is his games
console / video camera.
activities big cool easy to use fantastic
4 The twins’ mum / dad is in the video.
fast great light nice small
5 The information is about a skateboard /
Background video competition.
In this episode of the story, Reading and Listening
Murat arrives at the Cserszegi 1.29 2 Read and listen.
family’s home in Cambridge. Claire This is your room for your visit,
Murat is staying in Oliver’s Murat. It’s small. Is it okay?
bedroom for the week. He Murat Yes, it’s fantastic, thank you.
shows the twins his video Marcus Hi, Murat.
camera and Claire tells him Murat Oh, hi Ollie. Thank you for your
about a video competition. room.
In the Writing section, students Marcus Er, I’m not Ollie. I’m Marcus.
study the use of apostrophes Murat Oops, Sorry! … Wow! Your games
for possession and for the console is cool.
contraction of is. Marcus Thanks. It’s my favourite thing.
…
Warm-up Oliver Wow! A video camera!

Murat Yes, it’s my favourite thing.
Exercise 1 Oliver What’s it like?
t Ask students to translate the Murat It’s light and easy to use. Look.
‘Hi, this is Murat. I’m with my
words into their L1. homestay family in Cambridge.
t Students use the words to They’re great. This is Marcus and
describe the things they can Ollie. And this is their Mum.
see in the pictures. She’s very nice. Say hi to the
camera …’
Suggested answers Claire No, no, not me! … Look, Murat –
games console – cool, easy to a video competition.
use, fantastic, fast, great Murat Wow! That’s fantastic!
video camera – cool, easy to
use, fantastic, great, light VIDEO BLOG COMPETITION
suitcase – big
Are you the next
bedroom – great, nice, small Steven Spielberg?
Make a video blog of
weekin
aaweek you life.
inyour
Extra
WIN a new video camera!
Students match the adjectives
Information: Cambridge Camer
a Club
with the favourite things from
Get Ready on page 19, e.g. fast – 24
skateboard, cool – watch.
Reading and Exercise 3 Exercise 4

Listening t Give students time to read through t Read the sentences with the
the dialogues again before they students.
1.29 Exercise 2 choose the correct words. t Do the first item with the class
t Ask students what they before students complete the
remember about the Answers student page exercise, working individually.
characters from Module 1.
Ask them who is missing Answers
Extra
from the pictures (Zoltan). 1 My computer is small and easy to
t Students read and listen to Play the recording for students to focus use.
the dialogues. on pronunciation, stress and intonation 2 Our bikes are light and fast.
patterns. Students work in groups of 3 Her watch is pink and white.
three, reading aloud the dialogues and 4 His mobile is cool and easy to use.
taking turns to be Claire, Murat and
Marcus/Oliver.
24
My Favouri es
4 Look at the Sentence Builder. Write the 6 Work in pairs. Ask and answer questions
sentences (1–4) as one sentence. about your favourite things.
A What’s your favourite thing? Writing: Apostrophes (’)
B My skateboard.
A What’s it like? Exercise 7
B It’s fantastic. It’s light and fast. t Students circle the
apostrophes in the sentences
Writing: Apostrophes (’) and decide which is
1 My computer is small. My computer is easy
to use. 7 Circle ’s in the sentences. Write P for possessive and which is is.
2 Our bikes are light. Our bikes are fast. possessive ’s or write is.
3 Her watch is pink. Her watch is white. 1 It’s a small room. is Answers student page
4 His mobile is cool. His mobile is easy to use. 2 My dad’s name is Adam. P
Speaking 8 Add an apostrophe (’) in the correct place Exercise 8
in the sentences.
5 Look at the Key Expressions. Underline the t Read the sentences with the
1 Murats ’ favourite thing is his camera. class before students work
2 Whats ’ your favourite colour?
3 My cousins ’ bike is really fast. individually, writing the
4 Shes’ at the music club. apostrophes in the correct
5 Lucys’ games console is cool. places.
6 ’ easy to use.
Its
9 Correct the underlined mistakes.
My favourite things Exercise 9

t Students read the blog and
My three favourite things are my correct the mistakes.
mobile, my bike and my MP3 player. t Check that students
understand that the
mistakes are not only with
’ apostrophes.

are
M MP3 player is 4a iPod. an

My
Exercise 10
It’s small and very light. It’s pink – t Students work individually,
5thats’ my favourite colour! writing about their favourite
things.
10 Write about your three favourite things. point out any language
Check your work for apostrophes. errors for them to correct.
My favourite things are my …
25
Speaking Exercise 6
t Ask two students to read aloud the
Exercise 5 example dialogue.
t Ask students to repeat the Key t Revise the third person singular of
Expressions after you. Pay particular the verb to be.
attention to intonation patterns and t Students work in pairs asking and
sentence stress. answering questions about their
t Students find and underline the favourite things.
Key Expressions in the dialogues in t After completing the activity, each
Exercise 2. student tells the class two things
about their partner, e.g. (Filip)’s
Answers student page favourite thing is his MP3 player.
It’s cool and light.
25
SStudy
udy Corner 32
Language Check
Exercises 1–4 1 Label the picture with the words in the box.
Answers student page pencil case only child grandmother games console
grandfather bike twins skateboard
Feedback 1 grandfather
t Check answers with the 2 grandmother
class. Check spelling
answers on the board. 5 only child
t After checking answers to 4 skateboard
Exercise 4, students work in 3 twins
pairs, reading the dialogue
aloud and changing parts.
t Students complete the 8 games console
Feedback section. Remind
7 pencil case
them that one star means 6 bike
I need more practice of this,
two stars means I can do this
but I make some mistakes Language Check Grammar 6 We’re from the USA. Our / Their surname is
Granger.
and three stars means I’m 2 Complete the sentences with the correct form. 7 The / A games on my mobile phone aren’t
good at this. friend’s / friends’ very good.
t Give students time in class 1 My friends' names are Ana and Misha.
or at home to do Language Angelas / Angela’s Language Check Key Expressions
Check 2 of the Workbook. 2 Angela’s dad is a teacher.
4 Complete the dialogue with the words in
Module 2 Test, Active Teach parents’ / parent’s the box.
3 My parents’ car is black.
fantastic games console and
best friend’s / best friends’
favourite like
4 My best friend’s bike is cool.
twin’s / twins’ A What’s your 1 favourite thing?
5 The twins’ names are Marcus and B My 2 games console .
Oliver. A What’s it 3 like ?
teachers’ / teacher’s B It’s very fast 4 and easy
6 Our teacher’s name is Mrs Hill. to use. And the games are 5 fantastic .

1 Is that your cat? What’s it’s / its name? Feedback
2 What’s you / your favourite colour?
3 My mum is a teacher. Her / His name is Vocabulary
Darina. Grammar
4 My grandparents are Spanish. Their / His Key Expressions
names are Marta and Pablo.
26 5 Claire is a / an English name. Module 2
26
1 wall
Module 3
2 clock Talk about school and tell the time.
Extra
Read about a student’s new school.
Listen to classroom instructions. Students close their books. Tell
Write a short note. the class to look at five things
you point to and to write down
Learn about prepositions of time, this/
3 poster that/these/those and imperatives. the words, e.g.
Point to: 1 a window 2 a wall
3 a poster 4 a door 5 a light
6 light Check answers by asking students
to write the words on the board
7 window and say them.
1.31 Exercise 2
students to identify the
correct object. Reassure
4 door students that they do
8 bin
Get Ready
5 floor
A School Extra
Revise the prepositions of place
from Exercise 4 on page 7 (in, on,
1 Look at the Key Words. Find the words in 5 Open the window. next to, between). Tell students to
the photos. Listen, check and repeat. look at their classroom and then
1 – wall 2 Put your rubbish in the bin. ask questions, e.g. Where is the
1.30
clock? Where is the bin? Where
3 Game Work in pairs. Think of an object. are the posters?
Ask questions.
A Is it black? Exercise 3
1.31 2 Listen and number the instructions. B Yes, it is. t Ask two students to read
A Is it on the floor? aloud the example dialogue.
3 Close the door. B No, it isn’t. t Demonstrate the game by
A Is it on the wall?
choosing an object (e.g. a
B Yes, it is.
4 Look at the clock.
A Is it the clock? door) for students to guess.
B Yes, that’s right! t Students take turns to think
1 Turn on the lights. of an object and ask their
27 partner questions.
t If you wish, limit the
number of Yes/No questions
(e.g. a maximum of five
questions) before the person
Ge Ready 1.30 Exercise 1
t Students match the words with
gives the answer.
Background the pictures. Check the spelling of

any Key Words that are similar in
This Unit introduces some common
English and in the students’ L1.
objects found in the classroom. In
both the cartoon strip and story
feature, the characters will be seen in
a school environment talking about
the Key Words and word stress.
their classrooms and their school
subjects and timetables. Answers student page
27
7 I ’s ar and music on Mondays
This Uni
Warm-up
the exercises for homework 1 Look at the Key Words. Match the words with the pictures (1–9). Listen, check and repeat.
(e.g. Exercises 5 and 9) 1 – IT 1
.PSFUJNF do the extra 1.32
activities
Background
In this lesson students 2 3 4 5
study school subjects and
prepositions of time. They
learn how to talk about their
favourite subjects and their
school timetable.
6 7 8 9
Warm-up
1.32 Exercise 1
t Students match the words
with the pictures. Check the
spelling of any Key Words 1.33 2 Listen and repeat the times. Reading and Listening
that are similar in English 1 2 1.34 4 Read and listen.
and in the students’ L1.
t Students then listen to the
recording and check their To: melgeorge@mymail.com attach
answers. It’s nine o’clock. It’s nine fifteen.

t Check students’ Hi Melanie
pronunciation of the Key 3 4 How are you? I’m at my new school. I’m in Class
Words and word stress. 5 and my teacher’s name is Mr Fisher. He’s
friendly and the students in my class are great.
Answers My new classroom is fantastic but my timetable

2 maths It’s nine thirty. It’s nine forty-five. isn’t great . On Mondays, it’s science at 9
o’clock, maths at 9.50 and history at 11 o’clock
3 music in the morning! On Wednesdays, it’s geography
4 science 3 Ask and answer questions about the times. at 2.15 and PE at 3 o’clock in the afternoon. My
favourite day is Friday. It’s art in the morning .
5 geography A Number 1. What time is it? In the afternoon, it’s English at 2.15 and IT at
6 English B It’s five o’clock. 3 o’clock.
7 art And hours of homework in the evening and at
8 history 1 2 3 4 weekends! Help!
9 PE (physical education) What’s it like at your new school? Email me soon.
Gemma
1.33 Exercise 2
t Play the recording for 28
repeat.
Extra Exercise 3 Extra

Draw five small clocks on the t Ask two students to read aloud the
Write on the board:
board showing: example dialogue.
1 Melanie isn’t at Gemma’s school.
eleven o’clock, t Students work in pairs, asking and
2 Mr Fisher is Melanie’s teacher.
nine twenty, answering questions about the time.
3 Gemma isn’t very happy with her
three fifty-five, Answers timetable.
four thirty and 2 It’s one thirty. 3 It’s seven fifteen. 4 One of Gemma’s favourite subjects
one o’clock. 4 It’s six forty-five. is art.
Point to the first clock and ask 5 Gemma’s favourite day is Thursday.
What time is it? Continue with Students decide which three sentences
the other four clocks. Reading and Listening are correct.
(Answers: 1, 3 and 4 are correct)
1.34 Exercise 4
listen and read the email.
t Explain or encourage students to
guess the meaning of any new
28 words in the text.
A School
5 Read Exercise 4 again. Complete the timetable with school Practice

subjects.
9 Complete the sentences
with on, at or in. Grammar:
Monday Tuesday Wednesday Thursday Friday 1 It’s PE on Mondays. Prepositions of time
2 We aren’t at school
9.00–
science 1 art at weekends. Exercise 8
9.45 English history PE 3 My mum and dad are at
home in the evening.
t Read through the table with
9.50– 2 maths 3 art the class.
10.35 English music IT 4 What’s your favourite
subject on Thursdays? t Ask students to look again
break 5 Are you at home in at the email in Exercise 4.
the afternoon? Students find and underline
11.00– history 6 History is at 9.15
11.45
4 geography maths maths science
in the morning. examples of on, at and in.
11.50–
12.30 English IT English maths history
Your Turn Answers student page
lunch 10 Imagine your favourite

2.15–
timetable. Talk to your
partner.
Practice
music science 5 geography music 6 English
2.55
3.00– My favourite subjects are Exercise 9
music history 7 PE English 8 IT
3.45 music, art and PE. t Read the sentences with
the class and check that
On Mondays, it’s students understand what
6 Ask and answer questions about the timetable. PE all day. to do.
A What time is science on Mondays? t Students complete the
B It’s at nine o’clock. On Tuesdays, it’s sentences with on, at or in.
art and music.
7 Look at the Sentence Builder. What is the translation of Answers student page
but in your language? No school on Fridays!
Extra
Lunch is two hours.
Write on the board:
1 The days of the weekend are
Grammar: Prepositions of time … and … .
2 My favourite day at school is
8 Look at the table. Underline examples of on, at and in ….
in Exercise 4.
3 Lunch is at … at school.
Prepositions of time: on, at, in 4 I’m not at school on … .
on on Mondays, on Tuesdays, on Wednesdays … 5 My friends and I are in town
at … on … .
at at six o’clock, at 9.50, at weekends Students make true sentences
in in the morning, in the afternoon, in the evening about themselves.
29
Your Turn
Exercise 10
t Ask students to read aloud
the example sentences.
Exercise 5 Exercise 6 t Students then work in pairs,
t Read out the times and days of t Ask two students to read aloud the talking about their favourite
the week for students to listen example dialogue. timetable.
and repeat as a whole class and t Students work in pairs, asking and
individually. answering questions about the Photocopiable activities 5 and
t Ask students which days are missing timetable. 6, Active Teach
from the timetable (Saturday/
Sunday) and why (because it’s the Exercise 7
weekend and there’s no school). t Read the sentence with the
t Students work individually, students.
completing the timetable with t Ask students to translate but into
the school subjects Gemma talks their L1.
about in her email.
29
8 Wha are hese?
This Uni Warm-up
the exercises for homework 1 Look at the Key Words. Write the missing numbers. Listen, check and repeat.
(e.g. Exercises 4 and 7) fourteenth
.PSFUJNF do the extra 1.35
activities
Background
In this cartoon strip, the
characters are getting ready Reading and Listening What are these, Kim?
2
to put up posters to advertise 1.36 2 Read and listen. Please turn on the
their concert when Lulu lights, Kwame.
realises that it is the same day 1
as her birthday party. There is
a grammar focus on this, that,
these, those and imperatives. They’re posters for
our first concert.
Warm-up 3 Look at these

4
posters, Lulu. Our

Extra first concert is on
the fourth of July.
Write jumbled words on the
board for students to sort into Kim Have your party on Sunday the fifth.
months: But it’s my birthday Lulu Oh, no!
on the fourth of July. Kim Lulu, the concert is important. Please put up
1 Y A N J R A U (January) And my party. the posters on the wall over there. Help Kwame.
2 B R E E M D C E (December)
5 Kim? On this poster here the
3 C H R A M (March) Oh, no. Where’s Zak?
concert is the fifth. But on that
4 Y R A F R U B E (February) poster there it’s the fourth.
5 B R E V E M O N (November)
6 S T U G A U (August)
Ask students to put the months
in order and add the six missing
months. (1 January 2 February
3 March 4 April 5 May 6 June
7 July 8 August 9 September
10 October 11 November
12 December) 7
6
1.35 Exercise 1
t Students look at the Key
Words and write the missing
numbers. Zak I’m here. Great! Are those my posters? Kim No, Zak, don’t put the posters in the
t Play the recording for 30 Kim Yes, but the date is wrong. bin. Put them in the recycling box.
Zak Oh, no! Zak Okay. Sorry, Kim.
repeat.
Answers Reading and Listening Grammar: this, that,
fifteenth seventeenth
nineteenth twenty-first 1.36 Exercise 2 these, those
twenty-fourth twenty-fifth t Before reading the cartoon strip, ask
twenty-seventh twenty-eighth Exercise 3
students to look at the pictures and t Look at the pictures with the class.
twenty-ninth describe what they can see. t Demonstrate this/that and these/
t Play the recording for students to those by holding up or pointing to
Extra listen and read the cartoon strip. objects in the classroom, e.g. Look
Tell students My birthday is on at this/these poster(s). Look at that/
Extra
the (third of August). Ask each those window(s).
student in turn When’s your Play the recording for students to focus t Ask students to look again at the
birthday? for them to reply using on pronunciation, stress and intonation cartoon strip in Exercise 2. Students
the months and the ordinal patterns. Students work in groups of find and underline examples of this,
numbers. four, reading aloud the dialogues and that, these and those.
taking turns to be Kim, Zak, Lulu and
Kwame. Answers student page
30
A School
Grammar: this, that, these, those Grammar: Imperatives

3 Look at the pictures. Underline examples 6 Look at the sentences. Underline examples
of this/that/these/those in Exercise 2. of imperatives in Exercise 2. Practice
Exercise 7
students before they choose
the correct words.
Practice t Check that students
4 Complete the questions and answers. understand the meaning
Put up the posters
on the wall.
Don’t put the posters
in the bin.
of the sentences by asking
them to translate them into
Practice their L1.
7 Choose the correct words. Answers student page
1 Don’t put / Put your rubbish in the bin.
1 What’s this ? 2 Check / Don’t check your spelling.
It’s my mobile phone . 3
4
Don’t write / Write on the classroom walls.
Please do / don’t do your homework. Your Turn
5 Be / Don’t be late for school.
Exercise 8
Your Turn t Students match the words
8 Match the pictures (a–f) with the imperatives
with the pictures.
(1–6). Write rules for your class. t Check students have
2 What’s that ? matched the pictures with
It’s my computer . a – 3 Don’t use your mobile phone in class.
the imperatives correctly
a b before they write the six
rules.

3 What are these ? c d
They’re my pens .
e f
4 What are those ?

They’re my CDs .
1 Speak English in your English classes. c
5 Game Work in pairs. Ask and answer 2 Use the recycling boxes. f
questions. 3 Use your mobile phone in class. a
A What’s that? 4 Listen to the teacher. b
B It’s the window. 5 Be late for school. d Don’t be late for school.
6 Help other people. e 31
Practice Grammar: Imperatives

t After checking answers, students t Students find and underline
work in pairs, reading aloud the examples of imperatives in the
questions and answers. cartoon strip in Exercise 2.
t Check that students understand that
Answers student page Don’t stands for Do not.

Exercise 5
t Ask two students to read aloud the
example dialogue.
t Students hold up or point to
objects in the classroom and ask
and answer similar questions, e.g.
What’s this? It’s a pencil case.
What are those? They’re windows.
31
9 Don’ film in class, please
This Uni Warm-up
the exercises for homework 1 Look at the photos. Match the questions (1–3) with the answers (a–c).
(e.g. Exercises 5 and 9) 1 Where are Marcus and Oliver? a) No, they aren’t.
2 Are Claire and Zoltan there? a b) Yes, he is.
.PSFUJNF do the extra 3 Is Murat in the twins’ class? b c) At school.
activities
Background
In this episode of the story,
Teacher Good morning, Class 5. This is Murat Saner.
Murat goes to school with He’s from Turkey.
Marcus and Oliver for the first Murat Hello, everyone.
time. Their teacher, Miss Jones, Teacher Murat, sit down next to Oliver, please.
gives them a new timetable Murat Thank you, Miss Jones.
and they talk about their Marcus No, Murat. I’m Marcus. That’s your chair
favourite subjects. Murat starts there, next to Ollie.
to video the class for his blog Murat Oh, not again, sorry.
but Miss Jones tells him not to Teacher Quiet, please, Class 5. Take a copy of
film in class. your new timetable.
In the Writing section, students …
study the use of capital letters Oliver Oh no, maths at nine o’clock on Monday.
and full stops. And the second class is history.
Murat What’s your favourite subject, Ollie?
Oliver Music. And art is great, too. What about you?
Warm-up Murat My favourite subject is IT.
Computers are cool. And
Exercise 1 cameras!
t Students match the Oliver Turn on your camera now.
questions (1–3) with the Stand up and film the class for
answers (a–c). your blog.
Murat Good idea … . ‘This is Marcus
Answers student page and Ollie’s school … ’
Teacher Murat, what’s that?
Murat My camera, Miss. It’s for my
blog … for a competition.
Reading and Teacher No, don’t film in class, please.
Listening Murat Sorry, Miss.
Teacher Turn off your camera now and
1.37 Exercise 2 put it in your bag.
t Ask students to look at the
3 Write the correct names.
photos of the classroom and
point to the walls, the floor 1 He’s a new student at school. Murat
2 She’s the teacher. Miss Jones
and the posters. Then ask 3 His chair is next to Murat. Oliver
them if they know which 4 His favourite subject is IT. Murat
twin is Marcus and which 32
5 She isn’t happy about Murat’s camera. Miss Jones
is Ollie.
the dialogues.
Extra Exercise 5
Exercise 3 t Do the second item with the class
t Give students time to read Write on the left of the board:
before students complete the
through the dialogues again 1 Turn on those …
before they write the correct 2 Turn off …
t Check that students understand
names. 3 Put up these …
the meaning of the vocabulary by
4 Sit down …
Answers student page asking them to translate the words
Write on the right of the board:
into their L1.
a that light.
b on this chair. Answers student page
Exercise 4 c computers.
t Read the sentences with d posters.
the students. Students match the beginnings of the
instructions (1–4) to the endings (a–d).
(Answers: 1c 2a 3d 4b)
32
A School
4 Look at the Word Builder. Writing: Capital letters (A/a) and full
stops (.)
8 Circle the capital letters and full stops in
Writing: Capital
the note. letters (A/a) and full
stops (.)
Dear Marcus,
5 Complete the sentences with the verbs
Please turn off the lights at the
in the box. Exercise 8
end of the class. Close the doors t Read the message with the
look at put up sit down and windows.
stand up turn on turn off
class and check who it is for
Thank you. (a student) before students
1 It’s my favourite film at nine o’clock. Miss Jones work individually, circling
Turn on the TV. the capital letters and full
2 Please put up the poster on the
wall. 9 Correct the capital letters and full stops. stops.
3 Turn off the computers at the end
of the class. HD Answers student page
4 That isn’t your chair. Sit down 1 hi dad,
between Kelly and Mark. M my favourite programme is on
5 Don’t look at your partner’s TV at 7.30 . Exercise 9
answers.
6 Don’t stand up on your bike. P please turn on the DVD player . t Check students understand
T thanks . that new sentences begin
Speaking M molly with a capital letter and
end with a full stop. Remind
them that the names of
H people, places, days, months
2 H hi helen, and languages also have a
I it’s recycling day today . capital letter in English.
P please put the paper in the t When you have corrected
recycling boxes . answers with the students,
T thanks . ask them who the messages
7 Work in pairs. Say the correct answer to are for. (1 Dad 2 Helen)
M mum
the sentences.
1 Don’t sit there. Sorry. Answers student page
2 Make posters for the concert. Good idea.
3 Please come to my party. Thank you. 10 Write a short note. Choose from these
ideas. Check your work for capital letters
4 Don’t read my emails. Sorry.
and full stops.
Exercise 10
5 Have a nice birthday. Thank you. t Students work individually,
6 My favourite programme is on. Turn on t Your favourite football team is on TV at
the TV. Good idea. 2.30. writing their note.
Don’t sit there. t The computers and lights are on in the t Make sure students check
classroom at the end of the day. their own work for capital
Sorry. t It’s recycling day at your school today. letters and full stops when
they have finished.
33 errors for them to correct.
Extra
Some students read out their
Speaking Exercise 7
notes to the class. The other
t Ask two students to read aloud the students listen and say which of
Exercise 6 example dialogue. the three ideas in Exercise 10 the
t Ask students to repeat the Key t Students then work in pairs, reading notes are about.
Expressions after you. Pay particular the instructions and saying the
attention to intonation patterns and correct answer.
sentence stress.
t Students find and underline the Answers student page
Key Expressions in the dialogues in
Exercise 2.
33
SStudy
udy Corner 3
Language Check
Exercise 1
1 Read the sentences. Follow the correct pictures and choose the correct door.
Answer 1 In my classroom, the door is blue and the walls are yellow.
3 2 My favourite subjects are IT and science.
3 IT is on the first day of the week. Science is on the fourth day of the week.
4 IT is at nine thirty.
5 Science is at two fifteen.
Exercises 2–4 MONDAY
TUESDAY
Answers student page WEDNESDAY
THURSDAY
FRIDAY
MONDAY
TUESDAY
Feedback WEDNESDAY
THURSDAY
FRIDAY
t Check answers with the MONDAY
class. Check spelling TUESDAY
WEDNESDAY
where necessary by asking THURSDAY
FRIDAY
individuals to write the MONDAY
TUESDAY
t After checking answers to ¨ WEDNESDAY
THURSDAY
FRIDAY
Exercises 3 and 4, students MONDAY
TUESDAY
work in pairs, reading WEDNESDAY
THURSDAY
the dialogues aloud and FRIDAY
changing parts.
t Students complete the Language Check Grammar Language Check Key Expressions
them that one star means I 2 Complete the sentences with on, at or in. 4 Write the words in the correct order. Add
need more practice of this, 1 My dad is at work at weekends. capital letters and punctuation.
two stars means I can do this 2 It’s my birthday on Friday. 1 please / lights / turn / don’t / off / the
3 Are you at work in the evening? A Don’t turn off the lights, please.
but I make some mistakes
4 History is at 11.15. B Sorry.
and three stars means I’m 5 On Mondays it’s art and music. 2 these / put / please / up / posters
good at this. 6 We aren’t at school at 7.30 in A Put up these posters, please.
t Give students time in class the morning. B Good idea.
or at home to do Language 7 My sister is in town with her friend 3 on / please / don’t / mobile phone / turn / your
Check 3 of the Workbook. on Saturdays. A Don’t turn on your mobile phone, please.
8 My grandmother isn’t at home in B Sorry.
Module 3 Test, Active Teach the afternoon. 4 this / sit / on / chair / down
A Sit down on this chair.
3 Choose the correct words. B Thank you.
1 A What’s in this / that box over there?
B It’s my new computer.
2 A Look at these / those photos on my phone. Feedback
B Okay, great. Vocabulary
3 A Are those / these girls over there your friends?
Grammar
B Yes, they are.
4 A Sit down on that / this chair next to me. Key Expressions
34 B Okay, thanks. Module 3
34
1
2
Module 4
Talk about free-time activities.
Read about teenage activities. 1.39 Exercise 2
Listen to an interview about free time. Audioscript end of notes
Write an invitation and the reply.
students to identify the
Learn about can and question words.
correct activities. Reassure
students that they do
5
3 4
8
Your Turn
6 7
Exercise 3
t Check that students
understand what to do.
t Students tell the class their
favourite activities.
Answers
Having Fun Extra

Get Ready Elicit more examples of activities
1 Look at the Key Words. Match the words with 3 Write the activities from Exercise 1 in order
from the class, e.g. cycle, run,
the photos (1–8). Listen, check and repeat. (favourite = 1). play football. If necessary,
1 – act present vocabulary for other
My favourite activities favourite activities.
1.38
1-
2 Exercise 2 – Audioscript
One
3
(JSM Lizzie, come on!
1.39 2 Listen and write the correct verb from 4 (JSM Jo, wait!
Exercise 1.
5 (JSM Come on, slow Jo.
Name Verb (JSM Aagh! It’s cold.
1 Lizzie and Jo 6
swim Two
2 Miss King and Mark dance 7 .BSL Miss King, er, this is
3 Ed and Leo paint / difficult.
35
.JTT,JOH Okay, look at me.
One, two, three, four. Now you,
Mark.
.BSL One, two, three, four.
.JTT,JOH That’s it. Now with
the music …
the pictures. Check the spelling of Three
Background
any Key Words that are similar in &E Hey, Leo. Is that your new
This Unit introduces a lexical set of
English and in the students’ L1. picture?
activity verbs. In the following lessons
t Students then listen to the recording Leo Yes.
these activities will be recycled and
and check their answers. &E It’s really good. I like the
students will see the verb can to talk
t Check students’ pronunciation of colours.
about abilities.
the Key Words and word stress. -FP Yes, these new paints are
great.
Answers
2 swim
3 skateboard
4 cook
5 sing
6 paint
7 dance
8 draw
35
This Uni
10 Wha can you do?
Warm-up
the exercises for homework 1.40 1 Look at the Word Builder. Listen and repeat.
(e.g. Exercises 5 and 8)
activities
Background
This lesson looks at activities
which collocate with play, ride
and use. The grammar focus is
on can for abilities. Students
also learn how to connect
sentences with and and but.
Warm-up 1.41 2 Read and listen. 3 Match the names (1–4) with the photos
(a–d).
Chatspace
1.40 Exercise 1 1–c
t Play the recording for WESTCOMBE HIGH CHATSPACE LOGIN 1 Dhaval 3 Paul d
students to listen and 2 Alison a 4 Mike b
Help! What activities can I do?
repeat. Dhaval Hi. I’m a new student. What can I do a b
t Check students’ after school?
pronunciation of the Key Alison I’m in the school art club. It’s on
Thursdays at four o’clock. Can you
Words and word stress. draw?
Dhaval Yes, I can. And my brother can paint.
Extra Thanks!
Mike Come to our club on Saturdays for
Students work in pairs and take basketball and football.
Dhaval Thanks, Mike. I can’t play basketball
turns to mime an activity to their but I can play football. It’s my
partner. Some students then favourite sport. Where is the club and
mime an activity to the class. If what time?
Mike It’s in town, next to the swimming
necessary, teach new vocabulary pool. Football is at nine o’clock on
c d
that students need to talk about Saturday mornings.
the activities. Paul My friends and I are in a dance club.
It’s cool! Can you dance?
Dhaval No, I can’t. Sorry!
Reading and Paul And your brother? Can he dance?
Dhaval Yes, he can.
Listening Paul The dance club is on Wednesdays in
classroom 7 at 4.30.
1.41 Exercise 2 Dhaval Great! Thanks, everyone.
students to listen and read
the chatroom discussion. 36
Exercise 3
matching the names (1–4) Grammar: can Practice
with the photos (a–d).
t After checking answers, Exercise 4 Exercise 5
explain or encourage t Read through the table with t Read the sentence prompts with the
students to guess the the class. students and check they understand
meaning of any new words t Ask students to look again at what to do.
in the text. the chatroom discussion in t Check answers by asking students to
Exercise 2. Students find and write the sentences on the board.
underline examples of can.
Answers
Answers student page 2 Mike can play football.
3 Dhaval’s brother can paint.
4 Dhaval can’t play basketball.
5 Paul can dance.
6 Dhaval can’t dance.
36
Having Fun
Grammar: can 8 Look at the Sentence Builder. Write four

sentences about you. Write two sentences
4 Look at the table. Underline examples of with and and two with but. Exercise 7
can and can’t in Exercise 2. t Students work in pairs,
Affirmative asking and answering the
I/You/He/She/It can paint. questions in Exercise 6.
/We/They t Encourage students to use
Negative the vocabulary from Exercise
I/You/He/She/It can’t play basketball. 1 and from Get Ready when
/We/They possible.
Your Turn
Yes/No Questions Short Answers t If there is time, students can
Can I/you/he/ dance? Yes, I/you/he/she/ 9 Complete the YOU column. Work in pairs. change partners and repeat
she/it/we/ it/we/they can. Ask and answer the questions.
the activity.
they A Can you ride a horse?
No, I/you/he/she/
it/we/they can’t. B Yes, I can.
Exercise 8
Wh- Questions
you do? YOU
What can
What can I/you/he/she/it/we/they do? YOU R students.
Can you … t Check students understand
PARTNER
Practice that and joins two similar
5 Write sentences about the people in
ride a horse?
ideas, (e.g. two things a
Exercise 2. Use can or can’t. person can do) and but joins
1 Alison / draw Alison can draw. two contrasting ideas (e.g.
2 Mike / play football do a what a person can do and
3 Dhaval’s brother / paint handstand? what he/she can’t do).
4 Dhaval / play basketball
5 Paul / dance
6 Dhaval / dance say ‘thank you’ Extra
in Chinese?
6 Make questions with can. Write on the board:
1 you / swim? Can you swim? do skateboard
He can’t dance but he can draw.
2 your mum / speak English? tricks? Students look at Exercise 2. Tell
3 your dad / ride a bike? them to identify who the sentence
4 What / sports / you play? refers to. (Dhaval) They then work
5 What / computer games / play? do a wheelie
6 What / your best friend / do? on your bike? in pairs, writing sentences with
and or but about the people in
7 Work in pairs. Ask and answer the Exercise 2. Students read aloud
questions in Exercise 6. play chess? one or two of their sentences for
A What can your best friend do? the class to guess who it is.
B She can swim and she can ride a bike.
Can she dance?
Your Turn
A
B Yes, she can. 10 Tell the class about your partner.
A Musa can do a wheelie.
B Yasemin can’t play chess. Exercise 9
t Check students understand
37
that they should work
individually to complete the
first column.
t Students then work in pairs,
asking and answering the
Extra Exercise 6 questions to complete the
t Read the questions prompts with second column for their
Ask students to repeat the sentences
the students. They then work partner.
after you to practise pronunciation. Pay
individually, writing questions with
particular attention to sentence stress Answers
can.
to show the difference between the Students’ own answers
t Check students’ questions before
weak can /kæn/ and the strong can’t
they answer them in Exercise 7.
Nđ‫ڴ‬QW.
Exercise 10
Answers
2 Can your mum speak English? t Ask two students to read
3 Can your dad ride a bike? aloud the examples.
4 What sports can you play? t Each student then tells
5 What computer games can you the class two things about
play? their partner.
6 What can your best friend do? t Remind students that can
doesn’t change in the third
person singular.
Photocopiable activities 7 and
8, Active Teach 37
This Uni
11 How many people are in he band?
Warm-up
the exercises for homework 1.42 1 Look at the photos (1–3). Listen and repeat.
(e.g. Exercises 3 and 4) 1 2 3
activities
Background play the guitar play the drums play the keyboards
In this lesson, the characters
in the cartoon strip are Reading and Listening
interviewed by another student 2
at their school, Ellie, who
is the editor of the school

1
magazine. She asks them about
themselves and this leads into
essa ge
the grammar focus on Wh- new m
question words. KimCo me to an

co
Please e
w for th
intervie agazine.
sc h o o l m
at Ellie Okay. How old are you, Kim?
ernoon
Warm-up This aft
2 p.m .
Kim
Ellie
I’m twelve.
And how many people are in the band?
Ellie Kim Hi, we’re here for the interview. Kim Four. Lulu, Zak, Kwame and me.
Extra lie
Reply I’m Kim and this is Kwame.
from El
Ellie I’m Ellie. Nice to meet you.
Revise can/can’t. Ask students
to say a sentence about their 3
But Lulu and Zak 4
musical abilities, e.g. I can are late … again.
sing but I can’t play the piano.
Remind students to use and or
but to join their ideas.
Ellie And who is the rapper?
1.42 Exercise 1 Kwame I am – Kwame.
Ellie What instruments can the band play?
t Play the recording for Kwame Kim can play the guitar, Zak can play the drums and
students to listen and Lulu can play the keyboards. And I can rap and sing.
repeat. 5
6 Here are two tickets
for the concert. Great! Thank you.
Reading and
Listening
Extra
Ask students what instruments Ellie When is your first concert?
Kim It’s on the fourth of July at 2.30.
Kim, Zak and Lulu play and Ellie And where is the concert?
who can sing. They check their 38 Kim It’s at school.
answers as they read and listen
in Exercise 2. (Answers: Kim
– guitar, Zak – drums, Lulu –
keyboards, Kwame – rap and
sing) Grammar: Question words Practice
1.43 Exercise 2
t Read through the table with the class. t Complete the second item with the
t Before reading the cartoon
t Ask students to look again at the class before students complete the
cartoon strip in Exercise 2 and find exercise, working individually.
the answers to the questions.
what they can see. Answers student page
t Play the recording for Answers
students to listen and read I’m twelve.
the cartoon strip. Four.
I am – Kwame.
Kim can play the guitar, Zak can play
the drums and Lulu can play the
keyboards. And I can rap and sing.
It’s on the fourth of July at 2.30.
It’s at school.
38
Having Fun
Grammar: Question words 6 Work in pairs. Ask and answer

questions about Ana.
3 Look at the table. Find the answers to the Extra
questions in Exercise 2. What instruments can Ana play?
Wh- Question words She can play the violin, Ask students to repeat the
the piano and the guitar. questions in Exercise 4 after you
How old are you, Kim?
How many people are in the band? to practise pronunciation before
Who is the rapper? they work in pairs in Exercise
What instruments can the band play? 8. Check that students use a
When is your first concert? falling intonation in these Wh-
Where is the concert?
questions.
Practice Your Turn
Exercise 8
4 Match the questions (1–6) with the answers (a–f). 7 Imagine a new ‘you’ for the School
Challenge competition. Complete t Students work in pairs,
1 What’s your name? a) Bilbao, in Spain.
2 Where are you from? a b) It’s on the third of May. the information. asking and answering the
3 How old are you? f c) Lady Gaga. She’s questions using the form in
4 When is your birthday?b fantastic. School Challenge Exercise 7.
5 How many instruments d) Two, the piano and t If there is time, students can
can you play? d the guitar.
6 Who is your favourite e) Paula Gómez. Name change partners and repeat
singer? c f) I’m thirteen. From the activity.
Age
1.44 5 Listen to Ana and complete the information. Birthday
Instruments Number
School Challenge
What 4PQIJF Hello, I’m Sophie,
the interviewer for School
Name Ana Sanchez Sing yes no
Argentina Dance yes no Challenge. What’s your name?
From
Age 14 Act yes no Ana Ana Sanchez.
Birthday 17th August Favourite singer 4PQIJF Ana with one ‘n’ or
Instruments Number 3 two?
What Violin, piano, guitar "OB One.
Sing yes no Dance yes no 8 Work in pairs. Ask and answer 4PQIJF And repeat your
Act yes no questions from Exercise 7. surname, please?
Favourite singer Residente A What’s your name? "OB Sanchez –S-A-N-C-H-E-Z.
B My name’s … 4PQIJF Okay, Ana. Where are
you from?
Oh, no!
"OB I’m from Argentina.
7 4PQIJF Argentina, Okay. And
how old are you?
"OB I’m 14. My birthday is the
17th of August.
4PQIJF Okay … now music.
How many instruments can you
Lulu Hi, my name’s Lulu … play?
Zak And I’m Zak …
Kim This isn’t Ellie. That’s Ellie. 39 "OB Three.
Sophie Three?
"OB Yes, I can play the violin,
the piano and the guitar.
4PQIJF Amazing. And can you
1.44 Exercise 5 Exercise 6 sing, dance or act?
Audioscript end of notes t Ask two students to read aloud the "OB I can sing but I can’t
t Before you play the recording, example dialogue. dance and I can’t act.
give students time to read through t Remind students that can doesn’t 4PQIJF Okay. And the last
the profile to see what missing change in the third person singular. question – who is your
information they need to listen for. t Students then work in pairs, asking favourite singer?
Reassure students that they do not and answering questions about Ana. "OB My favourite singer is
need to understand everything the Residente from Calle 13 – that’s
speaker says to complete the profile. Your Turn R-E-S-I-D-E-N-T-E.
4PQIJF Thanks, Ana. And good
Answers student page Exercise 7 luck in the competition.
t Students complete the form,
t If they wish, students can attach
a photograph or drawing of
themselves to the form.
Answers
Students’ own answers 39
This Uni
12 Can I film your par y, please?
Warm-up
the exercises for homework 1 Look at the first photo. Point to Marcus, Oliver and Murat. Who is the girl?
activities 1.45 2 Read and listen. Check your answer to
Exercise 1.
Background Oliver This is our cousin, Vicky. She’s at
our school but she’s in a different
In this episode of the story, class. Vicky, this is Murat.
Marcus and Oliver introduce Vicky Hi, Murat. How are things?
Murat to their cousin Vicky, Murat Great, thanks.
who invites the three of Vicky Good. Hey, Marcus, Ollie, don’t
them to her birthday party. forget it’s my birthday on
This lesson includes the first Saturday.
listening extension (Exercise Marcus Okay, what time is the party?
4), in which Murat asks for Vicky Six o’clock.
permission to film some Oliver Can Murat come, too?
of the party for the video Vicky Of course.
competition. Murat A birthday party. Cool! Thanks.
Can I use my camera, please? It’s
In the Writing section, for a blog of my visit to England.
students study the use of And for a competition.
question marks. Vicky Sure, no problem.
…
Warm-up Murat Happy Birthday, Vicky.
Vicky Thanks, Murat. My friends are in
the garden. You can film there.
Exercise 1
Murat Excuse me, can I film you? Is that
t Ask students to look at the okay?
first photo and point to Mollie Sure, no problem.
Marcus, Ollie and Murat. Sam No, I’m sorry you can’t.
Then ask them who they
think the girl is. 3 Choose the correct words.
1 Vicky is / isn’t in Marcus and Oliver’s
Answer class.
2 It’s Murat’s / Vicky’s birthday.
The girl is Vicky, Marcus and
3 Mollie is Vicky’s / Murat’s friend.
Ollie’s cousin. 4 Sam is / isn’t happy about the video.
1.46 4 Listen and tick () the two correct

sentences.
Reading and 1 Sam isn’t at the party now.
Listening 2 Murat can film the party.
3 Vicky’s friends aren’t in the video.
1.45 Exercise 2 4 Murat is happy with his video
of the party.
t Students read and listen to 40
the dialogues.
Exercise 3
t Give students time to read 1.46 Exercise 4 Speaking
through the dialogues again Audioscript end of notes
before they choose the t Play the recording for students to Exercise 5
correct words. identify the two correct sentences. t Ask students to repeat the Key
t Reassure students that they do not Expressions after you. Pay particular
Answers student page need to understand everything attention to intonation patterns and
the speakers say to complete sentence stress.
Extra the exercise. t Point out the use of Excuse me, to
be polite.
Play the recording for students Answers student page
t Students find and underline the
to focus on pronunciation, questions with can in Exercise 2.
stress and intonation patterns.
Students work in groups of six, Answers student page
reading aloud the dialogues and
taking turns to be Oliver, Marcus,
Vicky, Murat, Mollie and Sam.
40
Having Fun
Speaking Writing: Question marks (?)

5 Look at the Key Expressions. Underline the 7 Circle the question mark in the sentence. Exercise 9
questions with can in Exercise 2. Can I use my camera, please? t Read the texts with the class
8 Write the words in the correct order to and check that students
make questions. Add capital letters and understand that the first text
question marks. is a party invitation and the
1 CD player / use / I / can / your second text is a reply.
2 favourite / your / is / singer / who t Check students understand
3 on Monday / my / to / you / can / come /
party
the meaning of fancy dress.
6 Work in pairs. Use the Key Expressions and
4 the / are / many / how / people / party / at
the verbs in the box for the situations (1–4). Answers student page
use your mobile open the window 9 Read the texts. Put the sentences in the
come to your party turn on the TV correct place.
I can come on the 22nd April. Exercise 10
1 It’s very hot in the classroom.
2 Your favourite programme is on TV. Can you come to my party? t Students prepare a party
3 Your mobile phone is at home. From 3.30 to 6.30. invitation and reply. If
Is that okay?
4 It’s your friend’s birthday. they wish, students can
Can I open the window, please? decorate their invitation
Of course. Alison’s appropriately.

Birthday point out any language
errors for them to correct.
1 Can you come to my party?
It’s on Saturday, 22nd April at my house. Extra
2 From 3.30 to 6.30 In pairs, students exchange their
Please come in fancy dress! party invitations and write a
reply to their partner accepting
or refusing the invitation.
Remind them to be polite and to
check their punctuation.
Dear Alison
to your
Thank you for the invitation Exercise 4 – Audioscript
the 22n d April.
party. 3I can come on .VSBU Vicky, I’m sorry! Sam
Can my sister com e, too?
4 Is that okay? isn’t happy about the video.
7JDLZ Sam, what’s the
See you on Saturday. problem? Murat’s video is for
Tanya a blog of his visit to England.
.VSBU Yes, and for a
competition. I can win a new
camera.
10 Write a party invitation and the reply.
Check your work for punctuation. 4BN OK, I’m sorry.
41 .VSBU Can I start the video
again, Vicky?
7JDLZ Of course. Come on,
everyone. Get ready for the
video.
Exercise 6 Exercise 8 .VSBU We’re at Vicky’s birthday
t Ask two students to read aloud the t Students work individually, writing party. She is Marcus and Ollie’s
example dialogue. the words in the correct order and cousin …
t Students work in pairs, asking adding capital letters and question .PMMJF Look at me! I’m a film
for permission and responding marks. star.
appropriately using the Key t Check answers by asking students to 4BN And I’m Voldemort from
Expressions. write the questions on the board. Harry Potter.
Answers Answers .VSBU Vicky, thank you for a
2 Can I turn on the TV, please? 1 Can I use your CD player? brilliant party. And for the film
3 Can I use your mobile, please? 2 Who is your favourite singer? for my blog. It’s great.
4 Can I come to your party, please? 3 Can you come to my party on 7JDLZ No problem. Now, where
Monday? is Ollie …
4 How many people are at the party?
Writing: Question marks (?)
Exercise 7
t Students circle the question mark in
the example sentence. 41
SStudy
udy Corner 34
Language Check
Exercise 1–4 1 Find twelve activities. Write the activities under
the correct picture.
p u t e rc o o kp l ayc h
a com ess
l ay fo o t b a l l use d r aw
p dan im s k at e b o a rd
cerid ts w
Feedback e ab i k ain
e s i n g p l ay t h e p ianop
class. Check spelling 1 2 3 4 5 6
paint play chess dance cook sing swim
t After checking answers to
Exercises 3 and 4, students 7 8 9 10 11 12
work in pairs, reading
the dialogues aloud and
changing parts.
t Students complete the draw play football skateboard ride a bike use a computer play the piano
them that one star means I
need more practice of this, Language Check Grammar Language Check Key Expressions
two stars means I can do this 2 Complete the sentences with can or can’t. 4 Complete the dialogues with the words
but I make some mistakes 1 I can sing and I can play the piano. in the box.
and three stars means I’m 2 Luis can ride a bike but he can’t swim. can’t come sorry excuse
good at this. 3 My best friend can’t play the piano but she can problem use
t Give students time in class can play the guitar.
4 We can sing but we can’t act. 1 A 1 Can I2 come to
or at home to do Language 5 Can you paint? No, I can’t . your party?
Check 4 of the Workbook. 6 Can your dad draw? Yes, he can . B Sure, no 3 problem .
7 What can you do? 2 A 4 Excuse me, can I
Module 4 Test, Active Teach I can cook and I can sing. 5 Use your mobile phone,
8 What can your brother do? please?
He can play chess. B No, I’m 6 sorry you
7 can’t .
1 A Who / Where is your teacher?
B Miss Mitchell.
2 A What / When is your birthday?
B It’s on the fifth of November.
3 A How many / How old instruments can you play?
B Two – the piano and the violin.
4 A When / Where is my mobile phone? Feedback
B It’s on the desk over there. Vocabulary
5 A How old / How many are you?
Grammar
B I’m thirteen.
6 A What / How sports can you play? Key Expressions
42 B I can play football and basketball. Module 4
42
Module 5
Who is Talk about appearance.
your
Read about a heroine. 2.3 Exercise 2
Listen to an interview with a footballer. Audioscript end of notes
Hero?
Write about your hero/heroine. t Check students understand
Learn about have/has got, haven’t/hasn’t got that they have to follow the
and Have you got … ? instructions and draw on the
faces to complete them.
c d t Check answers by asking
b individuals to draw the
a
faces on the board and add
all the features from the
recording.
Answers
See audioscript for details of
g h features students should have
e f
drawn on faces.
Exercise 3
Get Ready
Heroes describing a face yourself for
students to draw.
t Remind students of the use
of imperatives, e.g. Draw …
Add … to give instructions.
1 Look at the Key Words. How many can you find in 3 Game Work in pairs. Give instructions t If there is time, students
the photos? Listen and repeat. and draw a face.
change partners and repeat
a – blond hair the activity with a different
Draw brown eyes. Add …
2.2 student.
Extra
Secretly choose a student and
2.3 2 Listen and complete the faces. Compare with then give instructions for the
a partner.
class to draw his/her face,
1 2 3
e.g. Draw long hair. Curly not
straight. Add glasses. etc. Then
ask students Who is it? for
students to guess who you were
describing. Individually, students
choose a classmate and write
43 down words to describe their
appearance. They then work in
groups of three, taking turns
to describe and guess who the
people are.
Ge Ready the Key Words and word stress.
Background Answers One
This Unit introduces words to describe a long/straight hair, blue eyes 8PNBO Draw green eyes. Add
appearance. In both the cartoon strip b short/straight/dark hair, brown eyes glasses. Draw short, red hair.
and the story feature, the characters c short/curly/dark/red hair Add a black moustache.
will talk about the way people look d short/dark hair, brown eyes, Two
and dress, and students will learn how moustache, beard 8PNBO Draw short, blond,
to identify people by describing their e short/straight blond hair, blue eyes curly hair. Draw blue eyes.
clothes and appearance. f short/straight/blond hair, blue eyes, Three
glasses 8PNBO Draw brown eyes. Add
g straight/dark/black hair, brown eyes glasses. Draw long, straight
2.2 Exercise 1 h straight/long/dark/brown hair,
t Students look at the photos and see brown hair. Add a small beard.
brown eyes
how many of the Key Words they
can find.
listen and repeat.
43
13 She’s go long hair
This Uni
Warm-up
(e.g. Exercises 4, 5, 7 and 10) 2.4
.PSFUJNF do the extra 4
1 3 5
activities
2
Background
The grammar focus of this
lesson is on have/has got for
possession and students learn
to describe people in more pretty short slim strong tall
detail.
4IBOB[F3FBEF (pictured in Reading and Listening
Exercise 2) born 1988. British.
Professional BMX rider and 2.5 2 Read and listen.
track cyclist who has won
Friendspace.net
various world championships
and participated in the 2008
and 2012 Olympic Games for
the UK. Her father is Jamaican
and her mother Irish.
Warm-up
2.4 Exercise 1
t Play the recording for A runner, a singer or an
students to listen and actor? Or your teacher
3 Look at the Sentence Builder.
repeat. or your mum or dad?
Extra
Millie, thirteen, from London
Students look again at the My heroine is Shanaze Reade. She’s a champion BMX
adjectives and tick () three that rider. She’s twenty-three years old and she’s from
Crewe, in the north of England.
describe them. She’s got long, dark hair and brown eyes. She’s pretty. 4 Are the sentences true (T) or false
She isn’t very tall (1.72 metres) but she’s strong. (F)?
She’s very fast on her bike and she can do jumps. 1 F Shanaze is from London.
Reading and g children but she’s got a brother and a
She hasn’t got 2 F She’s very tall and strong.
sister. She’s got hundreds of fans and she’s helpful to
Listening other riders.
3 T She’s very good at her sport.
I’ve got posters of Shanaze in my room. I’ve got a 4 F She’s an only child.
2.5 Exercise 2 a
photo, too but I haven’t g her autograph. And I
got 5 T She’s nice to other riders.
g tickets for her next competition but I can
haven’t got
t Play the recording for watch her on TV.
students to listen and read 44
the webpage.
Exercise 3
t Read the sentences with Exercise 5 Grammar: have got/has got
the students. t After checking answers, ask students
to repeat the words after you to Exercise 6
Exercise 4 practise word stress. t Read through the table with
t Give students time to read the class.
the webpage again and Answers student page t Ask students to look again at the
decide if the sentences are webpage in Exercise 2. Students see
true or false. Extra how many examples of have got/has
t When checking answers, ask got they can find.
students to correct the false Elicit more examples of jobs from the
sentences. class, e.g. footballer, doctor, dancer. Answers student page
Check students understand that not all
Answers student page jobs end in -er (e.g. actor, waitress).
44
Heroes
5 Complete the Word Builder. Find the words Grammar: haven’t got/hasn’t got
in Exercise 2.
9 Look at the table. How many examples of
haven’t got or hasn’t got are in Exercise 2? Grammar: haven’t
Negative
got/hasn’t got
I haven’t got Exercise 9
singer You haven’t got
He hasn’t got t Students find and underline
actor She hasn’t got long hair. examples of negatives in the
teacher It hasn’t got webpage in Exercise 2.
rider We haven’t got
They haven’t got Answers student page
Grammar: have got/has got
Practice
6 Look at the table. How many examples Practice
of have (’ve) got or has (’s) got are in 10 Use the words to write negative sentences.
Exercise 2? 1 I / long hair I haven’t got long hair.
2 my dad / a beard
Exercise 10
Affirmative t Do one or two sentences
3 I / ten cousins
I’ve got 4 my school / music room with the class before
You’ve got 5 my friends and I / English homework
He’s got
students complete
6 my best friend / green eyes
She’s got brown eyes. the exercise, working
It’s got Your Turn individually.
We’ve got
They’ve got 11 Invent your own avatar. Describe your Answers
appearance and what you can do. Use the 2 My dad hasn’t got a beard.
Practice ideas in the table or your own ideas. 3 I haven’t got ten cousins.
My name’s Sam. I’ve got wings. I can fly. 4 My school hasn’t got a
7 Complete the sentences with ’ve got or
’s got. music room.
I’ve got … I can …
1 She 's got a brother and a sister.
5 My friends and I haven’t
2 I ’ve got dark hair. got English homework.
3 You ’ve got a great bike. 6 My best friend hasn’t got
4 We ’ve got a new TV. green eyes.
5 He ’s got a beard. wings fly
6 They ’ve got fifty CDs.
7 She ’s got three children. Extra
8 My school is new. It ’s got two
computer rooms. Each student tells the class
X-ray eyes see through things an affirmative and a negative
8 Work in pairs. Say two true sentences and
three false sentences. sentence about their own
A I’ve got a new mobile phone. appearance, e.g. I’ve got short
B True. hair. I haven’t got blue eyes.
a magic ring be invisible
A No, it’s false!
Your Turn
a time machine travel through time
Exercise 11
45
the class. Remind them
that can is used for abilities
and check they understand
Practice Exercise 8 the meaning of see through
t Ask two students to read aloud things and travel through
Exercise 7 the example dialogue. time.
t Complete the second item with t Check students understand that t Check students understand
the class before students work they should say five sentences in that an avatar is a small
individually, completing the total but that only two of them image used on the Internet
sentences with ’ve got or ’s got. should be true. to identify a person in a
t Check answers by asking students to game or a chatroom.
write the sentences on the board. t If they wish, students can
attach a drawing of their
Answers student page avatar to their description.
Photocopiable activity 9,
Active Teach
45
14 Wha clo hes have you go ?
This Uni Warm-up
(e.g. Exercises 3, 4 and 5) 2.6
1 2 3 4 5 6
activities
Background
In the cartoon strip in this dress hat jeans shoes tracksuit trainers
lesson, Lulu, Zak and Kwame
go shopping for new clothes
for the concert. Kim isn’t with Reading and Listening 3
them and when they get back 2.7 2 Read and listen.
to school and see her, she 2
surprises them with special 1
tracksuits for them all to wear.
There is a grammar focus on
Have you got … ? and Wh-
questions.
Lulu Have you got new clothes, too, Zak?
Warm-up Zak Look! A new shop!
Lulu We can get new
Zak Wow! What clothes have
you got, Lulu?
Zak No, I haven’t, but I’ve got new trainers.
And you, Kwame?
clothes for the concert. Lulu A new dress, new
2.6 Exercise 1 Kwame Er, I haven’t got clothes from the
Kwame Lulu! Zak! Wait! shoes and a new hat.
shop but Kim has got …
t Play the recording for New clothes … fantastic!
5 Wow, you’re all
students to listen and 4 6
here! Great!
repeat.
Extra
Write gapped words on the
board for students to complete
Hi, Kim. What have
with the correct vowels: you got in those bags?
1 G R _ _ N (green) Lulu Kim? What has she
got? Has she got new
2 W H _ T _ (white) clothes for the band? Lulu!
3 _ R _ N G _ (orange) Kwame Yes, she has, Shh! Kim’s here.
4 Y _ L L _ W (yellow) but it’s a surprise …
5 B L _ _ (blue) 7
Elicit from students the other
colours they know, e.g. black,
grey, pink, red. Ask students
what clothes the characters in
the cartoon strip have got, e.g. Kim It’s okay. I’ve got a present for you.
Kwame has got red trainers. 46 Surprise! KimCo tracksuits!
Zak/Kwame/Lulu Cool!
Reading and
Listening
Grammar: Have you got … ? Practice
2.7 Exercise 2
strip, ask students to look t Read through the table with t Students match the questions (1–5)
at the pictures and describe the class. with the answers (a–e).
what they can see. t Ask students to look again at t Check answers by asking pairs
t Play the recording for the cartoon strip in Exercise 2. of students to read aloud the
students to listen and read Students see how many examples of questions and short answers.
the cartoon strip. questions with have got and short
answers they can find. Answers student page
46
Heroes
Grammar: Have you got … ? 6 Work in pairs. Ask and answer the
questions in Exercise 5.
3 Look at the table. Underline the examples Extra
of Yes/No and Wh- questions in Exercise 2. Has Anita got a tracksuit?
Yes/No Questions Write on the board:
No, she hasn’t. What have you got in your
Have I/you/we/they got
new clothes? bedroom?
Has he/she/it got
Students work in pairs or small
Short Answers groups, asking and answering
Yes, I/you/we/they have. the question. If necessary, teach
No, I/you/we/they haven’t. new vocabulary they need to talk
Yes, he/she/it has. Your Turn about things in their bedrooms.
No, he/she/it hasn’t.
Wh- Questions 7 Work in pairs. Ask and answer the
have I/you/we/they got?
questions. Your Turn
What A Have you got a brother or a sister?
has he/she/it got? B Yes, I have. I’ve got two sisters. Exercise 7
Practice t Ask two students to read
aloud the example dialogue.
4 Match the questions (1–5) with the answers
(a–e).
Have you got … ? t Students then work in pairs,
taking turns to ask the
1 Has Lulu got new jeans? e questions and complete the
2 What clothes has Lulu got? d Appearance
3 What colour trainers has Zak got? b survey for their partner.
red hair? blue eyes?
4 Has Kwame got clothes from the shop? a
5 Has Kim got clothes for the concert? c glasses? curly hair?
Exercise 8
a) No, he hasn’t. t Remind students to use the
b) Red. Family
third person singular form
c) Yes, she has. a brother or a sister?
d) A dress and a hat. has/hasn’t got.
e) No, she hasn’t.
twenty cousins? t After the pair activity, each
four grandparents? student tells the class three
5 Look at the pictures. Write questions and
things about their partner,
short answers about the things in the box. Heroes/Heroines e.g. Sarah hasn’t got a
Has Anita got a mobile phone? Yes, she has. a hero or a heroine? brother but she’s got two
a mobile phone new trainers posters of your hero or heroine? sisters. Her hero is …
a computer an MP3 player his or her autograph?
a tracksuit a games console Photocopiable activity 10,
Active Teach
8 Tell the class about your partner.
Mila has got two sisters.
She hasn’t got twenty cousins.
47
Exercise 5 Extra
t Students work individually, looking
Elicit vocabulary to talk about the
at the photos and writing questions
other objects that can be seen in the
and short answers.
photos, e.g. book, desk, poster. In pairs,
t Check students’ questions before
students ask and answer additional Yes/
No questions about the objects, e.g. Has
Answers Simon got a desk? Yes, he has.
Has Anita got new trainers?
Yes, she has. Exercise 6
Has Anita got a computer? t Students repeat the example
No, she hasn’t. question and answer after you.
Has Simon got an MP3 player? t They then work in pairs, asking
Yes, he has. and answering the questions from
Has Simon got a tracksuit? Exercise 5.
Yes, he has.
Has Simon got a games console?
No, he hasn’t.
47
15 Wha colour hair has she go ?
This Uni Warm-up
the exercises for homework 1 Look at the photos and find the words in
the box.
.PSFUJNF do the extra football shirt tracksuit T-shirt
activity long hair red hair blond hair
Background Reading and Listening

In this episode of the story, 2.8 2 Read and listen.
Vicky and Murat meet Vicky’s Vicky Hi, Murat. Chris Cooper is at our
favourite football player, Chris Sports Day!
Cooper. Murat expects a man Murat Who?
but Vicky quickly points out Vicky Chris Cooper! The footballer!
that Chris is a girl. Murat Oh, where is he?
$ISJT$PPQFS is a fictional Vicky Not he, she. Chris is a girl. She’s a
character. In recent years, footballer for Cambridge Football Club.
She’s my heroine! She’s tall and she’s
women’s football has become really good at football.
more popular and has started Murat What colour hair has she got?
to be taken much more Vicky She’s got dark hair and blue eyes. She’s
seriously as a sport. Visit got a red and white football shirt.
www.womensoccer.com for Murat Wow! An interview with a real
more information. footballer for my blog …
In the Writing section, students Vicky Murat, wait!
study the use of commas. …
Murat ‘It’s Sports Day at Cambridge City School.
Warm-up I’m here with Chris Cooper, a footballer
for Cambridge Football Club.’
Chris Oh, hello.
Exercise 1
t Read through the words in 3 Choose the correct words.
the box with the class. 1 The Sports Day is / isn’t at Vicky’s school.
t Ask students to look at the 2 Chris / Vicky is a footballer.
photos of the sports day 3 Chris is Vicky’s / Murat’s heroine.
4 Chris has / hasn’t got blond hair.
and find the things in the 5 Chris has / hasn’t got blue eyes.
photos.
2.9 4 Listen to Murat’s interview with Chris.
Extra Complete the table.
Name Chris Cooper
Ask students to describe the From Cambridge
people in the photos using have 1 23
Age
got/has got and the vocabulary
Sports can play football, 2 basketball, swim
of appearance and clothes in and run
Module 5. Family 3 two brothers, 4 two sisters
48 Football 5 twenty hours a week
Reading and
Listening
2.9 Exercise 4 Speaking
2.8 Exercise 2
Audioscript end of notes
t Play the recording for students to Exercise 5
the dialogues.
complete the table. t Ask students to repeat the Key
t Reassure students that they do not Expressions after you. Pay particular
Exercise 3 need to understand everything attention to intonation patterns and
t Give students time to read the speakers say to complete the sentence stress.
through the dialogues again exercise. t Students find and underline the
before they choose the Key Expressions in the dialogues in
correct words. Answers student page
Exercise 2.
Answers student page Answers student page
48
Heroes
Writing: Commas (,)

7 Circle the commas in the sentence. Exercise 9
She can swim, play football, run and ride
t Read the text with the class
a horse.
and check who they think
8 Add commas in the correct places. the writer is.
1 My favourite colours are red ,blue , green
and pink. Answer
2 I’ve got a brother ,two sisters and twenty The writer is Vicky.
friends.
3 Our school has got a computer room ,
a music room and an art club.
4 I can speak Spanish ,play chess ,use
Exercise 10
a computer and play the guitar. t Students work individually,
writing about their hero or
9 Read the text. Who is the writer?
heroine. If they wish, they
www.whoisyourhero.net can attach a photograph of
their hero to their text.
Who is Tell us about YOUR t Check students’ writing and
you r heroes and find new
hero?
inspirational people
all over the world! errors for them to correct.
new heroes upload forum login

/BSSBUPS Murat continues his
My heroine is
interview with Chris Cooper.
Chris Cooper. She’s .VSBU Hello, can I ask you
a footballer for some questions? It’s for my
Speaking Cambridge Football video blog. Look, I’ve got my
Club. She’s twenty-
5 Look at the Key Expressions. Underline camera.
three years old and
the Key Expressions in Exercise 2.
she’s from Cambridge. $ISJT Sure, no problem.
Chris has got dark hair and blue eyes.
.VSBU Great, thank you. Okay,
She’s tall and slim. She’s from a big where are you from?
family. She’s got two brothers and two $ISJT I’m from Cambridge.
sisters. Her dad is a sports teacher. .VSBU And how old are you? Is
Chris can play football and basketball. that question okay?
She can swim and run. She’s got $ISJT Yes, it’s fine. I’m 23 years
6 Game Work in pairs. Describe a person hundreds of fans and she’s helpful
in your class and guess. to young footballers, too.
old.
A Is it a boy? .VSBU And you’re a footballer
B No, it isn’t. for Cambridge Football Club.
A What colour hair has she got? Can you play other sports?
10 Write about your hero or heroine. Include
$ISJT Yes, I can play
B She’s got blond hair. this information. Check your work for
A Has she got glasses? punctuation. basketball. And I can swim and
B Yes, she has. t OBNF t BQQFBSBODF I’m a good runner.
A Is it Magda? t BHF t GBNJMZ .VSBU Wow! You’re very good
B Yes, that’s right. t DJUZ t XIBUDBOIFTIFEP 49 at sport.
$ISJT Mmm, my dad is a sports
teacher.
.VSBU Really? And have you
Exercise 6 Writing: Commas (,) got a brother or a sister?
t Ask two students to read aloud the $ISJT Well, I’m from a big
example dialogue. Exercise 7 family. I’ve got two brothers
t Demonstrate the game by choosing t Students circle the commas in and two sisters.
a person for students to guess. the sentence. .VSBU Wow. Five children!
t Students take turns to think of $ISJT Yes, that’s right.
a person and ask their partner .VSBU Now tell me about
Exercise 8 football.
questions. t Students work individually, writing
t If you wish, limit the number of $ISJT Well, practice is
commas in the correct places in the important.
Yes/No questions (e.g. a maximum sentences.
of five questions) before the person .VSBU How many hours a
t Check students understand that week?
gives the answer. we use commas to separate nouns, $ISJT About 20 hours.
adjectives or verbs in a list. Point .VSBU 20 hours a week! Wow!
out that we do not use a comma That’s a lot of …
before but.

49
SStudy
udy Corner 35
Language Check
Exercises 1–5
1 Match the people in the texts (1–4) with the pictures (a–d).
Answers student page a b c d
Feedback
class. Check spelling Max Joe Tim Vik
1
individuals to write the Tim is tall. He’s got long, 2 Max is tall and he’s got 3 Vik isn’t very 4 Joe is very nice. He’s
answers on the board. curly, blond hair. He’s got long, straight hair. He isn’t tall. He’s got got short, blond hair
glasses but he hasn’t got very nice and he hasn’t got short, dark hair and glasses. He isn’t
t After checking answers to a beard. He’s very strong. many friends. and a beard. very slim.
Exercise 5, students work in
pairs, reading the dialogue 2 Find and underline the word that is different.
aloud and changing parts. 1 dark blond red green 3 pretty slim helpful short
t Students complete the 2 beard curly straight long 4 dress trainers jeans tracksuit
them that one star means Language Check Grammar 4 you / a skateboard? (no)
Have you got a skateboard ?
I need more practice of this, 3 Complete the sentences with ’ve got, ’s got, No, I haven’t.
two stars means I can do this haven’t got or hasn’t got. 5 your mum / curly hair (yes)
but I make some mistakes 1 I’ve got two sisters but I haven't got a Has your mum got curly hair ?
and three stars means I’m brother. Yes, she has.
good at this. 2 My mum ’s got blue eyes but I’ve got 6 we / English homework? (no)
brown eyes. Have we got English homework ?
t Give students time in class No, we haven’t.
3 We ’ve 25 computers in our classroom.
or at home to do Language 4 I ’ve got a new mobile phone. It’s
Check 5 of the Workbook. brilliant! Language Check Key Expressions
5 My brother has got a bike but he hasn’t got
Module 5 Test, Active Teach a skateboard.
6 My twin sisters are eight. They ’ve got A Look! There’s my cousin. He’s from London.
B 1What / Who ?
blond hair and blue eyes.
7 You ’ve got new trainers. They’re great! A The 2slim boy / boy slim over there.
8 We’ve got a computer room but we B Is he the boy with glasses?
haven’t got a music room. A No, no. He 3has / is got dark, curly hair.
B I can’t see.
4 Write questions and short answers. A 4He’s / He’ve got a T-shirt and jeans.
B 5How / What colour T-shirt has he got?

1 you / a sister? (yes)
Have you got a sister? A Black and white.
B Oh, yes.
Yes, I have.
2 he / long hair? (no)
Has he got long hair ? Feedback
No, he hasn’t. Vocabulary
3 they / new clothes? (yes)
Have they got new clothes ? Grammar
Yes, they have. Key Expressions
50 Module 5
50
1 2
Module 6
Talk about places and routines.
Exercise 3
Read about a boy’s routine in Spain.
t Students tick places in
Listen to conversations in different places.
Exercise 1 that they can go
Write an email. to in their town.
Learn about the Present Simple.
Exercise 4
3 4 5 6 aloud the example dialogue.
asking and answering the
question from the example
dialogue.
t After the pair activity, each
student tells the class two
or three of their partner’s
favourite places.
7 8 9 10
Extra
Elicit more examples of places
from the class, e.g. disco,
museum, zoo. If necessary,
present vocabulary for other
Differen Days
favourite places.
Get Ready One
-JCSBSJBO Sssh! This is a
1 Look at the Key Words. Match the words 3 Where can you go in your town? Tick ()
with the photos (1–10). Listen, check and the places in Exercise 1. library, not a sports centre.
repeat. (JSM Sorry. Where are the
4 Work in pairs. Talk about your favourite science books, please?
1 – beach places.
-JCSBSJBO In room 2, over
2.10 What are your My favourite places there.
favourite places are the cinema and (JSM Thank you.
in town? the beach. Two
#PZ Dad! Stop! Stop!
%BE What’s the problem?
2.11 2 Listen and number the places. #PZ I can’t do this.
ice rink 2 %BE Take my hand. I can help
shopping centre 4 you. Okay?
library 1
Internet café 3 51 #PZ Er, yes. Wow! This is great.
I can skate.
Three
#PZ Can I send an email,
Point out that the stress falls on the please?
Ge Ready first word in the two-word phrases, "TTJTUBOU Yes, of course. You
e.g. ice rink, Internet café. can use computer number 7.
Background #PZ Where is it?
This Unit introduces a lexical set of Answers "TTJTUBOU It’s over there, next
places. In the following lessons these 2 swimming pool 3 snack bar to the window.
places will be recycled and students 4 cinema 5 Internet café Four
will see the Present Simple to talk 6 library 7 park 8 shopping centre #PZ Oh, look. A new music
about daily routines. 9 sports centre 10 ice rink shop.
#PZ Great.
2.10 Exercise 1 #PZ Have you got the new
2.11 Exercise 2 Kanye West CD?
t Students match the words with Audioscript end of notes
the pictures. Check the spelling of 'FNBMFBTTJTUBOU Yes, we have.
t Play the recording for students to #PZ Can we listen to it?
any Key Words that are similar in identify the correct places. Reassure
English and in the students’ L1. Assistant Yes, you can use the
students that they do not need to CD player over there.
t Students then listen to the recording understand everything the speakers
and check their answers. say to complete the exercise. Photocopiable activity 11,
t Check students’ pronunciation of Active Teach
the Key Words and word stress. Answers student page 51
16 He eaches me Spanish
This Uni
Warm-up
the exercises for homework 2.12 1 Look at the Key Words. Listen and repeat.
activities 1 2 3 4
Background
This lesson looks at common get up have breakfast go to school study
verbs for daily routines and 5 6 7
teaches students to use the
Present Simple affirmative
to talk about the routines of
have lunch do your homework go out with your friends
their family. The Word Builder
focuses on the correct spelling 8 9 10
of the third person verb forms.
Warm-up go swimming have dinner go to bed
2.12 Exercise 1 Reading and Listening

t Play the recording for 2.13 2 Read and listen.
Friendspace.net
repeat.
t Check that students Eddie’s profile: I’m in Spain! + Add friend Message
understand the meaning of
the routine words by asking 4 new photos
them to translate them into
This is my homestay family. Jordi is 19. He studies English and he
their L1. Mr and Mrs Cabell teaches me Spanish. Cesc is 13 – my age – and I go to his school.
School is different from England. We get up early – at seven o’clock
Reading and and the first lesson is at eight. School finishes at two o’clock –
no lessons in the afternoon! My classroom is fantastic. I’ve got
Listening a new computer and the teacher uses a whiteboard on the wall. I sit
between Cesc and a girl, Mireia – she’s very pretty!
Jordi We go home at two o’clock and we have a big lunch. In England, I
Extra have lunch at school. The family’s house is next to the beach. We go
Cesc swimming every day. In the evening, Cesc and I do our homework.
Before reading the profile, ask Jordi helps me with my Spanish and he goes out with his friends.
students to look at the photo We have dinner at 9.30. In England, I go to bed at nine but in Spain
bedtime is very late – eleven o’clock (don’t read this, Mum!).
and describe the people they can
see. Encourage them to use have
got/has got and the vocabulary
3 Answer the questions.
from Module 5 when possible.
1 Is Eddie in England? No, he isn’t. 4 Has the Spanish classroom got computers?
2 Who are Mr and Mrs Cabell, Jordi and Cesc? 5 Who is Mireia?
2.13 Exercise 2 52 3 How old is Eddie?
the profile.
Grammar: Present Exercise 6
Exercise 3 Simple (1) t Explain that the focus in this Word
t Students work individually, Builder is on the correct spelling of
answering the questions. Exercise 4 the third person form of the Present
t After checking answers, t Read through the table with Simple.
explain or encourage the class. t Ask students to look again at the
students to guess the profile in Exercise 2. Students find
meaning of any new words Answer and underline examples of he/
in the text. The two forms are get and gets. she/it forms. If necessary, first ask
students to find the nouns that are
Answers used instead of he/she/it (e.g. School
2 They are Eddie’s homestay Exercise 5 finishes).
family. t Students match the times (1–6) with
3 Eddie is 13. the words (a–f). Answers student page
4 Yes, it has.
5 Mireia is a girl in Eddie’s Answers student page
class.
52
Differen Days
Grammar: Present Simple (1) Practice

4 Look at the table. What are the two
different forms of the Present Simple?
7 Complete the sentences with the correct
form of the verbs. Your Turn
Affirmative 1 My dad gets (get) up at 7.30.
2 I go (go) to bed at eight o’clock.
Exercise 9
I get 3 School finishes (finish) at four o’clock. t Check students understand
You get do
He gets
4 I (do) my homework in my that they should write five
bedroom. sentences in total but that
She gets up at 7 a.m. 5 We have (have) lunch at school.
It gets 6 We go (go) to school Monday to
only four of them should
We get Friday. be true.
They get 7 My sister goes (go) out with her t Check students’ sentences
friends on Saturdays. before they work in pairs in
5 What is Eddie’s routine? Match the times
8 My best friend studies (study) Spanish.
(1–6) to the words (a–f). Exercise 10.
1–e 8 Use the sentences in Exercise 7 to write
true sentences for you. Answers
1 two o’clock
2 eight o’clock f My dad gets up at 6.30. Students’ own answers
3 seven o’clock d
4 two o’clock c Your Turn
5 nine thirty b Extra
6 eleven o’clock a 9 Write four true sentences and one false
sentence about you and your family. Use Demonstrate the activity yourself
a go to bed
the Key Words in Exercise 1. by telling the class five sentences
b have dinner
c go home I have breakfast at school. about your daily routine using
d get up My brother does his homework in the park. the vocabulary from this Unit
e school finishes and asking them to guess the
f have the first lesson 10 Work in pairs. Read your sentences. Guess false information.
the false information.
6 Look at the Word Builder. Underline
examples of he/she/it forms in Exercise 2. A I have breakfast at school.
B True. Exercise 10
A Yes. My brother does his homework in t Ask two students to read
the park. aloud the example dialogue.
B False. t Students then work in
A No, it’s true! pairs, reading aloud
their sentences for their
partner to guess the false
information.
t If there is time, students can
change partners and repeat
the activity.
Photocopiable activity 12,
Active Teach
53
Extra Exercise 8
t Check students understand that
Ask students to add the additional verbs
they should change the information
(helps, finishes and uses) to the correct
in the sentences in order to make
spelling category in the Word Builder.
them true for them. They should
(+ s – helps, uses; + es – finishes)
not try to make the sentences
negative.
Practice t Students read aloud one or two of
their sentences to the class.
Exercise 7
t Complete the second item with the Answers
class before students complete the Students’ own answers
t Check spelling of the answers by
asking students to write the Present
Simple forms on the board.

53
17 She doesn’ lis en o rap
This Uni Warm-up
activities 1 2 3 4 5
Background
In this cartoon strip, the go to work eat listen to music watch TV go shopping
characters are backstage before
their first concert. Lulu thinks Reading and Listening And I’m not ready for the
her family are shopping but in concert. We’ve got ten 3
fact they are in the audience 2.15 2 Read and listen. new songs. And we don’t
practise every week.
to give her a birthday surprise. Hi. Sorry. I don’t go to
1
There is a grammar focus on Hi. bed early on Fridays. 2
the Present Simple negative. I watch a lot of TV.
Warm-up
Kim Hundreds of people are here.
I can see my mum and dad.
2.14 Exercise 1 Zak My mum and dad are
t Play the recording for here, too. They don’t work at
students to listen and You are ready. weekends.
Hello. Oops, sorry. I don’t Kwame My mum is here but my
repeat. eat before a concert. And you’re good.
dad can’t come.
Extra 5 It’s okay, Lulu. Put on Yes, Kim.

4 your tracksuit now.
Students write five true
sentences about themselves,
their family and friends using
the Present Simple affirmative
form of the Key Words, e.g. My
mum goes to work at 8 o’clock
from Monday to Friday.
Lulu My parents aren’t here. They go
shopping at weekends. And my sister’s
only three. She doesn’t listen to rap. 7
Reading and 6
Listening Lulu’s family are here but it’s
a surprise for her birthday.
2.15 Exercise 2 Okay, cool.
what they can see. 54
the cartoon strip.
Extra Grammar: Present Exercise 4

Simple (2) t Ask students to look again at the
Play the recording for students cartoon strip in Exercise 2. Students
to focus on pronunciation, Exercise 3 find and underline examples of the
stress and intonation patterns. Present Simple negative with don’t/
Students work in groups of four, doesn’t.
the class.
reading aloud the dialogues and
taking turns to be Kim, Zak, Lulu Answer Answers student page
and Kwame. The two forms are don’t and doesn’t.
Practice
Exercise 5
t Students complete the sentences
with don’t or doesn’t.
54
Differen Days
Grammar: Present Simple (2) 7 Saturday is Kerry’s favourite day. Look at

the examples and complete the sentences.
3 Look at the table. What are the two Extra
different forms of the Present Simple
negative? Write phrases on the board for
Negative students to make sentences using
I don’t the Present Simple affirmative
You don’t get up early get up at 10 o’clock
and negative, e.g.
He doesn’t 1 she / not go to work / weekends.
She doesn’t work at weekends.
1 Kerry doesn't get She gets up at
up early . ten o'clock . (She doesn’t go to work at
It doesn’t
weekends.)
We don’t
They don’t 2 he / listen to music / the
evening.
4 Underline examples of the Present Simple (He listens to music in the
negative with don’t or doesn’t in Exercise 2. evening.)
go to school watch TV
3 I / not go shopping / Sundays.
Practice (I don’t go shopping on
2 She . She .
5 Complete the sentences about KimCo with Sundays.)
don’t or doesn’t. 4 my brother / watch TV / the
1 Zak doesn’t go to bed early on Fridays. afternoon.
2 Zak’s mum and dad don’t go to work (My brother watches TV in the
at weekends.
afternoon.)
3 Kwame doesn’t eat before a concert.
4 Lulu’s sister doesn’t listen to rap. 5 my parents / go to work / nine
go to work go shopping
5 Kim and her friends don’t practise o’clock.
every week. 3 Kerry’s mum She (My parents go to work at nine
. with Kerry in town.
o’clock.)
6 Write the sentences in the negative.
1 We have lunch at school.
We don’t have lunch at school. Your Turn
2 My friend goes to the cinema every week.
3 You get up early on Sundays. Exercise 8
4 My mum goes to work at weekends. t Ask students which day of
5 My friends and I study music at school. do their homework go to the beach
6 My dad listens to rap. 4 Kerry and her friends They
the week is their favourite
. . and what they do on that
Yes, we’re KimCo
day which makes it special,
and we rap! Your Turn e.g. My favourite day is
Sunday. I go swimming in the
8 Think about your favourite day and morning and have lunch with
complete the information.
my family.
My favourite day is Saturday (day). I t Students complete the
(activity) at (time). text about their favourite
My family and I (activity) day, including information
(place). I don’t
about activities and places.
(activity). My friends and I
It’s our first concert.
If necessary, present
(activity). We don’t (activity).
55 vocabulary for other
activities and places.
Answers
t Read the sentences with the t Read through the example
students and check that they sentences with the students.
understand what to do. t Students then complete the
t Check answers by asking students to sentences, working individually.
Answers
Answers 2 She doesn’t go to school. She
2 My friend doesn’t go to the cinema watches TV.
every week. 3 Kerry’s mum doesn’t go to work.
3 You don’t get up early on Sundays. She goes shopping with Kerry in
4 My mum doesn’t go to work at town.
weekends. 4 Kerry and her friends don’t do their
5 My friends and I don’t study music homework. They go to the beach.
at school.
6 My dad doesn’t listen to rap.
55
18 Tha ’s a nice idea
This Uni Warm-up
the exercises for homework 1 Look at the photos. Where are Murat
and the family in each photo?
(e.g. Exercises 7, 8, 9 and 10)
.PSFUJNF do the extra Reading and Listening
activity
Background Zoltan Murat, it’s Saturday tomorrow.
Claire and I don’t go to work.
In this episode of the story, Marcus And we don’t go to school. Yes!
the Cserszegi family decide to Claire Why don’t we go out? We can go
go boating on the river. Murat into Cambridge.
nearly loses his camera in the Zoltan Good idea! Let’s go on the river.
Murat That’s a great idea! Can we go on
water but Zoltan manages to a boat – what’s the name of it?
reach it and return it to Murat. Zoltan A punt.
Punts are special boats Oliver Oh, not a punt on the river
with flat bottoms which are again!
pushed using a long pole. Claire Ollie! It’s a great idea. Murat can
film the city and river for his blog.
They are very common on Murat Is that okay with you Ollie?
the River Cam, which runs Oliver Sure, no problem.
through Cambridge. Visit …
www.puntingincambridge.com Murat ‘We’re on the river in Cambridge.
for more information. We’re on a punt …’
In the Writing section, students Oliver Why don’t I film you, Murat?
review the use of apostrophes Give me your camera.
Murat Great, thanks.
and commas and study the Zoltan Murat, that isn’t a very good
sequencers First, Next and idea.
Then. Murat It’s okay. Take the camera, Ollie.
Claire Murat, be careful!
Murat My camera!
Warm-up Zoltan Oh, no!
Exercise 1 2.17 3 Listen again. Are the sentences true

(T) or false (F)?
t Students look at the photos
1 T Zoltan isn’t at work at the
and say where Murat and weekend.
the family are in each one. 2 F Saturday is a school day.
t Ask students if they have 3 T Murat asks about the name
ever been on a boat like the of a boat.
ones in the photo. 4 F Murat leaves his camera at home.
2.18 4 Guess the correct information. Listen

Answers and check.
In the first picture they’re in 1 Murat buys a new camera.
the kitchen at home. 2 Zoltan finds the camera and it’s okay.
In the second picture they’re 3 Murat finds the camera but he stops
in a boat on the river. 56 his blog.
Extra
Write on the board: 2.17 Exercise 3 2.18 Exercise 4
The Cserszegi family t Give students time to read through Audioscript end of notes
Encourage students to say what the dialogues again before they t Play the recording for students to
they remember about the family. listen again. find out what happens to Murat’s
Ask questions if necessary, e.g. t Play the recording again for camera.
How old are Marcus and Oliver? students to listen and decide if t Reassure students that they do not
Where is Zoltan from? What the sentences are true or false. need to understand everything
nationality is Murat? Where is t When checking answers, ask the speakers say to complete the
Murat’s mother from? What is students to correct the false exercise.
Marcus and Oliver’s teacher’s sentences. (2 Saturday isn’t a school
name? Who is Vicky? day. 4 Murat doesn’t leave his Answers
camera at home.) 2 Zoltan finds the camera and
Reading and it’s okay.
Listening
2.16 Exercise 2
56 the dialogues.
Differen Days
Speaking Writing: apostrophes (’) and

commas (,)
Key Expressions in Exercise 2. 7 Look at the example. Add the correct
Writing: Apostrophes (’)
punctuation to the sentences. and commas (,)
My brother doesn’t go to my school. He’s at a
different school. Exercise 7
1 My sister studies French ,Spanish and t Students work individually,
Italian at school. adding the correct punctuation
2 We dont ’ go out on Sundays – we do our to the sentences.
homework.
t Check answers by asking
6 Work in pairs. Make suggestions with these 3 On Sundays we get up late ,have breakfast
activities or your own. in a café and go shopping. students to write the
t HPTXJNNJOH t IBWFMVODIJOBDBGÏ 4 Saturday isnt’ a school day and we dont’ sentences on the board.
t HPTIPQQJOH t HPUPUIFDJOFNB get up early.
t XBUDI57 t IBWFBQBSUZ Answers student page
8 Look at the Sentence Builder.
Why don’t we go swimming?
Exercise 8
That’s a good idea.
t Read the sentences with
the students.
t Point out the use of the
comma after the sequencers.
Exercise 9
www.webmail.net
t Students read the email and
choose the correct words.
To: ashakhan@webmail.net
Subject: My favourite day attach

Hi Asha
Thanks for your question about my Exercise 10
favourite school day. Well, it’s Wednesday. t Students work individually,
It’s a half day at school. School 1finish /
writing an email to Asha
finishes at 12.30. 2First / One, we have
lunch but we 3don’t / doesn’t eat at school. (‫ۉ‬đ‫ڴ‬ԙȪ) and describing their
We 4eat / eats in a café in town. 5Next / Next favourite school day. Remind
to, we go to the beach. Swimming is my students of the School
favourite activity! 6Then / When we go to
subjects vocabulary covered
the shopping centre. In the evening, we
7don’t / not do homework. We watch TV or in Lesson 7.
8listen to / listen music. t Check students’ writing and
What about you? What’s your favourite point out any language
school day? errors for them to correct.
Lucy
10 Write an email to Asha. Describe your
.VSBU My camera and my blog!
favourite school day. Check your work
for punctuation. 57 0MJWFS Oh, Murat. I’m really
sorry.
$MBJSF Don’t worry, boys.
Zoltan, do something. Look for
the camera!
Speaking Exercise 6 ;PMUBO Okay, okay.
t Ask two students to read aloud the .BSDVT Dad, look, the camera.
Exercise 5 example dialogue. It’s there, just next to the
t Ask students to repeat the Key t Students work in pairs, making bridge.
Expressions after you. Pay particular suggestions using the activities in $MBJSF Zoltan, quickly!
attention to intonation patterns and the box or their own ideas and ;PMUBO Yes, I can see it. Just a
sentence stress. using the expressions in the Key few more metres … I’ve got it!
t Students find and underline the Expressions box. .VSBU Is it okay?
Key Expressions in the dialogues in $MBJSF Turn it on! Turn it on!
Exercise 2. ;PMUBO Just a second.
t Check students understand that .VSBU It’s okay. Fantastic.
Let’s is short for Let us. Thank you, Zoltan.
Answers student page ;PMUBO No problem.
.VSBU Claire, Zoltan, smile,
please.
57
SStudy
udy Corner 36
Language Check
Exercise 1
1 Look at the pictures and match the words in a, b and c.
Answers student page a b c in a snack bar
go use have with your friends at the sports centre at the Internet café
do go out go a computer TV music to the cinema at the shopping centre
Exercise 2 listen to watch your homework shopping in the park in your room
lunch swimming in the library
Answers
2 Katie has breakfast at seven 1 2 3 4
forty.
3 Katie goes to school at
eight ten.
4 Katie has lunch at twelve
thirty. use a computer at the listen to music in go shopping at the go out with your friends
5 Katie goes home at four Internet café the park shopping centre to the cinema
o’clock. 5 6 7 8
6 Katie does her homework
at seven fifteen.
7 Katie watches TV at eight
fifteen.
8 Katie goes to bed at nine do your homework in have lunch in a snack go swimming at the watch TV in your room
thirty. the library bar sports centre
Language Check Grammar Language Check Key Expressions

Exercise 3
2 Write sentences about Katie’s routine. 4 Complete the dialogues with the words in
Answers the box.
Katie gets up at seven fifteen.
2 I don’t go out with my Let’s Great idea nice beach Why
1 7·15 2 7·40 3 8·10 4 12·30
friends on Mondays.
3 My dad doesn’t go to work 1 A Why don’t we go to the beach ?
B That’s a nice idea.
on Sundays. 2 A Let’s have lunch now!
4 We don’t have lunch in a 5 4·00 6 7·15 7 8·15 8 9·30 B That’s a good idea . We can go
snack bar. to a snack bar.
5 School doesn’t finish at 3 A Why don’t you come to my
party?
three thirty on Fridays. B Great , thanks!
6 You don’t do your
homework in the evening. 3 Write the sentences in the negative.
1 My brother studies Spanish.
My brother doesn’t study Spanish. Feedback
Exercise 4 2 I go out with my friends on Mondays. Vocabulary
3 My dad goes to work on Sundays. Grammar
Answers student page 4 We have lunch in a snack bar. Key Expressions
5 School finishes at three thirty on Fridays.
58 Module 6
6 You do your homework in the evening.
Feedback
class. Check spelling t Give students time in class or at
where necessary by asking home to do Language Check 6 of
individuals to write the the Workbook.
t After checking answers to Module 6 Test, Active Teach
Exercise 4, students work in
pairs, reading the dialogues
aloud and changing parts.
t Students complete the
them that one star means
I need more practice of this,
and three stars means I’m
good at this.
58
1 2
Module 7
Talk about likes and dislikes.
Read about food that people like. Answers student page
Listen to a boy talking about food.
Write about your favourite food.
Exercise 3
Learn about the Present Simple and
3 4 object pronouns.
5 that Yummy! and Yuk!
are commonly used
exclamations but that in
certain contexts Yuk! might
6 7 be considered rude.
8 9 t After the pair activity, each
student tells the class one
thing their partner likes and
one thing they don’t like.
Extra
Get Ready
Likes and Dislikes Tell students that many food
words are ‘international’. Write
jumbled words on the board for
students to sort into foods:
1 Look at the Key Words. Match the words 3 Work in pairs. Yuk or yummy? Say things
1 S T A A P (pasta)
with the photos (1–9). Listen, check and you like and things you don’t like. 2 Z A P I Z (pizza)
repeat. 3 T A P T O O (potato)
Yummy! I like chocolate and cake. 4 M O O T T A (tomato)
1 – fruit
Yuk! I don’t like cheese or fruit. 5 B R U M H A G R E (hamburger)
2.19 Ask students to tell you other
‘international’ food words, e.g.
cheeseburger, kebab.
2.20 2 Listen. Write two lists for Mike.

chocolate fruit fish cheese salad meat .VN Mike, I’m home.
Please help me with the food
Yummy! Yuk! shopping.
.JLF Okay, Mum. Look at all
this food. Wow! Chocolate is
my favourite thing. And fruit is
good, too. But what’s this? Fish
chocolate, cheese, fruit meat, fish, salad – yuk! Fish is horrible.
59 .VN The fish isn’t for you. It’s
for your dad and me.
.JLF Okay, good. Now here’s
some lovely cheese. Cheese
Ge Ready and check their answers.
sandwiches are my favourite.
What’s in this bag? A big bag of
t Check students’ pronunciation of salad. Yuk! That’s horrible.
Background the Key Words and word stress. Mum It’s good to eat salad.
This Unit introduces some common .JLF No salad for me, thanks.
foods. In the following lessons this Answers
And what’s in here?
vocabulary will be recycled and 2 salad 3 vegetables 4 chocolate
.VN It’s meat.
students will study Present Simple 5 bread 6 cheese 7 cake
.JLF Yuk, yuk, yuk. Mum,
questions, ask about likes and dislikes, 8 meat 9 fish
I don’t eat meat. I’m a
and learn how to order food in a vegetarian.
snack bar. .VN I know. But I eat meat,
2.20 Exercise 2
and your dad and your sister
Audioscript end of notes eat meat. Don’t worry, we’ve
2.19 Exercise 1 t Play the recording for students to
t Students match the words with got different food for you.
write the food in the correct lists. .JLF Good … Mum, can I
the pictures. Check the spelling of Reassure students that they do not
any Key Words that are similar in have some chocolate now?
need to understand everything
English and in the students’ L1. the speakers say to complete the
exercise. 59
19 Wha food do hey like?
This Uni
Warm-up 2 Look at the Word Builder.
(e.g. Exercises 5 and 6)
activities 1 2
Background
In this Unit, students study Reading and Listening
an additional lexical set of
food and learn how to form 2.22 3 Read and listen. Put the missing lines in
chips/French fries eggs the correct place. Listen and check.
the plural forms with -s and
-es. The grammar focus is on a) He doesn’t eat meat.
3 4
Present Simple questions to ask b) They like pizza and pasta.
c) We eat that at school.
about likes and dislikes.
Warm-up
chicken hamburgers
2.21 Exercise 1
5 6
repeat.
t Ask students which of the NOW-instantmessenger.net
words are similar to their L1. NOW – Instant Messenger logout
Jon Hi, Mum. Can my friends come for lunch on
Extra ice cream mushrooms
Saturday? PLEASE, PLEASE, PLEASE!
Mum Hmm. Okay. What food do they like?
Remind students of the words 7 8 Jon 1 b
Yummy! and Yuk! to talk about Mum Right, we can have chicken and mushroom
foods. Students tell the class two pizzas.
foods from Exercise 1 that they Jon No, not chicken for Ed. He’s a vegetarian.
2 a
like and two things they don’t Mum Does he like cheese?
like. pasta pizza Jon Yes, cheese and eggs are okay.
Mum Right, does Ed like cheese and tomato
pasta?
Exercise 2 9 10 Jon Yes, he does. 3 c
t Read the pairs of words in Mum Okay, cheese and tomato pasta.
the Word Builder with the Jon And can we have ice cream?
Mum Er, what do they like? Do they like fruit?
class. Jon No, they don’t.
t Point out the spelling of Mum Okay. What ice cream do they like?
potatoes and tomatoes. potatoes tomatoes Jon Chocolate!
Mum Okay. Cheese and tomato pasta and
chocolate ice cream.
Reading and 60 Jon That’s great! Thanks, Mum! Send
Listening
2.22 Exercise 3
t Look at the instant Grammar: Present Extra
messaging conversation
with the class. Simple (3) Ask students Yes/No and Wh- questions
t Students then work about their classmates using information
individually, writing Exercise 4 that you know about them, e.g. Does
the missing lines in the t Read through the table with Tomas like meat? (about a student you
correct place. the class. know is vegetarian) or What colour does
t Play the recording for t Ask students to look again at the Fran like? (about a student you know
students to listen and check. instant messaging conversation loves yellow)
t After checking answers, in Exercise 3. Students find and
explain or encourage underline examples of Present
students to guess the Simple questions.
meaning of any new words
in the text.
60
Likes and Dislikes
Grammar: Present Simple (3) 7 Look at the table. Write questions about
Megan and Will.
4 Look at the table. Underline the Present Exercise 7
Simple questions in Exercise 3. What subjects does Megan like?
Yes/No Questions the class.
Do I/you/we/they like
cheese?
t Check students’ questions
Does he/she/it like before they answer them in
Megan Will
Short Answers Exercise 8.
Subjects English and science and
Yes, I/you/we/they do.
maths geography Answers
No, I/you/we/they don’t.
Yes, he/she/it does. Food meat and pasta and fish What food does Megan/Will
No, he/she/it doesn’t. vegetables like?
Wh- Questions Colours blue and red grey and green What colours does Megan/
do I/you/we/they like? Will like?
Activities swimming and drawing and
What What activities does Megan/
does he/she/it like? watching TV playing football
Will like?
Practice 8 Work in pairs. Ask and answer the
5 Match the questions (1–6) with the answers A What subjects does Will like? Exercise 8
(a–f). He likes science and geography.
B t Ask two students to read
1 Do you like pasta? a Yes, she does.
2 Does your mum like b I like meat and Your Turn
chocolate? a fish. t Students then work in pairs,
3 What food do you c He likes potatoes 9 Complete the You column. Work in pairs. asking and answering the
like? b and mushrooms. Ask and answer questions about the food. questions from Exercise 7.
4 Do your children like d Yes, we do.
fish? e e No, they don’t.
A Do you like fish?
B No, I don’t. Extra
5 What vegetables does f Yes, he does
your brother like? c Students write Present Simple
6 Does your dad like
pizza? f Food favourites questions with you for the four
YOUR
categories in the table in Exercise
6 Complete the questions and answers with
YOU NER 7, e.g. What subjects do you like?
PART
do, does, don’t or doesn’t.
fish
What food do you like?
1 Does your brother like fruit?
In pairs, students ask and answer
No, he doesn't .
meat
2 Do you like mushrooms? the questions about themselves.
Yes, I do . vegetables If there is time, students can
3 Do your friends like ice cream? change partners and repeat the
Yes, they do . fruit activity.
4 Do you and your friends like
pizza? ice cream
No, we don't .
chocolate
Your Turn
5 Does your cat like fish?
Yes, it does . Exercise 9
10 Tell the class about you and your partner. that they should work
I like fish. Maura likes meat.
61 individually first to complete
the You column.
Practice Exercise 6 asking and answering the
t Complete the second item with questions to complete the
Exercise 5 the class before students work second column for their
t Students match the questions (1–5) individually, completing the partner.
with the answers (a–e). questions and short answers.
t Check answers by asking pairs t Check answers by asking students Answers
of students to read aloud the to write the questions and short Students’ own answers
questions and answers. answers on the board.
Answers student page Answers student page Exercise 10

t Each student tells the class
two or three things about
their partner.
Photocopiable activities 13
and 14, Active Teach
61
20 Play again for us!
This Uni Warm-up
the exercises for homework 2.23 1 Listen to four pieces of music. Number the styles in order.
(e.g. Exercises 4 and 5) a) rap 3 b) classical music 2 c) rock 1 d) pop 4
activities
2
Background
In this lesson, the characters 1
in the cartoon strip have just
finished their first concert.
Lulu’s parents surprise her with
presents and the band sing
‘Happy Birthday to you’ for her.
There is a grammar focus on
Girl 8PX$BO*IBWF,XBNFTBVUPHSBQI
object pronouns. Kwame’s mum Er, I don’t know. Come
with me. We can ask him.
Kwame’s mum The band is good.
Warm-up Girl Do you like rap?
Kwame’s mum No, I don’t like it very much.
*MJLFDMBTTJDBMNVTJD#VU,XBNFJTNZTPO
2.23 Exercise 1
t Play the recording for 4
students to listen to the
pieces of music and identify 3
.VN %BE ZPVSFIFSF
the styles.
Extra
Lulu’s mum And your birthday.
Students work in pairs. In turn, Here are your presents.
they say the name of a singer or Lulu Can I open them now?
band and their partner says the Lulu’s mum :FT)BQQZCJSUIEBZ
0GDPVSTF*UTZPVS
style. e.g. Kings of Leon – rock, first concert.
Justin Bieber – pop.
5 ,JN$P1MBZBHBJO
Reading and GPSVTyQMFBTF
Listening
2.24 Exercise 2
strip, ask students to look 0LBZ*UT-VMVTCJSUIEBZ
at the pictures and describe 62 today. This song is for her.
what they can see.
the cartoon strip. Grammar: Object Practice
Extra pronouns
Exercise 4
Write on the board: Exercise 3 t Students read the sentences and
KimCo t Read through the table with choose the correct words.
Encourage students to say the class.
what they remember about t Ask students to look again at the
the characters. Ask questions if cartoon strip in Exercise 2. Students
necessary, e.g. Where is Kwame find and underline examples of
from? Does Kwame play the object pronouns.
piano? What colour is Kim’s t Check that students understand the
mobile phone? When is Lulu’s grammatical difference between
birthday? What instrument can subject and object pronouns by
Zak play? comparing two sentences such as:
She likes classical music. Ask her.
62
Likes and Dislikes
Grammar: Object pronouns 5 Replace the underlined words with the

correct object pronoun.
3 Look at the table. Underline the object
pronouns in Exercise 2.
1 Millie and I go shopping every weekend. Your Turn
Come with Millie and me on Saturday.
Subject pronouns Object pronouns us Exercise 6
2 I can’t do this exercise. Can you help me
I me t Read through the list with
you you
with this exercise? it
3 Where is Mum? I want to talk to Mum. the class.
he him
she her
her t Ask two students to read
4 This present is for your brother. Please give through the example
it it
we us
it to your brother. him dialogue.
5 Tomatoes are horrible. I don’t like
they them t Students then work in
tomatoes. them
pairs, asking and answering
Practice Your Turn questions about the things
4 Choose the correct words. in the list.
6 Work in pairs. Ask and answer questions
1 Where are my trainers? I can’t find it / about the things in the list.
them. t SPDL t 5IF,JOHTPG-FPO
2 This book is for your dad. Please give it t DMBTTJDBMNVTJD t DPNQVUFSHBNFT
to he / him. t NFBU t WFHFUBCMFT
3 My aunt gives me / my a present for my t JDFDSFBN t 'SFODIGSJFT
birthday.
4 I’ve got a new bike. I like it / its. Do you like rock? Yes, I love it.
5 We don’t know the answer. Please tell
us / we.
6 Your sister is nice. We like him / her.
7 Can we come with you / your to the park?
6
Do you like vegetables? No, I don’t like them.
Please sing with us.
A)BQQZ#JSUIEBZ -VMV
7
,XBNF DBOTIFIBWF Hello. This
your autograph? is for you.
Oh, thank you.
63
Exercise 5 Extra
t Check that students understand
Write on the board:
what to do.
1 Lisa is here. Open the door for … ,
t Students can compare answers in
please. (her)
pairs before checking answers as
2 Your parents are nice. I like … . (them)
a class.
3 This is Tom. Say hello to … . (him)
Answers student page 4 This hamburger is for your sister. Please
give it to … . (her)
5 Mushrooms are my favourite food. I like
… . (them)
Students complete the sentences using
object pronouns.
63
21 Can I ake your order?
This Uni Warm-up 2.26 3 Listen again. Tick () the three sentences
4IPSUPGUJNF set some of that are true.
the exercises for homework 1 Find three drinks from the box in the
1 Claire wants a sandwich for lunch.
dialogue in Exercise 2.
(e.g. Exercises 10 and 11) 2 Marcus has his favourite food for lunch.
.PSFUJNF do the extra coffee lemonade milk 3 A chip butty is a new food for Murat.
orange juice tea water 4 Murat can’t film in the snack bar.
activities 5 Murat is surprised when he sees his
sandwich.
Background Reading and listening
In this episode of the story, Speaking
Murat, Marcus and Oliver are 4 Look at the Key Expressions. Underline the
in Cambridge with Claire. While Key Expressions in Exercise 2.
Claire goes to the library, the
boys go into the snack bar and
they introduce Murat to the
great British tradition of the
chip butty.
In the Writing section, students
review the use of question
marks, capital letters and full 5 Work in groups of three. Write
2 Read and listen. a dialogue. Act it out to the class.
stops and study with, of, for 2.25
Marcus A Ask for the order.

and after. (SFBU5IJTJTNZGBWPVSJUFTOBDL
bar. B Give the food order.
Claire I need to go to the library. Please go A Ask for the drinks order.
Warm-up in and find a table. C Give the drinks order.
Oliver Okay, Mum.
Exercise 1 Claire Order a cheese salad and a coffee
for me. You can choose a sandwich.
t Tell students to read the …
dialogue in Exercise 2
Murat What’s your favourite food?
quickly and find three of Marcus A chip butty.
the drinks. Murat What’s that?
t Check that students Marcus Why don’t you try it?
understand the meaning of Murat Okay, that’s a good idea.
Waitress Can I take your order?
the words by asking them to Oliver Can we have three chip butties and
translate them into their L1. a cheese salad, please?
Waitress And to drink?
Answers Oliver Two lemonades, an orange juice
coffee, lemonade, orange and a coffee, please.
juice Waitress Okay, thank you.
Marcus -FUTGJMNUIFTOBDLCBSGPSZPVS
blog.
Extra Murat (SFBUJEFBWe’re in a snack bar in
Cambridge …
Ask the class What drinks do Oliver Go on, Murat. Eat your lunch.
you like? Each student tells the Murat #VUUIJTJT'SFODIGSJFTJOCSFBE
64 Marcus That’s right. A chip butty.
class what they like to drink. If
necessary, present vocabulary for
other favourite drinks.
Extra t Ask students to repeat the Key

Reading and Expressions after you. Pay particular
Listening Play the recording for students to focus attention to intonation patterns and
on pronunciation, stress and intonation sentence stress.
2.25 Exercise 2 patterns. Students work in groups of five,
t Students read and listen to reading aloud the dialogues and taking Answers student page
the dialogues. turns to be Oliver, Marcus, Murat, Claire
and the waitress.
Exercise 5
2.26 Exercise 3
Speaking t Students work in groups of three.
t Students work individually, Check students understand that A
identifying the three correct is the waiter and B and C are both
sentences. Exercise 4
t Students find and underline the customers.
Answers student page Key Expressions in the dialogues in t They work together, writing a
Exercise 2. dialogue and then take turns acting
it out for the class to hear.
64
Likes and Dislikes
Writing: Question marks (?), capital Favourite Food Forum

letters (A/a) and full stops (.)
1 What is your favourite food Exercise 8
6 Read the text quickly. Match the
description to the correct photo.
Do you like meat or fish t Students read lines 4–10 in
It’s photo b .
Or is salad your favourite food more detail and find and
my favourite food is spaghetti with correct five mistakes with
a b 5 meatballs. Spaghetti is a type of capital letters.
pasta. It has little balls of Meat and t Remind students that new
a tomato sauce on pasta. It is from
sentences begin with a
italy but people eat it in different
countries of the World. My dad makes capital letter and that the
10 meatballs for lunch on saturdays. names of people, places,
c We eat it with parmesan cheese My days, months and languages
mum and dad eat salad, too After the also have a capital letter in
meatballs, we eat fruit or ice cream English.
My dad drinks black coffee but I don’t
15 like it
Answers
4 My favourite …
6 … little balls of meat and …
7 Read lines 1–3 again. Add question marks 8 … from Italy but …
in the correct place. 9 … of the world.
10 … on Saturdays.
8 Read lines 4–10 again. Find and correct
five mistakes with capital letters.
9 Read lines 11–15 again. Add four full stops Exercise 9

in the correct place.
t Students read lines 11–15
10 Look at the Sentence Builder. in more detail and add four
full stops in the correct
place.
t Remind students that
sentences always end with
a full stop.
Answers
11 … with parmesan cheese.
11 Write about your favourite food. Answer 12 … salad, too. After …
these questions. Check your work for 14 … ice cream. My dad …
punctuation. 15 … like it.
t What is your favourite food?
t What is in the food?
t Where is it from? Exercise 10
t When do you eat it?
t What do you eat with it? t Read the sentences with
t What do you eat after it? the students.
t What do you drink with it?
65 Exercise 11
writing about their favourite
foods and answering the
Exercise 7 questions. Remind students
Writing: Question marks (?), to use correct punctuation
capital letters (A/a) and full t Students read lines 1–3 in more
detail and add question marks in in their writing.
stops (.) the correct place. t Check students’ writing and
t Check answers by asking students to point out any language
Exercise 6 write the questions on the board. errors for them to correct.
t Tell students to read the text quickly
and match the description to the Answers
correct photo. 1 … favourite food?
t After checking the answer, explain 2 … or fish?
or encourage students to guess 3 … favourite food?
the meaning of any new words in
the text.
65
SStudy
udy Corner 37
Language Check
Exercise 1
1 Complete the puzzle with the names of food and drink. What is the mystery word?
Answers student page The mystery word is hamburgers .
6
2 1 7
1 f i s h
Exercise 2 2
c a k e
3
Answers
l e m o n a d e 8
4
2 What music do you like? b r e a d
3 5
3 What sport does your dad f r u i t
6 9
like? i c e c r e a m
4 Do you like fish? 4
7
o r a n g e j u i c e
5 Does your mum like 8
c h e e s e
5 10
chocolate? 9
w a t e r
6 What food do you like? 10
m u s h r o o m s
Exercises 3–5
Language Check Grammar 3 Where are my glasses? I can’t find them .
Answers student page 4 We’ve got a new TV. We really like it .
2 Write the words in the correct order to make
Present Simple questions. 5 Happy birthday. This present is for you .
6 Dad isn’t here but you can speak to him
1 brother / football? / Does / your / like
Feedback Does your brother like football? 7
on his mobile.
Please help us with this exercise.
t Check answers with the 2 you / What / do / like? / music
class. Check spelling 3 dad / does / What / sport / your / like? Language Check Key Expressions
where necessary by asking 4 fish? / like / you / Do
individuals to write the 5 like / your / Does / mum / chocolate? 5 Choose the correct words.
6 food / you / What / like? / do A 1 Let’s / Can have a hamburger for lunch.
B No, I 2not / don’t like hamburgers.
t After checking answers to 3 Match the questions in Exercise 2 with the A Okay, why 3doesn’t / don’t we go to the
Exercise 5, students work in answers (a–f). pizza place?
pairs, reading the dialogues a) Yes, she loves it. 5 B 4Great / BigJEFB
aloud and changing parts. b) We like pasta and pizza. 6
c) No, he doesn’t. 1 C Can I 5take / takes your order?
t Students complete the 4 A Can we 6have / have got two chicken and
d) No, I don’t.
Feedback section. Remind e) He likes football and basketball. 3 mushroom pizzas?
them that one star means f) I like rap and rock. 2 C And 7for / to drink?
I need more practice of this, B And two lemonades, 8please / thank you.
two stars means I can do this 4 Complete the sentences with the words in
the box.
and three stars means I’m me you him her it us them Feedback
good at this. Vocabulary
1 We want to go to the cinema. You can
t Give students time in class come with us . Grammar
or at home to do Language 2 This is your sister’s CD. Please give it to Key Expressions
Check 7 of the Workbook. 66 her . Module 7
Module 7 Test, Active Teach
66
Module 8
1 city
Talk about cities and places to visit.

Read about community gardens. 2.25 Exercise 2
Listen to people talking about their homes. Audioscript end of notes
Write a description of your town/city. t Check students understand
that a town is bigger than
Learn about there is/isn’t, there are/aren’t,
2 buildings some/any and Is there/Are there … ? a village but not as big as
a city.
students to match the
people with the homes.
Reassure students that they
3 trees 6 farm do not need to understand
7 goat everything the speakers say
8 village
9 chickens
Exercise 3
10 river t Read through the
questionnaire with the class.
4 shop 5 street
My Town t Check that students
understand the meaning of
goats, climbing and capital.
Get Ready 3 Work in pairs. Ask and answer the questions. Are you t Students work in pairs,
a city or a country person? asking and answering
1 Look at the Key Words. Find
the words in the photos. the questions.
Listen, check and repeat.
1 – city Exercise 2 – Audioscript
One
2.27
Hi, I’m Mollie. I live in a small
place. It isn’t a village. It’s
Do you prefer … ? a town but it isn’t very big.
1 a
shopping in town
b
sitting by the river I like it. We haven’t got many
2 a
cats and dogs shops but there are places for
2.28 2 Listen and match the people b
goats and chickens
(1–4) with the homes (a–d). teenagers. We’ve got a beach, a
3 a
computer games and CDs
1 Mollie a) village b
plants and flowers swimming pool and a cinema. I
2 Hasan d b) town 4 a
watching TV go there with my friends every
3 Angie c c) farm b
climbing trees weekend.
5 a
a visit to the capital by car
4 Craig a d) city b
a visit to a village on foot Two
more a answers = a city person Hello, I’m Hassan. I live in
more b answers = a country person
67 Istanbul. It’s very big and very
busy – cars, people and big
buildings everywhere. We’ve
got lots of shops and places for
people my age. It’s a great city.
I can go out every day.
Three
Background the pictures.
Hi, my name’s Angie. I’m a
This Unit introduces a lexical set of city country girl and I like animals.
and country words. In the following We’ve got chickens and goats
lessons this vocabulary will be recycled. and my dad makes cheese.
the Key Words and word stress.
Students will study there is/are to We’ve got trees and flowers too.
describe places and learn how to ask Answers student page It’s so pretty here on our farm.
for tourist information. Four
Hi, I’m Craig. I live in a very
Extra small place – only twenty-five
Ask students to tell you what other houses and about two hundred
things they can see in the pictures, e.g. people. It’s really boring. Our
cars, park, garden, etc. village hasn’t got a school and I
haven’t got many friends here.
I want to live in a big city one
day.
67
22 There aren’ any green spaces
This Uni
Warm-up
activities
1 2 3 4
Background
In this lesson students study
It’s cloudy. It’s cold. It’s dry. It’s hot.
adjectives to describe the
weather. The grammar focus 5 6 7 8 9
is on there is(n’t)/are(n’t) with
some and any and students
learn to describe places in It’s rainy. It’s snowy. It’s sunny. It’s warm. It’s windy.
more detail.
Warm-up 2.30 2 Read and listen.
2.29 Exercise 1
t Play the recording for Teen and Green:
students to listen and Community gardens
repeat.
Extra
Write on the board:
Mo Li, China
WH_T’S TH_ W__TH_R There aren’t any green spaces in my city. People
L _ K _ T _ D _ Y? (What’s the like plants and flowers but there aren’t any gardens
next to our houses. But this isn’t a problem. Our
weather like today?)
community garden is on the roof of our building!
Students complete the question Jameel, England It’s warm and sunny. It’s rainy, too, and we use the
with the correct vowels. They There are some big buildings and hundreds of cars water for our plants.
in my city. There isn’t a park and there aren’t any
then answer the question using gardens in my street. The community garden is at our
the Key Words in Exercise 1. school. We’ve got vegetables and fruit. There are some
tomatoes, potatoes and salad. There’s an apple tree,
too. We learn about plants in our garden.
Reading and
Listening
2.30 Exercise 2 1 Jameel has / hasn’t got a garden at home. Thabo, South Africa
2 Jameel’s school has / hasn’t got a garden. My area is hot and dry. There isn’t a river and there
3 Thabo’s garden is / isn’t next to water. aren’t any farms. There aren’t any shops and our
students to listen and read 4 Thabo lives / doesn’t live on a farm. community garden is important. There are some
the article. 5 Mo Li’s garden is / isn’t next to her house. vegetables and there are some plants for medicine.
We’ve got animals, too. There are some chickens
68 6 Mo Li’s garden has / hasn’t got water. and there’s a goat!
Exercise 3
t Give students time to read
the article again and choose
the correct information. Grammar: there is/are, there Exercise 6
t After checking answers,
explain or encourage isn’t/aren’t, some, any t Read through the table with
the class.
students to guess the t Check students understand that we
Exercise 4
meaning of any new words use some in affirmative sentences
in the text. t Ask students to look again at the
article in Exercise 2. Students find and any in negative sentences.
Answers student page and underline examples of there is/
are and there isn’t/aren’t. Practice
Answers student page Exercise 7
t Students work in pairs, choosing
the correct words and discussing
Exercise 5 which sentences are true about
t Students complete the sentences their school.
from Exercise 2. Ask students to
look again at the article to check. Answers student page
68
My Town
Grammar: there is/are, there 9 Write sentences about the places in

isn’t/aren’t, some, any the lists.
There’s an Internet café. Extra
4 Underline examples of there is/are, there
isn’t/aren’t in Exercise 2. There isn’t a library. Students write six true sentences
There are some … about where they live using
5 Complete the sentences from Exercise 2. There aren’t any …
there is(n’t)/are(n’t), some, any, a
There are some big buildings.
There aren’t any gardens in my and an and the city and country
street. vocabulary from Get Ready.
Students then read aloud two
6 Look at the table.
or three of their sentences to
Affirmative the class.
There’s an apple tree.
There are some tomatoes.
Your Turn
Negative
There isn’t a park. Exercise 10
There aren’t any gardens.

s Internet café t Ask two students to read
s swimming pool
cinema
aloud the examples.
Practice s
s new houses t Check students understand
7 Choose the correct words. Which sentences s three new schools that they should work
are true for you? s two shopping centres
together to write four
1
2
3
There’s / There are a park next to our
school.
There’s / There are a computer in our class.
There isn’t / There aren’t an art club after
s
s
s
library
park
music clubs
affirmative and four
negative sentences about
their ideal town.
s snack bars
school.
4 There isn’t / There aren’t any new teachers Exercise 11
at my school.
5 There is / There are some animals at my t Pairs take turns to present
school. Your Turn their ideal town to the class.
8 Complete the sentences about the people 10 Work in pairs. Plan your ideal town. Write
four sentences with there is/are and four Extra
in Exercise 2. Use some, any, a or an.
with there isn’t/aren’t.
In Jameel’s city, there isn’t 1 a park Students use their sentences
but there’s 2 a community garden.
There are twenty cinemas. from Exercise 10 to write a
There’s 3 an apple tree in the garden paragraph about their ideal
and there are 4 some vegetables. There aren’t any schools! town. If they wish, they can
In Thabo’s area, there isn’t 5 a river. attach a drawing or plan of the
There aren’t 6 any farms but there’s town to their paragraph.
7 a community garden with
vegetables and animals. Photocopiable activity 15,
Active Teach
In Mo Li’s city, there aren’t 8 any green
spaces. There isn’t 9 a garden next to
her house, but there’s 10 a community
garden on the roof of her building. 11 Present your ideal town to the class.
Choose the town you want to live in.
69
t Remind students that we use a t Read through the information about
before words beginning with a Novaton with the class.
consonant sound and an before t Elicit two or three examples
words beginning with a vowel sentences from the class before
sound. students complete the exercise,
t Students can compare answers working individually.
in pairs before checking answers
as a class. Answers
There’s a swimming pool.
Answers student page There’s a cinema.
There are some new houses.
There are three new schools.
There are two shopping centres.
There isn’t a park.
There aren’t any music clubs.
There aren’t any snack bars.
69
23 Is here a problem?
This Uni Warm-up
the exercises for homework 2.31 1 Look at the pictures. Listen and repeat.
(e.g. Exercises 6 and 7) 1 2 3 4
activities
Background litter traffic graffiti pollution

In this final Unit, the cartoon
strip characters Kim and Zak 2 Look at the Word Builder.
are interviewed for a Pop
Profile in a teenage music
magazine. The interviewer,
Suzi, asks them about their
new CD and Kim and Zak
explain that they have written
songs about problems in their
city. There is a grammar focus
on Yes/No questions with Is Reading and Listening
there/Are there? and short 2.32 3 Read and listen.
answers.
Warm-up
2.31 Exercise 1
le. Kim,
t Play the recording for Suzi Hi and welcome to Pop Profi
students to listen and Lulu and Kwame aren’t here. Is there
repeat. a problem in the band?
e are on holiday.
Kim No, there isn’t. Lulu and Kwam
?
new CD. How many songs are there
Suzi Okay. Zak, tell us about your
Exercise 2
Zak There are twelve.
t Read the pairs of words in s?
Suzi And are there any new song
the Word Builder with the are some new songs about litter and graffiti.
Zak Yes, there are. There
class. school?
t Point out the spelling of Suzi Are there any problems in your
t. There isn’t any litter in our school but there’s
graffiti and traffic. Kim No, there aren’
.
some litter and graffiti in our town
your town ?
Extra Suzi And is there any pollution in
the traffi c.
Zak Yes, there is – because of all
Check students understand that Suzi Wha t can we do abou t it?
n’.
not all plurals in English end in for young people – ‘Teen and Gree
Kim Well, there’s a new project
-s. Tell them that some words Gree n’ day next week .
We have a ‘Teen and
don’t change and some words for more information.
Zak Yes, you can visit our website
are irregular. In pairs, students 70
brainstorm other common words
which don’t form the plural
with -s, e.g. child – children, fish
– fish, foot – feet, man – men, Extra Exercise 5
mouse – mice, sheep – sheep, t Ask students to look again at the
Play the recording for students to focus
spaghetti – spaghetti, tooth – Pop Profile in Exercise 3. Students
on pronunciation, stress and intonation
teeth, woman – women. find and underline examples of
patterns. Students work in groups of
Is there … ?/Are there … ?
three, reading aloud the dialogues and
Reading and taking turns to be Suzi, Kim and Zak. Answers student page
Listening
Grammar: Is there/Are there? Practice
2.32 Exercise 3
t Before reading the Pop Exercise 4 Exercise 6
Profile, ask students to look t Read through the table with the t Students match the questions (1–5)
at the pictures and describe class. with the answers (a–e).
what they can see. t Students work individually, choosing t Check answers by asking pairs
t Play the recording for the correct answer to the question. of students to read aloud the
students to listen and read questions and answers.
the Pop Profile. Answers
We use any in Are there … ? questions. Answers student page
70
My Town
Grammar: Is there/Are there … ? 8 Work in pairs. Ask and answer the

4 Look at the table. Do we use some or any in
Are there … ? questions? A Is there any litter on the beach? Your Turn
B No, there isn’t.
Yes/No Questions Short Answers Exercise 9
Is there a problem?
Yes, there is. Your Turn t Ask two students to read
No, there isn’t.
9 Work in pairs. Think about a town aloud the example dialogue.
Yes, there are.
Are there any new songs?
No, there aren’t. or city. Ask and answer questions t Demonstrate the game by
Yes, there is.
about these things. choosing a place yourself for
Is there any pollution? t litter? students to guess.
No, there isn’t.
Wh- Questions t a river? t Students then work in pairs,
t pollution? taking turns to think about
How many songs are there? t graffiti?
t new shops? a place and ask and answer
5 Underline examples of Is there … ?/Are there … ? t pretty beaches? questions.
questions in Exercise 3. t good cafés?
t old buildings? Extra
Practice
Is there any pollution? Students choose a picture from
6 Match the questions (1–5) with the answers (a–e). an earlier Unit of the Students’
1 Is there any graffiti a) No, there aren’t. No, there isn’t.
Book in which lots of objects are
in your school? b) There are two. Are there any new shops?
2 What problems are there c) Yes, there is. visible, e.g. Classroom Objects
in your area? d d) Litter and graffiti. Yes, there are. (page 6). They then work in
3 How many children are e) There are thirty. pairs, asking and answering
there in your class? e questions with Is there … ?/
4 Are there any sports Are there … ? and revising the
clubs near your house? a
5 How many parks are vocabulary.
there in your town? b Photocopiable activity 16,
7 Look at the picture of the beach after ‘Teen and Active Teach
Green’s’ visit. Write questions about these things.
Is there any litter on the beach?
t BOZMJUUFS t BTOBDLCBS t BOZGBNJMJFT
t BTIPQ t BOZCJOT t BOZBOJNBMT
71
t Students work individually, looking t Students repeat the example
at the picture of the beach and question and answer after you.
writing questions with Is there … ?/ t They then work in pairs, asking
Are there … ? and answering the questions from
t Check students’ questions before Exercise 7.
Answers
Is there a shop?
Is there a snack bar?
Are there any bins?
Are there any families?
Are there any animals?
71
24 Are here any shops near here?
This Uni Warm-up
the exercises for homework 1 Look at the photos and find the words in
the box.
(e.g. Exercises 7, 8, 9 and 10)
.PSFUJNF do the extra map guide tourist walking tour
activities
Background 2.33 2 Read and listen.
In this final episode of the Harry Hello. I’m Harry, your guide for the
story, the Cserszegi family and walking tour.
Murat are going on a walking Murat It’s my last day for filming but I
tour of Cambridge. Murat need a new memory card. Is there
a camera shop near here?
needs a new memory card for
Marcus I don’t know.
his video camera and asks the Harry Let’s start our tour of the city. This is …
guide where there is a camera Murat Excuse me, Harry. Are there any shops
shop. When he comes back he near here?
has lost his group and has to Harry Yes, there are. There’s a shopping
centre over there.
ask a woman for help to find Zoltan But don’t leave the group, Murat,
them. This leads into a focus please … .
on asking for information. Murat Great! A camera shop!
In the Writing section, students …
study word order in verb + Murat Oh, where’s my group? I haven’t got a
adjective and adjective + noun map. Excuse me. Where is the walking
constructions and they also tour?
Woman There are lots of tours in Cambridge.
review the punctuation rules Murat My tour guide is Harry.
they have seen. Woman I don’t know him. … But look, there’s
a group of tourists over there!
Oliver Murat! Over here!
Warm-up Murat Ollie!
Zoltan There you are, Murat!
Exercise 1 Murat I’m sorry, Zoltan.
t Ask students to point at the Zoltan Don’t worry. You’re here now.
Murat But I haven’t got any film for my blog.
map and the guide. Ask Can we start the tour again?
them how many tourists Marcus/Oliver Here we go again!
there are in the photos
(five – the Cserszegi family 3 Replace the underlined words with the
correct names.
and Murat).
t Students look at the photos 1 He works in Cambridge City. Harry
2 He goes shopping. Murat
and find Key Words. 3 She helps Murat. woman
4 He’s got a map. Harry
Extra 5 He finds Murat in the street. Oliver
6 They repeat the walking tour. Murat, Marcus,
Students close their books. In Oliver, Claire and Zoltan
pairs, they then brainstorm 72
everything they can remember
about Murat and the Cserszegi
family.
Extra Speaking
Reading and Write on the board:
Listening Exercise 4
1 The guide’s name’s Henry. (False)
2 Murat needs a new memory card. (True)
t Ask students to repeat the Key
2.33 Exercise 2 3 Zoltan goes to the camera shop with
Expressions after you. Pay particular
t Students read and listen to Murat. (False)
attention to intonation patterns and
the dialogues. 4 Murat doesn’t understand the map.
sentence stress.
(False)
t Students find and underline the
5 The woman knows the tour guide.
Key Expressions in the dialogues in
Exercise 3 Exercise 2.
t Give students time to read (False)
through the dialogues again 6 Murat hasn’t got any film for his blog. Answers student page
before they replace the (True)
underlined words with the Give students time to read the dialogues
correct names. again and decide if the sentences are Exercise 5
true or false. t Ask two students to read aloud the
Answers student page example dialogue.
t Students then work in pairs, taking
72 turns to be the new student.
My Town
Writing: Word order and punctuation

6 Look at the Sentence Builder. Extra
Write on the board:
1 My mums names Sarah.
(apostrophes – mum’s, name’s)
2 are you french or italian?
(capital letters – Are, French,
Italian)
7 Write the words in the correct order. 3 My favourite subject’s
1 fantastic / are / shopping centres / the
technology (full stop at end)
The shopping centres are fantastic. 4 Her favourite colours are green
2 is / guide / friendly / our
blue and brown. (comma after
3 beaches / pretty / the / are green)
4 big / is / city / my 5 Is there a shopping centre near
here (question mark at end)
8 Write the adjectives in the correct place.
Tell students that each
1 We can go to the ice rink. (new)
sentence has a mistake with
We can go to the new ice rink. the punctuation and that they
2 We’ve got a sports centre. (great)
should identify what is wrong in
3 I don’t like cities. (big)
4 There’s a Internet café. (small) each case.
9 Correct the punctuation mistakes.

Exercise 9
Speaking t Ask students Is Edinburgh a
Tourist Tips
1 good place to live? Students
4 Look at the Key Expressions. Underline the Where do you live ?
then read for understanding
Key Expressions in Exercise 2. I live in Edinburgh, the capital of Scotland.
What’s your town/city like?
before correcting the
2 punctuation mistakes.
Its’ a big city with about 485,000 people.
What’s the weather like? t Check answers by asking
3 4
It can be rainy and windy. It isnt ’ very hot in July and students to write the
5
August. It’s cold in D ecember. corrected items on the
6 7
Where can you go ? What can you do ? board.
You can do a walking tour of the city. In the Old Town
8 9
theres’ an arts centre, lots of shops and lots of cafés. Answers student page
The city is famous for its festival. People can watch
5 Imagine a new student is at your school. 10
Work in pairs. Ask and answer their ®OPVDQGOLVWHQWRGLIIHUHQWW\SHVRIPXVLF£FODVVLFDO,
11
questions. pop and rock . Exercise 10
Is there a park near school? t Tell students to make notes
10 Write a description of your town or city. Make to answer the questions
Yes, there is. It’s in King Street. notes to answer these questions first. Check
your work for punctuation. rather than writing complete
t 8IFSFEPZPVMJWF t 8IFSFDBOZPVHP
sentences.
t QBSL t CFBDIFT
t *OUFSOFUDBGÏ t TIPQT t 8IBUTZPVSUPXODJUZMJLF t 8IBUDBOZPVEP t Students work individually,
t TXJNNJOHQPPM t TOBDLCBST t What’s the weather like? 73 expanding their notes and
writing a description of their
town/city.
Writing: Word order and Exercise 8 errors for them to correct.
punctuation t Refer students to the Sentence
Builder in Exercise 6 and remind
Exercise 6 them that the adjectives (small/new)
t Read the sentences with the class. come before the nouns (village/
t Point out that The village is small. buildings).
(verb + adjective) doesn’t have t Students write the adjectives in the
an article but It’s a small village. correct place in the sentences.
(adjective + noun) does. Answers
2 We’ve got a great sports centre.
Exercise 7 3 I don’t like big cities.
t Students work individually. 4 There’s a small Internet café.
t Check answers by asking students to
Answers
2 Our guide is friendly. 3 The
beaches are pretty. 4 My city is big.
73
SStudy
udy Corner 38
Language Check
Exercises 1–5 2
1 Find twelve city and country words in Find nine weather words in the word snake.
the wordsearch. Match the words with the pictures (1–9).
s t r e e t k c r d udydr ysn
dclo owy
z r v h b r p h g m w i n d y warm ny col
rainyh otsun
Feedback x e b j v a c i t y
t Check answers with the v e y r x f d c h z 1 2 3
class. Check spelling i c i w q f f k j q
l b j t r i v e r t
l y g o w c a n k y cold rainy windy
t After checking answers to a m w u y t s h o p 4 5 6
Exercise 5, students work in g p q r n p v x s f
pairs, reading the dialogues e b u i l d i n g a
aloud and changing parts. z o q s v n t i o r
t Students complete the l i t t e r c b l m
dry cloudy warm
Feedback section. Remind 7 8 9
them that one star means I
need more practice of this,
but I make some mistakes Language Check Grammar hot sunny snowy
and three stars means I’m 3 Choose the correct words.
good at this. 1 There is / are litter in the streets. Language Check Key Expressions
t Give students time in class 2 There isn’t a / an Internet café in the village.
or at home to do Language 3 There isn’t / aren’t any shops near my 5 Complete the dialogues with the words
Check 8 of the Workbook. school. in the box.
4 There are some / any flowers in the park.
Module 8 Test, Active Teach 5 There is / are three cinemas in my town. near lots don’t Excuse any Is
6 There isn’t a / an music room in my school.
7 There aren’t some / any animals on our farm.
A Excuse me. 2
1 Is there a
snack bar 3 near here?
8 There isn’t / aren’t an ice rink near here.
B I 4 don’t know.
4 Write questions and short answers. A Are there 5 any shops near here?
1 a swimming pool at the sports centre? (yes) B Yes, there are. There are 6 lots of
Is there a swimming pool at the sports centre? good shops in Market Street.
Yes, there is.
2 an ice rink in your town? (no)
Is there an ice rink in your town?
No, there isn’t. Feedback
3 good shops near here? (yes) Vocabulary
Are there any good shops near here?
Yes, there are. Grammar
4 lots of tourists in your town? (no) Key Expressions
Are there lots of tourists in your town? Module 8
74 No, there aren’t.
74
RAPS
Module 1
2.34 1 Listen to Kwame’s rap for Module 1. Vocabulary
2.34 Module 1
A new London band, KimCo are we Vocabulary from the module:
band, family, new, rapper
Kim, Zak, and Lulu, like a family
I’m rapper Kwame, an English Jay-Z
2.36 Module 2
Listen to our band, CD or MP3
Vocabulary from the module:
K – I – M – C – O, say it with me! brother, cool, dad, fantastic,
favourite, games console, great,
late, mobile phone, MP3, mum,
2.35 2 Listen and repeat. Then practise saying the rap. watch
New vocabulary: baby sister
Module 2
2.36 1 Listen to Kwame’s rap for Module 2. 2.38 Module 3
My mobile phone is cool, my games console is great art, geography, history, IT,
music, PE, science
My watch is fantastic – it’s not cool to be late
New vocabulary: lesson, miss,
My rap MP3s are important to me smart
But what’s my favourite thing? It’s my family!
My mum, dad, brother and baby sister, too
What people and things are important to you?
2.37 2 Listen and repeat. Then practise saying the rap.
Module 3
2.38 1 Listen to Kwame’s rap for Module 3.
Geography, history, music and art

Don’t miss lessons – it’s good to be smart
PE, IT and science are cool
Learn something different every day at school
Monday to Friday, only five days in the week
To learn to read, write, listen and speak
2.39 2 Listen and repeat. Then practise saying the rap. 75
t Drill any difficult vocabulary for

Raps pronunciation and word stress.
Procedure Step 2
t Play the recording again, pausing
Step 1 after each line to give students time
t Look at the pictures with the to repeat.
students and ask them who or what t Encourage students to copy the
they can see. intonation as closely as possible.
t Elicit any vocabulary from the t After students have practised each
module which students can see in line, they then practise the rap in
the pictures. pairs.
t Play the recording once for t Monitor and correct students’
students to listen and read for pronunciation as appropriate.
understanding. t Play the recording once more
t Explain or encourage students to without pausing before students
guess the meaning of any new perform the rap chorally as a class.
vocabulary.
75
Module 4
2.40 Module 4 2.40 1 Listen to Kwame’s rap for Module 4.
activity, drums, keyboards, play Zak plays the drums and Lulu’s good on keyboards
chess, play music, ride a horse We can play music but we can’t ride a horse
New vocabulary: fun, good on I can’t play chess but I can learn from my mum
To do a new activity and have a lot of fun
2.42 Module 5 It’s cool to do a lot of things, that is true
Vocabulary from the module: Now what about you? What can you do?
glasses, hero, heroine, red hair,
short, tall
New vocabulary: do it right
Module 5
2.44 Module 6
dinner, get up, go out, go to People can be short, people can be tall
school, homework, Let’s, park, That’s not important, be friends with them all
sports centre People can be black, people can be white
New vocabulary: have a break Be nice to them all, just do it right
People with red hair, people with glasses
Lots of different people in all of our classes
So, who are your heroes and your heroines?
Be a good friend and the hero is you!
Module 6
Monday to Friday, I get up at seven

I go to school at eight and have a break at eleven
Six hours at school, but that’s fine with me
I can learn a lot, then I go home at three
Time for homework and dinner – the same thing every day
But then it’s the weekend – let’s go out and play
Saturday at the sports centre
Sunday in the park
76
76
Module 7
2.46 1 Listen to Kwame’s rap for Module 7. 2.46 Module 7
Eggs for breakfast cake, chocolate, eggs, fish, fruit,
And salad for dinner ice cream, meat, pasta, salad,
Eat vegetables every day vegetables, water
And you are a winner New vocabulary: help you grow,
Pasta is good
winner
When you play sport
Meat and fish help you grow, 2.48 Module 8
If you are short Vocabulary from the module:
We all like chocolate flowers, graffiti, litter, plant,
And we all like cake
pollution, traffic
New vocabulary: air, clean,
Ice cream is nice,
drop it down, fair, go by car,
But not every day
pick it up
Drink lots of water,
And eat lots of fruit
Put on your trainers
And your tracksuit
Module 8
Is there any litter in your town?

Pick it up, don’t drop it down!
Is there any graffiti at your school?
Draw in art class, that is the rule!
Is there any pollution in the air?
Don’t go by car, it’s not fair!
Is there any traffic in the city?
Plant some flowers, it can be pretty!
We can be happy, our town can be clean
It’s time to be ‘Teen and Green’.
77
77
BOARDGAMES
Board games
Modules 1–4 Snakes and Ladders
Board game 1 –
Snakes and Ladders
Play at the end of Module 4.
Students play the game in
groups of three or four. You
will need a set of dice and
counters for each group.
1 Focus on the game

t Ask students to look at the
game and tell you how they
think you play.
t Explain that you will give
more detailed instructions
on exactly how to play in a
moment.
2 Pre-teach language
t In the students’ L1, elicit
language they think they
might need to play the
game.
t Teach students the language
they will need to play the
game in English, e.g. Shake
the dice; It’s my/your/Susan’s
turn; Up the ladder; Down
the snake; I’m the winner!
t Explain that some tasks are
more ‘open’ than others.
As an example, suggest the
following useful language
for square 12 and write it
on the board: I’ve got … ;
My (cousin’s) name is … ;
My mum is (39).
t Suggest or elicit some useful
language for squares 14, 17,
18, 23 and 24 and write it
on the board.
78
3 Give instructions
t Students take it in turns to
throw the dice, move their
counter and do the task on
the square they land on.
t If the answer is correct, the
player can throw again. If
not, the player’s turn ends.
t If a player lands on a ladder,
they move to the top but
only if they have done the
task at the bottom of the
ladder correctly.
t If a player lands on a snake,
they move to the bottom
but don’t do the task. They
have to wait until their next
turn before throwing the
dice again.
t The first student to reach
‘Finish’ is the winner.
78
Modules 5–8 The Question and Answer Race
3 Give instructions
t Students take it in turns
to throw the dice, move
the counter and ask the
question from the prompt
on the square they land on.
t If they form the question
correctly and their partner
answers correctly, the pair
can throw again.
t The player who answered
the first time now asks the
question.
t If they make a mistake, their
turn ends.
t If a pair lands on a forward
or back square, they follow
the instructions and wait
until their next turn before
throwing the dice again.
t The first pair to reach
‘Finish’ is the winner.
79
Board game 2 – 2 Focus on the game

The Question and t In the students’ L1, elicit language
they think they might need to play
Answer Race the game.
Play at the end of Module 8. t Teach or revise the language
Students play the game in groups of students will need to play the game
four, made up of two pairs. You will in English, e.g. Shake the dice; It’s
need a set of dice and counters for my/your/Susan’s turn; Go forward
each group. two spaces/Go back three spaces;
That isn’t right; Say it again, please;
1 Pre-teach language We’re the winners!
t Ask students to look at the game t Revise with students the question
and tell you how they think you forms they will need to play the
play. game, e.g. 2 Has your mum got
t Explain that you will give more glasses? 11 What time does your dad
detailed instructions on exactly how get up? 19 Do you like chips? etc.
to play in a moment.
79
Exercise 2 2 c Gemma’s book 3 a 2 a 3 e 4 b 5 c
S ar er Workbook Answer Key Wayne’s computer 4 d Asha’s pencils
Exercise 4
Exercise 5 2 you 3 what 4 English
Get Ready A Exercise 3 5 Where 6 London 7 old 8 twelve
Exercise 1 Numbers: eight, twenty-nine, twelve 9 year 10 seven 11 what’s 12 My
1 A B
C D E Colours: red, brown, green Exercise 6 Students’ own answers
2 F G
H I J Classroom objects: board, desk, ruler
Days: Friday, Tuesday, Saturday 3 Key Expressions and Listening
3 K L
M N O
Months: July, November, February Exercise 1 1 b 2 a 3 c 4 c 5 a
4 P Q
R S T
Exercise 4 2A yellow 3A Students Exercise 2 2 Kowalski 3 12 / twelve
5 U V
W X Y Z should have drawn a pencil on a book. 4 Polish 5 Torun, Poland
Exercise 2 2 English 3 alphabet 1B x, y, z 2B 13 3B a, b, c 1C 2, 4, Exercise 3 2 I’m Turkish. 3 sister
4 letter 5 student 6, 8, 10 2C Wednesday 3C August 4 Students’ own answers 5 My favourite
Exercise 3 2 Enrique 3 Victoria sport is football. 6 town 7 Szeged;
4 Beatrix 5 Yasemin Module 1 All About Me Poland 8 neighbour 9 Spanish;
Exercise 4 Get Ready Argentinian 10 I’m twelve years old.
11 Students’ own answers 12 Welcome
R E D U P F S W R Exercise 1 2 Ankara 3 Washington
D.C. 4 Warsaw 5 Madrid 6 Buenos Language Check 1
C Q O B I Q A H L Aires 7 Prague 8 Budapest 9 Brasilia Exercise 1 People: teacher, sister,
V S R E N X H I P Exercise 2 1 b, e, g Brazilian 2 a, c, neighbour, mum, friend,
f, h Spanish 3 c, a, f, h Polish 4 f, a, Countries: the UK, Spain, Argentina,
B L A C K T B T J c, h Turkish 5 h, a, c, f British 6 e, b, Turkey
N H N Z N G R E Y g Hungarian 7 d American 8 g, b, e Places: town, home
Argentinian Nationalities: Brazilian, Polish, Hungarian
M M G B H K O C Z Exercise 3 + -an/-ian: Brazilian, Exercise 2 1 We’re 2 isn’t 3 ’m
P Y E L L O W D X Hungarian, American, Argentinian 4 isn’t 5 are 6 aren’t 7 are
+ -ish: Spanish, Polish, Turkish, British Exercise 3 1 Is your dad at home? b
E R E U C Z N Q O other: Czech 2 Where is your mum from? e 3 Is this
W G R E E N R B M 1 Vocabulary and Grammar your pen? c 4 What nationality are you?
Exercise 1 2 neighbour 3 Mum a 5 Are you in a band? d
Exercise 5 2 two 3 three 4 four
4 Dad 5 brother 6 sister 7 best Exercise 4 1 Hi 2 to meet
5 five 6 six 7 seven 8 eight 9 nine
friend 8 team mates 3 Welcome 4 your 5 name’s
10 ten
Exercise 6 2 0791 4369271 Exercise 2 2 I’m 3 is 4 is 5 is Module 2 My Things
3 0962 9073516 6 We’re 7 is 8 is
4 0741 6419782 Exercise 3 3 Karl (dad) 4 Darell Get Ready
Exercise 7 twelve thirteen fourteen (brother) 5 Jamila (sister) 6 Bruno Exercise 1 2 CD player 3 scooter
fifteen sixteen seventeen eighteen (friend) 7 Mr Larson (teacher / 4 bike 5 pencil case 6 skateboard
nineteen twenty neighbour) 8 Mr Nowak (neighbour) Exercise 2 2 skateboard 3 CD player
Exercise 8 Exercise 4 2 It’s a Spanish 4 pencil case 5 bike 6 scooter
1 name. 3 You’re my best Exercise 3 Students’ own answers
T UE SDAY friend. 4 They’re my American
2
SAT URDAY neighbours. 5 This is my new friend. 4 Vocabulary and Grammar
3 Exercise 5 2 I’m not eleven years old. e Exercise 1
MONDA Y 3 We’re not Spanish. b 4 They’re not
4
WE DNE S DA Y 75 seventy-five 36 thirty-six
Polish. a 5 The teacher’s name isn’t Mr
5
THUR SDAY Hook. c 57 fifty-seven 81 eighty-one
6 70 seventy 100 one hundred
F R I DAY Exercise 6 2 He isn’t Tim. He’s / His
name’s Tom. 3 They aren’t in Class six.
The mystery day is Sunday. 44 forty-four 50 fifty
They’re in Class seven. 4 Prague isn’t in
Exercise 9 2 February 3 March Poland. It’s in the Czech Republic. 99 ninety-nine 62 sixty-two
4 April 5 May 6 June 7 July 5 She isn’t Spanish. She’s Argentinian.
8 August 9 September 10 October Exercise 2 2 72 3 89; 90 4 65
Exercise 7 Students’ own answers
11 November 12 December 5 42 6 59
2 Vocabulary and Grammar Exercise 3 2 mother 3 grandmother
Get Ready B
Exercise 1 1 Mike – d, in town 4 grandfather 5 sister 6 cousin
Exercise 1 b twenty-two c twenty-
2 Rachel – a, at school 3 Emma – 7 an only child
three d twenty-four e twenty-five
b, at home 4 Tony – c, at work Exercise 4 Students’ own answers
f twenty-six g twenty-seven h twenty-
eight i twenty-nine j thirty Exercise 2 2 Are Zak and Lulu in Exercise 5 1 b 2 a
KimCo? Yes, they are. 3 Is Kwame a Exercise 6 3 plural 4 plural
Exercise 2 2 bag 3 rubber 4 chair
singer? No, he isn’t. (He’s a rapper.) 5 singular 6 singular
5 pencil 6 desk 7 ruler 8 board
4 Are Kim and Lulu rappers? No, they Exercise 7 2 cousin’s; Ben 3 uncle’s;
Exercise 3 pens computers boxes aren’t. 5 Are Kim and Kwame brother
paintbrushes classes Kenny 4 aunt’s; Lorna 5 parents’;
and sister? No, they aren’t. 6 Is Kwame Sharon; Mike 6 grandparents’; Dennis;
Exercise 4 2 next to 3 on fourteen? No, he isn’t. (He’s twelve.) Iris
4 between Exercise 3 2 Is your dad a Exercise 8 2 f 3 e 4 d 5 a 6 b
Exercise 5 3 on between 4 teacher? 3 Are your friends at
5 between next to Exercise 9 Students’ own answers
school? 4 Is your best friend in the
Get Ready C football team? 5 Are your neighbours 5 Vocabulary and Grammar
Spanish? 6 Are you thirteen years old? Exercise 1 1 MP3 player 2 camera
Exercise 1 2 I 3 You 4 It 5 We
Students’ own answers 3 games console 4 mobile phone
6 He 7 She
80
Exercise 2 2 player 3 phone Exercise 7 1 Saturday and Sunday Exercise 2 1 computer games, football,
4 board 5 case Students’ own answers basketball 2 the piano 3 a bike, a
Exercise 3 2 my 3 my 4 Zak’s horse 4 a computer, the Internet
8 Vocabulary and Grammar
5 his 6 my 7 our 8 Its Exercise 3 2 can play basketball
Exercise 1 1 second; third; fourth 3 can’t cook 4 can’t draw 5 can ride
Exercise 4 2 My 3 your; his 4 her
2 fifth; sixth; seventh 3 eighth; ninth; a horse 6 can use a computer
5 Their
tenth
Exercise 5 2 the 3 an 4 a 5 an Exercise 4 1 Maddie 2 Greg
Exercise 2 2 e 3 g 4 b 5 h 6 c 3 Ashley
6 the
7 d 8 a
Exercise 6 2 a South American country Exercise 5 2 What sports can Ashley
Exercise 3 2 19th May 3 11th do?; can; ride; play football 3 What can
3 a Turkish city 4 an Argentinian city
November 4 12th August Maddie do?; swim; ride; sing; can 4 Can
5 an American state 6 a Spanish sports
star Exercise 4 Students’ own answers Greg swim?; No; he can’t. 5 Can Ashley
Exercise 5 2 these 3 that 4 those and Maddie swim?; Yes; they can.
6 Key Expressions and Listening Exercise 6 1 these 2 this; that Exercise 6 3 Maddie can swim and
Exercise 1 fast, light, big, nice, cool, 3 those ride a bike. 4 Maddie can dance but she
easy to use, fantastic, great, small Exercise 7 2 Check 3 Use 4 Don’t can’t play football. 5 Ashley can sing
Exercise 2 2 His camera is small and use 5 Don’t listen to 6 Don’t eat and dance. 6 Ashley can swim but he
easy to use. 3 Your room is nice and big. Exercise 8 2 a Don’t speak b Speak can’t draw.
4 Her MP3 player is red and black. 3 a Don’t look at b Look at Exercise 7 1 Can you and your best
Exercise 3 2 What’s your new bike like? Exercise 9 Students’ own answers friend play chess? 2 Can you do a
3 What’s your new CD player like? handstand? 3 Can your teacher draw?
4 What’s your new camera like? 9 Key Expressions and Listening 4 Can your cousin do a wheelie?
5 What’s your new games console like? Exercise 1 2 down 3 at 4 up 5 Can you do skateboard tricks?
Exercise 4 2 e 3 d 4 b 5 a 5 up 6 on Students’ own answers
Exercise 5 2 My parents are Turkish. Exercise 2 2 Please sit down over
there. 3 Have a party on your birthday.
3 grandmother 4 Students’ own answers
5 Kerem 6 seventy-five 7 watch 4 Check your spelling in the wordlist. Exercise 1 guitar 3 piano 1 violin 5
8 Her name’s Ana. 9 great 10 MP3 5 Don’t be late again. 6 Have a good drums 2 keyboards 4
player 11 Budapest is the capital of day at school. Exercise 2 2 how many 3 who
Hungary. 12 What’s your new bike like? Exercise 3 2 Thank you. 3 Good idea. 4 What 5 When 6 where
4 Good idea. 5 Sorry. 6 Thank you. Exercise 3 2 b 3 a 4 a 5 b 6 b
Language Check Exercise 4 a 5 b 6 c 1 d 2 e 4
Exercise 4 2 a 3 b 4 c
Exercise 1 a five skateboards f 3
Exercise 5 2 door 3 Students’ own
b twelve mobile phones c six MP3 Exercise 5 From Turkey Age 13
answers 4 It’s eleven fifteen.
players d three games consoles Birthday 29th January
5 geography 6 on 7 What’s this that?
e four cameras f two bikes Instruments one; guitar Dance yes
8 twentieth 9 those 10 thirty-first
Exercise 2 a fifty-one b seventy-two 11 Don’t not use your mobile in class. Act yes
c eighty-six d ninety-nine e one Exercise 6 2 are 3 How old
12 off
hundred f sixty-four 4 nineteenth 5 sports 6 Yes, I can.
Exercise 3 1 Murat’s 2 parents’ Language Check 3 7 How many 8 who
3 friend’s 4 Her 5 Our 6 Their Exercise 1 School subjects: art, Exercise 7 Students’ own answers
7 its geography, history, IT, maths
Exercise 4 1 an 2 the 3 a 4 the Parts of the classroom: clock, door, floor, 12 Key Expressions and Listening
5 an light, wall Exercise 1 2 come, too 3 of
Exercise 5 1 favourite 2 console Exercise 2 1 It’s seven forty-five. 4 Excuse me 5 can’t 6 Can I use
3 like 4 great 5 and 2 It’s twelve-twenty. 3 It’s nine fifteen. 7 no problem
4 It’s the first of September. 5 It’s the Exercise 2 21st 4:30 dance paint
Module 3 At School twenty-second of August. 6 It’s the third chess parents
of February. Exercise 3 2 I can’t cook. 3 can sing
Get Ready
Exercise 1 2 window 3 light 4 wall
Exercise 3 1 at 2 in 3 at 4 on 4 skateboarding 5 play the violin
5 in 6 at 6 Can you use a computer? 7 can play
5 floor 6 bin 7 clock 8 poster
Exercise 4 1 This 2 These 3 that the drums 8 Yes, I can. 9 chess
Exercise 2 2 floor 3 floor 4 door
4 Those 5 Don’t 6 Turn on 7 Don’t 10 How many 11 Who is your favourite
5 wall 6 light
put 8 Don’t listen 9 Don’t be teacher? 12 of course.
Exercise 5 1 sorry 2 on 3 Good
Language Check 4
7 Vocabulary and Grammar idea. 4 sit 5 Thank
Exercise 1 1 sing 2 act 3 swim
Exercise 1 Across 2 science 4 maths Module 4 Having Fun
4 skateboard 5 paint 6 dance
6 music 7 geography 9 IT
Get Ready 7 draw
Down 1 PE 3 English 5 history
Exercise 1 2 swim 3 sing 4 cook Exercise 2
8 art
5 draw 6 paint 7 dance play: football, the drums, computer
Exercise 2 2 7.30 3 3.45 4 2.15 games, the guitar
8 skateboard
5 8.20 6 1.10
Exercise 2 Students’ own answers ride: a bike, a horse
Exercise 3 2 a 3 d 4 b use: a computer, the Internet
Exercise 4 2 c 3 b 4 a 5 c 6 b Exercise 3 Students’ own answers
Exercise 3 1 can 2 can you play
7 c 8 a 10 Vocabulary and Grammar 3 I can 4 can’t 5 can you play
Exercise 5 2 on Monday 3 at eight Exercise 1 3 bike 4 computer games 6 can 7 can’t 8 can’t
o’clock 4 in the afternoon 5 on 5 computer 6 piano 7 Internet Exercise 4 1 Where 2 How many
Saturday 6 in the morning 8 football 9 horse 10 basketball 3 When 4 How old 5 What 6 How
Exercise 6 Students’ own answers many 7 Who
81
Exercise 5 1 no is problem 2 Can I Exercise 7 Students’ own answers 17 Vocabulary and Grammar
use 3 Of course you can 4 Excuse me Exercise 1 2 go shopping 3 listen to
5 I’m sorry 15 Key Expressions and Listening
music 4 eat 5 go to work
Exercise 1 1 1 football shirt
Module 5 Heroes Exercise 2 Students’ own answers
2 tracksuit 3 T-shirt
2 slim, tall, helpful Exercise 3
Get Ready
Exercise 2 2 She’s 3 has 4 She’s Negative
Exercise 1 Across 3 dark 5 long
got 5 Has 6 she’s got
7 glasses 8 hair I don’t play
Down 1 beard 2 straight
Exercise 3 2 a 3 c 4 b 5 a
Exercise 4 2 She has got blue eyes. You don’t play
4 moustache 6 green
3 has; got 4 glasses 5 dark hair; He doesn’t play
Exercise 2 1 Students should draw
brown eyes 6 have 7 She has got a
curly, red hair, green eyes and glasses on She doesn’t play music.
new dress. 8 tracksuit 9 hasn’t got;
the face. 2 Students should draw short,
beard 10 jeans 11 She’s short and It doesn’t play
dark hair, brown eyes, a moustache and a
slim. 12 at
beard on the face. We don’t play
Exercise 3 Students’ own answers Language Check 5 They don’t play
Exercise 1 1 moustache 2 short
3 eyes 4 curly 5 dark 6 tall Exercise 4 2 c 3 a 4 e 5 d 6 b
Exercise 1 1 pretty 2 short 3 slim
7 green Exercise 5 2 don’t 3 don’t 4 don’t
4 strong 5 tall
Exercise 2 1 trainers 2 runner 5 doesn’t
Exercise 2 2 to 3 at 4 to
3 tracksuit 4 at 5 rider 6 to Exercise 6 2 She doesn’t play the
Exercise 3 2 singer 3 teacher 7 T-shirt 8 to keyboards. She plays the guitar.
4 actor 5 runner
Exercise 3 1 hasn’t got 2 haven’t got 3 He doesn’t go to bed early on Fridays.
Exercise 4 2 ’ve got 3 ’ve got 3 ’s got 4 ’ve got 5 ’ve got 6 hasn’t He watches TV. 4 They don’t go
4 ’s got 5 ’ve got 6 ’s got 7 ’ve got got 7 ’s got 8 haven’t got swimming at weekends. They go shopping.
Exercise 5 2 ’ve got green eyes. Exercise 4 1 have 2 has your school Exercise 7 Students’ own answers
3 ’ve got nice parents. 4 ’ve got new got 3 hasn’t 4 have you got 5 I’ve
bikes. 5 ’ve got great friends. got 6 Have 7 haven’t 18 Key Expressions and Listening
6 ’s got short hair. Exercise 1 2 That’s 3 don’t 4 idea
Exercise 5 1 colour 2 red 3 blue
Exercise 6 2 hasn’t got 3 haven’t got 4 dress 5 pretty 5 why 6 thanks
4 haven’t got Exercise 2
Exercise 7 2 My dad hasn’t got a Module 6 Different Days First I do my homework.
beard but he’s got a moustache. 3 My Next, we have dinner.
Get Ready Then I go to bed.
grandmother hasn’t got a computer but
she’s got a mobile phone. 4 You haven’t Exercise 1 2 swimming pool 3 sports Exercise 3 2 a 3 b 4 c
got a brother or sister but you’ve got lots centre 4 Internet café 5 snack bar Exercise 4 2 My mum gets up at 7.30.
of friends. 5 Our school hasn’t got a Exercise 2 2 library 3 cinema 3 do 4 swimming pool 5 studies
music room but it’s got a computer room. 4 park 5 shopping centre 6 goes 7 breakfast 8 don’t 9 Next
6 We haven’t got a brother but we’ve got Exercise 3 Students’ own answers 10 ice rink 11 doesn’t study 12 Let’s
two sisters. go to the beach.
Exercise 8 1 blond 2 straight Language Check 6
Exercise 1 2 have 3 go 4 study
3 green 4 hasn’t got 5 has got
5 have 6 do 7 go out 8 go Exercise 1 1 swimming pool 2 snack
Exercise 9 Students’ own answers 9 have 10 go bar 3 park 4 cinema 5 Internet café
14 Vocabulary and Grammar Exercise 2 Students’ own answers 6 shopping centre 7 sports centre
Exercise 3 8 library
Exercise 1 2 jeans 3 dress
4 tracksuit 5 trainers 6 shoes Exercise 2 2 b 3 h 4 d 5 g
Affirmative 6 f 7 c 8 a
Exercise 2 2 Have you got new clothes,
too, Zak? 3 Has Kim got new clothes for I play Exercise 3 1 gets 2 teaches
the band? 4 What have you got in those 3 finishes 4 studies 5 goes 6 does
You play 7 has
bags?
Exercise 3 a 2 b 4 c 1 d 3 He plays Exercise 4 1 watch 2 go 3 plays
She plays music. 4 go 5 don’t speak 6 doesn’t do
Exercise 4 2 Has Lulu got a sister? Yes
7 don’t go 8 don’t watch
she has. 3 Has Kim got a guitar? Yes, It plays
she has. 4 Has Ellie got tickets for the Exercise 5 1 thanks 2 Why 3 Let’s
concert? Yes, she has. 5 Have Kim, Lulu, We play 4 idea 5 have
Zak and Kwame got new clothes for the They play
concert? Yes they have.
Exercise 5 2 What colour eyes has your Exercise 4 2 teaches 3 studies
mum got? 3 How many classrooms has 4 goes 5 does 6 has
your school got? 4 What colour hair Exercise 5 2 a 3 a 4 a 5 b 6 a
have you got? 5 How many cousins have Exercise 6 2 goes 3 have 4 finishes
you got? 6 What colour hair has your 5 studies 6 get up 7 has 8 go
best friend got? Students’ own answers Exercise 7 2 gets 3 go 4 get
Exercise 6 5 have 6 has 7 go 8 has
Computer in your room no Exercise 8 Students’ own answers
CD player no, about 10 CDs
MP3 player yes, about 300 songs
games console yes, about 20 games
82
Module 7 Likes and Dislikes Exercise 5 2 b 3 b 4 b 5 a Exercise 4 2 Is there an ice rink?
6 c 7 a 3 Is there any pollution? 4 Is there any
Get Ready Exercise 6 2 them 3 me 4 him litter? 5 Are there any beaches?
Exercise 1 5 it 6 us7 her 6 Are there any parks?
Exercise 7 Students’ own answers Students’ own answers
V Q B N C H E E S E Exercise 5 2 a 3 an 4 any 5 any
I F I S H F D B A I 21 Key Expressions and Listening 6 any Students’ own answers
Exercise 1 2 coffee 3 milk Exercise 6
C R R D O L Z R L O
4 orange juice 5 lemonade 6 water Places to visit: park; shopping centre
W U G O C A K E A L Exercise 2 B Can we have two Problems: litter?: yes where? on the
hamburgers, please? A And to drink? beaches
Z I N P O K W A D W bins? no
B A lemonade and an orange juice,
Y T U W L D G D F E please.
flowers? no where? in the park
graffiti? no
Q M H R A Z J O M D Exercise 3 Students’ own answers Exercise 7 1 any; there are
V E G E T A B L E S Exercise 4 2 of 3 for 4 After 2 Is there; there is 3 any; there
Exercise 5 2 c 3 a 4 d 5 b aren’t 4 Are there; there aren’t
W O Q Z E E E M A V
Exercise 6 2 Do you like mushrooms? 5 any; there isn’t
J P J S B T A X T C 3 Does; does 4 chocolate 5 it Exercise 8 Students’ own answers
6 chicken 7 do; like 8 hamburger
Exercise 2 2 salad 3 fruit 4 fish 24 Key Expressions and Listening
9 Does; like 10 We all like him.
5 meat 6 cake 7 bread 8 chocolate
11 take 12 us Exercise 1 2 tourists 3 walking tour
9 vegetables
4 map
Exercise 3 Students’ own answers Language Check 7 Exercise 2 2 near 3 don’t 4 Excuse
Exercise 1 1 tomatoes 2 French fries me 5 any 6 there are. 7 in
3 milk 4 bread 5 fruit 6 pasta Exercise 3 2 The weather isn’t good.
Exercise 1
7 cheese 3 The shopping centre is new. 5 We’ve
hamburger and French fries 8, 5
egg and chips 3, 5 Exercise 2 1 water 2 vegetables got a new Internet café. 6 I don’t like
chicken and potatoes 4, 9 3 Lemonade 4 with 5 meat 6 for cold weather.
mushroom and tomato pizza 1, 7, 6 7 potatoes 8 classical music Exercise 4 2 b 3 a 4 b 5 b
pasta 10 Exercise 3 1 Do; do 2 Does; doesn’t
ice cream 2 Exercise 5 2 There isn’t a library in my
3 do 4 does 5 Do; don’t town. 3 there 4 village 5 weather;
Exercise 2 2 mushrooms 3 pizzas Exercise 4 1 her 2 it 3 him 4 us
4 chips 5 hamburgers 6 vegetables rainy 6 Are there any beaches near your
5 you 6 them 7 me town? 7 windy 8 goats 9 traffic
7 potatoes 8 tomatoes
Exercise 5 1 take 2 have 3 salad 10 There’s a lot of litter at my school.
Exercise 3 Students’ own answers 4 drink 5 coffee 11 any graffiti; there is 12 sunny
Exercise 4 2 Does 4 don’t
6 doesn’t 7 do 8 does Module 8 My Town Language Check 8
Exercise 5 2 Does your sister like Exercise 1 1 building 2 village
Get Ready
sport? d 3 Do your grandparents like the 3 guide 4 graffiti 5 tourists 6 hot
Internet? f 4 What sports do you like? e Exercise 1 Across 1 city 2 buildings
7 river 8 chickens 9 dry
5 What food does your friend like? c 5 river 8 shop 9 trees
Exercise 2 1 tree 2 shop 3 windy
6 What singers does your mum like? a Down 1 chickens 3 street 4 farm
4 rainy 5 farm 6 litter
6 village 7 goat
Exercise 6 Exercise 3 1 There’s 2 There are
Exercise 2 2 a 3 e 4 b 5 c
3 There isn’t 4 There aren’t 5 Is there
Food Lucy Matt Exercise 3 Students’ own answers
6 Are there 7 there is 8 there aren’t
meat 22 Vocabulary and Grammar Exercise 4 1 a 2 an 3 some
fish Exercise 1 2 cloudy 3 rainy 4 cold 4 any 5 a 6 any 7 any
5 snowy 6 dry 7 hot 8 sunny Exercise 5 1 there 2 here 3 in
vegetables 9 warm 4 any 5 know
salad Exercise 2 Students’ own answers
pizza Exercise 3 2 There’s 3 There are
4 There are 5 There isn’t 6 There isn’t
Exercise 7 1 Does; doesn’t 2 Does; 7 There aren’t 8 There aren’t
does 3 Does; does 4 Does; doesn’t Exercise 4 2 f 3 c 4 e 5 a 6 d
5 Do; don’t 6 Do; do Exercise 5 West Street
Exercise 8 1 Do you like maths? Exercise 6 2 There are 3 There isn’t
2 Do your friends like rap? 3 Does your 4 There aren’t 5 There’s 6 There’s
dad like football? 4 What singers do you 7 There isn’t 8 There aren’t
like? 5 What food do you like? 6 What
Exercise 7 1 a; an 2 a; a 3 a; an
food does your mum like? Students’ own
4 some; any 5 some; any
answers
Exercise 1 2 classical music 3 rock
Exercise 1 2 traffic 3 graffiti
4 pop Students’ own answers
4 pollution
Exercise 2 3 him 4 her 5 it 6 us
Exercise 2 2 plants 3 graffiti
7 them
4 traffic
Exercise 3 1 it 2 me 3 him
Exercise 3 2 e 3 a 4 d 5 c
4 them 5 us 6 her 7 you
Exercise 4 2 it 3 them 4 them
5 it 83
Rachel Class 5! Sshh. Quiet, please. 4
S ar er Workbook Audioscrip 3 A What’s your address?
Get Ready. Revision A. Exercise 2. Emma Hi, Kelly. B 42 Green Street, Leeds.
Kelly Hi, Emma. You’re late for cycling 5
1 Hello
club. Where are you? Girl Mike Hendrick is my favourite
2 English
Emma I’m at home. American footballer. He’s number 59.
3 alphabet
Kelly Are you OK?
4 letter Module 2. Unit 5. Exercise 3.
Rachel No, not really.
5 student
Emma Oh, poor you. Kwame Here’s your mobile phone, Kim.
Get Ready. Revision A. Exercise 3. 4 Kim No, my mobile is black. It’s in my
Tony Hello? bag over there.
1 Daniel: D – A – N – I – E – L
Mum Tony, it’s Mum here. Kwame Is it Zak’s mobile?
2 Enrique: E – N – R – I – Q – U – E
Tony Sorry, Mum, I can’t … Lulu No, his mobile is blue. Look at my
3 Victoria: V – I – C – T – O – R – I – A
Mum Where are you? photos. This is my sister and our cat. Its
4 Beatrix: B – E – A – T – R – I – X
Tony I’m at work. name is Catkin.
5 Yasemin: Y – A – S – E – M – I – N
Mum But it’s Saturday.
Tony Yes, but work is difficult just now. Module 2. Unit 6. Exercise 4.
Get Ready. Revision A. Exercise 6.
I’m at my desk all weekend. Girl Hi, Simon. Happy Birthday.
1 0892 5170624
Simon Thank you.
2 0791 4369271 Module 1. Unit 2. Exercise 5. Girl Wow! Is that your new bike?
3 0962 9073516
A Are you in KimCo? Simon Yes, it’s from my mum and dad.
4 0741 6419782
B Yes, I am. And Kim and Lulu are in the It’s so cool!
5 0654 7391264
band, too. Girl And this pencil case is nice.
Get Ready. Revision A. Exercise 8. A Are you the new rapper? Simon Yes, it’s from my aunt and uncle,
B No, I’m not. Kwame is the rapper. He’s in the United States.
1 Tuesday
English but his dad is from Ghana. Girl And your sister? What was her
2 Saturday
A And what nationality are you? present?
3 Monday
B I’m English. Simon This CD. Kanye West is my
4 Wednesday
A Where are you from? favourite singer.
5 Thursday
B I’m from London. Girl Yes, he’s fantastic.
6 Friday
A How old are you? Simon And this pen was from my
Get Ready. Revision C. Exercise 4. B I’m twelve. grandmother.
A What year are you in? Girl That’s nice, too. And this book?
2A Write ‘yellow’. B I’m in Year 7. Simon That’s from my cousin. It’s by
1B Write the letters – X, Y, Z. A Sorry, what’s your name? Anthony Horowitz. His books are fantastic.
3C Write ‘August’. B My name’s Zak.
1C Write the numbers – 2, 4, 6, 8, 10. Module 2. Unit 6. Exercise 5.
2B Choose the correct number – thirteen. Module 1. Unit 3. Exercise 2. 5 My brother’s name is Kerem. That’s
3B Write the letters – A, B, C.
Ewa Hello, I’m new here. K – E – R – E – M.
2C Write ‘Wednesday’.
Assistant Hi, yes, welcome to the Fun 4U 9 My new camera is great.
3A Draw a pencil on a book.
Computer Club.
Ewa Thank you. Module 3. Unit 8. Exercise 3.
Module 1. Unit 1. Exercise 3.
Assistant OK, what’s your name? 1
Hi, my name’s Corey Johnson. I’m from Ewa My name’s Ewa Kowalski. A Happy Birthday, Sally.
Chicago and my address is 298 Chicago Assistant Sorry, just your first name. B Er, it isn’t my birthday today. My
Avenue. My family is my mum, Anita, my Ewa Ewa, with a double-u – that’s E – birthday is the twenty-second of February.
dad, Karl, that’s Karl with a K: K – A – R – W – A. 2
L, my brother and my sister. My brother’s Assistant E – W – A. Thank you. And A What’s the date today?
name is Darell, that’s D – A – R – E – what’s your surname? C It’s the nineteenth of May.
DOUBLE ‘L’. My sister’s name is Jamila – Ewa Kowalski. That’s K – O – W – A – L A Oh, it’s Martin’s birthday.
J – A – M – I – L – A. We’re at number 22. – S – K – I. 3
OK, my best friend is at number 24. His Assistant K – O – W – A – L – S – K – I. A Is your birthday in December, Lisa?
name’s Bruno – B – R – U – N – O. He’s And how old are you, Ewa? D No, my birthday is the eleventh of
from Brazil. Ewa I’m 12. November.
My teacher is my neighbour, too. It’s true. Assistant What nationality are you? 4
Mr Larson – that’s L – A – R – S – O – N, is Ewa I’m Polish. A When’s your sister’s birthday, Simon?
my English teacher. He’s at number 26. Assistant And where are you from in E It’s the same day as my birthday – the
And my favourite neighbour is at number Poland. twelfth of August – we’re twins!
28. He’s from Poland and his name’s Mr Ewa Torun. That’s T – O – R – U – N.
Nowak – N – O – W – A – K. He’s 75 years Assistant And last question – what’s your Module 3. Unit 8. Exercise 6.
old but he’s great! computer? Kwame What are these, Kim?
Ewa It’s an XPS 15. Kwame On this poster the concert is the
Module 1. Unit 2. Exercise 1. fifth. But on that poster it’s the fourth.
1 Module 1. Unit 3. Exercise 3. Zak Are those my posters?
Mike Hi, Mum. 7 I’m from Szeged in Hungary. That’s
Mum Mike, where are you? Are you at Module 3. Unit 9. Exercise 4.
S – Z – E – G – E – D.
school? 9 I’m not Spanish. I’m Argentinian. 1
Mike What? Say that again. A Great, it’s nine thirty. It’s science now.
Mum Are – you – at – school? Module 2. Unit 4. Exercise 2. B No, science is at eleven o’clock today.
Mike No, I’m not. I’m in town. 1 A Oh yes, you’re right. It’s history now,
Mum Well, hurry up! It’s computer club A What number is your bus? then science at 11.
in 20 minutes. B Seventy-two. 2
2 2 A OK, Class 9, quiet, please. Right, Daniel,
Rachel Now, your homework is exercises Man Your homework for today is pages please write the date on the board.
5, 6 and 7 on page 64. 89 and 90. Exercises seven to ten. B Is it the 14th of June today, Miss?
Girl Three exercises? Oh, Miss. 3 A No, it’s the 15th.
Rachel Yes, Asha, three exercises. Boy How old are you today, Grandma? B The fifteenth of June.
84 Boy Great, home time! Grandma I’m sixty-five. A Thank you.
3 Interviewer Kerem Sur. OK. So, where 4
Hannah My new timetable … oh, no, are you from, Kerem? Lulu What have you got in those bags?
geography in the morning on Monday Kerem I’m from Turkey. Kim I’ve got a present for you. KimCo
and PE in the afternoon. But Tuesdays Interviewer OK, and your age – how old tracksuits!
are good. It’s my favourite subject in the are you?
morning. Music is fantastic and my music Kerem I’m 13. Module 5. Unit 14. Exercise 6.
teacher is really nice. Interviewer And when is your birthday? Interviewer Can I ask you some
4 Kerem It’s the 29th of January. questions about technology, Jo?
Ian Hi, Sam. It’s my birthday on the Interviewer 29th of January. Now, Jo Yes, of course.
twenty-second of May. Please come to my what can you do? How many musical Interviewer Okay. Has your family got a
party. instruments can you play? computer at home?
Sam Great, thanks. What time is the Kerem Just one – I can play the guitar. Jo Yes, we have.
party? Interviewer OK. Interviewer And have you got a
Ian It’s at three thirty. Kerem But I can sing and I can dance. computer in your room?
Sam So, that’s the twenty-second of May Interviewer Great, can you act? Jo No, I haven’t. We’ve only got one
at three thirty. Thanks, Ian. Kerem Yes, I can. I’m a really good actor. computer at home.
Interviewer OK. And the last question Interviewer Okay. Now music. Have you
Module 3. Unit 9. Exercise 5. – who is your favourite singer? got a CD player?
5 Kerem My favourite singer is Kanye West. Jo No, I haven’t. I use the Internet for
A It’s geography at ten o’clock. Interviewer Thanks, Kerem. And good music – I’ve only got about 10 CDs.
9 luck in the competition. Interviewer So, have you got an MP3
A What are those? player?
B They’re my computer games. Module 4. Unit 12. Exercise 2. Jo Yes, I have. I’ve got an iPod.
Teacher Quiet please, students. Now, Interviewer And how many songs have
Module 4. Unit 10. Exercise 4. some information about our school you got on your MP3 player?
Ashley Hi there. My name’s Ashley. I’m activity day. This year the activity day is Jo Oh, about 300.
12 and I’m in Class 7. Sport and music are on Saturday the 21st of July. And the time Interviewer Wow! That’s a lot! So the last
my favourite things. I can swim and I can is from ten o’clock in the morning to four question is about games. Have you got a
ride a bike. I can play football, too. Andres thirty in the afternoon. And what activities games console?
Iniesta is my favourite footballer. And can you do? Well, you can dance and play Jo Yes, I have. And I’ve got about 20
music – I can sing and I can dance. My music – the guitar, violin or keyboards. games.
only problem is art – I can’t draw. The art club is part of the day – you can Interviewer Thank you, Jo.
Maddie Hi, My name’s Maddie. I’m draw and paint in the art room. Sports, Jo No problem.
12 and in Class 7. What can I do on the too – you can play football and basketball.
activity day? Well, I can swim and I can And you can play chess. Why not play Module 5. Unit 15. Exercise 3.
ride a bike, of course. My bike is one of chess with one of your teachers? Interviewer So, Rob, are you good at
my favourite things. I can’t play football Girl Sir, can our parents come to the sport?
and I’m no good at art – I can’t draw. I’m activity day, too? Rob Yes, I can play football and I can
a good singer. I can sing and I can dance. Teacher Yes, of course. We are happy to swim. I’m a good runner, too.
Greg Hi, I’m Greg and I’m 11. I’m in have parents at the day. So, Saturday the Interviewer Oh, you can run. So is your
Class 6. Sport isn’t really my thing. I can’t 21st of July. Don’t forget … hero a runner, too?
swim and I can’t play football. I can ride Rob Yes, he is. His name’s Mo Farah.
a bike but it isn’t my favourite activity. Module 4. Unit 12. Exercise 3. He’s my favourite sportsperson.
My favourite subject at school is art. I can 5 Interviewer Sorry, Mo …?
draw. Music is great, too. I can sing and I A My mum can play the violin. Listen! Rob Farah – that’s F – A – R – A – H.
can dance. (violin) He’s from Somalia, but his dad is English.
8 Mo is a runner for Britain now.
Module 4. Unit 11. Exercise 1. A Can you act? Interviewer Okay, so what’s Mo like?
1 (piano) B Yes, I can. Rob He isn’t very tall, but he’s strong
2 (drums) 12 and fast.
3 (electric guitar) A Can we come to the activity day? Interviewer Right. And is he a champion
4 (keyboards) B Yes, of course. runner?
5 (violin) Rob Yes, he’s the world champion in
Module 5. Unit 13. Exercise 8. 5 kilometre competitions. He can run 5
Module 4. Unit 11. Exercise 2. Leyla Hi! My name’s Leyla. I’m twelve kilometres in about 13 minutes.
Ellie Okay. How old are you, Kim? years old and I’m from London. My family Interviewer Wow! That’s fantastic. And
Kim I’m twelve. is from Spain. My parents have got dark thanks for answering my questions …
Ellie And how many people are in the hair but I’m different – I’ve got blond
band? hair. Mum and Dad have got straight hair Module 5. Unit 15. Exercise 4.
Kim Four. Lulu, Zak, Kwame and me. but my hair is curly. All the people in my 5
Ellie And who is the rapper? family have got brown eyes, but I’ve got A My mum has got dark hair and brown
Kwame I am – Kwame. green eyes. And all my family are boys – eyes.
Ellie What instruments can the band I’ve got four brothers but I haven’t got a 9
play? sister. And I’ve got lots of cousins – about A My dad hasn’t got a beard.
Kwame Kim can play the guitar, Zak 20! 12
can play the drums and Lulu can play the A Are you good at sport?
keyboards. And I can rap and sing. Module 5. Unit 14. Exercise 3. B Yes, I am.
Ellie When is your first concert? 1
Kim It’s on the fourth of July at 2.30. Zak What clothes have you got, Lulu? Module 6. Unit 17. Exercise 5.
Ellie And where is the concert? Lulu A new dress, new shoes and a new 1
Kim It’s at school. hat. Zak I don’t go to bed early on Fridays.
2 2
Module 4. Unit 11. Exercise 5. Lulu Have you got new clothes, too, Zak? Kwame I don’t eat before a concert.
Interviewer Hi, I’m Susan. I’m the Zak No, I haven’t, but I’ve got new 3
interviewer for School Challenge. trainers. Lulu We don’t practise every week.
Kerem Hi. My name’s Kerem Sur. That’s 3 4
K – E – R – E – M. And my surname is Sur Lulu Has she got new clothes for the band? Zak My mum and dad are here, too.
– S – U – R. They don’t work at weekends.
Kwame Yes, she has. 85
5 Fish isn’t very nice. Zak Yes, there are. There are some new
Lulu My sister is only three. She doesn’t Interviewer Okay, and what about songs about litter and graffiti.
listen to rap. vegetables and salad? Suzi Are there any problems in your
Matt I like vegetables – potatoes and school?
Module 6. Unit 18. Exercise 3. mushrooms are my favourites. But I don’t Kim No, there aren’t. There isn’t any
1 like salad. litter in our school but there’s some litter
A It’s Nicky’s birthday next week. Why Interviewer And do you like pizza? and graffiti in our town.
don’t we have a party? Matt No, I don’t. I don’t like cheese very Suzi And is there any pollution in your
B Great idea! When is her birthday? much. town?
A It’s the first of September. Interviewer So, no pizza for you then. Zak Yes, there is – because of all the
B We can’t have the party then – it’s a Matt No, my favourite food is pasta. traffic.
school day. Interviewer Okay. Thank you, Lucy, and
A OK. Let’s have the party on the thank you, Matt. Module 8. Unit 23. Exercise 6.
Saturday. Helen What places are there to visit in
B Is that the third of September? Module 7. Unit 20. Exercise 3. Greenford?
A Yes, that’s right. Girl Do you like rap? Tara There are two beaches, a park and
2 Kwame’s mum No, I don’t like it very a shopping centre.
A Let’s go to town. much. Helen And what problems are there? Is
B That’s a good idea. We can go to the Girl Can I have Kwame’s autograph? there any litter?
new CD shop. Kwame’s mum Er, I don’t know. Come Tara Yes, there is. There’s some litter on
A Where’s that? with me. We can ask him. the beaches.
B It’s in the shopping centre. Lulu’s mum Here are your presents. Helen Are there any bins?
A Oh, is it next to the cinema? Lulu Can I open them now? Tara No, there aren’t.
B No, it’s between the clothes shop and Boys Play again for us … please! Helen Okay. We can help with that. And
the Internet café. Why don’t I show you? Kim Okay. It’s Lulu’s birthday today. This are there any problems in the park?
B Great, thanks! song is for her. Tara Yes, there are. The park isn’t very
3 Kwame This is for you. nice. There aren’t any flowers.
A Look! The new Johnny Depp film is on Girl Oh, thank you. Helen Right. And graffiti is a big problem
at the cinema. today. Is there any graffiti in Greenford?
B Let’s go today. Tara No, there isn’t.
A Good idea. We can go at seven o’clock. Waitress Can I take your order? Helen Oh, that’s good. So, we can work
B Mmm, that isn’t a good time for me. Becky Jamie, it’s your birthday. You go on the beaches and the park.
We have dinner at seven thirty. first. Tara That’s great, thanks.
A No problem. Why don’t we see the Jamie OK, thanks. Can I have a big
film at two thirty? hamburger and chips, please? Module 8. Unit 24. Exercise 4.
B Okay, great. Waitress Hamburger and chips. Guide Hello, can I help you?
A The cinema opens at two o’clock and Becky Yuk! Hamburgers – I don’t like Tourist Yes, please. Can we do a walking
the film starts at two thirty. them. I don’t eat meat. tour of the city?
B Okay, cool. Jamie Why don’t you have a pizza, Guide Yes, of course. The next tour is at
4 Becky? 11.15.
A Can I turn on the TV, Dad? Becky Good idea! Can I have a cheese Tourist What time is it now, please?
B Yes, sure. What’s on this evening? and tomato pizza? Do you like pizzas, Guide It’s eleven o’clock.
A First, it’s the football – Manchester Ellen? Tourist Okay. What time does the tour
United and Chelsea. Ellen Yes, I love them! Can I have a finish?
B Great! chicken and mushroom pizza, please? Guide Each tour is an hour, so the 11.15
A And next we can watch a concert … Waitress Okay, a hamburger and chips, tour finishes at 12.15.
no, sorry. First, it’s the football, next, it’s a a cheese and tomato pizza and a chicken Tourist Fine. What can we see on the
James Bond film … and mushroom pizza. walking tour?
B Mmm, that’s okay. Jamie So, just two more – Danny, what Guide First, we go to the river, next the
A And then a concert. about you? Old Town and then the city park.
B Mmm, what time is the concert? Danny Er, pasta … No, we’ve got pasta Tourist Great! And where can we get
A Nine forty-five. for dinner. Can I have a chicken salad, tickets?
B Er, no concert for you. It’s bedtime at please? Guide There’s a ticket office in Burton
nine thirty! Waitress A chicken salad. Street.
Jamie And you, Robert? Tourist Sorry?
Module 6. Unit 18. Exercise 4. Robert Can I have pasta with tomato Guide Burton Street. B-U-R-T-O-N.
5 My sister studies Spanish in Madrid. sauce, please. I love it! Tourist Okay.
8 Why don’t we go to the beach? Waitress Okay and to drink? Guide The ticket office is between the
11 My sister doesn’t study IT. Jamie Er … library and the cinema.
Tourist Okay, thank you.
Module 7. Unit 19. Exercise 6. Module 7. Unit 21. Exercise 6.
Interviewer So, Lucy, you can cook but 3 Module 8. Unit 2. Exercise 5.
what food do you like? Do you like meat? A Does your mum like football? 5
Lucy No, I don’t. I’m a vegetarian. I don’t B Yes, she does. A What’s the weather like?
like meat or fish. 12 B It’s cold and rainy.
Interviewer Okay, so what food do you A It’s the party in the park today. Come 11
like? with us. A Is there any graffiti in your town?
Lucy I like vegetables, of course, and I B Yes, there is.
like salad.
Interviewer What’s your favourite food? Suzi Hi and welcome to Pop Profile. Kim,
Lucy Pizza! It’s yummy, but not with Lulu and Kwame aren’t here. Is there a
meat or fish. I like cheese and tomato problem in the band?
pizza. Kim No, there isn’t. Lulu and Kwame are
Interviewer Okay, thanks. Now Matt. You on holiday.
can cook, too. And are you a vegetarian, Suzi Okay. Zak, tell us about your new
the same as Lucy? CD. How many songs are there?
Matt No, I’m not. I like meat. Chicken Zak There are twelve.
Suzi And are there any new songs?
86 is my favourite. But I don’t like fish. Yuk!
Workbook Grammar Reference – Key
Page 76 – Prepositions of place Page 80 – have got/has got
1 next to 2 on 3 between 4 in Exercise 1
2 ’ve (have) got
Page 76 – Plural nouns
3 ’ve (have) got
1 pens 2 computers 3 classes
4 hasn’t got
4 paintbrushes 5 tomatoes 6 cities
5 haven’t got
Page 76 – Subject pronouns Exercise 2
2 You 3 We 4 She 5 They 6 I 2 Have you and your friends got a bike?
7 He Yes, we have.
3 Has your brother got blond hair? No, he
Page 77 – Possessive ’s hasn’t.
2 teacher’s 3 friend’s 4 Adam’s 4 Has your sister got glasses? Yes, she has.
5 Ana’s 6 John’s 5 Have your parents got a blue car? No,
Page 77 – to be they haven’t.
Exercise 1 1 is; am 2 are; are 3 is Page 80 – Present Simple
4 isn’t; is 5 ’m not 6 is; isn’t Exercise 1 2 doesn’t work 3 works
Exercise 2 4 goes 5 finishes 6 don’t see 7 go
2 Where are you from? I’m from Istanbul. 8 gets up
3 What nationality is your teacher? He’s Exercise 2
American. 2 Does your brother study Spanish?
4 Are your friends at home? No, they aren’t. Yes, he does.
5 Is your teacher from England? No, she 3 Do you go to school on Saturdays?
isn’t. No, I don’t.
6 Is Ellen a student? Yes, she is. 4 Do your friends play computer games?
Page 77 – Possessive ’s and s’ Yes, they do.
2 Mum’s 3 cat’s 4 parents’ 5 Does your sister like classical music?
5 teachers’ 6 students’ No, she doesn’t.
Page 78 – Possessive adjectives Page 81 – Object pronouns

2 your 3 Her 4 Their 5 Its 6 His 2 her 3 us 4 He 5 you
7 Our Page 81 – there is/ there are, with
Page 78 – Articles some and any
2 an 3 a 4 the 5 an 6 the 2 There are 3 There isn’t 4 an 5 any
Page 78 – Prepositions of time

2 at 3 in 4 at 5 in 6 at 7 on
Page 78 – this, that, these, those

2 that 3 Those 4 That 5 These
6 This
Page 79 – Imperatives
2 Don’t use your mobile phone in class.
3 Turn on your computer, please.
4 Sit down next to me, please.
5 Don’t look at your partner’s answers.
Page 79 – can for ability

Exercise 1
2 My sister can act but she can’t dance.
3 My dad can use a computer but he can’t
play computer games.
4 We can draw but we can’t cook.
5 My friends can play football but they
can’t swim.
Exercise 2
2 Can you and your friends speak English?
Yes, we can.
3 Can your brother ride a horse? No, he
can’t.
4 Can your sister cook? Yes, she can.
5 Can your friends play basketball? No,
they can’t.
Page 79 – Question words

2 Where 3 How old 4 How many
5 What 6 Who 7 When
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Students’ Book contents pages x

Workbook Grammar reference key 86

= Students’ Book material

How to use this Handbook

Using the Background information

Yummy! I like chocolate and cake.

chocolate fruit fish cheese salad meat

listening practice Yummy! Yuk!

unit topic 1.32

these boxes focus

these spots focus 6 7 8 9

on lexical features 2.15–

Prepositions of time: on, at, in

in context on on Mondays, on Tuesdays, on Wednesdays …

clear context B No, a city in Turkey. The capital is Ankara.

dialogues and 1.29 2 Read and listen.

WIN a new video camera! My favourite things are my …

check students’ 1 grandfather

3 Choose the correct words.

Grammar Reference and Prac ice Exercises

Look at the pictures. Complete the sentences

Complete it! Write it! Spell it! Correct it!

JUNE JUNE JULY

3 on / party / birthday. / Have /

3 Match the answers (a–c) with the

7 Likes and Dislikes

Raps (pp. 75–77)

1.3 Exercise 2 Colours

Answers ­student page

Answers ­student page

1.5 Exercise 7 1.6 Exercise 8

Answers and audioscript pencil

9 Work in pairs. Play the game in Exercise 8.

Answers ­student page Your Turn

Background I ’m Miss Clarke. You ’re late!

Answers ­student page

Grammar: Possessive ’s 1 the teacher/ 2 Lisa/computer

t Students then work in groups

3 Game Work in pairs. Say a country, then 6 Label the photos.

Reading and Grammar: to be (1) Practice

Grammar: to be (1) Grammar: to be (2)

Practice Practice Extra

7 Look at the Sentence Builder. Your Turn

Ewa is my best friend. She’s

Extra Grammar: to be (3) Practice

Answers ­student page Exercise 5

Grammar: to be (3) Grammar: to be (4)

Zak Is Kwame our new rapper?

Grammar: to be (4) Practice

3 Write the correct names. Writing: Capital letters

Answers ­student page

Extra Viktor (63) Dorota (61)

Dictate a series of numbers for

Exercise 2 Felix (39) Erika (37) Jan (43) Monika (41)

20 Zuzana (11) Josef (4) Filip (4) Anna (1)

Answers ­student page

Reading and Listening

Answers ­student page

Warm-up 2 Here’s your mobile No, my mobile is

Students close their books. Write

Words and word stress.

Grammar: Possessive adjectives Grammar: Articles

Grammar: Articles Extra

Answers student page

Answers student page

Answers student page Your Turn

Answers student page

Answers student page Exercise 5

Answers student page

Answers student page

Answers student page

Answers student page Practice

Answers student page

Answers student page

Answers student page

Answers student page

Answers student page

Answers student page

Answers student page

1.46 4 Listen and tick () the two correct

Answers student page

Answers student page

Answers student page

Answers student page

Answers student page

Answers student page Answers student page Exercise 10

Answers student page

Answers student page

Answers student page