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Prepare R ’ S BOOK
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 ele n C h ilton
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Prepa TEACHE R ’S BOOK

Level 4
Cambridge University Press
www.cambridge.org/elt
Cambridge English Language Assessment
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9780521180290
© Cambridge University Press and UCLES 2015
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of the publishers.
First published 2015

A catalogue record for this publication is available from the British Library
ISBN 978-0-521-18027-6 Student’s Book
ISBN 978-1-107-49785-6 Student’s Book and Online Workbook
ISBN 978-0-521-18028-3 Workbook with Audio
ISBN 978-0-521-18029-0 Teacher’s Book with DVD and Teacher’s Resources Online
ISBN 978-0-521-18030-6 Class Audio CDs
ISBN 978-1-107-49782-5 Presentation Plus DVD-ROM
The publishers have no responsibility for the persistence or accuracy of URLs
for external or third-party internet websites referred to in this publication, and
do not guarantee that any content on such websites is, or will remain, accurate
or appropriate. Information regarding prices, travel timetables, and other factual
information given in this work is correct at the time of first printing but the
publishers do not guarantee the accuracy of such information thereafter.
Contents
Introduction to Prepare! 4
Component line up 6
Student’s Book overview 8
Student’s Book contents 10
1 Personal profile 14
2 In fashion 19
Culture  Homes around the world 24
3 My way of life 26
4 Champions31
PE  Sports training 36
5 Take a good look 38
6 Modern life 43
Culture  Meeting and greeting 48
7 Getting on 50
8 Going away 55
Geography  Our world 60
9 Shop till you drop 62
10 Taste this! 67
Culture  What I eat 72
11 A healthy future 74
12 Incredible wildlife 79
Science  Ecosystems 84
13 Moods and feelings 86
14 Watch it, read it 91
Culture  World cinema 96
15 Digital life 98
16 Wish me luck! 103
Maths  Units 108
17 Skills and talents 110
18 The world of work 115
Culture  Special training schools120
19 The written word 122
20 Puzzles and tricks 127
Biology  The eye 132

Review answer key 134

Grammar reference 136
Workbook answer key and audioscripts 139
 Introduction to Prepare!
Where English meets Exams
Prepare! is a lively new seven-level English course for teenagers. It takes learners from A1 to
B2 and has comprehensive Cambridge English exam preparation throughout. So whether you’re
teaching general English or preparing students for an exam, Prepare! has a wealth of material to
help you do both.
Produced and endorsed by Cambridge English Language Assessment, using cutting edge
language learning research from English Vocabulary Profile and the Cambridge Learner Corpus,
Prepare! is a course you can rely on and trust.
Prepare! is written by a team of writers with extensive experience and knowledge of secondary
school students as well as in-depth knowledge of the Cambridge exams.

The Student’s Book

The Student’s Book includes 20 short units, covering a wider variety of teen-related topics than
other courses. After every two units, there is either a culture or cross-curricular lesson which
encourages students to learn about the world around them or about other subject areas through
English. After every four units, there is a review section which revises and consolidates the
language from the previous four units through further practice of key language and skills.
There are ten videos of authentic interviews with teenagers which are included with this
Teacher’s Book and worksheets to go with them are provided online.
At the back of the book, students will find a grammar reference section, with further practice
activities to be used in class or as self-study. Vocabulary lists provide useful lists of all the key
vocabulary taught in each unit, together with its pronunciation.

Exam preparation
Cambridge Level 1 covers A1. The remaining six levels are
CEFR Level Cambridge English Exam
English Scale split into pairs – Levels 2 and 3 cover A2, Levels 4
7 Cambridge English: and 5 cover B1 and Levels 6 and 7 cover B2. The
B2 160–179 first book in each pair gradually exposes students
6 First for Schools
5 to typical exam tasks and techniques, while the
Cambridge English:
B1 140–159 second book in each pair makes exam tasks more
4 Preliminary for Schools
3 explicit, thereby preparing students more thoroughly
Cambridge English:
A2 120–139 for the relevant exam. All exam tasks in Levels 2–7
2 Key for Schools
are clearly referenced in the Teacher’s Book.
A1 100–119 1

In addition to regular practice of each exam task in the main units, Level 3, Level 5 and Level 7
have five additional Exam profile sections, which are located at the back of the Student’s Book.
These pages focus on each part of each paper, giving detailed information about the exam task,
as well as practical guidance on how to approach each task, with useful tips and training to
familiarise students with the whole exam and prepare them thoroughly for examination day.
The Exam profiles can be used as focused training after first exposure to an exam task in the
main units, or alternatively towards the end of the year when students require more intensive
exam practice.

The Cambridge English Scale

The Cambridge English Scale is used to report candidates’ results across the range of Cambridge
English exams. This single range of scores covers all levels of the Common European Framework
of Reference for Languages (CEFR). The total marks for each of the four skills (Reading, Writing,
Listening and Speaking) and for Use of English (where relevant) are converted into scores on the
Cambridge English Scale. These individual scores are averaged to reach the overall Cambridge
English Scale score for the exam. Results clearly show where the exams overlap and how
performance on one exam relates to performance on another.

4
EP English Vocabulary Profile
The English Vocabulary Profile (EVP) is an online resource providing detailed information about
the words, phrases, phrasal verbs and idioms that learners of English know and use at each of
the six levels of the CEFR. The vocabulary syllabus of Prepare! has been informed by using EVP
to ensure that students at each CEFR level are presented with high-frequency words and phrases
that are suitable for their language level and relevant to each unit topic. Many of the most common
words in English have a great number of different meanings and a thorough knowledge of these
words helps students to operate successfully even with limited language. The special Word profile
feature in Levels 4–7 deals with these powerful words in detail. Furthermore, the main vocabulary
sections regularly focus on aspects other than ‘concrete’ topic nouns and verbs, such as adjectives
and adverbs, prepositions, phrasal verbs, word families and phrases. All of these aspects are
important if the syllabus is to provide true breadth and depth.
Systematic vocabulary development is crucial to real progress across the CEFR levels. Great
care has been taken to organise the vocabulary syllabus in a logical way both within and across
the seven levels of Prepare! The course offers regular recycling of vocabulary and builds on what
students already know, to guarantee successful language learning from A1 to B2.
For more information on EVP, including information on how it was compiled, how you can access
it, as well as ways to get involved in the English Profile programme, visit www.englishprofile.org

The Cambridge Learner Corpus

The Cambridge Learner Corpus (CLC) has been used to inform exercises in both the Student’s
Books and Workbooks of Prepare! This ensures that exercises target the language that students
need most, as they focus on the areas that students at each level find most difficult, and where
errors commonly occur.

Cambridge English Resources

Help your students make friends with other

English learners around the world through our fun,
international Cambridge English Penfriends activity,
where students design and share cards with learners
at a school in another country. Cambridge English
Penfriends is practical, fun and communicative,
offering students an opportunity to practise what they
have learned.
Through Cambridge English Penfriends, we will
connect your school with a school in another country
so you can exchange cards designed by your
students. If your school hasn’t joined Cambridge
English Penfriends yet, what are you waiting for?
Register at www.cambridgeenglish.org/penfriends

For more teacher support, including

thousands of free downloadable resources,
lesson plans, classroom activities, advice,
teaching tips and discussion forums, please
visit www.cambridgeenglish.org/teachers

5
 Component line up
Workbook with audio
The Workbook gives further practice of all the language from the
Student’s Book and provides students with comprehensive work
on skills development, which can be used either in class or for
homework. The accompanying audio is provided as downloadable
MP3 files and is available from www.cambridge.org/PrepareAudio

7 Getting on READING
1 Tick (✔) the sentences that you think are true. 4 Read the text again. Are these sentences true (T)
1 All grandparents are older than you. or false (F)?
VOCABULARY be, do, have and make 3 Complete the text with the words and phrases in
2 Some grandparents do not understand 1 All of the readers get on with their grandparents.
the box.
1 Choose the correct verb in each sentence. younger people. 2 Giuliana’s grandmother lives in a different town.
3 Most grandparents have lots of stories to tell. 3 Giuliana shares an interest with her
1 It me angry when my sister goes into my
4 All grandparents want to visit places. grandmother.
bedroom.
4 Giuliana’s grandmother is teaching her
a makes b does c has 2 Read the first paragraph quickly. Tick (✔) what you
something she already knows.
2 Vicki is problems with her maths homework – think the article is going to be about.
5 Andy’s granddad is good at sports.
can you help? 1 interesting activities you do with your 6 Andy and Boris’ granddads make them laugh.
a making b doing c having grandparents 7 Boris’ grandfather is a serious man.
3 My brother and I an argument this evening 2 how you feel about your grandparents 8 Boris’ grandparents don’t visit as often as
about washing the dishes. 3 arguments with your grandparents they did.
a made b had c did
4 When you called yesterday, I on my own. 3 Read the whole text and check your answers to
a was b had c have angry argument fault friends in common exercise 2.
5 Do you want to something for Dad’s birthday? on my own something wrong
a be
6 We always
b do c have
fun at Annie’s house – she has This morning I woke up late. It wasn’t my
Grandparents Grand people
a swimming pool! 1
– the alarm clock didn’t go off. Last month we asked you to send us your ideas about grandparents. We received some very
a have b make c are I got up quickly and wanted to go into the bathroom interesting answers! Some of you describe your grandparents as friends. They are the people
7 Can you me a favour? but my sister was there. She takes a long time every you talk to when you have to talk to an adult but you don’t want to talk to your mum or dad.
a do b make c have morning and it makes me 2 . They help you, they’re there for you and they don’t disagree with you. But there are a few
8 I lots of new friends at my new school. I knocked on the door, but there was no answer. of you who have grandparents who live in different towns, or even abroad, and so
a did b made c was Then we had an 3
because she you don’t see them very often.
9 John helped me with my homework when he said she only had a 3-minute shower. Right! – not!
here yesterday. and she finally came out. I quickly had a shower and Grandparents are special people and we love ours! Here’s what you say.
a had b did c was breakfast, and then caught the bus – just in time. I’m
10 I really like Mary – we lots in common. usually 4 on the bus because it’s Giuliana Ross, Canada Boris Sanneh, UK
a do b have c make hard to make 5 – I don’t think I have My grandparents live in another country. They visit
I love everyone in my family but my grandma is really special for
anything 6 with the people at my us about every three years but it’s hard because we
2 Match the questions and answers and add the school. But at the next bus stop, a boy my age got on
me. She lives a few streets away from us, so when I want to be on
my own I usually walk to her house. She doesn’t ask questions. don’t really know what to talk about. They ask about
correct form of the verb. the bus and he looked like me – unhappy. I asked him
I love that! We do lots of things together too like making food, school and stuff. That’s usually the first week. By the
if something was 7 . ‘My sister!’ he
be be do have have make which we love. At the moment, she’s teaching me to make her second week though, things are a bit better and it’s
replied. We started chatting and soon we planned to
favourite dish that her grandmother taught her. It’s quite hard to more ‘natural’. When my sister and I were younger, they
do 8 together after school. I’m glad I
1 What’s the matter with John? do but I love sharing moments with her. It’s special. visited more often and I remember Grandpa doing silly
woke up late!
2 Did you break this? things like making faces when Mum wasn’t looking.
3 Do you get on with your cousin? Andy Davidson, USA He still does that sometimes. But now that they are
4 Is that Phil and his Dad over there? EP Word profile like I love my granddad! He’s just the best – he can keep a secret, he elderly, I’d like them to live closer.
5 Do you want to go for a run? Write the words in the correct order and add like. helps me and he’s really funny! We have lots of fun and we have
6 Are you OK? lots in common. We both enjoy going climbing! My granddad is Next week:
1 you / eating / sushi / Do?
a Not really, but we can something really good at that – no one realises that he’s in his sixties! Older brothers and sisters – do you get on well?
when you get back. 2 is / Phil / brother / his / just Write in with your experiences to portia yourteenmag com.
b Not really. We don’t anything in
common. 3 your / teacher / What’s / new / ? 5 Match the highlighted words in the text to their 6 Complete the sentences with the correct form of
c Well sort of, but it my fault. meanings. the words from exercise 5.
d Yes, but this TV show me really 4 taking / rain / I’m / it / umbrella / looks / my / 1 small and not important 1 This smells delicious! Yum!
angry. because 2 old 2 Stop being ! It’s not funny.
e No one knows but something 3 in or to a foreign country 3 people sometimes find it hard to
wrong. 5 shopping centres / Dad / to / hates / places / going 4 something you tell no one or only stay awake.
f Yes! They’re an argument about a few people 4 Can you keep a ?
the football! 6 me / dislikes / your / Tell / and / about 5 notices or understands something 5 Alex and his family always go
6 food prepared as part of a meal in the summer.
6 They didn’t the train was at
midday.

28 Unit 7 Getting on 29

Online Workbook
The Prepare! online Workbooks are accessed via activation codes
packaged within the Student’s Books. These easy-to-use workbooks
provide interactive exercises, tasks and further practice of the
language and skills from the Student’s Books.

Teacher’s Book with DVD

The Teacher’s Book contains clear teaching notes on all of
the Student’s Book tasks as well as keys and audioscripts.
The audioscripts include underlined answers.
The teacher’s books provide plenty of lesson ideas through
warmers, coolers, extension ideas and projects, as well as ideas for
fast finishers and mixed ability classes. Each unit also directs you to
where additional resources can be found. Workbook answer keys
and audioscripts are also included.
The DVD includes 10 video extra films.

6
 Class Audio CDs
The Class Audio CDs contain all of the audio
material from the Student’s Book.
The audio icon in the Student’s Book
clearly shows the CD number and the
track number.

Teacher’s resources online – Downloadable materials

Complete suite of downloadable teacher’s resources to use in class including:
• Video extra worksheets
• Progress tests
• Achievement tests
• Corpus tasks
• Pronunciation
These are available from www.cambridge.org/prepareresources

Progress test 1 (Units 1 and 2) Video extra Unit 13

Mood and feelings

Grammar
1 Look at the photo with
1 Complete the sentences with the correct form of the present simple or the
Does homework affect
a partner.
present continuous. your mood?
0 What do you usually do (you / usually / do) at the weekends? 2 Watch the film and listen
to the
1 Matt (study) for a test at the moment. feelings mentioned. Tick
(✔) the ones
2 Finn (love) the food at his favourite restaurant. you hear.
3 I (see) my friend Eva later. happy ✔ tired
4 (you / understand) what the teacher is saying? grumpy stressed
hungry
5 Tanya always (go) shopping on Saturday mornings. excited sleepy

Corpus tasks
miserable
6 My mum (never / watch) TV in the evenings – she’s too busy. cheerful
3 Work with a partner.
Are the following statemen
2 Circle the correct answer. Correct the false ones. ts true or false?
Then watch the first
Pronunciation
ives part of the film and check
superlat 1
UNIT 3 Comparatives and
What you did / did you do at the weekend? your answers.
us a
continuo 2 Ella went / didn’t go swimming because it was too cold.
UNIT 1 Present simple and Cross out the wrong
words in bold. Write the
3 Did Jake get / Jake did get any new clothes yesterday?
b
in each sentence.
Circle the correct words correct words. 4 Samantha wears / wore her new sandals on the beach yesterday.
dancing / dance traditional more longer and I opened
1 People usually are 1 I didn’t want to wait 5 I didn’t buy / bought this T-shirt. My parents gave it to me. Unit 1
music. a letter inside.
dances and there is live the envelope. There was 6 Where you found / did you find your school book? Unit 3
wear a T-shirt with a light Word stress in adjective
2 I also wear often / often as I 7 Rob ride / rode his new bike all weekend. s describing people
old bike weren’t so fast Listen and write the words Weak forms in than and Michael
jacket over it. 2 It was good but this 8 Sarah wanted to go shopping, but she didn’t had / have any money. in the table according as in comparatives Emilia
have / has a lot of beautiful to their word stress pattern. Listen and repeat. Notice
3 There is a shop which want. are the the weak pronunciation c
clothes. I go always / always
go there. too but this five friends of than and as. Underline d
3 I have other friends Vocabulary them in the sentences
we always playing / play mosts closer friends.
attractive teenage
careful cheerful .
4 When we are together e.
1 English isn’t as hard
as science.
/ speak to each other quieter as the countrysid 3 serious unfriendly
computer games or speaking 4 But the city is not as Choose the correct answer: a, b or c. careless polite funny 2 Teenagers are 5 kilos
heavier than fifty years
of fun. good-looking friendly
and having / have lots 1 Maria is always really happy. She’s never . miserable confident 3 Getting a degree is ago.
together. We’re going / We go are the most better so
you easier than it used to be.
5 We do a lot of things 5 The shops in the town a polite b miserable c careless 4 My dad is not as young
find in the countryside. as my mum.
out on Saturdays. next can buy things you cannot 2 No-one really likes Luke because he’s so to everyone. 5 Paris is more expensive Emrys
meet / is meeting me Katherine
6 I talked to her and she a cheerful b polite c unfriendly annoyed than London.
0 Michael is never in
will be more fast. 6 I am not as tall as my a good mood False. He
Saturday. 6 In the future, the Internet 3 Jan is quite tall, with dark hair. brother.
1 Michael is grumpy when is usually happy.
a curly b fair c bald he doesn’t’ get enough
2 Emilia is only in a good sleep.
4 Lots of girls like my older brother because he’s very ! mood at the weekend.
3 Emrys is rarely in a
clever good mood.
a teenage b good-looking c rude 4 Emrys is unhappy when
5 Mark’s very and likes making everyone laugh. the weather is good.
5 Katherine’s family says
a funny b serious c careful she is usually in a good
6 When Katherine has mood.
a lot of work, she relaxes.
6 My little sister is sometimes and quiet when she meets new people.
a confident b attractive c shy
respectful 4 Circle the correct words
in these sentences about
Then watch the last part the students’ bad moods.
4 Complete the sentences with the words in the box. There are more words than you need. of the film and check
your answers.
1 Emilia: If I have / skip
breakfast I’m normally
2 Katherine: It’s mainly in a good / bad mood.
suit sandals necklace tracksuit sunglasses trainers jumper raincoat sociable if I’m tired / happy or if
3 Emrys: If I have to sit I’ve got / haven’t got a
simple lot of work.
UNIT 4 Past continuous and
/ get up too early or if
I haven’t had time to make
sentence. 1 I always put on my to protect my eyes when it’s a sunny day. myself / eat breakfast.
UNIT 2 Past simple Underline the correct
words in each
2 You should take your . There are dark clouds in the sky. OVER TO YOU
words in each sentence. about wildlife. It was very
Underline the correct 1 I saw a programme 3 Sam got a new to wear when he’s doing sport.
an evening with my about / was about tigers 5 Work with a partner.
1 I lost it while I was spending the interesting. It was speaking 4 My dad always wears a and tie when he goes to work. Unit 2 Ask and answer the
questions.
I had not / didn’t have 1 Are you usually in a
friends, but I realised that and lions. 5 It’s too hot for boots today. I’ll wear my for walking around town.
Unit 4 good mood?
because it held / was Past simple -ed endings 2 What kind of things
ring the following morning. 2 They went to my school put you in a bad mood?
buy the suitcase. t. Listen and match the Weak form /ə/ in past
2 She never / did not
clothes. holding a football tournamen time. past simple regular forms continuous
buy / bought some new the new club for the first to how their -ed endings Underline the forms of
3 It was good that you / chose 3 Last week I went to are pronounced. was and were that use
DVD to buy. I choosed when my mum arrived. weak form /ə/. Listen the
4 I have decided which I rode / was riding horses It was and check. What is the
when I read the email. listened wanted these words? rule for
it because I like it a lot! it really 4 I was really surprised showed watched
texted
and my friend said that Pablo. He invited / was inviting played designed
5 I tried the dress on from my best friend used changed shouted 1 Sam was jogging in
the park.
suits / suited me. me to go to the stadium. Total: 25 followed copied
looked danced matched 2 What were you doing
played to
nice and we did play / name I spoke / was speaking arranged loved yesterday evening at 7
6 The weather was very 5 When she called my 3 Was Anna doing her o’clock?
homework? Yes, she was. Prepare! Level 4
a lot of games outside. another girl. Prepare! Level 4 This page may be photocopied © Cambridge University Press and UCLES 2015 4 Bill and Ben weren’t This page may be photocop
/ is going to be great. /t/ asked listening to the teacher. ied © Cambridge University
6 I knew this club was /d/ answered /ɪd/ waited 5 Were they playing rugby? Press and UCLES 2015
Yes, they were.
6 I wasn’t running fast
enough.

Press and UCLES 2015

ied © Cambridge University
This page may be photocop
Prepare! Level 4

Prepare! Level 4
This page may be photocop
ied © Cambridge University
Press and UCLES 2015

Presentation Plus
Presentation Plus is the next generation planning and presentation tool for teachers.
Perfect for creating engaging lessons it includes:
• Interactive whiteboard tools
• Student’s Book and Workbook with interactive exercises
• Access to teachers’ resources
Ideal to use with a computer and a projector or with an interactive whiteboard.

7
 Student’s Book overview

Vocabulary sets informed by Each unit starts with Your profile.

English Vocabulary Profile to ensure This gives students the opportunity
they are appropriate for the level to discuss the topic area through a
personalised speaking task.

Motivating, topic-based texts

specifically chosen to engage and
inform students

The Word profile feature focuses on the

different meanings of important words and
phrases and are specifically chosen to be
relevant to your students’ level

The Talking points feature after

the reading text gives students
the opportunity to give their
opinion on the text
Common mistakes relevant to your students’
level are identified and practised in the Corpus
challenge to ensure meaningful learning

Clear grammar presentation and practice

is extended in the Grammar reference
section at the back of the book

The stages in Prepare to write give

students helpful advice to help them plan
and check their writing

Video interviews with teenagers

show target language being used
in authentic situations

The stages in Prepare to speak provide

students with useful words and phrases for
effective communication

8
 A culture or cross-curricular
lesson after every two units
encourages students to learn
about the world around them and
learn about other subject areas
through English

Review pages after every four

units give further practice on
language and skills

Grammar activities
target and revise typical
errors made at the
students’ level

Answers to quiz on page 9

1 Skills and talents 2 Unit 16 3 Unit 8 4 Unit 14 5 Neymar – page 14

9
 UNIT VOCABULARY 1 READING GRAMMAR
1 Personal Describing people, e.g. bald, Three friends and their profiles Present simple and continuous
teenage EP Word profile right
profile
page 10

2 In fashion Things to wear, e.g. jacket, Fashion and music Past simple
unfashionable EP Word profile kind
page 14
Culture Homes around the world page 18

3 My way of life Life events, e.g. get a driving Teenage life Comparatives and superlatives
licence, get married EP Word profile get not as … as
page 20

4 Champions Sports, e.g. athletics, gymnastics, Jess’s blog Past continuous

do, go and play + sport EP Word profile way
page 24

PE Sports training page 28 Review 1 Units 1–4 page 30

5 Take a good People and action verbs, Caught on camera... Past simple and continuous
look e.g. catch, clap
EP Word profile take
page 32

6 Modern life City life, e.g. pollution, public Eco heroes some/any, much/many, a lot of,
transport EP Word profile light a few/a little
page 36

Culture Meeting and greeting page 40

7 Getting on be, do, have and make Troublespot have to and must
EP Word profile like should
page 42

8 Going away Travel, e.g. baggage hall, A cool city! Future: be going to and present
departure gate EP Word profile around continuous
page 46

Geography Our world page 50 Review 2 Units 5–8 page 52

9 Shop till you Money and shopping, Help! I just can’t stop shopping! Present perfect
e.g. change, checkout EP Word profile change
drop
page 54

10 Taste this! Food and drink adjectives, Ollie, don’t eat that! Present perfect and past simple,
page 58 e.g. disgusting, juicy How long? and for/since
EP Word profile really

Culture What I eat page 62

10
VOCABULARY 2 WRITING LISTENING AND SPEAKING VIDEO
Verbs, e.g. want, know An online profile

Adverbs, e.g. quickly, fast Listening A discussion about the past In fashion
Speaking Talking about yourself

too, not enough An informal letter or Life events

email (1)

Words with different meanings, Listening Photo of the week

e.g. coach, point Speaking Describing a past event

myself, yourself, each other A story (1) Take a look!

Compounds: noun + noun, Listening An interview Modern life

e.g. speed limit, tourist information Speaking Agreeing and disagreeing

Phrasal verbs: friendships, An informal letter or

e.g. fall out, hang out email (2)

Phrasal verbs: travel, Listening Travel writing competition

e.g. check in, set off Speaking Making suggestions

been and gone A story (2)

look, taste, smell Listening Food and cooking Taste this

Speaking Ordering fast food

11
 UNIT VOCABULARY 1 READING GRAMMAR
11 A healthy Health and illness, e.g. ankle, We will live for 1,000 years will and be going to
earache EP Word profile for
future
page 64

12 Incredible Animals, e.g. ant, penguin Animals: interesting, unusual and Modals of probability, e.g. might,
wildlife imagined could
EP Word profile still
page 68
Science Ecosystems page 72 Review 3 Units 9–12 page 74

13 Moods and Adjectives: feelings, The worst day of the week just, already and yet
e.g. confused, stressed EP Word profile time
feelings
page 76

14 Watch it, TV, films and literature, e.g. action Matt’s blog Relative clauses
film, historical drama EP Word profile hope
read it
page 80

Culture World cinema page 84

15 Digital life Computing phrases, Choosing an app Present simple passive

e.g. download podcasts, EP Word profile turn
page 86
share links

16 Wish me Verb + noun, e.g. blow out Just luck? Zero and first conditional
candles, break a mirror EP Word profile luck
luck!
page 90

Maths Units page 94 Review 4 Units 13–16 page 96

17 Skills and Creative lives: nouns, Who are the real artists? Reported commands
e.g. sculpture, studio EP Word profile own
talents
page 98

18 The world of Work, e.g. firefighter, journalist I’m in charge Second conditional
EP Word profile go
work
page 102

Culture Special training schools page 106

19 The written Magazines, e.g. article, headline Has it been a good year for you? Reported speech
EP Word profile mean
word
page 108

20 Puzzles and Puzzles, e.g. mystery, solve Tricks of the eye Past simple passive
EP Word profile mind
tricks
page 112

Biology The eye page 116 Review 5 Units 17–20 page 118 Pairwork page 120

12
 VOCABULARY 2 WRITING LISTENING AND SPEAKING VIDEO
Illnesses and injuries: verbs, An online comment Healthy future
e.g. catch a cold, feel sick

Adverbs of probability, Listening Podcast about animals at work

e.g. definitely, probably Speaking Describing a picture (1)

Adjectives: -ed or -ing, Notes and messages Moods and

e.g. disappointed, surprising feelings

Easily confused words, Listening Going to the cinema

e.g. accept/except Speaking Reaching agreement

Phrasal verbs: technology, An informal letter or

e.g. switch on, turn off email (3)

if and unless Listening Interview – Why do we believe in luck? Luck

Speaking Describing a picture (2)

Adjectives: -al and -ful, A biography Talented

e.g. natural, successful

Suffixes: -er, -or, -ist, -ian, Listening Understanding problems Jobs

e.g. director, journalist Speaking Discussing options

say, speak, talk and tell An online review

make and let Listening People talking about favourite

possessions
Speaking Talking about a special object

Word profiles  page 122 Vocabulary list  page 129 Grammar reference  page 138 List of irregular verbs  page 158

13
 1 Personal profile
Unit profile
Vocabulary: Describing people
Reading: Three friends and their profiles
Grammar: Present simple and continuous
Vocabulary: Verbs: want, like, love, know
Writing: An online profile
Warmer
Put students into small groups and give them 30
seconds to brainstorm a list of adjectives to describe
appearance and personality. Invite different groups to
read out their lists. Write the adjectives on the board and
award a point for each answer which is correctly spelled.
Leave the adjectives on the board.
Then draw a stick person on the board. Make it look
young/old, tall/short, have curly/straight hair, etc. Ask
students to call out adjectives to describe it. Put them
into pairs to draw and describe their own stick people.
Your profile
Direct students to the two questions. Ask ‘Which
question asks about your appearance?’ (the first one)
and ‘What does the other question ask about?’ (your
personality). Model the answers to the questions by
answering them about yourself. For example, point to
your hair and say ‘I’ve got curly/straight hair’. Describe
your personality, for example, ‘I’m friendly and polite’.
Use gesture, e.g. smiling, to help demonstrate meaning.
VOCABULARY  Describing people
1  1.02  Tell students to look at the three photographs
and ask ‘What can you see?’ to elicit the fact that each
photo shows a different family. Tell students that they
are going to listen to three people describing a member
of their family. Explain that the people who are being
described are each in one of the photos and that they
need to find each person as they listen. Give students
30 seconds to look at the photos again carefully before
they listen.
Play the recording, pausing after the first speaker.
Ask ‘Who is it?’ and point to the photos. Hold up your
book and encourage students to point to the right
person. Then play the rest of the recording, checking
answers after each speaker.
Audioscript
Narrator: Ali
Ali: Hi! I’m Ali. You can see me here with my family. I’m the
good-looking one! The person that I’m describing has
got dark, curly hair. He’s my younger brother and he’s
usually quite good fun.
14 Unit 1
Narrator: Matt
Matt: I’m Matt. This person is a teenage girl. She’s got
straight, fair hair and she’s two years older than me.
I guess she’s quite attractive, well, she certainly thinks
so! And she’s my sister.
Narrator: Jess
Jess: My name’s Jess. The person that I want to describe is
in his forties. He had dark hair when he was younger,
but now he’s nearly bald! He’s my dad.
Answers
Ali: his younger brother (the boy on the right)
Matt: his sister (the girl on the left)
Jess: her dad (the man on the left)
2 Tell students to look at the adjectives in the box.
Ask ‘What do these adjectives describe?’ (appearance).
Drill pronunciation by saying each word two or three
times for the class to repeat. You may need to practise
bald /bɔːld/ and straight /streɪt/. Check the meaning of
each adjective using the people in the photos in exercise
1. Ask, for example, ‘Who’s got curly hair?’ and get
students to point to the relevant person. Put them into
pairs to complete the exercise. Check answers.
Tell students to look at the list of adjectives from the
Warmer on the board and ask them to add them to
the table.
Answers
Age: in his/her twenties/thirties, teenage
Looks: good-looking
Hair: bald, curly, dark, fair, straight
3 Ask two students to read out the example conversation.
Using this as a model, describe another person from
the photos using some of the new adjectives. Say, for
example, ‘He’s … Who is it?’ for the class to guess.
Students play the guessing game in pairs.
4  1.03  Ask students to look at the photo of Ali, Matt
and Jess and explain that they are going to find out what
type of people they are.
Check the meaning of the adjectives in blue by using
gesture and mime. Explain that students should listen and
circle the correct adjective according to what they hear.
Play the first item. Then pause the recording and check
that students understand what to do. Play the rest of
the recording for them to choose the correct adjectives.
Allow students to compare their answers with a partner
before playing the recording again. Pause it after each
item and invite students to call out the correct adjective.
Ask students to find other adjectives in the sentences
(clever, great and lazy) and check meaning.
 Audioscript
Narrator: 1
Ali’s really polite. He always says ‘hello’ at the start of lessons.
1 Ask students to read the information and discuss the
He’s quite clever, too. He usually does well in tests.
Narrator: 2
My brother’s called Matt. He borrows my things without asking.
He thinks he’s funny, but he doesn’t make me laugh!
Narrator: 3
Jess is very friendly. She lives opposite us and she always says
hello. She looks after our cat when we’re on holiday.
Narrator: 4
Matt talks a lot – like his mum! He’s sometimes a bit careless.
I always encourage him to check his homework, but he doesn’t
2 Give each student one of the profiles to read, making
do it!
Narrator: 5
Jess is a great friend. She’s always smiling, and she’s never
miserable. She really makes me laugh.
Narrator: 6
Ali knows what he’s good at, so he’s quite confident. But he can
also be quite a lazy person. His room’s always a mess!
Answers
1 polite 2 funny 3 friendly 4 careless 5 miserable
6 confident
5 Go through each of the adjectives in the box and drill
pronunciation. Put students into pairs to find the opposite
adjectives in exercise 4. Check answers.
3 Set a short time limit for students to read the profiles
Answers
careful – careless cheerful – miserable rude – polite
serious – funny shy – confident unfriendly – friendly
6 Model the activity by describing yourself to the class.
Say, for example, ‘I’m cheerful and friendly, but sometimes
I’m careless’. Choose a confident student and ask
‘What about you?’ Encourage them to use at least three
of the adjectives. The student who answered then asks a
classmate and so on until several students have described
themselves.
7 Model the activity by describing someone in the class,
adapting the example. Say, for example, ‘She’s got curly
hair and she’s cheerful.’ for students to call out who you
are describing. Put students into groups to take turns to
describe and guess their classmates.
Extension activity
Play ‘Guess who?’ Tell students to draw pictures of
their favourite cartoon characters. Tell them not to worry
about their drawing ability and set a strict time limit for
this part of the activity.
Display the pictures around the classroom. Describe
one of the characters for the class to guess. Students
look around the room at the pictures and ask ‘Is it … ?’
The first student to guess correctly then takes a turn
to describe another character and so on until several
students have had a turn.
READING
questions in pairs. Then hold a short class discussion.
Ask ‘Do you think this is a good idea?’ and ‘Would you
like to do something like this?’
Answer
The website helps you meet people with the same hobbies and
interests.
sure there is an equal number of students reading each
text. Tell them not to worry about any words they don’t
know at this point. Ask them to match their text to one of
the activities in the box.
Put students into groups of three, including one student
who has read each text. They tell their group about the
person they read about. Students then read all three
profiles and check that they have matched the people
and activities correctly. Check answers.
Answers
Jess – kite surfing
Ali – designing computer games
Matt – visiting film studios
again and answer the questions. Allow them to compare
their answers with a partner before checking as a class.
Check understanding of any new words in the text.
Encourage students to work out the meaning with a
partner before confirming their ideas. New words may
include properly (correctly) and keen on (very interested
or enthusiastic).
Tell students they will find out more about Jess, Ali and
Matt throughout the book.
Answers
1 Matt 2 Jess 3 Ali 4 Jess 5 Matt 6 Ali
4 Preliminary Reading and Writing, Reading
Part 1 tests students on being able to understand
the main message of notices and short texts.
Students read five short texts, e.g. messages, signs,
postcards and notes, and answer five multiple-
choice questions, choosing from options A, B or C.
Ask students to look at the two texts and say
where they might find them (a website or leaflet;
a text message).
Set a short time limit for them to match the texts to
one of the profiles (Ali; Matt). Then put students into
pairs to answer the multiple-choice questions. Check
answers, encouraging students to explain why.
Answers
1 C 2 B
Personal profile 15
 5 Take a class vote to find out who the class would most
like to spend time with. Invite different students to
explain why.
Talking points
Put students into small groups to discuss the questions.
Monitor and join in with the discussions, giving positive
feedback for interesting ideas.
EP Word profile
Ask students to work in pairs and discuss the meaning
of right in each sentence. Feed back as a class (right
opposite means directly opposite; They’re right means
they are correct; right now means immediately).
Put students into small groups to write another sentence
for each of the meanings. Invite them to read their
sentences aloud for the class to say whether the word
has been used correctly.
Monitor as students complete the exercise on page 122.
Check answers.
Answers
1 d 2 b 3 a 4 f 5 e 6 c
GRAMMAR Present simple and continuous
1 Books closed. Say ‘My name is … . I live in … . I’m a
teacher. I’m teaching right now. In my free time, I play
tennis. I play tennis with my friend every Saturday
morning. This Saturday we’re playing in the afternoon.
I’m going shopping in the morning’.
Write the sentences on the board and ask students to
say what they notice about the verb forms (they are
likely to notice am/are + -ing). Elicit the name of this
tense (present continuous) and when it is used (to say
what’s happening right now and to talk about temporary
situations for future arrangements).
Books open. Tell students to look at the sentences and elicit
which ones are in the present simple (3 and 5). Ask ‘When
is the present simple used?’ (for facts and things which
happen regularly). Ask them to underline the verb forms
and elicit the present continuous form (be in the present
simple + verb + -ing). Elicit the present simple forms of be.
Put students into pairs to match the examples to the
rules. Check answers.
Grammar reference Student’s Book page 138
Answers
1 c 2 e 3 b 4 d 5 a
2 Tell students to read the first sentence and ask ‘Which of
the rules in exercise 1 does this sentence follow?’ (b).
Then tell them to decide which verb form is correct
(get – present simple).
16 Unit 1
Put students into mixed-ability pairs to complete the
exercise, encouraging stronger students to explain the
rules again, if necessary.
Invite different pairs to read out the sentences, using the
correct verb form. Ask stronger students to explain why
the form they have chosen is correct, using the rules in
exercise 1 to help them.
Answers
1 get (rule b) 2 is spending (rule d)
3 isn’t concentrating (rule c) 4 Are you doing (rule e)
5 plays (rule a) 6 goes (rule b)
3 Tell students to work in pairs to underline the time
expressions in exercises 1 and 2.
Tell them to look at the table and the example. Set a
short time limit for students to work in pairs to complete
the table. As they are working, draw the table on the
board.
Invite different students to come to the board and write
one of the expressions in the correct column. Ask the
class to say whether it is right or wrong.
Answers
Present simple: never, sometimes, always, every day/
week/year, on Saturdays
Present continuous: this month/term/week, later, tomorrow,
next week/weekend/month
4 Say ‘At the moment we’re having an English lesson.
I’m teaching. What are you doing?’ to elicit an answer in the
present continuous, for example, ‘We’re learning English’.
Then say, ‘I get up at six o’clock every day. What time do
you get up?’ to elicit an answer in the present simple.
Ask students to choose six words or expressions from
the box in exercise 3. Tell them to choose three present
simple and three present continuous expressions.
Direct them to the example sentences and explain that
they are going to write six of their own, using the time
expressions they have chosen. Tell them to write their
sentences on a piece of paper.
Monitor as students write their sentences individually,
helping where necessary. Collect the papers (make sure
they don’t write their name on the top!) and redistribute
them. Ask different students to read out one of the
sentences for the class to guess who wrote it.
5 Tell students to look at the first sentence. Ask ‘What
is the time expression?’ (on Sundays). Elicit that this
expression is used with the present simple.
Write the prompts on the board, and elicit the question.
You may need to revise the word order in present simple
and present continuous questions (present simple =
question word (wh-) + auxiliary verb do + subject + main
verb; present continuous = question word + auxiliary be
+ subject + main verb with -ing). Point out that the time
expressions are at the end of the questions.
 Students complete the exercise in pairs, first deciding
which tense the sentence should be in by looking at the
time expression. Invite different students to read out the
questions. They should practise asking and answering
the questions with their partner. Remind them to answer
using the same tense as the question. Invite different
students to tell the class something about their partner.
Answers
1 What do you usually do on Sundays?
2 What subjects are you studying this year?
3 What TV programmes do you watch every week?
4 What are you doing after school today?
Corpus challenge
Ask students to look at the sentence and elicit which
tense is used (present continuous).
Put them into pairs to correct the mistake, and say
why it is wrong (we use the present simple to describe
something that happens regularly).
Answer
We go out together every week.
VOCABULARY Verbs: want, like, love,
know
1 Tell students to look at the verbs in the box. Ask stronger
students to explain the meanings if they can, e.g. of
mean (have a particular meaning) and own (have
something that legally belongs to you).
Direct them to the example sentence and explain that we
do not usually use these verbs in the continuous form.
Explain that these are called ‘state verbs’.
2 Elicit the negative form of the verbs in the present simple
(do not/don’t; does not/doesn’t). Then ask students to
look at the example and complete the exercise.
Encourage students to work individually before
comparing their answers with a partner. Check answers.
Nominate a student to read the first sentence and name
another student to read out the next sentence. Continue
until all the sentences have been read out.
Answers
1 like/love 2 don’t know 3 does; mean 4 prefer
5 don’t like/hate 6 don’t understand
3 1.04 Ask students to work in pairs to complete
the conversation with the correct tense of the verbs in
brackets. Invite them to say what they think, but don’t
confirm answers at this point.
Play the recording for students to listen and check
their answers.
Audioscript
Amy: Come on, Lottie! We’re leaving soon. Are you ready?
Lottie: Yeah. I’m getting my things ready now. Can you give
me five minutes?
Amy: Yes, but I don’t like being late. The class starts at
seven o’clock.
Lottie: I know, and we always catch the bus at six thirty.
There’s plenty of time.
Amy: But they’re doing work on the roads at the moment,
so the buses are all late.
Lottie: OK. I’m nearly ready. I just need to do my hair.
Amy: Your hair? Lottie, we’re going to the swimming pool!
Mixed ability
To help weaker students prepare for the listening, go
through each of the gapped sentences and decide as
a class which tense the verb in brackets should be in.
Encourage stronger students to explain their choices.
Answers
1 ’m getting 2 don’t like 3 starts 4 know 5 catch
6 ’re doing 7 need 8 ’re going
WRITING An online profile
1 Elicit what an online profile is (personal information
about you and the things you like doing that appears
on a website). Find out when students last wrote an
online profile.
Set a short time limit for students to read the profiles
carefully and decide which person is most like them.
Tell them not to worry about the underlined or highlighted
words. Invite several students to say who they are most
like and why.
Tell students to read the profiles again. Put them into
small groups to make a list of what they talk about, for
example, their age and username, school, appearance,
personality, hobbies, where they live, what they are
learning to do, what their friends think about them.
Find out which group identified the most topics.
2 Direct students to the Prepare box and set a short time
limit for them to find the phrases. Check answers.
Answers
Tom: I’m Tom, but my online name is Snowy.
Flic: My name’s Felicity, but everyone calls me Flic.
Personal profile 17
 3 Put students into pairs to answer the questions.
Tell them to look carefully at the underlined verbs in the
two profiles.
Answers
1 present simple ​2  present continuous
4 Direct students to the highlighted words and ask
‘What kind of words are these?’ to elicit that they are
adverbs. Direct students to the two headings in the table.
Check what stronger and weaker mean (more and less).
Monitor and help students complete the table.
Check answers.
Answers
Make adjectives stronger: really
Make adjectives weaker: quite, a bit, fairly
5 Put students into small groups to write down as many of
the adjectives for personality (from exercises 4 and 5 on
page 10) as they can in one minute. They exchange lists
with another team and read out the list they have. Award
points for each correct answer to find the winning team.
Model an example for each of the sentences that is true
for you. Say, for example, ‘I’m very cheerful. Sometimes
I’m a bit shy’.
Monitor and help as students complete the sentences
individually. Remind them that the sentences should
be true for them. Then give them time to discuss their
answers in their group. Share some ideas as a class.
Fast finishers
Ask fast finishers to make extra sentences with
adjectives and adverbs they haven’t already used.
They can share their sentences with their group.
Sample answer
I’m Victor and I’m from Manchester in England. I love sport and
I’m really into football. I play every day with my friends and I’m
in the school team, too. There are two fantastic football teams
in Manchester – it’s a very good place for football! I’m quite
confident and I like learning new things. At the moment I’m
learning to play ice hockey. It’s fairly difficult, but I know I can do
it! (73 words)
Cooler
Play ‘Guess the word’ using believe, hate, know, like,
love, mean, need, own, prefer, understand and want.
Give students one minute to look at the verbs and then
tell them to close their books. Put them into small teams.
Write short lines on the board to represent the letters
of one of the verbs. Students work in teams and take
turns to call out a letter. If the letter is in the word, write
it where it occurs in the spaces. If the letter isn’t in the
word, write it on the board and cross it out. The first
team to guess the word receives one point.
Project
Tell students that they are going to write a blog post
describing a famous person they admire, and that they
are going to use the internet to find out more about them.
Provide a list of prompts, e.g. how old they are, where
they’re from, where they live, what they look like,
their hobbies.
Students should write a short description and include
photos of their chosen person.
Students share their blog posts in small groups in the
following class. They could publish them on the class
blog, if you have one.

6 Ask students whether they think Tom and Flic’s profiles

are serious or not (no) and why they think this. Teacher’s resources
Student’s Book
Answers Grammar reference and practice page 138
They use exclamation marks and dashes, the profiles have a Vocabulary list page 129
friendly tone, and use informal English, e.g. Oh yes. Workbook
Unit 1, page 4
7 Write the prompts on the board. Choose a confident Go online for
student and say you are going to make some notes • Pronunciation
about them. Ask the class to say one or two positive • Corpus tasks
things about the student and add notes to the
appropriate point on the board.
Students make their own notes about themselves.
Put them into pairs to discuss their ideas.

8 Students write their online profile, using the three

bullet points to guide them, and the notes they made in
exercise 7. Ask them to use as much of the new language
and vocabulary as they can, but not to make their profile
too long (it doesn’t matter if they don’t use everything!).
Monitor and help as they are working.
Ask confident students to read their profiles aloud.

18 Unit 1
 2 In fashion
Unit profile
Vocabulary: Things to wear
Reading: Fashion and music
Grammar: Past simple
Vocabulary: Adverbs
Listening: A discussion about the past
Speaking: Talking about yourself
Warmer
Write In fashion on the board and elicit its meaning
(things which are popular at the moment). Ask students
which things change, and provide an example, e.g.
hairstyles. Put students into small groups to brainstorm
music, clothes and hairstyles which are currently
in fashion and out of fashion. Stop them after a few
minutes and share some ideas as a class.
Your profile
Model answers to the two questions to help understanding.
Say, for example, ‘Today I’m wearing trousers and a shirt.
I like fashions from the 1960s’.
Ask students to tell their partner what they are wearing
and what fashions they like. If they find it difficult to answer
the second question, they could point to one of the
pictures and say ‘I like this fashion’.
VOCABULARY  Things to wear
1  1.05  Tell students to look at the photos and ask
‘Do you like what the people are wearing? Which do you
like the best?’
Direct students to the items of clothing in the box.
Drill pronunciation and invite different students to
demonstrate what they are by drawing simple pictures
on the board. Refer students to the pictures again
and ask ‘What are they wearing?’ to elicit the items of
clothing. Play the recording for students to listen and
check, pausing after each description to check answers.
Audioscript
Narrator: a
Boy: Formula 1 star Lewis Hamilton is wearing a cap
and a black leather jacket. He’s got a black top
with a white t-shirt underneath it. He’s got his
hand in his pocket and I think he looks pretty cool.
Narrator: b
Boy: This is Neymar, the Brazilian footballer. He’s
wearing a black suit, a white shirt and a black
tie. I think he’s at a football awards ceremony. He
certainly looks very smart!
Narrator: c
Girl: Dakota Fanning, one of the stars of the Twilight
films, is out in New York in this photo. She’s wearing
a long raincoat with a blue and red scarf and a
really cool black dress. She’s got some black tights
and great ankle boots too. She looks smart.
Narrator: d
Girl: I love Katy Perry’s clothes. This looks like a dress,
but actually it’s a skirt and top. Very clever. She’s
wearing great black sandals and some really nice
sunglasses too. They’re a cool kind of 1950s style.
Narrator: e
Girl: This is Rihanna, one of my favourite singers.
She’s wearing a tracksuit and trainers and I think
she’s got a sweatshirt underneath the tracksuit
top. She’s wearing a very cool necklace. It looks
expensive. Maybe she’s going to the gym.
Narrator: f
Teen girl 4: Taylor Swift is such a great singer. I love her
songs. Here she’s wearing a fantastic jumper and
a cool woollen hat. I love her boots and handbag,
too. What great colours!
Answers
a cap, jacket, pocket, top e cap, necklace, sunglasses,
b suit, tie sweatshirt, tracksuit, trainers
c boots, raincoat, tights f boots, jumper
d sandals, sunglasses, top
2  1.06  Ask students to read the questions first, and
check the meaning of the words in blue. Ask ‘What kind of
words are they?’ (adjectives). Point to items of clothing that
you are wearing to demonstrate meaning. Books closed.
Play the whole recording. Books open. Ask students to
read the questions again, and see if they can answer
them from memory. Allow students to compare their
answers with a partner. Play the recording a second time.
Check answers.
Audioscript
Narrator: Ashley
Woman: Hi. I’m doing a survey about clothes. Can I interview
you?
Ashley: Yes, of course.
Woman: Thank you. What’s your name and age?
Ashley: I’m Ashley and I’m 13.
Woman: What clothes do you like wearing, Ashley?
Ashley: Well, I love casual sports clothes. I never wear smart
clothes because they’re uncomfortable. I always wear
trainers and a tracksuit. I’m not really interested in
fashionable clothes.
Woman: Why?
Ashley: Tracksuits are loose and comfortable. I love this one.
I think the colour’s great!
Narrator: Kelly
Woman: Hello. Can I ask you a few questions? It’s for a survey
about clothes.
Kelly: Sure.
Woman: What’s your name and age?
Kelly: Kelly. I’m 15 years old.
Woman: You look very well-dressed today. Can you tell me
about your clothes?
Kelly: I really like this top. I saw it in a market and I fell in
love with it immediately. It’s quite tight, but it’s really
comfortable.
Woman: It’s lovely.
Kelly: Thank you. It’s brand new. I actually bought it yesterday.
In fashion 19
 Woman: What about your sandals? 2 Elicit the key words in the questions and options and tell
Kelly: These were my big sister’s but she never wears them students to look for these ideas in the text (1 before the
so she gave them to me. 1950s, teenagers, music; 2 In the 1950s, teenage boys;
Woman: Oh, they’re really nice. 3 In the 1960s, young men, sandals, long hair; 4 In the
Kelly: Yeah. And they’re great to walk in. 1970s, punks; 5 In the 1980s and 1990s, hip hop singers).
Narrator: Luke
Allow plenty of time for students to complete the
Woman: Good morning. I’m doing a survey about clothes.
exercise. Monitor and help, encouraging them to
Can I ask you a few questions?
Luke: OK. point out the part of the text where the answer is.
Woman: What’s your name and age? Check answers, inviting different students to read out
Luke: Luke. I’m 14. the part of the text where they found the answer.
Woman: Thank you, Luke. Can you tell me what fashions and
clothes you like? Answers
Luke: I don’t actually like the fashion industry. I like 1 B 2 B 3 B 4 B 5 A
clothes that are quite simple and not too colourful.
I love these narrow jeans. They’re really comfortable. 3 Set a short time limit for students to work individually to
My boots are quite old. And this is my favourite
match the words to the meanings. Check answers.
sweatshirt.
Woman: Did you buy your clothes second-hand? Check understanding of any other new words in the text.
Luke: No, I bought them new … but a few months ago! Remind students that they won’t always have a dictionary
or a teacher with them and that they should try to work
out the meanings from the context. New words may
Answers include lively (full of energy and interest) and movement
1 Ashley’s 2 Kelly’s 3 Ashley 4 Luke’s 5 Kelly
(a group of people with the same beliefs who work
6 Ashley 7 Kelly
together to achieve something).
Ask students what music they like listening to and
3 Drill pronunciation of the words in the box, paying
encourage them to describe the fashions associated
attention to casual /ˈkæʒjuəl/ and uncomfortable
with it.
/ʌnˈkʌmftəbl/. Put students into pairs to complete the
exercise. Check answers. Answers
Invite different students to describe one of the pictures 1 trends 3 style
of the celebrities using the adjectives, for example, 2 peace 4 generation
He’s wearing a smart suit and a narrow tie. The class
guess which person is being described. EP Word profile
Tell students to read the three sentences, and discuss
Answers
the meaning of kind in each one.
casual – smart second-hand – brand new
Put students into pairs to write a sentence using each
uncomfortable – comfortable tight – loose
unfashionable – fashionable wide – narrow of the phrases. Share some ideas as a class and
invite other students to say whether kind has been
used correctly.
4 Ask students to read the questions and then model the
Monitor as students complete the exercise on page 122.
answers. Ask each of the questions to different students.
Check answers.
Tell students to ask and answer the questions in pairs.
Monitor and join in with the discussions. Invite students
to tell the class about their partner. Answers
1 c 2 b 3 d 4 e 5 a

Fast finishers Talking points

Ask fast finishers to write one or two more questions
about clothes and fashion to ask the class to answer.
READING
1 Tell students to look at the photos and ask ‘What can
you see?’ Set a short time limit for them to read the
article and match each paragraph to one of the photos.
Tell them not to worry about any unknown words at this
point. Check answers.
Tell students that you are going to hold a class
discussion, but that first they should work in pairs to
choose a question that they would like to talk about.
Ask them to note down some ideas in answer to their
question (e.g. people get bored and want to try new
things; there are new materials and technologies
available). Allow them five minutes to do this.
Ask the first question and encourage different students
to offer their ideas, giving reasons for their opinions.
Repeat the process for the second question.

Answers
1 a 2 d 3 b 4 c

20 Unit 2
GRAMMAR Past simple
1 Books closed. Introduce the past simple by saying what
you did last weekend, e.g. ‘I went to the beach’. Then ask
‘Am I talking about now, the future or the past?’ (the
past). Check how much students already know about the
past simple by asking several students ‘What did you do
after school yesterday?’
Tell students to call out some verbs. Write them on the
board in columns, according to whether they are regular
(e.g. walk) or irregular (e.g. go). Continue until you have
ten verbs and then elicit their past forms. Ask students
what they notice about the regular verbs in the past (they
end in -ed). Explain that irregular verbs are spelled in
different ways and they just have to learn them!
Books open. Tell students to read the three sentences
and the words in the box. Put them into pairs to complete
the rules. Check answers. Elicit an example for each rule.
Grammar reference Student’s Book page 139
Answers
a irregular b didn’t c did
2 Tell students to read the first sentence and elicit the
correct answer (saw). Ask ‘When did this happen?’
(yesterday). Then ask ‘Is the verb see regular or
irregular?’ (irregular).
Students complete the exercise in pairs, referring to the
example sentences and rules in exercise 1 to help.
Answers
1 saw 2 have 3 Did Martha show 4 went 5 didn’t like
6 Did
3 Ask students to look at the first sentence. Point to
yourself and shake your head to indicate that you didn’t
wear jeans yesterday. Elicit which form should go in the
gap (didn’t wear). Check each sentence eliciting the past
positive and negative forms.
Monitor and help as students work individually to
complete the sentences so that they are true for them.
Check answers.
Answers
1 wore/didn’t wear 2 got/didn’t get 3 bought/didn’t buy
4 watched/didn’t watch 5 texted/didn’t text 6 rode/didn’t ride
7 played/didn’t play 8 saw/didn’t see
4 Write the verbs in brackets on the board and elicit their
past simple forms (got, gave, found, designed, did,
used, took, showed, didn’t know). Ask ‘Which verbs are
regular?’ (design, use, show). Point out that verbs which
already end in -e only add d in the past, and not -ed.
Students complete the conversation individually and then
compare their answers with a partner. Check answers
and invite different pairs to read out the conversation.
Answers
1 did you get 2 gave 3 did he find 4 didn’t find
5 designed 6 did he do 7 used 8 took 9 showed
10 didn’t know
5 Tell students to look at the two examples. Ask ‘What is
different about them?’ to elicit that the first one begins
with a question word. Elicit other wh- words (why, what,
where, when, which, who) and How and say that these
words always go before the auxiliary verb (e.g. did), as in
the example.
Students complete the exercise in mixed-ability pairs.
Check answers.
Answers
1 Where did you go? 2 Which friends did you meet?
3 Did you play any sports? 4 What did you watch on TV?
5 Did you go to bed late?
6 Nominate two students to read out the example question
and answer. Then put students into new pairs to ask and
answer the questions from exercise 5, including the two
example questions. Then invite different pairs to ask and
answer the questions in front of the class.
Corpus challenge
Tell students to read the sentence and elicit which tense
is used (present simple). Ask ‘Is the person talking
about the past, present or future?’ (the past) and ‘How
do you know?’ (because of ago).
Put them into pairs to find and correct the mistake (we
use the past simple to talk about a finished past action).
Answer
A few days ago, I met a friend.
VOCABULARY Adverbs
1 Books closed. Write quickly, slowly, and fast on the
board and elicit that they are adverbs. Ask ‘What do
adverbs tell us?’ (how we do something). Provide
an example sentence for each adverb, for example,
They drove quickly, She ate slowly, I walked fast.
Explain that adverbs can be made from adjectives.
Elicit what the adjectives are for quickly, slowly and fast
(quick, slow and fast). Ask students what they notice
about how the adverbs are formed for quick and slow
(they add -ly). Point out that fast is irregular and doesn’t
change form. Explain that there is no reason for this, and
that they will just have to learn the irregular ones!
Books open. Refer students to the example sentences.
Ask ‘What is different about the adverbs?’ to elicit that
the endings are different. Discuss why this is (adjectives
ending in -y add the -ily ending; hard is irregular and
stays the same).
Put students into pairs to complete the table. While they
are working, write the three headings on the board.
In fashion 21
 Then invite different students to write the adverbs on the
board under the correct heading.
Ask students whether they can think of any other
adjectives ending in -y and add them to the second
column (e.g. easy, happy).
Answers
+ -ly: badly, carefully, honestly, politely, rudely, seriously
+ -ily: angrily, heavily
Irregular adverbs: fast, good (well), hard
2 Ask students to read the first sentence and elicit the
correct adverb (happily). They then complete the
exercise individually, referring to the rules in exercise 1.
Allow students to compare their answers with a partner.
Extension activity
Put students into pairs to take turns to choose a verb
and an adverb for their partner to make a sentence with.
Ask different students to say some of their sentences.
Answers
1 happily ​2  quickly ​3  loudly ​4  slowly ​5  quietly ​6  hard ​
7 badly ​8  easily
LISTENING
1 Find out if students can remember the names of the
characters they were introduced to in Unit 1 (Jess, Matt
and Ali). Then tell them to look at the photos and ask
‘Who are they? What are they talking about?’ (Jess and
her grandma). Accept any reasonable answers for the
second question.
2  1.07  Tell students that they are going to find out what
Jess and her grandma are talking about by listening
to their conversation. Ask students to look at the three
options. Play the recording for them to listen and tick
which topics Jess and her grandma talk about. Check
answers. (Note: the audioscript for this exercise comes
after exercise 4.)
Answer
2 music and fashion
3  1.08  Before students do the exercise, ask them to
predict the answers from what they remember. Play the
recording for students to listen and choose the correct
options. Allow them to compare their answers with a
partner before playing the recording again. Stop after
each item to check answers. (Note: the audioscript for
this exercise comes after exercise 4.)
Answers
1 kitchen ​2  didn’t watch ​3  cinema ​4  loved
4  1.09  Give students two minutes to read the sentences
and predict the answers before they listen. Play the second
part of the conversation again for them to complete the
sentences with the words in the box. Check answers.
22 Unit 2
Audioscript
Jess:  randma, did you listen to pop music when you
G
were young?
Grandma: Oh yes! It was a really exciting time. I remember the
beginning of pop music.
Jess: Really?
Grandma: Yes, really!
Jess: What was the first pop song you heard?
Grandma: I was a teenager. It was a summer’s evening in 1954.
My two sisters were in the kitchen with the radio and
I was upstairs, in the bedroom. We listened to the
radio a lot in those days. We didn’t have televisions.
Jess: No TV?
Grandma: That’s right! In the evenings, we often went to the
cinema with friends, or to a coffee shop, but that
evening we were at home. I was upstairs in the
bedroom and it was quiet downstairs. Suddenly, I
heard something. One of my sisters screamed. I was
quite frightened, so I ran downstairs quickly.
Jess: What was it?
Grandma: My sisters just pointed at the radio. I listened, and
there was a new song on the radio. I loved it. It was
the first ‘pop’ song I ever heard. It was by Bill Haley
and the Comets, and it was ‘rock’n’roll’! It was so
exciting!
Jess: That’s amazing! Oh, Grandma, there’s something I
want to ask you. Can I borrow your jacket again?
Grandma: The blue one? But it’s really old.
Jess: I know it’s old, but that style’s fashionable again now,
and it matches my jeans.
Grandma: Here you are.
Jess: Thanks, Grandma. Um, I was wondering: what kind
of clothes did you wear when you were my age?
Grandma: Girls always wore dresses in those days. We loved
our clothes, but we didn’t have much money, so we
often made our own clothes at home.
Jess: What? Did you really make your own clothes?
Grandma: Yes! Things were a bit different in the 1950s. There
weren’t many fashionable clothes shops, and of
course online shopping didn’t exist.
Jess: So, you made your own jeans and things like
that …?
Grandma: Well, maybe not jeans, but we made dresses and
skirts by hand. We found the right material at the
market, and then we cut it and sewed the clothes
with a sewing machine. I made lots of lovely dresses
when I was a teenager. And this jacket …
Jess: Yes?
Grandma: I made this jacket in … I think it was … 1961!
Jess: No way! That’s amazing! I never knew you were so
Grandma:
clever, Grandma.
Well, now you know!
Answers
1 jeans ​2  fashionable ​3  dresses; skirts ​4  blue
SPEAKING  Talking about yourself
1 Ask students to read the questions and discuss them
with a partner. Then nominate a student to answer the
first question and name another student to answer the
next question. Continue until all the questions have been
answered.
2 1.10 Ask students to read the questions about
shopping and decide in pairs which option is correct.
Check answers. Set a short time limit for students to
think about their answers. Tell them that they are going
to listen to Harry answering the same questions and that
they should listen and compare his answers to their own.
Play the recording for students to make notes. They then
tell their partner which things were similar to or different
from their own answers. Invite different students to feed
back to the class.
Audioscript
Interviewer: Are fashion and clothes important to you?
Harry: Yes, they are. I really like having nice clothes.
I think you feel more confident if you’re wearing
nice things.
Interviewer: How often do you buy new clothes?
Harry: Well, I don’t go shopping every week, but I
suppose I go shopping two or three times a
month. I do jobs for my parents to earn money.
Interviewer: Where do you usually buy your clothes?
Harry: I usually go to the market because the clothes
are quite cheap. You can get more for your
money! I don’t like shopping in department stores
because the clothes are too expensive.
Interviewer: How much do you spend on clothes?
Harry: I suppose I spend about £30 a month. And, of
course, I always spend more when I get money for
my birthday.
Interviewer: What do you enjoy wearing?
Harry: I like wearing jeans. They’re very comfortable,
and I think jeans always look good.
Answers
1 Are 2 do you buy 3 do you usually 4 do 5 do you enjoy
3 1.10 Ask students to read the sentences with their
partner and predict the kind of information which goes in
each gap.
Play the recording again for them to listen and complete
the sentences. Check answers.
Answers
1 like 2 every week 3 don’t like 4 always 5 think
4 1.10 Books closed. Write the bullet points from the
Prepare box on the board and put students into small
groups to brainstorm as many relevant words and
phrases as they can in three minutes.
Invite a different group to offer suggestions for each
of the headings, before asking the rest of the class for
additional ideas.
Books open. Ask students to read the phrases in the
Prepare box. Play the recording again for them to tick the
phrases they hear. Check answers.
Answers
I usually, I always, because, I really like, I don’t like, I like, I think
5 Preliminary Speaking Part 1 tests students’
ability to give factual and personal information. The
interlocutor asks each candidate questions about
their personal details, daily routines, likes and
dislikes, past experiences and future plans. This part
lasts for two to three minutes.
Put students into small groups and tell them to take
turns to ask a question and invite each student to
answer it. Monitor and join in the discussions.
Invite different students to report back about their
group’s shopping habits.
Cooler
Write the word supermarket in a jumbled order on the
board and put students into groups of three.
Tell them that they have one minute to write down as
many words as they can, using the letters on the board.
Remind them that can only use the letters that appear
once, unless the letter is repeated. Stop the game after
a couple of minutes and invite teams to read their lists.
Award a point for each word and award a bonus point if
they guess the word which uses all of the letters.
Project
Refer students to the article on page 15. Ask them what
they learned about fashion and music in the 1950s, 60s,
70s, 80s and 90s. Put them into pairs to discuss fashion
and music now and to say what kind of information they
could include in a presentation about it. Share some
ideas as a class.
Tell students to choose another era to research. This
could be a period of fifty years or another decade from
the twentieth or twenty-first century. Students work with
their partner to research the fashions of the time. Remind
them to find information about clothes and music. They
could also research other interesting facts about the era.
Students prepare a PowerPoint presentation. Remind
them to think carefully about what information to include
on each slide, and not to overload each one. Ask them to
include some pictures too.
Students practise their presentation before giving it in
the following class. Ask students to listen carefully and
comment about what they found interesting.
Teacher’s resources
Student’s Book
Grammar reference and practice page 139
Vocabulary list page 129
Video
In fashion
Workbook
Unit 2, page 8
Go online for
• Pronunciation
• Progress test
• Video extra worksheet 
• Corpus tasks
In fashion 23
 Culture
Homes around the world
Learning objectives
• Students learn about homes and families around
the world.
• In the project stage, they write a paragraph about
their own home and life.
Warmer
Write Homes around the world on the board and elicit
the meaning. Then put students into groups of three or
four to brainstorm a list of types of homes around the
world, e.g. apartment, bungalow, detached house, hut,
igloo, tent.
Stop them after one minute and ask each group to read
out their lists. Write their ideas on the board for them to
check spelling, and then drill pronunciation.
Ask ‘What kind of homes do people in your country live
in?’ and ‘What kind of home would you like to live in?’
Discuss some ideas with the class.
1 Tell students that they are going to find out about homes
in three different countries. Ask them to work in pairs to
look at the photos and discuss the questions.
Invite different pairs to tell the class what they think, but
do not confirm answers at this point.
Tell students that the families live in South Africa,
Uzbekistan and Japan and hold a brief class discussion
on what students think life is like in each place.
Ask them to read each text and check whether any of
their ideas are mentioned.
4 Ask students to read the questions and think about what
2 Give students one minute to memorise the objects in the
photos.
Stop students after a minute and ask them to close their
books and work with a partner to write down the items
they remember from each photo. Tell them that this is
a competition, and you are going to find out who has
remembered the most items.
Students exchange their lists with another pair and read
them out to the class. Award a point for each correct
answer, and a double point for anything which other pairs
haven’t mentioned.
Ask ‘Which is the most unusual item on your list?’
3 Ask students to read the questions and tell them that
they are going to read the three texts again to find the
answers. Explain that they will need to read all three texts
5  1.11  Tell students that they are going to find out
before writing their answers.
24 Culture
Students then complete the exercise individually before
checking their answers with a partner. Invite different
students to read out their answers and ask their partner to
read out the part of the text where they found the answer.
Ask students to read the texts quickly again and check
any unknown vocabulary, e.g. bright (having a strong
colour), pill (a small, hard piece of medicine that you
swallow) and ceramics (objects that are made by
shaping and heating clay).
Mixed ability
To help weaker students locate the information in the
texts, encourage stronger students to call out the key
words in each question.
Fast finishers
Ask fast finishers to write one more question for each
text for the rest of the class to answer.
Answers
1 The Qampie family has the smallest home and the Ukita
family the largest.
2 The children in the Kalnazarov family help their parents.
Assiya cuts wood for the fire and Zulfiya looks after
the animals.
3 Mio and Maya go to school every day except for Sundays.
4 Simon Qampie watches football at weekends.
5 The Kalnazarov family have two dogs. (They also have three
cows for milk.) There is a dog in the Ukita family photo.
they want to say. Then put them into groups of three or
four to discuss their ideas. Monitor and join in with the
conversations.
After a few minutes, stop the activity. Ask each group
one of the questions and ask them to share their ideas.
Then invite the rest of the class to offer their own ideas.
(The answer to question 2 is blankets to keep warm; the
answer to question 4 is that these are family heirlooms
and perhaps very valuable.)
If your class is multi-cultural, invite students from different
countries to talk about their own homes. If your students
are from the same country, ask them to explain how their
homes are different from the families they read about.
about two more families. Explain that they will hear a lot
of information, but that they should focus only on where
the speakers come from. Play the recording. Check
answers, and ask ‘What do you know about living in
Canada and India?’
 Audioscript
Narrator: Sanjeev
I live in Mumbai, which is a big city in the west of India. My
dad works for a computer company and my mum’s a teacher.
My family’s quite big and my grandparents and my aunt live
with us. Then there’s me and my sister, so that makes seven
altogether. We spend a lot of time together as a family and we
visit other relatives most weekends. My house is quite big with
five bedrooms. I like it because it’s really hot here in summer
but our house stays very cool. We don’t have any pets, but
we sometimes get snakes coming into the house. They aren’t
dangerous but my sister hates them! I’ve got my own bedroom
and that’s where I keep all my things. My favourite possessions
are my drums and my tablet. I got the drums for my last
birthday and I think I’m getting quite good, but my grandmother
sometimes complains!
Narrator: Tess
I live with my family in Whistler. It’s a small town up in the
mountains in Canada. My parents both work in the ski resort.
Whistler is a really popular place for skiing and people travel
from all over the world to ski here. We are quite a small family.
It’s just my mom and dad, my sister and me. Our house is
quite big and there are six bedrooms. That’s because friends
and family often come and stay with us in the winter so they
can go skiing. Oh, I nearly forgot, we also have three pets,
a dog and two cats. They live in the house, but they aren’t
allowed upstairs. I do quite a lot with my family. We all love
being outdoors and we often go for walks and bike rides in the
summer and we love skiing together in the winter. My favourite
possession has to be my skis. There’s nothing like that feeling
of speed and cold air when you are coming down the mountain.
Oh, and I love my bike too. It gives me the freedom to visit my
friends and get around in the summer.
Answers
India and Canada
6  1.11  Refer students to the table and tell them to
complete the countries.
Play the recording again for them to complete the rest of
the table. Copy it onto the board while they are doing this,
leaving plenty of space for students to fill in the missing
information. Allow them to compare their answers with
a partner, and then check answers by inviting different
students to complete the table on the board.
Extension activity
Ask students to listen for the following information and
then play the recording again:
What jobs do Sanjeev’s and Tess’s parents do?
What do Sanjeev and Tess do with their families?
Answers
Sanjeev Tess
country they live in India Canada
number of people 7 4
in the family
number of 5 6
bedrooms in the
home
favourite drums and tablet skis and bike
possessions
Cooler
Ask students to call out all the countries they have
learned about in the section (South Africa, Uzbekistan,
Japan, India and Canada).
Play a matching game. Put students into groups of three
and ask them to write down the countries on separate
pieces of paper. They then write one fact about each
country on separate pieces of paper. For example,
Nelson Mandela lived here (South Africa). Remind them
to keep a note of the correct answers.
Put the groups of three together to make groups of six.
Students then match the countries with the information.
Project
Tell students that they are going to write about their
own home and life. Put them into pairs to discuss the
different points and ask them to make notes about what
they want to include in their paragraph.
Students then write their paragraph, including the
information from their notes.
Monitor and help as they are working. Encourage them
to use the texts on page 19 as a guide, but remind them
to use the first person (I, my, we, our).
When they have finished, put students into new pairs to
read each other’s work. Then ask them to create a final
version by printing out their paragraph and including a
picture of their home and family.
Display the descriptions around the classroom, or
post them on the class blog, if you have one, and
invite students to read each other’s work. Discuss
any interesting facts they have learned about another
student’s family or life.
Homes around the world 25
 3 My way of life
Unit profile
Vocabulary: Life events
Reading: Teenage life
Grammar: Comparatives and superlatives
Vocabulary: too, not enough
Writing: An informal letter or email (1)
Warmer
Write Life events on the board and elicit its meaning
(important things that happen in our lives). Brainstorm
different life events as a class and write a list on the
board, for example, start school, get married.
Put students into pairs to discuss which things they have
done from the list. Share some ideas as a class and find
out who has accomplished the most so far. Leave the
list on the board, as you will need it in exercise 1.
Your profile
Ask students to read the two questions. Tell the class
when you did these things, for example, say ‘I learned
to walk when I was two. I learned to swim when I was
five’. Then put students into new pairs to discuss the
questions. Invite several students to tell the class about
their partner.
VOCABULARY  Life events
1 Direct students to the six photos and ask ‘What can you
see?’ Invite different students to describe what is happening
in each photo, and elicit that they show different life events.
Tell students to read the life events in the box.
Check meaning by asking, for example, ‘What is a driving
licence?’ /ˈlaɪsəns/ Put them into pairs to match six of the
phrases to the photos. Check answers.
Tell students to put the events in the box in order. They may
have different ideas about this, so accept any reasonable
answers.
Refer students back to the list of life events on the board
and compare this list to the events in the box. Ask ‘Which
events are the same?’ and discuss ideas as a class.
Answers
a get a driving licence ​b  get a job ​c  get a degree
d be born / have children ​e  get married ​f  start school
2 Ask students to read the quiz questions quickly with
their partner to find which event in exercise 1 is not
mentioned. Award a point to the pair who finds the
missing event most quickly. Make sure students do not
start answering the quiz questions yet.
Answers
be born
26 Unit 3
3  1.12  Tell students that they are going to listen to Ali
answering the quiz. Read it as a class, checking any
unknown words before they listen. You may need to
explain state (one of the parts that some countries, such
as the US, are divided into) and degree (a qualification
given for completing a university course). Play the
recording for them to listen and circle the answers
he chooses.
Allow students to compare their answers with a partner.
Play the recording again, pausing it after each question
to check answers.
Audioscript
Ali: What are you reading?
Jess: It’s a quiz about different countries and various stages
of life. I got four out of eight. Do you want to do it?
Ali: Sure. In Britain, most children start school when they
are … Oh, well, that’s easy. It’s definitely four. I can
remember it really clearly!
Jess: OK. So a.
Ali: Yeah. So, question 2. In Belgium and Germany
students cannot leave school before they are … Well,
it’s 16 in most countries. But this is a quiz … so it’s
probably higher.
Jess: OK. So are you saying c?
Ali: Yes, 18. c.
Jess: OK. Question 3.
Ali: In some states in the USA, the youngest age you can
get a driving licence is … I can’t believe it’s 14 – that’s
too young. It’s 17 here. Maybe it’s younger in the US.
I say b.
Jess: OK. Question 4.
Ali: In the UK … per cent of young people go to university
but only 30% get a degree. Hmm … this quiz is getting
harder. I don’t think that most people go to university.
It’s probably a or b. I’m not sure it’s as high as 50%.
So that leaves the first one.
Jess: OK. Number 5. So who leaves home earlier?
Ali: Let me think. I think women probably. They’re better at
saving money so they can leave home earlier.
Jess: I’m not sure that’s true for me, but OK. Question 6.
Have you got a job of any kind?
Ali: No, my mum doesn’t want me to have one. Let me read
the question … In the UK, children of … are allowed to
get a job. I don’t think there are any rules. I mean, you
can only work part-time, of course – because you can’t
leave school until you’re 16.
Jess: OK. Question 7. This one’s about marriage.
Ali: In … OK. India doesn’t seem like the right answer. It’s
quite a traditional country in some ways, I think. So …
Spain or Japan. I know Japan’s really expensive. Maybe
they can’t afford to get married until they’re in their thirties.
Jess: Maybe.
Ali: I reckon it’s c. I think they get married at a younger age
in Spain.
Jess: Eight. This one’s quite difficult.
Ali: Oh, I don’t know. I guess it’s … have children? Fifty-five
per cent is too high for living with their parents.
Jess: Right. Let’s see how many points you got.
 Answers
1 a ​
2 c ​
3 b ​4 a ​
5 b ​6 a ​7 c ​
8 a
4 Ask ‘Do you agree with Ali’s answers?’ In pairs, students
look again at the quiz, choosing the answers they think
are correct.
Read each question and ask ‘Which is correct, a, b or
c?’ Say each letter in turn and take a class vote on the
correct answer. Only one student from each pair should
raise their hand for each question.
Refer students to page 120 to check their answers. Ask
‘Did you get more points than Ali?’ Find out which pair
got the most correct answers.
5 Refer students back to the life events in exercise 1.
Model the exercise by providing some examples. Say,
for example, ‘I want to get married before I’m 30’. Ask
different students, for example, ‘When do you want to get
married?’ to encourage similar answers.
Mointor and help as students write their sentences
individually.
Invite different students to read out their sentences to
the class. Ask them to listen out for the person whose
answers are most similar to their own.
Fast finishers
Tell fast finishers to make sentences for the remaining
life events in exercise 1. They can share these during
class feedback to exercise 5.
6 Divide students into small groups and ask them to read
the questions.
Monitor and join in as they discuss the questions,
encouraging them to give reasons for their answers.
Invite one person from each group to report back their
group’s ideas to the class. Ask a different student from
each group to discuss each question.
Extension activity
Ask each group to write three more questions, using
the events in exercise 1. For example, At what age do
children start school in your country? When can you get
a driving licence? What do you think is the best age to
have children?
Ask different students to read out a question and invite
other students to answer it (if you have a multinational
group, several students can answer each question).
READING
1 Tell students to look at the photo. Ask ‘What can you
see? What do you think they are talking about?’
Then refer them to the title of the article. Ask ‘What
information do you think the article will include?’ Invite
students to offer ideas but do not confirm them.
Set a short time limit for them to read the article and the
comments quickly to answer the question. Tell them not
to worry about any unknown words at this point.
Find out whether their predictions about the information
in the article were correct.
Answer
Tom
2 Ask students to read the questions and options. Tell them
to read the article again and answer the questions. Allow
them to compare their answers with a partner. If they
disagree, encourage them to look again at the article and
find the section which answers the question.
Check answers. Ask ‘Do you agree with the comments?
Why / Why not?’
Answers
1 B ​2  A ​3  A ​4  B ​5  A ​6  A
3 Tell students to look at the highlighted words in the
article. Ask ‘Are these words nouns, verbs, adjectives or
adverbs?’ (adjectives).
Put them into pairs to guess the meaning of the words
from the context. Monitor as pairs match the highlighted
adjectives to the meanings.
Check understanding of any other new words in the text.
Encourage other students to provide definitions if they
know the words. New words may include complaining,
(saying that something is wrong or that you are annoyed
about something), nowadays (at the present time,
especially when compared to the past) and admits
(agrees that something bad is true).
Answers
1 awful ​2  tiny ​3  huge ​4  essential ​5  exhausted
Talking points
Refer students to the questions and tell them that you
are going to hold a class discussion, but that first they
should note down some ideas to talk about. Allow them
five minutes to do this. Remind them to make notes only.
They can do this individually or in pairs.
Ask the first question, and encourage different students
to offer their ideas, giving reasons for their opinions.
Ask the second question, and discuss ideas as a class.
My way of life 27
 EP Word profile
Tell students to look at the life events in exercise 1 on
page 20 and elicit what get means in each one (get a
degree / driving licence / job = obtain; get married =
become).
Put students into pairs to read the sentences and to
discuss the meaning of get in each one. Monitor and
help as they are working. Check answers (sentence 1 =
becoming; sentence 2 = obtained; sentence 3 = have a
good relationship with).
Give students a few minutes to write three example
sentences (one for each use) of their own. Ask them to
compare their ideas with a partner. Invite different pairs
to read out their sentences.
Monitor as students complete the exercises on
page 122. Check answers.
Answers
1 gets home at
2 she’s getting married
3 ’s getting better
4 got to school
Cooler
Write three ages on the board and tell students to guess
which life event happened to you when you were those
ages. Only answer the question if they form it correctly,
for example, ‘Did you get your driving licence when you
were 21?’
Students then write three ages of their own for their
partner to guess what happened. In feedback, invite
different students to tell the class about their partner.
GRAMMAR Comparatives and superlatives
1 Tell students to look at the table. Ask them to complete
items 1 and 2 and check answers.
Tell students to look at the comparative and superlative
forms of big. Point out that for one-syllable adjectives
which end with a vowel and a consonant, we double the
consonant in the comparative and superlative forms.
Elicit some more examples, e.g. hot, sad, wet.
Tell students to look at the second row of the table.
Ask ‘What do you notice about the spelling of the
superlative form?’ (the -y changes to -ier) and elicit
the comparative form. Elicit some more examples of
adjectives ending in -y, e.g. easy, happy.
Tell students to look at the third row of the table.
Ask ‘How many syllables does essential have?’ (three).
Ask what they notice about the comparative form (more
+ adjective), and ask ‘What is the superlative form?’
You may need to teach this form, i.e. most + adjective.
Direct students to the last row of the table, and tell them
to complete item 5. You may need to teach this form,
i.e. better. Tell them that there is no rule for irregular
adjectives; they just have to be learnt.
28 Unit 3
Answers
1 the greatest 2 safer 3 healthier 4 the most essential
5 better
2 Invite different students to read the examples aloud.
Put them into pairs to complete the rules. Check answers.
Grammar reference Student’s Book page 140
Answers
a comparative b superlative
3 Give students a few minutes to read the text quickly to
check any unknown words. Ask ‘What are the words in
brackets?’ (adjectives).
Put students into mixed-ability pairs to complete the
facts. Monitor and help as they are working. Invite
different students to read out each sentence. Ask the
class ‘Which fact do you think was most amazing?’
Answers
1 The oldest 2 heavier 3 the happiest 4 shorter than
5 The most expensive 6 cheaper than 7 the best
8 The friendliest
not as … as
4 Ask two students of different heights to stand at the front
of the class. Ask the class to compare their height, e.g.
‘Nadya is taller than Belinda’.
Look at the shorter student and shake your head,
indicating that they are not as tall as the other student.
Elicit/teach, for example, ‘Belinda is not as tall as Nadya’.
Refer students to the example and complete the rule as
a class.
Answer
not the same
5 Check students understand the meanings of the
adjectives in the box by eliciting examples of what each
adjective could describe, e.g. a messy bedroom or
casual clothes.
Ask them to look at the example, and provide one of your
own. Say, for example, ‘My mum is not as old as my dad’.
Put students into pairs to complete the exercise as a
speaking activity. Tell them that they may be able to use
different adjectives in each sentence. Monitor and help
as they are working. Invite different students to say their
sentences in front of the class.
Fast finishers
Ask fast finishers to write two more sentences using
not as … as. They then read them out for the class to
decide whether they are correct.

Extension activity
Ask students to draw a picture of five different people.
The people should represent some of the adjectives
from exercise 5, e.g. messy, fashionable, serious.
Tell students to show their picture to their partner and
compare the people using not as … as.
Possible answers
1 Children are not as old as adults.
2 I am not as messy as my best friend.
3 My dad is not as serious as my mum.
4 My teacher’s clothes are not as casual as my clothes.
5 I am not as fashionable as my cousin.
Corpus challenge
Put students into pairs to find and correct the mistake.
Invite a student to say what the mistake is and why it is
wrong (the comparative form for two-syllable adjectives
ending in -y is -ier).
Answer
Suddenly the man became happier.
VOCABULARY too, not enough
1 Do the first item as a class. Put students into pairs to
complete the exercise. Check answers. Ask them to note
the position of not in 2 and 3 (it comes after the verb
and can be contracted), and enough (it comes after the
adjective but before the noun).
Answers
1 a 2 a 3 b
2 Look at the example conversation. Draw attention to the
use of too and not enough.
Ask students to read the conversations and check any
unknown words. Monitor as they complete the exercise in
mixed-ability pairs.
Invite pairs to read out the conversations.
Answers
1 big enough; too tight 2 enough time; too tired
3 too slow; enough memory 4 enough places; good enough
WRITING An informal letter or email (1)
1 Tell students that they are going to write an informal letter
and check the meaning of informal (relaxed and friendly).
Find out who they would send an informal letter to (e.g.
a friend or family member). Ask ‘Do you write/receive
letters? Do you think it is nice to write/receive letters?
Why?’ Point out that the language of informal letters is
similar to the language used in informal emails.
Ask ‘What do people write about in informal letters/
emails?’ Tell students to read the part of Jack’s letter to
Jamal. Elicit what getting on with means (dealing with
a situation).
Tell them to read Jamal’s reply. Ask ‘Does Jamal answer
all of Jack’s questions?’ (yes).
2 Ask students which words Jamal uses to begin and end
his letter. See if students know any other ways to begin
or end a letter before referring them to the Prepare box.
Answers
Hi; Speak soon
3 Put students into small groups and ask them to
brainstorm some of the differences in language between
an informal and a formal letter. Discuss ideas as a class
and explain that one way to make writing informal is to
used contracted verb forms, for example, is not = isn’t.
The vocabulary may also be different, for example, Dear
and Yours faithfully are used to begin and end a formal
letter, whereas Hi and Bye are fine in informal writing.
Ask students to read Jamal’s letter again and underline
ten short forms. They can do this individually before
comparing answers with a partner. Check answers.
Answers
How’s, There’s, that’s, It’s, isn’t, weren’t, Everyone’s, He’s,
he’s, we’re
4 Put students into pairs to complete the exercise. Invite
different students to write the sentences on the board.
Get students to find examples of adjectives,
comparatives and superlatives in the letter (nice, new,
small, bigger than, isn’t as modern, friendly, funny,
good). You could also ask them to find the example of
not enough (weren’t enough laptops).
Answers
1 He’s really nice and we’re good friends.
2 How’s school? I hope you’re getting on well.
3 I’m getting to know people and they’re all really nice.
4 We’ve got tickets and we’re going to an Avicii concert.
5 Remind students that some words and phrases are more
informal than others. Ask them to look at the highlighted
words in Jamal’s letter and match them to the more
formal equivalents. Check answers. Drill pronunciation of
the new vocabulary.
Answers
1 I guess 2 really 3 guy 4 great 5 mates
My way of life 29
 6 Ask students to read the letter again in exercise 1 and
the questions in exercise 6. Put students into small
groups to make notes before sharing ideas as a class.
7 Preliminary Reading and Writing, Writing Part 3
tests students’ control and range of language.
They can choose between writing an informal letter
or a story of about 100 words. For the informal letter,
students are given part of a letter providing the topic
they must write about.
Refer students to the Prepare box and tell them to
use the tips in their letter.
Students write their letter, using the notes they made
in exercise 6. Ask them to include some examples
of comparative and superlative adjectives, and one
example each of too, not enough, and not as … as.
Remind students to write about 100 words and
to check their spelling and grammar carefully.
Monitor and help as they are working.
Ask confident students to read their letters aloud.
Mixed ability
Stronger students should be able to incorporate all of
their notes in their reply. Weaker students can focus on
giving just one piece of information per question.
Sample answer
Hello Jack!
Thanks for your letter. Our new house is really nice.
My bedroom’s great! I can see the park from the window.
The town’s quite small but there’s lots to do. There’s a cinema
and a swimming pool, and you can play tennis and football.
I reckon it’s going to be a good place to live.
My new school is smaller than my old one, but the people are
friendly and I’ve already got some new mates. I sit next to a guy
called Oli in Science. He’s funny and we get on really well.
See you soon,
Ben (100 words)
Cooler
Play a memory game about life events. Start by saying
‘I started school when I was four’. Ask a stronger student
to repeat the sentence, changing I for you (You started
school …) and then add one sentence of their own, e.g.
‘You started school when you were four. I learned to
swim when I was five’.
Ask a third student to add another sentence, e.g. ‘He
started school when he was four. You learned to swim
when you were five. I learned to talk when I was two’.
Continue around the class with each student repeating
the sentences in the correct order and adding one of
their own. When someone makes a mistake, they’re out
of the game. Stop the game when there is a winner or
after five minutes.
30 Unit 3
Project
Tell the class that they are going to talk to an older
family member or friend about what their life was like as
a teenager. They can do this in their own language.
Tell students to think about who they are going to talk
to and what they want to find out. Put them into small
groups to think of four different topics, and write them
on the board, e.g. technology, free time activities,
homework, daily routines.
In their groups, students brainstorm a list of questions
for each topic, e.g. What technology was there when
you were a teenager? Did you have a mobile phone/
laptop/MP3 player? What did you do in your free time?
How much homework did you have? What did you do
before and after school? Share some ideas as a class.
After students have talked to their friend or family
member, they should prepare a presentation using
PowerPoint. Tell them to write Teenage life as the title
on the first slide.
Students prepare further slides, writing short sentences
about teenage life in the past and now, using the
information from their family members, for example,
In the past/in the 1980s, teenagers didn’t have mobile
phones. Now everyone has a mobile phone. Encourage
them to include pictures.
In the following class, students give their presentations.
Encourage them to listen to each other’s presentations
and say which ones they like best and why.
Teacher’s resources
Student’s Book
Grammar reference and practice page 140
Vocabulary list page 130
Video
Life events
Workbook
Unit 3, page 12
Go online for
• Pronunciation
• Video extra worksheet 
• Corpus tasks
 4 Champions

Narrator: f Narrator: h
Unit profile surfing volleyball
Vocabulary: Sports Narrator: g
Reading: A blog post table tennis
Grammar: Past continuous
Vocabulary: Words with different meanings
Listening: Photo of the week
Answers
a boxing  b​  cycling ​c gymnastics  ​d  ice hockey  ​e  rugby
Speaking: Describing a past event
f surfing  g​   table tennis  ​h volleyball

Warmer 2  1.14  Tell students to look at the first halves of the

Tell students that they are going to talk about sports in
this unit. Put them into pairs and give them 30 seconds
to make a list of sports. Get the pair with the longest list
to come and write them on the board.
Put students into small groups to say which sports are
team sports and which can be done individually. Feed
back as a class.
Your profile
Tell students to read the two questions. Model answers
by saying, for example, ‘I regularly play tennis and go
jogging. I watch football and tennis on TV’.
Put students into new pairs to hold a mini interview with
their partner about the sports they like. Each student
writes three questions to ask their partner. They should
write one question in the present simple, one in the
present continuous and one in the past simple, for
example, Which sports do you like? Are you playing
tennis this weekend? Did you watch football last week?
Monitor as students conduct their mini interviews.
Give positive feedback for interesting answers and
correct use of the three tenses. Ask one or two students
to tell the class about their partner.
VOCABULARY  Sports
1  1.13 Refer students to the sports in the box and
drill pronunciation by saying each word two or three
times for the class to repeat. You may need to focus on
gymnastics /dʒɪmˈnæstɪks/, climbing /ˈklaɪmɪŋ/ and
athletics /æθˈletɪks/.
Set a short time limit for students to match the sports to
the photos and then play the recording for them to check
their answers. Ask ‘What is picture a?’ for them to say the
sport. Repeat for the other pictures.
Ask which sports from the box are not shown in the
pictures (athletics, climbing, ice skating, jogging, squash,
swimming, tennis, windsurfing).
sentences. Ask what they notice to elicit that the verbs
are different. Explain that we use do, go and play with
different sports and activities.
Ask students to predict what the full sentences will be
before they listen.
Play the recording for students to complete the exercise.
Allow them to compare their answers with a partner
before checking as a class.
Audioscript
Narrator: 1
Woman: Where do you go windsurfing?
Girl: We don’t live near the sea, but luckily there’s a big
lake near here, and we go windsurfing on the lake.
We go swimming sometimes, too.
Narrator: 2
Woman: How often do you do gymnastics?
Boy: Once a week. I don’t like it, but gymnastics is part
of our PE lessons at school. We do athletics in the
summer instead.
Narrator: 3
Woman: Do you play ice hockey?
Girl: No, I don’t play ice hockey, and I don’t go ice-skating
– I can’t skate! I love watching it on TV though. I go
climbing a lot with friends from school. I like that!
Narrator: 4
Woman: What sports do you do?
Boy: I usually do boxing after school on Thursdays. I go
jogging quite often, too, because I need to be fit for
boxing!
Narrator: 5
Woman: Do you like cycling?
Girl: Yes, I think bikes are brilliant. This is my new road
bike – I love it! My mates and I go cycling all the time.
Narrator: 6
Woman: Do you enjoy sport?
Boy: Yes. I love playing football, and I like squash and
tennis, too. My sister plays tennis, but she hates
losing, so we never play tennis together!
Answers
1 f ​2  a ​3  d ​4  c ​5  b ​6  e

Audioscript
Narrator: a Narrator: d
boxing ice hockey
Narrator: b Narrator: e
cycling rugby
Narrator: c
gymnastics

Champions 31
 3 Refer students to the box in exercise 1. Tell them to call
out the sports ending with -ing (boxing, climbing, cycling,
ice skating, jogging, surfing, swimming, windsurfing).
Repeat the process with sports which use a ball (rugby,
squash, table tennis, tennis, volleyball. Explain that ice
hockey uses something called a puck, which is not a ball,
but is used in a similar way). Finally ask which sports are
left (athletics, gymnastics).
Tell students to complete the table individually, before
checking their answers with a partner. Ask three different
pairs to choose a verb to give feedback on.
Answers
do: boxing, gymnastics
go: cycling, ice skating, jogging, surfing, swimming, windsurfing
play: rugby, squash, table tennis, tennis, volleyball
4 Brainstorm other sports as a class.
Possible answers
do yoga, do martial arts (karate, judo, etc.)
go dancing, go skiing, go running
play hockey, play football
5 Invite different students to say which sports they do
and find out how many students like doing the same
activities. Discuss which sports people enjoy playing
or watching most in their country. Ask ‘How do people
celebrate when their team wins a big competition?’
6 Divide the class into small, mixed-ability teams and tell
them to choose a team name. Give them time to read the
questions to check understanding, but make sure they
don’t write anything at this point.
Ask one member of each team to write the team name
and numbers 1 to 8 on a piece of paper. Tell students
that you are going to give them five minutes to answer
the questions as quickly as they can.
Monitor as students are working, but do not interfere with
what they are doing.
After five minutes shout ‘Stop!’ and make sure students
put their pens down. Tell teams to exchange papers and
give each other one point for each correct answer.
Read out each question and ask for answers. Confirm
the correct answers and tell students to award a point for
each one.
Answers
1 athletics, climbing, cycling, gymnastics, ice skating, jogging,
surfing, swimming, windsurfing
2 boxing, squash, table tennis, tennis
3 ice hockey, rugby, volleyball
4 ice hockey, ice skating, surfing, swimming, windsurfing
5 squash, tennis
6 ice hockey, table tennis, tennis, volleyball
7 d (rugby)
8 a tennis ​b  cycling ​c  boxing
32 Unit 4
READING
1 Elicit who is in the photo (Jess) and what students
remember about her (she likes doing sport in her
free time). Tell them to read the profile and ask ‘What
adjective describes Jess?’ (e.g. sporty and adventurous).
2 Ask students what the text is (an advertisement).
Tell them to read the advertisement and discuss the
questions in pairs. Invite them to share their ideas, but do
not confirm them at this point.
3 Tell students to read the title of the blog post and predict
what it is about. Ask ‘Who do you think has had a lucky
win?’ (Jess) and ‘What is the new sport?’ (rugby).
Students read the text quickly and check their answers
to exercise 2. Remind them to focus on looking for
information to answer the questions, and not to worry
about any unknown words.
Check answers.
Answers
The advertisement is for a competition to win two VIP tickets to
watch a rugby match at Twickenham.
4 Ask students to read the questions and try to answer them
before they read the text again. Discuss ideas as a class.
They then read the text and answer the questions
individually before comparing answers with a partner.
Encourage them to point to the part of the text where
they found the answer to each question.
Invite different students to give their answers, correcting
any false sentences.
Answers
1 ✗ She was finishing her homework when the phone rang. ​
2 ✓  ​3  ✓
​4 ✗ They watched a band and some dancers while they were
waiting for the match to start.
​5 ✗ The Australians were winning.
​6 ✓ ​ 7  ✓
5 Put students into pairs to decide what the highlighted
words mean, using the context to help. Invite their ideas,
and then tell them to match the words to the meanings.
Check answers.
Answers
1 score ​2  coach ​3  supporters ​4  stadium ​5  referee
Talking points
Divide the class into two halves. Ask one half to discuss
the first set of questions, and the other half to discuss
the second set of questions. They should do this in
small groups.
Hold a short class discussion. Ask students who
discussed each question to offer their opinions, and ask
the other half of the class to say whether they agree
and why / why not.
 Word profile
EP
Put students into pairs and give each pair one of the
sentences. Ask them to read the context around the
sentence in the blog post and decide how to explain the
meaning of way to the class.
Put pairs together to make groups of six, including a
pair who discussed each sentence. Ask them to share
their ideas and find out whether their group agrees with
their definition. Monitor and help as they are working.
Feed back as a class.
Monitor as students complete the exercises on page
123. Check answers.
Answers
1 1 a 2 c 3 c 4 b 5 b
2 1 a long way 2 way 3 way 4 either way 5 No way
GRAMMAR Past continuous
1 Books closed. Ask ‘When do we use the past simple?’
and elicit that we use it to talk about events which
happened in the past. Tell students that they are going to
learn about the past continuous, which is a little different.
Model the past continuous by saying, for example,
‘I was having dinner yesterday when someone knocked
on the door. I opened the door and a man was standing
there’. Ask students to guess who the man was (e.g. a
cousin from Australia). Tell them to say what they think
happened next.
Write the sentence on the board, and underline was
having and was standing. Ask students if they know the
name of this tense (past continuous).
Books open. Ask students to read the example
sentences and underline the verbs. Ask questions to
check understanding, e.g. ‘True or false? ‘We don’t know
what time it is in the example sentences’. (True) and ‘Both
sentences are in the past’. (True). Refer them to the box
and tell them to complete the rules. Check answers.
Grammar reference Student’s Book page 141
Answers
a the past b past; -ing
2 Elicit how the negative of the past forms of be are
formed (was not / wasn’t; were not / weren’t).
Ask students to read the sentences and complete them
with the correct form of the past continuous.
Ask ‘How do we make questions in the past continuous?
How do we make short answers?’ (question word + past
of be + subject + verb with -ing ; Yes, + subject + past
form of be / No, + subject + past form of be).
Answers
1 were laughing 2 wasn’t playing 3 weren’t talking
4 was he doing 5 Was she watching; was
6 Were they listening; weren’t
3 Direct students to the picture and ask ‘What are the
people doing?’ to elicit the different sports and activities.
Ask them to read the prompts and find the people in
the picture.
Put them into pairs to write the sentences. Monitor and
help as they are working. Check answers.
Answers
1 Adam and Pete weren’t skating. They were running.
2 Myla wasn’t hitting a ball. She was throwing a ball.
3 Karl and Liam weren’t playing squash. They were kicking a ball.
4 Megan and Ana weren’t cycling. They were playing table tennis.
5 Lucy wasn’t doing athletics. She was catching the ball.
4 Refer students to the example and tell them that they are
going to write questions using the prompts.
Students complete the exercise in mixed-ability pairs.
Monitor and help as they are working. Invite different
students to read out their questions.
Ask students to underline the time expressions in the
sentences (yesterday evening, last Sunday, last night, this
morning, five minutes ago). Explain that we don’t use last
with parts of the day except night, and that they should
use yesterday, e.g. yesterday morning/afternoon/evening.
Fast finishers
Ask fast finishers to write two more sets of prompts and
exchange them with another pair to write the questions.
Answers
1 What were you doing at 8.30 yesterday evening?
2 Were you reading at 10.30 yesterday evening?
3 What were you wearing last Sunday?
4 Were you sleeping at midnight last night?
5 Were you having breakfast at 8.00 this morning?
6 What were you doing five minutes ago?
5 Tell students that they are going to answer the questions
in exercise 4. Explain that it doesn’t matter if they can’t
remember the facts, i.e. they can invent things, but to
concentrate on forming the answers with Yes/No followed
by the past continuous.
Students take turns asking and answering the questions.
Monitor as they are working, prompting if necessary.
Invite different pairs to ask and answer each question.
Corpus challenge
Refer students to the sentence and ask ‘Does this
sentence refer to the past, present or future?’ (the
past). Ask ‘How do you know?’ (The first time I saw her
indicates this).
Put students into pairs to find and correct the mistake
(we use the past continuous to talk about actions in
progress at a particular time in the past).
Answer
The first time I saw her was when I was studying in class 10.
Champions 33
 VOCABULARY  Words with different
meanings
1 Write watch on the board and ask ‘What does watch
mean? Is it a noun or a verb?’ Elicit that it can be both.
Tell students that there are many words in English which
have the same spelling, but different meanings and parts
of speech (e.g. verb, noun, adjective).
Put students into pairs to read the sentences and
definitions and discuss them. Explain that both meanings
of the word are correct, but only one is correct for the
context. Invite different students to give their answers.
Answers
1 a ​2  a ​3  b ​4  a ​5  b
2 Students complete the exercise in pairs. Explain that
they may need to change the form of the word as in
the example.
Invite different students to read out the sentences.
Answers
1 fit ​2  coach ​3  point ​4  trainers
LISTENING
1  1.15  Tell students to look at the three photos and ask
‘What can you see? Do you like the photos?’
Tell students that one of these photos has been chosen
as ‘Photo of the week’ on a sports radio programme.
Play the recording for students to listen and find out
which photo it is.
Explain that after the photo was taken, something
happened. Ask what they think happened next (stronger
students may remember from the recording). Do not
confirm answers at this point, but play the recording for
them to find out.
Audioscript
Len: I’m Len Ross – welcome to Sports Review. My guest
in the studio in Manchester this evening is Sara Fuller.
Good evening, Sara, and thank you for coming.
Sara: Hi, Len. It’s a pleasure.
Len: OK. Let’s look at your photo of the week! What was
happening here, Sara?
Sara: This photo is brilliant. It’s from a match between
Sunderland and Liverpool. In the fourth minute of the
game, a Liverpool supporter threw a red beach ball onto
the field right next to the Liverpool goal. At the same
time, a Sunderland player was running towards the goal
with the ball. He kicked the ball – the football, I mean –
it hit the beach ball and then went into the net.
Len: Really?
Sara: Yes, really! The poor goalkeeper didn’t know which way
to look – at the beach ball or at the football!
Len: The referee didn’t actually allow the goal, did he?
Sara: Well, I didn’t think it was a goal, but the referee allowed
it! Thousands of fans were watching the match on TV,
of course. The TV pictures showed quite clearly that the
football went into the goal because it hit the beach ball.
34 Unit 4
Len: No way! Didn’t Liverpool complain?
Sara: Yes, but the referee didn’t change his mind, and
Sunderland won the match one–nil!
Len: That isn’t fair, is it?
Sara: Well, maybe the referee made a mistake, but you can’t
change the result after a match. Anyway, the Liverpool
players were playing really badly. I think Sunderland
were a much better team that night.
Answers
Photo c. The football hit the beach ball and then went into the net.
2  1.15  Ask students what they remember from the
story. Refer them to the list of statements a–f and ask
students to work in pairs to put the events in the correct
order. Play the recording again for them to check their
answers.
Answers
c d b f a e
3  1.15  Ask ‘What is the capital city of the UK?’
(London) and ‘Do you know any other cities in the UK?’
Tell students that they are going to complete the
sentences with the names of the cities. Explain that the
numbers in brackets show how many times each city
should be used.
Ask them to guess which cities go in the gaps according
to what they can remember. Play the recording again for
them to check their answers before checking as a class.
Answers
1 Manchester ​2  Liverpool ​3 Sunderland ​4  Liverpool ​
5 Sunderland; Liverpool
SPEAKING  Describing a past event
1 Ask students to describe the pictures. Then tell them
to read the questions and discuss them with a partner.
Feed back as a class.
2  1.16  Play the recording for students to listen and
answer the questions. Invite different students to answer
the questions. Then ask ‘Which sports did they talk
about?’ (football and athletics).
Audioscript
Matt: I watched the Champions League final on TV last
weekend. It was an amazing game! Real Madrid were
playing against Manchester City. Manchester City were
winning for most of the game, but Real Madrid scored
two goals in the last five minutes. I was very happy
because I support Real Madrid. It was really exciting!
Jess: I do athletics, and two weeks ago I raced in a schools
athletics competition. I really enjoyed taking part
because it was my first time. Lots of people were
watching the competition, and it was so cool when
people cheered for me. I ran in two races. I didn’t
win any, but I came third in one race. I think that’s
quite good!
 Answers
Matt watched an event and Jess took part in an event.
3  1.16  Ask students to read the sentences and work in
pairs to decide whether they should be completed using
the past simple or past continuous form of the verb in
brackets.
Play the recording again for them to listen and check
their answers. Feed back as a class. Point out that for
football teams and some other collective nouns (e.g. the
government), either the singular or plural form can
be used.
Answers
1 were winning ​2 scored ​3  were watching ​4  came
4  1.16  Refer students to the Prepare box and play the
recording again for them to tick the phrases they hear.
Answers
It was an amazing … , It was really exciting … , I really
enjoyed … , It was so cool …
5  1.16  Invite suggestions from the class for how the
sentences could be completed. Then play the recording
for students to listen and complete the sentences.
They check answers with a partner.
Answers
1 I was very happy because I support Real Madrid. ​
2 I really enjoyed taking part because it was my first time.
6 Brainstorm some important national or international
sports events and write them on the board. Point to one
of the events and ask students to say what happens.
Set a short time limit for them to read the questions and
make notes individually. Monitor and help as they plan
their answers.
7 Monitor and join in as students discuss the questions
in small groups. Give positive feedback when they use
phrases from the Prepare box and for the correct use of
the past simple and past continuous.
Invite different students to tell the class about the sports
events their group discussed.
Cooler
Play a mime game about what you were doing at
different times yesterday. Ask ‘What was I doing at eight
o’clock last night?’ and mime, for example, cooking
dinner. Encourage students to call out the answers,
but only accept those which are grammatically correct,
using the past continuous.
The first student to answer correctly then asks another
student in the class a question, with a different time,
for example, ‘What were you doing at four o’clock in
the afternoon?’ The student then mimes an activity.
The first person to guess correctly then asks a question
to another student and so on. Continue until several
students have had a turn.
Project
Find out whether students have any unusual hobbies.
Tell them that they are going to teach the class about a
particular sport or activity. Ask them to work in pairs to
choose an unusual sport or activity.
Ask students to research the rules and other information
about the sport or activity online.
The students then prepare their talk. They could use
PowerPoint slides or note cards to help them.
In the following class, students tell the class how to
play or do the sport or activity. Ask the other students to
listen carefully and to decide which sport or activity they
would like to try.
Teacher’s resources
Student’s Book
Grammar reference and practice page 141
Vocabulary list page 130
Workbook
Unit 4, page 16
Go online for
• Pronunciation
• Progress test
• Achievement test
• Corpus tasks
Champions 35
 PE
Sports training
Learning objectives
• Students learn about different sports and
training methods.
• In the project stage, they make a training plan for a
sport they like.
Warmer
Write PE on the board and explain that it stands for
Physical Education, i.e. classes at school where children
do exercise and play sport. Find out if there is an
equivalent in the students’ own language(s).
Put students into small groups to talk about what
students in their country do in their PE lessons at
school. Ask them to discuss why it is important to do PE
at school, and whether they enjoy PE lessons.
Share some ideas as a class, encouraging students to
give reasons for their answers.
1 Refer students to the photos on page 29. Put them into
pairs to discuss what the people are doing in each photo
and to decide which training methods are useful for
which sports.
Point to the pictures in a random order and ask different
students to say what the people are doing and which
sports the training might be useful for.
Answers
a cycling ​b rowing ​c  weight lifting ​d running/walking ​
e press-ups
They are all doing circuit training, which is useful for any sport.
2 Ask students to read text A. Ask two or three students
who play different sports to describe what they do for
each of the four points.
Then ask them to read text B. Remind them not to
worry about any unfamiliar words at this point, but to
think about which of the ideas in text A is the main
focus of text B. Ask them to discuss their ideas in pairs.
Check answers.
Ask students whether they follow any of the training
methods mentioned in the box and if so, for which sports.
36 PE
Mixed ability
To support weaker students, write the key words from
the text and their definitions in two columns on the
board in a random order.
Ask students to read the words and definitions on
the board. Tell them to cover the key words box, and
ask them to match the highlighted words in the text to
the definitions.
Invite different students to come to the board and draw
lines between the words and definitions. They can check
their answers by uncovering the key words box.
Answers
1 what types of training are best for their sport
3 Tell students to match the activities in text B to the
photos. Ask them to do this individually before comparing
their answers with a partner.
Check answers.
Answers
a cycling  ​b rowing  ​c  weight lifting  ​d running
e press-ups
4 Call out one of the words and ask students to raise their
hands if they can explain what it means. Choose one of
the students to provide a definition of the method.
Then ask them to read the text and decide in pairs which
word should go in each gap. Check answers.
Fast finishers
Ask fast finishers to extend the text by adding an
introductory and concluding sentence (for example,
There are many training methods which athletes can
use./Using these training methods helps athletes
become better at their sport).
Answers
1 circuit  ​2 rowing  ​3 gym  ​4 weight  ​5 Fartlek  6 interval
5 Put students into new pairs and ask them to discuss the
questions. Ask them to think about sports they haven’t
read or talked about yet as well. Monitor and help as
they are working. Share ideas as a class, encouraging
different pairs to answer different questions.
6  1.17  Play the recording for students to find out what
kind of training Antonia does and what kind she prefers.
 Audioscript
I’m in the girls’ hockey team and we practise every day.
Sometimes we do fitness training and sometimes it’s
skills practice.
This morning we did fitness training – it’s always really hard.
For most of a hockey match, players are walking and jogging,
but we need power for running fast and for hitting the ball hard.
We also need muscle strength so we can change direction
quickly.
The other kind of fitness training we do is interval training. This is
because in hockey, there are a lot of periods when you aren’t
doing anything – you’re just standing still for ages. And then,
suddenly, you have to run really fast. It means you can never relax!
I prefer doing the skills training. We often shoot the ball at the
goal while we’re running. We also spend a lot of time passing the
ball over quite long distances. It’s important to pass accurately
and quickly. Skills training is hard but it’s really good fun.
Answers
fitness training and skills training/practice; Antonia prefers
skills training.
7  1.17  Ask students to read the words and drill
pronunciation, paying attention to power /paʊə/ and
strength /streŋθ/. Then mime one of the activities and
ask students to call out the correct word. Invite several
students to mime the other words for the class to guess.
Put students into pairs to answer the questions, using
the words to help them. Remind them to think about
Antonia’s training plan to help them decide. Put pairs into
groups of four to compare ideas.
Play the recording so that they can check their answers.
Invite different students to answer the questions.
Answers
1 walking and jogging  ​2 power  ​3  muscle strength
4 because they stand still for ages and then suddenly have
to run really fast 5  shooting the ball at the goal while they’re
running and passing the ball over quite long distances
8  1.18  Ask students to look at Antonia’s training plan
and then play the recording for them to listen and check
their answers. Invite different students to give the number
for each part of the training plan.
Audioscript
We went outside for the fartlek training this morning. We started
with jogging for three kilometres. Then, we did a 50-metre run, a
100-metre jog, a 70-metre fast run, a 150-metre jog, a 100-metre
fast run, a 200-metre jog, and then down again: a 70-metre fast
run, a 150-metre jog and a 50-metre fast run, and then to cool
down, we jogged for two kilometres.
Answers
1 50  ​2 100  ​3 100  ​4 200  ​5 50  ​6 2
Extension activity
Ask students to work in pairs, choose a sport and write
a diet for a typical day in a sportsperson’s life. Monitor
as they are working, helping if necessary.
Ask pairs of students to share their ideas. The rest of the
class should say whether they think the diet is suitable
for the sport described and why / why not.
If student’s have access to the internet, they could
research this online.
Cooler
Mime one of the new words from the section and ask
students to guess which one it is. The first student to
guess correctly then mimes another word for the class to
guess. Continue until several students have had a turn.
Project
Elicit sports from Unit 4 and write them on the board.
Tell them that they are going to use the internet to find
out more about one of the sports. Put students into pairs
and tell them to choose one sport to research.
Ask students to read the instructions and to make notes
for each point before using the internet to check their
answers and find out more information.
Students then write their training plan. Refer them to
the Case Study in exercise 7, but tell them that they can
present their plans in any way they like.
Ask students to exchange training plans with another
pair of students, who have to guess which sport the
training plan is for.
Sports training 37
 5 Take a good look
Unit profile
Vocabulary: People and action verbs
Reading: Caught on camera …
Grammar: Past simple and continuous
Vocabulary: myself, yourself, each other
Writing: A story (1)
Warmer
Review the past simple by playing a story game.
Start the story by saying ‘Last night I woke up at 3 am.
There was a noise downstairs!’
Invite a confident student to add a sentence to
the story, using the past simple. This student then
nominates another student to add the next sentence.
Continue around the class.
After a few minutes invite the class to think of
suggestions for the ending.
Your profile
Tell students about your favourite photo, for example,
‘I’ve got a great photo of my family on holiday in Spain.
We’re on the beach and everyone’s laughing. When
I look at the picture it makes me feel happy’. Then ask
‘What about you?’ and put students into pairs to talk
about their favourite photos and why they like them.
VOCABULARY  People and action verbs
1 Elicit which tense is used to describe what’s happening in
the photos (present continuous). Ask students to look at
the verbs in blue. Check meaning by asking them to mime
the actions, and drill pronunciation, paying attention to
fighting /ˈfaɪtɪŋ/ and throw /θrəʊ/.
Put students into pairs to match the sentences and photos.
Ask ‘Which sentences don’t match a photo?’ (sentences
2 and 3). Check answers by inviting different students to
read out a sentence and say which photo it matches.
Answers
1 d ​4 c ​5 a ​6 b ​7 e ​8 f
Sentences 2 and 3 do not match a photo.
2 Tell students that they are going to play a memory game.
Ask them to look at the example sentence.
Give them one minute to look carefully at the photos.
Books closed. Ask them to tell a partner what they
remember about the photos. Monitor and give positive
feedback, especially where students use the present
continuous.
Invite two or three different students to say what they
remember about each photo.
38 Unit 5
3  1.19  Point to photo a and ask ‘Who are they?’ Don’t
confirm the answer at this point, but tell students that
they are going to listen and find out. In pairs, they repeat
the process for photos b–f.
Play the recording, pausing after each speaker to check
who the characters/people are.
Audioscript
Narrator a
Woman 1 Twelve teams took part in the men’s ice hockey
tournament in the Winter Olympics in Sochi,
Russia. Here two players from Sweden and Canada
are shaking hands after the final. Sweden lost the
game three-nil.
Narrator b
Man 1 This photo is from 16th July, 1969. The astronauts,
Neil Armstrong, Buzz Aldrin and Michael Collins,
are leaving the space centre in Florida for the first
ever trip to the moon. It took them four days to get
there and when it landed, Neil Armstrong was the
first man to leave the spaceship.
Narrator c
Man 2 Katy Perry is well known for her famous smile but
why is she making a face here? Well, she’s actually
taking a break from singing to show people her new
range of eyelashes! She designed them herself!
Narrator d
Woman 2 The Simpsons may be the most popular cartoon
in the world but they haven’t won any Oscars. Tom
and Jerry have got seven – more than any other
cartoon! The famous cat and mouse started fighting
over 75 years ago in 1940.
Narrator e
Woman 3 Demarvius Thomas, number 88 of the Denver
Broncos, is just about to catch the ball in a match
against the Kansas City Chiefs. In American
football, players can throw the ball up to speeds
of 95 kilometres an hour and for distances of over
60 metres.
Narrator f
Man 3 Brad Pitt has been in over 70 films and has won
lots of awards for his acting but here he’s clapping
for another actor at the Oscars ceremony. Maybe
next year, Brad!
Answers
a ice hockey players from Sweden and Canada
b Neil Armstrong, Buzz Aldrin and Michael Collins
c Katy Perry
d Tom and Jerry
e Demarvius Thomas
f Brad Pitt
4  1.19  Ask students to work in pairs to read the
sentences and decide whether they are correct or
incorrect. Invite students to say what they think, giving
reasons for their answers.
Play the recording again for them to check their answers.
 Answers
1 correct 2 incorrect 3 correct 4 correct 5 incorrect
6 incorrect
5 Students discuss the questions in pairs before feeding
back as a class.
Extension activity
Put students into groups of four, with two students on
each team. The first student chooses one of the verbs
from exercise 1 and draws it for their partner to guess.
They have to draw quickly and mustn’t give any clues.
Ask the other team to time 30 seconds during which
time the first student’s partner must guess the verb.
If time runs out, the other team can take one guess.
Whoever guesses correctly wins a point.
EP Word profile
Write take on the board and elicit its meaning. Refer
students to the sentences and ask ‘Does take mean the
same thing in each sentence?’ Ask whether another
verb could be used instead in each sentence (sentence
1 no; sentence 2 have; sentence 3 having a break).
Monitor as students complete the exercise on page 123.
Check answers.
Answers
1 took
2 took up
3 are taking part
4 took me an hour
5 takes place every Thursday
6 take notes
READING
1 Ask students to look at the pictures and say what they
can see. Tell them to read the title of the article. Ask
‘What does caught on camera mean?’ (to be in a photo
or video). Ask ‘What information do you think the article
will include?’ Invite students to offer ideas but do not
confirm them at this point.
Set a short time limit for students to do the exercise.
Answers
1 b 2 c 3 a
2 Ask students to read the article again and find the
answers to the questions. Remind them to look at the
question words in each question, e.g. Who and How to
focus their reading. Ask them to underline any unfamiliar
words, but not to worry about their meaning at this point.
Allow students to compare their answers with a partner,
referring back to the article where necessary. Invite
different students to answer the questions.
Answers
1 600 million
2 Buzz Aldrin’s
3 They took photos, collected rocks and spoke to the US President.
4
5
In 1932
She found some similar pictures of the skyscraper in an old
collection of her father’s photos.
6 He was feeling a bit annoyed because reporters were
following him everywhere.
7 Yes, he did. He used to put the photo on cards for his friends.
3 Encourage students to use the context to work out the
meanings of the highlighted words.
Put students into pairs to complete the sentences. Check
answers. Nominate a student to read the first sentence
and name another student to read out the next sentence.
Continue until all the sentences have been read out.
Check understanding of any other new words in the
stories. Encourage stronger students to give their
meanings. New words may include let go (stop holding
something), edge (the part around something) and
skyscraper (a very tall building).
Fast finishers
Ask fast finishers to choose two words from the text
and to use them in sentences which demonstrate their
meaning. Check their sentences and ask fast finishers to
come and write them on the board, leaving a gap where
the word from the text goes. Other students should
guess the missing word.
Answers
1 rocks 2 similar 3 original 4 giant 5 annoyed
6 collection
Talking points
Refer students to the questions and tell them that you
are going to hold a class discussion, but that first,
they should note down some ideas to talk about. Give
them five minutes to do this in pairs. Monitor and help
students express their ideas.
Ask each question, and encourage different students to
offer their ideas, giving reasons for their opinions.
Extension activity
Hold a photo competition. Before class, ask students
to find a photo they like and bring it to class. This could
be one they have taken themselves, or one from a
magazine.
Display the photos. Put students into pairs to judge the
photos, choosing a winner, and a second and third place.
Invite different students to say which photo they like best
and why.
Take a good look 39

Cooler
Write Hello in different languages on the board. For
example: Ciao, Bonjour, Cześć, Nˇ hǎo and Merhaba.
Write the languages in a random order underneath
(e.g. Italian, French, Polish, Mandarin and Turkish) and
put students into pairs to match the expressions to
the languages.
GRAMMAR Past simple and continuous
1 Books closed. Nominate three stronger students to
say what they remember about the three stories in the
Reading article. Ask ‘What happened?’ to encourage
them to use the past simple.
Then say ‘I wasn’t at home at seven pm last night’ and
ask ‘What do you think I was doing?’ Stronger students
may guess using the past continuous. If not, write the
question on the board and the prompt You were …ing.
Tell students what you were doing using the past
continuous, e.g. ‘I was watching a film at the cinema’.
Books open. Ask students to look at the two sentences
and elicit what they notice about the forms of the verbs
in bold.
Ask a stronger student to come and write the form of the
past continuous on the board.
Answers
were following; was/were + -ing form of the verb
2 Put students into pairs to read the sentences again and
complete the rules. Check answers.
Answers
a simple b continuous
3 Put students into mixed-ability pairs to complete the
exercise. Tell them that this is a competition to find the
pair with the most correct answers.
Check answers by asking different pairs to read out the
sentence with the form they have chosen. Encourage
them to explain why they have chosen it. Encourage
other members of the class to say whether they agree or
disagree and why. Award a point for each correct answer
to find the winning pair(s).
Answers
1 was watching 2 Did you take 3 left 4 was travelling
5 was having 6 didn’t drop
4 Tell students to look at the first sentence. Ask ‘Was the
scientist already feeling annoyed when Arthur Sasse
asked him to smile?’ (yes).
Then tell them to look at the second sentence. Ask ‘What
happened first?’ to elicit that the builders started having
their lunch. Ask ‘What happened when the builders were
having lunch?’ to elicit that Ebbets took a photo. Ask ‘Did
the builders continue to have lunch after Ebbets took the
photo?’ (yes).
40 Unit 5
Now tell students to read the third sentence. Ask
‘What happened first?’ (the camera landed) and ‘What
happened next?’ (they used GPS to find it) to indicate
that one action followed the other.
Students complete the rules in pairs. Check answers and
tell students to make an example sentence for each rule.
Feed back as a class.
Grammar reference Student’s Book page 142
Mixed ability
You could put some prompts on the board to help
weaker students write example sentences. Stronger
students should be encouraged to write sentences
without using the prompts.
Example prompts: I / watch TV / at eight o’clock last
night; Dad / make dinner / the phone rang; They / play
computer games / go to bed.
Answers
a past continuous b past simple c past simple
5 Set a short time limit for students to read the text quickly
to find out where the story takes place (New York).
Students complete the exercise in pairs.
Check answers by inviting different students to read the
story one sentence at a time.
Fast finishers
Ask fast finishers to write a short paragraph about
something that happened last night. They should include
two examples of the past simple and two examples
of the past continuous. Tell them to put the verbs in
brackets for their partner to decide the tense.
Answers
1 hit 6 was taking
2 stopped 7 was moving
3 was falling 8 saw
4 was working 9 were standing
5 found 10 appeared
Corpus challenge
Refer students to the sentence and ask ‘Does this
sentence talk about the past, present or future?’ (the
past). Ask ‘Which happened first, walking or finding the
money?’ (walking).
Put students into pairs to find and correct the mistake
(we use the past continuous to talk about a past
action in progress, i.e. walking, that is interrupted by a
complete shorter action, i.e. finding £10).
Answer
She was walking in the street and found £10.
VOCABULARY  myself, yourself, each other
1 Bring a small mirror to class. Books closed. Look at
yourself in the mirror and ask ‘What am I looking at?’
Students may answer you. Say, ‘Yes, I’m looking at
myself’. Hand the mirror to a student and say ‘Carlo/
Maria’s looking at him/herself’. Then tell a pair of students
both to look in the mirror. Say ‘They’re looking at …’ to
elicit themselves.
Tell two students to sit facing and looking at each other.
Ask ‘What are they looking at?’ Students may answer
themselves. Say ‘They’re looking at each other’ and
gesture between the two students.
Books open. Ask students to say what they can see in
the pictures. Tell them to look at the two sentences and
say which sentence belongs to which picture.
Explain that when the subject and the object of the
sentence is the same person, we use -self. Elicit
the forms for each person and write them on the
board, i.e. myself, yourself, himself, herself, itself,
ourselves, themselves.
Explain that each other is used to show that each person
in a group of two or more people does something to
the others.
Answers
1 a ​2  b
2 Monitor and help as students choose the correct words.
Ask them to do this individually before checking their
answers with a partner.
Invite different students to read out the sentences.
Answers
1 himself ​2  myself ​3  yourself ​4  yourselves ​
5 themselves
3 You could do this exercise as a grammar auction.
Put students into three groups and tell each group they
have £1,000 to spend.
For each sentence or question, write three options on
the board for students to bid on (for example, 1 each
other, themselves, yourselves; 2 ourselves, each other,
themselves; 3 yourselves, themselves, each other;
4 themselves, each other, yourselves; 5 ourselves, each
other, themselves).
Read out the first sentence and ask the groups which
option they would like to buy. Only one group can buy
each option. If more than one group wants to buy an
option, they must put in a bid. They call out the amount
of money they want to spend. Encourage them to bid
against each other, offering higher amounts, but remind
them that once their money has run out, there is no
more to spend (keep a record of how much each group
spends on the board. You will also need to keep track of
their answers).
When you have read out all five items, confirm the
answers. The winners are the team with the most correct
answers and the most money left.
Invite students who chose the correct answers to
explain why.
Answers
1 yourselves ​2  each other ​3  each other ​4  themselves ​
5 each other
WRITING  A story (1)
1 Ask students what kind of stories they like reading and
brainstorm a list of genres on the board, e.g. adventure,
mystery, fantasy, action, comedy.
Tell students that they are going to write a short story
and that they are going to read one as an example.
Ask them what they think the story is about by looking
at the title and the photo.
2 Set a short time limit for students to read the story.
Tell them not to worry about the highlighted words yet.
Find out whether their ideas were correct. Ask ‘Do you
think the title is good? Does it match the story?’
Share ideas for different titles as a class.
Answers
Yes, it does match the story.
3 Put students into small groups and ask ‘Is Sam’s story
a good story? Why?’ and elicit their ideas.
Ask them to briefly discuss what they think makes a story
good or bad. Tell them to share their ideas with the class,
and refer them to the Prepare box. In their groups, ask
them to decide whether Sam’s story follows these tips.
Tell students that it is important to think carefully about
the order of events when they are writing a story, so that
it follows logically. Ask them to look at the events from
Sam’s story and to put them in order. Check answers.
Answers
e, c, (beginning) a, b, (middle) d (end)
4 Ask students what they remember about the uses of
the past simple and past continuous. Then tell them to
work individually and underline examples of the tenses
in Sam’s story. Allow them to compare their answers with
a partner before checking as a class.
Elicit the main events of the story. Ask ‘Are these in the
past simple or past continuous?’ (past simple).
Answers
Past simple:  ent, arrived, noticed, wasn’t, realised,
w
shouted, started, were, was, was, felt
Past continuous: was feeling, were getting, was walking,
was happening, was taking, was asking
Take a good look 41
 5 Direct students to the highlighted words and ask whether
they are adverbs or adjectives. Ask ‘How do you know?’
(adverbs describe verbs, adjectives describe nouns).
Point out that adverbs often end in -ly.
Answers
adjectives: exhausted, proud
adverbs: slowly, immediately, luckily
6 Write the title on the board and elicit ideas about what
this means and what the story could be about. You may
need to explain escape ( when someone succeeds in
getting out of a place or a dangerous or bad situation).
Put students into small groups to discuss the questions.
Invite each group to share their ideas with the class.
Ask individual students to decide what their story will be
about and to write brief notes for each of the questions.
7 Monitor and help as students compare their ideas.
Encourage them to suggest ways to improve each
other’s story.
8 Preliminary Reading and Writing, Writing Part 3
tests students’ control and range of language.
They can choose between writing an informal letter
or a story of about 100 words.
Students write their story, using the notes they
made in exercise 6. Ask them to include examples
of the past simple and past continuous, and some
adjectives and adverbs.
Remind them to write about 100 words and to check
their spelling and grammar carefully. Monitor and
help as they are working.
In groups, students take turns to read out their
stories. Each group should choose one story to share
with the class. Take a class vote on the best story.
Fast finishers
Ask fast finishers to exchange stories with each other.
Tell them to write an alternative ending. Nominate one or
two individuals to read the story aloud and take a class
vote on the best ending.
Sample answer
A lucky escape
Last week I went to a theme park with my youth club. We really
enjoyed ourselves and went on all the fantastic rides.
We decided to go on the big wheel. It was amazing! We took
lots of photos while we were slowly going round.
When we were coming down, we heard a horrible noise. We
didn’t know what was happening. We got off the big wheel when
our ride was finished and then it stopped! There was a technical
problem. Some people stayed at the top of the wheel for hours!
We had a lucky escape! (97 words)
42 Unit 5
Cooler
Tell students that they are going to write a story
together. Put them into groups of eight (they can be
smaller, if necessary), and ask them to get into pairs
within their group. Each pair will need a piece of paper.
Write title, beginning, middle and end on the board as
prompts and the names Beanie and Tog. Tell students
that they are going to write a story about Beanie and
Tog (they can be people or animals).
Ask each pair to write a title for the story at the top
of their piece of paper. They should fold the paper so
that the title is hidden. Tell students to give the paper
to the pair sitting on their left. Then each pair writes a
‘beginning’. They fold the paper again and pass it to the
next pair who adds a ‘middle’. Repeat the process with
the end of the story.
Set time limits for each stage and tell students not to
write more than a couple of sentences for each part of
the story.
When they have finished, tell students to open up the
papers and read the stories in their groups. Ask each
group to choose the best story to read to the class.
Project
Tell students that they are going to write a jigsaw story.
Give them time to choose a genre and plan their story
carefully. Remind them to include a title, a beginning,
a middle and an end. Ask them to write two or three
sentences for each section of their story (stronger
students can write more).
Tell students to write their stories in a Word document.
They should use a large font size. Ask them to centre
the title and put it in bold. Tell them to leave space
between each sentence, as they are going to cut the
story into strips.
Students print their story and cut it into strips. Ask them
to shuffle the strips so that they are out of order.
In the following class, they exchange their story strips
with another student, who has to put the story into the
correct order and read it.
Students should print out a full version of their story and
display them around the classroom for others to read.
Teacher’s resources
Student’s Book
Grammar reference and practice page 142
Vocabulary list page 130
Video
Take a look!
Workbook
Unit 5, page 20
Go online for
• Pronunciation
• Video extra worksheet
• Corpus tasks
 6 Modern life
Unit profile
Vocabulary: City life
Reading: Eco heroes
Grammar: some/any, much/many, a lot of, a few /
a little
Vocabulary: Compounds: noun + noun
Listening: An interview
Speaking: Agreeing and disagreeing
Warmer
Write these questions on the board: Do you like where
you live? Why / Why not? Have you ever lived in a
different place? Which place did you prefer? Why?
Put students into small groups to discuss the questions
before discussing them as a whole class. Encourage
them to give reasons for their answers, and to ask each
other ‘Do you agree?’ and ‘What do you think?’ to keep
the discussion going.
Your profile
If your students live in a city, ask ‘Do you like living in
a city? Why / Why not?’ If they don’t live in a city, ask
‘Would you like to live in a city? Why / Why not?’
Put students into pairs. Tell them to write the heading
Living in a city on a piece of paper and to divide the
page into two columns; one with the heading Good
things and one with the heading Bad things.
Give them three minutes to make a list of the good and
bad things about living in a city (they do not need to
write full sentences). You could give weaker students
prompts, e.g. traffic, noise, number of shops.
Then put pairs into groups of four to compare their lists.
Share some ideas as a class.
VOCABULARY  City life
1  1.20  Tell students to look at the pictures. Ask ‘What
can you see?’ Don’t worry if they do not have the
vocabulary to describe the pictures in detail at this point.
Refer students to the words in the box and check
meaning by asking stronger students to explain them.
Drill pronunciation, especially of graffiti /ɡrəˈfiː.ti/ and
pollution /pəˈluːʃən/ and then tell students to match the
words to the pictures.
Play the recording for them to check their answers.
Audioscript
Narrator: a
Some parts of my city aren’t very nice. There are lots of bins,
with rubbish in them. There’s sometimes rubbish on the ground,
too. And there’s a lot of graffiti on the walls.
Narrator: b
There are always crowds of people at the street market.
Everyone loves going there to meet people and buy things.
Narrator: c
There’s a lot of pollution in my city, so some people wear a
mask over their mouth and nose, so they don’t breathe in the
dirty air.
Narrator: d
The public transport in my city is very good. You never have to
wait more than a few minutes for a bus.
Narrator: e
The big problem in my city is the traffic. There are so many cars
on the roads. It’s always busy, and there are often traffic jams.
Answers
a bin, graffiti, rubbish ​b  crowd, street market ​c pollution
d public transport  e  traffic jam
2 Tell students to look at the words in exercise 1 again.
Hold a brief class discussion about the things they see
where they live.
Elicit what problems may be connected to some of the
things in the box. Ask them to work in pairs to discuss
how to solve these problems. Invite different pairs to
share their ideas with the class.
3 Ask students to work with their partner to match 1–5
to a–e. Monitor and help as they are working.
Invite different pairs to read out the sentences. One
person reads out the first half, and their partner reads
out the second half.
Answers
1 d ​2  a ​3  b ​4  e ​5  c
4 Tell students to look at the words in blue in exercise
3. Elicit their meanings and drill pronunciation, paying
attention to fountain /ˈfaʊntɪn/ and pedestrian
/pɪˈdestriən/. Then ask them to read the definitions and
find the words which match them. Allow students to
compare their answers with a partner before checking
as a class.
Answers
1 apartment block ​2  fountain ​3  pedestrian crossing ​
4 bridge ​5  department store
5 Ask students to think about where they live. Set a short
time limit for them to describe it to their partner, using as
many words from exercises 1 and 3 as possible. Monitor
and give positive feedback, especially when these words
are used.
Ask different students to tell the class about where their
partner lives.
Modern life 43

READING
1 Briefly elicit some problems of living in a city.
Tell students that they are going to read about two
teenagers who have solved similar problems by
inventing something.
Ask them to look at the title of the article and the pictures
and to guess what the teenagers invented.
Set a short time limit for students to scan the article
quickly to find out whether their ideas are correct.
Answers
Ben invented the Uno, an electric scooter.
Emily invented a fridge that doesn’t use any electricity.
2 Put students into pairs to try to predict the missing
information before they read the article again. Read each
sentence as a class and ask which parts of speech fit
the space (e.g. noun, adjective or verb, and the forms of
any verbs). Encourage students to explain their answers.
Students read the article again and complete the
sentences. Remind them to read carefully to find the
answers. Check answers by inviting different students to
read out the completed sentences.
Answers
1 Beijing, China; Canada 2 more petrol 3 air pollution
4 electricity 5 watching TV 6 keep 7 little water 8 costs
3 Tell students to look at the highlighted words in the text.
Ask them to work in pairs to guess the meaning of the
words from the context. Feed back as a class.
Ask students to read the definitions, and to match them
to the highlighted words. They can try replacing the
highlighted word with the definition to check whether the
answer is correct. Check answers.
Answers
1 heat 2 produce 3 Instead of 4 improved 5 amazed
6 shocked
Talking points
Divide the class into groups of four. Give each group
one of the questions to discuss (if you have internet
access, students can research their ideas online).
Reorganise the groups, so that there is a pair who
discussed the first question and a pair who discussed
the second question. Ask them to share what they
discussed and encourage them to talk about their
own ideas for each question (e.g. reducing their
carbon footprint, using alternative sources of energy;
governments providing grants for young inventors).
Share some ideas as a class.
44 Unit 6
EP Word profile
Ask ‘What does light mean?’ Students may already
know that it has different meanings and functions,
including its use as a noun or adjective.
Tell them to read the three sentences and decide which
part of speech light is in each one (sentences 1 and 3 =
adjectives; sentence 2 = noun). Put students into pairs
to decide what light means in each sentence.
Invite students to share their ideas. Then ask them to
rewrite sentences 1 and 3 without using the word light
(e.g. Scooters are not as heavy as cars and they are
easier to drive; The traffic isn’t very heavy).
Monitor as students complete the exercises on page
124. Check answers.
Answers
1 c (start flames) 2 f (equipment) 3 b (brightness)
4 e (not much) 5 a (bright) 6 d (not heavy)
GRAMMAR some/any, much/many, a lot
of, a few / a little
1 Books closed. Draw a simple picture of a living room
on the board. Include different quantities of items, for
example, a large pile of magazines, a small pile of CDs,
some books on a shelf. Ask questions about the room,
e.g. ‘Are there any magazines?’ and ‘Are there a lot of
magazines?’ to elicit yes or no. Use gesture where
necessary to indicate a lot of, a few and some.
Books open. Ask students to read the sentences.
Complete the rules as a class.
Grammar reference Student’s Book page 143
Answers
a some b any
2 Tell students to look at sentence 1 and ask ‘Is it positive
or negative?’ Repeat for the rest of the sentences.
Students complete them, using some or any. Allow them
to compare their answers with a partner.
Check answers. Nominate a student to read the first
sentence and name another student to read out the
response. Continue until all the sentences and responses
have been read out.
Answers
1 A some 3 A some
B any B any
2 A any 4 A any
B some B some

Extension activity
Brainstorm a list of items which students have in their
bedroom on the board, e.g. books, magazines, CDs,
posters, games. Tell them to draw a picture of their
bedroom, including some of the items on the list,
but leaving out two or three.
Put students into pairs to ask and answer questions
about their bedrooms, using the list on the board.
Encourage them to ask ‘Have you got any …?’ and
answer ‘Yes, I’ve got some …’ or ‘No, I haven’t got any …’.
3 Books closed. Draw another picture on the board.
This time draw a kitchen cupboard with the door open.
On the shelves put some food items in different quantities,
for example, a lot of apples, a few tins of soup, a small
piece of cheese, a bottle of water with only a little left, one
or two strawberries.
Tell students about the food in the cupboard. Say, for
example, ‘There are a lot of apples, There are a few tins
of soup, There’s a little cheese, There isn’t much water,
There aren’t many strawberries’. Make sure you include
examples of much, many, a lot of, a few and a little. Leave
the picture on the board, as you will need it in exercise 4.
Books open. Put students into pairs to read the sentences
and complete the rules.
Invite different students to read out each completed rule
and its example sentence.
Answers
a much; a lot of c a little; a few
4 Refer students to your drawing on the board and ask
‘Can you count apples?’ and ‘Can you count water?’
Explain that to help them to decide, they should think about
whether they can make the word plural by adding -s.
Refer students to the underlined words in exercise 3.
Tell them to decide in pairs whether the words are
countable or uncountable.
Point out that the word people is uncountable because it
is the plural form of person.
Answers
Countable: cities, hours
Uncountable: traffic, people, petrol, water
5 Ask students to look at the table and the words used with
uncountable nouns. Give them a few minutes to write
a sentence using each of the words or phrases. Invite
confident students to write their sentence on the board,
leaving a gap for the class to complete with much, a few
or many.
Tell students to look at the sentences in exercise 3
again and complete the table for countable nouns.
Check answers. Point out that a lot of is used with
both countable and uncountable nouns. Elicit example
sentences using each of the words or phrases.
Answers
1 many 2 a lot of 3 a few
Corpus challenge
Refer students to the sentence and ask them to
identify the noun (friends). Ask ‘What form is the noun?
Singular or plural?’ (plural) and ‘Is friend countable or
uncountable?’ (countable).
Put them into pairs to find and correct the mistake
(much is used with uncountable nouns).
Answer
I don’t have many friends.
6 Put students into mixed-ability pairs. Read out each
sentence and count down ten seconds for them to
decide on the correct option. After ten seconds, invite
students to call out the answers. Award one point for
each correct answer to find the winning pair.
Invite pairs to read out the conversations.
Answers
1 a few; much 2 many; a lot of 3 a few; a lot of; many
4 much; a little; a lot of
7 Model the activity by telling the class about your perfect
place to live. Use the prompts from the exercise and
encourage students to look at them while you complete
them. Say, for example, ‘My perfect place to live has got
a lot of trees and grass. There are some beaches and
beautiful houses. There aren’t any traffic problems’.
Give students time to think about their perfect place.
Ask them to complete the sentences individually.
Monitor and help as they are working.
Put students into mixed-ability pairs to compare their
perfect places. Invite different students to tell the class
about their partner’s perfect place.
VOCABULARY Compounds: noun + noun
1 Tell students to look at the photos and ask ‘What can you
see?’ They may not know the compound nouns at this
point, but should be able to describe the pictures.
Direct them to the words in the two boxes and check
meaning by asking students to explain them. You may
need to explain speed limit (the fastest speed that a
vehicle is allowed to travel on a particular road) and
ground floor (the level of a building that is on the
ground).
Put students into pairs to choose one word from A and
one word from B to match to the pictures. Tell them that
the word in A always comes before the word in B.
Check answers.
Answers
2 bus stop 3 tourist information 4 speed limit 5 car park
6 post box 7 recycling bin 8 the ground floor
Modern life 45
 2 Model the activity by asking a stronger student the
example question. Encourage the student to say, ‘Yes,
there are some / a few / a lot of road signs near my house’
or ‘There aren’t any / many road signs near my house’.
Students take turns to ask and answer three questions
using any of the compound nouns. Invite pairs to ask and
answer a question in front of the class.
Put students into small groups and give them two
minutes to think of as many other compound nouns as
possible. Tell them that the group with the most correct
words is the winner. Explain that some compound nouns
are made of two nouns which may be joined together to
make one word, for example, toothpaste and postcard.
LISTENING
1 Write Living in the country on the board as a
heading. Under the heading, write advantages and
disadvantages. Put students into pairs to brainstorm
ideas for each column. Then ask them to discuss their
ideas with another pair.
Invite students to share their ideas and write them on
the board.
Ask ‘Where would you prefer to live – the country or the city?’
2  1.21  Ask students to raise their hands if they prefer
city life. Repeat for country life. Tell them that they are going
to hear part of an interview with Jess and her teacher,
Mr Evans. Ask students what they think they will discuss.
Play the recording for students to find out whether Jess and
her teacher agree or disagree with each other. Feed back
as a class, eliciting any phrases that helped them decide,
e.g. Maybe you’re right and I completely agree.
Find out whether students’ predictions were correct.
Audioscript
Presenter: So for this week’s teacher–student debate, we
invited Jess from Year 10 and Mr Evans, our
favourite chemistry teacher.
Mr Evans: You’ve only got one!
Presenter: Mr Evans lives in Carrington. It’s a village about
twenty minutes by car from school. Jess actually
lived in the same village when she was younger,
but now she lives here in the city, quite near the
school. It takes her about five minutes to cycle here
in the morning. She’s never late!
Mr Evans: Well, I’m not sure I agree …
Jess: (laughs)
Presenter: OK. So our questions this week are about life in
the country and in the city. Mr Evans, you’re first.
What do you think about the country?
Mr Evans: I love it in my village. It’s green, I know all my
neighbours, and there are lots of things to do.
I think it’s a great place to live.
Presenter: Do you agree, Jess?
Jess: I don’t think so. I mean, I don’t agree there are
lots of things to do. There aren’t any cinemas or
anything like that in Carrington.
Mr Evans: That’s true. Personally, I think the problem is public
transport. There aren’t many buses and until you’re
old enough to drive, it can be difficult to get around.
46 Unit 6
Presenter: Jess?
Jess: Yes, maybe you’re right. But I still have a lot more fun
here than I did in Carrington. There was nothing to
do. Young people in Carrington just go down to the
river and sit on the bridge chatting. It’s a bit boring.
Presenter: OK. Is there anything you don’t like about living in
the city?
Jess: Well, the worst thing about living here is the
rubbish. It’s everywhere.
Presenter: Have you got any good solutions?
Jess: Yes, it’s simple. There aren’t enough rubbish bins,
especially outside school. And we need more
recycling bins. I went to Germany in the summer.
It was really clean and every bin was a different
colour. There were always four or five different
recycling bins, and they recycle everything!
Presenter: What do you think about that, Mr Evans?
Mr Evans: Well, I completely agree with Jess. In fact, after this
interview I’m going to …
Answers
Yes, they agree.
3  1.21  Ask students to read the sentences and say
what they think the correct option is. Allow them to
compare their answers with a partner before playing the
recording again for them to listen and check.
You could play the recording again for students to make
notes about what Mr Evans likes about living in the
country, and what Jess likes about living in the city. (Mr
Evans likes that his village is green, that he knows all his
neighbours, and that there are lots of things to do. Jess
has more fun in the city and thinks there are more things
to do, like going to the cinema). Ask students to tell their
partner who they agree with, and why. Share some ideas
as a class.
Answers
1 country ​2  lived ​3  sometimes ​4  public transport ​
5 worse ​6  recycling
SPEAKING  Agreeing and disagreeing
1 Tell students to look at the two photos and ask ‘Where
would you prefer to live?’ Ask students to raise their hands
if they prefer the first place, and repeat for the second
place. Then ask students to work with a partner who
chose a different place. Tell them to explain why they’d like
to live in their chosen place. Share some ideas as a class.
2  1.22  Tell students that they are going to listen to two
friends, Alice and Oliver, talking about the places in the
photos. Play the recording for them to listen and say what
the friends agree about. Check the answer.
Audioscript
Alice: S  o, which of these two places would you like to live in,
Oliver?
Oliver: Personally, I think it’s better to live in the city. There are lots
of things to do, like going shopping, exhibitions, going to
the cinema. If you ask me, the countryside is boring.
 Alice: I’m not sure I agree. Of course, you can’t go to the cinema
in the countryside, but you can do other things. You can go
biking, or walking, or have a picnic beside a lake.
Oliver: Yes, maybe you’re right. But you don’t meet many people
in the countryside. You meet more new people in cities.
Do you agree?
Alice: Yes, that’s true. Personally, I think the biggest problem in
cities is the pollution. It seems to me that there are too
many cars, and there’s often a lot of rubbish.
Oliver: I completely agree with you about that!
3  1.22  Write agreeing and disagreeing on the board.
Ask students to make a list of any phrases they know for
agreeing and disagreeing, e.g. I think. Feed back as a
class and write the phrases under the headings.
Direct students to the Prepare box and tell them
to compare the phrases to the ideas on the board.
Ask ‘What did Alice and Oliver agree about?’ (fun
things to do in the countryside, making friends in the
city, the problems with pollution in cities) and ‘What did
they disagree about?’ (where it’s better to live, that the
countryside is boring).
Play the recording for students to listen and make a note
of who says the phrases. Check answers.
Answers
Alice: I’m not sure I agree, That’s true, Personally, I think …
Oliver: Personally, I think, Yes, maybe you’re right, What do you
think?, I completely agree with you about that …
4 Ask students to look at the photos again and prepare
notes for each one about good things and bad things.
Tell them to discuss their ideas with a partner, using the
phrases from the Prepare box. Monitor and join in with
the discussions.
Invite different pairs to hold a conversation about one of
the places in front of the class. Ask the rest of the class
to say who they agree with and why.
5 Put students into new pairs and ask them to choose one
of the pairs of situations from the list. Explain that they
should work individually to make a list of their opinions
about the two situations. Monitor and help as they are
working.
6 Ask students to tell each other what they think about the
situations. They should prepare a conversation about it,
discussing their ideas and agreeing or disagreeing with
each other.
Give students time to practise their conversation. Remind
them to use the questions and phrases from the Prepare
box. Monitor and join in, giving positive feedback for
interesting ideas.
Invite pairs to hold their conversation in front of the class.
After each conversation, encourage the rest of the class
to say which points they agree or disagree with and why.
Cooler
On the board write Which is better, city life or country
life? Divide the class into two halves. Tell one half that
they live in the city and the other half that they live in
the country.
Tell students that they are going to convince the other
group that where they live is better. Allow them five
minutes to discuss some ideas. They should think of
positive things about where they live and negative things
about where the other group lives.
Hold a short class debate, encouraging students to take
turns to make their points. At the end of the debate,
decide which group was most persuasive and declare
them the winners. Alternatively, you could put students
into pairs (one from each side) to have the debate.
Project
Tell students that they are going to prepare a
presentation about the differences between city life and
life in the countryside.
Put them into pairs to note down some ideas.
Remind them to think about the positive and negative
aspects of living in both places. You could provide
prompts to help them, e.g. things to do, public transport,
facilities, types of accommodation, noise and pollution.
Encourage them to think of ideas of their own, too.
After a few minutes, write City life and Country life as
headings on the board and invite students to add their
ideas under the headings. Tell each pair to choose three
ideas to talk about in their presentation. For each idea,
they should consider the positives and negatives for
both the city and the country. They should also think of
a conclusion for their presentation, such as which place
is better for different types of people, e.g. families with
young children, or teenagers.
Students prepare their presentations using PowerPoint
and give their presentations in the following class.
Encourage other students to listen carefully and give
positive feedback.
Teacher’s resources
Student’s Book
Grammar reference and practice page 143
Vocabulary list page 131
Video
Modern life
Workbook
Unit 6, page 24
Go online for
• Pronunciation
• Progress test
• Video extra worksheet
• Corpus tasks
Modern life 47
 Culture
Meeting and greeting
Learning objectives
• Students learn about greeting people in
different cultures.
• In the project stage, they write some advice for
visitors to their country.
Warmer
Play a countries guessing game. Tell students that they
are going to guess the name of some countries that
they will see in this section.
Write the first letters of the countries from the quiz
on the board: F, Z, P, NZ, G, C, PNG.
Put students into small groups and give them two
minutes to write down the name of as many countries
as they can, starting with each letter.
Invite groups to call out their lists, but do not confirm
answers at this point.
1 Tell students to find the place names in the quiz and
check their guesses from the Warmer. Find out which
group guessed the most place names correctly.
Ask them to work in the same groups to discuss the
questions. Share ideas as a class. If you have a world
map, get students to point out the different countries.
If your class is multinational, invite students of different
nationalities to tell the class about the names of the
countries in their own languages.
Answers
France and Poland are in Europe; Zambia, Ghana and
Cameroon are in Africa; New Zealand and Papua New Guinea
are in Oceania, on the border with Asia.
2 Ask students to read the quiz and check any unknown
vocabulary, e.g. scream (make a loud, high noise with
your voice), clap (hit your hands together), grab (take
hold of something suddenly) and click (make a short,
sharp sound). You could do this by miming or providing
definitions.
Students work in pairs to predict the answers. Invite
different pairs to offer suggestions, but do not confirm
answers at this point.
3  1.23  Tell students that they are going to listen to an
interview discussing the answers to the quiz. Ask them
to listen and check their answers.
Play the recording. Then ask different students to give
the answers to each question. Play the recording again,
if necessary, pausing after each question and answer
to check students’ answers.
Find out which pair got the most correct answers.
48 Culture
Audioscript
Host: Hello and welcome. In today’s show, we’re going to talk
to Dr Layla Jones about greetings. In your new book, you
say that raising an eyebrow is probably used by more
people around the world than any other form of greeting.
The second most common form of greeting is shaking
hands, and in third place is kissing.
Dr Jones: Yes, most of the time, people kiss on the cheek
or cheeks, but in some places they kiss the hand, the
forehead or the nose.
Host: Tell me, Dr Jones, how many times should we kiss when
we meet someone?
Dr Jones: It depends where in the world you are, of course.
People in certain parts of France give each other four
kisses on the cheek when they meet. Other French
people prefer to kiss two or three times.
Host: Now, in many countries, respect for the older generation
is very important and this often includes special ways of
greeting elderly people.
Dr Jones: That’s right. In Zambia, young people often go down
on one knee, lower their head and clap three times when
they meet older people.
Host: That’s interesting.
Dr Jones: Well, hundreds of years ago, when people met
a very important person like a king or a queen, they
went down on their knees and kissed the person’s feet,
but perhaps the strangest habit of all was to lie on the
ground!
Host: Really! Did people actually lie on the ground as a
greeting?
Dr Jones: Yes, in Poland in the seventeenth century they did!
Host: In your book, you also talk about the Maori custom of
greeting by touching and rubbing noses.
Dr Jones: Yes, that’s right.
Host: And I also like this story about pulling fingers when you
shake hands.
Dr Jones: Yes, in Ghana and northern Cameroon, people
shake hands – but with a difference! After they shake,
they pull and click the other person’s middle finger!
It’s quite hard to do, so it’s probably a good idea for
visitors just to use a normal handshake!
Host: And what about the ‘shaka’? I guessed it was from New
York …
Dr Jones: Ah, no, not New York, but it is American. The ‘shaka’
comes from the Pacific island of Hawaii. It’s an old hand
gesture that means friendship. These days people use
the shaka to say hello and goodbye.
Host: Can you tell us about the people who hold their noses?
Dr Jones: Ah, yes, I think this is interesting, actually. This is
to do with smell. In the Astrolabe Bay region of Papua
New Guinea, people greet visitors by pointing at their
stomach and holding their nose!
Host: I love that one …
Answers
1 C  ​2 A  ​3 C ​4 B ​5 A ​6 B ​7 A ​8 C
4 Put students into small groups to discuss the questions.
If you have a multinational group, ensure that there is
a mix of nationalities in each group. Monitor and join
in with the discussions, giving positive feedback for
interesting ideas.
Invite different students to tell the class about what their
group discussed (and what they have found out about
other countries).
5 Books closed. Write the questions in purple from the
article on page 41 on the board. Put students into new
groups to discuss them.
Monitor and join in with their conversations where
appropriate. Then invite different groups to share their
ideas and hold a brief class discussion, but do not
confirm answers at this point.
6 Set a short time limit for students to read the article and
check their answers to exercise 5. Tell them not to worry
about any unknown vocabulary at this point.
Invite different groups to summarise their answers to one
of the questions, and to say whether they had guessed
Project
the answers correctly.
Ask students what they found most interesting or
surprising about the article.
Mixed ability
To support weaker students in answering the questions,
ask the class (particularly stronger students) to say
which tense they think the relevant part of the text will
be in (present simple). Prompt them by asking them
which tense the questions are in.
Answers
People nod and shake their head to indicate yes and no. It is
thought that this comes from when we were babies – nodding
the head meant we wanted more milk, shaking it meant we didn’t.
People shake hands now as a greeting. In the past, shaking
hands was used to agree something, and to check people
weren’t carrying knives.
People bow to show respect. In the past, it meant you trusted
the other person not to kill you.
People do high-fives to celebrate. They are also used as a
greeting.
7 Ask students to discuss in pairs whether the sentences
are correct or incorrect, but without referring back to the
article. Invite different students to give their answers, but
do not confirm them at this point. Students then read
the article again and check their answers. Ask them
to compare their answers with a partner. Then check
as a class. Ask different students to correct the false
information.
Answers
1 Incorrect. People nod to mean ‘yes’.
2 Incorrect. Babies nod their head to get more milk, and shake
their heads when they have had enough.
3 Correct
4 Correct
5 Incorrect. People bow to show respect.
6 Correct
7 Incorrect. The high-five is still used for celebrating.
Cooler
Books closed. See what students can remember from
the quiz on page 40. Put them into small teams and ask
them to write their answers on a piece of paper.
Write the gapped questions (but not the options) from
the quiz in a random order on the board and ask
students to complete the gaps. They then exchange
their papers with another group to mark. Award a point
for each correct answer.
Tell students they are going to do a project about
greetings in their own country. Ask them to read the
instructions.
Give them time to make notes for each point. You
may need to provide additional support by suggesting
situations, such as greeting a friend after a long time
apart. Encourage the class to make suggestions for
situations and write them on the board as a prompt.
Ask students to tell their partner what they are going
to write about, and encourage them to help each other
with ideas. Monitor and join in with the discussions.
Students then write their advice. You may like to provide
a model for this on the board, for example, You should/
shouldn’t …, It’s a good idea to …, It’s (not) polite to …,
etc. Stronger students will be able to write more advice
than weaker ones.
Monitor and help as they are working. Then ask
students to pass their advice to another student in the
class. If you have a multinational class, try to make sure
students read about a different culture. Invite different
students to tell the rest of the class what they found out.
Meeting and greeting 49
 7 Getting on
Unit profile
Vocabulary: be, do, have and make
Reading: Troublespot
Grammar: have to and must; should
Vocabulary: Phrasal verbs: friendships
Writing: An informal letter or email (2)
Warmer
Write Relationships on the board and elicit its meaning
(the way two people feel and behave towards each
other). Discuss different kinds of relationships that
people have, e.g. with friends, family and teachers.
Tell students who you have a good relationship with and
why. Say, for example, ‘I have a good relationship with
my sister because we have the same hobbies’. Ask a
stronger student ‘Who do you have a good relationship
with?’ Encourage them to answer, saying why it is a
good relationship (for example, they talk about problems
together or they like the same music).
Put students into pairs to talk about the people they
have the best relationships with and why. Invite different
students to tell the class about their partner.
Your profile
Ask students to read the questions. Model the activity
by saying who you talk to when you have a problem.
Say, for example, ‘I always tell my best friend about my
problems, because she gives great advice and is good
at keeping secrets’. Put students into pairs to discuss the
questions.
Hold a brief class discussion about whether students
prefer to talk to friends or family and why. Ask them to
discuss these questions in pairs: Do you talk to different
2  1.24  Tell students to read the sentences and ask
people about different problems? What do you discuss
with your friends? What do you talk about with your
family? Share some ideas as a class.
VOCABULARY  be, do, have and make
1  1.24  Tell students to look at the four photos and ask
‘What can you see?’ Invite different students to describe
each photo.
Play the recording for students to complete the
sentences. Allow them to compare their answers with
a partner before checking as a class.
3 Ask students to look at the example in the table for the
Audioscript
Narrator: Conversation 1
Ali: Hi, Matt. How are you?
Matt: I’m OK, Ali.
Ali: You don’t sound OK. What’s wrong?
Matt: It’s my brother. He makes me really angry!
50 Unit 7
Ali: You’re always having problems with him!
Matt: I know. We had an argument this morning.
Ali: What did he do this time?
Matt: He took my phone without asking me and then he
dropped it. Now it doesn’t work and I can’t listen to
my music! So I’m bored and I’m annoyed!
Ali: Are you on your own?
Matt: Yes.
Ali: Well, why don’t we do something later?
Matt: You mean go out?
Ali: Yeah. It sounds like you need to have some fun!
Let’s go out after dinner.
Matt: Thanks, Ali. I wish my brother was like you!
Ali: That’s OK. … Oh, Matt, can you do me a favour?
Matt: What is it?
Ali: Can I borrow your phone?
Matt: Ha, ha.
Narrator: Conversation 2
Libby: Hi, Jess. Where are you?
Jess: Oh, hi, Libby. I’m on my way home. I was running.
Libby: Oh, what’s the running club like?
Jess: It’s OK. I like going running, but the people in the
club …
Libby: What’s wrong?
Jess: Well, it’s hard to make friends.
Libby: But you’re really friendly. You’ve got loads of friends
at school!
Jess: I know. It isn’t my fault. Everyone in the club’s older
than me. We’ve got different likes and dislikes – we
don’t have anything in common.
Libby: You have lots in common, like running!
Jess: You’re right.
Answers
1 Jess ​2  Matt
‘Which four verbs are in blue?’ to elicit be, do, have and
make.
Play the recording again for students to choose the
correct option in each sentence. Before they listen, look
at each sentence inviting suggestions. Then play the
recording for them to check their answers.
Answers
1 makes ​2  having ​3  had ​4  Are ​5  do ​6  have ​7  do ​
8 is ​9  make ​10  isn’t ​11  have
verb make. Explain that they have to complete the table
(including other phrases with make) with phrases from
the sentences in exercise 2.
Put students into pairs to complete the exercise.
While they are working, write the verbs on the board as
headings. To check answers, invite different students
to come to the board and write the phrases in the
correct column.
 Set a short time limit for pairs to note other examples for
each verb. Ask them to call out their phrases and add
them to the board, for example, be happy, do homework,
have a shower, make the bed.
Answers
be: be on your own, be wrong, be someone’s fault
do: do something, do someone a favour
have: have problems, have an argument, have some fun,
have something in common
make: make friends
4 Read each sentence aloud and ask students to call
out the correct verb for each gap. Do not confirm their
answers at this point.
They complete the sentences in pairs, using the
examples in exercise 2 to help them. Remind them to use
the correct tense of the verbs. Elicit the present simple,
present continuous and past simple forms of each verb.
Nominate a student to read the first sentence and name
another student to read out the next sentence. Continue
until all the sentences have been read out.
Answers
1 is 2 do 3 make 4 wasn’t 5 are having 6 do
5 Put students into small groups to discuss the questions.
Tell them to number the questions 1 to 5 in order of interest,
and to start with the most interesting one. Encourage them
to answer using full sentences which include the verbs
be, do, have or make and to provide reasons for their
answers. Model possible answers first, if necessary. Say,
for example, ‘Traffic jams make me angry because I can be
late for work and they’re very boring’.
Monitor and join in with the discussions. In feedback,
invite different students to say what they think.
EP Word profile
Put students into pairs to look at the sentences and
explain the meaning of each one. Invite different
students to say what they think.
Ask them to think about other words which could
replace like in each sentence, or whether it is difficult
to replace the word. Share some ideas as a class.
(Sentence 1: enjoy or love; sentence 2: such as or for
example; sentence 3: similar to; sentence 4: this would
probably need to be rewritten, e.g. Tell me about the
club.)
Monitor as students complete the exercises on page
124. Check answers.
Answers
1 Do you like studying?
2 It looks like it’s going to rain later.
3 Tell me some of your likes and dislikes.
4 We watched a few cartoons, like The Simpsons.
5 What’s your maths teacher like?
6 Is Italian like Spanish?
READING
1 Books closed. Ask students to tell their partner what
kinds of things annoy them or cause them problems.
Elicit ideas for where people can get advice if they
don’t want to speak to someone they know (e.g. an
internet forum).
Books open. Tell students to look at the title of the
internet forum. Ask ‘What do you think it’s about?’
You may need to explain that trouble /ˈtrʌbl/ means
problems, difficulties or worries.
Set a short time limit for students to read the three
problems and decide who is shown in the photo.
Check the answer. Ask ‘How do you know it’s Alex?’
and discuss some ideas as a class.
Answer
Alex.
2 Ask students to read the text again carefully and to fill in
the missing names in the sentences. Remind them not
to worry about any words they don’t know at this point.
Students complete the exercise individually and then
compare their answers with a partner. Check answers.
Answers
1 Alex 2 Kaitlin 3 Dylan 4 Kaitlin 5 Alex 6 Dylan
3 Ask students to read the three problems again and put
them into pairs to discuss what advice they would give
to Kaitlin, Dylan and Alex.
Direct students to the advice given below the problems
and tell them to match two pieces of advice to each
problem. Ask them to decide which one piece of advice
they would give to each person and why. Invite different
pairs to say what they think.
Ask which verb is often used to give advice (should).
Answers
Kaitlin: a and f
Dylan: b and e
Alex: c and d
4 Point to each of the highlighted words in the text and
elicit their meanings. Ask students to say what part of
speech they are (annoying, fair and independent are
adjectives; apologise and lock are verbs; password is
a noun).
Ask students to look at the meanings and work in pairs
to match the highlighted words to the definitions. Check
answers by reading the definitions and encouraging
students to call out the correct words.
Check understanding of any other new words in the text.
These may include credit (money on your phone) and
hang out (spend a lot of time in a particular place or with
a particular group of people).
Getting on 51

Fast finishers
Ask fast finishers to choose two or three more words
from the text and write definitions for their partner to
read and guess the words. In whole-class feedback,
they can test the other students.
Answers
1 password 2 independent 3 apologise 4 fair
5 annoying 6 lock
Talking points
Take a class vote on whether internet forums are a good
place to get advice or not. Put students into groups,
including those with different opinions on the subject. Ask
them to give reasons for why they think forums are good
or not (e.g. there is a lot of advice from different people
who have had similar experiences, but the people who
offer advice are not experts and may not know the best
way to deal with the situation). Tell each group to nominate
a spokesperson to share the group’s opinion with the
class. Discuss the second question as a whole class.
GRAMMAR have to and must
1 Books closed. Tell students about the rules of your job.
Say, for example, ‘I don’t have to wear a uniform but
I must wear smart clothes. I have to speak English at
work. I mustn’t be late’. Try to include one example each
of have to, must, don’t have to and mustn’t.
Write the sentences on the board. Ask different students
to come and underline the verbs. Elicit why the different
forms are used, if possible.
Books open. Tell students to read the examples.
Put them into pairs to complete the rules.
Invite different students to read out the completed rules.
Then ask them to match the sentences on the board to
the rules.
Grammar reference Student’s Book page 144
Answers
a must b mustn’t c didn’t have to d had to
2 Ask students what Life isn’t fair! means. Ask them
whether they agree with this statement and to say why.
Tell them to read the blog quickly, ignoring the options,
to find out at what time the writer and their friend Laura
have to be home (10pm and 11.30pm).
Tell students to read the blog again carefully to decide
which of the options is correct in each case. They should
do this individually and then compare their answers with
a partner.
Check answers by asking different students to read out
part of the blog in turn. Ask whether they think that the
writer’s parents are fair or unfair and why.
52 Unit 7
Find out what the rules are in their own house for doing
homework and what time they need to come home. Ask
whether they think these rules are fair or unfair.
Answers
1 have to 2 mustn’t 3 has 4 doesn’t have to
5 doesn’t have to 6 had to 7 didn’t have to
3 Brainstorm some school rules but don’t write anything
on the board. Ask ‘What must you do at school?
What mustn’t you do?’ to elicit ideas.
Ask students to look at the example sentences and
put them into pairs to write two sentences for each of
the ideas. Monitor and help as they are working. Invite
different students to read out their sentences. Ask the
class to say whether they have chosen the correct verbs.
Mixed ability
Encourage stronger students to write three sentences
for each idea. Weaker students can write just one.
should
4 Ask ‘When is the word should used?’ to elicit that it
is often used to give advice. Ask what they think the
negative form is (shouldn’t). Ask ‘Can we use shouldn’t to
give advice as well?’ (Yes, for example,
You shouldn’t eat too much sugar).
Ask students to read the three example sentences.
Ask ‘Which is positive?’, ‘Which is negative?’ and
‘Which is a question?’ Complete the rules as a class.
Answers
a should b shouldn’t c should
5 Say the first sentence aloud and encourage students to
offer you advice, using You should or You shouldn’t.
Ask them to continue in pairs. Monitor and help as
they are working. Invite different pairs to read out the
sentences and the advice they gave.
Encourage other students to give more advice for
each problem.
Corpus challenge
Put students into pairs to correct the sentence. Tell them
to look again at the rules if they are not sure.
Nominate a student to correct the sentence and explain
why (we don’t use contractions in the positive).
Answer
I have to finish my homework.
 Extension activity
Write the following sentences on the board:
Find someone who …
• has to do their homework when they get home
from school.
• has to help around the house.
• must arrive home before it gets dark.
• mustn’t watch TV when they go to bed.
• doesn’t have to get up early at the weekends.
Tell students to add one more rule. Then ask them to
talk to as many people as possible in the class, keeping
a note of their name and answers. The aim of the game
is to find the person whose home rules are most similar
to their own.
When students have talked to everyone, or after five
minutes, stop the game and find out who has similar
rules at home.
VOCABULARY  Phrasal verbs: friendships
1 Write friendship in the centre of the board and draw a
circle around it. Make a mind map, by adding lines to
the circle. Invite students to come to the board and write
what they think friendship means at the end of each
of the lines, for example, someone to ask for advice,
someone to share problems with, someone to have
fun with.
Refer students to the example sentences and the words
in bold. Ask what they notice about the words (they are
verbs with two parts, known as phrasal verbs).
Put students into pairs to match the phrasal verbs to the
definitions. Check answers.
Answers
1 b ​2  a ​3  c ​4  d
2 Ask students to work in pairs to complete the sentences,
using the phrasal verbs from exercise 1. Invite different
students to read out the sentences.
Answers
1 get on ​2  hang out ​3  get together ​4  fall out
3 This exercise can be done as a guessing game.
Ask each student to write down the answers to the
questions on a piece of paper.
Put students into small groups to ask questions. Tell them
that they can only ask Yes/No questions until they guess
the correct answer, for example, Do you get on with your
sister? Do you hang out at the park?
After five minutes, stop students and ask them to tell the
class about a member of their group.
WRITING  An informal letter or email (2)
1 Ask students how they communicate with friends or
family in other countries (e.g. send postcards, Skype™,
telephone, chat online, send emails, send letters).
Tell them that they are going to write an informal email to
a friend. Ask them to read Alfons’ email and answer the
questions. Check answers.
Ask ‘Is Alfons happy about going to visit Manchester?’
(Yes, he’s really excited).
Answers
He is visiting Manchester next month. He wants Ali to tell him
what he needs to know, tell him about the weather and tell him
what he needs to bring.
2 Ask students what kind of information they think Ali will
give in his reply (for example, what the weather’s like in
England, how much money he needs, whether he needs
to bring a gift, how people behave).
Tell them to read Ali’s reply and to find out whether he
answers all of Alfons’ questions. Ask them to say which
part of his reply answers each question. Allow them
to compare ideas with a partner before discussing as
a class.
Ask students to find examples of (don’t) have to and
should in Ali’s reply.
Answer
Yes, he does.
3 Direct students to Ali’s reply again and ask them to find
other ways that Ali gives advice. They will realise that
these are the highlighted phrases.
Ask students to complete the sentences. Allow them to
compare their answers with a partner before checking as
a class.
Answers
1 idea ​2  to ​3  should
4 Ask how Ali starts and ends his email. Find out whether
students can remember any other expressions from
Unit 3. Remind them that informal letters and emails are
very similar in structure and use of language.
Set a short time limit for students to find the phrases.
Check answers. Ask what other words students could
use (Hi!, I can’t wait to see you! See you soon).
Answers
Hello, I’m really looking forward to your visit, Bye for now
5 Tell students that Alfons is coming to visit their school.
Divide the class into small groups and assign each one
a topic, including the weather, school rules, and what to
bring. Ask them to brainstorm ideas for their topic.
Getting on 53
 Then form new groups of three, including a student who
discussed each question. They tell the rest of their group
what they discussed.
Invite feedback from each group and write ideas on
the board.
Put students into pairs to plan the advice that they will
give to Alfons for each topic.
6 Preliminary Reading and Writing, Writing Part 3
tests students’ control and range of language.
They can choose between writing an informal letter
or a story of about 100 words. For the informal letter,
students are given part of a letter providing the topic
they must write about.
Tell students to write their own reply to Alfons.
Remind them to use the advice from exercise 3,
including each of the three phrases for giving
advice, as well as the notes on the board from
exercise 5. Tell them that they only need to give
one piece of advice to answer each of his questions.
Monitor and help as they are working. Then ask
students to work in pairs to check each other’s
spelling and grammar.
Invite different students to read out their replies.
Sample answer
Hi Alfons
It’s great that you’re coming to visit Italy. It’s warm here in June,
so you should bring summer clothes. Remember to bring your
swimming things, because our school’s got a swimming pool.
It’s a good idea to bring a jacket, too, because sometimes it
rains and it’s cool in the evenings.
You should also bring some money. We can go shopping and
see a film at the cinema.
We’ve got some exams at school in June, but you don’t have to
do them!
See you soon,
Francesca (89 words)
Project
Ask students to think of somewhere they go or
something they do regularly which has rules. This could
be a swimming pool or sports centre, learning to play
a musical instrument, or another sport or activity. Write
their ideas on the board.
Invite different students to talk about the rules for one
of the activities/places on the board. For example, ‘You
mustn’t run in the swimming pool’, ‘You should clean
your instrument after every lesson’ and ‘You have to turn
your mobile phone off in the cinema’.
Put them into pairs to choose one of the places or
activities. They work together to think of at least five
rules for their activity/place. Ask them to write a blog
post about the rules. Remind them to use have to, must/
mustn’t and should/shouldn’t.
In the following class, display the rules around the room,
or publish them on the class blog, if you have one.
Teacher’s resources
Student’s Book
Grammar reference and practice page 144
Vocabulary list page 131
Workbook
Unit 7, page 28
Go online for
• Pronunciation
• Corpus tasks

Cooler
Practise the phrasal verbs from page 44. Say one of the
verbs for students to call out the preposition to complete
the phrasal verb (hang out, get on, get together, fall out).
Then read out the definitions from exercise 1 on
page 44 (in a random order) for students to call out the
correct phrasal verb.

54 Unit 7
 8 Going away
Unit profile
Vocabulary: Travel
Reading: A cool city!
Grammar: Future: be going to and present
continuous
Vocabulary: Phrasal verbs: travel
Listening: Travel writing competition
Speaking: Making suggestions
Warmer
Write Going away on the board and brainstorm reasons
why people travel, e.g. to visit friends and family, go on
business and go on holiday.
Then divide the class into groups of three to make a
list of things people need to take with them when they
go abroad. Invite each group to give their answers.
Only award points for things which no other group has
thought of.
Your profile
Put students into small groups to discuss the first
question, before discussing it as a class. Find out which
country is the most popular, and nominate individuals to
explain why.
Discuss the second question as a class. Ask ‘Why do
people in your family travel abroad? Is it for a holiday
or for work?’
Ask students whether they enjoy travelling, either
abroad or in their own country, and why / why not.
VOCABULARY  Travel
1  1.25  Tell students that they are going to listen to
a conversation between Ali and his brother, Salman.
Ask them to read the question and the options and say
which form of transport they are going to take (aeroplane).
Direct students to the options and tell them that only one
of the sentences is true. Play the recording for them to
listen and find out which one it is.
Check the answer. Ask how they know that it is correct
(because Ali says that the things they have to do before
and after flying aren’t fun).
Audioscript
Salman: I don’t want to go to Barcelona!
Ali: Oh, come on, Salman, why not?
Salman: I don’t want to fly in case there’s a crash.
Ali: Don’t be silly. Flying’s safe. You should be excited. It’ll
be fun!
Salman: Why? Our flight’s at two o’clock, but we have to be at
the airport at eleven! Waiting for three hours isn’t fun!
Ali: Yes, but we’ll be busy before we board the plane.
Salman: Why?
Ali: We have to check in at the check-in desk. They check
our passports and tickets, and they take our luggage.
Then they give us boarding passes, and we go
through the security check. Security look at what
passengers are taking onto the plane, just in case
someone tries to take something dangerous.
Salman: Like what?
Ali: Like a knife. Then there’s passport control.
Salman: ‘Passport control’? Why do they need to ‘control’ our
passports?
Ali: They don’t, they just check the passports. After that,
we have to wait for our flight in departures – and you
can go shopping with Mum! Half an hour before the
flight we go to the departure gate.
Salman: How do we know where to go?
Ali: We follow the signs to the right departure gate.
Then we show our boarding passes and our
passports …
Salman: And do we board the plane then?
Ali: Well, yes. But we might have to wait in a queue for a
few minutes first!
Salman: Oh, it’s so complicated!
Ali: Maybe, but you’ll enjoy the flight, Salman! Taking off
is fun, and you can sit next to the window. And after a
couple of hours, we’ll be in Barcelona!
Salman: What happens then?
Ali: After we land, we have to go through passport control …
Salman: But we had to go through passport control in
Manchester!
Ali: Well, they check the passports again, just in case!
Then we collect our cases and backpacks in the
baggage hall and we go through customs.
Salman: What’s customs?
Ali: There are lots of rules about things you mustn’t take
to other countries. Customs officers look inside some
people’s bags and check.
Salman: Oh. And is there another security check in Barcelona?
Ali: No!
Salman: Why are you laughing?
Ali: The flight will be fun, but the things we have to do
before and after the flight aren’t fun!
Answer
2 Flying isn’t always fun.
2  1.25  Check understanding of passport, ticket,
luggage and knives by drawing simple pictures on
the board for students to identify. Ask them to read the
sentences and see whether they can remember any
of the information. Play the recording for students to
listen and check their ideas. Allow them to compare their
answers with a partner before checking as a class.
Answers
1 c ​2  a ​3  b
Going away 55
 3 Ask students to look at the words in the box and discuss
the meanings in pairs. After a few minutes, check
understanding and drill pronunciation, paying attention to
baggage /ˈbæɡɪdʒ/ and departure /dɪˈpɑːtʃə/.
In pairs, students look at the photos and find the airport
words. Invite different students to describe each photo
using the words. Ask which thing doesn’t appear in
the photos.
Answers
backpack a/b baggage hall b boarding pass c/d
check-in desk c customs f departure gate d passport e
passport control e queue d security check a sign d/f
ticket c/d
4 Put students into pairs to number the photos in order.
Answers
1 c 2 a 3 d 4 e 5 b 6 f
Read out the example sentence and ask them to say
what the next step is. Students continue in pairs, using
the photos to help them. Monitor and help as they are
working. Remind them to use the words from exercise 3.
In feedback, invite different students to say what happens
next and nominate others to continue.
READING
1 Elicit who is in the photo (Ali) and what students
remember about him (he likes gaming in his free time).
Tell them to read the profile and discuss the question
in pairs.
Possible answer
He is interested in technology and gaming.
4 Ask students to discuss the questions in small groups,
without referring back to the text. Then ask each group
what they remember.
Students then read the text more carefully, finding
the answers to the questions individually. Ask them to
discuss their answers in their groups, and encourage
them to read out the part of the text where they found the
answer.
Feed back as a class.
Answers
1 C 2 B 3 A 4 C
5 Ask students to discuss the questions with a partner and
to make a note of their partner’s answers. Invite different
students to tell the class about their partner. Find out
which activities are the most popular.
Talking points
Put students into small groups to make a list of places
that tourists usually like to visit. Ask them to choose one
place to describe to the class.
Discuss the second question as a class, asking any
students who have been abroad to tell the class about
their experiences.
EP Word profile
Put students into pairs to read the sentences and to
discuss the meaning of around in each one. Monitor
and help as they are working. Check answers (sentence
1 = approximately; sentences 2 and 3 = in different parts
of a place).
Ask students to write two example sentences (one for
each use) of their own. Share ideas as a class.
Monitor as students complete the exercises on page
124. Check answers.

2 Set a short time limit for students to read the blog

entry and discuss the question with a partner. Answers
1 walk around
Check the answer.
2 were around
Find out if students know anything about the places 3 turned around
mentioned, and if anyone has visited Barcelona. 4 ’s flat is around here

Answer
He’s going to see some museums, the Gaudí buildings and the
Nou Camp stadium.

3 Monitor and help as students do the exercise individually.

Invite different students to tell the class what they
learned. Allow them to refer to the text to help, but
encourage them not to read it out.
Ask students which of the places they would most like to
visit and why.

Answers
Gaudí buildings and Parc Güell; museums about Spanish
artists; the Nou Camp football stadium and amusement parks.

56 Unit 8
GRAMMAR Future: be going to and
present continuous
1 Books closed. Tell students that you are feeling really
excited about the weekend. Ask ‘What am I doing this
weekend?’ for them to guess. When a student calls out
an idea, reply saying, ‘Yes, I am. I’m seeing my friends’ or
‘No, I’m not. I’m not playing tennis this weekend’. After a
few guesses, repeat one or two of the phrases and elicit
that you are using the present continuous tense. Ask ‘Am
I certain about my plans for the weekend?’ (yes).
Tell students what you are going to do sometime in
the future. Say, for example, ‘I’m going to learn a new
language’. Write the sentence on the board and underline
the verb. Ask ‘Do I know when I’m going to do this?’ (no).
Books open. Tell students to read the sentences and
elicit the verb forms in each one (be going to, present
continuous and be going to). Ask ‘Do these sentences
refer to the past, the present or the future?’ (the future).
Tell students to complete the rules in pairs, referring back
to the example sentences to help.
Ask ‘What definite plans have you made for the next
few days?’ to elicit answers in the present continuous.
Ask ‘What do you think you’re going to do soon?’ to elicit
answers with be going to.
Grammar reference Student’s Book page 145
Answers
a present continuous b going to c going to
2 1.26 Elicit what the class knows about Barcelona, for
example, where it is, what languages are spoken there,
what there is to see and do (see Cultural background).
Tell students to read the text and complete the gaps with
the correct form. They should do this individually and
then compare answers with a partner. Play the recording
for students to check answers.
Cultural background
Barcelona has a population of 1.6 million and is Spain’s
second largest city. It is in the north east of Spain and
has two official languages (Catalan and Spanish). Its
tourist sites include beaches, Gaudí’s Sagrada Família
and Camp Nou, the largest football stadium in Europe.
Audioscript
Ali: I’m really looking forward to Barcelona. We’re going
to have a great time.
Jess: What are you going to do in Barcelona?
Mrs Malik: We’re going to look at the Gaudí buildings. And it’s
Barcelona Fashion Week while we’re there, so we’re
going to go shopping!
Ali: What? I’m not going to walk around the shops! I’m
going to visit the Picasso Museum and I’m going to
do a tour of the Nou Camp.
Answers
1 ’re going to have 2 are you going to do 3 ’re going to look
4 ’re going to go 5 ’m not going to walk 6 ’m going to visit
7 ’m going to do
3 Tell students to look at the first sentence. Ask ‘When is
one day’? to elicit that it refers to a time in the future
which is not yet decided.
Tell them to underline any time references in the
prompts. Ask ‘Which form do we use if we know exactly
when something will happen?’ (present continuous).
Then ask ‘Which form do we use when we think
something’s going to happen?’ (be going to).
Students write the sentences in full, using either the
present continuous or be going to. Tell them to do this
individually and then compare answers with a partner.
Monitor and help as they are working.
Invite different students to read out the sentences.
Fast finishers
Ask fast finishers to write two sets of prompts as in the
exercise, one for the present continuous and one for be
going to. They exchange them with another fast finisher
to write the sentences using the correct tense.
Answers
1 I’m getting the bus at 6.45 pm tonight.
2 I’m going to cycle to your house next time.
3 They aren’t going to buy a new TV.
4 We’re walking home after school today.
5 The sky is dark and cloudy. It’s going to rain.
6 We aren’t catching the 5.30 train tomorrow.
4 Ask two students to read the example conversation
aloud. Tell them to look carefully at Speaker B’s response
and elicit why the different forms are used (the present
continuous is used as it talks about arrangements for
this weekend; be going to is used to refer to things the
speaker intends to do while shopping).
Tell students to look at the activities and make notes which
are true for them. When they are ready, put them into
pairs to ask and answer questions about their plans and
arrangements. Monitor and join in with the discussions,
helping with ideas and language where necessary.
Invite pairs to ask and answer questions in front of the
class. Find out who has similar plans.
Corpus challenge
Refer students to the sentence and ask ‘Is this sentence
about the past, the present or the future?’ (the future).
Put students into pairs to find and correct the mistake
(we use the infinitive with be going to).
Answer
My best friend Amy is going to move to a new house next
year.
Going away 57
 VOCABULARY Phrasal verbs: travel
1 Say ‘I’m going away with my sister this weekend!
We’re setting off on Friday night and we’re getting back
on Sunday night. Our plane is taking off at ten o’clock,
so we have to check in at eight o’clock’.
Write the sentences on the board. Ask students what
they notice about the verbs, to elicit that they have two
parts. Ask what the second part is (a preposition).
Put them into pairs to read the sentences and choose the
correct definition for the phrasal verbs. Check answers.
Ask students what the opposite of take off (land) and
check in (check out) are.
Answers
1 b 2 b 3 b 4 a 5 a
2 Monitor as students complete the sentences in pairs.
Tell them that they may need to use the same phrasal
verb more than once. Invite different students to read out
the sentences.
Answers
1 set off 2 get back 3 go away 4 get back
3 Model the activity by asking a confident student the
first question.
Students ask and answer the questions in new pairs.
Invite different pairs to ask and answer the questions
in front of the class.
LISTENING
1 Divide the class into teams of three or four. Give them
one minute to write down as many forms of transport
as they can think of.
Stop them after a minute and ask one person from each
group to read out their answers. Accept any possible
answers, for example, a skateboard, a rickshaw or a
tractor! The winners are the group with the longest list.
Ask students which of the forms of transport they have
tried. Ask ‘Which was the most exciting? Which do you
like best?’ Then tell them to look at the photo and ask
‘What can you see?’ (ski touring).
2 Ask students when they might need to listen and take
notes (e.g. in class or on the phone). Tell them that this
exercise will help them practise taking notes while they
are listening, and that they are going to complete the
notes about a competition.
Ask them to read the notes and think about which words
could go in each space. Invite different students to share
their predictions.
58 Unit 8
Answers
1 a place name
2 a number of days or weeks
3 something of interest when you travel
4 a number
5 a date
6 a phone number, photo or entry fee
3 1.27 Preliminary Listening Part 3 tests
students’ ability to identify, understand and interpret
information. It consists of a monologue and a set of
notes with some missing information. Students listen
and complete the numbered spaces with words,
numbers or short phrases from the text. They hear
the recording twice.
Play the recording for students to complete the
notes. Tell them to compare their answers with a
partner.
Audioscript
OK class – listen carefully! I want to tell you about a fantastic
travel writing competition I’ve heard about. The company
holding the competition is called ‘World Explorer’ and they are
offering some amazing prizes. They’re well-known for running
expeditions for young people to places like Cambodia, Peru and
South Africa, but the winner of this competition is going to join
an expedition to Canada!
The expedition is going to take place next year, and will last for
fifteen days. You’ll spend three days in the town of Churchill and
then trek out to a research centre on skis or snow shoes, where
you’ll study local plants and wildlife with a group of scientists.
It really is an amazing opportunity!
To enter, you need to write an article about a place you have
travelled to. You must include information about the local
environment, the people you met, and the culture. Make it as
interesting and entertaining as you can!
Based on how popular the competition was last year, the
judges are expecting around 3000 entries, so that gives you an
idea of how good your article must be! You should write around
1000 words, and definitely no more than 1500. The judges won’t
even read it if it’s longer than that, so be careful.
Today’s date is January the 14th, so you’ve got a few weeks left
to write your article. It must arrive by February the 19th, and the
results will be sent out on April the 15th.
One last thing – as long as you are under sixteen, the
competition is free to enter. You must include your email
address as this is how they’re going to contact winners.
Photographs will only be needed if your article wins, so no
need to send those yet. Good luck everyone!
4 1.27 Play the recording again for students to check
their answers. Invite different students to read out the
notes. Ask the class whether they would like to enter the
competition and why / why not.
Answers
1 Canada 2 15 days 3 (the) culture 4 1500
5 February 19 (students can write this in any acceptable
format e.g. 19/02 or the 19th Feb.) 6 email address
SPEAKING  Making suggestions
1 Ask students to read the two questions and ask ‘Why are
the tenses different?’ (we use the present simple to talk
about things we always do, and the present continuous
to talk about plans).
Put them into pairs to discuss the two questions. Then invite
different students to tell the class about their partner.
2  1.28  Tell students that they are going to listen to a
conversation between two friends who are planning what
to do at the weekend. Ask them to predict what activities
they might talk about.
Play the recording for students to listen and check
their ideas.
Audioscript
A: What shall we do on Saturday?
B: What about going to watch a football match?
A: Well, the problem with that is the tickets are quite
expensive. I don’t have much money at the moment.
Why don’t we play tennis?
B: I’m not sure. I don’t think the weather’s going to be very
good this weekend. Tennis isn’t fun in the rain! How about
meeting at my house and playing video games? I’ve got a
great new football game.
A: That’s a good idea. And we could see if Ahmed and Oliver
want to come round, too.
B: That sounds great! Yes, let’s do that.
Answers
They decide to play video games.
3  1.28  Books closed. Brainstorm a list of phrases
which could be used to make suggestions and write
them on the board. Then ask students to read the
phrases in the Prepare box and compare them to their
own ideas.
Play the recording for students to listen and make a note
of the phrases they hear. Check answers.
Answers
What about …?; the problem with that is …; Why don’t we …?;
I’m not sure; How about …?; That’s a good idea; we could …;
That sounds great!; Yes, let’s do that.
4 Put students into new pairs and set a short time limit for
them to choose three activities to talk about.
5 Monitor as students discuss the ideas, giving positive
feedback when they use phrases from the Prepare box.
Ask different pairs what they have decided to do, and
encourage them to give further information using be
going to or the present continuous, e.g. ‘We’re going to
the beach on Saturday. We’re going to go swimming and
play volleyball.’
Extension activity
Brainstorm more situations when students make
suggestions and write them on the board (what to eat
for lunch, what to wear to a fancy dress party, etc.).
Then put students into groups of four to discuss three
of the situations. Tell them that they must all reach
an agreement before moving on to the next situation.
Remind them to use the phrases from the Prepare box.
Invite different students to tell the class about what
the group have decided for the situations they chose.
Ask them to report back using be going to or the
present continuous.
Cooler
Describe an activity from exercise 4, e.g. ‘I’m feeling
quite hot and I’m having a delicious ice cream.
Where am I?’ (the beach). Whoever answers correctly
takes a turn to describe where they are using the
present continuous for the rest of the class to guess.
Try to make sure as many students as possible take
a turn at describing where they are.
Project
Ask students which country they would most like to
visit and why. Brainstorm a list of popular places on the
board. Ask students what they know about each of the
places and what there is to see and do there.
Put them into pairs. Ask them to choose one of the
places and tell them that they are going there next
week! Tell them to do some research about it to find out:
What the weather is going to be like
Which languages people speak there
Three things to visit
Places to go in the evenings
Students should write a blog post about what they are
planning to do on their holiday. Remind them to use be
going to and the present continuous.
In the following class, display the posts around the
room, or publish them on the class blog, if you have one.
Encourage students to read each other’s blog posts and
say which place they would most like to visit and why.
Teacher’s resources
Student’s Book
Grammar reference and practice page 145
Vocabulary list page 132
Workbook
Unit 8, page 32
Go online for
• Pronunciation
• Progress test
• Achievement test
• Corpus tasks
Going away 59
 Geography
Our world
Learning objectives
• Students learn about population density in different
countries.
• In the project stage, they prepare a presentation
about the population density of a country.
Warmer
Put students into pairs and ask them to write down what
they know about planet Earth. Ask them to think about
how much of the Earth is covered by water, what its
circumference is, and what the oceans are called.
After a few minutes, ask them to give their answers.
Ask students whether they agree with each other before
confirming their answers (about 71% of the earth is
covered in water; the circumference of the Earth is
40,075 kilometres or 24,902 miles; the oceans are – in
size order from the largest to the smallest – the Pacific,
the Atlantic, the Indian, the Southern (or the Antarctic)
and the Arctic).
Alternatively, if your class has internet access, ask
students to check their ideas online. Then invite different
students to report back their findings to the class.
1 Books closed. Write questions 1–3 from exercise 1 on
the board. Put students into new pairs and ask them to
discuss the questions.
Invite the pairs to share their ideas with the rest of the
class. They then read part A of the text and check their
answers. Invite different students to answer each question.
Mixed ability
To provide additional support for weaker students,
you could provide maps to help them with question 4.
Stronger students should be able to do this unaided.
Answers
1 over seven billion  ​2 195 ​
3 6,000
4 Africa, Europe, Oceania, North America, South America,
Antarctica
2 Divide the class into small groups. Tell them that this is
a competition and that they have to write down as many
countries as they can for each continent (excluding
Antarctica) in three minutes. Tell them to write the names
of the continents in their notebooks and write lists of
countries under each heading. Write the continents as
headings on the board as they are working.
Stop them after three minutes and ask them to exchange
their lists with another group. Invite a student from each
group to read out the list in front of them.
60 Geography
Write the countries on the board for them to check
spelling. Award one point for each country that is correctly
spelled, and a bonus point if it is in the correct continent
list. Tell them to add up the points to find the winning team.
3 Ask ‘What percentage of the world is Asian?’ and
encourage students to guess before checking their
answers by reading the population fact in the box.
Students then read the sentence halves and predict
the answers in pairs before reading the text on page 51.
Tell them to complete the exercise individually before
checking answers as a class. Remind them not to worry
about any unknown words at this point, and that one
person represents one percent of the world’s population.
Ask students which fact they find most surprising.
Write the key words on the board, i.e. polluted and
population. Put students into mixed-ability groups to
find the words in the text, work out what they mean,
and write a definition for each one. Monitor and help as
they are working.
Invite different pairs to read out their definitions for the
rest of the class to guess the word. Then ask them to
check their answers in the Key words box.
Find out whether there were any other words they didn’t
know and encourage them to work out the meaning
from the context, e.g. properly (in a satisfactory way)
and candles (a stick of wax with string going through
it that you burn to produce light).
Fast finishers
Ask fast finishers to write three more sets of sentence
halves using the remaining figures from the text. They
then write them on the board and ask the rest of the
class to match the sentences.
Answers
1 e  ​2 d  ​3 b  ​4 a  ​5 f  ​6 c
4 Ask students to read the population facts and discuss
the question with their partner. Share ideas as a class.
(If you have a multinational class, write the countries that
your students are from on the board.)
Ask them to report back their ideas to the class and
find out which students come from the most and least
densely populated countries.
Alternatively, if your class has internet access, ask
students to carry out an online search to find out about
their country’s population density.
5  1.29  Ask students which countries they think have
the highest population density. Then tell them that
they are going to listen to Tom and Tina discussing the
countries and find out.
 Play the first part of the recording. Allow students to
compare their answers with a partner before checking
as a class.
Audioscript
Tina: W elcome to Tina and Tom’s three-minute revision
podcast. Tonight’s subject is geography and we’re going
to talk about population density.
Tom: Yes. Now, the population density of a country is the
number of people per square kilometre.
Tina: And different countries have quite different population
densities, don’t they?
Tom: That’s right. Australia, for example, has got a very low
population density – just three point one people per
square kilometre.
Tina: Brazil has a higher population density than that –
around 24 people per square kilometre, and India’s
population density is 368 people per square kilometre.
Tom: And how does that compare to countries in Europe?
Tina: Well, most countries in Europe have quite high
population densities. The UK, for example, has a
population density of 255 per square kilometre, and
in the Netherlands, which has one of the highest
population densities in the world, it’s 409 people per
square kilometre!
Tom: Wow!
Extension activity
Ask students to find out which countries in the world are
the most and least densely populated. Ask them to work
in small groups to discuss this and give reasons for their
answers.
They can refer to reference books or use the internet.
Feed back as a class.
Answer
From highest to lowest population density: The Netherlands,
Project
India, the UK, Brazil, Australia
6  1.30  Ask students what they know about the
landscape and geography of Australia. Tell them to read
the sentences and decide in pairs whether they are
correct or incorrect. Invite different students to share their
ideas but do not confirm their answers at this point. Play
the second part of Tom and Tina’s podcast so they can
check their ideas. Allow them to compare their answers
with a partner before checking as a class.
Audioscript
Tina: S o, now we’re going to look at one country, Australia,
in a bit more detail. Australia is a really big country –
the sixth largest country in the world, in fact. Twice as
big as India. But, as we said earlier, it’s got a very low
population density. Why is that?
Tom: Well, the weather and geography of Australia make it
hard to live in some areas of the country.
Tina: Yes. In parts of Australia – mainly the Northern Territory
and South Australia – the climate is hot and dry. It isn’t
an easy or comfortable place to live.
Tom: Yes. And in the middle of the country, there aren’t many
rivers so it’s impossible to grow food in these areas.
Tina: In fact, if you look at a map of Australia, you can see
that all the big cities, Perth, Adelaide, Melbourne,
Sydney and Brisbane are on the coast.
Tom: In fact, 85% of Australians live in urban areas. And all
these urban areas are near the coast.
Tina: In these cities the population density is high. For
example, the most crowded city in Australia is Sydney
in the south-east. In cities like Sydney, the population
density is about 400 people per square kilometre.
Tom: This is still a low population density for a city, if you look
at the rest of the world – for example, New York has a
population density of over 10,000!
Tina: So, basically, Australia isn’t a crowded country, even in
the urban areas.
Tom: That’s right. OK. Now we’re going to …
Answers
1 Incorrect. Australia is the sixth largest country in the world.
2 Correct  ​
3 Incorrect. There aren’t many rivers in the middle of the country.
4 Incorrect. 85% of Australians live in urban areas.  ​5 Correct
Cooler
Put students into small groups and tell them that they
are going to do a quiz. Call out some facts from the
text on page 51 and ask students to write down the
corresponding figures. For example, ‘What percentage
of people in the world are aged 5 to 24?’ (36%).
Ask students to exchange their answers with another
group. Check answers by repeating the facts and asking
the class to call out the answers. Award one point for
each correct answer to find the winning group(s).
Tell students that they are going to find out more
about a country and its population density. Ask each
student to choose a country they know very little about.
Put students into pairs to investigate the two countries
they have chosen. Ask them to make notes on the
population, area, and population density.
Tell them to use the internet to find a map of the country
showing the most densely-populated areas. Ask them to
find out why some areas are more populated than other
areas (e.g. because of industry).
Students then write about their findings individually for
the country they have chosen. Tell students to practise
their presentations with a partner. They could use
PowerPoint, and include maps and pictures.
Invite pairs to present their countries. Ask the class
to listen carefully to find out which countries have the
highest and lowest population density.
Our world 61
 9 Shop till you drop
Unit profile
Vocabulary: Money and shopping
Reading: Help! I just can’t stop shopping!
Grammar: Present perfect
Vocabulary: been and gone
Writing: A story (2)
Warmer
Put students into small groups to discuss these
questions:
• How often do you go shopping?
• Who do you go shopping with?
• Where do you go?
• Which are your favourite shops and why?
Ask each group to nominate a spokesperson to tell the
class about their group’s shopping habits.
Your profile
Do the first question as a class survey. Ask students to
stand up and talk to as many people as possible, asking
them the questions and making a note of their name
and answers.
Then put them into groups to look at their notes and
find the most popular jobs at home that students do for
pocket money, and what the most popular things are
that they buy. Share some ideas as a class.
Ask ‘Who likes shopping? Who doesn’t like shopping?’
and ask individuals to give reasons why.
VOCABULARY  Money and shopping
1 Put students into pairs to read the quiz questions and
decide which photo they match. Check answers.
Answers
1 h ​2 d ​3 a ​4 c ​5 b ​6 e ​7 g ​8 f
2  1.31  Tell students that they are going to listen to
Ali and Jess doing a quiz about money, called Money
Wizard or Money Waster. Ask what they think the terms
mean (good with money; bad with money). Ask ‘Which
are you? A Money Wizard or a Money Waster?’ and get
students to raise their hands according to which they
think they are.
Play the recording for students to find out whether Ali is
a Money Wizard or a Money Waster. Check the answer
(he’s good with money, so he’s a Money Wizard).
62 Unit 9
Ask students to read the quiz and check the meaning of
any difficult vocabulary. Check pronunciation of receipts
/rɪˈsiːts/. Put them into pairs to predict Ali’s answers (they
may remember some of them). Play the recording again
for them to listen and check.
Allow students to compare their answers with a partner
before checking as a class.
Audioscript
Ali: Hi, Jess. What’s that you’re reading?
Jess: I’m just finishing this quiz about money. Money Wizard
or Money Waster? Which are you, Ali?
Ali: What do you think?
Jess: I know what you think but let’s find out. Question 1 is
about saving. Do you save up for things?
Ali: All the time. At the moment I’m saving up for a new
computer.
Jess: Really? I’ve never saved up for anything in my life!
Question 2. What about a bank account? Have you got
one?
Ali: My dad opened one for me a few years ago. But I
usually keep my money at home.
Jess: Hmm … maybe I should get one. I didn’t think I was old
enough. Anyway, question 3. Do you always look at the
price of things before buying them?
Ali: Always. You know that shop near school? The drinks are
really expensive.
Jess: Yeah, I know. I never buy anything there.
Ali: How am I doing? Am I a money wizard or …?
Jess: Hold on. Four. What about special offers? Do you look
for them?
Ali: Of course! Everyone loves a special offer! But I’m not
like my sister. She buys stuff she doesn’t need – just
because it’s on special offer.
Jess: Hmm … I do that sometimes.
Ali: Money waster!
Jess: Yeah, yeah. Here, read question 5.
Ali: Do you ever change your mind while you’re waiting at
the checkout? No, I never change my mind.
Jess: No, I don’t. OK. Six. What about checking your change?
Ali: I don’t always check it. Sometimes I’m in a hurry.
But most of the time, yes, I do.
Jess: Ah! I always do!
Ali: What’s the next one?
Jess: Receipts. Do you keep them?
Ali: Not really. But sometimes for big things. I might need to
take them back.
Jess: OK. And the last one. What about your old things?
You know, CDs and stuff like that. What do you do with
them?
Ali: The internet is great for selling things like that. I’ve sold
a lot of my stuff.
Jess: OK. That’s the end. Now, let’s look in the key and see
what it says …
Answers
1 a ​2  b ​3  a ​4  a ​5  c ​6  b ​7  b ​8  a
3 Play a game. Divide students into groups of five.
Each student in the group copies one sentence from
exercise 3 onto a piece of paper, including the gap.
They then write the correct answer on the back of the paper
(you will need to check that their answers are correct).
Students take turns to hold up their sentence for their
group to read and say the missing words. They tell their
group whether their answers are right or wrong.
Answers
1 checkout; change 2 bank account; save up
3 special offer; price 4 take; back; receipt 5 give; away
4 Tell students that they are going to do the quiz and find
out whether they are Money Wizards or Money Wasters.
They ask and answer the questions in pairs. Encourage
them to provide additional information, for example, what
kind of special offers they look for (clothes, games, etc.).
Then tell them to read the key on page 121.
Invite different students to say whether they agree with
the key and why.
READING
1 Write Shopaholic on the board and elicit what it means
(someone who is addicted to shopping).
Tell students that they are going to read an article about
a girl called Alison who is a shopaholic. Tell them to
look at the title and ask ‘Why is she asking for help?’
(because she shops too much and wants to stop).
Tell students to read the three statements and predict
which one is not true. Then ask them to scan the article
quickly to find the answer. Check the answer by taking a
class vote on the incorrect statement.
Answers
2 Alison’s problem is a very modern one.
2 Preliminary Reading and Writing, Reading
Part 4 tests students’ ability to understand both the
detailed and global meaning of a text. Students also
need to demonstrate understanding of the writer’s
purpose, attitude and opinion. This part consists of a
long text followed by five four-option multiple-choice
questions.
Ask students to read the questions and options
carefully and to predict the answers before they read
the article again. You may need to explain persuade
(make someone agree to do something), encourage
(make someone more likely to do something), inform
(tell someone about something) and warn (advise
someone not to do something). You could write
the words and definitions in a random order on the
board for students to match.
They read the article and choose the correct options.
Tell them not to worry about any words in the article
they don’t know at this point. Ask them to compare
their answers with a partner and point out
the section of text which provides the answer.
Check answers.
Check understanding of any other new words in the
text by asking other students to explain the meaning.
These may include label (a small piece of material
giving information about the thing it is fixed to) and
anxious (worried and nervous).
Extension activity
Write Shopaholic on the board and divide students into
teams of three. Ask them to write the word as a heading.
Tell them that they have five minutes to write down
things families buy on a shopping trip starting with the
letters in the word (i.e. words starting with s, h, o, p, a, l,
i and c). Provide examples, e.g. sugar, oranges.
Stop students after five minutes and ask one student
from each group to write their shopping lists on the
board. Award points for each answer which is correctly
spelled, and a bonus point for each answer that no other
team has thought of.
Answers
1 C – the article isn’t trying to encourage, persuade or warn
readers. It tells the story of one person, and how she
overcame her addiction.
2 D – the article tells us that she bought clothes, jewellery and
phone covers. It also says she didn’t buy things that were too
expensive, such as shoes.
3 B – this paraphrases According to experts, we all feel excited
after we buy something new. For shopaholics, it’s a little
different. Soon after they buy something, they think they’ve
made a mistake and start to feel miserable.
4 D – A is wrong because she still goes shopping, B is wrong
because it is not mentioned and C is wrong because she
asks ‘Do I need it?’ and walks away if not.
5 A – B is wrong because she no longer needs help, C is
wrong because she realised her problem was serious and D
is wrong because she says ‘It’s great!’
Talking points
Put students into groups of four to discuss the
questions. Then ask one pair from each group to move
to another group and compare their ideas. Hold a short
class discussion, inviting students to share their ideas.
EP Word profile
Put students into pairs to decide what change means
in each sentence (sentence 1 = money that you
get back when you pay more for something than it
costs, sentence 2 = become different, sentence 3 =
something different).
Ask students to write three more sentences using the
three meanings of change. Invite different students to
read out their sentences for the rest of the class to say
whether they have correctly used change.
Monitor as students complete the exercises on page 125.
Check answers.
Shop till you drop 63

Answers
1 1 changed  2 changing 3 changed  4  changing
5 changes
2 1 change  2 changes 3 change
Cooler
Demonstrate the activity by drawing three items on the
board (e.g. a football, a book, a pen) and say ‘I’ve got
a football, a book and a pen’. Invite a confident student
to come to the board and do the same. Then write a
shopping list of three things you want. Include one or
two of the items from the student’s pictures (e.g. a DVD).
Say ‘I want a (DVD). Have you got a DVD?’ Encourage
the student to answer ‘Yes, I have’.
Encourage the student to write their own list, including
an item from your own drawings. The student asks for
the item you have. Mime exchanging the items. Say, for
example, ‘Here’s the football. Thank you for the DVD’.
Repeat with an item on your list that the student doesn’t
have. Encourage them to say ‘No, I haven’t.’ Say that you
will ask someone else for this.
Ask each student to draw three items on a piece of
paper. Tell them to write a list of three things which they
would like, but haven’t got. Encourage them to use I’ve
got, I’d like and Have you got …?
Students mingle to try to swap the items they have with
the items they want. Stop them after five minutes and
find out how many items they managed to swap.
GRAMMAR  Present perfect
1 Books closed. Tell students about something you have
just bought and what you think about it. Say, for example,
‘I’ve just bought a new pair of jeans. They were quite
expensive; I’ve never spent so much money on a pair of
jeans before! I haven’t worn them yet. I’m going to wear
them to a party on Saturday’.
Write the sentences using the present perfect on the
board (I’ve just bought a new pair of jeans, I’ve never
spent so much money on a pair a jeans before, I haven’t
worn them yet). Invite different students to come to the
board and underline the verb forms in the sentences.
Ask ‘When did I buy the jeans?’ (a short time ago),
‘What does never … before mean?’ (never in my life
before now) and ‘Have I worn the jeans?’ (no). Elicit the
form of the present perfect (present simple of have +
past participle).
Books open. Ask students to read the sentences and the
rules. Elicit the irregular verbs (go and wear).
64 Unit 9
Students might ask how the present perfect is different
from the present simple. Ask them to talk to their partner
and discuss the differences. Feed back as a class.
Explain that the past simple is used to describe events
which happened and finished in the past. We usually
know when this happened (for example yesterday, last
week, two months ago). The present perfect has a
connection with now. It may describe an action which
has just finished, e.g. I’ve (just) listened to that new
album or hasn’t finished yet, e.g. I’ve read two books
this week so far (the books are finished but this week
isn’t). We don’t usually know exactly when the action
happened, e.g. I’ve had my hair cut.
Grammar reference Student’s Book  page 146
Answers
been (be) and worn (wear)
2 Ask students to look at the two lists and say which form
of the verbs they are (infinitive and past participle). Put
them into pairs to match the verb forms. Check answers
by reading the list of infinitives and eliciting the past
simple forms.
Review the past participles by playing Bingo! Students
choose six of the past participles and write them down.
Call out the infinitives in a random order. When they hear
an infinitive which matches one of the past participles on
their list, students cross it off their list. The first person
to cross out all of their past participles calls ‘Bingo!’ and
wins the game. Play several times to give more students
the chance to win.
Answers
1 c ​2  f ​3  i ​4  g ​5  j ​6  a ​7  l ​8  k ​9  e ​10  b ​11  h ​
12 d
3 Write I have spent a lot of money this week! I have not
saved any money this month on the board. Ask students
whether any of the words can be contracted. Invite
different students to come to the board and underline
the words they think can be contracted (I’ve, I haven’t).
Write the positive and negative contracted forms for each
sentence on the board.
Ask students to work individually to complete the
sentences, using the correct forms of have/has as in the
example. Monitor and help as they working. Put them into
small groups to compare their answers.
Fast finishers
Ask fast finishers to look at the sentences and decide
whether they are true or false for them. They can tell the
class about their experiences after checking answers to
exercise 3.

Extension activity
Put students into pairs and ask them to make a set of
cards to practise recognition of past participles. They
should choose ten common irregular verbs (e.g. make,
do, win) and write pairs of cards for each verb, one with
the infinitive and one with the past participle.
Put pairs into groups of four to play the game. They
should shuffle the cards and place them face down on
the desk. Tell them not to change the card’s position.
They take turns to turn over a card, say what the
infinitive or past participle form is (their group can say
whether they are correct or not), and then turn over
another card. If the pair matches, i.e. infinitive and past
participle form, they keep the cards. If they don’t match,
the student turns them both back over again and the
next student takes a turn.
Students should start to remember where the cards are.
The winner is the person with the most cards.
Answers
1 haven’t / have not bought 2 ’ve/have never taken
3 ’ve/have saved up 4 ’s/has never borrowed
5 ’ve/have visited 6 ’ve/have never had
7 haven’t / have not met 8 ’ve/have never stolen
Questions and short answers
4 Ask three or four stronger students questions using the
present perfect and ever. Ask, for example, ‘Have you
ever been to Australia?’, ‘Have you ever done a bungee
jump?’ and ‘Have you ever eaten sushi?’ Encourage
them to answer Yes, I have / No I haven’t.
Tell students to read the example and answer the
question. Check the answer.
Ask each student to think of one Have you ever … ?
question. Choose a student to ask their question to
another member of the class. The student answers with
‘Yes, I have’ or ‘No, I haven’t’ and nominates another
student to answer a different question. Continue until
several students have had a turn.
Answer
ever
5 Put students into pairs to look at the verbs in brackets
and to write the past participles. Then call out the verb in
brackets for them to respond with the past participles.
Say ‘I’ve never sold anything online’ and mime putting a
cross in the You column. Then say ‘I’ve earned money
for doing jobs at home’ and indicate putting a tick in the
same column. Tell students to read the list, putting a tick
or a cross for themselves in the You column.
Answers
1 earnt 2 lent 3 used 4 lost 5 received
Corpus challenge
Ask students to correct the sentence in pairs, and then
nominate a student to give the correct answer, identify
the tense (present perfect), and explain why this is used
(to talk about an experience).
Answer
Have you ever had a dog?
6 Students ask their partner the questions. Alternatively,
they could move around the room, asking different
students one question and writing their name in the
Your partner column when they find someone who has
done each thing. Monitor and help as they are working.
Encourage them to give more information if they
answered ‘Yes, I have’ to any of the questions.
7 Invite different students to tell the class about what their
partner has and hasn’t done. Give positive feedback
for extra information and the correct use of the past
participles.
You could play ‘Have you ever …?’ Students take turns
to read out a question. Any students who have done
the action stand up. Those who haven’t remain seated.
Continue until all the questions have been asked.
VOCABULARY been and gone
1 Write be and go on the board and ask students what
the past participles are. Refer them to the pictures and
sentences 1 and 2.
Tell students to work in pairs to decide which meaning
belongs to which example sentence. Check answers.
Explain that here be is similar in meaning to go.
Answers
1 b 2 a
2 Monitor as students complete the sentences individually.
Allow them to check their answers with a partner.
Then invite different students to read out the sentences.
See if the class agrees before confirming answers.
Mixed ability
Weaker students can work in pairs, while stronger
students should be able to complete the exercise
individually. To support weaker students, tell them to ask
themselves ‘Is the person there now (use gone) or have
they come back?’ (use been). ‘Does the question mean
ever in your life?’ (use been) to help them decide.
Answers
1 been 2 gone 3 gone 4 been 5 been 6 gone
Shop till you drop 65
 WRITING A story (2)
1 Ask students to look at the photo and describe what
they can see. Then tell them to read the first sentence
of the story. Put students into pairs to think of something
interesting that might happen on a shopping trip. Invite
suggestions from the class, but do not confirm their
ideas at this point.
2 Set a short time limit for students to read about Lily’s
shopping trip. Invite a stronger student to provide a
summary of the story, and then ask the class whether
any of their ideas were mentioned.
3 Put students into small groups to discuss what they
already know about how to write a story, e.g. the first
sentence should be interesting, so that people want to
read the rest of the story.
Invite some suggestions from the class and then ask them
to compare their ideas to the tips in the Prepare box.
Answer the question about Lily’s story as a class, inviting
students to explain their reasons.
Answers
Yes, Lily’s story has a beginning (visiting the department store),
a middle (entering the competition) and an end (she won
£2,000).
4 Ask students to work in pairs to decide what the highlighted
words in the text mean, using the context to help them.
Invite different students to give their answers but do not
confirm them at this point. Tell them to complete the
exercise and check their ideas.
You could get students to write their own sentences
using the highlighted words.
Answers
1 rushed 2 arrived 3 visited 4 noticed
5 Ask students to cover the Prepare box and to call out
the time adverbs and phrases in Lily’s story. They then
uncover the box and check.
Students then complete the exercise in pairs.
Check answers, inviting students to explain their choices.
Fast finishers
Ask fast finishers to write another sentence with two
options for another fast finisher to complete. They can write
the sentences on the board for the rest of the class to do.
Answers
1 as soon as 2 later 3 while 4 suddenly
6 Give students time to plan their ideas. Remind them to
think of a good beginning, middle and end to their story.
Monitor and help with ideas as they are working.
Ask students to compare ideas with a partner and make
suggestions about how the story might be improved.
66 Unit 9
7 Preliminary Reading and Writing, Writing Part 3
tests students’ control and range of language.
They can choose between writing an informal letter
or a story of about 100 words.
Monitor as students write their stories. Remind them
to use interesting verbs, as well as time adverbs
and phrases.
Ask them to check each other’s stories for spelling
and grammar. Invite confident students to read their
stories aloud.
Cooler
Tell students that they are going to tell a story as a
class. Divide the class into small groups and ask them
to think of an opening sentence. Invite them to share
their ideas and write the sentences on the board. Take a
class vote for the story they would like to tell.
Read out the opening sentence and follow it with
another. Then invite students to think of the next
sentence. Students who wish to provide a sentence
raise their hands. Accept any feasible sentences (i.e.
which follow on from the previous sentence) and
continue the story in this way. Remind them to use
interesting verbs, time adverbs and phrases.
Tell students when it is time to finish the story, and invite
different endings. Ask which ending they like best.
Project
Ask students how people can get or earn money (from
working, winning a competition, pocket money, gifts, etc.).
Put them into small groups to discuss which items they
think people in their country spend most money on
when they go shopping. Invite groups to share their
ideas with the class. Write a list on the board.
Tell students that they are going to find out whether their
ideas are correct by doing some online research into
shopping. They work in their groups to use the internet
to find out which items people in their country spend
most money on when they go shopping. Ask them to
make a note of the most popular items and rank them
in order of popularity. They should produce a graph to
present the information.
In the following class, ask each group to share what
they have found out with the class and to compare their
results to their predictions.
Teacher’s resources
Student’s Book
Grammar reference and practice page 146
Vocabulary list page 132
Workbook
Unit 9, page 36
Go online for
• Pronunciation
• Corpus tasks
10 Taste this!
Unit profile
Vocabulary: Food and drink adjectives
Reading: Ollie, don’t eat that!
Grammar: Present perfect and past simple;
How long? and for/since
Vocabulary: look, taste, smell
Listening: Food and cooking
Speaking: Ordering fast food
Warmer
Write taste on the board and ask ‘What does this mean?’
(the flavour of a particular food in your mouth). Elicit the
other senses (sight, hearing, smell and touch). Then put
students into small groups to discuss these questions:
• What do you usually eat at home?
• What do you like eating when you go out for a meal?
Invite different students to tell the class about someone
in their group.
Your profile
Model the activity by answering the questions. Say, for
example, ‘Pasta is my favourite food, but I don’t like
carrots. I tried kangaroo in Australia!’
Discuss the first question as a class. Then get students
to stand up and mingle, asking different students the
second question. Tell them that the aim is to find the
person who they think has eaten the most unusual food
in the class.
Invite different students to tell the class what the most
unusual food was and who ate it. Ask the student who
ate the food to say where they ate it and if they liked it.
VOCABULARY  Food and drink adjectives
1 Put students into pairs to identify the food in the photos.
Then point to a picture and ask ‘Have you eaten this?
Did you like it?’ Tell students to raise their hands if so,
and find out who has tried the most foods.
2  1.32  Tell students that they are going to listen to a
conversation between Matt and Ali about food. Invite
them to predict what they might talk about.
Read the question aloud. Play the recording for students
to listen and find out. Check the answer.
Explain that a taste test is a test to see whether
someone can identify foods without seeing them.
Audioscript
Matt: Hi, Ali. We’re doing a project in our science class.
It’s about what we eat and drink.
Ali: Oh, yeah. What do you want me to do?
Matt: Well, it’s a taste test. I’m going to give you eight things to
taste. But I’m going to cover your eyes with a scarf … so
you can’t see them. Is that OK?
Ali: Er … not really.
Matt: All you have to do is describe their taste and say what
you think they are.
Ali: What kind of foods are they?
Matt: Don’t worry. There’s nothing horrible. You really don’t need
to be worried.
Ali: OK then. I’ll do your taste test.
Matt: Really? Great! I’ll just tie this around … there! Here’s
number 1.
Answer
A taste test.
3  1.33  Play the recording for students to number the
photos in the order in which they hear them. Allow them
to compare their answers with a partner. Check answers.
Audioscript
Matt: Here’s number 1.
Ali: This is delicious. It’s a fruit. Pineapple, I think. It’s really
juicy! Can I have something to get …
Matt: Number 2.
Ali: Ugh! That’s really sour. What is it? Lemon juice?
It’s horrible. I need a drink now …
Matt: This is number 3.
Ali: Ew! This is disgusting. It’s cold and tastes like rice
and raw meat! Hold on, it’s not as bad as I thought.
It tastes fishy. Is it sushi? You know, raw fish. Salmon
or something like that?
Matt: Number 4.
Ali: Well, it’s obviously curry and it’s really tasty, but it’s also
quite spicy. I love spicy food. Oh, it’s very spicy …
Matt: Now, number 5. It’s a drink, so be careful.
Ali: Mmm … ! It’s warm and oh, it’s really bitter! What is it?
A strong coffee? It tastes like coffee … Like black
coffee …
Matt: Number 6.
Ali: Nice. Something sweet after that bitter coffee. It’s just
cake, I think. Is that right?
Matt: OK, number 7.
Ali: Mmm. It’s hard and very cold. It doesn’t really taste of
anything. Is it some type of frozen vegetable? A pea or
something like that? It feels like a pea but I can’t taste
anything …
Matt: And finally, number 8.
Ali: Mmm … this tastes like bread. Mmm, delicious. It’s still
warm – it must be really fresh.
Answers
1 e ​2  b ​3  a ​4  f ​5  d ​6  h ​7  c ​8  g
4  1.34  In pairs, students match an adjective to the
food. Tell them to use each word once only. Play the
recording for them to listen and check.
Drill pronunciation of the adjectives and nouns. You may
need to pay attention to sour /saʊər/ and raw /rɔː/.
Taste this! 67
 EP Word profile
Audioscript
Narrator: 1 Narrator: 5 Tell students to read the three sentences and ask
juicy pineapple bitter coffee whether they think really has the same meaning in each
Narrator: 2 Narrator: 6 one (no).
sour lemon juice sweet cake Put them into pairs to discuss the meaning of really
Narrator: 3 Narrator: 7 in each sentence. Ask them to share their ideas with
raw salmon frozen vegetables the class (sentence 1 = very; sentence 2 = it is used
Narrator: 4 Narrator: 8 to express surprise at what someone has just said;
spicy curry fresh bread
sentence 3 = no).
Monitor as students complete the exercises on page
125. Check answers.
Extension activity
Put students into pairs to write a list of five foods. Ask
them to think of adjectives to describe them. They can Answers
include colour, shape and size, as well as the adjectives 1 e (emphasising) 2 d (not really) 3 a (really?)
4 c (very great) 5 b (fact)
from exercise 4.
Put pairs together to form groups of four. Pairs take
turns to describe their food for the other pair to guess.
They should award one point for each correct answer. READING
Tell them that they are only allowed three guesses for
1 Ask students to read the title and to say who they think
each food. The winner is the pair with the most points.
Ollie is and what he tried to eat (his pet turtle). Set a short
time limit for them to scan the text quickly to find out.
Answers Elicit what is missing from the interview (the questions).
1 b 2 c 3 d 4 a 5 h 6 g 7 f 8 e Then put students into pairs to read it quickly and say
what they think the questions might be.
5 1.35 Tell students to look at the four adjectives and Tell them to read the missing questions and decide in
decide whether they are positive or negative (delicious pairs which is the right place to put them in the text.
and tasty are positive, disgusting and horrible are Invite different students to give their answers.
negative). Ask them to complete the exercise in pairs.
Play the recording again for them to check their answers. Answers
1 b 2 a 3 d 4 e 5 c
Audioscript
Narrator: 1
Ali: This is delicious. It’s a fruit. Pineapple, I think.
2 Tell students to cover the text and say what they
Narrator: 2
remember about it. Ask them to read the sentences
Ali: Ew! This is disgusting. It’s cold and tastes like rice and think about what information goes in each space,
and raw meat! Hold on, it’s not as bad as I thought. e.g. is the missing word a number, an adjective or
It tastes fishy. Is it sushi? something else?
Narrator: 3 Students read the text and complete the sentences in
Ali: What is it? Lemon juice? It’s horrible. pairs. Point out that they must use the information from
Narrator: 4
the text, but they may not find exactly the same words.
Ali: Well, it’s obviously curry and it’s really tasty.
Invite different students to read out the sentences.

Answers Answers
1 delicious pineapple 2 disgusting sushi 1 two 2 dad 3 nice 4 allow 5 meatier 6 can
3 horrible lemon juice 4 tasty curry 7 sweet 8 ill

6 Put students into groups of six, and tell each student to
choose a different question. They take turns to ask their
question to the group.
Feed back as a class.
3 Ask students to look at the highlighted words in the text
and to decide in pairs what they mean from the context.
Tell them to choose the correct definition for each word,
as in the example. Ask them to compare their answers
with another pair before checking as a class.
Feed back as a class.

Answers
1 b 2 b 3 a 4 a

68 Unit 10
Talking points
Tell students to read the questions and make notes
about what they think. Then ask them to exchange
ideas with a new partner. Share some ideas as a class.
GRAMMAR Present perfect and past
simple
1 Books closed. Ask students what they remember about
the present perfect and how it is different from the past
simple. Read out the example sentences from exercise 1
to help.
Book open. Tell them to look at the two sentences and
complete the rules in pairs. Check answers.
Grammar reference Student’s Book page 147
Answers
a present perfect b past simple c present perfect
2 Put students into mixed-ability pairs to read the
sentences and to choose the correct option.
Invite different students to read out the sentences with
the option they think is correct. Ask them to explain why.
Answers
1 wasn’t (the party is finished)
2 had (this happened yesterday)
3 ’ve been (an experience in life)
4 Have you ever (an experience in life)
5 went (this happened on Sunday)
6 ’ve never ordered (an experience in life)
3 Ask students which tense they think the first question in
each item should be and why (present perfect because
they relate to general experiences in our life). Ask them
how they will answer the questions (Yes, I have /
No, I haven’t).
Ask students which tense the second question in each
item should be and why (past simple because they are
about one specific experience in the past). Ask them
how they will answer the questions (by providing more
information in the past simple).
In pairs, students make the questions. Then tell them to
practise asking and answering them with a new partner.
Check answers.
Mixed ability
Write the present perfect and past simple question
forms on the board for weaker students to refer to
(present perfect: Have you ever + past participle;
past simple: question word + did + person/pronoun
+ infinitive).
Encourage stronger students to complete the activity
without looking at the prompts on the board.
Answers
2 Have you ever made anyone angry? Who was it?
3 Have you ever forgotten your homework? What did your/the
teacher say?
4 Have you ever eaten out with your friends? Where did you go?
5 Have you ever won anything? What did you win?
How long? and for/since
4 Books closed. Tell students about yourself. Say, for
example, ‘I’ve taught English for (three) years. I’ve lived
in (name of town/city) for seven years. I’ve had these
shoes since January’.
Ask some questions using How long…? For example,
‘How long have you studied English?’, ‘How long have
you lived in (name of town/city)?’ and ‘How long have
you had those shoes?’ Students may or may not answer
using for or since.
Books open. Tell students to read the sentences and
complete the rules in pairs.
Answers
a How long b since c for
5 Put students into new pairs and ask them each to decide
whether they are ‘A’ or ‘B’. ‘A’ students work individually to
find the time phrases which use for and ‘B’ students do
the same for since. They compare answers and discuss
any differences of opinion. Check answers.
Answers
for: three weeks, a long time, a few years
since: this morning, 2010, Monday, four o’clock, midday
6 Explain that students should complete the rest of the
sentences so that they are true for them. Ask which
tense they will use (present perfect) and why (because
the sentence describe life experiences).
Monitor as they complete the sentences individually.
Invite different students to read out their sentences.
Answers
1 haven’t missed 2 have been 3 haven’t eaten
4 has worked 5 haven’t done 6 have lived
Corpus challenge
Refer students to the sentence and ask ‘When did the
friendship start?’ (in the past / four years ago), ‘Is it
still true now?’ (yes) and ‘Can we answer the question
How long …?’ (yes).
Put students into pairs to find and correct the mistake
(we use the present perfect to talk about the duration of a
present action. It is often used with the preposition for).
Answer
We have been friends for four years.
Taste this! 69
 7 Write How long? on the board and elicit some questions
using this expression. Tell students to work in pairs to
write the questions from the prompts, using How long?
and the present perfect.
Invite different students to read the questions. Then ask
two students to read the example conversation aloud.
Put them into new pairs to ask and answer the questions.
Invite different pairs to ask and answer the questions in
front of the class.
Answers
2 How long have you studied English? I’ve studied English for/
since …
3 How long have you been in this class? I’ve been in this class
for/since …
4 How long have you lived in your home? I’ve lived in my home
for/since …
VOCABULARY look, taste, smell
1 Elicit the five senses (smell, taste, sight, hearing and
touch). Ask students which senses they use most often
when they eat (look, smell, touch and taste).
Tell them to look at the three sentences and the words
which come after the verbs. Ask ‘Which part of speech
are these words?’
Answer
adjectives
2 Tell students to look at the pictures and say what
they can see. Then ask them to look at the example
conversation and invite two students to read it aloud.
Put students into pairs. Monitor and join in as they
describe the pictures for their partner to guess. Ask two
pairs for each picture to have their conversations in front
of the class.
LISTENING
1 Model the activity by giving your own answer. Say, for
example, ‘I cooked lunch for my sister. I made roast
chicken and salad, and a big cake’. Put students into
pairs to discuss the questions. Ask three or four students
to tell the class about their partner’s experiences.
2 Ask students some questions about the pictures, e.g.
‘Did you cook when you were younger?’, ‘Where do you
get your recipes from?’ and ‘Do you like vegetarian food?’
Tell students that they are going to listen to five people
talking about food. Ask them to read the questions and
work in pairs to make a list of words they might hear.
Invite students to call out the words and write them on
the board to check spelling.
70 Unit 10
3 Preliminary Listening Part 1 tests students’
ability to identify important information from short
monologues or conversations. It consists of seven
listening texts, each with a question and three
pictures. Students listen and choose the picture
which best answers the question. They hear the
recording twice.
1.36 Play the first extract. Then tell students to
read question 1 and play it again for them to choose
A, B or C.
Play the whole recording, pausing after each
extract. Ask students to compare their answers
with a partner. Then play it again without pausing.
Check answers.
Audioscript
Narrator: 1
Man: So, did you cook a lot when you were younger?
Girl: Yes, I made cakes with my mum, and my dad
always said they tasted really good. But that was
when I was quite young.
Man: And now?
Girl: Well, I can fry an omelette, but I’ve never cooked
a whole meal. I tried to grill some frozen beef
sausages last week, but when we tried to eat them,
they were still frozen in the middle!
Narrator: 2
Boy: I love cooking. I make dinner for my parents about
once a week. I’ve made a lot of different things.
I don’t have many recipe books, and I’ve never
had any lessons. I usually use recipes I find on
the internet. I can make a very good chicken and
vegetable soup, but my sister is better. She makes
fantastic curries. They smell incredible!
Narrator: 3
Boy: You’re cooking tonight, aren’t you? Your parents
must be pleased.
Girl: Oh, I don’t cook for them. My parents usually eat
meat or fish for dinner, but I don’t eat meat. That’s
why I do a lot of cooking.
Boy: Don’t you like your mum’s cooking?
Girl: Well, she can cook vegetarian food, but I’m the only
vegetarian in my family, so I can’t really expect my
mum to cook for me every day.
Narrator: 4
Man: OK, I just wanted to let you know what the
arrangements are for lunch. The cafeteria is open
from 12 till 2. There’s usually a selection of hot food,
like mushroom soup or burgers and chips. There’s
always a special meal of the day, too. I think it’s
pizza today. If you just want a snack, they usually
have lots of different sandwiches to choose from.
Narrator: 5
Girl: Hi, James. Mum wants me to check that you can still
come for dinner tomorrow evening.
Boy: Yes, that’s fine. We’re looking forward to it.
Girl: Oh, good. I was just wondering if there’s anything you
or Sara don’t eat? I think we might have roast lamb.
Boy: Yes, lamb would be fine, or chicken. Sara doesn’t
like fish, so it might be best to avoid that.
Girl: OK, great.
 Answers
1 A ​
2 A ​3 A ​4 B ​5 C
SPEAKING  Ordering fast food
1 Tell students to read the menu and to ask and answer
the questions with their partner. You could revise saying
prices before you do the activity (£ = pounds, p = pence).
Invite different students to give their answers.
Answers
1 vegetarian ​2  £3.39 ​3  lettuce and tomatoes
​4 long, thin pieces of potato that have been cooked in hot oil ​
5 for small and large sizes
2  1.37  Tell students to read the questions and then
play the recording. Allow them to compare their answers
with a partner before checking as a class.
Audioscript
Server: Hi. What can I get you?
Jess: Could I have a chicken burger, please?
Server: Of course. Any salads or side orders?
Jess: I’ll have some French fries, please.
Server: Large or small?
Jess: Small, please.
Server: OK. And to drink?
Jess: I’d like an orange juice, please.
Server: OK. Eat in or take out?
Jess: Eat in, please.
Server: That’s £5.99, please.
Jess: Here you are.
Server: Thanks. Here’s your change.
Jess: Thanks.
Server: Your meal will be ready in a couple of minutes.
Jess: Thanks.
Answers
A chicken burger, small French fries and an orange juice; £5.99
3  1.37  Drill the questions from the Prepare box,
encouraging students to copy your intonation. Play the
recording again for them to listen for the phrases and to
make a note of who says them. Check answers.
Answers
Server: W
 hat can I get you? And to drink? Eat in or take out?
Here’s your change.
Jess: Could I have …, please? I’ll have …, please. I’d like …,
please. Here you are.
4 Monitor and help as students take turns to be the server
and the customer. Give positive feedback when they use
phrases from the Prepare box.
5 Invite pairs to act out their conversation in front of the
class. To check whether other students are listening,
ask them to repeat the orders that were placed.
Cooler
Divide the class into two teams and ask them to form
a line. Whisper a fast food order into the first student’s
ear in each team. Students must pass the order down
the line (whispering) until the last person hears it. This
student must come to the board and write the order
without spelling mistakes.
Project
Tell students that they are going to carry out a survey
into the food preferences of their classmates.
Brainstorm types of meals, e.g. fast food, healthy food,
home-cooked food, traditional food, restaurant food,
spicy food, French food.
Put students into pairs to write ten questions about food
preferences and eating habits, e.g. How often do you
eat in a restaurant? Do you like fast food? What kind
of food do you eat at home? Do you like spicy food?
Monitor and help as they are working.
Then put pairs together to ask and answer each other’s
questions and keep a record of their answers.
Students use the information they have collected to
prepare a chart. Ask them to use any available software
to prepare a chart of their choice (a bar chart, pie chart,
or other way of presenting the information).
Students present their findings in the following class.
Display the charts around the classroom or publish
them on the class blog, if you have one.
Teacher’s resources
Student’s Book
Grammar reference and practice page 147
Vocabulary list page 132
Video
Taste this
Workbook
Unit 10, page 40
Go online for
• Pronunciation
• Progress test
• Video extra worksheet 
• Corpus tasks
Taste this! 71
 Culture
What I eat
Learning objectives
• Students learn about what people eat around
the world.
• In the project stage, they write a short profile about
the eating habits of someone in their family.
Warmer
Write breakfast, lunch, dinner and snacks on the board.
Put students into small groups and ask them to write
a list of typical foods that people in their country eat
during a typical day at these times. Share some ideas
as a class.
If you have a multinational class, ask students of
different nationalities about the usual times of meals in
their country.
1 Ask students to look at the photos and discuss as a
class where the people may be from.
Then divide the class into pairs and ask each pair to look
at a different photo and text.
Invite different students to tell the class about the person
they read about and decide as a class which person has
the healthiest diet and why. Do not confirm answers at
this point.
Students then read the information for the other
two people.
2 Write calories on the board and ask students if they
know what it means. Ask them to read the information
in the box about calories and check their ideas.
Tell students to read the profile for the first person they
read about in exercise 1. Then invite different students to
tell the rest of the class about the person.
Students then read the remaining profiles and check
their answers to exercise 1. You could ask different
students how healthy they think their diet is and why.
Answers
Coco is from Canada, Teri is from Namibia, and Chen is from
China. Coco is probably the healthiest person because she is
vegetarian and eats the right number of calories per day.
3 Ask students to read the questions and discuss
them in pairs, without referring back to the text. Invite
suggestions from the class.
Tell students to read the text again to check
their answers. Invite different students to answer
the questions.
72 Culture
Then ask them to read the text again and make a note of
any words they aren’t familiar with. Ask them to pass their
list of words to another pair, who work out the meanings
from the context, write definitions and pass them back.
Monitor and help as they are working.
Invite different students to call out a word and the
definition they’ve been given, for the rest of the class
to decide whether the definition is correct. Provide
definitions yourself if necessary. Unknown words may
include lorry (a large road vehicle for carrying goods from
place to place), fried (cooked in hot oil or fat), special
offer (a price which is lower than usual) and afford (have
enough money to buy something).
Ask students what they found interesting about the
three people.
Extension activity
Ask students to work in pairs. Ask them to choose a
country or continent and to write down the kinds of food
which are eaten there. Ask them to think about breakfast,
lunch, dinner and snacks.
Put students into new groups to share their ideas. Then
invite different students to tell the rest of the class which
country they found out about. Check any new vocabulary
by writing spellings on the board and drilling pronunciation.
If your class has internet access, students could do an
online search for information before reporting back to
the class.
Answers
1 Because he is a long-distance lorry driver. ​
2 He eats while he is driving.
3 Because she cycles to school and grows her own vegetables. ​
4 Because she is vegetarian.
​5 There are always lots of special offers.
​6 He only eats Chinese food.
4 Put students into pairs to find the food and drink in the
pictures, and say which ones do not appear. Invite them
to call out the answers, checking meaning by asking
them to point to the food in the appropriate picture. Drill
pronunciation, paying attention to lettuce /ˈlet.ɪs/.
Ask students to tell their partner which of the foods they
like and dislike. Then invite students to tell the rest of the
class about their partner.
Possible answers
apple, beef, biscuits, mineral water, peas, rice, soft drink, soup,
strawberry
5 Do the first of this activity as a race. Put students into
new pairs and tell them to complete the table as quickly
as possible. Write the category headings on the board
while they are working.
 As they finish, ask one student from each pair to come
out to the front of the class. Record the order in which
they arrive.
Ask the first student to arrive at the front to read out the
words for each category and add any correct items under
the appropriate heading on the board. Award points
for each correct item, but take away a point for each
incorrect item. Find the winning pair by asking the other
teams to show you their lists and checking whether they
have more correct answers.
Set a short time limit for pairs to brainstorm other foods
to add to the columns. Call out the categories in turn and
8 Ask students to work with someone they haven’t worked
ask students to call out their answers.
Answers
Meat Vegetables Fruit Drinks Other
beef cabbage strawberry mineral water biscuits
chicken carrot soft drink crisps
lettuce pasta
peas popcorn
rice
soup
6  1.38  Tell students that they are going to find out about
the diets of Josh and his mum, who are British. Brainstorm
British foods that students know (they will probably say
English breakfast, roast beef, and fish and chips).
Play the recording for students to answer the question.
Check the answer.
Project
Audioscript
In the morning, I have breakfast with my mum. I usually have
cereal but Mum has a boiled egg. I have juice, but Mum drinks tea.
At lunchtime, I have dinner at school. I usually have something
like pasta or fish. And then some fruit, like an apple. Sometimes
there’s less healthy stuff, like burgers and chips. For lunch, Mum
has chicken sandwiches, with crisps – she loves salty things.
Mum doesn’t eat any fruit.
Then in the evening we usually have some meat, potatoes and
vegetables. I hate cabbage but Mum loves it. Sometimes my mum
has a lot of snacks in the evenings. She loves sweet stuff – like
chocolate biscuits and ice cream.
Answers
Josh probably has a healthier diet than his mum, because his
mum eats lots of snacks (crisps and sweet things) and doesn’t
eat fruit at lunch.
7  1.38  Tell students to read the words in the box.
Check understanding by saying the words in turn and
inviting different students to come to the board and draw
the item. Drill pronunciation. Then play the recording for
students to listen and make a note of what Josh’s mum
eats. Check answers.
Ask which item she eats that isn’t on the list (boiled egg).
Play the last part of the recording again for this (from …
in the evening …).
Ask students what they can do to avoid eating too many
snacks, and what healthy snacks they could eat instead.
For example, they could eat only when they are hungry.
They could eat fruit or nuts as snacks.
Answers
Josh’s mum eats biscuits, cabbage, chicken sandwiches and
ice cream, and she drinks tea.
with in this lesson. Tell them to discuss the questions.
Monitor and join in with the discussions. Point out that
they will have to decide for themselves the reasons for
the second question. (For example, they probably ate
traditional food because fast food wasn’t available, or
was expensive. They may have grown their own food.)
Invite different pairs to share their ideas with the rest of
the class and hold a brief class discussion about how
eating habits have changed. Ask different students what
their parents and grandparents used to eat when they
were teenagers.
Cooler
Consolidate the food vocabulary by drawing an item on
the board and asking students to call out the name of
the food. The first person to give the answer with correct
pronunciation then takes a turn at drawing. Try to make
sure everyone gets a chance to draw.
Tell students that they are going to interview a member
of their family (or a friend if they prefer) and make a
poster about their diet.
Ask students to read the instructions and allow them
time to carry out their interviews. Ask them to make
notes about the meals the person typically eats. Tell
them to bring in a photo of the person they interviewed,
to add to their poster.
Remind students to research the number of calories in
each of the foods they have written down, by carrying
out an internet search.
Students prepare their posters. Monitor and help as they
are working.
Display the posters around the classroom, and invite
students to read about the different people. Ask them to
find the person whose diet is most similar to their own,
and tell the rest of the class what the similarities are.
What I eat 73
 11 A healthy future

Audioscript
Unit profile Narrator: a Narrator: f
Vocabulary: Health and illness Speaker 1: forehead Speaker 1: knee
Reading: We will live for 1,000 years Narrator: b Narrator: g
Grammar: will and be going to Speaker 1: chin Speaker 2: shoulder
Vocabulary: Illnesses and injuries: verbs Narrator: c Narrator: h
Writing: An online comment Speaker 2: throat Speaker 2: ankle
Narrator: d Narrator: i
Speaker 2: finger Speaker 1: thumb
Narrator: e Narrator: j
Warmer
Speaker 1: elbow Speaker 1: toe
Write Healthy on the board and elicit its meaning
(physically strong and well).
Put students into small groups and ask them to make a Answers
list of as many ways to be healthy as they can. Tell them a forehead ​b chin ​c throat ​d finger ​e elbow ​
not to repeat ideas (e.g. doing exercise only counts as f knee ​ g shoulder ​h ankle ​i thumb ​j toe
one idea, so they shouldn’t just make a list of different
sports. Other ideas may include eating healthy food, 2 Tell students to look at the examples in the table. Monitor
drinking lots of water and getting plenty of sleep). and help as they complete it in pairs. Ask three different
Stop the activity after two or three minutes and ask pairs to read out their lists (one for Head, one for Leg
each group to read out their list to find a winner. Award a and one for Arm) and check the class agrees before
single point for each correct answer, and double points confirming answers.
for any ideas that no other team has thought of. Direct students to the words on the board from
exercise 1. Ask them to add any other words to the table
Your profile if they fit in the columns. If they don’t fit, tell them to
This unit focuses on illness and injury, so try to keep the create a new heading, e.g. Body.
focus on common, non-serious illnesses and injuries to
avoid making anyone feel uncomfortable. Extension activity
Model the activity by telling the class about yourself. Play ‘Simon says’. Give instructions to the class. Say, for
Say, for example, ‘I’m quite healthy. I eat a lot of example, ‘Simon says touch your forehead’. Indicate that
vegetables and I do some exercise every day’. Invite when you give the instruction, they should touch the
different students to answer the first question. You could corresponding part of their body.
write not very, quite and very on the board to help them. Give some instructions without saying ‘Simon says’. Say,
Ask for a show of hands for the second question. Divide for example, ‘Touch your knee’. Any students who follow
the class into small groups, each with a student who an instruction without Simon says is out of the game.
has broken an arm or a leg or with a student who knows The winner is the final student remaining.
someone who has broken a part of their body. Feed
back as a class.
Answers
Head: forehead, throat
Leg: knee, toe
VOCABULARY  Health and illness Arm: finger, shoulder, thumb

1  1.39  Books closed. Put students into pairs and ask

them to make a list of ten parts of the body. Feed back
as a class and write the body parts on the board.
Books open. Ask students to look at the words in the box
and check meaning. Call out each one and get the class
to point to the corresponding part of their own body. Drill
pronunciation, paying attention to ankle /ˈæŋkl/, elbow
/ˈelbəʊ/ and throat /θrəʊt/.
In pairs, students match the body parts to the picture.
Ask them to compare their answers with another pair.
Play the recording for them to check answers. Point
to the corresponding parts of your own body and ask
students to call out the names of the correct body part.
3  1.40  Ask ‘When was the last time you were ill?
What was wrong?’ Then say ‘I cut my finger when I was
making dinner last night and it’s sore! Have you ever had
an accident? Have you ever had a sports injury?’ and
invite different students to share their stories.
Tell them that they are going to listen to three different
conversations about people who are not well.
Ask students to look at the three sentences and elicit
what goes in each gap (a name). Write Sam, Kelly and
Josh on the board. Play the first conversation and pause
for students to say which sentence they think matches
what they’ve heard, a, b or c. Repeat the process for the
remaining conversations.

74 Unit 11
Audioscript 5 Nominate two students to read out the example
Narrator: One conversation and draw attention to Me too. Ask ‘Which
George: Hi, Sam. Do you fancy watching a film this evening? tenses are used? Why?’ to review the present perfect
Sam: Oh, no thanks. I played two tennis matches yesterday (I’ve had) used to talk about experiences in our life and
and I’ve got aches everywhere – my arms, my legs, past simple (I had) used to say exactly when something
my feet – everything hurts! I’m going to be asleep by happened.
nine o’clock!
Remind students to use the list of illnesses and injuries
Narrator: Two
Pedro: Hi Kelly. Are you OK? I heard you fell over at school
on the board to talk about their own experiences. Monitor
yesterday. What happened? and join in as they discuss the questions in pairs.
Kelly: Oh, it was really stupid. I was running along a Invite pairs to talk about their illnesses and injuries. Then
corridor at school. Suddenly, this girl walked out of a ask the class to raise their hands if they have suffered
classroom and I ran straight into her. from the same ones. Make a record of how many
Pedro: So, how are you? students raise their hands next to each illness or injury
Kelly: Well, I’ve got a headache, and I’ve got a cut inside
on the board.
my mouth. That’s a bit sore. And I think I need to go to
the dentist. I’ve got toothache. 6 Tell students to look at the chart and ask ‘What does it
Pedro: Oh, dear. And what about the other girl? show?’ (how many students have had different illnesses
Kelly: She hurt her nose, but it isn’t broken. She’s going to or injuries), ‘What are the numbers on the left?’ (number
be all right.
of students) and ‘Why are the bars different heights?’
Narrator: Three
(more students have had stomach ache than a broken
Dora: Are you OK, Josh? You look really tired.
arm, for example).
Josh: Yeah, I’m not feeling great, actually, Dora. I feel really
hot – I think I’ve got a fever. Put students into groups of four to make a similar chart
Dora: Maybe you’re getting a cold. Have you got a sore about their group. Tell them to choose four of the injuries
throat? or illnesses. Each student is responsible for asking
Josh: Yeah, I’ve got a sore throat and a cough, and last questions about one of the illnesses or injuries, e.g.
night I had earache, too. ‘Have you ever broken your arm?’
Dora: It sounds like you should be at home in bed! I had a
Invite a spokesperson from each group to stand up, show
headache last night too.
Josh: Yeah, I think you’re right. I hope it’s just a cold, and the class their chart and talk about it.
not flu!

Answers
a Josh b Kelly c Sam
4 1.40 Put students into small groups to make a list of
illnesses and injuries. Tell them to write down as many
as they can in one minute. Find out which group has the
longest list and invite them to come and write it on the
board. Elicit any other illnesses or injuries and add these
to the list. Leave the list on the board, as you will need it
in exercise 5.
Ask students to compare the words on the board to the
words in the box. Drill pronunciation, paying attention
to cough /kɒf/ and stomach ache /ˈstʌm·ək ˌeɪk/, and
check meaning by asking students to mime the illnesses
or injuries.
Tell them to complete the sentences using the words,
and then play the recording for them to listen and check.
Ask ‘Which word don’t you need? What does it mean?’
(stomach ache means pain in your stomach).
Answers
1 aches
2 a cut; sore; toothache
3 broken
4 a fever
5 a cold
6 a cough; earache; flu
READING
1 Tell students to look at the text without reading it and
elicit what kind of text it is (an online news article). Refer
them to the title and ask ‘Is this about now or the future?’
(the future), ‘How long do people generally live now?’ and
‘Who’s the oldest person you know? How old are they?’
Set a short time limit for students to read the text quickly
to find out what de Grey’s ideas are (He believes that
humans will live for 1,000 years). Ask them to scan the
comments and take a class vote on whether the answer
is Simone, Hannah or Damian.
Answer
Damian’s (He says ‘I think de Grey is right’.)
2 Preliminary Reading and Writing, Reading
Part 3 (True/False) tests students’ ability to read a
text quickly to find specific information. It consists of
a long text and ten True/False questions. Students
scan the text and say if each sentence is true or
false.
Ask students to read the sentences and decide
which ones they think are correct and which are
incorrect before they read the article again. Check
understanding of usually (in the way that most often
happens), already (before now) and soon (after a
short period of time).

A healthy future 75

Students then read the article and check their
answers. Tell them not to worry about any words
they don’t know at this point.
Invite different students to read out a sentence, say
whether it is correct or incorrect and correct any
false sentences.
Answers
1 Incorrect. In 1900, many people died at the age of about 50.
2 Incorrect. Most cars last 10–15 years.
3 Incorrect. Scientists are now inventing drugs that can
completely repair old or damaged parts of our bodies.
4 Correct
5 Incorrect. He predicts that people are going to start taking
them in the next few years.
6 Incorrect. There will still be accidents and other causes of
death.
3 Ask students to read the three comments. Invite more
confident students to give a quick summary of what each
person says.
Tell them to read the statements and choose the correct
answers. Ask them to compare their answers with a
partner and invite different students to feed back to the
class, explaining why they think it is the correct answer.
Answers
1 C 2 A 3 A
4 Ask students to work with a partner and decide what the
highlighted words mean from the context. Invite different
students to give their definitions.
Ask students to match the meanings to the highlighted
words. Check answers.
Check understanding of any other new words in the text.
Encourage other students to provide definitions if they
can. New words may include diseases (an illness caused
by an infection or by a failure of health and not by an
accident) and definite (clear and obvious).
Answers
1 inventing 2 alive 3 owners 4 cure 5 for ever 6 warns
Talking points
Discuss the article as a class. Ask ‘Do you agree with Dr
de Grey’s ideas? Why / Why not?’ Take a vote on which
of the comments students agree with.
Monitor and join in as students discuss the questions in
pairs. Give positive feedback for interesting ideas. Then
put pairs together to form groups of four to discuss the
questions again.
Share some ideas as a class and find who would like to
live to be 1,000 and why / why not.
76 Unit 11
EP Word profile
Ask students to read sentence 1 and ask ‘What does for
mean?’ (it is used to show an amount of time, e.g. 1,000
years). Tell them to read sentences 2 and 3. Ask ‘Does for
mean the same here?’ (sentence 2 = yes; sentence 3 =
no). Ask ‘What does for instance mean?’ (for example).
Ask students to write three more sentences using for with
a period of time, for ever, and for instance. Invite different
students to read out their sentences for the rest of the
class to say whether they have used for correctly.
Monitor as students complete the exercises on page 125.
Check answers.
Answers
1 for instance 2 for sure 3 for sale 4 for fun 5 for ever
Cooler
Write these prompts on the board: cars, houses,
students, mobile phones, food. Then write these time
expressions: in 2020, in 100 years, in 1,000 years.
Students work in small groups to make predictions
about the prompts using each of the time expressions.
Provide an example first. Say, for example, ‘In 2020, cars
will be the same as they are now. In 100 years, they will
be much faster and cleaner. In 1,000 years, cars will
be able to fly!’ Monitor and join in with the discussions,
helping with ideas and language where necessary.
GRAMMAR will and be going to
1 Books closed. Ask students to say what they remember
about the article. Confirm their answers by repeating
them back using will or be going to where appropriate,
e.g. ‘People will live to be 1,000 years old’ and ‘Drugs are
going to help us to stay young and healthy’.
Books open. Tell students to read the four sentences
and look at the future forms in bold carefully. Ask them
what they think the difference is between will and be
going to. Put students into pairs to match the rules to the
sentences. Check answers.
Grammar reference Student’s Book page 148
Answers
1 a 2 d 3 c 4 b
2 Books closed. See if students can remember the rules
for will and be going to. Books open. In pairs, ask them
to choose will or be going to in each of the sentences.
Monitor and help as they are working. Invite different
students to read out the completed sentences. See if
the class agrees, and encourage stronger students to
explain why they chose their answer.
Answers
1 will 2 ’ll make 3 ’m going to have 4 ’s going to rain
5 ’m going to go 6 will find
3 Ask students to look at the first picture and elicit a
sentence using will or be going to. Repeat the process
with the other three pictures.
Tell students to look at the four sentences and complete
them using the correct forms. They do this individually
and then check their answers in pairs. Invite different
pairs to read out the completed conversations. Invite the
class to say whether the future form is correct or not and
why. Ask them to correct any errors.
Answers
1 won’t have 2 ’m not going to come 3 ’ll help
4 ’re going to crash
4 Ask students to read the questions. Elicit which future
form is used in each question and why.
Students work individually to make notes to answer
the questions. Encourage them to think of reasons why
where appropriate.
Ask students to work with a new partner. Tell them to
number the questions 1–5 in terms of how interesting
they are. They ask and answer the questions, starting
with the most interesting one. Monitor and join in with
the discussions. Give positive feedback for interesting
answers and the correct use of will and be going to.
Invite pairs to ask and answer each question in front of
the class.
Fast finishers
Ask fast finishers to match the questions to the rules
in exercise 1. They can explain them to the class after
feedback to exercise 4.
Corpus challenge
Put the students into pairs to correct the sentence.
Tell them to check with the rules if they are not sure.
Nominate a student to give the correct version and
explain why going to is used (to talk about a decision
that has already been made).
Answer
I think we are (we’re) going to go shopping at the weekend.
Extension activity
Before class, make several sets of cards with the
following sentences written on them: I’m hungry! / I’m
thirsty! / I’ve got a headache. / I’ve got to get up early
tomorrow. / There’s no food in the fridge! / I’ve cut
my finger. / I can’t find my phone. / I haven’t got any
money. / I’m too hot! / My bedroom is really dirty.
Put students into pairs. They place the cards face down and
take turns to pick a card up and read the sentence aloud.
Their partner makes an appropriate response using will
or be going to, for example, I’ll get you a drink. / I’m
going to tidy my bedroom this afternoon.
Students play a second round, responding to the cards
they didn’t respond to in the first round.
Alternatively, write the sentences on the board for
students to work through in pairs. In feedback, read out
each sentence and invite different students to respond.
VOCABULARY Illnesses and injuries: verbs
1 Elicit the illnesses and injuries vocabulary from page 64.
Write a list on the board without the verb (for example,
sore throat, a leg).
Ask students to look at the verbs in the box and decide
as a class which verbs go with each of the words 1–3.
Tell them that it may be possible to use more than one
verb per word.
Then ask them to look at the list on the board. Call out
each of the verbs in turn, e.g. break, and invite different
students to come and write it next to any illness or injury
it goes with.
Answers
1 catch, get, have 2 feel, get, be 3 break, cut, hurt, injure
2 Ask students to look at the example sentence and point
out that the verb catch isn’t used with better.
Put students into pairs to decide which two answers fill each
gap. Ask them to compare their answers with another pair.
Invite pairs to read out their sentences with the two
alternatives.
Answers
1 b, c 2 a, c 3 a, b 4 a, c 5 a, c 6 b, c
3 1.41 Tell students they are going to listen to Matt,
who is ill. Set a short time limit for them to complete the
gaps in pairs before they listen. You may need to explain
exhausted (very tired) and medicine (a substance used
to cure an illness or injury).
Play the recording for them to listen and check their
answers. In feedback, ask different students to read out
the text sentence by sentence.
Audioscript
I’m at home because I’ve got flu. I was feeling a bit ill at the
weekend and now I’m exhausted. My sister’s got flu too, so
maybe I caught it from her. I’ve got a fever at the moment, and
aches in my arms and legs. I’ve taken some medicine and my
mum says I’ll feel better soon.
Answers
1 was feeling 2 ’s got 3 caught 4 ’ve got 5 feel
WRITING An online comment
1 Ask students to look at the pictures and to guess the
theme of the Writing section.
A healthy future 77
 Put them into small groups to discuss the question. Invite
different students to talk about a member of their group
and ask the class to guess who it is.
2 Tell students to read Oscar’s question. Ask ‘Who is he
asking for advice?’ to elicit that this is an online comment.
Students discuss their ideas in pairs before feeding back
as a class.
Answers
How to keep fit over the summer.
Students’ own answers.
3 Set a short time limit for students to read the replies and
find out whether their own ideas are mentioned.
Ask ‘Which idea do you like best? Why?’ and discuss
ideas as a class.
4 Ask students to read the replies again and find phrases
for making suggestions. Tell them to read the phrases in
the Prepare box to check their ideas.
Answers
1 Why don’t you …? 2 Maybe you could …, remember to …
3 You should definitely …, what about …, don’t forget to …
5 Students complete the exercise in pairs, referring to the
replies and the Prepare box to help them.
Nominate a student to read the first completed sentence
and name another student to read out the next sentence.
Continue until all the sentences have been read out.
Fast finishers
Ask fast finishers to write another sentence with a
missing word for another fast finisher to complete. They
can read their gapped sentences aloud for the class to
complete.
Answers
1 What 2 Why don’t 3 could 4 should 5 Remember
6 Don’t
6 Students work in pairs to correct the mistakes. Feed
back as a class, encouraging students to explain why the
sentences are incorrect.
Answers
1 Maybe you could go to your local swimming pool.
2 What about signing up for a summer camp?
3 You should definitely try to do some exercise every day.
4 Don’t forget to warm up before you go running.
5 Why don’t you look online to find sports clubs in your area.
7 In Preliminary Reading and Writing, Writing Part
2, students write a short message of between 35
and 45 words, e.g. a postcard, note or email. They
are given a short text, including three content points,
to respond to.
78 Unit 11
Students are assessed on their communication
of these three points and on the clarity of their
message. Give students time to think of something
exciting that Oscar could do. Monitor and help as
they write their reply. Remind them to use phrases
from the Prepare box and to check their work for
spelling and grammar mistakes.
Invite different students to read out their replies and
ask the class which idea they like best.
Cooler
Books closed. Consolidate the verbs used when talking
about illnesses and injuries. Divide the class into small
groups.
Read out the sentences from exercise 2 on page 66
saying beep for the missing word. Give students ten
seconds to decide what the missing word is.
Award a point for each correct answer to find the
winning team.
Project
Ask students to imagine what school life will be like in
the future. Tell them that it is the year 3000.
Put students into small groups to discuss:
• what they will wear
• what lessons they will have
• what the classroom will be like
• what facilities the school will have
• what technology they will use
• what food they will eat at lunchtimes
Monitor and encourage students to use their
imaginations. Tell them to make notes about each point.
Students work in their groups to prepare a PowerPoint
presentation based on their predictions.
Make each student responsible for one of the ideas,
preparing one or two slides about it. Remind them to
use will (or be going to where appropriate) to talk about
their ideas.
Remind them to add pictures to some of the slides.
In the following class, groups give their presentations.
Students should listen and say whether they think the
ideas will happen or not and why.
Teacher’s resources
Student’s Book
Grammar reference and practice page 148
Vocabulary list page 132
Video
Healthy future
Workbook
Unit 11, page 44
Go online for
• Pronunciation
• Video extra worksheet
• Corpus tasks
12 Incredible wildlife
Narrator: i Narrator: o
Unit profile Speaker 1: donkey Speaker 2: giraffe
Vocabulary: Animals Narrator: j Narrator: p
Reading: Animals: interesting, unusual and imagined Speaker 1: bat Speaker 2: butterfly
Grammar: Modals of probability Narrator: k Narrator: q
Vocabulary: Adverbs of probability Speaker 1: fly Speaker 1: tiger
Listening: A podcast Narrator: l Narrator: r
Speaking: Describing a picture (1) Speaker 1: ant Speaker 1: kangaroo
Narrator: m Narrator: s
Speaker 2: mosquito Speaker 1: penguin
Narrator: n Narrator: t
Warmer
Speaker 2: frog Speaker 1: whale
Ask ‘Which is your favourite animal? Why?’
Put students into small teams and tell them to write three
headings: Animal, Insect and Bird on a piece of paper. Answers
Explain that you are going to read out a list of animals, a snake ​b bee ​c parrot ​d bear ​e camel ​f shark ​
insects and birds and that they have to write them in the g rat ​
h dolphin ​i donkey ​j bat ​k fly ​l ant ​
m mosquito ​ n frog ​o giraffe ​p butterfly ​q tiger 
correct column. Tell them not to worry about spelling.
r kangaroo ​s penguin ​t whale
Read out the animals, insects and birds from exercise 1
on page 68. Then ask each team to read out the words
in their columns. Do not confirm answers at this point. 2  2.03  Divide students into small groups and ask them
to choose a team name. Write the team names on the
Your profile board. Ask each team to choose a writer and tell this
person to write numbers 1–10 on a piece of paper. Ask
Model the activity by telling students which animals
them to read the questions but not to discuss them yet.
you have seen by pointing to the pictures (but don’t say
the words at this point). Tell them where you saw the Books closed. Read out each question and the four
animal. Say, for example, ‘I saw this animal at the zoo’. options twice. Give students ten seconds to decide on
Choose a student to stand up, point to the animals they their answer and write it down. Books open. Ask students
have seen and say where. The student then nominates to check they have written down the right letter, but tell
another student to do the same until several students them not to change their answers.
have had a turn. Get students to swap their papers with another team.
Ask the second question and invite students to hold Play the recording for them to check and mark their
up their books and point to the pictures (or call out the answers. The team with the most points is the winner.
names of the animals if they know them). Ask ‘Which facts surprised you?’

Audioscript
VOCABULARY  Animals Narrator: 1
Ants are very organised animals. They live in groups of many
1  2.02  Ask students to look at the words and drill thousands and they’ve even got farms where they grow
pronunciation, paying attention to kangaroo /ˌkæŋɡərˈuː/, mushrooms to eat!
mosquito /mɒˈskiːtəʊ/, bear /beər/ and giraffe /dʒɪˈrɑːf/. Narrator: 2
Sharks and tigers attack humans, but not very often. However,
Put them into pairs to match each word to a photo.
when mosquitoes bite humans, they can give us a disease called
In feedback, call out the name of an animal and ask malaria. Malaria from mosquitoes kills more than one million
students to point to its picture. people every year.
Play the recording for students to listen and confirm their Narrator: 3
answers. Bats have very poor eyes so they use sound to find their food.
They produce a high sound, which bounces off objects which are
Now check answers to the game from the Warmer. Award close to them. Bats use this sound to find where small insects are
points for each correct answer to find the winning team. so they can catch them.
Narrator: 4
Audioscript Bears love the sweet smell of toothpaste! Bears sometimes go
Narrator: a Narrator: e into tents when people are camping in the mountains because
Speaker 1: snake Speaker 2: camel they want to eat the toothpaste! It’s a good idea to leave your food
Narrator: b Narrator f and your toothpaste outside your tent if you’re camping in the
Speaker 1: bee Speaker 2 shark mountains.
Narrator: c Narrator: g
Speaker 1: parrot Speaker 2: rat
Narrator: d Narrator: h
Speaker 1: bear Speaker 2: dolphin

Incredible wildlife 79
 Narrator: 5
Frogs and butterflies move their feet a lot, but only the bee
communicates by dancing. A bee’s dance can tell other bees
where there is food.
Narrator: 6
Dolphins and monkeys have got big brains, like humans. Dogs have
got smaller brains and they can’t recognise themselves in a mirror.
Narrator: 7
A lot of people think that camels don’t drink very much. But, in fact,
when they do drink, they drink quite a lot. Giraffes drink very little
because there’s already a lot of water in the leaves of the trees that
they eat.
Narrator: 8
3 Set a short time limit for students to read the article and
Whales live in family groups of up to 20. Bats and bees live
together in very large groups, but flies don’t live with a group of
other flies. They live on their own, wherever they find food.
Narrator: 9
Most animals are frightened of lions, but not donkeys. Donkeys
don’t run away when there’s a lion nearby. Nobody knows why!
Narrator: 10
Bats and parrots can fly. Some ants can fly as well. Penguins
have got wings, but they can’t fly.
2 Ask students to read the title of the article and predict
what they will find out about the animals in the photos
(what they are, where they live, why they are unusual).
Ask them to read the paragraph headings. You may need
to explain fear (a strong, unpleasant feeling that you get
when you think that something bad or dangerous might
happen) and species (a group of animals who share
similar characteristics). Ask students to discuss the
headings in pairs before holding a brief class discussion
about what they think each paragraph is about.
match each heading to a paragraph. Tell them not to
worry about any words they don’t know at this point, but
just to focus on the general meaning of each paragraph.
Allow students to compare their answers with a partner
before checking as a class.
Answers
1 B ​2  D ​3  C ​4  A

4 Tell students to read the article carefully. Then ask them

Answers to cover the article and read the statements.
1 a ant 6 a dog
Tell them to discuss each statement with a partner and
2 d mosquito 7 c giraffe
decide whether it is correct or incorrect according to the
3 c bat 8 d fly
4 a bear 9 b donkey
article. Ask them to check their answers by scanning the
5 b bee 10 c penguin article again, looking carefully for the specific information.

3 Ask students to work in pairs and decide which animal is
being described. You may need to explain fur (the thick
hair that covers the bodies of some animals like cats
and rabbits).
Check answers. Ask ‘Do you like these animals?’
Answers
1 rat ​2  tiger ​3  ant ​4  frog
4 Demonstrate the activity by describing one of the animals
in the pictures for the class to guess. Say, for example, ‘This
animal lives in Africa. It has four legs, a tail and a very long
neck!’ Ask a confident student to do the same.
Students work in pairs, describing animals for their partner
to guess. Stop them after a few minutes and invite different
students to describe an animal for the class to guess.
READING
1 Ask four stronger students to describe the photos as in
exercise 4 on page 68. Take a class vote on whether they
are describing photo A, B, C or D.
Answers
A rat ​B  tree kangaroo ​C  coelacanth ​
D sasquatch/yeti (footprint)
Answers
1 Correct ​2  Correct 
​3 Incorrect. It was common 200–300 million years ago. ​
4 Correct ​5  Correct
5 Read out the meanings one by one for students to
discuss in pairs which highlighted word it matches.
Check understanding of any other new words in the text.
Encourage other students to provide definitions if they can.
New words may include imaginary (not real but imagined in
your mind), and stay still (stay without moving).
Answers
1 exist ​2  jungle ​3  rare ​4  common
Talking points
Give each student a number: 1 or 2. Divide them into
groups with students who have the same number. Group
number 1 should discuss the first question, and group
number 2 should discuss the second question. Monitor
and join in with the discussions, helping with ideas and
language where necessary. Give positive feedback for
interesting ideas.
After a few minutes, put students into new groups, each
with one or two students of each number. Ask them to
share their ideas before feeding back as a class.

80 Unit 12
EP Word profile Students complete the exercise individually and then
Divide the class into groups of three and give each compare their answers with a partner. Invite different
group a sentence to look at. Ask them to think about the students to read out the completed sentences. Ask them
meaning of the sentence and write another sentence to explain their answer.
using the word still in the same way.
Put students into new groups of three, with one student Mixed ability
who discussed each sentence in each group. Ask To support weaker students, do the exercise as a
students to read out the sentence from the Word profile, class. Ask stronger students to use gesture and facial
explain the meaning (sentences 1 and 3 = continuing expression to provide further explanation of the options,
to happen; sentence 2 = without moving) and then read e.g. nodding for must, shaking their head for can’t, and
out their sentence. The rest of the group should listen waving their hands side-to-side for might and could.
and decide whether they think the meaning and new
sentence are correct. Share some ideas as a class.
Monitor as students complete the exercises on page Answers
126. Check answers. 1 can’t 2 could 3 might 4 can’t 5 might 6 must
7 can’t 8 must

Answers Corpus challenge

1 1 continuing 2 despite 3 not moving 4 drink 5 despite
2 1 There are still 1,500 wild tigers in India. Ask students to read the sentence, written by a student.
2 They still haven’t found any new species.
Ask them to look at the verbs and elicit which modal
3 Bears often sit still for a long time.
verb is used and what the tense is (can; present
4 The scientists still need more money.
simple).
5 This is still water. I asked for sparkling water!
6 I only got 60%, but I still passed.
Tell them that there is one mistake in the sentence.
Ask them to work in pairs to decide what the mistake is.
Invite a student to say what the mistake is and why it
is wrong (can is used to express ability, whereas this
Cooler
sentence is about probability). Ask another student to
Divide the class into three groups and get students to
correct the mistake.
form three lines, standing one behind the other in front
of the board. Answer
Show the three students at the front of the lines the This could/might be the best trip ever!
animals on page 68. Point to an animal and tell them to
whisper its name to the student behind them. Students
continue whispering its name down the line. 3 2.04 Play the first sound. Say ‘What is it? It can’t be
When the last student in the line hears the word, they a bee. A bee is too small. It might be a bear because it is
come to the board and draw the animal. Award a point to loud! It could be an elephant … No. It must be a tiger. It
any team which draws the correct animal. sounds like a big cat!’
Play the second sound. Students work in small groups
to discuss the noise and make sentences using all four
GRAMMAR Modals of probability modals of probability. Encourage stronger students to
give a reason if they can.
1 Before class, wrap up a box in paper. Say ‘Today it’s my
birthday! This is my birthday present. I don’t know what it Repeat the process with the other sounds.
is. It might be a new watch! It could be some chocolates.
It can’t be a football. It isn’t round. It must be something
Audioscript
Narrator: 1
small. What do you think it is?’ Do not correct their use of
(a tiger roaring)
modals of probability at this point.
Narrator: 2
Ask students to look at the photo and say what they (birds calling)
think it might be (a stick insect). Tell them to read the Narrator: 3
sentences and complete the rules in pairs. Invite different (a basketball game)
students to read out each completed rule. Narrator: 4
(an egg frying)
Grammar reference Student’s Book page 149
Narrator: 5
(heavy rainfall)
Answers
Narrator: 6
a might/could b must c can’t
(a motorboat)
Narrator: 7
2 Tell students to read the sentences and ask a stronger (a plane taking off)
student to explain what they have to do. Narrator: 8
(clapping and cheering at a concert)

Incredible wildlife 81
 Extension activity
Play a guessing game similar to exercise 3. Ask
students to think of a noise but not to tell anyone what it
is. Nominate a student to make their noise for the class
to guess. The others must use an appropriate modal of
probability in a sentence when guessing.
The first person to guess correctly then makes their
noise. Continue until several students have had a turn.
This could also be played in small groups.
Answers
1 a tiger ​2  birds ​3  a basketball game  Donna Hutt: My dog, Riley, is amazing. She can open and
​4 an egg frying ​5  heavy rain ​6  a motorboat ​
7 a plane taking off ​8  clapping and cheering at a concert
4 Tell students to look at the photos and ask two students
to read out the example conversation.
Put them into new pairs to discuss the photos. Monitor
and help as they are working. Give positive feedback for
the correct use of modals of probability. Invite pairs to
hold their conversations in front of the class.
VOCABULARY  Adverbs of probability
1 Ask students to read the sentences and discuss the
meaning of the words in bold with a partner. Draw the
probability line on the board while they are working. Feed
back as a class.
Tell students to look at the line on the board and ask
‘What does yes mean?’ (I’m certain it is) and ‘What does
no mean?’ (I’m certain it isn’t).
Invite different students to come to the board and write
the adverbs in the correct place along the line.
Answers
1 definitely ​2  probably ​3  perhaps ​4  definitely not
2 Ask students to look at the photos and say what they can
see. Tell them that both photos are related to the topic of
the unit.
Put them into pairs to make suggestions about the
photos using the adverbs of probability. Monitor and help
as they are working. Invite suggestions from the class,
reminding students to use the adverbs of probability.
Tell them to check their ideas on page 121 to see if they
were correct.
LISTENING
3  2.05  Tell students to read the sentences and think
1 Write Animals at work on the board and elicit examples
of animals which work with humans (for example, dogs
help the police). Set a short time limit for students to read
the introduction and look at the photos. Discuss some
ideas about how animals help humans.
2  2.05  Play the recording for students to listen out for
the three animals.
Check answers.
82 Unit 12
Audioscript
Narrator: Animals at work
Presenter: There are always stories in the news about
how we need to save the planet’s wildlife. But
sometimes humans need help too. Hear how
some clever creatures are helping us. Over to our
animal expert, Ron Jones.
Ron Jones: We all know that dogs can make a big difference
to blind people, but now they can help people
who aren’t blind as well. I spoke to a schoolgirl
called Donna Hutt. She’s disabled and she’s
been in a wheelchair for three years.
Ron Jones: How does your dog help you, Donna?
close doors. She can get things for me, like the
remote control. She’s even learnt to pick up my
clothes from the floor!
Ron Jones:
Donna Hutt:
Does Riley go to your school as well?
Yes. Before I had Riley, I was ‘the girl in the
wheelchair’. Now I’m ‘the girl with the amazing
dog’! I can’t imagine living without her. She can
give me my books at school, she can get money
out of the bank for me, and she can even give
shop assistants my money at the checkout.
Ron Jones: That’s really clever! Thank you, Donna, for talking
to us about Riley.
Donna Hutt: That’s OK.
Presenter: What a wonderful story!
Ron Jones: Yes. Dogs help us more than most other
animals. They can smell really well, so the
emergency services often use them to find
people, for example, under badly-damaged
buildings. But they aren’t the only animals that
help in dangerous situations. After a war, there
are often bombs buried in the ground. Now the
army is using specially-trained rats to find these
bombs. And the rats are light, so the bombs
don’t explode.
Presenter: That’s interesting! I never knew that.
Ron Jones: Well, did you know that bees also have a very
good sense of smell? They can recognise
different chemicals, and even change the
buzzing noise they make depending on which
chemical they find. Scientists are now training
them to recognise and find chemicals that are
dangerous to humans, so they can warn us if
these chemicals are in the air. Bees are much
cheaper to train than dogs and rats, so scientists
hope that they will be used more in the future.
Another possible use for bees is …
Answers
dogs, rats and bees
about how to complete them. Ask them to compare their
ideas with a partner. Play the recording again for them
to listen and check their answers. Find out whether they
were surprised by any of the information.
Answers
1 Rats ​2  Dogs ​3  Bees ​4  Rats ​5  Dogs ​6  Bees
4 Put students into small groups. Monitor and join in as
they discuss the questions. Give positive feedback for
interesting ideas. Then give each student in the group a
number and ask all students with the same numbers to
form a new group. Set a short time limit for them to share
their ideas before holding a whole-class discussion.
SPEAKING Describing a picture (1)
1 Remind students that we use the present continuous
to describe photos. Put them into pairs to say what they
think is happening in the photo.
Invite them to share their ideas but do not confirm them
at this point.
2 2.06 Play the recording for students to listen and
check. Were any of their ideas mentioned?
Audioscript
Girl: I can see two people and a dog on a mountain. It looks
very cold because they’re wearing warm clothes, and
thick gloves. There’s deep snow on the ground. I think
the people are probably mountain rescue workers,
and the dog is probably a rescue dog. On the left, one
person is digging down into the snow. Maybe they’re
looking for someone who’s buried under the snow.
The other person’s on the right; he’s kneeling next to
the dog. He might be the dog’s trainer. I think perhaps
the dog has found the person, and now the rescue
workers are going to dig them out. I think dogs are
amazing animals, and we’re very lucky that we can use
them to help rescue people after accidents like this.
3 2.06 Tell students to read the phrases in the Prepare
box. Go through each one, and then ask students to
complete the sentences.
Play the recording again for students to check their
answers. Check answers.
Answers
1 probably 2 left 3 Maybe 4 on the right 5 might
6 perhaps
4 Monitor as students describe the photo in pairs, giving
positive feedback when they use phrases from the
Prepare box. Invite different students to say a sentence
about the photo using one of the phrases.
5 Preliminary Speaking Part 3 tests students’
ability to organise language while speaking for
a long turn. They are given a photo to describe,
and should talk about it for about one minute,
demonstrating their vocabulary. Although each
student is given a different photo to describe, the
photos are linked by topic.
Cooler
Draw part of an animal on the board and ask students
to guess what it is using modals of probability, e.g. ‘It
can’t be a tiger because it’s got wings. It might be a lion
because it’s got big teeth and it looks fierce. No, it must
be a tiger because it’s got stripes’.
Students then work in small groups taking turns to draw
part of an animal and guessing what it is. Remind them
to use modals of probability.
You may need to pre-teach these words before playing
the game: claws, sharp teeth, tail, paws, whiskers,
trunk, wings, beak, hooves, fins, stripes and spots.
Project
Tell students to choose a country far from where they
live. Show them a map of the world for them to do this,
and make sure students choose a variety of places.
Tell them that they are going to carry out some research
online to find out about an interesting or unusual animal
which lives there.
Allow students time to do their research. Remind them
to make notes about just one animal. Ask them to find
out what it looks like, which country it lives in, what it
eats, what it sounds like, how it spends its time and
what its home is like. Encourage them to find the most
unusual animal possible.
Ask them to find a picture of their animal, too. They
should also practise what they are going to say.
In the following class, students present their picture
and describe the animal they researched. Tell the class
to listen carefully and ask further questions about the
animal.
Teacher’s resources
Student’s Book
Grammar reference and practice page 149
Vocabulary list page 133
Workbook
Unit 12, page 48
Go online for
• Pronunciation
• Progress test
• Achievement test
• Corpus tasks
Incredible wildlife 83
 Science
Ecosystems
Learning objectives
• Students learn about ecosystems.
• In the project stage, they research an ecosystem
and make a poster.
Warmer
Brainstorm a list of animals and write them on the
board. Include birds, reptiles, fish and insects.
Write predator (an animal that kills and eats other
animals) and prey (an animal that is hunted and killed
by another animal) on the board. Elicit or teach the
meanings.
Put students into small groups to decide which of the
animals on the board are predators, which are prey, and
which are both. Invite students to share their ideas.
1 Write ecosystem on the board and elicit its meaning (all
the living things in an area and the way they affect each
other and the environment).
Ask students to read the text and answer the question in
pairs. Check the answer and then ask different students
to say what carnivore, herbivore and food chain mean
without referring back to the text.
Ask students if they remember the word for someone
who does not eat meat or fish (vegetarian).
Answer
Most humans are omnivores because they eat animals and
plants.
2 Refer students to the food chain again. Monitor as they
work in pairs to create a food chain containing a tiger, a
wild donkey and grass. Invite a student to come to the
board and write the food chain.
Ask students to work in their pairs to create a food chain
of their choice. Then invite different pairs to write their
food chains on the board. The rest of the class can say
whether they are accurate or not.
Answers
grass ➜ wild donkey ➜ tiger
3 Write food web on the board and point to the one on
page 72 to illustrate what it means. Then ask them what
they can see in the pictures (a small bird, a snake,
a mouse, an eagle, fish, a frog, an insect, plants).
Monitor as they read text B and complete the paragraph
in pairs. Put pairs together to make groups of four and
ask them to compare their answers. Invite different
students to give their answers.
84 Science
Ask them to answer the question in text B and ask some
other questions about the food web, e.g. ‘What isn’t eaten
by anything?’ (an eagle).
Answers
1 and 2 fish mice ​3 insects ​4 and 5  plants insects
6 and 7 snakes eagles
4 Books closed. Elicit the meanings of carnivore, herbivore
and omnivore.
Books open. Put students into small groups and ask
questions 1–3 in turn. Give them a short amount of time
to discuss each question (referring to the animals in the
food web) and write down their answer. Check answers.
Then hold a competition to see which pair can come up
with five more carnivores and herbivores the fastest.
Answers
1 eagles, snakes, birds  2 insects  3 fish
4 carnivores: wolf, tiger, lion, bear, leopard; herbivores: deer,
cow, sheep, mouse, rabbit
5 Ask students to look at the animals in the box and
check meaning by asking students to draw or mime the
animals. Drill pronunciation, paying attention to mosquito
/məˈskiː.təʊ/ and then ask them to work with a new
partner to decide which categories the animals are in.
Write the category headings on the board and invite
different students to call out the animals which belong in
each category. Ask students what each animal eats.
Answers
carnivores: bat, cat, eagle
herbivores: cow, mouse, rabbit, sheep
omnivores: fly, mosquito
6 Put students into small groups to create a food web using
some of the animals from exercise 5, as well as humans,
carrots and grass.
Monitor and help as they are working. Remind them that
➜ means is eaten by, not eats.
Invite different groups to draw their food webs on the
board. Ask the class to say which one they think is the
best and why.
Mixed ability
Limit the number of animals in the food web to four or
five for weaker students. Encourage stronger students to
include as many animals as possible.
7 Direct students to the pyramid of numbers and ask
them what they think it represents. Ask them to raise
their hands if they think there are more fish than sharks.
Repeat for those who think there are more sharks than
fish. Tell them to read text C and check their ideas.
Answer
Yes, there are more fish than sharks.
8 Draw a pyramid with four sections on the board. Then
invite a confident student to come to the board to
complete the pyramid with the animals. Ask the class ‘Is
this correct?’ If it is not correct, invite another student to
come to the board and make the corrections.
Answer
1 plants  2 mice  3 snakes  4 eagles
9  2.07 Write pollution on the board and elicit its
meaning (damage caused to water, air, etc. by harmful
substances or waste). Ask students to work in pairs to
brainstorm types of pollution (e.g. exhaust fumes from
cars, waste chemicals from factories). Invite pairs to
share their ideas with the class.
Hold a brief class discussion about why pollution is
harmful to ecosystems (for example, chemicals which
pollute rivers mean that plants and fish may die, which
affects animals further up in the food chain).
Ask students to read the chart. Tell them that only one
answer in each pair is correct. Put them into small groups
to decide which answers are correct.
Project
Play the recording for them to find out whether their
answers are correct. Invite different students to read out
the order of events and write them on the board.
Audioscript
Man: Ecosystems develop over long periods of time, but
it’s easy to damage them very quickly. Pollution is
something that often damages ecosystems. Pollution
could be poisonous gases from the exhausts of cars
and planes.
Woman: Pollution in a river could be, for example, chemicals
from a factory or from an accident on a boat. In this
lesson, we’re going to imagine that pollution has
killed most of the fish in a river ecosystem. How
would this affect other animals in the ecosystem?
Man: Small fish are an important food for small birds and
some frogs. So if there aren’t many fish, the frogs
and the birds will have less food. Birds can easily
fly a few kilometres to another area to find food, but
frogs can’t move very far or very quickly. So if there
isn’t anything apart from fish for the frogs to eat,
they might die.
Woman: But the story of the ecosystem doesn’t end there.
We have to ask ourselves, ‘What eats frogs?’ The
answer is bigger birds like eagles eat frogs. So if the
frogs die, then eagles won’t have any frogs to eat,
so then they might fly to another place to find food
as well.
Man: Now, imagine that lots of rabbits live near the river.
What will happen to the rabbits if there aren’t any
eagles?
Woman: If there aren’t any eagles, then the eagles won’t eat
the rabbits, so there’ll be more rabbits.
Man: Rabbits eat grass and other plants. So river pollution
could mean that there aren’t as many plants near
the river. So now we can see how easy it is to
damage an ecosystem.
Woman: That’s right. When one part of the ecosystem is
reduced or dies, it affects the next animals or plants
in the food chain. Everything in an ecosystem is so
connected.
Answers
1 B ​
2 A ​3 B ​4 A ​5 A ​6 A
Cooler
Make an animal noise for students to say which animal
it belongs to. The first student to call out the answer
using the correct pronunciation then takes a turn to
make an animal noise for the rest of the class to guess.
Continue until as many students as possible have had
a turn at making an animal noise.
Tell students that they are going to produce an
ecosystem poster. Brainstorm a list of ecosystems and
write them on the board, e.g. rivers, oceans, ponds,
grasslands, deserts, coastlines, mountains, forests,
rainforests.
Ask students to work in pairs to research one of the
ecosystems online. Tell them to find out about one plant
and four animals in the ecosystem. Remind them to
make notes on what the animals eat, and how many of
each animal live in the ecosystem.
Students then plan their posters, creating food webs
and pyramids. Check their work is accurate.
Students create their posters. Put them into small
groups to present their posters to the other students.
Ask confident students to present and explain their
posters to the class.
Display the posters around the classroom for everyone
to read. You could take a class vote on the most
interesting one.
Ecosystems 85
 13 Moods and feelings
Unit profile
Vocabulary: Adjectives: feelings
Reading: The worst day of the week
Grammar: just, already and yet
Vocabulary: Adjectives: -ed or -ing
Writing: Notes and messages
Warmer
Write Feelings on the board and elicit its meaning
(emotions). Brainstorm a list of feelings as a class, and
write them on the board.
Tell students how you are feeling today and why. Say, for
example, ‘I’m feeling happy today because I’m going to
a party tonight!’ Ask ‘How are you feeling today? Why?’
Tell them to write down their answers on a piece of
paper and collect them in (remind them not to put their
names on the paper). Hand out the pieces of paper
to different students. They take turns to read out the
information for the class to guess who wrote it.
Your profile
Model the activity by telling the class about yourself.
Say, for example, ‘I’m almost always in a good mood.
I enjoy life. Some things put me in a bad mood. I feel
exhausted if I don’t sleep well and I feel stressed when
there’s too much traffic and I’m late!’
Write Good mood and Bad mood as headings on
the board with faces to indicate happy and sad. Tell
students to discuss the first question in pairs. Then ask
for a show of hands to find out who is usually in a good
mood and who is often in a bad mood.
Ask students to work in small groups to discuss the
things that put them in a bad mood or a good mood.
Invite them to share their answers with the class and
write them on the board under the relevant heading.
VOCABULARY  Adjectives: feelings
1 Tell students to look at the text and ask what kind of
website it is (social media). Ask ‘Do you use social media
websites? What kind of information do you put online?
Do you say how you are feeling?’ Point out that the
comments here include the posters’ feelings.
Ask students to look at the first comment and elicit how
Evie is feeling. Tell them to complete the exercise in
pairs. Check answers.
Answers
1 lazy ​2  creative ​3  relaxed ​4  confused ​5  embarrassed ​
6 hopeful
86 Unit 13
2 Ask students to look at the adjectives they didn’t choose
in exercise 1 and elicit their meanings. Monitor as they
complete the exercise in pairs.
Invite different students to read out the definition and say
which adjective it matches.
Answers
a lonely ​
b disappointed ​
d exhausted ​e stressed ​f helpful
3  2.08  Tell students to compare the list on the board
from the Warmer to the adjectives in the box.
Read the adjectives and drill pronunciation, paying
attention to exhausted /ɪɡˈzɔːstɪd/, creative /kriˈeɪtɪv/
and proud /praʊd/. Check meaning by miming the
adjectives and asking students to guess.
Ask them to read the sentences and explain that they
have to complete each one with an adjective. Give them
time to think about which adjective goes in each space.
Invite them to share their ideas and explain why, e.g. for
sentence 1, exams often make people feel stressed.
Play the recording, pausing after each speaker for
students to write the missing adjectives.
Tell them to compare their answers with a partner and then
invite different students to read out the completed sentences.
Audioscript
Narrator: 1
Matt: Hi, Jess. How is everything?
Jess: Oh, I’m really stressed. I’ve just realised I’ve got a
geography exam tomorrow and I haven’t revised yet.
Matt: Oh, no. Have you got lots to do?
Jess: Yes, I have! It’s going to take me a few hours. And
I haven’t started yet! Now can I go?
Matt: All right. All right. But try to relax. You’ll work better if
you’re relaxed. Good luck!
Jess: Thanks, Matt.
Narrator: 2
Mrs Malik: Ali, can you go down to the shop for me? We
haven’t got any milk. It shuts at 7. If you hurry, you’ll get
there in time.
Ali: What? But …
Mrs Malik: Go on. It’s good exercise for you!
Ali: But I’m exhausted. I’ve just finished football training!
I was jogging and running around almost all afternoon.
I just want to watch TV.
Mrs Malik: Come on, Ali. Don’t be lazy.
Ali: OK, OK …
Narrator: 3
Rob: It’s snowing, Matt! It’s snowing!
Matt: Yeah, it’s cool, isn’t it? Look at the sky. It’s almost white.
Rob: Let’s go outside. Come on!
Matt: But it’s time for school, Rob. We can’t go outside now.
Rob: But ...
Matt: What’s wrong? You look really confused.
Rob: I am confused. Last time it snowed, our school was
closed. Remember?
Matt: Yes, but it was really heavy snow then. No one could get
to school. At the moment, there isn’t much snow, so I’m
pretty sure school will be open today.
 Rob: O hhhh!
Extension activity
Matt: D on’t be disappointed, Rob. You can still play in the
school playground at lunch time. Before class, find some pictures of people expressing
Narrator: 4 different emotions. Display these around the classroom
Matt: Hi, Ali. How are you? and number them.
Ali: Fine. But I haven’t got time to talk now. Mum asked me Put students into pairs and tell them to write down the
to make dinner tonight. feeling they think each picture expresses. Set a short
Matt: Oh, OK. time limit for them to do this.
Ali: Sorry, Matt. Are you alright? Ask pairs to say which mood they think each picture
Matt: Sure. I’m just a bit lonely. There’s no one else here, so I
represents. Find out if the class agrees and why / why not.
haven’t got anyone to talk to.
Ali: What about watching a film? You’ve got loads. Or give
Jess a call.
Matt: Sure. Thanks. You’re being very helpful. Anyway, you READING
need to go. Speak later?
Ali: Sure. Call me after eight.
1 Tell students to look at the title of the web article and ask
Narrator: 5
‘Which is the worst day of the week? Why?’ Tell them
Ali: Hi, Jess. What’s that? which day you don’t like. Say, for example, ‘The worst
Jess: Oh, it’s a poster to advertise the new girls’ rugby team. day of the week for me is Saturday because I have to go
Do you like it? We want to encourage more girls to take shopping and clean the house’. Invite different students to
up the sport. share their opinions.
Ali: Yeah, I think it’s great. I love the photos. Did you Set a short time limit for students to read the article
design it?
quickly and answer the question. Share some ideas as a
Jess: Yeah, I did. Actually, I think it’s quite good. I’m quite
class. Ask ‘How do you feel after the weekend?’ and ‘Are
proud of it.
you in a bad mood in the middle of the week?’
Ali: You should be. I didn’t know you were so creative!
Narrator: 6
Jess: Hi Matt. How was your history exam today?
2 Put students into pairs to read the statements and decide
Matt: Don’t ask! I made loads of stupid mistakes! I’m really which option is correct, without looking at the article.
embarrassed about some of the things I put! I just Then ask them to read the article again more carefully
couldn’t think properly. Maybe I was tired, I don’t know. and check their answers. Tell them not to worry about
Jess: Oh, don’t worry. It’s always easy to remember all the any words they don’t know at this point, but to focus on
wrong answers you gave. I do the same thing after understanding the general message of the article.
exams.
Invite different students to read out the completed
Matt: I know what you mean. I’m still hopeful that I’ve passed,
sentences. Ask them to read out the part of the text
but it wasn’t my best exam.
which gives the answer.
Jess: Well, there’s nothing you can do now. Come on. We’ll be
late for English if we don’t hurry.
Answers
1 teachers ​2  negative ​3  Monday ​4  12–19 ​
Answers 5 Sunday evenings ​6  go to
1 stressed; relaxed 4 lonely; helpful
2 exhausted; lazy 5 proud; creative
3 confused; disappointed 6 embarrassed; hopeful
3 Tell students to look at the highlighted words in the text
and elicit their meanings. Then ask them to match the
words to the definitions.
4 Look at the first sentence as a class. Tell students what Set a short time limit for students to find all the feeling
makes you feel embarrassed. Say, for example, ‘I get
adjectives in the article, and check understanding where
embarrassed when I don’t understand a joke!’ and draw
necessary, i.e. excited (very happy and enthusiastic),
their attention to the example sentence. Invite other
cheerful (happy), stressed, miserable /ˈmɪz.ər.ə.bl̩/
suggestions from the class.
(unhappy), happy and terrible /ˈterəbl/ (very bad).
Students complete the sentences individually and
compare their ideas with a partner. Monitor and join in Answers
with the discussions. 1 positive ​2  According to ​3  put off ​4  invented ​
In whole-class feedback, invite different students to tell 5 completely ​6  memory

the class something about their partner.

Talking points
Fast finishers Put students into pairs and give them one of the
Tell fast finishers to choose two more adjectives and questions to discuss. Monitor and join in with the
write prompts as in exercise 4 for their partner to discussions, helping where necessary.
complete. They can share their partner’s answers with Put pairs together to make groups of four (i.e. a pair who
the class after feedback to exercise 4. discussed each question). Ask them to share their ideas
and opinions. Then ask the whole class to comment on
both questions.

Moods and feelings 87

 EP Word profile
Write time on the board and ask students for definitions.
Divide the class into groups of four and give each
student in the group one of the sentences to look at. Tell
them to rewrite it so that it means the same, but without
using the word time.
Ask students to compare their sentences and make any
corrections within their group. Invite different students to
read out their sentences.
Monitor as students complete the exercises on page
126. Check answers.
Cooler
Give each student a day of the week. Put students into
groups with students who have different days of the
week (if your class divides into seven, organise them
this way, if not, smaller groups are fine).
Ask students to talk about what they do on the day they
were given, e.g. On Saturdays I go to dance classes in
the morning and visit my grandparents in the afternoon.
I go out with my friends in the evening. Monitor and help
as they are working.
Invite different students to tell the class about someone
in their group.
GRAMMAR just, already and yet
1 Books closed. Tell students about your day so far. Say,
for example,‘I’ve already had breakfast and I’ve just
decided what I’m going to have for lunch. I haven’t
decided what to cook for dinner yet’.
Write the sentences on the board and underline just,
already and yet. Ask ‘Which actions are finished?’
(having breakfast, deciding what to have for lunch),
‘Which of the two finished actions happened first?’
(having breakfast) and ‘Do I know what I’m going to have
for dinner?’ (No).
Books open. Tell students to read the first sentence.
Ask ‘When did this happen? A short time ago or a long
time ago?’ (a short time ago). Then tell them to read the
second sentence and ask ‘Do the students remember
their weekend now?’ (yes). For the third sentence, ask
‘How long have they been at school?’ (two days). Finally,
ask ‘Does the person think the homework has been
done?’ (They don’t know).
Tell students to read the sentences again and complete
the rules. Invite different students to read out the rules.
Answers
1 already 2 just 3 yet
2 Put students into mixed-ability pairs to decide which
option is correct. Tell them to be ready to explain why.
Monitor and help as they complete the exercise. Invite
different students to read the completed sentences,
explaining their answer. The class says whether they
agree or disagree and why.
88 Unit 13
Answers
1 already 2 yet 3 just 4 yet
3 Tell students to read the sentences in exercise 1 again.
For each sentence ask ‘Is this positive, negative or a
question?’ (1 positive, 2 negative, 3 positive, 4 question)
Complete the rules as a class.
Grammar reference Student’s Book page 150
Answers
1 just 2 already 3 yet
4 Elicit the tense which is used with just, already and yet
in exercises 1 and 2 (present perfect). Ask what students
remember about how the present perfect simple is
formed (present simple of have + past participle).
Review past participles by calling out the infinitives
from exercise 4 and asking students to call out the
past participles. Write the prompts from sentence 1 on
the board and construct the sentence as a class.
Students write the rest of the sentences in pairs. Monitor
and help as they are working. Nominate a student to
read the second sentence and name another to read out
the third sentence.
Mixed ability
Do the exercise as a whole-class activity to provide
additional support for weaker students. Encourage
stronger students to explain the rules.
Answers
1 I’ve just finished my homework.
2 I’ve already done lots of revision.
3 he hasn’t got up yet
4 Her best friend has just moved to a new town.
5 Have you done the washing up yet?
6 I’ve already played three times today.
Corpus challenge
Ask students to look at the sentence and elicit what the
tense is (the present perfect).
Put them in pairs to correct the mistake, and say why it is
wrong (just comes after have but before the main verb).
Answer
I have just found a new computer game.
5 Say ‘I’m going to a birthday party this evening! What
do I need to do before I go?’ to elicit get ready, buy a
present, etc. Ask them to look at the words in the box
and compare their ideas.
Tell students to look at the picture and refer them to
the example sentence. Tell them that they are going to
play a memory game, and that they have 30 seconds to
memorise the picture.
 Books closed. Students work in pairs to discuss what
Kate has already done and what she hasn’t done yet.
Monitor and help as they are working.
Books open. Check answers by giving an action to a
student and asking them to make a sentence using the
appropriate adverb.
Extension activity
Brainstorm a list of things students do during the day,
e.g. get up, have breakfast, go to school. Write their
ideas on the board.
Students work in pairs to say what they have already
done, what they’ve just done, and what they haven’t done
yet. Monitor and help as they are working. Give positive
feedback for the correct use of just, already and yet.
Invite different students to talk about their day.
Answers
She hasn’t wrapped the present yet.
She’s already written the card.
She’s already ironed her T-shirt.
She hasn’t tidied her room yet.
She’s already washed her hair.
VOCABULARY  Adjectives: -ed or -ing
1 Tell students to look at the photo and the speech
bubbles. Refer them to the adjectives and ask ‘What’s
different about them?’ to elicit that the ending is different.
Tell them to look at the examples and meanings and
decide in pairs which definition matches which example.
Check answers.
Elicit other adjectives which can have both endings, e.g.
bored/boring, interested/interesting, excited/exciting.
Answers
1 b ​2  a
2 Ask students to read the sentences and decide which
form of the adjectives is needed to complete them.
They do this individually and then compare their answers
in pairs.
Check answers.
Fast finishers
Ask fast finishers to write two more sentences using
different adjectives. They can write these on the board
for the class to complete after checking answers to
exercise 2.
Answers
1 bored ​2  shocking ​3  tiring ​4  disappointed ​5  annoying ​
6 embarrassing
WRITING  Notes and messages
1 Ask ‘When do you write notes and messages? What kind
of information do you write in a note or message?’ (e.g. a
reminder to phone someone, a thank you note).
Set a short time limit for students to read the messages
and answer the questions. Invite different students to
answer each question.
Answers
1 d  2 a  3 c  4 b
2 Write the following functions on the board: Apologising,
Thanking someone, Asking someone to do something,
Inviting someone and Wishing someone luck, and elicit
phrases for each one.
Put students into pairs to find phrases in the notes and
messages which express the functions. Tell them to read
the Prepare box and check their ideas.
Elicit some more examples of when students might do
each of the functions, for example, inviting someone to a
party or apologising for breaking something.
Answers
Apologising:  ote d Sorry I couldn’t stay and tidy up.
n
Thanking someone: note d Thanks a lot for a great party last
night!
Asking someone to
do something: note b Please could you call or text
Evie if you have seen it?
Inviting someone: note a Would you like to come round
after school?
Wishing someone
luck: note c Good luck! Hope …
3 Ask students to read the sentences and decide which of
the phrases fits in each gap. Explain that more than one
phrase may be possible.
Students work in pairs to complete the exercise. Invite
different students to read out the competed sentences.
Answers
1  Thanks a lot for / Thank you for ​
2  Would you like to / Do you want to ​3  Sorry I couldn’t ​
4  Please could you / Can you  5  Good luck; Hope
4 Put students into small groups to decide which phrases
could be used for each situation. Feed back as a class.
Answers
a Please could you / Can you ​
b Thanks a lot for / Thank you for ​
c Would you like to / Do you want to ​
d Good luck! Hope …​
e Sorry about …
Moods and feelings 89
 5 In Preliminary Reading and Writing, Writing Part Project
2, students write a short message of between 35 Put students into pairs to write a quiz.
and 45 words, e.g. a postcard, note or email. They Elicit the feelings adjectives from the unit. Then ask
are given a short text, including three content points, them to think of five other feelings. They could use the
to respond to. Students are assessed on their Cambridge Learner’s Dictionary Online to help them.
communication of these three points and on the Give each pair five letters of the alphabet and tell them
clarity of their message. They are always told who to research feelings beginning with these letters.
they are writing to. Students should write five questions, using adjectives
Monitor and help as students write their notes or as the options. These can be new adjectives or ones
messages individually. Remind them to use the they have already studied. For example:
phrases from the Prepare box and to check their This word describes how you feel when something
spelling and grammar. Ask them to include an makes you smile or laugh:
example of just, already or yet. a confused
b amused
c funny
Sample answers In the following class, students should work together
a Please help! I’ve lost my mobile phone. I had it before the with another pair, taking turns to read out a question
sports lesson this afternoon but now I don’t know where it is. and choose the correct answer.
Can you take it to the school office if you find it? Thank you!
b Hi Charlie, Thanks a lot for the fantastic DVD you gave me
for my birthday. I haven’t seen it yet but it looks exciting! Why
don’t you come and watch it with me one night? Teacher’s resources
c Hi Jade. Why don’t we go shopping on Saturday? There’s a Student’s Book
new clothes shop in town and I need some jeans. Do you Grammar reference and practice page 150
want to come? What about having lunch in the café, too? Vocabulary list page 134
d Hey Abby, Good luck for your driving test later! Hope it goes Video
well! Send me a text when you finish and let me know how it
Moods and feelings
went. We can go out and celebrate this evening!
Workbook
e Hi Megan, Sorry about your birthday – I forgot it was last
Unit 13, page 52
week! Would you like to come to my house tomorrow
evening? I’ve got a present for you and I’ll make a special Go online for
birthday pizza! Jake • Pronunciation
• Video extra worksheet 
• Corpus tasks
Cooler
Put students into pairs and ask them to think of another
situation like those in exercise 4. Encourage them to
think of amusing situations. Tell them to write down their
situation and display them around the classroom.
In pairs students look at the situations and decide which
one to write a note for. They write their notes and pin
them under the situations. Give each pair one of the
notes and ask them to write a reply. You could also get
them to correct its spelling and grammar.

90 Unit 13
14 Watch it, read it
Unit profile
Vocabulary: TV, films and literature
Reading: A blog post
Grammar: Relative clauses
Vocabulary: Easily confused words
Listening: Going to the cinema
Speaking: Reaching agreement
Warmer
Write TV shows, Films and Books on the board as
headings. Put students into small groups to brainstorm
different types of each one, e.g. news, sport (TV),
action, comedy (films), novels, science fiction (books).
Some types will fit more than one category.
Invite a group for each heading to come and write their
list on the board. Elicit any other types from the class.
Ask students to tell their group about the types of each
category they like best. Share some ideas as a class.
Your profile
Model the activity by briefly telling the class about the
films, books and TV shows you like. Ask students to
read the three questions and write down their answers
on a piece of paper. Tell them to write one or two
sentences for each question, e.g. I like thrillers because
you don’t know what’s going to happen next. They’re
exciting!
Collect in the papers (they should not put their name on
them) and hand them out around the class. Students
then walk around the classroom and try to find the
person whose paper they have. They should ask each
question to as many people as they can. When they find
their person, they write the person’s name on the paper.
When everyone has found their person, or after a
certain time limit, ask students to sit down. Invite four or
five students to tell the class about their person.
VOCABULARY  TV, films and literature
1 Ask students to look at the types of TV shows, films and
novels in the box and compare them to the lists on the
board. Drill pronunciation.
Put students into pairs to match the words to the pictures.
Check answers but do not confirm them at this point.
The TV show which isn’t in the photos is a soap opera.
2  2.09  Play the recording for students to check their
answers. Pause after each one for them to identify the
words and pictures.
Elicit which types are specific to each category
(TV show: chat show, soap opera. TV show and film:
documentary, action film, animated film, comedy.
The others can be TV shows, films or novels).
Audioscript
Narrator: a
If you like thrillers, you’ll love Jack Ryan: Shadow Recruit.
Jack Ryan is a new spy who is sent to Moscow on a secret job.
There’s lots of great action and a brilliant ending back in New
York. It’s really exciting.
Narrator: b
Bean: The Ultimate Disaster Movie is a brilliant comedy.
Mr Bean travels to Hollywood and all kinds of strange things
happen. It was such a laugh!
Narrator: c
I just loved reading Romeo and Juliet. It’s such a sad love story.
I read the book at school and now I can’t wait to see a film of
the story too.
Narrator: d
Murder on the Orient Express is a really old film, but it’s still
worth seeing. It’s a murder mystery about a trip on a train
across Europe. One person dies, but who is the murderer?
I love the way that Hercule Poirot always finds out in the end.
Narrator: e
I watched a really good documentary on TV last night. It was
about meerkats in Africa. They’re amazing animals. I love the
way that they work together to help each other.
Narrator: f
X-Men: Days of Future Past is one of my favourite science
fiction films. I love all the characters, especially Wolverine.
Hugh Jackman is such a brilliant actor! Anyway, in the film,
Wolverine is sent back to the past and it’s all very exciting.
Narrator: g
I watched Lincoln last night. It’s a really interesting historical
drama. I learnt a lot about the history of the United States.
Narrator: h
Raiders of the Lost Ark is a brilliant action film. The chases are
amazing and there are some great special effects. I know it’s a
really old film now, but Harrison Ford was such a good action
movie actor when he was younger.
Narrator: i
Some chat shows are boring, but I like it when they have famous
actors or comedians on. They’re often quite funny guests. Chat
shows usually have a guest singer or band too, which I really like.
Narrator: j
Some people think that animated films are only for young
kids, but that’s not true. Monsters University is really cool,
for example. People of any age would enjoy it.
Narrator: k
My brother loves horror films, but I think they’re too scary.
I watched Piranha in 3D with him and I couldn’t sleep for a week!
I think soap operas are really interesting because they show
real life situations. My favourite is Hollyoaks, as it follows the
lives of normal young people like me, so I can really understand
the characters.
Answers
b comedy ​ c  love film/story ​d  murder mystery ​
e documentary ​ f  science fiction film/story ​
g historical drama ​h  action film ​i  chat show ​
j animated film ​k  horror film/story
(Hollyoaks is a soap opera.)
Watch it, read it 91
 3 Ask students to read the definitions and explain that they
each match one of the words in exercise 1.
Students complete the exercise in pairs. Nominate a
student to read out one of the completed sentences and
name another student to read out the next sentence.
Continue until all the sentences have been read out.
Answers
1 documentary 2 thriller 3 soap opera
4 science fiction film/story 5 historical drama 6 chat show
4 Ask two students to demonstrate the activity by reading
out the example conversation. Set a short time limit for
them to complete the exercise in pairs.
Call out each word from the box in exercise 1 and invite
students to give their examples.
5 Look at each phrase and provide examples of your own,
using facial expression and intonation to demonstrate
their meanings.
Put students into groups of three. They should write
down numbers 1–6 on separate pieces of paper. They
shuffle these and place them face down. Students take
turns to pick up a number and answer the corresponding
question. Encourage them to say what they like or dislike
about the books and films they discuss.
Ask each group to choose a spokesperson to tell the
class about their group’s likes and dislikes.
READING
1 Elicit who is in the photo (Matt) and what students
remember about him (he likes watching films in his free
time). Ask them to read Matt’s profile and discuss the
question in pairs. Feed back as a class.
Possible answer
He is interested in films and the film industry.
2 Ask students to discuss the question in small groups.
Invite different groups to share their ideas with the class.
3 Ask students to read Matt’s post to check their answers
to exercise 2.
Put students into small groups to discuss his questions
and provide some ideas. Monitor and join in with the
discussions, giving positive feedback for interesting
ideas.
Invite groups to share their ideas with the class.
Answers
What do you do in a film club?; Are they easy to set up?;
Do you need a special room?
4 Set a short time limit for students to complete the
exercise individually. Allow them to compare their ideas
with a partner. Check answers.
92 Unit 14
Answers
Yes, they do.
5 Ask students to read the comments again more carefully,
and to answer the questions. Encourage them to do this
individually before comparing answers with a partner.
You may need to explain support (help) and consider
(think carefully about something you might do).
Invite different pairs to give the answers.
Answers
1 Phil 2 Jenny 3 Phil 4 Liz 5 Steve 6 Liz 7 Steve
8 Jenny
6 Give students a few minutes to decide in pairs what they
think the highlighted words mean. Invite them to share
their ideas and then give each pair one of the words
and ask them to write a definition. Monitor and help as
they are working. Ask different pairs to read out their
definitions for the class to guess the word.
Then ask students to read and complete the sentences.
Check answers.
Answers
1 refreshments 2 ceremony 3 set up 4 director
5 belong to
Talking points
Give students time to read the questions and think of
some ideas before holding a whole-class discussion.
Encourage them to give reasons for their opinions.
Discuss any clubs your school has, and what students
enjoy about them. Alternatively, ask them what kind of
clubs they would like the school to have.
EP Word profile
Ask students to read the three sentences and decide
which part of speech the three words are (verb; adjective;
adverb). Elicit the noun form (hope).
Put students into pairs to write a sentence using each of
the words. Share some ideas as a class.
Monitor as students complete the exercises on page 126.
Check answers.
Answers
1 1 Hopefully 2 hope 3 hopeless 4 hopes 5 hopeful
6 hope
GRAMMAR Relative clauses
1 Books closed. Tell the class a short story. Remind them
to listen carefully because you will ask them some
questions about it. Say ‘Once upon a time, there was
a boy who lived in a forest which was deep and dark.
It was a place where magical things happened: magical
things that the boy made happen …’
 Ask ‘Who is the story about?’, ‘Where did he live?’, ‘What
happened in the forest?’ and ‘What kinds of things do
you think the boy did?’
Then write the story on the board leaving gaps for
the relative pronouns. Read out the story, pausing for
students to call out the pronouns. Ask them to look at the
relative pronouns and think about what they mean.
Books open. Tell students to read the sentences and
complete the rules in pairs. Invite different students to
read out the completed sentences.
Grammar reference Student’s Book page 151
Answers
a which b who; that c where
2 Tell students to look at the title and ask whether they
have read or seen the film of Frankenstein. Ask ‘What
type of book/film is it? What happens in the story?’
Encourage students who have read the story or seen the
film to tell the class about it.
Ask students to read the text quickly and say how
readers felt about the story (they were shocked).
Students work in pairs to select the correct options. Read
the story aloud by asking students to take turns reading
out a sentence. Tell the class to decide whether the
options chosen are correct and why / why not.
Find out if students who haven’t read the book or seen
the film would like to and why / why not.
Answers
1 that 2 who 3 that 4 who 5 who 6 where 7 that
8 which
3 Explain that relative pronouns can be used to join
sentences together, to make writing flow better. Tell
students to look at the example. Ask which word from the
two sentences is replaced by the relative pronoun (the
pronoun She).
Put students into mixed-ability pairs to complete the
exercise. Monitor and help as they are working. Invite
different students to read out their completed sentences.
Ask which word is missing from the original two
sentences and why (to avoid repetition).
You could ask students about some of the sentences,
e.g. ‘Have you ever read any Philip Pullman books?’
Answers
1 Jane Lynch is a funny actor who is in Glee.
2 This is a great book which Philip Pullman wrote.
3 There’s a new bookshop where you can buy English books.
4 Angelina Jolie is a Hollywood star who has appeared in lots
of great films.
5 Anthony Horowitz is an English novelist who wrote the
Alex Rider series.
6 This is a brilliant film which/that I watched last week.
Corpus challenge
Ask students to read the sentence, written by a student.
Ask them to look at the sentence and elicit which
relative pronoun is used and what the subject of the
sentence is (visitors).
Tell them that there is one mistake in the sentence. Ask
them to work in pairs to decide what the mistake is.
Invite a student to say what the mistake is and why it
is wrong (the relative pronoun is missing). Ask another
student to correct the mistake.
Answer
There are a lot of visitors who visit the waterfall.
4 Divide the class into ‘A’ and ‘B’ students. Tell them that
they are going to make sentences to describe a person,
place or thing using relative clauses.
Students turn to the relevant page and write their
sentences. Monitor and help as they are working.
Pair ‘A’ and ‘B’ students. They take turns to read out their
sentences for their partner to guess. Invite different
students to read out their sentences for the class to
guess.
Mixed ability
To provide extra practice for weaker students, and
consolidation for stronger students, write five sentences
on the board with an incorrect pronoun, e.g. That’s the
place who I grew up (where). Messi is a footballer
when plays for Barcelona (who). This is the jacket
what I bought last week (which/that). Paris is the city
what I want to visit most (that/which). Put students into
mixed-ability pairs to correct the pronouns.
VOCABULARY Easily confused words
1 Tell students to read the sentences and look at the
words in italics. Ask what they notice about the words
(their spellings and meanings are different but the
pronunciation is similar). Explain that words which look
different but are pronounced in exactly the same way are
called homophones, e.g. advise /ədˈvaɪz/ and advice /
ədˈvaɪs/ are not homophones, but whether /ˈweðər/ and
weather /ˈweðər/ are.
Put students into pairs to choose the correct options.
Invite different students to read out the sentences and
say whether the correct word is the first one or the
second one.
Tell students to look at the words which they didn’t choose
and discuss their meanings in pairs. Feed back as a class.
Elicit which pairs of words are homophones (they’re/their,
whether/weather). Drill pronunciation for those which are
different.
Answers
1 Their 2 passed 3 advise 4 accept 5 loose
6 weather
Watch it, read it 93
 2 Tell students that some other words do not look or sound
similar, but sometimes cause problems for people whose
first language is not English.
Monitor and help as students complete the exercise
in pairs. Invite different students to read out the
completed sentences.
Elicit the meanings of the other words. Find out if there
are any words that students often confuse (e.g. Tuesday
and Thursday, chicken and kitchen).
Extension activity
Play noughts and crosses. Draw a grid of nine squares
on the board. Number them 1 to 9. Divide the class into
two groups and call them team A and team B.
Call out the numbers in a random order and, for each
number, write a pair of words from the lists below on the
board. Ask students whether they are pronounced the
same or differently. Each team should elect a person to
say the words (make sure this changes each time so
that more students get a turn). The first team to answer
the question correctly wins a point. Erase the number in
the square and write A or B according to who won the
point.
The winning team is the first to make a row of their
team’s letter (horizontally, vertically or diagonally).
Possible homophones: they’re/their/there, wear/where,
whether/weather, Who’s/Whose, eight/ate, knows/nose,
knew/new, for/four, here/hear, to/too/two, see/sea, meet/
meat, right/write, sun/son, by/buy
Possible non-homophones: where/were, advise/advice,
loose/lose, now/know, dessert/desert, war/far
Answers
1 borrow 2 realise 3 library 4 story 5 remember
6 sensible
LISTENING
1 Remind students that we use the present continuous
to describe photos. Put them into pairs to discuss the
questions. Share some ideas as a class.
Answers
1 They’re watching a 3D film. We know because they’re
wearing 3D glasses.
2 and 3 Students’ own answers.
2 2.10 Ask students to look at the titles and guess
which types of film they match.
Play the recording for them to check their answers.
94 Unit 14
Audioscript
Ali: We haven’t been to the cinema for ages, have we?
Jess: That’s true. I wonder what’s on next week? Let’s have a
look when we get home.
Jess: Oh, look! Long Live the King is on. I’ve read a review of
that. It’s a historical drama about life in England in the
eighteenth century. I love films like that!
Ali: Are you serious? I’m not a big fan of historical dramas.
They’re boring. What else is there?
Jess: There’s Moscow. I don’t know much about it, but it says
here that it’s an action film.
Ali: Matt saw it last week. He didn’t like it, did he? He said it
was terrible!
Jess: Oh, I don’t know! You choose!
Ali: Mm … What about After Dark?
Jess: Ooh, it isn’t a horror film, is it?
Ali: Yes, it is.
Jess: I’m not really into horror films. You know that!
Ali: Oh, yeah. And you have to be 18 to see it anyway.
Jess: Shall we watch Silly Money then? It’s a comedy.
Ali: That sounds good. I love comedies.
Jess: Me too. It’s on at … four thirty, seven fifteen and ten
thirty.
Ali: Mm, ten thirty’s too late.
Jess: Yes. Let’s go at seven fifteen. Can we book the tickets
online?
Ali: I think so. My mum’s booked tickets online for my sister
before. I’ll ask her to do it for us.
Jess: Great. I can’t wait.
Answers
1 b 2 c 3 d 4 a
3 2.10 Preliminary Listening Part 4 tests
students’ ability to listen for detailed information, and
to identify the speakers’ attitudes and opinions. They
listen to an informal conversation and say whether
six sentences about the recording are correct or
incorrect. Students hear the recording twice.
Tell students that they are going to listen to the
conversation again and decide whether the
statements are correct or incorrect.
Set a short time limit for them to read the statements
and see if they can remember the information from
what they have already heard.
Play the recording for them to check their answers.
Invite different students to say whether each
statement is correct or incorrect, and why.
Play the recording again for students to correct the
incorrect sentences.
Answers
1 Correct 2 Incorrect. He hasn’t been to the cinema for ages.
3 Incorrect. Matt saw it last week. 4 Correct
5 Incorrect. They agree to go at 7.15.
SPEAKING  Reaching agreement
1 Ask students to look at the text and say where they think
it is from (a film guide). Ask students to tell their partner
which of the films they would most like to see and why.
Share ideas as a class.
2  2.11  Play the recording for students to find out which
film the friends decide to watch. Allow them to compare
their answer with a partner before checking as a class.
Audioscript
Girl 1: S o, what shall we watch for our movie night?
What about Planet Alpha?
Girl 2: Mm, I’m not sure. I don’t really like science fiction films.
I don’t think it’ll be very good. It looks too violent for me.
Girl 1: Hmm. How about Superdog?
Girl 2: I’m not really a fan of animated films, and I’m not sure
about this one. It’s for younger kids really, don’t you
think? But I guess it’s a possibility. What else is there?
Girl 1: OK. Well, I don’t really want to see Watching You.
It sounds too scary to me.
Girl 2: I agree. I really don’t like thrillers because I just want to
relax when I watch a film. Do you think Jerry’s Vacation
sounds good?
Girl 1: Yeah, I think it might be funny.
Girl 2: OK, so let’s decide. It’s between Superdog and
Jerry’s Vacation.
Girl 1: Well, I’d prefer to watch Jerry’s Vacation.
Girl 2: OK. I think we’re both happy with that.
Girl 1: Yes, that’s a good choice. Let’s download it.
Answers
Jerry’s Vacation
3  2.11  Write Reaching agreement on the board. Elicit
phrases which are used to agree with other people and
write them on the board.
Tell students to read the phrases in the Prepare box and
compare their ideas.
Play the recording again for them to make a note of the
phrases they hear. Check answers.
Answers
It looks …; It sounds …; because …; Let’s decide;
I think we’re both happy with that; Yes, that’s a good choice
4 Brainstorm a list of films which are currently on at the
cinema. Write them on the board, and invite different
students to briefly describe what kind of film each one is.
Ask students to work with a new partner and to choose
four of the films on the board. They should talk about the
films and reach agreement about which one they will
watch. Monitor and join in with the discussions.
Invite different pairs to have a conversation in front of
the class. Ask the class to listen for the phrases for
reaching agreement.
Extension activity
Brainstorm other activities that people might reach
agreement about, e.g. what to do at the weekend or
what to have for lunch. Put students into new pairs and
ask them to make suggestions about what to do in three
different situations, and then discuss their ideas in order
to reach agreement. Remind them to use the phrases
from the Prepare box.
Cooler
Divide the class into teams of four. Tell each team to
choose one person to be the ‘pointer’.
Divide the board into two sections (left and right). Write a
pair of easily confused words from Vocabulary exercise 1
on page 82 on the board in large letters. Then read out
the sentences from exercise 1 in a random order. Ask
students to decide in their teams which word you have
said. Tell them that they must reach agreement.
The ‘pointer’ must then come and point to the correct
word on the board. Award a point for each correct answer.
Project
Ask students what they remember about the story of
Frankenstein. Then ask them to call out the titles of their
favourite books and films. Write them on the board.
Put students into small groups and tell them to choose a
book or film that they haven’t read or seen.
Tell them to use the internet to find out more information
about the book or film. Ask them to find out about the
author/director, main characters, the plot/storyline and
when it was written/made. They should make some brief
notes about each point (make sure they don’t copy the
information they find directly).
They should put the information into a sensible order
and practise what each person is going to tell the
class about. Remind them to make the information as
interesting as possible, and to include some relative
pronouns (one or two per person).
In the following class, students tell the class about their
research. Ask the class if they would like to read the
book or watch the film based on the information they
have heard.
Teacher’s resources
Student’s Book
Grammar reference and practice page 151
Vocabulary list page 134
Workbook
Unit 14, page 56
Go online for
• Pronunciation
• Progress test
• Corpus tasks
Watch it, read it 95
 Culture
World cinema
Learning objectives
• Students learn about the international film industry.
• In the project stage, they give a presentation about a
film of their choice.
Warmer
Review the types of TV shows, films and novels from
page 80 by playing a guessing game. Put students
into groups of six or eight and tell them to work in two
teams of three or four. Ask each student to think of how
to explain one of the types without using the word (i.e.
without using the word action if they are describing an
action film).
A student from one of the teams describes one of the
types for the rest of their team to guess. Set a time limit
for this, for example, ten seconds. If the team guesses
within the ten seconds, they gain a point. If they haven’t
guessed the genre after ten seconds, the other team
can answer for a bonus point. The winners are the team
with the most points after each student has had a turn.
1 Ask students to look at the picture and ask ‘Who was
Charlie Chaplin?’ Tell the class to read the information
and ask them to describe what happens in a silent movie
(there are no voices, but there are subtitles and music).
Ask why the first movies were silent (because it was
difficult to produce spoken sound technically).
Ask students to read the quiz and to work in pairs to
answer the questions. Clarify any unknown vocabulary at
this point. This may include full-length movie (a film that
is the usual length and not shorter), frequently (often)
and screen (the large flat surface where a film is shown).
Invite students to share their ideas, but do not confirm
their answers at this point.
2  2.12  Play the recording for students to listen and
check their answers to the quiz. Check answers by
pausing the recording after each question and answer.
Find out which pairs got the most answers correct.
Audioscript
Narrator: 1
Speaker: The Lumière brothers invented film-making in France
in 1895. The first films didn’t have any sound, and the
pictures were black and white.
Narrator: 2
3  2.13  Books closed. Write the numbers from the
Speaker: The Australian silent movie, The Story of the Kelly
Gang, from 1906, was the first full-length movie ever
made. It told the story of Australia’s most famous
gangster, Ned Kelly.
96 Culture
Narrator: 3
Speaker: The world’s first cinema was the Electric Theatre in
Los Angeles, USA. It opened in 1902. Silent movies
became very popular and in the 1910s and 1920s,
thousands of cinemas opened all around the world.
Narrator: 4
Speaker: The first film with speaking and music was the 1927
American film The Jazz Singer and most films were
in black and white until the 1950s.
Narrator: 5
Speaker: Cinématon is 156 hours long. That’s more than six
days! It’s a French documentary film and it was
finished in 2009. The director started making it in
1978 and it took him 31 years to complete the film.
Narrator: 6
Speaker: Sherlock Holmes is the most popular movie
character. He has appeared in more than 215 movies
and he has been played by more than 75 actors.
Narrator: 7
Speaker: Bollywood is the name of the main film-making
industry in Mumbai in India. Hollywood is in Los
Angeles, USA. Nollywood is the name of the Nigerian
film industry.
Narrator: 8
Speaker: Films are now made all over the world. More than
1,300 films are made in India every year – that’s
more than in any other country. Nigeria makes over
850 a year, while the USA releases about 550 a
year. China makes 400 films and Spain between 150
and 200 films a year. The international total is about
6,500 films a year. Film-making techniques have
changed a lot too. Computers are now almost always
used for animation and special effects.
Narrator: 9
Speaker: There are more cinema visits per person in Iceland
every year than in any other country, with more than
five visits per person. The world average is one point
five cinema visits per person per year. The USA has
four point three cinema visits per person per year.
Narrator: 10
Speaker: More than 40,000 of the world’s 150,000 cinema
screens are in the USA. There are 36,000 in China,
10,000 in India and about 2,300 in Brazil.
Answers
1 a ​ 2 a  ​3 b  ​4 a ​5 c ​6 c ​7 b 
​8 1 Spain, 2 China, 3 the USA, 4 Nigeria, 5 India​
9 a ​10  1 Brazil, 2 India, 3 China, 4 the USA
recording on the board. Students work in small groups to
discuss what they think the numbers refer to.
Books open. Ask students to read the sentences and
think about which number might go in each gap. Invite
them to share their ideas. Play the recording for them to
listen and check.
 Invite different students to read out each completed
sentence, paying attention to the pronunciation of larger
numbers and dates.
Note: Numbers ending in -ty and -teen have different
pronunciation /ti/ and /tiːn/. Speakers of English as a
first language also sometimes have difficulty knowing
whether a person has said 13 or 30, 15 or 50 etc.,
especially on the phone. Write pairs of numbers on the
board (e.g. 14 / 40) and say one of them. Point to each
number in turn and ask the students to put their hand
up if they think that was the number you said. Repeat
until as many students as possible are able to hear the
difference. If they can’t hear the difference, tell them
that one way to check is to ask the person, for example
‘Did you say one three or three zero?’
Note: the audioscript is not given here as the sentences
come from audioscript 2.12.
Answers
1 1902  ​2  the 1950s  ​3 31 ​4 215 ​
5  850; 550 ​
6 40,000; 2,300
4  2.14  Ask students to work with a new partner to put
the events in the correct order. Tell them that this is a
race! Ask them to write down the order of the sentences
and come to you to check. The first pair to come to you
with the correct order is the winner.
Note: the audioscript is not given here as the sentences
come from audioscript 2.12.
Answers
1 b  ​2 c  ​3 e  ​4 a  ​5 d
5 Ask ‘Do you think every country in the world produces
films? Why / Why not?’ (some countries do not have the
money or technology to do so).
Tell students to look at the names of the countries on
page 85 and discuss in small groups whether they have
seen any films from these countries.
Invite students to share their experiences with the rest of
the class. Ask them whether they like watching films from
other countries and what they think about watching films
with subtitles.
6 Ask students to read the questions and hold a brief class
discussion about the possible answers, before students
read the text. Ask them to say how sure they are about
their ideas.
Tell them to read the text to find the answers in pairs.
Tell them not worry about any unknown vocabulary at
this point.
Then ask the pairs to join another pair to compare
answers. If they disagree, ask them to read again the
section of the text where they think the answer is.
Tell them that they must agree on the answers.
Invite different groups to give their answers. Ask one
student from each group to read out the section of the
text where they found the answer.
Check any unknown vocabulary, e.g. hit (a very successful
film), dub (change the language in a film into a different
language) and be set in (if a film is set in a place or period
of time, the story happens there or at that time).
Ask students whether they have seen any of the films in
the article and what they thought about them.
Answers
1 Seven Samurai  ​
2 romantic comedies and historical dramas  ​
3 the festival in Cannes, France  ​4 Poland  ​
5 Spanish Affair and The Magician​  6 Japan
7 Divide the class into groups of three and give each group
one of the questions to discuss. When they have finished,
divide the class into new groups of three, including one
student who discussed each question. Students share
what they talked about with their new group, inviting the
others to add their own opinions and ideas.
Hold a brief class discussion, inviting students to offer
their ideas and opinions for each of the questions.
Cooler
Play ‘Film charades’. Hold up the number of fingers
which represents the number of words in the film title
(use English film titles for this game). Then act out
each word. Hold up fingers to say which word you are
describing (e.g. hold up two fingers for the second
word). Students can call out the answer at any time.
The first student to guess the film title correctly in
English acts out another title. Continue until several
students have had a turn.
Project
Review types of film and write them on the board.
Then ask students to call out two or three film titles for
each type. Tell students that they are going to find out
some more information about a film of their choice and
present the information to their classmates.
Ask them to choose a film. This can be one they have
seen and know about, or one from the board. Students
can do this activity in pairs or individually.
Ask students to read the questions and then carry out
their research online, making brief notes for each point.
Students then create their presentations, using
PowerPoint. Remind them to answer one question
per slide. Tell them to include photos and a clip of the
soundtrack.
Allow them time to practise their presentations. If they
are working in pairs, remind them to divide the
information equally between them.
Students then give their presentations. Ask the rest of
the class to listen to each one carefully and at the end
say which film they would most like to see and why.
World cinema 97
 15 Digital life
Unit profile
Vocabulary: Computing phrases
Reading: Choosing an app
Grammar: Present simple passive
Vocabulary: Phrasal verbs: technology
Writing: An informal letter or email (3)
Warmer
Write Technology on the board and elicit one or two
examples to demonstrate meaning, e.g. laptop and
2  2.16  Ask students to read the questions before they
mobile phone.
Start a word association game with a confident student.
Say, for example, ‘laptop!’ and then ask ‘What do you think
of when I say laptop?’ Accept computer or any laptop-
related vocabulary as an answer (e.g. mouse or tablet).
Students continue playing the game in pairs. If they run
out of ideas, the other person wins a point and starts a
new game.
In whole-class feedback, invite a student to start the
game, nominating another to answer. Continue until
several students have had a turn.
Your profile
Show the class your mobile phone and tell them what
you use it for, e.g. to send text messages, look things up
on the internet and listen to music.
Put students into pairs to make a list of what they, or
a member of their family, use their phone or tablet for.
Share ideas and write them on the board. Students then
decide which of the uses are the most popular. Find out
by asking students to raise their hands for each use.
Count them and write the numbers next to the uses.
VOCABULARY  Computing phrases
1  2.15  Tell students that they are going to do a quiz but
that they must first make the questions. Ask them to look
at the sentence halves and get a confident student to
explain what they have to do.
Students work in pairs to match the sentence halves.
Invite different students to read out the full questions.
Ask other students whether they think each sentence is
correct, but do not confirm their answers at this point.
Play the recording for students to check their answers.
Check the meaning of the words in blue by asking
students to explain them. You may need to explain delete
(remove) and links (a connection between documents on
the internet). Check pronunciation of virus /ˈvaɪə.rəs/.
Audioscript
1 Have you ever deleted an important file by mistake?
2 Have you ever got a virus on your computer?
3 Do you think of a different password for each website you use?
98 Unit 15
4 Do you often share links to interesting websites with friends?
5 Have you ever done a search for your own name online?
6 Do you upload photos or videos to the internet to share with
friends?
7 How many new apps have you installed on your phone this
week?
8 Do you ever download podcasts?
Answers
1 c ​2  f ​3  b ​4  h ​5  e ​6  a ​7  g ​8  d
listen. Then play the recording for them to complete
the questions. Tell them not to worry if they can’t write
everything down the first time they listen. They might
prefer to write down every other question the first time
they listen and complete the rest the second time they
listen. Pause the recording after each of Ali’s questions to
give them more time to note down their answers.
Ask students to compare their answers in pairs and then
invite different students to read out the questions.
Audioscript
Narrator: One
Ali: Have you ever deleted an important file by mistake, Matt?
Matt: Yes, I have. I was working late one night and I deleted a
school project.
Ali: What did you do?
Matt: I got really stressed about it. Fortunately my dad
managed to get it back.
Narrator: Two
Ali: Have you ever got a virus on your computer?
Matt: Only once but yes, I have.
Ali: How did you get it?
Matt: The virus was in a game that I downloaded. I installed
the game and suddenly my computer warned me that I
had a virus.
Narrator: Three
Ali: Do you think of a different password for each website
you use?
Matt: Always. Each website has a different one!
Ali: How do you remember them?
Matt: I write them down! There’s a really long list on my desk
at home!
Narrator: Four
Ali: Do you often share links to interesting websites with
friends?
Matt: Yes, all the time. I often share links on social networking
websites.
Ali: What kinds of things do you share?
Matt: They’re usually funny videos or photos. Anything that
makes me smile, really.
Narrator: Five
Ali: Have you ever done a search for your own name online?
Matt: Yes. Lots of times!
Ali: What did you find?
Matt: I found my name on our school website. There are
reports of important football matches that I’ve played in.
 Narrator: Six
Ali: Do you upload photos or videos to the internet to share
with friends?
Matt: Yes, I upload photos several times a day. I love taking
photos of interesting things and sharing them.
Ali: Which apps do you use to share them?
Matt: I mainly use Instagram.
Narrator: Seven
Ali: How many new apps have you installed on your phone
this week?
Matt: Probably about ten. There are hundreds of apps on my
phone. I love finding interesting stuff.
Ali: How many do you have altogether?
Matt: Over two hundred, I’m sure. But I probably only use five
regularly!
Narrator: Eight
Ali: Do you ever download podcasts?
Matt: No, not often. There are lots I’m interested in but I just
forget.
Ali: Which ones do you listen to the most?
Matt: Some of the science ones are great. But I haven’t
listened to any for a while.
Answers
2 get it 3 remember them 4 do you share 5 you find
6 to share them 7 have altogether 8 listen to
3 2.16 Ask students to look again at the words in blue
in exercise 1 and, in pairs, to complete the sentences
using the words. Remind them that they may need to
change the form of some of the words.
Tell them to compare their answers with another pair.
Play the recording for them to check answers.
Answers
2 virus 3 password 4 shares links 5 done a search for
6 uploads; photos 7 installed; apps 8 download; podcasts
4 Tell students to ask and answer each question with
their partner. Monitor and join in with the discussions.
Encourage them to use the questions in exercise 2 to get
further information.
Remind them to listen carefully to what their partner tells
them as they are going to report back to the class.
5 Each student tells the class something interesting they
found out about their partner, as in the example. Ask
‘Who thinks they are good with technology? Who thinks
they are not so good? How can you get better at using
technology?’ Invite suggestions from the class.
READING
1 Ask students which their favourite apps are. Find out
whether they use language apps and whether they know
any good ones for practising different skills, such as
grammar or listening.
Tell them to read about Emre and to look at the
underlined information carefully. Ask ‘What kind of app
does Emre need?’
2 Tell students to think about Emre’s needs and read the
first three app descriptions. Ask them which of the apps
mention a, b and c.
Hold a brief class discussion about which app would
be best for Emre and why. Find out which app students
would like to use and why.
Answers
a App B (most suitable for higher-level learners) and App C
(the questions are often quite challenging)
b App B (professional quality videos) and App C (helps you
understand stories from online newspapers and podcasts)
c App A (it’s perfect for a bus ride) and App C (You can set time
limits for the activities).
C is the best app for Emre (the questions are challenging, it
helps you understand stories from online newspapers and
podcasts and you can set time limits for the activities).
3 Tell the class that they are going to help some more
students find an app to help them learn English.
Refer students to the text about Anna and ask ‘What
three things does she want?’ Students decide in pairs.
Invite different pairs to give the key information. Ask the
class whether they agree. Repeat the activity for Luis
and Evie.
Ask which student they identify with most, and why.
Possible answers
2 Anna enjoys all subjects at school but finds she needs more
help in English. She is bored of doing traditional vocabulary
and grammar exercises and is looking for something else,
that is quick to complete.
3 Luis likes watching movies and TV comedy shows in English,
but would like to understand them better. He expects apps to
look good and is prepared to spend a lot on the right one.
4 Evie likes fun language apps that allow you to compete.
In particular, she’s interested in developing her vocabulary
skills. She doesn’t mind paying for something if it’s worth the
price.
4 Preliminary Reading and Writing, Reading Part
2 tests students’ ability to read for specific information
and detailed understanding.
They match five descriptions of people to eight short,
factual texts.
Ask students to read the descriptions again. Then
put them into small groups to decide which app
would most suit each student. Ask them to look at the
information in exercise 3 and find the corresponding
ideas in A–F. Tell them they need to match three
requirements in each person description to the
appropriate text. Monitor and help as they are working.
Invite different students to share their opinions with
the class. Encourage them to give reasons for their
answers.
Find out which of the apps students would most
enjoy using. Ask ‘Do you already use a similar app?
What do you like/dislike about it?’
Digital life 99

Answers
2 F 3 B 4 A
Talking points
Put students into pairs. Number them 1 and 2. Tell
students who are number 1 to think about the first
question, and those who are number 2 to think about
the second question. Ask them to note down a few
ideas.
Tell students to share their ideas with their partner.
Encourage partners to add other ideas or opinions.
Share some ideas as a class.
This is a good opportunity to get students thinking
about what they can do outside the classroom to
improve their English skills. Encourage them to share
information about apps and websites they use or other
ways they practise English outside class.
Extension activity
Sell an app. Put students into mixed-ability pairs and ask
them to choose one of the apps on page 87. Give them
a few minutes to prepare a short sales presentation
to sell the app to other students. Remind them to be
as convincing as possible and to present the possible
negatives in a positive way. Model the activity by saying,
for example, ‘Buy VidEnglish! It’s fantastic for students
with a high level of English. You can watch all kinds of
video clips from interesting documentaries. It looks cool
and all you need is an internet connection!’
Invite different pairs to stand up and ‘sell’ their app. Take
a class vote on the app students would most like to buy.
EP Word profile
Write turn on the board. Ask students what it means and
find out whether they know any phrases which use the
verb turn.
Tell them to read the example sentences and elicit how
the meanings are different. Ask them to write three more
sentences using the three different meanings with their
partner. Share some ideas as a class.
Monitor as students complete the exercises on page
127. Check answers.
Answers
1 b (page) 2 d (change direction) 3 e (turn up/down)
4 c (time) 5 a (turn off/on)
GRAMMAR Present simple passive
1 Books closed. Briefly describe a process using the
present simple passive. Say, for example, ‘Mobile apps
are usually created by programmers. A lot of time and
knowledge is needed to create an app. New apps are
fully tested and are then used by people all over the
world’.
Write the process on the board and get different students
to come to the board and underline the verb forms. Ask
100 Unit 15
‘What do you notice about the verbs?’ to elicit the form
be in the present simple + past participle.
Circle the two examples of by. Ask students what follows
this word (the person/people who does/do the action).
Rewrite the process in the active: Programmers usually
create mobile apps.They need a lot of time and knowledge
to create an app.They fully test the app and then people all
over the world use it.
Ask students to compare the two texts and think about why
the first text is in the present simple passive (It describes a
process. We are more interested in what happens than who
does it. We may or may not know who does it).
Books open. Tell students to read the example sentences.
Put them into pairs to complete the rules. Invite different
students to read them out.
Answers
b be; past participle c by
2 Ask students whether they use Instagram™. If so, get
them to explain what it is and what they like about it. (It
is a free way of sharing pictures and videos. You take a
picture (or video), choose a filter for it and post it for your
followers on Instagram to see. You can share it on other
social media websites, too.)
Tell students that they are going to find out more about
Instagram. Ask them to work in pairs to look at the
missing words and decide which verbs fit each gap.
While they are working, write the text on the board. Then
invite different students to come and write the answers in
the gaps. If an answer is incorrect, invite another student
to come up, erase it, and try again.
Grammar reference Student’s Book page 152
Answers
1 is owned 2 is thought 3 is used 4 are shared
5 is often added 6 are given
3 Ask students whether they have ever had a virus on their
computer. Encourage them to describe what happened
and what they did to fix the problem. Ask ‘How did you
feel when you realised your computer had a virus?’
Ask whether they know who creates viruses and how
they spread. Tell them that they are going to find out
more about this.
Ask them to read the text and complete the gaps using
the correct form of the verb in brackets. Remind them to
use the present simple passive. Monitor and help as they
are working. Allow them to compare their answers with a
partner before checking as a class.
Answers
1 are not created 2 are written 3 is downloaded
4 is hidden 5 are deleted 6 is not found 7 are sent
4 Books closed. Tell students that they are going to do a
quiz. Divide them into groups of three or four. Read out
each question for students to discuss. Stop them after
a short amount of time and ask each group to give their
answer. Keep a record of these.
 Students check their answers on page 120. Find out
which team got the most answers correct.
Extension activity
Elicit what process means (a series of actions that you
take in order to achieve a result). Divide the class into
small groups and ask them to think of a process that
uses technology, e.g. building a website, and tell them
that they are going to describe it. Each group should
describe a different process if possible.
Students make notes about the process. Then
they develop their notes into sentences using the
present simple passive, e.g. The website is designed
professionally.
Ask different groups to take turns to describe a process
in front of the class.
Corpus challenge
Ask students to read the sentence, written by a student.
Ask them to look at the sentence and elicit which tense
is used (it is the present simple passive).
Tell them that there is one mistake in the sentence. Ask
them to work in pairs to decide what the mistake is.
Invite a student to say what the mistake is and why it
is wrong (the sentence contains the past participle but
not the appropriate form of the verb be). Ask another
student to correct the mistake.
Answer
The game is called Empire Earth.
VOCABULARY Phrasal verbs: technology
1 Ask students what a switch (a small object that you push
up or down with your finger to turn something electrical
on or off) is and what they do with it. Ask ‘Where are
switches found?’ (on electrical equipment; light switches
are on the wall).
Point out the preposition in the first item (down). Ask
students which verb they think completes the phrasal
verb, using the picture to help them (turn).
Students complete the exercise in pairs. Invite different
students to read out the completed phrasal verbs. Ask
the class to say whether they think it is correct and to
correct any errors. Explain that where both switch and
turn can be used, the meaning is the same.
Ask students when they might do each of these actions.
Answers
1 turn 2 put 3 take 4 switch 5 switch 6 turn 7 turn
8 look
2 Monitor as students complete the exercise in pairs. Invite
different students to read out the completed sentences.
Fast finishers
Tell fast finishers to make gapped sentences for switch
on and turn up. In feedback, ask them to write their
sentences on the board for the class to complete.
Answers
1 look up 2 Turn down 3 switch off / turn off
4 turn over / switch over 5 Take out; put in
WRITING An informal letter or email (3)
1 Ask students what they remember about writing an
informal letter or email and what kind of language is
used. Elicit how informal letters and emails are different
from formal ones. Tell them that they are going to write
another informal letter or email.
Set a short time limit for them to read Ivan’s email and
find out what he wants. Check the answer.
Answer
He wants to know what Paul’s favourite game is and for Paul to
recommend some games for a long journey.
2 Ask students to read Paul’s reply quickly to find out
whether he answers Ivan’s questions. Check the answer.
You may need to explain jump (push your body up and
away from the ground using your feet and legs), land (fall
to the ground) and whale (a very large animal that looks
like a large fish, lives in the sea and breathes air through
a hole in the top of its head).
Ask ‘Do you think this is a good reply? Why / Why
not?’ and ‘Would you like to play the games Paul
recommends? Why / Why not?’
Answer
Yes, he does.
3 Set a short time limit for students to read Paul’s email
and answer the first question. Check answers.
Then ask students to identify the phrases which Paul
uses to recommend the two games. Invite different
students to read out the phrases from the email.
Answers
Doodlejump and Whale Trail
You should definitely try it!; Another one I would recommend is …
4 Give students time to read Paul’s email and the Prepare
box. Ask ‘Which three phrases from the box does Paul
use to give his opinion?’
Answers
In my opinion…; I would say …; For me…
Digital life 101
 5 Find out what students think about game apps. Ask ‘Do
you like them?’, ‘How much time do you spend playing
games each day?’, ‘Do you think they are a waste of
time?’ and ‘What skills can they teach?’ Model the
activity by giving your own opinion, using the prompts.
Tell students to complete the sentences individually
before comparing their answers in mixed-ability pairs.
Encourage them to say whether they agree or disagree
with their partner, using the phrases in the Prepare box.
Share some ideas as a class, encouraging students to
say whether they agree with each other or not and why.
6 Ask students what they remember about how to start
and end an informal letter or email. Ask ‘Can you use the
same phrases in informal letters and emails?’ (yes).
Tell them to look at the way Paul begins and ends his
email. Check answers. Ask whether they can remember
any other ways to begin or end an informal letter or email
(e.g. Hello, Write soon, Bye for now).
Answers
Hi; See you soon
7 Ask students to read Ivan’s email again. Tell them that
Ivan is also their friend and that they are also going to
write a reply. Monitor and join in as they discuss the
questions in small groups. Share some ideas as a class,
writing any new vocabulary on the board.
Ask students to work individually to make notes. Remind
them not to write full sentences at this point. Monitor and
help as they work.
8 Students write their email to Ivan. Remind them to use
the tips in the Prepare box and encourage them to
include examples of the present simple passive and
some of the new vocabulary from this unit.
Tell them to write about 100 words. Monitor and help
as they are working, reminding them to pay attention to
spelling and grammar.
Ask students to exchange their email with another
student to check spelling and grammar.
Display the emails around the classroom for other
students to read. Ask them which game they would most
like to play that they haven’t already tried.
Sample answer
Hello
I’ve got lots of games on my phone. I play them every day on
the bus to school. In my opinion it’s a good way to relax before
lessons!
For me, Frog jump is the best game. You have to help a frog
cross a busy road without getting run over. I like it because you
have to make the frog jump really fast and it’s scary!
For a long journey, Build a business is a good game to play.
You have to create a business, like a shop or a café. It’s fun but
it takes a long time.
Bye,
Meg (102 words)
102 Unit 15
Cooler
Tell students to stand up. Call out the phrasal verbs from
exercise 1 on page 88 and do an action to accompany
it. Mix them up a bit, so that sometimes you do the right
action and sometimes you do the wrong action.
Ask students to sit down if the action and phrasal verb
match. If they do match, the last person to sit down is
out of the game. If they don’t match, anyone who sits
down is out.
Project
Tell students that they are going to invent a game. Write
some prompts on the board to help them think of ideas,
for example:
Who’s the main character?
Who are the ‘baddies’?
What does the character have to achieve?
How does the character move?
How does the character win points?
How does the character win a level?
Brainstorm a few ideas for each question.
Divide students into groups of six (or groups of three if
your class is smaller). Ask them to discuss the questions
on the board and decide what the purpose of the game is.
Students prepare a PowerPoint presentation to show the
class. Each student in the group designs one slide (two
if the groups are smaller).
Ask students to keep their slides simple, but to use the
present simple passive to explain how the game works,
e.g. Bonus points are awarded when you go to the next
level. Tell them to present the information in a logical
sequence.
In the following class, each group presents their game.
Ask the class to give their opinions about each group’s
game. Encourage them to be positive about what they
like, but to also make suggestions for improvements.
Teacher’s resources
Student’s Book
Grammar reference and practice page 152
Vocabulary list page 135
Workbook
Unit 15, page 60
Go online for
• Pronunciation
• Corpus tasks
16 Wish me luck!
Unit profile
Vocabulary: Verb + noun
Reading: Just luck?
Grammar: Zero and first conditional
Vocabulary: if and unless
Listening: An interview
Speaking: Describing a picture (2)
Warmer
Draw three items on the board to indicate good and bad
luck, e.g. a broken mirror, a black cat and the number 13
(vary these items according to what your class is
familiar with). Encourage students to guess the theme of
the unit (luck).
Put students into small groups to take turns drawing
items which represent good and bad luck. Invite each
group to draw an item on the board for the class to say
whether it represents good or bad luck.
Your profile
Model the activity by telling the class about yourself.
Say, for example, ‘I think luck is something you make
yourself. For example, if you work hard, you get good
exam results! I think the number 13 is unlucky, but the
number 7 is lucky. My cousin is very lucky. He’s always
winning competitions’.
Put students into small groups to briefly discuss the
three questions. Invite students to tell the class about a
member of their group.
VOCABULARY  Verb + noun
1  2.17  Ask students to look at the photos and
describe what they can see. Refer them to the verbs
in the first box and check understanding by getting the
class to mime them. Then refer students to the nouns
in the second box, and check understanding by asking
individuals to come and draw the word on the board. Drill
pronunciation of mirror /ˈmɪrər/.
Monitor and help as students work in pairs to match
each photo to a verb and a noun. Allow them to compare
their answers with another pair.
Play the recording for students to listen and check their
answers before confirming as a class.
Audioscript
Narrator: a
The man has pulled out a grey hair.
Narrator: b
The man is walking on a gap in the pavement.
Narrator: c
The girl is blowing out candles on a cake.
Narrator: d
This person is touching wood.
Narrator: e
Someone has just spilled some salt.
Narrator: f
The boy is crossing his fingers.
Narrator: g
The girl has broken a mirror.
Narrator: h
Someone is pouring coffee into a cup.
Narrator: i
The man is giving the woman a bunch of flowers.
Answers
a pull out a grey hair ​b  step on gaps in the pavement ​
c blow out candles ​d  touch wood ​e  spill salt ​
f cross fingers ​g  break a mirror ​h  pour coffee ​
i give a bunch of flowers
2 Ask students to read the example sentence and direct
their attention to the verb and noun from exercise 1.
Students work in pairs to complete the sentences with
a verb and/or a noun from exercise 1. Explain that they
may not need to use the whole noun phrase. Tell them
not to think about the options in italics at this point.
Invite different students to say which words they have
chosen for each sentence.
Answers
b step; gaps ​c  blow out; candles ​d wood ​e  spill salt ​
f cross ​ g  break; mirror ​h  pour; coffee ​i  give; bunch
3  2.18  Ask students to read the example sentence
in exercise 2 again carefully and consider the options
in italics. Elicit which option they think is correct (unlucky).
Then play the first sentence of the recording for them
to check.
In pairs, students should read the sentences again
carefully and choose the options they think are correct.
Point out that the answers do not depend on grammar,
but on their knowledge of good and bad luck. Tell them
it’s fine to guess!
Play the recording for students to check their answers.
Find out which pair got the most answers correct.
Audioscript
Narrator: a
Speaker 2: It’s bad luck to pull out a grey hair. If you do, ten
more grey ones will grow in its place.
Narrator: b
Speaker 1: It’s unlucky to step on gaps in the pavement.
Narrator: c
Speaker 1: If you blow out all the candles on a cake, you can
wish for something and it will come true.
Narrator: d
Speaker 2: In some countries, they say touching a piece of
wood brings good luck.
Narrator: e
Speaker 1: After you spill salt on the table, you should throw
some over your left shoulder.
Wish me luck! 103
 Narrator: f
Speaker 2: It’s good luck to cross your fingers in many countries.
Narrator: g
Speaker 1: If you break a mirror, you’ll have seven years of
bad luck.
Narrator: h
Speaker 2: It’s lucky to put the sugar in the cup before you
pour your coffee. If you do this, you’ll become rich!
Narrator: i
Speaker 1: In China, chrysanthemum flowers bring good luck.
However, in some parts of Europe, it’s unlucky to
give someone a bunch of chrysanthemums.
Answers
a bad b unlucky c will d good e should f good
g bad h lucky i good; unlucky
4 Put students into small groups to discuss the questions.
If possible, try to include a mix of nationalities in each
group.
Monitor and join in with the discussions, helping where
necessary. Give positive feedback for interesting
answers, and for the correct use of the expressions from
exercise 1.
Hold a brief whole-class discussion. Ask ‘Do you think
you make your own luck?’
READING
1 Tell students to read the title of the article and ask them
to predict what the text is about.
Set a short time limit for them to read the text and raise
their hand when they have decided which option is
correct. When most of the class have their hands up,
check the answer.
Answer
c
2 Give students time to read the questions and options.
Explain any difficult vocabulary by drawing simple
pictures of bats, a ladder and dolphins on the board, and
by asking what the opposite of silly is (sensible).
Students then read the article again to find the answers.
Allow them to compare their answers with a partner
before checking as a class. Invite different students to
give their answers and ask them to read out the part of
the text which provides the answer.
Fast finishers
Ask fast finishers to write another multiple-choice
question for another fast finisher to answer. They can
read out their question for the class to answer.
104 Unit 16
Answers
1 A (‘If a black cat walks in front of you, it’ll bring good luck.’ …
Americans think the opposite.)
2 B (British people followed the old idea that ‘An apple a day
keeps the doctor away’.)
3 C (It isn’t a good idea just in case something falls on your
head.)
4 B (… these friendly animals …)
5 D (Scientists now know that when we always do things in the
same way, our mind works better.)
Talking points
Put students into pairs to discuss the questions. Then
ask them to join another pair to share their opinions.
Monitor and join in with the discussions.
Invite students to share their ideas with the class. Find
out whether they know of any other things people used
to believe in which have now been proven false (e.g.
that the Earth was flat).
EP Word profile
Books closed. Write luck on the board and ask ‘Is this a
noun, an adjective, or an adverb?’ (a noun). Tell them to
work with a partner to write down two adjectives (lucky,
unlucky) and an adverb (luckily) using the word luck,
using the text to help them.
Books open. Ask students to read the three sentences
and check their answers.
Monitor as they complete the exercises on page 127.
Check answers.
Answers
1 1 luck 2 lucky 3 unlucky 4 luckily
2 1 luckily 2 lucky 3 unlucky 4 unlucky 5 luck
GRAMMAR Zero and first conditional
1 Books closed. Use the zero conditional to talk to the
class. Say, for example, ‘If you eat healthy food, you feel
good. If you get plenty of sleep, you wake up feeling
happy. If you do lots of exercise, you get fit’.
Ask ‘Are these things true?’ (yes). Then write the
sentences on the board and get a student to come and
underline the word which is the same in each sentence
(If). Ask ‘What tense is the main verb?’ (present simple).
Books open. Tell students to read the sentences and ask
what they notice about the position of If in each one. Turn
the sentences around and write them on the board (You
are probably close to the coast if you see dolphins. If
you eat lots of apples, you are more likely to be healthy).
Ask ‘Do the sentences still mean the same?’ (yes).
Put students into pairs to complete the rules. Invite
different students to read them out.
Tell students to look at the sentences in exercise 1 and
those on the board again. Direct them to the position of
the comma and elicit that it is used between clauses
when the sentence starts with If.
Grammar reference Student’s Book page 153

Answers
a true b present simple
2 Monitor as students work in pairs to complete the
exercise. Remind them to use the present simple of
the verbs in brackets.
Invite different students to read out the completed
sentences.
Answers
1 happens; think 2 feels; sees 3 believe; don’t trust
4 understand; know 5 Is it; step
3 Tell students to read the example sentence. Then look
at each sentence, asking students to notice whether it
starts with If or needs to be completed with if. Draw their
attention to When in sentence 4. Explain that this works
in the same way as if in zero conditional sentences.
Model the activity by giving your own responses to
sentences 2 and 4. Students complete the sentences
individually and compare their answers with a partner.
Monitor and help as they are working. Nominate a
student to read out one of the sentences and name
another student to read out a different sentence.
Continue until all the sentences have been read out.
Mixed ability
Weaker students may need further support with this
exercise. To help them, write the following prompts on
the board: If + present simple + , + present simple.
Present simple + if + present simple. Elicit an example
sentence for each prompt from stronger students.
You could also put weaker students into pairs for this
exercise.
Extension activity
Put students into pairs to write three more incomplete
sentences for another pair to complete. Ask them to
think of a theme for their questions, such as being
healthy, friendships, hobbies or the weather.
Students exchange sentences with another pair, and
complete them. Invite different pairs to read out their
completed sentences.
4 Books closed. Tell students that they are now going to
look at talking about possible or probable future events.
Use the first conditional to talk to the class. Say, for
example, ‘If you eat too much at lunchtime, you’ll fall
asleep in the afternoon. If you stay out too late, you’ll be
tired in the morning. You’ll get a headache if you don’t
drink enough water’.
Write the sentences on the board and ask ‘Are these
situations always true?’ (no). ‘Do they talk about now or
the future?’ (the future).
Tell students to look at the verb forms. Under the first
sentence, write If + present simple + ? and elicit which form
goes in place of the ? (will + infinitive). Then invite confident
students to come to the board and write the sentence
patterns for the other sentences (If + present simple + will +
infinitive. / Will + infinitive + if + present simple).
Books open. Ask students to read the examples and
complete rule b in pairs. Check answers.
Answers
b present simple; infinitive
5 Do the first sentence as an example. Ask students to
decide which option is correct, and invite a stronger
student to explain why.
Students then complete the activity in pairs, referring back
to the rules in exercise 4, if necessary. Check answers.
Answers
1 ‘ll 2 will 3 don’t 4 rains 5 ‘re 6 won’t
6 Quickly brainstorm some of the things people do for
good luck. Then tell them to look at the pictures and ask
‘What can you see?’
Tell them to read the example sentence. Ask ‘What
happens first – you see a magpie /ˈmæɡ.paɪ/ or you have
bad luck?’ to elicit that the thing which happens first is
in the present simple, and the possible result is in
will + infinitive.
Look at each sentence with the class, eliciting what
happens first. Students complete the sentences
individually. Monitor and help as they are working.
Allow students to compare their answers with a partner.
If they disagree, they must each explain their reasons for
their answer.
Invite different pairs to read out the completed sentences.
Tell them that this is a competition, and award a point
for each correct answer. Students keep a record of their
score to find the winning pair(s).
Answers
1 will bring; see 2 open; will bring 3 find; will visit
4 say; will never see 5 won’t get; put
6 don’t put back; won’t catch
Corpus challenge
Ask students to read the sentence, written by a student.
Ask them to look at the sentence and elicit what kind of
sentence it is (a conditional).
Tell them that there is one mistake in the sentence. Ask
them to work in pairs to decide what the mistake is.
Invite a student to say what the mistake is and why it
is wrong (the sentence is about a future situation, so
the first conditional is needed). Ask another student to
correct the mistake.
Answer
If you bring the crisps, I will bring the juice and fruit.
Wish me luck! 105
 VOCABULARY if and unless
1 Tell students to read the sentences and ask them to
replace unless in the third sentence (stronger students
will realise that it is the same as the second sentence).
Ask them to turn each sentence around and write them
on the board (If you study harder, you won’t fail the test.
If you don’t study harder, you’ll fail the test. Unless you
study harder, you’ll fail the test). Ask ‘Is the meaning the
same?’ (yes).
2 Ask students to work in pairs to make large cards with
if and unless on them. Then give them a few minutes to
read the sentences and decide which word goes in each
gap. Remind them that both words are used in the pairs
of sentences.
Read out each sentence, pausing at the gap for students
to hold up the word they think is correct. Award points for
each correct answer.
They then complete the sentences individually as a
consolidation exercise. Invite different students to read
out the completed sentences.
Answers
1 unless; If 2 unless; if 3 if; Unless 4 if; unless
LISTENING
1 2.19 Find out if students have any lucky objects that
they always take with them to exams or sports matches.
Ask ‘How do you feel if you forget to take it with you?’
Tell students that they are going to listen to an interview
about luck. Look at the photos and ask what they can
see. Play the recording for them to listen and find out
which two photos are not mentioned. Check answers.
Audioscript
Interviewer: Why do people believe in luck? For example, some
people think it’s good luck to cross your fingers, or
bad luck to step on the gaps in the pavement, but
there’s no scientific reason why these things might
be lucky or unlucky! We have Dr Clare Davies here
in the studio to explain.
Dr Davies: Our ideas about luck come from the way we
develop as children. From a young age, we believe
that certain objects have got special qualities.
Interviewer: What do you mean?
Dr Davies: Children have got great imaginations and they
often think that they’re having a conversation with
their toys, for example. Other children won’t go
anywhere without a special blanket because it
helps them to feel safe. Teenagers and adults don’t
carry a special blanket everywhere, but they still
believe that objects have got special qualities.
Interviewer: Really?
Dr Davies: Yes, if you hold up a pen and say it belongs to
someone famous, most people will want to see it
or even hold it. But if you say it’s a murderer’s pen,
no one will want to touch it. Why not? Because
we still think that objects have got qualities: a
murderer used to hold that pen! We don’t want to
be anywhere near it!
106 Unit 16
Interviewer: Adults don’t believe that objects are special,
do they?
Dr Davies: Well, yes, they often do. In fact, some adults
believe in objects much more than children
believe in things – especially sports people!
Cristiano Ronaldo thinks he won’t play well
unless he changes his hairstyle at half time!
And when Serena Williams lost a big tennis
match once, she explained it by saying, ‘I didn’t
bring my shower sandals to the court with me.’
Interviewer: No way!
Dr Davies: It’s true! Then there’s Rafael Nadal. He always
wears a special watch when he’s playing, and he
has to put his drinks bottles in exactly the same
position during a tennis game. And when he wins
tournaments, he celebrates his luck by biting the
cups, he doesn’t kiss them!
Interviewer: That’s funny.
Dr Davies: The funniest habit was the French footballer
Laurent Blanc’s. Years ago, when he was playing
for the French national team, he used to kiss the
top of the goalkeeper’s head before every game!
Interviewer: That’s really funny …
Answers
The horseshoe and the four-leaf clover aren’t mentioned.
2 2.19 Preliminary Listening Part 2 tests
students’ ability to identify specific information and
detailed meaning (occasionally attitude or opinion).
It consists of a longer monologue or interview and
six multiple-choice questions. Students listen and
choose the correct option from a choice of three.
They hear the recording twice.
Tell students to read the questions and choose the
correct option. Allow them to compare their answers
with a partner before playing the recording for them
to check their answers.
Hold a short class discussion about the ideas in the
interview. Ask ‘What other things do sports people
do to bring luck?’
Answers
1 A 2 C 3 C 4 B 5 C 6 C
SPEAKING Describing a picture (2)
1 Elicit which tense is used when describing pictures to
say what people are doing (present continuous).
Tell students to look at the photo and describe it in pairs,
using the present continuous. Invite different pairs to give
suggestions, but do not confirm answers at this point.
2 2.20 Play the recording for students to hear someone
describing the photo. Were any of their ideas mentioned?
Audioscript
I can see lots of young people. It looks like they’re celebrating
something. It’s probably summer, because they’re wearing
summer clothes so it could be a celebration of the end of their
exams. I think they’re on a truck, but I’m not really sure. I can’t
make it out very well. They’re wearing costumes, I think, and
someone’s got a flag. The girl in the middle has something in
her mouth. I don’t know what it’s called, but it makes a loud
noise. I think they’re in a city because I can see buildings
behind them. I think they’re probably celebrating something
because they seem very happy. It looks fun!
3 2.20 Ask students to read the phrases in the Prepare
box. Elicit when they might use these phrases (when
they aren’t sure about what’s happening in a picture).
Students then listen to the recording again and make a
note of which phrases from the Prepare box are used.
Answers
I looks like …; it could be …; I’m not really sure; I can’t make it
out very well; I don’t know what it’s called; they seem very
4 Ask students to work with a new partner. They should
take turns describing the photo (by saying a sentence
each in turn), using the phrases from the Prepare box.
5 Preliminary Speaking Part 4 tests students’ ability
to communicate with each other on a topic introduced
in Part 3. They take turns to speak and should ask
each other’s opinions, showing an interest in what
their partner is saying and giving reasons for their own
views. Ask ‘What is similar about the two photos on
page 93?’ to elicit that they both show celebrations.
Brainstorm a list of celebrations in the students’
country/countries and write the names of the
celebrations (or what they celebrate) on the board.
Put students into small groups. If you have a
multinational group, try to ensure a mix of nationalities
in each group. If your class is monocultural, ask
each student in the group to talk about a different
celebration.
Students describe their celebrations. Remind them
to use the present simple if they are not describing
a picture (elicit that this is because these are facts or
routines). Encourage the other members of the group
to ask further questions, for example, about what
people wear or eat. Invite a member of each group
to tell the class about one of the celebrations they
heard about.
Extension activity
Tell students to draw a picture with lots of action in it.
Ask them to think of a theme for their picture (holidays,
in the park, etc.) and to include five people doing
different things. Remind them that drawing skill is not
important. Set a strict time limit for this.
Students then work in pairs to describe their picture
to their partner, who draws the picture. Remind them
to use the present continuous to explain what is
happening. They then compare pictures at the end.
Cooler
Books closed. Divide the class into small groups and tell
them that they are going to have a competition.
Ask ‘What will happen if …’ and complete the sentence
several times using some of the ideas from Grammar
exercise 6 on page 92, e.g. ‘What will happen if you see
more than one magpie?’
Students write their answers, using the first conditional
(will + infinitive). Invite each group to read out their
answers (a different student should do this each time).
After they have all given their answers, answer the
question yourself (e.g. ‘If you see more than one magpie
you will have good luck’). Award a point to each group
who got the superstition correct.
Project
Tell students that they are going to find out more about
what is considered good and bad luck in different
cultures. Put them into pairs. Ask them to choose a
country or culture they are unfamiliar with (using a map
of the world if necessary).
Allow students time to research their chosen country
or culture online. Ask them to find at least one example
of something which is considered lucky and unlucky.
Write some prompts on the board to help with ideas,
e.g. lucky/unlucky numbers/days/colours/animals.
In the following class, students present their findings.
Ask other students to listen carefully and then say which
country or culture they found most interesting.
Teacher’s resources
Student’s Book
Grammar reference and practice page 153
Vocabulary list page 135
Video
Luck
Workbook
Unit 16, page 64
Go online for
• Pronunciation
• Progress test
• Achievement test
• Video extra worksheet
• Corpus tasks
Wish me luck! 107
 Maths
Units
Answers
Learning objectives 1km = 1,000m = 100,000cm = 1,000,000mm
• Students learn about units of measurement.
• In the project stage, they write an advertisement for
an object of their choice.
3 Ask students to read the words in the box and then drill
pronunciation. Write the categories 1–3 as headings on
the board. You may need to check students understand
volume and weight (volume measures space and weight
Warmer
measures heaviness).
Write measurements on the board and brainstorm a list
Call out one of the words in the box and invite a student
of these, writing them on the board (for example, metre,
to write it under the correct heading on the board. Ask
litre, and kilogram). Leave the measurements on the
the rest of the class whether it is in the correct place. If
board for students to refer to when doing exercise 2.
not, erase it and ask another student to try again. If it is
Then do a quick quiz. Divide them into small groups and
correct, leave the word on the board.
tell them that this is a competition. Write the following
prompts on the board: the biggest, the smallest,
Answers
the highest, the shortest, the tallest, the heaviest,
1 volume: litres, centilitres, millilitres  2  weight: kilograms,
the lightest, the fastest, the slowest. Tell them that they tons, grams  3  time: hours, minutes, seconds
have five minutes to come up with some facts, using the
prompts. They can describe anything they like.
Stop students after five minutes and ask each group
4 Ask students to look at the items and work in pairs to
decide which units of measurement are used to describe
to tell the rest of the class what they discussed, for
them.
example, what the heaviest animal in the world is. Write
the ideas on the board and ask the rest of the class to Invite different pairs to give their answers and ask the
put up their hand if they think the ‘fact’ is correct. rest of the class whether they agree or disagree.
Then put students into small groups to brainstorm more
items that might be measured by each unit, for example,
1 Ask students to name some of the world’s tallest
bottled drinks (litres / centilitres), people’s weight
buildings (e.g. the Burj Khalifa in Dubai, UAE; Makkah
(kilograms), how long a film lasts (hours and minutes).
Royal Clock Tower, Saudi Arabia; One World Trade
Center, New York City, the US; Guangzhou CTF Finance
Answers
Centre, China). 1 metres and centimetres  ​2  litres or centilitres  ​3 kilometres 
Tell them to read the title of the text and invite them to 4 kilograms  ​5  hours and minutes
suggest what the topic might be.
Students then read the text to check their ideas. Ask 5  2.21  Tell students that they are going to listen to four
them to discuss the questions in small groups. Invite the conversations and that they should listen and number
groups to share their ideas with the class. the pictures in the correct order.
Play the recording. Allow students to compare their
2 Write measure on the board and elicit the part of speech.
answers with a partner before checking as a class.
Point out measure in the key words box to help them
decide (verb). Then elicit the noun (measurement).
Audioscript
Refer students to the list of measurements on the board Narrator: 1
and tell them that they are going to find out more about Speaker 1: Are you serious? He’s only fourteen? But he must
them. be over six feet tall.
Put them into pairs to read text A and complete the missing Speaker 2: He’s six feet two inches.
Speaker 1: What’s his name again?
information. Check answers by inviting different students to
Speaker 2: Ben.
write the numbers on the board.
Narrator: 2
Drill pronunciation. Note that the usual way to say one in Speaker: Hello … Let me check. Yes, we’ve got both the
large numbers is a /ə/, i.e. a thousand metres, a hundred thirty-two-inch and the forty-inch one. The thirty-
thousand centimetres, a million millimetres. two-inch costs two hundred and ninety-nine
pounds and the forty-inch is three hundred and
Practise saying numbers with points in, e.g. 2.54 cm =
ninety-nine pounds. OK. You’d like the forty-inch
two point five four centimetres. Invite different students to
one. Would you like us to deliver it or …?
write some numbers with decimal points on the board for
the rest of the class to say.

108 Maths
 Narrator: 3 Answers
Speaker: He looks like he is going to shoot but he’s at least 1 horsepower ​ 2  a googol ​3 carat
thirty yards from the goal … Incredible! What an 4 megabytes and gigabytes ​5 smoot ​6 calories
amazing shot! 7 Students’ own answers.
Narrator: 4
Speaker 1: Where do you want me to take you, Ellen?
Speaker 2: Just to Sally’s house.
9 Ask students to look at the list and the example. Give
each student in the room one of the items (you will
Speaker 1: What? In Notting Hill?
Speaker 2: Yes. It’s only three miles away, Dad! probably need to repeat some of the items). Ask them to
Speaker 1: Yes, but that’s three miles of London traffic. It will think of an example for their item.
take over an hour! Put students into groups to discuss their ideas. Then
Speaker 2: Please, Dad. Sally and I have to finish our project invite one or students to give an example of each item.
today.

Cooler
Answers Books closed. Write all the measurements from this
1 b ​
2 d ​
3 a ​4 c section on the board in full.
Put students into groups of four and ask them to write
6  2.21  Ask students to read the sentences and call out down the abbreviated forms (for example, km for
the units of measurement (feet, inches, yards, miles). kilometres) for each measurement. Tell them that this is
Ask where these units are used (the UK, Australia and a race, but they must not use their books or the internet
the US). to look up any information. Ask one person in each
group to write down the answers. When a group thinks
Play the recording again for them to complete the
they have got all the correct answers, ask them to come
missing information. Check answers.
to you to check. If any of the answers are wrong, send
Answers them away to try again. The winners are the first team to
1 6; 2  ​2 36  ​3  30 yards ​4  3 miles get all the answers correct.

Project
7 Ask students to work in pairs to use their calculators to
convert the measurements in exercise 6 to the metric Tell students that they are going to write an
system. Write the following information from text A on advertisement. Put them into groups of three, and tell
the board to help them: 1 foot = 30.5 cm; 1 inch = 2.54 them that they will have to try to sell the item to their
cm/25.4 mm; 1 yard = 0.91m; 1 mile = 1.61 km. classmates, so their adverts need to be persuasive!
Ask them to choose one of the items to write about.
Students complete their calculations. Invite different
Tell them to make some notes for the first and second
students to give their answers and write them on the
points. Remind them to focus on the positive features
board. Then practise saying the measurements.
of what they are selling, for example, the bike is fast,
Answers the TV has a large screen, the car is reliable, the ring is
1 1.88m  ​2 91.4cm  ​3 27.3m  ​4 4.83km beautiful, the cakes are delicious and cheap.
Students then do some research online, looking at
adverts for similar items to get ideas. Remind them not
8 Ask students to read questions 1–6 and discuss them to copy anything directly, but to use their own words.
in small groups, without referring to text B. Share some
Students then write their adverts and add pictures they
ideas as a class.
have found. Remind them to work together, so that each
Students then read text B and work individually to find student is involved in the process.
the answers. Ask them to compare their answers in their Students then upload their adverts to the class blog or
groups. If there are any disagreements, ask them to read display them in the classroom for the rest of the class
out the section of the text which they think gives the to read. Ask the class which advert is most persuasive
answer. and why.
Invite different students to give the answers. Discuss
question 7 as a class, encouraging students to give
reasons for their answers.
Finally, ask students to read the text again to find out
how long a smoot is in metres (1.7m). Remind them that
this is not a real measurement!
Ask students to answer the question in the text about
gold (12 carats). Then ask them to explain what binary
means (the binary system expresses numbers using only
1 and 0, and is especially used for computers).

Units 109
 17 Skills and talents
Unit profile
Vocabulary: Creative lives: nouns
Reading: Who are the real artists?
Grammar: Reported commands
Vocabulary: Adjectives: -al and -ful
Writing: A biography
Warmer
Write Creativity on the board and elicit its meaning (the
ability to produce new ideas or things using skill and
imagination). Brainstorm a list of creative skills, e.g.
drawing, writing, making clothes and writing songs.
Put students into small groups to discuss these
questions:
• Are you creative? What creative things can you do?
• How can people become more creative?
• Who is the most creative person you know? Why?
Monitor and join in with the discussions, helping where
necessary. Feed back as a class.
Your profile
Tell the class about yourself. Say, for example, ‘I’m very
good at writing stories. I can play the guitar but I’m
terrible at drawing!’
Then tell students to read the questions. Ask for a
show of hands for each activity and put students into
groups containing a mix of experiences. Ask them to
tell each other about one of the things they have tried.
Encourage the other students to ask questions about
their experiences.
Invite students to tell the class about a member of
their group.
VOCABULARY  Creative lives: nouns
1 Put students into pairs to look at the pictures and say
what they can see. Invite different students to describe
each picture.
2  2.22  Tell students that they are going to find out
whether their ideas were correct by listening to three
conversations.
Play the recording for them to listen and check. Allow
them to compare their answers with a partner before
checking as a class.
110 Unit 17
Audioscript
Narrator: a
Girl: Well, this room obviously belongs to some sort of artist.
Boy: Yeah. A painter, maybe. Look at the pots of paint and
the brushes.
Girl: Yeah … There are a few drawings and a painting, but
there are sculptures at the back there too.
Boy: Oh, yeah, so there are. And it must be the artist’s studio.
It’s too messy to be a gallery.
Girl: That’s a good point.
Narrator: b
Boy: This office obviously belongs to an author. Look at all
those novels. Maybe he –
Girl: Or ‘she’!
Boy: Yeah – maybe he or she – is a poet. I can see a few
books of poetry on one of the shelves.
Girl: Or it could be someone who’s into historical fiction.
Boy: Or someone who loves reading about other writers’ lives.
Look at that title over there: Gabriel García Márquez –
A Life. That’s a biography.
Girl: I can’t believe the size of the bookcase!
Narrator: c
Boy: This looks like a film set. There’s no audience, so it isn’t a
theatre performance.
Girl: Yeah, it looks like it’s a studio of some sort. It could be
a TV studio or a film studio.
Boy: Yeah, the actor is talking to the director. Or maybe he’s
the writer.
Girl: No, wait a minute! That’s Peter Jackson, the director of
Lord of the Rings.
Boy: Since when did you know so much about film-making?!
3 Books closed. Create mind maps on the board. Draw
three circles with the following headings: Actor, Artist and
Author. In pairs, students write down as many words as
possible connected to each heading.
Then invite different students to come to the board and
add words on arms around each heading (e.g. film,
painting, book). Ask the class whether they agree that
the words are connected with the heading or not.
Books open. Ask students to look at the words in the
box and drill pronunciation, paying attention to audience
/ˈɔːdiəns/ and sculpture /ˈskʌlp.tʃər/. Ask them to
complete the table in pairs. Invite students to call out the
words for each row, explaining its meaning or giving an
example.
Answers
Actor: director, studio
Artist: gallery, painter, painting, sculpture, studio
Author: biography, novel, poet, poetry, writer
4 Put students into groups of three to complete the texts,
using words from exercise 3. Tell them that they may
need to make some of the words plural. Ask them to
think carefully about whether the words needed are
connected to Actor, Artist or Author. Each student in the
group should take responsibility for one of the texts,
before completing the three texts together as a group.
Check answers by asking different students to read the
texts sentence by sentence. Get the class to say whether
the completed words are correct, and to give the correct
word if not.
Refer students to the words in orange and encourage
them to work out their meaning from the context. Invite
different students to give their definitions. Tell them to
add the words to the table in exercise 3.
Hold a short class discussion about what students
enjoy doing best: watching films, going to art galleries
or reading books. Ask ‘What do you like about it?’
Encourage them to explain why.
Answers
1 gallery ​2  paintings ​3  sculptures ​4  biography ​5  author ​
6 poetry ​7  novels ​8  audience ​9  writer ​10  actors ​
11  studio ​12  director
Actor: script, filming
Artist: exhibition, drawings
Author: writer, series
5 Give students a couple of minutes to review the
vocabulary in exercise 3.
Books closed. Put students into groups of four. Tell them
to invent a buzzer noise.
Read out the questions in turn. Do not accept any
answers that are shouted out without ‘buzzing’. Ask the
first team to buzz to explain their answer. If they are
correct, award them a point. The winner is the team with
the most points.
Mixed ability
Make sure there is a mix of stronger and weaker
students in each group, so that every team has a
chance to win some points.
Answers
1 A studio is a room where an artist works (or a TV programme
is made); a gallery is a room used for showing paintings and
other art to the public.
2 A director tells the actors in a film what to do; a writer writes
the story for a film or TV show.
3 An artist creates art, e.g. paintings, sculptures and drawings;
a painter paints pictures.
4 A novel is a book that tells a story about imaginary people
and events; a biography is the story of a person’s life written
by another person.
5 An author writes books, articles, etc.; a poet writes poems.
6 A sculpture is a piece of art that is made from stone, wood,
clay, etc.; a painting is a picture that someone has painted.
READING
1 Tell students to read the title of the article and ask ‘What
does it mean?’ Elicit that it suggests that a piece of
work has been done by someone other than the person
named as its author/painter, etc.
Ask students to look at the photos and say what is
happening in each one. Put them into pairs to discuss
who is in each photo. Tell them that they are going to find
out more about these people.
Answers
1 Jessie J ​2  Wayne Rooney ​3  Daniel Craig
Refer students to the headings. Ask them to tell their
partner what they think each paragraph might be about.
Check understanding of ghostwriter (someone who
writes a book for another person, so that that person
can pretend it is their own) and stunt double (someone
skilled who does the dangerous actions in a film, taking
the place of the lead actor). Discuss ideas as a class.
2 Ask students to read the list of names. Find out whether
they recognise any of them and what the people do. Tell
them to read the texts quickly and answer the question.
Feed back as a class.
Answers
They do anonymous work for celebrities who people think have
done the work themselves.
3 Ask students to read the questions and options and try to
answer before they read the texts again. Then they read
the article more carefully to check their answers. Tell them
not to worry about words they don’t know at this point.
Check answers. Ask ‘Are you surprised by anything you
found out in the texts?’
Fast finishers
Ask fast finishers to write another question with three
options about the text. They then write their question on
the board for the rest of the class to answer.
Answers
1 C ​2  C ​3  C ​4  A
4 Ask students to look at the highlighted words. Discuss
them as a class, creating definitions by using the context.
Tell students to match the highlighted words to the
definitions, and compare them to the ones they created.
Check understanding of any other new words in the text.
Write the words on the board and put students into small
groups to define the meaning of one of the new words.
Monitor and help as they are working. Ask a confident
student from each group to teach their word to the class.
New words may include convince (make someone believe
that something is true), reputation (the opinion that people
have about someone based on their behaviour or character
in the past) and incredible (very good or exciting).
Skills and talents 111
 Elicit what you asked students to do in order and write
Answers
the instructions on the board. Then say ‘Tell your partner
1 toured 2 performer 3 journalist 4 appear 5 scene
6 perform what I asked you to do’.
Write your name on the board with a prompt for the
Talking points first command, e.g. Mr Ahmed told us to … and ask a
student to finish the sentence (find a piece of paper and
Put students into mixed-ability pairs to discuss the
a pen). Repeat the prompt for the second command,
questions. If possible, try to have a mix of nationalities
shortening it by one word: Mr Ahmed told us … Continue
in each group, as ideas may vary between cultures.
the process, until students construct the final command
After a few minutes, invite students to share their ideas
completely on their own.
and hold a short class discussion.
You could ask more questions about right and wrong, Books open. Students read the example sentences and
e.g. work in pairs to match them to the commands. Invite
• Is it OK to ask for help when doing homework? Is it different students to give their answers.
OK for someone else to do your homework for you?
• Is it OK to keep something you find in the street?
Answers
1 a 2 a 3 b 4 b
• Is it ever OK to lie?

EP Word profile 2 Draw students’ attention to the negative form in the

second example sentence in exercise 1. Tell them to read
Ask students to look at the three sentences and the
the sentences again and complete the rules in pairs.
phrases using the word own in each one.
Check answers.
Put them into pairs to write three more sentences, each
Grammar reference Student’s Book page 154
using one of the phrases. Invite different students to
read their sentences aloud.
Answers
Monitor as students complete the exercises on page a to b not
127. Check answers.

3 Elicit what students notice about the reporting verb in the

Answers example (it is in the past). Explain that the sentence pairs
1 I’ll have a home of my own someday. show the command and the reported command.
2 He performed 21 songs all on his own.
Revise pronouns used in reported speech, i.e. the
3 I like living on my own.
pronoun for the person being spoken to changes form:
4 Each student has their own dictionary.
5 The film script is owned by the production company.
I → me; he → him; she → her; we → us; they → them.
Point out that you does not change.
Ask students to look at the reporting verbs in brackets
Cooler and check understanding. They complete the exercise
individually. Remind them to think about whether the
Draw the table from exercise 3 on page 98 on the board
command is positive or negative. Invite different students
four times. Add the headings on the left, but leave the
to read out the completed sentences.
rest of the table empty.
Divide the class into four teams. Invite one writer for
Answers
each team to come to the board. The rest of the team
1 warned; not to touch 2 ordered; to stop 3 told; to be
should sit together. Explain that the writer cannot write 4 advised; not to worry 5 persuaded; to go
anything unless the team tells them to. 6 reminded; not to hand; in
Tell students that they have two minutes to complete the
table and words must be spelled correctly. The writer
must go back and forth between their team and the
4 Books closed. Say ‘Don’t move!’ Write a gapped sentence
on the board: Mr Ahmed … us not to move. Tell students
board, writing the team’s suggestions.
to choose one of the reporting verbs from exercise 3.
Stop students after two minutes and award a point for
Books open. Ask them to check their answer by reading
each word which is correctly spelled and in the correct
the example in exercise 4.
place. The winner is the team with the most points.
Put students into mixed-ability pairs to report the
commands. Remind them that may also have to make
other changes, such as pronouns.
GRAMMAR Reported commands
Monitor and help as they are working. Invite pairs to read
1 Books closed. Give students some instructions to follow. out the command and the reported command. Ask the
Say, for example, ‘Find a piece of paper and a pen. Write class to correct any errors.
a short note. Make an aeroplane. Fly the plane to a
friend. Open and read the message.’

112 Unit 17
 Extension activity
Put students into small groups to write five commands
on a piece of paper. Ask them to think about who says
the command and which verb might be used to report it.
Tell them to include a range of functions and situations,
using exercises 3 and 4 for ideas. Monitor and help as
they are working. They should also write the answers in
reported speech on the back of the paper.
Tell them to exchange commands with another group
and work together to put the commands into reported
speech, using a variety of reporting verbs. They turn the
paper over to check their answers.
Answers
1 The teacher reminded her students not to forget their
homework on Monday.
2 The man asked his son to pass (him) the salt.
3 The girl ordered her brother to get out of her room.
4 The woman advised her daughter to do her homework soon.
5 The taxi driver told his passenger not to get out yet.
6 The boy persuaded his friend to go to the cinema (with him).
Corpus challenge
Ask students to work in pairs to correct the sentence.
Tell them to look at the rules and the exercise they have
just done if they aren’t sure.
Nominate a student to give the answer. Ask if other
students have alternative answers (e.g. He asked me to
look at the picture is also possible here).
Answer
He told me to look at the picture.
VOCABULARY Adjectives: -al and -ful
1 Write -al and -ful on the board. Put students into small
groups and give them one minute to make a list of
adjectives for each ending.
Then ask them to read the example sentences and
discuss the questions as a whole class.
Answers
1 nouns 2 the e at the end of nature changes to a
2 Ask students to look at the nouns in brackets. Tell them
to add -al or -ful to make the adjectives and complete the
sentences individually.
Allow them to compare their answers with a partner.
Invite different students to read out the completed
sentences. Write the adjectives on the board for students
to check spellings.
Fast finishers
Give fast finishers other nouns to make into -al and -ful
adjectives, e.g. beauty, culture and hope (beautiful,
cultural, hopeful). They can then teach these to the class.
Answers
1 colourful 2 peaceful 3 original 4 painful 5 cheerful
6 political
3 Ask students to decide in pairs whether the adjectives of
the nouns in the box end in -al or -ful. Check answers.
Set a short time limit for them to complete the sentences.
Check answers by inviting different students to read out
the completed sentences.
In pairs, students number the questions in order of how
interesting they are. They ask and answer the questions,
beginning with the most interesting one. Monitor and join
in with the discussions, giving positive feedback for the
correct use of the adjectives.
Answers
1 traditional 2 musical 3 environmental 4 cultural
5 helpful 6 stressful
WRITING A biography
1 Ask ‘Who is in the photo?’ and find out what students
know about Taylor Swift.
Ask ‘What kind of books describe someone’s life?’
(biographies and autobiographies). Tell them they are
going to read a short biography about Taylor Swift and
elicit what kind of information it might include, e.g. where
she was born and what she has done in her life so far.
Tell them to read the text and compare it to their ideas.
2 Find out whether students thought the biography was
interesting and whether they learnt anything new about
Taylor Swift.
Ask ‘What makes a biography good?’ Put them into small
groups to discuss this and report their ideas back to the
class. Tell them to read the Prepare box and compare
their ideas.
Possible answers
She lived on her family’s Christmas tree farm. She released her
first album when she was 16. In 2010, she paid for an education
centre in Nashville.
3 Give students one minute to read the biography again.
Tell them to remember as much information as they can.
Books closed. Call out each of the dates in the text and
ask the class to tell you what happened at that time
in Taylor Swift’s life. They can check their answers by
looking back at the text.
Answers
1989 – She was born.
2004 – She moved to Nashville.
2008 – She released her album Fearless.
2010 – She paid for an education centre in Nashville.
Skills and talents 113
 4 Books closed. Ask students to remind you of the phrases
for talking about ages from the Prepare box.
Books open. Tell them to check their answers and
complete the sentences using the appropriate phrase.
Allow them to compare answers with a partner before
checking as a class.
Answers
1 at ​2  as; as ​3  as ​4  Nowadays ​5  By; time
5 Tell students that they are going to write their own
biography of a famous person. Make a list on the board
of people that they would like to find out more about.
Ask them to discuss the questions in small groups,
brainstorming ideas for each student’s famous person.
If you have access to the internet, students could do
some further research about the famous person. If not,
they should choose someone they already know lots
about.
If several students have chosen the same celebrity, allow
them to compare their ideas.
6 Students write their biographies. Remind them to check
their spelling and grammar and to use the tips and
language in the Prepare box. Ask them to include an -al
and -ful adjective, too.
Encourage stronger students to include one or two
reported commands (e.g. Her mum told her not to
become an actress).
Put students into groups to read each other’s
biographies. They should discuss what they found
interesting or surprising.
Display the biographies around the classroom for other
students to read.
Extension activity
Ask students to write two more factual sentences about
their famous person. One of these should be true and
the other false. Encourage them to think of unusual or
surprising facts for both sentences.
Students work in small groups to read out their
sentences for their group to guess which statement is
true and which is false. Move students into new groups
and repeat the activity.
Ask students what was the most unusual or surprising
(true!) thing they found out.
Cooler
Guessing game. Write three important dates from your
life on the board. Students have to guess why these
dates are significant. Only answer questions which are
grammatically correct, e.g. ‘Did you get married in 2011?’
Students then write down three significant dates from
their own lives. Put them into small groups to guess
what happened on each date.
Invite students to choose an important date in their life
and tell the class about it.
Project
Tell students that they are going to write an
autobiography and elicit what this is (a book written by
someone about their own life).
Put students into pairs to tell each other about their lives.
Ask them to focus on positive events. They should help
each other decide which events are the most interesting
and should be included in their autobiography.
Students should prepare their autobiographies as a
blog post. They should include interesting events and
important dates. Encourage them to include photos, too.
In the following class, ask students to work in pairs to
read each other’s posts and suggest improvements.
Students can publish their autobiographies on the
class blog, if you have one, or print out a final version.
Encourage other students to read them carefully. They
should think of a question to ask another member of the
class about their autobiography.
Teacher’s resources
Student’s Book
Grammar reference and practice page 154
Vocabulary list page 135
Video
Talented
Workbook
Unit 17, page 68
Go online for
• Pronunciation
• Video extra worksheet 
• Corpus tasks

Sample answer
Daniel Radcliffe is a British actor who was born in England in
1989. He decided that he wanted to act as a young child and
appeared in his first TV programme at the age of ten.
He auditioned for the role of Harry Potter in the year 2000, and
the first film in the series was released in 2001. Daniel played
Harry Potter for ten years.
Daniel didn’t go to university because he wanted to act instead.
Since the last Harry Potter film in 2011, he has been in several
other films and has won an award for his charity work.
(101 words)

114 Unit 17
18 The world of work
Unit profile
Vocabulary: Work
Reading: I’m in charge
Grammar: Second conditional
Vocabulary: Suffixes: -er, -or, -ist, -ian
Listening: Understanding problems
Speaking: Discussing options
Warmer
Put students into teams to brainstorm a list of jobs. Tell
them to write one job for each letter of the alphabet,
e.g. actor, builder, cleaner (they probably won’t be able
to think of a job for every letter, but they can have fun
trying!). Set a strict time limit for this.
Students exchange papers with another team. Ask one
of the teams to read out the list they have in front of
them, and ask the other teams to add any additional
words. Write the jobs on the board, awarding a point for
any job that no other team has thought of.
Your profile
Ask students to discuss the questions in small groups.
Tell them to talk about people they know who do
exciting, difficult or dangerous jobs, and to discuss their
dream job.
Invite each group to tell the class about the people they
discussed. Find out how many students in the class are
interested in doing the same job, and if there are any
jobs students would not like to do.
Narrator: 3
I’m very proud of what I do. It’s a dangerous job, and it’s very
hard physically, especially when there’s a big fire and we have to
go in with all the special clothes and safety equipment. It feels
good when we’ve finished a job, though, and made a place
safe again.
Narrator: 4
I’ve always loved animals, so I knew this was the job I wanted
to do. It’s great when you see they’re getting better, and their
owners are always so happy! A lot of the time I work with dogs
and cats. Dogs are amazing animals!
Narrator: 5
I started helping my dad work on his car when I was about seven
or eight, and I always really enjoyed it, so when I left school it just
seemed like the obvious thing to do. Yeah, it’s a dirty job sometimes,
but I love it.
Narrator: 6
This job is actually a lot more stressful than people think.
Everyone thinks that it’s the actors who do all the hard work,
but in fact I’m the person who makes most of the decisions.
It’s a lot of pressure!
Narrator: 7
I never wanted to sit in an office all day. I prefer being outside,
doing things with my hands. We’re building places for people to
live and work in, and that’s pretty cool!
Narrator: 8
When I tell people what my job is, they always say: ‘Oh, are
you on TV? Do you interview famous people?’ Unfortunately,
the answer is no. I work for a local newspaper, and most of the
stories I deal with are just small, local stories. But I hope that
one day I might work for a TV company.
Answers
1 g ​
2 b ​3 h ​4 f ​5 d ​6 e ​7 c ​8 a

VOCABULARY  Work 2  2.24  Tell students to look at the words in the box.
Ask them to compare the list to the one they made in
1  2.23  Ask students to look at the photos and elicit the Warmer.
which jobs they show. Tell them that they are going to
Drill pronunciation, paying attention to lawyer /ˈlɔɪ.ər/
hear eight people talking about their jobs. Explain that
and musician /mjuːˈzɪʃən/, but don’t check meanings
the people will not say the name of the job, so they must
at this point. Put students into pairs to match the jobs to
listen carefully to their descriptions and then match them
the photos.
to a photo.
Point to each photo and ask students to call out the job.
Play the recording for students to do the matching
Then play the recording for them to listen and check
exercise. Allow them to compare their answers with a
their answers.
partner before checking as a class.
Audioscript
Audioscript Narrator: a Narrator: e
Narrator: 1
Speaker 1: journalist Speaker 1: film director
Most of my work is in the evenings or at weekends. I like playing
Narrator: b Narrator: f
with the children, especially doing creative things. They usually
Speaker 1: coach Speaker 1: vet
behave well, but sometimes they think that because their parents
Narrator: c Narrator: g
are out, they can do what they want! It isn’t fun then!
Speaker 2: builder Speaker 2: babysitter
Narrator: 2
Narrator: d Narrator: h
I love sport, and I love teaching, so this job is really ideal for me. I
Speaker 2: mechanic Speaker 2: firefighter
usually work with groups of about 20 children. We practise some
skills, like running with the ball, and then they have a match.
They love that!

The world of work 115

 Answers
a journalist b coach c builder d mechanic
e film director f vet g babysitter h firefighter
3 Ask students to call out the remaining jobs from the
box in exercise 2. Invite stronger students to provide
definitions for them.
Put students into mixed-ability pairs to read the
definitions and match them to the jobs. Check answers.
Answers
1 a DJ 2 a model 3 a detective 4 a musician
5 an author 6 a designer 7 a scientist
4 Model the activity by asking and answering the questions
with a stronger student. Then put students into small
groups to discuss the questions.
Monitor and help as they are working. Ask the first
question and invite one of the groups to answer. They
then nominate another group to answer the next question
until all the questions have been answered.
READING
1 Tell students to look at the photos and ask ‘What can
you see?’
Then tell them to read the first paragraph and predict what
the text is about. Ask what they think Takeover Day is.
Set a short time limit for them to read the article quickly
to check their predictions. Check answers.
Answers
football coach, politician, headteacher
2 Ask students to read the questions and discuss what
they remember about the text with a partner. Tell them to
read the text more carefully and find the answers.
Allow them to compare their answers with a partner,
pointing to the section of the text where they found the
information. Invite different students to give their answers.
Answers
1 about 40,000
2 football coach, model, musician, celebrity, journalist,
radio DJ, film director, teacher, politician, Prime Minister,
headteacher
3 It gives young people experience in a wide range of jobs;
Adults can learn from young people’s opinions and fresh ideas.
4 It was an unforgettable experience and he would do the job
every day if he had the chance.
5 It is a 24/7 job and there’s no time for lunch.
6 There were so many meetings and some of them went on
for ages.
116 Unit 18
3 Ask students to cover exercise 3 and tell them to look at
the highlighted words in the text. Put them into pairs and
give each pair one of the words (the words will probably
have to be repeated in a large class). Ask them to look
carefully at the context and make up their own definition.
Invite different pairs to read out their definition for the
class to say which word they are describing.
Students then uncover exercise 3 and complete the
exercise. Check answers.
Check understanding of any other new words in the
text and discuss their meanings as a class. These may
include in charge (the person who has control or who
is responsible for someone or something), chance
(the opportunity to do something) and certainly (used
to emphasise something and show there is no doubt
about it).
Answers
1 a wide range 2 fresh 3 ages 4 nine-to-five job
5 unforgettable 6 annual
Talking points
Set a short time limit for students to work in pairs to
think of some ideas in response to each question. Then
hold a class discussion. Tell them to listen carefully
to each other and to agree and disagree politely.
Encourage them to ask each other what they think, and
to help each other with vocabulary, if necessary.
EP Word profile
Ask students to read the three sentences and then find
them in the article. Tell them to look carefully at the
context and think about the meaning.
Put them into pairs to rewrite the sentences using
different words but keeping the same meaning. Invite
different students to read out their new sentences.
Monitor as students complete the exercise on page 128.
Check answers.
Answers
1 been on holiday 2 have a go 3 is going 4 had gone
5 went on 6 Go away
GRAMMAR Second conditional
1 Books closed. Tell students about your dream job. Say,
for example, ‘I love being a teacher, but if I could have
any job in the world, I would be a racing driver! If I were
a racing driver, I would win lots of competitions and
become rich and famous!’
Write the sentences on the board: If I could have any job
in the world, I would be a racing driver. If I were a racing
driver, I would win lots of competitions. Ask students
what they notice about the verb forms and write the form
of the second conditional on the board: If + past simple,
would + infinitive. Leave this on the board for reference.
 Ask ‘Am I a racing driver?’ (no), ‘Do I want to be a racing
driver?’ (yes) and ‘Can I be a racing driver?’ (probably
not). Then turn the sentences around (‘I would be a
racing driver if I could have any job in the world’) and
ask ‘Does this mean the same?’ (yes). Find out what
students remember about using a comma in the zero
and first conditional and explain that it is used in the
same way in the second conditional.
Books open. Students read the example sentences and
complete the rules in pairs.
Ask a stronger student ‘If you could have any job in the
world, what would you be?’ The student answers using
the second conditional, and then asks another student
the same question and so on around the class.
Grammar reference Student’s Book page 155
Answers
a past simple; would b would
2 Ask students to read the sentence halves and explain
that they have to match them. Tell them to look carefully
at the verbs and if clauses and to choose the correct
options.
Students work in mixed-ability pairs to complete the
exercise. Monitor and help as they are working.
Check answers. Invite a student to stand up and read
out the first half of sentence 1. This student nominates
another student to stand up and complete the sentence.
Ask the class whether they think the sentence is correct.
If it is incorrect, ask them to correct it. If it is correct, the
first student can sit down. The second student reads
out the first half of sentence 2 and nominates someone
else to stand up and complete it. Continue until all the
sentences have been read out.
Answers
1 c You probably wouldn’t earn much money if you became a
musician.
2 e I’d make thrillers if I became a film director.
3 a Would you be worried if your dad was a firefighter?
4 f If I were the headteacher of my school, lessons would start
at 10am.
5 d If I wanted to be a vet, what subjects would I have to study?
6 b If Dad worked nine-to-five in an office, he’d get very bored.
3 Refer students to the form of the second conditional
again on the board. Elicit the pattern starting with Would
(Would + infinitive, if + past simple) and add this to the
board.
Ask them to work individually to complete the sentences.
Monitor and help as they are working. Allow them to
compare answers with a partner before checking as
a class.
Answers
1 would sleep better; did 2 failed; would; say
3 didn’t take; wouldn’t have 4 would finish; didn’t waste
5 could; would choose 6 Would; be; didn’t give
4 Tell students to look at the example sentence. Ask two
or three students to complete it in a different way. Then
brainstorm an example idea for each of the sentences.
Students complete the exercise individually.
Monitor as students discuss their answers with a partner.
Give positive feedback for interesting answers and the
correct use of the second conditional.
5 Invite different students to tell the class about their
partner, as in the example.
Extension activity
Tell students what you would do if you were a billionaire.
Say, for example, ‘If I were a billionaire, I’d build an
enormous house. If I built an enormous house, I would
invite all my friends to live there’. Then invite a student to
continue the story, starting with your final idea. Prompt
them by saying ‘If all my friends lived in my house, I …’ for
the student to continue.
Continue around the class with each student repeating
the last idea and adding one of their own. Ask the rest
of the class to help if anyone is struggling. Ask the last
student to complete the story.
Corpus challenge
Ask students to read the sentence, written by a student.
Ask them to look at the sentence and elicit what kind of
sentence it is (a conditional).
Tell them that there is one mistake in the sentence. Ask
them to work in pairs to decide what the mistake is.
Invite a student to say what the mistake is and why it
is wrong (the sentence is about an unlikely situation in
the future, so the second conditional is needed). Ask
another student to correct the mistake.
Answer
If you met her, you would really like her.
VOCABULARY Suffixes: -er, -or, -ist, -ian
1 Quickly review the list of jobs from exercise 2 on page
102. Then ask students to read the sentences and look
at the word endings in bold. Point out that -er and -or are
pronounced in the same way /ə/. Explain that there is no
particular reason or rule for why the endings are different.
Put students into pairs to read the words and decide
which ending to use to make new words for people.
Check answers. Point out that single syllable words with
consonant–vowel–consonant pattern (like runner) double
the consonant before adding the ending.
Ask whether they can think of any other jobs with the
different endings (for example, dentist, waiter, doctor,
technician).
Answers
artist, cleaner, musician, receptionist, runner, visitor
The world of work 117
 2 Ask students to look at the words and example. Tell them
that they have to briefly describe what each person does.
If they aren’t sure of any of the words, ask other students
to explain them.
Students complete the exercise in pairs. They can write
funny definitions if they wish. Invite different students
to read out a definition for the class to match to one of
the people.
Fast finishers
Ask fast finishers to write down two other nouns for
people and give them to another fast finisher to write the
definitions. They can then test the class.
Possible answers
1 takes part in a competition ​
2  is an expert who studies or works in one of the sciences  ​
3  likes a particular football team and wants them to win ​
4  doesn’t eat meat or fish ​5  plays the guitar ​6  writes novels ​
7  acts in TV programmes ​
8  is the player who stands in the team’s goal to try to stop the
other team from scoring
3 Quickly revise the pronunciation of the people in
exercise 2. Then mime one of them for the class to guess.
Only accept answers which are pronounced correctly.
Students take turns to stand up and mime one of the
people for the class to guess. They then nominate
another student to take a turn. This activity could also be
played in small groups. Alternatively, call out one of the
people and ask the whole class to mime an action.
LISTENING
1  2.25  Tell students that they are going to hear Matt
and Jess talking about money and jobs. Ask them to
predict what their problems might be and who they are
asking for advice.
Play the recording for them to listen and check.
Feed back as a class.
Audioscript
Narrator: 1
Jess: Hi, Ali.
Ali: Hi, Jess. You sound a bit miserable. What’s up?
Jess: It’s money. I’ve never got any. I’m always asking my
parents for more.
Ali: What about getting a job at the weekend? My
sister’s a babysitter for our neighbours on Saturday
nights. I was thinking about doing something
similar. Maybe in a year or so.
Jess: The problem with that is my parents might say ‘no’.
Ali: Explain to them that you don’t want to ask them
for money all the time … And if that doesn’t
work, maybe they’ve got some jobs you could
do. You know, cleaning, cooking or stuff like that.
For money, of course!
Jess: Thanks, Ali. That’s great advice. I’ll speak to them
tonight about it.
118 Unit 18
Narrator: 2
Matt: Mrs Elson. Please can I ask your advice about
something?
Mrs Elson: Of course, Matt. How can I help?
Matt: I’ve got to choose ten subjects to study next year.
And I’d like to choose the best subjects for my
future. But …
Mrs Elson: … you’re not sure what you want to do?
Matt: Um, no. That’s not the problem. I know that I’d really
like to do a film degree. So I guess I just want to
choose the best subjects for that.
Mrs Elson: What about doing some research online?
There’s probably lots of information there.
Matt: Yes, you’re right. I’ll do that.
Mrs Elson: And I know how much you love films, Matt. But if
I were you, I’d choose a good mix of subjects.
It’s good to have lots of options in the future.
Matt: I see what you mean. But I’m pretty sure about
what I want to do.
Mrs Elson: That’s fine. But you may change your mind.
And also, Matt … Ten is quite a lot of subjects.
Eight or nine might be better – especially if that
means better marks.
Matt: Maybe you’re right. Thanks very much, Mrs Elson.
You’ve really helped.
Answers
Jess is asking Ali for advice as she never has any money.
Matt is asking his teacher for advice as he doesn’t know which
subjects to study.
2  2.25  Ask students to read the sentences and decide
whether they are correct or incorrect according to what
they remember from the recording.
Play the recording again for them to listen and check
their answers. Allow them to compare their answers with
a partner before checking as a class.
Answers
1 Incorrect. He might get a job in a year or so.
2 Incorrect. They might say ‘no’.
3 Correct.
4 Incorrect. She will speak to them tonight about it.
5 Correct.
6 Correct
7 Incorrect. Matt’s pretty sure about what he wants to do.
8 Correct
SPEAKING  Discussing options
1 Ask students to look at the pictures and say what is
happening in each one. Ask ‘What links the pictures?’
(they are all weekend jobs which students could do).
Find out whether anyone has a weekend job and what
they do.
Put students into pairs to say which job they would prefer
to do and why. Invite students to put their hands up for
each job to find the most popular one.
2  2.26  Tell students that they are going to hear two
friends discussing the jobs and saying which one they
think would be best.
Play the recording and then check the answer.
Audioscript Sample answers
A: OK, let’s talk about the jobs that this girl could do. What 1 If she got a job as a dog walker, she would have to go out in
about walking dogs for people? That’s pretty easy and all kinds of weather.
probably quite fun. If she got a job working in an office, she would have to do as
B: I’m not so sure. It wouldn’t be much fun in bad weather. she was told by the boss.
A: That’s true. What about doing chores for people, like ironing 2 It would be tiring/annoying/fun to work as a childminder/
and cleaning? gardener.
B: Well, it would be indoors, at least. But she might find it a bit 3 I think she would enjoy working in an office, because she
boring. would meet people.
A: Yes, you’re right. And I think that working in an office doing 4 I don’t think she should do chores for people, because the
photocopying and things might be boring, too. work is too hard.
B: That’s true. She wouldn’t enjoy that. I think gardening might 5 It would be a good idea to work in a café, because she would
be fun, when the weather’s good, of course. earn lots of money in tips.
A: The problem with that is that it would be very hard work. 6 I think she would enjoy gardening, because she would
B: I agree. Working with young children might be better. be outside.
A: Yes. That can be easy, especially if the children are well-
behaved. But it isn’t very well paid.
B: Hmm. Maybe you’re right. What about working in a
Project
restaurant? It might be fun, and she would earn a lot of
money in tips. Tell students that they are going to interview someone
A: Yes, that’s a good choice. about their job. Brainstorm a list of questions and write
them on the board. For example:
• What’s your job?
Answer • What time do you start and finish work?
Working in a restaurant
• What do you have to do?
• How many breaks do you have? What about
3 2.26 Books closed. Write the headings from the holidays?
Prepare box on the board. Put students into small groups • Do you enjoy your job?
to brainstorm any phrases they know for each one. • What’s the best/worst thing about your job?
Invite students to share their ideas and write the phrases • If you could have a different job, what would you do?
on the board. Note: Explain that in some countries it is not polite to
Books open. Ask students to compare the phrases on ask people how much they earn.
the board to those in the Prepare box. Play the recording Students think about who they are going to interview.
again for them to make a note of the phrases they hear. Tell them to do some research online about the job
before they interview the person.
Allow students to compare their answers with a partner
Students conduct their interviews and make notes.
before checking as a class.
They could also film the interviews on their phones.
Students write up their interviews and print them out for
Answers
All of the phrases except Maybe you’re right and No, I don’t agree.
others to read in the following class. Alternatively, the
class could watch the recorded interviews.
Invite different students to say which job sounds the
most interesting.
4 Preliminary Speaking Part 2 tests students’
ability to make suggestions and recommendations,
discuss alternatives and come to an agreement. The
interlocutor gives them instructions, and a set of Teacher’s resources
pictures as a stimulus for discussion. Students talk Student’s Book
to each other for two to three minutes, expressing Grammar reference and practice page 155
their own opinions about the situation. Vocabulary list page 136
Monitor as students discuss the jobs in exercise 1 in Video
pairs. Give positive feedback when they use phrases Jobs
from the Prepare box and for interesting ideas. Workbook
Tell them that they have three minutes in which to Unit 18, page 72
reach a conclusion about which job the student Go online for
should do. Feed back as a class. • Pronunciation
• Progress test
• Video extra worksheet 
• Corpus tasks

The world of work 119

 Culture
Special training schools
Narrator: c
Learning objectives Girl 2: Have you seen the film Maleficent?
• Students learn about special training schools Boy 2: No, what’s it about?
around the world. Girl 2: It’s about the bad queen from Sleeping Beauty.
• In the project stage, they give a presentation about a It stars Angelina Jolie and Elle Fanning. Angelina
training school in their country. Jolie is brilliant as the bad queen but I think Elle
Fanning is even better and she was only 16 when
they filmed it!
Warmer Narrator: d
Girl 3: This girl’s amazing!
Write talent on the board and elicit its meaning
Boy 3: Who is she?
(a natural ability to do something). Ask students to Girl 3: She’s Malavath Poorna. In 2014, she became the
work in small groups to brainstorm a list of talents, for youngest girl to climb Mount Everest.
example, being able to play a musical instrument, being Boy 3: How old was she?
good at football, etc. Stop them after a few minutes and Girl 3: She was only 13 years and 11 months. What an
ask them to share their ideas. amazing achievement!
Then ask them to stay in their groups to discuss whether
they agree or disagree with these statements:
Answers
• People are born with a natural ability to do some
a record a number 1 hit record ​b  take part in a Formula 1 race
things better than others. c star in a film ​d  climb Mount Everest
• No one is born talented. People can learn to do
anything they want if they work hard enough.
Share ideas as a class. Encourage students to give
3 Elicit what skills people might learn at a special training
school. Ask students to match the photos to the countries
reasons for their answers.
in pairs. Invite students to give their answers, but do not
confirm them at this point.
1 Monitor as students work in pairs to match the pictures to
Set a short time limit for students to read the texts quickly
the talents. Invite students to give their ideas, but do not
to check their answers. Feed back as a class.
confirm them at this point.
Answers
2  2.27  Play the recording for students to listen and
1 b ​2  c ​3  a
check their answers to exercise 1.
Then ask them to listen again and make notes about
what else they learn about the young people. Play the
4 Ask students to read the questions and discuss them in
pairs without referring back to the texts. Students then
recording and allow students to compare their notes with
read the texts again more carefully to find the answers.
a partner. Check answers.
Remind them that there may be more than one answer to
Audioscript each question.
Narrator: a Invite different students to give their answers. Ask the
Woman 1: Don’t forget to watch Young Lives at 9.45 tonight. rest of the class whether they are correct, and encourage
This week, it’s all about Martin Garrix, the DJ from them to give the correct answer if not.
Holland. He was only eight when he decided to
become a DJ, and just nine years later he released
his first record, Animals. When the song went
Fast finishers
straight to number 1, no one could believe it was Ask fast finishers to write another question for the class
made by this 17-year-old from Amsterdam. Check out to answer.
Martin Garrix’s incredible story at 9.45 tonight …
Narrator: b
Boy 1: What are you watching?
Girl 1: It’s Formula 1.
Boy 1: I didn’t think you liked motor racing.
Girl 1: I don’t but the reporter is talking to Max Verstappen.
He’s only 17 and he’s taking part in a Formula 1
competition. It’s really interesting. They’ve just said
he’s the youngest driver ever.

120 Culture

Extension activity
Ask students to re-read the texts. While they are doing
this, write a prompt for each school on the board,
e.g. 1 – circus, Russia.
Books closed. Put students into small teams. Call out
a fact from one of the texts and ask students to write
down which school is being referred to. They only need
to write down the letter.
Ask students to exchange papers with another group
and check answers. Award a point for each correct
answer to find the winning team.
Answers
1 3 ​2  1, 3 ​3  2 ​4  2 ​5  1 ​6  1, 2
5 Tell students to read the questions and ask them to
note down their ideas. Then put them into small groups
to discuss the questions. Monitor and join in with the
discussions. Invite each group to share their ideas with
the class.
Find out whether anyone in the class has ever attended
a special training school, and ask ‘Do you know anyone
who’s talented? What do they do?’
Mixed ability
Encouraging students to make and refer to notes may
help weaker and quieter students to participate in
speaking activities. You could also ask one of the more
confident students in each group to make sure everyone
has a chance to speak.
6  2.28  Tell students that they are going to listen to an
interview. Play the recording for students to answer the
questions. Allow them to compare their answers in pairs
before checking as a class.
Audioscript
Presenter: Today we’re talking to talented seventeen-year-old
Carolina Woods. Hi, Carolina.
Carolina: Hi.
Presenter: Tell us a little bit about yourself. What’s your
special talent?
Carolina: Well, since the age of three, I’ve always loved
ballet. That’s not quite true actually. When I was
seven, my first real teacher was scary and I didn’t
want to go back to class after the first lesson. My
parents promised to buy me a pink ballet dress if I
went back, so I did!
Presenter: What happened next?
Carolina: When I was eleven, I went to the Royal Ballet
School in London. I had to stay there during the
week. I was away from my family for the first time
in my life so it was hard at first.
Presenter: But you were doing something that you enjoyed?
Carolina: That’s right and I was with other young people with
the same interests.
Presenter: But you didn’t stay there, did you?
Carolina: At fifteen, I got the chance of a place at both the
Royal Ballet Upper School in London and also
the Vaganova Ballet Academy in Russia. I had to
decide whether to go with some of my classmates
to the best school in London or leave my family
and friends and move to Russia to study at one of
the best ballet schools in the world.
Presenter: And you decided to go to Russia. Why?
Carolina: I couldn’t speak Russian and I didn’t know anyone
there, but it seemed like a fantastic opportunity.
Presenter: So what is your life like now in Russia?
Carolina: I train every day with some of the best dancers
in the world. My whole body hurts by the end of
the day but I never complain because I’m doing
something that I love.
Presenter: Do you miss your friends and family?
Carolina: Yes, of course I do, but we speak online all the
time and my parents often come to Russia to see
my shows.
Presenter: Well, thank you, Carolina. Next week …
Answers
Her special talent is ballet. She went to Russia.
7  2.28  Ask students to read the questions and tell
them to make notes as they listen. Play the recording
again and ask students to compare their answers with a
partner. Check answers and play the recording again, if
necessary.
Ask ‘Would you go to live in another country to train at
something you love?’
Answers
Advantages: It’s one of the best ballet schools in the world.
She trains with some of the best dancers in the world every day.
She’s doing what she loves.
Disadvantages: She couldn’t speak Russian at first and she didn’t
know anybody there. Her whole body hurts at the end of the day.
She misses her friends and family.
Cooler
Act out a special talent for the class to guess what it is.
Students then take turns to act out a talent for the rest of
the class to guess. Try to make sure as many students
who wish to have a turn.
Project
Ask students to read the prompts. Call out one of the
schools mentioned in the texts and ask students to call
out information for each of the prompts.
Brainstorm special training schools that students know
about in their own country.
They then carry out some research into one of the
schools. The research part of the activity can be done in
class if you have internet access, or at home.
Students give their presentations in small groups. Then
ask different students to tell the class what they found out.
Special training schools 121
 19 The written word
Unit profile
Vocabulary: Magazines
Reading: Has it been a good year for you?
Grammar: Reported speech
Vocabulary: say, speak, talk and tell
Writing: An online review
Warmer
Write Magazines on the board and ask students to
name some that they, or people they know, read.
Brainstorm types of magazines, e.g. cars, sports,
fashion and write them on the board. They could also
give titles for each type. Ask students to memorise the
words on the board for one minute, looking carefully at
the spelling. Make sure you keep a note of the words on
the board before you erase them.
Divide the class into small teams. Then write one of
the magazine types or titles on the board omitting its
vowels. Students work together to write the full word.
Award a point to teams which spell the words correctly.
The winner is the team with the most points.
Your profile
Model the activity by telling students which magazines
you enjoy reading and why, and which kinds of
magazines you don’t enjoy and never read. Put them
into pairs to discuss the questions.
Take a class vote to find out which magazines (types
and titles) are the most popular. Invite different students
to tell the class about their partner.
VOCABULARY  Magazines
1 Put students in pairs to identify the magazine types.
2  2.29  Find out who they think likes each magazine
(Ali, Jess, Jess’s mother, and Matt) and why. Remind
them to think about what they know about the characters
and what they enjoy doing.
Play the recording for students to listen and check their
answers. Feed back as a class.
Audioscript
Narrator: One. Ali
Ali: There are loads of technology magazines in the
shops and online. They’re really good if you’re into
computers. They’re full of reviews of the latest games,
apps and phones. Some of the reviews are several
pages long, and some are just a paragraph. I always
read the comments sections. People always post
really interesting stuff in them. Sometimes I read the
comments first! There’s an amazing American gaming
magazine … um … oh, I can’t remember the title.
122 Unit 19
Narrator: Two. Jess
Jess: I sometimes look at celebrity magazines in the shop if
I like the front cover, but I don’t usually buy them. Mostly
I look at websites, blogs and digital magazines on the
tablet. My mum gets fashion magazines. The articles
can be a bit long so I don’t read every line, but I love
looking at the photos. I actually really like looking at the
adverts too, they’re the best bits sometimes!
Narrator: Three. Matt
Matt: I’m really into music magazines that have interviews
with bands and singers, and reviews of new songs and
albums. I also really love car magazines. You can get
most magazines on your tablet, but I prefer the printed
magazine because the photos are better. They have cool
photos and the headlines always make me laugh. There
are reviews of cars from all around the world.
Answers
1 c ​
2 a ​3  d ​
4  b, e
3  2.29  Ask students to describe what kind of features
magazines have, such as a front cover. You could
bring in a magazine and elicit new words by pointing to
corresponding parts of it. Drill pronunciation of the words
in the box, paying attention to article /ˈɑː.tɪ.kl̩/ and title
/ˈtaɪ.tl̩/.
Play the recording again for students to identify who uses
each word. Check answers.
Answers
1 J ​
2 J ​3 A ​4 J ​5 M ​6 M ​7 J ​8 A ​9 A
4  2.30  Put students in pairs and see how many of the
gaps they can complete from memory. Then play the
recording for them to check. Feed back as a class.
Answers
1 paragraph ​ 2  comments sections ​3 title ​
4 front cover ​5  articles; line ​6 interviews
5 Brainstorm reasons for buying different magazines,
e.g. price, free gifts, good stories, great photos and
articles about popular bands or actors.
Put students into new pairs to discuss the questions.
Monitor and join in with the discussions, helping where
necessary. Invite different students to tell the class what
they discussed.

Extension activity
Before class, find a few different kinds of magazines.
Write a couple of sentences about each one, e.g.
This magazine has a woman on the front cover. It is
not a fashion magazine. and This magazine has an
interesting article about football in it, but it is not a
sports magazine.
Students will guess which magazine is being described,
so make the statements challenging, and make sure
they each describe only one of the magazines.
Write the statements on the board and number them.
Give each group a magazine. Tell them that they will
only see each magazine once. Give them a short time
limit to look at the magazine they have and write down
its name and the number of its corresponding statement.
They then pass the magazine to the next group until
everyone has seen all of them.
Feed back as a class to find the team with the most
correct answers.
READING
1 Ask students to read the introduction to the blog and
answer the questions. Invite different students to say
what they think each of the friends might have done.
Answer
They have to write about the most interesting thing they’ve done.
2 Ask students to read the blog and check their answers.
Remind them not to worry about any unknown
vocabulary at this point.
Ask ‘Which of the activities would you most like to do?’
Answers
Jess volunteered on a city farm, Matt made a film and Ali
climbed a mountain.
3 Refer students to the questions and tell them to try to
answer them without referring back to the text.
Students then read the blog again and check their
answers. Invite different students to give their answers
and to identify the part of the text where they found the
information.
Answers
1 City farms are a way for people to experience life in the
country, but in a city.
2 She helped a young girl to ride a horse.
3 his phone
4 a short animated film
5 climb the highest mountain in England with his uncle
6 to avoid climbing in the heat of the midday sun
4 Ask students to work in pairs to write a definition for
one of the highlighted words. Monitor and help as they
are working.
Invite students to read out their definitions. Ask the rest
of the class to identify the word.
Students then work in pairs to complete the sentences.
Check answers.
Answers
1 spectacular 2 fancy 3 neighbourhood 4 challenging
5 pretty
5 Ask students to think about an interesting thing that they
have done this year. Tell them it can be a big thing or a
small thing. Provide an example of your own, e.g. ‘I finally
learned to swim!’
Ask students to tell their partner about what they’ve
done. Then invite different students to tell the class about
their partner.
Talking points
Ask students to work in small groups to discuss the
questions. While they are working, write the following
prompts on the board: What is a good balance between
work and play? and Does it depend on the weather?
Ask them to discuss these questions, too.
Invite different students to tell the class what they
discussed in their group.
EP Word profile
Ask students to read the two sentences. Write the
following definition on the board: have an important
emotional effect. Ask students which sentence matches
this meaning (the first one). Ask them to work with a
partner to write a definition or alternative phrase for
meant in the second sentence (e.g. so as a result).
Monitor as students complete the exercise on page 128.
Check answers.
Answers
1 does this mean
2 I didn’t mean
3 Did you mean to give me
4 mean a cycling magazine
5 I didn’t mean
6 means I can understand my favourite pop songs.
GRAMMAR Reported speech
1 Books closed. Talk to the class using reported speech.
Pretend to be two people talking to each other. Face to the
side, put on a voice and say, ‘I’m a film star’. Then face the
class, use gesture to indicate that you’re talking about the
first person and say ‘She said she was a film star!’ Repeat
with an example of the present continuous (Go away, I’m
eating my lunch! / He told me to go away. He was eating
his lunch.); can (I can play the guitar. / He said that he
could play the guitar); and will (I’ll ring you later! / She said
that she would ring me later).
Ask students what you were doing to elicit that you were
giving examples of reported speech. Ask them what
they remember about reported commands (affirmative
commands use a reporting verb + object pronoun
+ infinitive, e.g. He asked me to close the window.
The written word 123
 Negative commands use a reporting verb + object
pronoun + not + infinitive, e.g. She told us not to talk
in class. Ask which reporting verbs they remember
(convince, ask, advise, tell, warn, order, persuade, remind,
encourage).
Books open. Tell students to read the example sentences
and to match them to the speech bubbles.
Answers
a 3 b 4 c 1 d 2
2 Tell students to look at the examples of reported speech
in exercise 1 and the rules. Ask them to compare the
verbs in direct speech in the speech bubbles to the
reported speech in the examples, and then match the
rules and examples.
Put students into pairs to write four examples of direct
and reported speech, using the present simple, present
continuous, can and will. Share some ideas as a class.
As an alternative, give some examples of reported
speech and ask students to write the direct speech.
Grammar reference Student’s Book page 156
Answers
1 c 2 d 3 a 4 b
3 Preliminary Reading and Writing, Writing Part
1 tests students’ ability to rephrase information and
their understanding and control of grammatical
structures. Students are given five sentences on a
common theme. They should read each sentence
and then complete a second sentence so that it
means the same as the first sentence, using
between one and three words.
Ask students to look at the example and elicit what
has changed (the pronoun I to she and the tense
from present simple love to past simple loved).
Tell them to rewrite each sentence so that it has
the same meaning as the first sentence, using a
maximum of three words. You could support weaker
students by doing the first sentence as a class. Tell
them to look at it and say what tense it is in (present
simple). Then refer them to the rules in exercise 2
and ask which tense it changes to in reported
speech (past simple). Ask which part of the verb
phrase needs to change (don’t to didn’t).
Students complete the sentences in pairs. Monitor
and help as they are working. Invite different
students to read out the completed sentences.
Students may ask why that is included in some
sentences and not others. Tell them that both
are correct.
124 Unit 19
Mixed ability
Books closed. Provide consolidation for weaker students
by writing the completed reported sentences on the
board and asking students to work in same-ability pairs
to write the direct speech. Weaker students should focus
on the first three sentences, whereas stronger students
should be able to write all five.
Answers
1 didn’t want 2 would be 3 was writing 4 couldn’t be
5 looked 6 would enjoy 7 wouldn’t be 8 wasn’t listening
4 Tell students to look at the first picture and read the
speech bubble. Ask some questions about Louisa, e.g.
‘Does she read magazines often? What does she read
instead? What does she want to do one day?’
Then ask them to read the example sentence about
Louisa. Put them into groups to report the rest of what
she said. Tell them that this is a race. When they have
finished writing about Louisa, a ‘runner’ from each group
should bring their work to you to check. Do not correct
any errors, but send them back to their groups to try
again.
Tell students to look at the second picture and read the
speech bubble. Ask what is different about this (one
person is talking about another). Tell them to read the
example sentence and repeat the activity with this text.
Invite a stronger student to write the reported speech on
the board for the class to check their answers.
Fast finishers
Ask fast finishers to work together to write another
speech bubble. They then write it on the board
(encourage them to draw a little picture, too) for the
class to report.
Extension activity
Ask students to write a speech bubble about
themselves. They should write about one particular
aspect, such as a hobby they do, or their daily routine.
Provide large pieces of paper for them to do this and
then display the speech bubbles around the classroom.
Monitor and help as they are working.
Put students into small groups. Ask them to look at
the bubbles and report what each student said, using
reported speech. Feed back as a class.
Answers
Louisa said she didn’t read magazines very often. She said she
preferred reading online. She said that it was free and that she
could choose from thousands of websites. She said she would
start her own website one day.
Jon said that Mohammad could play the guitar. He said that he
practised every day, and that he was getting really good at it.
He said that Mohammad would be a professional one day.
 Corpus challenge
Ask students to read the sentence, written by a student.
Ask them to look at the sentence and elicit what kind of
sentence it is (reported speech).
Tell them that there is one mistake in the sentence. Ask
them to work in pairs to decide what the mistake is.
Invite a student to say what the mistake is and why it
is wrong (the sentence is reporting the past, so all the
verbs need to indicate this). Ask another student to
correct the mistake.
Answer
I said that I wanted him to come with us.
VOCABULARY say, speak, talk and tell
1 Write say, speak, talk and tell on the board. Elicit any
differences in meaning. Students may find this difficult!
Explain that the meanings of the words are similar but
they aren’t used in the same way.
Ask students to read the example sentences and look
at the verbs in bold. Tell them to match the uses to the
verbs by reading each example sentence again carefully.
Check answers.
Advise students that if they aren’t sure which verb to use,
thinking of these examples is a good way to help them
decide.
Put students into pairs to write their own sentences with
each verb. Invite different students to read them out.
Answers
1 d 2 c 3 a 4 b
2 In pairs, students choose the correct option in each
sentence. Remind them to use the examples in
exercise 1 to help them. Invite different students to read
out the completed sentences.
Answers
1 say 2 speak 3 told 4 talking 5 said 6 talk
7 speaking 8 tell
WRITING An online review
1 Tell students that they are going to write an online review
and elicit what one is (a report on a website that gives an
opinion about a new book, film, etc.).
Discuss the questions briefly as a class.
2 Find out if students have ever read or heard of Crocodile
Tears by Anthony Horowitz, and if so, what it is about.
Tell them that they are going to read a review about
the book.
Ask ‘What kind of information is included in a book
review?’ to elicit ideas, e.g. title, plot description, and
write these on the board. Tell students to compare their
ideas to those in the list.
Ask them to read the review quickly and tick the
information which is included. Feed back as a class.
Answers
1 The title of the book 2 The author’s name 4 The name of
the main character 6 A description of part of the story
8 His own opinion of the book
3 Ask ‘Is the review good or bad?’ (good) and ‘How do you
know?’ (the writer says It’s a great book! and it’s a very
exciting story). Ask why the reviewer didn’t describe the
ending (so that people will read the book to find out what
happens and to avoid spoiling the story for people who
haven’t read it yet).
Set a short time limit for students to read the tips in the
Prepare box and find them in the review.
4 Tell students to look at the picture and say what they can
see (a book called Artemis Fowl).
Ask them to read the review of Artemis Fowl and say
whether or not the reviewer liked the book and how
they know this (Yes, they did. They say it’s a really good
fantasy novel and it’s a really exciting story. The writer
also says they will read the rest of the series).
Tell them to read the words in the box and check
meaning. Drill pronunciation of character /ˈkærəktər/.
Put students into pairs to complete the review. Check
answers.
Ask whether anyone has read the book and whether
they would like to. Ask ‘Do you like series of books which
have the same character in them? Which ones have you
read?’
Answers
1 written 2 author 3 character 4 incredible 5 thought
5 Tell students that now it’s their turn to write a review.
Explain that they can write about a book or a film. Elicit
any differences between writing a review about a book or
a film (a film review will probably mention actors, special
effects and the soundtrack).
In pairs, students talk about the book or film they want to
review. Monitor and join in as they discuss the questions,
encouraging them to help each other with ideas.
Ask ‘Do you think it’s OK to write a bad review?’ (yes,
but it’s important to explain why and try to find positive
points, too, if possible).
The written word 125
 Mixed ability
Weaker students should focus on answering the
questions in exercise 5. Encourage stronger students to
give more information, e.g. not just who the character is,
but also what they are like.
6 Students write their review. Remind them to use the
tips in the Prepare box and to check their spelling and
grammar carefully after they have finished writing.
Ask students to exchange reviews with their partner and
check whether they have used the tips in the Prepare
box. They then decide whether or not they would like to
read the book / watch the film. Invite different students
to read their partner’s review and ask the class whether
they would like to read the book or watch the film if they
haven’t already.
You could also invite students who have read the book
or watched the film to say whether they agree with the
review or not, and why.
Project
Tell students that they are going to write a website
review. Brainstorm different types of websites which they
regularly use, e.g. music, games, homework websites.
Elicit what kind of information is included in a review of
a website. You may like to provide some examples for
them to look at. Make a list on the board, e.g. include
the website name and address, give a list of features,
say how easy it is to use, give your opinion.
Put students into pairs to choose a website which they
both know and enjoy using. Tell them to make some
notes about it, using the list on the board. They then
write the website review together.
Students can publish their review on the class blog, if
you have one. Alternatively, they could read out their
reviews in front of the class or in small groups. Ask the
class whether they would like to visit the website and
why. If they already use the website, ask them whether
the review is accurate.

Sample answer
I’ve just seen the film The Maze Runner, directed by Wes Ball. Teacher’s resources
It’s a science fiction drama based on a novel. Student’s Book
The main character is called Thomas. He wakes up one day in Grammar reference and practice page 156
an enormous maze and he doesn’t remember anything about
Vocabulary list page 137
his life, apart from some dreams about an organisation called
Workbook
W.C.K.D. He has to work out what happened before he got
Unit 19, page 76
to the maze and use clues that he finds to discover how to
escape. I really liked the film because it’s exciting – but it’s a bit
Go online for
scary, too! (91 words) • Pronunciation
• Corpus tasks

Cooler
Do a quick revision quiz of the unit. Put students into
small teams and tell them to write numbers one to eight
on a piece of paper. Ask these questions:
1 What’s the title of a magazine article called?
(a headline)
2 If you get a small present with a magazine, what is
this called? (a free gift)
3 What is a city farm? (a farm in a city)
4 What’s the highest mountain in England? (Scafell Pike)
5 Write this sentence in reported speech: I don’t like
horse riding. (She said that she didn’t like horse
riding).
6 Complete this sentence with the correct verb:
I four languages. (speak)
7 Complete this sentence with the correct verb:
I’m the truth! (telling)
8 True or false: You should include the ending of a
book or film in a review. (False)
Ask each group to say their answer and then confirm.
Award points for each correct answer to find the winning
team.

126 Unit 19
20 Puzzles and tricks
Unit profile
Vocabulary: Puzzles
Reading: Tricks of the eye
Grammar: Past simple passive
Vocabulary: make and let
Listening: Talking about favourite possessions
Speaking: Talking about a special object
Warmer
Write Puzzle on the board and elicit its meaning (a game
or activity in which you have to put pieces together or
answer questions using skill) and pronunciation /ˈpʌz.l̩/.
Brainstorm types of puzzles as a class.
Put students into pairs to create a word search puzzle.
They should first choose a theme from the Student’s
Book, e.g. clothes. Ask them to choose eight words
and to draw a grid ten squares by ten squares. They
then fit their words into the grid horizontally, vertically
or diagonally (the words should not read backwards,
however). Words may cross each other if they contain
the same letter. Students should fill in the rest of the
squares with random letters.
They exchange their word searches with another pair.
They should tell them what the theme is. Students do
the word searches, circling the words they find, and
checking answers with the writers.
Your profile
Ask students to raise their hands if they like puzzles.
Invite them to say why. Repeat the process for those
who don’t like puzzles. Find out whether anyone in their
family likes puzzles.
Put students into small groups to discuss puzzles which
they, their friends and their family like.
Invite different students to tell the class about their
group. Then ask ‘How can puzzles help people?’ (they
provide a challenge, they stop people feeling bored,
they keep people mentally alert).
VOCABULARY  Puzzles
1 Ask students to look at the pictures and elicit what they
have in common (they all show tricks).
Invite different students to describe the trick in each
picture. Find out which of the tricks students have seen.
Ask ‘Which do you think is the best trick? Why?’
Encourage them to explain other tricks they know.
Answers
a a man appearing to balance in mid-air
b a picture which looks like a duck or a rabbit
c a picture which looks like a young or an old woman
d a stick insect which looks like a twig
e a chameleon which looks like part of a plant
2  2.31  Tell students that they are going to listen to four
people talking about the pictures. Play the recording for
them to listen and say which picture isn’t mentioned.
Allow students to compare their answers with a partner
before checking as a class.
Audioscript
Narrator: One
Girl 1: No one knows who first created this clever picture. It was
first published in a German magazine in 1892. When you
look at the picture, what’s the first animal that comes into
your mind? Most people see a rabbit immediately, but
there are actually two animals. Imagine that the rabbit’s
ears are a mouth. What’s the second animal?
Narrator: Two
Boy 1: Some animals use colour to hide from their enemies.
This animal can change its colour from green to red,
orange, blue, brown, black or even yellow. Scientists
understand how the colour of their skin changes.
However, it’s a bit of a mystery how they decide which
colour to change to.
Narrator: Three
Girl 1: This picture is similar to the rabbit-duck puzzle. How
many people can you see? Don’t make up your mind
yet. Take a good look at the picture. Most of us see
an old woman straight away. You have to use your
imagination to see the second. Look at the old woman’s
nose and try to see it as someone’s chin. Have you
solved it yet?
Narrator: Four
Boy 1: Are you a fan of magic shows? It looks like this man is
floating in air but that’s impossible! Street performers
like this will never tell you how this trick is done.
Their methods are secret, of course. But can you guess?
Answers
The stick insect isn’t mentioned.
3  2.31  Monitor as students match the sentence halves.
You may need to explain hide (go to a place where you
cannot be seen or found) and solve (find the answer
to something).
Play the recording for students to listen and check
their answers. Invite different students to read out the
sentences.
Answers
1 e ​
2 b ​3 i ​4 c ​5 h ​6 j ​7 a ​8 d ​9 f ​10 g
4 Ask students to look at the words in blue in exercise 3.
Elicit which part of speech the words are (nouns: puzzle,
trick, imagination, mystery, magic; verbs: imagine, hide,
solve, create; adjectives: secret).
Puzzles and tricks 127
 Put students into mixed-ability pairs. Give half the
class sentences 1–3 and half the class sentences 4–6.
Students copy the sentences onto a piece of paper,
leaving the gap. They then write two options, the correct
answer and a wrong answer, e.g. for sentence one, they
could give the options hid and solved. Check each pair’s
answers and correct any errors.
Students write the correct answers on the back of the
paper and join another pair from the other half of the
class. They hold up their paper for the other pair to
complete the sentences.
Fast finishers
Fast finishers work together to write down the other
parts of speech for as many of the words in exercise
3 as they can, e.g. puzzle (noun), puzzled (adjective).
They should also write the infinitive, past simple and
past participle of the verbs, e.g. hide, hid, hidden.
Check answers and ask them to teach the class the
different forms.
Answers
1 hid 2 imagination 3 imagine 4 solve 5 tricks
6 secret
5 Put students into small groups. Give each group one
of the questions to discuss. Encourage them to give
reasons for their answers where appropriate.
Monitor and join in with the discussions, helping where
necessary. The groups then share their ideas and invite
opinions from the rest of the class.
Extension activity
Ask students to work in pairs to create a word puzzle,
e.g. a crossword, anagrams or a long word from which
as many shorter words as possible should be made
from the letters. They should not choose a word search.
Set a strict time limit for them to prepare their puzzle.
Monitor and help as they are working. Students then
exchange puzzles with another pair to solve.
EP Word profile
Write mind on the board and give students two minutes
to think of expressions they know which use the word.
Share ideas as a class.
Then put them into mixed-ability pairs to read the
sentences and to write definitions for the expressions.
Students read out their definitions for the class to guess
which expression it matches (e.g. make a decision or
opinion: make your mind up).
Monitor as students complete the exercises on page 128.
Check answers.
Answers
1 f 2 c 3 e 4 a 5 d 6 b
128 Unit 20
READING
1 Tell students to read the title of the article and elicit what
Tricks of the eye means. Ask them whether they can
think of any tricks of the eye and ask them to explain
them or use the board to demonstrate them. Explain
that tricks of the eye are also known as optical illusions
/ɪˈluːʒən z/.
Find out whether they recognise any of the pictures and
ask them to say what they know about them.
Set a short time limit for students to read the article.
Take a class vote on its main topic.
Answer
a
2 Ask students to read the sentences and decide whether
they are correct or incorrect according to what they
remember about the text. Invite them to share their ideas
but do not confirm them at this point.
They read the article again and check their answers.
Nominate a student to give their answer, reading out the
part of the text which provides the answer, and correcting
any incorrect statements at the same time. This student
then nominates another student to answer the next
question. Continue until all the statements have been
read out.
Check understanding of any other new words in the text.
Ask students to provide definitions if they know the word.
New words may include depend on (need the help of
something in order to exist).
Discuss the article as a class. Ask ‘Do you like optical
illusions? Why / Why not?’
Answers
1 Incorrect. They have long been used in art.
2 Incorrect. He came up with the design while trying to make a
New Year’s card.
3 Correct
4 Correct
5 Incorrect. They had to think of different uses for a brick.
6 Correct
Talking points
Put students into small groups to discuss the questions.
Monitor and join in with the discussions, helping where
necessary.
Ask groups to share their ideas with the class and
hold a short class discussion about each question,
encouraging students to agree or disagree with each
other’s ideas.
Cooler
Students play a guessing game in pairs by describing
one of the tricks or optical illusions from the unit, without
saying which one it is, for their partner to guess. At the
end of the game, invite different students to describe
tricks for the whole class to guess.

Extension activity
Ask students to work in pairs to do an online search for
“optical illusions in advertising”. They should choose one
of the illusions to describe, and print it out.
They then work in groups to describe the illusions and
decide whether they think it is a good advert or not
and why.
GRAMMAR  Past simple passive
1 Books closed. Use the passive to tell the class about
what you are wearing. Say, for example, ‘This jacket/
shirt/dress was made in China. It was probably sewn
by workers in a factory. I don’t know where my shoes
were designed, but they are made of leather. Do you like
them?’
Then ask ‘Who made the jacket?’, ‘Who made my shoes?’
and ‘What are my shoes made of?’
Write the sentences on the board and underline was
made, was sewn, were designed, are made. Ask
students what they notice about the verb forms. Write
the form of the past simple passive on the board (was/
were + past participle). Ask what students remember
about using the present simple passive and when it is
used (when the person or thing that causes the action is
unknown or unimportant).
Books open. Monitor as students match the examples to
the passive forms. Check answers. Ask why the different
tenses are used (the first two refer to individual past
events, whereas the third sentence refers to something
which is always true).
Answers
1 b ​2  c ​3  a
2 Ask questions about the sentences in exercise 1,
for example, ‘Do we know who used the picture in the
advertisement?’ (no). ‘Do we know who designed the
dress?’ (no). ‘Do we know which people use optical
illusions in fashion?’ (no). Ask ‘Why don’t we know?’
to elicit that it isn’t important. Ask which word we can use
if we want to include who did the action (by).
Tell students to look at the active and passive examples
in exercise 2 and complete the rules as a class.
Grammar reference Student’s Book  page 157
Answers
1 were; past ​2  by
3 Tell students to look at the picture and say what they
think it is (3D pavement art). Find out what students think
of 3D pavement art.
Put them into pairs to read the article and choose
the correct options. Remind them to refer to the rules
in exercise 2 if necessary. Monitor and help as they
are working.
Invite different students to read out a sentence each.
Ask the class to say whether they have chosen the
correct option. If not, encourage them to explain why.
Answers
1 appeared ​2  were called ​3  painted ​4  was invented ​
5 made ​6  was asked ​7  wasn’t done
4 Tell students that they are going to read more about
pavement art, and that this time they have to write the
correct form of the verbs in brackets.
Monitor and help as they work individually. Invite different
students to read out a sentence each. Ask them to
explain their answers.
Find out what students think of the idea and elicit other
ways in which pavement art could be used to educate
people (e.g. to tell them not to drop litter).
Mixed ability
Weaker students may need further support in this
exercise. Before starting, read the text as a class, and
decide whether the active or passive form is needed for
each of the gaps. Ask stronger students to explain why.
They can then complete the exercise individually.
Answers
1 were built ​2  was painted ​3  looked ​4  rode ​5  passed ​
6 were given
5 Tell students to read the example sentence. Ask ‘Who are
They?’ (we don’t know) and ‘Why is the word They not
included in the passive sentence?’ (because it isn’t
important who used the painting).
Give each pair of students a sentence to rewrite. Check
their answers and then tell them to write the rewritten
sentence in a jumbled order for another pair to put in the
correct order.
Invite different students to come to the board to rewrite
the sentences on the board.
Tell them to look at sentences 2 and 5 and ask why
the people were included (because we are interested
in who won the prize / painted them but we don’t know
who they are). Explain that the sentences would be very
boring without this information! Ask them to construct
the sentences without including this information to
demonstrate why (The prize was won. / They were
painted).
Fast finishers
Ask fast finishers to prepare two more sentences, one
in the active and one in the passive. Tell them to use the
past simple. Then they exchange their sentences with
another fast finisher for them to rewrite. Check these as
a class.
Puzzles and tricks 129
 Answers
1 Cyclists were encouraged to go more slowly.
2 The prize was won by a young artist.
3 Cyclists weren’t stopped from using the path.
4 She was warned not to cycle on the pavement.
5 They were painted by street artists.
Corpus challenge
Ask students to correct the sentence in pairs.
In feedback, ask the students to give both the correct
answer and the tense of the verb (was born is past
simple passive). You could also check that they can
identify born as a past participle.
Answer
He was born in Paris.
VOCABULARY make and let
1 Write the verbs make and let on the board and elicit
meanings.
Tell students to read the two sentences. Ask a stronger
student to say what each sentence means. Then put
students into pairs to match the sentences to the
definitions. Check answers.
Answers
1 b 2 a
2 Monitor as students work in pairs to complete the
sentences. Then invite different students to read out the
completed sentences.
Ask ‘What do your parents make you do?’ and ‘What do
they let you do?’
Answers
1 let 2 make 3 make 4 let 5 let 6 make
LISTENING
1 2.32 Invite students to say what their favourite
possession is. Tell them to look at the photos and ask
‘What can you see?’ (a suitcase, a camera, a football
shirt, a cup, a jewellery stand and some photos).
Tell students that they are going to hear three people
talking about their favourite possessions. Ask them
to listen and write down the three objects, using the
pictures to help them.
Play the recording. Allow students to compare their
answers with a partner before checking as a class.
130 Unit 20
Audioscript
Narrator: 1
Jamie: The thing I’d like to tell you about is this. We won it in
the final of a football competition last year. It’s kept at
our football club but I borrowed it to show you today.
It’s important to me because I was a hero in the
final. You probably think I scored the winning goal or
something, but actually I’m the goalkeeper. I was a
hero because I made some amazing saves!
Narrator: 2
Eleanor: I was on my way home from school one day when
I saw this in a rubbish bin outside a shop. I had
to clean it, of course! But now I put my rings and
necklaces on it. I like it because it’s really unusual.
All my friends love it, too!
Narrator: 3
Harry: This is one of my favourite things. I used it at the
weekend to take these. Tom, could you hand them
out for me? I think they’re quite good, but I’m not
a really experienced photographer. I got it for my
birthday last year and the reason I like it is that it’s
small and really easy to use.
Answers
1 d (football cup) 2 e (jewellery stand) 3 b (camera)
2 2.32 Preliminary Listening Part 2 tests
students’ ability to identify specific information and
detailed meaning (occasionally attitude or opinion).
It consists of a longer monologue or interview and
six multiple-choice questions. Students listen and
choose the correct option from a choice of three.
They hear the recording twice.
Ask students to read the questions about Jamie
and choose the correct option according to what
they remember. You may need to explain score
(get points in a game). Then play Jamie’s talk again
and check answers. Encourage students to explain
why their answer is correct. Repeat the process for
Eleanor and Harry.
Answers
1 C 2 B 3 C 4 B 5 B 6 C
SPEAKING Talking about a special object
1 Tell students about a special object that you have. Say,
for example, ‘This ring is very special to me. It was my
grandmother’s ring. It isn’t valuable, but it reminds me
of her. I would hate to lose it. Whenever I feel nervous,
I touch the ring and it makes me think of my grandmother
giving me advice about what to do!’
Ask students to think of an object which is important to
them. Give them a minute or so to do this. You may need
to provide some ideas, such as a present someone gave
them or something someone made for them. It doesn’t
have to be anything big or expensive.
 Put students into small groups to talk about their object.
Invite them to tell the class about the most interesting
object they discussed in their group.
2  2.33  Tell students that they are going to listen to
two people talking about their special objects. Play the
recording for them to write down what the objects are.
Check answers.
Play the recording again for students to note down why
the objects are special. Allow them to compare their
answers with a partner before checking as a class.
Audioscript
Alex: T hese are my football boots from last year. They’re made
of leather, and they’re quite old now, as you can see.
I bought them at the beginning of last season, and
I wore them to every game. The reason I like them is
they’re similar to the boots that my favourite player
wears! And they’re special to me because I scored fifteen
goals in them – and my team won the league!
Lucy: My special object is this bracelet. I think it’s so cool! It
was given to me by one of my friends. She made it for
me! I love it because it goes with all my clothes. It’s a
really nice colour, and it always makes me feel happy
when I wear it. And of course it’s special to me because
it was a present from a friend!
Answers
The football boots are special because he scored fifteen goals
in them.
The bracelet is special because it was a present from a friend.
3  2.33  Books closed. Write the headings from the
Prepare box on the board. Ask students to work in small
groups to brainstorm phrases they could use. Books
open. Tell them to compare their ideas to the phrases in
the Prepare box.
Play the recording again for students to make a note of
the phrases they hear. Check answers.
Answers
Alex: T hey’re made of …; I bought them …; They’re quite …;
The reason I like them is …; They’re special to me
because …
Lucy: It’s so …; It’s (a) really …; It was given to me by …; I
love it because …; It’s special to me because …
4 Ask students to prepare a short talk about their special
object. In preparation, brainstorm a list of materials
and write them on the board, e.g. metal, leather, wood,
plastic, cotton, silk.
If they have their object, or a photo of it, with them they
can show it to the class. If not, they could draw a picture
on the board.
Set a short time limit for students to prepare notes about
their object. Remind them to use some of the phrases
from the Prepare box. Encourage them not to write
complete sentences, to keep the focus of the exercise
on speaking.
5 Allow time for students to practise their talk in pairs.
Their partner should listen and make suggestions for any
changes. Monitor and help as they are working.
Students come to the front of the class to give their
talks. Alternatively, this could be done in small groups to
encourage quieter students to participate.
Mixed ability
Weaker students could write key words on cards to help
them remember their talk. Stronger students should be
encouraged to work without using cards. Encourage
stronger students to say as much as possible, e.g. they
could also talk about the person who gave the object to
them and why they are special.
Cooler
Play ‘Whispers’. Teams line up at the board. Whisper a
simple description of an object to the first student. They
repeat the description down the line and the last student
comes to the board and draws the object. They score a
point for each correct drawing. Make sure every student
gets a turn.
Project
Tell students that they are going to find out more about a
street or graffiti artist.
Put them into pairs to do a quick internet search for
“street artists” or “graffiti artists” and choose one to find
out more about.
Students research their artist online. Ask them to find
out where the artist comes from, where they do their
work, some information about their personal life and a
description of the kind of work they do. Encourage them
to print out some examples of their work.
In the following class, put pairs into groups of four or six
to talk about their artists. Invite each group to tell the
class about the most interesting artist they discussed.
Teacher’s resources
Student’s Book
Grammar reference and practice page 157
Vocabulary list page 137
Workbook
Unit 20, page 80
Go online for
• Pronunciation
• Progress test
• Achievement test
• Corpus tasks
Puzzles and tricks 131
 Biology
The eye
Learning objectives
• Students learn about the human eye.
• In the project stage, they carry out a class survey
and produce a webpage from the results.
Warmer
Write eyes on the board and ask students to work
in groups to write down everything they know about
the human eye, for example, how far it can see, what
conditions help it to see better and what colours it can be.
Invite different groups to share their ideas with the rest
of the class.
1 Before class, find a simple diagram of an eye to draw on
the board. Ask students to copy the diagram and in small
groups to label the different parts. Write the following
words around the diagram to help them: iris, cornea,
pupil, lens, optic nerve, retina.
When they have finished, invite different students to draw
lines between the words and the parts of the eye on the
board. Ask them to compare the words in English with
their own language. Ask ‘Are any of the words the same
or similar?’
2 Tell students that they are going to do a quiz about eyes.
Elicit the eye facts that they discussed in the Warmer.
Draw their attention to the Key words box. Ask students
to read the definitions. Then check understanding by
asking them to cover the keywords and inviting stronger
students to provide definitions.
Ask students if they notice anything unusual about the
quiz heading, Eye didn’t know that! Explain the joke (eye
is pronounced the same as I) and tell them that this is
called a pun.
Students then do the quiz in pairs. Tell them that they
must agree on each answer and write them on a
separate piece of paper. Ask each pair to exchange their
papers with another pair.
4  2.34  Books closed. Play the recording again and ask
3  2.34  Play the recording for students to listen and
mark the answers in front of them. Go through the
answers in turn, and then tell pairs to add up the points
to find the winning pair. Award a bonus point for any
teams which guessed question 6 correctly.
132 Biology
Audioscript
Narrator 1
Speaker The eye is the one part of your body that doesn’t
grow as you get older. Well, it grows a little, but not
much. Every human being has similar-sized eyes and
they weigh about eight grams.
Narrator 2
Speaker The human eye is very powerful. If you look up
into the sky at night, you should be able to see the
Andromeda Galaxy – a collection of stars that are
about two point five million light years away – that’s
about 25 billion kilometres. This also means that on a
clear night, in the right place, humans can see any of
the planets Mercury, Venus, Mars, Jupiter or Saturn.
Narrator 3
Speaker There are about 45 million blind people in the world.
That’s about 0.6%.
Narrator 4
Speaker There are more long-sighted people than short-
sighted people in the world, but for teenagers, it’s the
opposite. Most teenagers who need to wear glasses
wear them because they are short-sighted.
Narrator 5
Speaker We aren’t exactly sure when glasses were invented.
However, people believe that they were first used in
Italy between 1268 and 1289.
Narrator 6
Speaker There are lots of types of food that can improve your
eyesight. Your eyes need vitamin A to stay healthy
and you can find this in carrots, beef and even
cheese! But if you’re short-sighted or long-sighted,
eating these foods won’t mean you can throw away
your glasses!
Narrator 7 and 8
Speaker Blinking is important for the health of our eyes. And
we usually blink about 15 times every minute. That’s
about eight billion times in a year! Children blink less
than adults and cats blink very little – just twice every
minute.
Answers
1 A ​
2 C  ​3 A  ​4 A  ​5 A  ​6  all of them  ​7 B  8 B
the students to listen very carefully to the facts but not to
make any notes.
Books open. Ask students to work in pairs to see what
they can remember. Play the recording again, pausing
after each question to check answers.
Ask students what surprised them most about what they
heard.
Answers
1 It doesn’t grow as you get older.  ​2 five  ​3  about 45 million
4 Italy  ​5  vitamin A  ​6  twice a minute
 Mixed ability
In order to support weaker students with the listening
activity, you may like to ask them to read the questions
before listening the first time, and identify what they
need to listen out for (e.g. differences, numbers/names
of planets).
5 Tell students that they are going to find out some more
facts about eyes. Ask them to read the key words in the
box and their definitions, and predict in pairs what facts
Project
they might find out about. Invite some suggestions from
the class. Drill pronunciation of the key words, paying
attention to sweat /swet/ and tear /tɪə/.
Ask students to read the text. They should then read the
questions and find the answers with their partner. Invite
different students to give the answers, and ask their
partner to read out the part of the text which gives the
answer.
Refer them back to the title of the first section of text, Eye
Choo! and ask them whether it reminds them of anything.
If not, ask them to re-read the text below the title and ask
again. Explain that this part of the text is about sneezing,
and we say Achoo! when we sneeze, which sounds like
Eye Choo!
Ask students what they found interesting or surprising.
Fast finishers
Ask fast finishers to write two more questions about the
text, which they then test the rest of the class on.
Extension activity
Note: This activity requires internet access. If you do not
have access to the internet in your classroom, students
can complete the initial stage at home, and then
complete the activity in the next class.
Give students a few minutes to find pictures of different
animals’ eyes online and print them out. Ask each group
of three to find ten different animal eyes; the more
unusual the better.
Students then create a quiz by sticking the eye pictures
onto a larger piece of paper and drawing lines for
students to write on under each one. They then join
another group of three to guess the animals and write
their names underneath.
The groups check each others’ work. Then ask them to
play another guessing game, by describing one of the
eyes for the rest of the group to guess, e.g. This eye is
small but it has a very large pupil, and the iris is green.
Answers
1 the eyelids  ​2  the iris and the skin  ​3  the tear gland
4 the eyelashes  ​5  the nose  ​6  the pupil
Cooler
Draw one of the items of eye vocabulary from the text on
the board very slowly, e.g. iris, eyebrows, pupil, eyelids
and eyelashes, and encourage students to call out the
word. The first student to say the word correctly then
takes a turn to draw for the rest of the class to guess.
Stop the game when all the words have been tested or
after five minutes.
Tell students that they are going to carry out a survey
about other students in the class and then produce a
webpage showing the results.
Ask them to read the questions and prepare a piece of
paper with columns for each question/answer and each
student’s name down the left-hand side (if you have a
very large class, or wish to add some comparison to the
activity, you may prefer to split the class in half for this
activity instead).
Students then mingle, asking their classmates the
questions in turn. Allow plenty of time for this.
You could do question 6 as a whole-class activity. Time
one minute and then ask how many students managed
not to blink more than five times. Ask students to keep a
record of this number.
Students then work in pairs to look at their findings,
producing figures for each question (for example, Nine
students have brown eyes, one has green eyes and
four have blue eyes; seven are short-sighted, one is
long-sighted and eight have perfect eyesight).
Ask students how they can present their findings using
charts and diagrams. Draw, or ask a student to draw,
an example of a pie chart, bar chart and graph on the
board.
Students prepare their charts and then produce a
webpage showing the survey questions and the results.
Display these around the classroom for other students
to read.
The eye 133
 Review answer key
REVIEW 1 Units 1–4
VOCABULARY
1 1 cheerful 2 rude 3 confident 4 careful 5 unfriendly
2 Describing someone’s hair: curly, dark, fair
Clothes: adjectives: casual, tight, second-hand
Clothes: nouns: jacket, jumper, sweatshirt
Sports: climbing, gymnastics, jogging
3 1 play: table tennis, volleyball 2 get: married, a degree
3 go: swimming, windsurfing 4 leave: home, school
5 have: children, long hair
GRAMMAR
4 1 am spending / ’m spending; didn’t have
2 Did you have; makes; loves 3 did he buy; wasn’t wearing
4 enjoyed; cried 5 Are you going; usually go; is
6 didn’t call; was watching
5 1 as expensive as 2 big enough 3 too
4 are not as 5 the warmest 6 are better than
7 the most expensive 8 warm enough
6 1 Correct.
2 We have fun when we are together.
3 I went camping with my friends last weekend.
4 We chose to go to the cinema.
5 He is my older brother.
6 Correct
7 We went to the beach every day.
8 We couldn’t go to school because a tree was blocking
the road.
7 1 C 2 B 3 C 4 D 5 B 6 A 7 D 8 C 9 B 10 A
134 Review answer key
REVIEW 2 Units 5–8
VOCABULARY
1 1 backpack 2 wave 3 sign 4 customs 5 drop 6 crowd
7 throw 8 point 9 passport (an official document that you
need to enter or leave a country)
2 1 a, h 2 c, g 3 d, f 4 b, e
3 1 market; department 2 check in; departure; control
3 bus; traffic 4 clap 5 pedestrian
GRAMMAR
4 1 was walking 2 started 3 was chatting 4 hit 5 was going
6 stopped
5 1 much 2 some 3 few 4 many 5 little
6 1 a lot of 2 have to 3 some 4 have to 5 mustn’t 6 a few
7 is going to clean 8 should 9 is visiting 10 ’re going to ask
7 1 He was playing tennis when I arrived.
2 We went swimming every day. 3 Correct
4 I have some news.
5 I have to finish my homework. 6 Correct
7 I think I’m going to visit your house
8 You should bring a ball if you want to play football.
8 1 C 2 D 3 B 4 A 5 C 6 D 7 B 8 D 9 A 10 C
REVIEW 3 Units 9–12
VOCABULARY
1 1 bank account 2 checkout 3 receipt 4 save up
5 special offer 6 change 7 take it back 8 price
2 1 bitter, fresh 2 forehead, shoulder 3 giraffes, mosquitoes
4 cough, flu
3 1 forehead 2 Giraffes 3 fresh 4 Mosquitoes 5 bitter
6 flu 7 shoulder 8 cough
GRAMMAR
4 1 Have; seen; swam 2 has; had; hasn’t eaten
3 went; have / ’ve; tried 4 were; Have; arrived
5 1 ’ll; going to 2 ’re going to; ’ll 3 is going to; ’ll
4 ’m going to; ’ll
6 1 It can’t be fresh. 2 He could have a cold.
3 He must know your sister. 4 It might be a rat.
7 1 We have been friends since I was 6.
2 I’ve known him for a long time.
3 Have you heard about the concert?
4 We’ve been here since Friday.
5 Correct
6 I will see you at the party then.
7 Tomorrow we’re going to the cinema.
8 Correct
8 1 A 2 C 3 B 4 D 5 B 6 B 7 D 8 A 9 C 10 A
REVIEW 4 Units 13–16 GRAMMAR
5 1 ordered; to sit down
VOCABULARY 2 warned; to be careful
1 Adjectives: feelings: proud, lonely, disappointed, embarrassed 3 asked; to help
TV, films and literature: documentary, comedy, chat show, thriller 4 encouraged; to enter
Computing phrases: password, virus, link, delete 6 1 I would invite her to mine. 2 they didn’t talk all the time.
2 1 did a search 2 soap opera 3 exhausted 4 deleted 3 I would be fit. 4 he worked hard.
5 confused 6 stressed 5 she wouldn’t play computer games all the time.
3 1 b 2 f 3 e 4 a 5 d 6 c 7 1 painted by 2 she couldn’t imagine 3 was sold
4 wouldn’t paint 5 am / ’m going to
GRAMMAR
4 1 Have; read 2 is 3 is not / isn’t made 4 does
5 has; arrived 6 is served 7 forgets 8 have; had 8 1 The teacher asked us to work together.
9 downloads 10 will have to 2 Correct
5 1 are produced 2 You won’t 3 aren’t sold 4 just finished 3 If you go in, it will be more fun.
5 actor who plays 6 DVDs sold 7 comedy which/that you 4 Fabio called me and said he was going out.
8 can use 5 If you came here, you would like it.
6 Correct
7 His old bike was broken.
6 1 I’ve just spent some money on lunch. 8 I want to tell you that I bought a new game.
2 My friend hasn’t arrived yet. 9 1 C 2 B 3 D 4 A 5 B 6 A 7 D 8 C 9 C 10 B
3 I like the pizza restaurant which/that is near my house.
4 Correct
5 I haven’t seen my new shoes yet!
6 Correct
7 If you come with us, it will be fun.
8 If you have a problem, I will help you.
7 1 D 2 C 3 B 4 B 5 D 6 C 7 A 8 C 9 A 10 B

REVIEW 5 Units 17–20

VOCABULARY
1 1 d 2 b 3 c 4 b
2 babysitter, vet, firefighter, journalist, mechanic
1 firefighter 2 babysitter 3 journalist 4 mechanic 5 vet
3 1 paragraphs; lines 2 article; interview
3 advertisement (advert); title; front cover
4 1 magic 2 hidden 3 trick 4 create 5 imagination
6 puzzle 7 imagined

Review answer key 135

 Grammar reference
UNIT 1
PRESENT SIMPLE AND CONTINUOUS
1 1 Do you prefer ​2  chooses, doesn’t like ​3  don’t see, live 
4  does he go ​5  don’t want ​6  doesn’t play, watches ​
7  Do they understand ​8 studies
2 1 ’m cycling ​2  isn’t watching ​
3  are you doing, ’re watching, ’re studying
3 1 I’m sitting ​2  We’re going ​3  is playing ​4  doesn’t play ​
5  they’re playing ​6  We all believe ​7  we’re having ​8  I want ​
9  they get ​10  we’re eating
UNIT 2
PAST SIMPLE
1 1 saw ​2  was ​3  Did you go ​4  went ​5  drove ​
6  did you wear ​7  were ​8  did you sit ​9  did your ticket cost ​
10  didn’t pay ​11  won
2 1  Was she late again? ​2  I didn’t like Andrea’s new dress.
3  We slept really well last night. ​4  Did you remember my bag?
5  He wore his new trainers. ​
6  They didn’t know about Bill Haley and the Comets.
3 1 walked ​2  wanted ​3  weren’t ​4  knew ​5  decided ​6  had ​
7  was ​8  didn’t eat ​9  caught ​10  started ​11  came
UNIT 3
COMPARATIVES AND SUPERLATIVES
1 1 slower than, noisier ​2  harder than, better ​
3  more fashionable, cheaper than ​4  faster than, warmer ​
5  as attractive as, as funny as ​6  wetter, windier than
7  more confused, more complicated than ​8  brighter, more colourful
2 1 isn’t as tiring as football ​
2  aren’t as clean as electric cars ​
3  aren’t as fit as most ballet dancers ​
4  aren’t as healthy as salads
3 1 the coolest, the cheapest ​
2  the best, the worst ​
3  the safest, the most interesting
4  the lightest, the biggest, the heaviest
5  the most brilliant, the most creative
6  the closest, the cosiest
7  the most untidy, the most charming
8  the most sociable, the liveliest
UNIT 4
PAST CONTINUOUS
1 1 was dreaming ​2  were you playing ​3  weren’t watching ​
4  Were you talking ​5  wasn’t doing ​
6  was sitting ​7  Were we using ​8  were chatting ​
9  wasn’t looking, was shouting ​
10  wasn’t asking, was explaining
2 1 were lying ​2  were arguing ​3  was telling ​
4  were listening ​5  was making ​6  wasn’t listening ​
7  was looking ​8  were waiting ​9  wasn’t selling
136 Grammar reference
3 1 were Derek and Armando arguing about ​
2  was Henri telling a story about ​
3  were Penelope and Doris doing ​
4  was Doris making ​
5  was Margherita listening to ​
6  were waiting to buy an ice cream
4 1 Derek and Armando weren’t arguing about music, they were
arguing about football.
2 Henri wasn’t describing the scenery in Florida, he was telling a
story about his holiday.
3 Penelope and Doris weren’t waving at Henri, they were
listening to him.
4 Margherita wasn’t taking a photo of the other students, she was
looking at the ice cream van.
UNIT 5
PAST CONTINUOUS AND PAST SIMPLE
1 1 didn’t hear, was wearing ​2  all celebrated, got ​
3  found, was working ​4  broke, was learning ​
5  was driving, got ​6  opened, discovered ​
7  was chatting, went, heard ​
8  emailed, was mending, didn’t check
2 0 was cycling  1  was snowing  2  slipped ​ 3  fell off ​
4  was picking up ​5 saw ​6  was moving ​7 jumped ​8 hit ​
9  wasn’t standing ​10 told
3 1  I visited my friends. Afterwards, I took the bus home.
2  Luke walked into the door because he wasn’t looking ahead.
3  It was snowing at lunchtime so I didn’t go for a walk.
4  I wasn’t hungry so I didn’t have anything to eat.
5 My sister crashed into a traffic light when she was riding
her scooter.
6 I was thinking about the holidays. Then suddenly, I realised
the time.
UNIT 6
SOME / ANY, MUCH / MANY, A LOT OF,
A FEW / A LITTLE
1 1 any ​2  some ​3  any ​4  any ​5  some ​6  any
2 1 many ​ 2 much ​3 any ​4  a few ​5  a lot of ​6 many ​
7 some ​8 any ​9  a lot of ​10  a little
3 1 much, a few ​2  a little, much ​3  much ​4  a few, much ​
5  a few, many ​6 many  7  a little, a few ​8  many, a few
UNIT 7
HAVE TO AND MUST; SHOULD
1 1 should ​2  should ​3  must ​4  don’t have to ​5  must ​
6  mustn’t ​7  should
2 1 mustn’t text our friends in lessons. 
2  should read through your work before you show it to anyone. ​
3  doesn’t have to wear. ​
4  should I buy? 
5  didn’t have to book seats for the concert. ​
6  shouldn’t wear your best shirt when you mend your bike. ​
7  have to / must wear seat belts.
UNIT 8 UNIT 12
THE FUTURE: BE GOING TO AND MODALS OF PROBABILITY
PRESENT CONTINUOUS 1 1 He/Jon must be cold. ​
1 1 it’s going to take ​2  we’re organising ​3  I’m going to get ​ 2 They / The potatoes must be ready to eat by now. ​
4  I’m going to ask ​5  I’m taking; I’m going to do 3  This (parcel) must be my new phone.
6  We’re catching; We’re going to play  7  It’s going to rain  2 1 He might be hungry. ​2  It might be in the car. ​
8  We’re meeting 3  He/She / My teacher might speak three languages.
2 1 Are you going to go ​2  are you going to wear  3 Yes, you can use could instead of might.
​3  ’s going to be ​4  ’m going to buy ​ 4 1 It / This fish can’t be fresh. ​2  That coat can’t belong to you. ​
5  Are you going to take ​6  ’m going to give ​ 3  You can’t feel tired.
7  ’s going to be ​8  ’m not going to find ​9  ’m going to tell 5 1 can’t be ​2  can’t be ​3  could be ​4  might be ​5  must be ​
3 1 ’s going to arrest him. ​2  ’s going to fall over (it).  6  could be ​7  can’t be ​8  could be
​3  ’re going to burn. ​4  isn’t going to sleep well. ​
5  ’s going to win. ​6  aren’t going / ’re not going to win.
UNIT 13
UNIT 9 JUST, ALREADY AND YET
1 1 just ​2  yet ​3  just ​4  just ​5  yet
PRESENT PERFECT 2 1 The lesson has already begun. ​
1 1 hasn’t eaten ​2  ’s (has) never written ​3  have known  2  Have you been to the new shopping centre yet? ​
​4  ’s (has) never beaten ​5  ’ve (have) flown ​ 3  This parcel has just arrived for you. ​
6  hasn’t given, haven’t texted ​ 4  I haven’t saved much money for my holiday yet. 
7  ’s (has) fallen, hasn’t hurt, ’s (has) torn ​ ​5  It’s only eleven o’clock but everyone’s already gone home. ​
8  ’s (has) gone, ’s (has) forgotten 6  My parents have just bought a new car. ​
2 1 Have you finished ​2  ’ve found ​3  haven’t read ​4  ’ve been ​ 7  Have you done this exercise yet? ​
5  ’ve borrowed ​6  ’ve looked ​7  Have you tidied ​ 8  We’ve just finished the last sentence.
8  haven’t ​9  ’ve made ​10  ’ve had ​11  have you been ​ 3 1 S ​2  D ​3  S ​4  D ​5  S
12  ’ve been ​13  ’ve bought ​14  Have you ever seen ​ 4 1 He’s already bought some new pens. ​
15  haven’t ​16  ’ve remembered ​17  have 2  He hasn’t set his alarm for 7 a.m. yet. ​
3  He hasn’t decided what to wear yet. 
​4  He’s already texted his mates about meeting after the exam. ​
UNIT 10 5  He’s already asked his mum/mother to give him a lift to school.

PRESENT PERFECT AND PAST SIMPLE;

HOW LONG? AND FOR/SINCE UNIT 14
1 1 I’ve made ​2  has gone ​3  cooked, haven’t met ​
4  hasn’t come, I asked ​5  didn’t enjoy, was
RELATIVE CLAUSES
1 1 who ​2  which ​3  which ​4  which ​5  who ​6  who ​
2 1 since, for ​2  for, since ​3  for, since ​4  since, for ​
7  which ​8  who ​9  who
5  since, for
2 1 which was really funny ​2  who lived in an old bus ​
3 1 ’ve been ​2  ’ve enjoyed ​3  was ​4  started ​5  saw ​
3  whose name was Millie Moop ​
6  arrived ​7  thought ​8  haven’t missed ​9  had ​10  gave ​
4  who was always mean to him ​5  where this man lived ​
11  didn’t leave ​12  ’ve entered ​13  ’ve had ​14  hasn’t won
6  where Millie put shampoo into a toothpaste tube 
​7  which you need to see to understand ​8  who hasn’t seen it
UNIT 11 3 1 This is a photo of my friend who wants to be a TV presenter. ​
2  We have a goldfish who is called Bubbles. ​
WILL AND BE GOING TO 3  That man wrote a song which everyone knows. 
1 1 will help ​2  I’m going to help ​3  is going to save ​4  I’ll feel ​ ​4  I visited the house where John Lennon lived as a boy. 
5  is going to leave ​6  is going to run ​7  will be 5 Do you remember the woman who had 20 cats?
2 1 is going to be ​2  ’ll help ​3  are you going to do ​ 6 Our teacher gave us some exercises for homework which no
4  ’m going to have ​5  ’m going to lie ​6  ’ll walk ​7  ’ll use ​ one could understand. 
8  ’ll lend ​9  won’t weigh ​10  will take ​11  ’ll put ​12  won’t care ​7 I have a neighbour who is a famous designer.
3 Suggested answers
1  Lucy’s going to win. ​2  He’s going to be sick. ​
3  His sister will help him. ​4  They’re going to look great. ​
5  They’re going to burn. / She’s going to burn them.
6  He’s going to go to university.

Grammar reference 137

 UNIT 15
PRESENT SIMPLE PASSIVE
1 1 always gives me money ​2  grow all our ​3  visit ​
4  use computers
2 1 is needed to enter ​2  is cleaned by my brother ​
3  aren’t sent to prison ​4  are stolen every day ​5  is played ​
6  ’m (am) not allowed to have ​7  is designed every ​
8  are paid for by a local company. ​
9  are hidden in software by criminals ​
10  on the corner is owned by a film star
UNIT 16
ZERO AND FIRST CONDITIONAL
1 1 feels, ’s/is ​2  earns, spends ​3  get, gives 
4  don’t like, don’t watch ​5  do, give ​6  ’s/is, don’t enjoy
2 1 I don’t go, I won’t be able ​2  I’ll buy, is ​
3  You’ll pass, don’t forget ​4  We’ll phone, we need ​
5  finds out, he’ll be ​6  You won’t feel, you put
3 1 I can’t get up in the morning unless I have enough sleep.  4  he’d take ​5  they were making ​6  were sitting in
2 We’ll all have dinner together unless my mum gets home
too late. ​
3  My parents will go mad unless we clear up this mess. ​
4  Unless we find a taxi soon, we’ll miss the train.
UNIT 17
REPORTED COMMANDS
1 1 You should try a new hairstyle.  would tell him their opinions. He was planning to study fashion at
​2 (Can you) show me your tickets, please. / Please (can you)
show me your tickets. 
​3  You shouldn’t put your address on the website. ​
4  You mustn’t text me in the morning. ​
5 Please get out of your/the car. / Get out of your/the car, please.
6 Please help me with the washing-up. / Help me with the
washing-up, please. ​
7  You should join the sports club. ​
8  You should phone the school. ​
9  You mustn’t go into the house.
2 1 ordered him / her to put the gun on the floor. ​
2  warned us not to open that box. ​
3  advised me not to use this shampoo.  5  wasn’t told where
​4  reminded them (my friends) to come to my party. ​
5  asked them to tell him / her their names. ​
6  asked him (my brother) not to tell anyone. ​
7  encouraged me to tell my mum about my problem. ​
8  persuaded my brother to apply for another job. ​
9  told my dad not to invite the neighbours on Saturday. ​
10  persuaded the shop assistant to give her a discount.
138 Grammar reference
UNIT 18
SECOND CONDITIONAL
1 1 c ​2 b ​3 d ​4 e ​5 a
3 1 What would you do if you won lots of money? ​
2  Who would you ask if you didn’t understand some grammar? ​
3  What would you do if you saw a burger for $50? ​
4 What would you do if someone asked you about
advanced physics?
5  Who would help you if you missed the school bus?
4 1 ’d/would have, didn’t tell ​2  were, ’d/would take ​
3  stayed, ’d/would learn ​4  wouldn’t get, did ​
5  ate, wouldn’t be ​6  saved, would have
UNIT 19
REPORTED SPEECH
1 1 ’m texting ​2  can’t find any ​3  laugh at ​4  can borrow my ​
5  buy a newspaper ​6  ’m looking for ​7  ’ll design
2 1 she was starting ​2  could get free ​3  didn’t know much ​
 
7  would change the
3 Words to underline: I’m, I, make, my, my, helps, me,
We, buy, update, I, can’t, I’m, I’m make, my, I, won’t, I’m, me, I’m 
Alessandro said he was writing a blog about fashion. He made
some of his clothes and his mum helped him sometimes.
They bought second-hand clothes from markets and updated
them. He couldn’t sew as well as his mum, but he was learning
a lot. He was taking photos of everything he made to put on his
blog. He wouldn’t sell the clothes, but he was hoping people
a college in London next year.
UNIT 20
PAST SIMPLE PASSIVE
1 1 interviewed ​2  didn’t do ​3  the students copy ​4  didn’t make
5  doesn’t describe
2 1 were reminded about the school trip by our ​
2  were copied, was stolen ​
3  was given a good luck card by ​
4  these salads prepared (by you) ​
3 1 was given ​2  started ​3  were piled up ​4  were pushed ​
5  decided ​6  were covered ​7  noticed ​8  was almost hidden ​
9  showed ​10  were painted ​11  wasn’t signed ​
12  was probably painted ​13  paid ​14  took ​
15  discovered ​16  was sold
Workbook answer key and audioscripts

UNIT 1  Personal profile WRITING

1 Suggested answers: all except 4 and 6
VOCABULARY 2 1 Jamie ​2  Sophie ​3  Sophie ​4  Jamie ​5  Sophie ​6  Jamie
1 1 friendly, d ​2  careful, c ​3  rude, a ​4  confident, e ​
5  funny, f ​6  miserable, b 3/4 Students’ own answers

2 1 careless ​2  rude ​3  cheerful ​4  unfriendly ​5  shy ​

6  miserable ​7  polite ​8  careful UNIT 2  In fashion
3 Across: ​4  funny ​5  rude ​7  serious ​9  miserable ​
10  cheerful ​11  polite VOCABULARY
Down: ​1  shy ​2  unfriendly ​3  careless ​4  friendly ​ 1 1 jumper ​2  pocket ​3  sandals ​4  raincoat ​5  sunglasses ​
6  confident ​8  careful 6  suit ​7  tie ​8  boots ​9  tights ​10  top ​11  cap ​
12  necklace ​13  jacket ​14  sweatshirt ​15  trainers ​
4 1 thirties ​2  straight ​3  attractive ​4  teenage ​5  dark ​
16  tracksuit
6  curly ​7  bald ​8  fair ​9  good-looking
F M C D R X T B Z T J P
K R A X S U I T K O U K
READING
1 1 eldest child ​2  middle child ​3  youngest child ​4  only child T S P N W W E L P P M H
2 1 eldest child ​2  middle child ​3  youngest child ​4  only child ​ P U N T I G H T S W P Y
5  eldest child ​6  only child ​7  youngest child ​8  only child
O N Q K Z C R K Z B E N
3 1 eldest child ​2  only child ​3  middle child ​4  youngest child
C G C T J A C K E T R S
4 1 clear ​2  surprises ​3  consider ​4  arrange
K L T R A I N E R S Q A

Word profile E A T R A C K S U I T N

1 Mikaela is sitting right next to me. T S W E A T S H I R T D

2 That’s strange – are you sure you’re right? L S B Z L B O O T S V A
3 James is eating right now so can you call back later?
4 We can finish this right away. F E P R A I N C O A T L
5 Is this the right train for Milton? T S R N E C K L A C E S
6 Go to the end of the street and turn right.
2 1 c ​2  d ​3  e ​4  a ​5  f ​6  g ​7  b
3 1 tracksuit ​2  brand-new ​3  sunglasses ​4  raincoat ​
GRAMMAR 5  smart ​6  tie ​7  comfortable ​8  well-dressed
1 1 gets up ​2  are watching ​3  is wearing ​4  are finishing ​
5  runs ​6  ’m visiting 4 3

2 1 e ​2  a ​3  b ​4  c ​5  d ​6  f

3 1  Every year ​2  this term ​3  Next month ​4  later today ​ READING
5  on Mondays ​6  At the moment ​7  never ​8  tomorrow ​ 1 1 a ​2  c ​3  b
9  sometimes ​10  right now 2 3
4 1 When we are together we have fun. 3 1 T ​2  F ​3  T ​4  T ​5  F ​6  T
2  I am writing to tell you that I bought a new computer.
4 1 d ​2  a ​3  b ​4  c
3 I am sending you this email to invite you to my birthday party
on Saturday. 5 1 protects ​2  comment ​3  essential ​4  collection
4  correct
5  We are best friends and we play in the same basketball team Word profile
1 same kind(s) ​2  that kind of thing ​3  kinds of ​4  some kind of 
VOCABULARY 5 kind of ​6  kind
1 1 believe ​2  hate ​3  know ​4  like ​5  love ​6  mean ​
7  need ​8  own ​9  prefer ​10  understand ​11  want
2 1 love / like ​2  owns ​3  don’t understand ​4  hate / don’t like ​
5  needs ​6  don’t like / hate ​7  believes ​8  prefers ​
9  means ​10  wants

Workbook answer key and audioscripts 139

 GRAMMAR
1 1 wore ​2  watched ​3  forgot ​4  went ​5  bought ​
6  fell ​7  texted ​8  saw ​9  got ​10  played
2 1 What did you do?
2  Did your Dad drive his new car?
3  Did you go to the cinema with your parents?
4  Did you buy (any) sweets?
5  How long did the film last?
6  Did you eat in a restaurant after the film?
7  Did you get home late?
8  Did your parents come home later?
9  I told them about the film.
3 1 took ​2  didn’t enjoy ​3  flew ​4  gave ​5  didn’t want ​
6  drank ​7  didn’t visit ​8  sent
4 1 went ​2  caught ​3  drove ​4  spent ​5  taught ​6  practised ​
7  asked ​8  spoke ​9  didn’t understand ​10  smiled ​11  tried
5 1 b ​2  a ​3  a ​4  b ​5  b
VOCABULARY
1 1 angrily ​2  badly ​3  easily ​4  fast ​5  well ​6  hard ​
7  quickly ​8  slowly
2 1 fast ​2  well ​3  badly ​4  angrily ​5  hard ​6  quickly ​
7  slowly ​8  carefully
LISTENING
1/2 2
3 1 sister ​2  last year ​3  American ​
4 isn’t ​5  café ​6  have to
4 1 beautiful ​2  photo ​3  remember ​4  party ​5  good-looking ​
6  black ​7  wait ​8  finish ​9  America
 2  Audioscript
Lara: Hey Rob, is that your sister? She’s beautiful!
Rob: Yeah, that’s Denise! And that’s a photo from last year.
Do you remember, Lara, she went to that end-of-year party,
the Prom?
Lara: Yes. And is that Andy Patterson with her? He’s very good-
looking, isn’t he?
Rob: Yep! In his black tie!
Lara: I can’t wait till our Prom, can you?
Rob: Do you think I’m going to wear a tie like that?
Lara: Yes, you have to! Everyone does when they finish school.
Rob: Hmm. I think the Prom comes from America. I don’t like it.
Lara: Oh, Rob! Everyone loves the Prom! It’s the last time we’re
together as a group, and it’s an important party! You have
to go!
Rob: Really? But you know, I think it’s silly that girls spend so
much money on a dress for one night! I mean, you can get
a dress that you can wear again! Denise had a Saturday job
in the café – she worked really hard for about a year, and
then bought a dress!
Lara: Hmm, I know what you mean. But it’s good she didn’t ask
your parents because it is a lot of money. Mind you, you
have to look lovely! And boys have to look nice too!
Rob: I guess, but I’m not wearing a jacket!
Lara: It’s OK – we have to wait for a few years yet. And I have
to get a job to pay for my dress!
140 Workbook answer key and audioscripts
UNIT 3  My way of life
VOCABULARY
1 1 be born ​2  get a degree ​3  get a driving licence ​4  get a job ​
5  have children ​6  leave home ​7  start school ​8  get married ​
9  go to university ​10  leave school
2 1 start school ​2  get a driving licence ​3  get a degree ​
4  get married ​5  have children
3 1 go to university ​2  get married ​3  was born ​
4  have children / get married ​5  start school ​
6  get a driving licence ​7  got a degree ​8  got a job
4 1 c ​2  b ​3  d ​4  a ​5  e
READING
1 1 a ​2  d ​3  b ​4  c
2 all except 4
3 1 Carrie  2 Stu ​3  Chrissie ​4  Jon ​5  Stu ​6  Jon
4 1 c ​2  e ​3  a ​4  b ​5  d
5 1 celebrate ​2  expensive ​3  stamp ​4  cartoon ​5  occasion
6 1 B ​2  C
Word profile
1 gets ​2  get in ​3  gets on ​4  is getting ​5  got
GRAMMAR
1 1 3 ​2  1 ​3  2 ​4  3 ​5  1 ​6  3
2 1 big ​2  bigger ​3  greater ​4  nicer ​5  happier ​
6  narrower ​7  more/most expensive
3 1 heavier, heaviest ​2  shorter, shortest ​3  cheaper, cheapest ​
4  more unusual, most unusual ​5  more miserable, most miserable ​
6  sunnier, sunniest
4 1 better ​2  the best ​3  worse ​4  the worst
5 1 The best ​2  the highest ​3  more crowded ​4  healthier ​
5  more difficult ​6  the dirtiest ​7  shorter ​8  the worst
6 1 Freda’s café isn’t as busy as Mike’s.
2  Your house isn’t as big as Julie’s.
3  My trousers aren’t as fashionable as my friend’s.
4  Zoe isn’t as tall as Louis.
5  People say that New York isn’t as dangerous as New Orleans.
6 Here in the countryside, the internet speed isn’t as fast as in
the city.
7 1 My older sister invited her to go out with us.
2  My granddad became happier.
3  correct
4  He’s a bit taller and thinner than me.
5  We saw the latest film with Tom Cruise. I liked it!
VOCABULARY
1 1 This bag isn’t big enough.
2  This jacket is too tight.
3  These shoes aren’t big enough for me.
4  This computer isn’t fast enough.
5  My mum’s car is too small for our bikes.
6  These trousers are too short.
2 1 too ​2  enough ​
3  too ​4  enough
WRITING 3 1 were cooking ​2  was texting ​3  was writing ​4  wasn’t playing ​
5  weren’t laughing ​6  was wearing ​7  Were you doing ​
1 1, 3, 4, 5, 6
8  Was your dad driving
2 1 Rachel ​2  her art exam ​3  to study art ​4  bread, pizza, salad ​
4 1 was shining ​2  were singing ​3  was sitting ​4  was drawing ​
5  yes
5  was playing ​6  weren’t doing ​7  was reading ​
3 you’re, she’s, It’s, it’s 8  was watching
4 1 He hasn’t got his phone with him 5 1 b ​2  b ​3  a ​4  b ​5  a
2  She doesn’t know anyone here.
3  We’re going to leave soon.
4  I’m bored. VOCABULARY
5  What’s your friend’s name? 1 1 coach, coaches ​2  trainers, trainer ​3  match, match ​
4  pointed, point ​5  fits, fit
5/6 Students’ own answers
2 1 fit ​2  points ​
3 match ​4  coach/trainer ​5  trainers

UNIT 4  Champions
LISTENING
VOCABULARY 1 3
1 1 athletics 2 1, 2, 3, 5, 6
2  squash
3  jogging 3 1 T ​2  F ​3  T ​4  T ​5  T ​6  F ​7  T
4  surfing 4 1 Bank Sports Centre ​2  gym ​3  hot yoga ​
5  gymnastics 4  ice skating, ice hockey ​5  beach volleyball ​
6  boxing 6  Saturday, 9
7  climbing
5 1 … it’s different and it’s the same!
8  cycling
2  … we also want to introduce people to other sports activities.
2 1 rugby ​2  tennis ​3  ice hockey ​4  climbing 3  It’s a lot of fun!
3 4  … are there any new sports for me?
5  It’s a day for all the family …
inside outside with a ball without a ball
6  … it’s free.
boxing climbing squash boxing
climbing ice skating tennis climbing  3  Audioscript
ice skating swimming volleyball ice skating Interviewer: Hello, and welcome to the show. Today we have Hank
Rogers from the new sports centre in the studio.
squash tennis swimming
Welcome Hank.
swimming volleyball windsurfing
Hank: Thank you for having me!
tennis windsurfing Interviewer: Hank, tell us a bit about the sports centre. How is the
volleyball Bank Sports Centre different from others?
Hank: Well, it’s different and it’s the same! Let me explain.
4 1 play ​2  does ​3  plays ​4  go ​5  goes ​6  play ​7  do ​8  go
So many favourite sports are there, for example, the
gym, the swimming pool, classes (1) – but we also
READING want to introduce people to other sports activities.
Interviewer: Tell me more!
1 2
Hank: Imagine doing yoga in a room where the temperature
2 1 a ​2  a ​3  b ​4  a ​5  b ​6  a is a hot 40 °. (2)That’s called hot yoga! We also have
3 1 e ​2  d ​3  a ​4  c ​5  b aerial yoga – that is yoga that you do in the air! (3) It’s
a lot of fun!
Interviewer: OK, well that’s good. Now what about team sports –
Word profile are there any new sports for me?
1 f ​2  g ​3  i ​4  b ​5  e ​6  c ​7  d ​8  a ​9  h Hank: Well, we’re also able to have an indoor ice rink in
winter. That’s just great so we can have ice skating (4),
or ice hockey for instance.
GRAMMAR Interviewer: Now that sounds great! And in summer?
1 1 I was doing athletics yesterday. Hank: In the summer we move the roof back so that you can
2  The boys were swimming in the sea. see the sky, and we put sand down! (5)
3  We were talking on the phone for a long time. Interviewer: Oh, wow! That’s amazing!
4  Were you watching TV? Hank: I know, and we can do beach volleyball! We’re really
5  I wasn’t texting in class. excited about that.
6  They weren’t sitting at our table. Interviewer: And you have an open day soon?
7  Were you looking for your phone? Hank: Yes, on Saturday. It’s a day for all the family and it’s
8  Was he playing tennis yesterday? free. (6) So everyone will have the opportunity to try
2 1 was ​2  were ​3  was ​4  weren’t ​5  Were ​6  was ​ out all these new sports and activities. We open at
7  wasn’t ​8  weren’t 9 in the morning and will be there until the evening.
And we have some free prizes! (7)
Interviewer: That sounds great! So it sounds like a good place …

Workbook answer key and audioscripts 141

 UNIT 5  Take a good look WRITING
1 A
VOCABULARY 2 1, 2, 3, 5, 6
1 a fight ​
b hit ​c make a face ​d wave ​ e catch ​f hold ​
g throw ​ h drop ​i point ​j clap ​
k shake 3 Adjectives: 3, 4, 5
Adverbs: 1, 2, 6
2 1 are fighting ​2  dropped ​3  is pointing ​4  are shaking hands ​
Others could include:
5  are clapping ​6  is throwing ​7  is catching ​8  is holding
Adjectives: amazing, annoying, great, heavy, wonderful
3 1 Throw ​2  caught ​3  point ​4  fighting ​5  made ​6  shook Adverbs: absolutely, angrily, slowly, terribly
4 1 shook ​2  waving ​3  dropped ​4  are fighting ​5  make ​ 4 1 beautiful ​2  suddenly ​3  powerful ​4  quickly ​5  enormous ​
6  clapped ​7  hold ​8  hit 6  really
5 Students’ own answers
Word profile
1 d ​2  g ​3  h ​4  f ​5  b ​6  a ​
7  c ​8  e UNIT 6  Modern life

READING VOCABULARY
1 Across: ​1  crowd ​4  bridge ​6  pollution ​7  bin ​8  fountain
1 2
Down: ​2  rubbish ​3  car park ​5  graffiti
2 3
2 1 a ​2  h ​3  g ​4  i ​5  b ​6  j ​7  d/e/f ​8  d/e/f ​9  c/d/e ​
3 1 getting more followers ​2  outside ​ 10  c/d/e
3  managed to get more likes ​4  hated ​5  groups of pictures ​
3 1 c ​2  a ​3  b ​4  c ​5  b ​6  c ​7  a ​8  b
6  followed
4 1 apartment block ​2  street lights ​3  pedestrian crossing ​
4 1 collection ​2  increase ​
3 monument ​4  selfies ​5  bio ​
4  bus stop ​5  department store ​6  car park ​7  park ​8  graffiti ​
6  creates
9  rubbish ​10  bins

GRAMMAR  READING
1 1 became ​2  was working ​3  walked ​4  stole ​
1
5  was cleaning ​6  were leaving ​7  walked ​8  guessed ​
9  were doing ​10  ran ​11  were getting ​12  saw ​13  stopped Barcelona Bogotá Singapore Adelaide
cycles cycles animal life cycles
2 1 b ​2  a ​3  a ​4  b ​5  a
public public pollution parks
3 1 I had breakfast with my family at 7 am. transport transport rubbish pollution
2  Those boys were taking photos of their pets for two hours. pollution pollution recycling
3  Mum was telling us a story about Grandma when her phone rang. public
4  In the picture, the little boy was pointing at the plane in the sky. transport
5  Mark didn’t wave at Julie because he didn’t see her.
2 1 Calen ​2  Kelly ​3  Winston ​4  Kelly ​5  Poppy ​6  Winston
6  You weren’t wearing a blue T-shirt this morning – it was red.
3 1 Kelly ​2  Calen ​3  Winston ​4  Poppy ​5  Winston ​6  Kelly
4 1 was running ​2  was ​3  were singing ​4  was thinking ​
5  looked ​6  saw ​7  got ​8  took ​9  imagined ​10  loved
5 1 They were playing games in the game centre when I saw them.
Word profile
2  correct 1 d ​2  f ​3  e ​4  c ​5  b ​6  a
3  In the evening we went to cinemas and theatres.
4  It was summer but it was snowing when I woke up.
5  I arrived home in the morning, then I slept all day. GRAMMAR
1 1  some ​2  any ​3  any ​4  some
2 1 much ​2  many ​3  much ​4  many
VOCABULARY
1 1 d ​2  a ​3  c ​4  e ​5  b 3 1 a few ​2  a little ​3  a little ​4  a few

2 1 myself ​2  himself ​3  each other ​4  yourself ​5  herself 4 1 a ​2  c ​3  c ​4  b ​5  a ​
6 c ​7  b ​8  a ​9  b ​10  c
5 1 Many ​2  any ​3  some ​4  a few ​5  A lot of ​6  much ​
7  a little
6 1 a lot of ​2  many ​3  a few ​4  some ​5  a little ​6  much ​
7  any
7 1 b ​2  a ​3  a ​4  b ​5  a

142 Workbook answer key and audioscripts

VOCABULARY
1 1 road sign ​2  post box ​3  speed limit ​4  tourist information ​
5  car park ​6  recycling bin ​7  bus stop ​8  the ground floor
2 1 car park ​2  tourist information ​3  Post boxes ​4  speed limit ​
5  the ground floor ​6  bus stop ​7  recycling bins ​8  road sign
LISTENING
1 1, 2, 4, 5, 6, 7
2 3
 4  Audioscript
Teacher: OK, we know that cleaning up projects are really popular
at the moment. We’ve all heard of ‘clean up the world’,
‘clean up the beach’, erm, ‘clean up your computer’
and so on. I asked you all to find out about a clean-up
project that you didn’t know about and that you think is
interesting.
3 1 game ​2  turtle ​3  problem ​4  museum ​5  website
 5  Audioscript
Teacher: OK, we know that cleaning up projects are really popular
at the moment. We’ve all heard of ‘clean up the world’,
‘clean up the beach’, erm, ‘clean up your computer’
and so on. I asked you all to find out about a clean-up
project that you didn’t know about and that you think is
interesting. Jenny, can you tell us about your project?
Jenny: Sure. I found this project on an Australian website called
‘clean up the river’. It’s a game for children. You choose
your avatar and your transport – how you’re going to
travel on the river. I chose a turtle – they are such great
animals! Then you have to clean up the dirty river. It’s
cool because it teaches young children about a problem
but in a fun way, you know, it’s a game. I really liked it –
and I learnt a lot too! And of course, what you do next
is get a group of friends together and go and clean up a
real river.
Teacher: Interesting! I like that and it’s a fun idea. OK, next, Greg,
what have you got?
Greg: Well, I just typed in ‘clean up’ and there were a lot of
‘clean up’ days as you said but I found one website that
was really interesting – Museum Clean-up Day! – at
a history museum in the United States. They ask for
people to help them to clean up the museum. I think that
when you do this you help people paint and things. But
you can also visit the museum for the day – and it’s free!
I really like that idea. And if you enjoy the day, you might
go back to the museum. I really like history so I would
love that!
Teacher: That’s new to me too! And I agree, it sounds interesting
to do.
4 1 the ​2  crowd ​3  met ​4  told ​5  plastic ​6  rubbish ​
7  groups ​8  fun ​9  drop ​10  bin
 6  Audioscript
Teacher: OK. Now you, Meg.
Meg: Well, I actually took part in a ‘clean up the beach’ day.
There was a big crowd of people and we all met at the bus
stop in front of the beach. There was a man who told us
what to do. We had big plastic bags and we collected any
rubbish that we found. We were in different groups and
we worked together. It was a really fun day but it’s a pity
people drop all this rubbish. It’s easy to put it in the bin!
5 1 F ​2  T ​3  T ​4  T ​5  F ​6  T ​7  F
UNIT 7  Getting on
VOCABULARY
1 1 a ​2  c ​3  b ​4  a ​5  b ​6  a ​7  a ​8  b ​9  c ​10  b
2 1 e, is ​2  c, wasn’t ​3  b, have ​4  f, having ​5  a, do ​6  d,
makes
3 1 fault ​2  angry ​3  argument ​4  on my own ​5  friends ​
6  in common ​7  wrong ​8  something
Word profile
1 Do you like eating sushi?
2 Phil is just like his brother.
3 What’s your new teacher like?
4 I’m taking my umbrella because it looks like rain.
5 Dad hates going to places like shopping centres.
6 Tell me about your likes and dislikes.
READING
1 Suggested answers: 1, 3
2/3 2
4 1 T ​2  F ​3  T ​4  F ​5  T ​6  T ​7  F ​8  T
5 1 silly ​2  elderly ​3  abroad ​4  secret ​5  realises ​6  dish
6 1 dish ​2  silly ​3  Elderly ​4  secret ​5  abroad ​6  realise
GRAMMAR
1 1 Zoe has to practise the piano every day.
2  You must be quiet in the library.
3  You mustn’t run in the dining room.
4  Grandma had to cycle 5 km to school.
5  We don’t have to go to school tomorrow.
6  I had to make my own lunch yesterday.
2 1a ​2  c ​3  c ​4  b ​5  a ​6  a ​7  b ​8  c ​9  b ​10  a
3 1 have to ​2  don’t have to ​3  shouldn’t ​4  should ​
5  didn’t have to ​6  had to
4 1 should ​2  shouldn’t ​3  should ​4  should ​5  shouldn’t ​
6  should
5 1 You should bring a ball if you want to play football.
2  correct
3  It should be fun if we go together.
4 The rules of this game are that you must help the monkey
to find her home.
5  So you must believe me, this game is the best.
Workbook answer key and audioscripts 143
 VOCABULARY
1 1 hang out ​2  get on with ​3  get together ​4  fall out
2 1 getting on with ​2  fell out ​3  get together ​4  hang out
WRITING
1 1
2 1 mate ​2  have (a lot of) fun together ​3  get on (really) well ​
4  fall out
3 1 b ​2  c ​3  a ​4  d
4 Students’ own answers
UNIT 8  Going away
VOCABULARY
1 1 queue ​2  check-in desk ​3  passport ​4  backpack ​5  ticket ​
6  customs ​7  sign
2 1 c ​2  d ​3  a ​4  e ​5  b
3 1 b ​
2 a ​3  c ​4  a ​5  b ​6  a
4 1 boarding pass ​2  backpack ​3  check-in desk ​4  sign ​
5  passport control ​6  passport ​7  security check ​8  queue ​
9  departure gate ​10  customs ​11  baggage hall ​12  ticket(s)
READING
1 1 A ​2  B
2 2
3 1 b ​2  a ​3  b ​4  a ​5  a ​6  b ​7  b
4 1 flight ​2  destination ​3  clear ​4  tips ​5  diary ​6  solution
Word profile
1 We walked around the airport but we couldn’t find a bookshop.
2 I’m not sure of Kevin’s address, but he definitely lives somewhere
around here.
3 If you’re travelling around the countryside, remember to take
plenty of water.
4 My brother last visited Argentina around four years ago.
5 Wendy stopped on the stairs above me and looked around.
6 There were sixteen of us, all sitting around the campfire to
keep warm.
GRAMMAR
1 1 We’re going to visit Paris next year.
2  Mum’s going to clean her car because it’s dirty.
3  My parents are having a holiday in Bali without me!
4  I’m going to do my homework now.
5  Tom is going to buy a new phone.
6  James and Noah are playing for the school basketball team.
7  Zac and I are going to buy our tickets for the music festival.
8  It isn’t going to rain because there aren’t any rain clouds.
2 1 are you doing ​2  ’m going to fill in ​3  Are you going ​
4  are going to have ​5  is returning ​6  are taking
3 1 visiting ​2  flying ​3  going to watch ​4  leaving ​
5  going to buy ​6  going to stop ​7 studying ​8  going to be
4 1 a ​2  b ​3  b ​4  a ​5  a
144 Workbook answer key and audioscripts
VOCABULARY
1 1 go away ​2  set off ​3  get back ​4  take off ​5  check in
2 1 are you going away ​2  ’re setting off ​3  check in ​4  take off ​
5  are you getting back
LISTENING
1 2
2 1 T ​2  F ​3  T ​4  F ​5  F ​6  T
3 1 Antarctic ​2  Canada ​3  horses ​
4  mobile phones ​
5  journeys
 8  Audioscript
Aymer: Have you done your homework on ‘Travel’ yet?
Jane: Yes, I have. I’m really looking forward to the lesson. It’s
going to be interesting, hearing all about the different
journeys people took and how their experiences changed
their lives. Who are you talking about?
Aymer: Well, I’m thinking of doing something about the first people
who tried to get to the Antarctic – you know, there were a
lot of people who wanted to get there in the early 1900s.
(1) I think I’ll have to make a guess about how their
lives changed. (2) But that was an incredible journey –
especially as they didn’t have the equipment we have
nowadays! (3)
Jane: Yes. That’s what people say about travel, isn’t it?
It changes you in a lot of ways. But I think that journey is
interesting – and cold!
Aymer: I know! But imagine these long journeys and these people
didn’t have mobile phones. They weren’t able to send a
text saying ‘Mum! Come and get me!’
Jane: Ha hah! I know!
Aymer: Who are you going to talk about? Someone Canadian?
Jane: Yes! There was an amazing lady in the 1870s and she set
off across Canada with four horses and her dog. (4) Nine
months later she arrived on the west coast – that’s nearly
6,000 km later! And she wrote a book and now there’s a
movie. I saw the movie and Mom is reading the book at
the moment.
Aymer: Wow, so she travelled and explored on her own, for a long
time! Canada’s a big place! But why do you think people
make these journeys?
Jane: No idea. (5) I don’t want to do anything like that!
What about you?
Aymer: Well, no, not now but maybe when I’m older. (6) I’d like
to go to China – that’s a big …
4 1 make a guess ​2  incredible ​3  equipment ​4  nowadays
 9  Audioscript
Aymer: I think I’ll have to make a guess about how their lives
changed. But that was an incredible journey – especially
as they didn’t have the equipment we have nowadays!
5 1 b ​2  d ​3  f ​4  e ​5  c ​6  a
UNIT 9  Shop till you drop UNIT 10  Taste this!
VOCABULARY VOCABULARY
1 Across: ​2  change ​8  price ​9  checkout 1
Down: ​1  save up ​3  special offer ​4  take back ​ L V R D R A W J K M Y
5  bank account ​6  receipt ​7  give away
J D F E R N D H T Q R
2 1 saving up ​2  bank account ​3  special offers ​4  receipt ​
5  price ​6  take it back ​7  checkout ​8  give away ​9  change W I M L Q W Y O S Q W
3 1 special offer ​2  price ​3  saved up ​4  bank account ​ Z S B I T T E R O T Y
5  checkout ​6  change ​7  receipt ​8  take (them) back ​
N G J C P S T R U H R
9  give (them) away
S U N I G W A I R X M

READING P S Z O T E S B M F G
1 2 I T L U T E T L N R Y
2 1 charity ​2  items ​3  op shopping ​4  school festival ​ C I K S C T Y E Y E X
5 markets ​6  (leather) jacket ​7  search ​8  house
Y N Y K J U I C Y S B
3 1 damaged ​2  popular ​3  creative ​4  charity ​5  stuff ​
6  collect ​7  search R G F R O Z E N K H C

2 1 juicy ​2  tasty ​3  sweet ​4  fresh ​5  sour ​6  delicious ​

Word profile 7  bitter ​8  spicy ​9  horrible ​10  frozen ​11  disgusting ​
1 changed ​2  change ​3  changing ​4  changes ​5  changed ​ 12  raw
6  change ​7  changed ​8  changing 3 1 spicy ​2  fresh ​3  tasty ​4  horrible ​5  sweet ​6  sour ​
7  juicy ​8  raw

GRAMMAR
1 1 become ​2  found ​3  given ​4  sold ​5  bought ​6  spent ​ Word profile
7  taken ​8  gone 1 Are you warm enough? No, not really.
2 1 I’ve written a letter to the newspaper. 2 Jared didn’t really do that homework himself.
2  Jayde’s taken beautiful photos with an old camera. 3 That film was really great.
3  Alda’s eaten all the chocolate! 4 Ben really shouldn’t go out today – it’s too cold.
4  Jan has never read an online newspaper. 5 A: So then our teacher told us to go home.
5  Louise has caught a bad cold. B: Really? lucky you!
6  Have you ever bought shoes from a second-hand shop?
3 1 ’ve never visited ​2  ’ve never swum ​3  ’ve been ​ READING
4  never eaten ​5  ’ve drunk ​6  have you done 1
4 1 d ​2  a ​3  f ​4  b ​5  c ​6  e Hotter Cooler
5 1 Have you heard about it or not? banana apple
2  Have you ever had an argument? pineapple pear
3  correct mango strawberry
4  I have known her all my life. 2 1 c ​2  a ​3  e ​4  f ​5  d ​6  b
5  Have you ever played a game named Heroes of Newerth?
3 1 tropical ​2  dull ​3  pudding ​4  variety ​5  odd
4 1 with her parents ​2  do her homework ​3  they didn’t know ​
VOCABULARY 4  tasty ​5  didn’t realise ​6  positive
1 1 gone ​2  gone ​3  been ​4  been ​5  gone ​6  been
2 1 gone ​2  been ​3  been ​4  gone
GRAMMAR
1 1 ’s lived ​2  ’ve eaten ​3  prepared ​4  didn’t invite ​
WRITING 5  has climbed ​6  have ridden ​7  hasn’t travelled 
1 Students’ own answers ​8  haven’t written ​9  stayed ​10  ’ve finished

2 her birthday the next day 2 1 Chris has often eaten food from Malaysia.
2  Marcia attended a/the music festival last year.
3 1 S ​2  W ​3  S ​4  W
3  That team hasn’t scored a goal for a long time.
4 1 really ​2  a bit ​3  very ​4  really ​5  fairly ​6  really 4  Bobby didn’t call me yesterday.
5 Students’ own answers 5  Did you visit the castle on holiday last year?
6  In the end, the family didn’t keep the little cat.
7  John hasn’t sent you a text for ages.
8  Dave has lived in New Zealand for three years and he loves it.
9  Mum and Dad got married a long time ago.
10  Jake collected his parcel from the post office today.

Workbook answer key and audioscripts 145

 3 1 for ​2  since ​3  since ​4  for ​5  for ​6  since ​7  for ​
8  since ​9  for ​10  since
4 1 walked ​2  said ​3  came ​4  ’ve seen ​5  ate ​6  has written ​
7  has appeared ​8  lived ​9  met ​10  ’s lived
5 1 b ​2  a ​3  a ​4  b ​5  b
VOCABULARY
1 1 looks ​2  smells ​3  tastes ​4  tastes ​5  smells ​6  look
2 1 looks ​2  looked ​3  tasted ​
4 smell ​5 tasted
LISTENING
1 1 milk ​2  cereal ​3  toast ​4  jam ​5  tea ​6  juice ​7  fruit
2 1 France ​2  UK ​3  India ​4  Japan ​5  Brazil
 10  Audioscript
James: Good morning. On the show today we’re talking about
breakfast foods. Have you had your breakfast yet?
What did you have? With me is Amy Haversham, who has
written an article about breakfasts around the world. Amy,
welcome. Tell us, what do you usually have for breakfast?
Amy: Hi James. Well, I usually begin with a glass of fruit juice
and then I sometimes have bread and jam, or perhaps
some fresh fruit.
James: Right but that’s not the same as everyone in the world, is
it? I’ve just read your article. I didn’t know that people ate
such different things for breakfast! Tell us more.
Amy: Well, in some countries breakfast is quite sweet –
for example in France, some people eat bread and
chocolate. In the UK many people enjoy cereal, which is
often sweet. But if you’re in India, you might have curry for
breakfast – spicy!
James: Similar to lunch or dinner?
Amy: Yes. And in Japan, it’s often soup for breakfast but in the
UK we have soup for lunch or dinner. And do you know
what people eat in Brazil?
3 1 N ​2  N ​3  A ​4  A ​5  A ​6  N
4 1 breakfast(s) ​2  chocolate ​3  spicy ​4  warm ​5  good ​
6  rice
5 1 Amy ​2  James ​3  Amy ​4  James ​5  Amy ​6  James ​
7  Amy ​8  James
 11  AUDIOSCRIPT
James: Good morning. On the show today we’re talking about
breakfast foods. Have you had your breakfast yet?
What did you have? With me is Amy Haversham, who has
written an article about breakfasts around the world. Amy,
welcome. Tell us, what do you usually have for breakfast?
Amy: Hi James. Well, I usually begin with a glass of fruit juice
and then I sometimes have bread and jam, or perhaps
some fresh fruit.
James: Right but that’s not the same as everyone in the world, is
it? I’ve just read your article. I didn’t know that people ate
such different things for breakfast! Tell us more.
Amy: Well, in some countries breakfast is quite sweet – for
example in France, some people eat bread and chocolate.
In the UK many people enjoy cereal, which is often sweet.
But if you’re in India, you might have curry for breakfast –
spicy!
James: Similar to lunch or dinner?
Amy: Yes. And in Japan, it’s often soup for breakfast but in the
UK we have soup for lunch or dinner. And do you know
what people eat in Brazil?
146 Workbook answer key and audioscripts
James: Hmm, no, I don’t.
Amy: A huge variety – it’s a big country but when I was there
I had a plate of tropical fruit. And then there’s a bread
which is called ‘cheese bread’ but the cheese is cooked
inside it. It’s delicious! It’s best if you eat it warm.
James: Mm! And a final question: how important is breakfast?
We hear ‘it’s the most important meal of the day’ and then
you hear that lots of people don’t have it. Is there a right
answer?
Amy: Well, it depends on each person. But people who don’t
have breakfast need to remember that they haven’t eaten
all night and so they’re going to be hungry during the
morning. Breakfast is a good thing. Your brain works better
if it isn’t thinking ‘I need to eat!’ And I’ve discovered that
you can eat a lot of different things at breakfast time.
James: Right – so perhaps if you don’t like cereal, try some rice
for breakfast?
Amy: Yes, why not!
James: That sounds good. So, I’d like to open this up to our listeners.
UNIT 11  A healthy future
VOCABULARY
1 1 forehead ​2  chin ​3  throat ​4  shoulder ​5  thumb ​6  elbow ​
7  finger ​8  knee ​9  toe ​10  ankle
2 1 throat ​2  ankle ​3 chin ​4  shoulder ​5  knees ​6  finger ​
7  thumb ​8  forehead ​9  toothache ​10  cough
3 1 e ​2  c ​3  d ​4  b ​5  f ​6  a
4 1 stomach ache ​2  earache ​3  ache ​4  throat ​5  headache ​
6  flu ​7  temperature ​
8 fever
READING
1 3, 4, 6
2 1 yoga instructor ​2  not as slow as ​3  learn how to concentrate
4  get well sooner ​5  prepare your body
3 1 Quentin ​2  Herbie ​3  Celine
4 1 c ​2  a ​3  b ​4  e ​5  d
Word profile
1 for sale ​2  for fun ​3  for sure ​4  for ever ​5  for instance ​
6 for a month ​7  for ‘cough’
GRAMMAR
1 1 We’re going to have dinner at 6 pm.
2  Josie’s going to visit her Grandma in hospital after school.
3  I hope our teacher will give us a tennis lesson today.
4  Mum says she’ll pick us up after football practice.
5  Stephanie is going to have an operation on her leg.
6  It’s a bit hot in here so I’ll open the window.
7  I think I’ll bring some pizza to your party.
8  All the boys in our school are going to enter a competition.
2 1 ’re going to ​2  ’s going to ​3  ’ll ​4  ’ll ​5  is going to ​6  ’ll ​
7  ’ll ​8  ’m going to
3 1 are you going to do ​2  are going to look ​
3  ’m not going to answer ​4  ’ll check ​5  ’s going to have ​
6  Are you going to go ​7  ’ll stay ​8  Are you going to help ​
9  ’ll explain
4 1 ’m going to take ​2  ’ll go ​3  is going to look ​
4  ’m going to ask ​5  are we going to stay ​6  ’ll get ​7  ’ll drive ​
8  ’ll be
5 1 It’s going to be sunny next Saturday.
2  correct
VOCABULARY
1 1 This is definitely not my cat.
3 Tomorrow, we’re going to go to the cinema to see the best film
2  Perhaps your brother can help you with your work.
of the year, ‘New moon’.
3  That is probably a very famous painting.
4 I enjoy spending time with her because they’re moments that
4  We’re probably going to see the dolphins tomorrow.
are not going to happen again.
5  Mum and Dad are definitely not going to buy me another phone.
5  I like him because we talk a lot about what we are going to do.
6  Perhaps the bears are over there but I’m not sure.
2 1 definitely ​2  probably ​3  perhaps ​4  definitely not
VOCABULARY
1 1 caught ​2  hurts ​3  broke ​4  injured ​5  cut ​6  feeling
2 1 is ​2  injured ​3  hurts ​4  broken ​5  has ​6  caught ​
LISTENING
1/2 2, 3, 5
7  cut ​8  gets ​9  feel
3 1 b ​2  a ​3  b ​4  a ​5  b
4 1, 4, 5, 6
WRITING
1 1  12  Audioscript
Interviewer: Kate, you’ve written about a boy and his pet fish. Can
2 1 M ​2  B ​3  M ​4  M ​5  E ​6  B
you tell us something about your story?
3 Middle: We prepared a … Kate: Well, it’s about a boy in London who has nothing but
End: I woke up … his fish. You know, he thinks that his parents don’t
4 1 E ​2  B ​3  M ​4  E ​5  B ​6  E understand him but his fish do. And then in the end,
his parents … well, I can’t say the end or no one will
5/6 Students’ own answers
buy my book!
Interviewer: Sure. But why did you write about fish? I mean, we
UNIT 12  Incredible wildlife don’t exactly think of them as good pets, do we?
Kate: Well, I think that was it – people don’t really think of
VOCABULARY them as pets because they don’t show their feelings.
1 1 giraffe ​2  bat ​3  donkey ​4  ant ​5  camel ​6  butterfly ​ But I got interested in fish when my Mum gave me
7  kangaroo ​8  bear ​9  frog ​10  dolphin ​11  bee ​ some for my birthday three years ago. Now I love
12  mosquito ​13  parrot ​14  tiger ​15  shark ​16  whale ​ them more than anything else – and they’re different
17  snake ​18  penguin ​19  fly ​20  rat from other animals because they don’t need a lot of
looking after!
2 1 shark ​2  ant ​3  bat ​
4 kangaroo ​5  tiger
Interviewer: Right, so coming back to your story, you entered
Hidden word: snake
a competition and won! Why did you enter
3 1 dolphin ​2  camel ​3  butterfly ​4  penguin the competition?
Kate: I wrote the story and my teacher really liked it. I love
4 1 B ​2  D ​3  A ​4  C
writing stories. And then I saw the competition
and I thought ‘why not?’ – just to try something
READING completely different.
1 1 Interviewer: The boy in the story, Marco, really needs an animal to
understand him. Do you think that’s true for all teens?
2 1 B ​2  D ​
3 A ​4  C ​5  B
Kate: No, of course not! But, you know, sometimes people,
3 1 take care of ​2  noticed ​3  rescue ​4  injured ​
5 hold not just teens, might feel that no one understands
them. They say things but people don’t really
Word profile understand what they’re trying to say. With animals,
you don’t need to talk. In the story, Marco usually feels
1 e ​2 d ​3  b ​4  f ​5  c ​
6 a sad, but when he goes into his room and he’s alone
with his fish, he’s much happier and more relaxed.
Interviewer: And what do you do to feel calm?
GRAMMAR Kate: Well, writing stories doesn’t usually work! I often get
1 1 must ​2  can’t ​3  could/might ​
4 must
upset and angry if I can’t think of a good ending!
2 1 a ​2  b ​3  a ​4  a ​5  b ​6  a ​7  b ​8  a What I really like doing is going for long walks with my
3 1 could/might ​2  can’t ​3  must ​4  could/might ​5  could/might ​ best friend in the countryside. The sounds of nature
6  must ​7  could/might ​8  can’t make me feel very calm. It’s great.
Interviewer: Interesting! Well, thanks Kate …
4 1 must ​2  can’t ​3  could/might ​4  could/might
5 1 b ​2  a ​3  a ​4  b ​5  a

Workbook answer key and audioscripts 147

 UNIT 13  Moods and feelings VOCABULARY
1 1 bored ​2  annoying ​3  shocked ​4  surprising ​5  confused ​
VOCABULARY 6  embarrassed ​7  tired ​8  disappointing ​9  boring ​
1 10  surprised
D H E L P F U L W R S E 2 1 surprised ​2  embarrassed ​3  shocked ​4  annoying ​
5  bored ​6  confused ​7  embarrassing
I E L L D O N C E E T M
S P R O U D T O X L R B
A B C Z N B L N W A E A
WRITING
1 2
P K D W Y X A F M X S R 2 1 smiled, said, was, asked, was, didn’t think, painted, enjoyed,
P J J L T Q Z U F E S R wanted, said, didn’t know, did
2  you’ve just won
O K D N L T Y S M D E A 3  was (already) thinking
I C O N F I D E N T D S 4  do you feel, I’m (not sure), I’m (exhausted), I’m (really proud)

N J Y Q D R T D M R N S 3 1 I’m exhausted.
2  I’m not sure.
T V R D N L O N E L Y E 3  Everyone was really pleased.
E K C R E A T I V E M D 4  He enjoyed painting pictures of his animals.
5  Everyone wanted to know about his next painting.
D E X H A U S T E D K D
4 Students’ own answers
2 1 helpful ​2  proud ​3  lonely ​4  confused ​5  lazy ​
6  disappointed ​7  exhausted ​8  creative ​9  relaxed ​
10  confident ​11  stressed ​12  embarrassed UNIT 14  Watch it, read it
3 1 confident ​2  confused ​3  disappointed ​4  relaxed ​ VOCABULARY
5  proud ​6  lazy ​7  embarrassed ​8 creative ​9  exhausted ​ 1 1 horror film ​2  animated film ​3  historical drama ​
10  stressed 4  action film ​5  love story  6 thriller ​7  chat show ​
4 1 a, c ​2  b, c ​3  a, c ​4  a, b ​5  a, b 8  documentary ​9  murder mystery ​10  comedy ​
11  soap opera ​12  science fiction

READING 2 1 love story ​2  animated film ​3  murder mystery ​

4 documentary ​5  science fiction ​6  historical drama
1 2
3 1 action ​2  comedy ​3  horror ​4  historical ​5  thriller ​
2 1 d ​2  a ​3  b
6  love story ​7  science fiction ​8  documentary ​9  soap opera
3 1 F ​2  T ​3  T ​4  F ​5  F ​6  T

Word profile
1 a ​2  b ​3  c ​4  c ​5  a ​6  c ​7  b
GRAMMAR
1 1 The film hasn’t started yet.
2  Shelly has just uploaded the photos.
3  Mum and Dad have just gone out.
4  He’s already finished that game.
5  I’ve done my homework already. / I’ve already done my homework.
6  I’m not ready to go out yet.
2 1 e ​2  b ​3  a ​4  f ​5  c ​6  d
3 1 just ​2  already ​3  already ​4  yet ​5  yet ​6  yet ​7  just
4 1 just ​2  yet ​3  already ​4  just ​5  just ​6  yet ​7  already ​
8  yet ​9  just ​10  yet
5 1 Have you seen the news? I’ve just seen it!
2  Have they announced the tour dates yet?
3  Has he already seen the news?
6 1 I have just found a very interesting game online.
2  I haven’t seen my house yet.
3  I haven’t yet bought a book to take on holiday / I haven’t bought
a book to take on holiday yet – what do you think I should take?
4  correct
5  We have already decided that you should bring a cake.
READING
1 It’s all three! It’s called a book bench. It’s a sculpture and an
advertisement for the book and you can sit on it.
2 1 c ​2  a ​3  c ​4  b ​5  b ​6  a
3 1 keen ​2  day trip ​3  situated ​4  fans ​5  characters
4 1 character ​2  day trip ​3  keen ​4  situated ​5  fan
Word profile
1 hope ​2  hopes ​3  hopeless ​4  hope ​5  hopeful ​6  hopefully
GRAMMAR
1 1 a, c ​2  b, c ​3  b, c ​4  a, c ​5  a, b ​6  a, c
2 1 that ​2  where ​3  who ​4  where ​5  which ​6  who
3 1 which/that ​2  which ​3  where ​4  who ​5  who ​6  where
4 1 I enjoy all films that/which have Daniel Craig in them.
2  That’s the cinema where my Mum and Dad first met.
3  This is a great film that/which takes place on a beach.
4  I love that actress who was in a film about dancing.
5  This is the book that/which Carole was reading.
6 Ariana wants to see the play that/which is showing at the
City Theatre.
5 1 a ​2  a ​3  b ​4  b ​5  a

148 Workbook answer key and audioscripts

VOCABULARY
1 1 advise ​2  Whose ​3  passed ​4  whether ​5  lose ​
6  They’re ​7  except
2 1 remind ​2  realise ​3  Remember ​4  library ​5  lend ​
6  history ​7  story ​8  notice ​9  borrow ​10  bookshop ​
11  sensible ​12  sensitive
LISTENING
1 Students’ own answers
2 1, 2, 4, 6
3 1 b ​2  a ​3  a ​4  b ​5  a ​6  b
4 1 rivers ​2  40 ​3  town hall ​4  1.45 ​5  (The) Salmon ​
6  dancing
 13  Audioscript
Presenter: This year at the Wallington Film Festival we have a
really exciting selection of films. Last year, the topic
was animals, but now we’re looking at rivers. Of course,
the town of Wallington has a beautiful one, so it’s a
really good choice for this year’s festival.
The films include Hollywood classics with stars like
John Wayne and Katharine Hepburn, as well as many
more recent films. In all, there are forty showing during
the weekend, with at least three films on at the same
time. You’ll be able to enjoy action films, comedies,
documentaries, and there’s even a film about soap
operas!
And where can you see these films? Well, the cinema
in the market square has two screens, so is showing
several of them, and there’s a huge outside screen,
just by the town hall – that’ll be fantastic if the weather
stays hot.
The festival is taking place over two days – Saturday
and Sunday. It begins at 1.45 on Saturday and goes on
until Sunday evening, closing at around 10.30. There’s
an interesting food event at The Salmon restaurant on
Saturday, too. The chef has created a special menu for
the festival – mainly fish I think! You can eat after the
film, which I think is a wildlife documentary about the
Amazon. Tickets are selling fast so make sure you book
a table!
The theme continues with Sunday night’s
entertainment. First, watch the film Nile Nights – about
the life of an Egyptian dancer – and then take to the
dance floor yourself! The programme says that there’s
a special class in dancing – sounds like fun!
So that’s the Wallington Film Festival – tickets are on
sale in all the shops in town or you can buy them online
from the website.
UNIT 15  Digital life
VOCABULARY
1 1 delete ​2  password ​3  link ​4  install ​5  app ​6  podcast ​
7  share ​8  file ​9  virus ​10  download ​11  search ​12  upload
2 1 deleted ​2  password ​3  podcast ​4  virus ​5  search ​
6  upload ​7  an app ​8  sharing
3 Across: ​1  app ​5  password ​6  delete ​8  install
Down: ​2  podcast ​3  virus ​4  file ​7  link
4 1 share ​2  file ​3  password ​4  uploaded ​5  links ​6  app ​
7  download ​8  install
READING
1 Students’ own answers
2 She developed an app that locks the phone.
3 1 F ​2  F ​3  T ​4  T ​5  F ​6  T ​7  F ​8  T
4 1 emergency ​2  on sale ​3 development ​4  allows ​5  pick up
Word profile
1 turn (the music) down ​2  Turn on ​3  turn ​4  turned ​5  turn
GRAMMAR
1 1 is locked ​2  are given away ​3  are written ​4  is spoken ​
5  are taken ​6  is known ​7  is phoned ​8  are helped
2 1 Orders are taken at the bar.
2  Several types of fruit juice are offered on the menu.
3  Real fruit is used.
4  The drinks are made in the kitchen behind the café.
5  The drinks are brought to your table.
6  Uniforms are worn (by the waiters).
7  The café is closed on Sundays.
3 1 are enjoyed ​2  are intended ​3  is designed ​4  aren’t deleted ​
5  is stored ​6  are shared ​7  is created ​8  are used 
​9  are watched ​10  is seen
4 1 My best friend is called Sean.
2  You are invited to the picnic next Saturday at the park.
3  It will be held in Tao Dan Park.
4  correct
5  She is called Michelle.
VOCABULARY
1 1 d ​2  g ​3  f ​4  e ​5  b ​6  c ​7  h ​8  a
2 1 off ​2  up ​3  down ​4  off ​5  on ​6  out
WRITING
1 a
2 1 Remember to ​2  could you  3  Do you want to ​
4  sorry about ​5  good luck ​6  Thanks a lot
3 Students’ own answers
UNIT 16  Wish me luck!
VOCABULARY
1 1 e ​2  d ​3  i ​4  f ​5  c ​6  a ​7  g ​8  b ​9  h
2 1 step ​2  spill ​3  touch ​4  break ​5  cross ​6  pull out ​
7  pour ​8  blow out ​9  give
3 1 gave ​2  Blow out ​3  touch ​4  break ​5  pull out ​
6  stepping ​7  pouring ​8  crossed ​9  spilt
4 1 bunch of flowers ​2  the salt ​3  your shoulder ​4  the candles ​
5  coffee ​
6 wood
READING
1 1 f ​2  g ​3  d ​4  c ​5  b ​6  a
2 1 T ​2  F ​
3 T ​4  F ​5  F ​6  T
3 1 rubbish ​2  energy ​3  dust ​4  certificates ​5  noticeboard ​
6  compass
Workbook answer key and audioscripts 149
 Word profile
1 d, luck ​2  c, lucky ​3  g, unlucky ​4  h, Luckily ​5  e, lucky ​
6  b, Luck ​7  f, luckily ​8  a, unlucky
GRAMMAR
1 1 If you see your lucky number, you feel happy.
2  If you heat water, it boils at 100 °C.
3  I am always exhausted the next day if I go to bed very late.
4 They close the schools in America if the temperature drops
to -20 °C.
5 If my sister walks under a ladder, she thinks she will have
bad luck.
6  My brother feels better if he does exercise in the morning.
2 1 pours ​2  makes ​3  become ​4  get ​5  go ​6  says
3 1 c ​2  a ​3  e ​4  b ​5  d
4 1 doesn’t give ​2  cut ​3  is ​4  won’t go ​5  do ​6  will have ​
7  isn’t ​8  know ​9  crosses ​10  will have
5 1 b ​2  b ​3  a ​4  b ​5  a
VOCABULARY
1 1 Unless ​2  unless ​3  if ​4  If ​5  unless ​6  if ​7  unless ​
8  if ​9  If ​10  unless
2 1 you won’t get to
2  you’ll be able to
3  won’t be able to work in the library
4  we won’t arrive
5  you call me before
6  we get more members
LISTENING
1 2
2 1 shop ​2  stone ​3  power ​4  earth ​5  brown
 14  Audioscript
Aran: That was an interesting shop, wasn’t it, Michelle?
Michelle: Yes, if you believe what they said. I mean, how can
holding a stone really make you better? I don’t think
that’s likely at all!
Aran: But there are a lot of people who believe in the power
of objects, like special stones from the earth. So why
did you buy that brown and red one, then? I mean it’s
beautiful, of course, but …
3 1 a (brown and red) stone ​
2 because it was pretty/beautiful; because it will look good
on her desk ​
3  for luck ​4  a market ​5  a project ​6  (small black) stones
4 1 I ​2  C ​3  I ​4  C ​5  C ​6  I
 15  Audioscript
Aran: That was an interesting shop, wasn’t it, Michelle?
Michelle: Yes, if you believe what they said. I mean, how can
holding a stone really make you better? I don’t think
that’s likely at all! (1)
Aran: But there are a lot of people who believe in the power
of objects, like special stones from the earth. So why
did you buy that brown and red one, then? I mean it’s
beautiful, of course, but …
Michelle: For just that reason, because it’s pretty (2) and it’ll look
good on my desk at home!
150 Workbook answer key and audioscripts
Aran: Right. Well, I was reading a post on Facebook the other
day and it talked about necklaces and other things that
people wear, you know, for luck.
Michelle: Yeah, I have one like that. I bought it at a market and every
time I put it round my neck something really good happens.
Aran: Really? Like what?
Michelle: I’m joking, Aran. Of course nothing happens! (3)
Aran: But actually I have got a lucky ring. The last time I wore it
I needed to finish a project and it definitely helped me to
concentrate. (4) I know it sounds crazy but it’s true.
Michelle: Really?
Aran: For sure. You know, centuries ago, there were many
things like that – it was much more common than
nowadays. (5) For example, some people carried small
black stones called ‘lucky eyes’ to keep them safe.
Michelle: Well, I can understand that people used to believe in those
kinds of things. But honestly, Aran, this is the 21st century!
Aran: OK, OK – I can see I won’t be able to get you to think
differently about all this, even though you did buy that
stone. (6)
Michelle: You’re right there!
UNIT 17  Skills and talents
VOCABULARY
1 Across: ​ 2 drawing ​5 studio ​7 novel ​9 sculpture ​
10 biography
Down: ​ 1 writer ​3 audience ​4 painter ​6 poet ​8 gallery
2 1 filming ​2  director ​3  exhibition ​4  painting ​5  poetry ​
6  script ​7  series ​8  writer
3 1 poet (it’s a person; the others are all kinds of writing)
2  novel (it’s a book; the others are places)
3  director (it’s a person)
4  sculpture (it’s an object; the others are people)
5  writer (it’s a person; the others are things you look at)
6  audience (the others are all only one person)
4 1 exhibition ​2  gallery ​3  painter ​4  sculpture ​5  paintings ​
6  drawings ​7  poet ​8  poetry
READING
1 2
2 1 I ​2  C ​3  C ​4  C ​5  I ​6  C
3 1 performance ​2  contract ​3  album ​4  singers ​5  artist ​
6  blogs
Word profile
1 own ​2  (all) on her own ​3  of your own ​4  (all) on his own ​
5  own
GRAMMAR
1 1 warn ​2  ask ​3  order ​4  tell ​5  advise ​6  persuade ​
7  remind ​8  convince
2 1 He warned us not to go near the water.
2  We asked the teacher to explain the artists’ ideas.
3  The headteacher ordered us to be quiet.
4  Billy told me not to open my eyes.
5  Lorraine advised me not to argue with her again.
6  Felix persuaded his parents to buy the latest PlayStation.
7  Dad reminded us to give him the details about the school trip.
8  Mum convinced me to go to the school film night.
3 1 advised us to go
2  asked me/us to show him
GRAMMAR
1 1 g ​2  d ​3  f ​4  a ​
5  b ​6  e ​
7 c
3  ordered me/us to wait
4  warned me/us not to walk 2 1 wouldn’t catch, was/were ​2  did, would feel ​
5  told us to remove 3  would add, knew ​4  had, wouldn’t get ​5  would take, won ​
6  persuaded me/us to go 6  would go, didn’t feel ​7  met, would ask ​8  Would (you) go, gave
7  reminded me to text 3 1 could see ​2  would I do ​3  studied ​4  would get ​
8  convinced me not to buy 5  happened ​6  would go ​7  studied ​8  would become ​
4 1 asked ​2  to help ​3  reminded ​4  to add ​5  persuaded ​ 9  practised ​10  would I become
6  to go ​7  told ​8  not to get 4 1 wasn’t raining, could go to the beach
5 1 She told me to look through the window and see the weather. 2  had a bike, could cycle to your house
2 I opened it and read the letter which told me to give back 3  had some money, could buy that video game
the money. 4  was/were on earlier / was/weren’t on so late, would watch it
3 We were in the same class and the teacher asked us to do 5  wasn’t as expensive / was less expensive, would buy it
a project together. 5 1 a ​2  a ​3  b ​4  a ​5  b
4  correct
5  We were talking and a boy in front of us tell told us to be quiet.
VOCABULARY
1 1 teacher ​2  builder ​3  journalist ​4  director ​5  blogger ​
VOCABULARY 6  runner ​7  supporter ​8  receptionist ​9  guitarist ​10  novelist ​
1 1 helpful ​2  natural ​3  environmental ​4  professional ​ 11  actor ​12  musician
5  peaceful ​6  stressful ​7  painful ​8  cultural ​9  political ​
2 1 receptionist ​2  runner ​3  visitor ​4  vegetarian ​5  cleaner ​
10  musical ​11  successful ​12  traditional
6  artist
2 1 original ​2  colourful ​3  political ​4  peaceful ​5  cheerful ​
6  painful ​7  professional ​8  natural ​9  successful
LISTENING
1 1 a ​2  b ​3  b ​4  a ​5  b
WRITING 2 1 A ​2  C ​3  B ​4  C ​5  A
1 Students’ own answers
2 Yes, it’s an annual event and I love it!  16  Audioscript
3 1 excited ​2  performing ​3  short ​4  amazing ​5  latest ​ 1 Where is the careers talk?
6  nervous Boy: Mrs Jenkins, I don’t remember where the careers talk
is this afternoon. Sadie said it was in our classroom,
4 three
but I thought it was in the library.
5/6 Students’ own answers Mrs Jenkins: Well, I don’t think either of you listened to what I
said! It has to be held somewhere big enough to hold
all of your year group. So we’ll be in the hall and you
UNIT 18  The world of work all need to be there, after your library class at 2.30.
Could you tell everyone when you get back to your
VOCABULARY classroom, please?
1 1 DJ ​2  coach ​3  musician  4 author ​5  mechanic ​6  lawyer ​ Boy: Sure!
7  film director ​8  firefighter ​9  scientist ​10  vet
2 Which work experience job does the girl want to do?
Hidden word: journalist
Dad: How was school today, Rachel?
2 1 firefighter ​2  journalist ​3  designer ​4  detective ​ Rachel: It was good. Mr Bishop talked to us about work
5  babysitter ​6  model ​7  builder experience. He thinks any job is OK but it’s important to
3 1 mechanic ​ 2 babysitter ​3  author  4 firefighter ​5  vet ​ know about the world of work. He said that even working
6 model ​7  DJ in a supermarket is a good thing – you learn about big
companies.
Dad: True – or you could apply for that job in the café?
READING Rachel: But I’ve already agreed to help Auntie Joan at her
1 teens dry-cleaning company. It’ll be fun working with her.
2 2 3 What time does the boy usually start work on Saturdays?
3 1 teens ​2  week ​3  do jobs/work ​4  spend ​5  saving ​ Jason: Hello, this is Jason. Mrs Donnelly left me a message to
6  earning ​7  give call her. I think it’s about the time she wants me to start
work on Saturday.
4 1 parent ​2  teen ​3  teen ​4  parent
Woman: Oh, hello Jason. Yes, that’s right. There’s a big event in
5 1 credit ​2  afford ​3  generous ​4  curious ​5  regular ​ town starting at eight thirty and so we think that people
6  independent will want breakfast earlier. Would you be able to start an
hour earlier, at half past six, instead of half past seven?
We’ll pay you for the extra hour of course!
Word profile
Jason: Sure, no problem.
1 g ​2  d ​3  h ​4  e ​5  c ​6  f ​7  b ​8  a

Workbook answer key and audioscripts 151

 4 What did the boy do for his extra pocket money?
Boy: I asked Mum if I could get a bit more pocket money this
week, you know, for the music festival ticket.
Girl: Oh, cool! Did she just give it to you, or did you have to
make your bed or do something like that for it?
Boy: Well, first she said ‘OK, if you clean the car, you can have
the money.’ But then it started to rain and so I made dinner.
It was an easy way to help out – I hate washing the car!
5 What does the girl want to do when she finishes school?
Man: Emma, have you decided what you’d like to do when you
finish school?
Emma: Well, Uncle George, I definitely want to do something with
music. You know, I just love playing the guitar. I’d quite
like to teach young children and if I had a brother then I’d
definitely teach him to see if I really liked it. I don’t think
I’d like to work in a school though, because that would be
mainly teaching and what I really want to do is play music.
Man: Yes, you’re good at that.
UNIT 19  The written word
VOCABULARY
1 1 front cover ​2  headline ​3  title ​4  article ​5  paragraph ​
6  line ​7  back cover ​8  advert ​9  letters page ​10 interview
2 1 paragraph ​2  advert ​3  title ​4  headline ​5  front cover ​
6  letters ​
7 interview ​8  article ​9  back cover
3 1 interview ​2  letters page ​3  adverts ​4  front cover ​5  article ​
6  headline ​7  paragraph ​8  lines ​9  back cover ​10  title
4 1 articles ​2  front cover ​3  letters page ​4  back cover ​
5 advert ​6  interview ​7  title
READING
1 Students’ own answers
2 1 taking photographs (of different things) ​
2  more ways of taking photos ​
3  more ways of taking photos, information about different
equipment, links to (similar) blogs on other websites
3 2 Adam already follows blogs about sport and is looking for one
that is different. He loves giving his opinions on a range of
different subjects and enjoys reading what other people think.
3 Bryony loves finding out about life outside the city and
especially anything about nature. Her other main interest
is cooking and she would like some ideas for dishes using
fresh food.
4 Ben is looking for information about good novels to read.
He is mainly interested in new ones, but also some classics.
He wants a blog that will accept his own reviews
4 1 C ​2  A ​3  F ​
4  E
Word profile
1 f ​2  b ​3  e ​4  a ​5  c ​6  d
152 Workbook answer key and audioscripts
GRAMMAR
1 1 c ​2  b ​3  d ​4  a
2 1 she was cooking dinner
2  Mrs Jones would help him next week
3  she didn’t want to buy a new computer
4  he hated reading books online
5  Dad couldn’t get here on time
6  Matt wasn’t doing his homework
7  Jo’s dad could pick us up
8  they wouldn’t be there
3 1 it was sunny
2  you were having lunch with Aunty Betty
3  you would send me an email
4  you wouldn’t get home before my sister’s birthday
5  you could see the mountains from your window
6  it/the food in the hotel wasn’t very spicy
7  you weren’t watching any Youtube videos
8  couldn’t wait to go away again
4 1 Cassie said she was 15 and she lived in the USA. She was
studying for exams then. Then in the summer she said she
would go to Camp Kanosia. She said she loved it there
because she could swim and do lots of water sports.
2 Ian said he 14 and he was from South Africa. He said he was
making a video profile at the moment. He said that next year he
would go to a different school. He said it was an art school and
he could study drawings, paintings and sculpture there.
5 1 Jane called me, and she said that she and her brother were
going to the swimming pool.
2  He said that he was going to the shopping centre.
3  I want to tell you that I got a new computer game.
4 She saw me and she said that she knew me and we began
to talk.
5  correct
VOCABULARY
1 1 speaking ​2  say ​3  said ​4  Tell ​5  tell ​6  talking
2 1 b ​2  c ​3  c ​4  a
WRITING
1 1 since I was ​2  lent her my ​3  said she loved ​4  isn’t much ​
5  would watch
2 information about readers’ favourite book or film blog
3 1, 2, 4, 5
4 Students’ own answers
UNIT 20  Puzzles and tricks
VOCABULARY
1 1 h ​2  j ​3  f ​4  i ​5  g ​6  d ​7  b ​8  a ​9  e ​10  c
2 1 create ​2  magic ​3  imagination ​4  puzzle ​5  secret ​
6  trick ​7  solve ​8  hide ​9  imagine ​10  mystery
3 1 imagine ​2  create ​3  hidden ​4  puzzle ​
5 solve ​
6  imagination
Word profile
1 e ​2  a ​3  f ​4  b ​5  c ​6  d
READING
1 1 square ​2  triangle ​3  trapezium ​4  rectangle
2 1 sides ​2  length ​3  opposite ​4  longer ​5  distance
3 1 A ​2  B ​3  D ​4  C ​5  C ​6  A ​7  C ​8  B ​9  A ​10  D
GRAMMAR
1 1 The first Ames room was constructed by Adlebert Ames Jr.
2  It was built in 1946.
3  An Ames room was created for the film star’s latest film.
4  The actor was told not to move.
5  This trick was used in many films.
6 My photo was taken in an Ames room in a/the museum in
San Francisco.
2 1 was won ​2  is read ​3  were called ​4  was asked ​
5  is designed ​6  is painted ​7  was done ​8  were made
3 1 was built by ​2  is delivered ​3  were not told ​4  was done by ​
5  was stolen by ​6  were made  ​7  was won by ​
8  were never cancelled
4 1 was shown ​2  was called ​3  was directed ​4  was based ​
5  was written ​6  were told ​7  was filmed
5 1 b ​2  a ​3  a ​4  b ​5  a
VOCABULARY
1 1 let ​2  made ​3  made ​4  let ​5  made ​6  let ​7  made ​
8  let, makes
2 1 don’t make ​2  won’t make ​3  let ​4  let ​5  is making ​
6  won’t let ​7  ’re making ​8  make ​9  let ​10  make
LISTENING
1 1 d ​2  c ​3  a ​4  b
2 2
 17  Audioscript
Boy: OK, so you told me that you had something to show us?
Girl: Yep! This is a very easy trick that is good to know. Imagine you
have some water or something to drink but no cup! We’re going
to make a paper cup! First, I’ll do it and then everyone can
make one. So, you need a piece of paper. It’s a good idea if it’s
waxed paper, you know that you use in cooking. First, you need
to make the piece of paper square. Then you fold it over so that
one corner meets the other and you have a triangle. Then you
take one corner and fold it to the centre of the opposite side.
Then do the same with the other corner. Then fold the flaps
at the top down on either side and ta dah! A paper cup!
Now where’s some water? Let’s test it out! Perfect!
3 1 A ​2  C ​3  B ​4  C ​5  B ​6  A
 18  Audioscript
Interviewer: We’re lucky to have Jerry Tweed with us in the studio.
Jerry, you’re becoming famous for your magic tricks.
Who encouraged you to start this activity?
Jerry: Well, I was only three when my Dad took me to a
magic show. The man on stage was wearing a suit
with stars on it and that’s all I remember. We went to
my aunt’s house afterwards and she said ‘Jerry, why
not do magic when you’re older!’ I never forgot those
words. That’s how it all began.
Interviewer: When did you get serious about doing magic tricks?
Jerry: I started primary school at five and a teacher showed
us some simple tricks, but it wasn’t until I became old
enough to join the Young Magicians’ Club – at 10 –
that I really got into magic. They have great courses
so I’ve never needed any private lessons.
Interviewer: And what do you do now to develop this skill?
Jerry: Well, I’m quite busy giving my own shows, so I don’t
have much free time. A few years ago, I went to as
many live shows as possible, and watched videos
on the internet. I still read new books on magic –
that’s important.
Interviewer: So you left school to concentrate on magic. How do
your parents feel about that?
Jerry: They’ve been great. They made sure I took all
my exams at 16 but then said it was my decision.
They saw how successful my shows were and
realised that I could make a career in it. They
haven’t had to give me any money, either, which I’m
pleased about.
Interviewer: And you’ve performed some tricks on television
recently, haven’t you?
Jerry: Yes, on Breakfast TV. I did some ordinary tricks during
the show, like hiding coins in my hand and turning
magazine pages into money. The best one was when
I made a card disappear and the presenter found it in
her sandwich. She was amazed.
Interviewer: I suppose it’s a secret how you did that?
Jerry: Of course!
Interviewer: So Jerry, what do you want to do in five years’ time?
Jerry: Well, I want to teach my skills to others, so yeah,
five years from now I’d like to start a magic school.
Before then, I’ll need to earn more money! I’m booked
to work in Russia for a month and I want to learn the
language. I might write a book one day, but I won’t
know nearly enough in five years’ time!
Interviewer: Jerry, I’ll buy any book you write! Thanks, it’s been great.
Workbook answer key and audioscripts 153
 Video extra

Unit Title Duration

Unit 2 In fashion 01:38
Unit 3 Life events 01:16
Unit 5 Take a look! 01:24
Unit 6 Modern life 01:12
Unit 10 Taste this 01:07
Unit 11 Healthy future 01:19
Unit 13 Moods and feelings 00:57
Unit 16 Luck 01:06
Unit 17 Talented 01:23
Unit 18 Jobs 01:01

154 Video extra

Acknowledgements
Development of this publication has made use of the Cambridge
English Corpus, a multi-billion word collection of spoken and
written English. It includes the Cambridge Learner Corpus,
a unique collection of candidate exam answers. Cambridge
University Press has built up the Cambridge English Corpus to
provide evidence about language use that helps to produce better
language teaching materials.
This product is informed by English Profile, a Council of
Europe-endorsed research programme that is providing detailed
information about the language that learners of English know
and use at each level of the Common European Framework
of Reference (CEFR). For more information, please visit
www.englishprofile.org
The publishers are grateful to the following contributors:
text design and layouts: emc design Ltd; cover design:
Andrew Ward; edited by Hazel Bosworth, Jane Coates and
Edward Street.

Acknowledgements 155