Actividades Modulo 7 Al 9

1A
1C GRAMMAR
Tell me the answer
Is your
teacher
START at home?
ASK A
QUESTION Are you a
student?
Where are Where is

you from? your teacher
from? Are your
parents
Mexican?
Is your
What’s your class in What is your
name? the U.S.? teacher’s
name?
Is this an What’s your

Italian last name?
class? ASK A
QUESTION
ASK A ASK A
QUESTION QUESTION
Are you
famous?
How old are

How are you? you?
Where are your FINISH

friends from?
Personal Best Think of someone that you know well; e.g., a friend or someone in your family, and tell your group about him/her. Say the person’s
name, nationality, and age. Say if the person is a friend or someone in your family and tell your group where he/she is now.
Personal Best A2 © Richmond 2018

GRAMMAR 1A
1C
1A Grammar
Tell me the answer
The verb be
Sts play a game in small groups. The aim is to review the verb be; e.g., I’m from Spain. My teacher’s name is Claire.
PREPARE PERSONAL BEST

Make one copy of the worksheet for each group. They will
Sts tell their group about a person they know well, e.g.,
also need a small coin to spin during the game.
a friend or someone in their family. They should say the
person’s name, nationality and age, if the person is a friend
PRACTICE or a family member, and where he/she is now.
1 Arrange sts to work in small groups. Give each group a
copy of the game and a coin. Use the coin to teach heads EXTRA PRACTICE
(the front of the coin) and tails (the back of the coin) and
make sure each student has something to use as a counter Fast finishers write four questions with the verb be to ask
to move around the board – this could be another coin or their partners; e.g., Is New York in the U.S.? How old are your
a small piece of paper with their name. parents?
2 Explain the game. The aim is for sts to try to get to the
finish line first by spinning the coin, moving the counter,
and answering the questions in the squares they land on.
They should try to say complete sentences; e.g., I’m from
Mexico. Yes, it is. If sts land on “Ask a question,” they make
up their own question using the verb be (e.g., Is this an
English class? Are we in the U.S.?) and ask another student
in the group to answer.
3 The first student to spin the coin and land on heads starts
the game.
4 Sts take turns spinning the coin. If it lands on heads, they
move forward two squares. If it lands on tails, they move
forward one square.
5 Monitor while sts play and help where necessary.

1A VOCABULARY
World quiz
TEAM NAME:
Read the questions. Write the correct country or nationality.
1 2 3 4
China, Egypt, The four countries

Polish, Russia in the UK are
Which word England, Northern
People from Peru is different? This is a map of Ireland, Wales,
are . . and .
5 6 7 8
The language Moscow and

in Australia is St. Petersburg
This is the . What nationality are in .
flag. is the man in the
photo?
9 10 11 12
Argentinian,
Brazilian, Vietnam,
people Egyptian
The Eiffel
are from Vietnam. Which word
The cars in Tower is
is different?
the photo are in Paris,
. in .
13 14 15
This is the They’re .

flag.
Personal Best How many countries do you know? Work with your team. Try to think of one country for each letter of the alphabet;
e.g., A = Argentina, B = Brazil.

VOCABULARY 1A
1A Vocabulary
World quiz
Countries and nationalities
Sts do a quiz in small groups. The aim is to review countries and nationalities; e.g., Japan, Japanese.

Make one copy of the worksheet for each group.
Sts work in teams. Ask them to turn over their quiz sheets
and write the alphabet as a list of letters with A
PRACTICE at the top and Z at the bottom. Ask them to go through
the alphabet and think of a country for each letter; e.g.,
1 Arrange the sts in teams of three (or four). Give each team A = Austria, B = Brazil, C = Colombia, etc. Encourage them
a copy of the worksheet. Pre-teach/Elicit: flag, language,
to use their dictionaries to check spellings. Set a time limit.
map.
Then, elicit ideas from around the classroom.
2 Explain that teams are going to do a quiz. Tell sts to
choose a name for their team and write it at the top of the
quiz sheet. EXTRA PRACTICE
3 Tell sts to work with their team members. They read each Fast finishers make two more quiz questions to ask their team
question carefully, discuss the answer, and write it on the about facts they know. Then, they take turns asking their
worksheet. teammates.
4 Set a time limit for sts to complete the quiz and monitor
while they work. Have teams exchange their quiz sheets.
Then, go through the answers as a class. They score two
points for each correct answer. There are a total of 30
points and the team with the most points is the winner.
Answers
1 Peruvian
2 Polish (it is a nationality)
3 Mexico
4 Scotland
5 Canadian
6 English
7 Portuguese (the picture shows Portuguese soccer
player Cristiano Ronaldo)
8 Russia
9 Italian
10 Vietnamese
11 France
12 Vietnam (it is a country)
13 Turkish
14 Japanese
15 American

1B SKILLS
Shaping sentences
Make sentences using a star, a circle, and a triangle.
are
in the
from classroom
We
Brazil
This
My
isn’t name
in
London
Elena You
at in the English
home park is
’m not
My She
I
friends
interesting
American
my blog
am The
My team
favorite
place
’s not
It
my
class
really
exciting
’re not
twenty
He years old
Personal Best Look at the words in the triangles and circles. Use these to make sentences that are true about you. Compare your
sentences with the people in your group. Are there any sentences which are the same or similar?

SKILLS 1B
1B Skills
Shaping sentences
Simple statements with be
Sts play a game in groups. The aim is to review simple statements with be.

Sts use the words in the triangles and circles to make true
sentences about themselves and their lives. Set a time limit
PRACTICE for this. Then, have sts compare their sentences in groups
and find similarities.
1 Sts work in groups. Give each group a copy of the
worksheet and make sure that each group has a sheet
of paper to write their answers on. EXTRA PRACTICE
2 Explain that sts have to make as many sentences as Fast finishers work in their groups. Tell them to cover the
possible using the shapes on the worksheet and write each
one down. Each sentence must include a word or phrase sentences they wrote and try to remember as many sentences
from a star, a circle and a triangle; e.g., We’re not from as possible.
Brazil. We are in the classroom. Elicit one or two more
examples from the class.
3 Set a time limit for sts to do the activity and monitor.
4 At the end, ask groups to call out their sentences and
check they are correct. For each correct sentence, the
group wins one point. The group with the most points is
the winner.
Possible answers
We are in the classroom.
We’re not in London.
This isn’t my blog.
This is really exciting.
I am twenty years old.
I’m not at home.
My name is/’s not Elena.
He is interesting.
She’s not American.
My friends are in the park.
My favorite place is my class.

1C GRAMMAR
A row of four
Choose a square. Decide if the sentence is correct or incorrect.
Try to win four squares in a row.
1 2 3 4 5
What’s in I’m from John’s at home Are you a That’s Mary –
you bag? Germany. with her family. teacher? she’s from
the U.S.
6 7 8 9 10
Jenny’s gloves Are teacher Their books are Is this What’s he’s
are brown. is Zoe. on the desk. Franks tablet? phone number?
11 12 13 14 15
Its my umbrella. I love The We new car is I last name is They’re Chinese.
Simpsons – it’s a Volkswagen. Smith.
my favorite
TV show.
16 17 18 19 20
His desk is near My partner Katys’ parents Here are your Anna’s here
the door. name’s Marco. are Scottish. books. with its sister.
21 22 23 24 25
Your in my This is Mrs. They’re names Our children Is your country
English class. Smith’s cat – are Paul and aren’t at school famous for
I don’t know Jane. today. their food?
its name.
Personal Best Use possessive adjectives (my, your, his, etc.) and ’s to write five true sentences about people or things in the classroom.
Tell your partner(s).

GRAMMAR 1C
1C Grammar
A row of four
Possessive adjectives and ‘s for possession
Sts play a game to review possessive adjectives; e.g., my, your, his, her, etc.

Make one copy of the worksheet for each pair or group of
Sts use possessive adjectives (my, your, his, etc.) and ’s
three.
to write five true sentences about people or things in the
classroom. Set a time limit, and then have sts compare
PRACTICE their sentences.
1 Arrange sts in pairs or groups of three and give each pair/
group a copy of the worksheet. EXTRA PRACTICE
2 Explain that some sentences on the sheet are correct A pair or group that finishes early because one of the sts has
and some are not. Sts take turns choosing a square
and deciding if it is correct or incorrect. If they say the completed a row of four continues the game until all of the
sentence is correct and their partner agrees, they win squares on the sheet have been used.
the square. If they say it is incorrect, they win the square
if they find and correct the mistake. They only need to
change one word or contracted form. Both/All three sts
must agree on the answer. If they aren’t sure, they should
ask you for confirmation.
3 Before you begin, demonstrate with two examples. Write
My phone is blue on the board. Elicit that this sentence
is correct and doesn’t need to change. Then, write His
Megan’s boyfriend and elicit that it is incorrect. Ask sts for
the correct sentence: He’s Megan’s boyfriend.
4 To win the game a student must collect four squares in a
row in any direction ( ).
5 Set a time limit for sts to play the game. Monitor while
they play and help where necessary.
6 Go through the sentences at the end. Elicit which ones are
correct and correct the remaining sentences. You could tell
sts that if you know the name of a pet, you usually use the
pronoun his/her; e.g., This is my cat – his name is Ringo.
Answers
Correct sentences: 2, 4, 5, 6, 8, 12, 15, 16, 19, 22, 24
Corrections:
1 What’s in your bag?
3 John’s at home with his family.
7 Our teacher is Zoe.
9 Is this Frank’s tablet?
10 What’s his phone number?
11 It’s my umbrella.
13 Our new car is a Volkswagen.
14 My last name is Smith.
17 My partner’s name’s Marco.
18 Katy’s parents are Scottish.
20 Anna’s here with her sister.
21 You’re in my English class.
23 Their names are Paul and Jane.
25 Is your country famous for its food?

1B
1C VOCABULARY
What’s in the bag?

STUDENT A
Look at your picture and the words in the box. Which things can you see? Put a check (✔) or an x (✘) next to each word.
chewing gum (✘) comb (✔) glasses ( ) gloves ( ) hairbrush ( ) identity card ( ) keys ( ) mirror ( ) cell phone ( ) photo ( )
change purse ( ) stamps ( ) sunglasses ( ) candy ( ) tablet ( ) tissues ( ) flashlight ( ) umbrella ( ) wallet ( ) watch ( )
......
.......
.... .
......
Personal Best What personal objects do you carry around with you? Make a list and tell your partner.

STUDENT B
Look at your picture and the words in the box. Which things can you see? Put a check (✔) or an x (✘) next to each word.
chewing gum (✔) comb (✘) glasses ( ) gloves ( ) hairbrush ( ) identity card ( ) keys ( ) mirror ( ) cell phone ( ) photo ( )
change purse ( ) stamps ( ) sunglasses ( ) candy ( ) tablet ( ) tissues ( ) flashlight ( ) umbrella ( ) wallet ( ) watch ( )
Personal Best What personal objects do you carry around with you? Make a list and tell your partner.

VOCABULARY 1B
1C
1C Vocabulary
Personal objects
Sts answer questions about the contents of a bag. The aim is to review vocabulary for personal objects; e.g., comb, glasses, gloves.

Make one copy of the worksheet for each pair of sts. Cut or
Sts make a list of the personal objects that they usually
tear the sheet where indicated.
carry around with them. Monitor and help with new
vocabulary or have sts look up new words in their
PRACTICE dictionaries. Then, they compare their lists with a partner
or in small groups. Get feedback from around the class and
1 Sts work in A/B pairs. Give each student one half of the make a note of new vocabulary on the board.
worksheet and tell him/her not to show his/her picture to
his/her partner.
2 Go through the words in the word box. Ask sts to check EXTRA PRACTICE
the items in their picture and put an x next to the others.
The first two items have been done as examples. Fast finishers work in pairs and turn over both pictures so
they cannot see them. Ask them to try to remember all the
3 Ask Student A to show his/her picture to Student B. items in their pictures and to find four items that were in both
Student B has one minute to memorize the items in pictures.
Student A’s picture. After one minute, ask Student A to
take back their picture.
Answers
4 Tell Student A to read out all the words in the word box keys, cell phone, photo, tissues
(they do not have to read the words in order). Student B
says if the items are in the picture or not and scores one
point for a correct answer. Demonstrate with one or two
words. Tell the Student B sts to listen and say yes or no.
For example, you: glasses, Student Bs: yes. You: umbrella,
Student Bs: no.
5 Set a time limit for sts to play the memory game and write
down their partners’ scores. Then, have sts switch roles.
Student A looks at Student B’s picture and memorizes the
items. Then, Student B reads out the words in the word
box.
Answers
Student A
glasses (✔) gloves (✔) hairbrush (✘) identity card (✘) keys (✔)
mirror (✘) cell phone (✔) photo (✔) change purse (✘)
stamps (✔) sunglasses (✘) candy (✔) tablet (✘) tissues (✔)
flashlight (✔) umbrella (✘) wallet (✔) watch (✔)
Student B
glasses (✘) gloves (✘) hairbrush (✔) identity card (✔) keys (✔)
mirror (✔) cell phone (✔) photo (✔) change purse (✔)
stamps (✘) sunglasses (✔) candy (✘) tablet (✔) tissues (✔)
flashlight (✘) umbrella (✔) wallet (✘) watch (✘)

2A GRAMMAR
Simply affirmative or negative
ory He / have an s
We / work in a fa
ct
interesting job We / like our job
You / know a lot about This restaurant / serve The company /

computers Italian food make cars
We / do Zumba on You / live in New Marco / finish work

the weekend York
at 6 p.m.
I / be a salesclerk Sally / go to work in James / cook dinner

her car for his children
The garage / open The store / sell gr

at 8 a.m.
eat They / teach in Miami
clothes
You and your sist We / speak English

watch a lot of mov
er / Liz and Tim / help in
at work
ies their parents’ restaurant
be famous My sister / study

My country / I / drive a taxi e
for its great fo
od business in colleg
Personal Best Use verbs on the worksheet (cook, speak, make, be, etc.) to make three positive and three negative sentences about your life.
Tell your partner.

GRAMMAR 2A
2A Grammar
Simply affirmative or negative
Simple present: affirmative and negative
Sts play a game in pairs or groups of three. The aim is to review simple present affirmative and negative forms; e.g., We work in a
factory. We don’t work in a factory.

Make one copy of the worksheet for every pair of sts.
Sts look at the verbs on the worksheet and make three
They will also need a coin to spin during the game.
affirmative and three negative sentences about their lives
and tell their partner.
PRACTICE
1 Sts work in pairs or groups of three. Give each group a EXTRA PRACTICE
copy of the worksheet and a small round coin to spin
during the game. Use the coin to elicit heads (the front of Fast finishers work in their pairs. They go through the
the coin) and tails (the back of the coin). prompts on the worksheet and say a new affirmative and
2 Pre-teach/Elicit the meaning of any unfamiliar words; negative sentence for each verb.
e.g., factory, know about (sth).
3 Sts take turns spinning the coin onto the worksheet. When
the coin lands on a square with a prompt, they use that
prompt to make a sentence. If the coin lands on heads,
they make an affirmative sentence; e.g., We work in a
factory. If the coin lands on tails, they make a negative
sentence; e.g., We don’t work in a factory.
4 Tell sts to cross off the prompt after they use it. If
someone lands on the same prompt, they spin the coin
again until they land on an unused prompt.
5 Set a time limit for sts to play in their group. Monitor and
help.
Answers
We work/don’t work in a factory.
He has/doesn’t have an interesting job.
We like/don’t like our jobs.
You know/don’t know a lot about computers.
This restaurant serves/doesn’t serve Italian food.
The company makes/doesn’t make cars.
We do/don’t do Zumba on the weekend.
You live/don’t live in New York.
Marco finishes/doesn’t finish work at 6 p.m.
I’m/’m not a salesclerk.
Sally goes/doesn’t go to work in her car.
James cooks/doesn’t cook dinner for his children.
The garage opens/doesn’t open at 8 a.m.
The store sells/doesn’t sell great clothes.
They teach/don’t teach in Miami.
You and your sister watch/don’t watch a lot of movies.
Liz and Tim help/don’t help in their parents’ restaurant.
We speak/don’t speak English at work.
My country is/isn’t famous for its great food.
I drive/don’t drive a taxi.
My sister studies/doesn’t study business in college.

2A VOCABULARY
Guess what I do
I work indoors/outdoors … I go to different places/towns/countries …
I have/don’t have a college degree … I work 9–5/on the weekend/in the evening …
I know a lot about computers/cars/food/money … I help/work with/meet a lot of people …
I have customers/patients/students … I wear special clothes/use special tools …
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
Personal Best Choose two jobs you would enjoy and two jobs you wouldn’t enjoy from the pictures above and tell your partner why.

VOCABULARY 2A
2A Vocabulary
Guess what I do
Jobs and job verbs
Sts play a game in small groups to review jobs and job verbs; e.g., I work indoors. I go to different countries.

Sts work in pairs. They choose two jobs they would enjoy
and two jobs they wouldn’t enjoy from the pictures on the
PRACTICE worksheet and tell their partner why.
1 Sts work in groups of four with two competing A/B pairs.
If you have an odd number of sts, have one pair compete EXTRA PRACTICE
against a group of three. Give each pair in the group a
copy of the worksheet. Fast finishers write out the names of the jobs on the
2 Go through the expressions at the top of the resource worksheet, and then they check their spellings by looking
sheet and check understanding. Elicit/Pre-teach the at the word box on page 138 of the Student’s Book.
meaning of any unfamiliar words; e.g., degree, tool,
indoors, patients, outdoors, know about. Also elicit
examples of special clothes; e.g., uniform (for a flight
attendant), scrubs (for a nurse, doctor, or dentist).
3 Pair A plays first. Explain that one student chooses a job
from the worksheet but does not say the name of the
job. He/She makes four sentences about the job, using
the expressions on the worksheet but without saying the
name of the job or the workplace. Their partner has two
chances to guess the job. If they guess correctly, they get
a point. If not, Pair B has an opportunity to guess the job
and win the point. Then, it is Pair B’s turn to play.
4 Tell sts to take turns in pairs describing and guessing the
job. Monitor and help.
Answers
1 flight attendant
2 receptionist
3 hairdresser
4 doctor
5 lawyer
6 construction worker
7 teacher
8 singer
9 salesclerk
10 mechanic
11 electrician
12 businessperson
13 chef
14 dentist
15 police officer
16 tour guide
17 nurse
18 accountant
19 waiter/waitress
20 taxi driver

2B VOCABULARY
Mime the puzzle

PAIR A
1 Do the puzzle with Pair B. You have half of the clues. Mime each activity – do not speak. Pair B has to guess the activity.
1 L I S T E N T O M U S I C
2
3 P L A Y T E N N I S
4
5 R E A D T H E N E W S P A P E R
6
7 M E E T F R I E N D S
8
9 G O R U N N I N G
10
11 S T U D Y
12
13 G O O U T F O R C O F F E E
14
2 Rearrange all the letters in the gray squares to form four words and make another activity.
_____/____/____/______
Personal Best Work with a partner. How many of the 15 activities on the worksheet can you remember together?
Mime the puzzle

PAIR B
1 Do the puzzle with Pair A. You have half of the clues. Mime each activity – do not speak. Pair A has to guess the activity.
1
2 R E L A X
3
4 S E E A M O V I E
5
6 G O O U T F O R D I N N E R
7
8 P L A Y T H E G U I T A R
9
10 W A T C H S O C C E R
11
12 R E A D A B O O K
13
14 L I S T E N T O T H E R A D I O

2 Rearrange all the letters in the gray squares to form four words and make another activity.
_____/____/____/______
Personal Best Work with a partner. How many of the 15 activities on the worksheet can you remember together?

VOCABULARY 2B
2B Vocabulary
Mime the puzzle
Activities (1)
Sts mime activities to complete a puzzle in groups. The aim is to review vocabulary activities; e.g., go running, read the newspaper.

Make one copy of the worksheet for each group. Cut or tear
Sts work in pairs and try to remember the 15 activities
the sheet where indicated.
from the worksheet without looking at it.
PRACTICE
EXTRA PRACTICE
If you have an odd number of sts, have one pair compete Fast finishers work in pairs and think of different ways to
against a group of three. Give each pair in the group one group the activities on the worksheet; e.g., indoor/outdoor
half of the worksheet. Tell them not to show the puzzle to activities, activities that are/aren’t free, activities that are
the other pair. fun/interesting/boring.
2 Explain that each pair has a puzzle with seven activities.
They take turns miming their activities to the other pair
so that both pairs can complete their puzzle; e.g., Pair A
mimes activity 1 (listen to music), and then Pair B mimes
activity 2 (relax). The pair doing the mime must not
speak. They can hold up fingers to show how many words
there are, and nod or shake their heads to indicate a
correct/incorrect guess from the other pair.
3 Allow time for sts to talk in pairs and decide how they are
going to mime the activities on their half of the puzzle.
Sts could use the pictures in the Vocabulary section on
page 139 of the Student’s Book for ideas on how to do
their mime.
4 Begin the activity and monitor while sts work in groups.
5 Go through the answers as a class. Then, tell sts to look
at the letters in the gray squares on the worksheet and
rearrange them to find another activity with four words.
Answers
Part 1:
1 listen to music 8 play the guitar
2 relax 9 go running
3 play tennis 10 watch soccer
4 see a movie 11 study
5 read the newspaper 12 read a book
6 go out for dinner 13 go out for coffee
7 meet friends 14 listen to the radio
Part 2:
spend time with family

2C GRAMMAR
Do you …?
Answer the questions yourself. Then, interview your partner. If your partner answers yes to a question, ask a follow-up question.
My Follow-up questions
Me partner
… live in an Where …?
apartment?
What … do?
… work?
… like your job/ Why … like it?

study program?
… go out in the Where … go?

evening?
… relax on the How … relax?

weekend?
… spend time with What … do?

your family?
When … go?
… go to the movies?
Who … favorite singer?

… like music?
What food … like?

… eat out a lot?
Where … play?
… play tennis?
… have a cat or a What … name?

dog?
What show(s) … watch?

… watch TV?
Who … favorite writer?

… read books?
Personal Best How much can you remember about your partner? Turn over your worksheet and answer his/her questions.

GRAMMAR 2C
2C Grammar
Do you …?
Simple present: questions
Sts complete a questionnaire about the activities they do to practice simple present questions and answers; e.g., Do you watch TV?
Do you spend time with your family? Yes, I do. No, I don’t.

Make one copy of the worksheet for each student.
Sts work with their original partner. One student turns
over his/her worksheet and the other asks questions to see
PRACTICE how much he/she remembers; e.g., Do I live in a house or
an apartment? Where is my apartment?
1 Sts work in pairs or one group of three if there is an odd
number. Give each student a copy of the worksheet and
explain that they are going to complete a questionnaire EXTRA PRACTICE
about themselves, and then interview their partner.
2 Give sts time to go through the items in the first column of Fast finishers look at the questions on the worksheet and
the questionnaire and complete the second column with think of more follow-up questions to ask their partner.
yes or no.
3 Focus on the first column and elicit examples of questions
sts will have to ask their partner; e.g., Do you live in an
apartment? Do you work? Do you like your job? Then,
look at the final column and elicit examples of follow-up
questions; e.g., Where is your apartment? What do you do?
Why do/don’t you like your job?
4 Set a time limit for sts to interview their partner and
complete the third column with yes or no. Monitor
and help.
5 Put sts in new pairs to take turns answering questions
about their previous partner. Remind them to use the
third person singular; e.g., Does (Angela) live in an
apartment? Yes, she does./No, she doesn’t. Set a time limit
for this part of the activity and monitor while sts work.

2D SKILLS
Finish my sentence
STUDENT A
1 Read sentence beginnings 1–6 below. Student B will tell you the ending. Listen and write what he/she says.
1 2
3 4
5 6
2 Listen to Student B’s sentence beginnings. Find and read out an ending from the box.
… but we’re not very good. … and we go to a club. … or I go by bus.

… and watches her favorite TV shows. … but the teacher gives us lots of homework.
… or go out for dinner?
Personal Best Write three sentences about your life using and, but, and or. Compare your sentences with your partner.
Finish my sentence
STUDENT B
1 Listen to Student A’s sentence beginnings. Find and read out an ending from the box.
… but we’re in different classes. … and John is a student in college.

… and it’s near my office. … or a dentist. … but sometimes I go to the movies.
… or stay at home?
2 Read sentence beginnings 7–12 below. Student A will tell you the ending. Listen and write what he/she says.
7 8
9 10
11 12
Personal Best Write three sentences about your life using and, but, and or. Compare your sentences with your partner.

SKILLS 2D
2D Skills
Finish my sentence
Linking words: and, but, and or
Sts do a matching activity in pairs. The aim is to review the connectors and, but, and or; e.g., We sometimes play tennis, but we’re not
very good. The apartment is great, and it’s near my office.

Make one copy of the worksheet for every pair of sts. Cut or
Sts write three sentences about their lives using and, but,
and or. Then, they compare their sentences with a partner.
PRACTICE
EXTRA PRACTICE
1 Sts work in A/B pairs. Give each student in the pair one
half of the worksheet. Fast finishers work in pairs. Tell them to look at the beginning
2 Explain the activity. Student A reads the beginning of of each sentence on their worksheets and think of different
a sentence on his/her worksheet. Student B finds the ways to finish each one.
correct ending on his/her worksheet and dictates it to
Student A, who then writes it on his/her sheet.
3 When Student A has completed all of his/her sentences,
they switch roles and Student B reads out the beginning
of each sentence on his/her sheet.
4 Set a time limit for sts to do the activity. Monitor and
help.
5 At the end, go through the answers as a class.
Answers
1 … but sometimes I go to the movies.
2 … and John is a student in college.
3 … but we’re in different classes.
4 … or a dentist.
5 … or stay at home?
6 … and it’s near my office.
7 … and watches her favorite TV shows.
8 … but we’re not very good.
9 … or go out for dinner?
10 … but the teacher gives us lots of homework.
11 … and we go to a club.
12 … or I go by bus.

3A GRAMMAR
Always, sometimes, never

Make true and false sentences about your life; e.g., I sometimes work on the weekend. Say your sentences. Your group has to
decide if they are true or false.
10 be late for things
1 go to the gym
2 work on the weekend
9 cook for my friends
always
usually
often
sometimes 3 read a newspaper
hardly ever
never
every morning/evening
every day/week/weekend/
month/year
8 sing in the shower once/twice/three times
a year
4 write letters
6 eat at restaurants
7 go on vacation 5 get takeout
Personal Best Think of two more activities. Ask questions to find out which members of your group do the activities and how often they
do them; e.g., Do you play soccer? How often ...?

GRAMMAR 3A
3A Grammar
Always, sometimes, never
Frequency adverbs and expressions
Sts use prompts to make sentences about their lives. Then, they play a game in groups. The aim is to practice frequency adverbs and
expressions; e.g., I often go to the gym in the evening. I never work on the weekend.

Sts think of two more activities. They make questions to
find out which members of their group do the activities
PRACTICE and how often they do them; e.g., Do you play soccer?
How often do you play soccer?
1 Give each student a copy of the worksheet. Elicit/
Pre-teach any necessary vocabulary; e.g., write letters,
shower. EXTRA PRACTICE
2 Sts work on their own and write ten sentences about Fast finishers think of other activities that they do and the
themselves, using the activities and the frequency adverbs
and expressions; e.g., I sometimes work on the weekend. rest of the group guesses how often they do them.
Some of the statements should be true and some should
be false. Remind sts to check they have added adverbs/
expressions in the correct place. Tell them not to show
their sheet to anyone else.
3 Set a time limit for sts to complete the sentences. Monitor
and help.
4 Put sts in small groups and explain the game. Sts take
turns saying a sentence and the rest of the group decides
whether the sentence is true or false. They can ask for
more information; e.g., if a student says I go to the gym
every week, the others could ask What day do you go?
What do you do? Where is the gym?, to decide if he/she
is telling the truth. They decide as a group whether the
sentence is true or false and the student who wrote the
sentence shares the answer.
5 Set a time limit for sts to play the game. Monitor and help.

3A VOCABULARY
A family puzzle
PART A
1 2
3 4 Maria 5 6 7
8 9 10 11
12 Sarah 13 14
Personal Best Work with your partner and make sentences to describe the relationships between people in the family tree;
e.g., Maria is Ricardo and Rosa’s daughter. Paolo is Maria’s brother and Dave’s brother-in-law.
A family puzzle
PART B
Personal Best Work with your partner and make sentences to describe the relationships between people in the family tree;
e.g., Maria is Ricardo and Rosa’s daughter. Paolo is Maria’s brother and Dave’s brother-in-law.

VOCABULARY 3A
3A Vocabulary
A family puzzle
Family
Sts compete in pairs against the rest of the class to find information to complete a family tree. The aim is to review family vocabulary;
e.g., mother, brother, sister-in-law, etc.

Make one copy of the worksheet for each pair. Cut or tear the
Sts work in pairs and make sentences to describe the
sheet where indicated.
relationships between people in the family tree; e.g., Maria
is Ricardo and Rosa’s daughter. Paolo is Maria’s brother and
PRACTICE Dave’s brother-in-law.
1 Put the sts into pairs, with one group of three if there is an
odd number. Give each student in the pair one half of the EXTRA PRACTICE
worksheet.
2 Explain the activity. Each pair completes Maria’s family Fast finishers work in pairs and write as many family
tree by writing the names of her family members in members as they can think of. When they have finished, they
the correct places. In pairs, sts take turns reading part B can check their spelling on page 140 of the Student’s Book.
and complete part A of the worksheet. For example,
one student reads sentence A about someone in Maria’s
family. Their partner tries to work out where to write
the name of the person in the family tree. Then, they
switch roles. NB Sts should read the sentences in part B in
alphabetical order A–L.
3 Ask sts to tell you when they have finished. Check their
work. If there are any mistakes, tell them to check part B
again. Help by telling pairs how many names are in the
wrong place, but don’t tell them which ones are incorrect.
Answers
1 Ricardo 8 Diana
2 Rosa 9 Billy
3 Paolo 10 Rosemary
5 Dave 11 Anthony
6 Juan 13 Jenny
7 Elena 14 Dean

3B SKILLS
Two become one

Find two pictures that are connected, choose one or two verbs from the box, and then spin a
coin. If the coin lands on heads, make a sentence with too. If the coin lands on tails, use also.
draw go like meet play start study take photos want to join
MOVIE
R
THEATE
THEATE
R
Movie Club
Monday
evening
Personal Best Use some of the verbs in the box and also and too to make four sentences about the things that you do. Tell your partner.
Do you have any similar sentences?

SKILLS 3B
3B Skills
Two become one
also and too
Sts do a matching activity in pairs to review also and too; e.g., He plays tennis, and he (also) plays soccer (, too).

Make one copy of the worksheet for each pair. Pairs will also
Sts use some of the verbs in the box and also and too to
need a coin to spin during the activity.
make four sentences about the things that they do. Then,
ask them to compare their sentences with a partner.
PRACTICE
1 Put sts in groups of two or three and make sure each EXTRA PRACTICE
group has a coin. Use one coin to remind sts that heads is
the front of the coin and tails is the back. Fast finishers use their own ideas to add one extra thing to
2 Explain the activity. Sts take turns choosing two pictures each sentence they made; e.g. He likes Italian food, and he
that are connected. Then, they spin the coin and make also likes Chinese food, and he likes Mexican food, too.
a sentence with a verb from the box to connect the two
pictures. Verbs can be used more than once. If the coin
lands on heads, sts make a sentence with too. If it lands
on tails, they make a sentence with also.
3 Use the picture of the children studying German as an
example. Ask sts to find the matching picture (the same
children studying with a French coursebook). Elicit the
verb that connects the two pictures – study. Then, spin the
coin. If it lands on heads, elicit a sentence with too (They
study German, and they study French, too). If it lands on
tails, elicit a sentence with also (They study German, and
they also study French).
4 Set a time limit for sts to do the activity and monitor. At
the end, elicit answers from around the classroom.
Possible answers
They study German, and they (also) study French (, too).
The Movie Club meets on Monday, and the Art Club
(also) meets on Monday (, too).
He likes Italian food, and he (also) likes Chinese food
(, too).
He plays soccer, and he (also) plays tennis (, too).
She wants to join the Cooking Club, and she (also) wants
to join the Book Club (, too).
The Drama class starts at 7 p.m., and Italian for
Beginners (also) starts at 7 p.m. (, too).
They go to the movies, and they (also) go to the theater
(, too).
He draws, and he (also) takes photos (, too).

3C GRAMMAR
Something in common
Useful language
I like/love/enjoy/don’t mind/don’t like/hate …
Do you like …? Yes, I do. Yes, I love … I don’t mind … No, I don’t. No, I hate/can’t stand …
Make sentences about yourself. Then, move around the classroom and find out about your classmates. Write the name of
someone with the same opinion as you and someone with a different opinion.
a
the Someone with
Someone with differ en t op in io n
same op in io n
Me
watching sports
1 I
on TV.
s.
going out to club
2 I
museums.
3 I
jazz.
4 I
shopping.
5 I
going bowling.
6 I
barbecues.
7 I
Chinese food.
8 I
camping.
9 I
books.
10 I
Personal Best Work with a partner. Tell your partner about the people you talked to.

GRAMMAR 3C
3C Grammar
Something in common
love, like, hate, enjoy, don’t mind + noun/-ing form
Sts mingle, asking and answering questions to practice talking about likes and dislikes; e.g., I love books. I don’t like museums.

Sts work in pairs and tell each other about the people they
spoke to and their opinions.
PRACTICE
1 Give each student a copy of the worksheet. Ask them to EXTRA PRACTICE
complete the sentences in the first column. Monitor and
help. Fast finishers look back at the sentences they completed in
2 Explain the game. Sts move around the classroom, asking column 1 of the worksheet and discuss their reasons for their
questions about the activities on the sheet; e.g. Do you opinions.
like watching sports on TV? The aim is for sts to find one
person who feels the same as they do and one person who
feels differently about each activity. Tell sts to speak to as
many different people as possible.
3 Set a time limit for sts to mingle and monitor while they
work. At the end, ask sts to tell the class about the things
they like/don’t like. You could ask sts who have strong
opinions about the activities – those who said they loved/
hated/couldn’t stand something – to say why they feel
that way.

3C VOCABULARY
What’s the verb?

Work with a partner. Say a verb from the box, your partner matches the verb with a picture and
makes a sentence to win a point. Then, switch roles. Cross verbs out as you use them.
do do get go go go go go have have play play play visit visit
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15
Personal Best Work with a partner. Ask questions to find out which of the activities above he/she does and ask a follow-up question to get
more information; e.g., Do you go swimming? Where/When do you go swimming?

VOCABULARY 3C
3C Vocabulary
What’s the verb?
Activities (2)
Sts play a game in pairs to review activities; e.g., visit a gallery, have a picnic, go bowling.

Make one copy of the worksheet for each pair. Sts work in pairs and ask each other questions to find out
which of the activities on the worksheet their partner does.
PRACTICE Encourage them to ask follow-up questions to get more
information; e.g., Do you go swimming? Where/When do
1 Put the students in A/B pairs, with one group of three if you go swimming?
there is an odd number, and give each pair a copy of the
worksheet.
EXTRA PRACTICE
2 Explain the game. Student A says a verb from the box
(e.g., go), and Student B has to match it with a picture Fast finishers look at the verbs in the box and list other
and make a sentence; e.g., I go shopping on the weekend. activities that they know with those verbs; e.g., play sports,
If both students agree that the match and the sentence play soccer, go out for dinner.
are correct, Student B wins a point. Then, Student B says
a verb and Student A makes a sentence. Tell them to cross
off the verbs as they use them.
3 Set a time limit for sts to play the game. Monitor and
help. At the end, go through the activities and elicit some
examples of sentences from around the class.
Answers
Verb collocations
1 get takeout
2 go bowling
3 play golf
4 do karate
5 go swimming
6 play the violin
7 go dancing
8 have a barbecue
9 go shopping
10 do yoga
11 visit a gallery
12 go bike riding
13 visit a museum
14 play volleyball
15 have a picnic

4A GRAMMAR
A maze of prepositions
Work your way through the maze by matching the prepositions with the correct time expression.
1 7 13
2 8 14
3 9 15
4 10 16
5 11 17
6 12
Personal Best Work with a partner. Talk about your favorite time of day/day of the week/month/season; e.g., My favorite time of the day is
the evening because I finish work at five o’clock, and I can relax in the evening.

GRAMMAR 4A
4A Grammar
A maze of prepositions
Prepositions of time
Sts compete in pairs against their classmates to find their way to the end of a maze. The aim is to review prepositions of time;
e.g., in the morning, on Saturday.

Sts tell a partner about their favorite time of day/day of
the week/month/season; e.g., My favorite time of the day
PRACTICE is the evening because I finish work at five o’clock, and I can
relax in the evening.
1 Sts work in pairs, with one group of three if you have
an odd number of sts. Give each pair a copy of the
worksheet. EXTRA PRACTICE
2 Explain the activity. Sts work their way through the maze Fast finishers make sentences with the expressions from the
by correctly matching prepositions and time expressions.
They can only move up or down and left or right, but they maze; e.g., It’s cold in the winter. My birthday is in March.
can’t move diagonally. Each square in the maze can only
be used once.
3 Do the first two squares as an example. Ask sts to look
at the first preposition (FROM ... TO) and the time
expressions in the two adjoining squares (Tuesday–Friday,
March). Elicit the correct match (Tuesday–Friday). Tell
them to write the whole phrase (from Tuesday to Friday)
underneath the maze next to number 1 and to then cross
out the FROM … TO square in the maze. They should also
draw a line through the gap, linking the two squares and
showing their route through the maze. Ask sts to look
at the next preposition (ON) and find a match from the
adjoining squares (the fall, Saturday). Elicit the correct
match (Saturday) and tell sts to write the phrase (on
Saturday) next to number 2 and cross out the Tuesday–
Friday square.
4 Pairs compete to make and write the remaining matches,
and find their way out of the maze. When each pair
finishes, go through their answers to make sure they have
the correct matches.
Answers
1 from Tuesday to Friday 10 in April
2 on Saturday 11 at noon
3 at midnight 12 from May to August
4 in the fall 13 in the spring
5 in the afternoon 14 at four o’clock
6 from 2010 to 2016 15 on Friday afternoons
7 in the summer 16 on the weekend
8 at Christmas 17 at three thirty
9 from 8:30 to 10:30

4A VOCABULARY
Find the verbs

Find fifteen daily routine verbs and write them in the answer section. Verbs run horizontally from left to right
( ) and from right to left ( ), and vertically from top to bottom ( ) and from bottom to top ( ).
H A G G O T O S C H O O L G X P
A R E X H H C N U L E V A H D E
V V T E T S B A F I I K M R F S
E L H E A K C O X Q Q R X E F H
B O O F B T V G N T N O P W D R
R O M G A P U E K A W W I O S N
E H E E E P C W Q Y V O J H Y O
A C S T K X Y W A P Z T A S D M
K S Q D A K G E T U P O O A V E
F H S R H X D H C O D G Z E J M
A S L E E C A O K B N G Y K R O
S I P S G O T O S L E E P A K G
T N X S F U U M M R T B R T A N
U I H E D E B O T O G T B S F L
W F U D G Z F I N I S H W O R K
L C Z P E H R E N N I D E V A H
ANSWERS
, , ,
, , ,
, ,
, , ,
Personal Best Work with a partner. Ask him/her questions about his/her daily routine; e.g., What time do you wake up? Do you take a
shower or a bath in the morning? What do you have for breakfast?

VOCABULARY 4A
4A Vocabulary
Find the verbs
Daily routine verbs
Sts do a pairwork activity to review daily routines; e.g., get dressed, have breakfast.

Sts work in pairs and ask questions about their partner's
daily routine; e.g., What time do you wake up? Do you take
PRACTICE a shower or a bath in the morning? What do you have for
breakfast?
1 Sts work in pairs, with one group of three if you have Escriba el texto aquí
2 Explain the activity. There are fifteen daily routine verbs Fast finishers work in pairs. One student says a verb from the
hidden in the grid. Four verbs run horizontally from left
to right ( ), four run from right to left ( ), three verbs worksheet, and the other mimes the verb. Then, they switch
run vertically from top to bottom ( ), and four run from roles.
bottom to top ( ). Sts have to find the verbs, circle or
highlight them in the grid, and write each one underneath
the grid. The winners are the first pair to find all fifteen
verbs.
Answers
go to school, get up, go to sleep, finish work
have lunch, wake up, go to bed, have dinner
have breakfast, get home, get dressed
finish school, take a bath, go to work, take a shower
H G G O T O S C H O O L
A E H H C N U L E V A H
V T T K R
E L H A R E
B O O B O W
R O M G A P U E K A W W O
E H E E E O H
A C T K T S
K S D A G E T U P O A
F H R T G E
A S E K
S I S G O T O S L E E P A
T N S T
I E D E B O T O G
F D F I N I S H W O R K
R E N N I D E V A H

4B VOCABULARY
The barometer race The barometer race

PAIR A PAIR B
Solve the weather and season anagrams with your partner. Solve the weather and season anagrams with your partner.
1 A
2 B
1 twe 3 C A retwni
2 yic 4 D B remums
3 oth C risgpn
5 E
4 mwra D lalf
5 dolc 6 F E nniiarg
6 nsyun F gwonnis
7 G
7 yndiw G doyluc
8 gofyg 8 H H gofyg
9 doyluc 9 I I yndiw
10 gwonnis J nsyun
10 J K dolc
11 nniiarg
12 fall 11 K L mwra
13 risgpn M oth
12 L
14 remums N yic
15 retwni 13 M O twe
14 N
15 O
CHANGE CHANGE
SUNNY
SUNNY
RAINY
RAINY
Personal Best What’s your favorite season? Why? Personal Best What’s your favorite season? Why?
Tell your group. Tell your group.

VOCABULARY 4B
4B Vocabulary
The barometer race
The weather and seasons
Sts compete against each other in A/B groups to solve anagrams. The aim is to review weather and season vocabulary; e.g., sunny,
raining, fall.

Make one copy of the worksheet for each group and cut or
Sts tell the rest of their group what their favorite season is
tear where indicated.
and why.
PRACTICE
EXTRA PRACTICE
If you have an odd number of sts, one pair can compete Sts work in their groups. One pair says a word from the
against a group of three. Give each pair one half of the worksheet and the other has to spell it correctly without
worksheet. looking at their sheet. Then, they switch roles.
2 Explain the activity. Each pair has a list of anagrams –
their lists are not in the same order. Sts have to put the
letters in order to make seasons or words that describe the
weather. They do not need to solve the anagrams in order.
The first pair to finish and produce a list of correctly
spelled words is the winner.
3 Set a time limit and monitor. Then, go through the
answers as a class.
Answers
1/O wet 9/G cloudy
2/N icy 10/F snowing
3/M hot 11/E raining
4/L warm 12/D fall
5/K cold 13/C spring
6/J sunny 14/B summer
7/I windy 15/A winter
8/H foggy

4C GRAMMAR
Find the differences Find the differences

A B
Describe what’s happening in your pictures to B. Are they Describe what’s happening in your pictures to A. Are they
the same or different? the same or different?
1a Jan Jan is sleeping 2a Alan Alan is eating 1b JanJan is sleeping 2b Alan

same same
Jed is watching television Laura is reading

3a Laura 4a Jed 3b Laura 4b Jed
different different
Paul smiles in the rain Mac is swimming Paul smiles in the rain
5a Paul 6a Mac 5b Paul 6b Mac
same different
Bob and Jill ski in the snow Bob and Jill ski in the snow
7a Bob and Jill 8a Liz 7b Bob and Jill 8b Liz
same different
Rosa is eating a salad Rosa is having coffee and talking on the cell phone
9a Rosa 10a Josh
Josh is playing the guitar
9b Rosa 10b Josh
Josh is playing the guitar
different same
Personal Best Work with a partner. Look around the classroom and compare what your classmates are doing; e.g., Manuel’s writing in his
notepad. Elena’s not writing. She’s talking to Anne. How many sentences can you make?

GRAMMAR 4C
4C Grammar
Find the differences
Present continuous
Sts take turns describing a set of pictures and finding the differences. The aim is to practice the present continuous; e.g., Laura is
listening to music in my picture. In my picture, she’s reading a book.

Sts work in pairs. Ask them to look around the classroom
and compare what their classmates are doing; e.g.,
PRACTICE Manuel’s writing in his notepad. Elena’s not writing. She’s
talking to Anne. Set them a time limit to see how many
1 Sts work in A/B pairs. Give each student a copy of the sentences they can make.
worksheet and tell them to fold it in half so they can only
see the ten pictures on their half of the sheet. Remind sts
not to show their pictures to their partner. EXTRA PRACTICE
2 Explain that each student has ten pictures numbered 1–10 Fast finishers work in pairs and take turns describing a
showing the same people; e.g., 1a and 1b show a woman
called Jan. In some pictures, the people are doing the picture from Units 1–4 in the Student’s Book. Their partner
same activity; in some pictures they are doing different has to find the picture and say the page number.
activities. Sts have to take turns describing their pictures
to their partner to decide if they are the same or different.
They put a check in the box if it is the same and an x if it
is different.
3 Demonstrate, using the fourth pair of pictures (4a and
4b). Ask Student As to look at 4a, and make a present
continuous sentence to describe what Jed is doing in
their picture. Elicit Jed is watching TV in my picture. Ask
Student Bs to look at 4b and make a sentence to say what
Jed is/isn’t doing in their picture. Elicit Jed’s not watching
TV in my picture. He’s shopping. Elicit that the pictures are
different and tell sts to put an x next to 4a/4b.
4 Set a time limit for sts to take turns describing their
pictures to each other. When they have finished, they can
compare their pictures to check their answers.
5 At the end of the activity, go through the pictures and
elicit what’s happening in each pair. Encourage sts to
make positive and negative sentences about the pictures;
e.g., In 3a, Laura is listening to music. In 3b, she’s not
listening to music. She’s reading a book.
Answers
1a/1b Jan is sleeping.
2a/2b Alan is eating pizza.
3a Laura is listening to music. 3b Laura is reading a book.
4a Jed is watching TV. 4b Jed is shopping.
5a/5b Paul is sitting in his car. It’s raining.
6a Mac is swimming. 6b Mac is running.
7a/7b Bob and Jill are skiing.
8a Liz is looking at a map. 8b Liz is taking a photo.
9a Rosa is having lunch. 9b Rosa is having a cup of
coffee/using her phone.
10a/10b Josh is playing the guitar.
Pictures 1, 2, 5, 7, and 10 are the same.

4D SKILLS
Questions and answers

1 Ask the questions in the first column, and listen to B’s answers. Are they correct?
A
2 Listen to B’s questions, and find the correct answer in the second column.
Your questions Your answers

1 Hi, Helen. Are you and Terry enjoying your vacation? a No – he has a big house
Yes, we’re having a great time here in Sochi. b twenty miles from the city.
2 What’s the weather like? b I t’s amazing. There’s lots
It’s really hot and sunny. to do.
3 What are you doing right now? c No, they’re taking a Spanish
I’m sitting by the hotel pool. class.
4 Is Terry with you? d Yes, we’re really enjoying our
No, he’s having breakfast. vacation.
5 Where’s your daughter? e N
o, she’s taking a dance class
She’s at the beach – she goes there every morning. at a local salsa club.
6 Is the hotel nice? f I ’m drinking coffee at a
Yes, it’s close to the beach, and it has a big pool. local café.
7 Do the people at the hotel speak English? g We’re staying with Ana’s
No, they only speak Russian. uncle.
Personal Best Make sentences with personal pronouns (he, she, it, etc.) about people/things in the classroom; e.g., She’s talking to the
teacher. Can your partner guess who/what you are talking about?

1 Listen to A’s questions, and find the correct answer in the second column.
B 2 Ask the questions in the first column, and listen to A’s answers. Are they correct?
Your questions Your answers

1 Are you and Ana having a good time in Cuba? a S he’s at the beach – she
Yes, we’re really enjoying our vacation. goes there every morning.
2 Where are you staying? b Y es, it’s close to the beach,
We’re staying with Ana’s uncle. and it has a big pool.
3 Does Ana’s uncle live in Havana? c I’m sitting by the hotel pool.
No – he has a big house twenty miles from the city. d No, they only speak Russian.
4 What’s Havana like? e It’s really hot and sunny.
It’s amazing. There’s lots to do.
f No, he’s having breakfast.
5 What are you doing at the moment?
g Yes, we’re having a great
I’m drinking coffee at a local café.
time here in Sochi.
6 Is Jane with you?
No, she’s taking a dance class at a local salsa club.
7 Are the children learning to dance, too?
No, they’re taking a Spanish class.
Personal Best Make sentences with personal pronouns (he, she, it, etc.) about people/things in the classroom; e.g., She’s talking to the
teacher. Can your partner guess who/what you are talking about?

SKILLS 4D
4D Skills
Using personal pronouns
Sts match questions with answers in pairs. The aim is to review the use of personal pronouns (he, she, it, etc.); e.g., Are you enjoying
your vacation? Yes, we're having a great time here in Sochi.

Sts work in pairs. Tell them to look around the classroom
and take turns making sentences about people and things
they see, using personal pronouns (he, she, it, etc.); e.g.,
PRACTICE She’s talking to the teacher. Their partner has to guess who
or what they are talking about.
1 Sts work in A/B pairs. Give each student one half of the
worksheet. Tell them not to show their sheet to their
partner. EXTRA PRACTICE
2 Explain that sts are going to ask and answer two sets Fast finishers work in pairs. They look at the questions and
of questions about vacations. Student A asks Student
B questions about his/her vacation in Sochi (Russia). answers on their worksheet and add more information to
Then, Student B asks Student A questions about his/her each answer, using personal pronouns; e.g., Hi, Helen. Are
vacation in Havana (Cuba). Student A asks his/her set of you and Terry enjoying your vacation? Yes, we’re having a great
questions first. Student B listens and chooses the correct time here in Sochi. We love this city.
answer for each question. Student A checks that each
answer is correct. At the end, they switch roles.
3 Tell sts that they need to listen for pronouns, people,
places, and things in the questions and check that the
pronouns in the answers (I, you, he, she, it, etc.) match.
Do an example with the class. Ask a student with sheet
A to read the first question, Hi, Helen. Are you and Terry
enjoying your vacation? Ask sts with sheet B to find the
correct answer, Yes, we’re having a great time here in Sochi.
Elicit that we refers to Helen and Terry.
4 Set a time limit for sts to do the activity. Then, go through
the answers. Start with Student A’s questions, with two
sts reading out the questions and answers as if they were
having a telephone conversation. Repeat with Student B’s
questions.
Answers
Student A:
1 g, 2 e, 3 c, 4 f, 5 a, 6 b, 7 d
Student B:
1 d, 2 g, 3 a, 4 b, 5 f, 6 e, 7 c

5A GRAMMAR
Let’s celebrate
A
Read the text and ask questions to find the missing information; e.g., Where does Yesica come from?
Ask your partner to spell any unusual names.
My name is Yesica, and I come from 1 . Today, everyone is celebrating the

2
. 3 enjoy this festival. The festival happens in
4
to celebrate our independence. Some people make 5 ,
and other people ride horses through the town.
It is the famous parade now, and I’m walking with 6 . We’re wearing
7
, and we’re having a great time. People of all ages are 8 .
We’re watching 9 . They’re playing 10 music, and they’re
very good. This is my favorite week of the year.
I’m Max. I’m from France, but I’m studying in Kyoto in Japan right now. Today, Japanese people are
celebrating Hanami. The date changes every year – it happens when the cherry blossom appears
(the flowers on the cherry tree). This is usually in April, at the beginning of spring. Young people and
families enjoy this festival. They eat traditional Japanese food and decorate parks with paper lanterns.
It’s 7 p.m. now, and I’m in Maruyama Park. I’m having a picnic with my friends, Ken and Bob. We’re
talking to a Japanese family, and I’m taking photos to show my friends and family in France. It’s warm
here, and the atmosphere is fantastic – everyone is having fun.
Personal Best Think of a festival that you celebrate or that you know about. What usually happens at the festival? Imagine you are there
now. Tell your partner what is happening.
Let’s celebrate
B
Read the text and ask questions to find the missing information; e.g. Where is Max studying at the moment?
Ask your partner to spell any unusual names.
My name is Yesica, and I come from Medellín in Colombia. Today, everyone is celebrating the Festival of the
Flowers. People of all ages enjoy this festival. The festival happens in August to celebrate our
independence. Some people make beautiful flower displays, and other people ride horses through the town.
It is the famous parade now, and I’m walking with my family. We’re wearing traditional clothes, and
we’re having a great time. People of all ages are carrying flowers. We’re watching some musicians.
They’re playing Colombian music, and they’re very good. This is my favorite week of the year.
I’m Max. I’m from France, but I’m studying in 1 right now. Today, Japanese people
are celebrating 2 . The 3 changes every year – it happens
when 4 (the flowers on the cherry tree). This is usually in April, at the beginning of
spring. 5 enjoy this festival. They eat traditional 6 and
decorate parks with 7
.
It’s 7 p.m. now, and I’m in Maruyama Park. I’m having a picnic with my friends, Ken and Bob. We’re talking
to a 8 , and I’m 9 to show my friends and family in France.
It’s warm here, and the atmosphere is fantastic – 10 is having fun.
Personal Best Think of a festival that you celebrate or that you know about. What usually happens at the festival? Imagine you are there
now. Tell your partner what is happening.

GRAMMAR 5A
5A Grammar
Let’s celebrate
Simple present and present continuous
Sts do a jigsaw reading in pairs. The aim is to review simple present and present continuous; e.g., I come from Medellín in Colombia.
I’m studying in Kyoto in Japan.

Sts think of a festival that they celebrate or that they know
about. In pairs, they discuss what usually happens at the
festival. Then they imagine they are at the festival and
PRACTICE describe what is happening.
1 Put sts in two groups, A and B. If you have a large class,
you could have four groups. Give each student in Group A EXTRA PRACTICE
one half of the worksheet and give each student in Group
B the other half. Fast finishers work in A/B pairs. They turn over their
2 Explain the task. Groups A and B are going to work worksheets so they can’t see the texts and use what they can
in pairs. They each have a text to complete and they remember to compare the Festival of Flowers and Hanami;
have to ask their partner questions to find the missing e.g., The Festival of the Flowers is in August, but Hanami is
information. usually in April. The Festival of the Flowers is a Colombian
festival. Hanami is a Japanese festival. People wear traditional
3 Use blanks from both texts to demonstrate. Ask sts in clothes at the Festival of the Flowers. People eat traditional
Group A to look at the first blank in their text and think Japanese food at Hanami.
about the question that they need to ask to get the missing
information. Elicit Where does Yesica come from? Ask sts
in Group B to give the answer, elicit Medellín in Colombia
and tell sts in Group A to complete the blank. Encourage
them to ask for spellings of difficult words. Repeat with
the first blank in Group B’s text. Elicit the first question,
Where is Max studying right now?, and the answer, Kyoto
in Japan.
4 Give sts time to work in their groups, look through the
fill-in text and think about the questions they need to ask.
Monitor and help if necessary.
5 Rearrange sts in A/B pairs to complete the jigsaw task
and set a time limit for them to ask and answer questions.
Remind them not to show their text to their partner.
Monitor and help. At the end, sts compare their texts.
Draw sts’ attention to the picture of the Festival of the
Flowers, and explain the meaning of displays.
Answers
Student A: Student B:
1 Medellín in Colombia 1 Kyoto in Japan
2 Festival of the Flowers 2 Hanami
3 People of all ages 3 date
4 August 4 the cherry blossom appears
5 beautiful flower displays 5 Young people and families
6 my family 6 Japanese food
7 traditional clothes 7 paper lanterns
8 carrying flowers 8 Japanese family
9 some musicians 9 taking photos
10 Colombian 10 everyone

5A VOCABULARY
The party
Personal Best What items of clothing do you like/not like wearing? Tell your partner.

VOCABULARY 5A
5A Vocabulary
The party
Clothes
Sts describe and identify people at a party. The aim is to practice clothes vocabulary; e.g., She’s wearing a skirt. He’s wearing a suit. Is
she wearing a bracelet?

Sts work in pairs and describe the items of clothing they
like/don’t like wearing.
PRACTICE
1 Sts work in pairs, with one group of three if there is an EXTRA PRACTICE
odd number. Give each student a copy of the worksheet.
2 Explain the activity. Sts take turns describing people at the Fast finishers look at the worksheet in pairs. One student
party to their partner. They can only say what someone chooses an item of clothing and asks; e.g., Who’s wearing
is wearing. They can use he/she in their descriptions, but (boots)? The other student finds everyone in the worksheet
they must not say how old the person is, what they are wearing that item and tells their partner; e.g., Jane, Tim, Lily,
doing, or who they are with. Their partner listens and and Mike are wearing boots.
finds the person’s name.
3 Demonstrate with an example. Describe one person, and
ask sts to listen, and guess who it is. Encourage them to
ask extra questions about what the person is wearing
if they aren’t sure; e.g., Is she wearing a bracelet? Is she
wearing sandals or shoes? Does he have a belt? Does she
have earrings?
4 Set a time limit for sts to do the activity in pairs and
monitor while they work.

5B SKILLS
What do you think?

Work with a partner and discuss the clothes in the pictures. Use some of the words in the box or your own ideas.
attractive bad boring fantastic fashionable fun

good great horrible interesting nice terrible
1 2 3
4 5 6
7 8 9
Personal Best Work with a partner. Think of three or four different jobs; e.g., a teacher, a businessperson, a salesclerk, and a police
officer. Compare the clothes they might wear when they are working.

SKILLS 5B
5B Skills
What do you think?
Adjectives
Sts work in pairs and groups to discuss clothes and give opinions. The aim is to practice using adjectives; e.g., I think the sweater is
nice. It’s a great sweater.

Sts work with a partner and think of three or four different
jobs; e.g., a teacher, a businessperson, a salesclerk, and
PRACTICE a police officer. Ask them to compare the clothes these
people might wear when they are working.
1 Arrange sts in pairs, with one group of three if you
have an odd number of sts. Give each pair a copy of the
2 Demonstrate the activity with picture 1. Ask sts to Fast finishers discuss with their partner what sorts of clothes
describe what the man in the picture is wearing – pants,
shirt, sweater, glasses. Then ask them to give their opinion are fashionable right now.
of his clothes. Encourage them to use the language of
opinions: I think that his clothes are boring. I don’t think
that he’s a fashionable person. I think his sweater is nice.
Ask different sts if they agree/disagree with the opinions.
3 Set a time limit for sts to work in pairs and discuss the
different people in the pictures. Monitor and help where
necessary. At the end, ask sts to tell the class some of their
ideas and find out who agrees/disagrees.

5C GRAMMAR
The interview
A
Interviewer
Read the job advertisement and prepare for the interview.
Heather and Harry’s Find out this information from Complete this information
the applicant: about shop rules:
HOBBY SHOP His/Her name and age Clothes:
What hobbies does he/she have? Hours/Days:

Salary:
* WANTED * What other interests does he/she have?
Salesclerk to work Discount on things in the store:
four days a week Can he/she
work evenings? Other rules:
Are you the person we’re work weekends?
looking for? use a computer/cash register?
Send an e-mail to
Why does he/she want the job?
Heather and Harry now.
Personal Best Work with another pair and act out your role-plays for each other.
The interview
B
Applicant
Read the job advertisement and prepare for the interview.
Heather and Harry’s Tell the interviewer this Find out this information from
information: the interviewer:
HOBBY SHOP Your name and age Clothes you can wear? Jeans?
What hobbies you have (write three hobbies) Hours? Days?
What other interests you have (write two Salary?

* WANTED * other interests)
Salesclerk to work Discount on things you buy in the store?
Can you
four days a week Any other rules?
work evenings?
Are you the person we’re work weekends?
looking for? use a computer/cash register?
Send an e-mail to Why do you want the job?
Heather and Harry now.
Personal Best Work with another pair and act out your role-plays for each other.

GRAMMAR 5C
5C Grammar
The interview
can and can’t
Sts role-play a job interview in pairs. The aim is to review can and can’t for ability, possibility, and permission; e.g., I can knit. Can you
work on the weekend? You can’t wear jeans.

Make one copy of the worksheet for each pair and cut or tear
Sts work with another pair and act out their role-plays for
where indicated.
each other.
PRACTICE
EXTRA PRACTICE
1 Tell sts they are going to role-play a job interview. Ask
them what usually happens in a job interview. Elicit topics Fast finishers remain in their pairs. They switch roles and
that people normally talk about; e.g., working hours, make up another role-play for the same job.
clothes, salary.
2 Put sts in two groups, A and B. Give each student in
Group A the interviewer’s half of the worksheet and give
each student in Group B the applicant’s half of the sheet.
If you have a large class, arrange sts in four groups: two
groups of interviewers and two groups of applicants.
3 Ask sts to look at the job advertisement at the top of their
worksheet and elicit some ideas about what a salesclerk
in a hobby shop does (e.g., serve customers, use a cash
register), and what sort of person would be good at
the job (e.g., someone who likes working with people,
someone who is interested in/has different hobbies).
4 Ask sts to read the questions and prompts in the second
and third boxes on their worksheet. Then set a time limit
for them to work in their groups and prepare notes and
questions for the interview. Encourage sts to use their
imagination.
5 Arrange sts in pairs, an interviewer and an applicant.
If you have an odd number of sts, have one group with
two applicants. Run through the order of the interview –
usually people introduce themselves, the interviewer asks
questions to find out what the applicant can do, and then
the applicant asks questions about the job. Finally, sts say
goodbye.
6 Set a time limit for sts to act out their interviews. Monitor
and help. At the end, ask some of the interviewers and
applicants to describe their interviews and say if they
thought the interview was successful or not.

5A
5C VOCABULARY
The hobby trail

Choose a picture for your partner. Ask; e.g., What do Mr. and Mrs. Jones do?
Your partner follows the string and answers the question.
Jamal
Mr. and Mrs. Jones Ana
Jing Betty
Teresa Lily
Mark Sam
Mrs. Brown Mr. Brown Jed
Personal Best Look at the pictures of hobbies above. Choose three that you like or would like to try, and three that you don’t like or
wouldn’t like to try. Tell your partner and give your reasons.

VOCABULARY 5A
5C
5C Vocabulary
The hobby trail
Hobbies
Sts take turns matching people and their hobbies. The aim is to practice hobbies vocabulary; e.g., Ana plays chess. Jed draws.

Make one copy of the worksheet for each student. Sts choose three hobbies from the worksheet that they
like or would like to try, and three that they don’t like or
PRACTICE wouldn’t like to try. Then, they tell their partner about
their choices and reasons.
1 Put the sts in pairs, with one group of three if there is an
odd number. Give each student a copy of the worksheet.
EXTRA PRACTICE
2 Explain the activity. Sts work in pairs and take turns
asking about the people in the pictures. One student asks Fast finishers work with a partner and test each other about
a question about someone’s hobby and the other one finds the hobbies on the worksheet. One student looks at the
that person’s picture, and then follows the string to find worksheet for a minute and tries to memorize each person’s
the correct hobby. Use Mr. and Mrs. Jones as an example. hobby. Then they turn over the worksheet and their partner
Ask What do Mr. and Mrs. Jones do? and have sts all trace asks questions to see what they remember; e.g., What’s
the string until they reach the camera. Elicit They/Mr. and Mr. Brown’s hobby?
Mrs. Jones take photos. Insist on a complete sentence.
3 Set a time limit for sts to do the activity and monitor
while they work.
Answers
1 Mr. and Mrs. Jones take photos.
2 Jamal bakes.
3 Ana plays chess.
4 Betty plays the drum.
5 Lily paints.
6 Sam collects stamps.
7 Jed draws.
8 Mr. Brown collects coins.
9 Mrs. Brown sings.
10 Mark knits.
11 Tessa makes jewelry.
12 Jing dances.

6A GRAMMAR
What’s in your room?

Look at the items below. Imagine you have a small apartment. Put a check (✔) by eight things you
want in your living room. Then answer your partner’s questions.
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
Personal Best Work with your partner. Turn over your worksheet. How many items can you remember together? Make sentences with
There is/There are.

GRAMMAR 6A
6A Grammar
What’s in your room?
there is/there are, some/any
Sts play a game in pairs. The aim is to review there is/there are and some/any; e.g., Is there a lamp? Yes, there is. Are there any
plants? No, there aren’t.

Sts work in pairs. Ask them to turn over their worksheets
and see how many items they can remember together.
PRACTICE Tell them to make sentences with There is a …/There are
some …
an odd number of sts. Give each student a copy of the
worksheet. Go through the items on the sheet and check EXTRA PRACTICE
that sts know the words. Tell them to note any less
familiar words (e.g., lamp, plants, dining table, coffee Fast finishers work in pairs. They look around the classroom
table) on their resource sheet as a reminder. and make a list of the things in it using There is a …/There are
2 Ask sts to imagine they have a living room and they can some … Encourage them to look up unfamiliar words in their
choose eight items from the worksheet for the room. dictionaries. Then, they compare their list with another pair
Tell them to work alone and put a check next to each to see who has found the most items.
of the items they want. Remind them not to show their
worksheet to their partner.
3 Explain the activity. Sts take turns guessing which eight
items their partner has chosen for their room by asking
Is there a …/Are there any … in your living room? Their
partner answers Yes, there is/are. No, there isn’t/aren’t. If
the student guesses correctly, he/she circles the item on
his/her sheet and asks another question. The winner is
the first student to guess all eight of their partner’s items.
Monitor and help while sts play the game.

6A VOCABULARY
Around the house

STUDENT A
Describe a word in your half of the crossword. Your partner has to guess and spell it correctly. 1
2 3 4
W A S H I N G M A C H I N E
5
6
T A B L E
7
C L O S E T
8 9 10 11 12
C A B I N E T
13
A T T I C
14
15
G A R A G E
16
S T U D Y
17
B A T H R O O M
18
A R M C H A I R
Personal Best Imagine your ideal house/apartment. Draw a floor plan. Then tell your partner what the rooms are and describe what
happens in each room; e.g., This is the kitchen. We make our meals here. We also have breakfast here.
Around the house

STUDENT B
Describe a word in your half of the crossword. Your partner has to guess and spell it correctly. 1
B
2 3 4
W S H E
5
K T A D
6
I O L
7
C T V L
8 9 10 11 12
C B E Y D B
13
H A A I A
14
E L R N S S
N C D I O E
O N F M
15
N G A E
16
Y R N
17
B O T
O
18
M
Personal Best Imagine your ideal house/apartment. Draw a floor plan. Then tell your partner what the rooms are and describe what
happens in each room; e.g., This is the kitchen. We make our meals here. We also have breakfast here.

VOCABULARY 6A
6A Vocabulary
Around the house
Rooms and furniture
Sts do a crossword in small groups. The aim is to review rooms and furniture vocabulary; e.g., bathroom, kitchen, armchair, closet.

Sts imagine their ideal house/apartment. They should
the sheet where indicated.
draw a floor plan. Then they tell their partner what the
rooms are and describe what happens in each room; e.g.,
PRACTICE This is the kitchen. We make our meals here. We also have
breakfast here.
If you have an odd number of sts, have one pair compete
against a group of three. Give each pair one half of the EXTRA PRACTICE
crossword. Tell them not to show their crossword to the
other pair. Fast finishers work in pairs, turn their worksheets over, and
2 Ask sts to write clues for the words in their half of test each other on the spellings of words in the crossword.
the crossword. Demonstrate with two words from the One student says a word and the other spells it.
crossword. Write washing machine on the board and elicit
a description; e.g., something you use to wash clothes.
Repeat with hall. Set a time limit for sts to write clues;
e.g., five minutes.
3 Pre-teach across and down. Choose a pair of sts to
demonstrate the activity. Ask Pair A: What’s two across?
Pair A give the definition for washing machine, Pair B say
the answer and spell the word, and then write it in their
crossword. Repeat with What’s three down?
4 Sts take turns asking and answering until both pairs have
completed their crosswords. Then they compare their
completed crosswords to check the answers and spellings.
Monitor, and then go through the answers with the class.
Answers
Across: Down:
2 washing machine 1 bed
6 table 3 stove
7 closet 4 hall
8 cabinet 5 kitchen
13 attic 9 balcony
15 garage 10 yard
16 study 11 dining room
17 bathroom 12 basement
18 armchair 14 sofa

6B VOCABULARY
Battleships
A A B C D E F G H I J K L M N 0
1
Write the adjectives below anywhere
in Grid A. Don’t show your partner. 2
uncomfortable cheap wide 3

quiet dirty light traditional
4
5
GRID A
6
10
11
Write the adjectives below anywhere A B C D E F G H I J K L M N 0

in Grid B. Don’t show your partner.
1
comfortable narrow expensive
2
clean modern heavy noisy
3
5
GRID B
6
10
11
Personal Best Think of a question to ask your partner for each of your words; e.g., Are your shoes comfortable? Ask and answer.

VOCABULARY 6B
6B Vocabulary
Battleships
Common adjectives
Sts play a game in pairs. The aim is to review common adjectives; e.g., comfortable/uncomfortable, wide/narrow.

Sts think of a question for each of the seven words in their
grid; e.g., Is your chair uncomfortable? Are your shoes
PRACTICE comfortable? Then, they ask and answer in their pairs.
1 Sts work in A/B pairs. Give each student a copy of the
2 Student A writes their words in Grid A, and Student B Fast finishers draw their own grids and fill them with their
writes their words in Grid B. They can write the words
anywhere they want in the grid, but words should not partner’s words. Then they play another game of battleships.
be immediately next to each other, and they shouldn’t Alternatively, they could find more adjectives from Units 1–6
overlap. Tell sts not to show their worksheets to their and make a new game with these words.
partner. Monitor to check sts are completing their grids
correctly; e.g.
A B C D E
1
2 w i d e
3 q
4 d u
5 i i
6 r e
7 t t
8 y
3 Explain the game. Sts ask questions to find the adjectives

hidden in their partner’s grid. Student A chooses a square
(e.g., C2) and asks Is there a letter in C2? If there is a
letter, Student B answers yes and says the letter. Student
A writes the letter in his/her empty grid (B) and asks
about another square; e.g., Is there a letter in D2? If the
answer is no, the turn passes to Student B. At any point
sts can use the letters they have been writing in their
empty grid to guess one of their partner’s adjectives. The
winner is the student who finds all seven of their partner’s
adjectives first and writes them in the correct place on the
empty grid.
4 Set a time limit for sts to play. Monitor and help. At the
end of the game, ask sts to compare their grids to make
sure they have all of the words in the correct spaces and
they are correctly spelled.

6C GRAMMAR
Modify your language

Look at the pictures of London. What do you think London is like? Circle one phrase in each box.
1 2
The weather is … The museums are …
really/very hot really/very interesting
pretty hot pretty interesting
not very hot not very interesting
not hot at all not interesting at all
3 4
Traveling around is … The food is …
really/very cheap really/very good
pretty cheap pretty good
not very cheap not very good
not cheap at all not good at all
5 6
A lot of the The nightlife is …
buildings are …
really/very exciting
really/very old
pretty exciting
pretty old
not very old not very exciting
not old at all not exciting at all
7 8
The hotels are … The people are …
really/very expensive really/very nice
pretty expensive pretty nice
not very expensive not very nice
not expensive at all not nice at all
Personal Best Look at the pictures above. How would you describe these features in relation to the town or city you are studying in now?
Work with your group and decide what a visitor to that town/city might say.

GRAMMAR 6C
6C Grammar
Modify your language
Modifiers
Sts work in small groups and discuss their ideas about London. The aim is to practice modifiers; e.g., The museums are very
interesting. The weather’s not hot at all.

Sts look at the pictures on the worksheet and think about
these features in relation to the town or the city they are
PRACTICE studying in at the moment. Then, they work in groups and
discuss what a visitor to that town/city might say.
1 Give each student a copy of the worksheet. Explain that
the pictures all show different features of London. Sts
have to imagine they are in London and decide what they EXTRA PRACTICE
think about the weather, the museums, the food, etc.
Emphasize that there are no correct or incorrect answers, Fast finishers think what other things a visitor to London
the activity is about them saying what they think a visitor might talk about; e.g., the theaters or the stores. They discuss
might say about London. what visitors might say in their groups.
2 Set a time limit for sts to go through the pictures and
circle their ideas.
3 Put sts in groups of three or four to compare their ideas
and see whether they agree. Encourage sts to give reasons
for their choices and to extend their answers; e.g., if a
student says The weather’s not very hot, ask if this is true
all year round.
4 Set a time limit for sts to discuss their ideas. Then get
some feedback from around the class.

6A
6C VOCABULARY
Tic Tac Toe

GAME 1 Name the places in the grid and explain why people go to these places. Try to make a line of three.
GAME 2 Name the places in the grid and explain why people go to these places. Try to make a line of three.
Personal Best Tell your partner about the places that you like to visit in the city that you live in or a city that you know.
Explain why you like these places.

VOCABULARY 6A
6C
6C Vocabulary
Tic Tac Toe
Places in a city
Sts play a game in pairs. The aim is to review places in a city; e.g., apartment building, bridge, cathedral.

Sts work in pairs and tell each other about the places that
they like to visit in the city they live in or a city they know,
PRACTICE and say why they like to visit these places.
1 Sts work in pairs. Give each pair a copy of the worksheet.
2 Explain the rules of the game. Sts try to get three squares EXTRA PRACTICE
in a row – horizontally ( ), vertically ( ), or diagonally
( ). In their pairs, sts take turns choosing a picture, and Fast finishers draw an empty grid and play a new game in
saying the name of the place and why people go there A/B pairs. One student chooses a picture from the worksheet
(what they can do or see there). The first person to without saying what it is and gives a definition. Their partner
complete a row wins the game. has to guess the word. If they guess correctly, they write A or
B in any square. The first to complete a line of three As or Bs
3 Set a time limit for sts to play Game 1. Go through the wins the game.
answers, eliciting the name of each place and examples of
what people can do or see there.
4 Repeat with Game 2.
5 At the end of Game 2, you could go through the words
in both grids and elicit the spellings. Divide the class
into two teams and have the teams take turns saying and
spelling the words.
Answers (from left to right)

GAME 1:
market, park, mosque, stadium, movie theater, museum,
office building, concert hall, monument
GAME 2:
skyscraper, gallery, square, bridge, theater,
apartment building, cathedral, library, school

6D SKILLS
Three capitals
A Rome FOLD
FACT SHEET Rome Seoul Washington, D.C.
The capital of Italy is Rome.
The city is in the middle of country
the country on the Tiber location
River. Around seven million people
people live there. Rome is age of city
around 2,700 years old – buildings
the buildings are old, and the city doesn’t have lots of
skyscrapers. It is a great place for visitors – you can visit
famous places such as the Colosseum and fantastic places to visit
museums and galleries, too. Walking is a great way to see
Rome. There are lots of places to go out in the evening. travel around
Rome has wonderful restaurants and bars. It is also near
the sea, so if you want to go on a day trip, you can take at night
a train to the beach – Santa Marinella is only 30 minutes
from downtown. day trips
B Seoul FOLD
Seoul is the capital city of country
South Korea. It is on the
location
Han River, and ten million
people live there. Seoul people
is 2,000 years old, but it age of city
is very modern. Use the buildings
subway to visit the different parts of the city. There are old
areas in the city where you can visit traditional houses and
places to visit
beautiful old palaces, but there are also a lot of fantastic
modern buildings, such as the Design Plaza. Seoul has lots
of skyscrapers, and there are great views of the city from travel around
them. At night, you can go to clubs or shop at the night
markets and eat Korean food in local restaurants. If you at night
want to go on a day trip, take a boat to Muui Island and
relax on the beach. day trips
C Washington D.C. FOLD

Washington, D.C. is the
capital of the U.S. It is a big country
city on the Potomac River. location
Seven million people live people
in Washington. The city age of city
is around 300 years old. buildings
It has some beautiful buildings, but it doesn’t have many
skyscrapers. There are lots of places to visit; for example,
the White House and the Smithsonian Museum. For places to visit
amazing views of the city, visit the Washington Monument.
Buses are cheap, and they are a good way to see the city. travel around
In the evening, a good place to have dinner is the old town,
and after dinner, you can go to the theater. If you want to go at night
on a day trip, take a bus to Rock Creek Park.
day trips
Personal Best Which of the three cities would you like to visit? Why? Explain your reasons to your group.

SKILLS 6D
6D Skills
Three capitals
Describing places
Sts work in small groups to exchange information about three cities. The aim is to practice describing places; e.g., It is the capital city
of …, There are wonderful views of … from …
PREPARE Answers
FACT Rome Seoul Washington,
SHEET D.C.
PRACTICE country Italy South Korea U.S.

location on Tiber River on Han River on Potomac
1 Sts work in groups of three, A/B/C. If you don’t have River
enough sts for everyone to work in groups of three, make people 7 million 10 million 7 million
the groups bigger and have two sts working together. Give
age of city 2,700 years 2,000 years 300 years
each student in the group a copy of the worksheet. Ask
them to fold the sheet along the horizontal dotted lines buildings old old and beautiful
so that they can see only one part: A, B, or C. modern
2 Working alone, sts read their text and complete the places to
visit
the
Colosseum,
old houses
and palaces,
White House,
Smithsonian
corresponding fact sheet. If you have a weaker class,
museums, Design Plaza Museum,
divide it into three groups, with A, B, and C sts working
galleries Washington
together in their groups to complete their fact sheet.
Monument
Monitor and help while sts work.
travel on foot by subway by bus
3 When sts have completed their fact sheets, ask them to around
fold the text vertically, so all they can see are the fact
sheets for Rome, Seoul, and Washington, D.C. at night restaurants clubs, dinner in the
and bars markets, old town,
4 Explain the activity. Sts are going to use the information restaurants theater
from their fact sheets to describe their city to the other
day trips Santa Marinella Muui Island Rock Creek
two members of their group. The other two group
beach Park
members use the information they hear to complete the
remaining two fact sheets on their part of the sheet. They
can ask for missing information or for spellings of new
words. Set a time limit for this stage. Monitor while sts PERSONAL BEST
work.
Sts choose which of the three cities they would like to visit
and explain their reasons to the rest of their group.
EXTRA PRACTICE
Fast finishers choose one of the places that they heard about
and write a short text (80–100 words) to describe the city. At
the end, sts can compare their paragraph with the original
text. Alternatively, have sts ask each other questions to find
out who remembers the most about what they heard. Student
A asks the rest of the group questions about Rome; e.g.,
How many people live in Rome? Sts B and C try to remember
without looking at their fact sheets.

7A GRAMMAR
Finish my sentence
Fold your worksheet so you can only see your part (A, B, C, or D).
STUDENT A STUDENT B
Beginnings Beginnings
1 There are some … 1 My children never eat …
2 My sister doesn’t like … 2 I don’t want a …
3 Do you have any …? 3 I’m making four …
4 Are you making an …? 4 Mom’s buying some …
5 There isn’t any … 5 Are there any ...?
6 For breakfast, I usually have some … 6 For this recipe, we need an …
7 Dad doesn’t want a … 7 We don’t have a …
STUDENT C STUDENT D
Beginnings Beginnings
1 Would you like an …? 1 Is there any …?
2 Oh no! There isn’t any … 2 For lunch, we’re having a …
3 I don’t want a … 3 I usually eat three …
4 Do you like …? 4 Mary doesn’t want an …
5 For dinner, there is some … 5 There are no …
6 Can I have six …? 6 A lot of children hate …
7 In the yard, there are some … 7 Would you like some of these …?
Personal Best Work with a partner and tell them what there is/isn’t in your fridge right now; e.g., There are some eggs, and there’s a pizza. I
don’t eat meat, so there isn’t any meat. Do you like the same food?

GRAMMAR 7A
7A Grammar
Finish my sentence
Countable and uncountable nouns + some/any
Sts play a game in groups. The aim is to review countable and uncountable nouns + some and any; e.g., There are some oranges.
Do you have any juice?

Sts work in pairs. They tell their partner what there is/
isn’t in their fridge right now; e.g., There are some eggs and
PRACTICE there’s a pizza. I don’t eat meat, so there isn’t any meat. Do
they like the same food?
1 Sts work in groups of four (A, B, C, D). Have one group
of five if you have an odd number of sts, with two sts
working together. Give each student in the group a copy EXTRA PRACTICE
of the worksheet and ask them to fold it so they can only
see one part: A, B, C, or D. Tell them not to show their Fast finishers stay in their groups. Ask them to unfold their
part to the other members of their group. worksheets so they can see all 28 sentence beginnings. Tell
2 Explain the activity. Each student has the beginnings them to work as a group and write endings for each sentence.
of seven sentences. They take turns saying a sentence
beginning, and the rest of the group competes to
complete the sentence with an item of food or drink.
The first to complete the sentence correctly wins a point.
Demonstrate the activity with an example. Say: There are
some ... and ask sts to complete the sentence with an item
of food or drink. Do one or two more examples, including
a negative sentence and a question, to help sts understand
that they are competing to complete the sentences;
e.g., Would you like an …? I don’t want a …
3 Set a time limit for sts to play the game in their groups.
Players get one point for being the first to give a correct
answer, but the group must agree that it is correct, or call
on you to verify the answer. The winner is the player with
the most points. Monitor and help.

7A VOCABULARY
Food definitions
A Describe the food/drinks in the pictures to your group. The first person to guess the name of the food or drink wins a point.
French fries yogurt cucumber banana rice juice
Personal Best Which foods do you like/dislike? Why? Compare your ideas with your group.
Food definitions
B Describe the food/drinks in the pictures to your group. The first person to guess the name of the food or drink wins a point.
strawberry tea cereal potato ice cream cake
Food definitions
C Describe the food/drinks in the pictures to your group. The first person to guess the name of the food or drink wins a point.
watermelon mushrooms beef potato chips bread cola
Food definitions
D Describe the food/drinks in the pictures to your group. The first person to guess the name of the food or drink wins a point.
pasta coffee cheese cookies pepper grapes

VOCABULARY 7A
7A Vocabulary
Food definitions
Food and drink
Sts play a game in groups. The aim is to review food and drink vocabulary; e.g., cheese, coffee, juice.

Sts describe the foods they like/dislike and compare their
tear where indicated. Alternatively, make a copy for every
ideas in groups.
student and ask them to fold the sheet so that they can only
see one part: A, B, C, or D.
EXTRA PRACTICE
PRACTICE
Fast finishers stay in their groups. Ask them to turn over their
1 Sts work in groups of four (A, B, C, D). If you can’t worksheets so they can’t see the pictures. They work alone
arrange all of the sts in groups of four, have some groups and list as many items from the game as they can in two
of three and just use parts A, B, and C of the worksheet. minutes. After two minutes, they compare their lists with the
2 Explain the activity. Sts take turns describing one of the rest of their group and check their spellings to see who has
items on their part of the sheet, without saying the name the most correct words.
of the item. The first person in the group to name the item
gets one point, plus an extra point if they can spell the
word correctly.
3 Demonstrate the activity with examples of foods not
included in the game; e.g., apple, meat, milk. Ask sts to
think of ways to describe each item and encourage them
to think about more than just the food group. They could
also describe the size, the color, and how you eat it; e.g.,
apple – it’s a food, it’s a type of fruit, it’s big/small/the same
size as an orange, it’s usually red or green, you can put it in
cakes/pies.
The winner is the player with the most points. Monitor
and help while sts play the game.

7B SKILLS
Three meals a day

A
Look at your phrases. Read the first part of the text to your partner.
He/She will say the second part. Listen carefully and find the third
part, number it 3. Then say it. Continue to the end of the text.
1 People say it’s important to have a good breakfast, but I
don’t think …
… he likes to cook Chinese food. He knows a lot about it because …
… their coworkers, but our office is very busy. We work
long hours, and it’s not possible for …
… them at my desk . At lunchtime, I buy a sandwich and eat …
… her about American food, but I think …
… my husband, Frank . I usually get home after …
… her house for dinner on the weekend. She’s teaching …
Personal Best Describe your meals to your partner. Say what you have, who does the cooking, and who you eat with. Try to use pronouns
and possessive adjectives.
Three meals a day

B
Look at your phrases. Your partner will say the first part of the text.
Listen carefully and find the next part, number it 2. Then say it.
Continue to the end of the text.
… me how to cook some Chinese recipes, and I’m teaching …
… it and read my e-mails. Some of my friends go out for lunch
with …
… his mom is from Hong Kong. She lives in the U.S. now, and
we go to …
… she prefers her own food!
… us to have long lunches in restaurants. In the evening, I have
dinner with …
… him, so he cooks dinner. Frank likes to try different recipes, and …
… they’re right. I usually buy coffee and toast from a café
near my office, and I have …
Personal Best Describe your meals to your partner. Say what you have, who does the cooking, and who you eat with. Try to use pronouns
and possessive adjectives.

SKILLS 7B
7B Skills
Three meals a day
Pronouns and possessive adjectives
Sts do a reading activity in pairs. The aim is to practice pronouns and possessive adjectives; e.g., I, you, he, my, your, his, me, you,
him, etc.
PREPARE Answers
1 People say it’s important to have a good breakfast, but I
Make one copy of the worksheet for each pair, and cut or tear don’t think …
where indicated. 2 … they’re right. I usually buy coffee and toast from a
café near my office, and I have …
PRACTICE 3 … them at my desk. At lunchtime, I buy a sandwich
and eat …
1 Sts work in A/B pairs, with one group of three if you have 4 … it and read my e-mails. Some of my friends go out
an odd number of sts. Give each student one half of the for lunch with …
worksheet. Tell sts not to look at each other’s worksheet. 5 … their coworkers, but our office is very busy. We work
2 Ask the sts to read through the phrases on their part of long hours, and it’s not possible for …
the worksheet. Then elicit what the text is about (meals) 6 … us to have long lunches in restaurants. In the
and which meals are mentioned (breakfast, lunch, dinner). evening, I have dinner with …
Preteach/Elicit the meaning of any new vocabulary; e.g., 7 … my husband, Frank. I usually get home after …
colleague, work long hours, recipe. 8 … him, so he cooks dinner. Frank likes to try different
recipes, and …
3 Explain that sts are going to work together to order a text. 9 … he likes to cook Chinese food. He knows a lot about
Do the first two parts as an example. Tell the Student it because …
B’s to listen carefully and look at their worksheet. Ask 10 … his mom is from Hong Kong. She lives in the U.S.
Student A’s to read out the first part of their text: People now, and we go to …
say it’s important to have a good breakfast, but I don’t 11 … her house for dinner on the weekend. She’s teaching
think … Ask Student B’s to find the next part on their …
sheet and elicit … they’re right. I usually buy coffee and 12 … me how to cook some Chinese recipes, and I’m
toast from a café near my office, and I have … They teaching …
number it 2. Ask sts to explain why this text is correct. If 13 … her about American food, but I think …
necessary, write the phrases on the board and elicit that 14 … she prefers her own food!
they refers to People.
4 Set a time limit for sts to order and number their text.
Encourage sts to ask each other to repeat phrases where PERSONAL BEST
necessary, and remind them to keep checking that the text
makes sense each time they add a phrase. Monitor and Sts work in pairs and describe their meals to their partner.
help where necessary. NB If you have a weaker class, pairs They should say what they have, who does the cooking,
could work out the order by reading the phrases on both and who they eat with. Encourage them to use pronouns
parts of the worksheet together. and possessive adjectives.
5 At the end of the activity, go through the phrases and
elicit the correct order by asking Student A’s and Student EXTRA PRACTICE
B’s to say alternate sentences.
Fast finishers stay in pairs and go through the text again.
This time they dictate their sentences to each other, so at the
end they each have a copy of the complete text.

7C GRAMMAR
Love it or hate it?

Complete the questions in the first column with foods and drinks. Interview your partners.
Write their answers in the boxes.
Inter view 2
Inter view 1
name:
name:
y do
1 How much/man ng yo u
(somethi
you eat each week?
eat a lo t of/lots of)
y do
2 How much/man
? (something
you drink each week
ots of)
you drink a lo t of/l
y do
3 How much/man
(something you
you eat each week?
of)
eat a little of/a few
y do
4 How much/man hi ng
? (somet
you drink each week
/a few of)
you drink a little of
y do
5 How much/man
(something you
you eat each week?
any of)
don’ t eat much of/m
y do
6 How much/man
? (something
you drink each week
uch of/many of)
you don’ t drink m
y do
7 How much/man
(something u
yo
you eat each week?
never eat)
y do
8 How much/man
? (something
you drink each week
you never drink)
Personal Best Work with a new partner. Describe the things you eat and drink/don’t eat or drink. Do you need to make any changes to your
diet to make it healthier?

GRAMMAR 7C
7C Grammar
Love it or hate it?
Quantifiers: (how) much, (how) many, a lot of, a few, a little
Sts make a questionnaire based on foods/drinks they like/hate. Then, they mingle to ask their questions. The aim is to practice
quantifiers; e.g., How much fruit do you eat each week? I eat a lot/lots (of fruit), I eat a little fruit.

Sts work with a new partner and describe the things they
eat and drink/don’t eat or drink. Do they need to make
PRACTICE any changes to their diet to make it healthier?
1 Give each student a copy of the worksheet.
2 Explain the activity. Sts fill in the blanks in questions 1–8 EXTRA PRACTICE
with their own ideas. They write things they eat/drink a
lot of/lots of for questions 1 and 2, things they eat/drink a Fast finishers repeat their interviews with a third person.
little or a few of for questions 3 and 4, etc. Set a time limit
for sts to complete this stage.
3 Tell sts to decide whether their questions should begin
with How much or How many and circle the correct form
in each question. Remind them that we use How much
for uncountable nouns (e.g., sugar, meat) and How
many for countable nouns (e.g., apples, eggs). To check
comprehension, elicit some examples of questions from
around the class.
4 When sts have completed their questionnaires, tell them
to stand up and find someone to interview. They interview
one person and write down the answers, and then they
find a second person to interview.
5 Set a time limit for sts to complete their surveys and
monitor while sts work. At the end of the activity, ask sts
to say how similar their eating habits are to the people
they interviewed.

7A
7C VOCABULARY
Food exchange
A You have You need
Personal Best Work with your group. Look at the food containers and the food portions on the worksheet. Think about food/drinks that
you buy/eat/drink and list them with a container/portion; e.g., a bag of candy. How many can you list in two minutes?
Food exchange
B You have You need
Food exchange
C You have You need
Food exchange
D You have You need

VOCABULARY 7A
7C
7C Vocabulary
Food exchange
Containers and portions
Sts play a game in groups. The aim is to review containers and portions; e.g., a cup of coffee, a bottle of olive oil.

Sts work in their groups and think about the food and
tear where indicated. Alternatively, make a copy for every
drinks they buy/eat/drink. Set a time limit of two minutes
student and ask them to fold the sheet so that they can only
for sts to think of as many as they can and list them with
see one part: A, B, C, or D.
an appropriate container/portion; e.g., a bag of candy.
PRACTICE
EXTRA PRACTICE
1 Sts work in groups of four (A, B, C, D). If you have an
odd number of sts, two sts can work together. Give each Fast finishers work in their group and take turns saying
student in the group a copy of one part of the worksheet. a food or drink; e.g., sugar. The rest of the group says an
Tell them not to show their pictures to the rest of the appropriate portion/container.
group.
2 Explain the activity. Each player has four items of food/
drink that they don’t want and four items of food/drink
that they need. They ask questions to find out who has the
items they need; e.g., Student A asks one of the group:
(Marco), do you have a slice of toast? If the answer is: Yes,
I do, Student A can cross the item off the list of things he/
she needs. If the answer is: No, I don’t, Student A has to
wait until his/her next turn to ask another member of
the group the same question. Players take turns asking
questions and can only ask one question per turn. NB
Players must use in their question the portion/container
that exactly matches what is shown in the picture. The
winner is the first person to find all of the items of food/
drink they need and cross them off their list.
Monitor and help.
Answers
Do you have …
Student A Student C
a slice of toast three pieces of chicken
a bowl of cereal a glass of cola
a cup of coffee a bag of potato chips
a spoonful of sugar a bar of chocolate
Student B Student D
a can of tomatoes a bag of salad
a box of pasta a jar of olives
a bottle of olive oil two slices of meat
a piece of cheese a carton of juice

8A GRAMMAR
Bingo
VERBS
be begin buy come do drink drive eat get go give have
hear know leave meet read say see speak take think write
Complete the grid with twelve verbs from the box.
GAME 1
GAME 2
Personal Best Use the verbs in the box to tell your partner three things that you did before you came to class and three things
that you didn’t do.

GRAMMAR 8A
8A Grammar
Bingo
Past of be and simple past: irregular verbs
Sts complete Bingo cards in pairs then play the game as a whole class. The aim is to review the past of be (was, were) and the simple
past of irregular verbs; e.g., bought, had, saw, etc.

Sts use the verbs in the word box to tell their partner three
things they did and three things they didn’t do before
PRACTICE coming to the class.
1 Sts work in pairs. Give each pair a copy of the worksheet.
If you have an odd number of sts in the class, you could EXTRA PRACTICE
ask one of your stronger sts to work alone.
2 Ask sts to complete the first grid with a random selection Fast finishers play a new game of Bingo in groups. Choose
of twelve verbs from the word box at the top of the one person in each group to be the Bingo caller and tell the
worksheet. other members of the group to draw Bingo grids (one per
student). They can use their notebooks or the back of the
3 Go through all of the verbs in the word box and elicit the worksheet for this. Tell them to fill the grid with the simple
simple past form of each verb. past forms of verbs from the word box. The caller calls out
4 Explain that the sts are going to play a game of Bingo. You verbs from the word box at random; e.g., come, do, drive.
will call out irregular simple past forms of different verbs. The other sts listen and cross off matching simple past forms.
The sts listen and if they have the matching infinitive in Remind the caller to keep track of the verbs he/she calls out
their grid, they cross it off. When they have crossed out a so they can check the answers at the end.
row of four verbs, they shout Bingo.
5 Use the list below to call out past forms in random order:
be – was/were drive – drove hear – heard see – saw
begin – began eat – ate know – knew speak – spoke
buy – bought get – got leave – left take – took
come – came give – gave meet – met think – thought
do – did go – went read – read write – wrote
drink – drank have – had say – said
6 Check the verbs as you call them out. When a pair of sts
shout Bingo, ask them to say the four simple past forms
that they have crossed off. You can then check them
against the verbs on your list to make sure they are verbs
that you have called out.
7 Tell sts to complete the second grid with a selection of
verbs from the word box. They can reuse some of the
verbs from Game 1 if they wish. This time explain that
they have to cross off all twelve of their infinitive verbs
and shout full house in order to win.

8A VOCABULARY
What year did they appear in our stores?

A Match the sentences and inventions. Then work with your partner and put them in order by date.
We started putting
fresh food in these
From 1963, these were a in 1913.
great way to listen to your
Some people bought these favorite music.
computers in 1981 – but they
weighed about 11 kg.
These
time-saving
kitchen devices
were on sale in
Europe in 1929.
In 1946, they made
cooking dinner faster!
We watched the first

shows on these in From 1996 we
1928 – but it wasn’t watched movies on
very colorful! Only photographers with a these.
lot of money bought these
in 1990!
Personal Best Order the inventions from 1–16, 1 = the most useful. Then discuss your list with a partner. Do you agree?
What year did they appear in stores?

Most people used
B Match the sentences and inventions. Then work with your partner and put them in order by date. maps until 2000
– that was the
Stores started selling these year stores started
1971 was a good year for TV to sell this new
ice machines in 1927.
addicts. You never missed device.
your favorite shows
with this new device.
From 1950, our

shows were
more colorful with
After 1938, wet these.
clothes weren’t a
problem for anyone
with one of these.
IBM started to sell
this new communication
device in 1994 – but
In 1919, this changed how only in the U.S.! In 1982, people stopped using
we made breakfast. their cassette players and started
buying these.
Personal Best Order the inventions from 1–16, 1 = the most useful. Then discuss your list with a partner. Do you agree?

VOCABULARY 8A
8A Vocabulary
What year did they appear in stores?
Inventions
Sts work in groups, and then pairs, and exchange information. The aim is to review inventions; e.g., GPS, fridge, laptop.

Sts order the inventions from 1–16, according to how
useful they think they are. Arrange sts in pairs or small
groups to compare their lists.
PRACTICE
1 Sts work in two A/B groups. Give each student a copy of EXTRA PRACTICE
one half of the worksheet. Explain the first part of the
task. Sts name the items in the pictures. Then, they draw Fast finishers work in pairs or groups and make a list of other
lines to match them with the speech bubbles on their important inventions. Encourage them to look up new words
worksheet. Preteach/Elicit any necessary vocabulary; e.g., in their dictionaries.
machine, device, communication device, miss (a show), on
sale, TV addict.
2 Set a time limit for sts to complete the first part of the
activity. Monitor and help.
3 Put sts into A/B pairs, with one group of three if you have
an odd number of sts. Tell them not to show each other
their worksheets.
4 Explain the second part of the activity. Sts order the
inventions on their sheets according to the date they
became available in stores. They ask questions to find out
the items and dates on each other’s sheets; e.g., What is
the first date on your sheet? What invention is that? Tell sts
to list the inventions with their dates on the back of their
worksheets, from the first invention in stores to the last.
5 Set a time limit and go through the answers at the end.
Answers
1913 – fridge
1919 – toaster
1927 – freezer
1928 – black-and-white TV
1929 – dishwasher
1938 – (clothes) dryer
1946 – microwave
1950 – color TV
1963 – cassette player
1971 – video player
1981 – laptop
1982 – CD player
1990 – digital camera
1994 – smartphone
1996 – DVD player
2000 – GPS

8B VOCABULARY
This is your life This is your life

A B
Give the man in the pictures a name and make notes about Give the woman in the pictures a name and make notes
his life. Tell B about him. about her life. Tell A about her.
YOUR NOTES YOUR NOTES
baby’s name: baby’s name:

date of birth: date of birth:
place of birth: place of birth:
age: age:
graduated: name of school:
place of work: year:

job: name of college:
year:
year:
place:
subject:
name of woman:
year: place:
place: name of man:
year:
year:
boy/girl:
place:
name:
number of
year:
children:
age: date of death:
Imagine you are 75 years old. Tell your life story Imagine you are 75 years old. Tell your life story
Personal Best to your partner. Begin with the sentence: I was Personal Best to your partner. Begin with the sentence: I was
born on , in . born on , in .

VOCABULARY 8B
8B Vocabulary
This is your life
Life stages
Sts work in pairs and describe someone’s life. The aim is to review vocabulary to talk about life stages; e.g., She was born … She
started school …

Sts imagine they are 75 years old. They tell their life story
to a partner. As a follow-up exercise, you could get sts to
write their life stories.
PRACTICE
1 Sts work in A/B groups. Give each student the relevant EXTRA PRACTICE
half of the resource sheet. If necessary review the
different stages of a person’s life and write the following Fast finishers switch pairs and tell their story to a new
verbs on the board: be born, start school, finish school, partner.
go to college, get a degree, get a job, meet someone, get
married, have a baby/family, get divorced, retire, die.
2 Explain the activity. Sts use pictures and notes to tell
the story of someone’s life. Ask sts to look at the first
picture on their worksheet and elicit that it shows when
the person in the picture was born. Tell sts to think of a
name, a date/month and a place of birth and write these
in the second column. Ask if they can think of any more
information to include; e.g., the names of the parents.
3 Ask sts to complete the second column of the worksheet
and compare their ideas in their groups. Encourage sts
to use their imagination and ideas from the rest of the
group, and to include as much detail as possible on their
own sheet. Set a time limit for this stage. Monitor and help.
4 Give sts time to practice telling their story to someone else
in their group.
5 Put sts in A/B pairs, with one group of three if you have
an odd number. Ask them to retell their story to their
partner without looking at their worksheet. Monitor while
sts work.
6 At the end, tell sts to turn over their worksheet and check
their notes to see if they included all of the information.
You could ask one or two sts to tell their stories to the
whole class.

8C GRAMMAR
The last time I …

Talk for fifteen seconds about the last time you did these things.
Use past time expressions; e.g., yesterday, last week, a few years ago, in 2013.
Personal Best Describe four changes in your life to your partner; e.g., I live in Brazil now, but in 2013 I lived in Portugal. I played with toys
five years ago, but I don’t play with them now. I studied French last year, but now I study English.

GRAMMAR 8C
8C Grammar
The last time I …
Simple past: regular verbs and past time expressions
Sts describe events in their past in pairs or groups of three. The aim is to review the simple past form of regular verbs and past time
expressions; e.g., I traveled on a train last week. I stayed at a hotel in 2015.

Make one copy of the worksheet for every pair of sts. They
Sts work in pairs and describe four changes in their life.
will also need a coin for the game.
Give a few examples about your own life; e.g., I live in my
own apartment now, but in 2013 I lived with my family. I
PRACTICE studied English three years ago, and now I teach English.
1 Sts work in pairs or groups of three. Give each pair/group
a copy of the worksheet and a coin to spin during the EXTRA PRACTICE
game.
2 Sts take turns spinning the coin onto the worksheet. When Fast finishers look at the verbs on the worksheet and think of
the coin settles on a square, the student has to say the last a different phrase to go with each one; e.g., travel on a plane,
time they did something; e.g., I traveled on a train last watch a soccer game, visit a relative. Ask them to make up
week. Encourage them to talk for at least fifteen seconds more sentences with past time expressions to explain when
and give more information about the event; e.g., I traveled they last did these things.
from Los Angeles to San Diego to visit my grandparents last
week. When I was on the train, I talked to a girl. NB One
student can’t use the same prompt more than once. If
someone lands on the same prompt again, they spin the
coin again until they land on a prompt they haven’t used.
3 Set a time limit for sts to play. Monitor and help.

8D SKILLS
Are we in Wales?
c
Work with a partner. Look at the pictures. What do you think happened?
a
b
d
e
g
h
i j
Personal Best Imagine you work for a newspaper and are writing an article about the One Direction fans who got lost. With your partner,
write your story using sequencers. Then exchange stories with another pair and read each other’s versions.

SKILLS 8D
8D Skills
Are we in Wales?
Sequencers
Sts work in pairs to order the events of a story and practice sequencers; e.g., before, after, then, first.

Make one copy of the worksheet for every pair of sts. Sts work with their partner and imagine they are writing
the story for a newspaper. At the end, pairs can exchange
PRACTICE stories and read each other’s versions.
an odd number of sts. Give each pair a copy of the EXTRA PRACTICE
worksheet.
Fast finishers think of occasions when they, or someone they
2 Ask sts if they know anything about the country of Wales. know, got lost. Ask them to tell their partner where and why
Elicit/Explain that it is one of the four countries in the UK they got lost. What did they do?
and the capital city is Cardiff. Explain that there is a big
soccer stadium in Cardiff, which is also used for music
concerts. Thousands of people travel to the city to see
concerts by people like Beyoncé, Bruce Springsteen, One
Direction, and Coldplay.
3 Preteach/Elicit the meaning of mile (a measure of
distance used in the UK and the U.S.: 1 mile = 1.6 km.),
and fan (someone who is very interested in and supports
a person or a team). Ask sts if any of them are fans of the
music group, One Direction.
4 Explain the activity. Sts have a series of pictures which
tell the story of a group of One Direction fans who made
a big mistake when they traveled to a concert. Set a time
limit for sts to discuss the pictures and work out what is
happening in each one and to put them in order. Monitor
while they work.
5 Go through the answers and elicit the correct order.
As you elicit each answer, ask sts to say what happened.
They heard about the concert. They bought four tickets.
The tickets arrived.
6 Write the following sequencers on the board: first, then,
after, before, later. Ask sts to work in their pairs and retell
the story using sequencers. When they have had a chance
to practice, ask them to turn over their worksheet and
retell the story again without the pictures. Monitor while
they work.
Answers
1 g, 2 b, 3 i, 4 c, 5 j, 6 a, 7 f, 8 h, 9 e, 10 d

9A GRAMMAR
Guess who
A Ask questions and complete the information for the mystery man. Can you guess who he is?
when / born?
? Catherine Middleton
January 9 1982
where / born? Reading, England
when / start school? nursery school – 4 years old
what / high school? Marlborough College
good student? Yes
what year / finish school? 2000
what / study / high school? chemistry, biology, art
which college / go to? St Andrews University, Scotland
what subject / study there? history of art
what / first job? worked for parents’ company
when / get married? 2011
Personal Best Work with a partner. Ask and answer similar questions about your lives up to now; e.g., When were you born? Where were
you born? How many years did you study in high school/college?
Guess who
B Ask questions and complete the information for the mystery woman. Can you guess who she is?
when / born?
? Prince William
June 21 1982
where / born? London, England
when / start school? nursery school – 4 years old
what / high school? Eton College
good student? Yes
what year / finish school? 2000
what / study / high school? biology, geography, history of art
which college / go to? St Andrews University, Scotland
what subject / study there? geography
what / first job? army officer
when / get married? 2011
Personal Best Work with a partner. Ask and answer similar questions about your lives up to now; e.g., When were you born? Where were
you born? How many years did you study in high school/college?

GRAMMAR 9A
9A Grammar
Guess who
Simple past: questions
Sts ask and answer questions in pairs. The aim is to review simple past questions; e.g., When was he born? When did he start school?

Sts work in pairs. They ask and answer similar questions
about their lives up to now; e.g., When were you born?
Where were you born? How many years did you study in
PRACTICE high school/college? NB If your sts are still studying in
school, they could ask and answer questions about a
1 Sts work in A/B pairs, with one group of three if you parent or an older relative, or about someone famous.
have an odd number. Give each student one half of the
worksheet. Tell them not to show their worksheet to their
2 Explain the task. Sts have to use the prompts in the first Fast finishers work in their A/B pairs. Student A turns over
column to make simple past questions. They ask their
partner the questions and complete the information about his/her worksheet and Student B asks questions about Prince
their mystery person. William to see how much Student A can remember. Then,
they switch roles and Student A asks Student B questions
3 Ask sts to look at the first prompt and elicit the question about Catherine Middleton.
When was he/she born? Repeat with the second question
and elicit Where was he/she born? If necessary, you could
elicit all of the questions before sts work in pairs.
4 Set a time limit for sts to complete the task and monitor
while they work. At the end, ask if they can guess who
their mystery person is and what the relationship between
the two people is. (Prince William is a member of the
British royal family and will become the King one day.
Catherine Middleton is his wife.)

9A VOCABULARY
The education game
14 12
Name the subject. Name the subject.
15 13
Your teacher It’s important to
gives you h_______ study if you want to
to do after p________ the exam.
class.
16
Name the subject. 11
1 23 You can learn
A k_______ is You need to to play an
where young study if you want instrument in
children go to to g___ t___ m_______ class.
learn. college. 22
Name the subject.
2 10
17 Name the subject.
Name the subject. 21
Children between
In the U.S.,
the ages of
older children
6 and 12 in
go to a h_______
the U.S. go to an
school.
e______ school.
18 20
Name the subject. 19 Name the subject. 9
3 Before
At the end of
If you f______ they start
the year, students
an exam, it means elementary school,
often take an
you don’t do well. some children go
e________.
to n_______.
4 6 8
Name the subject. 5 Name the subject. 7 Name the subject.
Another name The people who
for an elementary work in schools
school is a p______ are called
school. t________.
Personal Best Describe your first day at school or college to your partner.

VOCABULARY 9A
9A Vocabulary
The education game
School subjects and education
Sts play a game in pairs or groups of four. The aim is to review vocabulary for school subjects and education; e.g., math, biology, take
an exam, go to college.

Make one copy of the worksheet for each group. Players will
Sts work in pairs and describe their first day at elementary
also need a small coin to spin during the game and something
school, high school, or college to their partner.
to use as a counter as they move around the board; e.g.,
another coin or an object such as a small eraser.
EXTRA PRACTICE
PRACTICE
Fast finishers work in A/B pairs and test each other on the
1 Arrange sts to work in groups of four – Pair A and Pair B. spelling of the answers from the game. Student A looks at
If there is an odd number of sts, you could have one pair Vocabulary Practice page 151 and says five words. Student B
competing against a group of three. has to spell the words. Then, they switch roles.
2 Give each group a copy of the game and a coin. Use the
coin to remind sts of heads and tails and make sure each
pair has something to use as a counter.
3 Explain the game. The aim is for sts to try to get to the
finish first by spinning the coin, moving the counter, and
completing a definition or naming a school subject.
4 The first pair to spin the coin so that it lands on heads
starts. They move forward one square and, in the case of
square one, say the missing word (kindergarten). If they
don’t know the answer, they move back one square.
5 Sts take turns spinning the coin, moving forward one
square if it lands on heads and two squares if it lands on
tails.
Answers
1 kindergarten 13 pass
2 art 14 geography
3 fail 15 homework
4 foreign languages 16 music
5 primary 17 elementary
6 math 18 chemistry
7 teachers 19 exam
8 PE 20 biology
9 nursery school 21 high
10 literature 22 IT (information technology
11 music 23 go to
12 science/technology

9B SKILLS
Pass the paper

Finish a sentence. Then pass the sheet to the next student.
1
I find/don’t find English
difficult because …
4
2
3 I want/don’t want
I’m learning English because … I want to do well to go to an
in my course so … English-speaking
country because …
I’m trying to improve my

pronunciation so … 6
I have problems understanding
native English speakers because …
7 Watching movies in 9
English is/isn’t useful
I want to practice I wanted to learn
because …
my English so … English so …
10
I want to learn more words so …
Personal Best Work with a partner. Discuss your reasons for learning English and what you do to improve your language skills (reading,
writing, listening, and speaking) outside the classroom.

SKILLS 9B
9B Skills
Pass the paper
so and because
Sts have a group discussion. The aim is to practice so and because; e.g., I find English difficult because it is very different from my
language. I’m trying to improve my pronunciation, so I listen to songs in English.

Sts work with someone from another group and discuss
their own reasons for learning English, and what they do
PRACTICE to improve their language skills (reading, writing,
listening, and speaking) outside the classroom.
1 Arrange sts in a row or a circle and give each student a
copy of the worksheet.
2 Explain the first part of the activity. Sts read the first EXTRA PRACTICE
speech bubble and complete the sentence with their own
idea. Then, they pass the worksheet to the person on their Fast finishers work in their groups. They make a list of
left. Use the first speech bubble as an example and elicit suggestions for how language learners can improve their
as many ideas as possible from around the classroom; skills.
e.g., I find English difficult because English grammar
is different from (Spanish) grammar, the word order is
different, words aren’t spelled the way they sound./I don’t
find English difficult because the grammar is similar to my
language. There aren’t a lot of rules.
3 Ask sts to complete the second speech bubble. Then
tell them to pass their worksheet to the person on their
left. Continue until everyone has a worksheet with ten
complete sentences.
4 Arrange sts in small groups of three or four. Ask them to
read and compare the sentences on their sheet, and say if
they completed the sentences in similar or different ways.
Set a time limit for sts to do the activity and monitor
while sts work.
5 At the end, you could ask sts from different groups to read
out any sentences that they thought were interesting and
find out who wrote them.

9C GRAMMAR
Climb to the top

Start at the bottom of the mountain and climb to the top by asking and responding to the questions.
Spin a coin. If it lands on heads, move one space up. If it lands on tails, miss a turn.
9 11
1 12 15
10 2 4 6
5 13 7 8 14
1 What countries do you want to visit?

2 Where do you plan to go after this class?
3 Do you need to save money for anything?
4 Why did you decide to study English?
5 What are you hoping to do next summer?
6 Are you planning to go out on the weekend?
7 Would you like to be famous one day?
8 What other languages would you like to learn?
9 Are you planning to go on vacation soon?
10 Where would you like to live?
11 What do you intend to do tonight?
12 What do you want to change about your life?
13 Do you intend to look for a new job soon?
14 What do you need to do this week?
15 Do you need to buy anything on the weekend?
Personal Best Think about some of the answers your partner gave. Was there anything that surprised you? Write down one or two
interesting or surprising things and tell a new partner.

GRAMMAR 9C
9C Grammar
Climb to the top
Verb patterns: verb + infinitive
Sts play a game in pairs to practice verbs + infinitive; e.g., I want to visit Spain. I’d like to learn Japanese.

Make one copy of the worksheet for each pair of sts. They
Sts think about the answers that their partner gave. They
will also need a coin for the game and two different colored
write down anything interesting or surprising that they
pens/pencils.
heard and tell a new partner.
PRACTICE
EXTRA PRACTICE
1 Sts work in A/B pairs. Give each pair a copy of the
worksheet and a coin to spin during the game. Use the Fast finishers work their way back down the mountain,
coin to elicit heads (the front of the coin) and tails (the asking and answering the remaining questions.
back of the coin).
2 Sts take turns spinning the coin. If it lands on tails, they
miss a turn. If it lands on heads, they choose a number
from the bottom row of the mountain and find the
question in the list. They ask their partner the question.
Encourage sts to ask follow-up questions to get more
information. When it is the second person’s turn to choose
a number from the bottom row, they choose a different
number from their partner.
3 On their next turn, each student chooses an adjoining
number from the second row of the mountain and asks
their partner the question. They each mark their path up
the mountain with a different colored pen/pencil.
4 Set a time limit for sts to play and reach the top of the
mountain. Monitor and help.

9C VOCABULARY
My resolutions
Check (✔) the things that you want to do, and give a reason. Move around the class,
talk to as many different people as possible, and find out who has the same resolutions.
My classmates
My reasons

My health resolutions

get (more) exercise

improve my diet

join a gym

run a marathon
My money resolutions

buy something (what?)

earn (more) money

save (more) money
ions
My work/study resolut

be (more) organized

get a (new) job

have an interview
ions
My relationship resolut

improve my relationship

make (new) friends

meet someone new
Personal Best Look at the things you checked on the list of resolutions. When are you going to do these things? Tell a partner.

VOCABULARY 9C
9C Vocabulary
My resolutions
Resolutions
Sts complete a list of resolutions. Then, they do a class mingle. The aim is to review resolutions; e.g., get more exercise, buy a car.

Make one copy of the worksheet for each student. Sts look at the list of resolutions they checked and tell a
partner when they are going to do them.
PRACTICE
1 Give each student a copy of the worksheet. Ask sts to work EXTRA PRACTICE
alone and go through the list of resolutions. Tell them to
check the resolutions that are true for them and write a Fast finishers think of at least one more resolution for each
reason; e.g., if they check get (more) exercise, they should group on the list; e.g., for work/study, it could be go to college,
note why they want to get (more) exercise. improve my English, do my homework on time, start studying
for my exam.
2 Set a time limit for sts to go through the resolutions and
write their reasons. Monitor and help.
3 Explain that sts are going to interview each other to find
classmates who want to do the same things as them.
To do this, they ask questions about the resolutions they
checked. When they find a match, they compare reasons,
make note of the student’s name, and find a new person
to speak to.
4 Use the worksheet to elicit examples of questions that sts
might need to ask; e.g., Do you want to get more exercise?
Why do you want to get more exercise? Then, set a time
limit for the interviews and monitor while sts talk. At the
end, go through the list of resolutions and ask for a show
of hands from people who want to do each thing. Then,
randomly select one of the sts to give a reason.

10A GRAMMAR
The comparative challenge

Spin a coin. If it lands on heads, choose a box, and make a comparative sentence. If it lands on tails,
miss a turn. Score one point for each correct sentence.
December English Johnny Depp
Cats
Dogs
June Chinese Tom Cruise
The U.S. Teaching Beyoncé
Summer
Winter
My country Nursing Adele
Trains
Jazz Cities Burgers
Buses
Pop music Towns Vegetables
Markets Soccer Friends Books
Supermarkets Tennis Family Movies
Men Iron Man Computers

Children
Women Captain America Laptops Adults
Personal Best Write down a place you like to go for a night out, something you do to relax, a hobby or sport you enjoy, a favorite TV show,
and a famous person you admire. Compare your list with your partner’s list and make comparative sentences.

GRAMMAR 10A
10A Grammar
The comparative challenge
Comparative adjectives
Sts play a game in small groups. The aim is to practice comparative adjectives.

Make one copy of the worksheet for each group of four.
Sts write down a place they like to go for a night out,
Groups will also need a small coin to spin during the game.
something they do to relax, a hobby or sport they enjoy,
a favorite TV show, and a famous person they admire.
PRACTICE Ask sts to compare their lists with a partner and make
comparative sentences.
1 Sts work in groups of four, with two competing A/B pairs.
Give each group a copy of the worksheet and a coin. Use
the coin to remind sts of heads and tails. EXTRA PRACTICE
2 Explain the activity. Pair A spins the coin first. If it lands Fast finishers make a list of all the different comparatives
on tails, they miss a turn. If it lands on heads, they choose
a square and make a comparative sentence. Then, they they used during the game and organize them according to
cross out the square so it can’t be used again. Pairs win a the spelling rules; e.g., add -er to one-syllable adjectives.
point for each correct sentence and both pairs must agree
that the sentence is correct, or ask you to decide. NB Pairs
can only use an adjective once in the game. If they say an
adjective that has already been used, they lose a point.
3 Set a time limit for sts to play and monitor. At the end of
the game, elicit example sentences for each of the squares
from around the classroom; e.g., Cats are better pets than
dogs and see whether other sts agree or disagree.

10A VOCABULARY
Put it together
Work with a partner. Choose a beginning, and then add a middle and an ending to make
an adjective to describe a place.
BEGINNING
cro fri
unf li sa hor
em bea dan ug lo d
MIDDLE
wd ar rib ger p f
rien l uti end gh v
ENDING
ly y ful le t ty
dly ed e ely k ous
ADJECTIVES
1 + + = 7 + + =
2 + + = 8 + + =
3 + + = 9 + + =
4 + + = 10 + + =
5 + + = 11 + + =
6 + + = 12 + + =
Personal Best Work with your partner. Use the adjectives to describe places that you both know in the town/city where you are studying.
Do you both have the same opinion about these places?

VOCABULARY 10A
10A Vocabulary
Put it together
Adjectives to describe places
Sts do a matching activity in pairs. The aim is to review adjectives to describe places; e.g., horrible, lovely, beautiful.

Sts work in pairs and use the adjectives to describe
places that they both know in the town/city where they
PRACTICE are studying. Do they have the same opinion about each
place?
2 Explain the activity. Sts take turns choosing three tiles Fast finishers look through units 1–9 of the Student’s Book
– a beginning, a middle, and an ending – to make an
adjective to describe a place. Do an example with the and find more adjectives that could be used to describe
class. Ask sts to find the tile with hor in the beginning places; e.g., busy, interesting, quiet, expensive, noisy, small,
section. Ask them to guess what the adjective might be. romantic. If there is time, sts could make a new beginnings/
Elicit horrible and have sts find the remaining tiles – one middles/endings activity using these words and try it out on
from the middle section and one from the ending section. the rest of the class.
Write hor + rib + le = horrible on the board and tell sts to
write this on their worksheet.
3 Set a time limit for sts to do the activity. Tell them to
cross out each tile as they use it. Monitor and help where
necessary.
Answers
hor+rib+le = horrible unf+rien+dly = unfriendly
cro+wd+ed = crowded li+gh+t = light
fri+end+ly = friendly sa+f+e = safe
em+p+ty = empty bea+uti+ful = beautiful
ug+l+y = ugly dan+ger+ous = dangerous
lo+v+ely = lovely d+ar+k = dark

10B VOCABULARY
Who’s your friend?

Choose a person but don’t tell your partner who it is. Your partner can ask up to six questions. Then, he/she
has one chance to guess who your friend is. You can answer only Yes or No.
STEVEN MELANIE PAUL SUE MARY
VICTORIA ALAN JULIE BETTY FRANK
DAWN CLAUDIA GREG EDWARD CHRISTINE
JOANNA CRAIG BRUNO DOMINIC LEN
Personal Best Think of a famous person and tell your partner why he/she is famous. Then, describe his/her appearance. Can your partner
guess who it is?

VOCABULARY 10B
10B Vocabulary
Who’s your friend?
Describing appearance
Sts play a game in pairs. The aim is to review ways to describe people; e.g., Does she have straight hair? Does he wear glasses?

Tell sts to think of a famous person. Then, they tell a
partner why this person is famous and describe his/her
PRACTICE appearance. Their partner has to try to guess who the
person is.
2 Before you begin, explain wrinkles and elicit that a person Fast finishers look at the worksheet again and find similarities
on the resource sheet with no wrinkles is young; with one
wrinkle is middle-aged; and with two wrinkles is elderly. between different pairs of people; e.g., Craig and Claudia
both wear glasses.
3 Explain the activity. One student chooses a “friend” but
doesn’t say their name. Their partner has to guess which
person is their friend by asking yes/no questions; e.g., sts
can ask Is your friend a woman? but not Is your friend a
man or a woman? (If the answer to the question, Is your
friend a woman? is Yes, she is, the partner asking the
question must cross out each man. This will help him/her
identify the correct “friend”.) Sts can ask a total of seven
questions but only one final question with a name; e.g.,
Is your friend Steven? If they guess correctly, they win a
point. Then, sts switch roles.
4 If necessary, demonstrate with one or two examples.
Then, set a time limit for sts to play the game and monitor
as they play. At the end, go through the people on the
worksheet and ask sts to describe each one.

10C GRAMMAR
Superlative shuffle
A Work in your group to find …
1 the tallest student 2 the quickest student 3 whose house or 4 the student with the
to say the alphabet apartment is farthest largest family
backwards from class
5 who has the best 6 the best athlete 7 the student with the 8 who lives in the
phone case oldest living relative most modern house or
apartment
Personal Best What three superlatives would you like people to use to describe you ten years from now? e.g., He’s the fastest runner
in the world. She’s the most successful writer in the country. Tell a partner.
Superlative shuffle
B Work in your group to find …
9 the student with the 10 who is the most 11 the biggest TV addict 12 the student with the
newest phone hard-working student longest name
My name is
Anna Maria
Jennifer ...
13 the student with the 14 the fastest student to 15 the youngest student 16 the student with the
shortest trip from their write the alphabet most expensive pen
home to class
$$
Personal Best What three superlatives would you like people to use to describe you ten years from now? e.g., He’s the fastest runner
in the world. She’s the most successful writer in the country. Tell a partner.

GRAMMAR 10C
10C Grammar
Superlative shuffle
Superlative adjectives
Sts work in two groups and do a class survey. The aim is to review superlative adjectives; e.g., the youngest student, the student with
the oldest living relative.

Make two copies of the worksheet and cut or tear one copy
Sts think of three superlatives they would like people to
where indicated. Keep the other copy in case you decide to do
use to describe them ten years from now; e.g., He’s the
the Extra Practice activity.
fastest runner in the world. She’s the most successful writer
in the country. Then, arrange sts in pairs or groups to
PRACTICE discuss their ideas.
1 Split the class into two groups, A and B. (If you have a
large class, make an extra copy of the worksheet and EXTRA PRACTICE
have four groups.) Ask each group to choose a recorder.
Give one half of the worksheet to each recorder. NB The If one group finishes early, give them a copy of the other
recorder doesn’t do the tasks. He/She organizes each task group’s worksheet so that they can continue the activity.
and records answers on the worksheet.
2 Elicit/Preteach any necessary language; e.g., TV addict,
hard-working, backwards.
3 Explain the activity. Sts work in groups and find out who
is the tallest/fastest, etc. They ask questions or perform
tasks, and then order themselves from the most to the
least; e.g., from the tallest to the shortest.
4 Go through items 1–16 and elicit ways to find out the
information; e.g.,
1 Task: sts measure themselves against other members of
the group.
2 Task: the recorder times each person saying the
alphabet backwards.
3 Ask: How far away is your house?
4 Ask: How many people are there in your family?
5 Task: sts show each other their cell phone cases and
decide as a group whose is the best.
5 Demonstrate the activity with the class. Ask a few sts to
stand up and come to the front of the class. Ask the rest of
the class to arrange the sts in a line from the tallest to the
shortest.
6 Set the groups a time limit to do the activity and monitor
while they work, making sure that the recorder is taking
notes of the results. At the end, ask each group to tell the
class the results of their surveys.

10A
10C VOCABULARY
What’s more important?

1 Think about the personality adjectives below. Then, order them from 1–12. 1 = the adjective that you
think is the most positive and 12 = the adjective you think is the most negative.
2 Compare your answers with the rest of your group. Do you agree? Why? Why not?
I’m not lazy, dear. I’m

really kind. I’m warming
the sofa for you and
checking the TV works.
polite lazy confident

kind
talkative
generous funny popular
smart
brave cheerful shy
1 2 3 4
5 6 7 8
9 10 11 12
Personal Best Look at the adjectives. Which two adjectives do you think your friends would use to describe you? What about your parents,
your brothers/sisters, your classmates, your teachers? Would they choose the same words? Why/Why not? Tell a partner.

VOCABULARY 10A
10C
10C Vocabulary
What’s more important?
Personality adjectives
Sts put a set of personality adjectives in order from the best to the worst, and then discuss their decisions in small groups. The aim is
to review adjectives to describe personality; e.g., brave, cheerful.

Make one copy of the worksheet for each student. Give sts time to think about and choose two adjectives
that their friends would use to describe them. Tell them to
PRACTICE think about other people they know; e.g., parents, siblings,
classmates, teachers. Would these people choose the same
1 Give each student a copy of the worksheet and explain words? Ask them to explain why/why not to a partner.
the activity. Ask sts to work alone and order the adjectives
from 1–12, where 1 = the adjective that they think is
the most positive/important and 12 = the adjective they EXTRA PRACTICE
think is the most negative/least important. Emphasize
that there are no correct or incorrect answers, but that Fast finishers work in pairs. Tell them to look at the adjectives
sts should be prepared to explain the reasons for their on the worksheet and think of a definition for each one.
choices. Set a time limit for sts to do this and monitor and
help if necessary.
2 Put sts in small groups to compare and discuss their
answers to find out how similar/different their ideas are.
Ask sts to explain the reasons for their answers to the
other people in their group. At the end, ask someone from
each group to tell the rest of the class about their group’s
answers.

10D SKILLS
Make a sentence
A Describe your pictures to B. Make sentences with when and the verbs below.
got wet/rained was/wanted to be made/snowed learned/moved were/passed
had/was finish/became won/bought
1 2 3 4
Hooray!
5 6 7 8
Personal Best Write four sentences with when about interesting things that happened at different stages of your life. Work with a partner
or in a group and compare your sentences.
Make a sentence
B Describe your pictures to A. Make sentences with when and the verbs below.
got wet/rained was/wanted to be made/snowed learned/moved were/passed
had/was finish/became won/bought
1 2 3 4
5 6 7 8
Personal Best Write four sentences with when about interesting things that happened at different stages of your life. Work with a partner
or in a group, and compare your sentences.

SKILLS 10D
10D Skills
Make a sentence
when
Sts work in pairs and describe pictures. The aim is to practice sentences with when.
PREPARE Suggested answers

1 Pete made a snowman when it snowed./When it snowed,
Make one copy of the worksheet for each pair of students and Pete made a snowman.
cut or tear where indicated. 2 Alice’s parents were very happy when Alice passed her
exam./When Alice passed her exam, her parents were
PRACTICE very happy.
3 Pedro became a math teacher when he finished
1 Sts work in A/B pairs, with one group of three if you college./When he finished college, Pedro became a
have an odd number of sts. Give each student one half of math teacher.
the worksheet. Tell them not to show their sheet to their 4 The Smiths bought a big house when they won the
partner. lottery./When they won the lottery, the Smiths bought a
2 Preteach any new vocabulary; e.g., make a snowman, win big house.
the lottery. 5 Andrea had a party when she was 50./When she was 50,
Andrea had a party.
3 Explain the activity. Sts choose one of their pictures (the 6 I learned Spanish when I moved to Peru./When I moved
same number) and describe it to their partner. Together to Peru, I learned Spanish.
they make two simple past sentences, using a pair of verbs 7 Jamie wanted to be a police officer when he was seven
from the word box plus when to connect the pictures. years old./When he was seven years old, Jamie wanted to
4 Do picture 1 as an example. Ask a Student A to describe be a police officer.
their picture 1; e.g., A young boy called Pete is standing in 8 Eva and I got wet when it rained./When it rained, Eva and
a street with snow on the ground. Ask a Student B to I got wet.
describe their picture 1; e.g., Pete is standing next to a
snowman. Tell sts to choose a pair of verbs from the word
box and to make two sentences to connect the two PERSONAL BEST
pictures. One sentence should use when in the middle of
the sentence, the other should use when at the beginning Sts write four sentences with when about interesting
of the sentence; e.g., Pete made a snowman when it things that happened at different stages of their lives.
snowed. / When it snowed, Pete made a snowman. Then, arrange sts in pairs or small groups to compare their
5 Set a time limit for sts to do the activity and monitor as sentences. Tell sts to find out as much as possible about
they work. At the end, go through the sentences and elicit each event.
example sentences from around the classroom.
EXTRA PRACTICE
Fast finishers work in pairs and write the sentences they
made. Then, they exchange them with another pair to check
their grammar, spelling, and punctuation.

11A GRAMMAR
Travel facts
Read twelve sentences about the U.S. Which do you think are true and which are false?
1 Motorcycle riders have to wear helmets.

2 Bicycle riders have to pass a test before they can ride their bikes on the road.
3 Train passengers don’t have to buy their tickets at a train station.
4 You don’t have to pay to drive in the center of New York.
5 Subway trains have to have GPS so they don’t get lost.
6 You don’t have to get a passport if you want to travel from the U.S. to Puerto Rico.
7 Owners of boats don’t have to do a sailing course.
8 You have to drive slowly if you see a police car.
9 Passengers in taxis have to turn off their cell phones.
10 You have to be sixteen before you can drive a scooter.
11 Passengers in the back seats of cars don’t have to wear seatbelts.
12 Trucks have to drive on the left side of the road.
Personal Best You and your partner own a bus or train company. Write three things that your employees have/don’t have to do and three
things that your passengers have/don’t have to do. Work with another pair and answer questions about your company rules.

GRAMMAR 11A
11A Grammar
Travel facts
have to/don’t have to
Sts discuss travel rules in pairs. The aim is to review have to/don’t have to; e.g. Motorcycle riders have to wear helmets.

Sts work in pairs. Tell them to imagine that they own a bus
or train company. Ask them to write three things that their
PRACTICE employees have/don’t have to do and three things that
their passengers have/don’t have to do. Put sts into groups
1 Sts work in pairs, with one group of three if you have of four to ask questions about the other pair’s company
an odd number of sts. Give each student a copy of the
rules.
worksheet.
2 Explain the activity. Pairs have a list of facts about the EXTRA PRACTICE
U.S. They discuss each one and decide if it is true or false
and why. They write T or F in each box. Pre-teach any
necessary vocabulary; e.g., helmet, passenger, sailing. Fast finishers work in pairs and compare the U.S. facts with
their own country/countries. Do they have the same rules?
3 Set a time limit for sts to do the activity and monitor
while they work. Go through the answers as a class and
ask sts to give reasons for their choices.
Answers
1 False (some states require helmets; others don’t)
2 False
3 True (passengers can buy tickets online or at a travel
agency and it is also possible to buy tickets on some
trains)
4 True
5 False (subway trains don’t need GPS because the
drivers don’t make decisions about where to go)
6 True (Puerto Rico is officially part of the U.S., so you
don’t need a passport to travel from one place to
another)
7 True
8 False (though many drivers do drive slower when they
see a police car)
9 False
10 True for most states, you can drive a scooter when you
are 16.
11 False (all passengers have to wear seatbelts)
12 False (because everyone has to drive on the right side
in the U.S.)

11A VOCABULARY
Getting around
A Use the picture clues to complete the transportation words across ( ). Then, work
with B and take turns describing words, and complete the rest of the crossword.
1
o 2
4
u 5 6
a
7
i
k r
p 8
o
9 10
a
11
c e
e
b
n
12
r y
13
n
Personal Best Work with a partner and discuss the advantages and disadvantages of each method of transportation in the crossword.
Getting around
B Use the picture clues to complete the transportation words down ( ). Then, work
with A and take turns describing words and, complete the rest of the crossword.
1
o 2
4
u 5 6
a
7
i
k r
p 8
o
9 10
a
11
c e
e
b
n
12
r y
13
n
Personal Best Work with a partner and discuss the advantages and disadvantages of each method of transportation in the crossword.

VOCABULARY 11A
11A Vocabulary
Getting around
Travel and transportation
Sts do a crossword in pairs. The aim is to review travel and transportation vocabulary; e.g., train, on foot, the subway.

Sts work in pairs and discuss the advantages and
disadvantages of each of the transportation methods in the
crossword.
PRACTICE
1 Sts work in groups of four. If you have an odd number of EXTRA PRACTICE
sts, have one pair compete against a group of three. Give
two sts worksheet A and two sts worksheet B. Tell them Fast finishers test each other on the words in the crossword.
not to show their sheets to the other pair/group. One student says a word and the other gives a definition.
2 Tell Student A in each group to work together and look
at the pictures around the crossword. Remind sts what
across and down mean and explain that they use the
pictures to fill in the words across. Tell Student B in each
group to work together and use their pictures to fill in the
words down. Monitor and help.
3 When sts have completed their half of the crossword,
tell them to write a clue for each word. If necessary,
demonstrate with two words from the crossword. Write
bus (4 across) on the board and ask a Student A to think
of a clue. Then, ask a Student B to think of a clue for
subway (11 down).
4 When sts have written their clues, rearrange them in A/B
pairs. They take turns asking for and giving clues until
both have completed their crosswords. Monitor, and then
go through the answers with the class.
Answers
Across Down
1 on foot 2 truck
4 bus 3 car
7 helicopter 5 ship
8 boat 6 streetcar
10 taxi 8 bike
11 scooter 9 motorcycle
12 ferry 10 train
13 plane 11 subway

11B SKILLS
What’s your ideal vacation?

Use the questionnaire to interview your partner.
Brooks Travel
Q1 How do you feel about traveling on your own?
A It’s definitely a great way to see the world and meet new people.
B Maybe it’s better to go with a friend.
C It’s probably not something I’d like to do.
Q2 How do you feel about trying new types of food when you’re abroad?
A I definitely prefer to eat things I know I like.
B I love trying new food. It’s possibly one of the best things about traveling.
C I enjoy trying new things, but there are some things I definitely wouldn’t like to eat.
Q3 Do you think it’s a good idea to learn the language of a country

you’re going to visit?
A Perhaps it’s useful, but I never go abroad.
B It’s certainly a good idea because it’s easier to make new friends.
C It’s definitely useful to learn a few phrases before you go somewhere new.
Q4 A friend is going to bike across Australia and wants you to go

with him/her. What do you say?
A I definitely want to come. When are we going to leave?
B Maybe. Let me think about it.
C I’m certainly not going to do that.
Q5 Which activity would you like to do on vacation?

A swimming with sharks
B sailing
C relaxing with a book
Contact Brooks Travel for more information or visit our website.
Personal Best Do you agree with the results of the quiz? Why/Why not?
FOLD
HERE
Answers 25–35: You’re certainly not worried about traveling to new places and you love doing unusual
Q1 A=5 B=10 C=15 things. We think you’d love one of our Australian hiking and camping vacations.
Q2 A=15 B=5 C=10 36–60: You definitely like trying new things and traveling to different places, but you prefer to
Q3 A=15 B=5 C=10 have a plan. We think you’d enjoy our new range of activity vacations, which include
dancing courses in Cuba and cooking courses in France.
Q4 A=5 B=10 C=15
61–75: You like to spend your holiday relaxing, not flying halfway around the world to climb
Q5 A=5 B=10 C=15
mountains. We have some great bus tours in this country and we think one of these
would be just right for you.

SKILLS 11B
11B Skills
What’s your ideal vacation?
Adverbs of probability
Sts do a questionnaire in pairs. The aim is to review adverbs of probability; e.g., certainly, possibly, perhaps.

Ask sts if they agree with the results of the questionnaire.
Why/Why not?
PRACTICE
1 Sts work in A/B pairs. Give each student a copy of the EXTRA PRACTICE
worksheet and ask them to fold it under at the
dotted line. Fast finishers describe something adventurous they have
2 Explain that sts are going to interview each other for a done; e.g., traveled on their own, been to a foreign country
questionnaire and circle the responses that their partner where they didn’t speak the language, eaten something
gives. The interviewer should ask follow-up questions unusual. Encourage them to discuss the advantages and
to find out the reasons for their partner’s choices. Go disadvantages of doing these things.
through each of the items in the questionnaire and elicit
examples of follow-up questions before sts begin their
interviews; e.g., question 1: Why do you think it’s a good
way to see the world? Why is it better to go with a friend?
Why is it something you wouldn’t like to do?
3 Start with Student A asking questions and Student B
answering. Tell Student B not to look at their sheet while
they are being interviewed. They should listen to the
questions and choose a response. At the end, they switch
roles and Student B interviews Student A.
4 When both sts have finished the questionnaires, they look
at their answers, work out their scores from the key at the
bottom of the sheet, and read the analysis.

11C GRAMMAR
Future plans Future plans

A B
PART 1: An English-speaking friend is traveling around your PART 1: An English-speaking friend is traveling around your
country. He/She is going to spend next weekend with you. country. He/She is going to spend next weekend with you.
Plan two or three activities for each day and make notes in Plan two or three activities for each day and make notes in
the chart. Think about: the chart. Think about:
• places to visit (towns, beach, forest, etc.) • places to visit (towns, beach, forest, etc.)
• tourist attractions (art galleries, museums, etc.) • tourist attractions (art galleries, museums, etc.)
• getting around (bus, car, train, etc.) • getting around (bus, car, train, etc.)
• activities your friend enjoys (sports, shopping, meeting • activities your friend enjoys (sports, shopping, meeting
people, going out, etc.) people, going out, etc.)
SATURDAY SUNDAY MONDAY SATURDAY SUNDAY MONDAY
PART 2: B is going to call you and ask about your plans for PART 2: You’re traveling around a foreign country. You’re
his/her visit. Use the notes you wrote in part 1 and tell him/ going to spend next weekend with a friend who lives there.
her what you’re going to do together. Answer all of his/her Call A and find out what activities he/she has planned.
questions. Get as much information as possible about each activity;
e.g., where you’re going to go, why, how you’re going to get
PART 3: You’re traveling around a foreign country. You’re there, what you’re going to see/do.
going to spend next weekend with a friend who lives there.
Call B and find out what activities he/she has planned. PART 3: A is going to call you and ask about your plans for
Get as much information as possible about each activity; his/her visit. Use the notes you wrote in part 1 and tell him/
e.g., where you’re going to go, why, how you’re going to get her what you’re going to do together. Answer all of his/her
there, what you’re going to see/do. questions.
Think of a place that you’re going to visit this Think of a place that you’re going to visit this
year. Make some notes about when and where year. Make some notes about when and where
you’re going to go, who you’re going to travel you’re going to go, who you’re going to travel
Personal Best with and how, and what you’re going to do Personal Best with and how, and what you’re going to do
there. Tell your partner about your plans. there. Tell your partner about your plans.

GRAMMAR 11C
11C Grammar
Future plans
be going to and future time expressions
Sts make plans for activities to do during a weekend. Then, they do a telephone role-play. The aim is to practice be going to for plans;
e.g., We’re going to drive to the beach on Saturday. You’re going to meet some of my friends and we’re going to have a barbecue.

Sts think of a place that they are going to visit this year.
Tell them to make notes about when and where they’re
going to go, who they’re going to travel with and how, and
PRACTICE what they’re going to do there. Then, arrange sts in pairs
to tell each other about their plans.
1 Sts work in A/B pairs, with one group of three if you have
an odd number of sts. Give each student one half of the
2 Go through Part 1 of the instructions and explain the first Fast finishers switch partners and repeat the role-play.
part of the activity. An English-speaking friend is visiting
sts’ country and they are going to spend next weekend
with them. Tell sts to plan two or three activities for each
day of their friend’s visit. Do an example of notes for the
first day on the board; e.g.,
Saturday
day: drive to beach, meet friends, play volleyball
evening: Tom’s barbecue
3 Set a time limit for sts to make notes in the chart and
monitor. If sts need more space for their notes, they could
copy the chart into their notebooks. NB If you have a
weaker class, sts could complete Part 1 in small groups.
4 Explain Parts 2 and 3. Sts do two role-plays. In the first,
Student B is the visitor and calls Student A to ask what
they’re going to do and when during the visit. Student
A uses the notes from Part 1 to tell Student B the plans
for each day. Student B asks questions to get as much
information as possible. In the second role-play; they
switch roles.
5 Use your example notes to elicit questions and answers
that sts might use during their role-play, e.g.,
A: What are we going to do on Saturday?
B: We’re going to drive to the beach.
A: What are we going to do there?
B: You’re going to meet some of my friends and we’re going
to play volleyball.
A: What about the evening?
B: My friend Tom is going to have a barbecue.
6 Set a time limit for sts to do the role-plays and monitor.
At the end, you could ask one or two pairs to act out their
role-plays for the class.

11A
11C VOCABULARY
Postcards
A Read the text on the left and ask questions to find the correct information;
e.g., Did Judy want to visit the country or the city?
Hi Etta,
The sun is shining here in New Zealand, and Judy and I love Hi Mom, Hi Dad, ’re staying
it here. las t ni gh t. It’s beautiful here – we
We arrived in Spain
ar the beach.
We arrived last week, and we spent the first few days in at a small hotel ne g to relax by the po
ol
Auckland – it’s Judy’s first trip to New Zealand, and she
bo th tir ed , so to day we’re just goin
We’re
wanted to visit 1the country/the city. Now, we’re staying
and read. t Phil’s going to go
2
with friends/at a campsite just outside Auckland. It’s really e m ou nt ains tomorrow, bu l. On
I want to go to th llery near the hote
nice, and we’re near the sea.
se ei ng . He wa nt s to visit an art ga na be ca us e I want
sight ta ke a bu s to Barcelo
in g to
Tomorrow, we’re going to the 3beach/mountains in Piha. Saturday, we’re go
r gifts.
I want to 4go surfing/go hiking there. Judy is just going to to go shopping fo r four days, but th
e
5
relax on the beach/take photos. She’s so lazy!!! is re all y bu sy , so we’re only here fo ry fri en dl y.
Work ople are ve
and hot, and the pe
On the weekend, we’re going to 6the mountains/a forest weather is lovely
with some friends. We’re planning to go 7biking/hiking.
I hope it doesn’t rain!!!
See you soon,
Take care, Love Amy
Mel
Personal Best Imagine you’re on vacation. Write a postcard (max 100 words) to your partner. Say where you are, where you’re staying, and
what you’re doing/going to do. Exchange postcards and decide which is the best vacation.
Postcards
B Read the text on the left and ask questions to find the correct information;
e.g., Are Amy and Phil staying at a small hotel or a small apartment near the beach?
Hi Mom, Hi Dad,
We arrived in Spain last night. It’s Hi Etta,
beautiful here – we’re re in New Zealand,
staying at a small 1hotel/apartment
near the beach. The sun is shining he
it here.
We’re both tired, so today we’re just and Judy and I love t few days in
going to relax 2by the , and we spent the firs
pool/on the beach and read. We arrived last week aland, and she
’s first trip to New Ze
Auckland – it’s Judy a campsite
I want to go to the 3beach/mountain
s tomorrow, but Phil’s d to vis it th e cit y. Now, we’re sta g at
yin
wante d we’re near
going to go 4for a walk/sightseeing d. It’s really nice, an
5
. He wants to visit just outside Aucklan
a museum/an art gallery near the the sea.
hotel. On Saturday, I want to go
we’re going to take a bus to Barcelon to the beach in Piha.
a because I want to Tomorrow, we’re going re lax on the beach. She’s
is just going to
6
go shopping for gifts/take some
photos. surfing there. Judy
Work is really busy, so we’re only here so lazy!!!
for four days, but the with some friends.
weather is lovely and hot, and the we ek en d, we ’re going to a forest
people are very 7friendly/ On the n’t rain!!!
unfriendly. hiking. I hope it does
We’re planning to go
See you soon,

Take care,
Love Amy
Mel
Personal Best Imagine you’re on vacation. Write a postcard (max 100 words) to your partner. Say where you are, where you’re staying, and
what you’re doing/going to do. Exchange postcards and decide which is the best vacation.

VOCABULARY 11A
11C
11C Vocabulary
Postcards
Vacation activities
Sts do a jigsaw reading in pairs. The aim is to review vacation activities; e.g., We’re staying at a small hotel. I want to go surfing.

Ask sts to imagine they are on vacation and to write a
postcard (max 100 words) to their partner saying where
they are, where they’re staying, and what they’re doing/
PRACTICE going to do. At the end, they exchange postcards and
decide which is the best vacation.
1 Put sts in A/B pairs and give each student half of the
worksheet. Tell them not to show their sheet to their
2 Explain the task. Sts ask their partner questions to find the Have sts who finish early work in pairs. Tell them to compare
correct information to complete the text.
the vacation activities mentioned in both texts, and say which
3 Demonstrate the task. Ask the As to look at item 1 in their ones they prefer and why. For example, staying at a hotel/
text (the country/the city) and think about the question staying at a campsite, relaxing on the beach/relaxing by
that they need to ask to get the missing information. the pool.
Elicit Did Judy want to visit the country or the city? Elicit
the answer from the Bs: She wanted to visit the city and
have the As circle the correct option. Repeat with the
first item in the Bs’ text. Elicit the question: Are Amy and
Phil staying at a small hotel or a small apartment near the
beach? and the answer: They’re staying at a small hotel
near the beach.
4 Set a time limit for sts to ask and answer questions.
Monitor the activity.
5 Sts can compare their texts at the end to check their
answers.

12A GRAMMAR
Have you …?
Decide if your partner has or hasn’t done the activities. Write a sentence with has or has never;
e.g., My partner has never been to a heavy metal concert. Ask questions to find out if your guess
was correct or incorrect; e.g., Have you ever been to a heavy metal concert?
1 My partner …
5 My partner …
My guess was correct/ My guess was co

go to a heavy metal incorrect.
sing karaoke rrect/
incorrect.
concert
2 My partner … 6 My partner …
watch a movie in My guess was co My guess was correct/

En glish rrect/ incorrect.
incorrect. act in a play
3 My partner … 7 My partner …
dance at a music
My guess was correct/ festival My guess was co
play in a basketball incorrect. incorrect.
rrect/
game
8 My partner …
4 My partner
…
My guess was correct/

see an opera My guess was
correct/ visit an art exhibition incorrect.
incorrect.
Personal Best Think of three activities that you have never done, but that you would like to try. Tell your partner what they are and why you
would like to do them; e.g., I’ve never flown a plane, but I would like to try it because …

GRAMMAR 12A
12A Grammar
Have you …?
Present perfect with ever and never
Sts do a pairwork activity to review present perfect with ever and never; e.g., Have you ever …?, I’ve never ...

Sts work in pairs and tell their partner three things that
they haven’t done, but they would like to try and their
PRACTICE reasons; e.g., I’ve never flown a plane, but I would like to try
it because …
1 Sts work in pairs. Try to put them with people they don’t
usually work with.
2 Give each student a copy of the worksheet and explain EXTRA PRACTICE
the first part of the activity, which sts do alone. Ask them
to look at each activity on the worksheet and decide if Fast finishers think of other activities that their partner has/
their partner has or hasn’t done the activity. Then, write a hasn’t done and make three positive and three negative
sentence with has/has never and the verb underneath the sentences. Then, have them say their sentences to their
picture; e.g., My partner has never been to a heavy metal partner to see if they guessed correctly.
concert. Set a time limit for sts to complete their sentences
and remind them not to show their sentences to their
partner.
3 Explain the next part of the activity. Sts work in pairs and
ask each other questions with Have you ever …? to find
out if they guessed correctly; e.g., Have you ever been to
a heavy metal concert? If necessary, elicit the question for
each item before sts work in pairs. Sts circle correct or
incorrect in each case.
4 Set a time limit for the activity. Then, get some feedback
from the class. Tell sts to give themselves a point for a
correct guess, and find out who managed to make the
most correct sentences about their partner.
Possible answers
1 My partner has been/has never been to a heavy
metal concert.
2 My partner has watched/has never watched a movie
in English.
3 My partner has played/has never played in a
basketball game.
4 My partner has seen/has never seen an opera.
5 My partner has sung/has never sung karaoke.
6 My partner has acted/has never acted in a play.
7 My partner has danced/has never danced at a
music festival.
8 My partner has visited/has never visited an
art exhibition.

12A VOCABULARY
The Entertainment Quiz

A Find out how much your partner knows about the world of entertainment.
1 Which singer-songwriter 2 Where can you see an 3 How many people 4 Which Pirates of the
wrote the songs for The art exhibition that is over watched the first Caribbean actor sold
Lion King? 110 kilometers long? Soccer World Cup at the pens before they were
a Elton John a on the Beijing Subway Centenario Stadium in famous?
b Madonna b on the New York Uruguay in 1930? a Penelope Cruz
c Michael Jackson Subway a 53,000 b Johnny Depp
c on the Stockholm b 93,000 c Orlando Bloom
Subway c 133,000
5 What word connects 6 What are Puccini, Verdi, 7 John Lennon was a 8 Which country has the
tennis, soccer, and and Rossini famous for? member of the most oldest national ballet?
rugby? a their plays successful band in the a France
a concert b their operas world. What was its b Russia
b exhibition c their concerts name? c China
c game a One Direction
b U2
c The Beatles
Personal Best What forms of entertainment do you enjoy? Why? Tell your partner.

B Find out how much your partner knows about the world of entertainment.
1 What would you do at a 2 What are Molière, 3 Jamaican runner Usain 4 What word connects
concert? Chekhov, and Bolt loves watching opera, band, and
a watch a play Shakespeare famous soccer. Which is his concert?
b see a band or musician for? favorite team? a theater
c see a soccer game a their movies a Manchester United b music
b their operas b Real Madrid c sport
c their plays c A.C. Milan
5 How long is a marathon? 6 Which action movie 7 Which singer worked at 8 Which of these dances
a 32.195 km. actor is also a talented a hairdresser’s before is the oldest?
b 42.195 km. artist? she was famous? a ballet
c 52.195 km. a Arnold Schwarzenegger a Taylor Swift b tango
b Sylvester Stallone b Adele c salsa
c Bruce Willis c Beyoncé
Personal Best What forms of entertainment do you enjoy? Why? Tell your partner.

VOCABULARY 12A
12A Vocabulary
Entertainment
Sts play a game to review entertainment vocabulary; e.g., concert, opera, band.

Sts work in pairs and describe what forms of
entertainment they enjoy and why.
PRACTICE
EXTRA PRACTICE
1 Sts work in A/B pairs, with one group of three if you have
an odd number of sts. Give each student one half of the Fast finishers circle the people words in the questions on the
worksheet. Tell sts not to show their questions to their worksheet (artist, actor, singer-songwriter, band, singer, team)
partner. and discuss in groups their favorite people in each category.
2 Focus on the title of the worksheet. Preteach/Elicit
any necessary vocabulary; e.g., action movie, talented,
national.
3 Explain the activity. Sts take turns asking and answering
questions about the world of entertainment. Each student
reads a question and three possible answers. Their partner
has to decide what the answer might be. He/She wins a
point for each correct answer. NB The correct answers are
highlighted on the worksheet.
4 Set a time limit for sts to play the game. Monitor while
they play, and help where necessary.

12B VOCABULARY
What do you think?

Look at the pictures. Choose and write one or more adjectives to describe each one.
all right amazing horrible boring fantastic cool exciting fun great
interesting sad scary strange stupid terrible awesome awful
1 2
3 4
5 6
Personal Best Work with a partner. Together think of a person, a place, or an activity for each adjective in the box. You must both agree that
the noun matches the adjective. Compare your ideas with another pair. Do they agree with your choices? Why/Why not?

VOCABULARY 12B
12B Vocabulary
What do you think?
Opinion adjectives
Sts do a discussion-based activity and compare opinions in small groups. The aim is to practice opinion adjectives; e.g., amazing,
terrible, sad.

Sts work in pairs. They go through the words in the box
and think of an example of a person, a place, or an activity
PRACTICE for each one; e.g., Adele is a fantastic singer. History lessons
are boring. Surfing is a really cool sport. They must both
1 Give each student a copy of the worksheet and explain agree that the example matches the adjective. Then, have
the first part of the activity. Sts work alone and choose
them compare their ideas with another pair to see if they
and write one or more adjectives to describe each picture
agree.
on the worksheet. Emphasize that there are no right or
wrong answers for this activity but sts should think about
the reasons for their choices; e.g., I think picture one is EXTRA PRACTICE
fantastic because I love doing things like this. It’s scary, but
it’s fun. Set a time limit for sts to make their choices. Fast finishers work with their partner and think of a
2 Put sts in groups of three or four to compare their ideas. If definition for each adjective in the word box; e.g., “Amazing”
possible, arrange sts so they are working with people they means very surprising or very good. “All right” means OK – not
don’t usually work with. One student chooses a picture very good or very bad.
and gives his/her opinion and reasons, and then asks the
other members of the group what they think about the
picture. Monitor and help while they work.
3 At the end, ask each group to tell the class how similar or
different their opinions were.

12C GRAMMAR
Ups and downs
Personal Best Work with a partner. Look at the verbs on the board. Choose a verb, and make a true present perfect sentence about your life.
Answer your partner’s questions.

GRAMMAR 12C
12C Grammar
Ups and downs
Present perfect and simple past
Sts play a game in groups of four. The aim is to review present perfect and simple past; e.g., I’ve made a cake. I made a cake yesterday.
PREPARE Answers
1 I’ve bought a book./I bought a book.
Make one copy of the worksheet for each group. Players will 2 I haven’t drunk coffee./I didn’t drink coffee.
also need a small coin to spin during the game and something 3 I’ve walked to work./I walked to work.
to use as a counter to move around the board; e.g., another 4 I’ve made a cake./I made a cake.
coin or an object such as a small eraser. 5 I’ve cleaned my house./I cleaned my house.
6 I’ve done my homework./I did my homework.
PRACTICE 7 I haven’t studied for the test./I didn’t study for the test.
8 I’ve won a game./I won a game.
1 Sts work in groups of four with two competing A/B pairs. 9 I haven’t joined a club./I didn’t join a club.
If there is an odd number of sts, have one pair compete 10 I haven’t had breakfast./I didn’t have breakfast.
against a group of three. 11 I’ve visited that museum./I visited that museum.
2 Give each group a copy of the game and a coin. Use the 12 I’ve seen an opera./I saw an opera.
coin to remind sts of heads and tails and make sure each 13 I’ve danced at a party./I danced at a party.
pair has something to use as a counter. 14 I’ve arrived late for this class./I arrived late for this class.
15 I haven’t eaten Thai food./I didn’t eat Thai food.
3 Explain the game. The aim is to try to get to the finish 16 I’ve lived abroad./I lived abroad.
square first by spinning the coin, moving the counter, 17 I’ve been on TV./I was on TV.
and making a present perfect sentence and a simple past 18 I haven’t acted in a play./I didn’t act in a play.
sentence with the verbs in the squares. Tell sts that they 19 I’ve had a vacation./I had a vacation.
have fifteen seconds to make their sentences; e.g., if they 20 I’ve watched The Simpsons./I watched The Simpsons.
land on the square with the verb make a cake, they have 21 I’ve been/gone to Scotland./I went to Scotland.
fifteen seconds to say a present perfect sentence (I’ve 22 I’ve played tennis./I played tennis.
made a cake) and a simple past sentence (I made a cake). 23 I’ve cooked Chinese food./I cooked Chinese food.
4 The first pair spinning the coin so that it lands on heads 24 I haven’t spoken to Jim./I didn’t speak to Jim.
starts. They move forward one square and make two 25 I’ve run a marathon./I ran a marathon.
sentences as quickly as possible. Pairs time each other to 26 I’ve met Prince William./I met Prince William.
ensure they finish in under fifteen seconds. If they exceed 27 I haven’t been/gone to Egypt./I didn’t go to Egypt.
the time limit or make a mistake, they move back one 28 I’ve stayed at a hotel./I stayed at a hotel.
square.
5 Pairs take turns spinning the coin. If it lands on heads,
they move forward one square. If it lands on tails, they PERSONAL BEST
move forward two squares. If they land on a square at
one end of an arrow, they have to follow the arrow to the Sts work in pairs. One student chooses a verb from the
opposite end to a new square. Monitor while sts play the board and makes a true present perfect sentence about
game and help out if sts can’t agree on whether or not a his/her life. Their partner asks one or two simple past
sentence is correct. questions about the action. Then, they switch roles.
EXTRA PRACTICE
Fast finishers work in pairs and play the game again. Tell
them that this time they have to add a time expression to
each simple past sentence; e.g., I’ve made a cake. I made a
cake last year/two years ago/in 2015/yesterday.

12D SKILLS
The article game

A Decide if each sentence is correct or not. Win a point if you’re right.
1 My sister Ana and her husband moved into a new house last month.
2 They had a housewarming party last weekend.
3 Ana sent us invitation to the party.
4 I bought the new dress to wear from the store downtown.
5 My kids made a cake for the party – Ana’s husband loves a cake.
6 There were lots of the people at Ana’s house when we arrived.
7 There was the music, and we danced for hours.
8 We had a great time, but the next morning I was very tired.
Personal Best Describe a party you went to. Whose party was it? What was the reason for the party? Where was it? When was it? Who was
there? What did you do?
The article game

B Decide if each sentence is correct or not. Win a point if you’re right.
1 My sister Ana and her husband moved into an new house last month.
2 They had an housewarming party last weekend.
3 Ana sent us the invitation to the party.
4 I bought a new dress to wear from a store downtown.
5 My kids made a cake for the party – Ana’s husband loves cake.
6 There were lots of a people at Ana’s house when we arrived.
7 There was a music, and we danced for the hours.
8 We had the great time, but the next morning I was very tired.
The article game

C Decide if each sentence is correct or not. Win a point if you’re right.
1 My sister Ana and her husband moved into a new house the last month.
2 They had housewarming party the last weekend.
3 Ana sent us an invitation to the party.
4 I bought new dress to wear from a store downtown.
5 My kids made a cake for the party – the Ana’s husband loves cake.
6 There were lots of people at Ana’s house when we arrived.
7 There was music, and we danced for hours.
8 We had great time, but the next morning I was very tired.

SKILLS 12D
12D Skills
The article game
Articles
Sts play a game in groups. The aim is to review articles; e.g., a party, the party, parties.

Sts work in their groups and describe a party they went to.
the sheet where indicated. Each student also needs two small
They should say whose party it was, what the reason for
slips of paper.
the party was, where it was, who was there, and what
they did.
PRACTICE
1 Sts work in groups of three (A, B, C). If you have an EXTRA PRACTICE
odd number of sts, have one group of four with two
sts working together. Give each student one part of the Fast finishers correct the incorrect sentences on their sheets.
worksheet and tell them not to show it to anyone else. Then, they check their answers with the other members of
2 Explain that sts are going to play a game. Each student the group.
has a set of sentences numbered 1–8. Ask sts to work on
their own and put a check (✔) next to the sentences they
think are correct and a cross (✘) next to the sentences
they think contain errors. Remind them not to show their
worksheet to the other members of their group.
3 Make sure each student has two slips of paper. Ask them
to write correct on one and incorrect on the other.
4 Demonstrate the game. Tell sts to look at the first
sentence on their sheet. Explain that only one person in
the group has a correct sentence. They each put down one
of their slips of paper – correct if they think their sentence
is the correct one and incorrect if they think their sentence
contains an error. Explain that if they are right, they will
win a point. When everyone has put down a slip of paper,
each person in the group takes turns reading their first
sentence. As a group they decide which of these sentences
does not contain any errors and award a point to each
person who put down the correct slip of paper. The
winner is the player with the most points.
5 Set a time limit for sts to play the game and monitor. If
sts can’t decide which sentence is correct, they should ask
you to verify the answer.
Correct sentences
1 My sister Ana and her husband moved into a new house
last month. (A)
2 They had a housewarming party last weekend. (A)
3 Ana sent us an invitation to the party. (C)
4 I bought a new dress to wear from a store downtown.
(B)
5 My kids made a cake for the party – Ana’s husband loves
cake. (B)
6 There were lots of people at Ana’s house when we
arrived. (C)
7 There was music, and we danced for hours. (C)
8 We had a great time, but the next morning I was very
tired. (A)

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1A

Tell me the answer

Where are Where is

Is this an What’s your

How old are

Where are your FINISH

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Read the questions. Write the correct country or nationality.

China, Egypt, The four countries

The language Moscow and

This is the They’re .

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

What’s in the bag?

What’s in the bag?

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Simply affirmative or negative

You / know a lot about This restaurant / serve The company /

We / do Zumba on You / live in New Marco / finish work

I / be a salesclerk Sally / go to work in James / cook dinner

The garage / open The store / sell gr

You and your sist We / speak English

be famous My sister / study

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Mime the puzzle

Mime the puzzle

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

… like your job/ Why … like it?

… go out in the Where … go?

… relax on the How … relax?

… spend time with What … do?

Who … favorite singer?

What food … like?

… have a cat or a What … name?

What show(s) … watch?

Who … favorite writer?

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

… but we’re not very good. … and we go to a club. … or I go by bus.

… but we’re in different classes. … and John is a student in college.

Personal Best A2 © Richmond 2018

PREPARE PERSONAL BEST

Personal Best A2 © Richmond 2018

Always, sometimes, never