Unit

CONTENTS Incredible journeys 43

4
Student’s Book overview 2 Revision 2 52
Unit
Workbook overview 4 5 On screen 55
Unit
Teacher’s Book overview 5 6 World of music 64

Digital components 5 Revision 3 74

Unit
Yearly Plan 6 7 Good friends 77

Teaching notes
Unit
8 Special stories 86

Starter unit 10 Revision 4 94

Unit
Hobbies and games 13 CLIL and Projects 97
1
Unit
Technology 22 Editing your Work 100
2
Revision 1 31 Extra Reading 104
Unit
Heroes 34 Answer Keys 105
3

A
 lejandra Ottolina

M17 396 Phases1TB3 001 005 overview.indd 1 19/07/18 12:27

 Student’s Book overview
The Student’s Book includes:
• A two-page Starter unit.
• Eight ten-page units.
• A revision section every two units.
• ‘Upgrade for Exams’ sections after each revision.
• Six Student A-B ‘Communication Activities’.
Vocabulary is presented
through pictures and
recorded on the Audio
CDs so that students can
practise pronunciation.
There is usually a listening
activity with the new
vocabulary leading to a
pair-work speaking task.
64
M17 388 Phases3SB 064 073 U6.indd 64
The Pronunciation box
in every unit focuses
on sounds, stress and
intonation.
Grammar is presented
with clear grammar tables.
Graded exercises help
students practise the form
and meaning of the new
grammar structures.
66
M17 388 Phases3SB 064 073 U6.indd 66
The Speaking section
makes use of functional
language in everyday
situations. The texts are
recorded on the Audio CDs.
The steps included
in the Speaking Task
help students prepare
and practise their own
dialogues.
70
M17 388 Phases3SB 064 073 U6.indd 70
The Culture section
highlights an aspect of
life in different English-
speaking countries.
The texts are recorded on
the Audio CDs.
72
M17 388 Phases3SB 064 073 U6.indd 72
M17 396 Phases1TB3 001 005 overview.indd 2
• A ‘CLIL and Projects’ section (to be used every
two units).
• A two-page section including texts for students
to edit.
• Four extra reading texts with activities.
• A ten-page Language Database.
The Reading texts, which are highly
Unit
6 World of music 6
informative, introduce the new
Vocabulary 1
Music
1
Reading 1
6 Read the text quickly. How long did Taylor Swift’s second album stay at the top of the charts?
language in contexts suitable to the
1 Match pictures 1–4 with some of the phrases in blue.
record a song • a single • a record • a playlist • a hit •
a recording studio • an album cover • song lyrics •
Taylor Swift home | login | album list | search age of the students. These texts are
recorded on the Audio CDs.
a music festival • release an album • go to number one • Taylor Swift is an American country-pop singer from Pennsylvania, USA. She plays the
play live at a concert • form a band • go on tour guitar, the piano and the ukulele, and she writes all her own songs. She is considered by
critics all over America as one of the best singers ever.
2 influences
Her grandmother was an opera singer and Taylor says she was a big influence on
The Word check box includes words
3 her and her musical style as she was growing up. Her other musical influences
include American country singers Shania Twain, LeAnn Rimes and the Dixie
4 Chicks.
musical biography
students may not know for them
Taylor was born in 1989 and her rise to fame has been steady and uneventful.
She started writing songs when she was 12 years old and her break came at the
age of 14 when she was singing at the Bluebird Café in Nashville. She was seen by
Scott Borchetta, a record producer, and was given a recording contract with Big summary
Machine Records. Three years later, in 2006, she released her first album, Taylor
to guess the meaning through
Swift, which produced five hit singles. She was nominated for the Best New Since the release of her first album,
Taylor’s life has changed dramatically.
2 2.12 Listen and repeat. Artist Award at the 50th Grammy Awards that year. Since then, she has won
She has earned over 40 million dollars,
four Grammy Awards. Her second album, Fearless, was released in 2008 and
won lots of awards, worked with the Jonas
3 Choose the correct words. stayed at the top of the album charts for 11 weeks. While both her first and second
Brothers, appeared in the film Hannah
context or by using a monolingual
albums stayed in the charts, she became the biggest selling artist of 2008.
Montana and given over a million dollars to
How do musicians become famous?
Her third album, Speak Now, was released
different charities. It’s clear that this young
in October 2010 and sold more than a WORD CHECK
First, they (1) form / release a band, then they think of singer-songwriter from America has an
million copies in its first week. Her latest • ukulele • uneventful
exciting career ahead.
some good (2) lyrics / playlists and music for a song. • steady • growing up
album, Reputation, was released in 2017.
dictionary, thus fostering students’
After writing the song, they go to a (3) concert /
recording studio to record the song. Then they 5 Work in pairs. Find out about the last
2.14 Read again and listen. Check your answer
release a (4) single / cover. If the song is a (5) hit / album your friend bought. 7 9 Read the text again and find words or phrases
record, it could (6) go / form to number one and to exercise 6. Then answer the questions. for these meanings.
1. Do you think Taylor Swift is a traditional singer? 1. the state of being famous 3. more than
thinking in the target language.
then they become famous. After that, the band should
(7) play / release an album and go on tour so that they What was the last album you bought? Justify your answer. 2. prizes 4. in the future
can (8) record / play live for their fans. 2. Who influenced her?
3. When did her life begin to change? LOOK!
It was ‘24K Magic’ by Bruno Mars. 4. In your opinion, has this singer been successful? Cognates are words that are similar in English and in
Justify your answer. your language. Be careful! There are false cognates too.
5. Has she ever helped a charity? contract is a cognate but actual is a false cognate.
Look! boxes are included throughout
4 Listen and match the speakers with
2.13
6. How long has Taylor been a songwriter?
the songs they downloaded. I have never listened to it. Is it good?
ABOUT YOU What kind of music do
1. Todd a. ‘Wolves’ by Selena Gomez 8 What do these numbers refer to in the text? teenagers listen to in your country? What
2. Kate b. ‘Perfect’ by Ed Sheeran 1. 1989 3. 2006
are the top ten bands? Have they recently
3. Julie c. ‘Finesse’ by Bruno Mars 2. 14 4. 11
released any albums?
65 the unit to help students by providing
08/03/18 09:32 M17 388 Phases3SB 064 073 U6.indd 65 08/03/18 09:32
language and learning tips.
6
Grammar 1
The activities in the
2.17 Listen again and complete the
The passive: present and past simple The passive: past simple PRONUNCIATION \´\ 7
She was born in 1989. sentences.
+
A. 2.15 Listen and repeat the sentences. 1. Mike thinks that Muse are ... .
The passive: present simple - She wasn’t born in 1980.
Which syllables have the main stress 2. The Second Law was released ... .
+ She is considered by critics as one of the best
Upgrade box offer
in each sentence? What happens to the 3. Stella thinks that Beyoncé is ... of R&B music.
singers ever. 4 Read the sentences in the table. How do we words in purple? 4. Jamie thinks that Arctic Monkeys are a truly ...
She isn’t considered as one of the best actresses. form the past simple passive?
- 1. Records are made of plastic. live band.
2. The phonograph was invented by Edison.
Complete the text with the past simple
1 Look at the sentences in the table and choose 5 passive of the verbs in brackets. 3. In 1982, CDs were first released.
further opportunities for
UPGRADE
the correct words to complete the rules. 4. Computers are used at school.
a. We use the passive to stress the action /
B. 2.16 Listen and repeat the phrases with Read the text and choose the correct words.
the person who did the action.
the \´\ sound. The National Children’s Orchestra of Great Britain,
b. We form the present passive with the present
or NCO, is a registered charity. It (1) ... orchestral
students to practise what
simple of the verb be / have + the past participle
Language Database pages 124 & 125 training for children aged 7 to 14. NCO includes six
of the main verb.
national age-banded orchestras and six regional
c. The doer of the action is sometimes mentioned /
never mentioned.
Listening orchestras. (2) ... you want to join the orchestra, you
must audition. The Main Orchestra (under 14) is one
d. The doer of the action is mentioned when it is Favourite musicians
they have learnt so far
This album by The Beatles of the (3) ... children’s orchestras in the world.
unusual or very important / unimportant.
is still popular today.
Once you are a member of the orchestra, you must
2 Complete the text with the present simple The famous cover was
continue practising and studying. Each orchestra
passive of the verbs in brackets. designed (design) by Peter
(4) ... once or twice a year at residential courses
How a song is recorded
and can be used with fast
Blake. The people on the
around the UK, where they receive training (5) ...
Microphones are put (put) in different parts of cover were all ‘models’ –
leading music tutors and conductors. Main and Under
the recording studio. Sound engineers make sure large pictures which (1) ...
13 Orchestras have a nine-day course in spring and
all the instruments (1) ... (capture) correctly by the (make) of card. The people
(6) ... nine-day course in summer. The younger
microphones and get ready to start the recording with (2) ... (choose) by The Beatles because they admired
finishers.
orchestras have an eight-day course in summer.
the help of special software. Each instrument them, although at least three people from their
The courses’ main aim is to prepare the repertoire
(2) ... (record) on a separate track and then they original list (3) ... (not include) in the end. The 65
that the children are going to play at an end-of-course
(3) ... (mix) together. Special effects (4) ... (add) if models (4) ... (make) by Peter Blake and Jann
concert. The younger orchestras (7) ... for family and
necessary. When the mix (5) ... (finish), it (6) ... (master) Haworth and the photo (5) ... (take) by Michael
friends, while Main and Under 13 Orchestras perform
mainly to balance volume levels. This final product, Cooper on 30th March 1967.
in public at major concert venues.
the song, (7) ... (save) as an audio file in a computer. 2.17 Listen to the programme. Are the
The recording (6) ... (complete) in April 1967 and the 6
3 Rewrite the sentences using the beginnings single (7) ... (play) on the radio for the first time in statements true, false or not mentioned? A B C
given. May. The album 1. Mike says he has seen Muse in concert twice. 1 given giving provides
1. People only use good computers in big studios. (8) ... (release) 2. Mike thinks that their music is not original.
2 While If What
Each unit includes an
Good computers ... in June 1967 3. Their latest album was released in 2014.
3 finest fine better
2. Our teacher allows dictionaries in class. although some 4. Mike says that their album was a failure in Russia.
4 have met meets meeting
5.
Dictionaries ... early copies Stella’s favourite singer is Shakira.
3. Young people usually download videos from (9) ... (sell) a 6. Stella doesn’t feel like attending Beyoncé’s concert 5 from to for
extended Listening text to
the Internet. month before in England. 6 other another more
Videos ... in May. 7. Jamie says that the songs his favourite band play 7 performs perform has performed
4. They make chocolate from cocoa beans. lack originality.
Chocolate ... 8. Jamie adds that Arctic Monkeys are planning a
new tour in South America.
67 develop listening skills.
08/03/18 09:32 M17 388 Phases3SB 064 073 U6.indd 67 08/03/18 09:32
6 The Writing section provides
Speaking Writing
models of different text types.
LOOK!
Time expressions:
Going to a concert A description of a musical hero Jessica Cornish was born in 1988. She became famous at
2.20 Listen to Kristina, Mia and Louis. Which the age of 23.
1 2 2.20 Listen again and complete the dialogue.
concert does Mia want to go to?
5 Read and complete the text with some of the Since then, she has performed live at concerts and festivals
A specific language point is
phrases in blue. all over the world.
A year later, she released her second album, ‘Alive’.
was released • usually known • was sold • at the • She has been my musical hero for more than five years.
I really want to get a (1) ... were sold • never known • released • on the •
for the Lady Gaga concert. Me too. Her live (2) ... her fantastic
highlighted in each unit to help
are amazing.
7 Choose the correct words.
Have you heard her new album? 1. Ariana Grande began her music career in / at
It’s her best. the age of 18.
I totally disagree. I think (3) ... last
album had much better songs. 2. Two years last / later, she released her first album.
Mia 3. For / Since then, she has been in the top 10
students improve their writing.
Jessica Cornish was
I see what you mean, (4) ...
Kristina I think the concert will be born in London in 1988. international charts.
great anyway. Yeah, I think so too. She is (1) ... by her 4. In / At 2014, she recorded a song with The Weeknd
Can you (5) ..., Louis? artistic name, Jessie J. and it was very successful.
No, I can’t. I’ve got a ticket She is an English singer-
for the Katy Perry concert. 5. Apart from singing, she has done some charity
Why (6) ... you come with songwriter. work since / for more than ten years.
me instead?
No, thanks! I don’t like She became famous
Katy Perry. (2) ... age of 23 when
Me neither, but have fun! Louis her first album, Who
You Are, was released Writing Task
in 2011. It went to
3 Practise the dialogue and act it out. number one in the UK
1 Plan
The carefully structured
Make notes about the person you are
charts and millions of
going to write about and include:
copies (3) ... around
Speaking Task the world. Since then, she has performed live at
Personal details: name, when and where
he/she was born, what he/she does
4 Prepare a dialogue between you and a friend. concerts and festivals all over the world. In 2012,
Writing Task provides students
she gave a spectacular performance at the London Musical achievements: hits, albums, sales,
STEP 1 STEP 2 Olympics. A year later, she (4) ... her second album, awards, performances, plans
Choose a musician or use your own ideas. Think about your opinion and about your friend’s Alive. Other achievements: charity work, other
responses. achievements
His/Her first album was ... / I preferred ... / I think Incredibly, she has also found time to do lots of Conclusion: why you admire this person
with enough scaffolding for
he/she is ... amazing charity work. In 2013, she shaved off her
hair on live TV to raise money for various charities.
I think so too. / Me too. / Me neither. / I totally disagree. 2 Write
Use the text, your notes and this
STEP 3 I admire Jessie J for (5) ... music and her work
structure:
Work in pairs. Take turns to act out to help others. She has been my musical hero for
their written production.
more than five years. Paragraph 1: Personal details
the dialogue.
Paragraph 2: Musical achievements
Paragraph 3: Other achievements
6 Read again and answer the questions. Paragraph 4: Conclusion
1. When was Jessie J born?
2. What does she do?
3. When did she become famous?
3 Check
music
4. What are her main musical achievements?
the passive, different tenses
5. What else does she do?
time expressions
6. Why does the writer admire her?
71
08/03/18 09:32 M17 388 Phases3SB 064 073 U6.indd 71 08/03/18 09:32
6
Famous music venues
The exercises in the
The Sydney Opera House
Progress check 4 Write the verbs in brackets in the correct
form.
Progress check revise
The Sydney Opera House, in Australia, Music 1. CDs ... (use) to store music.
is one of the great iconic buildings of the 2. ‘What a Wonderful World’ ... (usually play) on
1 Match beginnings 1–6 with endings a–f
20th century. It was opened in 1973 by
the radio.
Queen Elizabeth II. It is famous for music to make phrases.
concerts and theatre performances 3. DVDs ... (not sell) in many shops.
the language presented
in the six separate venues inside. It is 1. release a. at a concert 4. This museum ... (visit) by more than ten thousand
the home of the Sydney Symphony 2. record b. a band people last year.
Orchestra and Opera Australia. It is one
3. play live c. a song in the studio 5. Millions of videos ... (download) last year.
of the busiest performing arts centres in
the world. Every year, more than 1,500 4. go d. a new album
performances are attended by about two 5. go to e. number one The passive: interrogative
in the unit.
million people. Many famous pop stars 6. form f. on tour
and singers have performed at the Opera 5 Write passive questions.
House. There’s something for everyone. 1. How many tablets / sell / your country / every year?
Negative prefixes 2. What colour / your classroom / paint / last May?
The Met 2 Complete the sentences with the negative
forms of the words in brackets. Use un-, il-
3. When / the new band / form?
4. lyrics / put / on the cover?
The Metropolitan Opera House, or ‘The
or im-. 5. Who / mp3 player / invent / by?
Met’, is in New York. It is the home of The
Metropolitan Opera, America’s biggest 1. Kate is not very creative at all, she’s really ... .
classical music organization. It has a young (imaginative)
artists programme to help young singers 2. Peter hates waiting. He’s very ... . (patient)
develop their careers. Luciano Pavarotti 3. They are very ... , they never want to try anything
Integration
became famous after singing there. Other Choose the correct words.
famous singers such as Plácido Domingo new. (adventurous)
regularly sing there. The Met has broadcast 4. Those children never say ‘hello’. They’re ... . Aubrey Drake Graham (1) is usually known /
live performances on the radio since 1931 (friendly) usually knows by his artistic name Drake. He (2) is /
and now they are streamed directly to 5. You can’t depend on them. They’re ... . was a Canadian rapper, record producer, songwriter
smartphones.
(trustworthy) and actor. He first (3) became /
was becoming popular in 2009 with ‘So Far Gone’, his
6. That doesn’t make sense, it’s ... . (logical)
first big-time mixtape. In 2010, he (4) was released /
released his album Thank
1 Read and listen. Then answer the
2.21 4. The Sydney Opera House is called ‘The Met’. The passive: present and past simple me Later, which became
questions. 5. Live performances have been broadcast for more really successful in a
1. What can you see at The Sydney Opera House than a century.
3 Rewrite the sentences using the passive. short time. His album
Start with the underlined words. Omit by Take Care (5) was earned
apart from opera?
when possible. / earned him his first
2. How many people go to performances at The 3 ABOUT YOU What music venues are
1. A famous artist designed the album cover. Grammy Award for
Sydney Opera House every year? there in your town/country? What kind of Best Rap Album. Drake
2. My friend wrote that song.
3. What is The Met? music are they for? Are the performances released his fourth
3. People played music thousands of years ago.
4. What is the young artists programme for? broadcast live? album, Views, in 2016,
4. Students use computers in many schools.
5. What can you watch on your smartphone? breaking several chart
5. Edison invented many machines. records in the process.
WEBQUEST 6. They give music lessons in all British schools. Since then, Drake (6)
2 Read again and correct the wrong 7. My friends formed a band at school. won / has won several
information. other awards like Juno
Investigate any important Opera Houses in 8. My sister downloaded many songs last week.
1. The Sydney Opera House became an icon in the Europe or South America. Write down some Awards and some
16th century. information on them. Share the information American music awards.
2. There are more than four venues inside it. with your classmates.
3. Not many performances are held there annually.
73
08/03/18 09:32 M17 388 Phases3SB 064 073 U6.indd 73 08/03/18 09:32
19/07/18 12:27
 The Revision sections consist
Revision 3
Vocabular y

of a vocabulary and grammar

review from the previous two
START
is a Is…
My friend Mike
took it. with my new camera.
Upgrade for Exams The Upgrade for Exams
6 Choose the correct words andHe has done dange
match

sections provide additional

a. No,
questions 1–5 with answers a–e.
Creat rous
b. Some inginthe
scenes in some scenes were filmed in a college Oxford.
ofmostly. necessary s… e…
units through reading and
1. How much money is spent / is spending / c. Pop,
Spielberg’s films in a science fictio 1 Read and complete the text about Leona 3 Imagine you saw a film called This Band
is going to spend on music festivals every year? .
d. A fortune! Lewis with only one word. Rocks. The reviews were good but you did not
2. What kind of music is downloading usually / film is no easy n
e. Four or five, I’m not sure. like the film at all. Use the notes and your

practice through
is usually downloaded / usually download from task. own ideas to write a new but negative review

listening exercises.
YouTube™? to upload onto your personal blog.
3. Where was the Harry Potter saga film / films / Listening
filmed?
7 Listen to Ellie and Steve. Correct the

international exam-type
2.22
4. How many Oscars was given George Lucas / The Week nd information.
wrong This Band Rocks
My neighbours was George Lucas given / is George Lucas w... two a...
1. Ellie and Steve are going to the You need
theatre today.
having lots a… are given for Star Wars?
2. Ellie says that the film has nospecia
at the 58th l e…
special effects.
This Band Rocks is a fantastic film
His first film!
these days. Iof
5. Does / Was / Did this photo taken by a by Nicholas Wilson, the famous
Grammy’s.3. Steve hates James Bond films.to climb

exercises.
American director. It features
think they getdon’t
professional?
4. The film was released last yearEvere
in the USA.
on. st.
5. Ellie’s sister never downloads music for free.
the story of a school band that
wins a competition and becomes
6. Ellie wants to go bowling before the film. famous world wide, but its lead
Not a very singer – Walter – performed by
original idea! Nick McCallum, falls seriously ill
The band Leona Lewis (1) ... a British pop singer. She

The Collaborative Task gives

Only for and the band has to cancel the
Collaborative Task will meet at (2) ... famous in 2006 when she won the TV talent
show The X Factor. Since then, she has become
very young concerts. However, Walter needs
the r… s… people. money to pay for his treatment,

a famous film poster

a top-selling artist. She was (3) ... for a few
Mick Jagge
r played at 7 am next Grammy Awards, but she didn’t (4) ... any.
so the other members of the
band decide to continue their
l… for the first Wedn esday. So far, Leona has (5) ... two albums. Every day,
time
students the chance to work
gig. The day their first album
a long time ago. her songs are downloaded by thousands of is launched, coincides with the
I can’t make p… people all (6) ... the world. In fact, her first single, Just an excuse
day Walter is operated on.
about the ‘A Moment Like This’, became the fastest-selling to promote the
future!
1 IDEAS UK single after it was downloaded over 50,000 band’s music This Band Rocks has a

in groups and produce a text

times only 30 minutes after it was released! Her simple plot but it surprises
Investigate a film you like and
make notes about it: second single, ‘Bleeding Love’, (7) ... to number Too simple! Too the audience with great
2 GROUP WORK
• What film is it? one in over 30 countries. When she released few characters photography, a high quality
• What kind of film is it? Share your informat ‘Run’, an incredible 69,244 copies of the song and very poor soundtrack and sound

that integrates the language

• When was it released? ion with
Our newyour group and
teach
(8) ... sold in just two days! Her latest tour was dialogue! performances.
FINISH • Who is the director?
• Who are the main actors?
• Who was the soundtrack composed
seemand
i… . He
Organize
s to the ideas
beheadings
provide
er
vote for one film.
My boyfriend is
veryintotoa posteryour
good person but a very
(9) ... 2016. It (10) ... very successful!

workgets angryGet make

more effective.
photosbit he’s a
if we ordon’t to illustrate your u... . He always says
by? make pictures The band may Nothing
finish

learnt so far, using various

poster.
our work soon. he’ll be on time 2 Complete the questions about the text in
sing well but surprises the
but he their acting is audience.
74
never is! exercise 1 and answer them. not good at all!
Everything is
1. When ... famous?
3 PRESENTATION 2. How long ... a top-selling artist? predictable.

tools and formats.

M17 388 Phases3SB 3. What ... of her first single?
074 077 R3.indd
74 Edit your work and make the 4. How many ... in just two days when ‘Run’
final version of the poster. Show
was released?
it to your classmates.
08/03/18 09:35

76 77

M17 388 Phases3SB 074 077 R3.indd 76 08/03/18 09:35 M17 388 Phases3SB 074 077 R3.indd 77 08/03/18 09:35

The Communication Activities Communication Activities – Student A CLIL and Projects

Social studies

section, divided into Student A Cities and their

3 4
1 Write as many sentences as possible in
three minutes comparing the three objects
nt B
in the picture. You may use the adjectives in
tiv ities – Stude history
unication Ac
blue. Once you have finished, compare your

and B, provides six motivating Comm

answers with your partner and find out how
many different sentences you have written.

expensive 3
4
San Francisco is a large city in
northern California, USA. Its
population is more than 800,000.
San Francisco Bay’s Golden Gate
Bridge is an American icon. It
connects the city of San Francisco

pair-work tasks that improve

in
practical as possible 4 Mark and Daniel are thieves and they were with northern California. Also in the
fast as many
sentences
object s
caught by the police. Read the sentences
In 1848, people discovered gold in bay, we find ‘The Rock’ – Alcatraz, a
1 Write ring the three the area and the population grew
minutes compa
small
three ives in
the adject and tell your partner what the thieves told prison until 1963.
You may use from 1,000 to 25,000 in one year.
the picture.
inecological d, compare
your the police. Then listen to your partner and
you have finishe San Francisco became the largest Silicon Valley is south of San

communication skills and

blue. Once find out how compare his/her information with yours. How
partner and n. city on the west coast. Francisco. It’s home to many large
rs with your have writte many statements are different? Who do you
Findanswe
out if your partner ces
has youany
done of the technology companies such as
2 many different senten believe, Daniel or Mark? and they were There are over 100 neighbourhoods
actions in the pictures and, if he/she has, Daniel man.’ are thieves ces Apple® and Hewlett-Packard®, as
and
. Read the sentens told
Mark Mark in San Francisco. Chinatown is one
ask when, wheresive and what it was like. Then 4 ‘I’m an innocent
is athe
t by police well as to other dot-com companies.

foster lively interactions.

inexpen Danielcaugh thieve of them. With its own hospitals,
r what the
‘Mark serial killer.’
answer your partner’s questions. partne These are companies like Google™,
l
practica Mark and tell ayour partner and shops and restaurants, Chinatown
listen to your yours. How
‘I have decent job in a small village.’
. Then Facebook and eBay™ which operate
slow Danielthe police
‘I don’t want to go to prison.’ with has the largest Chinese population
a b r sentences you mainly over the Internet.
big ‘Danielreishis/he
Mark compa telling lies.’ nt? Who do outside Asia.
ecological ents are differe
many statem

Four CLIL texts and Projects

Daniel or Mark?
the
5 Your partner
believ e,
has got a similar email but with
done any of an innocent
man.’
partner has a few differences.
Daniel ‘I’m Answer yourorking partner’s
person.’
Find out if your if he/she has,
pictures and,
2 ‘Daniel isthem.a hard-w
actions in the like. Then questionsMark to discover I’m a doctor.’
what it was ‘I am not a thief!
where and
.’
when, Daniel got good families Project: Special neighbourhoods
ask ons. I have
d r’s questi friend and

present interesting topics for

c New message
partne Mark ‘My He is
answer your friend needs
medication.
b From: Daniel ‘My
Ryan
STEP 1 STEP 2
crazy!’ ely
a Recipients: Mum and Dad absolut CC CCO
but with Choose Chinatown or Little Italy (in New York Select the most interesting material and
Hello
similar email
r has got a
Subject:
r’s City) and get information about: organize it into paragraphs to write an article
Dad,partne
Your r your partne

students to investigate further

Japanese food Dear Mum and 5 nces. Answe • its location on the map for the school magazine. Get or make pictures to
a few differe
time to
Martin and I had a greatons discov
yesterday. gotthem.
Weer up early and • its population illustrate your work and think of an original title
questi • its characteristics
3 Look at the pictures,
chicken Strogan
off describe what has had breakfast at the hotel. At 7.30 a coach picked us up to
• its main attractions
for the article.
happened to you and ask your partner
d for go on a tour of the city. Rome is absolutely great! We visited
• its history
the Colosseum,New somemessage
interesting monuments and took a lot STEP 3
advice. Then listen to what has happened to

in groups, thus stimulating

c CC CCO
of photos! The weather was great in the morning but in the Write an article in about 150 words, edit it
your partner and give him/her some advice. From:
afternoon it got cloudy and
Ryan
cold,
Mum andso we returned to the hotel.
Dad carefully and share it with your classmates.
Recipients:
In the evening, we went toHello
the theatre and then we had dinner
1 2 Subject:
at a new pizza place near the hotel. We returned at about 10
and
and today we are taking
Dear Mum theand Dad,
plane to London. We have already y. We got up late

team work and collaboration.

a very good time yesterda at 7.30 but we
packed up. Don’t worry about us! have
We’ll
didn’t write again when we arepick us up
be what hasin London. Melanie and I the hotel. A coach came to t,
the city. After breakfas
pictures, descri partner for
at
had breakfast go on a tour of and boring. We visited
Look at the your so we couldn’t old
3 you and ask like Rome. It is
toand kisses,were not ready, in the
happened to has happened
Hugs walk. We didn’t photos! The weather was great
we went for a to
listen to what Ryan . and took some cold, so we returned
advice. Then er some advice the Colosseum afternoon it got cloudy and and then we bought a
r and give him/h morning but in
the to the cinema out. Today we
Chinatown
your partne Send evening, we went too tired to go
the hotel. In the to eat at the hotel. We were pack up. Don’t
worry Little Italy
2 few sandwiches so now we must
plane to Madrid, we are in Madrid.
1 are taking the
write again when
about us! We’ll
102 kisses,
103
Hugs and
Ryan
M17 388 Phases3SB 102 117 extras.indd 102 08/03/18 10:29 M17 388 Phases3SB 102 117 extras.indd 103 9/3/18 14:24

Send

107

08/03/18 10:29

107
102 117 extras.indd
M17 388 Phases3SB

The Editing your Work Editing your Work

section provides six texts

prosthetic hand for only 40 dollars.
Now Felipe is happy boy; he can write e. Your school will give a prize to ‘the Best Buddy’ in each
class. Write a letter recommending the classmate you
Correction code b. Write an email to your friend recommending and eat with a knife and fork and,
consider the best companion.
a film. what’s more, he can ride her ‘new’ bike.
^ word missing Dear All,

containing grammar, spelling

New message Gino the leader of the Atomic Lab
T wrong tense I like to recommend Nicolas Houghton for the Best Buddy
team. Produce prosthetics on 3D
P punctuation From: Tom
Prize for is friend and helpful. He listen to our problems
CAP capitalization Recipients: Willy CC CCO printers for free. Gino is only 21 and
Hello! and tries to help we. Nicholas has fourteen years.
PREP preposition
Subject: his aim in life it is to help people

and vocabulary mistakes for

Last month, for instance, our classmate Mary Alison
PL/SING plural or singular form? Hello Willy, living without limits. In 2016, helped
was very sad because her computer was stole and her
WW wrong word How you are? Are you back from holidays? I haven’t be 1,000 people Argentine with physical
WV wrong verb on holidays this summer because dad is have problems disability and is now plan to help
parents couldn’t buy a new one. Nick organized a raffle
in the work. During the day I go to the club and in the and in this way collect the money for the new computer.
V verb form
evening I watch films. people around the world, too. Young

students to spot and correct

WO word order people like he do a difference. And when we are ill, Nick phones or texts us and helps
There is a film I like to recommend, The most dangerous
STR structure game. The film it is in black and white and there’s a lot us with the homework.
SP spelling of suspense. Bob Rainsford, a famous big game hunter, Academically, he is very good at maths but most of us
TR transfer from L1 sailing on a luxury boat. He thinks that in the world
are very weak at algebra and geometry. Before every
there are two kinds of people: the hunters and the

using the correction code

C/S comparative or superlative form
hunted. This is the theme central of the film. Suddenly, test, he invites we to his home and explain the theory.
RED redundant the ship sinks and only Rainsford survives. Always pass our math exams thanks to him. He is really
REF reference In an island he finds the luxury palace of a Russian d. Write a story about a ring. kind and generous! I think he should to get the Best
REG register Count. The Count is also a hunting lover. He bored
of hunting; he now prefers to hunt men. As you can When Father died, we has a lot of debts. My Buddy Prize!

given. This section aims at

imagine, Rainsford be his next prey. I will not tell you the mum want that I finish school, so she sold
Correct these writing pieces. final. Now it is your turn to recommend a film.
the ring that my father gave her on their
Yours sincerely, Sean wedding day. With that money she paid for
f. Write a story beginning with: For a change, my friend and I
Send those studies. I could finished school and

raising students’ awareness

a. Imagine you are a celebrity: a famous writer, actor, politician.
decided to go to …
Write about your favourite hobby. enter to university. I was always grateful to
my mum for her unconditional support. My friend and I decided to go to the London
I created him but now he more famous than me. All Dungeon, a horror exhibition of Britain’s macabre
the people around world are familiar with he, Harry c. Investigate about how advances in technology can help After six years from hard work, I graduate
histori with wax figures in scary settings.
Potter but few remember my name, JK Rowling. My as a Doctor in Medicine. As time went

of grammar, vocabulary and

ordinary people and write an article of 160 words for the
real name is Joana Rowling. I was born in July 31st. Alex, my friend, told me that her grandpa used to
school magazine. by, became a well-known doctor in my
My sun sign is Leo. I not was a star when I was a build wax figures when he young. His grandpa
neighbourhood. Mother very proud of me. said to him one day, ‘You know, Alex, when I shape
child. I was a quiet and unathletic girl. Write stories
was me favourite hobby. At the age of 6, I wrote Felipe is now 11 years. He live in But one day she fell ill. We tried many the wax body, can feel the presence of a spirit.’ Alex
looked me and concluded, ‘The wax figures not are

spelling issues.
my first novel. I wanted to be a writer and I finally Argentina. During her childhood, he cudn’t treatments. She knowed her condition were
becamed a famous writer and a multimillionaire but serious but she struggled valiantly. ‘I will lifeless, you see.’
write or eat with a fork or ride a bike
writing remains me favourite pastime. because he born without fingers. The cost get over it because you the best doctor in the In the London Dungeon, we walk through the
I love sit in a small coffee shop, creating stories and world,’ she sayed to me. gloomy passages. We saw the horror faces of the
of a prosthetic hand was around 40,000
inventing new characters. I can right in expensive victims on the torture chamber and the burning
dollars so his parents couldn’t afford That day I walk past the local pawn shop whith
hotels and luxury seaside resorts but prefer the small eyes of Jack the Ripper.
buying one. tears in my eyes. There, in the shop window,
coffee shop. I sit in the window, watch the people into The other youths on the museum shouted and laugh.
In 2016, they contacted Gino Turino I saw the ring I had seen all my life on my
the street and suddenly his faces change and become Alex and I, on the contrary, stared at the figures
wizards and witches and new arguments develop in through the platform ‘Limbs’ and, to mother’s finger. My heart beat with hope. ‘I’ll suspiciously. They looked so really! I began to
my mind. their great surprise, they can obtained a get it back’, I decide so I searched in my poket suffocate. I could feel the presence of spirits near I.
for my credit card and walked in the shop. When we finally came out, I went blank and fell flat
Now I was sure my mum would recover. in the flor!

108 109

M17 388 Phases3SB 102 117 extras.indd 108 9/3/18 14:39 M17 388 Phases3SB 102 117 extras.indd 109 08/03/18 10:29

The Extra Reading section WHAT WILL BE,

includes four reading texts WILL BE!
presented in different formats Science fiction explores the relation between technology, society and how the individual understands
the universe. Let’s read a part of one of the first novels of this genre and discuss our innate curiosity
about the future and our speculations about time and society.
The Time Traveller went underground to retrieve his machine but

and dealing with varied topics.

the Morlocks were out to hunt him so he protected himself and
THE TIME MACHINE Weena with matches. He lit a fire to frighten them away. Many of
By H G Wells
AD because he wanted to see what had become of
the human race. those underground monsters were killed but unfortunately, Weena
The novel begins with an English scientist died too. The scientist took shelter in an underground palace and
He arrived in a country of small humanoids called

They are followed by productive

discussing the concept of time with a group of
professionals. ‘Time is the fourth dimension,’ he
explains and shows his listeners the miniature
model of his invention. He has created a device
to travel to the future. He presses the lever of
when the Morlocks were about to catch him, he got on his time
Eloi. They had conquered nature with technology machine and rocketed off. He then travelled 30 million years ahead
and didn’t need to work; therefore, they led a life of into the future, and, to his great disappointment, the only sign of life
leisure and had no discipline or curiosity. on Earth was a blob with tentacles.
While he explored the place, he found a drowning

activities which help develop

the mechanism and, to everyone’s surprise, the
time machine is gone. This scientist is a Time
Traveller. He announces that he will try his
experiment and in a week’s time he will share
When the Time Traveller completes the description of his journey, his
lady by the name of Weena. He saved her guests look at him sceptically.
and she accompanied him on his exploration
journey. Suddenly, he noticed that his machine The following day, one of the guests visits the Time Traveller and
had disappeared. The Morlocks had hidden it sees him get on the machine and whizz off. When the novel finishes,

students’ reading comprehension

his experience with them. underneath a statue. Apparently, civilization in this three years have gone by since that day and the Time Traveller has
era was divided into two distinct social classes: the not come back.
The following week, the professionals meet
upper-class Eloi, who were peaceful and weak, and
in the scientist’s home again and the Time
lived on the surface, and the Morlocks, the brutal
Traveller arrives later, disheveled and in torn
working-class, who lived underground in caves and

skills. They also include a

clothes. He proceeds to describe to his guests
who fed on the Eloi. As the Morlocks were afraid of
his journey to the future. He explains that he
light, they came to the surface at night to catch their 3 Match words 1–5 with some of the definitions 5 Analyze and answer.
stopped his time machine in the year 802,701
prey, the Eloi. a–h. 1. In an adventure, there is a quest, there are
1. miniature 4. therefore monsters and there is a suffering lady.

Your turn section where students

2. lever 5. weak In what way is The Time Machine an adventure?
3. disheveled 2. In a dystopia, everything is unpleasant and there
is a horrifying picture of the future.
1 Read the text. Are the statements true, false 5. When he arrived in a country in the future, a. very untidy In what way is The Time Machine a dystopia?
or not mentioned? he met three kinds of humanoids. b. creepy 3. A science-fiction novel explores the relation

write their own text relating to the

1. The scientist believes that time is the fourth 6. Weena returns to the present time with the c. not strong between technology and society. What makes this
dimension. scientist. d. material used to make clothes story a science-fiction novel?
2. The scientist has invented a machine to travel 7. He made friends with three Eloi humanoids. e. a copy on a very reduced scale
to the future. f. a large amount of something
3. The scientist has not mentioned this fact to 2 In your folder, write the characteristics and g. Your turn
topic they have just read about.
a handle that you pull or push to make
his family. type of life of the Morlocks and the Eloi. a machine work
4. When the professionals meet the scientist h. for that reason Investigate other science-fiction novels. Choose
the following week, he is dressed in one and write a summary to share with your
ragged clothes. 4 Underline the expressions in the text that classmates.
refer to science.

116 117

M17 388 Phases3SB 102 117 extras.indd 116 08/03/18 10:30 M17 388 Phases3SB 102 117 extras.indd 117 08/03/18 10:30

The Language Database Language Database de las

obras reproducidas en e

The two Audio CDs

ste e
retes je
in térp mp
lar.
los Pro
S too/enough 1 Tense review: present simple de hib

summarizes the grammar

y i
es da
or la
• too means ‘more than necessary’ or ‘more than is good’. • We use the present simple for habits and routines. ut re
sa pr
• I play cards with my friends on Saturday. lo

include the audio for

enough means ‘less than necessary’. od
e
• too goes before adjectives and adverbs while enough
d

uc
r,

ció
to

structures in the book and

goes after adjectives and adverbs. We also use enough 0% 100%
uc

n ,r
d

before nouns.
ro

eg

ISBN 978-987-XXX-XXX-X
lp

rab

Let’s stay home. I’m too tired. never seldom sometimes usually always

the texts in the book as

de

Pack ISBN 978-987-XXX-XXX-X

ac

I can’t understand you. You are speaking too fast.

os

ión

© Macmillan Publishers S.A., 2018

ech

Is that clear enough?

provides additional grammar

, pr

• Adverbs of frequency go before the verb, but after the Con autorización de Macmillan
der

You are not running quickly enough. You’ll lose the race.
ésta

verb be. Publishers Limited

•
los

After too/enough we can use for + object or to infinitive.

Toby never cheats when he plays a board game.
mo,

well as the listening and

This sweater is too big for her.
todos

can

She isn’t young enough to marry that man. affirmative negative interrogative

practice. This section can be

je, ejecu
Reservados

• We can use too/enough + for + object + to infinitive. present He wins ... I don’t Do they
The new flat is too small for us to live there. simple win ... win ...?

pronunciation activities.
The dress isn’t long enough for her to wear to the party.
ción pública, radio

1 Tense review: past simple

used in class to supplement

1 Complete the sentences using too or enough • We use the past simple to describe finished actions or
and the words in brackets.
situations in the past.
1. Susan is not ... to vote at school. (old)
We played cards last Saturday and I won.
2. The table was ... for me to move along. (heavy)

each unit in the book and/or

3. Ben isn’t ... to reach the top shelf in the kitchen. (tall)
difus

affirmative negative interrogative

4. She spoke ... for the students to understand what past I guessed ... You didn’t Did he
ió n

she was saying. (quietly) simple guess ... guess ...?

y cu

5. The weather is ... to go to the park. Let’s watch

alq

at home to help students with

a film. (bad)
1 Gerunds
uie

6. The clothes mum bought me are ... to fit me. (big)

ra

• We use the gerund (-ing form) after verbs for likes or

Audio CD 1
otr

Patrick Howarth
ou

S as … as/not so (as) … as dislikes, and after prepositions.

so

I love playing football. Patricia Reilly

homework and self-study.

•
no

We use (not) as … as to compare two people or things.

She’s good at learning languages.
a

Daniel Morris
ut
The adjective comes between as and as.
or
iza
• We usually use so in the negative. Series consultant: do
For me, maths is as difficult as physics. What about you?
3 Complete the sentences with a suitable verb. Alejandra Ottolina es
de
Julia loves playing board games.
tos
She is not so/as boring as her brother is. fo
1. My sister is interested in ... a good tennis player.
nog
ram
as.
2. Does Jake like ... videos at home on rainy days?
2 Complete the sentences using as … as and 3. Henry and John enjoy ... friends on Friday evening.
the adjectives in blue.
4. I hate ... on crowded buses.
fast • hard • brave • expensive • bad • windy
1. My brother’s new car is as ... as my father’s car. M17-396-Phases3-Audio CD.indd 1 3/8/18 12:34 PM
2. This copy is as ... as the one you handed in
4 Write sentences using a gerund.
Emma / enjoy / travel abroad.
yesterday.
Emma enjoys travelling abroad.
3. Today it is not so ... as it was yesterday.
1. brother / like / do / karate.
4. Luke is as ... as his eldest brother.
2. your friend / hate / eat / raw fish?
5. Olga works as ... as her mates in the office.
3. Nick / be / good at / play / musical instruments.
6. This red jacket is as ... as the blue one.

118

M17 388 Phases3SB 118 128 Database.indd 118 08/03/18 10:17

M17 396 Phases1TB3 001 005 overview.indd 3 19/07/18 12:27

 Workbook overview

The Workbook includes:

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

Dictation exercises are

Unit
provided for students
6 World of music
5 Rewrite the questions 1–6 in the passive
voice. Then match them with some of the
7 16 Listen again and complete the sentences.
to further practise their
Vocabulary 1 1. The O2 arena is

spelling and to help them

.
answers a–i. 2. Claudia has been to there.
Music 4 Complete the sentences with words related to 1. Do they allow children in this club? 3. The British Music Experience is .
the world of music. 4. Maddy doesn’t like .
1 Match the verbs 1–6 with the words a–f to 2. Where do they keep the animals?

develop their listening skills.

make phrases.
1. go to a. a band 3. Where did they film Titanic?
Dictation
2. go on b. a song Listen and write in your folder.
8 17

3. form c. an album 4. Who composed the soundtrack?

4. play d. live at a concert
5. release e. number one 5. Do they speak French in Belgium?
6. record f. tour UPGRADE
6. When do they collect the rubbish? Choose the correct words.
2 Write the words below under the definitions. For his eleventh birthday, Elvis
Presley gave / was given a guitar,
a playlist • a record • a hit • a band • a single •
a. The filming of Titanic began many years ago. which cost $7.75. The guitar
release an album • an album cover • song lyrics
b. It is usually collected on Wednesday between (1) bought / was bought at the
5 and 7 pm. Tupelo Hardware Company, which
a group of musicians still (2) exists / existed today. In
c. No, children are not allowed here.
a band fact, Elvis fans still often (3) go /
d. Yes, the children do. went there to read a famous
1. a list of songs chosen by someone The Killers formed their band in 2001.
e. Yes, but Dutch is spoken by 58% of the population letter. The letter (4) wrote /
1. At the beginning, they played _______________
and French is spoken in the south. was written by Forest L Bobbo
2. a recording of just one song ___________________ at small clubs in Las

The Upgrade exercises

f. It was composed by a young amateur Italian who (5) sold / was sold the
Vegas, Nevada. guitar to Elvis. If you (6) will go /
musician.
3. a very successful song 2. They released their first ___________________, go to the shop one day, you will
g. Most of them are kept in cages but the ones see the letter. According to the letter, Elvis wanted to
Hot Fuss, in June 2004.
that are not dangerous are free. buy a gun! Luckily, he (7) didn’t have / hasn’t enough
4. make an album available for people to buy 3. Hot Fuss ___________________ number one in
h. The French do. money, so he got the guitar.
the UK and Australia.

are intended for

i. Most of it was filmed in Mexico.
5. a vinyl disc, not a CD 4. Their ___________________ ‘Mr Brightside’ When he was 13, the Presley family moved to
Memphis. While the family (8) were living / are living
was a big hit in the UK and the USA.
6. the words of a song 5. Some people don’t understand the __________ Listening there, he was influenced by blues and gospel music.
At 14, Elvis played his guitar in a high school concert
___________________ of their song ‘Human’. 6 16 Listen and choose T (true) or F (false). and all the girls (9) are going / went crazy.

The Vocabulary and Grammar students who need

7. the front of a record album 6. The lead singer Brandon Flowers ___________ 1. Maddy has never been to the O2 arena. T/F He left school at 18 and got a job. While he
___________________ a solo album in 2010. 2. The O2 arena is in north-west London. T/F (10) was working / worked as a driver, he recorded
7. The band ___________________ their biggest 3. It’s only used for concerts. T/F ‘That’s All Right Mama’. It (11) played / was played
3 Order the words to make sentences. Add the world tour in 2013. 4. Concert tickets cost around £50. T/F on the radio and became a massive hit. That song put

more challenge.
missing word in each sentence. 8. They own a recording ___________________ in 5. Claudia went there once on a school trip. T/F him on the road to fame.

practice exercises correspond to

1. band / an / months / two / released / ago / the . Las Vegas. 6. She tried learning to play the guitar Elvis (12) is called / calls The King of Rock and Roll
9. They played live at lots of __________________ at the British Music Experience. T/F by his fans, or just The King. His song ‘It’s Now Or
2. wasn’t / Oxford / good / very / festival / in / music . around the world last year. 7. At Dance Attic, you can learn lots of
Never’ (13) has sold / was selling 25 million copies
so far. Since Elvis’s death in 1977, his home, Graceland,
different dances. T/F (14) has become / became a museum. And more than
3. in / 80s / the / discs / industry / the / music /

the topics presented in the same

600,000 people (15) visit / are visiting it every year. At
revolutionized . the moment, the managers of Graceland (16) plan /
are planning some new exhibitions. Perhaps you
(17) visit / will visit Graceland one day!

sections in the Student’s Book. 55 60

M17 392 Phases3WB 045 064 U5 U6.indd 55 3/22/18 10:56 AM

M17 392 Phases3WB 045 064 U5 U6.indd 60 3/22/18 10:57 AM

The Writing section follows

The Reading section 4
6
the same guided approach
Reading Writing
1 Read the text and match the questions 1–5 with the paragraphs A–E. A description of a musical hero

provides a passage related

1. What are the Proms?
2. What is the Royal Albert Hall used for?
1 Complete the text with the time expressions below.

presented in the Student’s

3. Where and what is the Royal Albert Hall? ago • At the age of • for • in • just • later (x2) • now • Since then (x2)
4. What’s it like inside the Royal Albert Hall?

to the theme of the unit,

5. Who built the Royal Albert Hall and why? (1) 17, Madonna gave up her dance studies in
Michigan and moved to New York with a pair of dance shoes, a photo of her

Book.
mother and $35. A few years (2) , she was singing
with her first rock band, The Breakfast Club.
The Royal Albert Hall
followed by comprehension
She released her first big hit ‘Like A Virgin’ (3)
1984. It stayed at number one (4) six weeks.
A The Royal Albert Hall in London is one of the most famous public (5) , she has sold more than 300 million records
venues in the world. It is a familiar London landmark and a major worldwide.
tourist attraction. The huge red-brick building is oval, with a In 1984, Madonna also started acting in films like Vision Quest and

activities. This page may

domed roof made of glass and steel.
Desperately Seeking Susan. (6) , she has been in
B The Royal Albert Hall has a romantic history. It was built because many other films including Evita, for which she won a Golden Globe Award.
of Queen Victoria’s love for her husband Prince Albert. The Prince
wanted to create a cultural quarter in London for ordinary people to enjoy. He built a lot of museums and colleges, but he died
Madonna married twice. She has two children of her own and some time
without finishing his project. Queen Victoria built the Royal Albert Hall as a public memorial to him because she wanted the (7) ________________________ she adopted four African children. A few

be used with fast finishers

nation to remember him forever. years (8) ________________________, Madonna directed the film W.E.
C Inside, the auditorium is decorated with gold pillars and wine-red curtains and carpets, and there is an enormous golden
organ behind the stage. However, the Victorians did not know much about acoustics. The auditorium echoes, and in bad Madonna has (9) ________________________ released her latest album,
weather you can hear the rain on the glass roof. Rebel Heart, which became a hit worldwide. Do you think she is

and at any time during

D The auditorium can hold more than 5,000 people. It is used for many different cultural events: classical and pop concerts, (10) ________________________ planning visit your country on tour?
opera, ballet, circus, poetry recitals, award ceremonies, and even tennis matches and boxing contests. Leading artists from all
March 2015
over the world have performed here.
E Every summer since 1941, the famous Promenade Concerts or ‘Proms’ have taken place at the Royal Albert Hall. The tickets
are cheap, so anyone can afford to go. Over 70 concerts are performed in eight weeks. A lot of seats are removed from

the class. The Writing guide steps help

the auditorium and ‘Prommers’ stand while they listen to the music. The First Night and the Last Night of the Proms are 2 Read the text again and answer the questions.
especially popular. 1. How old was Madonna when she moved to
New York?
2 Read the text again and answer the questions. 3 Choose the correct word for each definition. 2. What was her first rock band called?
3 Write about a local singer of the 70s. Follow
these steps:
Use books or the Internet to find information about
the person you have chosen. Use these questions
to make notes:

students with the preparation

1. What is the Royal Albert Hall made of? 1. a building that everybody recognizes
Where and what did he/she study?
a. stage b. landmark 3. How long did ‘Like A Virgin’ stay at number one? When and where was he/she born?
in public?
2. Why did Queen Victoria build it? 2. a place where people go for concerts or other At what age did he/she start singing/playing
did he/she become famous?
events 4. Which film did she act in and won a Golden Globe What was his/her biggest hit? When
a. venue b. landmark Did he/she have any children?
Did he/she get married? If so, when?

of their own text.

3. When was it opened? Award?
to be used if he/she is still alive)
3. to manage to pay for something When and where did he/she die? (not
4. What is one problem with the Albert Hall’s a. to afford b. to enjoy 5. How many children has she got? Why do people remember him/her
today?
acoustics? 4. rounded or hemispherical __________________________________________
a. cultural b. domed 6. What is Rebel Heart?
Write a first draft. Use the notes you made and the
5. What is it used for? (three things) 5. to resonate __________________________________________
a. to remember b. to echo model text in exercise 1. Remember to use time
expressions and appropriate tenses. Try to use
6. What are the Proms and when do they take place? 6. people who lived in England when Victoria
passive voice when possible.
was the queen
a. Prommers b. Victorians Check your work and write the final copy.

61 62

M17 392 Phases3WB 045 064 U5 U6.indd 61 3/22/18 10:57 AM M17 392 Phases3WB 045 064 U5 U6.indd 62 3/22/18 10:57 AM

The Unit check section 4

6 The Digital Competence
Unit check WEB-BASED PRESENTATIO
revises the main worksheets at the end of each
Let’s discuss!
1 Complete the text with one word in each space. 3 Complete the sentences with some of the 1 Read and answer. In a web-based presentation
you can use videos, music
NS
and links to the slides
negative adjectives in exercise 2. 1. Have you ever made a presentation? and you can save it online
share it with others and
1. Please don’t be . It’s ridiculous to take 2. What software/web tool did you use? by sending a link. It is

vocabulary and grammar

interactive

unit include a collaborative

and dynamic, and this
was born in so many bags on a picnic. One will do. 3. Why are these presentations more interesting? makes it more interesting.
Enrique ‘Ricky’ Martín Morales of people can contribute Lots
1971. He is a 2. We shouldn’t wait for my sister. She’s completely
Puerto Rico on 24th December to web-based presentation
making them good collaborative s,
and actor who
pop singer, musician, songwriter . She is always late. projects.
he joined the
achieved prominence when
3. Your question is . It has no answer.
Let’s analyze!
(1) Menudo, and then as a soloist.

from the unit. project where students use

He (2) his first solo album in 1991.
albums in Spanish,
4. Robert Bowls is highly . He always 2 Look at this digital presentation. Then answer the questions.
Then, in 1999, after several hit ‘Livin’ uses the same words in his songs!
he released his first English-language copies 5. Thank you but I don’t want you to point out my
Loca’. The album sold 22 million
la Vida
and (3) to number one at once. Since mistakes. I know I’m .
(4) at
then, Ricky Martin has played

online tools for production and

than 50 countries all
different concerts in more
in several music 4 Choose the correct words.
over the world, has participated 1. English is not only spoken / only speak in the UK. ➜ Rapping is speaking or chanting lyrics, often with a beat.
(5) and has written a
2. A dangerous criminal has / was caught at the ➜ Many people think rap is like poetry.
lot of unforgettable song
(6) . train station when he was trying to leave the town. ➜ Rap songs are often about social or political themes.

interaction.
3. Steven Spielberg usually is made / makes very ➜ Rapping first started in America in the 1970s, especially among African
In 2007, Martin (7)
on a worldwide tour which Americans, but it didn’t become popular until 1979. In 1979, the
interesting films.
he called Black and White Sugarhill Gang released their single ‘Rapper’s Delight’. It was a big hit!
4. Your dog left / was left outside last night and it
and which started with a Suddenly, record producers noticed this new musical genre.
performance in Puerto cried for three hours!
➜ After that, many rap acts started, for example Run-DMC and N.W.A. At
Rico and concluded with a 5. This castle was built / was building in 1573. first, most rap artists were African-American men.
presentation at the Madison 6. Music festivals are usually hold / held in spring.
Square Garden in New York ➜ In the 1980s, female rap bands such as Salt-n-Pepa, and white rap
City. After finishing his worldwide bands such as the Beastie Boys, had big hits.
(8) , Martin took a break and focused 5 Complete the questions with the correct ➜ Nowadays, rappers such as Eminem and Tinie Tempah are very popular.
on his private life. form of the verbs in brackets. Then match
them with the answers a-f. 1. What is the presentation about?
1. When the latest hockey World Cup 2. What makes the presentation dynamic and interactive?
(hold)?
2 Circle the positive adjectives. Then change 2. Where Roland Garros usually Let’s do it! STEP 4
them to negative adjectives using the prefixes (play)? Create the presentation in an attractive style. Use
un-, in-, or il-. 3. Who STEP 1
the Titanic soundtrack some of the vocabulary suggested.
(compose) by? Prepare a presentation about your favourite
im a g ttrus 4. The Beatles ever musical genre.
e STEP 5
tw
fec
ina
l

(interview) by the BBC? Save your presentation and share it with your
re l i a b

orthyp

STEP 2
lper
tivea

5. turtles (find) in rivers? teacher(s) and classmates. Read your classmates’

6. How Select photos, videos and the information you may
presentations and vote for the most interesting one.
ica

pancakes (make)?
dve

need.
rac

nt
og

u ro u s l ica
l
t

a. No. They are usually found in salty water. USEFUL LANGUAGE:

unreliable b. It’s played in France. STEP 3
1. 4. c. Three years ago, I think. Go online and search for an online presentation form a band / go on tour / play live / record
2. 5. d. With flour, eggs, butter and milk. creation tool. a song
music festival / lyrics / a hit / an album /
3. 6. e. Yes, they were, and more than once.
playlist / recording studio
f. By James Horner.

63 64

M17 392 Phases3WB 045 064 U5 U6.indd 63 3/22/18 10:57 AM M17 392 Phases3WB 045 064 U5 U6.indd 64 3/22/18 10:57 AM

The Workbook audio, which includes the tracks for the listening activities and the dictations, is provided in
mp3 format to be downloaded from the Student’s Resource Centre at www.macmillan.com.ar/phases.

M17 396 Phases1TB3 001 005 overview.indd 4 19/07/18 12:27

 Teacher’s Book overview

The Teacher’s Book includes: • Complete answer keys to the Language Database
and the Workbook, including all the Workbook
• The Yearly Plan.
audioscripts.
• Unit-by-unit notes with answers to all the
exercises and audioscripts.
• Useful ideas on how to exploit the Communication
Activities, the ‘Editing your Work’ and the ‘Extra
Reading’ sections.
Workbook references are
included when appropriate.
6

Clear aims are included at the

Unit 5 Have the class work in pairs to find out
World of music
6 about the last album their partners bought or
PHASES EXTRA PHASES EXTRA
downloaded as in the example given.
Provide these definitions for students to say the Have students play a dictation competition on
correct phrases from exercise 1. Workbook page 55 the board. Divide the class into two teams. Call
Lesson 1 1 visit different towns and villages presenting

beginning of each lesson.

a student from each team out to the front. Play
a new album (go on a tour) Reading 1 the first sentence from track 2.14 (from the first
Aims 2 become people’s favourite song (go to Taylor Swift paragraph) and encourage Student A and B to
number one) write what they hear. Call two other students and

Suggested extra activities

To learn vocabulary about music. 6 See what students know about Taylor Swift. Write
3 launch a CD (release an album) proceed likewise with the second sentence. Go
To read a biography of Taylor Swift and do 4 perform in a concert (play live at a concert) down their comments on the board. Contrast the on in the same way until they have written the
comprehension work. 5 the place where songs are recorded notes with the information they can collect after whole paragraph. Check and decide who the
To learn and use cognates. (recording studio) reading the biography: What’s new information winners are.
6 the list of songs played by a radio for them? Then have students read the text

and cultural notes provide

Initial phase programme (playlist) quickly so as to find out how long Taylor Swift’s
second album stayed at the top of the charts.
7 TIP the paper or card on the front of a CD LOOK!
Write the word ‘song’ on the board and give the class TEACHING (album cover) when Check the answer in exercise 7.
passive is used
three minutes to write a word or phrase related to In semantic terms, the action is unknown or Ask the class to re-read the text and underline the

Lesson 2 music beginning with each letter, eg: ‘s’: saxophone, who does the a general 7 2.14 Play the track for students to listen as they words that look similar to words in their language.
the person we speak about in Colombia.’

you with many ideas and

or when read the text. Have them check their answer to Then explain that they must be careful because
sing, single; ‘o’: opera, organ, oboe, orchestra; irreleva 3 nt,Ask students is toproduc
read the ed text and choose the
in garage. ‘Good coffee reports exercise 6. Check orally. some words are cognates and others are false
Aims ‘n’: notes, new age; ‘g’: guitar, gig, gospel,
t and past passive truth, eg:correct words. Check their fic
in scienti work orally and write
presen is mainly used cognates. Explain that while cognates are words
As and
you usecheck thethe work orally, invite students to The passivethe answers on the board. it is not usually
To learn forms.
negative of the word in a sentence. articles, but Answer with a similar etymological origin, false cognates
and newspapersial contexts.

Teaching tips are included to help

illustrate
tive andthe meaning ce
the affirma and senten Her second album stayed at the top of the charts for 11
or false friends are words that look similar to a
of weak forms Answers
in colloqu

information to enrich
the use used weeks.
To focus on 1 form; 2 lyrics; 3 recording studio; 4 single; 5 hit; 6 go; word in L1 but actually mean something completely
favourite ces with the Give students a few minutes to read the
stress. 7 release; 8 play te the senten different, eg: English-Spanish cognates: accident,
Core
To listen to
a radio progra
mme about
n work. 2 Ask studen
ts to comple verbs in bracke
passive of the use the verb be in
ts.
questions and to answer them individually. Then acceptable, animal, artist, band, biography, opera;
comprehensio present simple
ans and do 1
Vocabulary have them compare their answers in pairs and false cognates: advertise, actually, approve,

you make the most of each class.

musici that they should /are) and
/ is
Remind them
PHASES EXTRA
t form (am finally check on the board. embarrassed, carpet. Of course, cognates vary
al phase to talk
ponding presen the

your lessons.
Music the corres le. Check on from language to language. Elicit cognates and ask
Initi 1 Invite students informaboutation about Taylor
their musical tastes the phrases
Personalize
main verb in
by past particip
itsasking students to use the Answers
students why they think it is important to learn false
ts revise basic ns: ‘Where is Taylor Swift in exercise 1 to talk about their 1 Student’s own answer. 2 Her grandmother and some
Have studen
and habits. Ask: ‘What types of music
questio do you like board.
play?’ favourite bands. Give them three minutes to American country singers (Shania Twain, LeAnn Rimes and
cognates.
h these can she
Swift throug
listening to?’ ‘Why?’
l instrum ‘Inents
what circumstances do think of sentences and check
added;
4 are work
mixed;their orally.
‘What musica album? ’ ‘In which Answers
; 2 is recorded
; 3 are the Dixie Chicks). 3 Her life began to change when she was
from?’ you like release
listeningher to first
music?’ ‘Do you download 1 are captured d; 7 is saved seen while singing at the Bluebird Café by Scott Borchetta, 10 ABOUT YOU Organize the class into
did shefrom
‘When music the 6 is mastere
?’ Internet?’ Draw students’ 5 is finished; a record producer. 4 Student’s own answer. 5 Yes, she has groups and give them a few minutes to discuss
film did she appear
attention to the phrases in blue and have them 4 2.13 Ask students to listen to the track helped different charities. 6 She has been a songwriter since what kind of music teenagers listen to in their
match some of them with pictures 1–4. and match the speakers with the songs they she was 12. country, what the top bands are and if they have
PHASE S EXTRA text in
about the
Answers downloaded. Play the
questio ns
track again and check
answer
their 8 Ask students to read the text again in order to released any albums recently. After four or
ts a few
studen orally. the passive. Have them
Core 1 music festival / play live at a concert; 2 record a song; Make work
exercise 2 using . You may choose
a very find what the given numbers refer to. Check the five minutes, invite the groups to report their
opinion to the class.
Grammar
3 a recording 1 studio; 4 a playlist a answers orally.
past simple using the passive his/her classmates
alsoAudioscript
2
passivthe
Therepeat e: present and
2.12 Play the track for the class to listen andt
the presen
Kate
strong studen
to make
So, tTodd, what was the last song you downloaded? Answers
phrases to introdu
in exercise 1.ce Point outform
that questioWas ns. it good?
on page 65 1 the year in which she was born; 2 at the age her life began
1 Use the text
‘record’ is stressed
contex t. Presen
in and on the second
the affirma
on itstfirst
tive
syllable as whenone of
fewTodd It was ‘Finesse’ by Bruno Mars. Yeah, it’s notthe
ces using
bad, to change; 3 the year in which she released her first album; Closing phase
passive er Taylor when it I like it. What was the senten
last song you downloaded?
it is a noun ts who consid syllable a) tsitto rewrite the e is 4 the number of weeks her second album stayed at the top of
Divide the class into groups of four and ask them to
first. Ask studen
is a verb. Also establish all over Americ
a difference between 3 Ask studen Was good?
The aim of
this exercis the charts
ever (critics te given. ces have I play make up a story in connection with music using the
best singers
the verb ‘live’ and ‘live’ in thisthe
r, write
complewhich
context, is
Kate ings
beginn It was ‘Wolves’ by Selena senten
Gomez.
that the two you, Julie?slightly
It’s fantastic!
answe eg: ‘Taylor all the ts 9 Invite students to read the text again in order to vocabulary they have learnt. Remind students that a
and when they on the board, to show itstuden time. What about h they differ Whathave was the

Each lesson is divided into three

pronounced \laiv\ .
the passive a as one last songgs youalthoug and find words or phrases for each of the meanings good story should have a setting, an introduction, a
sentence in similar meanin downloaded? Didboard
you like it?
over Americ on the
by critics all she Julie It wasfocus. Check the
internalizequite good!
given. Check the answers orally. body and a conclusion. Give them only three minutes
is considered Then ask when
‘Perfect’ by Ed Sheeran. It was
in the main
singers ever’. same. aloud to help consider
of the best and do the students read decide if they Answers
to invent the story. Invite the groups to choose a
second album d in Answers re. Help the class necessary spokesperson and share their stories with rest of
released her second album was release in 1
structu
c; 2 a; 3 b t (doer of the action) be 1 rise to fame; 2 awards; 3 over; 4 ahead
Write, eg: ‘Her the two sentences have the real subjec If so, it should the class.

stages: Initial phase, Core and

what explain construction. ‘by’.
2008’. Elicit
be + past participle) and the in the passive
the prepos ition
by
common (verb . Ask the class
to provide PHASESintrodu ced
EXTRA
, draw
this is the passivevoice sentences. Finally and in class.to3 are
usually
active ar table PlayAnswers
track 2.13 part by part 2 arefor students
allowed
equivalent on to the gramm and choose 1 areinused
in big studios. is madeafrom
cocoa beans.
repeat small groups. Then . 4 invite strong pair
students’ attenti

Closing phase.
Internet
read the sentences for the to act out
downloa ded from the
the conversation. senten ces in the
have the class te the rules to the
words to comple you do, ts’ attention simple
the correct orally and as 4 Draw studen and ask how the past + past
their work board. grammar table (verb be in the past
passive. Check to the sentences on the examples
make referen
ce passive is formedmain verb). Elicit a few r
le of the ries. If you conside
particip
ed; d very importan
t
ons and discove atize: write a suitable
Answers es mention about inventi
b be; c sometim
example you may system the summary into
a the action;
ary, elicit an it necessary, copy
er it necess r one in the the class to 65
64
If you consid and anothe title and ask
gative form e title and .
in the interro you may write a suitabl their folders the past
into their te the text with Check
negative. Then to copy the examples the class comple bracke ts.
the class is clear enough
and 5 Have of the verbs
in
practise18/07/18 M17 396 Phases1TB3 053 075 U05 06 R3.indd 65 18/07/18 17:33
invite simple passive board and have them
sure the title as the use of the
M17 396 Phases1TB3 053 075 U05 06 R3.indd 64 17:33

folders. Make well on the

formula as rather than
doers. their work
point out the size actions reading the
text aloud.
passive to empha ; 4 were
included
Answers 3 were not 8 was
2 were chosen; 7 was played;
1 were made; completed;
taken; 6 was
made; 5 was
were sold
released; 9

18/07/18 17:33
66

66
06 R3.indd
3 053 075 U05
M17 396 Phases1TB

Digital components

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

M17 396 Phases1TB3 001 005 overview.indd 5 19/07/18 12:27

 Yearly Plan
Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
Starter unit be: present Revision: Verb to be all Strategies: Functions:
simple – all adjectives, forms Listening for gist Asking for and giving personal information
persons, all countable/ Adjectives Listening for Asking and answering about abilities
forms uncountable Routine verbs imitation Talking about likes and dislikes
Can for nouns do/does, don’t/ Text types: Asking about possession
ability: all doesn’t Informal Strategies:
persons, all can/can’t conversations Actively listening to the interlocutor to
forms like respond appropriately
like + noun Respecting turn-taking in conversations
like + -ing Actively listening to the interlocutor to imitate
there is/are: sound and intonation
all forms Deducing meaning from context
have got: all Text types:
persons, all Short informal conversations
forms
too/enough
as ... as
not so (as) ...
as

1 Present Playing games Present simple Strategies: Functions: Social studies:

Hobbies simple: all Character form of routine Reading and Asking and answering about routines Famous
and games forms, all adjectives verbs listening for gist Talking about past events sporting
persons Past simple form Reading and Asking and talking about likes, dislikes and events
Past simple: of regular and listening hobbies
all forms, all irregular verbs for specific Writing a personal profile including linkers of
persons Vocabulary information contrast and consequence
Gerunds: about playing Listening to Strategies:
after verbs games imitate sound and Selecting relevant information to answer
such as like Character intonation questions
and after adjectives Identifying the Actively listening to the interlocutor to
prepositions topic respond appropriately
in a text Respecting turn-taking in conversations
Predicting from Actively listening to the interlocutor to imitate
the paratext sound and intonation
Deducing meaning Deducing meaning from context
from context Using a model text to copy the structure for
Text types: one’s production
Informal Researching in preparation for a writing task
conversations Selecting and organizing information
Articles Presenting work to classmates
Personal profile Text types:
Short informal conversations
Personal profile

2 Past simple: IT activities Regular and Strategies: Functions: History:

Technology regular and Jobs irregular past Predicting content Asking and answering about the past Famous
irregular forms from paratextual Talking about actions in progress in the past inventions and
verbs – all did, was/were information Correcting wrong information about a text inventors
persons, all Vocabulary about Reading and Asking for something in a shop
forms IT activities and listening for gist Strategies:
Past jobs Reading and Selecting relevant information to answer
continuous Word stress listening questions.
with when for specific Guessing meaning from context
and while: all information and Actively listening to the interlocutor to
persons, all for detail respond appropriately
forms Listening to Respecting turn-taking in conversations
Contrast imitate sound and Actively listening to the interlocutor to imitate
between past intonation sound and intonation
simple and Identifying topic Using a model text to copy the structure for
continuous in a text one’s production
Comparative Deducing meaning Adapting the level of politeness to social
and from context context
superlative Associating the Researching in preparation for a writing task
forms of information in a Selecting and organizing information
adjectives text with personal Presenting work to partners
experience Text types:
Text completion Short informal conversations
Text types: Thank you letter
Informal Poster
conversations
An interview
Articles
A thank you letter

M17 396 Phases1TB3 006 009 Yearly plan.indd 6 18/07/18 17:22

 Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
Revision 1 Material seen in Units 1 and 2
Collaborative Task: Investigating, discussing and presenting a poster about technological gadgets
Upgrade for Exams
CLIL and Projects Social studies: Cities and their history / Project: Special neighbourhoods
Final Task: Writing an article about a neighbourhood

3 Present Fundraising have/has: strong Strategies: Functions: History:

Heroes perfect: all ideas and weak forms Using paratextual Asking and answering about duration in Famous
persons, make and do Past participle material to aid unfinished actions heroes
all forms form of regular comprehension Talking about recent or unfinished events
for and since and irregular Reading and Correcting information
verbs listening for gist Inviting people to sponsor an event
for and since Reading and Strategies:
Fundraising listening for detail Selecting relevant information to answer
vocabulary Reading for questions or write T/F exercises
make and do specific Actively listening to the interlocutor to
collocations information respond appropriately
Listening to Respecting turn-taking in conversations
imitate sound and Actively listening to the interlocutor to imitate
intonation sound and intonation
Identifying the Deducing meaning from context
topic in a text Using a model text to copy the structure for
Deducing meaning one’s production
from context Adapting the level of politeness to social
Text types: context
Informal Organizing the information in a text using
conversations linkers
Interviews Researching in preparation for a writing task
Articles Text types:
Short informal conversations
Magazine article

4 Contrast Travel have/has in Strategies: Functions: History:

Incredible between Extreme strong and weak Predicting content Asking and answering about finished and Famous
journeys present adjectives forms from paratextual unfinished actions journeys
perfect and Past participle information Talking about duration of unfinished actions
past simple of regular and Using paratextual Talking about a journey
Quantifiers irregular verbs material to aid Strategies:
Travel comprehension Selecting relevant information to answer
vocabulary Reading and questions or ask them
Extreme listening for gist Actively listening to the interlocutor to
adjectives Reading and respond appropriately
\‰…\ \i…\ \ø\ listening Respecting turn-taking in conversations
for specific Actively listening to the interlocutor to imitate
information and sound and intonation
detail Deducing meaning from context
Identifying true Selecting information to compare and
and false cognates contrast
Listening to Using a model text to copy the structure for
imitate sound and one’s production
intonation Organizing a the information in a text using
Identifying the linkers to avoid repetition
topic in a text Researching in preparation for a writing task
Deducing meaning Text types:
from context Short informal conversations
Text types: Description of a journey
Informal
conversations
Emails
Articles
A website
Descriptions of
journeys

Revision 2 Material seen in Units 3 and 4

Collaborative Task: Writing a description of an imaginary tour of two countries
Upgrade for Exams
CLIL and Projects Science: The solar systemy / Project: A film about a journey to outer space
Final Task: Writing a magazine article or preparing a digital presentation about a film review

M17 396 Phases1TB3 006 009 Yearly plan.indd 7 18/07/18 17:22

 Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
5 Future Films will and going to Strategies: Functions: Social studies:
On screen tenses Noun suffixes Film vocabulary Predicting content Asking and answering about the future Famous films
First Noun suffixes from paratextual Making predictions and film-
conditional Sentence stress information Expressing probability using first conditional makers
and weak forms Using paratextual Talking about films
material to aid Writing a review
comprehension Strategies:
Reading and Selecting relevant information to ask and
listening for gist answer questions
Reading and Selecting relevant information to justify
listening answers
for specific Selecting relevant information to answer
information and questions or solve T/F/NM exercises
detail Actively listening to the interlocutor to
Inferential reading respond appropriately
Listening to Respecting turn-taking in conversations
imitate sound and Actively listening to the interlocutor to imitate
intonation sound and intonation
Identifying the Deducing meaning from context
topic in a text Using a model text to copy the structure for
Deducing meaning one’s production
from context Adapting the level of politeness to context
Becoming aware of Organizing the information in a text using
the use of sexist linkers to avoid repetition
terms Researching in preparation for a writing task
Text types: Making an oral presentation
Informal Text types:
conversations Short informal/formal conversations
Articles A film review
Interviews
Film reviews

6 The passive: Music Sentence stress Strategies: Functions: Music:

World of present and Negative and \´\ Predicting content Using the passive to describe actions or Famous music
music past simple prefixes Strong and from paratextual processes venues
The passive: weak forms in information Asking about actions or processes in which
questions the passive Using paratextual the action is more important than the doer
Music vocabulary material to aid Talking about music and music bands
Negative comprehension Inviting, accepting and refusing an invitation
prefixes Reading and to a concert
listening for gist Describing a person
Reading and Strategies:
listening Selecting relevant information to answer
for specific questions
information and Actively listening to the interlocutor to
detail respond appropriately
Associating Respecting turn-taking in conversations
paragraphs and Actively listening to the interlocutor to imitate
headings sound and intonation
Identifying true Deducing meaning from context
and false cognates Using a model text to copy the structure for
Inferential reading one’s production
Listening to Adapting the level of politeness to context
imitate sound and Organizing the information in a text
intonation Researching in preparation for a writing task
Identifying the Text types:
topic in a text Short informal/formal conversations
Deducing meaning Description of a musical hero
from context
Text types:
Informal
conversations
Interviews
A website
Articles
Description of
a musical hero

Revision 3 Material seen in Units 5 and 6

Collaborative Task: Investigating and making a poster presentation of a famous film
Upgrade for Exams
CLIL and Projects Music: Jazz and its instruments / Project: A picture poster of your favourite band
Final Task: Making a poster presentation of a band

M17 396 Phases1TB3 006 009 Yearly plan.indd 8 18/07/18 17:22

 Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
7 Obligation, Making friends must/mustn’t, Strategies: Functions: Social
Good absence of Verb and noun has to/have to, Predicting content Talking about making friends studies:
friends obligation, collocations doesn’t/don’t from paratextual Asking and answering about obligation Famous
prohibition have to information Asking for and giving advice friendships
and advice should/shouldn’t Using paratextual Describing hypothetical situations using
Second would/wouldn’t material to aid second conditional
conditional Making friends comprehension Writing a formal letter
vocabulary Reading and Strategies:
Verb and noun listening for gist Selecting relevant information to ask or
collocations Reading and answer questions
\aI\ \eI\ listening Actively listening to the interlocutor to
for specific respond appropriately
information Respecting turn-taking in conversations
Reading to Actively listening to the interlocutor to imitate
compare and sound and intonation
contrast Deducing meaning from context
Inferential reading Using a model text to copy the structure for
Listening to one’s production
imitate sound and Using informal language to talk to a friend
intonation Adapting language to context and aim
Identifying the Organizing the information in a text using
topic in a text linkers
Deducing meaning Researching in preparation for a writing task
from context Text types:
Text types: Short informal
Informal conversations
conversations An interview
Articles A letter
A website
Questionnaire
A formal letter

8 Reported Phrasal verbs said/told/asked/ Strategies: Functions: Literature:

Special speech: say Crime ordered Predicting content Reporting affirmative and negative Famous
stories and tell Phrasal verbs from paratextual statements stories
Reported Crime information Reporting polite requests and orders
speech: vocabulary Using paratextual Telling stories and anecdotes
orders and \O\ \O…\ \´U\ material to aid Writing an entry for a story competition
requests comprehension Strategies:
Reading and Selecting relevant information to answer
listening for gist questions or solve T/F/NM exercises
Reading and Actively listening to the interlocutor to
listening respond appropriately
for specific Respecting turn-taking in conversations
information Actively listening to the interlocutor to imitate
Inferential reading sound and intonation
Identifying true Deducing meaning from context
and false cognates Using a model text to copy the structure for
Listening to one’s production
imitate sound and Using informal language to talk to a friend
intonation Adapting language to context and aim
Identifying the Sequencing events in the past
topic in a text Organizing the information in a text using
Deducing meaning linkers to avoid repetition
from context Researching in preparation for a writing task
Text types: Text types:
Informal Short conversations
conversations Stories
Articles Description of story characters
Stories

Revision 4 Material seen in Units 7 and 8

Collaborative Task: Presenting a good story from an interesting book
Upgrade for Exams
CLIL and Projects ICT: e-Commerce / Project: Famous shops in my town
Final Task: Writing a school magazine article about famous shops

Extra Reading Let’s play!

We are everyday heroes
The Unexpected
What will be, will be!

M17 396 Phases1TB3 006 009 Yearly plan.indd 9 18/07/18 17:22


Starter unit
Aims
To revise basic functions: introducing oneself
and others, asking and answering about age and
talking about likes.
To revise vocabulary: descriptive adjectives,
clothes, jobs and professions, food, etc.
To revise can, have got, like, there is/are and
present simple and present continuous.
To use too and enough, and as ... as/not so (as) ...
as to compare.
Initial phase
• Introduce yourself to the class and ask some new
members their names.
• Revise the alphabet: do some spelling dictation
on the board. Start with simple English names,
eg ‘John’ or ‘Jason’ and then move on to longer
names, eg ‘Margaret’, ‘Geraldine’, ‘Theodore’.
Core
Introductions
1 1.02 Give the class one minute to look at the
pictures. Then play the track for students to
identify the three teenagers.
Audioscript
Mia Hi, I’m Mia. I’m 15. I live in London. I like going to
the cinema with friends. I like watching science-
fiction films but I don’t like horror films. When I’m
at home, I like watching cartoons on TV like Family
Guy and The Simpsons.
Max Hello. I’m Max. I’m 14 and I’m English, but I live in
Scotland. I don’t like going to the cinema because
it’s very expensive. I like watching films at home.
My favourite films are fantasy films, but I can’t
stand romantic comedies – they’re so boring! I love
watching reality shows on TV.
Ruby Hi. I’m Ruby. I’m also 14 and I live in Manchester in
the north-west of England. I’m like Max – I hardly
ever go to the cinema. I like downloading films
and watching them on my laptop at home. I like
adventure films, but I don’t like animated films.
I love watching sports programmes on TV because
I play football.
Answers
1 Ruby; 2 Max; 3 Mia
2 1.02 Tell the class to look at the chart
attentively. Then play the track once again for
students to complete the teenagers’ profiles
accordingly. Check their answers on the board.
10
M17 396 Phases1TB3 010 012 Starter.indd 10
PHASES EXTRA
• Use the information in exercise 2 to revise
these functions:
1 Asking and answering somebody’s age.
2 Saying where somebody lives.
3 Expressing likes and dislikes.
To do so, tell the class about yourself and elicit
a few examples.
• For further practice, you may whisper a
celebrity’s name into a student’s ear for the
class to make questions that he/she will
answer as if he/she were the celebrity.
3 Invite students to work in pairs and to
take turns to introduce themselves by saying
their name and surname, where they live and
what they like doing in their free time. To make
this activity more fun, they can pretend to be
one of the teachers. Avoid correcting their
mistakes unless they are considerably important.
Otherwise, just take down notes and comment on
group errors once the activity is over.
Vocabulary
4 Ask students to match adjectives 1–6 with their
opposites. Check orally and ask which of those
adjectives they can use to describe the people
in the picture.
Answers
2 d; 3 e; 4 b; 5 f; 6 a
PHASES EXTRA
• Elicit more pairs of opposites, eg ‘interesting/
boring’, ‘friendly/unfriendly’, ‘strong/weak’,
‘smart/silly’.
• Invite students to use different adjectives to
describe celebrities they are well acquainted
with, eg TV characters, singers, sportspeople,
etc.
5 Invite students to circle the odd one out. Do the
first orally as an example for them to understand
what they have to do. Check their work orally and
elicit the reasons for their choices.
Answers
1 explorer (it is a job, the others are clothes); 2 swimming
(it is an activity, the others are feelings); 3 mountain (it is a
landscape feature, the others are buildings in a city); 4 science
(it is a school subject, the others are natural disasters);
5 knee (it is a part of the body, the others are parts of the face);
6 temperature (it is a health problem, the others are character
adjectives); 7 milk (it is a drink, the others are jobs)
18/07/18 17:23

Ask students to work in pairs to add at least
one more word to each group. Check their work
orally.
Possible answers
1 shoes, boots, skirt, cap, sweater; 2 angry, sad, excited,
bored, embarrassed; 3 church, school, shopping centre;
4 earthquake, tornado, tsunami; 5 eyebrows, eyelids, ears,
eyelashes, chin; 6 brave, shy, wise, funny, loyal; 7 police
officer, mechanic, architect
PHASES EXTRA
• One way of challenging students to improve
their fluency and pronunciation is by asking
them to read aloud. Practise reading the
different groups of words fast. Take the chance
to correct pronunciation if necessary.
• Invite students to work in groups of four and
give them three minutes to write as many
sentences as possible using the adjectives in
exercise 4 and the nouns in exercise 5. Once
the two minutes are over, check their work.
The winner is the group with more correct
sentences. Make sure each member of the
group reads at least one sentence.
Grammar
6 Use the sentences from the previous extra
activity to revise the verb to be in its affirmative,
interrogative and negative form. Do the same
with have and has. Proceed in the same way
with the present simple for routines. Write a
few examples on the board to systematize.
Once you have made sure students understand
the differences, give the class three minutes
to correct the mistakes in the sentences.
Have students discuss their work with their
classmates. Check orally. Ask different students
out to the front to write the correct sentences.
Remember to elicit the reasons for their
corrections.
Answers
1 Dan and Megan are friends. 2 Rita’s favourite sport is
swimming. 3 Megan lives with her parents in Reading.
4 Rita doesn’t like tennis. 5 Dan and Rita don’t go to the same
school. 6 Does Dan like playing football? 7 Has Megan got
any brothers or sisters? 8 Beth is Dan’s best friend and his
girlfriend too.
PHASES EXTRA
Give the class one minute to memorize the
sentences in exercise 6. Ask questions, eg ‘Who
is Dan’s friend?’ ‘What is Rita’s favourite sport?’
‘Does Megan live with Dan?’ ‘What sport doesn’t
Rita like?’
M17 396 Phases1TB3 010 012 Starter.indd 11
Starter
unit
7 Revise the interrogative form of to be, have got
and can showing students that we form it by
changing the word order. Contrast with present
simple questions, in which the use of auxiliaries
is required. Then invite the class to write
questions using the words given. Check their
work on the board.
Answers
1 Can you swim in the sea? 2 Does your best friend like
chocolate? 3 Have you got any pets? 4 Is there a computer in
your bedroom? 5 Are there any good shops where you live?
6 Can you speak French accurately?
8 Have students practise reading the
questions in exercise 7 fluently and modelling
intonation: Yes/No questions require rising
intonation. Then invite students to work in pairs
and take turns to ask and answer the questions
in exercise 7. As they do so, circulate monitoring
their work. Challenge students by asking them to
add a seventh question.
9 Ask students to look at the words in blue and
write ‘U’ for the uncountable nouns or ‘C’ for the
countable ones. Check orally.
Answers
bread U; apple C; tomato C; money U; chocolate U/C; water U;
fruit U/C; milk U; juice U; grape C
LANGUAGE TIP
Some nouns can be countable or uncountable
depending on the context, eg ‘How many coffees
would you like?’ (C); ‘Is there any coffee in the
jar?’ (U); ‘I’ve bought you a box of chocolates.’ (C);
‘I don’t like chocolate.’ (U).
Give the class two minutes to add at least five
nouns to each group in exercise 9. Check their
work orally.
Possible answers
U: Coke, tea, salt, beer, sugar, marmalade, butter
C: book, desk, table, mouse, dog, pencil, backpack
10 Write these words on the board: ‘pencils’,
‘chairs’, ‘coffee’ and ‘Coke’. Ask the difference
between the first two and the last two nouns.
Elicit examples of countable and uncountable
nouns. Remind the class that we use some and
any with uncountable nouns and with plurals.
Provide a few examples. Invite the class to
complete the sentences with is/isn’t or are/
aren’t. If necessary, systematize the use of
there is and there are for existence. Check their
work orally. Write the answers on the board to
avoid mistakes.
Answers
1 aren’t; 2 isn’t; 3 is; 4 isn’t; 5 are
11
18/07/18 17:23
 Closing phase
PHASES EXTRA
Divide the class into two teams and play a dictation
Have students describe their ideal bedroom competition. Invite one student from team A and one
using there is/isn’t and there are/aren’t. student from team B out to the front and take turns
to dictate sentences. Explain that every student that
comes to the front starts with ten points but each
11 Give the class some minutes to read the example mistake means one point off. Once the competition
sentences in the table and then choose the is over, count the mistakes and calculate each
correct words so as to describe the rules for team’s score. Here are some sentences you may
too and enough. Have students compare their dictate: ‘Rita’s favourite sport is swimming.’ ‘Dan
answers in pairs before checking with the whole and Rita don’t go to the same school.’ ‘I know Megan
class on the board. hasn’t got any brothers or sisters.’ ‘Beth is Dan’s
best friend and his girlfriend too.’ ‘My best friend
Answers
a too, too; b enough, enough, after, before
doesn’t live here. He lives in Oxford.’ ‘I’ve got a
modern computer in my bedroom.’
12 Have students order the words to frame the
sentences correctly. Ask them to pay special Workbook pages 3 & 4
attention to the location of the words too and
enough. Check their answers on the board by
asking different volunteers to come to the front
and write their sentences.
Answers
1 We aren’t old enough to travel alone. 2 These new shoes
are too big for me. 3 I am not warm enough. 4 The tour wasn’t
exciting enough for me. 5 Those jeans are too expensive.

13 Give students one or two minutes to read the

sentences individually and then to complete
them with too or enough correspondingly. Have
students compare their answers in pairs and
finally check orally.
Answers
1 too; 2 enough; 3 too; 4 enough; 5 enough

14 Give the class some minutes to read the example

sentences in the table and then choose the
correct words so as to describe the given rules.
Have students discuss and compare their
answers in pairs. Finally, check orally.
Answers
compare; between

15 Invite students to complete the sentences with

the comparative forms that have been previously
presented and the adjectives in brackets. Check
their answers on the board.
Answers
1 Sparrows are not so colourful as parrots. 2 Uncle George
is a millionaire, but he isn’t as rich as Bill Gates. 3 My cousin
Timmy is as fast as I am. We can both run a mile in 50
seconds. 4 Everybody knows that a panda is as aggressive
as a grizzly bear. 5 Wallabies are not so big as kangaroos.
6 Motor scooters are not so ecological as cars.

In order to study and monitor their own learning,

refer students to the Language Database on
page 118.

12

M17 396 Phases1TB3 010 012 Starter.indd 12 18/07/18 17:23


Unit
1 Hobbies and games
Lesson 1
Aims
To learn vocabulary about hobbies and games.
To talk about one’s favourite games.
To read about the history of games.
Initial phase
Divide the class into two teams. Pick a student from
each team and in turns, dictate these sentences
from the end to the beginning for students to say
them properly: ‘I don’t like playing cards very much.’
‘My sister’s bedroom is very small.’ ‘John doesn’t
like swimming in winter.’ ‘Alice likes reading short
detective stories.’ ‘My brother can’t play basketball.’
‘We all like playing computer games.’ Give one
point to each team if the student says the sentence
correctly.
Core
Vocabulary 1
Playing games
1 Ask students what card games and board
1.03
games they enjoy playing. Teach the words ‘dice’
and ‘counter’: a ‘dice’ (‘dice’ singular and plural) –
a plastic cube with its sides marked with spots
that you roll or throw when you play a board game
and you need to move forward; a ‘counter’ – a
small object used for marking a position on a
board game. Then ask which games are played
with dice and counters. Do exercise 1 orally. Use
pictures 1–5 and definitions to teach the unknown
vocabulary.
Answers
1 beat/lose; 2 cheat; 3 roll a dice; 4 land/move a counter;
5 lose/beat
Play the track for students to listen and repeat.
Correct pronunciation if necessary, paying
special attention to vowel quality in ‘turn’ and
the \v\ sound in ‘move’.
2 Give the class two minutes to read the sentences
and use the words in exercise 1 to complete them.
Remind students to write the verbs in the correct
form. Check the work orally.
Answers
1 lose; 2 cheats; 3 give up; 4 roll a dice; 5 land
M17 396 Phases1TB3 013 033 U01 02 R1.indd 13
1
PHASES EXTRA
Ask various students these questions and accept
different answers.
1 How can you cheat when you play cards?
2 Can you cheat to get a high number when you
roll a dice?
3 When you play a card game, is it possible to
guess the cards your opponent has?
4 When was the last time you played cards?
5 Did you beat anybody or did you lose?
3 1.04 Ask the class to read the names of the
games in blue and find out if they usually play
them and how. Play the track for students to
listen to Lou and Will and to underline the games
that they describe.
Audioscript/Answers
Lou OK. This is a game for four people. Each player has
got four counters of the same colour. The players
roll the dice and move their counters around the
board. The winner is the player who moves their
counters around the board back to the start.
Will It’s my turn. This game is for two people who play
on a board with 64 squares. Each player has got
16 pieces. One player has got white pieces and the
other player has got black pieces. The player with
the white pieces always moves first.
PHASES EXTRA
• Recapitulate information about the games
mentioned in the track in exercise 3. Use
questions or sentence completion.
• Elicit descriptions of how to play other games,
eg: chess, Clue, Uno, etc.
4 Explain to the class that they are going
to play the guessing game Lou and Will were
playing in exercise 3. Invite students to work in
pairs: each student chooses a game and gives
clues for his/her partner to guess. Give them
two minutes to think of clues they can give their
partner. Model with a strong pair. Then circulate
monitoring their work. Avoid correcting unless
the mistake is worth it.
Workbook page 5
Reading 1
Board games – from cardboard to pixels
5 Pre-reading: Invite students to read the first
paragraph of the text very quickly and to try to
identify the number of games that are mentioned.
Check their answer orally.
13
18/07/18 17:27
 Answers
Four games are mentioned: Senet, backgammon, chess and
Monopoly
6 1.05 Ask the class to read the names of the
games in blue and to tell their classmates which
ones they have played or know the rules of. Play
the track and invite students to listen as they
read the text attentively. Then ask them to put
the games in chronological order taking into
account when they were invented. Check orally
using ordinal numbers, eg: ask, ‘Which was the
first game?’ ‘Which was the second one?’ Write
the number and the initials on the board to make
sure students have the right answers.
Answers
1 Senet; 2 backgammon; 3 chess; 4 Monopoly; 5 Robotek
PHASES CULTURE
• Monopoly is a board game in which players move
around the board buying properties, developing
their properties with houses and hotels, and
collecting rent from their opponents. The aim
of the game is to drive the opponents into
bankruptcy.
• Senet (or Senat or Sen’t) was a game played
by the ancient Egyptians and is an ancestor of
Backgammon. A Senet board consisted of three
rows of ten squares set in a rectangle. Each
person had five pieces of contrasting colour
or pattern. The movements of the pieces were
determined by throwing four split twigs with a
dark face on one side and a light face on the
other (binary lots).
7 Invite the class to read the text again silently and
circle the correct words. Check orally.
Answers
1 played; 2 doesn’t come; 3 didn’t appear; 4 the USA; 5 isn’t
PHASES EXTRA
Invite the class to work in groups and do these
tasks:
1 Discuss and write a definition of ‘game’.
2 Mention the three most popular games in
your group.
3 Mention two strategy games.
4 Describe the differences between chess and
Robotek.
8 Have students focus their attention on the last
paragraph of the text. Ask them to underline
the benefits of digital board games. Check their
answers orally and then encourage them to
suggest other benefits they may think of.
14
M17 396 Phases1TB3 013 033 U01 02 R1.indd 14
Answers
Digital boards offer high quality graphics, animation and
interactivity. They allow you to play with people in other
countries. You can never lose your counters.
9 Ask individual students what games (of the ones
presented in the text) they would like to play and
invite them to justify their choice. Avoid correcting
unless the mistake is worth it.
LOOK!
Explain that some nouns are single words and
others are compound. Provide these examples:
‘living room’, ‘birthday cake’, ‘TV camera’ and
‘police station’. Elicit others. Explain that some
compounds are separated by a hyphen but that
this punctuation mark is tending to disappear.
PHASES EXTRA
Give the class two minutes to make a list of
more compounds using words from the text in
exercise 6, eg: ‘birthday present’, ‘computer
screen’, ‘computer program’, ‘birthday party’,
‘personal card’, ‘invitation card’, ‘single-user
game’. Check their answers orally.
Closing phase
Divide the class into two teams. Pick different
students from each team. In turns, dictate these word
quartets for students to spot the odd one out and
make a sentence with it: ‘Senet – backgammon –
Monopoly – fun’; ‘dice – counter – roll – pieces’;
‘move – dice – roll – win’; ‘winner – instructions –
advice – recommendations’; ‘competition – game –
Marathon – board’; ‘queen – Robotek – king –
pawn’. Explain the rules: If the student just spots
the odd word, his/her team gets two points. If the
student spots the odd word and makes an accurate
sentence, his/her team scores five points. The
winner is the team that gets more points. Teach
unknown words.
Lesson 2
Aims
To revise the present and past simple in all their
forms.
To use adverbs of frequency and time expressions
to talk about routines and past events.
To focus on the pronunciation of verb endings in
the present and past simple.
To listen to a report on celebrities’ hobbies.
18/07/18 17:27

Initial phase
Write action words/phrases on slips of paper, eg:
‘breathe’, ‘jump’, ‘have dinner’, ‘study English’, etc.
Invite various students out to the front. Have them
pick a slip of paper and define the word/phrase in it
for their classmates to guess it. Ask them to use the
present simple or continuous when trying to define
the word/phrase, eg: ‘breathe: people do this all the
time. Now, everybody in the world is doing it.’
To make this activity more fun, you may organize the
class into two teams and have students from each
team take turns to guess the actions.
Core
Grammar 1
Tense review: present simple and past simple
1 Recapitulate the article about the history of
games through a few questions, eg: ‘Do you need
a dice to play backgammon?’ ‘Do you need a dice
to play chess?’ ‘What does a player save when
he/she plays Robotek?’ Go through the present
simple column in the grammar table with the
class. Draw students’ attention to sentences a
and b. Discuss the answers orally.
Answers
a present simple; b do, does
Encourage students to talk about their routine,
including some big lies for their classmates to
guess them and correct the wrong information.
Then refer students to the article about the
history of games once again and ask what they
remember about it. As they talk, write the past
verbs they use on the board. Group them in
two columns: regular and irregular ones. Elicit
the difference between the two columns and
refer the class to the past simple column in the
grammar table before asking them to complete
sentences c and d. Check their answers orally.
Answers
c was, were; d did
Encourage some students to tell their
classmates where they were at different times
yesterday and last weekend. Then invite them to
talk about their last summer holidays.
2 Have the class complete the sentences with the
correct form of the verbs in brackets. Check their
work orally and write the answers on the board
to avoid spelling mistakes. As they read their
answers, ask them what words helped them
decide which tense to use.
Answers
1 has; 2 take, don’t like; 3 wins; 4 Did, beat; 5 does, take
M17 396 Phases1TB3 013 033 U01 02 R1.indd 15
1
LOOK!
Draw students’ attention to the ‘Look!’ box and
then ask them to add time expressions for the
present and past simple. Check orally.
Possible answers
Past simple: last Monday, in 2001, last month, at the
beginning of the 19th century
Present simple: every weekend, every day, in the morning
PHASES EXTRA
Divide the class into two teams and have a
student from team A choose one sentence
from exercise 2 and mention some specific
information from it, eg: Student A: ‘a chess
competition’. Make it clear that students should
pick units of meaning, not mere isolated words.
Have a student from the opposing team provide
the question to which the chosen phrase is the
answer, eg: Student B: ‘What does your school
have every year?’ or ‘What sort of competition
does your school have every year?’
3 Ask the class to circle the correct words. Before
correcting the work orally, have students check
with their classmates and discuss.
Answers
1 was born; 2 won; 3 plays; 4 makes; 5 didn’t go; 6 is
PHASES EXTRA
Give the class two minutes to memorize key
information about Anand Viswanathan.
Read these incorrect sentences for students to
listen and correct them:
‘Anand was born in 1990.’ (In 1969.) ‘Anand
makes very simple moves.’ (He makes very
precise moves.) ‘Anand is American.’ (He is
Indian.) ‘Anand didn’t win any championships in
2007.’ (He won the World Chess Championship.)
‘Anand’s dad taught him to play chess.’ (His
mum taught him.) ‘Anand’s mum played chess
with her husband.’ (She played with Anand’s
brother.)
Check their work on the board.
Pronunciation
Present simple and past simple
A 1.06 Write a regular verb in its infinitive and
past form on the board and invite a strong
student to read both words aloud. Remind
students that the -ed suffix is pronounced \t\
after voiceless sounds, \d\ after voiced ones and
\Id\ when the root verb ends in \t\ or \d\. Then
15
18/07/18 17:27
 play the track for the class to listen and repeat.
Correct if necessary. Invite students to read the
three sets of sentences in groups.
B Play the track for students to identify the
1.07
present and past forms.
Audioscript/Answers
1 I play with my friends.
2 We looked at the cards.
3 They studied Italian.
4 Draw students’ attention to the words in blue
and elicit the past form of the verbs. Then give
the class three or four minutes to write the verbs
in the text in their correct place and form – not
only past but also affirmative, interrogative or
negative. Check on the board.
Answers
1 play; 2 Do, know; 3 was born; 4 loved; 5 studied; 6 began;
7 invented; 8 didn’t call; 9 found; 10 became
PHASES EXTRA
• For the sake of fluency and pronunciation,
have students practise reading the text in
exercise 4 aloud in groups, faster and faster
each time.
• Check understanding through these questions:
1 What made Rubik famous?
2 What did this man study?
3 What did he do for a living?
4 When did he make his great invention?
5 How long did it take him to find a solution?
6 Who completed the cube in less than ten
seconds?
LOOK!
Draw students’ attention to the adverbs in the
Look! box. See if students remember where
adverbs of frequency are placed in a sentence.
Answers
They go before the main verb and after the verb be.
Write these phrases on the board: ‘in the
morning’, ‘in the afternoon’, ‘in the evening’.
Encourage students to tell their classmates what
they always/usually/sometimes/seldom/never do
in the morning, and so on.
5 Have the class order the words to make
questions. Invite them to work in pairs. Check
orally.
Answers
1 Do you often play board games with your friends at school?
2 Who do you usually play board games with? 3 What board
games do you usually play at home? 4 Did you play any board
games at home last weekend? 5 Did you lose or win? 6 How
long did you play? 7 Did you have a good time?
16
M17 396 Phases1TB3 013 033 U01 02 R1.indd 16
6 Invite students to work in pairs and
take turns to ask and answer the questions in
exercise 5.
In order to study and monitor their own learning,
refer students to the Language Database on
page 118.
Workbook pages 6 & 7
Listening
Celebrities and their hobbies
7 Draw students’ attention to the hobbies
1.08
in blue and make sure they all understand their
meaning. Play the track for the class to listen to
the report and number the hobbies according to
the order in which they are mentioned.
Audioscript
We usually only see celebrities when they are performing or
in the public eye. But stars need to relax too and when they
have some free time, they enjoy their hobbies just like you
and me.
Heart-throb actor Robert Pattinson is really musical
and loves playing the piano. In fact, he even plays on the
soundtrack of some of his films. He’s also keen on reading.
We all know that Fernando Alonso is a Formula 1 racing
magician, but he also does magic in his free time. Yes, really!
When the world champion driver is not racing cars, he enjoys
doing magic tricks for his friends.
Another sports star, footballer Cristiano Ronaldo, also has a
surprising free-time activity. He loves playing bingo. ‘It can be
very exciting,’ he says.
Many celebrities like collecting things. Leonardo DiCaprio,
star of blockbusters like The Wolf of Wall Street and Django
Unchained, collects toy action figures. His favourites are his
massive collection of Star Wars characters.
And finally, Spanish actress Penelope Cruz has a musical
hobby. That’s right, she loves singing karaoke! The Oscar-
winning actress sings rap songs, especially Eminem songs,
when she wants to relax! Maybe we’ll see her in the Top 40
sometime soon.
Answers
1 play the piano; 2 do magic; 3 play bingo; 4 collect Star Wars
figures; 5 sing karaoke
8 Give students two minutes to read the
1.08
statements silently and play the track a second
time for them to listen and answer. Check orally.
Answers
1 true; 2 not mentioned; 3 false; 4 true; 5 not mentioned;
6 false; 7 not mentioned; 8 not mentioned
PHASES EXTRA
Pair up students and encourage them to choose
one of the celebrities mentioned in exercise 7.
They role play an interview about his/her
hobbies. Walk around and monitor.
18/07/18 17:27

UPGRADE
This activity may be done by the whole class or
by fast-finishers. Students fill in the blanks with
only one word. Check their work orally.
Answers
1 is; 2 loves/likes; 3 doing/playing; 4 does/goes; 5 was
Closing phase
Play ‘Define your Work Line’. Organize the class
into two groups. Invite a student from team A out
to the front and ask him/her to think of a job or
a profession and keep it to himself/herself. Have
this student define what he/she does so that the
members of the opposing team can guess his/her
work line. Proceed in the same way with a student
from team B and so on, eg: Student A: ‘I start work
very early in the morning. I use flour. I wash my
hands several times a day. It’s usually hot in my
work place.’ Student B: ‘You’re a baker.’ If students
run out of ideas, you may suggest these jobs/
professions: ‘bank clerk’, ‘bus driver’, ‘tourist guide’,
‘firefighter’, ‘air hostess’, etc.
Lesson 3
Aims
To learn character adjectives to describe people.
To read about famous men and their hobbies.
To use gerunds after certain verbs and
prepositions.
Initial phase
Have students practise adjectives. Organize the
class into two teams and invite a member of team A
out to the front. Whisper an adjective, eg: ‘friendly’
into the student’s ear. Encourage the members
of his/her team to make questions about his/her
everyday activities, last weekend activities or his/
her relationship with others or his/her attitude
towards life so as to guess the adjective. The student
will mime actions trying to show the characteristic
denoted by the adjective in question, eg: for
‘friendly’, the student can mime a big smile, can hug
his/her classmates or shake hands with everyone.
Use this as a model and then go on with the game.
Proceed in the same way with a student from the
opposing team and so on. Here is a list of adjectives
you may use: ‘friendly’, ‘sad’, ‘happy’, ‘excited’,
‘angry’, ‘thirsty’, ‘fast’, ‘afraid’.
M17 396 Phases1TB3 013 033 U01 02 R1.indd 17
1
Core
Vocabulary 2
Character adjectives
1 Invite students to match some of the adjectives
in blue with pictures 1–6 orally. Use definitions to
teach unknown vocabulary.
Answers
1 cautious; 2 talkative; 3 unsociable; 4 serious; 5 clumsy;
6 honest
2 Play the track for students to listen and
1.09
repeat. Correct pronunciation if necessary,
paying special attention to the -ous ending
and the quality of the \dZ\ sound in ‘jealous’.
3 Ask students to match some of the adjectives in
exercise 1 with their antonyms.
Answers
1 unsociable; 2 talkative; 3 honest; 4 confident
PHASES EXTRA
Ask students to work in pairs. Explain they
will have three minutes to choose adjectives
from exercises 1 and 3 and write down what
behaviours or attitudes they correspond to, eg:
‘jealous: a jealous person doesn’t share things
easily, feels sad when other people have got new
things and pays attention to other people all
the time.’ Walk around and provide help. Check
their work orally and discuss if necessary.
The aim of this activity is to help students talk
as they memorize adjectives, so avoid over-
correcting and take into account that adjectives
reflect subjectivity, so a student’s answer may
be correct even if you don’t agree with it.
4 Ask the class to complete the description with
the correct adjectives from exercise 1. Check
their work orally and copy the answers onto the
board to make sure they have the right answers
in their books.
Answers
1 unsociable; 2 cautious; 3 talkative; 4 curious; 5 serious;
6 jealous
5 Encourage students to work in pairs and
ask and answer questions about their character.
Model with a strong pair. To expand on this,
students may also ask and answer about their
best friend’s character.
Workbook page 8
17
18/07/18 17:27
 Reading 2
Britain’s special secret agent
6 Before reading the text, invite students to look at
the pictures on page 11, identify the celebrity and
the famous film character he plays.
7 Ask students to read the text quickly and silently
so as to check their answers to the previous
exercise. Confirm the correct answer orally.
8 1.10 Play the track. Have students listen as they
read the text attentively. Give them a few minutes
to answer the questions and then tell them to
check in pairs. Finally check the answers with
the whole class.
Possible answers
1 No, we don’t. 2 Because he plays James Bond in the 007
films and many people think he’s amazing. 3 No, it wasn’t.
4 He became world famous when he played a role in Lara
Croft: Tomb Raider. 5 His last James Bond film was Skyfall.
6 He’s a simple man who didn’t have an easy-going life and
now wants to enjoy his success privately.
9 Have the class read the text again and then go
through the given statements attentively. They
decide whether each statement is true, false or
not mentioned. Discuss the answers orally.
Answers
1 false; 2 true; 3 not mentioned; 4 false; 5 true; 6 not mentioned;
7 false; 8 false; 9 false
PHASES EXTRA
Have students write true statements for the
ones that are false.
Grammar 2
Gerunds
10 Ask students to look at the sentences in the
grammar table and say what they all have in
common (a verb + verb ending in -ing). Explain
that these -ing forms are called ‘gerunds’. Have
students complete the rules and check their
answers orally.
Answers
a love, enjoy; b on, in
TEACHING TIP
Verbs ending in -ing may be gerunds or present
participles. While the former has a nominal
function and can thus be replaced by ‘something’,
the latter has a more verbal function, as used in
the present or past continuous. Students at this
level do not need to know this difference.
18
M17 396 Phases1TB3 013 033 U01 02 R1.indd 18
11 Ask students to write sentences using gerunds.
Elicit the first one as an example and then give
students a few minutes to do their work. Check
on the board.
Answers
1 Teenagers enjoy meeting friends. 2 Old people often hate
travelling. 3 Mary is not good at drawing cartoons. 4 I am
keen on playing computer games with my friends. 5 Some
actors do not mind signing autographs.
PHASES EXTRA
Choose a student and encourage him/her to say
what he/she hates doing. He/She should make
as many sentences as possible in one minute.
Proceed in the same with a second student
using ‘can’t stand’. Go on with other verbs
that are followed by gerunds and adjectives +
prepositions.
12 Have the class complete the questions. Check
orally.
Answers
1 listening/dancing; 2 listening/dancing; 3 practising;
4 learning/studying
13 Encourage students to work in pairs to
take turns to ask and answer the questions in
exercise 12. Circulate monitoring their work as
they do so.
UPGRADE
This activity may be done by the whole class or by
fast-finishers. Students read the text and choose
the correct words.
Answers
1 travelling; 2 on; 3 meeting; 4 visiting; 5 talking; 6 mind
In order to study and monitor their own learning,
refer students to the Language Database on
page 118.
Workbook pages 9 & 10
Closing phase
Write a list of verbs + gerunds and a list of adjectives
+ prepositions + gerunds on the board. Encourage
a student to choose a verb and make a personal
sentence with it, eg: saying what he/she hates
doing in the morning. Then this student should
pick a classmate to repeat what he/she said and
add something about himself/herself using the
verbs/adjectives on the board, eg: Student A: ‘I
hate drinking tea in the morning.’ Student B: ‘Peter
hates drinking tea in the morning and I can’t stand
watching the news in the morning.’ Proceed in the
18/07/18 17:27

same way with other students until they cannot
remember what their classmates have said. To
guarantee this activity is fun, insist on their saying
everything at normal speed. If they take
too long, it becomes boring.
Lesson 4
Aims
To develop speaking skills: At home.
To write a personal profile.
Initial phase
Brainstorm activities students usually do in their
free time at home and write them on the board.
Then have volunteers say true sentences using
the suggested ideas, eg: ‘I usually watch TV in my
bedroom.’
Core
Speaking
At home
1 Play the first part of Megan and Rita’s
1.11
conversation and have the class choose the
correct answers. Check their answers and elicit
what each girl says.
Audioscript
Rita This programme’s terrible.
Megan Yeah, I’m really bored.
Rita What’s on the other channels?
Megan Nothing! There isn’t anything interesting on TV at all.
Rita Let’s play tennis … Oh no! It’s starting to rain!
Megan I don’t want to go outside in the rain!
Rita No!
Answers
1 isn’t; 2 tennis; 3 raining
2 1.12 Play the second part of the dialogue and
ask which film they decide to watch. Have them
complete the blanks. Check orally.
Answers
Avatar
3 Have the class practise the dialogue. To do so,
play the exchanges one by one, eliciting repetition.
Give them a few minutes to practise with a partner
and invite them to act out the dialogue. Encourage
students to sound natural, so accept personal
versions and correct only if the mistake is really
relevant. Insist on fluency and intonation. You
can model with a strong pair first asking them to
include gestures when possible.
M17 396 Phases1TB3 013 033 U01 02 R1.indd 19
1
Speaking Task
4 Students work in pairs to prepare a
dialogue. Ask them to read and follow the three
steps carefully. Give them approximately four
minutes to do so. When time is up, have pairs of
students act out their dialogues. If the class is too
big, you may have pairs work simultaneously as
you circulate monitoring their work; otherwise,
it’s much more fun to have at least a few pairs
role-play at the front.
TEACHING TIP
To make sure all students pay attention to what
their classmates say when they role-play, ask
questions like: ‘What film did Alex and Sonia want
to watch?’ ‘Did they agree?’ ‘What did she say?’
Unit 1 Speaking Task
(see Teacher’s Resource Centre)
Writing
A personal profile
5 Ask students to read the text individually and
then to choose the correct words. Check the
answers on the board.
Answers
1 in; 2 listening; 3 for; 4 talking; 5 playing; 6 watching
6 Have students read the text again and then
encourage the class to answer the questions orally.
Answers
1 He goes to Park Lane Secondary School. 2 Because he has
got his GCSE exams. 3 His hobbies are playing the guitar,
listening to music and playing football. 4 He likes reggae and
rap. 5 At the weekend, he usually meets up with friends and
they watch TV or play computer games.
LOOK!
• Draw students’ attention to the Look! box and
elicit more examples with the linkers in it, eg:
‘I have a very important exam next week. I must
study hard.’ ‘My sister is not feeling well. She
can’t go out this weekend.’ ‘It’s raining. I’ll go to
the park to meet my friends.’ ‘My brother can’t
speak English. He’s got a Facebook friend in
Australia.’
• Use the board to compare and contrast reason
and consequence. Invite students to paraphrase
sentences using so, because and although,
eg: ‘I want to be an interpreter, so I’m learning
English.’ ‘I’m learning English because I want to
be an interpreter.’
7 Have the class complete the sentences with so,
because or although. Check their work orally.
Answers
1 so; 2 Although; 3 so; 4 because; 5 although
19
18/07/18 17:27
 Writing Task
Tell students that they will work on their own
personal profile. Tell them to follow the three steps
given. Explain that they will have to create a similar
piece of writing as the one Tom wrote.
1 As with any writing, it is essential to start
with a plan. Have students make notes about
themselves based on the items suggested:
personal information, and activities they do
during the week and at the weekend. Remind
them that when they brainstorm ideas, it is not
necessary to write complete sentences. The
purpose of planning is organizing ideas.
2 Ask students to expand their notes and to assemble
them so as to fit the described structure. They will
include their personal details in the first paragraph.
In the second one, they will write about what they
do during the week. And in the third one they will
write about what they do at weekends.
3 Encourage students to go through the checklist and
make sure they have included vocabulary related
to free-time activities and character adjectives as
well as linkers, adverbs of frequency, gerunds and
present tenses. Fast-finishers may exchange their
work with a partner and look for mistakes.
Workbook page 12
Closing phase
Once students have finished, read two or three
samples and discuss mistakes orally. Remember to
correct all the others.
Lesson 5
Aims
To learn factual information about famous sporting
events.
To visit a website to find specific information about
famous sporting events in the USA.
To read and answer about Wimbledon.
To integrate what students have learnt so far.
Initial phase
Write these sporting events on the board: The Super
Bowl, The Grand Prix, FIFA World Cup Final, The
‘Superclásico’. Ask students if they know what all
these names refer to (they are all famous sporting
events from all over the world). See whether they
can add other well-known sporting events and make
a list on the board.
20
M17 396 Phases1TB3 013 033 U01 02 R1.indd 20
Core
Culture
Famous sporting events
1 1.13 Pre-reading: Write the title on the board
and have the class discuss what sporting events
they may read about, either local or international.
Ask them to explain if they consider these
events are worth reading about. Then play the
track for global comprehension. Check through
these questions: ‘What is the text about?’
‘In what country does this event take place?’
Give students a few minutes to read the text
individually and find out what the given numbers
refer to. Check the answers orally.
Answers
a the number of boxes of strawberries people eat; b the total
number of ball boys and ball girls; c the average age of ball
boys and ball girls; d the year in which Wimbledon started;
e the number of bottles of champagne people drink
2 Invite the class to read the text again and answer
the questions. Check the answers orally and
discuss the answer to question 3.
Possible answers
1 It’s a very famous tennis championship. 2 It takes place in
London, UK, every year in the last week of June. 3 Student’s
own answer
3 Students read the text once again if necessary
and decide whether each of the statements is
true or false according to the information given.
Check answers orally.
Answers
1 false; 2 false; 3 true; 4 false
PHASES EXTRA
• Copy these sets of words onto the board and
have students make false statements about
Wimbledon: ‘Wimbledon – week – September’,
‘youngest players – compete’, ‘most people –
watch – matches – TV’, ‘spectators – not drink
anything – watch – matches’, ‘ball boys and
girls – members – World Tennis Association’,
‘first tournament – 1749’ Invite various
students to correct the false statements so
that they are true according to the information
in the text in exercise 1.
• To challenge students a bit further, you may
erase the words from the board and give them
two minutes to write as many sentences as
they remember from the activity.
18/07/18 17:27
 1
4 ABOUT YOU Ask the class what important Boston Marathon: it is held every year on Patriots’ Day – the
sporting events they have in their country. If third Monday of April – since 1897 (it is the world’s oldest annual
necessary, write the names on the board and the marathon race). The race attracts top male and female runners
corresponding sport. Then give the class a few from across the world but is also open to amateurs. The 100th
running of the Boston Marathon set a world record for the
minutes to choose an event and think what they
number of participants, which included 38,708 entrants, 36,748
can say about it. Encourage students to tell the
starters and 35,868 finishers. In addition to the many runners, the
class about the chosen sporting event. race also has approximately 500,000 spectators.
Triple Crown Horse Racing: the Kentucky Derby, the Preakness
PHASES EXTRA Stakes and the Belmont Stakes make up the three horse races of
the Triple Crown. In order to win the ‘Triple Crown’, a horse must
If you want to make exercise 4 more win all three races. This has only happened 12 times in history;
communicative, you may discuss different the last time was in 2015.
sporting events and invite students to work in The US Open: it is the final Grand Slam tennis tournament of the
groups to investigate one event and make a season and it is played on the hard courts at Flushing Meadows-
presentation about it. These questions may help Corona Park, in Queens, New York. The finals of the US Open take
you organize their work: place on the central court, named Arthur Ashe Stadium, after the
1 When and where is it? American tennis great. The two-week tournament takes place at
2 When did it start? the end of August/beginning of September.
3 Who were the first players?
4 Who won?
5 When is the next event? Closing phase
6 Who will participate? Give the class two minutes to go through this unit in
7 How much does the ticket cost? their book and then ask them to mention one thing
they have learnt or they remember from the unit, eg:
‘Wimbledon tennis championship takes place every
Webquest year in London.’
Invite the class to navigate different websites so as
to obtain relevant information about famous sporting
events in the USA. Encourage them to take down Progress check
notes and to print pictures if possible. Then devote Answers
some minutes of the lesson to share and exchange 1 1 cheat; 2 lose; 3 miss; 4 dice; 5 beat
the obtained information. 2 a talkative; b clumsy; c jealous; d unsociable; e cautious;
f confident 1 confident; 2 cautious; 3 jealous; 4 unsociable;
Possible answers
5 clumsy
The Superbowl: it is the annual championship game of the
3 1 won; 2 didn’t play; 3 cheats
National Football League (NFL). The game is the culmination of
4 1 Did you stay at home last weekend? 2 Where did you and your
a regular season that begins in the late summer of the previous
family go? 3 Did you have a good time? 4 Do you usually go
calendar year. Normally, Roman numerals are used to identify
there at weekends? 5 Who do you usually go with?
each game, rather than the year in which it is held. It has become
5 1 Simon likes playing computer games. 2 Tim and Sue love
so big that over 200 countries now televise it. The commercials,
watching TV. 3 Maggie is not keen on playing tennis. 4 Tim and
half-time show and events surrounding the week leading up to
Sue hate going shopping. 5 Paul is not interested in watching
the game have become just as big as the game itself. The name
TV. 6 Sarah is good at playing football.
was derived from late Chiefs owner Lamar Hunt after seeing his
Integration
children play with a superball.
1 don’t live; 2 go; 3 study; 4 do, do; 5 take; 6 plays; 7 sitting;
NCAA Final Four ‘March Madness’ basketball tournament: it is
8 drawing; 9 drew
a single-elimination tournament played each spring in the United
States, currently featuring 68 college basketball teams from the
Division I level of the National Collegiate Athletic Association
(NCAA), to determine the national championship. The tournament
was created in 1939 by the National Association of Basketball
Coaches and was the idea of The Ohio State University coach,
Harold Olsen. It is played mostly during March. It wasn’t televised
until 1962.
Daytona 500: it is considered the most prestigious stock car
race in the world. The race is 500 miles, which requires 200
laps around the 2.5-mile Daytona International Speedway loop.
An entire tourism industry has built up around the Daytona 500
because it takes place in Florida in February.
Masters Golf Tournament: it is played at the Augusta National
Golf Club since 1933, and it is one of the most important men’s
professional golfing championships. It is played during the first
week of April. The winner of the Masters traditionally receives a
green jacket to wear following his victory.

21

M17 396 Phases1TB3 013 033 U01 02 R1.indd 21 18/07/18 17:27

 Unit
Technology
2
Lesson 1
Aims
To learn vocabulary related to IT activities.
To read about the power of technology.
To raise awareness of the importance of the
paratext.
To focus on and practise stress.
Initial phase
Brainstorm nouns and verbs related to technology
and write them on the board in two columns.
Make questions or invite students to make their
classmates questions using the technology words
on the board.
Core
Vocabulary 1
IT activities
1 Ask the class to look at the pictures and name
the equipment. Do this orally.
Answers
1 smartphone / mobile phone; 2 charger; 3 memory stick /
USB flash drive; 4 e-book reader; 5 laptop / notebook
2 Ask which of the things in blue students can do
with the equipment shown in pictures 1–5. Elicit
one as an example and give them time to think.
Discuss.
Answers
scan a photo: 1; send an email: 1, 5; store data: 1, 3, 4, 5;
post a comment: 1, 5; connect to the Internet: 1, 4, 5; charge
a mobile phone: 2; download/upload a video clip: 1, 5; go
online: 1, 5; plug in a memory stick: 5
3 1.14Play the track for the class to listen and
repeat. At this stage, it is advisable to focus
on pronunciation, so pay special attention to
initial clusters \sk\ and \st\. For the sake of
internalization, ask how often they do each of
these actions, who with, who to, etc.
4 Have students choose the correct words and
check their work orally.
Answers
1 charge; 2 stores; 3 download; 4 post; 5 send; 6 go online
22
M17 396 Phases1TB3 013 033 U01 02 R1.indd 22
PHASES EXTRA
Have students work orally. Write these words on
the board: ‘a picture’, ‘data’, ‘music’, ‘a photo’,
‘a comment’, ‘an email’ and ‘a mobile phone’.
Ask students to say the verbs that collocate
with each of them, eg: ‘scan a picture’, ‘print a
picture’, ‘download a picture’. Accept different
combinations.
5 1.15 Play the track for students to listen to
Megan and Dan. Ask how many hours Dan
watches TV every week.
Audioscript/Answer
Megan How many hours do you use a computer every
week?
Dan A computer? About three. I spend about one
hour chatting online and about two hours playing
computer games.
Megan How many hours do you watch TV every week?
Dan About four or five.
Megan And how many hours do you spend listening to
music on your mp3 player?
Dan A lot! Probably about eight hours.
PHASES EXTRA
Play each exchange once and elicit repetition.
6 Encourage students to ask and answer
questions using the vocabulary in exercise 2.
Model with a strong pair first. Monitor their work.
Workbook page 15
Reading 1
The power of technology
LOOK!
Draw students’ attention to the Look! box
and have them read and discuss the given
information. Ask the class to read the title and
make predictions about the content of the text:
Do they expect to read about a positive or
a negative aspect of technology? Then lead
students to focus their attention to the photo:
How do the people in the photo look? Do they
think they are old friends? Pictures can also
anticipate what we are going to read about.
7 Pre-reading: Have students read the text quickly
and encourage them to answer the general
comprehension questions individually. Do not
check answers yet.
18/07/18 17:27

8 Play the track for students to listen as they
1.16
read the text attentively. Have them check their
answers to exercise 7. Check them orally.
Answers
1 Patrick did. 2 It is the amount of money Patrick offered Leo.
9 Have students read the text silently so as to be
able to correct the wrong information in each of
the given statements. Check orally. If necessary,
discuss and write the answers on the board.
Answers
1 Leo lost his job and he became homeless. 2 Patrick
decided to help Leo after five months since the first day he
saw him. 3 Patrick offered Leo money or free lessons in
writing computer code. 4 Patrick bought Leo a second-hand
laptop and three books on Java. 5 Leo found programming
interesting and he learnt quickly.
10 Have students read the text again and then
answer the given questions. Encourage students
to discuss the answers in pairs and then check
orally or on the board.
Answers
1 He worked for an insurance company. 2 He taught Leo every
day for two months. 3 Because they said Leo needed food
and a home instead of computer lessons. 4 You can use it for
building apps, websites or video games, for example. 5 He
built and launched his own app to encourage people to share
car rides and reduce pollution.
Pronunciation
Word stress
A Have students focus attention on words 1–7 and
help them break the words into syllables.
B 1.17Play the track once for students to listen
and mark the stress on the words in exercise A.
Invite them to read the words aloud. Correct
pronunciation.
Audioscript/Answers
1 digital
2 download
3 Internet
4 scan
5 charge
6 document
7 comment
Closing phase
Invite students to play this memory game. Explain you
will read word trios for them to identify which word
has been taken from the text they have just read.
Once they have identified the words, students must
make a true statement about themselves using them.
Play with the class as a whole or in two teams as a
competition. Words to be read: ‘computer code –
M17 396 Phases1TB3 013 033 U01 02 R1.indd 23
2
essays – compositions’; ‘brand new – old – second-
hand’; ‘uploading – investigating – programming’;
‘email – blog – webpage’, eg: Teacher: ‘programs –
apps – social networks’. Students: ‘apps’. Student A:
‘I download lots of apps on my phone every day.’
Lesson 2
Aims
To revise the past simple and past continuous in
all their forms.
To use when and while as subordinating
conjunctions in adverbial clauses of time.
To listen to an interview about Facebook to extract
the main information.
Initial phase
In advance, copy this table into a sheet of paper
and make as many copies as groups of four there
are in your class:
send chat with look for play online
emails friends information
on the
Internet
charge my scan a print a buy online
phone photo document
Organize the class into groups of four and pick
a strong student from each group. Give each of
those students a copy of the table with IT activities
and ask them not to let the members of their group
see the words. Explain to the class that the chosen
student in each group will have to define the actions
as quickly as possible for the members of their
group to guess, eg: if the action is ‘use a memory
stick’, the students may say, ‘I do this when I want to
store data. I can move a document from one place
to another. I do not usually do it every day, but I do
this when our IT teacher asks us to bring a project
to school. I don’t print the document – I load all
the information onto it and bring it to school.’ Tell
them they are not allowed to use any of the words
in the phrase while giving their definition, but they
may say the first letter and the number of letters
in each phrase as a clue. Make sure students have
understood the rules and start playing. The winner
is the group that finishes first. Monitor their work
while they are playing.
23
18/07/18 17:27
 Core
Grammar 1
Past simple and continuous: when and while
1 Make the class a few questions about the text
on page 17 as a revision and then have them
read the first three sentences in the grammar
table. Elicit the tenses used and point out that
the adverbial clause may also be used at the
beginning of the sentence. Proceed in the same
way with the second set of sentences and elicit
the differences between when and while. Use the
board to illustrate the concept of long and short
actions in the past as follows:
‘I was having ‘I was having a
a shower when shower while my
the bell rang.’ sister was studying.’
long action in
progress (past two simultaneous
continuous) when long actions in
a short action the past (past
interrupted it (past continuous)
simple)
Ask students to look at the sentences in the
grammar table and choose the correct words to
complete the rules. Check orally. Point out how we
form the interrogative and negative forms as well.
Answers
a long; b a short one; c past
2 Have students look at the pictures to write
sentences about what was happening while Mary
was having a shower. Check their work on the
board.
Answers
1 was having a shower, was watching TV; 2 she was having a
shower, was sleeping on the sofa; 3 she was having a shower,
was cooking; 4 she was having a shower, was sweeping the
floor/cleaning the bedroom; 5 she was having a shower, was
sitting on her bed
PHASES EXTRA
• Ask students to work in pairs to ask and
answer questions about the sentences in
exercise 2, eg: ‘What was Mary doing while
her grandmother was watching TV?’ ‘Who was
cooking while she was having a shower?’
• You may also conduct this as a game by
dividing the class into two teams. Give them
two minutes to observe the picture in exercise 2
in detail and then have students from team A
make a question and students from team B
answer it, and vice versa.
24
M17 396 Phases1TB3 013 033 U01 02 R1.indd 24
3 Tell students to complete the sentences with the
past continuous form of the verbs in brackets
to learn what was happening when Beth arrived
home yesterday. Check orally.
Answers
1 was not writing, was watching; 2 were looking, weren’t
preparing; 3 wasn’t listening, was chatting; 4 was waiting,
wasn’t using; 5 were sleeping, weren’t eating
PHASES EXTRA
Give the class two minutes to memorize what
each person was and was not doing. Read these
sentences aloud. All of them starting ‘When
Beth arrived home yesterday, …’: ‘her two cats
were not sleeping.’ (F) ‘her sister was listening to
her favourite song on her phone.’ (F) ‘Mike was
watching TV.’ (T) ‘her mum was reading a website.’
(T) ‘her friend was not using the computer.’ (T) ‘her
father was cooking.’ (F). Have students stand up if
the sentence you read is false and remain seated if
it is true. If the sentence is false, elicit the correct
version.
4 Ask the class to write questions about the
situations described in exercises 2 and 3. Check
their work orally.
Answers
1 Were Beth’s parents preparing a meal when she arrived?
2 Was Lisa chatting online when Beth arrived? 3 Was Lisa
listening to music when Beth arrived? 4 Was Mary’s mum
cooking while Mary was having a shower? 5 What was Mary’s
dad doing while Mary was having a shower?
5 Have students work in pairs to ask and
answer the questions in exercise 4. Monitor their
work as they do so.
6 Ask the class to read the text and write the verbs
in the past simple or continuous. Check on the
board.
Answers
1 took; 2 was sleeping; 3 was writing; 4 was trying; 5 saw;
6 looked; 7 did, do; 8 was asking; 9 arrived
7 Give the class three minutes to write five past
continuous questions about the text in exercise 6.
Check orally.
8 Tell the class to work in pairs to ask and
answer the questions they have just written down
in exercise 7. Walk around and monitor.
In order to study and monitor their own learning,
refer students to the Language Database on
page 119.
18/07/18 17:27

UPGRADE
This activity may be done by the whole class
or by fast-finishers. Students read the text and
complete with the correct form of the verbs.
Answers
1 went; 2 saw; 3 visiting; 4 met; 5 wasn’t; 6 decided; 7 were
watching; 8 went; 9 left; 10 had
Workbook pages 16 & 17
Listening
A social network
9 Pre-listening: Teach the expression ‘social
networking site’ and ask students to name the
ones they know. Ask what they use these sites
for. Have the class look at exercise 10 and predict
the answers orally.
PHASES CULTURE
A social networking site enables users to
create public profiles within that website and
form relationships with other users of the
same website who access their profile. Social
networking sites can be used to describe
community-based websites, online discussion
forums, chatrooms and other social spaces
on line. Facebook and Twitter are the most
common ones but there are others, eg:
asmallworld (for the jet set), buzznet (about
pop music and pop culture), filmaffinity (about
films and TV series), etc.
10 1.18 Play the track for students to listen and
choose the correct answers.
Audioscript
Presenter On today’s programme we’re looking at the
history of one of the most popular social
networking sites today – Facebook. Ben Davies is
here to tell us all about it. Ben, how did Facebook
start?
Ben Well, a student called Mark Zuckerberg started it
when he was at Harvard University.
Presenter So he started it by himself?
Ben No, he started it with three other computer
science students … Eduardo Saverin, Dustin
Moskovitz and Chris Hughes.
Presenter So there were four of them all together who
started Facebook?
Ben Right.
Presenter And why did they start it?
Ben Well, they wanted to have a website for all the
university students, so it started as a website for
Harvard University students. That was in 2004.
Then it became available for other American
universities. Then it became available for all
American high school students in 2005.
M17 396 Phases1TB3 013 033 U01 02 R1.indd 25
2
Presenter I didn’t know that.
Ben And in 2006 it became available for everyone age
13 and over. You need an email address, but if
you’re over 13 and you’ve got an email address
you can join Facebook.
Presenter But Facebook isn’t available in every country, is
it?
Ben No … you’re right. It’s prohibited in countries
such as China and Iran, so it isn’t available
there. And many offices don’t like people using
it at work. Office managers think people spend
too much time networking with friends and not
working.
Presenter So how many Facebook users are there now?
Ben How many people have profiles and use it? Let’s
see … It’s got over 2.2 billion monthly active users
all over the world!
Presenter And is it more popular than other social
networking sites?
Ben At the beginning of 2018, it was the most used
site … so now it’s more popular than YouTube
or WhatsApp – or any other site. In January,
Facebook had about 2.2 billion active users,
compared to YouTube which had about 1.5 billion
active users. And it’s the most popular social
networking site in India, America and Brazil.
Presenter Is it mainly young people who use it?
Ben No, not at all, but it is very popular with young
people. An American company did a survey and
asked students what their favourite things are …
music was number one, Facebook was number
two.
Presenter I see! So Facebook is really popular, but not as
popular as listening to music.
Ben Yes. Did you know there’s a new dictionary word
because of social networking sites? Some years
ago an important American dictionary said that
their word of the year is the new verb ‘unfriend’.
Presenter To ‘unfriend’?
Ben Yeah. It means to remove someone as a friend on
a social networking site like Facebook.
Presenter So now you know. Don’t offend your Facebook
friends or they could unfriend you!
Answers
1 c; 2 c; 3 b; 4 c; 5 b
PHASES EXTRA
Play the track exchange by exchange so
that students can repeat the questions and
summarize the answers. After this, you can
invite a strong pair to role play different parts of
the interview.
Closing phase
Have students play the ‘Oral Composition Game’.
Organize the class into two teams. Explain that they
will have to create a story orally: each student will
have to repeat what the previous student has said
and add some information. Model with some strong
students, eg: Teacher: ‘My friend Mary arrived home
25
18/07/18 17:27
 from work and decided to have a shower, so …’
Student A: ‘My friend Mary arrived home from
work and decided to have a shower, so she got a
towel and went to the bathroom …’ Student B: ‘My
friend Mary arrived home from work and decided to
have a shower, so she got a towel and went to the
bathroom. She was having a shower and listening to
her favourite music when …’ When a student fails to
repeat what a partner has said or to add information,
the opposing team takes over. The winner is the team
that manages to complete a story.
Lesson 3
Aims
To learn and use vocabulary about jobs.
To read about a miracle thanks to technology.
To revise the comparative and superlative forms of
adjectives.
Initial phase
Get students to define and guess some jobs and
professions they are well-acquainted with, eg:
‘police officer’, ‘nurse’, ‘detective’, ‘teacher’,
‘scientist’, ‘reporter’, etc. Provide an example, eg:
Teacher: ‘This person sometimes works in an office
and sometimes in the streets. He/She wears a
uniform and represents the law.’ Student A: ‘police
officer’. To make this activity even more productive,
you may elicit adjectives that students associate
with each of the jobs/professions, eg: ‘police officer’:
‘brave’, ‘respectful’, ‘smart’, ‘strict’, ‘responsible’,
‘reliable’. You may pre-teach adjectives, eg: ‘reliable’
or ‘trustworthy’ if necessary.
Core
Vocabulary 2
Jobs
1 Ask students to match pictures 1–6 with some
of the jobs in blue. To teach the unknown words,
help students discover cognates (words that
look the same on two or more languages, eg:
‘politician’) or use a definition.
Answers
1 surgeon; 2 bank clerk; 3 graphic designer; 4 optician;
5 builder; 6 politician
2 Play the track for students to listen and
1.19
repeat. Draw their attention to phonological
aspects such as the silent ‘u’ in ‘builder’ or the
quality of \Sn\ in -cian.
3 Ask the class to complete the sentences with
words from exercise 1 and check orally.
26
M17 396 Phases1TB3 013 033 U01 02 R1.indd 26
Answers
1 journalist; 2 bank clerk; 3 surgeon; 4 technician; 5 optician;
6 politician
PHASES EXTRA
Have students define the rest of the words in
exercise 1.
LOOK!
Draw students’ attention to the noun endings in
the Look! box and their pronunciation: -cian \Sn\,
-er \´\ and -ist \Ist\.
4 Give students two minutes to add one or as many
jobs as possible to each word set. They may
use words from exercise 1 or others they know.
Check orally.
Possible answers
1 beautician, electrician, politician, mathematician; 2 lawyer,
researcher, computer programmer, taxi driver; 3 scientist,
artist, dentist, psychologist, ecologist
PHASES CULTURE
Many women are now doing jobs that were
previously done by men and vice versa and this
has brought about some language changes.
Now we commonly use neutral words, eg:
‘firefighter’ (instead or ‘fireman’), ‘flight
attendant’ (instead of ‘air hostess’), ‘police
officer’ (instead of ‘policeman’ or ‘policewoman’)
or ‘postal worker’ (instead of ‘postman’).
PHASES EXTRA
Revise jobs and professions. Spell words for
students to say them and use them in questions.
Workbook page 18
Reading 2
A miracle – thanks to technology
5 Pre-reading: Have students read the title and the
words in blue. Lead them to predict the words
they expect to find in the text and to tick them.
6 Ask students to read the text quickly so as to
check their answers to the previous exercise.
Check orally.
7
1.20 Play the track if possible with books
closed and check global comprehension through
these questions: ‘What is the text about?’
‘What problem did Martin have?’ ‘What was the
solution?’. Then play the track a second time
for students to read, listen and answer the
18/07/18 17:27

questions. Discuss the answers orally. Clear up
vocabulary queries. Then ask leading questions
to check content.
Answers
1 A tooth. 2 His wife. 3 Yes, they do.
8 Ask students to read the statements individually
and then to correct the wrong information in
each of them. Check the answers with the whole
class. If necessary, write them on the board.
Answers
1 Martin became blind when he had an accident. 2 Martin was
already blind when he met his wife. 3 Doctors knew from the
very beginning that the operation wasn’t easy. 4 They put the
lens in a tooth before putting it into the patient’s eye.
To move deeper, discuss other ways students can
think of in which technology can help people who
are ill or who have disabilities.
PHASES EXTRA
Write these words on the board for students to
put them in order and make sentences about
the text in exercise 7:
1 is / in / life / Martin’s / technology / very /
important
2 accident / ago / an / Martin / some / had /
years
3 told / about / Martin / optician / an /
revolutionary / treatment / a
4 implanted / lens / tooth / doctors / the / in / a
/ first
5 Martin / eyes / after / operation / when /
opened / his / the / saw / he / wife / his
6 Martin / not / blind / is / that / he / happy / is
Answers
1 Technology is very important in Martin’s life. 2 Martin
had an accident some years ago. 3 An optician told Martin
about a revolutionary treatment. 4 First doctors implanted
the lens in a tooth. 5 When Martin opened his eyes after the
operation, he saw his wife. 6 Martin is happy that he is not
blind.
Grammar 2
Comparative and superlative forms of
adjectives
9 Make the class a few questions about the text
in exercise 7 using the comparative form, eg:
‘Is Martin happier now than in the past?’ ‘Is
Martin’s lens cheaper or more expensive than a
plain pair of glasses?’ ‘What do you think is more
difficult: to be blind or to have “a science fiction
eye”?’ Say adjectives and write their comparative
form on the board in two columns, one for short
adjectives and the other for long adjectives.
Then have the class read the sentences
exemplifying both comparative forms, for short
and long adjectives, in the grammar table. Elicit
differences orally. Proceed in the same way with
M17 396 Phases1TB3 013 033 U01 02 R1.indd 27
2
the superlative forms and finally have students
choose the correct words to complete the rules.
Check orally.
Answers
a two; b -er; c more; d short; e superlative
PHASES EXTRA
Invite students to compare different
technological devices, eg: a tablet, a
smartphone, a laptop, an e-book reader and a
flatscreen TV. They can use these adjectives:
‘cheap’, ‘expensive’, ‘big’, ‘small’, ‘interactive’
and ‘modern’. As they say the sentences, point
to the corresponding column on the board.
LOOK!
Draw students’ attention to the Look! box and
make sure they understand that two-syllable
adjectives ending in -y form their comparative
and superlative forms like any short adjective,
while those two-syllable adjectives ending in
any other letter behave like long adjectives, eg:
ending in -y: ‘happy’, ‘messy’, ‘tidy’, ‘angry’,
‘dirty’, ‘sexy’; ending in other letters: ‘nervous’,
‘anxious’, ‘clever’, ‘modern’, ‘useful’.
TEACHING TIP
Although we may try to set grammar rules as
clearly as possible, very often these are changed by
native speakers, who in turn rely on tendencies. In
fact, two-syllable adjectives show great variability.
The tendency, however, is to inflect (ie add -er,
-est to) adjectives ending in -y, (‘pretty’, ‘prettier’,
‘prettiest’) and to accept both forms with adjectives
ending in -ly (‘lonelier’ or ‘more lonely’). Adjectives
ending in -ow, like ‘narrow’, -er, like ‘clever’ and -le,
like ‘simple’ are accepted in both forms.
10 Have the class complete the sentences using the
adjectives in blue. Check on the board.
Answers
1 longer; 2 more interesting; 3 most important; 4 more
long-lasting; 5 more modern
LOOK!
Remind students of the irregular forms of ‘good’
and ‘bad’. Elicit examples with the comparative
and superlative forms, eg: in relation with bands,
singers and computers.
11 Ask the class to compare using the adjectives
given. Check their work orally.
27
18/07/18 17:27
 Possible answers
1 A lion is more dangerous than a cat. 2 This electric guitar is
more expensive than a recorder. 3 Halle Berry is the oldest of
the three. 4 The red car is the most modern of the three.
5 The smartphone is better than the computer.
In order to study and monitor their own learning,
refer students to the Language Database on
pages 119 & 120.
PHASES EXTRA
v Shop assistant This one’s on special offer. It’s £75.
Divide the class into two teams and invite
students in team A to write the names of two
celebrities or two animals on a slip of paper. Ask
team B to write three things or people on a slip
of paper, eg: three electric gadgets, three songs
or three actors. Have students in team A swap
their slip of paper with team B and give each
team four minutes to write as many sentences
as possible to compare the people, animals or
things, eg: ‘Madonna – Shakira’: ‘Madonna is
older than Shakira.’ ‘Shakira is more beautiful
than Madonna.’ ‘Madonna is richer than
Shakira.’ Check their work orally.
Workbook pages 19 & 20
Closing phase
Write or read these sentences aloud for students to
correct the mistakes:
1 Tablets are not best than smartphones.
2 Smart TVs are expensivier than traditional ones.
3 Most people agree that cheetahs are the fast
animals in the world.
4 Have you ever seen a most modern computer
than this?
5 Who is the richer man on earth?
6 I have never flown on a biggest plane that this.
7 Our new teacher is patienter than Ms Brown.
8 My writing seems to be worst than before.
9 What is the more practical gadget you’ve got?
Lesson 4
Aims
To develop speaking skills: Out shopping.
To write a thank you letter.
Initial phase
Have students close their books and ask if they have
recently bought any electronic equipment. Ask, eg:
‘What did you buy?’ ‘Where?’ ‘How much did you pay
for it?’ ‘What questions did you ask about it?’
28
M17 396 Phases1TB3 013 033 U01 02 R1.indd 28
Core
Speaking
Out shopping
1 Play the track for students to listen to the
1.21
conversation and answer the question.
Audioscript
Shop assistant Can I help you?
Carla Yes, I’m looking for a new smartphone.
Carla What features has it got?
Shop assistant It’s got an HD video camera, a music player
and 4G mobile Internet.
Carla Right. What about that one over there? Can I
see it?
Shop assistant Sure. This is a really good one.
Carla How much is it?
Shop assistant It’s £200.
Carla Oh! That’s too expensive for me. OK, I’ll take
the other one.
Shop assistant That’s £75 then, please.
Carla Here you are. Thanks. Bye.
Answer
She wants to buy a smartphone.
2 1.21 Have students complete the dialogue. Play
the track a second time for them to check their
work. Check orally.
Answers
1 £75; 2 camera; 3 see; 4 much; 5 expensive
3 Give the class a few minutes to memorize the
dialogue. Then, with books closed, play the
questions and elicit the answers. Invite students
to practise and act out the dialogue.
Speaking Task
4 Tell the class they will create a similar
dialogue. Read step 1 aloud and have them
decide what they want to buy. Read step 2 aloud
and ask the class to think about what they and
the shop assistant will say. Finally, have them
work in pairs and take turns to act out the
dialogue. Avoid corrections unless the mistakes
are worth it.
Unit 2 Speaking Task
(see Teacher’s Resource Centre)
Writing
A thank you letter
5 Ask the class how often they write emails or
letters and when they last wrote a thank you
letter or email. Ask who and why they had to
thank. Have students read the letter and cross
out eight unnecessary words. Invite them to
compare and discuss their findings in pairs and
then check the answers with the whole class.
Answers
this; do; so; did; to; the; to; of
18/07/18 17:27

6 Give students ten minutes to read the letter again
individually and to answer the questions given so
as to check comprehension. Check the answers
orally. If necessary, write them on the board.
Answers
1 Because she was very busy at school. 2 It was a
smartwatch. 3 She can read texts and emails, take photos
and make phone calls. 4 She had pizza and cake with her
friends after school and then they all went to the cinema.
2
Closing phase
Invite students to swap their letters with a partner
for peer correction and once they have finished their
final version, you may correct two or three samples
orally. Remember to correct the rest as well.

Draw students’ attention to the structure of

the letter: there are three paragraphs. The
first paragraph is an introduction. The second
paragraph tells about the present. The last
paragraph is about how the girl celebrated her
birthday.
LOOK!
Tell the class that there are fixed expressions
for writing emails and letters and these differ
depending on whether you are writing to someone
you know, like a friend or a member of your
family, or to someone you don’t know. Read the
expressions in the Look! box and make sure
students understand them. Ask which ones
Luciana uses in her letter and have the class say
which phrases are used in the introduction, which
to thank and which at the end of the letter.
Lesson 5
Aims
To learn factual information about famous
inventions and inventors.
To visit a website to find specific information about
the invention of the radio.
To read and answer about Alexander Graham Bell.
To integrate what students have learnt so far.
Initial phase
• Ask students if they think there are more landline
phones than mobile phones or vice versa. Discuss
the advantages and disadvantages of each and
write down ideas on the board, eg:
Landline phone Mobile phone

It is cheaper. They are more

7 Lead students to match beginnings 1–5 with Those who know your fashionable.
endings a–e so as to make expressions for a habitual timetables The colour and style
thank you letter. can usually find you. show your personality,
It can’t be stolen. so in a way, it’s a
Answers
You can hear the personalized gadget.
1 e; 2 d; 3 b; 4 c; 5 a
person you are talking You can take it with you
Writing Task to more clearly. wherever you go.
It doesn’t need any It can be very useful
Tell students that they will work on their own thank apps. in emergencies, for
you letter. Tell them to follow the three steps given. example when you get
Explain that they will have to create a similar piece a flat tyre in the middle
of writing as the one Luciana wrote. of nowhere.
1 As in the previous writing task, ask them to make You can do many other
notes about who they they want to write to and things apart from just
why they haven’t written before, what present phoning, eg: send
they want to thank for and why they like it, and messages, listen to
what they did on their birthday. music or take photos.

2 Explain that now they have to expand their notes

and assemble them so as to fit the suggested
structure. Remind them to include the typical
expressions used in a thank you letter.
3 Give them a few minutes to go through the
checklist so as to make sure they have included
vocabulary related to IT activities as well as the
past simple and the past continuous tenses.
Workbook page 22
• Read these sentences aloud for students to guess
the missing word: ‘He … born in Scotland, but his
family moved to Canada when he was 23.’ (was)
‘He made … first invention at the age of 12.’ (his)
‘After his first invention, … continued inventing
things.’ (he) ‘His mum became deaf … he was a
child.’ (when) ‘He became interested … sound and
started designing machines to transmit sound.’
(in) ‘After a few years, he invented … telephone.’
(the) Ask the class if they know who all the above
sentences refer to (Alexander Graham Bell).

29

M17 396 Phases1TB3 013 033 U01 02 R1.indd 29 18/07/18 17:27

 Core
Culture
Famous inventions and inventors
1 1.22Play the track for students to read as
they listen to text. Check global comprehension
through these questions: ‘What is the text
about?’ ‘In what way did his mother influence his
work?’ ‘Who was Watson?’ Then give the class a
few minutes to answer the questions individually
and finally check the answers orally.
Answers
1 He was born in the USA. 2 He produced his first invention
when he was just 12. 3 Because his mother became deaf.
4 In Boston. 5 Over 150,000 people.
PHASES EXTRA
Invite students to read the text again if
necessary and answer these questions:
1 Why do you think Bell’s family moved to
Canada?
2 What kind of a child do you think Bell was?
3 In your opinion, was Bell similar to other
children of his age? Justify your answer.
4 Of the 93% of the people who own a mobile
phone in the UK, what percentage do you
think are teenagers?
Accept different answers.
2 ABOUT YOU Read the questions aloud
and have various students answer. This activity
may be done in two ways: 1) You may read one
question at a time and elicit different answers.
2) You may give the class a few minutes to
prepare a short speech in answer to the three
questions. Of course, the answer to the second
question will not be exact, but you may invite
students to research at home and bring accurate
information for the next class.
Webquest
Invite the class to visit various websites so as
to obtain information about one of the greatest
inventions of the last century: the radio.
Answers
Lee Deforest developed a device that made it possible to amplify
the radio frequency signal picked up by an antenna so that
weaker signals could be used. He was also the person who first
used the word ‘radio’.
30
M17 396 Phases1TB3 013 033 U01 02 R1.indd 30
PHASES EXTRA
Organize the class into two teams. Invite a
member of team A to sit at the front facing
his/her classmates, back to the board. Ask a
student from team B to pick a word from the
text and write it on the board. It should be
a content word, eg: ‘engineer’, ‘telephone’,
‘sound’, etc. They shouldn’t choose any articles
or quantifiers. The student sitting at the front
makes questions to the members of his/her
team so as to guess the word. Go on in the same
way. The winner is the team that guesses more
words in less time.
Closing phase
Give the class two minutes to go through this unit
in their book and then ask them to mention one
thing they have learnt or they remember from the
unit, eg: ‘There are nearly 7 billion mobile phone
subscriptions in the world.’
Progress check
Answers
1 1 scan, photos; 2 store, data; 3 charging, mobile phone; 4 print,
document; 5 downloaded
2 1 politician; 2 builder; 3 journalist; 4 surgeon; 5 chemist
3 1 What were you doing at 10 pm last night? 2 What were your
parents doing at 3 pm on Sunday? 3 Were you and your friend
watching a film at 9 pm yesterday? 4 Was your friend sleeping
at 10 am this morning?
4 When the technician arrived at the office, the manager was
talking on the phone. When the technician arrived at the office,
the secretary was drinking tea and using the computer. When
the technician arrived at the office, the cleaner was cleaning
the window. When the technician arrived at the office, the cat
was chasing a mouse.
5 1 bigger; 2 more, than; 3 most; 4 the; 5 best
6 1 My mother’s mobile phone is older than my mobile phone.
2 The Nile is the longest river in the world. 3 Sam’s language
test was the worst in class 9. 4 Sonia’s daughter is the shortest
in the family. 5 My brother’s car is more modern than my dad’s.
Integration
1 than; 2 were; 3 couldn’t; 4 installed; 5 stopped; 6 was travelling;
7 connected; 8 started; 9 use; 10 greatest
18/07/18 17:27

Revision 1
Initial phase
Play with the pictures on page 26. Divide the class
into three teams and give them four minutes to
memorize as many details as possible from the
pictures. Have the members of each team take turns
to pick a picture and make as many sentences as
they can in one minute. They will score one point for
each correct sentence. Play for five or six minutes.
The winner is the team with the most points.
Core
Vocabulary
Have students play the vocabulary game. This may
be done in pairs. Ask students to take turns to guess
the words. Alternatively, it may be done as a written
exercise. Once they have finished, check their
answers on the board.
Answers
Move; roll, dice; cheat; cautious; clever; curious; talkative;
posting; plug, stick; Builders; Surgeons
Reading
Daisy’s blog
1 Ask students to read the text about Daisy and her
plans to find out what cities she wants to visit.
Answers
Blackpool
2 Have students re-read the text in order to answer
the questions. Their answers may be discussed
orally so that they can self-check their work.
Answers
1 Because she started university. 2 To celebrate the beginning
of the academic year. 3 No, they aren’t. Some are peaceful
and others are wild. 4 You can walk or do sports. 5 For having
a tower similar to the Eiffel Tower in Paris.
3 Ask the class to complete the questions about
the text in exercise 1. Check students’ work and
have them ask and answer the questions orally.
Answers
1 is Blackpool usually; 2 did Daisy go to; 3 did she go
1 Because it is the most important seaside town in the UK.
2 When she was a little girl. 3 With her father.
M17 396 Phases1TB3 013 033 U01 02 R1.indd 31
Revision
1
PHASES EXTRA
Invite students to take turns to choose words
from the text for their classmates to make
sentences about Daisy’s blog.
You may also work on inferential reading asking
students these questions:
1 Do you think Daisy and her friends will make
parties every weekend?
2 What are the differences between a garden
party and a party indoors?
3 What do you imagine Blackpool is like?
4 Why do you think Daisy doesn’t mention her
mum?
Grammar
4 Ask students to write sentences using the
present continuous or the present simple. Elicit
the first as an example and check their work
after a few minutes.
Answers
1 Martin does not usually use his computer in the afternoon.
2 My brother is downloading video clips in his room now.
3 The speaker is taking his memory stick out of his briefcase
now. 4 I don’t usually print out documents. 5 Alice often
cheats at games. 6 Children don’t play boring games.
5 Give students some minutes to read the text
silently and then to complete it with the correct
form of the verbs in blue. Check the answers
orally.
Answers
1 lived; 2 wore; 3 didn’t have; 4 heard; 5 Was; 6 were looking;
7 sat; 8 were; 9 was visiting
6 Have students complete the given sentences
with the comparative or superlative form of the
adjectives in brackets. Check the answers orally
and then write them on the board.
Answers
1 bigger; 2 the most beautiful; 3 smaller; 4 the most interesting;
5 more beautiful; 6 better
Listening
7 1.23 Play the track for the class to listen to a
group of friends and say what they are talking
about. Check orally.
Audioscript
Sarah Hi, Mark. Hi, Anna. Come in.
Anna Where’s James?
Sarah He’s coming now. He’s not very happy.
James Hi, Mark. Hi, Anna.
Mark What’s wrong?
James I’ve got a new mobile phone and I don’t understand
it. I hate gadgets.
Sarah That’s not true. You love playing computer games
and chatting online to your friends.
31
18/07/18 17:27
 Anna What’s the problem? 4 Presentation
James I don’t know. I was sending a text last night when Students are given some time to rehearse their
the phone stopped working. presentation and then present their work to the
Mark Why don’t you show it to Anna? class.
Sarah Good idea, Mark. Anna helped me when I had a
problem with my mp3 player.
Anna I love playing with electronics.
Sarah
Mark
So what are we doing today?
Let’s go into town. There’s an exhibition on the
Closing phase
history of gadgets at the museum. Students vote for the best piece of work giving
James Oh no. reasons for their choices. They may consider:
Sarah What about going to the shopping centre? amount of information, organization, vocabulary
Mark Yeah, good idea. I want to go to the computer shop range, language mistakes, etc.
to buy a memory stick.
Answer
b

8 1.23 Play the track a second time for the class

to listen and answer the questions. Play the track

part by part for students to check their work.
Upgrade for Exams
Answers Initial phase
1 He doesn’t understand it. 2 He was sending a text.
Read these cues aloud for students to frame
3 She had a problem with her mp3 player. 4 It’s about the
history of gadgets. 5 Because he wants to go to the computer
complete statements by putting the verbs in the
shop to buy a memory stick. correct tenses.

1 When / my brother / pass / exams / last year /

UPGRADE
Students read the text and choose the correct
words.
Answers
1 in; 2 built; 3 left; 4 planned; 5 because
Collaborative Task – My technology world
poster
1 Ideas
Explain to the class they will make a poster about
the technological gadgets they use and prefer or
the ones they would love to have. Brainstorm a few
ideas and write the words on the board, eg: ‘games
console’, ‘smart TV’, ‘laptop’, ‘iPad’, ‘smartphone’.
Read the questions and ask the class to choose the
gadgets they would like to include in their poster
and make notes about them using the questions as
a guide. This should be done individually.
2 Group work
Ask students to get together in groups of four or
five. Have them check what gadgets they have in
common and invite them to discuss their ideas using
the tips given. Ask the class to choose four gadgets
and make notes describing them, saying what they
can be used for, when they bought them or if they
are planning to buy them.
my parents / give / new phone
2 While / his father / work / he / study / his
bedroom
3 I / arrive / the party / when / my friends / have /
great fun
Answers
1 When my brother passed his exams last year, my parents
gave him a new phone. 2 While his father was working, he was
studying in his bedroom. 3 I arrived at the party when my friends
were having great fun.
Core
1 Ask students to read the text attentively and then
go through the statements and decide whether
each of them is right or wrong. Point out that if
there is not enough information to decide, they
may choose the ‘Doesn’t say’ (c) option. Check
their answers orally.
Answers
1 b; 2 b; 3 a; 4 c; 5 b; 6 c
2 Give students some minutes to read the given
statements and questions and to choose the
correct answers. Check their answers orally.
Answers
1 a; 2 c; 3 b; 4 c; 5 b; 6 c

3 Writing
Students organize their information into paragraphs
paying special attention to the use of punctuation
marks, adjectives and linkers, and to word order.
Remind students they should also make drawings or
get pictures to illustrate their work.

32

M17 396 Phases1TB3 013 033 U01 02 R1.indd 32 18/07/18 17:27

 Revision
Revision
11
Closing phase
Have students work in pairs. One student goes
to page 102 and the other goes to page 107 to do
Communication Activity 1. The aim of this activity
is to enhance students’ autonomy and have them
describe technological objects using the vocabulary
they have learnt. Explain that the activity will be
timed. Read the instructions aloud and make
sure everybody understands what they have to do.
Mention that both Student A and B have the same
pictures, but that three of the words are different.
Give the class three minutes to do the work and two
more minutes to check what sentences they have
in common. Invite students to report the sentences
that are different.

Possible answers
Student A: The laptop is more expensive than the tablet. The tablet
is not so practical as the smartphone. The smartphone is the
smallest of the three. The smartphone is the most ecological and
the fastest.
Student B: The tablet is the lowest of the three. The laptop is bigger
than the tablet. The tablet is slower than the laptop.
The smartphone is the most practical and ecological. The tablet is
not so inexpensive as the laptop.

TEACHING TIP
Communicative activities imply information
gap – something that is not known by one of the
speakers, something that has to be found out.
As communicative activities involve interaction,
they are likely to make the classroom noisy but
positively so. Don’t be afraid of getting students
to talk; just make sure you take the necessary
precautions:
a Give clear instructions and check they
understand what they have to do.
b Circulate monitoring their work and helping
when there is some difficulty.
c Avoid unnecessary correction; it only hinders
progress.
It is true that communicative activities can
pose challenges, especially when students and
teachers are accustomed to teacher-centred
work, but they provide more exposure, more
authentic opportunities to use the language and
are more fun.

33

M17 396 Phases1TB3 013 033 U01 02 R1.indd 33 18/07/18 17:27

 Unit
Heroes
3 Play the track a second time and ask what they
Lesson 1
Aims
To learn and practise vocabulary about
fundraising.
To read and answer about inspiring fundraising
projects.
Initial phase
Pre-teach the word ‘fundraising’ through definition:
‘collecting money to help those in need’. Elicit the
names of local fundraising organizations and what
they do to help those in need. You may also refer to
UNICEF, Oxfam and/or Caritas.
Core
Vocabulary 1
Fundraising ideas
1 1.24Draw students’ attention to the pictures
and ask what they can see in each. Have the
class match the pictures with some of the ideas
in blue. Teach the unknown vocabulary through
definition and examples. Check the answers
orally.
Answers
1 sell raffle tickets; 2 do a sponsored swim; 3 organize a
jumble sale; 4 have a barbecue; 5 collect money
Play the track for students to listen and repeat.
PHASES CULTURE
In the USA, children are involved in fundraising
through their schools. They often organize jumble
sales in which they sell second-hand articles or
biscuits that they have made on their own.
2 Ask students to read and complete the text with
words from exercise 1. Check their work orally.
Answers
1 badges; 2 sponsored; 3 jumble sales; 4 barbecue; 5 make
charity
PHASES EXTRA
Students write a list of problems their friends
or neighbours may have and discuss how they
could help through a fundraising activity.
34
M17 396 Phases1TB3 034 054 U03 04 R2.indd 34
3 1.25Play the track for students to listen to Dan
and Megan, and say what ideas they consider.
finally decide to do and why.
Audioscript/Answer
Dan Which fundraising idea do you think is best Megan?
Megan I think selling cakes is a good idea because
everyone can participate.
Dan I think making a charity CD is a good idea because
everyone can buy one.
Megan Why don’t we have a bring and buy sale, then we
can sell cakes and CDs?
Dan Good idea!
4 Invite the class to choose a place where
they would like to go on a school trip. Have them
work in pairs to discuss different fundraising
ideas and the advantages each offers. Have some
pairs report their ideas to the class.
Workbook page 25
Reading 1
Felicity Marks / Maria Schonfeld
5 Encourage students to read the text quickly and
then choose one of the given options as the best
title. Have students share their answer and to
support it with ideas from the text.
Answer
c (Two inspiring fundraisers)
6 1.26 Have the class read the text again as they
listen. Then give them a few minutes to decide
and write ‘true’ or ‘false’ for each statement.
Have them correct the false statements. Check
their work orally.
Answers
1 true; 2 true; 3 false (Maria is the co-founder of Akosia.); 4 true
7 Ask students to read the text once again and
then answer the given questions individually.
Before checking with the whole class orally, have
students check and discuss their answers in pairs.
Answers
1 Four months. 2 They receive education. 3 A building
with better facilities. 4 They learn about cooperation and
teamwork. 5 In Ghana, Mexico and Mongolia.
PHASES EXTRA
Invite students to talk about people they know
who help others, eg: a local priest, a teacher,
a famous sportsperson, etc. It would be
interesting to analyze the possibility of helping
these people help others. Students can work in
pairs or you may open a class discussion.
18/07/18 17:28

PHASES EXTRA
Ask the class to make questions about the text
for these answers:
1 It offers free education, books and meals.
2 It was a small wooden hut with one
classroom only.
3 To develop creativity and confidence of
deprived children around the world.
4 It has organized a film-making project for
children.
5 She is passionate.
Closing phase
Give students a few minutes to re-read and try to
memorize as many details from the text as possible.
Read these words aloud: ‘passionate’, ‘education’,
‘started’, ‘aim’, ‘sponsored’, ‘wooden’. Have students
provide the context (sentence) in which they appear
in the text, eg: Teacher: ‘passionate’ Student A:
‘a passionate woman’ Student B: ‘Maria Schonfeld
is a passionate woman.’ This may be done with the
class as a whole or as a game dividing the class into
two and having students take turns to answer.
Answers
education: The Street Academy offers free education, books and
meal to children.
started: Felicity started a charity called The Street Academy
Annexe Project.
aim: The aim of Akosia is to develop the creativity and confidence
of deprived children.
sponsored: Felicity’s charity did sponsored walks and skydives.
wooden: The building was a small wooden hut at the beginning.
Lesson 2
Aims
To use the present perfect in all its forms to talk
about recent actions.
To ask and answer about experience using the
present perfect.
To listen to a radio programme about fundraising
activities.
Initial phase
Have students revise the past simple. Invite them to
work in groups and make up a story in ten minutes.
Listen to their stories and vote for the most creative,
the funniest or for the best ending.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 35
3
Core
Grammar 1
Present perfect
1 Ask students to look through the text about the
fundraising projects on page 31 and underline all
the verb phrases they can find with have/has + a
verb. Write two examples on the board. Explain
that after have or has we use the third column,
the past participle, and that there are regular and
irregular past participles. Regular verbs form
both the past simple and past participle with -ed
while irregular verbs change. Invite students
to go through the verbs they have underlined
in the text and say if past time expressions like
‘yesterday’, ‘ago’ or ‘last’ are used with this
tense. Have the class read the grammar table
and answer the questions orally.
Answers
1 ‘done’ is irregular. 2 No, we don’t. 3 No, we use it for recent
actions.
2 Give the class a few minutes to read the verb list
on page 128. Then have students complete the
sentences with the present perfect form of the
verbs in brackets trying to remember the past
participle. Check orally.
Answers
1 has built; 2 have not seen; 3 has organized; 4 has written;
5 have not sold
LANGUAGE TIP
The difference between ‘He has written several
books’ and ‘He wrote several books’ is that we
use the past when the writer is either dead or not
likely to write other books in the future. The use of
the present perfect, on the other hand, suggests
that the writer may have a new title in the future.
PHASES EXTRA
Write this list of activities on the board:
‘celebrate a birthday, do my homework, see a
Japanese film, drive a luxurious car, eat fast
food, watch my favourite programme’. Ask
various students what they have/haven’t done this
week, making sure they understand that the week
hasn’t finished and this is why they should use the
present perfect instead of the past simple.
TEACHING TIP
In order to challenge students and help them
memorize the new verb form, ask them to repeat
their answers more fluently or trying to improve
their pronunciation.
35
18/07/18 17:29
 3 Take a piece of paper and make a paper plane.
As you make it fly, say, ‘Look, I’ve just made a
paper plane and it can fly!’ This will give the class
a clear idea of how ‘recent’ the action is. Then
invite the class to look at the pictures and make
present perfect sentences with just to express
recent actions. Give them a few minutes to check
their verbs if necessary and check their answers
on the board.
Possible answers
1 The woman in the picture has just opened the door. /
She has just arrived home from work. 2 The man has just
had dinner. / He has just finished eating. 3 The lady has just
bought a pair of shoes. 4 This boy has just fallen down. /
He has just hurt his knee.
4 Have students write affirmative or negative
present perfect sentences using the words given.
Elicit the first as an example. Give the class a few
minutes and check their work orally. Insist on
fluency.
Answers
1 I haven’t done a sponsored swim. 2 My friends have had
lots of barbecues. 3 We haven’t organized a jumble sale.
4 He hasn’t bought a raffle ticket. 5 My brother has collected
second-hand books for a bring and buy sale. 6 My mum has
raised £2,000 for charity.
PHASES EXTRA
Ask students to underline the verbs in the
sentences in exercise 4 and say the sentences
again so that they are true for them.
Pronunciation
Contractions
A Play the track for students to listen and
1.27
repeat the sentences paying special attention to
the quality of \v\ and \z\ sounds. Explain that ‘ve
and ‘s are the contracted forms of have and has.
B Play the track for students to listen
1.28
and repeat. Check pronunciation as well as
intonation.
Audioscript
1 We haven’t seen many films in English.
2 She’s organized a jumble sale.
3 He’s written lots of emails.
4 I haven’t bought a charity CD.
PHASES EXTRA
Invite students to read the sentences in exercise
4 aloud using contractions.
5 Teach the interrogative form to ask about
experience. Make students a few personal
36
M17 396 Phases1TB3 034 054 U03 04 R2.indd 36
questions about experience using the
fundraising phrases they have learnt, eg
‘Have you ever done a sponsored race?’ Elicit
the short answers and write both questions and
answers on the board. Point out word order in the
interrogative form. Ask other students, eg: ‘Have
you ever organized a bring and buy sale?’ ‘Have
you and your friends ever sold raffle tickets?’
Draw students’ attention to the grammar table
and lead them to notice that in affirmative short
answers we must use strong forms and no
contractions, eg: ‘Have you ever been to the zoo?
Yes, I have.’ Then explain that when they answer
affirmatively, for the sake of communication, they
should expand and say when. If they use a time
expression, then they should use the past simple.
This is why Have you ever …? questions are
answered with a present perfect short form and
then details are given in the past simple.
LOOK!
Refer students to the Look! box. Model with the
help of some strong students. Provide a verb for
them to ask and answer in pairs, eg: Teacher:
‘drive a car’ Student A: ‘Have you ever driven a
car?’ Student B: ‘Yes, I have. I drove my father’s
car last week.’
6 Have the class write questions using the phrases
given and ever. Check orally. Pay attention
to fluency and intonation. Have you ever …?
questions take a rising intonation contour.
Answers
1 Have you ever collected money for charity? 2 Have you ever
learnt to play a musical instrument? 3 Have you ever done a
sponsored swim? 4 Have you ever bought a charity badge?
5 Have you ever met a famous person?
7
Invite students to work in pairs to ask and
answer the questions in exercise 6. Model with
a strong pair and remind students to provide
details using the past simple if they answer
affirmatively.
PHASES EXTRA
Conduct a quick survey asking students to put up
their hands if they have answered their questions
affirmatively, count and take down notes. Have
students write a short report based on the
results, eg: ‘27 students have collected money
for charity. Only ten students have bought charity
badges. Nobody in this class has ever met a
famous person.’
8 1.29 Have the class choose the correct words.
Elicit the first as an example. Then play the track
for students to listen and check their work. Ask
students to count the number of mistakes they
18/07/18 17:29

made and to say the answers they got wrong.
If you spot any group error, clarify it.
Answers
1 ever; 2 haven’t; 3 Have; 4 never; 5 done; 6 haven’t; 7 met;
8 you; 9 have you; 10 never; 11 been; 12 have; 13 have;
14 forgotten
PHASES EXTRA
Do comprehension work on the text. Read these
sentences aloud. Have students raise their right
hand if they are true and their left hand if they
are false.
1 Gina has never ridden a horse before. (T)
2 Colin has ridden different horses. (F)
3 Colin says he has never done anything
interesting. (F)
4 Gina’s life has always been very interesting. (F)
5 Gina hasn’t met any celebrities. (T)
6 Gina has eaten Thai food twice in her life. (F)
7 Gina was an actress in the past. (T)
Have various students take turns to read the
conversation aloud. Insist on fluency, check
pronunciation and suitable intonation.
In order to study and monitor their own learning,
refer students to the Language Database on
pages 120 &121.
Workbook pages 26 & 27
Listening
Charity hotline
9 1.30Invite students to work in pairs to write
down as many activities for charity as they can
think of. Give them three minutes to do the work.
Check orally and ask them what they think about
charity work. Use the board to write specific
vocabulary, eg: ‘help the poor’, ‘help those in
need’, ‘help the sick’, ‘provide shelter’, etc. Draw
students’ attention to the picture and explain that
these two students have been doing some charity
activities. Have them make predictions using
the ideas they have provided previously. Play the
track for the class to check their predictions.
Then play the track again for them to answer the
questions. Check orally.
Audioscript
Presenter Hello, and welcome to Charity Hotline. On today’s
show, I’m talking to Simon Walker and Maria
Phillips from Wootton School. They’ve come on the
show to tell us about how they’ve been fundraising
this week. So, Maria, what have you done this week?
Maria I’ve done a sponsored swim. I’ve swum regularly
since I was six years old, so I really like
swimming. I did the swim with three friends in
my class and so far we’ve raised seven hundred
and fifty pounds. We’re still collecting money so
we hope to raise a total of £1,000.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 37
3
Presenter That sounds incredible Maria. Well done. Have
you ever done a sponsored swim before?
Maria No, I haven’t, but I really enjoyed it. It was very
tiring, but it was fun.
Presenter How far did you swim?
Maria We swam a total of sixteen hundred and fifty
metres.
Presenter Fifteen hundred metres?
Maria No, sixteen hundred and fifty metres. It’s a mile.
And it took us about an hour. So, we were very
tired at the end.
Presenter What about you, Simon? What fundraising activity
have you done this week?
Simon Well, the activity that raised the most money was
car washing. My friend Ben and I have washed
one hundred and sixteen cars this week. We put
an advert in the local paper and our headteacher
let us use the school car park after school. We
charged £5 per car, so we’ve raised a total of £580.
Presenter That’s fantastic. You say this was the activity that
raised the most money. What else have you done?
Simon We organized a jumble sale and a raffle. We
looked through our old toys, books, gadgets and
clothes and collected lots of things. Most of the
things we put in our jumble sale, but some of our
things were more valuable, for example, Ben has
just bought a new laptop so we sold raffle tickets
for his old laptop.
Presenter How much money did you raise?
Simon We raised another £382, so altogether we’ve
raised a total £962.
Presenter That’s incredible. Thank you very much for
coming on the show and telling us about it …
Answers
1 Because she swam sixteen hundred and fifty metres. 2 They
collected a total of 962 pounds.
PHASES CULTURE
‘Comic relief’ is a UK charity which raises
money to fight world poverty. Many of its founder
members and participants are well-known TV
celebrities, comedians and sports personalities.
Their two main fundraising campaigns are Red
Nose Day and Sports Relief. In the UK, Red Rose
Day is an annual fundraising event in which
people wear red noses and do something funny
to raise money for charity.
10 1.30 Play the track again for the class to choose
the correct answers. Check their work orally.
Answers
1 c; 2 c; 3 b; 4 d; 5 a
11 1.30 Play the track once more and have
students write ‘true’ or ‘false’ for each sentence.
Discuss their work and elicit the reasons for their
choices.
Answers
1 true; 2 true; 3 not mentioned; 4 not mentioned; 5 false;
6 not mentioned
37
18/07/18 17:29

UPGRADE
This activity may be done by fast finishers or by
the class as a whole. Invite students to correct
the mistakes in the sentences. Check their work
orally.
Answers
1 We have done lots of different things to raise money. 2 He
has not been to Ghana many times. 3 They’ve sold cakes and
sandwiches to people. 4 I have not read any books in English.
5 You’ve given lots of money to charity. 6 He has visited Africa
three or four times.
Closing phase
Play a dictation competition. Organize the class into
two teams. Invite a member of each team out to the
board and play the first sentence of track 1.30 for
students to write it down. Proceed in the same way
with various students and five or six sentences of
the track. The winner is the team with the fewest
mistakes.
Lesson 3
Aims
To learn and use collocations with make and do.
To read an article about Selena Gomez and do
comprehension work.
To ask and answer present perfect questions with
how long.
Initial phase
Play the ‘Yes, I have’ game. Have students work in
pairs and take turns to ask their classmates Have
you ever …? questions. The answers may be true
or false. To discover if the answer is false, students
can make only three Wh- questions in the past
simple and will consider gestures such as facial
expressions, eg: Student A: ‘Have you ever jumped
out of a plane?’ Student B: ‘Yes, I have.’ Student A:
‘When did you jump?’ Student B: ‘Last week.’
Student A: ‘What was the weather like when you
jumped?’ Student B: ‘It was a sunny day.’ Student A:
‘Who jumped with you?’ Student B: ‘My mother did.’
Student A: ‘Well, that’s false. You’ve never jumped
out of a plane.’ Student B: ‘You are right.’ If they
guess correctly, they get a point. If they make the
wrong guess, they lose.
38
M17 396 Phases1TB3 034 054 U03 04 R2.indd 38
Core
Vocabulary 2
make and do
1 Invite students to read the words and phrases in
blue and write ‘M’ if they collocate with make and
‘D’ if they collocate with do. Students will check
their answers in exercise 2.
2 1.31 Play the track for students to listen and
check their work.
Audioscript/Answers
do charity work, make money, make someone happy,
do nothing, make someone laugh, make friends, make
a decision, do homework, make a mistake, do your best,
do someone a favour, do exercise
3 Have the class match pictures 1–6 with some of
the phrases from exercise 1. Check their work.
Answers
1 make someone happy / make someone laugh; 2 do
homework; 3 do exercise; 4 do nothing; 5 make someone
laugh / make someone happy; 6 do charity work
PHASES EXTRA
Give the class a few minutes to memorize the
collocations and play a memory game. Read the
phrases in exercise 1 aloud and have students
say if they collocate with make or do, eg: Teacher:
‘someone happy’ Student A: ‘make someone
happy’.
4 Ask the class to complete the questions with the
correct form of make or do. Check orally.
Answers
1 makes; 2 make; 3 made; 4 do; 5 do; 6 made; 7 do; 8 make
5 Invite students to work in pairs and
take turns to ask and answer the questions in
exercise 4. Model the first question and circulate
monitoring their work.
PHASES EXTRA
Give the class a few minutes to work in pairs
and add collocates to the list in exercise 2, eg:
‘make: a party/a trip/a promise/an effort/a
complaint/a fortune/a noise/a list’; ‘do: the
shopping/a test/the washing up/harm/one’s
hair/your job’.
Workbook page 28
18/07/18 17:29

Reading 2
Selena Gomez, Goodwill Ambassador
6 Pre-reading: Invite students to look at the picture
and answer the questions. Elicit what they know
about Selena Gomez.
PHASES CULTURE
Selena Marie Gomez, born in 1992, is an
American actress and singer best known for
portraying Alex Russo in Disney Channel’s series
Wizards of Waverly Place.
7 Students read the text quickly and answer. They
will check their answer in exercise 8.
8 1.32 Play the track. Have students read as
they listen. Ask them to check their answer to
exercise 7. Check orally.
Answer
Four (Island Dog, RAISE Hope for Congo, the Lupus Research
Alliance and UNICEF).
Then play it a second time for students to read,
listen and answer the questions. Check and
discuss the answers orally.
Answers
1 She’s been famous for over ten years. 2 She works for
Island Dog, RAISE and UNICEF. 3 She became a Goodwill
Ambassador in 2009. 4 She went there to visit children
who live without enough food or water. 5 Because Goodwill
Ambassadors try to make people aware of the world’s
problems and encourage them to help.
PHASES CULTURE
UNICEF is the world’s leading organization
working for children and child rights.
The acronym stands for ‘United Nations
International Children’s Fund’. Since 1954,
UNICEF has had Goodwill Ambassadors. The
goal of the programme is to allow celebrities
with a demonstrated interest in UNICEF
issues to use their fame to draw attention to
important issues. This may take the form of
public appearances and talks, visits to troubled
regions, which draw attention from the media,
and use of their political access to advocate
UNICEF causes. Lio Messi, Shakira, Ricky
Martin and Susan Sarandon are some of the
UNICEF Goodwill Ambassadors.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 39
3
PHASES EXTRA
Give the class three minutes to write as many
questions (other than the ones in exercise 8)
about Selena Gomez as possible. Invite them to
exchange questions with their partner and take
turns to ask and answer them.
9 Invite students to work in pairs to discuss
if Goodwill Ambassadors do an important job or
not. Alternatively, this may become a whole class
discussion.
Grammar 2
for and since
10 Present ‘since’ first. Ask when Selena Gomez became
an Ambassador and write the corresponding answer
with since, eg: ‘Selena has been an Ambassador since
2009.’ Write the sentence on the board and draw
students’ attention to the use of the present perfect
explaining that she is still an ambassador and to the
fact that since is followed by a definite point in time.
Ask a few personal questions, eg: ‘How long have you
studied English?’ ‘How long have you been a student
at this school?’ ‘How long has your best friend known
you?’ Proceed in the same way with for. Then draw
students’ attention to the grammar table and have
them choose the words to complete the rules.
Answers
1 for; 2 since
11 Ask students to write the time expressions in blue in
the correct column. Check by drawing the table on the
board and inviting various students to write the time
expressions in the correct column. Before saying if
each answer is correct or incorrect, ask students if
they agree or would make any changes.
Answers
for: two hours, three weeks, a long time, a month
since: 2 pm, April, this morning, I was born, Saturday, last night
PHASES EXTRA
Have students use the expressions in the table
in the previous exercise to make true sentences
about themselves. They should use the present
perfect.
12 Ask the class to complete the sentences with for
or since. Have students work individually. Check
orally and write their answers on the board to avoid
mistakes. Read the first as an example.
Answers
1 for; 2 since; 3 since; 4 for
39
18/07/18 17:29
 13 Have the class write questions with how long.
Go over the example, clarifying that they must
add words and use the correct verb forms. Give
students a few minutes and invite them to check
their work with their partner. Then check their
answers on the board.
Answers
1 How long has he known his best friend? 2 How long have
you studied English? 3 How long have you had your mobile
phone? 4 How long have you lived in your home? 5 How long
have they had their pet?
PHASES EXTRA
Ask students to write two more questions with
how long in which the subject is ‘your best friend’.
14 Invite students to work in pairs to ask
and answer the questions in exercise 13 and in
the previous Phases extra section. Model with
a strong pair, aiming at fluency and correct
intonation. Remind students that How long …?
questions take a falling intonation pattern.
UPGRADE
This activity may be done just by fast finishers or
by the class as a whole. Have students complete
the text with since and for. Check their work
orally and write the answers on the board to
avoid mistakes.
Answers
1 since; 2 since; 3 for; 4 for; 5 since
PHASES EXTRA
Give students three minutes to write present
perfect questions about the text in the Upgrade
section. Then have them ask and answer those
questions.
In order to study and monitor their own learning,
refer students to the Language Database on
page 121.
Workbook pages 29 & 30
Closing phase
Invite students to talk about a person they consider
‘cool’. You may just have them talk or give them a
few minutes to organize their ideas following the
model text in the Upgrade section above.
40
M17 396 Phases1TB3 034 054 U03 04 R2.indd 40
Lesson 4
Aims
To develop speaking skills: A sponsored walk.
To write a magazine article about a student-
organized charity event.
Initial phase
Ask students to work in pairs. Give them two
minutes to make a list of all the sponsored activities
they can think of. Have them share their ideas with
the class, eg: ‘a sponsored... swim / walk / writing
competition / painting exhibition / triathlon’, etc.
Core
Speaking
A sponsored walk
1 1.33 Play the track for the class to listen to the
first part of Megan and Mr Rodmell’s conversation
and answer why Megan is talking to him.
Audioscript/Answer
Mr Rodmell Hello, Megan.
Megan Hi, Mr Rodmell. Do you have a minute?
Mr Rodmell Sure. What can I do for you?
Megan Well, I’m raising money for charity.
Mr Rodmell Oh yes?
2 1.34Play the track for students to listen to the
whole conversation and complete. Check their
work orally and point out that ‘would you like’
is used to make polite requests. Emphasize the
pronunciation of \dZ\ in ‘Would you …?’. Also,
point out the use of ‘(£1) a mile/an hour’, etc.
Answers
1 walk; 2 Oxfam; 3 £1; 4 Saturday
3 Play the exchanges one by one for the class to
repeat paying special attention to intonation and
pronunciation. Give students a few minutes to
practise and have them act out the dialogue.
Speaking Task
4 Tell the class they will prepare a similar
dialogue with a friend following the three steps
given. Make sure students understand the events
listed on the cards and remind them they can use
the dialogue in exercise 2 as a model. Go through
the questions and possible responses with the
class. Give students time to organize their ideas
into a dialogue and invite them to take turns to act
out the conversation. A strong pair may role-play at
the front while the rest may do so from their desks.
18/07/18 17:29

Writing
A magazine article
5 Ask students if the school has a magazine and
what kind of articles they prefer reading. Discuss
what makes a good article: clarity, an interesting
topic, an attractive title, etc. Have students read
the text and choose the correct words. Check the
answers orally.
Answers
1 for; 2 ever; 3 to help; 4 do; 5 for; 6 and
6 Have students read the text again and answer
the questions. Discuss their work.
Answers
1 They wanted to help the RSPCA because many of the
students are animal lovers. 2 Because they all enjoyed
walking. 3 They gathered at the park to support students.
LOOK!
Draw students’ attention to the Look! box and
ask them to underline the linkers they find in the
article in exercise 5. Use the sentences in which
the linkers occur to revise the functional use of
so, although and because. Elicit further examples
with each linker.
7 Have the class join the sentences using so,
because or although. Check orally.
Answers
1 Many people are cruel to their pets, so some animals die
each year. / Some animals die each year because many people
are cruel to their pets. 2 Although the school advertised the
sponsored run, not many people participated. 3 I’m going to
buy a raffle ticket because I want to support that charity. /
I want to support that charity, so I’m going to buy a raffle ticket.
4 We can’t go to your bring and buy sale because we are going
away this weekend. / We are going away this weekend, so we
can’t go to your bring and buy sale. 5 Although I don’t donate
money, I help a local charity selling badges.
Writing Task
Tell students that they will work on their own
magazine article. Tell them to follow the three steps
given. Explain that they will have to create a similar
piece of writing as the one in exercise 5.
1 Have students think of a real or an imaginary
charity event and write down notes about the
organizers, the amount of money they have
raised, which charity they have chosen and the
reasons why they have chosen it, as well as the
success of the events and future plans if any.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 41
3
2 Tell students to organize their notes into
paragraphs and write a text using the suggested
structure and the text in exercise 5 as a model.
As students write their text, circulate monitoring
their work and helping them if necessary.
3 Ask students to go through the suggested
checklist so as to make sure they have included
verbs in the present perfect with ‘for’ and ‘since’,
vocabulary related to fundraising activities,
collocates with ‘make’ and ‘do’, and linkers of
consequence, reason and contrast.
Workbook page 32
Closing phase
Have volunteers read their articles for their
classmates to vote for the best fundraising idea.
Lesson 5
Aims
To learn factual information about famous heroes.
To read about Martin Luther King.
To visit a website to find information about a South
American hero or heroine.
To integrate what students have learnt so far.
Initial phase
Have students describe the values and/or special
characteristics a hero should have in their opinion.
Write down their ideas on the board and discuss
with the whole class.
Core
Culture
Famous heroes
Pre-reading: Ask the class if they have ever heard
about Martin Luther King. And if so, encourage them
to tell what they know about him: where he was
from, what he fought/stood up for and where. Then
copy the following Martin Luther King’s quote on the
board, read it aloud and open a class discussion:
‘I have a dream that my four little children will one
day live in a nation where they will not be judged by
the color of their skin, but by the content of their
character.’ Martin Luther King, Jr.
41
18/07/18 17:29

PHASES CULTURE
There are lots of Martin Luther King’s quotes
which are highly inspiring and worthwhile
sharing and analyzing:
• ‘Nothing in all the world is more dangerous
than sincere ignorance and conscientious
stupidity.’
• ‘Our lives begin to end the day we become
silent about things that matter.’
• ‘I have decided to stick with love. Hate is too
great a burden to bear.’
• We are not makers of history. We are made by
history.’
• ‘The ultimate tragedy is not the oppression
and cruelty by the bad people but the silence
over that by the good people.’
1 1.35 Have the class read as they listen to the
text about Martin Luther King. Then ask them to
match each paragraph with the corresponding
heading. Check the answers orally and lead
students to support them.
Answers
A Blacks and whites couldn’t mix; B The Montgomery bus
boycott; C King’s famous speech; D The end in Memphis
2 Encourage students to read the text attentively
again and then go through the given statements
and decide whether each of them is true or false.
Check the answers orally and have students
support their decisions.
Answers
1 false; 2 false; 3 true; 4 false; 5 true; 6 false
3 Ask students to find the given words in the
text and match them with the corresponding
definitions by inferring their meaning from the
text. Check the answers orally.
Answers
1 d; 2 f; 3 a; 4 b; 5 e; 6 c
4 ABOUT YOU Pair up students and invite
them to give a short talk about famous heroes
or heroines from their country. Brainstorm
vocabulary first and write some words on the
board as a reminder. Avoid correcting unless the
mistake is worth it.
42
M17 396 Phases1TB3 034 054 U03 04 R2.indd 42
Webquest
Invite the class to navigate the web and investigate
about a South American hero or heroine of their
choice. Have them prepare a brief presentation so
as to share the information they have collected with
their classmates.
Possible answers
The Mirabal Sisters: Minerva, Patria and Maria Teresa Mirabal
(also known as ‘the butterflies’) became involved in the political
movement against dictator Trujillo, in the Dominican Republic.
They formed the group Movement of the Fourteenth of June in
order to oppose his regime, but they were incarcerated and tortured
on several occasions, resulting in their deaths. Their amazing
courage and persistence in the face of endless opposition remains
an inspiration to many. The day of their deaths, 25th November, is
now officially the International Day for the Elimination of Violence
Against Women.
Rigoberta Menchú Tum: She is an activist who has dedicated
her life to helping the world recognize the plight of Guatemala’s
indigenous peoples during and after the Guatemalan Civil War.
She has promoted indigenous rights in the country, ran for
President of Guatemala in 2007 and 2011, and even received
the Nobel Peace Prize in 1992 and the Prince of Asturias Award
in 1998. She’s also a UNESCO Goodwill Ambassador. Her fight
for the people of Guatemala has forever inspired recognition of
indigenous rights in South America.
Closing phase
Give the class three minutes to write down things
they have learnt in this unit, eg: ‘Since August
2009, Selena Gomez has been a UNICEF Goodwill
Ambassador.‘ Discuss their work orally.
Progress check
Answers
1 1 have; 2 collecting; 3 organize; 4 make; 5 selling
2 1 done; 2 do; 3 makes; 4 do; 5 do; 6 made
3 1 Beth has never done a sponsored swim. 2 My brother’s
met lots of famous people. 3 Have you ever raised money for
charity? 4 I haven’t visited India, but I want to. 5 Have you seen
the new adventure film? 6 Alex has collected lots of money for
charity.
4 1 since; 2 since; 3 for; 4 for; 5 since; 6 for
Integration
1 Do; 2 started; 3 for; 4 helping; 5 has raised; 6 sold; 7 most;
8 never
18/07/18 17:29

Unit
Incredible journeys
4 a tour; 7 buy souvenirs
Lesson 1
Aims
To learn vocabulary about travelling.
To read about Albert Casals and do different
comprehension tasks.
To contrast the present perfect and the past
simple.
Initial phase
Revise past participles. Write these verbs in
scrambled letters: ‘ctahe’ (teach), ‘kmae’ (make),
‘kpaes’ (speak), ‘rweti’ (write), ‘nkrid’ (drink), ‘itvsi’
(visit), ‘aelrtv’ (travel). Invite various students to
unscramble the verbs, provide the past participle
forms and choose a classmate to make a true
present perfect sentence using it, eg: Student A:
‘teach–taught’ Student B: ‘I have never taught
mathematics.’
4 Ask students to think of souvenirs that
Core
Vocabulary 1
Travel
1 Draw students’ attention to the title of the unit and
ask them if they have ever been on an incredible
journey. Elicit as much information as possible:
place, who they went with, how, experiences, etc.
Then write these words on the board: ‘travel’ and
‘journey’. Explain the difference between them:
‘travel’ is generally used as a verb while ‘journey’
is a noun. We usually use ‘travel’ as a noun in the
plural form, eg: ‘My aunt’s travels have taken her
to many interesting places.’ Invite students to look
at the pictures and match them with some of the
activities in blue. Check their work and clarify
doubts. Make sure they understand that some
words are interchangeable, ie we can say ‘get off
a train/get on a coach’, etc.
5 Students work in pairs to ask and answer
Answers
1 buy souvenirs; 2 pack a suitcase; 3 get on a train;
4 hitchhike; 5 go sightseeing
2 Play the track for students to listen and
1.36
repeat. Draw their attention to the silent letters
in ‘souvenirs’, ‘hitchhike’ and ‘suitcase’.
3 Invite students to work in pairs to complete the
email with phrases from exercise 1. Explain the
verbs should be used in the correct form. Check
their work orally.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 43
4
Answers
1 got on; 2 planned; 3 set off; 4 arrive; 5 hitchhike; 6 went on
PHASES EXTRA
After checking the answers, invite a strong
student to read the email aloud and have the rest
of the class ask and answer questions about it.
To make the activity more guided, you can provide
the words you would like them to use in their
questions, eg: Teacher: ‘souvenirs’ Student A:
‘Who wanted to buy souvenirs?’ Student B: ‘Lola’s
mum did.’ Before moving on to a second word,
ask the class if they can think of another
question with the same word.
LANGUAGE TIP
Remind students that phrasal verbs are
combinations of verbs and adverbial particles.
Elicit a few examples and make sure they
understand the meaning of the phrasal verbs
mentioned in the vocabulary section, eg: ‘get on/
off’; ‘set off’.
1.37
people often buy when they go on holiday abroad.
Discuss which are original, which are expensive,
interesting, useless, etc. Play the track for the
class to listen and find out what souvenirs Rita
and Dan have bought.
Audioscript/Answer
Rita I like your T-shirt Dan. Where did you get it?
Dan I bought it in Rome. It was a souvenir.
Rita A souvenir T-shirt, what a good idea.
Dan I buy a T-shirt in every place I visit. Have you ever
bought any souvenirs?
Rita Yes, I have. I bought this baseball hat in New York.
It’s a typical American souvenir.
PHASES EXTRA
You may play each exchange for students to
repeat and then role-play the conversation.
using the phrases in blue as in the example.
Invite two volunteers to read the example
aloud, paying attention to fluency, pronunciation
and intonation. Remind the class that when
we answer a question about experiences
affirmatively in the present perfect, for the
sake of communication, we are expected to
give precise information using the past simple.
Monitor students’ work.
Workbook page 35
43
18/07/18 17:29
 Reading 1
It’s a small world
6 Pre-teach ‘wheelchair’ and ‘on wheels’. Lead
students to infer their meaning. Then ask the
class if they have ever travelled alone and have
them discuss the advantages and disadvantages
of doing so. Then elicit what would be different
for a person who would like to travel alone but
in a wheelchair. Draw students’ attention to the
pictures and have them predict what the text
will be about and the verbs they may find. Ask
students to read the text silently and quickly so
as to find out in what way Albert isn’t a typical
young man. Students will check their answer in
exercise 7.
7 Play the track for the class to listen, read
1.38
and check their answer to exercise 6. Discuss the
answer orally.
Answer
He has visited more than 80 countries, written two books,
starred in a film and he has been in a wheelchair since he
was eight years old.
8 Students read the text again and answer the
questions individually. Discuss their work orally.
Answers
1 They are the books Albert Casals has written. 2 He has
visited more than 80 countries. 3 He usually travels on his
own. 4 He makes money by working and doing tricks with his
wheelchair. 5 The chair eliminates fear and people want to
talk to the boy who travels in a wheelchair. 6 To discover what
really makes you happy and just do it!
PHASES EXTRA
Write these words on the board: ‘fantastic’,
‘metal’, ‘curious’. Give the class a few minutes
to decide where in the text they can write these
words. Check their work orally.
Possible answers
First paragraph: two fantastic books; in a metal wheelchair
Third paragraph: curious people talk to me
9 Ask the class to read the text again and find out
what the given numbers refer to. Check orally
and write the answers on the board.
Answers
a 20 euros, the amount of money he usually takes on his trips;
b 5 years old, the age he was when he became ill; c 8 years old,
the age he was when he was put in a wheelchair; d 2 books,
the number of books he has written; e more than 80 countries,
the number of countries he has visited; f 1 film, the film in
which he starred
44
M17 396 Phases1TB3 034 054 U03 04 R2.indd 44
Closing phase
• Invite students to work in pairs and tell their
partners things that they have in common with
Albert. Alternatively, this may be conducted as a
whole class discussion.
• Invite the class to work in pairs to write three
questions they would like to ask Albert. Ask a strong
student out to the front to play the role of Albert and
have the rest make him/her their questions.
Lesson 2
Aims
To contrast the present perfect and the past
simple.
To ask and answer Have you ever …? questions
giving detailed information in the past simple.
To learn and use the sounds \‰…\, \i…\ and \ø\.
To listen to three adverts about holidays.
Initial phase
Write the following on the board: ‘Hi, there! My
name is Rafael. I am 17. I am Albert’s friend. I live
in Esparreguera too.’ Then ask, ‘What else would
you like to know about this boy?’ Pair up students
and have them ask questions so that they get more
information about Rafael, eg: ‘When did you become
friends?’ ‘What kind of person is Albert?’ Walk
around and monitor their work. When the activity
is over, invite some students to write some of the
questions on the board for class correction.
Core
Grammar 1
Present perfect and past simple
1 Ask students to find two present perfect exponents
in the text It’s a small world on page 41. Write two
on the board and use them to remind the class of
the uses of the present perfect: recent action, an
action that may be repeated, etc. Proceed in the
same way with two past simple sentences. Draw
students’ attention to the grammar table and have
them read the sentences silently. Then ask them
to match the sentences in the first part of the table
with uses a–c. Discuss orally. Use the board to
compare the use of did and have.
Answers
He has written a book. (b) Albert has been in a wheelchair since
he was eight years old. (a) In 2007, he set off for South America.
(c) Albert has never visited China. (b) He hasn’t been to Africa.
(b) He didn’t hitchhike last year. (c) Has Albert ever travelled by
plane? (b) When did he start using a wheelchair? (c)
18/07/18 17:29

2 Have students choose the correct words.
Check their work orally and elicit the reasons for
their choices.
Answers
1 lived; 2 has visited; 3 set off; 4 ’s had; 5 took
PHASES EXTRA
Elicit past time expressions and ask students to
make true sentences about themselves using
them.
3 Read the example and make sure students
understand that the person is still living in
New York. Have them write sentences using the
present perfect or the past simple. Check on
the board, eliciting the reasons for their choices.
Answers
1 He lived in Toronto for a year when he was younger. 2 I went
to Hawaii last summer. It was great. 3 We have never read
Albert Casals’ books. 4 Alex has not been to Los Angeles.
He wants to go next year. 5 My mum has gone to Italy. She’s
coming back tomorrow.
LOOK!
Draw students’ attention to the Look! box and
make sure they understand the difference
between ‘been to’ and ‘ gone to’. Have the class
give examples and write them on the board.
4 Remind the class how to ask about experience
and give them a few minutes to complete the
questions with the present perfect form of the
verbs in brackets. Check their work orally,
correcting pronunciation and rising intonation
if necessary.
Answers
1 Have you ever bought any souvenirs? 2 Have you ever visited
South America? 3 Have you ever read Albert Casals’ books?
4 Have you ever been to Australia? 5 Have you ever seen the
pyramids in Egypt?
PHASES EXTRA
Invite students to make you the questions in
exercise 4.
5 Ask students to complete the questions with the
present perfect form of the verbs in brackets.
Check their work on the board.
Answers
1 What have you bought? 2 Who have you been with?
3 How many kangaroos have you seen? 4 How long have you
followed this band? 5 Which countries have you visited?
M17 396 Phases1TB3 034 054 U03 04 R2.indd 45
4
LOOK!
Draw students’ attention to the Look! box and
remind them that, for the sake of communication,
Have you ever …? questions do not only require a
short answer but details in the past simple. Elicit
a few examples from exercise 4.
6 Have students work in pairs to ask and
answer the questions in exercises 4 and 5.
If necessary, give them time to practise reading
the questions fluently. Elicit the first exchange as
an example and circulate monitoring their work.
Pronunciation
\‰…\ \i…\ \ø\
A 1.39 Write the words on the board and play the
track to elicit repetition. Draw students’ attention
to the different spellings the same sound may
have. Elicit more examples of each phoneme
or write words on the board for the class to
utter them properly, eg: ‘word, bird, burned,
murdered’; ‘repeat, three, pieces, succeed,
wheelchair’; ‘buses, but, much, money’.
B 1.40 Play the track and elicit repetition of the
sentences. Write the sentences on the board and
draw the phonetic symbol for the three vowel
sounds in exercise A. Have students practise
saying the sentences accurately and fluently.
Audioscript
1 The world on wheels.
2 I’ve drunk green tea.
3 She learnt German at school.
UPGRADE
Remember this exercise may be done by the
class as a whole or by fast finishers. Invite
students to read the dialogue and complete it
with the correct form of the verbs in brackets
using the present perfect or the past simple.
Check their work on the board. Elicit the reasons
for their choices.
Answers
1 Have, read (asking about experience); 2 ‘ve read (unspecified
time in the past); 3 wrote (past time expression given); 4 read
(past time expression given); 5 ‘ve seen (unspecified time in
the past); 6 Did, like (referring to the time when he read the
book); 7 was (referring to the time when he read the book);
8 saw (past time expression given); 9 ‘s made (experience that
may be repeated); 10 ‘ve never been (experience); 11 ‘ve been
(unspecified time in the past); 12 went (past time expression
given)
In order to study and monitor their own learning,
refer students to the Language Database on
pages 121 & 122.
Workbook pages 36 & 37
45
18/07/18 17:29

Listening
Dream holidays
7 Invite students to look at the pictures and say
what kind of holidays they show. Discuss what
activities can be associated with each holiday.
Possible answers
1 Travelling by train to a faraway destination. Enjoy the train
ride, watch the landscape, have something to eat on the train,
have a nap, etc; 2 Go on a cruise: lie on deck, sunbathe, enjoy
the swimming pool, have good meals, dance, meet the captain,
etc; 3 Go on an adventure holiday: watch wild animals, ride on
some of them, take photographs, go for long walks, etc
8 Have students read the three types of
1.41
holidays. Play the track for them to order the
adverts matching them with a, b or c. Check orally.
Audioscript
Have you ever wanted to see the Pyramids? Visit the
Parthenon? Go to Venice? Would you like to go to all three
places in just one holiday? Of course, you would!
Come on a Mediterranean cruise with Blue Line Cruises and
we’ll take you to Egypt, Greece, Italy, Israel, Malta, and Croatia
in 10 days. That’s right six countries in only 10 days. And you’ll
travel in style. For more information visit our website www.
bluecruise.com or phone free of charge on 908765401. Come
cruising this summer. It’s a journey you’ll never forget.
‘Shall I go to Russia or shall I go to China? Oh, I can’t choose.’
Why can’t it be both? Yes, let the Trans-Mongolian Railway
take you from Moscow to Beijing. Our trains take you through
Russia. You can visit beautiful Siberia and Lake Baikal,
the biggest lake in the world. Then we go south through
Mongolia, the Gobi desert and finally China.
On the trains, you can meet people and take photographs of
the beautiful countryside. So take the train not the plane and
have an adventure this summer.
The Trans-Mongolian Railway – it’s the journey of a lifetime.
For tickets visit www.waytorussia.net
Want to travel but don’t know what to do with the kids? Take
them with you! This year, let the whole family have an adventure
with a Manuki Family Adventure holiday in India. We travel by
private car and jeep so you get to see the real India. And India
has everything for families: Camel rides, tiger safaris, the Taj
Mahal.
We make your journey easy. We organize everything: your
meals, your transport, and your hotels, including two nights
in a Maharajah’s palace. Go to www.manuki.com for prices
and reservations. Have a family adventure with Manuki and let
us show you around India.
Answers
Answers
1 c; 2 c; 3 b; 4 a; 5 b
PHASES EXTRA
Give the class a few minutes to write sentences
about the adverts in exercise 8 but tell them that
each sentence should have one mistake: it could
be a missing word, an extra word or a wrong
word. Organize the class into two teams and
invite them to take turns to read and correct the
opposing team’s sentences, eg: ‘And you’ll travel
style.’ (The preposition ‘in’ is missing.); ‘Our
trains takes you through Russia.’ (In this case
the verb form is wrong; it should be ‘take’.);
‘We trip by private jet and jeep.’ (In this case the
choice of the word ‘trip’ is wrong; the correct
word is ‘travel’.)
Closing phase
Invite students to give their opinion about which
journey from the listening in exercise 8 they
consider the most interesting and why, and also
to talk about their dream holidays. If you want to
make this activity more productive, you may group
students in fours and ask them to agree on a dream
holiday destination. Remind them they should state
the reasons for their choice. Then have the groups
join other groups and come to a second agreement
and so on until all students agree on a holiday
destination. Invite the class to think of a place and
invent a holiday they have just had in that place.
They should consider everything they did there.
Have students work in pairs to ask and answer
what they have done for their classmates to guess
what the holiday resort is, eg: Student A: ‘I’ve just
returned from my holidays.’ Student B: ‘How long
did you stay?’ Student A: ‘Just for a weekend.’
Student B: ‘Did you go alone?’ Student A: ‘No, of
course not.’ Student B: ‘Did you stay in a hotel?’
Student A: ‘No, I didn’t.’ Student B: ‘I think you have
just returned from a camping holiday by the river.’

Lesson 3
1 c; 2 b; 3 a

9 1.41Invite the class to read sentences 1–6 and

try to remember if they are true or false. Then Aims
play the track a second time for students to
check their work. Discuss their answers orally. To learn and use extreme adjectives to describe
experiences and journeys.
Answers
To read about a solo sailor.
1 true; 2 false (It takes you to Egypt, Greece, Italy, Israel,
Malta and Croatia.); 3 true; 4 true; 5 false (You travel by To learn and use quantifiers with countable and
car and jeep.); 6 true uncountable nouns.
10 Have students choose the correct answers
1.41

and then play the track once more for them to

check their work.

46

M17 396 Phases1TB3 034 054 U03 04 R2.indd 46 18/07/18 17:29


Initial phase
Read these sets of words aloud: 1) ‘flying – balloon –
great – him’; 2) ‘adventure – time – celebrate – cold’;
3) ‘birthday – swim – sail – hot’; 4) ‘after – leaving
– hungry – however’; 5) ‘wanted – record – he –
tired’; 6) ‘frightening – whales – sharks – boat’ Have
students identify the adjective in each set and make
a sentence with it.
Core
Vocabulary 2
Extreme adjectives
1 Ask the class to read the extreme adjectives
in box A and match them with the gradable
adjectives in box B. Make sure they understand
what an extreme adjective is. Students will check
their answers in exercise 2.
LANGUAGE TIP
Extreme adjectives are non-gradable and not
pre-modified by ‘very’. They usually collocate
with intensifiers like ‘absolutely’, ‘totally’ or
‘completely’. They mean ‘extremely’ + the
adjective. Other extreme adjectives are, eg:
‘funny – hilarious’, ‘big – huge’, ‘dirty – filthy’.
2 1.42 Play the track for students to listen, check
their work and repeat. Draw students’ attention to
the silent letters in ‘frightening’ and ‘delighted’.
Audioscript/Answers
terrifying – frightening; amazing – good; enormous – big;
exhausted – tired; delighted – happy; tiny – small; awful –
bad; freezing – cold; boiling – hot
PHASES EXTRA
Elicit a few further examples through these
questions: ‘What is the most amazing experience
you have had on holiday?’ ‘Have you ever had a
terrifying dream?’ ‘When was the last time you
felt completely exhausted?’ ‘Have you ever seen
an enormous animal?’ ‘When was the last time
you felt delighted?’
3 Ask students to write the extreme adjective
for each sentence. Invite a student to read the
example and give the class a few minutes to do
the rest. Check their work orally.
Answers
1 awful; 2 amazing; 3 exhausted; 4 delighted; 5 boiling; 6 tiny
4 Have students choose the correct words. Check
their work orally.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 47
4
Answers
1 exhausted; 2 amazing; 3 freezing; 4 delighted; 5 tiny;
6 terrifying
5 Have students work in pairs to ask and
answer questions using extreme adjectives.
If you feel students will take too long to produce
their own questions, you may guide their work
by writing these key words on the board: ‘sport –
frightening’, ‘cartoon character – small’, ‘country
– cold in winter’, ‘city – hot in summer’, ‘park –
big’, ‘band – bad’. Elicit one as an example and
circulate monitoring students’ work. Provide help
only if necessary.
Workbook page 38
PHASES EXTRA
Read these sentence beginnings aloud or write
them on the board:
1 I felt delighted when …
2 It was really freezing, so …
3 The programme was so awful that …
4 The flat was really tiny, so …
5 My friend’s dog looks terrifying, so …
6 Our school is enormous, but …
Encourage various students to finish each of
the sentences, eg: Teacher: ‘I felt delighted
when …’ Student A: ‘I felt delighted when my
parents gave me a car for my last birthday.’
Student B: ‘I felt delighted when the boy/girl
I liked asked me out on a date.’ Student C: ‘I felt
delighted when my brother won the lottery.’
Reading 2
Solo sailor
6 Pre-reading: Ask the class to look at the picture
and read the title. Have them look at the verbs
in blue and tick the ones they expect to find in
the article. Discuss and ask in what context they
expect to find them.
7 Have students read the text quickly and check if
their predictions were right. Check the answers
orally.
Answers
sail; eat and take
8 Play the track. Ask students to read the text
1.43
as they listen attentively. Then give them a few
minutes to write ‘true’, ‘false’ or ‘not mentioned’
for each sentence. Check their answers on the
board, eliciting the corresponding justification.
Answers
1 false; 2 true; 3 true; 4 not mentioned; 5 true; 6 not
mentioned
47
18/07/18 17:29
 PHASES EXTRA
Invite students to write three other ‘true’, ‘false’
or ‘not mentioned’ sentences about the text in
exercise 7. Have them exchange their sentences
with a partner and discuss the answers, eg:
Student A: ‘Mike was not working when he
celebrated his 17th birthday.’ Student B: ‘True.
He was at sea.’
Grammar 2
Quantifiers
9 Elicit countable and uncountable nouns and write
them on the board in two columns. Remind the
class that uncountable nouns cannot be used
in the plural because they refer to concepts
or substances that cannot be separated into
elements, eg: water. Invite students to look at the
sentences in the grammar table and answer the
questions.
11 Ask the class to complete the text with
Answers
a A positive connotation. b No, we use ‘any’ in questions and
in the negative form. c ‘Many’ is followed by a countable noun
and ‘much’ is followed by an uncountable noun.
Make sure students understand that some and
a lot of may be used with both countable and
uncountable nouns, but if the noun is countable,
it must be in the plural form. Elicit further
examples about things they have at home, things
their best friends have, etc.
10 Have students choose the correct words. Check
their answers on the board and elicit the reasons
for their choices.
Answers
1 many; 2 any; 3 much; 4 a lot of; 5 any; 6 a few
LANGUAGE TIP
In some cases, ‘fruit’ can be a countable noun.
48
M17 396 Phases1TB3 034 054 U03 04 R2.indd 48
PHASES EXTRA
Dictate these sentences:
1 I don’t watch TV series.
2 My sister is vegetarian and she eats fruit
and vegetables for lunch, but she doesn’t eat
meat.
3 Have you got Italian friends?
4 Is there ice cream left in the freezer?
5 I’ve got eggs and flour, but I haven’t got milk.
I can’t make a cake.
6 There aren’t people at the concert. It’s not
a great success.
7 We didn’t buy sugar at the supermarket.
Just two kilos.
8 My teacher always gives me good advice.
Have students add a suitable quantifier in the
correct place. Do the first on the board, eg: ‘I don’t
watch any/a lot of TV series.’ Check their answers
orally.
expressions of quantity. Elicit the first as an
example. Then check their work orally and write
the answers on the board.
Answers
1 some; 2 any; 3 any; 4 a lot of; 5 any; 6 a little; 7 a lot
PHASES EXTRA
Give the class three minutes to re-read and
memorize key information from the text in
exercise 11.
Read these sentences aloud or write them on
the board:
1 Students must take a lot of warm clothes to
the camp. (some)
2 Students will go camping for a long time.
(a few days)
3 They should take a lot of extra socks. (a few)
4 There’s a little fruit in their meals. (a lot of)
5 Parents must give their children a lot of
money to buy sweets at the kiosk. (a little)
6 Students may take some of their electronic
gadgets to the camp. (not, any)
Have various students correct the wrong
information, eg: Student A: ‘Students must take
some warm clothes to the camp.’
In order to study and monitor their own learning,
refer students to the Language Database on
pages 122 & 123.
Workbook pages 39 & 40
18/07/18 17:29

Closing phase
Organize the class into two teams. Invite a student
from team A to spell out a noun, either countable or
uncountable, for a member of team B to guess it and
make a true sentence using a suitable quantifier.
Make sure students understand they should make
meaningful sentences. Use the first as a model
and proceed in the same way until the different
quantifiers have been used. Each time a student
makes a correct guess and an accurate sentence,
his/her team scores five points. The winner is the
team with the most points.
Lesson 4
Aims
To develop speaking skills: At the station.
To write a description of a journey.
Initial phase
Ask the class: ‘Are trains better than buses in your
country?’ ‘What are the disadvantages of travelling
by train?’ ‘What are trains like in your town/
country?’ ‘What are railway stations like?’
Core
Speaking
At the station
1 Play the track for students to listen to the
1.44
first part of Rita and Megan’s conversation and
answer the questions. Discuss orally.
Audioscript/Answers
‘The 14.35 train to Oxford is now at platform 13. The 14.30
from Edinburgh has just arrived at platform 12.’
Rita Hi, Megan. Welcome home.
Megan Hi, Rita, thanks for coming to meet me. It’s really
nice of you.
Rita No problem. So, shall we get the bus home?
Megan OK. Let’s go.
2 Invite the class to read the dialogue
1.45
silently and then play the track for them to
listen to the second part of the conversation and
complete it. Check the answers orally.
Answers
1 30; 2 get; 3 were; 4 have
M17 396 Phases1TB3 034 054 U03 04 R2.indd 49
4
PHASES EXTRA
Play the track exchange by exchange and have
various students ask and answer, role-playing
the conversation. To make them feel more
confident, join them in their role-play.
3 Give the class a few minutes to practise the
conversation and have them act it out, if possible
with books closed.
Speaking Task
4 Ask students to work in pairs to prepare a
similar dialogue following the three steps given.
Have them go through the fact files and choose
one or jot down their own ideas. Give them a few
minutes to think about the questions they should
ask and the possible answers. Remind them to
refer to the dialogue in exercise 2 as a model. You
may choose to have two or three pairs role-play
the conversation at the front or the whole class
simultaneously. Either way, it is important to note
that correction should, at this stage, be kept to
a minimum for the sake of communication and
confidence.
Unit 4 Speaking Task
(see Teacher’s Resource Centre)
Writing
A description of a journey
5 Ask the class what could go wrong on a plane
journey and pre-teach ‘queue’, ‘immigration
desk’ and ‘shuttle bus’. Draw students’ attention
to the email and ask them who wrote it, to whom
and what the email is about. Then have students
read it individually and correct the words in bold.
Check the answers orally.
Answers
in; on; of; at; to
PHASES EXTRA
Invite students to ask and answer questions
about the email. Walk around and monitor their
work.
LOOK!
Ask students to read the Look! box and add other
linkers, eg: ‘a few minutes later’, ‘in a matter of
seconds’, ‘immediately after that’.
49
18/07/18 17:29
 6 Have students read the email again and then
put the events in order. Ask them to check their
answers in pairs and then do it with the whole
class orally.
Answers
a 2; b 6; c 3; d 1; e 5; f 4
7 Students read the text individually and then choose
the correct words. Check the answers orally.
Answers
1 First; 2 Then; 3 Next; 4 After that; 5 Finally
Lesson 5
Aims
To learn factual information about famous
journeys.
To read about Apollo 11’s journey to the moon.
To visit a website to find specific information about
the first journey to the moon.
To integrate what students have learnt so far.

Initial phase
PHASES EXTRA Invite students to participate in a general knowledge
quiz. Divide the class into two teams: A and B. Have
Ask one or two strong students to think of an
students from each team take turns to come out to
unforgettable journey they have made and
the board. Read out the questions and the options
summarize what they did orally. Have them use
below one by one and have each student write the
the linkers they have just learnt.
letter for the correct answer on the board. Model
with a strong student. Read out the first question
and ask him/her to choose the correct answer.
Writing Task
1 What was the name of the American mission
Tell students that they will work on their own
that landed on the moon in 1969?
description of a journey. Tell them to follow the three
a. Challenger
steps given. Explain that they will have to create a
b. Apollo 11
similar piece of writing as the one Kate wrote.
c. Apollo 13
1 Invite them to write an email to a friend 2 How many astronauts were there on the spaceship?
describing a real or an imaginary journey. a. Two
Students should make notes including where b. Three
they were going and what the journey was like, c. Four
what happened and in what sequence, and how 3 Who was the first man to walk on the moon?
the journey ended. a. Neil Armstrong
b. Buzz Aldrin
2 Have students organize their notes and ideas into c. Michael Collins
paragraphs following the suggested structure and 4 What was the name of the lunar module?
the model email in exercise 5. Remind them to a. Columbia
include a closing sentence and also to use linkers b. Challenger
to show the sequence of events. c. Eagle
3 Ask students to check their work for mistakes or 5 Which of the astronauts stayed in the command
have them exchange their emails with a partner module orbiting the moon?
for peer correction. Ensure they all go through a. Armstrong
the checklist to make sure they have used verbs b. Collins
in the correct form (present perfect and past c. Aldrin
simple), they have included quantifiers, extreme 6 What happened to the other part of the rocket
adjectives, linkers and vocabulary related to that did not land on the moon?
travel. Have them write the final version. a. It returned to the Earth.
b. It was destroyed.
c. It orbited the moon.
7 What did the astronauts collect?
Closing phase a. Pieces of metal
Invite two volunteers to read their emails to the class. b. Pieces of rock
c. Water
Workbook page 42 8 Who was the American president at the time of
the mission?
a. George Bush
b. Barack Obama
c. Richard Nixon
9 What did the astronauts leave on the moon?
a. The American flag and Aldrin’s footprint

50

M17 396 Phases1TB3 034 054 U03 04 R2.indd 50 18/07/18 17:29


b. The American flag and some photos of our
planet
c. The American flag and a part of the lunar
module
Once the quiz is finished, check the answers orally.
The winner is the team with the most correct
answers.
Answers
1 b; 2 b; 3 a; 4 c; 5 b; 6 c; 7 b; 8 c; 9 a
Core
Culture
Famous journeys
1 1.46 Write ‘famous journeys’ as a title on the
board and elicit ideas related to it, eg: what
famous journeys students can think of (the first
journey to the moon, Christopher Columbus’s
voyage to America, etc). Also, elicit actions,
objects and adjectives they are likely to find in
an article about this topic. Then play the track
for the class to read and listen. Check global
comprehension through these questions: ‘What is
the text about?’ ‘When did it happen?’ ‘Was this a
historic moment?’ Why? Why not? Have students
answer the questions and check their work orally.
2 Ask students to read the text and then decide if
each of the given statements is true, false or not
mentioned. Have them check their answers in pairs
first, and then check the answers with the whole
class orally.
Answers
1 false; 2 not mentioned; 3 true; 4 false; 5 not mentioned; 6 true
PHASES EXTRA
Give the class a few minutes to re-read the text
if necessary and elicit the meaning of these
words from the context:
1 rocket (a space vehicle)
2 step (first movement made when we are
about to start walking)
3 mission (important job / task)
4 mankind (all human beings, the human race,
all the people on Earth)
5 footprint (mark made by a person’s foot)
Discuss their work orally.
3 Have students match each word to the
corresponding definition. Allow them to read
the text once again if necessary. Then check the
answers orally.
Answers
1 d; 2 e; 3 a; 4 b; 5 b
M17 396 Phases1TB3 034 054 U03 04 R2.indd 51
4
4 ABOUT YOU Elicit or make students
investigate about famous journeys in their
country. Use these questions as a guide: ‘Who
made them?’ ‘When?’ ‘With what purpose?’
‘What were the consequences of the journeys?’
Webquest
Ask the class to visit various websites and to try to
find out how long Armstrong and Aldrin spent on
the moon’s surface.
Possible answer
The lunar module landed in the ‘Sea of Tranquility’ a minute and
a half before the scheduled time. Armstrong spent 21 hours and
36 minutes on the moon’s surface. The astronauts left on the
moon medallions with the names of five other astronauts who
had died in their attempts to reach the moon.
PHASES EXTRA
Ask students to imagine they are Neil Armstrong
in the lunar module. They have just walked on
the moon and are about to join Columbia again to
return to the Earth. Have them write a short blog
entry saying what they have just done, how they
felt while doing it and what they are about to do
now. Have the class share their work orally.
Closing phase
• Ask students what films they have seen about
journeys to outer space. Ask, ‘Did you like them?’
‘What were they about?’ ‘Were they fictional?’
‘Who were the characters?’
PHASES CULTURE
Some of the films about journeys to outer space
are Apollo 13, A Trip to the Moon, Lost in Space,
The Martian, among others.
• Give the class two minutes to go through this unit
in their book and then ask them to mention one
thing they have learnt or they remember from the
unit, eg: ‘Albert Casals has visited more than 80
different countries.’
Progress check
Answers
1 1 pack our suitcases; 2 set off; 3 arrived; 4 went sightseeing;
5 not buy souvenirs; 6 send postcards
2 1 awful; 2 exhausted; 3 freezing; 4 amazing
3 1 Have, been, went; 2 have, known, met; 3 Have, read, didn’t like;
4 Have, sent, sent; 5 have, lived, bought; 6 Has, gone, set off
4 1 any; 2 a lot of; 3 much; 4 many; 5 much; 6 a little
Integration
1 c; 2 b; 3 a; 4 b; 5 a; 6 c
51
18/07/18 17:29

Revision 2
Initial phase
Write the word ‘suitcase’ on the board and give the
class four minutes to thumb through Unit 4 to find one
word beginning with each letter. Then invite students
to read their words aloud and choose a classmate to
illustrate the meaning of the words they have read.
Core
Vocabulary
Have students work in pairs and take turns to guess
the words in the vocabulary game on page 50.
Provide help only when necessary. Check their
answers orally.
Answers
sponsored swim; raffle tickets; does exercise; made; makes;
send postcards; pack, suitcase; exhausted; freezing; tiny
Reading
A tiny island
1 Have the class read the text and answer
the questions. Discuss their answers orally.
Answers
1 It’s a very small place. 2 Yes, there are. 3 They’ve known
about these islands for about 400 years. 4 A group of
Spanish explorers did. 5 No, they didn’t. 6 The country has
been a member of the United Nations since 2000.
PHASES EXTRA
Ask the class to add four adjectives and two
adverbs of manner to the text about Tuvalu.
Grammar
2 Have the class order the words to make
questions. Then they answer them so they are
true for them. Check orally.
Answers
1 How long have you had your mobile phone? 2 Have you ever
been to Paris? 3 What have you eaten today? 4 Who has texted
you this week? 5 Has your friend ever travelled abroad?
Students’ own answers
3 Invite students to correct the mistakes in the
sentences. Check their answers on the board.
Answers
1 My sister has lived in Liverpool since she was two years
old. 2 We have been in class since eight o’clock. 3 I have
not bought any clothes this month. 4 Mike hasn’t eaten any
apples since last Monday. 5 I bought a new laptop last month.
52
M17 396 Phases1TB3 034 054 U03 04 R2.indd 52
4 Students complete the sentences with the correct
form of the verbs in brackets. Have a strong
student read the given example aloud and tell
them they are supposed to use either the present
perfect or the past simple form. Check orally.
Answers
1 has lived; 2 has passed, passed; 3 have designed, finished;
4 have sung, did
5 Students use the given cues to write a past simple
question for each of the statements given. Read
out the example and make sure all students
understand what they have to do. If necessary,
check the answers on the board.
Answers
1 Who did you go with? 2 How much did it cost? 3 What did
she see? 4 How did he break it? 5 Where did she find them?
6 Ask students to complete the sentences with the
quantifiers in blue. Check the answers orally.
Answers
1 a few; 2 a lot of; 3 any; 4 a little; 5 much; 6 some; 7 many
PHASES EXTRA
Have various students make true sentences
about themselves using the quantifiers in
exercise 6, eg: ‘I haven’t got any posters in my
bedroom.’ or ’I haven’t drunk any milk since
I was three years old’
TEACHING TIP
Allow students to work in pairs so as to enrich
the process.
PHASES EXTRA
Have students play a game. Divide the class
into two teams. Invite a student from team A to
spell out a verb in its base form. Ask a member
of team B to provide the past and past participle
of that verb. Then go back to team A and ask a
second student to make a sentence using the
past participle that has just been mentioned.
Teams will score one point every time they give a
correct answer: if they give the correct past and
past participle, they will get a point. If they make
an accurate sentence, they will get a point, and
so on. Start playing and go on until they have
used several verbs.
18/07/18 17:29

Listening
7 1.47 Play the track for students to listen to
three people calling a radio programme and
talking about their holiday experiences. Have the
class read and answer the questions. Discuss
their work orally as you play the track part by
part for them to listen for details.
Audioscript
Presenter Hello, and welcome to University Radio. On the
show today we’re asking you to call in and tell us
your travelling stories, good and bad. What’s the
best trip you’ve ever had? Or where is the worst
place you’ve ever been? We want to hear all your
stories. First we have Joe on the line. Hello, Joe.
Please tell us about your travel disaster.
Joe Hello, Mike. I’ve just come back from a trip
to Prague in the Czech Republic. Prague was
amazing and we had a great trip, it’s a really
beautiful city, but the journey home was terrible.
Our flight was delayed for six hours! There
weren’t enough seats at the airport and we
had to sit on the floor. It was really boring and
uncomfortable.
Presenter Bad luck, Joe. That sounds really bad. Let’s talk
to Sarah, now. Hello, Sarah.
Sarah Hi, Mike. I went to Egypt in June this year and
I had a brilliant time. The weather was great.
It was hot but it wasn’t boiling. We went scuba
diving in the Red Sea. I’ve never been scuba
diving before and I absolutely loved it. I loved the
food and the people. I think Egypt’s fantastic.
Presenter Thanks for telling us about your holiday Sarah.
And now, we have Ella on the line. Hello, Ella.
Ella Hi, Mike. I went camping with my family in
Andalucía last year and it was great. I’ve been to
Spain a few times but I’ve only ever stayed at the
beach. We went to Ronda and we walked across
the Puente Nuevo. The view was amazing, but it
was terrifying. I’ve never been so high up in my life!
Presenter That sounds great Ella. Thanks for calling us
today. And now we have David on the line.
David Hello, Mike. This April I went skiing in Bulgaria
with some friends. I’ve been skiing since I was
ten years old, but this was the worst skiing
holiday I’ve ever had. The weather was warmer
than it usually is in April, so there wasn’t any
snow. It was a disaster! The hotel wasn’t bad but
we were really bored.
Presenter Oh, dear, a skiing holiday with no snow. That is
a disaster …
Answers
1 Because his flight home was delayed for six hours. 2 Yes,
she did. She thinks Egypt is fantastic. 3 It was hot. 4 She
thought it was great. 5 He has been skiing since he was ten
years old. 6 Because the weather was warmer than it usually
is in April, so there wasn’t any snow.
M17 396 Phases1TB3 034 054 U03 04 R2.indd 53
Revision
2
8 Give students five minutes to read the
1.47
statements given and to correct the wrong
information. Then play the track again for
students to listen and check their answers.
Check the answers on the board as well so as
to make sure all students did it correctly.
Answers
1 Joe says that Prague was an amazing place to visit. 2 Joe’s
flight was delayed for six hours. 3 Sarah went to Egypt in June
this year. 4 Ella and her family went camping to Andalucía last
year. 5 David says he’s been skiing since he was ten years old.
Collaborative Task – A description of an
imaginary journey
1 Ideas
Ask students to imagine they have travelled around
Europe. Have them choose three countries and
investigate their main attractions. They may do
that for homework, but in order to facilitate their
work, you may elicit a few countries and their
main attractions, eg: UK: London and the Houses
of Parliament, the River Thames, the London
Eye, Buckingham Palace, Oxford and its colleges,
Scotland and its castles; Italy: Rome and the
Colosseum, the Vatican and St Peter’s Square,
Venice and its canals, Florence and its art galleries.
2 Group work
Organize students into groups of four or five and
invite them to share their information so as to agree
on three of the countries they have investigated.
Remind them to get pictures to illustrate their
work and to read the questions to make notes
and organize the information they have got into
paragraphs.
3 Writing
Students write the initial draft about their imaginary
journey paying attention to verb forms, linkers and
time expressions.
4 Presentation
The members of each group work together to check
their writing and make a final copy.
Closing phase
Invite two or three students to read out the
descriptions of their imaginary journeys aloud for
sharing with their classmates. Encourage the class
to ask questions so as to obtain further details.
53
18/07/18 17:29
 Upgrade for Exams Closing phase
Have students work in pairs. One student goes
Initial phase to page 102 and the other goes to page 107 to do
Write these definitions on the board: Communication Activity 2. The aim of this activity is
a move fast to practise asking and answering about experience
b a person who looks for something using the present perfect. Make sure students
c contagious, respiratory disease understand what action each picture shows. Invite
d a group of houses in a rural area students to work with the classmate sitting next to
them. Model with a strong pair: elicit an example
Have students read the texts in exercises 1 and 2 to remind the class that when we talk about
quickly and find the words corresponding to each of experience, we use the present perfect, but when we
the definitions. give precise information about it, we usually use the
past simple. Have them do the task as you circulate
Answers
a rush; b seeker; c influenza; d village
monitoring their work and helping if necessary.

Possible answers
Student A: Have you ever been to a concert? (If so, what concert
Core was it? Where was it? What was it like?) Have you ever played
badminton? Have you ever tried sushi? Have you ever participated
1 Students read the text and fill in the blanks with in an interview?
only one word. Check the answers orally. Student B: Have you ever tried chicken Stroganoff? (If so, when
did you try it? Where did you try it? What was it like?) Have you
Answers
ever played table tennis? Have you ever done parkour? Have you
1 on; 2 in; 3 about; 4 of; 5 that; 6 the; 7 from; 8 was; 9 was;
ever washed a car?
10 belonged

2 Students read the text attentively and choose the

correct words. Check the answers orally.

Answers
1 B; 2 B; 3 A; 4 D; 5 C; 6 D; 7 A; 8 B

3 Invite students to order the lines to make an

email. First they compare their answers in pairs
and then check them on the board.

Answers
Dear Sarah,
We are spending a few days in France, but we are not having
a good time as expected. Different things have happened
since our holidays started. We left home last Friday and when
we got to the airport, we learnt that our flight was delayed.
There was a storm and the plane arrived two hours late. On
Saturday, we got up early and went sightseeing, but it began
to rain heavily. It has rained every day since then!
Finally, we got to Paris late at night. We were exhausted! We
took a taxi to the hotel and the police stopped us because the
man was driving too fast.
We are bored and cold, and looking forward to coming home
soon.
How are you? Write soon!
Michael

54

M17 396 Phases1TB3 034 054 U03 04 R2.indd 54 18/07/18 17:29


Unit
On screen
5
Lesson 1
Aims
To learn and use vocabulary about films.
To read about the future of film.
To make students aware of gender neutral words.
Initial phase
• Write these words (film types) in scrambled letters
on the board: ‘toncai’ (action), ‘mrada’ (drama),
‘yocemd’ (comedy), ‘neicsce noifcti’ (science
fiction). Have students put the letters in order.
• Ask students what films they have seen recently,
what type they are and what they are about. Do
not correct language mistakes unless they are too
serious or impair understanding. The aim is just to
get students to talk freely and naturally.
Core
Vocabulary 1
Films
1 Go through the words in blue, asking students
to identify the ones they know. Have them match
some of those words and phrases with pictures
1–5.
Answers
1 win an award; 2 script; 3 stuntman / stunt; 4 film a scene /
director; 5 special effects
2 2.01 Play the track for students to listen and
repeat. Pay special attention to the sounds they
have already focused on, especially \i…\ and \I\.
3 Have students copy the table into their folders
and make sure they understand the three
categories. Ask them to complete the table with
the words and phrases from exercise 1. As they
do the exercise, copy the table on the board and
check students’ answers.
Answers
people: stuntman/woman, film star, producer
verbs related to films: win an award, release a film, film a scene
other film words: script, soundtrack, special effects, plot, screen
M17 396 Phases1TB3 053 075 U05 06 R3.indd 55
5
PHASES EXTRA
• Invite the class to add some words to the table
in exercise 3, eg: people: cameraman, make-
up artist, art director, extra, gaffer (in charge of
the electric equipment), costume designer, set
decorator; verbs: shoot a scene, pan a camera
(move it slowly sideways so as to film something
else), set a film (produce a film that happens in
a particular time or place), edit the film; other
words: preproduction, location, clapperboard
(a board consisting of two parts that are hit
together before making part of a film).
• Have students provide definitions of the words
in exercise 1 for their classmates to guess,
eg: Student A: ‘Dialogues that a writer creates
for the actors to memorize when they act in a
film.’ Student B: ‘script’.
4 Ask the class to complete the sentences with
the correct form of the words and phrases from
exercise 1. Check their work orally. Remember
to challenge students by having them re-read
their answers fluently and with accurate
pronunciation.
Answers
1 script; 2 soundtrack; 3 stars, award; 4 stuntman/woman;
5 special effects
5 2.02Tell the class they will hear Isabel and Xavi
talking about films. Play the track for students
to listen and answer. Check their answers orally.
Ask the class if they have seen the mentioned
films (Gravity and The Hobbit). And if so, what
they think about them.
Audioscript/Answers
Isabel So, Xavi, what’s your favourite film?
Xavi ‘Gravity’.
Isabel Why do you like it?
Xavi I like the script and the special effects. What’s your
favourite film?
Isabel ‘The Hobbit’.
Xavi Why do you like it?
Isabel Because I love fantasy films.
6 Ask a student to make you the questions
and give your answers. Then have the class work
in pairs to ask and answer the questions. Walk
around and monitor.
PHASES EXTRA
Have the class play a guessing game. Invite
students to think of a film and describe its plot
for a partner to guess the film.
Workbook page 45
55
18/07/18 17:33
 Reading 1
Film
7 Ask the class to read the text quickly and then
discuss in pairs to finally choose the best title for
it. Check and discuss students’ answers orally. In
all cases, have students justify their choice.
Answer
b (The future of film)
8 Play the track for students to listen as they
2.03
read the text attentively. Then play it a second
time for students to listen and choose the correct
answers. Check their work orally.
Answers
1 b; 2 c; 3 b; 4 a; 5 c
PHASES CULTURE
VR (or virtual reality) is a computer-generated
framework that simulates a lifelike experience.
It has been mostly applied to the entertainment
field allowing users to virtually take part in
extremely dangerous experiences or to act in
hostile environments, such as space or deep
ocean waters. Nowadays, VR expands its uses
to tourism, medicine and architecture, among
others, by offering virtual tours around the
world or inside the human body, for example.
VR has turned into a very promising technology.
PHASES EXTRA
Give the class three minutes to work in pairs
and write two other multiple-choice sentences.
Have them exchange their sentences to choose
the correct answers. Discuss their work orally.
UPGRADE
This activity may be done by the class as a whole
or just by fast finishers, individually or in pairs.
Ask them to find words with the meanings given
in the text in exercise 7. After a few minutes,
check their work orally.
Answers
1 disappear; 2 predict; 3 audiences; 4 enjoyment / excitement
56
M17 396 Phases1TB3 053 076 U05 06 R3.indd 56
LOOK!
Refer the class to the Look! box and read the
information in it with them. Make sure they
understand the concept. Ask if there is ‘GNL’
(gender neutral language) in their L1. Elicit
other words, eg: ‘air-hostess or stewardess:
flight attendant’, ‘waitress: waiter’, ‘headmaster:
principal or director’, ‘salesman: salesperson’,
‘man-made: artificial’. Ask the class to make
sentences using them.
TEACHING TIP
Gender-neutral language or gender-inclusive
language is a form of linguistic prescriptivism
that aims to eliminate (or neutralize) reference
to gender in terms that describe people. This
form includes the use of gender-neutral nouns
instead of the old-fashioned sexist ones, such as
‘fireman’ or ‘policeman’. Similarly, it avoids the
use of gender-specific pronouns when the person
is unknown and advocates the use of neutral
‘they’ instead of ‘he’ or ‘she’.
Closing phase
Have students play a memory game. Give them
three minutes to write as many film-related words
or phrases as they can remember from the text in a
sheet of paper. Have them exchange their list with
a partner and give them three minutes to think of
a sentence with each of the words / phrases on the
list. Check their work orally.
Lesson 2
Aims
To use be going to and future simple to talk about
future events.
To use the present continuous to describe future
arrangements.
To listen to a radio interview about 3D films and do
comprehension work.
Initial phase
Have students revise vocabulary. Divide the class
into two teams and invite one strong student from
each team out to the board. Read these instructions
aloud one at a time and give students two minutes to
do the task:
1 Write four words related to people in a film.
2 Write three verbs related to films.
3 Write four nouns related to films (not words
referring to people).
7/20/18 15:12

4 Write two types of films.
5 Write two things related to films that we will
have in the future.
Discuss the answers on the board.
Core
Grammar 1
Future tenses
1 Ask students to re-read the text on page 55
and find sentences about the future. Ask them
what parts of speech the words ‘probably’ and
‘definitely’ are (they are adverbs) and which
the most certain is (‘definitely’). Elicit a few
sentences and write two on the board: one with
will and the other with going to. Emphasize
that we use will + bare infinitive for predictions
about the future. We do not have any evidence
that these events will happen. We often start
predictions with ‘I think’ or ‘In my opinion’. On
the other hand, be going to is used for plans or
events which we know are going to happen.
Then invite students to compare with their L1.
In many languages, both future forms are
interchangeable. In English, however, they are
not often so. Then draw students’ attention to
the sentences in the grammar table and have
them choose the correct words. Check orally.
Answers
a make predictions; b decisions made at the moment of
speaking; c plans; d there is
Make sure students understand the different
forms and the inversion in the questions.
2 Have the class match beginnings 1–7 and
endings a–g. Check their answers orally and
write them on the board. Ask students to identify
the sentences that refer to plans and the ones
that refer to predictions.
Answers
1 d; 2 g; 3 b; 4 c; 5 e; 6 a; 7 f
PHASES EXTRA
Invite students to make predictions about
housing in the year 2100 and about work in the
year 2025.
3 Give the class a few minutes to write questions
using will. Check their work orally. Elicit
fluent speech and accurate pronunciation.
Remind them that Yes/No questions take rising
intonation. Finally, invite students to ask each
other the questions.
M17 396 Phases1TB3 053 075 U05 06 R3.indd 57
5
Answers
1 Will you pass all your exams? 2 Will you go to England one
day? 3 Which pop groups will be popular next year? 4 Will
your teacher give you a lot of homework?
PHASES EXTRA
Have students work in pairs to ask and answer
the questions in exercise 3.
4 Ask students to complete the sentences with the
correct form of the verbs in blue using be going
to. Check their work orally.
Answers
1 am going to download; 2 is going to travel; 3 Are, going to
have; 4 is going to stop; 5 am going to invite; 6 am going to
buy; 7 are not going to ask; 8 am not going to eat; 9 are going
to play; 10 is going to crash
PHASES EXTRA
Have students work in pairs. Student A thinks
about the things he/she is going to do tomorrow
and the day after using both the affirmative
and the negative forms of be going to – some
of these things must be true and some others
false. Student B has to guess which ones are
true and which ones are false using be going to.
5 Ask the class to read the sentences and choose
the correct words. Check their work orally.
Answers
1 will live; 2 will learn; 3 am going to meet; 4 won’t win;
5 are you going to do
6 Invite students to imagine Jason is being
interviewed for a teen magazine. Have them read
what Jason says and frame questions to ask him
as if they were the interviewers. They should use
will and going to. Check their work orally.
Possible answers
Which South American countries are you going to visit? Will
the tour be tiring? How many people are going on the tour?
PHASES EXTRA
Invite students to write two predictions about
their next school year and two plans they have
made for the next weekend using be going to.
Have them work in pairs to read the sentences
from the end to the beginning for their partners
to say them properly. Model with a strong pair,
eg: Student A ‘year next exams my all for study
will I think I’ Student B ‘I think I will study for all
my exams next year.’
57
18/07/18 17:33
 7 Have students write sentences with be going
to to tell about each person’s plans for the
future. Read out the example and make sure all
students understand what they are supposed to
do. Check the answers on the board. If necessary,
allow students to work in pairs.
Answers
1 He is going to buy a small rabbit. 2 He is going to buy a new
pair of shoes. 3 They are going to do bungee jumping on their
holidays. 4 He is going to live on a farm with his family. 5 They
are going to watch a documentary about wildlife in Australia.
PHASES EXTRA
Invite students to read the sentences in exercise 7
aloud.
Pronunciation
Sentence stress and weak forms
A Play the track for the class to listen and
2.04
identify the syllable that carries the main stress.
Explain that in a sentence only some are content
words. These are the most important words,
usually nouns, verbs, adjectives and adverbs.
Articles, for example, are usually unstressed.
The main stress falls on the word that bears the
most important information and some of the
other words in a sentence may have a secondary
stress for the sake of rhythm. The words in
purple are unstressed, eg: in ‘I’m going to
download that song’ the most important words
are ‘download’ and ‘song’.
B 2.05 Play the track for the class to listen and
repeat highlighting the weak form in ‘to’. Have
them identify the main stress.
Audioscript
I’m going to buy another one.
The filming is going to start.
They aren’t going to do the stunts.
TEACHING TIP
Contractions take strong forms as well as
stressed words, while unstressed words take
a weak form, eg: the preposition ‘to’ may take
a weak form or a strong one. In ‘I’m going to
download that song’, ‘to’ is unstressed, so it
takes its weak form \t´\ or \tu…\. In ‘Who are you
speaking to?’ it takes its strong form \tu…\.
8 Invite the class to work in pairs to ask and
answer about their plans for next week. Model
the example with a strong student pointing out
correct stress and intonation. Then circulate
as they do the task and invite a few students to
report their partners’ plans.
Workbook pages 46 & 47
58
M17 396 Phases1TB3 053 075 U05 06 R3.indd 58
In order to study and monitor their own learning,
refer students to the Language Database on
pages 123 & 124.
Listening
Films
9 Before listening, draw students’ attention
2.06
to the pictures and elicit description. Ask which
objects belong to the past (eg the filming tapes)
and which to the present (eg the popcorn and
drink). Then have students listen to the film critic
and answer. Check the answer orally and write
the names of the films on the board.
Audioscript
Presenter Hello and welcome to ‘Friday Night Film Review’.
Today, Gina Wright is going to review her three
favourite children and teenage films. Welcome,
Gina.
Gina Thank you, Tom. First of all I’m going to talk
about ‘Toy Story 3’. I think it was the best film in
the ‘Toy Story’ series. All the favourite characters
are there. The jokes are funny, the plot is clever
and the animation is amazing. It’s a great film for
all the family. If you like ‘Toy Story 1’ and ‘2’, then
you’ll love this. It’s the best.
Presenter Do you think they’ll make ‘Toy Story 4’?
Gina No, definitely not. This is the third and final film
in this series.
Presenter What’s your second film?
Gina The second film I’m going to review is my
favourite animated film – ‘Despicable Me 2’.
I thought the characters were brilliant and the
plot was very funny. It’s about a super-villain who
wants to steal the Moon. It was the funniest film
I’ve seen for years.
Presenter Great. And tell us about your last film.
Gina My last film is ‘Twilight Eclipse’. It’s the third
film in the ‘Twilight’ series and it’s excellent.
It’s funnier than the second film but there’s as
much action as before. The director, David Slade,
has worked hard to keep the action fast and
interesting. And I think the computer-generated
special effects are the best in this series. This is
a great film for teenagers. The only bad thing is
that at 124 minutes, it’s a bit too long.
Presenter Well, thank you very much for coming on the
show, Gina. It has been really interesting …
Answers
‘Toy Story’, ‘Despicable Me’, ‘Twilight Eclipse’
10 2.06 Tell students they are going to listen to
the interview once again to obtain more specific
information. Give them a few minutes to read the
sentences. Then play the track and have them
choose the correct answers. Check and discuss
the answers orally. If necessary, play the track
once all the answers have been checked for them
to reconfirm information.
Answers
1 a; 2 b; 3 b; 4 d; 5 c; 6 a
18/07/18 17:33

Closing phase
Invite the class to play a memory game. Play track
2.06 again for students to retain as much information
as possible. Divide the class into two teams and
invite a student from each team to write a phrase
they remember from the text. (They should write
at least two words but may be more; the longer the
phrase, the more points they will score.) Once the
first student has written the phrase, a second student
goes on with a second phrase, and so on. Continue in
the same way until the students at the front cannot
remember anything to write. Then check their work
for mistakes and count the words. The team that has
written more phrases or longer ones is the winner.
Lesson 3
Aims
To learn and use noun suffixes to form nouns from
verbs.
To read an article about a film competition and do
comprehension work.
To talk about future possibility using first
conditional.
Initial phase
Play with words to make sure students understand
what a suffix is. Write these words on the board:
‘organize’, ‘possible’, ‘interest’, ‘educate’, ‘teach’,
‘listen’ and ‘appear’. Give the class a few minutes
to write words derived from those roots, eg:
‘organization’. Check their work orally.
LANGUAGE TIP
A suffix is a word ending, a group of letters that
we add to a root to change its grammar category,
eg: -ion and -ance are suffixes that transform a
verb into a noun; -ity is a suffix that transforms
an adjective into a noun.
Core
Vocabulary 2
Noun suffixes
1 Go through the verbs in blue and invite students
to make them into nouns by adding the suffixes
-ion or -ment. Have them write the nouns in the
correct columns.
Answers
-ion: prediction, education, possession, decoration, connection,
information, competition
-ment: equipment, advertisement, enjoyment, argument,
excitement
M17 396 Phases1TB3 053 075 U05 06 R3.indd 59
5
2 2.07Play the track for students to listen, repeat
and check their work. Have students pay special
attention to the pronunciation of nouns ending in
-ion in which the stress falls on the penultimate
syllable. Have students practise reading them aloud
at normal speed first and then faster and faster.
This will help them internalize pronunciation.
Audioscript
suggest – suggestion, develop – development, equip –
equipment, predict – prediction, advertise – advertisement,
educate – education, enjoy – enjoyment, possess – possession,
argue – argument, decorate – decoration, connect – connection,
excite – excitement, inform – information, compete – competition
3 Have the class complete the sentences with
nouns from exercise 1. Ask a student to read the
example. Check their work orally.
Answers
1 equipment; 2 connection; 3 education; 4 information;
5 excitement/enjoyment
PHASES EXTRA
Elicit personal sentences with the rest of the
words from exercise 1.
4 Ask students to complete the questions with
nouns from exercise 1. Have a student read the
example. Then check their work orally.
Answers
1 advertisement; 2 decorations; 3 argument; 4 equipment
5 Have the class work in pairs and take
turns to ask and answer the questions in
exercise 4. Model with a strong student first and
then circulate monitoring their work. Ask a few
students to report their partner’s answers.
PHASES EXTRA
Invite the class to use suffixes to form new
words from the verbs in exercise 1.
Possible answers
suggestions, suggested; developments, developer, developed;
equipped; predicted, predictions; advertised, advertisements
Workbook page 48
Reading 2
Make a film in Hollywood!
6 Pre-reading: Draw students’ attention to the
title and the pictures that illustrate the text.
Have the class choose the correct words. Accept
all answers at this stage because students are
just making predictions. The aim of this activity
is to remind students of the importance of the
paratext (pictures, titles, subtitles, etc).
59
18/07/18 17:33
 7 Have students read the text quickly and check if 13 Have students work in pairs and take turns
their predictions were right. Discuss their work. to ask and answer the questions in exercise 12.

Answers
1 teenagers; 2 Hollywood stars UPGRADE
8 Explain to students that they will have to
2.08
This activity may be done individually or in
correct the wrong information in the sentences. pairs and it may also be set as homework. Ask
They may do this by crossing out what is wrong students to complete the text with the correct
and writing the correct information or by form of the verbs in brackets.
re-writing the whole sentence. Invite different
students to read the sentences aloud and make Answers
1 pass; 2 pass; 3 will go; 4 go; 5 will get; 6 get; 7 will earn;
sure they understand their meaning. Then play
8 earn; 9 will be; 10 will feel; 11 am; 12 don’t start; 13 won’t
the track for the class to listen, read and do the pass; 14 will happen
task. Check their work on the board.
Answers
Workbook pages 49 & 50
1 Fresh Films works with teenagers. 2 Fresh Films believes
in teenagers’ talent and potential. 3 Anyone aged 13–18 can In order to study and monitor their own learning,
enter the next competition. 4 The winner will spend a week in refer students to the Language Database on
Hollywood. 5 Fresh Films has produced over 80 films. 6 Some page 124.
of the past winners have careers in film.

Grammar 2 Closing phase

First conditional Give the class four minutes to provide an alternative
9 Write the word ‘If’ on the board and ask students to four of the consequences in the text in the
to underline the sentences with this conjunction Upgrade section, eg: ‘If I pass my exams, I will
in the text about Fresh Films. Ask different celebrate with my friends.’
students to read the sentences aloud. Ask the
class what we express when we use if (future
possibility) and what tenses are used (present
simple and future simple). Then draw their
attention to the grammar table. Have the class
read the sentences and make questions about
Lesson 4
them. Write two or three questions on the board. Aims
Point out word order. If you consider it necessary,
To develop speaking skills: At the cinema.
have the class copy a few examples into their
folders with a suitable title. To write a film review.

10 Go through the rules as you refer to the examples

in the text about Fresh Films.
11 Have the class choose the correct words. Check
their work orally. When students read their
work, elicit fluent answers. If necessary, ask for
repetition. This will help them internalize the
structure.
Answers
1 will enjoy; 2 don’t take; 3 have; 4 finish; 5 will you do; 6 has
12 Ask the class to use the words given to write first
conditional questions. Remind them about the
inversion of order. Read the example and check
their work on the board. Once all the questions are
on the board, have students practise reading them
aloud. Elicit correct pronunciation and intonation.
Answers
1 Will you go to the cinema tonight if it snows? 2 What will you
Initial phase
Give the class a few minutes to go through the text
on pages 58 and 59 again trying to memorize as
much information as possible. Read these words and
figures aloud: ‘equipment’, ‘edit’, ‘Gina’, ‘16’, ‘lucky’,
‘fantastic’, ‘university’, ‘2002’, ‘20’, ‘80’, ‘apply’ and
‘way’. In turns, have students say in which context
each of them is mentioned in the text, eg: Teacher:
‘equipment’ Student A: ‘Fresh Films will give the
winners equipment to make their dreams come true.’
Core
Speaking
At the cinema
1 2.09 Have the class read the sentences and play

eat if we go to a restaurant tonight? 3 How much will you lend the track for them to complete with the correct
your friend if he asks you for money? 4 What will you do if numbers. Check their work orally.
you have nothing to do this afternoon? 5 Where will you go on
Saturday if the teacher doesn’t give you any homework?

60

M17 396 Phases1TB3 053 075 U05 06 R3.indd 60 18/07/18 17:33


Audioscript/Answers
Rita Can I have three tickets to see Space Adventure,
please?
Assistant Sure. That’s nine pounds, please.
Rita Here you are. Which screen is it?
Assistant Screen 5. Enjoy the film.
Rita Thanks.
Dan Have you got the tickets?
Rita Yes. Have you got the drinks and chocolate?
Dan Yeah, I’ve got the drinks and three bars of
chocolate! Come on, let’s go in.
2 2.10 Invite the class to read the conversation
and complete it with film words. Then play the
track for them to listen and check their work. Make
sure they understand the dialogue, especially the
adjectives they use to describe the film (awesome,
terrible, etc). Point out the use of ‘OK’ as an
adjective meaning neither good nor bad.
Answers
1 special effects; 2 plot; 3 actors; 4 soundtrack
3 Play the track again part by part. Elicit repetition
and encourage expressive intonation. Have the
class role play the dialogue in pairs. Walk around
and monitor.
Speaking Task
4 Ask the class to write a similar dialogue
in pairs following the three steps given. Elicit
different types of films and write the words on the
board, eg: ‘romantic comedy’, ‘comedy’, ‘drama’,
‘science-fiction’, ‘adventure’, ‘thriller’, ‘animated’.
Ask the class to choose the type of film they
prefer. Then give the class a few minutes to go
through the questions and possible answers in
the dialogue in exercise 2 in order to write the
questions and answers they could use in their
dialogue. Give students a few minutes to rehearse
and then act out the dialogue with a friend.
Unit 5 Speaking Task
(see Teacher’s Resource Centre)
Writing
A film review
5 Ask the class what they take into account
to decide if a film is good or not, eg: actors’
performance, soundtrack, special effects. Ask if
they read film reviews before deciding what film to
see. Then draw their attention to the picture that
illustrates the text and have them identify the film.
Invite students to talk about Gravity. Have
students read the film review and see if the
writer liked the film. Have them underline
adjectives and expressions of opinion. Discuss.
Answers
Yes, the writer likes the film.
6 Ask the class how many paragraphs the writer
has used in the review. Then have them match
M17 396 Phases1TB3 053 075 U05 06 R3.indd 61
5
descriptions 1–4 with paragraphs A–D. Discuss
their work orally.
Answers
1 D; 2 C; 3 A; 4 B
LOOK!
Draw students’ attention to the Look! box and
invite them to use the expressions of opinion
given to talk about their favourite film.
7 Give students a few minutes to order the words and
make sentences. Ask them to compare their work
in pairs and then check the answers on the board.
Answers
1 I think the script is really funny. 2 In my opinion, the special
effects are terrible. 3 For me, it is his worst film. 4 Amenábar is
one of my favourite directors. 5 In my opinion, it is an awful film.
Writing Task
Tell students that they will work on their own film
review. Tell them to follow the three steps given.
Explain that they will have to create a similar piece
of writing as the one in exercise 5.
1 Invite students to make notes about a film of
their choice including basic information, such
as title, type of film, actors and director, as well
as a short description of the plot, their personal
opinion about special effects, soundtrack and
script, and a conclusion with a final opinion and
a recommendation.
2 Students should organize their notes into
paragraphs and write a review using the suggested
structure and the model text in exercise 5. As
students write their text, circulate monitoring their
work and helping them if necessary.
3 Ask students to go through the suggested checklist
so as to make sure they have included future
tenses and first conditional, vocabulary related to
films and giving opinion, and noun suffixes.
Workbook page 52
Closing phase
Invite students to gather in groups of four or five. Ask
students in each group to discuss so as to agree on
a film they all like. Then have them make a poster to
recommend the selected film to their classmates.
They should focus their attention on key words
(positive adjectives, eg: amazing, awesome, fabulous
to describe specific aspects, eg: script, soundtrack,
special effects) and visual aids (variety of attractive
colours and font types, different sizes, etc).
61
18/07/18 17:33
 Lesson 5
Aims
To learn factual information about famous films
and film-makers.
To visit different websites to find specific
information about famous local film directors.
To read about the famous film-maker Steven
Spielberg and do comprehension work.
To integrate what students have learnt so far.
Initial phase
Write the name of the famous film-maker Steven
Spielberg on the board and elicit the names of some
of his films.
Possible answers
Jaws (1975, director); Close Encounters of the Third Kind (1977,
director); Raiders of the Lost Ark (1981, director); E.T. the
Extraterrestial (1982, director); Poltergeist (1982, producer);
Gremlins (1984, executive producer); Back to the Future (1985,
executive producer); Empire of the Sun (1987, director); Jurassic
Park (1993, director); Men in Black (1997, executive producer);
War of the Worlds (2005, director); The Post (2017, director)
If students do not know them, write a list of well-
known films, including some of Steven Spielberg’s
as well as of other directors’, and have students
predict which of them have been directed by
Spielberg.
PHASES CULTURE
Steven Allan Spielberg has brought aliens,
dinosaurs, giant sharks, spirits and a whole
world of wonderful adventures into the big
screen. He is a complete film-maker who has
worked not only as a director, but also as a
producer and as a writer; and he will surely
become a film legend in the future. Spielberg
was the one who suggested the PG-13 movie
rating to indicate that only people above 13 could
be granted the right to watch a certain film. He
thought that the contents of some of his films
were not appropriate for very young audiences,
so that became an inspiration to put forward
the suggestion to the President of the Motion
Picture Association of America, Jack Valenti.
Core
Culture
Famous films and film-makers
1 2.11Play the track for the class to listen as they
read. Check global comprehension through these
questions: ‘What is the text about?’ ‘What have
62
M17 396 Phases1TB3 053 075 U05 06 R3.indd 62
you learnt about Steven Spielberg?’ Then invite
the class to read the statements and to decide
whether each of them is either true, false or not
mentioned. Discuss their work orally. Encourage
students to provide evidence from the text to
support their answers.
Answers
1 false; 2 false; 3 true; 4 not mentioned; 5 true; 6 not
mentioned
PHASES EXTRA
Give the class five minutes to work in pairs and
write other true or false sentences about the text.
Invite students to close their books and exchange
sentences with a partner. Give them a few
minutes to decide if the sentences they have been
given are true or false. Discuss their work orally.
2 Have students read the text again. They should
first find the given words in the text so as to infer
their meaning from the context. Then they match
each word with the corresponding definition.
Answers
1 e; 2 c; 3 a; 4 d; 5 b
PHASES EXTRA
Give students a few minutes to write questions
about the text beginning with these words:
‘When … ?’ ‘Where … ?’ ‘What … ?’ ‘How old … ?’
‘Why … ?’ Have students exchange questions
with a partner and give them time to think of
the answers. Check orally asking different
students to read the questions they have and
the corresponding answers. To make sure
everybody pays attention to what their partners
say, ask them not to repeat questions that have
already been read.
3 ABOUT YOU Ideally, this should be done
after students have investigated important local
directors at home. Discuss their names and
work, as well as the prizes they have received.
Students can vote for their favourite local
director and they can even make a poster about
his/her life and achievements or about one of
his/her films.
Webquest
Ask the class to navigate the web and investigate
more about Steven Spielberg’s life. You may raise
students’ interest by providing some leading
questions, eg: Does he have any brothers or sisters?
Is he married? If so, who with? Does he have any
children? Where does he live in the present? Which
was his latest film as a director? This may be done
as homework, and shared and discussed in class.
18/07/18 17:33
 5
Possible answers
Steven Spielberg’s parents were Leah Frances (Posner), a concert
pianist and restaurateur, and Arnold Spielberg, an electrical
engineer who worked in computer development. They were both
born to Russian-Jewish immigrant families.
He has got three sisters. He married twice. He has got a son from
his first marriage to actress Amy Irving, and five children and two
stepchildren with current wife Kate Capshaw.
He lives in Pacific Palisades, in Los Angeles, USA. He also owns
houses in other parts of the country, including a home in New
York City, one in East Hampton in Long Island and another in
Naples, Florida.
His latest film to date (March 2018) is Ready Player One with
Tye Sheridan and Olivia Cooke.

Closing phase
Give the class two minutes to go through this unit in
their book and then ask them to mention one thing
they have learnt or they remember from the unit,
eg: ‘In the future, film plots will change while we are
watching them.’

Progress check
Answers
1 1 screen; 2 script; 3 awards; 4 plot; 5 soundtrack; 6 special
effects
2 1 argument; 2 information; 3 advertisement; 4 development;
5 suggestion; 6 excitement
3 1 We are going to visit you soon. 2 Where do you think we will
live in the future? 3 This film will not definitely win an Oscar!
4 They have decided they are going to film some scenes in
Scotland. 5 Is Tom Brown going to compose the music for the
next Spielberg’s film?
4 1 Is it going to be hot this afternoon? 2 The actors are going to
fly to Scotland next weekend. 3 Where will the famous director
spend his holidays? 4 The rehearsal is beginning soon. 5 Is the
producer meeting all actors this afternoon?
5 1 will you say, ask; 2 won’t be, don’t pass; 3 don’t leave, will be;
4 Will you go, are; 5 will call, remember
Integration
1 will win; 2 gets; 3 will, do; 4 win; 5 form/have formed; 6 are,
going to do; 7 am going to start; 8 haven’t made; 9 Have, visited

63

M17 396 Phases1TB3 053 075 U05 06 R3.indd 63 18/07/18 17:33

 Unit
World of music
6
Lesson 1
Aims
To learn vocabulary about music.
To read a biography of Taylor Swift and do
comprehension work.
To learn and use cognates.
Initial phase
Write the word ‘song’ on the board and give the class
three minutes to write a word or phrase related to
music beginning with each letter, eg: ‘s’: saxophone,
sing, single; ‘o’: opera, organ, oboe, orchestra;
‘n’: notes, new age; ‘g’: guitar, gig, gospel, garage.
As you check the work orally, invite students to
illustrate the meaning of the word in a sentence.
Core
Vocabulary 1
Music
1 Invite students to talk about their musical tastes
and habits. Ask: ‘What types of music do you like
listening to?’ ‘Why?’ ‘In what circumstances do
you like listening to music?’ ‘Do you download
music from the Internet?’ Draw students’
attention to the phrases in blue and have them
match some of them with pictures 1–4.
Answers
1 music festival / play live at a concert; 2 record a song;
3 a recording studio; 4 a playlist
2 2.12Play the track for the class to listen and
repeat the phrases in exercise 1. Point out that
‘record’ is stressed on its first syllable when
it is a noun and on the second syllable when it
is a verb. Also establish a difference between
the verb ‘live’ and ‘live’ in this context, which is
pronounced \laiv\.
64
M17 396 Phases1TB3 053 075 U05 06 R3.indd 64
PHASES EXTRA
Provide these definitions for students to say the
correct phrases from exercise 1.
1 visit different towns and villages presenting
a new album (go on a tour)
2 become people’s favourite song (go to
number one)
3 launch a CD (release an album)
4 perform in a concert (play live at a concert)
5 the place where songs are recorded
(recording studio)
6 the list of songs played by a radio
programme (playlist)
7 the paper or card on the front of a CD
(album cover)
3 Ask students to read the text and choose the
correct words. Check their work orally and write
the answers on the board.
Answers
1 form; 2 lyrics; 3 recording studio; 4 single; 5 hit; 6 go;
7 release; 8 play
PHASES EXTRA
Personalize by asking students to use the
phrases in exercise 1 to talk about their
favourite bands. Give them three minutes to
think of sentences and check their work orally.
4 Ask students to listen to the track
2.13
and match the speakers with the songs they
downloaded. Play the track again and check their
work orally.
Audioscript
Kate So, Todd, what was the last song you downloaded?
Was it good?
Todd It was ‘Finesse’ by Bruno Mars. Yeah, it’s not bad,
I like it. What was the last song you downloaded?
Was it good?
Kate It was ‘Wolves’ by Selena Gomez. It’s fantastic! I play
it all the time. What about you, Julie? What was the
last song you downloaded? Did you like it?
Julie It was ‘Perfect’ by Ed Sheeran. It was quite good!
Answers
1 c; 2 a; 3 b
PHASES EXTRA
Play track 2.13 part by part for students to
repeat in small groups. Then invite a strong pair
to act out the conversation.
18/07/18 17:33

5 Have the class work in pairs to find out
about the last album their partners bought or
downloaded as in the example given.
Workbook page 55
Reading 1
Taylor Swift
6 See what students know about Taylor Swift. Write
down their comments on the board. Contrast the
notes with the information they can collect after
reading the biography: What’s new information
for them? Then have students read the text
quickly so as to find out how long Taylor Swift’s
second album stayed at the top of the charts.
Check the answer in exercise 7.
7 Play the track for students to listen as they
2.14
read the text. Have them check their answer to
exercise 6. Check orally.
Answer
Her second album stayed at the top of the charts for 11
weeks.
Give students a few minutes to read the
questions and to answer them individually. Then
have them compare their answers in pairs and
finally check on the board.
Answers
1 Student’s own answer. 2 Her grandmother and some
American country singers (Shania Twain, LeAnn Rimes and
the Dixie Chicks). 3 Her life began to change when she was
seen while singing at the Bluebird Café by Scott Borchetta,
a record producer. 4 Student’s own answer. 5 Yes, she has
helped different charities. 6 She has been a songwriter since
she was 12.
8 Ask students to read the text again in order to
find what the given numbers refer to. Check the
answers orally.
Answers
1 the year in which she was born; 2 at the age her life began
to change; 3 the year in which she released her first album;
4 the number of weeks her second album stayed at the top of
the charts
9 Invite students to read the text again in order to
find words or phrases for each of the meanings
given. Check the answers orally.
Answers
1 rise to fame; 2 awards; 3 over; 4 ahead
M17 396 Phases1TB3 053 075 U05 06 R3.indd 65
6
PHASES EXTRA
Have students play a dictation competition on
the board. Divide the class into two teams. Call
a student from each team out to the front. Play
the first sentence from track 2.14 (from the first
paragraph) and encourage Student A and B to
write what they hear. Call two other students and
proceed likewise with the second sentence. Go
on in the same way until they have written the
whole paragraph. Check and decide who the
winners are.
LOOK!
Ask the class to re-read the text and underline the
words that look similar to words in their language.
Then explain that they must be careful because
some words are cognates and others are false
cognates. Explain that while cognates are words
with a similar etymological origin, false cognates
or false friends are words that look similar to a
word in L1 but actually mean something completely
different, eg: English-Spanish cognates: accident,
acceptable, animal, artist, band, biography, opera;
false cognates: advertise, actually, approve,
embarrassed, carpet. Of course, cognates vary
from language to language. Elicit cognates and ask
students why they think it is important to learn false
cognates.
10 ABOUT YOU Organize the class into
groups and give them a few minutes to discuss
what kind of music teenagers listen to in their
country, what the top bands are and if they have
released any albums recently. After four or
five minutes, invite the groups to report their
opinion to the class.
Closing phase
Divide the class into groups of four and ask them to
make up a story in connection with music using the
vocabulary they have learnt. Remind students that a
good story should have a setting, an introduction, a
body and a conclusion. Give them only three minutes
to invent the story. Invite the groups to choose a
spokesperson and share their stories with rest of
the class.
65
18/07/18 17:33
 Lesson 2
Aims
To learn and use the present and past passive in
the affirmative and negative forms.
To focus on the use of weak forms and sentence
stress.
To listen to a radio programme about favourite
musicians and do comprehension work.
Initial phase
Have students revise basic information about Taylor
Swift through these questions: ‘Where is Taylor Swift
from?’ ‘What musical instruments can she play?’
‘When did she release her first album?’ ‘In which
film did she appear?’
Core
Grammar 1
The passive: present and past simple
1 Use the text on page 65 to introduce the present
passive in context. Present the affirmative form
first. Ask students who consider Taylor as one of
the best singers ever (critics all over America)
and when they answer, write the complete
sentence in the passive on the board, eg: ‘Taylor
is considered by critics all over America as one
of the best singers ever’. Then ask when she
released her second album and do the same.
Write, eg: ‘Her second album was released in
2008’. Elicit what the two sentences have in
common (verb be + past participle) and explain
this is the passive. Ask the class to provide the
equivalent active voice sentences. Finally, draw
students’ attention to the grammar table and
have the class read the sentences and choose
the correct words to complete the rules for the
passive. Check their work orally and as you do,
make reference to the sentences on the board.
Answers
a the action; b be; c sometimes mentioned; d very important
If you consider it necessary, elicit an example
in the interrogative form and another one in the
negative. Then you may write a suitable title and
invite the class to copy the examples into their
folders. Make sure the title is clear enough and
point out the formula as well as the use of the
passive to emphasize actions rather than doers.
66
M17 396 Phases1TB3 053 075 U05 06 R3.indd 66
TEACHING TIP
In semantic terms, the passive is used when
the person who does the action is unknown or
irrelevant, or when we speak about a general
truth, eg: ‘Good coffee is produced in Colombia.’
The passive is mainly used in scientific reports
and newspapers articles, but it is not usually
used in colloquial contexts.
2 Ask students to complete the sentences with the
present simple passive of the verbs in brackets.
Remind them that they should use the verb be in
the corresponding present form (am/is/are) and
the main verb in its past participle. Check on the
board.
Answers
1 are captured; 2 is recorded; 3 are mixed; 4 are added;
5 is finished; 6 is mastered; 7 is saved
PHASES EXTRA
Make students a few questions about the text in
exercise 2 using the passive. Have them answer
also using the passive. You may choose a very
strong student to make his/her classmates a
few questions.
3 Ask students to rewrite the sentences using the
beginnings given. The aim of this exercise is
to show students that the two sentences have
similar meanings although they differ slightly
in the main focus. Check on the board and have
students read aloud to help internalize the
structure. Help the class decide if they consider
the real subject (doer of the action) necessary
in the passive construction. If so, it should be
introduced by the preposition ‘by’.
Answers
1 are used in big studios. 2 are allowed in class. 3 are usually
downloaded from the Internet. 4 is made from cocoa beans.
4 Draw students’ attention to the sentences in the
grammar table and ask how the past simple
passive is formed (verb be in the past + past
participle of the main verb). Elicit a few examples
about inventions and discoveries. If you consider
it necessary, you may systematize: write a suitable
title and ask the class to copy the summary into
their folders.
5 Have the class complete the text with the past
simple passive of the verbs in brackets. Check
their work on the board and have them practise
reading the text aloud.
Answers
1 were made; 2 were chosen; 3 were not included; 4 were
made; 5 was taken; 6 was completed; 7 was played; 8 was
released; 9 were sold
18/07/18 17:33

PHASES EXTRA
Write these groups of words on separate slips of
paper:
‘dictionaries – allow – English class’
‘CD player – use – twice a week’
‘chocolate – produce – Brazil’
‘good meat – sell – Argentina’
‘excellent cars – make – Germany’
‘actors – make up – before they go on stage’
‘UFO – see – near Paris two years ago’
‘Wimbledon – win – British player – 2013’
Invite students to pick a slip of paper and
work with a partner to make a sentence in the
passive, eg: ‘Dictionaries are allowed in the
English class’.
Workbook pages 56 & 57
Pronunciation
\´\
A 2.15 Play the track for the class to identify the
main stress in each sentence. This will not be
easy at first, but you may elicit repetition and
clap as the syllable carrying the main stressed
is uttered. Main stress tends to fall towards the
end of a sentence, not at the beginning, and
auxiliaries do not usually take a strong form.
Unstressed syllables take weak forms, so the
words in purple are pronounced with \´\.
Answers
plastic; Edison; released; school
Play the track again and elicit repetition with the
corresponding \´\ sounds.
B Play the track for the class to listen and
2.16
repeat the phrases with \´\.
Audioscript
are made of plastic
was invented
were first released
are used at school
In order to study and monitor their own learning,
refer students to the Language Database on
pages 124 & 125.
Listening
Favourite musicians
6 2.17Ask students to look at the picture and
say what they can see (a band in concert). Then
tell them they are going to listen to a radio
programme which people can call to nominate
their favourite bands or musicians. Play the
track and ask students to listen as they read the
statements given. Then give them a few minutes
M17 396 Phases1TB3 053 075 U05 06 R3.indd 67
6
to decide whether each statement is true, false
or not mentioned. Play the track once again for
students to check their answers. Finally check
the answers with the whole class orally and elicit
the reasons for their choices.
Audioscript
Presenter Hello, and welcome to Friday Night Music Review,
where you call us and nominate your favourite
band or artist for their top ten. And, first on the
line tonight is Mike. Tell us about your favourite
artist, Mike.
Mike Hi. I’ve seen Muse in concert three times and I
think they’re fantastic. Some people think they’re
an indie band, but I think they’re pure rock. Their
music is imaginative and original and I think
their album, The Second Law, is their best. It
was released in 2012 and it was nominated for
a Grammy Award in 2013. They’ve won lots of
awards and they’ve sold more than 15 million
records worldwide. If you like good, honest rock
music, you’ll love Muse.
Presenter Thanks Mike. That sounds like on to listen to.
Now, we have Stella on the line. Hello, Stella.
Stella I’d like to nominate my favourite singer of all
time – Beyoncé. She’s awesome. I’ve got all her
albums and I love her music. She has won 17
Grammy Awards for her music. My favourite
album is I am Sasha Fierce. When she next
comes to England on tour, I’ll definitely go and
see her as I’ve never seen her live. I think she’s
the queen of R&B music.
Presenter Thanks for talking to us today, Stella. And now,
we have Jamie on the line.
Jamie Hi. My nomination is Arctic Monkeys. Their first
album Whatever People Say I am, That’s What
I’m not was the fastest-selling first album in
the history of British pop music. Their songs are
original and their lyrics are clever and funny.
But the best thing about Arctic Monkeys is that
they’re fantastic in concert. I’ve seen them five
times and they’re a truly brilliant live band.
Presenter Thanks for your call, Jamie. That’s all we
have time for tonight. There’ll be a list of the
nominations on our website and you can place
your vote online. Tune in tomorrow when we’ll
have the results of the top ten! … ‘Will your
favourite be at the top?’
Answers
1 false; 2 false; 3 not mentioned; 4 not mentioned; 5 false;
6 false; 7 false; 8 false
7 2.17Play the track once again. Have students
listen and then give them some minutes to
complete the sentences accordingly. Check
orally.
Answers
1 fantastic / pure rock; 2 2012; 3 the queen; 4 brilliant
67
18/07/18 17:33

PHASES EXTRA
Have students write two questions they would
like to ask one of the people calling the radio
programme about their favourite band or singer.
Invite a strong student out to the front and have
the class take turns to ask the questions and
role play the situation.
UPGRADE
This exercise may set as homework and
corrected orally as part of the Initial phase in the
next lesson or it may be done as a whole class
activity. Have students read the text and choose
the correct words. Discuss their answers eliciting
the reasons for their choices.
Answers
1 C; 2 B; 3 A; 4 B; 5 A; 6 B; 7 B
PHASES EXTRA
Give the class a few minutes to re-read the text
in the Upgrade section. Explain you will make
sentences about it but you will change some of
the information for them to correct. Read these
sentences aloud and discuss the corrections:
1 The members of the National Children’s
Orchestra of Great Britain are against
charities. (The orchestra is a charity
organization itself.)
2 Children can join the orchestra as soon as
they are four. (As soon as they are seven.)
3 Children of all ages play in the same
orchestra. (There are five different age-
banded orchestras.)
4 The members of the orchestra study on their
own because they receive no official training.
(They meet once or twice a year in residential
courses with prestigious tutors.)
5 All the courses that the members of the
orchestras attend are for one single day.
(They are for eight or nine days.)
6 All the orchestras perform just for family and
friends. (The major orchestras perform at
public concert venues too.)
Closing phase
Have students focus on collocates. Explain you will
read a verb and different nouns for them to spot the
word that does not collocate with the verb given.
Elicit the first as an example. ‘record: an LP, a CD,
an album, a song, a walkman’; ‘release: an album,
a CD, a studio, a single’; ‘form: a hit, a band,
an orchestra, a music group’; ‘go: on a hit, on a tour,
68
M17 396 Phases1TB3 053 075 U05 06 R3.indd 68
to number one, to the top ten chart’; ‘play: solo, live,
a tour, at a concert’.
Lesson 3
Aims
To learn and use negative prefixes to make
negative adjectives.
To read about streaming and do comprehension
work.
To learn and use the present and past passive in
the interrogative form.
Initial phase
Have students revise word families. Provide words
for one student to give the derived word you ask
for and a second student to make a sentence to
illustrate its meaning. Remind students that those
affixes we add at the beginning (prefixes) or at the
end of a word (suffixes) change its meaning and
often its grammar category, eg: Teacher: ‘Can
you give me the noun for ‘possible’?’ Student A:
‘Possibility’ Student B: ‘There’s a possibility that I
will go to Paris for my next summer holidays.’ Read
these words aloud and have students provide the
adjectives: ‘practice’ (practical), ‘friend’ (friendly),
‘adventure’ (adventurous), ‘patience’ (patient),
‘logic’ (logical), ‘interest’ (interesting/interested),
‘imagination’ (imaginative).
Core
Vocabulary 2
Negative prefixes
1 Invite students to read sentences 1–3 aloud and
find three negative prefixes. Ask if they know any
other words with these prefixes.
Answers
1 unoriginal; 2 illogical; 3 impossible
2 Ask students to copy the table into their folders
and go through the words in blue making sure
they understand their meaning. Then have the
class complete the table with the given words
by adding the corresponding negative prefix.
Students will check their answers in exercise 3.
3 2.18 Play the track for students to listen, check
their work and repeat. Elicit examples with the
new words making sure students pronounce
them properly, especially the longer ones
(untrustworthy, unreliable, unadventurous).
18/07/18 17:33

Audioscript/Answers
un-: unoriginal, unimaginative, unsupportive, unnecessary,
unreliable, untrustworthy, unhappy, unadventurous, unfriendly
im-: impossible, impatient, impractical, imperfect
il-: illogical, illegal
4 Have students complete the sentences with
the negative form of some of the adjectives in
exercise 2. Ask a student to read the example
and give the class a few minutes to do the work.
Check on the board and have students practise
reading aloud to focus on pronunciation.
Answers
1 impossible; 2 unnecessary; 3 illegal; 4 untrustworthy
PHASES EXTRA
Read these definitions for students to say the
corresponding negative adjective and provide a
sentence with it.
1 a person who doesn’t do what you ask him/
her to do for you is ... (unreliable)
2 somebody who never takes risks and does
not like trying anything exciting such as
mountain climbing is ... (unadventurous)
3 an attitude that goes against common sense
is ... (illogical)
4 a person who is not creative or who only
believes in real things is ... (unimaginative)
5 a friend who doesn’t help you, doesn’t listen
to your problems and doesn’t encourage you
to be better is ... (unsupportive)
6 somebody who can’t wait and always needs
an immediate answer is ... (impatient)
7 if a neighbour is sad and has no reason to
smile, he is probably ... (unhappy)
Workbook page 58
Reading 2
To stream, or not to stream?
5 See what students know about streaming. Find
out if there are any students who are against
streaming. If so, have them share their reasons
for that. Draw students’ attention to the title of
the article and see if they are able to connect it
with Shakespeare’s famous phrase ‘To be, or not
to be’. Have students read the text very quickly
and try to match each of the given headings with
the paragraphs. Check the answers orally.
Answers
1 C; 2 D; 3 E; 4 B; 5 A
6 Play the track for students to listen as they
2.19
read the text attentively. Then give students a
few minutes to go through the given statements
and to decide whether each of them is true, false
or not mentioned. Have students check their
answers in pairs and then check orally.
M17 396 Phases1TB3 053 075 U05 06 R3.indd 69
6
Answers
1 true; 2 false; 3 not mentioned; 4 false; 5 true; 6 not
mentioned; 7 false
7 Have students work in pairs. They read the text
again and make a list of arguments in favour and
against streaming according to the information in
the text. Discuss and check the answers orally.
Possible answers
In favour: Streaming has saved the music industry. You can
listen to as many songs as you like for free. You can make
your own playlists. It’s cheaper and more flexible for music
fans. It has reduced piracy. It gives publicity to new bands.
Against: Some artists aren’t paid enough money. It makes it
difficult for bands to survive. It won’t last.
PHASES EXTRA
Students work in pairs to summarize the text
above in just three sentences. Discuss their work
orally.
Grammar 2
The passive: interrogative
8 Write an affirmative sentence in the passive on
the board and remind students of the formula:
be in the correct form + main verb in the past
participle. Then draw their attention to the
sentences in the grammar table and discuss the
answers to the three questions.
Answers
1 Verb be in the correct form + subject + past participle;
2 No. 3 We use ‘by’ only when the question begins with who
and we ask about the doer of the action, not the recipient.
9 Ask students to write passive questions with the
words given. Check their work on the board. Try
to challenge students into reading each sentence
fluently and with the correct weak forms as they
have been taught.
Answers
1 How are CDs recorded? 2 How many illegal video copies
are made every year? 3 When was the recording of Michael
Jackson’s last album finished? 4 Was Maroon 5’s first album
released in 2004? 5 Who was their CD cover designed by?
6 Were illegal copies made in the past?
10 Give the class a few minutes to match questions
1–6 from exercise 9 with answers a–f. Check
their work orally and write the answers on the
board to avoid mistakes.
Answers
1 d; 2 e; 3 b; 4 c; 5 f; 6 a
69
18/07/18 17:33
 PHASES EXTRA
Write these beginnings on the board:
1 Are CDs ...?
2 Were LPs ...?
3 Was Michael Jackson ...?
4 Where is Wimbledon ...?
5 When were the last Olympic Games ...?
6 Is your friend allowed ...?
7 Was Phases 3 ...?
8 Who ... produced by?
Have students complete the passive questions.
Then ask them to answer the questions in pairs.
11 Have students rewrite the questions using the
passive. Check their work on the board.
Answers
1 How many songs are played by radio stations every day?
2 When was Freddie Mercury’s last album released? 3 Where
are albums recorded? 4 How much are famous singers paid?
5 What prize was Rihanna given last year?
Workbook pages 59 & 60
In order to study and monitor their own learning,
refer students to the Language Database on
pages 124 & 125.
UPGRADE
This exercise may be set as homework or may be
done in class. Ask students to complete the text
with some of the phrases in the box. Check their
work orally.
Answers
1 amazing band; 2 was participating; 3 as his second name;
4 was never; 5 his aunt and uncle; 6 him his first; 7 just
enjoyed; 8 was held; 9 was asked; 10 but John thought
Closing phase
Students re-read the text in the Upgrade section
and work in pairs to write five true, false or not
mentioned sentences. Students exchange their
sentences with another pair and work out the
answers. Discuss their work orally asking the class
to avoid repeating sentences.
Lesson 4
Aims
To develop speaking skills: Going to a concert.
To write a description of a musical hero.
70
M17 396 Phases1TB3 053 075 U05 06 R3.indd 70
Initial phase
Elicit words related to music and write the most
relevant ones on the board. Divide the class into four
groups and invite each group to choose a member
to play a speaking competition. Explain they will
have to talk about a music event they have been to,
watched or heard of by using some of the words on
the board. Before the competition starts, tell the
class they will have to write down the mistakes they
can spot. Invite each of the four students to talk for
a minute and then ask the members of the other
teams to mention the mistakes for oral correction.
Have the class vote for the winner: the students
who spoke better not only in terms of the number of
mistakes but also in terms of meaningfulness.
Core
Speaking
Going to a concert
1 2.20 Play the track. Have students listen and
and answer where the people who are talking
want to go. Check orally.
Audioscript/Answer
Kristina I really want to get a ticket for the Lady Gaga
concert.
Mia Me too. Her live shows are amazing.
Kristina Have you heard her new album? It’s her best.
Mia I totally disagree. I think her last album had much
better songs.
Kristina I see what you mean, but I think the concert will be
great anyway.
Mia Yeah, I think so too. Can you come, Louis?
Louis No, I can’t. I’ve got a ticket for the Katy Perry
concert. Why don’t you come with me instead?
Mia No, thanks! I don’t like Katy Perry.
Kristina Me neither, but have fun!
2 2.20 Invite the class to read the dialogue and
play the track for them to listen and complete.
Check their work orally. Discuss what phrases
are used to give opinion.
Answers
1 ticket; 2 shows; 3 her; 4 but; 5 come; 6 don’t
3 Play the dialogue again part by part for students
to practise and then have them take roles to act
out the dialogue using opinion phrases.
Speaking Task
4 Have students work in pairs to prepare
a dialogue following the three steps given.
Read the steps aloud making sure students
understand what they have to do. Invite pairs to
choose a musician or a band, either somebody
they love or somebody they do not like at all.
Then have students think about their opinion
of the musician/band. They may refer to the
dialogue in exercise 2. Finally give students
18/07/18 17:33

a few minutes to practise the dialogue and then
take turns to act it out.
PHASES EXTRA
If you want students to react more
spontaneously, you may pick two students who
have chosen totally opposite singers, eg: a
traditional pop singer and a reggae one, and
have them improvise the conversation.
Writing
A description of a musical hero
5 Read the title and ask the class who their
musical heroes are and why they admire them.
Explain that a musical hero may also be a person
who sings well and does a lot of charity work,
or fights for human or animal rights. Then have
students read the text quickly and complete it
with some of the phrases in blue. Check the
answers orally.
Answers
1 usually known; 2 at the; 3 were sold; 4 released; 5 her fantastic
6 Ask students to read the text once again and
answer the questions in pairs. Check the
answers orally.
Answers
1 She was born in London in 1988. 2 She is an English singer-
songwriter. 3 She became famous at the age of 23 when her
first album was released. 4 Her first album went to number
one in the UK, she performed live all around the world, and
she gave a spectacular performance at the London Olympics.
5 She also does lots of charity work. 6 The writer admires her
for her fantastic music and her work to help others.
Discuss how all this information is organized
in the description, ie first paragraph: basic,
introductory information for those who do not
know Jessica; second paragraph: information
about her successful career; third paragraph:
what actually makes her different from other
singers, and fourth paragraph: the conclusion
(what makes the writer admire her).
LOOK!
Go through the Look! box with the class and elicit
other examples with the time expressions given.
Use the board to write a reminder of in + month/
year; on + exact date; since + year/month; for +
period of time. Point out that these expressions
are very important when writing a biography
because they express sequences.
M17 396 Phases1TB3 053 075 U05 06 R3.indd 71
6
7 Students go through the sentences given and
choose the correct words. They check their
answers in pairs and then check orally with the
whole class.
Answers
1 at; 2 later; 3 Since; 4 In; 5 for
Writing Task
Tell students that they will work on their own
description of a musical hero. Tell them to follow
the three steps given. Explain that they will have
to create a similar piece of writing as the one in
exercise 5.
1 Ask the class to write a description of their
musical hero. Invite students to choose a
singer they admire and make notes including
information about his/her personal details, his/
her musical achievements, as well as others, and
a conclusion to explain why they admire him/her.
2 Have students organize their notes and ideas into
paragraphs following the suggested structure
and the model text in exercise 5. Remind them to
include time expressions.
3 Ask students to check their work for mistakes or
have them exchange their writing with a partner
for peer correction. Invite them to go through
the checklist to make sure they have included
vocabulary related to music, the appropriate
tenses, the passive voice to focus on the actions,
and time expressions to show a clear sequence
of events.
Workbook page 62
Closing phase
Ask volunteers to share the descriptions of their
musical heroes.
Lesson 5
Aims
To learn factual information about famous music
venues.
To visit different websites to find specific
information about opera houses in Europe and
South America.
To read about The Sydney Opera House and The
Met and do comprehension work.
To integrate what students have learnt so far.
71
18/07/18 17:33
 Initial phase
Ask students whether they like classical music or
not and why. Elicit the instruments that are used to
play classical music and if possible, some famous
musicians, eg: instruments: violin, cello, oboe,
clarinet, piano, flute, trombone; musicians and
composers: Beethoven, Mozart, Bach, Strauss, Vivaldi.
Core
Culture
Famous music venues
1 2.21 Play the track, if possible with books closed,
for students to listen to the text. Check global
comprehension through these questions: ‘What
is the text about?’ ‘What have you understood
about The Sydney Opera House?’ ‘What do you
remember about The Met?’ Play the track again
and have students listen as they read. Give them a
few minutes to answer the given questions. Then
have them check their answers in pairs and finally
check orally with the whole class.
Answers
1 We can see music concerts and theatre performances.
2 About two million people attend the performances every
year. 3 It is the Metropolitan Opera House in New York.
4 It is for helping young singers develop their careers.
5 You can watch live performances.
2 Ask students to read the sentences and correct the
wrong information. Then play the track a second
time for them to listen and read. Have them tell
you to pause when some evidence is mentioned,
eg: they should first ask you to pause after the first
sentence where it is said that The Sydney Opera
House became an icon in the 20th century.
Answers
1 The Sydney Opera House became an icon in the 20th century.
2 There are six separate venues inside it. 3 More than 1,500 /
Many performances are held there anually. 4 The Metropolitan
Opera House is called ‘The Met’. 5 Live performances have
been broadcast since 1931.
3 ABOUT YOU Ideally, this should be done
after students have investigated important music
venues at home. Discuss what kind of music they
are for and if the performances broadcast live.
PHASES EXTRA
Copy these sentences on the board and have
students paraphrase them using the words in
brackets. Check their work orally.
The Sydney Opera House
1 The Sydney Opera House is one of the great
iconic buildings of the 20th century. (became)
72
M17 396 Phases1TB3 053 075 U05 06 R3.indd 72
2 Around two million people attend more than
1,500 performances a year. (attended)
The Met
3 Luciano Pavarotti became famous after
singing there. (wasn’t)
4 The Met has broadcast live performances on
the radio since 1931. (in)
5 Today, they stream live performances directly
to smartphones. (streamed)
Answers
1 The Sydney Opera House became famous in the 20th century.
2 More than 1,500 performances are attended by around
two million people a year. 3 Luciano Pavarotti wasn’t famous
before he sang at The Met. 4 The Met started broadcasting live
performances on the radio in 1931. 5 Today, live performances
are streamed directly to smartphones.
Webquest
Ask the class to navigate the web and investigate
more about other important opera houses in
Europe or in South America. This may be done as
homework, and shared and discussed in class.
Possible answers
The Teatro Colón in Buenos Aires is one of the most important
opera houses in the world. Its architectural refinement,
its acoustics and its artistic features make this theatre
internationally renowned. Its current venue celebrated its 110th
anniversary in 2018. It was inaugurated on 25th May 1908 with a
performance of Guiseppe Verdi’s Aida. In an eclectic style, typical
of the early 20th century, the construction of this magnificent
building took nothing less than 20 years. Since 1925, the theatre
has had its own permanent companies, including an orchestra,
a ballet and a choir. Throughout its history, hundreds of superb
artists have appeared on its stage: singers such as Enrico
Caruso, Placido Domingo and Luciano Paravotti; dancers like
Maia Plisetskaia, Rudolf Nureyev and Mijail Barishnikov; and
conductors like Arturo Toscanini.
Milan’s Teatro alla Scala is perhaps the most famous opera house
in the world, the one most associated with ‘opera’. Built in 1778,
it is the home of Rossini, Bellini, Donizetti and Verdi. One of La
Scala’s most ingenious features is the concave channel under
the wooden floor of the orchestra; this is credited with giving the
theatre superb acoustics.
The Royal Opera House at Covent Garden, London, dates from
the early 18th century; the current building is the third. George
Handel’s operas were the first ever to be performed here, and he
wrote many of his operas and oratorios for this place in particular.
The Bolshoi in Moscow is one of Russia’s premier theatres,
coupled with one of the best symphony orchestras in the world.
It has survived fire, war and revolution. It closed in 2005 for
extensive interior renovations and reopened in 2011. The great
stage is known for its celebrated ballet company. Here, Yuri
Grigorovich choreographed memorable productions of Swan
Lake, The Golden Age and Romanda.
The Paris Ópera is the most important opera and ballet theatre
in France. It was founded by Louis XIV himself in 1669. The
grand building, big orchestra and impressive performances are
demanding: the annual budget reaches 200 million euros in order
to maintain the opera.
18/07/18 17:33
 6
Closing phase
Give the class two minutes to go through this unit in
their book and then ask them to mention one thing
they have learnt or they remember from the unit, eg:
‘Streaming has saved the music industry.’

Progress check
Answers
1 1 d; 2 c; 3 a; 4 f; 5 e; 6 b
2 1 unimaginative; 2 impatient; 3 unadventurous; 4 unfriendly;
5 untrustworthy; 6 illogical
3 1 The album cover was designed by a famous artist. 2 That
song was written by my friend. 3 Music was played thousands
of years ago. 4 Computers are used in many schools. 5 Many
machines were invented by Edison. 6 Music lessons are given
in all British schools. 7 A band was formed at school by my
friends. 8 Many songs were downloaded by my sister last week.
4 1 are used; 2 was usually played; 3 are not sold; 4 was visited;
5 were downloaded
5 1 How many tablets are sold in your country every year? 2 What
colour was your classroom painted last May? 3 When was the
new band formed? 4 Were the lyrics put on the cover? 5 Who
was the mp3 player invented by?
Integration
1 is usually known; 2 is; 3 became; 4 released; 5 earned; 6 has won

73

M17 396 Phases1TB3 053 075 U05 06 R3.indd 73 18/07/18 17:33


Revision 3
Initial phase
Have students participate in a general knowledge
quiz. Read these questions for students to write
their answers:
1 Who was the Mona Lisa painted by?
2 Who was America discovered by?
3 Is cocoa produced in Alaska?
4 Where are Ferrari cars made?
5 When was John Kennedy killed?
6 Was the Second World War won by Germany?
Check their work orally eliciting complete answers
in the passive.
Answers
1 The Mona Lisa was painted by Leonardo Da Vinci. 2 America
was discovered by some Spanish explorers, mainly by Christopher
Columbus and his men. 3 No, it isn’t. It is produced in tropical
countries. 4 They are made in Italy, in the city of Maranello. 5 He
was killed in 1963. 6 No, it wasn’t. It was won by the western Allies.
Core
Vocabulary
Invite students to work in pairs to play the vocabulary
game. Once they have finished, check their work on
the board.
Answers
stuntman; special effects; equipment; won, awards; arguments;
predictions; live; recording studio; unreliable; impatient
Reading
The soundtrack
PHASES EXTRA
Draw students’ attention to the title and subtitle
and discuss the question. Then read the first
paragraph and discuss why films need to have
music.
1 Invite the class to read the article and answer the
questions. Check their work orally.
Answers
1 The music of a film can make the audience frightened or
make a scene more exciting. 2 They watched silent films.
3 They were famous for writing film scores. 4 He has
composed the scores for many famous films including
Star Wars, the Harry Potter and the Indiana Jones sagas.
5 They make the audience associate a certain character with
a specific tune. So when the audience hear the music, they
know the corresponding character is going to appear.
74
M17 396 Phases1TB3 053 075 U05 06 R3.indd 74
2 Have students find words or phrases for the
definitions given. Check orally and write the
words on the board.
Answers
1 react; 2 live; 3 hit; 4 appear
PHASES EXTRA
Invite students to underline these words in the
article from exercise 1:
1 introduced (line 4, second paragraph)
2 surely (line 5, third paragraph)
3 sagas (line 8, third paragraph)
4 technique (line 2, fourth paragraph)
Ask students to work in pairs to elicit their
meanings from the context. Check their work
orally.
Answers
1 added; 2 of course; 3 a story about what happens to
specific characters over a period of time; 4 strategy
Grammar
3 Ask students to correct the mistakes in the
sentences. Check their work on the board.
Answers
1 I’ll meet you at the cinema at 7 pm tomorrow. 2 I’m sure you
will pass your exam. You only have to study hard. 3 My cousins
aren’t going to go on holiday this year. They haven’t saved
enough money. 4 Where are you going to spend your next
holidays? 5 How long will you stay at the cinema?
4 Have the class complete the sentences. Check
their work orally. Accept different answers as far
as they are gramatically correct.
PHASES EXTRA
Write these verbs in two columns on the board:
‘Present simple: stay, go out, travel, watch, take
part in, decide, understand; Future simple: get,
feel, see, win, wear, ask, drink’. Organize the
class into groups of four or five and give them
five minutes to write conditional sentences
using the verbs on the board. Explain they do not
need to use verbs from both columns to make
up a sentence; one is enough, eg: ‘If you stay at
home, you will probably meet my cousin.’
‘If you stay at home, you will not get bored.’
Both sentences are correct. Check their work
orally and see which group has written the most
correct sentences.
5 Students rewrite the sentences using the
beginnings given. Discuss and check the answers
on the board.
18/07/18 17:33

Answers
1 Romeo and Juliet was written by Shakespeare. 2 A lot
of songs are played by radio stations every day. 3 DJs play
Rihanna’s latest hit on every radio station. 4 Our hometown is
visited by millions of tourists every year. 5 Three songs were
recorded (by the band) two days ago.
6 Ask students to choose the correct words in
each question. Then they match the questions to
the corresponding answers. Check the answers
orally.
Answers
1 is spent; 2 is usually downloaded; 3 filmed; 4 was George
Lucas given; 5 Was
1 d; 2 c; 3 b; 4 e; 5 a
Listening
7 Pre-listening: Write these sentences on
2.22
the board: ‘Finishing my homework’; ‘Just a
month ago in the USA and now it’s on here.’;
‘I don’t like that. Most of it is illegal.’ Tell the
class they will listen to two friends talking and
that the sentences on the board are part of their
conversation. Invite them to predict what the
conversation will be about. Play the track and
Revision
3
Collaborative Task – A famous film poster
Tell the class they will make a film poster. Read the
instructions with the class.
1 Ideas
Invite students to investigate a film they like and use
the questions to make notes about it. This could be
done as homework.
2 Group work
Organize the class into groups of four or five, invite
them to discuss the information they have found and
choose one of the films they have investigated. Ask
them to organize the information into paragraphs
and provide suitable headings as well as pictures to
illustrate their work.
3 Presentation
Ask the groups to edit their work carefully paying
attention to spelling, verb forms, linkers, etc, and then
make the final version of their poster. Give them a few
minutes to rehearse their presentation and have them
share their work with their classmates.

Closing phase
have students check whether their predictions
were right or not. Ask the class to read sentences
1–6 and to correct the wrong information in each Invite students to ask and answer questions about
of them. Discuss their work orally. the films the different groups have talked about.
Audioscript
Ellie Hi! You’re late. Where have you been?
Steve Finishing my homework. Sorry. So, where are we

Upgrade for Exams

going?
Ellie Shall we go to the cinema? There’s a new film on.
Steve A new film? I hope it’s not a romantic comedy …
Ellie Of course not. It’s an action film with excellent special
effects and the soundtrack is absolutely fantastic!
Initial phase
Steve Is it the new ‘James Bond’ film? Write the following statements about Leona Lewis
Ellie Yes! on the board. Then have students predict which of
Steve I love James Bond films. They are great! The ‘James them are true and which of them are false.
Bond’ music is amazing! When was this film released?
Ellie Just a month ago in the USA and now it’s on here. 1 Leona Lewis is an American pop singer. (false)
Steve Was the music composed by John Williams? 2 She was the winner of American Idol in 2006.
Ellie No, John Williams composed the ‘Star Wars’ (false)
soundtrack, not the ‘James Bond’ one. I haven’t 3 She hasn’t won any Grammy awards yet. (true)
bought the CD yet but I’ve heard the music on 4 Her first single became the fastest-selling in
the radio and it couldn’t be better. My sister has
the UK. (true)
downloaded it for free. I don’t like doing that.
5 She never went on a tour. (false)
Most of it is illegal.
Steve Yes, you’re right. OK then. What time does the film
Have students check their predictions by reading
start?
Ellie I don’t think it will begin before 6 pm, so we can
the text in exercise 1.
book the tickets and have a drink before going in
if you want.
Steve I’m sorry. I haven’t got enough money.
Ellie It’s OK. I can lend you some and you’ll pay me back
Core
when you can. 1 Have students read and complete the text about
Steve Fine then. Let’s go. Leona Lewis with only one word. Check their
Answers work orally and write the answers on the board.
1 They are going to the cinema today. 2 She says that the film
has excellent special effects. 3 He loves James Bond films. Answers
4 It was released a month ago in the USA. 5 She downloads 1 is; 2 became; 3 nominated; 4 win; 5 made/recorded; 6 over;
music for free. 6 She wants to have a drink before the film. 7 went; 8 were; 9 in; 10 was

75

M17 396 Phases1TB3 053 075 U05 06 R3.indd 75 18/07/18 17:33

 Revision
3
2 Ask the class to complete the questions about
the text in exercise 1 and answer them. Check
orally.

Answers
1 When did Leona become famous? She became famous in
2006 when she won a TV talent show. 2 How long has she been
a top-selling artist? She has been a top-selling artist since she
won the talent show in 2006. 3 What was/is the name of her
first single? ‘A Moment Like This’. 4 How many copies were
sold in just two days when Run was released? 69,244 copies
were sold in just a few days.

3 Write ‘This Band Rocks’ on the board explaining

it is the name of a film. Ask the class to imagine
they have seen the film because most reviews
were good. However, they did not like it. Invite
students to read the review and the notes so
as to write a negative review for their personal
blog. Read the review and the comments with the
class and discuss how they should organize the
blog entry.

PHASES EXTRA

Invite two or three volunteers to read their blog

entries and discuss the work with the class.

Closing phase
Have students work in pairs. One student goes
to page 102 and the other goes to page 107 to do
Communication Activity 3. The aim of this activity
is to revise narrative tenses, linkers and the use of
should or shouldn’t. Read the instructions aloud and
invite students to work with a partner and decide
who will be Student A. Elicit a few linkers expressing
sequence and time, and write them on the board
as a reminder. Give students a few minutes to look
at the corresponding pictures and make up a story.
Then they take turns to read it to their partner and
ask him/her for advice. Have them do the task as
you circulate monitoring their work.

76

M17 396 Phases1TB3 053 075 U05 06 R3.indd 76 18/07/18 17:33

 Unit
Good friends
7 Play ‘Sentence race’. Call a student out to the
Lesson 1
Aims
To learn and use vocabulary about making friends.
To read about making friends at home and abroad,
and do comprehension work.
To discuss cultural rules.
Initial phase
Divide the class into groups of four or five. Ask
students to look at the pictures on page 78 and
choose two. Have each group make up a story in
which they are the protagonists. Give them five
minutes to get ready to share their story with their
classmates. Invite two students from each group
to tell their stories. Vote for the funniest, the most
original or the best told.
Core
Vocabulary 1
Making friends
1 Read the phrases in blue and invite students to
match some of them with pictures 1–5. Make
sure they understand the meaning of all the
phrases.
Answers
1 take off your shoes; 2 point at someone; 3 shake hands;
4 be rude; 5 drink a toast
2 Play the track for students to listen and
2.23
repeat.
PHASES EXTRA
Ask in which situations they do each of the
actions described in exercise 1, eg: some people
click their fingers to call a waiter or to call
somebody’s attention.
3 Ask the class which of the actions in exercise 1
they have done today and in what circumstances.
Ask leading questions when students find it
difficult to describe them.
4 Have students read the sentences and choose
the correct words. Ask a student to read the first
sentence and check their work orally. Write the
answers on the board to avoid mistakes.
Answers
1 interrupt your conversation; 2 take off my shoes; 3 click
your fingers; 4 jump the queue; 5 be rude
M17 396 Phases1TB3 076 095 U07 08 R4.indd 77
PHASES EXTRA
front. Ask him/her to write a sentence with one of
the phrases that have not been used in exercise
4, eg: ‘tell jokes: My friend is very special. He
loves telling jokes, but sometimes people don’t
laugh at them.’ Divide the class into two teams.
Have students from both teams write their
sentences as quickly as possible. Once they have
finished, one member of each team writes them
on the board and shouts ‘Ready!’ Give one point
per correct sentence. The winner is the team
with the highest score.
5 2.24 Tell the class they will listen to Dan and
Megan talking. Play the track for them to say who
Dan has shaken hands with.
Audioscript/Answer
Megan Have you ever shaken hands with someone famous
Dan?
Dan Yes. I shook hands with the Prime Minister when
he visited my town. And you?
Megan No, I’ve never met anyone famous.
PHASES EXTRA
Play track 2.24 part by part and elicit repetition.
Correct pronunciation as well as intonation.
6 ABOUT YOU Have students work in pairs
to ask and answer the questions or conduct
a class discussion.
Workbook page 65
Reading 1
Cultural intelligence
7 Pre-reading: Ask students if they have ever been
abroad and if so, what their experience was like.
Then have students read the text quickly to see if
any of the mentioned customs are similar in their
country. Elicit answers and write some key ideas
on the board.
8 2.25Play the track and invite students to follow
the reading. They listen and check their answers
to exercise 7. Then play the track again for
students to listen and match headings 1–4 with
paragraphs A–D. Discuss and check the answers
orally.
Answers
A 4; B 2; C 1; D 3
77
18/07/18 17:38

PHASES EXTRA
Read some of the customs described in the
text in exercise 8 and have students say the
corresponding country, eg: Teacher: ‘They would
be pleased if you burp after a meal...’ Students: ‘...
in China.’
9 Ask the class to read the text again and answer the
questions in pairs. Check their work orally.
Answers
1 You should shake hands. 2 In Mexico. 3 In Chile. 4 You
mustn’t talk about money.
10 Have students work in pairs to discuss
other cultural rules they know. Invite a strong
pair to model and then circulate monitoring their
work. Help when necessary.
Closing phase
Invite students to work in pairs. They write some
true and some false statements about the text in
exercise 8. Then they exchange their sentences with
another pair and decide whether each statement is
either true or false.
Lesson 2
Aims
To talk about obligation, prohibition and advice
using modals.
To listen to a conversation about friendship groups
and do comprehension work.
To learn and practise modals of obligation,
prohibition and advice.
Initial phase
Revise the ‘making friends’ vocabulary. Say a verb or
ask a student to say it. Then ask another student to say
a phrase using that verb for a partner to make a false
sentence with it, eg: Teacher: ‘click’ Student A: ‘click
your fingers’ Student B: ‘People click their fingers after
they have paid the bill at a restaurant.’
Core
Grammar 1
Obligation, prohibition and advice
1 To contextualize your presentation, remind
students of the different cultural rules mentioned
78
M17 396 Phases1TB3 076 095 U07 08 R4.indd 78
in the text on page 79. Name different actions
and invite students to shout out the country
where those actions are culturally well-seen,
eg: Teacher: ‘be late’ Students: ‘Mexico’. Then
refer students to the grammar tables and ask
them to read the first three tables. Elicit the
different forms of expressing obligation and have
them think of other examples. Then elicit the
difference between mustn’t and don’t/doesn’t
have to (the first one expresses prohibition while
the second one expresses lack of obligation).
Make sure students understand this. Elicit
examples about their schools. Ask, eg: ‘What
mustn’t you do in class?’ ‘What mustn’t you do at
the library?’ ‘What mustn’t you do at break time?’
‘What don’t you have to do on Friday?’. Finally,
ask students to read the last table and elicit
more examples. Give students a few minutes to
read the rules and complete them. Discuss their
answers orally.
Answers
a obligation; b obligation; c shouldn’t; d mustn’t
2 Ask the class to read the sentences and choose
the correct words. Check their work orally.
Answers
1 must; 2 mustn’t; 3 mustn’t; 4 don’t have to; 5 have to;
6 mustn’t
PHASES EXTRA
Have students work in pairs to add three rules
for the summer camp. Discuss their work orally.
Write some of the sentences on the board.
3 Invite the class to complete the dialogue with
must, have to, don’t have to or mustn’t. Students
will check their answers in exercise 4.
4 Play the track for students to listen and
2.26
check their work. For the sake of cohesion in
your lesson, once you have checked all the
answers, you may have students practise reading
aloud expressively.
Answers
1 have to/must; 2 mustn’t; 3 have to/must; 4 mustn’t; 5 have
to/must; 6 don’t have to
LOOK!
Draw students’ attention to the Look! box and
elicit examples through these questions: ‘What
did you have to do when you went on holiday last
year?’ ‘What did you have to study last year?’
‘What did you have to wear when you were a
baby?’ ‘How much homework did you have to do
when you were in primary school?’
18/07/18 17:38

5 Ask students to read the text and choose the
correct words. Check their work orally and write
the words on the board to avoid mistakes.
Answers
1 don’t have to; 2 mustn’t; 3 has to; 4 have to; 5 doesn’t have
to; 6 mustn’t; 7 should
PHASES EXTRA
Have students work in pairs to ask and answer
questions about the text in exercise 5. Invite
some of them to write the questions and
answers on the board for class correction.
6 In pairs, students ask and answer about
obligation using the words in blue. Read the
words and model first. Walk around and monitor.
Workbook pages 66 & 67
In order to study and monitor their own learning,
refer students to the Language Database on
pages 125 & 126.
Listening
My gang
7 Pre-listening: Discuss if students think it is
better to have just one or two best friends or a
group of friends. Ask about the advantages and
disadvantages of each and have them compare
if their friends/classmates think similarly or
differently. Write their ideas on the board.
8 Pre-teach the word ‘gang’ as a group of
2.27
people who spend the time together and often
cause trouble. However explain that in this
context, the meaning is ‘just a group of friends
who hang out together and have a good time’.
Also, remind students of the phrasal verb ‘hang
out’ which means to go out with friends. Tell the
class you will play the track for them to listen for
gist. Ask what the conversation is about and let
them tell you what they have understood. Teach
the word ‘approachable’ (friendly and easy to talk
to). Then have students read the eight questions
silently and try to find the answers from what they
remember. Finally, play the track again for them to
check or correct their answers. Check orally.
Audioscript
My gang
Number 1
Interviewer Tell me about your best friend, Harry.
Harry I don’t really have a best friend. There’s a group
of us – Jimmy, Steve, Alex and me. We’re all best
friends. We like the same things… playing football,
going to parties, playing computer games.
Interviewer And what are your friends like?
M17 396 Phases1TB3 076 095 U07 08 R4.indd 79
7
Harry We’re different in some ways. Jimmy’s really
funny – a good laugh. Steve is very approachable,
friendly and easy to talk to. Alex and I are quieter.
Alex is really creative – he’s brilliant at art.
Interviewer And what about making new friends? Can
anyone join the group?
Harry Of course. There are a few rules, though.
Interviewer A few rules?
Harry You must love football, of course. You don’t have
to support Liverpool, but you mustn’t support
Manchester United. Oh, and you should like
skateboarding. If you don’t, you’ll be bored,
because we skate a lot. That’s all. Oh, and you
shouldn’t listen to dance music. We all like fast
guitar bands – skater music, you know. Oh, and
you ...
Interviewer Thanks, Harry.
Number 2
Interviewer OK, so, Maria. You have lots of friends but who’s
your best friend?
Maria I don’t really have a best friend. I just have friends.
Interviewer OK, so you all hang out together.
Maria No, no. I have lots of friends from different
places. Most of them don’t know each other.
Interviewer What do you mean?
Maria Well, I have friends from school, of course. But
they aren’t from the same class. For example,
I’m really good friends with Marcus, a boy in
the year above me, and I’m also really good
friends with Amelia, a girl in the year below me.
But Marcus and Amelia don’t really know each
other. Sometimes I hang out with Marcus and
sometimes with Amelia.
Interviewer OK. And what other friends have you got?
Maria I’m still friends with a few kids I went to primary
school with. We chat online sometimes. Then
I’ve got friends who live near the beach. We meet
up every summer. I’ve known them for about 12
years. I believe that friends don’t have to see
each other every day to be good friends.
Interviewer So, do you find it easy to make friends?
Maria Sure. I’m very lively and sociable. I love meeting
new people.
Interviewer And what sort of people do you like?
Maria Oh, all sorts. My friends don’t have to be creative
or funny – they can be whatever. I don’t care
what they look like. But they must be honest.
That’s the most important quality in a person
I think. A friend should always tell you the truth.
Answers
1 a; 2 c; 3 a; 4 c; 5 b; 6 a; 7 c; 8 c
PHASES EXTRA
Play the track and have students write down
the questions the interviewer asks. Play the
track again for students to try to memorize the
answers. Invite them to role play the interview
with a partner.
79
18/07/18 17:38

UPGRADE
This section may be done as a whole-class
activity or set as homework to be corrected orally
the following lesson.
A Tell the class that a word is missing from
each sentence and that they have to guess
and decide where to write it. Check their work
orally.
Answers
1 Friendship is an important issue now. 2 We often
read articles, listen to songs about friendship, chat
with and about friends. 3 But this is not something that
characterizes only the present. 4 There were important
friendships in history as well. 5 For example, most of us
have read The Lord of the Rings, and its writer had a very
famous friend, CS Lewis, the father of Narnia Chronicles.
6 The two men had something in common: they created
imaginary worlds and they shared not only their interest
in literature but also their religious beliefs.
B Ask the class to rewrite the sentences
using the beginnings given. Make sure they
understand that the sentence they provide has
a similar meaning. Check their work orally.
Answers
1 been my friend for five years. 2 should study hard.
3 drink a toast to our friendship. 4 was seen in the park.
Closing phase
Have students play the game ‘Guess the problem’.
Write these situations on slips of paper:
1 You have had a terrible stomach ache for a week.
2 You have a bad tooth and your face is swollen.
3 You have a party and you would like to wear
something new but haven’t got any money.
4 You didn’t study for your last test and got a low
mark. You don’t know how to break the news to
your parents.
5 You have a bad cold and a temperature.
6 You have just quarrelled with your boy/girlfriend
and are really sorry now.
7 You haven’t done your homework for today.
8 You have lost the mobile phone that your parents
gave you for your last birthday.
9 A boy from another school bullies you when you
walk home.
10 You have seen your dog eating your mother’s gold
ring.
11 A ball has fallen into your garden and you have
thrown it away. You discover it belongs to your
neighbours.
Divide the class into two teams and invite a student
to the front to model the activity. Have him/her pick
a slip and make as many sentences as possible
with should, shouldn’t, must, mustn’t, have to or
don’t have to. Invite the members of his/her team to
guess the problem, eg: ‘You have a bad cold and a
80
M17 396 Phases1TB3 076 095 U07 08 R4.indd 80
7
temperature.’ Student A: ‘I shouldn’t go out.
I should stay in bed because I mustn’t transmit the
virus. Perhaps I should see a doctor. I mustn’t go to
school. I don’t have to take antibiotics.’ Student B:
‘You have a bad cold and a temperature.’ Invite
students to take turns to come out to the front, pick
a slip of paper and make sentences for their team
to guess the problem. If they guess within the first
minute, they score ten points; if they guess within
the first two minutes, they score five points and
between the second and third minute, just one point.
Lesson 3
Aims
To learn and use verb and noun collocations.
To read and answer a questionnaire about boy-girl
relationships.
To use the second conditional to talk about
hypothetical situations.
Initial phase
Have students revise first conditional in connection
with superstitions. Write these ‘if’ clauses in two
columns on the board and give the class a few
minutes to match them:
1 If the palm of your hand itches, …
2 If you walk under a ladder, …
3 If you break a mirror, …
4 If you catch a falling leaf in autumn, …
5 If it rains on your wedding day, …
6 If you leave hospital on a Saturday, …
a you will not get married.
b you will have a good day.
c you will have many children.
d you will receive a present.
e you will soon be back.
f you will be unlucky for seven years.
Core
Vocabulary 2
Verb and noun collocations
1 Remind students what collocations are (words
that are combined naturally). Point out that in
English we do not say, eg: ‘say the truth’ but ‘tell
the truth’. Explain that there are no rules for
collocations. These combinations are a matter
of usage. Invite students to match some of the
phrases in blue with pictures 1–4. Check orally.
Accept different answers if students explain the
reasons for their choices.
18/07/18 17:38

Possible answers
1 spend time; 2 have an argument, result in an argument;
3 spend time, make/remain friends, have fun; 4 spend money
2 Play the track for students to listen and
2.28
repeat.
PHASES EXTRA
Invite students to talk about themselves using
the collocations in exercise 1. Ask, eg: ‘When
was the last time you had an argument?’ ‘Who
with?’ ‘Why?’ ‘Whose advice do you usually
follow?’ ‘When was the last time you asked for
advice?’ ‘Who did you ask?’
3 Explain to the class they will match beginnings
1–6 with endings a–f. Elicit the first sentence as
an example. Give students a few minutes and
check their work orally.
Answers
1 c; 2 f; 3 b; 4 e; 5 a; 6 d
4 Have students complete the sentences with verbs
from exercise 1. Elicit the first as an example
and give them a few minutes to do the exercise.
Check orally.
Answers
1 ask; 2 have; 3 tell; 4 remain; 5 wasting; 6 resulted;
7 spending, have; 8 spend
5 Ask students to work in pairs and take
turns to ask and answer the first three questions
and the last one in exercise 4. Invite a strong
student to model with you. Walk around and
monitor.
PHASES EXTRA
Ask the class to write five truths or lies using
the phrases from exercise 1. Give them four
minutes to do so. Have students read the
sentences to their classmates for them to guess
if they are true or false. If false, guess the true
answers, eg: Student A: ‘I spend most of my free
time cleaning my bedroom.’ Student B: ‘That’s
false. You spend most of your free time playing
computer games online.’
Workbook page 68
Pronunciation
\aI\\eI\
A 2.29Play the track for students to listen and
repeat the words. Elicit other examples with
each diphthong. Point out the different letter
combinations corresponding to each phoneme,
eg: \aI\: time, bike, nice, buy, kind, fried, try, tried;
\eI\: pay, paper, wait, say, rain, may, remain.
M17 396 Phases1TB3 076 095 U07 08 R4.indd 81
7
B Play the track for students to listen and
2.30
repeat the sentences. Check pronunciation as
well as intonation.
Audioscript
1 Don’t waste your time telling lies.
2 They made friends the very same day they arrived.
Reading 2
Questionnaire
6 Draw students’ attention to the pictures and
ask them to predict what the questionnaire
will be about. Accept different answers. Have
students read the questions quickly and check
their predictions. Make sure they understand
the meaning of ‘apologize’ (say that someone’s
sorry). Have the class choose the best title for
the questionnaire. Discuss.
Answers
c Boyfriends and girlfriends – what would you do?
7 Play the track. Ask the class to listen as
2.31
they read and choose the best answers for them.
8 Invite students to compare their answers with
their classmates and check if boys and girls have
similar answers. Discuss.
PHASES EXTRA
Find out what the most popular answers were by
having students raise their hands for the answer
they gave to each question.
Grammar 2
Second conditional
9 Revise some of the superstitions presented in
the Initial phase of this lesson. Elicit the tenses
used (present simple and future simple). Then
draw students’ attention to the first sentence in
the grammar table and elicit the tenses used
(past simple and conditional simple – would +
bare infinitive). Show students how the order of
the two clauses can be reversed, eg: ‘I would
apologize if I had an argument’ or ‘If I had an
argument, I would apologize’. Point out that
when the ‘if clause’ is at the end, we do not use
a comma. Invite students to reflect. Ask if we are
talking about the past when we use sentences
like the one in the table. Invite them to read the
sentences in the grammar table and answer the
questions. Discuss their work orally.
Answers
1 past simple; 2 conditional simple; 3 Yes, it can. 4 b
10 Ask the class to read the sentences and choose
the correct words. Check their work orally.
81
18/07/18 17:38

Answers
1 would, was; 2 would go, didn’t; 3 told, wouldn’t be;
4 Would you tell, didn’t
11 Make sure students understand how to make
questions. Have them complete the sentences
with the second conditional. Check their work on
the board and invite them to read the questions
aloud at the end.
Answers
1 Where would you go if you had money? 2 What would you do
if your friend told you a lie? 3 What would you do if you found
a wallet in the street? 4 Who would you invite if you won a
holiday for two? 5 Where would you live if you were
a millionaire?
PHASES EXTRA
Students write three more questions using the
second conditional. Check orally.
12 Explain that ‘If I were’ is more common
that ‘If I was’. Invite students to take turns to
ask and answer the questions from exercise 11
plus the three questions they have written down
in the Phases extra section above. Walk around
and monitor. Provide help if necessary.
Workbook pages 69 & 70
In order to study and monitor their own learning,
refer students to the Language Database on
pages 126 & 127.
Closing phase
Play ‘Let’s hypothesize’. Write these situations on
slips of paper:
1 win the lottery
2 find a burglar at home
3 see a thief steal a lady’s handbag
4 receive an anonymous box of chocolates
5 receive an invitation to a cocktail at the British
embassy in your country
6 see a UFO through your bedroom window
7 find a mouse under your bed
8 find a cockroach in your spaghetti
9 take somebody else’s backpack by mistake
10 find a mobile phone on the bus
11 meet your favourite singer when you open the
door to go to school
Divide the class into two teams and ask a student
to pick a slip of paper and read the situation aloud.
Then have him/her make a second conditional
question for a member of his/her own team to
answer. Explain that if both the question and its
answer are correct, the team scores five points.
If only one is correct, they score two points.
82
M17 396 Phases1TB3 076 095 U07 08 R4.indd 82
7
Lesson 4
Aims
To develop speaking skills: A party.
To write a formal letter using linkers of contrast
and addition.
Initial phase
Revise character adjectives. Have students describe
their best friends and take this chance to pre-teach
or revise these adjectives: ‘easy going’, ‘chatty’,
‘moody’, ‘generous’, ‘unsociable’, ‘energetic’,
‘confident’, etc. You can also invite a student to say
adjectives that describe a partner for the class to
guess who he/she is.
Core
Speaking
A party
1 Invite a student to read the questions and
talk about parties. Avoid correcting unless
communication is impaired. At this stage, we
focus on fluency rather than on accuracy.
2 2.32 Tell students they will listen to Abbie and
Mike. Draw their attention to the question and
play the track.
Audioscript/Answer
Abbie Hi, Mike! What was the party like on Saturday?
Mike It was great. I had a lot of fun and I met this girl
called Greta.
Abbie Greta? Where’s she from?
Mike She’s Norwegian, but she’s lived here for years.
Abbie Oh yeah? So, what’s she like?
Mike She’s friendly, funny and quite talkative.
Abbie And what does she look like?
Mike She’s tall and she’s got brown eyes and blonde hair.
And we’ve got a lot in common.
Abbie What does she like doing?
Mike She likes playing tennis and watching films.
Abbie You should call her.
Mike I did. We’re meeting next weekend.
3 Give students a few minutes to go through
2.32
the dialogue and then play the track again for
them to listen and complete. Invite them to check
in pairs first and then check orally. Make sure
they understand the difference between ‘What
is she like?’ and ‘What does she look like?’ (The
first one asks about character while the latter
focuses on physical description.)
Answers
1 like; 2 had; 3 quite; 4 look; 5 doing; 6 watching
4 Play the track once again and have students
listen and read. Give them a few minutes to
practise the dialogue in pairs and invite them to
18/07/18 17:38

role-play it. If necessary, play the track part by
part eliciting repetition before the role-play.
Speaking Task
5 Students choose a partner to create a
dialogue and act it out following the three steps
given. Give the class a few minutes to read the
fact files or think of one by themselves. Ask them
to think about the questions they should ask and
the answers their partner could give using the
fact file and the model dialogue in exercise 3.
Invite the class to act out the dialogues. You may
ask two or three pairs to perform the dialogue at
the front.
Unit 7 Speaking Task
(see Teacher’s Resource Centre)
Writing
A formal letter
6 As students must have studied formal and
informal writing at school, ask in what situations
you are likely to write an informal letter or email
and in which a formal one. Ask if they know
what characteristics formal writing has (more
formal linkers, no contractions, formal words
in general, a specific layout). Invite the class to
look at the letter and say if they think it is formal
or informal and why. Then ask students to read
the letter and answer the questions. Discuss the
answers orally. Point out the opening and closing
expressions. Explain we use these when we do
not know the name of the person we are writing
to. When we do know, we just write, eg: ‘Dear Mr
Thomas Brown’, ‘Yours sincerely’.
Answers
1 He is writing to Young Achievers. 2 He is writing to nominate
his friend, Jo Henley, for the Young Achievers Award.
3 Because although she is only 16, she has achieved a lot.
She looks after her father while her mother is at work.
She does the cooking for her whole family as well as her
homework every night. Furthermore, she has raised money
for charity by doing sponsored runs. In addition, she’s a
fantastic friend, and she plays the drums and has excellent
marks at school.
PHASES CULTURE
The Young Achievers Awards are given in four
categories: Art, Environment, Community and
Sport. The awards are judged by young people,
who look for evidence of an individual’s personal
growth, leadership and community impact.
M17 396 Phases1TB3 076 095 U07 08 R4.indd 83
7
PHASES EXTRA
Read the previous Phases Culture box aloud
and ask students if they know of any similar
organization or award in their country.
PHASES EXTRA
Have students underline the linkers in the letter
in exercise 6 and discuss if they express addition
or contrast. Refer the class to the Look! box and
elicit examples. Read these pairs of sentences
and have students join them with a linker of
addition or contrast:
1 Tom is very eccentric. He is very
approachable. (although, but, however)
2 Fiona is very thoughtful. She is not reliable.
(although, however, but)
3 My sister is really good at sport. She is very
clever. (and, besides, furthermore)
4 John can speak five languages. He’s now
learning Arabic. (and, besides, furthermore)
7 Ask students to identify elements a–h in the
letter. Check the answers orally.
Answers
(letters a–h are in the order in which they appear in the letter)
d; c; g; e; a; h; f; b
8 Have students rewrite the sentences including
the words in brackets (linkers). Check the
answers on the board.
Answers
1 Although Mike is a bit shy, he’s very friendly. 2 Sophie is very
talkative, however, she’s not very confident. 3 My brother is
very good at sport, furthermore, he’s very clever. 4 Ava can
already speak two languages. In addition, she’s now learning
Chinese.
Writing Task
Tell students that they will work on their own formal
letter. Tell them to follow the three steps given.
Explain that they will have to create a similar piece
of writing as the one Raj wrote.
1 Invite students to make notes for their letter of
recommendation. Ask them to think who they
would recommend and why. Ask them to make
notes saying what their friend’s achievements
are, what he/she is like, the efforts he/she
makes, etc.
2 Have students organize their notes into paragraphs
and write a formal letter of recommendation
following the suggested structure and the model
letter in exercise 6. Circulate monitoring their work
and helping if necessary.
83
18/07/18 17:38

3 Ask students to go through the given checklist so
as to make sure they have included vocabulary
related to making friends, verb and noun
collocations, modals of obligation, prohibition
or advice, as well as linkers of addition and
contrast. Have students check their work and
write their final version. You may do the editing
work of one sample letter orally to help students
become aware of the importance of this stage.
Workbook page 72
2 Ask students to look for words 1-6 in the text
Closing phase
Invite a few volunteers to read their letter and
elicit comments about it, eg: if students know the
recommended person, if they agree on the reasons
to nominate him/her for the award, as well as if the
letter has been written following the instructions or
if there are any language difficulties that are worth
pointing out.
Lesson 5
Aims
To learn factual information about famous
friendships.
To visit different websites to find specific
information about other famous friendships.
To read about John Lennon and Paul McCartney’s
friendship and do comprehension work.
To integrate what students have learnt so far.
Initial phase
Write some key words or phrases related to The
Beatles on the board, eg: ‘popular and legendary’,
‘four’, ‘1960’, ‘yesterday’, ‘England’, ‘Yoko Ono’.
Invite students to guess what all this information
refers to. Once students have guessed, have them
ask questions to the given information, eg: ‘When
did The Beatles form?’ (In 1960.) ‘How many
members were there in the band?’ (Four.) ‘What type
of a band is it?’ (Popular and legendary.) ‘Which was
a very famous song?’ (Yesterday.) ‘Who was one of
John Lennon’s wife?’ (Yoko Ono.)
Core
Culture
Famous friendships
1 Pre-reading: Ask students to look at the
2.33
pictures and to read the title. Have them share
what they know about these two members of the
84
M17 396 Phases1TB3 076 096 U07 08 R4.indd 84
7
legendary rock band The Beatles. Write down
some key ideas on the board so that they can
cross-reference once they have read the text.
Play the track for students to listen as they read
the text. Then give them a few minutes to answer
the questions. Ask them to check in pairs and
finally check orally.
Answers
1 They lived in Liverpool. 2 Julia was John Lennon’s mother.
3 Paul McCartney’s father played the piano in a jazz band.
4 Lennon was the angriest of the two. 5 Ten years.
and then match them with the corresponding
definitions according to their meaning in context.
Check the answers orally.
Answers
1 e; 2 a; 3 f; 4 b; 5 c; 6 d
Allow students to go through the text once again
and guide them into guessing the meaning of
other unknown words from the context.
PHASES EXTRA
Ask students to look for interesting facts about
the other members of The Beatles: George
Harrison and Ringo Starr.
PHASES CULTURE
The Beatles – the other members
• George Harrison (25th February 1943–29th
November 2001) was lead guitarist as well as
a singer-songwriter on many of The Beatles’
memorable hits. His diverse musical interests
took The Beatles to many different directions.
After the band split, he started a successful
solo career. Unfortunately, he died of cancer
at the age of 58.
• Ringo Starr (7th July 1940) became famous
in the early 1960’s as the drummer of The
Beatles. He’s still alive and he’s the richest
drummer of all time. He was well-known for
his easy-going personality. While the other
members shone for their musical talents,
Ringo was the sparkling ingredient of the
band’s emotional stability and good mood.
PHASES EXTRA
Ask the class to work in pairs to write five
sentences with some false information about
the text in exercise 1. Have the pairs exchange
sentences and correct them. Discuss their work
orally.
7/20/18 15:14
 7
3 ABOUT YOU Ask students if they can think
of famous friendships in their country. Tell them
to think about the world of sport, entertainment
or fashion. If they cannot think of any friendships,
invite them to investigate and discuss their work
the following class.

Webquest
Encourage students to navigate the web and
investigate about famous friendships in history.
Raise motivation by asking students about famous
people who were friends, eg: ‘Were John Lennon
and Mick Jagger friends?’ Other pairs could be:
Thomas Edison and Henry Ford; Mark Twain and
Nikola Tesla; John F Kennedy and Frank Sinatra;
Arthur Conan Doyle and Harry Houdini. This activity
could be done for homework as well. Discuss what
else they can find out when they visit the website.
Possible answer
Nikola Tesla, the famous inventor and engineer, became seriously
ill as a little boy and he spent a lot of time in bed reading Mark
Twain’s early stories with great enchantment. In the 1890s, they
eventually met in person at a private party. According to Tesla,
when he told Twain about that story from his childhood, the
writer got too emotional and burst into tears. There are lots of
photographs of the two of them together.

Closing phase
In pairs, invite students to choose a famous couple
of fictional friends, eg: Batman and Robin, Han
Solo and Chewbacca, Harry Potter and Hermione,
etc. Have each write a short dialogue between
the chosen characters as if they were having an
argument.

Progress check
Answers
1 1 Shake; 2 kiss; 3 takes off; 4 tell; 5 point; 6 click
2 1 c; 2 e; 3 d; 4 b; 5 a
3 1 should; 2 doesn’t have to; 3 mustn’t; 4 had to; 5 have to
4 1 What would you do if you saw your friend stealing? 2 If you
had an argument with your best friend, would you apologize
first? 3 If Steve gave me a present, I would ask him out. 4 I’d be
very angry if my best friend was not honest with me. 5 If I was
famous, I’d still spend time with my friends. 6 Len would be
sad if I didn’t tell him the truth.
Integration
1 should; 2 have to; 3 like; 4 funnier; 5 too; 6 ’d invite; 7 knew;
8 are you going to have

85

M17 396 Phases1TB3 076 096 U07 08 R4.indd 85 7/20/18 15:14

 Unit
Special stories
8 Elicit examples using different tenses, eg:
Lesson 1
Aims
To learn and use phrasal verbs.
4 Ask students to complete the sentences with
To read a short story and do comprehension work.
To learn about semantic fields.
Initial phase
Have students make up a story. Make a small paper
ball and throw it to a strong student as you say,
‘I got up early yesterday because I had a lot of things
to do before my best friend’s birthday party.’ Ask
him/her to continue the story. Once the student has
provided a second sentence, ask him/her to throw
the paper ball to a third student to go on with the
story, and so on. Proceed in the same way until the
story gets to a logical ending.
Core
Vocabulary 1
Phrasal verbs
1 Ask the class what phrasal verbs are
(combinations of verbs + an adverbial particle).
Elicit a few of the phrasals they know, eg: ‘get
up’, ‘make up’, ‘go away’. Read the phrasal verbs
in blue and ask students to match some of them
with the pictures. Do so orally. Then explain the
meaning of the rest of the phrasals.
Answers
1 wake up; 2 pass out; 3 break down; 4 take off
look forward to: feel excited about something that is going
to happen; leave behind: not take something or someone
with you when you go somewhere; make out: decipher or
understand; break down: of a machine or device to stop
working; bring up: educate; run away: escape; give up:
abandon a habit or hobby
2 2.34 Play the track for students to listen and
repeat.
3 Give students a few minutes to match some
of the phrasal verbs in exercise 1 with their
meanings. Check orally.
Answers
1 run away; 2 pass out; 3 take off; 4 wake up; 5 make out;
6 break down; 7 bring up
86
M17 396 Phases1TB3 076 095 U07 08 R4.indd 86
PHASES EXTRA
Teacher: ‘educate, present simple’ Student A:
‘Most parents bring their children up with a lot
of freedom nowadays.’
phrasal verbs from exercise 1. Give them a few
minutes and check their work orally.
Answers
1 looking forward to; 2 took off; 3 left, behind; 4 passed out;
5 given up; 6 make out
PHASES EXTRA
Have students play ‘Phrasal bingo’. Draw a six-
box grid on the board and ask the class to copy
it into their folders. Ask students to choose six
phrasal verbs from exercise 1 and write one in
each box of the grid. Tell students that you will
read a short text and that they have to cross out
the phrasal verbs they hear. When they have
crossed out the six phrasals on their grid, they
should shout ‘Bingo!’ The winner is the student
who first shouts ‘Bingo!’ Read this text aloud:
‘Yesterday was one of those days when
everything goes wrong. When I woke up early
in the morning, I was really looking forward to
boarding the plane to Paris. So I got out of bed
quickly, got dressed and called for a taxi. When
the car arrived, I locked my house and got in.
I was about to arrive at Heathrow Airport when
I realized I didn’t have my laptop with me. ‘I’ve
left my laptop behind,’ I said to the taxi driver, so
we returned home immediately.
When I arrived, I was surprised to see a note on
the living room table. It was from my brother but
I couldn’t make out the message. It said, ‘Passed
out. Poor mobile signal. Come to St Mary’s
Hospital at once.’ What did that mean? Who
passed out? Where was St Mary’s Hospital? Of
course, I rushed to the hospital and by the time
I was getting there, my plane was taking off. I
asked the nurse at a reception desk if a Joe Grant
was there and she informed me that he was on
the third floor. As you can imagine, I was so lucky
that the lift broke down when I was in it and a
security guard had to help me out. To cut a long
story short, my brother is still in hospital and I
couldn’t travel to Paris. A good thing is that I am
taking care of my brother and I can’t smoke in the
hospital so I have decided to take advantage of
this situation and give up smoking.’
18/07/18 17:38
 8
5 Invite the class to read the two questions.
2.35 tail
Then play the track for students to listen to Mary window
and Callum and find the answers. Discuss. cabin

Audioscript/Answers
Callum Where were you brought up? cockpit
Mary I was born in India but I was brought up in York.
Callum Have you ever returned to India? seat
Mary No, I haven’t, but I’m looking forward to going
there for my summer holidays. wings

6 Have the class work in pairs to ask and door

answer the two questions from exercise 5 in the
second person singular as in the example. Model
with a student first and then monitor their work.
Workbook page 75
Reading 1
A building in the sky!
7 Pre-reading: Draw students’ attention to the
picture and ask what is unusual about it (there
is a building in the air). Invite students to predict
what the story is about, as well as the phrasal
verbs from exercise 1 that they expect to find in
the text. Accept all answers.
8 Play the track, if possible with books
2.36
closed, for students to listen and check their
predictions. Discuss. Then play the track again
for students to read, listen and answer the
questions. Discuss their answers orally.
Answers
1 Because Juan got a good job in the USA. 2 She felt anxious
and frightened because it was her first flying experience.
3 Because they thought it was a joke. 4 She was thinking
about her new life in New York. 5 It had five storeys with a lot
of lights, big windows and a bright green door. 6 Students’
own answers
PHASES EXTRA
Give the class a few minutes to summarize
the story in five sentences. Discuss their work
orally.
LOOK!
Invite students to organize the vocabulary they
learn into semantic sets. Ask the class to add
words to the list given without using the ones in
exercise 9, eg: ‘exit’, ‘snack’, ‘departure’, ‘take off’,
‘landing’. Write other lexical sets on the board, eg:
‘furniture’, ‘eating habits’, ‘music’ and elicit words
for each.
9 Have students label the parts of the plane.
Use the picture to teach the unknown words.
aisle
Closing phase
Organize the class into groups and give them a
few minutes to change the ending of the story in
exercise 8. Invite students to share their ideas with
their classmates. Have the class vote for the best
ending.
Lesson 2
Aims
To learn and use said and told to report affirmative
statements.
To listen to part of a TV programme about amazing
stories.
To focus on the differences between \O\, \O…\ and
\´u\.
Initial phase
Recapitulate the story ‘A building in the sky!’ by
asking students these questions: ‘What was Jane
Newton’s job?’ ‘Where was she brought up?’ ‘Why
did the couple decide to move to the USA?’ ‘What did
the passengers have during the flight?’ ‘Did the pilot
have any international flight experience?’ ‘Did Jane
tell the flight attendant what she could see in the
sky?’ ‘Why do you think she made a drawing of what
she could see?’ Invite some strong students to retell
the story.
Core
Grammar 1
Reported speech: say and tell
1 Ask the class to read the sentences in the
grammar table and match them with the actual
words. Do this orally.
Answers
b; c; a

87

M17 396 Phases1TB3 076 095 U07 08 R4.indd 87 18/07/18 17:38

 2 Ask the two questions and invite students
to look at the sentences in the grammar table to
answer them.
Answers
1 You say something and you tell someone about something.
2 No. 3 Present simple becomes past simple.
TEACHING TIP
Explain that reported speech is used to report
what somebody else says. When we want to
report a statement or someone’s thoughts, we
usually use a clause beginning with ‘that’ which
is omitted in informal speech or writing. In this
lesson, affirmative and negative statements
will be presented. Highlight the fact that when
the reporting verb is in the past, the verb in the
clause shifts one tense back into the past, eg:
present perfect shifts into past perfect. Elicit a
few examples. Write some of them on the board.
Make sure students understand that we do not
use the indirect object with said. Have students
compare with their L1.
3 Ask the class to read the sentences and choose
the correct words. Check orally.
Answers
1 said; 2 told; 3 could; 4 was; 5 didn’t; 6 flew
4 Have students match beginnings 1–5 with
endings a–e. Give them a few minutes and check
their work orally. Write the answers on the board
to avoid mistakes.
Answers
1 c; 2 e; 3 b; 4 d; 5 a
PHASES EXTRA
Ask students to write three things they told their
friends the last time they chatted on a sheet of
paper. Their sentences should be in the present
simple. Tell students they should not show it
to the partner next to them. Invite a student to
whisper his/her sentences into his/her partner’s
ear for him/her to report to the class. To check if
the reported speech sentence is correct, ask the
first student to read what he/she wrote on the
sheet of paper. Do the same with the rest of the
class, eg: Student A whispers: ‘I never go out on
Sunday evening.’ Student B: ‘He said he never
went out on Sunday evening.’ Student A shows
his/her sheet of paper with the sentence: ‘I never
go out on Sunday evening.’ Write on the board
two of the sentences the students have written
together with the corresponding reported
speech. Systematize: explain the tense shift and,
if you consider it necessary, have the class copy
them into their folders with a suitable title, eg:
‘Reported speech: present  past’.
88
M17 396 Phases1TB3 076 095 U07 08 R4.indd 88
5 Ask the class to read the sentences and rewrite
them using the beginnings given. Elicit the first
as an example and give the class a few minutes
to do the rest. Check their work on the board.
Answers
1 that she didn’t like travelling by plane. 2 his friend that the
weather was not good enough for flying. 3 said that her sister
only travelled by train. 4 the customer that he/she couldn’t
offer him/her a better seat. 5 that they always met at the
airport. 6 the passengers that they were flying at an altitude
of 30,000 feet.
Workbook pages 76 & 77
Pronunciation
\O\ \O…\ \´u\
A Utter the three sounds for students to repeat.
Then invite them to read the words in the box,
correcting whenever necessary so that they get
the right sound quality. Have them write the
words under the correct sound. Students will
check their answers in exercise B.
B 2.37 Play the track for the class to listen and
check their work.
Audioscript/Answers
\O\ off, offer, cockpit, shop
\O…\ door, forward, brought, saw
\´U\ grow, told, broke, go
Finally, give the class two minutes to write two
other words in each column, eg: ‘\O\: because,
Tom’; ‘\O…\: report, caught’; ‘\´U\: don’t, told’.
Check orally.
In order to study and monitor their own learning,
refer students to the Language Database on
page 127.
Listening
Just on time!
6 Draw students’ attention to the pictures and tell
them they will listen to part of a TV programme
about amazing stories. Remind them that
‘amazing’ means surprising, unusual. Then invite
students to use the three pictures to predict the
story. Listen to their predictions and accept them
all. Avoid correcting mistakes at this stage.
7 2.38 Play the track for the class to listen and
check their predictions. Then have students tick
the actions they hear. Check orally.
Audioscript
Presenter Good evening! Welcome to another edition of Your
story amazes us! Today we have three fantastic
unusual stories. Our first guest today is Henry
Wilkins. Good evening, Henry. How are you today?
Henry Fine, thank you.
18/07/18 17:38
 8
Presenter You’ve come to tell us an unusual story. Is that
right?
Closing phase
Henry Sure. It’s a story that my mum often told If you have done the Upgrade section with
anybody who was eager to hear. Her brother the whole class, give students three minutes to
was interested in animals and spiders were his re-read and memorize as many details as possible
favourite. He kept three in his bedroom and he about Rose’s story. Then have students work
caught insects to feed them. Peter, that was my in groups and change the ending of the story.
uncle’s name, said that his spiders were not
Alternatively, if only a few students have done the
dangerous. One day, when he was about twelve
Upgrade section, ask them to tell the story to the
or thirteen years old, he was in his bedroom and
he decided to take one of the spiders to school rest of the class and then organize the class into
to show it to his classmates. He took the biggest groups for them to change the ending.
one, and put it in a box but as he was doing this,
the spider bit his hand three times. Peter shouted
but my grandmother couldn’t hear him because

Lesson 3
she was doing the laundry. Uncle Peter fell to
the floor. A few minutes later, my grandmother
walked into his bedroom and found him there,
unconscious. She drove him to hospital but Aims
the doctors said that they couldn’t do much
To learn and use vocabulary about crime.
to save his life. The spider was poisonous! My
grandmother was a very religious woman. She To read a true story about a crime and do
said, ‘I must help Peter.’ She decided to start comprehension work.
praying. She prayed and really felt hopeful. After
To report orders and requests.
some hours, Peter opened his eyes slowly and
asked her, ‘Why am I here?’ The doctors couldn’t
find an explanation to his remarkable recovery. Initial phase
Answers
Have students revise reported speech. Ask them
2; 3; 5; 6; 8
to take out a sheet of paper and write who their
8 2.38Play the track a second time for students favourite actor is and why, what their favourite TV
to listen and complete the sentences. Discuss programme is and why and what they like and do
their work orally. not like doing at weekends. Have students exchange
Answers their sheet of paper with the student sitting behind
1 three fantastic unusual stories. 2 his uncle Peter. 3 insects them. Invite them to report what each student said
to feed his spiders. 4 one of his spiders to school. 5 put it in to the student sitting next to them.
a box. 6 they couldn’t save his life. 7 recovered.

UPGRADE Core
These exercises may be done in class or set as Vocabulary 2
homework. They may be done by the whole class Crime
or by fast finishers.
A Students read the text and complete it with 1 2.39 Ask students to match some of the words

only one word in each blank. Discuss their and phrases in blue with pictures 1–4. Check the
work orally. answers orally.

Answers Answers
1 when/before/after; 2 and; 3 washing; 4 so; 5 up; 6 for; 1 break into a house; 2 a shoplifter; 3 a pickpocket;
7 was; 8 but; 9 became/was; 10 will 4 fingerprints
B Students complete the conversation between Give definitions to teach the rest of the words,
Melinda and Rose. Check their work orally. eg: ‘to report a theft’ means to make a statement
Have some students write the answers on the about what is missing and if you have ‘witnessed
board for class correction. the crime’, you give details about it. Then play the
Answers track for students to listen and repeat. Have them
Why are
PHASES you so happy; When did he find it; How did you
EXTRA pay special attention to sound quality in ‘theft’.
feel/react when you saw the ring; Why aren’t you wearing
Askthe
students
ring now;to
Areretell the to
you going story
take in
it tono
themore than/
jeweller’s 2 Ask students to complete the sentences with
Are you
eighty going to buy a new one
words. words or phrases from exercise 1 in the correct
form. Give them a few minutes and check their
work orally.
Answers
1 broke into; 2 shoplifter; 3 report a theft; 4 fingerprints;
5 witness

89

M17 396 Phases1TB3 076 095 U07 08 R4.indd 89 18/07/18 17:38


PHASES EXTRA
Invite students to work in pairs. Give them four
minutes to make up a story using as many
words from exercise 1 as possible. Have them
share their stories with the class.
Workbook page 78
Reading 2
Not a coincidence
3 Draw students’ attention to the picture and the
title of the article. Ask them to predict what the
text is about. Then have students read the text
quickly and find and write down a street name,
three things Monica had in her handbag and what
the lady wanted to buy. Check the answers orally.
Answers
a St Peter’s street; b money, credit cards and her passport;
c a pair of boots
4 2.40 Use the text to pre-teach ‘wallet’ and ‘give
directions’. Then play the track for the class to
read, listen and answer the questions. Discuss
their work orally.
Answers
1 It happened five months ago. 2 He said he wanted to go
to the railway station. 3 Because Monica couldn’t take her
wallet out. 4 Yes, there was a witness who gave a detailed
description of the criminal. 5 Because he was the man who
had stolen her handbag five months ago. 6 That the lady
took out Monica’s wallet to pay for the boots.
5 Ask the class to find words in the text with the
meanings given. Check their work orally and
write the answers on the board.
Answers
1 calmed down; 2 witness; 3 incident; 4 realized
PHASES EXTRA
Divide the class into two groups. Invite group A
to think of the conversation between Monica and
the police officer when she went to the police
station to report the theft. Have group B think of
the conversation between Monica and the lady
at the shop from the moment Monica realized
the wallet was hers. Then have students in each
group work in pairs. Give them five minutes to
make notes on the conversations. Ask different
pairs to role-play at the front. Avoid correcting
unless the mistake is worth it.
6 Have students write about 50 words on what
Monica did when the couple left the shop so as to
provide a new ending to the story. Discuss their
work orally. Invite students to read their new
endings. Have the class vote for the best one.
90
M17 396 Phases1TB3 076 095 U07 08 R4.indd 90
Grammar 2
Reported speech: orders and requests
7 Go through the sentences in the grammar table,
eliciting the direct speech. Then ask the class to
complete the rules.
Answers
a asked + to infinitive; b ordered or told; c to infinitive
8 Ask the class to match the direct speech
sentences 1–5 with the reported sentences a–e.
Check their work orally.
Answers
1 b; 2 c; 3 d; 4 a; 5 e
TEACHING TIP
Use the examples to point out how personal
pronouns and possessive adjectives change in
reported speech sentences. Ask the class which
sentence in exercise 8 illustrates the picture. If
you wish, have students comment on the picture.
Ask leading questions if necessary.
PHASES EXTRA
Divide the class into two teams and invite
students from each team to take turns to say
reported speech sentences. Have members of
the opposing team to provide the corresponding
direct speech sentences, eg: Team A: ‘The
teacher asked me to lend her my book.’ Team B:
‘The teacher said, “Can you lend me your book?”
or “Lend me your book, please.”’ Ask students
to focus on orders and requests. Elicit one as an
example and give each team five points for each
correct answer.
TEACHING TIP
Although the imperative form is the exact answer,
the first question provided with ‘can’ has the
same functional value and thus can also be
accepted as a request.
9 Have the class read the sentences and rewrite
them using the beginnings given. Elicit the first
as an example. Then give students a few minutes
to do the task. Check their work on the board.
Answers
1 ordered the thief to put his/her bag on the floor. 2 asked
me to go with him/her to the cinema. 3 asked us not to open
the window. 4 told his son not to be rude to him. 5 asked his/
her mum to read a story to him/her. 6 told his secretary not to
send any more emails that day. 7 to lock the door and switch
off the lights.
Workbook pages 79 & 80
In order to study and monitor their own learning, refer
students to the Language Database on page 127.
18/07/18 17:38

Closing phase
• Write these beginnings on the board:
1 On your first day at school this year, …
2 When you were in kindergarten, …
3 In your first English lesson, …
4 In your last gym lesson, …
Ask students to write three things they were
asked/told to do in those situations. Have a strong
student give an example, eg: ‘On my first day at
school this year, the maths teacher asked me to
solve an exercise on the board.’ Give students five
minutes to work on their own. Check their work
orally.
• Have students work in pairs. One student goes
to page 102 and the other goes to page 107 to do
Communication Activity 4. The aim of this activity
is to revise reported speech. Decide who will
be Student A and who will be Student B. Read
the instructions aloud and make sure the class
understands that both students will report the
same thieves’ words, but that the sentences that
student A has are different from the ones that
student B has. Give the class two minutes to think
how they will report the sentences. Have them do
the task as you circulate monitoring their work.
Discuss with the class who they believe, Mark or
Daniel. Invite them to justify their choice.
Lesson 4
Aims
To develop speaking skills: Telling a story.
To write a short story.
Initial phase
Have students revise reported speech. Write sixteen
reported speech sentences on separate slips of
paper. Include affirmative and negative sentences as
well as orders and requests, but include a mistake
in some, eg: ‘My sister asked to me drive her to
her gym class.’ (incorrect) ‘The gym teacher said
she wasn’t feeling well.’ (correct). Divide the class
into two teams and invite a member of each team
out to the front to pick a slip of paper and read the
reported speech sentence properly. If the sentence
is correct, they read it as it is. If they spot a mistake,
they ought to correct it. Then a second member
of each team provides the corresponding direct
speech. Give two points per correct answer.
M17 396 Phases1TB3 076 095 U07 08 R4.indd 91
8
Core
Speaking
Telling a story
1 2.41 Play the track. Have students listen to
Molly’s story. Then ask the class to tell you what
the story is about. Discuss what students do
when they meet their friends.
2 2.41 Play the track again for the class to
complete the story with the missing information.
Alternatively, students may try to complete the
story from what they can remember and then
listen and check their answers.
Answers
1 us; 2 ever; 3 when; 4 good; 5 surprised; 6 another
3 Give the class a few minutes to memorize as
much of the story as possible and then practise
telling it to their partner. Circulate monitoring
their work.
PHASES EXTRA
Invite a few students to change the story
from ‘At a certain moment, ...’. To guide their
work, you may give them an example, eg: ‘At
a certain moment, Alice’s mother served fish
for dinner, but Alice had forgotten to mention
he was vegetarian. The boy got angry and left
immediately’.
Speaking Task
4 Explain to the class they will tell a story
to their classmates. To do this, they have to
follow the three steps given. Read the steps
aloud to make sure they understand what they
are expected to do. Ask students to choose a
story their parents often told them when they
were younger or to invent one. Give them one
minute for that. Have students make notes
about the main facts in the story in answer to
the questions using the language given. Give
them a few minutes to do this. Circulate as they
do so, checking their work and helping them if
necessary. Finally, give students a few minutes to
practise telling their story and then invite them
to take turns to tell the story to their classmates.
PHASES EXTRA
You may invite some students to tell their story
to the rest of the class. Students guess if it is
true or if they have made it up.
Unit 8 Speaking Task
(see Teacher’s Resource Centre)
91
18/07/18 17:38
 Writing
A story
5 Read the title and elicit the characteristics of a
good story (clear setting, effective transitions,
a weird element, an effective ending). Then have
students read the story and choose the correct
words. Check the answers orally.
Answers
1 at; 2 went; 3 was; 4 kind; 5 but; 6 when; 7 late; 8 got on; 9 meet
6 Ask students to read the text again. Then they
go through the given statements and decide
whether each of them is either true, false or not
mentioned. Discuss and check the answers orally.
Answers
1 true; 2 false; 3 false; 4 not mentioned; 5 not mentioned;
6 not mentioned; 7 not mentioned; 8 true
LOOK!
Draw students’ attention to the Look! box. Invite
them to read it silently and then find sequencing
words in the story about Rita and Julian. Make a
list on the board.
7 Have students put the words in order and write
sentences. Check the answers on the board to
avoid mistakes.
Answers
1 One day, Lucy and her cousin attended a concert on the
beach. 2 Lucy met the leader of the band and they became
friends. 3 Eventually, they fell in love and decided to get
married. 4 Nowadays, they live happily in a small house.
Writing Task
Tell students that they will work on their own story.
Tell them to follow the three steps given. Explain
that they will have to create a similar piece of
writing as the one in exercise 5.
1 Invite students to write a story for the competition.
Read the three steps aloud to make sure students
understand what they have to do. Then ask them
to make notes about the context including how the
story begins, who the people involved in it are, and
what relationship they have. As regards the action,
they should think of what happened one day, what
happened then, and what happens nowadays.
2 Have students organize their notes into paragraphs
and write their story following the suggested
structure and the model in exercise 5. Circulate
monitoring their work and helping if necessary.
3 Ask students to go through the given checklist so
as to make sure they have included vocabulary
related to the story, adjectives to make the
narrative more interesting and the use of verbs
as well as linkers to show the sequence of the
92
M17 396 Phases1TB3 076 095 U07 08 R4.indd 92
events. Have students check their work and write
their final version. You may do the edition work of
one sample story orally to help students become
aware of the importance of this stage.
Workbook page 82
Closing phase
Have a few students read their stories to the class.
After each story, discuss if it is well developed and why.
Lesson 5
Aims
To learn factual information about famous stories.
To visit different websites to find specific
information about Sherlock Holmes.
To read about Sir Arthur Conan Doyle and his
famous Sherlock Holmes’s stories and do
comprehension.
To integrate what students have learnt so far.
Initial phase
Share a detective story with the class. Write these
questions on the board:
1 What did Mr Peterson take to Holmes’ house?
2 Where did he get it?
3 What did Holmes do?
4 What did he discover?
5 Who was James Ryder?
6 Did James Ryder go to prison?
Read this summary of Conan Doyle’s story The Blue
Carbuncle and ask the class to listen and then answer
the questions above. Check their work orally.
‘Mr Peterson was a commissionaire. He worked at
the building where Sherlock Holmes lived. One day,
this man was walking in the street when he saw
some rough men trying to attack a tall man who
had a goose in his hands. When the rough men saw
Mr Peterson, they ran away. The tall man walked
away and Mr Peterson picked the man’s hat and the
goose. He gave the hat to Sherlock Holmes and ate
the goose, but when he was eating the bird with his
wife, they found a big jewel inside it. It was blue and
looked really beautiful, so Peterson also took the
jewel to Sherlock Holmes, who identified it as the
famous Blue Carbuncle.
Sherlock was a clever detective and he knew that
geese don’t eat jewels, so he began to investigate
the case. He published an advertisement in the
newspapers inviting the owner of the hat to go to his
house, and soon discovered that the blue carbuncle
belonged to a countess, who kept it in a safe box in a
hotel but a thief had stolen the jewel from the hotel.
18/07/18 17:38

Who stole the blue carbuncle? James Ryder, the
under-manager at the hotel where the Countess
lived! James stole the jewel and was afraid the
police would catch him, so he went to his sister’s
house and picked a goose, opened its mouth and
pushed the carbuncle into the animal!
So, Sherlock solved the case, but do you think he called
the police to turn James Ryder in? No, he didn’t. He
just let the man go because it was Christmas!’
Core
Culture
Famous stories
1 Have the class read the text silently and answer
the question. Check orally.
Answer
He wrote fantasy and science-fiction stories, plays, poetry,
non-fiction and historical novels.
Then check global comprehension through these
questions: ‘Who was Sir Arthur Conan Doyle?’
‘Why is he considered a prolific writer?’ ‘When
did Conan Doyle write his stories at first?’ ‘In
which book did Conan Doyle write about Sherlock
Holmes and Watson for the first time?’. Have
students elicit the meaning of unknown words
from the context.
PHASES EXTRA
Ask the class to mention two things they have
learnt about Sir Arthur Conan Doyle that they
did not know before.
2 2.42 Play the track for students to listen as
they read the text. Then give them a few minutes
to go through the given statements and decide
whether each of them is either true, false or not
mentioned. Discuss and check the answers orally.
Answers
1 false; 2 not mentioned; 3 true; 4 false; 5 not mentioned;
6 not mentioned
3 ABOUT YOU Invite students to think of and
investigate some famous fictional characters
in their country. This can be done in class or
set for homework and should ideally be done
individually so that students can exchange
information the following class.
M17 396 Phases1TB3 076 095 U07 08 R4.indd 93
8
Webquest
Invite students to visit the official website of the
Sherlock Holmes museum in London and do the
house tour to find out what kind of house Sherlock
and Watson lived in and what tourists can see in the
house now.
Answers
They lived in a study overlooking Baker Street that is located on
the 1st floor above a flight of 17 steps.
The possessions you can see are: Mr Holmes’s armchair, his
deerstalker, his magnifying glass, his calabash pipe, a violin,
chemistry equipment, his notebook, a Persian slipper and
disguises, Dr Watson’s diary, and their trunks and luggage.
Closing phase
Write these beginnings on the board and have
students complete them:
1 Sherlock is a …
2 He worked as …
3 His main characteristics were …
4 Sherlock lived and worked at …
5 According to Watson, Sherlock was …
6 The detective was considered a patriot because …
Discuss their answers orally. Give the class a few
minutes to write three questions about the text and
then have them ask and answer the questions with
a partner. Walk around and monitor. Invite some
strong students to write their questions on the board
for class correction.
Progress check
Answers
1 1 are, looking forward to; 2 woke up; 3 make out; 4 run away;
5 has broken down
2 1 grabbed; 2 report; 3 fingerprints; 4 witness; 5 identikit
3 1 his secretary that he/she was not very punctual. 2 that she
was tired because she always did her homework and mine.
3 that he/she didn’t break into people’s houses. 4 that the
village looked quiet but it was not. 5 the police officer that a lot
of strange things happened there.
4 1 He told Mary to wash the cups and then clean the office.
2 He asked Peter to go at 5 am on Monday. 3 He asked Tom not
to use his mobile phone in the office.
Integration
1 are; 2 sell; 3 became; 4 improve; 5 happened; 6 was returning;
7 saw; 8 looked; 9 knew
93
18/07/18 17:38

Revision 4
Initial phase
Invite students to write sentences using modals for
obligation, prohibition and advice. Elicit one or two
as examples, eg: ‘He should go home and change his
clothes’. Divide the class into two groups and have
students take turns to read their sentences.
Core
Vocabulary
Invite students to work in pairs to play the vocabulary
game, taking turns to guess the words. Once they
have finished, check their work on the board.
Answers
shake; taking off; give, advice; spending time; resulted, argument;
broken down; run away; Fingerprints; witness; pickpockets
Reading
A friend in need is a friend indeed!
1 Pre-reading: Draw students’ attention to the
title and elicit what they think it means. Have
students think of and describe situations
from their own experience that are suitable
to illustrate the proverb. Then invite the class
to read the text silently and check global
comprehension through these questions: ‘What
is the text about?’ ‘Which of the friends was “in
need”?’ ‘How did the other friend help him?’
Give the class a few minutes to correct the wrong
information and check their answers orally.
Answers
1 Martin and Nick went to the disco by bus. 2 They were
walking when the thieves appeared. 3 The two young
criminals had guns. 4 Nick’s conversation with the thief
ended in an argument. 5 Martin asked his parents for advice.
PHASES EXTRA
Post-reading: Help students make inferences.
Ask these questions and accept different
answers: ‘How far from the disco do you think
Martin and Nick got off the bus?’ ‘Why do you
think the thief got scared and fired his gun?’
‘How do you think Nick’s mother reacted
when she heard the news?’ ‘What do you think
Martin’s father said when he learnt about the
blood transfusion?’
94
M17 396 Phases1TB3 076 095 U07 08 R4.indd 94
Revision
4
Grammar
2 Have students read the sentences and choose
the correct words. Check their answers orally
and then write them on the board.
Answers
1 have to; 2 should; 3 must; 4 had to; 5 must
3 Give the class a few minutes to complete the
sentences and discuss their answers orally.
Remind them that we use the second conditional
for hypothetical situations and we form it with
the past simple and the conditional simple.
Write the formula on the board and use it to
check their work.
PHASES EXTRA
Have students revise reported speech. Write
these sentences in reported speech on the
board:
1 He said he was fed up.
2 She said she was sorry.
3 They said they wanted to know who had
broken the window.
4 He said he needed some more information
on the topic.
5 She said they were late again.
6 She said she was going to investigate on the
web.
Invite students to imagine who said them and in
what context and to report them, eg: Student A:
‘Peter said he was fed up when the maths
teacher copied a lot of exercises onto the board.’
4 Give the class a few minutes to rewrite the
sentences in reported speech. Check their work
orally.
Answers
1 Mum told me that my teacher was angry with me. 2 The
mechanic said that my car needed a service. 3 Tessa told her
friend that he/she didn’t look good in those trousers. 4 Laura
said that dogs didn’t eat bananas. 5 The teacher said that
Daniel never did his homework.
5 Ask students to report what the officer told
them. Remind them we use told and asked + to
infinitive to report imperative forms. Discuss
their answers orally.
Answers
The officer told me to respect speed limits and not to drink
beer before driving. He asked me to wear my seat belt.
He also told me not to park on yellow lines. He told me
to stop at the red light.
18/07/18 17:38

Listening
6 2.43Write this phrase on the board: ‘Stories of
the unusual’. Brainstorm what they can associate
the phrase with. Then play the track for the class
to listen to the conversation between Mary and
her friend Bob. Ask what Stories of the unusual
refers to (it’s a TV programme) and then have
the class answer the questions. Discuss their
answers orally.
Audioscript
Mary What did you do last Saturday? You didn’t email me.
Bob The weather was not very good, so I didn’t feel like
going out. I decided to stay home with my parents.
We watched my dad’s favourite programme, Stories
of the unusual.
Mary Stories of the unusual? I’ve never watched it. Is it
good?
Bob Oh, very good! I was really surprised. I had a lot
of homework but I couldn’t stop watching it. They
invite guests to talk about true but strange stories,
things that have happened to them but have no
logical explanation.
Mary And what stories did the guests talk about on
Saturday?
Bob Actually, there were three guests. The first one was
a middle-aged lady from a small village in Spain.
She said she had a big window in her bedroom from
which she could see her neighbour’s balcony, on
which there were three small statuettes. She said
that at night she could see the statuettes move
slowly. Sometimes they raised their arms and
sometimes they moved their legs. She thought that
perhaps the statuettes wanted to walk.
Mary That’s not logical. Statuettes don’t walk.
Bob I know that, Mary. This is why the programme is
called Stories of the unusual … It’s only strange
stories that people talk about there.
Mary And what was the second story about?
Bob A man who saw UFOs from his kitchen window.
Mary Do you believe in UFOs?
Bob Of course I don’t … But this man took good photos
of the UFOs. I’m not so sure now.
Mary Oh, don’t be silly! Let’s have something to eat.
I’m hungry!
Answers
1 He stayed at home with his parents and watched his dad’s
favourite programme. 2 It was Stories of the unusual. 3 There
were three guests. 4 She was from a small village in Spain.
5 She saw them on her neighbour’s balcony. 6 They moved
slowly. 7 He talked about UFOs. 8 He showed photos of the
UFO.
7 2.43 Play the track again for students to
listen and tick the sentences connected to the
conversation.
Answers
1; 2; 3; 6
M17 396 Phases1TB3 076 095 U07 08 R4.indd 95
Revision
8
4
PHASES EXTRA
Give the class a few minutes to work in groups
and make up another story of the unusual. Tell
them to follow some of the steps suggested
on page 95. Invite a spokesperson from each
group to tell their story to the rest of the class.
Have them vote for the most unusual and yet
believable story.
UPGRADE
Have the class work in pairs to correct the
mistakes in the sentences. Discuss their answers
orally.
Answers
1 My teacher told me to study hard. 2 Alice said that she was
tired after the marathon. 3 My sister said that she didn’t want
to go to the cinema. 4 Our maths teacher asked us to be quiet.
5 The young actor told the press that he felt disappointed.
Collaborative Task – A good story
1 Ideas
Elicit and write on the board the characteristics
of an effective story (clear setting and character
presentation, use of sequencing words to show
transitions, use of different past tenses and direct
speech to make the story more vivid, a surprising
ending). Then ask the class to work individually and
choose a book they have read that tells a good story.
Have them make notes about it using the questions
as a guide.
2 Group work
Organize the class into groups and have them share
the notes they have made and vote for the best story.
Ask students to complete and organize their notes and
get or make good pictures to illustrate their work.
3 Writing
Have the different groups organize their notes into
paragraphs and write their story paying special
attention to the use of tenses and linkers. Remind
students they can use reported and direct speech,
and the past continuous for long actions in the past.
Ask students to think of an original title for their
work.
4 Presentation
Give students a few minutes to check their work,
make the necessary corrections and then read their
stories to their classmates. Have the class vote for
the most original story.
Closing phase
Have each group of students exchange their stories
and write a different ending to them.
95
18/07/18 17:38
 Upgrade for Exams
Initial phase
Write these key words or phrases from the story in
exercise 1 on the board: ‘unusual night’, ‘exhausted’,
‘midnight’, ‘scared’, ‘strange light’. Have students
write the beginning of a story using the given words
or phrases. Then invite them to compare their
stories with the one in exercise 1: Are they similar?
What’s different?
Core
1 Have students read the text individually and choose
the correct words. Check the answers orally.
Answers
1 B; 2 C; 3 B; 4 A; 5 A; 6 B; 7 C; 8 D
2 Play the track. Have students listen once
2.44
or twice and then give them a few minutes to
go through the given statements and decide
whether each of them is either true, false or not
mentioned. If necessary, play the track again,
once they have finished, for them to check their
answers. Check orally.
Audioscript
Presenter Since ‘Avatar’ came out, everyone is talking
about 3D films … Jane Daniels is here to tell us
more about 3D films and about whether the 3D
phenomenon will continue or will disappear.
Jane, welcome to the programme.
Jane Thanks.
Presenter So, first of all, when did 3D really start?
Jane Actually, the technology first appeared in 1894.
Presenter You mean 1994?
Jane No, 1894 … 3D film has been around for over a
100 years! A man called William Friese-Greene
developed a system to combine two images into
one. The basic process is still the same today, but
the technology is much more sophisticated.
Presenter So when we see 3D films they are a combination
of two images that we see at the same time?
Jane Yes. That’s why objects and people seem to have
depth.
Presenter So when did 3D really start becoming popular?
Jane Well, I’d say in the last few years. In fact, the first
big 3D films to come out were children’s films –
there was ‘The Polar Express’ in 2004, ‘Monster
House’ in 2006 and ‘Meet the Robinsons’ in 2007.
Presenter And what about 3D films for adults or teenagers?
Jane The first 3D film for an adult audience was
‘Beowulf’ in 2007.
Presenter So, what about the future? Are we going to see
more 3D films or is it just a trend?
Jane Well, next year at least 15 3D films are going to
be released. That’s a huge number compared to a
few years ago. I think 3D will definitely grow and
we will see more and more 3D films in the future.
Presenter Right … so what about those glasses? Will we
ever be able to watch 3D films without those
glasses?
96
M17 396 Phases1TB3 076 095 U07 08 R4.indd 96
Jane Well, film-makers are already looking into how
to make it possible to watch a 3D film without
glasses. They’re spending thousands of dollars
on developing new technology … so, yes, I think
one day it will be possible to watch 3D films
without glasses.
Presenter Right.
Jane And then we’ll be able to watch 3D films at home.
That’s possible now, but the technology is very
expensive. But I’m sure that we’ll soon have
cheap TVs that can also show 3D films.
Presenter Jane, thanks for being on the programme today.
Answers
1 false; 2 true; 3 true; 4 false;5 false; 6 true; 7 true
3 Ask the class to use the pictures to write a
short story. Draw their attention to the pictures
and elicit what they can see. Have one or two
students make up a story and share it with
the class. Then remind students of the main
features of an effective story (a clear setting in
time and place, something that happens to the
protagonists, clear transitions through time
using expressions and linkers, an effective
ending, etc). Write these cues on the board and
give students time to do the work. This activity
may also be set as homework. Either way,
remember that it is worth inviting volunteers to
share their work with the class as weak learners
may learn from what they hear.
Closing phase
Have students work in pairs. One student goes
to page 102 and the other goes to page 107 to do
Communication Activity 5. The aim of this activity
is to revise question making. Read the instructions
aloud and invite students to work in pairs. Model
an example with a strong student in this way: read
that Student A’s email begins with ‘Dear Mum and
Dad’ so ask: ‘How can we check if our partner has
got the same beginning?’ Student: ‘By asking “Who
is the email for?”’ Give the class a few minutes to
read the email and think of the questions they are
expected to make. Invite the class to do the task
and as they do so, have them underline the words
that are different. Check that they have found out
all the differences. To round up, invite students to
recapitulate the information in the email.
18/07/18 17:38
 CLIL and Projects
Social studies: Cities and
their history
Invite students to look at the pictures and discuss what
they can see and if they can associate the pictures
with a similar place in their country. Then have the
class read the text about San Francisco and check
comprehension through these questions: ‘Where is
San Francisco?’ ‘How many people live there?’ ‘Why
did this city grow so fast in the 19th century?’ ‘Why is
Chinatown particular?’ Use definitions to explain the
meaning of unknown vocabulary. Finally, say these
words for students to use them in sentences about
the text: ‘population’, ‘largest’, ‘neighbourhoods’,
‘hospitals’, ‘Chinese’, ‘icon’ and ‘bay’.
Special neighbourhoods
(to be done after Unit 2)
Elicit the description of the two pictures. Then go
through the three steps thoroughly.
Step 1
Discuss what students know or can guess about
Chinatown and Little Italy, eg: what they can see
when they visit them, what people wear, their
traditions, why they have set up in the USA, etc.
Organize the class into groups and have them
choose either of the two neighbourhoods. Invite
them to look for information about them. You
could elicit what they should focus on by writing
these guidelines on the board, eg: ‘location of the
neighbourhood and main characteristics’, ‘when it
was founded and who by (history)’, ‘traditions and
routines of its inhabitants’, ‘kinds of shops’, ‘what
tourists do when they visit the place (attractions)’,
‘films or TV series set in the neighbourhood’. This
could be done in class or as homework but it is
individual work. Once they have enough information,
the group gets together again and decide what
information to include and what to leave out.
Step 2
Students work in groups to organize the information
into an article of about 150–180 words. Remind them
to use linkers, punctuation marks and capital letters.
Circulate to monitor their work. Have the different
groups write an interesting title for their articles.
Step 3
Students get pictures to illustrate their work, edit
their article and share it with their classmates.
M17 396 Phases1TB3 097 104.indd 97
TEACHING TIP
Students ought to be trained to listen to and
respect their classmates’ work. In order to
achieve this, make questions or set a task, eg:
have them vote for the best or most complete
piece of work giving arguments for their choice.
Science: The solar system
Elicit what students know about the solar system: what
they understand by it, how many planets form it, which
the smallest planet is and why the Sun is so important.
Then have the class read the text silently to check if
their answers were right and to underline all the words
they do not know. Go through these words, asking
different students to guess their meaning from the
context. If they fail to do so, provide the corresponding
definition. Finally, check comprehension through these
questions: ‘Does the Sun travel around the Earth?’
‘What is the solar system?’ ‘What is the Sun?’ ‘How old
is the solar system?’ ‘What’s the difference between an
orbit and rotation?’ ‘Why are there different time zones
in the world?’ ‘Why don’t the four seasons coincide in
the different continents?’
PHASES CULTURE
• The International Astronomical Union (IAU)
defines a dwarf planet as a celestial body in
direct orbit of the Sun that is massive enough
for its shape to be controlled by gravitation,
but that unlike a planet has not cleared its
orbital region of other objects.
• Gravitation, or gravity, is a natural phenomenon
by which all physical bodies attract each other.
This force is responsible for keeping the Earth
and the other planets in their orbits around
the Sun, and for keeping the Moon in its orbit
around the Earth.
A film about a journey to outer space
(to be done after Unit 4)
Direct students’ attention to the film stills. Ask,
‘Have you seen these films?’ ‘Did you like them?’
‘What were they about?’ Then go through the three
steps thoroughly.
97
18/07/18 17:56
 Step 1
Ask students to investigate two or three films about
a journey to outer space using the questions to take
notes. This may be set as homework or done in the
school library. It could also be done in class if you
have access to Internet. It should be individual work.
Step 2
Organize students into groups and have them
discuss what they have found out and then choose a
film they would like to present. Ask them to organize
the information into paragraphs and to get pictures
to illustrate their work. Encourage them to decide
how they would like to present their work. Make
sure they understand that if they decide to make a
poster or a PowerPoint presentation, they will not
need complete paragraphs but charts, sentences
and visual material. Similarly, if they decide to act
out a part of the film, they will need to work out the
script. Circulate monitoring their work and making
suggestions as they proceed with the task.
Step 3
Students edit their presentation and then share it
with their classmates.
TEACHING TIP
Remember that it is our duty to appreciate
students’ uniqueness, so allow for variety. Let
students choose how they would like to present
the film they have chosen. The more interested
they are, the more memorable the task will be,
and the more they will learn from it.
Music: Jazz and its
instruments
Ask students to name different instruments or
play hangman with instrument words, eg: ‘violin’,
‘trumpet’, ‘drums’, ‘piano’. Write these questions
on the board:
1 What instrument did Louis Armstrong first play?
2 When did he start paying it?
3
4
Which city is often called the jazz city?
What different types of musical instruments
are there?
5 What kind of instrument is the trumpet?
6 What kind of instrument is the clarinet?
Invite students to predict the answers. Then have
them read the text silently and check if their
predictions were right or wrong. Discuss. Read the
text part by part making sure students can guess the
meaning of unknown words from context. Ask them
to mention two things they have learnt from this.
Discuss different answers.
98
M17 396 Phases1TB3 097 104.indd 98
PHASES EXTRA
Invite the class to investigate another
kind of music and make a summary chart
with the information they find using these
headings: music type, place/time of origin,
characteristics, main instruments, singers
and songs. Have students share their findings
with their classmates.
A picture poster of your favourite local
band
(to be done after Unit 6)
Explain to the class they will make a picture poster
of their favourite band following the three steps
suggested. Read the steps aloud making sure
students understand what they are expected to do.
Step 1
Individually, students investigate a local band they
like. They do this as homework. They make notes
answering the questions and bring the notes to class.
Make sure they also bring pictures to illustrate their
work.
Step 2
Students work in pairs or groups and discuss the
material they have brought. They choose one of
the bands and organize the notes into sentences/
paragraphs to start making the poster. Remind
them to use the passive whenever possible and time
expressions to show sequences.
Step 3
Students check their work carefully making sure
they have used the passive, time expressions, linkers,
correct punctuation marks, etc. They write the final
version and present their work to the class. You may
invite the class to vote for the poster with the most
original information.
ICT: e-Commerce
Talk about e-Commerce (buying and selling things
online). Ask students if they use e-Commerce
regularly or not and why, as well as the advantages
and disadvantages of it. Read the text with the class
to check if they were right in what they said about
the advantages and disadvantages of e-Commerce.
Explain the unknown words.
18/07/18 17:56
 Famous shops in my town
(to be done after Unit 8)
Tell the class they will write an article about the
most famous or the most important shops in
their town. Explain that, when writing an article,
an interesting title must be given. It should be
informative enough but should also invite the reader
to read the whole text. Go through the three steps
with the class.

Step 1
Have students work individually to make a list of
shops and investigate who owns them, where they
are, when they opened, what was sold there in the
past and what is sold there now. They should get
pictures and make notes.

Step 2
Students may continue working individually or in
pairs. Ask them to choose three shops and use the
notes to write their initial draft. Remind them they
should organize their writing into paragraphs and
provide a suitable title.

Step 3
Ask students to edit their work, making sure they
use linkers of contrast and addition as well as
interesting vocabulary chains. Remind them to
include pictures to make their work more attractive.

99

M17 396 Phases1TB3 097 104.indd 99 7/20/18 15:21

 Editing your Work
We all know how important writing is and how
difficult it is to make students aware of the
importance of writing conventions. The aim of this
section is to help you teach your students how to
correct their own mistakes before they hand in a
piece of writing. The composition samples included
in this section increase in complexity following the
writing programme in the Student’s Book and may
be used at any time in the course.
If you want to make your work more productive, you
may invite students to write their own compositions
following the instructions given. Of course, if they
do, you will need to give them appropriate feedback
following the same correction code as the one
suggested on page 108. Once students are taught to
write properly and they learn the basics of paragraph
development, cohesion and coherence, they are likely
to develop their writing skills without much difficulty.

a Imagine you are a celebrity: a famous writer, actor, politician. Write about your favourite hobby.

I created him but now he (1) more famous than me. All the people around 1^ 10 WW
(2) world are familiar with (3) he, Harry Potter (4), but few remember my 2^ 11 V
name, JK Rowling. My real name is Joana Rowling. I was born (5) in July 3 WW 12 WW
31st. My sun sign is Leo. I (6) not was a star when I was a child. I was a quiet 4P 13 ^
and unathletic girl. (7) Write stories was (8) me favourite hobby. At the age 5 PREP 14 PREP
of 6, I wrote my first novel. I wanted to be a writer and I finally (9) becamed 6 WO 15 PREP
a famous writer and a multimillionaire but writing remains (10) me 7V 16 WW/REF
favourite pastime. 8 WW 17 ^
9 STR 18 TR/WW
I love (11) sit in a small coffee shop, creating stories and inventing new
characters. I can (12) right in expensive hotels and luxury seaside resorts
but (13) prefer the small coffee shop. I sit (14) in the window, watch the
people (15) into the street and suddenly (16) his faces change and (17)
become wizards and witches and new (18) arguments develop in my mind.

Correct version:
I created him but now he is more famous than me. All the people around the world are familiar with him, Harry Potter, but few
remember my name, JK Rowling. My real name is Joana Rowling. I was born on July 31st. My sun sign is Leo. I was not a star when
I was a child. I was a quiet and unathletic girl. Writing stories was my favourite hobby. At the age of 6, I wrote my first novel. I wanted
to be a writer and I finally became a famous writer and a multimillionaire but writing remains my favourite pastime.

I love sitting in a small coffee shop, creating stories and inventing new characters. I can write in expensive hotels and luxury seaside
resorts but I prefer the small coffee shop. I sit by the window, watch the people in the street and suddenly their faces change and
they become wizards and witches and new plots/stories develop in my mind.

b Write an email to your friend recommending a film.

Hello Willy, 1 WO
2V
How (1) you are? Are you back from holidays? I haven’t (2) be on holidays this summer 3 CAP
because (3) dad is (4) have problems (5) in the work. During the day I go to the club and in 4V
the evening I watch films. 5 TR
6^
There is a film I (6) like to recommend, The most dangerous game. The film is in black
7^
and white and there’s a lot of suspense. You can watch (7) with your dad. Bob Rainsford,
8^
a famous big game hunter, (8) sailing on a luxury boat. He thinks that in the world there
9 WO
are two kinds of people: the hunters and the hunted. This is the (9) theme central of the
10 PREP
movie. Suddenly, the ship sinks and only Rainsford survives.
11 ^
(10) In an island he finds the luxury palace of a Russian Count. The Count is also a 12 ^
hunting lover. He (11) bored of hunting; he now prefers to hunt men. As you can imagine, 13 TR
Rainsford (12) be his next prey. I will not tell you the (13) final. Now it is your turn to 14 REG
recommend a film.
(14) Yours sincerely,
Sean

100

M17 396 Phases1TB3 097 104.indd 100 7/20/18 15:33

 Correct version:
Hello Willy,

How are you? Are you back from holidays? I haven’t been on holidays this summer because Dad is having problems at work. During
the day I go to the club and in the evening I watch films.

There is a film I would like to recommend, The most dangerous game. The film is in black and white and there’s a lot of suspense. You can
watch it with your dad. Bob Rainsford, a famous big game hunter, is sailing on a luxury boat. He thinks that in the world there are two kinds
of people: the hunters and the hunted. This is the central theme of the movie. Suddenly, the ship sinks and only Rainsford survives.

On an island he finds the luxury palace of a Russian Count. The Count is also a hunting lover. He is bored of hunting; he now prefers to
hunt men. As you can imagine, Rainsford will be his next prey. I will not tell you the ending. Now it is your turn to recommend a film.

Bye for now/Cheers,

Sean

c Investigate about how advances in technology can help ordinary people and write an article of 160 words
for the school magazine.

Felipe is now 11 years (1). He (2) live in Argentina. During (3) her 1^ 9^
childhood, he (4) cudn’t write or eat with a fork or ride a bike 2V 10 REF
because he (5) born without fingers. The cost of a prosthetic hand 3 WW 11 V
was around 40,000 dollars so his parents couldn’t afford buying 4 SP 12 REF
one. In 2016, they contacted Gino Turino through the platform 5^ 13 WO
‘Limbs’ and, to their great surprise, they (6) can obtained a 6 STR 14 V/STR
prosthetic hand for only 40 dollars. Now Felipe is (7) happy boy; 7^ 15 WW
he can write and eat with a knife and fork and, what’s more, he 8 WW/REF 16 TR/WW
can ride (8) her ‘new’ bike. Gino (9) the leader of the Atomic Lab
team. (10) Produce prosthetics on 3D printers for free. Gino is only
21 and his aim in life is to help people (11) living without limits.
In 2016, (12) helped 1,000 (13) people Argentine with physical
disability and is now (14) plan to help people around the world, too.
Young people like (15) he (16) do a difference.

Correct version:
Felipe is now 11 years old. He lives in Argentina. During his childhood, he couldn’t write or eat with a fork or ride a bike because he
was born without fingers. The cost of a prosthetic hand was around 40,000 dollars so his parents couldn’t afford buying one. In 2016,
they contacted Gino Turino through the platform ‘Limbs’ and, to their great surprise, they could obtain a prosthetic hand for only 40
dollars. Now Felipe is a happy boy; he can write and eat with a knife and fork and, what’s more, he can ride his ‘new’ bike. Gino is the
leader of the Atomic Lab team. They produce prosthetics on 3D printers for free. Gino is only 21 and his aim in life is to help people
live without limits. In 2016, he helped 1,000 Argentine people with physical disability and is now planning to help people around the
world, too. Young people like him make a difference.

d Write a story about a ring.

When Father died, we (1) has a lot of debts. My mum (2) want that I finish 1V 11 V/SING
school, so she sold the ring that my father gave her on their wedding day. 2 STR 12 ^
With that money she paid for (3) those studies. I could (4) finished school and 3 WW 13 SP
enter (5) to university. I was always grateful to my mum for her unconditional 4 V/STR 14 REF
support. 5 STR 15 V
6 PREP 16 SP
After six years (6) from hard work, I (7) graduate as a Doctor in Medicine. As 7V 17 V
time went by, (8) became a well-known doctor in my neighbourhood. Mother 8^ 18 P
(9) very proud of me. But one day she fell ill. We tried many treatments. She 9^ 19 SP
(10) knowed her condition (11) were serious but she struggled valiantly. ‘I will 10 STR 20 PREP
get over it because you (12) the best doctor in the world,’ she (13) sayed to me.

(14) That day I (15) walk past the local pawn shop (16) whith tears in my
eyes. There, in the shop window, I saw the ring I had seen all my life on my
mother’s finger. My heart beat with hope. ‘I’ll get it back’, I (17) decide (18) so
I searched in my (19) poket for my credit card and walked (20) in the shop.
Now I was sure my mum would recover.

101

M17 396 Phases1TB3 097 104.indd 101 7/20/18 15:33

 Correct version:
When Father died, we had a lot of debts. My mum wanted me to finish school, so she sold the ring that my father gave her on their
wedding day. With that money she paid for those studies. I could finish school and enter university. I was always grateful to my mum
for her unconditional support.

After six years of hard work, I graduated as a Doctor in Medicine. As time went by, I became a well-known doctor in my neighbourhood.
Mother was very proud of me. But one day she fell ill. We tried many treatments. She knew her condition was serious but she struggled
valiantly. ‘I will get over it because you are the best doctor in the world,’ she said to me.

One day I walked past the local pawn shop with tears in my eyes. There, in the shop window, I saw the ring I had seen all my life on
my mother’s finger. My heart beat with hope. ‘I’ll get it back’, I decided, so I searched in my pocket for my credit card and walked into
the shop. Now I was sure my mum would recover.

e Your school will give a prize to ‘the Best Buddy’ in each class. Write a letter recommending the classmate
you consider the best companion.

Dear All, 1^
2^
I (1) like to recommend Nicolas Houghton for the Best Buddy Prize for (2) is (3) 3 WW/STR
friend and helpful. He (4) listen to our problems and tries to help (5) we. 4V
5 WW/STR
Last month, for instance, our classmate Mary Alison was very sad because her 6V
computer was (6) stole and her parents couldn’t buy a new one. Nick organized 7 V
a raffle and in this way (7) collect the money for the new computer. And when we 8 WW/STR
are ill, Nick phones or texts us and helps us with the homework. 9V
10 ^/REF
Academically, he is very good at maths but most of us are very weak at algebra 11 ^/REF
and geometry. Before every test, he invites (8) we to his home and (9) explain the
theory. (10) Always pass our math exams thanks to him. (11) Is really kind and
generous! I think he should get the Best Buddy Prize!

Correct version:
Dear All,

I would like to recommend Nicolas Houghton for the Best Buddy Prize for he is friendly and helpful. He listens to our problems and
tries to help us.

Last month, for instance, our classmate Mary Alison was very sad because her computer was stolen and her parents couldn’t buy a
new one. Nick organized a raffle and in this way collected the money for the new computer. And when we are ill, Nick phones or texts
us and helps us with the homework.

Academically, he is very good at maths but most of us are very weak at algebra and geometry. Before every test, he invites us to his
home and explains the theory. We always pass our math exams thanks to him. He is really kind and generous! I think he should get
the Best Buddy Prize!

102

M17 396 Phases1TB3 097 104.indd 102 7/20/18 15:33

 f Write a story beginning with: For a change, my friend and I decided to go to …

My friend and I decided to go to the London Dungeon, a horror exhibition of Britain’s 1 SP

macabre (1) histori with wax figures in scary settings. 2 WW/REF
3^
Alex, my friend, told me that (2) her grandpa used to build wax figures when he (3) young. 4 ^/REF
His grandpa said to him one day, ‘You know, Alex, when I shape the wax body, (4) can feel 5 ^/PREP
the presence of a spirit.’ Alex looked (5) me and concluded, ‘The wax figures (6) not are 6 WO
lifeless, you see.’ 7 PREP
8V
(7) In the London Dungeon, we (8) walk through the gloomy passages. We saw the horror 9 PREP
faces of the victims (9) on the torture chamber and the burning eyes of Jack the Ripper. 10 PREP
11 V
The other youths (10) on the museum shouted and (11) laugh. Alex and I, on the contrary, 12 WW
stared at the wax figures suspiciously. They looked so (12) really! I began to suffocate. 13 WW/STR
I could feel the presence of spirits near (13) I. When we finally came out, I went blank and 14 PREP
fell flat (14) in the (15) flor! 15 SP

Correct version:
My friend and I decided to go to the London Dungeon, a horror exhibition of Britain’s macabre history with wax figures in scary settings.

Alex, my friend, told me that his grandpa used to build wax figures when he was young. His grandpa said to him one day, ‘You know,
Alex, when I shape the wax body, I can feel the presence of a spirit.’ Alex looked at me and concluded, ‘The wax figures are not
lifeless, you see.’

Inside the London Dungeon, we walked through the gloomy passages. We saw the horror faces of the victims in the torture chamber
and the burning eyes of Jack the Ripper.

The other youths in/at the museum shouted and laughed. Alex and I, on the contrary, stared at the wax figures suspiciously. They
looked so real! I began to suffocate. I could feel the presence of spirits near me. When we finally came out, I went blank and fell flat
on the floor!

103

M17 396 Phases1TB3 097 104.indd 103 7/20/18 15:33


Extra Reading
This section aims at the development of students’
reading comprehension skills as well as their
autonomy, and it can become an effective assessment
tool too. The activities in this section may be done
at any time of the course bearing in mind that they
follow the grading in the Student’s Book. It offers four
different text types and interesting topics in a student-
friendly layout. The activities in this section can be
used in different ways: they may be set for homework
or done in class. Students may work individually, in
pairs or small groups, and they may be allowed to use
a monolingual dictionary, a bilingual one or none.
For students who cannot use a dictionary, enough
visual aids have been included to support their
reading and understanding of the material.
As with any piece of work, correction and feedback are
essential. Again, you may choose to check students’
answers and mark or to discuss the answers orally
in class. To make their work even more productive,
we have included a final investigation task in the Your
turn section in most of the texts. Its aim is to develop
students’ autonomous learning and presentation skills.
Of course, students may be invited to write their work
and this may become their personal portfolio, showing
their strengths and weaknesses; in other words, this
section may be a fantastic assessment tool.
Let’s play!
1 Advantages: develop perception of detail, develop self-esteem,
improve attention control, develop conflict-resolution capacity
Disadvantages: damage eyesight, weaken the brain, generate
violence
2 1 c; 2 c; 3 a; 4 c
3 1 c; 2 e; 3 b; 4 a; 5 d
4 1 c; 2 d; 3 a; 4 b; 5 e
104
M17 396 Phases1TB3 097 104.indd 104
We are everyday heroes
1 generosity, loyalty, self-sacrifice, love, sympathy, help, company,
support, compassion
2 1 Heroes are role-models for us. 2 To become a hero, we must
give help, a word of support and love. 3 Anyone can perform
good actions. 4 Harry Potter always helps people in the
different stories. 5 Heroes love people in general.
3 1 Heroes inspire us through their heroic deeds and through
their virtues. 2 No, we don’t. We admire their virtues. 3 We
resemble heroes in that we must resolve conflicts and help
others. 4 They need love, help, generosity and compassion.
4 Students’ own answers
5 1 Her husband has fortunately overcome the loss of his mother.
2 We are usually inspired by the generosity and loyalty of the
superheroes. 3 He has realized that it is not that easy to resolve
conflicts in the new family. 4 They have considered the new plan
but cannot come to an agreement. 5 Everybody says she is a
devoted friend. She deserved the first prize. 6 I really admire his
ability to come to terms with reality.
The Unexpected
1 1 He has got two sisters. They are Zoe and Sophie. 2 He’s a
musical hero. He’s also shy. 3 It’s beautiful, low, vibrant and
powerful. 4 Because he left his guitar at home. 5 Yes, they did.
6 Because his sisters wanted Max to meet with the black-haired
girl. 7 Max became a famous rock star.
2 a 5; b 2; c 1; d 3; e 6; f 4
3 1 embarrassing; 2 shy; 3 excited; 4 powerful; 5 unforgettable
4 Students’ own answer
What will be, will be!
1 1 true; 2 true; 3 not mentioned; 4 true; 5 false; 6 false;
7 not mentioned
2 1 e; 2 g; 3 a; 4 h; 5 c
3 Possible answers: technology, scientist, model of invention,
experiment, nature, explored, exploration journey
4 Students’ own answers
18/07/18 17:56
 Exercise 22
1 ‘m not going to buy; 2 is going to fall; 3 Is, going to work;
Answer Keys 4 isn’t going to study
Exercise 23
1 comes, won’t be; 2 work, ‘ll pass; 3 ‘ll have, doesn’t rain;

Language Database 4 go, ‘ll send

Exercise 24
1 What will you do if it rains at the weekend? 2 Will you attend
Exercise 1
the pop concert if you are ill? 3 Will you buy a Japanese car if you
1 old enough; 2 too heavy; 3 tall enough; 4 too quietly; 5 too bad;
have enough money? 4 Will your best friend work for charity
6 too big
if he/she has time?
Exercise 2
Exercise 25
1 fast; 2 bad; 3 windy; 4 brave; 5 hard; 6 expensive
1 aren’t sold; 2 is downloaded; 3 isn’t spoken; 4 are stored
Exercise 3
Exercise 26
1 being; 2 watching; 3 meeting; 4 travelling
1 Are the song lyrics written in Spanish? Yes, they are.
Exercise 4
2 Are saxophones played on the soundtrack? No, they aren’t.
1 My brother likes doing karate. 2 Does your friend hate eating
3 Are CDs produced in that building? Yes, they are.
raw fish? 3 Nick is good at playing musical instruments.
Exercise 27
Exercise 5
1 was bought; 2 were converted; 3 wasn’t recorded; 4 was made;
1 ran; 2 saw; 3 was avoiding; 4 were sitting
5 wasn’t sung
Exercise 6
Exercise 28
1 was skiing, broke; 2 was running, found; 3 were chatting, came;
It was built in 1813. 1 Was it redesigned as recording studios? Yes,
4 took, were driving
it was. 2 What kind of music was played there at first? Classical
Exercise 7
music was played at first. 3 What other kinds of music were
1 while; 2 while; 3 When; 4 when
recorded there later? Pop and rock’n’roll were played later. 4 Who
Exercise 8
was ‘Move It’ sung by? It was sung by Cliff Richard and the Drifters.
1 didn’t know; 2 was sitting; 3 switched; 4 were playing;
Exercise 29
5 watched
1 a; 2 a; 3 b; 4 b
Exercise 9
Exercise 30
1 easy, easier; 2 good, the best; 3 angrier, the angriest
1 must; 2 have to; 3 doesn’t; 4 don’t have to
Exercise 10
Exercise 31
1 the noisiest; 2 worse; 3 more tiring; 4 the largest
1 mustn’t forget; 2 mustn’t play; 3 mustn’t tell; 4 mustn’t
Exercise 11
interrupt
1 have made, haven’t made; 2 has bought, hasn’t bought;
Exercise 32
3 have done, haven’t done; 4 have had, haven’t had; 5 has visited,
1 shouldn’t switch off; 2 should eat; 3 shouldn’t talk;
hasn’t visited
4 shouldn’t put
Exercise 12
Exercise 33
1 Have your parents sold their house? Yes, they have.
1 played, ‘d choose; 2 would, moved; 3 would be, went;
2 Has Miss Martinez given you any homework? No, she hasn’t.
4 had, would
3 Have you ever eaten shark? No, I haven’t. 4 Has Charlie washed
Exercise 34
his dad’s car? Yes, he has.
2 would, say; 3 had; 4 didn’t know; 5 would complain
Exercise 13
2 a; 3 c; 4 e; 5 b
for: a year, eight months, a few minutes, a long time, hours
Exercise 35
since: last year, the beginning of the century, 9 o’clock, February
1 Sam said that he didn’t feel like visiting her today. 2 Ralph told
Exercise 14
Mia that he couldn’t play football that day. He was studying.
1 For; 2 since; 3 since; 4 for; 5 Since
3 My father said that the referee was having a rest. 4 My uncle
Exercise 15
said that he was going to be late that night. 5 My mother told me
1 ‘ve been; 2 stayed; 3 didn’t stay; 4 ‘ve met; 5 has bought
that she was buying a few books.
Exercise 16
Exercise 36
1 got; 2 have been; 3 did, feel; 4 has worked
1 told/asked; 2 told; 3 asked/told; 4 asked; 5 told/ordered
Exercise 17
1 have visited; 2 did, go; 3 went; 4 have lived; 5 have, had;
6 took
Exercise 18
Workbook
1 any; 2 some; 3 many; 4 much Starter unit
Exercise 19
Exercise 1
1 a little; 2 a few; 3 many; 4 a lot of
1 friend; 2 brother; 3 hobbies; 4 computer games; 5 sports;
Exercise 20
6 swimming; 7 live; 8 place; 9 go to
1 My brother will definitely be a film star. 2 That film won’t
Exercise 2
definitely win an award. 3 Schoolchildren won’t probably
1 short; 2 old, young; 3 fat, slim; 4 big, small; 5 expensive, cheap,
use books.
6 good, bad
Exercise 21
Exercise 3
Will you and your friends make a charity CD? Will you go out for a
Parts of the body: knee, mouth, nose
meal on Saturday? Will your school be open tomorrow?
Natural disasters: tsunami, floods, hurricane
Students’ own answers
Places in town: chemist, bank, station
Character adjectives: brave, funny, loyal

105

M17 396 Phases1TB3 105 120.indd 105 19/07/18 11:54

 Feelings: please, nervous, jealous Exercise 7
Clothes: trainers, socks, skirt 1 Were; 2 was; 3 Do; 4 does; 5 did
Students’ own answers Exercise 8
Exercise 4 1 did the ancient Egyptians; 2 play today; 3 take turns;
1 Has; 2 go; 3 is; 4 doesn’t; 5 was; 6 does; 7 Did; 8 did 4 played a similar; 5 became one; 6 began to play; 7 invented
Exercise 5 different; 8 play a game; 9 gets 3
1 there is some; 2 there is some; 3 there are some, but there
aren’t any; 4 there is some, there isn’t any; 5 there is some, Upgrade
there isn’t any; 6 there are some, there aren’t any 1 When did you start playing football? 2 Who gave you your first
Exercise 6 ball? 3 Were you a good student? 4 When did you go professional?
2 How; 3 How; 4 Where; 5 How many; 6 How; 7 What; 8 Who; 5 When did you play your first professional match? 6 Were your
9 Where/When/How often parents there?
Students’ own answers
Exercise 7 Vocabulary 2
1 enough; 2 enough; 3 too; 4 too; 5 enough; 6 too Exercise 1
Exercise 8 1 cautious; 2 unsociable; 3 honest; 4 jealous; 5 curious; 6 clumsy;
1 Lucile is as old as her cousin. 2 The orca is not so big as the 7 confident; 8 talkative; 9 serious
blue whale. 3 A bicycle is not as expensive as a car. 4 John is a curious; b talkative; c jealous; d confident; e clumsy;
as tall as his father. 5 The maths exam is not so difficult as the f unsociable
science exam. 6 Today is not so hot as yesterday. Exercise 2
1 unsociable; 2 confident; 3 cautious; 4 curious; 5 honest

Unit 1 Exercise 3
1 jealous; 2 cautious; 3 confident; 4 clumsy; 5 unsociable;
Vocabulary 1 6 talkative
Exercise 1 a 4; b 6; c 1; d 5; e 3; f 2
1 give up; 2 move a counter; 3 roll a dice; 4 count; 5 beat; 6 land;
7 guess; 8 cheat; 9 miss a turn Grammar 2
Exercise 2 Exercise 1
1 move; 2 give up: 3 beat; 4 miss; 5 guess 1 f; 2 d; 3 a; 4 e; 5 b; 6 c
Exercise 3 Exercise 2
1 cheat; 2 roll a dice; 3 give up; 4 count; 5 guess; 6 land 1 My sister Sheila enjoys swimming in the sea. 2 Does your best
Exercise 4 friend love reading detective stories? 3 We are not interested in
Students’ own answers playing this match. 4 My eldest brother doesn’t mind speaking
his problems with me. 5 My grandpa often hates attending young
Grammar 1 people’s parties. 6 Edward doesn’t like eating Vietnamese food.
Exercise 1 Exercise 3
1 plays, earn; 2 don’t; 3 plays; 4 counts; 5 Do; 6 don’t usually roll for: responsible; in: interested; on: keen; of: incapable, afraid,
Exercise 2 fond; about: cautious, nervous, worried, excited, happy, sad;
1 How often do you play football with your friends? b; 2 What at: good, bad
games do you usually play at weekends? h; 3 Do you cheat when Exercise 4
you play chess? i; 4 Does your brother often beat you at tennis? g; 1 watering; 2 at; 3 in; 4 at solving; 5 wearing; 6 on; 7 excited
5 Do your friends like playing group games? a Exercise 5
Exercise 3 1 of eating; 2 in collecting; 3 about travelling; 4 about meeting;
1 My friends were absent from school yesterday. 2 Our teacher 5 for killing; 6 at dancing
was a little bit late on Wednesday. 3 I stayed at home on Saturday Exercise 6
and watched TV all day. 4 Reports say that the winner of the last 1 d; 2 i; 3 b; 4 h; 5 c; 6 f; 7 a; 8 e; 9 g
Olympic gold medal cheated in his last match. 5 Alice got very
angry when she missed a turn. Listening
Exercise 4 Exercise 7
1 d; 2 f; 3 b; 4 e; 5 c; 6 a 02
Exercise 5
Mary Thank you very much for coming to my birthday party.
1 goes; 2 meets, 3 do; 4 started; 5 travelled; 6 didn’t do; 7 lost;
It was a great surprise.
8 got (see note); 9 didn’t compete; 10 was not
John You’re welcome, Mary. You’re one of my best friends.
Note: In item ‘8’, the verb ‘get’ in brackets is missing from the text.
Mary Yes, I know, but I also know that you live very far away.
This mistake will be corrected when the Workbook is reprinted.
John Forget about that. Sorry I didn’t tell you before but your
Exercise 6
brother told me it was a surprise party, so … I told you
1 Germany didn’t win the FIFA World Cup in 2010. Spain won
a lie. I don’t have a test on Monday and obviously I didn’t
the FIFA World Cup in 2010. 2 An American man didn’t create
stay at home to study.
Mario, the fictional Nintendo character. A Japanese man created
✔: 2, 4
Mario, the fictional Nintendo character. 3 Alexander Douglas
Exercise 8
didn’t invent the first computer game in 1914. Alexander Douglas
invented the first computer game in 1952. 4 European people 03

didn’t begin to play chess in the 10th century. European people Mary Thank you very much for coming to my birthday party.
began to play chess in the 15th century. 5 Roger Federer didn’t It was a great surprise.
win the Wimbledon Men’s Singles in 2014. Novak Djokovic won John You’re welcome, Mary. You’re one of my best friends.
the Wimbledon Men’s Singles in 2014. Mary Yes, I know, but also know that you live very far away …

106

M17 396 Phases1TB3 105 120.indd 106 19/07/18 11:54

 Exercise 2
John Forget about that. Sorry I didn’t tell you before but your
1 talkative; 2 clumsy; 3 curious; 4 serious; 5 unsociable;
brother told me it was a surprise party, so … I told you a
6 cautious
lie. I don’t have a test on Monday and obviously I didn’t
Exercise 3
stay at home
1 I don’t usually study in the evening. 2 My sister didn’t do her
to study.
homework yesterday. 3 Mary goes to karate lessons after school.
Mary My brother? You mean my brother Peter organized the
4 Where did your mum buy the drinks yesterday? 5 My cousin
party?
always cheats when we play board games.
John Yes, and your parents helped. They were responsible for
Exercise 4
all the food and drinks. The most important thing is that
1 Do; 2 Did; 3 Do; 4 Were
you enjoyed your party. Tell me, did you like my birthday
Students’ own answers
present?
Exercise 5
Mary Oh, the video game? I loved it! I’m not very good at
1 don’t know; 2 had; 3 travelled; 4 got; 5 wasn’t; 6 bought;
playing video games but my brother is. He can teach
7 went; 8 woke up; 9 began
me.
John I can teach you too. It’s late now and the last bus for
Brighton left an hour ago. I must wait until six in the
Digital Competence
Exercise 1
morning, so do you mind staying up? We can play with
1 An online poster can contain images, videos, links, icons and
your brother and show you.
music. 2 With an online poster you can reach a wider audience.
Mary Of course not. I can make some good coffee and we all
Exercise 2
stay here until 6 so that you can take the next bus. Let’s
1 To show the girl’s hobbies and interests so that people can visit her
go to the living room. The big TV set is there. Peter!
blog. 2 Students’ own answer. (The answer should include: titles in
Would you like to play video games with John? Come
nice but legible fonts, short concise pieces of information, images
downstairs!
and links to other websites where the reader can find out more
1 surprise; 2 far away; 3 video game; 4 playing video games;
information about the topic if they want to.) 3 Students’ own answer.
5 an hour ago; 6 the living room; 7 upstairs

Dictation Unit 2
Exercise 9
Vocabulary 1
04 Exercise 1
Sorry I didn’t tell you before but your brother told me it was a 2 send; 3 store; 4 print; 5 upload; 6 post; 7 charge; 8 read;
surprise party, so… I told you a lie. I don’t have a test on Monday 1 download
and obviously I didn’t stay at home to study. Note: In item ‘2’ in the crossword, the last square should not be
The most important thing is that you enjoyed your party. counted. This mistake will be corrected when the Workbook is
It’s late now and the last bus for Brighton left an hour ago. reprinted.
I must wait until 6 in the morning, so do you mind staying up? Exercise 2
We can play with your brother and show you. 1 post; 2 charge; 3 data; 4 store; 5 online, print; 6 scan; 7 e-book
Exercise 3
Upgrade 1 A lot of people charge their mobile phone in the evening and
1 A; 2 B; 3 A; 4 C; 5 B; 6 A; 7 C; 8 C; 9 A: 10 A this is not helping the energy crisis in the world. 2 Your sister is
in her bedroom. She’s trying to upload a video clip but something
Reading seems to be wrong with her computer. 3 How much does it cost to
Exercise 1 print this document? 4 I don’t really like it when Mary posts silly
1 They sell toys and games. comments on my blog. 5 How much data can you store in your
Exercise 2 computer? 6 Can you do me a favour? I need to scan this photo
1 c; 2 e; 3 d; 4 f; 5 b; 6 a for a school project but my computer is out of order.
Exercise 3 Exercise 4
1 They became miners or worked at sea. 2 It was Noah’s Ark. 1 b; 2 a; 3 b; 4 a; 5 a; 6 b
3 Piccadilly Circus. 4 A fire burnt the shop. 5 It has seven floors.
6 On the first floor. Grammar 1
Exercise 1
Writing 1 watched; 2 showed; 3 looked; 4 called; 5 designed; 6 used;
Exercise 1 7 walked; 8 talked
1 because; 2 and; 3 because; 4 But; 5 although Exercise 2
Exercise 2 1 was running; 2 were you talking; 3 was climbing; 4 Was she
1 He was born in a small village. 2 Yes, he was. 3 Because he playing; 5 were you doing, was making; 6 Were they sitting
trained hard. 4 Because he won different local and regional Exercise 3
competitions. 5 He felt sad/disappointed. 6 Students’ own 1 found, was cleaning; 2 were playing, broke; 3 fell, was picking;
answers 4 was doing, cut; 5 were watching, knocked
Exercise 3 Exercise 4
Students’ own answers 1 A bird flew into the kitchen while I was having my breakfast.
2 She was standing at the bus stop when a man stole her bag.
Unit check 3 The plane was flying over the sea when the engine trouble
Exercise 1 started. 4 We were swimming to the island when we saw the shark.
1 rolls; 2 land, move; 3 miss; 4 beat, losing; 5 count; 6 guess; 5 While I was getting into my tent I found a snake. 6 While they
7 cheats were walking along the beach they saw a strange bird.

107

M17 396 Phases1TB3 105 120.indd 107 19/07/18 11:54

 Exercise 5
1 didn’t answer, was having; 2 Did you see, were walking; 3 woke,
were talking; 4 was Katrin wearing, saw; 5 was writing, stopped
Exercise 6
1 My pet hamster hid in my suitcase while I was packing it.
2 He crashed into another car because he was talking on his
mobile phone. 3 Who was driving when they had the accident?
4 Where were you sitting when you saw the spaceship? 5 We were
dancing at the party when we heard a terrible crash.
Exercise 7
1 joined; 2 did, join; 3 didn’t have; 4 told; 5 answered; 6 chose;
7 Did, get; 8 did/was doing; 9 was lying; 10 jumped
Upgrade
05
Yesterday was an unusual day. When I arrived home from school,
I saw my sister in the living room. She was downloading music
from the Internet and our cat was looking at her. I said hello
but she didn’t hear me, so I went directly to my bedroom. I was
plugging in a memory stick when I heard an explosion downstairs
and the lights went out. What was happening? I went to the living
room quickly thinking about my sister and when I got there,
I couldn’t believe my eyes.
Her mobile phone was on the television but it was on fire.
My sister was charging it and something went wrong. Perhaps
the battery …
1 When; 2 was; 3 looking; 4 didn’t; 5 was; 6 and; 7 happening;
8 when; 9 charging
Dictation
Exercise 8
06
Yesterday was an unusual day. When I arrived home from school,
I saw my sister in the living room. She was downloading music
from the Internet.
I said hello but she didn’t hear me, so I went directly to my
bedroom. I was plugging in a memory stick when I heard
an explosion downstairs and the lights went out.
Vocabulary 2
Exercise 1
a 4; b 9; c 1; d 6; e 10; f 7
Exercise 2
1 builder; 2 bank clerk; 3 technician; 4 optician; 5 computer
programmer; 6 surgeon
Exercise 3
1 surgeon; 2 politician; 3 bank clerk; 4 chemist; 5 graphic
designer; 6 optician; 7 technician; 8 builder
Grammar 2
Exercise 1
1 older; 2 better; 3 more popular; 4 easier; 5 more important;
6 worse
Exercise 2
1 The longest; 2 the oldest; 3 The highest; 4 the most dangerous;
5 The heaviest
Exercise 3
1 the largest, bigger; 2 longer; 3 the highest; 4 the biggest;
5 the ugliest
Exercise 4
1 Which is the best café near your house? 2 Which is the hottest
month in your country? 3 Which is the most expensive clothes
shop you know? 4 Which is the noisiest street in your town?
5 Who is the worst actor in your country?
Students’ own answers
108
M17 396 Phases1TB3 105 120.indd 108
Exercise 5
1 Which is the warmest sea in the world? 2 Is the Eiffel Tower
higher than the Obelisk in Buenos Aires? 3 Which is the most
poisonous snake in the world? 4 Is the Earth the smallest planet
in the solar system? 5 Which is the most successful film ever?
Listening
Exercise 6
07
John Hello, and welcome to Techno Hour. My name is John
Cook and this is Lance Jones.
Lance Hello.
John
And today the subject of our show is one of our most
famous British actors and celebrities, Stephen Fry.
As you all know, Stephen Fry is famous as an actor,
comedian, writer, journalist and radio presenter. But did
you know that he is also a real ‘techno-geek’? When I
say ‘techno-geek’ I mean he loves everything to do
with technology.
Lance Yes, that’s right, John. He loves all the latest gadgets
and he collects technological equipment – computers,
apple Macs, mobile phones, iPhones, e-books and every
gadget you can think of. So, I decided to look at his
website and review it for today’s radio show.
John And what did you think, Lance? Is it interesting?
Lance It’s amazing, John. I went to the website yesterday and
I spent hours reading his blog. He writes it every day and
it’s very funny, and there were lots of different articles.
Then I downloaded some very interesting podcasts.
John Was there a lot of information about technology on
the website?
Lance Yes, there was. There were articles about his books
and television programmes of course, but there were
also lots of articles on the latest gadgets and how to
use them, especially iPhones. Stephen is a big fan of
iPhones and he has a large collection of them. There
was a very good forum and you can post your comments
on it or ask questions.
John I bought a new phone last week and I still don’t know
how to operate all the features on it, so maybe I should
look at his website.
Lance Yes, there are lots of interesting articles about his work
and the media on his site, but there are also some very
useful articles for gadget lovers and techno-geeks like us!
John Haha! That sounds great. Thanks, Lance.
1 He is famous as an actor, comedian, writer, journalist and radio
presenter. 2 They are reviewing Stephan Fry’s website. 3 A techno-
geek loves everything that has to do with technology. 4 He read many
different articles and downloaded some very interesting podcasts.
5 He has a collection of iPhones. 6 He bought a new phone last week.
Dictation
Exercise 7
08
Stephen Fry is famous as an actor, comedian, writer, journalist
and radio presenter. He is also a real ‘techno-geek’. He loves
everything to do with technology. He loves all the latest gadgets
and he collects technological equipment – computers, apple
Macs, mobile phones, iPhones, e-books and every gadget you can
think of.
I went to the website yesterday and I spent hours reading his
blog. He writes it every day and it’s very funny, and there were
lots of different articles. Then I downloaded some very interesting
podcasts.
19/07/18 11:54
 Exercise 2
Upgrade 1 has written; 2 have sold; 3 have seen; 4 have done; 5 have made;
1 B; 2 C; 3 C; 4 B; 5 C; 6 A; 7 C; 8 C
6 has given
Exercise 3
Reading 1 Mum hasn’t emptied the dishwasher. 2 My cousin hasn’t answered
Exercise 1
my letter. 3 We haven’t had lunch. 4 Sheila hasn’t sold many badges
1 No, he wasn’t. 2 They worked in a coal mine. 3 They used steam.
today. 5 He has made too many mistakes.
Exercise 2
Exercise 4
1 false; 2 not mentioned; 3 true; 4 true; 5 not mentioned; 6 false
1 haven’t listened; 2 hasn’t seen; 3 haven’t eaten; 4 haven’t worn;
Exercise 3
5 haven’t forgotten; 6 haven’t spoken; 7 haven’t read
2 b; 3 e; 4 c; 5 a
Exercise 5

Writing 1 Have you ever worn; 2 Have you ever sung; 3 Have you ever had;
4 Have you ever painted; 5 Have you ever danced; 6 Have you ever
Exercise 1
organized; 7 Have you ever played; 8 Have you ever sold
1 I’ve got some amazing photos of the party. 2 And thank you
Students’ own answers
for the presents. 3 How do you always choose exactly the right
Exercise 6
present? 4 The T-shirt is really cool too. 5 School’s OK at the
1 B Have you bought the hamburgers and sausages? 2 B Have
moment. 6 How is everything with you? 7 Say hi to Adam and give
you had lunch? 3 B Have you bought him anything? 4 B Has it
my love to your parents.
stopped raining? 5 B Has she lost her glasses again?
Exercise 2
Students’ own answers
Upgrade
Unit check 1 heard; 2 began; 3 raised; 4 where; 5 have; 6 organized;
7 fundraising
Exercise 1
1 post; 2 print; 3 charge; 4 plug; 5 send; 6 connect
a 1; b 2; c 3; d 4
Vocabulary 2
Exercise 1
Exercise 2
1 make; 2 do; 3 make; 4 do; 5 do; 6 make; 7 do; 8 make; 9 do;
1 journalist; 2 politician; 3 computer programmer; 4 graphic
10 make; 11 do
designer; 5 optician; 6 chemist
Exercise 2
Exercise 3
1 make someone happy; 2 do homework; 3 do your best; 4 do
1 cooked; 2 left; 3 didn’t go; 4 were you talking; 5 weren’t listening
exercise; 5 do someone a favour
Exercise 4
Exercise 3
1 e; 2 a; 3 b; 4 c; 5 f; 6 d
1 make a decision; 2 make, laugh; 3 made friends; 4 make,
Note: In item ‘e’, the pronoun ‘she’ should have been ‘he’. This
money; 5 doing charity work; 6 made a mistake
mistake will be corrected when the Workbook is reprinted.
Exercise 5
1 A; 2 C; 3 A; 4 C; 5 A; 6 B; 7 A
Grammar 2
Exercise 1

Digital Competence 1 since; 2 since; 3 for; 4 since; 5 for; 6 since; 7 since

Exercise 2
Exercise 1
1 My sister has worked in a bookshop since 2010. 2 They haven’t
1 They are useful for presenting complex information quickly and
been at school since the fire. 3 I’ve known him for ages. 4 Anna
clearly. 2 Readers are more likely to read an infographic than a
has had a motorcycle for three years. 5 She hasn’t eaten with
written article because it is based on visual reading.
Harry since that awful meal. 6 Alice has been married since
Exercise 2
August 10th.
1 The main idea is to present the information on new techno-
Exercise 3
adaptable running shoes in a clear way. 2 Students’ own answers.
1 How long has she worked for that charity? She’s worked for that
charity since 2008. 2 How long has that restaurant been open?
Unit 3 It has been open for two weeks. 3 How long have you had that

Vocabulary 1 laptop? I’ve had it since March. 4 How long have they known each
other? They’ve known each other since they were two. 5 How long
Exercise 1
has Luis worn glasses? He has worn glasses for two years.
1 had a barbecue; 2 will do a sponsored swim; 3 sold, badges;
Exercise 4
4 are organizing a jumble sale; 5 is selling raffle tickets
1 have been, since; 2 have joined; 3 have had; 4 haven’t played,
Exercise 2
since; 5 haven’t had; 6 haven’t seen, for, since; 7 have, heard;
Students’ own answers
8 have made; 9 have written
Exercise 3
Exercise 5
1 The local band didn’t organize a jumble sale. They made a
1 for a year; 2 since 2014; 3 for two weeks; 4 since he broke his
charity CD. 2 Tom didn’t make a charity CD. He bought a badge.
leg; 5 for three years; 6 for five months;
3 Rick didn’t sell badges at the church. He sold raffle tickets.
4 Mary didn’t sell raffle tickets in the local hospital. She collected
money in the street. 5 Peter didn’t sell cakes at the entrance of
Listening
Exercise 6
the shopping centre. He sold badges in the street.
09

Grammar 1 Since last March, we have raised nearly £700 for Médecins Sans
Exercise 1 Frontières. We are very pleased. And now we have started to raise
1 broken; 2 came; 3 drove; 4 eaten; 5 flew; 6 forgotten; 7 gave; money for Oxfam too. So far, Carol has organized a jumble sale.
8 gone; 9 wore; 10 written We haven’t had the sale yet, but some of us have already done

109

M17 396 Phases1TB3 105 120.indd 109 19/07/18 11:54

 a sponsored swim. We have never made a charity CD, so maybe I’ve known them for more than three years. 3 How long have we
we can try that this year. At my school, the teachers and students had this book? We’ve had it since March. 4 How long have your
have done charity work since 2000. And we’ve supported a school family lived in this town? They’ve lived there since I was born.
in Ethiopia for three years. With our support, they have bought 5 How long have you had your mobile phone? I’ve had it since 2011.
desks and a board for a new classroom. Have you ever done
anything interesting to raise money? Digital Competence
✔: 2, 4, 5 Exercise 1
Exercise 7 1 Students’ own answers; 2 You receive instant information and
1 b; 2 c; 3 c; 4 b; 5 a; 6 a; 7 c you can interpret the results easily.
Exercise 2
Dictation 1 ‘When I help a friend in need’ is the most popular response in
Exercise 8 this chart. 2 Students’ own answers. 3 Students’ own answers.

Unit 4
10

Since last March we have raised nearly £700. We are very pleased.
Carol has organized a jumble sale. We haven’t had the sale yet, but
some of us have already done a sponsored swim.
Vocabulary 1
Exercise 1
We have never made a charity CD, so maybe we can try that this year.
1 a, c; 2 b, c; 3 a, b; 4 a, b; 5 b, c; 6 a, c; 7 a, c
Have you ever done anything interesting to raise money?
Note: In item ‘1’, the article ‘a’ should have been with option ‘a’ (a

Reading postcard). This mistake will be corrected when the Workbook is

reprinted.
Exercise 1
Exercise 2
He was eleven.
a buy souvenirs; b pack a suitcase; c get on a train; d get off a coach
Exercise 2
Exercise 3
1 true; 2 false; 3 not mentioned; 4 false; 5 false; 6 false; 7 not
1 plan; 2 set off; 3 packing my suitcase; 4 get on; 5 buy souvenirs;
mentioned
6 on tours; 7 sightseeing
Exercise 3
Exercise 4
2 It took him more than two months to learn to walk. 4 He made a
1 buy; 2 souvenir; 3 pack up; 4 suitcase; 5 postcard
video diary. 5 The hospital shows Jake’s video to other children with
Students’ own answers
leukaemia. 6 Lots of children at the hospital have seen his video.
Exercise 5
Note: The sentences in the activity are incorrect; they refer to
1 trip; 2 on; 3 set; 4 shopping; 5 packed; 6 send; 7 buy; 8 on
exercise 5 on page 33. The exercise should have been to correct
the false sentences in exercise 2. This mistake will be corrected
when the Workbook is reprinted.
Grammar 1
Exercise 1

Writing 1 c; 2 b; 3 a; 4 b; 5 c; 6 c
Exercise 2
Exercise 1
1 have changed, had; 2 broke, did; 3 have bought, got; 4 have
2 e; 3 a; 4 b; 5 c
painted, chose; 5 have written, sent; 6 have spent, bought
2 There was a lot of rubbish on the beach so our class spent a day
Exercise 3
cleaning it. 3 There are a lot of charity organizations in our village
1 ✘; 2 ✘; 3 ✔; 4 ✔; 5 ✘; 6 ✘; 7 ✔; 8 ✘
although some people don’t usually help them. 4 We have not had
1 I was in Brighton two weeks ago. 2 I have never tried Japanese
a jumble sale yet so we’re going to have one next weekend. 5 The
food. 5 Alice has been in Italy since August. 6 She didn’t speak to
local church has collected a lot of money although they haven’t
me last week. 8 Liza hasn’t spoken to me since the party.
bought what they needed.
Exercise 4
Exercise 2
1 gone; 2 been; 3 been; 4 gone; 5 gone; 6 gone
1 because; 2 although; 3 Although; 4 because; 5 so
Exercise 5
Exercise 3
1 What time did the plane land yesterday? 2 Has Henry ever
Students’ own answers
been to San Francisco? 3 Did you buy souvenirs when you were

Unit check in Milano? 4 How many times has Lauren lost her glasses this
week? 5 How much money have they raised since March?
Exercise 1
Exercise 6
1 sell; 2 do; 3 organize; 4 make; 5 sell; 6 collect; 7 wash; 8 have
a 4; b 3; d 5; e 1; f 2
Exercise 2
Exercise 7
1 make; 2 doing; 3 makes; 4 do; 5 made
1 had; 2 Did you fly; 3 drove; 4 Have you seen; 5 went;
Exercise 3
6 haven’t seen; 7 saw, 8 have never spoken; 9 met
1 hasn’t made; 2 have collected; 3 hasn’t given; 4 haven’t drunk;
5 have bought
Exercise 4
Upgrade
Exercise A
1 Has Anna collected; Yes, she has. 2 Has Anna organized; No,
Hi, Chris!
she hasn’t. 3 Has Anna bought; No, she hasn’t. 4 Has Anna done;
We’ve arrived at last! Our taxi collected on us at eight yesterday
Yes, she has. 5 Has Anna made; No, she hasn’t.
morning. We had a breakfast at the station and then got on our
Exercise 5
train. It took off six hours to Penzance. When we arrived there, we
2 They have been at school for five hours. We’ve lived in this small
got a bus to Land’s End airport. Our plane was really small, only
town since 2013. 5 I haven’t played chess for a year.
for sightseeing seven people.
Exercise 6
At St Marys’ airport, we got on a bus to the port and then off
1 How long has your teacher worked in your school? He’s/She’s
a little boat to St Martin’s. The boat took packed only twenty
worked there since 2009. 2 How long have you known your friends?

110

M17 396 Phases1TB3 105 120.indd 110 19/07/18 11:54

 minutes, but the sea was rough and I felt a bit off sick. Luckily,
of the most important in the world. My parents took
when we arrived, the adventure camp people met us off in their
three tango lessons and one evening we all went to
tractor. They took our rucksacks and we walked. We were all
a tango show. It was great!
exhausted when we finally got on to the camp!
Presenter Did you stay in Buenos Aires all the time or did you
I love this place. The buying view of the sea from my tent is
travel elsewhere?
amazing, and the sound of the waves at night is some magical.
John Well, we also travelled to the south, to Patagonia.
Write to you soon!
We wanted to watch the whales there, so we
Amy
travelled by plane first and then took a small boat.
Exercise B
It was a fantastic experience for all of us.
1 Amy has arrived in St Martin’s. 2 Amy said they had breakfast
Presenter Why don’t you tell us about it?
at the train station. 3 They flew on a very small plane. 4 Amy felt
John We couldn’t touch the whales of course but we
exhausted when she got to the camp. 5 The view of the sea from
watched them swim near us. There were seven or
her tent is amazing.
eight enormous whales swimming about a metre

Vocabulary 2 away from our boat. I’ll never forget this!

Presenter OK, John. Thanks for phoning. Hope you have a nice
Exercise 1
day. And now ladies and gentlemen, another listener
1 freezing; 2 boiling (see note); 3 terrifying (see note); 4 exhausted;
has phoned us. This is Mary, who has travelled to
5 tiny; 6 enormous; 7 delighted
Jerusalem. Hello, Mary…
Note: There are missing squares in the crossword for items ‘2’
1 c; 2 b; 3 a; 4 b; 5 c; 6 c; 7 c
(three squares to the right) and ‘3’ (one square to the left so that
the first ‘i’ in ‘terrifying’ lands on the square that completes item
‘7’). This mistake will be corrected when the Workbook is reprinted.
Dictation
Exercise 8
Exercise 2
1 c; 2 b; 3 b; 4 b; 5 c; 6 a 13

Exercise 3 I went on an unforgettable trip to Argentina with my two cousins

1 terrifying; 2 freezing; 3 amazing; 4 delighted; 5 boiling; 6 tiny; and my parents. We arrived in Buenos Aires and stayed in a
7 enormous five-star hotel there.
Exercise 4 We also travelled to the south, to Patagonia. We wanted to watch
1 delighted; 2 freezing; 3 boiling; 4 enormous; 5 tiny the whales there so we travelled by plane first and then took a
small boat. It was a fantastic experience.
Grammar 2 We couldn’t touch the whales of course but we watched them
Exercise 1 swim near us. There were seven or eight enormous whales
1 many; 2 much; 3 many; 4 many; 5 much; 6 much swimming about a metre away from our boat. I’ll never forget
Exercise 2 this!
1 many; 2 much; 3 a little; 4 a few; 5 much
Exercise 3 Upgrade
2 d; 3 g; 4 c; 5 e; 6 b; 7 a 1 Jack has gone to America, so he isn’t here at the moment.
Exercise 4 2 Melissa hasn’t spoken to me since she got back. 3 We bought
1 much; 2 a few; 3 any; 4 some; 5 a lot of; 6 many; 7 some lots of souvenirs when we were in Guatemala. 4 I only got a little/
Exercise 5 some information from the tourist office. 5 Would you like a few
1 There isn’t much space left for your luggage. 2 They have some sweets to take on the trip? 6 The students haven’t got much time
information about the band’s schedule. 3 Gloria doesn’t eat any left to round off their ideas. 7 Have you ever taken a photo of a
fish at all. 4 We have just seen some cottages on the way to the whale?
station. 5 There aren’t many people at the press conference today.
Reading
Listening Exercise 1
Exercise 6 1 c; 2 f; 3 e; 4 b; 5 d; 6 a
11
Exercise 2
1 b; 2 c; 3 c; 4 a; 5 b
Presenter Our programme today is about unforgettable journeys
Exercise 3
or trips. If you want to tell us your story, please phone
1 slavery; 2 priest; 3 shells; 4 environment; 5 disgrace
us or send us an email. You already know our email
address and our telephone number is 236745978.
And our first call today is from John Bar, who has
Writing
Exercise 1
been to Argentina. Hello, John.
1 First; 2 Then; 3 After that; 4 Next; 5 Finally
1 It’s about unforgettable journeys or trips. 2 Students’ own
Exercise 2
answers
a 6; b 3; c 5; d 7; e 1; f 4; g 2
Exercise 7
Exercise 3
12 Students’ own answers
John Hello, Rosie. I went on an unforgettable trip last
September. I went to Argentina with my two cousins Unit check
and my parents. We had a fabulous time there. We Exercise 1
arrived in Buenos Aires and stayed in a five-star 1 Saturday; 2 a bus; 3 coach; 4 postcard; 5 a suitcase;
hotel there. The breakfast was superb! We went 6 sightseeing
on a tour of the city and visited the most important Exercise 2
monuments. We visited Boca Juniors stadium, one 1 tiny; 2 awful; 3 delighted; 4 freezing; 5 exhausted

111

M17 396 Phases1TB3 105 120.indd 111 19/07/18 11:54

 Exercise 3
1 I have never travelled abroad. 2 Have you already found your
Upgrade
1 since; 2 on; 3 than; 4 enough (see note); 5 will; 6 seen; 7 get;
keys? 3 My sister hasn’t finished her project yet. 4 Where were
8 be; 9 many
you yesterday? 5 How long has your sister known her boyfriend?
Note: In item ‘4’, the word ‘time’ should have been after the blank.
Exercise 4
This mistake will be corrected when the Workbook is reprinted.
1 Who did you go with? 2 Where did you buy them? 3 What did she
see? 4 Where did she find them?
Exercise 5
Vocabulary 2
Exercise 1
1 have gone; 2 has just moved, lived; 3 has designed; 4 have sung;
1 decoration; 2 enjoyment; 3 equipment; 4 possession;
5 wasn’t, hasn’t returned
5 excitement; 6 suggestion
Exercise 6
Exercise 2
1 any; 2 a lot of; 3 a little; 4 some; 5 many; 6 a few; 7 much
1 argue; 2 compete; 3 inform; 4 develop; 5 connect; 6 predict
Exercise 3
Digital Competence 1 advertisement; 2 prediction; 3 suggestion; 4 education;
Exercise 1
5 development; 6 information
1 They are one of the most useful and effective tools for showing
Exercise 4
a series of events. 2 For others to get to know specific information
1 connection; 2 possession; 3 decoration; 4 competition;
about a person’s biography or an event, in a graphic way.
5 enjoyment
Exercise 2
Exercise 5
1 It is about Christopher Columbus. 2 Historical events.
1 arguments; 2 equipment; 3 advertisement; 4 excitement;
3 Because this historical event has a beginning and an ending.
5 suggestion; 6 development; 7 information

Unit 5 Grammar 2
Exercise 1
Vocabulary 1 2 f, You won’t get a good job if you don’t get a good education.
Exercise 1
3 b, It will cost more if we buy our camping equipment at that
1 soundtrack; 2 script; 3 special effects; 4 producer; 5 film a
shop. 4 c, If you have a party, I’ll help with the decoration.
scene; 6 film star; 7 stunt
5 a, If you ask at that desk, they will give you some information.
Exercise 2
6 g, If you had an argument with Ian, you definitely won’t win it.
plot; stunt; script; soundtrack; producer
7 e, People will come to our sale if we make a funny
1 script; 2 stunt; 3 soundtrack; 4 plot; 5 producer
advertisement for it.
Exercise 3
Exercise 2
1 soundtrack; 2 screen; 3 special effects; 4 film star;
1 give; 2 win; 3 comes, ’ll go; 4 will; 5 will be, gets; 6 Will you, do;
5 stuntman
7 hear, will scream; 8 will they, don’t
Exercise 4
Exercise 3
1 scene; 2 award; 3 starred; 4 release
1 will, do, doesn’t ring; 2 Will, lend, asks; 3 will happen, is;
4 Will, get, lose; 5 will, do, lose; 6 will, spend, don’t have
Grammar 1 1 d; 2 e; 3 a; 4 h; 5 b; 6 f
Exercise 1 Exercise 4
1 won’t; 2 will; 3 will; 4 will Students’ own answers
Exercise 2 Exercise 5
1 You will definitely find it brilliant and terrifying. 2 You definitely 2 e; 3 c; 4 g; 5 b; 6 d; 7 f; 8 a
won’t be bored for a minute. 3 The film won’t probably come out 2 Will you help me with maths if I help you with literature? 3 If you
on Netflix for six months. 4 Nobody will ever forget the scene in tell me the secret, I won’t tell it to anyone. 4 She will fall off the
the castle. horse soon if she doesn’t write more slowly. 5 If you lend me €30,
Exercise 3 I will give it back tomorrow. 6 Will you talk to Alissa if you meet
1 will love; 2 will make; 3 will pay; 4 will be; 5 will wear; her at the party? 7 how long will she stay in San Francisco if she
6 will have travels there this summer? 8 If the police don’t find his bike soon,
Exercise 4 his parents will probably buy a new one.
2 d; 3 b; 4 a; 5 f; 6 c Note: In item ‘g’, the word ‘is’ should have been ‘if’. This mistake
2 You won’t enjoy that film because you don’t like romantic films. will be corrected when the Workbook is reprinted.
3 He’s an excellent stunt man, so he won’t hurt himself. 4 We
won’t understand the film because it’s all in Japanese. 5 There’ll Listening
be advertisements first, so the film won’t start at eight. 6 Don’t Exercise 6
worry – the baddies won’t win because they never do. 14
Exercise 5
The cinema was born on 28th December 1895. That was the date
1 am going to train; 2 are going to hire, are going to travel;
when brothers Auguste and Louis Lumière gave the world’s first
3 Are you going to make; 4 ’m not going to see; 5 are you going
public film show to a paying audience in a small café in Paris.
to wear? 6 is not going to win
The show lasted 20 minutes altogether. The brothers showed
Exercise 6
films using their machine called the cinematographe. They
(Suggested answers)
invented this machine, which was both a camera and a projector.
1 Mike and Pam are going to start a journey. 2 Alice is going to
It only weighed about 5 kilos, so they could move it around quite
buy something for her pet. 3 Hugh is going to become a director./
easily. There were ten films. Each film was 17 metres long and
Hugh is going to release a film. 4 Samuel is going to learn to
lasted about 50 seconds. The films were short scenes from
drive. 5 Linda is going to start university.
everyday life. They were, in fact, the world’s first documentaries.

112

M17 396 Phases1TB3 105 120.indd 112 19/07/18 11:54

 The first film that day showed workers leaving a factory. Other
films included one called ‘Baby’s Breakfast’ and one called
‘The Gardener’. Some people say that ‘The Gardener’ was the
world’s first comic film. In it, a person watering his garden gets
wetter than the garden. Some time later, the Lumière brothers
showed a film called ‘The Arrival of a Train at a Station’. It’s
said that some people in the audience were terrified by the film
and ran out of the cinema because they thought a real train
was crashing into the room. Who knows if this story is true?
Certainly, the train does seem to come towards you and nearly
hit you when you watch it. The Lumières never moved away from
real-life films. They were not interested in making up stories
for their films. But their shows were always very popular. They
went on a few tours with their films and showed them in London,
New York, Bombay and Buenos Aires. By 1900, there were about
1,000 films by the Lumières. Strangely, the brothers weren’t very
confident about the cinema. Louis Lumière said, ‘The cinema is
an invention without a future.’ What a big mistake!
1 true; 2 false; 3 true; 4 false; 5 true; 6 true; 7 false; 8 true
Exercise 7
1 It was shown in 1895. 2 The show lasted 20 minutes. 3 It only
weighed 5 kilos. 4 There were ten films. 5 The first film showed
workers leaving a factory. 6 It was The Gardener. 7 They toured
London, New York, Bombay and Buenos Aires.
Dictation
Exercise 8
15
The cinema was born on 28th December 1895. That was the date
when brothers Auguste and Louis Lumière gave the world’s first
public film show to a paying audience in a small café in Paris.
The show lasted 20 minutes.
The brothers showed films using their machine called the
cinematographe. It only weighed about 5 kilos, so they could
move it around quite easily.
There were ten films. Each film was 17 metres long and lasted
about 50 seconds. The films were short scenes from everyday life.
They were, in fact, the world’s first documentaries.
Upgrade
1 in; 2 will watch; 3 is; 4 her; 5 combines; 6 how; 7 will love
Reading 1
Exercise 1
Students’ own answers
Exercise 2
1 false; 2 not mentioned; 3 true; 4 false; 5 false; 6 false; 7 false
Exercise 3
1 e; 2 a; 3 f; 4 b; 5 d; 6 c
Writing
Exercise 1
1 One of my favourite; 2 In my opinion; 3 for me; 4 I think;
5 would definitely recommend
Exercise 2
2; 3
Exercise 3
Students’ own answers
Unit check
Exercise 1
1 award; 2 film; 3 scene; 4 star; 5 special effects; 6 plot
Exercise 2
1 Education; 2 predictions; 3 developments; 4 argument;
5 competition; 6 advertisement
M17 396 Phases1TB3 105 120.indd 113
Exercise 3
1 Will people take holidays on Mars? Yes, they will. No, they won’t.
2 Will there be deserts in Europe? Yes, there will be. No, there won’t
be. 3 Will the sea cover half of England? Yes, it will. No, it won’t.
Exercise 4
1 is going to snow; 2 is not going to study; 3 is going to release;
4 is going to attend; 5 am not going to enjoy
Exercise 5
1 Paloma will make dinner if you help her. 2 If you meet my
friends, you will like them. 3 Jo will drive us to school tomorrow
if you ask her. 4 Tara will not go to Italy if she doesn’t save enough
money. 5 If Jack and Mia get married, we will buy them a present.
Exercise 6
1 I don’t think I will stay at home next weekend. 2 We are all going
to study for our next tests. 3 Are you going to tell your brother the
truth? 4 If the weather gets too cold, I won’t go out. 5 What will
you eat if we go to a vegetarian restaurant?
Digital Competence
Exercise 1
1 It may contain images, text, video clips and recorded audio
narration. 2 Not longer than 10 minutes.
Exercise 2
1 It is about a group of kids who discover the map to treasure.
2 Students’ own answers. 3 Students’ own answers.
Unit 6
Vocabulary 1
Exercise 1
2 f; 3 a; 4 d; 5 c; 6 b
Exercise 2
1 a playlist; 2 a single; 3 a hit; 4 release an album; 5 a record;
6 the lyrics; 7 the album cover
Exercise 3
1 The band released an album two months ago. 2 The
music festival in Oxford wasn’t very good. 3 Compact discs
revolutionized the music industry in the 80s.
Exercise 4
1 live; 2 album; 3 went to; 4 single; 5 lyrics; 6 recorded; 7 went on;
8 studio; 9 festivals
Grammar 1
Exercise 1
1 is made; 2 are invited; 3 am expected; 4 is grown; 5 aren’t
locked; 6 aren’t left; 7 aren’t allowed; 8 isn’t taught
Exercise 2
1 are, grown; 2 is called; 3 are kept; 4 isn’t made; 5 isn’t
celebrated
Exercise 3
1 are made, are sold; 2 are sold; 3 are taken; 4 is taught; 5 are met
Exercise 4
1 Avatar was directed by James Cameron. 2 These bags and
shoes were made in Italy. 3 Millions of magazines are sold every
week. 4 Guernica was painted by Picasso. 5 Rice is grown in Asia
and Africa.
Exercise 5
1 weren’t allowed; 2 were shown; 3 was photographed; 4 were
recorded; 5 were told; 6 was mixed; 7 wasn’t recorded; 8 was
awarded
Exercise 6
1 The Beatles recorded Sergeant Pepper’s Lonely Hearts Club
Band in 1967. 2 The phonograph was invented by Thomas Edison.
3 We don’t watch videos on YouTube every day. 4 The Lord of the
Rings was filmed in New Zealand. 5 The 2010 World Cup Final
was watched by one billion people.
113
19/07/18 11:54
 Exercise 7
1 were created; 2 were drawn; 3 was made; 4 was released;
5 was accompanied; 6 were sold
Upgrade
1 A; 2 A; 3 C; 4 B; 5 B; 6 B; 7 B
Vocabulary 2
Exercise 1
1 (across) unreliable; 1 (down) unfriendly; 2 imperfect; 3 unhappy;
4 important (see note); 5 unoriginal; 6 illegal
Sentence: unreliable
Note: In item ‘4’, the ‘T’ should have been placed one square to
the right. This mistake will be corrected when the Workbook is
reprinted.
Exercise 2
1 unimaginative; 2 illogical; 3 unadventurous; 4 impractical;
5 unsupportive; 6 unfriendly; 7 illegal
Exercise 3
1 unfriendly; 2 untrustworthy; 3 unnecessary; 4 impractical;
5 unsupportive
Exercise 4
1 unadventurous; 2 illegal; 3 unhappy; 4 unoriginal
Exercise 5
Students’ own answers
Grammar 2
Exercise 1
2 e Who was Jurassic Park directed by? It was directed by Steven
Spielberg. 3 f Who was the Eiffel Tower built by? It was built by
Gustav Eiffel. 4 g Who was Don Quixote written by? It was written
by Miguel de Cervantes. 5 d Who was Donald Duck created by?
It was created by Walt Disney. 6 a Who was penicillin discovered
by? It was discovered by Alexander Fleming. 7 b Who was Harry
Potter acted by? It was acted by Daniel Radcliffe.
Exercise 2
1 Where is coffee grown? It is grown in Colombia. 2 Who was
The Simpsons created by? It was created by Matt Groening.
3 Who was Romeo and Juliet written by? It was written by William
Shakespeare. 4 Where are Ferraris produced? They are produced
in Italy.
Exercise 3
1 Was, taken; 2 were, taken; 3 was, invented; 4 was stolen;
5 were, made
Exercise 4
1 When was it released? 2 Who was it produced by? 3 Was it
directed by James Cameron? 4 How many extras were hired for
the film? 5 Where were most of the scenes shot?
Exercise 5
1 Are children allowed in this club? 2 Where are the animals
kept? 3 Where was Titanic filmed? 4 Who was the soundtrack
composed by? 5 Is French spoken in Belgium? 6 When is rubbish
collected?
1 c; 2 g; 3 i; 4 f; 5 e; 6 b
Listening
Exercise 6
16
Claudia Have you ever been to the O2 arena, Maddy?
Maddy No. What’s it like, Claudia?
Claudia Well, it’s one of the biggest indoor arenas in Europe.
Maddy It’s in south-east London, isn’t it?
Claudia Yes. It’s quite a long way from here.
Maddy The outside is like a huge white tent, isn’t it?
Claudia Yes, and inside it’s a massive space.
Maddy What’s it used for?
114
M17 396 Phases1TB3 105 120.indd 114
Claudia Lots of things. I’ve been to a few concerts there. But it’s
also used as an ice rink, or for basketball or exhibitions.
Maddy What concerts have you been to there?
Claudia I went to hear Eric Clapton a few years ago. I also
went to a Lady Gaga concert and a Beyoncé concert.
All the big names have played there. Madonna, Justin
Timberlake, Kylie Minogue.
Maddy I’d like to go to a concert there.
Claudia Yeah. I’d go there a lot more often if I could afford it.
Maddy How much are the tickets?
Claudia Around £50 or more. But we can go to an amazing
exhibition next to the arena if you like.
Maddy An exhibition?
Claudia Well, it’s like a music museum. It’s called the British
Music Experience. I went there on a school trip last
term.
Maddy What kind of things can you see?
Claudia There are exhibitions of different musical periods –
from 1945 to the present. They’ve got huge interactive
screens and videos are shown of all the most important
music events of each age. It’s like a journey through
music history.
Maddy It sounds like watching TV. Not my idea of fun.
Claudia But there are real things to see too. Not just films.
Various rock stars’ clothes and guitars are exhibited.
Maddy What else?
Claudia The best thing is there’s a studio with guitars, drums
and keyboards. You’re taught to play them by famous
musicians.
Maddy You’re kidding!
Claudia Well, yes, I am kidding. The famous musicians are
on video screens. But it’s really fun.
Maddy What did you learn to play?
Claudia The drums. But I wasn’t that good at it. Oh, I just
remembered something else that was amazing.
Maddy What?
Claudia There’s this zone called Dance the Decades.
Maddy What happens there?
Claudia Visitors are taught dance routines from all different
periods.
Maddy Is that by a real teacher?
Claudia No, it’s by an instructor on a screen. But it’s brilliant.
Maddy I prefer real teachers. Why don’t we go to the Dance
Attic? You pay £10 for a 50-minute dance lesson in a
real studio. You can learn anything – tango, salsa, rock n
roll or even belly dancing. It only takes ten minutes
to get there on the bus.
1 true; 2 false; 3 false; 4 true; 5 true; 6 false; 7 true
Exercise 7
1 one of the biggest indoor arenas in Europe; 2 concerts;
3 like a music museum; 4 the British Music Experience
Dictation
Exercise 8
17
We can go to an amazing exhibition next to the arena if you like.
It’s like a music museum. It’s called the British Music Experience.
I went there on a school trip last term. There are exhibitions of
different musical periods – from 1945 to the present.
They’ve got huge interactive screens and videos are shown of all
the most important music events of each age. It’s like a journey
through music history. But there are real things to see too. Not
just films. Various rock stars’ clothes and guitars are exhibited.
19/07/18 11:54
 Exercise 3
Upgrade 1 tell jokes; 2 point at someone; 3 jump a queue; 4 drink a toast;
1 was bought; 2 exists; 3 go; 4 was written; 5 sold; 6 go; 7 didn’t
5 shake hands
have; 8 were living; 9 went; 10 was working; 11 was played; 12 is
Exercise 4
called; 13 has sold; 14 has become; 15 visit; 16 are planning;
1 shook hands; 2 took off; 3 was, rude; 4 telling, jokes; 5 drink
17 will visit
a toast; 6 clicked her fingers

Reading Grammar 1
Exercise 1
Exercise 1
1 E; 2 D; 3 A; 4 C; 5 B
1 You must go to bed early. You mustn’t stay up late. 2 You must
Exercise 2
be polite. You mustn’t be rude. 3 You mustn’t wear jeans. You
1 It’s made of huge red bricks. 2 She built it because she wanted
must wear smart clothes. 4 You must set your mobile phone to
the nation to remember Prince Albert. 3 It was opened in 1871.
silent mode. You mustn’t disturb people on the bus. 5 You must
(see note) 4 The auditorium echoes and in bad weather you can
take off your shoes. You mustn’t make the carpet dirty. 6 You
hear the rain on the glass roof. 5 It is used for classical and pop
mustn’t jump the queue. You must wait for your turn.
concerts/opera/ballet/circus/poetry recitals/award ceremonies/
Exercise 2
tennis matches/boxing contests. 6 They are the famous
a: 3 have to; 4 don’t have to
Promenade Concerts and they take place in summer.
b: 1 has to; 2 doesn’t have to; 3 has to; 4 doesn’t have to
Note: The information to answer question 3 was omitted in the text.
c: 1 have to; 2 don’t have; 3 have to; 4 don’t have to
This mistake will be corrected when the Workbook is reprinted.
Exercise 3
Exercise 3
1 Do young people have to do the military service? 2 How old
1 b; 2 a; 3 a; 4 b; 5 b; 6 b
do you have to be to get a job? 3 Do police officers have to wear

Writing a uniform? 4 Do students have to use their mobile phones at

school?
Exercise 1
Students’ own answers
1 At the age; 2 later; 3 in; 4 for; 5 Since then; 6 Since then; 7 ago;
Exercise 4
8 later; 9 just; 10 now
1 don’t have to; 2 don’t have to; 3 mustn’t; 4 doesn’t have to;
Exercise 2
5 don’t have to; 6 mustn’t
1 She was 17. 2 It was called The Breakfast Club. 3 It stayed for
Exercise 5
six weeks. 4 She acted in Evita. 5 She has got 6. 6 It is her latest
1 should eat; 2 should drink; 3 should sleep; 4 should do;
album.
5 shouldn’t smoke; 6 shouldn’t sit; 7 should put on;
Exercise 3
8 shouldn’t have
Students’ own answers
Exercise 6

Unit check 1 mustn’t; 2 mustn’t; 3 has to; 4 mustn’t; 5 don’t have to; 6 mustn’t;
7 have to; 8 don’t have to; 9 has to; 10 don’t have to; 11 should
Exercise 1
1 band; 2 released/recorded; 3 went; 4 live; 5 festivals; 6 lyrics;
7 went; 8 tour
Upgrade
1 started; 2 loudly; 3 has to play; 4 must; 5 if ; 6 shouldn’t; 7 there
Exercise 2
1 unimaginative; 2 unadventurous; 3 illogical; 4 imperfect;
5 untrustworthy; 6 impractical
Vocabulary 2
Exercise 1
Exercise 3
a advice; b friends; c lies; d truth; e argument; f time; g fun
1 impractical; 2 unreliable; 3 illogical; 4 unimaginative; 5 imperfect
1 had, advice; 2 having an argument; 3 tell lies, tell the truth
Exercise 4
Exercise 2
1 not only spoken; 2 was; 3 makes; 4 was left; 5 was built; 6 held
1 f; 2 d; 3 b; 4 a; 5 c; 6 e
Exercise 5
Exercise 3
1 was, held; 2 is, played; 3 was, composed; 4 Were, interviewed;
1 lies; 2 argument; 3 time; 4 advice; 5 friends; 6 truth
5 Are, found; 6 are, made
Exercise 4
1 c; 2 b; 3 f; 4 e; 5 a; 6 d
Students’ own answers

Digital Competence Grammar 2

Exercise 1
Exercise 1
1 Students’ own answer; 2 Students’ own answer; 3 Because they
2 e; 3 a; 4 f, 5 b; 6 d
are interactive and dynamic.
Exercise 2
Exercise 2
1 I wouldn’t ask Bob for help if I were you. 2 He would have more
1 It is about rapping. 2 Possible answer: The pictures, the tabs on
money if he didn’t spend all his time dreaming. 3 If people didn’t
the top left, the links to social media on the top right.
drive so much, this town would be cleaner. 4 If you wore a coat,
you wouldn’t feel cold. 5 I wouldn’t have to do the washing up if
Unit 7 we had a dishwasher.
Exercise 3
Vocabulary 1 1 asked; 2 broke; 3 could; 4 found; 5 went
Exercise 1
Students’ own answers
1 interrupt a conversation; 2 shake hands; 3 jump a queue;
Exercise 4
4 tell jokes; 5 click your fingers; 6 be rude; 7 take off; 8 kiss
1 would, give; 2 had; 3 would help; 4 travelled; 5 would, do, met;
a stranger; 9 be polite; 10 point; 11 drink a toast
6 would, learn, went
Exercise 2
a 5; b 2; c 3; d 4; e 3; f 1
a 2; b 10; c 7; d 11

115

M17 396 Phases1TB3 105 120.indd 115 19/07/18 11:54

 Listening Infinity. I play drums and she sings. We usually play at school
Exercise 5 concerts or for charity. If we had more money, we would buy
18
better instruments and the band would sound much better,
but we still need to save money.
Interviewer Hi, Francesca. Have you got male and female friends?
Francesca Well, no, actually. I’m at an all-girls’ school, so all
my friends are girls.
Reading
Exercise 1
Interviewer Do you have a boyfriend?
1 be disadvantaged because of sex, appearance, skin colour,
Francesca I meet boys at parties and discos, but I haven’t got a
language, religion, etc; 2 protect/respect children’s rights
boyfriend. If I had a brother, I’d know more boys.
Exercise 2
Interviewer So how many friends have you got?
1 Most countries ratified the Convention on the Rights of the
Francesca I’m in a group of six girlfriends. We’re all in the
Child. 2 Children must express their opinions. 3 The basic human
same year at school. One of the girls in that group is
rights are considered in the Convention on the Rights of the Child.
my best friend. She’s called Eugenie.
4 In Sanjay’s hometown, human rights are not respected.
Interviewer In what way is she more important to you than the
5 Sanjay is given only US$2 a week, which is just a little money.
others in your group?
Exercise 3
Francesca If I have a problem, I talk to her about it. She usually
Students’ own answers
gives very good advice. And she can keep a secret.
So if I tell her something important, she doesn’t tell
the whole group.
Writing
Exercise 1
Interviewer How did you and Eugenie get so close? Can you
1 Although; 2 Furthermore; 3 However; 4 In addition
remember?
Exercise 2
Francesca Well, we both wanted the main role in a play at
1 It’s for secondary schools. 2 They will be away for a year.
school and she got it. I got a smaller part and I
3 They help with travel costs. 4 Students will pay for trips.
was annoyed. So at first, I didn’t like her. I was a bit
Exercise 3
jealous. But then we started talking and we had the
Students’ own answers
same sense of humour. We laughed at the same
things.
Interviewer Have you got any friends who aren’t at your school?
Unit check
Exercise 1
Francesca I’ve got a very good friend from primary school,
1 click; 2 queue; 3 joke; 4 take off; 5 shake; 6 rude; 7 toast
Bryony. I see her at the weekends quite often. She’s
Exercise 2
at a different secondary school now, so she doesn’t
1 Have you ever given a friend your advice? 2 Who do you usually
know my new group of friends very well. But she
ask for advice? 3 Have you ever had an argument with your best
sees them at my parties.
friend? 4 How do you like spending your free time? 5 What kind of
Interviewer Anyone else?
lies do young people tell? 6 Whose advice should students follow?
Francesca Yes. I go to a sports club after school and I’m very
Students’ own answers
friendly with a girl there called Hannah. I spend a lot
Exercise 3
of time with her in the holidays. And we’re going to
1 shouldn’t; 2 don’t have to; 3 have to; 4 must you be; 5 mustn’t
go on a little cycling trip together this weekend.
Exercise 4
1 parties, discos; 2 secret; 3 role, play; 4 weekends; 5 sports club
Students’ own answers
Exercise 6
Exercise 5
1 b; 2 c; 3 a; 4 c; 5 b; 6 c
Students’ own answers
Exercise 6
Dictation 1 c; 2 e; 3 b; 4 d; 5 a
Exercise 7
19 Digital Competence
I’m at an all-girls’ school, so all my friends are girls. I meet boys Exercise 1
at parties and discos, but I haven’t got a boyfriend. If I had a 1 Student’s own answers; 2 You may upload photos or images or
brother, I’d know more boys. videos. 3 Students’ own answers
I’m in a group of six girls friends. One of the girls in that group is Exercise 2
my best friend. She’s called Eugenie. If I have a problem, I talk to 1 It is about friendship/what good friends do. 2 They show the
her about it. She usually gives very good advice. And she can keep situations where good friends are needed. 3 Sometimes using
a secret. So if I tell her something important, she doesn’t tell the audio with no images leads to more imagination.
whole group.
At first, I didn’t like her. I was a bit jealous. But then we started
talking and we had the same sense of humour.
Unit 8
We laughed at the same things. Vocabulary 1
Exercise 1
Upgrade 1 behind; 2 up; 3 off; 4 out; 5 down; 6 to; 7 away; 8 out; 9 up; 10 up
If I had a problem, I would call my best friend, Amanda. She has a 5; b 9; c 7; d 1; e 8; f 3; g 2; h 4; i 10; j 6
always given me good pieces of advice. Amanda and I have known Exercise 2
each other for about ten years. We first met at primary school, so 1 looking forward to; 2 broken down; 3 leaves them behind;
we have been friends since we were 6 years old. We’re both keen 4 brought up; 5 ran away; 6 taken off
on acting, dancing and music. Amanda is a better musician than Exercise 3
me. She would be an excellent professional singer if she had the 1 looked forward to; 2 given up; 3 run away; 4 breaking down;
chance. But at the moment, we both play in a local band called 5 make out; 6 bringing up

116

M17 396 Phases1TB3 105 120.indd 116 19/07/18 11:54

 Note: In the first sentence in item ‘2’, the word ‘to’ should have
been in bold as it is part of the phrase ‘looked forward to’. This
mistake will be corrected when the Workbook is reprinted.
Exercise 4
1 took off; 2 broken down; 3 left, behind; 4 passed out; 5 make out
Grammar 1
Exercise 1
1 told; 2 said; 3 said, had; 4 told, designed; 5 told, met; 6 they
Exercise 2
1 she, him, her; 2 her; 3 he, her, he; 4 her; 5 he, her, she; 6 his;
7 they; 8 their; 9 they
Exercise 3
1 ‘I don’t like vegetables.’ 2 ‘I always walk to school on Wednesday.’
3 ‘We don’t understand equations.’ 4 ‘I’m looking forward to going
to Jane’s party.’ 5 ‘I don’t want to see Gloria this weekend.’
6 ‘I usually meet my friends at the cafeteria round the corner.’
7 ‘We can’t make out the message left on the answering machine.’
Exercise 4
1 told; 2 said; 3 was; 4 her; 5 not; 6 he; 7 didn’t
Exercise 5
He said the weather was usually bad when he travelled by plane.
He didn’t really like it. He said he hated it when the plane started
moving and people got sick. He said that everybody usually felt
scared and uncomfortable. He said that fortunately they were
allowed to operate small portable electronic devices and their
phones set to flight mode.
Exercise 6
1 The captain told the passengers that the flight would take a little
longer. 2 A member of the crew said he felt a bit sick. 3 The co-pilot
told the cabin crew that the weather conditions were not very good.
4 An old lady said she didn’t want to fasten the seat belt. 5 The man
by the window told me that he could see big black clouds.
Exercise 7
1 She told me she was sorry for the delay. 2 The teacher said she
couldn’t make out what we wrote. 3 Gloria said her husband was
not feeling well. 4 Beth and her sister said they were scared of
the noise. 5 The child told the parents he didn’t have his door key.
Vocabulary 2
Exercise 1
1 report a theft; 2 break into a house; 3 grab something;
4 fingerprint; 5 witness; 6 pickpocket; 7 identikit; 8 shoplifter
Exercise 2
a 8; b 2; c 4; d 3; e 5; f 6
Exercise 3
1 report the theft; 2 identikit; 3 shoplifter; 4 witness; 5 broke into;
6 grab
Exercise 4
1 to report the theft; 2 witness; 3 identikit; 4 shoplifter; 5 grabbed
Grammar 2
Exercise 1
1 h; 2 f; 3 j; 4 e; 5 d; 6 a
Exercise 2
1 to try to be punctual; 2 if she could phone me later; 3 me not to
be afraid of the dog; 4 me not to laugh at her hat; 5 to drive slowly
and to be careful; 6 to keep quiet during the ceremony
Exercise 3
1 The teacher asked Frank to study hard for the exam. He/She also
asked Frank to finish his project on time. 2 Franks’ parents told
him not to waste time playing online games. They also told him not
to stay awake after midnight. 3 The librarian asked Sam not to put
the books on the floor. He/She also asked him not to take the books
home. 4 The teacher asked Julia to help Fred study the lesson.
He/She also asked her to explain a difficult exercise to him.
M17 396 Phases1TB3 105 120.indd 117
Listening
Exercise 4
20
Presenter Good morning, friends. Today’s programme is about
books you like and would like to recommend. We
believe that reading is very important because it helps
us learn about the world, develop our imagination,
forget our problems … In other words, reading is very
important, so, please, phone us or text us to tell us
what your favourite book is and what it is about.
1 It’s about books you like and would like to recommend. 2 It’s
important because it helps us learn about the world, develop our
imagination and forget our problems. 3 They can phone or text.
Exercise 5
21
Presenter And our first caller is …
Boy Hello, my name’s Jason Parker, from Leicester.
Presenter All right, Jason, what’s your favourite book?
Boy I didn’t like reading very much. I found it boring at
first, but last year our literature teacher asked us
to read a short story called ‘The Open Window’ and
I really liked it.
Presenter Why would you recommend ‘The Open Window’?
Boy Well, it’s fun; it’s got a little bit of mystery and the
protagonist is a very special teenage girl who has a
great ability: she makes up stories. So the story is
really reader-friendly.
Presenter Fine, then, that was Jason and he recommends
‘The Open Window’. Now … Who is our next caller?
Girl Hello. This is Emma, Emma Smith, from Brighton.
Presenter Hello, Emma. What book would you like to
recommend today and why?
Girl ‘Matilda’ is definitely a fantastic book. It’s about
a young girl who suffers in silence because her
parents do not pay much attention to her. Although
the protagonist is a girl, ‘Matilda’ is not only for
girls. Boys will also find it interesting because it has
some very funny incidents. Matilda has got some
special powers and she uses them against the school
headmistress, an awful lady who hates children.
Besides, you can watch the film too!
Presenter So, you recommend ‘Matilda’; is that right?
Girl Yes, definitely.
Presenter Well, Emma, thank you very much for phoning.
Let’s see now, who is our next caller?
1 Parker, from; 2 was boring; 3 The Open Window; 4 mystery;
5 a special teenager; 6 make up stories; 7 Matilda; 8 pay
attention; 9 special powers; 10 children
Dictation
Exercise 6
22
I didn’t like reading very much. I found it boring, but last year, our
literature teacher asked us to read a short story called ‘The Open
Window’ and I really liked it. It’s fun; it’s got a little bit of mystery
and the protagonist is a very special teenage girl who has a great
ability: she makes up stories. So the story is really reader-friendly.
‘Matilda’ is definitely a fantastic book. It’s about a young girl who
suffers in silence because her parents do not pay much attention
to her. Although the protagonist is a girl, ‘Matilda’ is not only for
girls. Boys will also find it interesting because it has some very
funny incidents.
117
19/07/18 11:54
 Upgrade Worksheet 2
1 A; 2 C; 3 A; 4 C; 5 A; 6 C; 7 B; 8 A; 9 C
Exercise 1

Reading 1 possible; 2 entertaining (see note); 3 but (see note); 4 funny;

5 suddenly; 6 more; 7 Since
Exercise 1
Note: Items ‘2’ and ‘3’ were numbered incorrectly in the text. This
Because they were going on holiday that very evening.
mistake will be corrected when the Workbook is reprinted.
Exercise 2
Exercise 2
1 d; 2 i; 3 j; 4 a; 5 f; 6 b; 7 g; 8 c; 9 h; 10 e
1 Lollapalooza was created in 1991. 2 Many different genres are
Exercise 3
put together in this festival. 3 It was found in the dictionary.
1 They went by taxi. 2 To see the screen with the departure board.
4 Lollapalooza was presented in Argentina in 2014 for the first
3 When she saw that Mark had a cockroach in his mouth. 4 They
time.
looked at their pizzas looking for cockroaches. 5 He apologized
Exercise 3
(and he didn’t charge the couple for the meal).
These are the words to be ticked: amazing, spectacular,

Writing astonishing, exceptional, phenomenal

Exercise 4
Exercise 1
1 Lollapalooza is a multi-genre musical show. 2 In the dictionary,
1 One day; 2 First; 3 Then; 4 Eventually; 5 a year later;
‘lollapalooza’ is defined as something extraordinarily impressive.
6 And nowadays
3 Lollapalooza is presented once a year. 4 Approximately, one
Exercise 2
hundred thousand people attend this mega festival.
1 not common/strange; 2 nervous/worried; 3 know and
understand; 4 write something; 5 move slowly on the surface;
6 quickly; 7 every week Worksheet 3
Exercise 3
Exercise 1
Students’ own answers
1 a; 2 their; 3 without; 4 made; 5 was; 6 him; 7 in; 8 had;

Unit check 9 became; 10 from

Exercise 2
Exercise 1
1 In both films the main characters go on an adventure alone.
1 give up; 2 wake up; 3 make out; 4 broken down; 5 looking
2 Students’ own answers. 3 Students’ own answers.
forward to; 6 brought, up
Exercise 3
Exercise 2
1 If he hitchhikes to Alaska, he won’t lead a traditional life.
1 grab; 2 break; 3 fingerprints; 4 witnesses; 5 shoplifter;
2 If Alaska is his main objective, he doesn’t have time for
6 pickpockets
friendship. (see note) 3 If he goes canyoneering alone, he must
Exercise 3
take his mobile phone with him. 4 If he has his video camera with
1 e; 2 f; 3 b; 4 a; 5 c; 6 d
him, he can record his thoughts and feelings.
Exercise 4
Note: In item ‘2’, the phrase ‘main, doesn’t’ should have been
1 he didn’t feel well there; 2 the boss that they were all a bit tired;
separated. This mistake will be corrected when the Workbook is
3 the press that they believed the criminal was really dangerous;
reprinted.
4 it was really cold outside
Exercise 5
1 The police officer ordered the thief not to run away. 2 He told Worksheet 4
the thief to give him the money back. 3 He ordered the thief to
Exercise 1
stop and talk to him. 4 Then he told him not to get into more
(Suggested answers)
serious trouble.
1 Because the body was found in the courtyard, and the room was

Digital Competence locked and the windows nailed down. 2 The money was on the
floor, so the murderer wasn’t a thief. 3 To carry the daughter’s
Exercise 1
body up the chimney required super human strength.
1 You can use them to create written projects and share them
Exercise 2
easily with others on the web. 2 Students’ own answers.
1 Monsieur Dupin said that he read a newspaper article about
Exercise 2
the murders. 2 The murders took place in the Rue Morgue.
1 Because Aunt Nelly took two bags to the bank, one where she
3 The case was difficult for the police because there was
put the money in and which she hid under her jacket and another
no evidence of who committed the crime. 4 Monsieur Dupin
empty bag which the robbers stole. 2 The past simple tense.
concluded that the murderer was an orang-utan. 5 The sailor
3 Student’s own answers.
told Monsieur Dupin that the orang-utan escaped from his locked
closet with a razor in its hand.
Worksheet 1 Exercise 3
1 shrieks; 2 decapitated; 3 drag; 4 beast; 5 razor
Exercise 1
Exercise 4
facilitate our work, make information more accessible, handy,
1 the murderer is a beast; 2 only an animal will do it; 3 the murderer
adaptable shoes, more comfy, save time, simplify our lives
is not a thief
Exercise 2
1 false; 2 not mentioned; 3 true; 4 true; 5 not mentioned
Exercise 3
1 When the PC appeared in the late 20th century, our lives
changed completely. 2 While technology advances, our world
becomes more comfortable. 3 When experts created the mobile
phone, the universe of interaction opened up to us.

118

M17 396 Phases1TB3 105 120.indd 118 19/07/18 11:54