Project 1 2 3 Extra Tests

A variety of information and resources
and to support your Project teaching.
Project Extra Tests

Levels 1 - 3
Introduction to Project Work

Tom Hutchinson explains what project work is, what benefits it brings, and how to
introduce it into the classroom.
Grammar Extra
Grammar worksheets to use as warmers and fillers in the classroom. This new material
covering topics from the Project syllabus provides students with additional reading,
writing and speaking tasks targeting specific grammar points. Work through the
sheets, or mix and match!
Project Language Log

The Project Language Log is an individual record of your students’ progress in
learning English. Download the Project Language Log in PDF format.
UNIT 1
1 Write the number in figures. 3 Write the colours.
Example Example
three 3 lueb blue
1 eight 1 energ
2 ten 2 worbn
3 eleven 3 lowley
4 fifteen 4 erd
5 thirty 5 thiew
MARK ..... / 5 MARK ..... / 5
2 Label the pictures. 4 Write the parts of the body.

Example Example
two apples eye
1
1
2
2
3
3
4
4
MARK ..... / 5 MARK ...... / 5
TOTAL ...... / 20
PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

UNIT 2
1 Complete the conversations. 2 Complete the sentences with am, is
or are.
1 Example
Hello, Tim. are you? I am twelve.
1 I from Poland.
2 you in the kitchen?
3 He thirteen today.
4 Where the dog?
5 We not stupid!
I’m fine, thanks. 6 My sister on the phone.
MARK ....../ 6
2
3
are you from?
Complete the answers. Use short forms if
possible.
Example
Is Ben at home? No, he isn’t.
1 Are you from New York? Yes,
2 Is she afraid? Yes, .
I’m from Hungary. 3 Is this your favourite programme?

No, .
3 4 Are you and Kevin from London?
How old are you? Yes, .

MARK ....../ 4
4 Complete the table.
I my
twelve.
1 your
4
2 he
morning, Thomas.
3 her
4 it
5 our
6 they
Good morning, Mr Perkins.
MARK ....../ 6
MARK ....../ 4
TOTAL ...... / 20

UNIT 3
1 Write the missing word. 3 Write have got or has got in the short
form.
Example
twenty-two, twenty-three, twenty-four Example
1 thirty-five, , thirty- I’ve got a dog.
seven 1 He three sisters.
2 seventy, , ninety 2 You my bag!
3 Wednesday, , Friday 3 We a garden.
4 Sunday, Monday, 4 She French today.
MARK ....../ 4 MARK ....../ 4
2 Write phrases with this or these.

4 Write short answers.
Example
Example
Have you got a cat? No, I haven’t.
this pen 1 Has Ben got a sister?
Yes, .
2 Has your mum got a car?
No, .
3 Have we got Geography today?
1 No, .
4 Have your friends got a dog?
Yes, .
MARK ....../ 4
2
5 Write the school subject.
Example
Maths
1
3
3
4
4
MARK ....../ 4 MARK ..... / 4
TOTAL ...... / 20

UNIT 4
1 Write the time.
Example
1
It’s four o’clock.
3
3
MARK ....../ 4
4
2 Write on or at.
Example
on Monday
1 twenty to ten
MARK ....../ 4
2 Friday
3 the weekend
4 Write do or does.
4 half past six 1 your friends like comics?
MARK ....../ 4
2 Becky have lunch at school?
3 When you get up?
3 Write sentences about the things they
do. 4 When your sister go to bed?
Example MARK ....../ 4
5 Write don’t or doesn’t.
She plays tennis. 1 She watch television.

2 I like Maths.
3 We collect things.
4 My brother play football.
MARK ....../ 4
TOTAL ...... / 20

UNIT 5
1 Write short answers. 3 Write to or at.
Example 1 ‘Where’s Rebecca? ‘ ‘ the
Can Stephen draw? Yes, he can. bus stop.’
1 Can Stephen take good photographs? 2 Can you come my house?’
Yes, 3 Let’s go the cinema.
2 Can you swim? 4 You can buy a drink the
No, shop.
3 Can Rebecca draw? 5 I must go the toilet.
MARK ....../ 5
No,
4 Can they speak English?
Yes,
5 ‘Can we go home now?’
4 Complete the sentences.
Example
Yes,
MARK ....../ 5
2 Write sentences about the room. Use

there’s or there are. The dog is in the basket.
1 The dog is the

washing machine.
2 The dog is two cats.
3 The dog is the boy.
Example
There’s a computer. 4 The dog is the boy.
1
2
3
4
5 The dog is the chair.
5
MARK ....../ 5
MARK ....../ 5
TOTAL ...... / 20

UNIT 6
1 Write the word. 3 Write sentences.
Example Example
teeth She’s having a shower.
1
1
2
2
3
3
4
4
5 MARK ....../ 4
4 Write the verb in the correct form.

Examples
6
We do our homework in the evening. do
They can’t come now, they are doing
their homework. do
MARK ....../ 6
1 I can’t come, I . read
2 They lunch now. have
2 Write who or whose. 3 My sister my shirts
Example every week. iron
Whose comic is this? 4 She Geography on
1 skirt is this? Tuesdays. have
2 is that girl? 5 We television in
the evenings. watch
3 likes football?
6 At the moment Tony
4 boots are these?
MARK ....../ 4
to the radio. listen
MARK ....../ 6
TOTAL ...... / 20

KEY TO TESTS
UNIT 1 UNIT 3 UNIT 5
1 1 8 1 1 thirty-six 1 1 he can
2 10 2 eighty 2 I can’t
3 11 3 Thursday 3 she can’t
4 15 4 Tuesday 4 they can
5 30
2 1 this car
5 you can
2 1 two cats 2 these dogs 2 (in any order)

2 four books 3 this watch 1 There are two beds.
3 three windows 4 these books 2 There’s a wardrobe.
4
5
five glasses
three men
3 1 ‘s got
3 There are three chairs.
4 There’s a desk.
2 ‘ve got
3 1 green 3 ‘ve got
5 There’s a football.
2 brown 4 ‘s got 3 1 At
3
4
yellow
red
4 1 he has
2
3
to
to
2 she hasn’t
5 white 4 at
3 we haven’t
4 1 leg 4 they have
5 to
2 foot
5 1 Art
4 1 on
3 mouth 2 between
2 Science/Chemistry
4 nose 3 behind
3 French
5 ear 4 in front of
4 History
5 under
UNIT 2 UNIT 4 UNIT 6

1 1 How
1
2 Where
1
2
It’s twenty past six.
It’s five to four.
1 1 ears
3 I’m 2 nose
3 It’s half past eight.
4 Good 3 arm
4 It’s quarter to three.
2 1 am
2 1 at
4
5
mouth
hair
2 Are
2 on 6 tongue
3 is
4 is
3
4
at
at
2 1 Whose
5 are 2 Who
6 is 3 1 They watch television. 3 Who
3 1 I am
2 She goes swimming. 4 Whose
2 she is
3
4
He plays the guitar.
They read comics.
3 1 She’s reading.
3 it isn’t 2 He’s playing golf.
4 we are 4 1 Do 3 She’s cleaning her teeth.
4 1 you
2 Does 4 They’re washing the car.
2 his
3
4
do
does
4 1 am reading
3 she 2 are having
4 its 5 1 doesn’t 3 irons
5 we 2 don’t 4 has
6 their 3 don’t 5 watch
4 doesn’t 6 is listening

UNIT 1 TEST
1 Complete the sentences about Janet and
her family. Use the verb in brackets.
3 Look at the pictures and write what the
people are doing.
Example Example
Janet lives on a farm in Wales. (live)
1 She very early. (get up)
2 She always a shower before She’s reading
breakfast. (have) a comic.
3 Her parents on the farm.
(work)
4 They their job. (like)
5 Janet and her brother to 1
school by bus. (go)
6 She home at five o’clock.
his homework.
(come)
7 She always her parents in
the evening. (help)
8 Her friends often with her at
the weekend. (stay)
MARK ..... / 8 2
2 Write the questions about Janet and her

family. to music.
Example
Where/Janet/live Where does Janet live?
1 When/Janet/get up?
?
3
2 What/she/do/before breakfast?
.
?
3 Where/her parents/work?
?
4
4 How/she/go/school?
dressed.
?
5 What/she/do/evening?
?
6 When/her friends/stay/with her?
5
.
?
MARK ..... / 6

6 Read the letter and decide whether
sentences 1–10 are true (T) or false (F).
6
a photo. Dear Stefan

How are you? I’m fine!
resting.
Thank you for your letter! It’s very inte
MARK ..... / 6 Do you like living in a big town?
ess, in the
I live in a small town called Stromn
4 Answer the questions using the negative
form of the present continuous. Orkneys, in northern Scotland.
ple (and
Example I like living here. There aren’t many peo
Are you eating? there aren’t many trees!), but it’s very
ting
No, I’m not eating. beautiful. You can see lots of interes
1 Are you watching television? birds here.
It’s very
In December the days are very short.
I like the
cold, but it doesn’t snow very often.
is June,
summer best. My favourite month
birthday’s
2 Is Dad washing the car? because it’s warm, and because my
s are very
in June. At the end of June the day
long.
your
3 Are Jack and Alex skiing? Write again soon, and tell me about
school.
Matthew
4 Is Amy wearing Jessica’s T-shirt?
5 Is Ryan speaking English? 1 Stefan lives in the Orkneys.

2 Matthew lives in Stromness.
3 Stromness is in the Orkneys.
MARK ..... / 5
4 Stromness is a big town.
5 Write the missing words. 5 There are lots of trees in the Orkneys.
Example
eleventh, twelfth, thirteenth 6 There are lots of birds in the Orkneys.
1 third, fourth,
2 seventh, , ninth 7 Matthew doesn’t like living in the
3 January, , March Orkneys.
4 May, June, 8 The days are very short in December.
5 , September, October
MARK ..... / 5
9 In June it’s warm.
10 Matthew’s birthday is in July.
MARK ..... / 10
TOTAL ...... / 40

UNIT 2 TEST
1 Choose the right adjective from the box. 3 Write this, that, these, or those.
long old fast large strong
Example
long
Example
this hamster
1 bird
2
3
2 dogs
MARK ..... / 4 3 fish
2 Write the adjectives which mean the

opposite of the adjectives in 1.
Example
long short
1
2
3
4 4 cat
MARK ..... / 4 MARK ..... / 4

4 Complete the table. 7 Write the name of the animal next to the
definition.
I me fish dolphin gorilla insect
lion mouse rabbit spider
1 you
1 It lives in mountains and hills in Africa,
2 he
and it’s very strong.
3 her 2 It can run very fast, and it’s got long ears.
4 it Children like it.
3 It lives in the water and often has
5 we
different colours.
6 them 4 It is a member of the cat family. Some
people call it ‘the king’ of animals.
MARK ..... / 6
5 Circle the right word. 5 It is small and grey with a long tail. It
likes cheese, but it doesn’t like cats.
Example
Can you see I / me ?
1 It’s David. He’s/Him’s in the kitchen. 6 It is very small, and it has six legs.
2 I’ve got two pet snakes, but my mum
doesn’t like they/them. 7 Some of them are dangerous! It has
3 Please give the money to I/me. eight legs.
4 He’s nice. I like him/he. 8 It lives in the water, and it can swim very
5 I can’t hear her/she very well. well, but it isn’t a fish.
6 We/Us are intelligent animals.
MARK ..... / 6 MARK ..... / 8
6 Complete the sentences with some or

any.
1 There aren’t letters today.

2 We haven’t got homework.
3 I need new toothpaste.
4 Is there milk in the fridge?
5 Here is chocolate for you.
6 There are new students at
school.
7 Give him food.
8 Have you got money?
MARK ..... / 8
TOTAL ...... / 40

UNIT 3 TEST
1 Complete the conversations with was,
were, wasn’t, or weren’t.
4 Jane didn’t feel well yesterday.
Complete the sentences with verbs in
the past simple from the box.
1 Teacher you at home
give have listen play
yesterday, Peter? You at
stay write
school.
Peter I didn’t come because
I ill.
2 Sally The potatoes OK!
Sue Yes, they . But the
meat very nice!
MARK ..... / 6
2 Write the past simple of the verbs. Example

She stayed in bed all morning.
Example
play played
1 visit
2 want
3 arrive
4 need
5 drive
6 read
7 get
1 She any breakfast.
8 fall
MARK ..... / 8

Example
I wasn’t in school yesterday because I
was ill (lil)
1 Aaachoo! Oh dear, I’ve got a
(dolc).
2 Let me see … 39.8. Yes, you’ve got a 2 Her mother
(rutemaperte). her some medicine.
3 I need a (stentid). I’ve
got toothache.
4 Look at that big black
(sruibe) on your leg. How did you get it?
5 I feel terrible. I think I’ve got
(luf).
6 Mum doesn’t want to listen to our
music. She’s got a
(deacheah). 3 She to music
MARK ..... / 6 in the afternoon.

6 Read the text and decide whether
Today a barber and a surgeon do very

different jobs. A barber cuts people’s hair
and a surgeon is a doctor who works in a
hospital. So, if you want a haircut, you go
to the barber’s, but if you break a leg, you
need a surgeon!
But two hundred years ago things were
different. A barber was the man with the
4 She a letter to a
knife – to cut beards and hair. But he was a
friend.
surgeon, too. Sometimes he used his knife
to cut arms and legs! Of course, there were
no anaesthetics in those days, so it hurt a
lot! Every barber’s shop had a red and
white sign outside, because red is the
colour of blood.
About a hundred and fifty years ago things
started to change. New hospitals opened,
and surgeons worked there, with
anaesthetics.
So barbers stopped cutting arms and legs.
5 She a game But you can still see the red and white sign
with her brother. outside some barbers’ shops today.
MARK ..... / 5
1 A barber cuts hair.
5 Write the questions.
2 A surgeon cuts hair.
Example
I went to the dentist’s yesterday. (Where) 3 Surgeons work in hospitals.
Where did you go yesterday? 4 Two hundred years ago barbers were
1 Cathy fell over and broke her arm. (How) surgeons.
5 They worked with knives.
6 There was a red and white sign outside
2 I had chicken for lunch today. (What) barbers’ shops.
7 Barbers cut off peoples’ heads.
8 Today things are different.
3 Paul went to the dentist’s yesterday. 9 Surgeons today don’t work with
(Where)
anaesthetics.
10 Today there aren’t any barbers.
MARK ..... / 10
4 The doctor came at six o’clock. (When)
5 We went to school on Saturday. (Why)
MARK ..... / 5 TOTAL ...... / 40

UNIT 4 TEST
1 Write the name of the food.
4 Complete the recipe with a, some, or the.
Example
banana
2
Do you like chips? They are easy to make.
3 Put oil in frying

pan. Then you need to cut
potatoes into thin pieces and put them in
4 pan. In five minutes
chips are ready. Take them out, put
salt on them, and eat them!
5 MARK ..... / 6
5 Write sentences with going to like the

one in the example.
6
Example
MARK ...... / 6
I didn’t do my homework yesterday.
I’m going to do it today.
2 Write a, an, or some.
1 I didn’t go out yesterday.
Examples
a banana some fish
1 peas
2 egg 2 I didn’t wash my hair yesterday.
3 milk
4 fruit
5 packet of crisps 3 My mum didn’t cook yesterday.
6 potato
MARK ..... / 6
3 Complete the sentences with some or any. 4 My friends didn’t play football yesterday.
Example
Is there any salt?
1 We need bread. 5 I didn’t study English yesterday.
2 Is there milk?
3 I think there are potatoes.
4 I don’t want more chocolate! 6 We didn’t watch television yesterday.
5 Is there cola?
6 There’s cake on the table.
MARK ..... / 6 MARK ..... / 6

6 Read the text and decide whether sentences 1–10 are true (T) or false (F).
★ A M E S W I L L I A M S comes from the USA.

People call him “Big Cat” because he’s two
metres tall.When he was at school he was
100 kilos. Now he weighs 170! James is
famous in the States because he plays
for the Chicago Bears, an American
football team. American football is
different from European football.
(Americans call European football
‘soccer’.) To play American football
you need to be big and strong –
so James needs to eat a lot.
★ Every day James has three very big

meals. For breakfast he has orange
juice, cereals, yoghurt, fruit, bread
and butter, milk, eggs, bacon, and
cake. A typical lunch is spaghetti, fish,
meat, vegetables, and apple pie
with ice-cream. He loves apple pie!
★ In the evening he has his main meal.

Tomato soup, spaghetti, pork and beef,
jacket potatoes, chicken salad, rice with
mushrooms, and two or three desserts,
including his favourite – chocolate cake.
★ But that isn’t everything. James

also eats between meals –
bread and butter, hamburgers,
sweets, and two or three
bars of chocolate!
1 James Williams is British. 6 James has spaghetti for breakfast.

2 He is very big.
3 He was 100 kilos when he was at 7 He likes apple pie.
school. 8 He doesn’t like chocolate cake.
4 He plays American football. 9 His evening meal is small.
5 American football players are big. 10 He doesn’t eat between meals.
MARK ..... / 10
TOTAL ...... / 40

UNIT 5 TEST
1 Write the opposite word.
Example
big small
1 hot
2 wet
3 fat
4 young
5 bad
MARK ..... / 5
2
2 Write the comparative form.
Example
big bigger L
1 deep
2 quick H
3 friendly L
London
Warsaw
4 difficult
5 white
6 hot
7 bad
3
8 good
9 flat
10 happy
MARK ..... / 10
3 Write comparisons.
Example
Sharon is taller
than Susan.
5
1
MARK ..... / 5

4 Write sentences using the superlative
form.
5 Read the text and decide whether
Example
Sydney/big/city/Australia
Sydney is the biggest city in Australia.
The hottest place in
1 Loch Ness/deep/lake/UK the world is the
Sahara desert in
Africa. But there are
deserts in many other
2 Russia/large/country/world places: in America, in
Africa, in Asia and in Australia. In 1917 the
temperature in Death Valley, in the United
States, was 49°C every day for six weeks.
3 Cardiff/big/town/Wales
That’s very hot!
But deserts are not always hot. After dark

deserts are very cold.
4 January/cold/month/year
Not many animals and plants can live in a
desert, because it doesn’t rain very often. But
one animal likes the desert – the camel. It has
5 Buckingham Palace/famous/building/ big feet to walk on the sand. It can live for a
London long time without water. Sometimes it doesn’t
drink anything for weeks – so it gets very
thirsty! When it finds water it can drink 50
litres at a time.
6 Russell/good-looking/boy/class
1 The Sahara desert is in Africa.

7 Monday/bad/week
2 It is the wettest place in the world.
3 Death Valley is in the United States.

8 English/easy/subject/school
4 It is always hot in a desert.

5 It usually rains after dark.
9 Sue/short/girl/class
6 There are lots of animals in a desert.
7 There aren’t many plants in a desert.

10 Our teacher/friendly/person/our school
8 Camels have big feet.

9 Camels don’t need to drink water every
MARK ..... / 10
day.
10 Camels can get very thirsty.
MARK ..... / 10
TOTAL ...... / 40

UNIT 6 TEST
1 Rewrite the sentences with the adverb. 3 Complete the sentences with has to or
have to.
Example
I come here in summer (often) Example
I often come here in summer. I have to go to the dentist’s this afternoon.
1 We go to the mountains in winter. 1 We get up early
(sometimes) tomorrow.
2 Jenny do a lot of
homework.
2 I am tired in the evenings. (always) 3 Ken help his mother

today.
4 You work in this
school!
3 My dad doesn’t work on Sundays. (often) 5 Does Silvia go to
school tomorrow?
6 Do I eat everything?
MARK ..... / 6
4 They finish school at four o’clock.
(normally)
4 Kirsty works in a hotel in the
mountains. Write sentences saying what
she has to do, and what she doesn’t have
to do.
5 There are good films at that cinema. (often)
Examples
speak English and German? yes
She has to speak English and German.
6 People are very friendly here. (always) work on Sundays? no
She doesn’t have to work on Sundays.
1 make the beds? no
MARK ..... / 6
2 Circle the correct word. 2 buy the food? yes

Example
John walked slow/ slowly to the door.
1 Please speak slow/slowly.
3 cook at lunchtime? no
2 I had a quick/quickly shower this
morning.
3 I can’t ski very good/well.
4 Paul read the letter careful/carefully. 4 wash the dishes? yes
5 That music is too loud/loudly!
6 The pilot flew the plane safe/safely.
7 He didn’t hit me very hard/hardly. 5 wash people’s clothes? no
8 Be careful/carefully!
MARK ..... / 8
MARK ..... / 5

5 Complete the conversation with the words in the box.
better don’t ideas let’s shall
A we do something B Why we see A Mmm. I’ve got a

interesting today? Have you that film about animals? idea. go to the
got any good ? zoo.
MARK ..... / 5
6 Read the text and decide whether sentences 1–10 are true (T) or false (F).
Did you know that the first zoos were a form

of entertainment for kings? Some of them are
very old. The first zoo was in China in 1400.
In Europe, many zoos opened in the
nineteenth century. London Zoo opened in
1826. Soon there were lots of animals. It had
the first collection of reptiles, the first
aquarium, and the first insect house.
Londoners liked going to see the animals,
especially big animals like pandas and
gorillas. One gorilla, called Guy, was very
famous. Today you can see a statue of him in
the zoo.
But many people don’t like zoos. They think it is wrong for animals to be
in cages. But zoos are changing. They look after animals more carefully
now. In many zoos animals are not in cages. They have more space to
move about freely. And perhaps the zoos are helping to save some
animals from dying out.
1 Some zoos are very old. 6 Their favourite animals were small
2 There was a zoo in China in 1400. animals like insects.
3 London Zoo opened in 1926. 7 A gorilla in London Zoo became very
4 London Zoo had lots of different animals. famous.
8 Today there is a statue of him.
5 People in London liked going to the zoo. 9 Zoos today don’t look after animals very
well.
10 They keep all the animals in cages.
MARK ..... / 10
TOTAL ...... / 40

KEYS TO TESTS
UNIT 1 TEST UNIT 2 TEST UNIT 3 TEST
1 1 gets up 1 1 strong 1 1 ‘Were you at home
2 has 2 old yesterday, Peter? You
3 work 3 large weren’t at school.’
4 like 4 fast ‘I didn’t come because I
5
6
go
comes
2 1 weak
2
was ill.’
‘The potatoes were OK!’
2 new
7 helps ‘Yes, they were. But the
3 small
8 stay meat wasn’t very nice!’
4 slow
2 1 When does Janet get up?
3 1 that
2 1 visited
2 What does she do before 2 wanted
2 those
breakfast? 3 arrived
3 these
3 Where do her parents work? 4 needed
4 this
4 How does she go to school? 5 drove
5 What does she do in the 4 1 you 6 read
evening? 2 him 7 got
6 When do her friends stay 3 she 8 fell
with her? 4 it
3 1 cold
3 1 He’s doing
5
6
us
they
2 temperature
2 She’s listening 3 dentist
3 They’re eating. 5 1 He’s 4 bruise
4 She’s getting 2 them 5 flu
5 They’re skiing. 3 me 6 headache
6 He’s taking 4 him
4 1 didn’t have
4 1 No, I’m not watching
5
6
her
We
2 gave
television. 3 listened
2 No, Dad isn’t washing the 6 1 any 4 wrote
car. 2 any 5 played
3 No, Jack and Alex aren’t
skiing.
3
4
some
any
5 1 How did Cathy break her
arm?
4 No, Amy isn’t wearing 5 some
2 What did you have for lunch
Jessica’s T-shirt. 6 some
today?
5 No, Ryan isn’t speaking 7 some
3 Where did Paul go
English. 8 any
yesterday?
5 1 fifth 7 1 gorilla 4 When did the doctor come?
2 eighth 2 rabbit 5 Why did you go to school on
3 February 3 fish Saturday?
4
5
July
August
4
5
lion
mouse
6 1 T 5 T 9 F
2 F 6 T 10 F
6 1 F 5 F 9 T
6
7
insect
spider
3 T 7 F
2 T 6 T 10 F 4 T 8 T
8 dolphin
3 T 7 F
4 F 8 T

Key to Tests
UNIT 4 TEST UNIT 5 TEST UNIT 6 TEST

1 1 tomato 1 1 cold 1 1 We sometimes go to the
2 ham 2 dry mountains in winter.
3 spaghetti 3 thin 2 I am always tired in the
4 crisps 4 old evenings.
5 chicken 5 good 3 My dad doesn’t often work
6 apple
2 1 deeper
on Sundays.
2 1 some 2 quicker
4 They normally finish school
at four o’clock.
2 an 3 friendlier
5 There are often good films
3 some 4 more difficult
at that cinema.
4 some 5 whiter
6 People are always very
5 a 6 hotter
friendly here.
6 a 7 worse
3 1 some
8 better 2 1 slowly
9 flatter 2 quick
2 any
10 happier 3 well
3 some
4 any 3 1 John is fatter than David.
4
5
carefully
loud
5 any 2 The elephant is heavier than
6 safely
6 some the hippopotamus.
7 hard
4 Do you like chips? They are easy
3 Warsaw is colder than
London.
8 careful
to make. Put some oil in a
frying pan. Then you need to cut
4 The trousers are more 3 1 have to
expensive than the shirt. 2 has to
some potatoes into thin pieces
5 The River Severn is wider 3 has to
and put them in the pan. In five
than the River Thames. 4 have to
minutes the chips are ready.
Take them out, put some salt 4 1 Loch Ness is the deepest
5
6
have to
have to
on them, and eat them! lake in the UK.
5 1 I’m going to go out today.

2 Russia is the largest country 4 1 She doesn’t have to make
in the world. the beds.
2 I’m going to wash it today.
3 Cardiff is the biggest town 2 She has to buy the food.
3 She’s going to cook today.
in Wales. 3 She doesn’t have to cook at
4 They’re going to play
4 January is the coldest lunchtime.
football today.
month of the year. 4 She has to wash the dishes.
5 I’m going to study (English)
5 Buckingham Palace is the 5 She doesn’t have to wash
today.
most famous building in people’s clothes.
6 We’re going to watch
(television) today.
6
London.
Russell is the best-looking
5 A Shall we do something
6 1 F 5 T 9 F boy in the class.

interesting today? Have you
got any good ideas?
2 T 6 F 10 F 7 Monday is the worst day of
B Why don’t we see that film
3 T 7 T the week.
about animals?
4 T 8 F 8 English is the easiest
A Mmm. I’ve got a better idea.
subject at school.
Let’s go to the zoo.
9 Sue is the shortest girl in
the class. 6 1 T 5 T 9 F
10 Our teacher is the friendliest 2 T 6 F 10 F
person in our school. 3 F 7 T
5 1 T 5 F 9 T
4 T 8 T
2 F 6 F 10 T
3 T 7 T
4 F 8 T

UNIT
NIT 1 TEST
EST
1 Complete the sentences with the verb in the
past simple.
3 Who are they? Write the family relation.
Example
dad’s brother uncle
1 dad’s dad
2 uncle’s son
3 mum’s brother .
Example 4 dad’s sister

Last year Duffy had a very good holiday. (have) 5 sister’s daughter
1 He lots of new things. (see) 6 mum’s mum
MARK ....../6
2 He in the sea every day.
(swim)
4 Complete the story of Monica Mayhem.
3 He lonely. (not be) Example
4 He lots of interesting dogs.
(meet)
5 They to see him at his
hotel. (come)
6 Some days they breakfast
together. (have)
7 The days long and hot. (be)
8 Duffy eat very much. (not
eat) Monica Mayhem died in Dublin.
9 He lots of water. (drink)

10 He to stay on holiday for
ever. (want)
MARK ....../10
2 Jack is explaining what he did last weekend.

Write the questions.
Example
What did you do? I learned to windsurf.
1
1 She was in Brisbane.
I went with my class from school.
2
To a lake near Manchester.
3
We were on the water for three hours.
4
It cost fifteen pounds.
5
We came back on Saturday evening. 2 She up in Greenland.
6
Yes, I did. It was brilliant!
MARK ....../6

4 I saw it two weeks ago/before.
5 • What was your weekend about/like?

• It was a bit boring.
6 Look at William! He’s in/on love with Mary.
7 Sorry/Pardon, Frank. You can’t play here.
8 It’s sorry/a pity you don’t like Kelly.

MARK ....../8
3 She to Milan when she

was 16.
6 Re-write the sentences. Use pronouns
where you can.
Example
I like my cousin Sylvie. Sylvie’s really funny.
I like my cousin Sylvie. She’s really funny.
1 Alice is the new girl in our class. Alice is from
London.
2 Our school is in West Street. Our school is

very old.
4 She got in Marseilles.
MARK ....../4
5 Circle the correct word or phrase.

3 My brother and I live near the school. My
Example
brother and I go to school by bike.
Oh, hello Sarah!
Come in / on!
4 My parents got married in 1985. My parents

aren’t old.
5 We moved to this town three years ago. This

town is OK.
6 My friend thinks the town is fantastic. My

friend was born here.
1 Could/Did you switch on the TV, please?

MARK ....../6
2 • What’s your name?
• Pardon/Pity? What did you say? TOTAL ....../40
3 • Do you like this video?

• Yes, it’s really terrible/exciting!

UNIT
NIT 2 TEST
EST
1 Put the verbs in brackets into the correct
tense (present simple or present continuous).
3 Write sentences.
Examples
Ginny is a swimmer. She goes (go)

swimming four or five days a week. She My aunt
usually (1) (get up) early and
(2) (practise) before school. My aunt likes reading.
At weekends she often (3)
(swim) in competitions. Her dad
(4) (take) her in the car, and My uncle
she (5) (not get) home until
My uncle doesn’t like watching television.
late.
Today it’s Saturday, but Ginny
(6) (not swim). She’s at a
party. Her friends (7) (laugh). 1 I
They (8) (eat) sandwiches at
the table. But Ginny (9) (not
sit) with her friends. She . (10)
(dance) with a new boy. It’s a good party.
2 She
MARK ....../10
2 What are they going to do? Write sentences.

Use short forms where you can.
Example
All my friends (watch a video) tonight. 3 My dad
All my friends are going to watch a video
tonight.
1 Frank and Liz (have) a pizza at an Italian
restaurant.
4 We
2 Jason (play) golf.
3 Melanie and Karen (not do) their homework.
5 My friends
4 They (listen to) music at the Internet Café.
MARK ....../5
5 And me? I (watch) television in my room.
MARK ...../5
4 Write the name of the sport.
Example
tebklaslab basketball
1 nesint
2 anoecing
3 cie cokehy
4 labofolt
MARK ....../4

5 What are they doing? Write sentences with
the verb have.
2
Would you to dance?
Example love to!
She’s having a rest.
3
Look, Fiona now. Fiona!
MARK ...../6
2
7 Join the sentence. Use and, because or but.

Example
I like football. I don’t like basketball.
I like football but I don’t like basketball.
1 I like summer. I can go swimming every day.
3
2 I don’t know that girl’s name. I think she’s in

my brother’s class.
4 3 On Fridays I watch the late film. I go to bed

MARK ....../4 at midnight.
6 Complete the conversations using words

from the box. You don’t need to use all the 4 Melanie usually wears jeans. Today she’s
words.
wearing a skirt.
at at all fancy have
here’s I I’d in
like this want thanks 5 I don’t want to go out tonight. I feel tired.
1 Do you 6 I usually get up at seven. I have a shower

something to eat? before breakfast.
MARK ...../6
TOTAL ....../40
No, .
Well, a minute, perhaps.

UNIT
NIT 3 TEST
EST
1 Write the name of the form of transport. 4 You want to go for a holiday on the moon.
Ask questions about the Crater Hotel. Using
Example
will.
1
Use our Hotrod spaceship
to travel to Mars!
First ﬂight leaves from
London Spaceport, 1 April 2120
Arriving at: Fullmoon Spacebase
helicopter
6-hour flight in small spaceship
2 3 10 robots to help travellers
Cost of flight: $550,000
4 5
Example
Where / from
Where will the first flight leave from?
1 When
MARK ...../5
2 Where
2 Write on or in.
Example
in a big city 3 How long
1 London
2 the Earth 4 How many
3 TV
4 a small village 5 How much
5 Mars
MARK ...../5 MARK ...../5
3 Complete the text with will or won’t. 4 Write the answers to the questions in 4a.
Example
What will schools be like in the future? • Where will the first flight leave from?
(1) they be very different from today’s • It will leave from London Spaceport.
schools? Thomas, who is 14 years old and 1
lives in London, thinks there (2) be 2
any teachers! ‘We (3) learn everything 3
from computers. Lessons (4) be easy,
4
though, because there (5) be lots of
5
new things to learn. I don’t think children MARK ...../5
(6) like school much. Schools without
teachers (7) be much fun!’
MARK ....../7

5 Make offers to help people. Use the verbs in
the box.
7 Complete the dialogues with an expression
from the box.
open clean answer I can’t make it. I’d love to.
What’s the problem? You’re kidding!
Example
1 • Can you come swimming on Thursday?
•
I have to go to the dentist’s.
2 • My dad’s got a spaceship in the garage.

•
I’ll clean the car for you.

3 •
• I can’t find my money.
4 • Would you like to come to my party?

•
MARK ....../4
1
8 Complete five sentences about your future.
Example
I think I’ll work in an office.
1 I’ll probably
2 I think
2
MARK ...../2
3 I don’t think
6 Use the cues to make decisions.

Example
It’s really cold outside.
4 I hope
not go out / today
I won’t go out today.
5 Perhaps
1 I missed the bus today.
not miss / tomorrow
MARK ....../5
TOTAL ....../40
2 She’s a really nice girl.
invite her / my party
MARK ....../2

UNIT
NIT 4 TEST
EST
1 Complete these expressions with at, in, or
on.
Example
at eight o’clock
1 Wednesday
2 6.30 pm
3 night
4 my birthday
3 Grandma
5 Sunday afternoon
6 the morning
MARK ....../6
2 What was happening in Pete’s house at nine

o’clock last night? Complete the sentences.
Use the verbs in the box in the past
continuous.
eat read sleep study
wash write listen to music
4 The dog
Example
5 Grandad an e-mail.
Pete was eating. MARK ....../5
3 What were Pete’s friends doing at nine

o’clock last night? Use the past continuous.
Make questions and answers.
Example
Luke / watch / a film? (get ready / bed)
• Was Luke watching a film?
• No, he wasn’t. He was getting ready for
bed.
1 Tanya / read / a book?
1 Helen her hair.
(clean / teeth)
• ?
•
2 The Smith brothers / play / computer games?

(have / dinner)
• ?
•
2 Mum and Dad

3 Victoria and Jenny / dance / at a party?
6 Read the beginning of the story. Are
sentences 1–7 true (T) or false (F)?
(do / their homework)
• ?
•
4 Mick / wash / the dog?

(have / a bath)
• ?
•
5 Frank / drive / dad’s car? Jonathan Cranberry woke up suddenly. He

(iron / his school uniform) thought he heard a noise in the study
downstairs. Perhaps it was the cat. He looked
• ? at his watch. It was seven o’clock. Jonathan got
• up and went across to the window. He looked
out. The sun was shining. It was going to be a
MARK ....../10 beautiful day. Two people were running down
the road – a man and a woman, he thought.
4 Complete each dialogue with a word from
each box.
But he couldn’t see them well.
He put on his clothes and went downstairs. The
study door was open. Jonathan walked in – and
it she that
then he stopped suddenly. A woman was lying
looks sounds on the floor. She was wearing lots of jewels –
and she was dead! There was a gun in her hand.
Example Who was she? Jonathan had no idea. While he
We’re going to go to Bermuda for our holiday. was thinking what to do, the phone rang.
That sounds exciting!
1 • I’m staying at home this weekend.
• boring. 1 Jonathan saw a cat in his room.
2 • Here’s a photo of my boyfriend. 2 He opened the window.
• fantastic! 3 Jonathan saw two people outside.

4 They were walking slowly.
3 • What do you think of my new bag?
5 He saw a woman in the study.
• nice.
6 The woman was sitting in an armchair.
MARK ....../3
5 Write the name of the part of the house or

furniture.
7 This is the beginning of a Whodunnit.
MARK ....../7
Example
You sleep in it. bed 7 Continue the story. Write three more
sentences.
1 You can see outside through it.
2 The family sits round it to eat.
3 You open it when you go into the house.
MARK ....../6
MARK ....../3
TOTAL ....../40

UNIT
NIT 5 TEST
EST
1 Put in the or no article. 5 Look at the map and correct the directions.
Examples
the Tower of London
- Big Ben
1 Bank of England
2 National Theatre
3 River Severn
4 Hyde Park
5 London Bridge
MARK ...../5
2 Complete the phrases with at, in or on.

Example
The Prime Minister lives in Downing Street.
1 Do you live Paris?
2 My friends live Scotland.
3 They live number 10 Wick Road, Tain.
4 Can we go for a trip the river?
5 Wait for me the station.
MARK ....../5
3 Complete these dialogues. Put in a/an, the or

no article.
Example
1 • I’m looking for a chemist’s shop. The hairdresser’s? Go down the road. Go under
a railway bridge and it’s on the right.
• There’s one near here. Go down the road, Go under a railway bridge and it’s on the left.
turn right at museum, and 1 The cinema? Go under the railway bridge,
you’ll see chemist’s opposite turn left, and it’s on the corner next to the
station. school.
2 • Where’s nearest post office?
• It’s just down the road, opposite
supermarket. 2 The supermarket? It’s down this road, on the
MARK ....../6
left.
4 Write the opposite word.
Example
cold hot
3 To get to the park, turn left, then turn right,
1 old
and turn right again at the roundabout.
2 clean
3 wet
4 weak
4 The post office? Turn left, turn left again, and
5 wide
it’s opposite the bank.
6 long
MARK ....../6

5 For the museum take the first left, then turn 7 Re-write this paragraph. Replace the
highlighted words with a pronoun or a
right and it’s the first building on the left after
possessive adjective.
the railway bridge.
6 The school? Go straight down this road, turn

left before the river, and you’ll see it on the left.
MARK ...../6
6 The Raving Nutters is a top rock band.

Look at the band’s diary. What are they
doing next week?
MONDAY Make a new CD Rick Hay is the lead singer in the rock band
a
TUESDAY Go to Manchester for The Raving Nutters. Rick Hay is a very busy
concert man. But at weekends he usually goes to
ch with the Prime see his parents. His parents think Rick is
WEDNESDAY Have lun great and like all Rick’s songs. There are
Minister
posters of Rick in every room of the Hays’
THURSDAY Fly to Rome house. Rick’s mum has a hobby: she likes
FRIDAY Appear on Italian TV writing songs. Rick’s mum always wants
SATURDAY Make a video Rick to listen to the songs. Rick thinks some
of his mum’s songs are very good. But he
SUNDAY Meet the band’s new
thinks his mum’s cooking is better.
manager
Example
Example
Rick Hay is the lead singer in the rock band
On Monday they’re making a new CD.
The Raving Nutters. He is a very busy man.
1
6 MARK ....../6
TOTAL ....../40
MARK ....../6

UNIT
NIT 6 TEST
EST
1 Write the past participles. 3 Write sentences from the cues. Use the short
form of have.
Example
call called Example
see seen
1 arrive
2 wait
3 drop
see / science fiction film
4 steal He’s seen a science fiction film.
5 choose
6 put
7 make
8 go
MARK ....../8 1 clean / teeth
2 Put the verbs into the present perfect. Use

the long form of have.
Example
Have you seen the new Spielberg film? (see)
1 I two books today.
2 lose / shoe
(read)
2 you
to your cousin?
(write)
3 Jane lots of
letters. (receive) 3 break / leg
4 I hope the boys
the bus. (not miss)
5 She doesn’t want to come. She
her mind. (change)
6 What Phil
4 have / dinner
with his hair? (do)
7 I MARK ....../4
Tommy’s wallet. (not found)
8 Somebody 4 Write the word next to the picture.
Example
my pen. (take)
MARK ....../8
wallet
1 3
2 4
MARK ....../4

5 Complete the dialogues with words from 4 Where is he from?
the box. You don’t need to use all the words.
bother count feel interested 5 Can children under 15 see the film?
just matter mind shall
want let’s to MARK ....../5
1 • Shall we go out tonight?

• If you want .
7 Circle the correct answer.
1 At the beginning of the film, Joseph is

2 • Have you written to Megan? A excited.
B bored.
• I don’t think I’ll .
C scared.
I don’t really like
it now. 2 Joseph goes on holiday
A with his family and dog.
3 • I’m not coming to the party. You can B with his best friend.
C on his own.
me out.
• What’s the ? 3 Amy is Joseph’s
A grandmother.
• I’ve changed my ,
B girlfriend.
that’s all. C cousin’s girlfriend.
MARK ....../6
4 The film is
6 Read the film review and answer the
questions.
A not romantic.
B scary.
C romantic.
I t’s My Life (15) is the

latest offering from
American director Sam
country house in the
Rocky Mountains. But he
goes, and suddenly his
5 The writer of the review
film.
the
A hasn’t seen
Clemming. 16-year-old life becomes a whole lot B likes
Joseph King (played by better when he meets C doesn’t like
MARK ....../5
Leonard Harkis) is bored Amy, the girl of his
with his life – his home, dreams. Trouble is, she’s TOTAL ....../40
his parents, his sister ... going out with his
even his dog. And the cousin! This romantic
last thing he wants to do comedy is a must for
is go on holiday with all anyone who’s ever been a
of them to his uncle’s teenager – don’t miss it!
1 What kind of film is It’s My Life?
2 Who are the main characters?
3 What is the director’s name?

UNIT
NIT 7 TEST
EST
1 Look at the signs. Complete the rules with
must or mustn’t.
Example
5 You show your passport.
You must be quiet.
6 You smoke.
MARK ....../6
1 You fish here.

2 Circle the odd word out.
Example
English PE teacher Physics
1 corridor Chemistry History Maths

2 pencil exercise book pen chair
3 chair desk board hall
4 timetable break library lesson
MARK ....../4
2 You wear trainers. 3 Write sentences to say what people don’t

have to do. Use the cues.
Example
He’s very rich. (work)
He doesn’t have to work.
1 She hasn’t broken her leg. (go to hospital)
2 I don’t go to school on Saturdays. (get up /

seven o’clock)
3 You put rubbish in a bin.
3 We live very near the school. (take the bus)
4 Tomorrow my mum’s on holiday. (go to work)
MARK ....../4
4 You cycle.

4 Alison is staying with her Uncle Albert in
Brighton. He is explaining the rules of the
5 Your friend needs some advice. Write
sentences with should.
house. Complete what he says with can or Example
mustn’t. I don’t feel well.
You should see a doctor.
1 I’ve got a headache.
2 I feel cold.
3 I’m hungry.
4 I haven’t done my homework.
5 I often miss the bus for school.
MARK ...../5
6 Complete Jane’s story. Circle the correct

words.
Jane woke up in the dark. She sat up/down

in her bed and looked for/at (1) the clock.
Twenty past seven. Jane didn’t like getting
It’s very nice to have you here, Alison, but
in/up (2) in the morning. She switched on/off
remember there are rules. You can go
(3) the radio. Perhaps some music could
out when you like, and you ............................
help. Jane got into/out of (4) bed and started
(1) use your aunt’s bike if you like, but you
to look for/round (5) something to wear. Ah,
.............................. (2) be home late – eleven
yes – her jeans. While she was putting on/in
o’clock at the latest.
(6) her jeans, she remembered that today
I hope you like the room. There’s a small TV
was a special day. But why? She sat
and a CD player which you .......................
down/up (7) in a chair to think about it.
.............................. (3) use of course, but you
.............................. (4) make a lot of noise MARK ....../7
with them because your aunt gets headaches.
Oh, and you ............................ (5) use the
Write the next three sentences in the story.
light on the table because it isn’t working

properly. I need to change it.
If you are hungry at night you ........................
(6) eat what you find in the fridge. But you
.............................. (7) use the cooker
because it’s a bit dangerous. Leave the
cooking to your aunt!
Well, I think that’s everything, Alison. And
remember you .............................. (8) get up
late tomorrow – you’re on holiday!
MARK ....../6
MARK ....../8
TOTAL ...../40
UNIT
NIT 8 TEST
EST
1 Write the numbers. 4 Write the sentences in the correct order.
Example Example
three hundred and sixty-eight 368 to never I’ve America been
I’ve never been to America.
1 three hundred and ninety-one
1 never Jimmy seen has photos these
2 three thousand
3 eight thousand, four hundred and eleven
2 you have studied ever French ?
4 sixteen thousand, two hundred and three

3 we read have these all books
MARK ....../4
4 Vicky been Warsaw and Cathy to

2 Tell your friend what do. Write sentences
with go and ... . Use the verbs in the box. times three have
ask the teacher get ready
get a drink have a shower 5 your has ever ridden a brother horse ?
Example
Your friend’s thirsty. MARK ....../5
Go and get a drink from the fridge.
1 It’s time to go to the cinema. 5 What have they never done? Write sentences
in the present perfect. Use the verbs in the
box.
2 Your friend doesn’t understand the
climb Mount Everest fly in Concorde
homework. have a boyfriend see the pyramids
use a computer win a competition
3 Your friend is really dirty. Example
MARK............/3
3 Complete the dialogue. Choose from the

words in the box.
doubles grab game
on earth see two She’s never ridden a horse.
Justin Hi, Phil. Why (1) are
you waiting here?
Phil Oh, I’m just looking for Kelly.
Justin Ah, I (2). Well, here she
is, with Vicky.
Vicky Hi. Do you fancy a (3)
1
of table tennis?
Phil Yes, sure. Let’s (4) that
table over there.
Kelly Shall we play (5)?
Justin Sounds like a good idea.
MARK ....../5

7 Read the text. Are sentences 1–10 true (T) or
false (F)?
Do animals dream? Once scientists thought

only people could dream. But now they
have changed their minds. Animals need to
dream, just like people. If you see a cat or a
dog move or make a noise while it is
4 sleeping, it is probably dreaming. Even
small animals, like mice and hamsters,
dream. Horses sleep and dream while they
are standing. An albatross – a big sea bird –
can sleep while it is flying, and it probably
dreams at the same time. Only hibernating
animals (animals which sleep for the whole
winter and don’t wake up until spring)
don’t dream. But when they wake up in the
5 spring, they will return to their normal
MARK ....../5
lifestyle of work, rest and play; and when
they sleep, they will dream again.
6 Complete the sentences with a word from
the box. Use each word once.
What do animals dream about? Nobody
knows! But probably, just like us, some of
anybody anything everybody their dreams are good – and some are not!
everything everywhere nobody
nothing somebody something
1 Once scientists believed that animals didn’t
Example
dream.
Is everybody ready? It’s time to go!
2 Now scientists believe animals dream.
1 Oh dear – there’s good on
TV tonight.
3 Cats and dogs don’t dream.
2 Can help me, please?
4 Only big animals dream.
3 knows the answer to this
5 Horses dream when they wake up.
problem – it’s too difficult.
6 One sea bird can fly and sleep at the same
4 My uncle’s been – Europe,
time.
Africa, Australia, America ...
7 ‘Hibernate’ means ‘sleep for all the winter’.
5 I’m sorry. I haven’t got for
you today.
8 Hibernating animals sleep but don’t dream.
6 Don’t worry. We’ve got we need.
7 I can see on the car. Is it a bird?
9 We don’t know what animals dream about.
8 Has got Samantha’s
telephone number?
MARK ....../8 10 Probably animals only have bad dreams.
MARK ....../10
TOTAL ....../40
KEY TO TESTS
UNIT 1 TEST 3 1 I don’t like getting up (in the 5 1 I’ll answer it/the phone (for
1 1 saw 6 had
morning). you).
2 swam 7 were
2 She doesn’t like writing letters. 2 I’ll open the window (for you).
3 My dad likes cooking.
3 wasn’t 8 didn’t eat
4 We like watching TV. 6 1 I won’t miss it tomorrow.
4 met 9 drank 2 I’ll invite her to my party.
5 came 10 wanted
5 My friends don’t like swimming.
4 7 1 I can’t make it.

2 1 Who did you go with?
1 tennis
2 You’re kidding!
2 Where did you go?
2 canoeing
3 ice hockey 3 What’s the problem?
3 How long were you on the 4 I’d love to!
water?
4 football
4 How much did it cost? 5 1 He’s having a drink (of orange 8 One mark per sentence.
5 When did you come back? juice).
6 Did you like/enjoy it? 2 She’s having a cup of tea. UNIT 4 TEST
3 1 grandad
3 They’re having a bath.
1 1 on
2 cousin
4 They’re having dinner.
2 at
3 uncle 6 1 want; thanks; in 3 at
4 aunt 2 like; I’d 4 on
5 niece 3 here’s 5 on
6 grandma
7 1 I like summer because I can go 6 in
4 1 born swimming every day. 2 1 was washing
2 grew 2 I don’t know that girl’s name but 2 were sleeping.
3 moved I think she’s in my brother’s 3 was listening to music.
4 married class. 4 was eating.
5 1 Could 5 like
3 On Fridays I watch the late film 5 was writing
and (I) go to bed at midnight.
2 Pardon 6 in
4 Melanie usually wears jeans but 3 1 Was Tanya reading a book? No,
3 exciting 7 Sorry she wasn’t. She was cleaning
today she’s wearing a skirt.
4 ago 8 a pity her teeth.
5 I don’t want to go out tonight
6 1 Alice is the new girl in our class. because I feel tired. 2 Were the Smith brothers
She’s from London. 6 I usually get up at seven and (I) playing computer games? No,
2 Our school is in West Street. It’s have a shower before breakfast. they weren’t. They were having
very old. dinner.
3
3 My brother and I live near the
school. We go to school by bike.
UNIT 3 TEST Were Victoria and Jenny
dancing at a party? No, they
4 My parents got married in 1985. 1 1 car weren’t. They were doing their
They aren’t old. 2 motorbike homework.
5 We moved to this town three 3 coach 4 Was Mick washing the dog?
years ago. It’s OK. 4 plane No, he wasn’t. He was having a
6 My friend thinks the town is 5 ship bath.
fantastic. He/She was born 5 Was Frank driving his dad’s car?
here. 2 1 in No, he wasn’t. He was reading
2 on in bed.
3
UNIT 2 TEST
on
4 in 4 1 That sounds
2 He looks
1 1 gets up
5 on
3 It looks
2 practises 3 1 Will 5 will
3 swims 2 won’t 6 will 5 1 window
4 takes 3 will 7 won’t 2 table
5 doesn’t get 4 won’t 3 (front) door
6 isn’t swimming
4 1 When will the first flight leave? 6 1 F
7 are laughing 2 F
8 are eating 2 Where will it arrive/land?
3 How long will it take? 3
9 isn’t sitting 4 F
10 is dancing 4 How many robots will there be?
5 How much will the flight cost? 5 T
2 1 Frank and Liz are going to have 6 F
a pizza at an Italian restaurant. 4 1 It will leave on 1 April, 2120. 7 T
2 It will arrive/land at Foolmoon
2 Jason is going to play golf.
spacebase. 7 Up to two marks per sentence.
3 Melanie and Karen aren’t going
to do their homework. 3 It will take six hours.
4 They are going to listen to 4 There will be ten (robots).
music at the Internet Café. 5 It will cost $550,000.
5 And me? I’m going to watch
television in my room.

Key to tests
UNIT 5 TEST 2 1 have read 6 1 looked at

2 Have ... written 2 getting up
1 1 the 3 has received 3 switched on
2 the 4 have not missed 4 got out of
3 the 5 has changed 5 look for
4 - 6 has ... done 6 was putting on
5 - 7 have not found 7 sat down
2 1 in
8 has taken 6 Up to two marks per sentence.
2 in 3 1 She’s cleaned her teeth.
3 at 2 He’s lost his shoe. UNIT 8 TEST
4 on 3 He’s broken his leg.
5 at 4 They’ve had dinner. 1 1 391
2
3 1 turn right; the; the; the 4 1 money
3
3,000
8,411
2 the; the
2 purse
3 key
4 16,203
4 1 new 4 bus pass 2 1 Go and get ready.
2
3
dirty
dry
5 1 to 2 Go and ask the teacher.
2 bother; feel 3 Go and have a shower.
4 strong
5 narrow
3 count; matter; mind 3 1 on earth
6 short 6 1 a romantic comedy 2 see
2 Joseph King and his cousin’s 3 game
5 1 Go under the railway bridge, girlfriend, Amy 4 grab
turn left, and it’s on the corner 3 Sam Clemming 5 doubles
next to the chemist’s. 4 America
2 It’s down this road, on the 5 No, they can’t.
4 1 Jimmy has never seen these
right. photos.
3 To get to the park, turn left, 7 1 B 2 Have you ever studied French?
then turn right, and turn left 2 A 3 We have read all these books.
again at the roundabout. 3 C 4 Vicky and Cathy have been to
4 Turn left, turn left again, and it’s 4 C Warsaw three times.
opposite the swimming pool. 5 B 5 Has your brother ever ridden a
5 For the museum take the first horse?
left, then turn right and it’s the UNIT 7 TEST 5 1 She’s never had a boyfriend.
second building on the left after 2
the railway bridge. 1 1 mustn’t
They’ve never seen the
pyramids.
6 Go straight down this road, turn 2 mustn’t
3 He’s never climbed Mount
left before the river, and you’ll 3 must
Everest.
see it on the right. 4 mustn’t
4 He’s never won a competition.
5 must
6 1 On Tuesday they’re going to 6 mustn’t
5 She’s never flown in Concorde.
Manchester for a concert.
2 1 corridor
6 1 nothing
2 On Wednesday they’re having 2 somebody
lunch with the Prime Minister. 2 chair
3 Nobody
3 On Thursday they’re flying to 3 hall
4 everywhere
Rome. 4 library
5 anything
4 On Friday they’re appearing on 3 1 She doesn’t have to go to 6 everything
Italian TV. hospital. 7 something
5 On Saturday they’re making a 2 I don’t have to get up at seven 8 anybody
video. o’clock.
6 On Sunday they’re meeting the 3 We don’t have to take the bus.
7 1 T
band’s new manager. 2 T
4 She doesn’t have to go to work.
3 F
7 They; his; their; She; them; her. 4 1 can 5 mustn’t 4 F
2 mustn’t 6 can 5 F
UNIT 6 TEST 3 can 7 mustn’t 6 T
4 mustn’t 8 can 7 T
1 1 arrived 8 T
2 waited 5 1 You should go to the doctor/go
9 T
3 dropped to bed/take an aspirin.
10 F
4 stolen 2 You should put on some more
5 chosen clothes.
6 put 3 You should eat something/have
7 made something to eat.
8 gone 4 You should do it (now).
5 You should get up earlier early.

2
2 WHY DO PROJECT WORK ?
It is not always easy to introduce a new methodology, so

we need to be sure that the effort is worthwhile. What
• collecting information
benefits does project work bring to the language class?
This teacher from Spain expresses it very well: • drawing pictures, maps, diagrams, and charts
• cutting out pictures
Pupils don’t feel that English is a chore, but it is a • arranging texts and visuals
means of communication and enjoyment. They can • colouring
experiment with the language as something real,
not as something that only appears in books. • carrying out interviews and surveys
(Marisa Cuesta, Spain) • possibly making recordings, too
Project work is learning through doing.
As this teacher indicates, project work captures better
than any other activity the two principal elements of a
communicative approach. These are: Sense of achievement
a a concern for motivation, that is, how the learners Lastly, project work gives a clear sense of
relate to the task. achievement. It enables all students to produce a
worthwhile product, as another teacher from Spain
b a concern for relevance, that is, how the learners comments:
relate to the language.
We could add to these a third element:

There is feedback from the students as they realize
c a concern for educational values, that is, how the what they can do with the English they have
language curriculum relates to the general learned. (Jesús-Angel Vallejo Carrasco, Spain)
educational development of the learner.
Let’s look at these in a bit more detail: This feature of project work makes it particularly well
suited to the mixed ability class, because students can
a Motivation work at their own pace and level. The brighter
If I could give only one piece of advice to teachers it students can show what they know, unconstrained
would be this: Get your learners to enjoy learning by the syllabus, while at the same time the slower
English. Positive motivation is the key to successful learners can achieve something that they can take
language learning, and project work is particularly pride in, perhaps compensating for their lower
useful as a means of generating this. If you talk to language level by using more photos and drawings.
teachers who do project work in their classes, you
will find that this is the feature that is always b Relevance
mentioned: the students really enjoy it. But why is In looking at the question of motivation, I have been
project work so motivating? most concerned with how students feel about the
process of learning, that is, the kinds of activities
Personal
they do in the language class. An equally important
The first and most important reason has already and related question is how the learners feel about
been mentioned on page 10. Project work is very what they are learning, the language. A foreign
personal. There is nothing simulated about a project. language can often seem a remote and unreal thing.
The students are writing about their own lives: their This inevitably has a negative effect on motivation,
house, their family, their town, their dreams and because the students don’t see the language as
fantasies, their own research into topics that interest relevant to their own lives. If learners are going to
them. What could be more motivating, particularly to become real language users, they must learn that
the young learner? And because it is such a personal English is not only used for talking about things
experience, the meaning and the presentation of the British or American, but can be used to talk about
project are important to the learners. They will thus their own world. Project work helps to bridge this
put a lot of effort into getting it right. relevance gap.
Learning through doing

Secondly, project work is a very active medium. It is
a kind of structured playing. Students aren’t just
receiving and producing words, they are:
Introduction to Project Work 11

Integration of language with other skills Language and culture
Firstly, project work helps to integrate the foreign This last point raises a very important issue in
language into the network of the learner’s own language teaching: the relationship between
communicative competence. As this diagram shows, language and culture. It is widely recognized that one
project work creates connections between the of the most important benefits of learning a foreign
foreign language and the learner’s own world. It language is the opportunity to learn about other
encourages the use of a wide range of cultures. However, it is important, particularly with
communicative skills, enables learners to exploit an international language such as English, that this is
other spheres of knowledge, and provides not a one-way flow, like this:
opportunities for them to write about the things that
are important in their own lives. Language and culture in a
traditional approach
Project work and integration
Co
orld mm English language
w
and culture
n
un
ow
ica
er’s
tive
Learn
skills
Ot
he d ge
r re
alm s of k n o wle
Learner
Real needs of language learners
Secondly, project work helps to make the language The purpose of learning a foreign language is to
more relevant to learners’ actual needs. When make communication between two cultures possible.
students from Athens or Barcelona or Milan use English, as an international language, should not be
English to communicate with other English speakers, just for talking about the ways of the English-
what will they want to talk about? Will it be London, speaking world. It should also be a means of telling
New York, Janet and John’s family, Mr Smith’s the world about your own culture. Project work helps
house? Surely not! They will want, and be expected, to create this approach. As the diagram below
to talk about aspects of their own lives – their house, shows, with project work the language acts as a
their family, their town, and so on. Project work thus bridge enabling two cultures to communicate with
enables students to rehearse the language and factual each other.
knowledge that will be of most value to them as
language users.
Language and culture in a project approach
g l i s h l an g u ag
En e
English-speaking world Learner’s own world
12 Introduction to Project Work

c Educational values Cross-curricular studies
There is a growing awareness among language Secondly, cross-curricular approaches are
teachers that the process and content of the encouraged. For language teaching this means that
language class should contribute towards the general students should have the opportunity to use the
educational development of the learner. Project work knowledge they gain in other subjects in the English
is very much in tune with modern views about the class. Project work clearly encourages this. Here, for
purpose and nature of education. example, is a project which required knowledge of
the history and geography of Slovakia.
Independent investigation
Firstly, there is the question of educational values.
Most modern school curricula require all subjects to
encourage initiative, independence, imagination, self-
discipline, co-operation, and the development of
useful research skills. Project work is a way of turning
such general aims into practical classroom activity.
Project 8 by Anna Manková

ˇ

3 YES, BUT . . .
And here are project tasks that bring in knowledge from In the previous section we looked at the benefits of
Geography and Science classes: They are taken from the project work. You are probably wondering by now,
Project series of books. what’s the catch? For every benefit there is a price to be
paid, and in this section I’ll take a look at some of the
main worries that teachers have about project work.
a Noise
country.
Make a project about a
Teachers are often afraid that the project classroom
will be noisier than the traditional classroom and that
d some
1 Choose a country. Fin this will disturb other classes in the school. But
an atlas, an
information about it. Try project work does not have to be noisy. Students
Interne t, travel
encyclopaedia, the should be spending a lot of the time working quietly
the cou ntr y’s embassy.
agencies, and on their projects: reading, drawing, writing, and
s about the
2 Write a few paragraph cutting and pasting. In these tasks, students will be
country. working on their own or in groups, but this is not an
h a map and excuse to make a lot of noise.
3 Illustrate your text wit
pictures. Project work is not inherently any noisier than any
other activity. Obviously there will be a certain amount
of noise. Students will often need to discuss things and
they may be moving around to get a pair of scissors or
to consult a reference book. And some activities do
require a lot of talking. If students are doing a survey
in their class, for example, there will be a lot of
moving around and talking. However, this kind of
Make a poster
environmental about an noise is a natural part of any productive activity.
problem.
1 Choose your Indeed, it is useful to realize that the traditional
topic. classroom has quite a lot of noise in it, too. There is
2 Do some re usually at least one person talking (and teachers
search to find
and illustrations information
. generally talk rather loudly!) and there may be a tape
3 Design your recorder playing, possibly with the whole class doing
poster and writ
e your text. a drill. There is no reason why cutting out a picture
and sticking it in a project book should be any noisier
than 30 or 40 students repeating a choral drill.
The problem is not really a problem of noise, it is a

concern about control. Project work is a different
In this section I have considered the merits of project way of working and one that requires a different
work in terms of the process of learning, language form of control. In project work students are working
content, and educational values. From all three points of independently. They must, therefore, take on some of
view, project work emerges as a practical methodology the responsibility for managing their learning
that puts into practice the fundamental principles of a environment. Part of this responsibility is learning
communicative approach to language teaching. It can thus what kind of, and what level of, noise is acceptable.
bring considerable benefits to your language classroom. When you introduce project work you also need to
encourage and guide the learners towards working
quietly and sensibly. Remember that they will enjoy
project work and will not want to stop doing it
because it is causing too much noise. So it should not
be too difficult to get your students to behave
sensibly.

b Time Natural working environment
Project work is time-consuming. It takes much longer Firstly, it is a natural way of working. It is a mistake
to prepare, make, and present a project than it does to think of L1 and L2 (the language being learnt) as
to do more traditional activities. When you are two completely separate domains. Learners in fact
already struggling to get through the syllabus or operate in both domains, constantly switching from
finish the textbook, you will probably feel that you one to the other, so it is perfectly natural for them to
don’t have time to devote to project work, however use L1 while working on an L2 product. As long as
good an activity it may be. the final product is in English it doesn’t matter if the
work is done in L1.
There are two responses to this situation. The first is
a practical response and the second more of a Realistic translation work
philosophical point. Secondly, project work can provide some good
opportunities for realistic translation work. A lot of
Outside the class
the source material for projects (leaflets, maps,
Firstly, not all project work needs to be done in class interviews, texts from reference books, etc.) will be in
time. Obviously, if the project is a group task, most of the mother tongue. Using this material in a project
it must be done in class, but a lot of projects are provides useful translation activities. In projects on
individual tasks. Projects about My Family, My Life in the Past students usually have to interview
House, etc. can be done at home. You will be people in their native language but report their
surprised how much of their own time students will findings in English.
gladly devote to doing projects.
Writing practice
Rich learning experiences
Thirdly, there will be plenty of opportunities in other
Secondly, when choosing to do project work you are parts of the language course for learners to practise
making a choice in favour of the quality of the oral skills. Project work should be seen as a chance to
learning experience over the quantity. It is practise that most difficult of skills, writing. There is
unfortunate that language teaching has tended to put no need to worry if the students use L1 to discuss it.
most emphasis on quantity, i.e. as much practice as
possible of each language item. And yet there is little
evidence that quantity is really the crucial factor.
d Different levels
What really matters in learning is the quality of the Some teachers are concerned that without the
learning experience. teacher’s firm control the weaker students will be lost
and will not be able to cope. Again, the answer to
Project work provides rich learning experiences: rich this worry is to see the positive side of it. Not all
in colour, movement, interaction and, most of all, students want or need the teacher’s constant
involvement. The positive motivation that projects supervision. By encouraging the more able students
generate affects the students’ attitude to all the other to work independently you are free to devote your
aspects of the language programme. Learning time to those students who need it most. It is often
grammar and vocabulary will appear more relevant the case in the traditional classroom that the weaker
because the students know they will need these students are neglected because the brighter students
things for their project work. take more than their share of the teacher’s attention.
Think back to your own learning, or for that matter It would be wrong to pretend that project work does
to your life in general. It is the rich experiences that not have its problems. It certainly demands a lot of
you remember. Looked at in this way, project work is the teacher in terms of preparation and classroom
actually a very cost-effective use of time. There is no management (see pages 16 and 17). It requires a
substitute for quality. change of attitude about what is really valuable in
language teaching, and you also need to work with
c Use of L1 (the mother tongue) your students to develop a responsible working
But surely the students will spend all their time environment. But, in practice, most teachers find that
speaking their mother tongue? This is true to a large their worst fears about project work do not
extent. It is unlikely that most students will speak materialize. The work is so motivating for the
English while they are working on their project. students that it produces its own momentum. The
However, rather than seeing this as a problem, we noise of the well-managed project classroom is the
should consider its merits. sound of creativity. And that’s what we want to
encourage, not suppress.

4 GETTING STARTED
So, you’ve decided to introduce project work in your

classroom. Good. How do you get started? The key to
• The material does not have to be in English.
successful project work is good preparation. Indeed, as already noted, material in L1 can
a You’ll need some basic materials and equipment: provide opportunities for some creative
translation work.
• You do not have to provide all the material
• scissors yourself. Encourage the students to provide
• rulers material as well. They will often have old comics
and magazines at home.
• glue
• large sheets of paper or card
d Start with concrete, small-scale activities. Don’t start
with an ambitious project like Space Travel. Try
b It’s a good idea to have some reference books something simple and well-defined. For example, you
available: could start with a project such as the one on
Communication in Project 1.
• a dictionary
• a grammar book
• an atlas
YOUR PROJECT
Make your own WHAT TO DO
project on fam ous people. Sti
communicatio
n. 1 Find pictures of ite speech bubbles
your project. Wr
lf and your favou
2 Introduce yourse
My favour
is ‘The
e's $
y nam from $
Hi. M 'm
n Taylor. I ritain.
Be n in
B
Londo
Hi! I'm Ronan $
Keating. I'm $
from Ireland.
$
atman.
I’m B m City.
Hello. G otha
m
I’m fro
My f
is
Students will want to know new words or

constructions for expressing their ideas. And if you
haven’t got reference books available, the students
will ask you! This will not only become tiresome for
you, but it also misses out on an opportunity for
learners to become more independent and to develop football team
My favourite
some useful research skills. er United.
is Manchest
.
They're great
c Try to keep a stock of magazines, maps, and leaflets
in the class. You need to develop squirrel habits!
24
Collect any material you can find. It’s amazing how
much printed material is available free from shops,
travel agents, banks, etc. Remember two important
points:

A straightforward project like this is a good way of f Project work works best when it comes at the end of
introducing the students to project work. From this a chapter or unit. In this way you teach and practise
they can progress to more extensive projects. the language in the unit that the students will need to
e Teach your learners how to do project work. Before express their ideas in their project. So, for example,
starting any project, discuss with the students how before a project on Free Time you would first teach
they will tackle it: What materials will they need?, or revise the names of sports and hobbies, days of
Where will they get them?, etc. If the project requires the week, etc. and some useful grammar, such as the
a particular kind of activity, such as an interview, a present simple. In this way the learners are provided
graph, or a chart, make sure the students know how with the basic tools for doing their project.
to do it. Give some practice activities if necessary. But do bear in mind that you can’t anticipate all the
Use each project not only to learn and practise language the learners will need. Nor do you need to.
language but also to help your students to learn a bit A lot of language learning goes on during the actual
more about project work. project work itself, as students look for new words or
expressions. In project work, learners not only learn
new vocabulary, they also develop the skills of
looking for words they do not know or alternative
ways of expressing what they want to say.
g One of the most important features of project work is

presentation. The form of presentation you choose
will depend on the topic, the way of working, and the
needs of your teaching situation. But it is important
SONG to present and preserve projects neatly. You don’t
song.
1 Complete the want lots of bits of paper lying around. Projects can
nd.
3 Introduce a frie 2 31 Listen and ch
ec
be presented in two ways:
ick them in
r project in a y
4 You can do youthis, or on a poster. Song for Sand
s.
;
scrapbook like — as a poster. Students arrange their pictures and
rite things. Daniel.
Hello.
;;
io?
Am I on the rad written texts on a large sheet of paper or card.
I’m Dublin.
Yes, it’s a great
city, I kn The poster can then be displayed on the
;
erview
Here's an int end. a frie classroom walls. This is a particularly useful form
rite comic with my fri My song is
;;
n today.
e Beano’. She’s seventee dy of presentation for group projects.
for San
Play a
ourite D
You’re our fav
— as a book. Students keep their own project book.
me now
;;
She isn’t with
home is in LA
. This is the best format for individual projects.
g for Sa
But play a son Students can make two kinds of book. They can
s in
And her friend
;;
do their projects in a large format (A4 or A3)
Play song for
Hope I see he
r again scrapbook. Alternatively they can make a project
ur name?
Me
What's yo file: students do their projects on separate pieces
Jane Hill.
Jane
e you fro
m? of paper and then collect them together in a ring
Where ar
Me
I'm from
London. file. This is more flexible than a scrapbook, but it
s diar
Jane
are you?
P r o g res
old
Me
Ho w
e.
is less tidy and is probably not so suitable for
I'm twelv
Jane
What's yo
ur favour
ite younger learners. If students have a project
programme Me
favourite TV comic?
book, encourage them to personalize their book
s ‘Top of th
e Pops’. e’. verb to be
It's ‘Big Tim • The
Jane
And what
's your with some decoration on the cover.
Me TV
favourite
me?
program
the Pops
’.
sessiv
ea Do remember that the value of project work is
• Pos
It's ‘Top of
Jane
ps’ is my greatly increased if students display their work.
‘To p of the Po e,
Me programm Now
favourite
too. Than
k you, Ja
ne.
check Public display gives students an added incentive to
do their best work. Both books and posters can be
displayed.
Be prepared
Preparation, then, is the key to making project work
a success. Prepare your classroom by providing
some basic materials. Prepare your students by
practising the language, skills, and techniques they
will need. Most important of all, prepare yourself for
a new way of working that is challenging but very
satisfying.

5 EVALUATION
Assessment of project work is a difficult issue to tackle. So what do you do about errors? There are two useful
This is not because project work is difficult to assess, but techniques:
because assessment criteria and procedures vary from
country to country. In this section I will give some
guidelines for assessing projects, but, of course, you • Encourage the students to do a rough draft of
know best what is possible in your own system. their project first. Correct this in your normal
way. The students can then incorporate
There are two basic principles for assessing project corrections in the final product.
work:
• If errors occur in the final product, correct in
pencil or on a separate sheet of paper attached
a Not just the language! to the project. A good idea suggested to me by a
The most obvious point to note about project work is teacher in Spain is to get students to provide a
that language is only a part of the total project. photocopy of their project. Corrections can then
be put on the photocopy.
Consequently, it is not very appropriate to assess a
project only on the basis of linguistic accuracy.
Credit must be given for the overall impact of the
But fundamentally, the most important thing to do about
project, the level of creativity it displays, the neatness
errors is to stop worrying about them. Projects are real
and clarity of presentation, and most of all the effort
communication. When we communicate, we do the best
that has gone into its production. There is nothing
we can with what we know, and because we usually
particularly unusual in this. It is normal practice in
concentrate on getting the meaning right, errors in form
assessing creative writing to give marks for style and
will naturally occur. It’s a normal part of using and
content, etc. Many education systems also require
learning a language.
similar factors to be taken into account in the
assessment of students’ oral performance in class. Students invest a lot of themselves in a project and so
they will usually make every effort to do their best work.
So a wide-ranging ‘profile’ kind of assessment that
Remember, too, that any project will only form part of
evaluates the whole project is needed.
the total amount of work that the students produce in
the language course. There will be plenty of
b Not just mistakes! opportunities to evaluate accuracy in other parts of the
If at all possible, don’t correct mistakes on the final language programme. There is much more to language
project itself, or at least not in ink. It goes against the learning and education than just accuracy and it is a pity
whole spirit of project work. A project usually to make project work a hostage to accuracy-orientated
represents a lot of effort and is something that the assessment systems. Project work provides an
students will probably want to keep. It is a shame to opportunity to develop creativity, imagination, enquiry,
put red marks all over it. This draws attention to the and self-expression, and the assessment of the project
things that are wrong about the project over the should allow for this.
things that are good. On the other hand, students are
more likely to take note of errors pointed out to them
in project work because the project means much
more to them than an ordinary piece of class work.

6 FURTHER DEVELOPMENT 7 CONCLUSION
In this booklet I have concentrated on small-scale Project work must rank as one of the most exciting
written projects, primarily for young learners and teaching methodologies a teacher can use. It truly
teenagers, but project work is an extremely adaptable combines in practical form both the fundamental
methodology: principles of a communicative approach to language
teaching and the values of good education. It has the
a There are many examples around the world of the
added virtue in this era of rapid change of being a long-
use of projects with adult learners, in ESP classes,
established and well-tried method of teaching.
and in teacher training, too.
In this booklet I have tried to answer the main questions
b Project work can also be expanded into more
that teachers have about project work. I hope that it will
ambitious activities. Here are some examples of some
encourage you to try it in your own classroom. Once
more advanced projects.
you have tried it I am sure that you will find it a rich and
rewarding experience both for your students and for
yourself. In talking to many teachers about project work,
I have met some who have never tried it and I have met
some who have tried it and now use it regularly, but I
Tell the story o have never met a teacher who has tried project work
f your country. and then given it up. So try it yourself. You’ll wonder
1 Fi
nd some inform how you ever managed without it!
ation in your bo
Internet. Or yo oks or on the
u can talk to yo
ur History teac I’ll leave the last word to a teacher in Italy:
• How and whe her.
n did it becom
e a united coun
• Have its bord try?
ers changed?
As far as the teacher is concerned, it was certainly
2 Write abou
t your country hard work to organize the students’ writing and
with maps. . Illustrate your
project everything, but it was very rewarding to go into
the classroom and hear ‘Oh, good. Today it’s our
project lesson. I love English!’ (Mavi Marino Greco,
Italy)
out ‘friends’.
Write and act a play ab
Tom Hutchinson
1 Decide these things.
want your play to have?
• What message do you
s?
• Who are the character
• What happens?
2 Write your play.
can record it too.
3 Act out your play. You
ealth.
t ab o ut teenage h
rojec . food,
Make a p s to write
about, e.g
ic
some top
1 Choose rugs.
d
exercise, g a healt
hy life.
s fo r livin
some rule eas.
2 Make te your id
re s to illustra sa
me pictu aflet or a
3 Find so an information le
as a s
t your ide
4 Presen programme.
short TV
c As the last two projects suggest, other media can be

used, too. Projects using audio-recordings or even
video-recordings require a lot of planning, but they
can be highly motivating. Students can make mini
radio or TV programmes.

1 WHAT IS A PROJECT ?
Project work is not a new methodology. Its benefits What is a project?

have been widely recognized for many years in the
The best way to answer this question is to show some
teaching of subjects like Science, Geography, and
examples of projects. The following pieces of project
History. Some teachers have also been doing project
work were done by students aged 11–15 in Slovakia and
work in their language lessons for a long time, but for
Hungary.
others it is a new way of working.
The aim of this booklet is to provide a simple

1 Here is an example of a very straightforward and
popular project: My Favourite Animal. The students
introduction to project work. I shall explain what project
choose an animal and write about it. They illustrate
work is, what benefits it brings, and how to introduce it
the project with pictures (photographs, postcards,
into the classroom. I shall also deal with the main
etc.).
worries that teachers have about using project work in
their classrooms.
The ideas in this booklet are based on the real

classroom experience of a large number of teachers and
students of English. I hope that after reading it, you too
will be encouraged to try project work.
Project 1

2 Projects allow students to use their imagination and
the information they contain does not always have to
be factual. In this example of a project which
required students to introduce themselves and their
favourite things, the students pretend they are a
horse.
Project 2 by Katorina Pokorná and Klára Kucejová

3 One of the great benefits of project work is its
adaptability. Here are two examples of the same
project task. These two projects on The World were
done by students at different levels. The first project
is a poem using the simple present tense only. The
second project, however, has been done by
intermediate level students, who have been able to
use a range of different structures.
Project 3a by Megyeri Ildikó and Miklósi Tímea

Project 3b

4 You can do projects on almost any topic. They can be
factual (4) or fantastic (5). Projects can, thus, help to
develop the full range of the learners’ capabilities.
Project 4

Project 5 by K Hajnovič

5 Projects are often done in poster format, but students
can also use their imagination to experiment with the
form. In Project 6 the student has used her creativity
to produce a fashion project entitled This Year’s
Fashions in the shape of woman, while in Project 7
the student has been inspired to use the shape of
mountains for his presentation on climbing.
Project 6
You will probably also note that project work can

produce errors! Project work encourages a focus on
fluency. Some errors of accuracy are bound to occur.
I shall deal with this important issue on page 18.
Project 7 by Ivica Kukurová

What are the common characteristics
of these projects? A project on Food might involve:
Hard work • writing recipes

Each project is the result of a lot of hard work. The • conducting surveys on favourite foods, what
authors of the projects have found information about people eat for breakfast, etc.
their topic, collected or drawn pictures, written down • compiling a tourist guide to the restaurants in
their ideas, and then put all the parts together to your town
form a coherent presentation. Project work is not a
soft option. • describing eating habits in your country
• finding out about and comparing the diets of
Creative rich and poor countries
The projects are very creative in terms of both
• writing about diet and health
content and language. Each project is a unique piece
of communication, created by the project writers
themselves.
Personal A project on Space might involve:

This element of creativity makes project work a very • finding out and writing about early space flights
personal experience. The students are writing about
• drawing space creatures
aspects of their own lives, and so they invest a lot of
themselves in their project. • planning a city on the Moon
• writing a science fiction story or play
Adaptable
Project work is a highly adaptable methodology. It • making an advertisement or brochure about
can be used at every level from absolute beginner to holidays in space
advanced and with all ages. • describing the latest space flight
As the examples show, there is a wide range of • finding out and writing about the planets, how
possible project activities, and the range of possible rockets work, the problems of living in orbit, etc.
topics is limitless. Here are a few more possible
topics and tasks:
These are just a few examples of possible topics and
activities for project work. Which activities are actually
A project on Families might involve: done will, of course, depend on many factors including
• labelling a photograph of your family the age, level, and interests of the learners, the resources
available, and the constraints of time and space. But
• drawing a family tree and writing about your
hopefully the examples given here indicate the potential
ancestors
range of things that you can do.
• writing a story about your parents’ or
grandparents’ life So, let us now return to the original question: What is a
project? In fact, the key to understanding project work
• comparing life today to life in your parents’ lies not in the question What?, but rather in the question
childhood
Who? Who makes the decisions? A project is an
• comparing different kinds of families in different extended piece of work on a particular topic where the
countries content and the presentation are determined principally
• a survey on who does what in the home by the learners. The teacher or the textbook provides the
topic, but as the examples in this section show, the
• writing a play about a family argument project writers themselves decide what they write and
• writing a poem about your family how they present it.
This learner-centred characteristic of project work is

vital, as we shall see when we turn now to consider the
merits of project work.

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Articles: a/an; the Imperatives
1 Complete the text about Dana. Use a, an 1 Write some classroom instructions.
or the. Use one word or phrase from each box.
Dana is 1 student. She’s from 2 USA. complete stand close don’t sit
She lives in 3
house with her family. It’s open draw
4
old house. 5 house is in 6
up the window your book
big city. 7 name of 8 city is Chicago.
the sentences a map down talk
2 In groups or as a class, play ‘In my bag

there’s...’. This is a memory game. The teacher
starts: 2
3
In my bag there’s an umbrella.
4
Now it is a student’s turn. Think of something 5

else: 6
In my bag there’s an umbrella and a camera. 7
2 Play ‘Simon says!’ Your teacher will start.

The next student must think of something else He/She is going to give you orders, but listen
and add it to the list. very carefully: you must only do what he/she
says if she/he says ‘Simon says...’ first.
In my bag there’s an umbrella,
a camera and a chocolate biscuit Example:
Simon says stand up!

Carry on around the class. Each student must
add an item to the list, and remember all the
➤ you stand up
things that have come before. If someone
makes a mistake, they are out of the game.
Simon says sit down!
When only one person is left, he/she is the
winner.
➤ you sit down
Close your book!
➤ you don’t do it – he/she didn’t say

‘Simon says...’
Play ‘Simon Says’ in groups or as a class.

Take it in turns to give the instructions.
✂
PROJECT © Oxford University Press © Oxford University Press PROJECT

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Possessive adjectives and to have got
possessive ’s
1 Read the text below about an animal.
1 Write about Ania and her family. Use the What is it?
possessive forms and the notes below.
This is a big animal. It’s got four legs. It’s got two
big ears. It’s got small eyes. It’s got a tail. It’s got
Ania
• home town/Krakow grey skin. It’s got a very long nose. It hasn’t got
• favourite subject/English any hair.
• mum/name/Kasia Animal:
• dad/name/ Marcin
• sister/name/Magda 2 Write a description of an animal you like.
• Magda/favourite group/Destiny’s Child Can your friends guess what it is? Use to have
• brother/name/Artur got. Check the words in the box in the dictionary
• Artur/favourite TV programme/The Simpsons to help you.
Ania’s home town is Krakow. Her favourite fur legs arms teeth claws skin
shell whiskers wings tail ears
2 Work in pairs. Talk about your family.

Draw your partner’s family tree. 3 Work in pairs. Think of a monster. Imagine
My mum’s name is Maria. what it looks like. Describe the monster to your
partner. Draw what your partner describes.
My dad’s name is Dominic.

It’s got a big head.
Maria = Dominic Joe

It’s got big teeth.
My uncle’s name is Joe.
He’s my dad’s brother.
It’s got four long ears.
3 Ask questions about your partner’s

family’s hobbies and favourite things. Add
notes to the family tree. Now use it to write
about your friend’s family.
✂

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to be Present simple 1
1 Read the text below. Write ten sentences 1 Write about you and the people you know.
about your best friend. Use the text and the Use the present simple. Use one verb and one
ideas in the box to help you. time expression from the boxes in each
sentence.
My best friend is Oscar. Oscar is ten years old. He
is from Spain. We are in the same class at school. read make study do go play
His favourite sport is football. His favourite team is eat work visit watch
Real Madrid. We are on the school football team.
Oscar is tall. He is clever and funny. He is a good every week on Saturdays in the evening
student. at the weekend after school after work
before I go to bed at one o’clock in the
film star hobbies clever pop star club morning in the afternoon
sport friendly subject colour team
song short film pretty book nice
1 My sister works at the cinema on Saturdays.
My best friend is 2 I eat lunch at one o’clock.
3 I
4 My mum
5 My dad
6 My brother/sister
7 My family
8 My best friend
9 My teacher
10 My friend
2 Work in pairs. Play a guessing game. Think
of an object in the classroom. Take it in turns to 2 Work in pairs. Talk about your habits and
ask questions. You can only answer ‘Yes, it is.’ or routine. Find four things that are the same.
‘No, it isn’t.’. Can your partner guess the object?
Is it big? I do Karate on Saturdays.

No, it isn’t.
I don’t. I go to the park on Saturdays.

Is it green?
No it isn’t.
I get up at half past seven.
Is it in your bag?
Yes, it is. I get up at half past seven too!
Is it a pencil? We both get up at half past seven!

✂
Yes, it is!

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Question words can – ability
1 Write an email to your favourite 1 Read the text, then write about your
singer/actor/sports person. Ask him/her family. What can they do?
questions to find out about the things in
My Family
brackets. Use the question words in the box.
My family can do a lot of things! My mum and dad
how when where who what can ski, and my dad can play football.
My mum can speak French and my dad can sing.
My brother, Andrew, can swim and my sister, Jane,
can play the piano. I can’t play the piano, but I can
HOME PRINT REFRESH MAIL [FACS
STOP play the guitar.
1.1]
My family can do a lot of things. My
Dear ,
I am your biggest fan! Please answer my
questions.
1
(age) ?
2
(place you are now) ?
3
(place you’re from) ? 2 Work in pairs. Ask questions using can
4
(best friend) ? and fill in the table with your partner’s answers.
5
(favourite food) ? Yes No
ride a bike ■ ■
6
(favourite TV programme) dance ■ ■
? ski ■ ■
play tennis ■ ■
Write to me soon! Love, make cakes ■ ■
speak Japanese ■ ■
sing ■ ■
2 Work in pairs or small groups. Think of a count to 100 in English ■ ■
famous person. Try to guess who your partner’s ride a horse ■ ■
famous person is.Take it in turns to ask questions. swim ■ ■
What does she do? Can you ride a horse?
She’s on TV. Yes, I can.
Where’s she from?

Can you speak Japanese?
She’s from America.
No, I can’t.
Why is she famous?
She’s in a TV show called Friends. Now tell the class about your partner.
✂
Is it Jennifer Aniston? Alex can play tennis, but he can’t ski.

Yes!

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Prepositions of place – in, on, under Prepositions of place – next to,
opposite, between, behind, in front of
1 Write about your bedroom. Use words
from the box and in, on and under to describe 1 Read the description of a town called
where things are. Tambury. Complete the map to show where the
places in the town are.
bed desk chair wardrobe lamp
Tambury is a small town. It has one big street
bag window books pencil case
clothes pictures CDs magazines called Main Street.
CD player table 1 There’s a cinema on Main Street.
2 Opposite the cinema there’s a bank.
My bed is under a window. My books are on the desk. 3 Next to the bank, there’s a library.
4 Next to the library, there’s a school.
5 Opposite the school and the library there’s a
big park. It is next to the cinema.
6 Next to the park there’s a café.
7 Next to the school, there’s a post office.
8 Behind the post office, there’s a car park.
cinema
2Work in pairs. Ask your partner questions
Main Street
about his/her room. Find out where he/she
keeps things. For example, ask about:
• CDs
• computer 2 Complete the sentences using your map
• CD player and next to, opposite, between, behind, and in
• books front of.
• magazines 1 The library is the school and the
• clothes bank.
• bag 2 The post office is the café.
• pictures
3 The post office is the school.
4 The park is the cinema and the
café.
Have you got any CDs?
5 The post office is the car park.
Yes, I’ve got lots. They are under the table. 3 What else is in Tambury? Work in pairs.
Write down some more places. Tell your partner
where they are. Your partner must draw them on
Where is your CD player? his/her map.
It’s on my desk. There are some chairs and

tables in front of the café.
✂
There is a bus station

behind the school.

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Present continuous Present simple and present
continuous
1 Imagine you are at a carnival. Write about
what is happening around you using the present 1 Read the letter from your new penfriend.
continuous. Use the words in the box to help
you, or use your own ideas. Dear ,
I’m Alicia. I’m eleven and I live in Sydney,
dancers / dance / on the street Australia. My favourite subject is Geography.
group / play / music At the weekend my family and I go swimming
two girls / talk at the beach, or we go for walks in the
people / wear / lovely clothes
mountains.
children / play / games
At the moment I’m sitting in my room. I’m
a man / eat / something
listening to my favourite CD, and I’m writing to
families / laugh
you! Oh, my mother is calling me – I have to go!
Bye!
I’m at the carnival. It’s great! Dancers are dancing on
Write to me soon! Love,
the street. Alicia
Now write a reply using the present simple and

the present continuous.
Dear Alicia,
I’m
My favourite subject
At the weekend
2 Work in groups. Play a mime game. Take it
in turn to mime an action. Your classmates must
guess what you are doing. At the moment

Are you playing tennis?
No, I’m not. 2 Work in pairs. Ask your partner questions

about what he/she usually does, and what
he/she is doing now. Use the present simple or
Are you playing volleyball?
the present continuous and the words in the box.
eat wear do look at go drink

Yes, I am! It’s your turn!
write read watch
What do you usually eat for breakfast?

✂
What are you wearing at the moment?

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Present simple 2 to be – past simple
1 What do you and your family do at the 1 Complete the dialogue with the past
weekend? Write an email to your pen-friend. simple of to be.
Use the expressions in the box to help you, or ● 1
Were you at the party last Saturday?
your own ideas.
● Yes, I 2
.
visit my best friend go to the cinema ● 3
it good?
play football in the park go to school
go to work watch TV paint pictures
● Yes, the music 4 great! There
play the guitar stay up late 5
a lot of people there.
● 6
Kate and Tom there?
● No, they 7
. I think they 8
on holiday last week. Why 9 you
STOP
1.1] there?
Dear , ● I 10 ill. I stayed in bed.
It’s the weekend and I am so happy! I love
weekends! 2 Write about you and your family. Where
At the weekend, I can 1 stay up late. were you yesterday?
I don’t 2 . My parents Yesterday morning I was at school. My mother and
don’t 3
. I meet my father were at work. My grandma was at home with my
friends and we 4 . little brother.
I sometimes 5 .
Yesterday afternoon
On Sundays, my family and I 6
My mum often 7
What do you and your family do at the Yesterday evening
weekend?
3 Where were you last week? Ask and

answer with a partner.
2 Work in pairs. What do you do at the
weekend? Ask and answer with a partner about
the activities below. Tick ✔ (Yes) or cross ✘ (No). Where were you on Monday afternoon?
Then tell the class about your partner.
I was at the sports centre.

Do you use a computer?
Yes, I do. Where were you on Saturday afternoon?

✂
use a computer ■ read magazines ■ I was at the cinema with my sister.

listen to pop music ■ watch television ■
do sports ■ stay up late ■

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Past simple 1 Past simple 2
1 Write about what you and your family did 1a Read the text about a terrible day at the
last weekend. Use the ideas in the box to help beach.
you, or your own ideas.
I went to the beach with my cousin last
go to the cinema go shopping play football weekend, but we had a terrible day! We didn’t
play computer games go to the sports centre swim because it was cold. We didn’t have a
get up listen to music play the guitar picnic because it was very windy. We didn’t eat
ice-cream because the shops were closed. We
Last Saturday I woke up at . I ate waited an hour for the bus but it didn’t come.
my breakfast and Then it rained and we didn’t have an umbrella! At
last, my mum came and picked us up in the car.
My parents
1b Now write a paragraph about a terrible
weekend.
My brother/sister/friend Last weekend I
Last Sunday
2 Work in groups of three people or more.

2 In groups or as a class, play ‘I had a very Use the present simple. Take it in turns to ask
busy day!’. This is a memory game. Use the past one person questions about the past. He/She
simple to add things to the list. must answer your questions but must not say
‘Yes’ or ‘No’. When he/she says ‘Yes’ or ‘No’ to
One student starts:
your question, it is your turn to answer the
I had a very busy day yesterday! questions.
I got up at six o’clock. Example:
Did you go to the cinema yesterday?
➤ The next student adds an activity:
I had a very busy day yesterday!
I went to the swimming pool.
I got up at six o’clock and I played tennis.
➤ The next student adds another activity: Did you have chips for dinner last night?
I had a very busy day yesterday! I got up at six
o’clock , I played tennis and I went to the zoo. I had spaghetti for dinner.
➤ Each student must add an activity in the past Did you wear jeans yesterday?
simple, and remember all the things that have
✂
come before. If someone makes a mistake, they No, I didn’t.

are out of the game. When only one person is You said ‘No’! It’s my turn
left, he/she is the winner. to answer the questions!

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going to some and any
1 Complete the email to your English friend. 1 Complete the dialogue with some or any.
Use going to and your own ideas. ● What do we need for our party on Saturday?
● Well, we’ve got 1 cola and 2
orange juice, but we haven’t got 3
STOP
lemonade.
1.1]
Dear ,
● Right, lemonade. Have we got 4
sausages?
It’s the summer holidays and I’m going to be
very busy for the next two months! ● No, we need to buy 5 .
This weekend I’m going to ● We need 6
crisps and 7 bread.
● And 8
pizza! I love pizza!
Next week I’m going to ● Have we got 9
ice-cream?
● There’s 10 in the freezer.
Soon ● What else? Fruit? No, we don’t want 11
In August fruit.
In September ● Paper plates. We need 12 paper plates.
What are your plans for the summer? I don’t want to do 13
washing up!
Please write to me soon. Love, ● Good idea! Let’s go to the supermarket now!
Oh! We need 14 money!
2 Work in pairs. Use going to. Ask and 2 Work in pairs. Imagine you are going on a
answer about what you intend to do: summer holiday. What do you need to take?
What don’t you need to take? Continue the
• after school • this evening
dialogue using some and any. Use the words in
• next weekend • tomorrow the box to help you. Then perform your dialogue
• next month • the summer holidays for the class.
• next week • the future
T-shirts gloves shorts suncream
What are you going to do after school today? games money warm clothes
sunglasses books films for the camera
schoolbooks sweets for the journey
I’m going to have my piano lesson. music to listen to
Are you going to watch the ● We’re going to Greece next week. It’s going to
football match on TV this evening? be hot! What do we need?
● We need some sun-cream. And some
Yes, I am. sunglasses.
What are you going to do in the ● We don’t need any schoolbooks!
future, when you leave school?
✂
I’m going to study to become a pilot.

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How much/How many Countable and uncountable nouns
1Complete the questions below with How 1 Read about breakfast in Britain. Look at
much and How many. the food words. Underline the countable nouns,
1 singers were in the Spice Girls? and circle the uncountable nouns.
2 lemonade is there in a bottle? Food around the world

To enjoy a real British breakfast, you have to be
3 players are there on a football team?
hungry! A cooked breakfast includes eggs, bacon,
4 cups of tea do you drink a week? sausages, mushrooms, tomatoes and beans. With
5 coffee do your parents drink a day? this people eat toast and marmalade, and drink tea
6 apples did you eat? or coffee, and orange juice. In modern Britain, most
people don’t eat like this every day. They don’t have
7 chocolate is there in the cupboard?
time to cook in the morning. Many people have
8 CDs have you got at home? cereal or just a cup of coffee. But on Sundays many
people enjoy a traditional breakfast.
2a You are going to find out about your
classmates. Work in pairs. Write down six 2 Write about breakfast in your country.
questions you want to ask. Use How much and What is the traditional breakfast? What do
How many. Use the words in the box to help people eat for breakfast now?
you, or your own ideas.
brothers and sisters / have got

pocket money / get / each week
CDs / have got at home
hours / spend / watching TV
time / spend / sleeping
homework / do / every night
pets / have got
3 Work in pairs. What do you eat every day?
water / drink / every day
Find out what your partner eats for each meal.
books / read / every month
Write down his/her answers.
chocolate bars / eat / every week
What do you eat for breakfast?

1
2
3 I eat a bowl of cereal and I drink some milk.
4
5 Now write about your partner.
6 For breakfast
2bAsk your classmates your questions and

write down their answers. Now take it in turns to For lunch
report back to the class about your questions.
For dinner
✂
0 1 2 more than 2
brothers and sisters lll llll ll llll l llll

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Comparatives and superlatives Adverbs of Frequency
1 Read the email. Then write an answer. Tell 1 Write an email to your English friend.
Jenny about the members of your family using Write about the things you do after school. Use
comparatives and superlatives. phrases from the box to help you, or your own
ideas.
Dear ,
There are four people in my family. My brother is two listen to my favourite music paint pictures
years older than me, so I’m the youngest. finish my homework early watch TV
My brother is bigger and stronger than me but I’m better at play with my brother/sister read comics
sport than him! My mum is older than my dad, but my dad is
talk to my friends on the phone have dinner
taller. Dad is the tallest in the family. What about your
listen to the radio read a newspaper
family? Write to me soon!
Jenny
Dear Jenny,
STOP
There are
1.1]
Dear ,
What do you do when you get home after
school?
When I get home from school, I usually
Love, .
Then I sometimes .
2 Write complete questions using After that I always .
superlatives. Then answer the questions. I never .
1 Who/ beautiful model? Write to me soon!
Who is the most beautiful model? Love,
Adriana Karembeu is the most beautiful model.
2 Who / good-looking / film star? 2 Work in pairs. Ask questions about these
activities. Answer using usually, always,
sometimes and never.
3 Who / good / pop star?
How often do you...
• speak English • go to the zoo
4 Which / interesting / school subject?
• watch TV • wear jeans
• go to the cinema • do sports
5 Which / successful / pop group? • listen to music • eat ice-cream
How often do you listen to music?

6 Which / exciting / film?
I sometimes listen to music in my room,

3 Work in pairs or groups. Talk about your and I always listen to the radio in the car.
✂
answers to the questions in 2. Does everyone

agree? Use comparatives and superlatives to Now tell the class about your partner.
talk about your answers.

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like + -ing Future with will and will for offers
and decisions
1 What do you like doing? Use like + -ing to
write about four things you like doing and four 1 Write a paragraph about your future.
things you don’t like doing. What do you think you’ll do when you leave
school? Write about these things:
I like...
• university/training • places to go on holiday
I like roller-blading. • job • getting married
1 • place to live • having children
2 • things to buy (car, house)
3 When I leave school I think I will

4
I don’t like...
I don’t like running.
1
2
3 2a Imagine you are in these situations.
4 What do you decide to do? Use will.
1 I’m late for school and I missed my bus.
2 Work as a class. Interview your class
mates. Find out what they like doing or don’t
like doing. Find four people who like doing the 2 I’m in a café. I ordered a drink but I haven’t got
same things as you. any money.
I like going to the cinema. 3 It’s late at night. I’ve got homework for
tomorrow but I haven’t got the books I need.
I don’t. I like shopping.
4 I’m at school. I’ve got P.E. and I forgot my
I like swimming. shorts.
I like swimming too.

2b Now work in pairs. Imagine your friend is
in the situations in 2a. Take it in turns to offer to
help.
Oh no! I’ve forgotten my

shorts for P.E. this afternoon!
✂
I’ll lend you mine.

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Past simple 3 Past continuous
1a Use the past simple of the verbs in the 1 Think about New Year’s Eve last year. What
box. Use a dictionary to check new words. were you, your family and friends doing or not
Complete the text below. doing just before midnight? Write five sentences
using the past continuous.
walk get up open stand wake
be pick up be My little brother was sleeping.
My parents were having a party.
It was Saturday night. James was asleep. We weren’t watching TV.
Suddenly, a loud noise 1 him up. He 1
2
and 3
in his bedroom 2
listening. It 4 quiet in the house. James 3
5
a torch and 6 his bedroom 4
door. He 7 slowly down the stairs.
5
There 8 a light on in the kitchen!
2 Work in pairs. Guess what your partner
1bWhat happened next? Finish the story was doing at the times below. Your partner must
with your own ideas. say if are right. Use the ideas in the box to help
James heard a noise in the kitchen. He walked towards you.
the door. Suddenly • at seven o’clock this morning

• at nine o’clock last night
• at six o’clock yesterday evening
• at three o’clock last Saturday afternoon
• at ten o’clock last Saturday morning
2 Work in groups or in pairs. Play a guessing get ready for school have dinner
game. Think of a famous person in the past. Say read a comic play tennis/football
three sentences about them using the past watch a film visit your grandma
simple. Can your group guess who it is? If they paint a picture do your homework
don’t know, ask and answer until they can guess.
He was a pop star. He was in a very famous

Were you having breakfast at
group. He wrote the song, ‘Imagine’.
seven o’clock this morning?
John Lennon! My turn!
Yes, I was.
She was born in 1910 in Skopje. She lived Were you watching TV at
in India. She won the Nobel Peace Prize. nine o’clock last night?
Did she have a hospital?

No, I wasn’t. I was brushing my teeth.
Yes!
✂
Is it Mother Teresa?
Yes!

R R
GRAMMA! GRAMMA!
EXTRA EXTRA
✂
Past continuous and past simple Present continuous for future
arrangements
1 Put the sentences in the correct order and
write the story. 1 Read the text about Amanda’s dream
weekend. Write about your perfect weekend.
A We went to see my grandma. While we were
telling her the story, she started to smile. These are my arrangements for next weekend!
B ‘That’s my grandma,’ he said. He was looking at On Saturday morning I’m meeting Kylie Minogue.
a picture of my grandma. In the afternoon, we’re going shopping in Milan.
C Last Friday something very strange happened In the evening, I’m having dinner with David
to me. Beckham. On Sunday morning I’m meeting Robbie
D ‘Your grandma is my sister,’ she said to the boy. Williams. We’re visiting Disneyland in the
‘I lost her address many years ago when she afternoon. In the evening I’m going dancing with
moved. I didn’t know she was living here!’ Justin Timberlake.
E I was looking at some photos on the bus when
These are my arrangements for next weekend!
a boy spoke to me.
F ‘No, sorry,’ I said, ‘It isn’t.’ But the boy was sure On Saturday morning I’m
that the woman was his grandma.
Last Friday something very strange happened to me.
2 Work in pairs. You want to meet your

partner to go to the cinema next week. Talk
about your arrangements for next week and find
a time to meet.
What are you doing on Saturday afternoon?
I’m playing football.
What are you doing on Tuesday evening?
2 Work in groups of four or five. Tell your I’m visiting my grandma.

group about something strange, funny or
interesting that happened to you in the past. What are you doing on
Be careful to use the correct past tense! Wednesday afternoon?
Nothing.
Last week something funny happened to
✂
me. I was walking down the street when Great! Let’s go to the cinema
I saw a man with a big hat on... on Wednesday afternoon.

R R
GRAMMA! GRAMMA!
EXTRA EXTRA
✂
must and mustn’t must, mustn’t, don’t have to
1 Do you have rules at home? Write a list of 1 Write sentences about what you must,
house rules. Use must and mustn’t. mustn’t and don’t have to do every day.
Rules of our house! I must get up at seven o’clock and get ready for school.
1 You mustn’t eat in the living room. I mustn’t forget to take my homework with me.
2 You must I don’t have to be at school until quarter to nine.
3 must
4 1
5 2
6 3
7
mustn’t
8
1
9
2
10
3
2 Work in pairs. Tell your partner two things don’t have to

you must or mustn’t do:
1
• in a museum
2
• at a party
3
• in the morning
• at school
2 Do you have a lot of rules at your school?
• in the library
What mustn’t you do? What would you like to
• when you’re crossing the road do? Work in pairs to write ten rules for your ideal
school. Use must, mustn’t and don’t have to.
Your partner must guess which place you’re
talking about. 1
2
You mustn’t touch anything. 3
You must be quiet!
4
It’s a museum! 5
6
7
8
9
10
✂

R R
GRAMMA! GRAMMA!
EXTRA EXTRA
✂
Present perfect Present perfect and past simple
1 Use the present perfect. Write four 1 Read the notes about Natalie Imbruglia.
sentences about things you have done and four Write a paragraph about her. Use the present
sentences about things you have not done up to perfect and the past simple.
now.
Natalie Imbruglia
I’ve visited a zoo. (be born) in Australia in February 1975
1 (act) in the Australian TV show Neighbours until 1994
2 (live) in England since 1994
(have) number 1 hits in England and America
3
(made) two albums and is working on her third
4 (act) in the 2003 comedy film Johnny English
I haven’t been to America. Natalie Imbruglia was born in Australia in February
1 1975.
2
3
4
2a Write complete questions about

computers and the Internet. Use the present
perfect.
2 Work in pairs. Interview your partner
1 you / use a computer at school ?
about what they have and haven’t done. Use the
notes below to help you, or think of your own
2 you / ever / go to an Internet café ? questions. If they’ve done something, ask for
details.
see / a famous person
3 your parents / bought a computer ?
eat / Japanese food
ride / a horse
4 you / look for information on the Internet ? sleep / in a hospital
see / a James Bond film
go / skiing
5 you / ever / send emails to students in other
countries ?
Have you ever seen a famous person?
6 you / ever / listen to music on the Internet ?
Yes, I have. I went to a Britney
Spears concert last year.
2b Work in pairs. Take it in turns to ask and
answer the questions in 2a. Where was it?
Have you ever been
✂
to an Internet café? It was at the NEC in Birminham.

No, I haven’t.

R R
GRAMMA! GRAMMA!
EXTRA EXTRA
✂
too and enough First conditional
1 Complete the dialogue with too or 1 Complete the sentences so that they are
enough. true for you. Use the first conditional.
1 If I go to the party, I’ll wear my new jeans.
● What shall we do?
2 I’ll go out and play basketball
● Why don’t we go to the cinema?
3 If I feel tired this evening,
● We can’t. It’s 1 late, the film has
already started. 4 If it’s raining at the weekend,
● OK. Let’s go to the theatre. 5 If I’ve saved enough money,
● I don’t have 2 money for a theatre 6 I’ll get a bad school report
ticket. 7 I’ll be in serious trouble
● Well, then let’s go and look round the museum. 8 If there’s a good film on TV,
● It’s 3
far to the museum, we don’t
2 Work as a class. Play a chain game. The
have 4 time.
first student chooses one of the sentence
● There’s a video shop on the corner. Do we have beginnings below and completes it.
5
money to rent a video?
If I go to the sports centre, ...
● Good idea! I think I’ve got 6 for the If I go shopping, ...
video and for the bus. I’m 7 tired to If I meet my friends in town, ...
walk home. If I stay at home today, ...
● Me too! Let’s go!
If I go to the sports centre, I’ll see Alexia.
2Write true sentences about you. Use too
and enough.
➤ The next student picks up the chain, and
I’ve got too much homework today. makes the next first conditional sentence:
I’m not tall enough to play basketball.
1 If I see Alexia, we’ll play table tennis.
2
3 ➤ The next student continues.
4
If we play table tennis, I’ll win.
5
6
➤ And so on. Try to keep going as long as
7
possible!
8
If I win, ...
When the story finishes, choose another

sentence beginning from the box, and start
✂
again.

R R
GRAMMA! GRAMMA!
EXTRA EXTRA
✂
The passive voice: present The passive voice: past
1 Put the notes below in the correct order to 1 Write sentences about your town or area.
write a description of how books are made. Use Use the past simple passive voice and a verbs
the passive voice. from the box in each one.
• ship / to bookshops
build close down design destroy
• write / author discover make open start finish
• print / factory paint
• draw / artist
• the book / edit / publishing company A new theatre was opened in our town last month.
First, the book The factory was closed down after the fire.
Then the illustrations 1
After that, 2
The book 3
Finally, 4
5
2 Work in pairs. Look at the things in the box 6
and decide what is done with them. Use the
verbs in the second box to help you. Make a list 2 Work in pairs. Write four general
of ideas using the passive voice. Then compare
knowledge questions using the past simple
your ideas with the class.
passive. The questions can be about sport,
presents emails bikes food clothes entertainment, history, people and places or
science. Then work with another pair. Ask and
answer your questions.
ride wash wear race cook mend
buy send read eat write open
give When were the Olympic
Games held in Sydney?
Presents are bought. In 2000.

Presents are given. What else?
Correct!
Presents are opened. Presents are When was the first Star Wars
sometimes taken back to the shop. film released?
In 1980?
No! In 1977.
✂

GRAMMAR EXTRA! ANSWER KEY
Articles: a/an; the Question words Present simple 2
1 1 1
1 a 1 How old are you? Possible answers:
2 the 2 Where are you now? 1 At the weekend, I can stay up late.
3 a 3 Where are you from? 2 I don’t go to school.
4 an 4 Who is your best friend? 3 My parents don’t go to work.
5 The 5 What is your favourite food? 4 I meet my friends and we play football
6 a 6 What is your favourite TV programme? in the park.
7 The 5 I sometimes paint pictures.
8 the
can – ability 6 On Sundays, my family and I go to the
cinema.
Imperatives 1 7 My mum often plays the guitar.
Students’ own answers.
1 to be – past simple
2 Stand up.
3 Close the window.
Prepositions of place – in, 1
4 Don’t talk. on, under 1 Were 6 Were
5 Sit down. 2 was 7 weren’t
6 Open your book. 1 3 Was 8 were
7 Draw a map. Students’ own answers. 4 was 9 weren’t
5 were 10 was
Possessive adjectives and Prepositions of place – 2
possessive ‘s next to, opposite, between, Students’ own answers.
1 behind, in front of
Ania’s home town is Krakow. Her favourite
Past simple 1
subject is English. Her mum’s name is
1
1
Kasia. Her dad’s name is Marcin. Her
sister’s name is Magda. Magda’s favourite cinema park café Students’ own answers.
group is Destiny’s Child. Her brother’s Main Street
name is Artur. Artur’s favourite TV bank library school post office Past simple 2
programme is the Simpsons. car park
1b
to have got Students’ own answers.
2
1 1 between
Animal: elephant 2 opposite
going to
3 next to 1
4 between
2 5 in front of Students’ own answers.
Present continuous some and any
to be 1 1
1 Possible answer: 1 some 8 some
I’m at the carnival. It’s great. Dancers are 2 some 9 any
Students’ own answers. 3 any 10 some
dancing on the street. A group is playing
music. Two girls are talking. People are 4 any 11 any
Present simple 1 wearing lovely clothes. Children are 5 some 12 some
playing games. A man is eating 6 some 13 any
1 something. Families are laughing. 7 some 14 some
Possible answers:
1 I read my book before I go to bed. Present simple and present How much/How many
2 My mum plays tennis every week.
3 My dad goes jogging after work. continuous 1
4 My brother makes cakes after school. 1 How many
5 My family does puzzles in the evening. 1 2 How much
6 My best friend visits me at the Students’ own answers. 3 How many
weekend. 4 How many
7 My teacher studies singing in the 5 How much
afternoon. 6 How many
8 My friend watches TV in the morning. 7 How much
8 How many
PROJECT Page 1 of 2 © Oxford University Press

GRAMMAR EXTRA! ANSWER KEY
2a Future with will for offers Present perfect
Possible questions: and decisions 1
1 How many brothers and sisters have
you got? 1 Students’ own answers.
2 How many CDs have you got at home? Students’ own answers.
3 How much time do you spend sleeping? 2
4 How many pets have you got? 2 1 Have you used a computer at school?
5 How many books do you read every 2 Have you ever been to an Internet
month? Students’ own answers. café?
6 How much pocket money do you get 3 Have your parents bought a computer?
each week? Past simple 3 4 Have you looked for information on the
7 How many hours do you spend Internet?
watching TV? 1a 5 Have you ever sent emails to students
8 How much homework do you do every 1 woke 5 picked up in other countries?
night? 2 got up 6 opened 6 Have you ever listened to music on the
9 How much water do you drink every 3 stood 7 walked Internet?
day? 4 was 8 was
10 How many chocolate bars do you eat
every week?
Present perfect and past
1b
Students’ own answers
simple
Countable and uncountable 1
nouns Past continuous Natalie Imbruglia was born in Australia in
February 1975. She acted in the Australian
1 1 TV show, Neighbours, until 1994. She has
To enjoy a real British breakfast, you have Students’ own answers. lived in England since 1994. She has had
to be hungry! A cooked breakfast includes number 1 hits in England and America.
eggs, bacon, sausages, mushrooms, She has made two albums and is working
tomatoes and beans. With this people eat
Past continuous and past on her third. She acted in the 2003
toast and marmalade, and drink tea or simple comedy film Johnny English.
coffee, and orange juice. In modern
Britain, most people don’t eat like this 1 too and enough
every day. They don’t have time to cook in
Last Friday something very strange
the morning. Many people have cereal or 1
happened to me. I was looking at some
just a cup of coffee. But on Sundays many
photos on the bus when a boy spoke to 1 too 5 enough
people enjoy a traditional breakfast.
me. ‘That’s my grandma,’ he said. He was 2 enough 6 enough
2 looking at a picture of my grandma. ‘No, 3 too 7 too
sorry,’ I said, ‘It isn’t.’ But the boy was sure 4 enough
Students’ own answers. that it was a picture of his grandma. We
went to see my grandma. While we were
Comparatives and telling her the story, she started to smile. First conditional
‘Your grandma is my sister,’ she said to the
superlatives boy. ‘I lost her address many years ago 1
when she moved. I didn’t know she was Students’ own answers.
1 living here!’
Students’ own answers The passive voice: present
2
Present continuous for
1
(Students write their own answers to the
future arrangements
First, the book is written by the author.
questions.) 1 Then the illustrations are drawn by the
1 Who is the best looking film star? artist. After that, the book is edited by the
2 Who is the best pop star? Students’ own answers.
publishing company. The book is printed in
3 Which is the most interesting school a factory. Finally, it is shipped to
subject? must and mustn’t bookshops.
4 Which is the most successful pop group?
5 Which is the most exciting film? 1
The passive voice: past
Adverbs of frequency 1
1 must, mustn’t and don’t Students’ own answers.
Students’ own answers. have to

1
like + -ing Students’ own answers.
1
2
PROJECT Page 2 of 2 © Oxford University Press

CONTENTS INTRODUCTION
Project Language Log: a record

Introduction
of language learning based on
the European Language Portfolio
PHOTOCOPIABLE PAGES: What is The European Language Portfolio?
Letter to students The European Language Portfolio is a record of a
language learning experience. It includes
documents (such as certificates of exams
passed), biographical information (such as
Passport
language courses followed, school exchanges
and travel abroad) and examples of work
produced by students in the foreign language.
Self-assessment grid
The Portfolio is intended to have two main
functions: it can aid mobility (by providing
educational institutions or employers with
Language biography 1-4 information about potential students or job
applicants) and it can promote learning; the
portfolio grows with the student, reflecting
Dossier: contents progress made. For younger students this second
function is likely to be the main one. Many of
them will find that building up a portfolio is in itself
Dossier: check-list of projects a motivating experience.
(Project 1-4) The Portfolio is a personal record and its contents
should be decided by students, but they will need
you to guide them in their choices. The
Certificate of an English language photocopiable pages which follow will help you
and your students to focus on the sort of
correspondence documents to include.
The three components of the Portfolio

Certificates of a school exchange There are three parts to a Portfolio: a Language
and a language learning Passport, a Language Biography and a Dossier.
The Passport is a summary of a student’s abilities
stay abroad
in different languages. It requires the student to
identify his or her level in five skills areas:
listening, spoken interaction, spoken production,
Certificate of other language reading and writing. The distinction between
learning experiences spoken production and spoken interaction is a
useful one made in the Common European
Framework of Reference for Modern Languages
Course Certificate for Project (see section below). Most speaking activities
involve constant interaction between two or more
people and are examples of spoken interaction.
Addressing an audience, when there is little or no
interaction between speaker and listener, would
be an example of spoken production. Most of
your students’ speaking activities are likely to be
ii
of the first type. Naturally, the same student may activities that were needed to ‘survive’ in a foreign
have different levels in different skills. The first language by a traveller in the country where that
four levels for each skills area identified in the language was spoken. This level is now more
Common European Framework (A1 – B2) are usually referred to as B1: it is the third level in a
described in the self assessment grid on page 7. framework containing six levels of proficiency,
The Language Biography is a personal record of ranging from elementary to near native speaker.
language learning. It gives details of courses The Project series takes students up to level B1.
attended, and extra curricular activities such as
The CEFR and assessment
school exchanges, language stays abroad,
The six levels described in the Framework are
language camps and competitions, and other
divided into three broad bands (A, B and C) which
inter-cultural experiences.
correspond roughly to the traditional levels
The third part of the Portfolio, the Dossier, is the Elementary, Intermediate, and Advanced.
biggest. This should include examples of work in Sometimes the levels are given names:
the foreign language, as well as certificates and
A1 ‘Breakthrough’
other documents which can support the
information given in the Language Biography. A2 ‘Waystage’
Remember that a lot of language learning occurs B1 ‘Threshold’
in informal situations, for which there will be no B2 ‘Vantage’
official certificates, but other evidence of
C1 ‘Effective Operational’
experiences may be available. To document a
correspondence with a pen-friend, for example, C2 ‘Proficient’
the student could include a letter received from These six levels have provided examining bodies
the pen-friend. with a convenient framework of reference for their
The examples of work which the student chooses own exams. All major European examining bodies
to include in the dossier are essentially examples have calibrated their existing exams to the
of production in the language. They may include framework (such as the Pitman exams, the
projects, creative writing, letters, annotated Cambridge First Certificate of English, Level B2),
artwork or other activities or exercises which have or developed new exams to fit the framework
given particular satisfaction. But the dossier does (such as the Cambridge Preliminary English Test
not have to be exclusively written. Encourage Level B1 or the Trinity Integrated Skills in English
students to include examples of spoken 1, also at Level B1).
production in the form of audio and video But the Framework also recognizes the
cassettes or CDs. These could be interviews or importance of self-assessment in language
surveys that the students has carried out, or a learning, and it is with this in mind that it provides
recording of a role play or sketch in the language. comprehensive self-assessment scales.
As well as being a highly effective way of
presenting students’ language skills to others, a The Portfolio and Project
recording can offer learners motivating insights The Project Language Log links the European
into the process of learning. Language Portfolio to the use of the Project
series. All levels of Project provide a wealth of
What is the Common European Framework of ideas for a portfolio. The projects at the end of
Reference? each unit (Project 1 and 2), and in the extension
The Common European Framework of Reference sections (Project 3 and 4) are all suitable. They
(CEFR) is an attempt to provide a profile of include posters, letters, scrapbook pages,
proficiency in a foreign language by describing labelled maps and plans, interviews, biographies,
typical language activities which learners can do creative writing, fact files, games, summaries,
at particular levels. The project, developed by the interviews, surveys and dramatisations.
Council of Europe, provides a description of Encourage students to choose a variety of
activities and levels which is valid for all projects, and if possible to include at least one
European languages. The first level to be audio or video recording. Many of the projects
identified, (known as Threshold ) was described will be the result of group work. Rather than copy
in the 1970s. It included the skills, strategies and or photocopy projects, you could organize a
iii
market (for example at the end of each term) of should only include pieces of work they are
all the group-produced work. Students negotiate pleased with, and present them as attractively as
with each other and choose the project(s) they possible. They will need a large folder to keep the
want to include in their dossier. When group work work in.
is included in a personal dossier, students should
add a note explaining which part of the project Building up a portfolio
they were responsible for. Students can start a dossier with just one piece of
work, but should build it up gradually over a
Getting started period of time. You should make occasional
You can start a portfolio at any time. However, checks to see that this is happening. Since the
you will probably need a whole lesson to Project Language Log is a tangible work record,
introduce the idea. Draw attention to the three- and includes evidence of language learning
part structure of the portfolio, and briefly explain experiences which take place outside the
its purpose. Tell students that various parts of the classroom, it would be a good idea to involve
portfolio (such as the Passport and Biography) do parents where this is possible. They can help
not have to be in English; the aim of the portfolio children in the choices they make as well as
is to help students record their language learning providing feedback on the contents of the dossier.
experience, and is not necessarily for practising When they complete the certificates students
the language. Besides, the rationale behind the should provide a brief but complete account of
European Language Portfolio is that it can be a the experience in the Notes section; for example,
record of more than one foreign language, and for an English language correspondence students
you could adapt the Project Language Log to could record how the correspondence began,
include other languages too if this is appropriate how often letters were exchanged, and (if the
for your class. correspondence has now finished) when and why
Give out photocopies of the Passport, the Self- the experience ended. They can also include
assessment grid, the Dossier contents and documents to support the certificates, e.g. travel
appropriate project check-list, the blank documents for a language stay abroad, or
Certificates as appropriate, and the Language photographs for a school exchange.
biography pages for their level of Project. The passport can be updated whenever you think
Read through the different pages with students it is appropriate, but the obvious moment is at
and make sure they understand what they have the end of the year, or the end of the course.
to do. In particular you may find it necessary to Another appropriate moment could be after
spend time on the self-assessment grid, exams, when students may be in a better
discussing it with them before helping them to position to make self-assessments.
identify their own levels. Finally, encourage students to think of the Project
Discuss with students which sorts of extra- Language Log as work in progress: they can add
curricular activities they could certify and include to it (and remove things from it) as they think fit.
in the dossier. Remind them, for example, that In this way, the dossier will be constantly updated,
any stay in an English speaking country, for reflecting the student’s ongoing relationship with
example a holiday or a visit to relatives, and not the language, as well as stimulating learning by
just a course in a language school, would qualify making the experience more personal.
as a language learning experience. Language
camps and competitions in their own country
would also qualify. In each case, however, they
should find someone to sign the certificate,
attesting that it actually took place. In some cases
this could be a parent.
Brainstorm ideas about which examples of work
to include in the dossier, but remind students that
they (not you) are responsible for their choices.
Encourage them to take a pride in their work: they
iv
LETTER TO STUDENTS
Dear Student
you a chance to keep a

The Project Language Log offers
learner of English. The idea,
record of your experiences as a
Portfolio, is simple: when you
linked to the European Language
ity, or when you start
move to another school or univers
give teachers or employers
looking for a job, a portfolio can
ity to use the language. This
useful information about your abil
to them than a set of
information might be more useful
exam results.
to help you in the future.
So the Language Log may be able
it up in the present. You
But you should also enjoy building
such as examples of work
can include lots of things in it,
with, as well as details of
that you are particularly pleased
have had outside school, on
language learning experiences you
etc. Your teacher will
summer camps, with penfriends,
gs you can include – but in
discuss with you the sort of thin
the end it is up to you to decide!
Have fun choosing!

With best wishes
The Project team
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE v

Name
The dossier is the main part of your Language Log. It contains examples of work that you want
to keep, and certificates and other documents which record your language learning experiences
outside the classroom, such as summer language camps and visits abroad. On this page you
should tick (√) the things you have included in the dossier.
• Check list of projects done
• Example projects
• Other written work
• Recordings (audio, video, CD)
• Documentation of school trips or exchanges
• Documentation of a language stay abroad
• Documentation of a foreign language correspondence
• Documentation of other experiences including trips abroad
• Achievements and Certificates
• Other:
Dossier © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

SELF-ASSESSMENT GRID
(LEVELS A1 -- B2 OF THE COMMON EUROPEAN FRAMEWORK)
A1 A2 B1 B2
Listening I can understand familiar words and very basic I can understand phrases and the highest I can understand the main points of clear I can understand extended speech and lectures
phrases concerning myself, my family and frequency vocabulary related to areas of most standard speech on familiar matters regularly and follow even complex lines of argument
immediate concrete surroundings when people immediate personal relevance (e.g. very basic encountered in work, school, leisure, etc. I can provided the topic is reasonably familiar. I can
speak slowly and clearly. personal and family information, shopping, understand the main point of many radio or TV understand most TV news and current affairs
local area, employment). I can catch the main programmes on current affairs or topics of programmes. I can understand the majority of
point in short, clear, simple messages and personal or professional interest when the films in standard dialect.
announcements. delivery is relatively slow and clear.
Reading I can understand familiar names, words and I can read very short, simple texts. I can find I can understand texts that consist mainly of I can read articles and reports concerned with
very simple sentences, for example on notices specific, predictable information in simple high frequency everyday or job-related contemporary problems in which the writers
and posters or in catalogues. everyday material such as advertisements, language. adopt particular attitudes or viewpoints.
prospectuses, menus and timetables and I can I can understand the descripton of events, I can understand contemporary literary prose.
understand short simple personal letters. feelings and wishes in personal letters.
UNDERSTANDING
Spoken I can interact in a simple way provided the I can communicate in simple and routine tasks I can deal with most situations likely to arise I can interact with a degree of fluency and
other person is prepared to repeat or rephrase requiring a simple and direct exchange of whilst travelling in an area where the language spontaneity that makes regular interaction with
Interaction things at a slower rate of speech and help me information on familiar topics and activities. I is spoken. I can enter unprepared into native speakers quite possible.
reformulate what I’m trying to say. can handle very short social exchanges, even conversation on topics that are familiar, or I can take an active part in discussion in
I can ask and answer simple questions in areas though I can’t usually understand enough to personal interest or pertinent to everyday life familiar contexts, accounting for and sustaining
of immediate need or on very familiar topics. keep the conversation going myself. (e.g. family, hobbies, work, travel and current my views.
events).
Spoken I can use simple phrases and sentences to I can use a series of phrases and sentences to I can connect phrases in a simple way in order I can present clear, detailed descriptions on a
describe where I live and people I know. describe in simple terms my family and other to describe experiences and events, my wide range of subjects related to my field of
Production people, and where I live. dreams, hopes and ambitions. I can briefly give interest.
SPEAKING
reasons and explanations for opinions and I can explain a viewpoint on a topical issue
plans. giving the advantages and disadvantages of
I can narrate a story or relate the plot of a book various options.
or film and describe my reactions.
I can write a short simple postcard, for example I can write short, simple notes and messages. I I can write simple connected text on topics I can write clear, detailed text on a wide range
© OXFORD UNIVERSITY PRESS

Writing
sending holiday greetings. I can fill in forms can write a very simple personal letter, for which are familiar or of personal interest. of subjects related to my interests. I can write
with personal details, for example entering my example thanking someone for something. I can write personal letters describing an essay or report, passing on information or
name, nationality and address on a hotel experiences and impressions. giving reasons in support of or against a
registration form. particular point of view.
I can write letters highlighting the personal
significance of events and experiences.
WRITING
PHOTOCOPIABLE
vii
PASSPORT
Name
Date of birth
My photo
Nationality
Mother Tongue
LANGUAGE SUMMARY
I started learning English when I was I have these achievements and certificates:
I have studied English for years
I studied English at
MY LEVEL
I think my level in English according to the Common European Framework of Reference
(see page vii for a self-assessment grid) is:
Date Listening Spoken Spoken Reading Writing

Interaction Production
vi © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

LANGUAGE BIOGRAPHY 1 Name
During the year I was a student at

I studied English hours a week.
The course book I used was Project 1.
Here are some of the most useful things I can do in English:

I can... (Can you give an example?)
count up to 100 and use telephone numbers

(Unit 1)
spell words and ask how to spell them (Unit 1)
ask and say where things are (Unit 1)

11 12 1
10 2
Monday 9
8
7 6 5
4
3
radio one show
introduce myself and other people (Unit 2) Tuesday

11 12 1
10 2
Wednesday 9
8
7 6 5
4
3
karate lesson
ask and say how much things cost (Unit 3) 10
11 12 1
2
Thursday 9
8
7 6 5
4
3
piano exam
11 12 1
10 2
ask for and tell the time (Unit 4) Friday 9

8
7 6 5
4
3
school play
11 12 1
10 2
Saturday 9
8 4
3
Josh's birthday
7 6 5
party
talk about my daily routine (Unit 4) 10
11 12 1
2
Sunday 9
8
7 6 5
4
3
football match
describe places (Unit 5) Unit 4
describe people (Unit 6)
say what people are doing (Unit 6)
Language Biography 1 © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

Name
My favourite lesson was My favourite activity was
WRITING OUTSIDE THE LANGUAGE CLASS

I can write (✓) these things: I have listened to
a short message
a postcard to a friend
I have watched
a letter to a penfriend
Sea World
I have spoken with
Dear Jane and Tony
We’re in Florida now.
It’s very hot. We’re Jane and Tony Hill
© Sea World
at Sea World today. 27, Acton Street

Hope you’re well. I have read
LONDON
Love SE10 5AN
Ben and Mandy UK
x x x
Flipper the dolphin
2046
I have written
CULTURE
NEXT YEAR I WANT TO …
I am interested (✓) in these topics:
not much a bit a lot
English in the world
British schools
Houses in Britain
My culture topics


Here are some of the most useful things I have learnt to do this year in English:
talk about dates and months (Unit 1) discuss health problems (Unit 3)
talk about my family (Unit 1) order food in a restaurant (Unit 4)
express likes and dislikes (Unit 1) talk about intentions (Unit 4)
describe and talk about animals (Unit 2) compare people, things and places (Unit 5)
narrate past events (Unit 3) make suggestions to do things (Unit 6)
{a/w Project 2 from Intro to Project Work p3}
Unit 2

Name
WRITING
I can write (✓) these things:
{a/w Project 2
a short description page 58 2nd
(e.g. of an animal) Valentine only
a short narrative (elephant)}
(e.g. about what I did yesterday).
a Valentine’s card
CULTURE
a year in Britain
the National Health Service
meals in Britain
the USA
My culture topics
OUTSIDE THE LANGUAGE CLASS NEXT YEAR I WANT TO …

I have listened to
I have watched
I have spoken with
I have read
I have written


ask and answer questions about past events (Unit 1)
talk about future plans and intentions (Unit 2)
offer to do things (Unit 3)
make predictions (Unit 3)
say what was happening at a given moment (Unit 4)
give directions (Unit 5)
turn down invitations (Unit 6)
express obligation and lack of obligation (Unit 7)
give advice (Unit 7)
talk about experiences (Unit 8)
Unit 7

Name
WRITING
I can write (✓) these things:
a whodunit Y U KON
TERRITORY
N O RT H W E ST
TERRI TORIES N U N AV U T
a short film review

an account of a personal experience B R IT I S H
COLUMBIA
WAN
A L B E RT A
CHE
M A N IT O B A
K AT
Vancouver Calgary Q U É B E C
SAS
CULTURE O N T A R I O N E W F O U N D L A N D
Winnipeg
N O V I A
Montréal S C O T I A
Ottawa
I am interested (✓) in these topics: Toronto
N E W
B R U N S W I C K

Families in Britain HOW I LEARN ENGLISH
Canada I think I learn best by (tick the activities which are
New York true for you)
Famous Britons
studying grammar
My culture topics
keeping word lists
reading for pleasure in English
corresponding with a pen-friend
OUTSIDE THE LANGUAGE CLASS practising pronunciation

speaking in the classroom
I have listened to
speaking with mother tongue speakers
listening to songs in English
watching films and TV programmes in English
I have watched
doing exercises
doing projects
I have spoken with using the Internet
I have read
NEXT YEAR I WANT TO …
I have written


talk about jobs and workplaces (Unit 1)
buy clothes in a clothes shop (Unit 2)
say what things are made of, and what they are
for (Unit 3)
express worries (Unit 4)
express regret (Unit 5)
compare past and recent experiences (Unit 6)
agree and disagree with people (Unit 7)
talk about weather (Unit 8)
express possibility (Unit 8)

Unit 2

Name
WRITING OUTSIDE THE LANGUAGE CLASS

I can write (✓) these things: I have had these experiences with English outside
the classroom:
a letter to apply for a job
a diary
an e-mail
MONDAY 5 April {a/w Project SB4

page 31 5 diary}
HOW I LEARN ENGLISH
I think I learn best by (tick the activities which are
true for you)
CULTURE studying grammar

keeping word lists
reading for pleasure in English
corresponding with a pen-friend
British teenagers
practising pronunciation
The UK speaking in the classroom
Australia speaking with mother tongue speakers
Summer in Britain listening to songs in English

watching films and TV programmes
My culture topics
in English
doing exercises
doing projects
using the Internet
MY FUTURE
I want to continue learning English because

PROJECT
This is to certify that
completed a course in English language

based on Project
during the year
WELL
DONE
Signed (teacher)
Signed (student)
© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

Certificate of a school language exchange
your name
name of school
location of school
exchange took place
Notes
WELL
DONE
Signed
Certificate of a language learning stay abroad

your name
country
period
Notes
WELL
DONE
Signed

Certificate of a language learning experience
your name
type of experience
when
where
Notes
WELL
DONE
Signed
Certificate of an English language correspondence

your name
name of correspondent
nationality
correspondence began
Notes
WELL
DONE
Signed

PROJECT 1
Name
I did the following (✓) projects:

Date
• I made a poster introducing myself, my friend, and some famous people.
(Unit 2)
• I wrote a letter to a pen-friend with pictures and my school timetable.

(Unit 3)
• I wrote and carried out a questionnaire about free time activities.

(Unit 4)
• I drew and labelled a map of my town.

(Unit 5)
• I planned and described my dream house.

(Unit 5)
• I described some pictures of famous people.

(Unit 6)
The project I enjoyed most was number
I am including the following project(s) in my dossier
Project 1 © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

PROJECT 2
Name

Date
• I wrote a description of a year in my life and an interview with

myself for a magazine.
(Unit 1)
• I wrote a fact file about an animal.

(Unit 2)
• I chose different topics and compared life in the past with

life in the present.
(Unit 3)
• I wrote about food in my country and included a recipe.

(Unit 4)
• I drew and labelled a map of my country and wrote a description of it.

(Unit 5)
• I wrote the story of a book/film/play/TV programme * I liked.

(Unit 6)
* underline the right option

PROJECT 3
Name
Date
• I drew and described my family tree.

(Extension 1)
• I invented and described a family for a soap opera.

(Extension 1)
• I wrote about family life in my country.

(Extension 1)
• I chose a country and wrote a fact file on it.

(Extension 2)
• I made a project about the future and interviewed people about their ideas.
(Extension 2)
• I wrote a news report about an incident.

(Extension 2)
• I wrote a fact file about an important city in my country.

(Extension 3)
• I drew a plan of an ideal city and described it.

(Extension 3)
• I designed a tour of my town for visitors.

(Extension 3)
• I wrote about two famous people from my country.

(Extension 4)
• I wrote a play about a generation problem and acted it for the class.
(Extension 4)
• I conducted a survey on dreams and recorded the interviews.

(Extension 4)

PROJECT 4
Name

Date
• I did a project about jobs in my town and jobs my friends want to do.
(Extension 1)
• I designed some pages for a fashion magazine.

(Extension 1)
• I wrote a questionnaire about teenage life and recorded people’s answers.

(Extension 1)
• I talked to some old people and wrote about life in the past.
(Extension 2)
• I made a project about teenage health.

(Extension 2)
• I wrote a short history of my country and illustrated it with maps.

(Extension 2)
• I conducted a survey about ghosts/UFOs.

(Extension 3)
• I wrote the biography of a pop, sports or film star.

(Extension 3)
• I made up a game show and acted it out/recorded it.

(Extension 3)
• I wrote a play about ‘friends’ and acted it out/recorded it.

(Extension 4)
• I made a poster about an environmental problem.

(Extension 4)
• I made a project about summer in my country.

(Extension 4)

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Project Extra Tests

Introduction to Project Work

Project Language Log

2 Label the pictures. 4 Write the parts of the body.

two apples eye

MARK ..... / 5 MARK ...... / 5

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

I’m from Hungary. 3 Is this your favourite programme?

How old are you? Yes, .

4 Complete the table.

Good morning, Mr Perkins.

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

2 Write phrases with this or these.

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

5 Write don’t or doesn’t.

She plays tennis. 1 She watch television.

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

2 Write sentences about the room. Use

1 The dog is the

2 The dog is two cats.

3 The dog is the boy.

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

teeth She’s having a shower.

4 Write the verb in the correct form.

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

2 1 two cats 2 these dogs 2 (in any order)

UNIT 2 UNIT 4 UNIT 6

PROJECT 1 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

2 Write the questions about Janet and her

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

a photo. Dear Stefan

4 Is Amy wearing Jessica’s T-shirt?

5 Is Ryan speaking English? 1 Stefan lives in the Orkneys.

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

MARK ..... / 4 3 fish

2 Write the adjectives which mean the

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

6 Complete the sentences with some or

1 There aren’t letters today.

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

2 Write the past simple of the verbs. Example

3 Complete the sentences.

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

Today a barber and a surgeon do very

5 We went to school on Saturday. (Why)

MARK ..... / 5 TOTAL ...... / 40

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

3 Put oil in frying

5 Write sentences with going to like the

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

★ A M E S W I L L I A M S comes from the USA.

★ Every day James has three very big

★ In the evening he has his main meal.

★ But that isn’t everything. James

1 James Williams is British. 6 James has spaghetti for breakfast.

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

PROJECT 2 EXTRA TESTS © OXFORD UNIVERSITY PRESS PHOTOCOPIABLE

But deserts are not always hot. After dark

1 The Sahara desert is in Africa.

3 Death Valley is in the United States.

4 It is always hot in a desert.