Link Poland 7 Teachers Book

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dla klasy VII
CONTENTS
Scope and sequences 2
Introduction & Methodology 6
Component overview 10
Online Practice 12
Teacher’s Resource Centre 13
Classroom Presentation Tool 14
The key to successful assessment for learning 15
Teaching writing 16
A tour of Link dla klasy VII 18
Memorize bank 29
Welcome unit 30
Unit 1 34
Unit 2 48
Cumulative review 1–2 60
Unit 3 62
Unit 4 76
Unit 5 90
Unit 6 104
Unit 7 118
Unit 8 132
Unit 9 144
Lesson extension 160
Student’s Book scripts 166
Workbook answer key 182

4619455 Link TG7 Press.indb 1 24/04/2020 11:24

STUDENT’S BOOK SYLLABUS
Unit Vocabulary Grammar Reading

Welcome • A djectives to describe personality, p.5 • P resent simple and present continuous, p.5 • Message me!: Find specific information in a series of
p.4 • M ore adjectives to describe personality, • Past simple and past continuous, p.7 text messages and think about intention, p.6
p.6
Unit 1 • Experiences, p.8 • Present perfect and past simple, p.10 • You Can Do It!: Find specific information in an
• Adjectives with prepositions, p.11 • Question forms, p.12 adventure centre website and talk about preferences,
Ups and downs, p.8
• Fears and phobias, p.14 p.9
Grammar reference, p.18
Word list, p.19 • What is the difference between a fear and a phobia?:
Find specific information in a discussion forum and
look at words in context, p.14
Culture Link 1: Adventures, p.20 Vocabulary booster: parts of the body idioms
Unit 2 • Life events, p.22 • P resent perfect with already and yet, p.24 • Life-changing events: Find specific information in a set
• Adjectives for feelings, p.25 • Present perfect with for and since, p.26 of website posts and talk about preferences, p.23
This is me, p.22
Grammar reference, p.32 • Past time expressions, p.28 • Jade’s three-stage polar challenge: Find specific
Word list, p.33 information in a biography of a teenage adventurer
and speculate about a training programme, p.28
Unit 3 • Holiday packing and types of holiday, p.34 • will, may and might, p.36 • Holidays of the Future: Find specific information in a
• Festivals, p.37 • Expressing the future, p.38 magazine article and talk about holidays, p.35
On the road, p.34
Grammar reference, p.44 • Accommodation, p.40 • How to choose the right place to stay on holiday: Use
Word list, p.45 a how-to guide to find specific information and talk
about accommodation, p.40
Culture Link 2: Festivals, p.46 Vocabulary booster: travel idioms
Unit 4 • Free-time activities, p.48 • Verb (+ preposition) + -ing form, p.50 • A Guide to Teen Identity: Find specific information in a
• Nouns and adjectives, p.51 • Verb + to + infinitive, p.52 web page and compare a set of comments, p.49
What I want, p.48
Grammar reference, p.58 • Positive language, p.54 • Lena Nowak: Find specific information in a personal
Word list, p.59 statement and talk about positive language, p.54
Unit 5 • Personal freedom, p.60 • Expressing permission and prohibition, p.62 • Parenting today: Find specific information in a
• Household chores, p.63 • Expressing obligation, p.64 parenting blog and talk about house rules, p.61
Give and take, p.60
Grammar reference, p.70 • The generation gap, p.66 • Teen Issues: Find specific information in a problem page
Word list, p.71 for teens and discuss advice, p.66
Culture Link 3: Charity shops, p.72 Vocabulary booster: style vocabulary
Unit 6 • Strong adjectives, p.74 • Indefinite pronoun with some-, every-, any-, • Must-do eating experiences: Compare a set of reviews
• Money verbs, p.77 no-, p.76 about unusual restaurants and talk about eating out,
Going out, p.74
Grammar reference, p.84 • Shops and shopping, p.80 • Adverbs of degree, p.78 p.75
Word list, p.85 • London: A Teen Shopper’s Paradise: Find specific
information in a shopping guide and compare two
suggestions, p.80
Unit 7 • The environment, p.86 • Zero conditional and first conditional, p.88 • Fridays for Future: Find specific information in a
• Conservation, p.89 • Second conditional, p.90 magazine article and talk about activism, p.87
Protect our planet, p.86
Grammar reference, p.96 • Fundraising, p.92 • Student Spotlight: Magda Wasil : Find specific
Word list, p.97 information in a school magazine article and talk about
fundraising, p.92
Culture Link 4: Conservation, p.98 Vocabulary booster: activism vocabulary
Unit 8 • Materials, p.100 • Present simple passive, p.102 • Innovations: Find specific information in an article
• Building verbs, p.103 • Past simple passive, p.104 about two new designs and describe a process in your
What’s new?, p.100
• Appearance and texture, p.106 own words, p.101
Grammar reference, p.110
Word list, p.111 • On the Amber Trail: Find specific information in a
magazine article and discuss areas of interest, p.106
Unit 9 • Lifestyle, p.112 • be going to and will, p.114 • Lessons in Lifestyle: Find specific information in an
• Nutrition, p.115 • can, could and be able to, p.116 article and think about purpose, p.113
Balance, p.112
Grammar reference, p.122 • Phrasal verbs, p.118 • Lifestyle choices: Find specific information in an article
Word list, p.123 about different diets and discuss reasons, p.118
Culture Link 5: Screen use, p.124 Vocabulary booster: fitness vocabulary

Irregular verbs, pp.134–135
2 Student’s Book syllabus


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Speaking & Revision &

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60
ITIN
Listening Writing Everyday English Repetytorium
WR
ip
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ITIN
exa
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• Talk in pairs about school life, p.4
k
loo
• Understand a quiz about social • Write survey questions about • Talk in pairs about how you felt in different situations, Revision & Repetytorium, pp.16–17
habits and analyse results, p.11 holidays, p.12 p.11 • Rozumienie tekstu pisanego i ze słuchu
• Write a discussion forum exchange • Making, rejecting and agreeing with suggestions, p.13 •
rize
mo
me
Znajomość funkcji i środków językowych
about phobias, p.15 • Tworzenie wypowiedzi pisemnej – wpis
na blogu
Project: Option 1 A video about exchange programmes Option 2 A leaflet about exchange programmes, p.21
• Understand three people • W rite an email giving news, p.26 • Talk in pairs about items on a list you have and haven’t Revision & Repetytorium, pp.30–31
talking about moving home • Write a mini-biography using a done, p.24 Repetytorium units 1–2, pp.126–127
and identify someone’s photo, timeline, p.29 • Keeping a conversation going: reacting and asking for • Rozumienie tekstu pisanego i ze słuchu
p.25 more information, p.27 • Znajomość funkcji i środków językowych
• Tworzenie wypowiedzi pisemnej – notatka
i e-mail
• Understand a conversation • Write a blog post expressing the • Talk in pairs about how schools may be in the future, Revision & Repetytorium, pp.42–43
about a festival and speculate future in different ways, p.38 p.36 • Rozumienie tekstu pisanego i ze słuchu
on an outcome, p.37 • Write an ad for a holiday destination • Expressing wishes, predictions, immediate intentions • Znajomość funkcji i środków językowych
using persuasive language, p.41 and decisions, and fixed plans, p.39 • Tworzenie wypowiedzi pisemnej –
ogłoszenie
Project: Option 1 A web page about a festival Option 2 A map for a festival, p.47
• Understand a podcast about • Write a social media profile about • Talk in pairs about things you like and don’t like doing, Revision & Repetytorium, pp.56–57
dreams and ambitions, p.51 your dreams and ambitions, p.52 p.50 Repetytorium units 1–4, pp.128–129
• Write a personal statement for a • Making and responding to requests, p.53 • Rozumienie tekstu pisanego i ze słuchu
summer course application, p.55 • Znajomość funkcji i środków językowych
• Tworzenie wypowiedzi pisemnej – e-mail,
wpis na blogu i zaproszenie
• Understand a conversation • Write a comment in reply to a blog • Talk in pairs about house rules for parents, p.62 Revision & Repetytorium, pp.68–69
about household chores and post, p.64 • Offering help and responding to offers of help, p.65 • Rozumienie tekstu pisanego i ze słuchu
speculate on an outcome, p.63 • Write an email about problems with • Znajomość funkcji i środków językowych
parents, p.67 • Tworzenie wypowiedzi pisemnej – wpis
na blogu
Project: Option 1 A video about the generation gap Option 2 A flyer to advertise a charity shop, p.73
• Understand an interview about • Write a short description of a friend • T alk in pairs using indefinite pronouns, p.76 Revision & Repetytorium, pp.82–83
spending habits, p.77 or family member, p.78 • Apologizing, making excuses, responding to apologies Repetytorium units 1–6, pp.130–131
• Write a blog entry with factual and and excuses, p.79 • Rozumienie tekstu pisanego i ze słuchu
descriptive paragraphs, p.81 • Znajomość funkcji i środków językowych
• Tworzenie wypowiedzi pisemnej –
ogłoszenie
i zaproszenie
• Understand a TED talk about • Write a dialogue about what you • T alk in pairs about how to be a green teen, p.88 Revision & Repetytorium, pp.94–95
animal extinction and match would do in certain situations, p.90 • Asking for, giving and responding to advice, p.91 • Rozumienie tekstu pisanego i ze słuchu
answers to questions, p.89 • Write an email using formal • Znajomość funkcji i środków językowych
language, p.93 • Tworzenie wypowiedzi pisemnej – e-mail
Project: Option 1 An infographic about an endangered animal Option 2 A poster for a fundraising campaign, p.99
• Understand a talk about • Write a description of a building • T alk in pairs about an ideal building, p.103 Revision & Repetytorium, pp.108–109
traditional houses and from a factfile, p.104 • Expressing disbelief and relief, p.105 • Rozumienie tekstu pisanego i ze słuchu
complete a set of notes, p.103 • Write bullet points for a slide • Znajomość funkcji i środków językowych
presentation of a product, p.107 • Tworzenie wypowiedzi pisemnej – e-mail
• Understand an audio journal • Write an action plan for a goal, p.116 • Talk in pairs about plans for the weekend, p.114 Revision & Repetytorium, pp.120–121
about getting fit and talk about • Write a diary entry about a lifestyle • Speculating, p.117 Repetytorium units 1–9, pp.132–133
how you would feel, p.115 change, p.119 • Rozumienie tekstu pisanego i ze słuchu
• Znajomość funkcji i środków językowych
• Tworzenie wypowiedzi pisemnej – wpis na
blogu, notatka i ogłoszenie
Project: Option 1 An online survey about tech habits Option 2 A presentation about social media, p.125
Student’s Book syllabus 3


EXAM PREPARATION SYLLABUS
Rozumienie Rozumienie tekstów
ze słuchu pisanych
Unit Student’s Book Workbook Student’s Book Workbook
Welcome Task 4: Gap-fill (one or more) Task 11: Multiple choice (four
texts, four subskills)
Unit 1 Task 2: Multiple choice (one text, Task 4: Gap-fill (one or more) Task 12: Match sentences to gaps Task 14: Gapped sentences with
three subskills) in text starters
Ups and downs
Task 3: Match statements to Task 17: Open questions with Task 17: Open questions with
speakers starters starters
Task 18: 2 texts with English
multiple choice and Polish gapfill
Unit 2 Task 5: Open questions Task 3: Match statements to Task 13: Match sentences to texts Task 11: Multiple choice (four
speakers Task 17 texts, four subskills)
This is me
Task 4: Gapfill (one or more) Task 14
Task 5: Open questions
Unit 3 Task 1: Multiple choice (three Task 2: Multiple choice (one text, Task 14: Gapped sentences with Task 11
texts, three options) three subskills) starters Task 12: Match sentences to gaps
On the road
Task 2 in text
Task 4 Task 13: Match sentences to texts
Unit 4 Task 2 Task 5 Task 13 Task 17

What I want Task 5 Task 5
Unit 5 Task 3 Task 1: Multiple choice (three Task 11 Task 12

Task 5 texts, three options) Task 13 Task 17
Give and take

Going out Task 3 Task 14
Task 5

Protect our planet Task 5 Task 13 Task 17
Task 18: two texts (multiple
choice English + gapfill Polish)

What’s new? Task 5 Task 2 Task 15: one text in EN, fill gaps
in text in PL

Balance Task 2 Task 15 Task 14
Task 17
Repetytorium 1–2 Task 1 Task 14

Task 2 Task 15

Task 4 Task 16: two texts in English, one
text in English (gapfill)

Task 3

Task 5 Task 18
4 Exam preparation syllabus


Znajomość funkcji Znajomość środków Tworzenie wypowiedzi
językowych językowych pisemnej
Unit Student’s Book Workbook Student’s Book Workbook Student’s Book Workbook
Welcome Task 23: Gapfill

sentence from
prompts
Unit 1 Task 6: Match Task 7: Match Task 19: Multiple Task 20: Gapfill from Blog entry Email
reactions to audio reactions to scenario choice text gapfill wordpool Message
Ups and downs in Polish
Task 7: Match Task 19 Task 20
reactions to scenario
in Polish
Task 10: Complete
dialogue with
prompts in brackets
(gapfill)
Unit 2 Task 6 Task 8: Complete Task 24: Task 20 Email Email

Task 7 dialogue (gapfill) Paraphrasing from Note Blog entry
This is me prompts
Task 10
Task 24
Unit 3 Task 6 Task 8 Task 24 Task 22: Gapfill Blog entry Note
Task 10 sentence from Polish Blog entry Email
On the road prompts
Task 10
Unit 4 Task 6 Task 9: Gapfill based Task 19 Task 19: Multiple Email Note
Task 7 on pictures Task 19 choice text gapfill Invitation
What I want
Task 7 Task 23
Task 10 Task 24:
Paraphrasing from
prompts
Unit 5 Task 6 Task 7 Task 21: Gapfill text Task 20 Blog entry Message
Task 8: Complete Task 8 about a photo Task 23 Email
Give and take
dialogue (gapfill) Task 22: Gapfill
sentence from Polish
prompts
Unit 6 Task 6 Task 6: Match Task 19 Task 19 Ad Note

Task 6 reactions to audio Task 22 Task 24 Email
Going out
Task 10 Task 7
Unit 7 Task 6 Task 8 Task 20: Gapfill from Task 19 Email Invitation
Task 6 wordpool Task 22 Message
Protect our planet
Task 10 Task 20
Unit 8 Task 6 Task 7 Task 23 Task 19 Email Email

What’s new? Task 7 Task 8 Task 24 Task 20 Blog entry
Task 10
Unit 9 Task 6 Task 6 Task 24 Task 20 Blog entry Ad

Balance Task 8 Task 10: Complete Blog entry
Task 10 dialogue with
prompts in brackets
(gapfill)
Repetytorium 1–2 Task 7 Task 19 Note

Task 9: Gapfill based Task 22 Email
on pictures
Repetytorium 1–4 Task 6 Task 20 Invitation

Task 8 Task 23 Blog entry
Repetytorium 1–6 Task 7 Task 21 Ad

Task 10 Task 22 Invitation
Repetytorium 1–9 Task 8 Task 22 Note

Task 9 Task 23 Blog entry
Exam preparation syllabus 5


Introduction & Methodology
Overview students (in their learning) of different areas of the course.
Please see page 12 for more information on the Teacher’s
Link is a new, five level English course designed to take Resource Planner tool.
students through from Grade IV to Grade VIII in Polish Link also offers a number of flexible features designed
Upper Primary schools. Link combines tried and tested to stimulate interest in lessons or enhance students’
methodologies with modern, updated approaches understanding of the language or topic. In most Student’s
including digital learning, group discussions and formative Book lessons, the Your World warmer feature enables students
assessment. Combining these modern approaches with its to activate schema in a personalized way. The time-restricted
diverse, relatable and inspiring topics, Link helps learners Reactivate! warmer feature in other lessons of the Student’s
connect learning to their own real-world experience, both Book helps motivate students, while giving the teacher a
online and offline. quick and easy review activity at the beginning of the lesson.
In this way Link comprehensively prepares students for the The flexible Online Link feature in the Student’s Book is
egzaminu ósmoklasisty, whilst ensuring they have the skills optional, and can be done either as part of a class discussion
necessary to move forward into an increasingly digitalized or at home as part of an online class discussion forum. The
and globalized 21st century. personalization Your World writing feature in the Workbook
is designed to be manageable for students through texts
Methodology with a small word count or guided sentence writing. These
Link uses tried and tested teaching approaches with a are less time consuming in terms of marking for the teacher,
focus on the presentation, practice and production of and can either be done to round up the lesson or be set for
target language. Clear learning objectives provide teachers homework.
and students with the guidance, structure and tools
necessary to facilitate an effective and motivating learning Target language and language retention
environment. Vocabulary and grammar are recycled and Link provides a practical approach to vocabulary
reactivated regularly to support students with vocabulary acquisition and retention, with consistent recycling built
retention and the use of language. in throughout the course. Three key vocabulary lexical sets
Link also boasts a comprehensive approach to writing are first presented either visually or in a text, and are then
skills development, digital competence and exam highlighted in easily visible vocabulary boxes.
skills. Dedicated writing lessons mirror the egzaminu
ósmoklasisty task types and are clearly scaffolded to guide
the students through the writing process. The engaging
video components and real-world digital online practice
support the Student’s Book content and progression.
Reliable and consistent exam practice throughout the units
equip students with the language and skills necessary to be
confident exam takers.
Time and flexibility

To aid teachers with their class time management, Link
provides a visual core route in every Student Book lesson. Vocabulary is consistently and progressively recycled
The circled exercise numbers, that form the core route, through the Your World, Reactivate! and Vocabulary
enable teachers with time constraints to identify the key Booster features, which are designed to give authentic
exercises that students need to complete to achieve the and stimulating practice to aid recall of the key items.
lesson outcomes. Depending on time availability, the Additionally, the creative Memorize! features in the
teacher can then choose non-core exercises that reflect Workbook and Student’s Book are designed to help students
their students’ needs and learning styles. with fun and interesting ideas to aid vocabulary acquisition
and retention.
The target grammar points are first seen in an authentic
Reading and Listening text. The subsequent grammar
lesson, then extract and present the target grammar with
detailed and concise explanations followed by controlled
and freer practice of the new grammar. Look! feature boxes
For time efficient lesson preparation, the Link Teacher’s give extra grammatical support by highlighting bonus
Resource Planner ensures teachers have comprehensive explanations of the target grammar.
guidance and digital navigation through the different
components of the course. Teachers can view the print
and digital resources available to them and quickly see
how they can support both them (in their teaching) and
6 Introduction & Methodology

The Everyday English lessons expose students to five-minute tests and progress tests feature throughout all units
real-world functional language through a motivating and to help teachers and students evaluate their learning outcomes.
relatable video. Language boxes highlight Everyday English As part of its wider Assessment for Learning approach,
phrases for students to use in freer Speaking practice. The Link features a number of opportunities for self-assessment,
Workbook follows the Student’s Book format with a variety such as the self-assessment features in the cumulative
of different tasks to give students additional practice either Repetytorium lessons. In the Revision lesson of the
in the classroom or at home. The Revision, Repetytorium Workbook, the students can also assess their individual
and Grammar Reference lessons are paired to the main units learning outcomes of the unit and complete the relevant
and help the students consolidate their knowledge of the table. This provides them and the teacher with a checklist of
target language, both in regular classroom activities and areas that should be revisited or reviewed.
exam focused tasks. The Revision and Repetytorium lessons The Writing lesson also provides Assessment for Learning
are linked closely to the topic of the unit, and review the opportunities through peer assessment activities. Students
vocabulary, functional language and grammar of the unit in are asked to evaluate and give feedback on each other’s
a variety of engaging and genuine exam tasks. writing. Teaching tips for assessing learner’s progress
and strategies for the exam are outlined throughout the
Skills development Teacher’s Guide lesson notes. Please see page 15 for more
information on Assessment for Learning in the course.
Both receptive and productive skills are systematically
integrated with lessons devoted to the four skills throughout
the Student’s Book. Authentic, interesting texts and an Exams
assortment of tasks ensure students are engaged and Link is designed to fully prepare students for the egzaminu
encounter a range of sub-skills, from identifying gist ósmoklasisty and meet curriculum requirements through its
or context to recognizing intention and selecting key topic-specific vocabulary, language use, functional language
information. The Workbook exercises provide further practice and writing practice that are key to success in the exam.
in a guided and structured way to maximize the exploitation Please see pages 16–17 of this Teacher’s Guide for more
of the skills. Speaking practice is integrated throughout information on how Link prepares students for the writing
the lessons as well as the dedicated Everyday English section of the exam.
lesson specifically designed to provide guided practice in
There is a full egzaminu ósmoklasisty style practice
functional English.
(Repetytorium) in every unit and a cumulative double page
Regular mediation tasks are flagged to equip students with exam spread every two units dedicated to exam task type
the tools necessary to facilitate communication between practice with tips to support the students. All task types
speakers of other languages. They incorporate a range of are equally focused on and developed throughout the
integral real-world skills including translation, interpretation, course. Egzaminu ósmoklasisty task type activities in the
paraphrasing, summarizing and recording. Student’s Book and Workbook are signposted using the
Link has a strong approach to autonomous learning label Repetytorium . Teachers can use
through its Online Link, Reactivate!, Look! and English in the the Exam and Assessment Resource Planner tool for more
real world challenge features. A Memorize! feature in the hands-on detail on how Link components can support exam
first lesson of each unit gives students tips for recording, preparation and practice in each grade.
remembering and recalling vocabulary.
Characters and context
In Link VII, there is a group of teenagers who regularly appear
throughout the course in engaging, age-related scenarios.
Students will be introduced to and follow the lives of friends
Robyn and Lottie, and their classmates Oscar and Joey. We
encounter them in the first Grammar lesson and then again
in the Everyday English lesson where functional language
is presented and practised in contexts students can easily
In the Workbook, five standalone Study skills lessons relate to, such as getting to school on time, holidays and
encourage students to improve their study habits with planning school projects.
useful hints and ideas. These range from balancing study and
lifestyle, to recording vocabulary and note taking – all offering
invaluable help for exam taking and exam preparation.
Tour of the Teacher’s Guide
The Teacher’s Guide provides a double page spread with
Assessment two lessons of the Student’s Book and the teacher’s notes
aligned with the exercises for easy reference. The concise but
Link has full test components built into the course which comprehensive notes provide clear descriptions of exercise
prepare students for text and task types and topic areas they types and other suggestions, including warm-up ideas to aid
will find in the egzaminu ósmoklasisty. Diagnostic tests, time management and classroom management support.


The following features are included in each unit: Suggestions for the Everyday English video
1 When playing the video through for the first time, pause
Unit objectives
at appropriate moments and ask students to predict
The reproduction of the Student’s Book inlaid into the what’s going to happen next or what they think the
Teacher’s Guide clearly highlights the unit objectives so character says. You could divide the class into teams to
teachers know what’s to be covered over the coming weeks. discuss the options, watch the next scene and then award
Learning outcomes are listed at the beginning of each a point to the team with the closest prediction to what
unit with a concise I can statement summarizing the unit actually happened. This is a good way to focus students’
objectives. attention and generate interest in the video.
Materials 2 Students work in a group and choose a scene from the
video to act out. Give them time to practise and then get
For easy preparation, the Materials box provides teachers
each group to present to the class. Alternatively, allocate
with the key references and page numbers for the Classroom
a different scene to each group and then the class acts
Presentation Tool, Class CDs, Workbook, Teacher’s Resource
out the whole story. This is a dynamic, creative exercise
Centre, Online Practice and Student Book Cumulative
and a good way for students to practise some of the key
Repetytorium as required for each lesson.
language and grammar from the previous two units.
Clear navigation 3 Play the video and get the students to say ‘Stop!’ every
Feature boxes with additional or extension exercises are time a new character appears. Pause the video and get
given in each lesson. students in pairs to describe what the character looks like
A range of exercises are signposted to easily exploit and what he / she is wearing. This is a good way to review
extension tasks for fast finishers. language for appearance and clothes.
Blue answer key boxes are positioned next to Student’s Suggestions for the Cultural Link video
Book pages, making checking answers and giving feedback 1 Get students to sit in pairs, one facing the screen and the
manageable and quick. other with their back to the screen. Turn the sound off and
Core exercises are signposted in each Student’s Book lesson play a section of the video. The person facing the screen
to reveal a rapid route, making it easy for teachers to identify describes to their partner what is happening. Students
which exercises can be omitted in order to fast track when then swap places, so they both get a turn at describing
facing time constraints. and listening. They can then watch the whole section and
Lesson notes for the non-core exercises are provided in the see how good their partner’s description was.
Lesson Extension section on page 160. 2 Pause the video after each section and give a false
sentence. Students have to correct the false information.
Extra support
With stronger classes, this could be done as a pair exercise.
Feature boxes provide additional support for grammar
3 Pause the video at intervals and get students in pairs to
structures or language which might be confusing or difficult
ask and answer questions.
for the students.
Inclusive classroom feature boxes support teachers
Inclusive classroom
with mixed ability classes. Detailed notes are given for
differentiated tasks for more confident and less confident Inclusive learning is an integral feature to Link with the
students. Inclusive Classroom feature boxes in the Teacher’s Guide.
Teaching with digital feature boxes provide teachers with These features suggest activities that allow teachers to
additional ideas for exploiting online learning. manage mixed-ability classes.
Assessment for learning feature boxes provide supplementary In the Workbook, activities are graded with a three-star
tasks which allow the teacher and the students to evaluate system, showing the progression from less difficult to more
their progress in the lesson. difficult activities. This allows the teacher to allocate suitably
For extra teaching support, more comprehensive teaching graded exercises for more and less confident students.
notes covering each activity are available on the Teacher’s In the Teacher’s Guide, extra fast finisher activities are
Resource Centre. signposted so the teacher can provide more confident
students with additional tasks to avoid boredom and
Video activities demotivation and allow weaker students to work at their
own pace.
There are video components in the Everyday English and Building in choice to lessons encourages students to think
Culture Link lessons. Each Everyday English video presents about the tasks and decide how they want to approach
the functional language in a real-life situation with engaging them, while increasing their motivation, engagement and
exchanges between the course characters that are relevant ownership. The starred Workbook exercises and Project
to the students’ ages and interests. The Culture Link videos lessons provide students with the opportunity to choose
follow a reading text about interesting, cultural topics, activities or how to approach them.
for example festivals or schools, and allows students to
compare their own life experiences and culture with others.
There are corresponding Workbook exercises to fully exploit
the video content.
8 Introduction & Methodology


Special Educational Needs in the ELT by teachers. They might look like they are daydreaming in
classroom class, but their brains might be overloaded with information
which they cannot process and they need a short brain
Adapted from Into the Classroom: Special Educational Needs break. These students also need positive feedback on
by Marie Delaney (Oxford University Press, 2016). appropriate behaviour, so make sure that you notice when
they are behaving appropriately. Many students with SEN
What is SEN? and behavioural difficulties only get noticed negatively by
Special Educational Needs (SEN) is the term used to refer the teacher.
to the requirements of a student who has a difficulty or
disability which makes learning harder for them than for Tip 4: Celebrate difference and diversity
other students their age. Note that gifted and talented The classroom and the world would be a boring place
students are also considered to have special needs as they if everyone was the same. Use the differences between
require specialized, more challenging materials. students to learn from each other and about each other.
Strengths, not just weaknesses Tip 5: Cater to different learning styles

Of course, students make progress at different rates and vary As students with SEN tend to find it difficult to learn in
widely in how they learn most effectively. Although students traditional ways, it is important to integrate different
with special needs may have difficulties in some areas, there approaches into lessons to help each student maximize
will also be areas of strength. Recognizing and utilizing their potential. Visual learners relate well to illustrated tasks,
these strengths is important to the students’ academic picture stories, video input and clear board work. Those who
development as well as their self-esteem. Your daily contact favour an auditory style benefit from listening to the teacher,
with these students will help you understand what works as well as varied audio input, such as dialogues, stories and
best for each individual student and determine your choice songs. Kinaesthetic learners are innately active students,
of the most appropriate techniques. who tend to find it difficult to sit still for extended periods.
They respond well to hands-on involvement in activities like
You can do it! role-plays and mime games.
You might be worried about trying to include students with
SEN in your class. It can feel like it requires specialist knowledge Tip 6: Plan ways to adapt your lesson plan
and extra work for you, the teacher. This does not have to be You will need to sometimes adapt your lesson plans. This
the case. As a teacher, you are used to dealing with different is called ‘Inclusive classroom differentiation’. Differentiation
personalities and abilities in your class. You are probably means planning and teaching to take account of all students
continually adapting to widely differing needs from your in the class, whatever their level or capability. The students
students each day. Students with SEN are simply part of this can make progress in their learning wherever they start
variety and challenge. In addition, the teaching techniques from. All students should achieve the same main aim, but
which help to support students with SEN are good, practical may do this in different ways.
techniques which will benefit all the learners in your class.
Tip 7: Work on classroom management
Top tips for creating an inclusive classroom Clear, consistent classroom management is a key
You do not need to be an expert in SEN to teach students consideration for students with SEN. They often have
with SEN. You do need to want to work with these students problems understanding and following rules and
and to be prepared to learn from them. instructions, so it is important to think about the best way
to present these. For example, considering your seating plan
Tip 1: Be a role model carefully can help with general class discipline.
Students will take their lead from their teacher. It is important
to show that you respect and celebrate differences between Tip 8: Work cooperatively with adults and students
people. For example, if you notice some students do not Teamwork is the best approach to teaching students with
want to work with a particular member of the class, ensure SEN. It is particularly important to work with parents / carers,
you talk to those students privately about their behaviour. as they know their child best and will often have helpful
Draw attention to appropriate behaviour by giving positive strategies to suggest. Other people who can help you
reinforcement to students who are working well together. include school psychologists, counsellors, speech and
language therapists, occupational therapists, and SEN
Tip 2: See the person not the label organizations and charities. Try to find out what’s available in
It is very important to get to know each student individually your local area and keep a list of useful contacts.
and to not label them according to their SEN. If you have
students who wear glasses in your class, you do not assume Tip 9: Work with students’ strengths
that they have all got the same personality. In the same way, Try to find out what each student’s strengths and interests
you should not assume every student with SEN is the same. are and include these where possible in your teaching.
Find out their interests and their strengths. Remember also Students who have problems reading may have strong
that the range of SEN is wide, so take time to find out the creative skills and excel at project work. Students who find it
level of a student’s difficulty. Do not assume, for example, difficult to sit still might be good at role-playing or problem-
that a visually impaired person cannot see anything – they solving activities. Learners who are struggling academically
may have some sight. might be very kind and helpful to other students. Identifying
and exploiting individuals’ strengths can help boost
Tip 3: Avoid judgements of behaviour motivation and self-esteem and also create a cooperative,
Do not label a student as lazy or not trying. Students with productive classroom environment.
SEN are often trying really hard and get criticized unfairly

Component overview
For students
Welcome to Link. Here’s how you can
connect learning in the classroom
with meaningful preparation and
practice outside.
E-book
Student’s Book access code
inside
All the language and skills your

students need to improve their
English, with grammar, vocabulary
and skills work in every unit.
Also available as an e-book.
AUDIO ACTIVITIES VIDEO WORDLISTS
Online
Practice
access code
inside
Workbook
Exclusive practice to match
the Student’s Book, following
Online Practice
the grammar, vocabulary and Extend students’ independent learning. They can do extra
Everyday English sections for Grammar, Vocabulary and Skills activities, and Check
each unit. Students can use your progress with instant feedback. Students can also
their Workbook for homework access all the Workbook audio on the Online Practice.
or for self-study to give them
new input and practice.
Workbook audio
link.oxfordonlinepractice.com
Full Workbook audio is
available on Online Practice.
10 Component overview

For teachers
Teacher’s Power Pack
Prepare lessons with full teaching Teacher’s
notes for each unit and get ideas Resource
on how to adapt and extend the Centre & Class
Link Student’s Book material, access Presentation
Tool access
photocopiable activities and deal codes inside
with potential problems.
ACTIVITIES TESTS TRACKING RESOURCES
Teacher’s Resource Centre

Classroom Presentation Tool
All your Link resources, stored in one place to save
you time. Resources include Student’s Book and Use in class to deliver heads-up lessons and to
Workbook audio, videos, scripts, photocopiable engage students. Class audio, video and answer
activities, tests and more. keys are available online or offline, and updated
across your devices.
Use the learning management system in the
Classroom area to track and evaluate your students’
progress.
Class Audio
Full course audio is available on
the Teacher’s Resource Centre,
To log in for the first time, teachers use the access code and on Class Audio CDs.
in the front of the Teacher’s Guide for the Teacher’s
Resource Centre, and students use the access code
in the front of the Workbook.
Component overview 11

CoursePractice
Online overview
How to access Messages
Online Practice is a standalone platform which provides Online Practice offers students a safe, class email messaging
students with extra online language practice activities. system from which students can email each other or their
Online Practice is structured by course level. Each level teachers directly.
requires an access code: To log in for the first time, teachers In Link dla klasy VII students can therefore put in practice
use the access code in the front of the Teacher’s Guide for their email writing skills from the course and compose real
the Teacher’s Resource Centre, and students use the access emails to send to one another. Alternatively students can
code in the front of the Workbook. email the teacher to submit written work from the course.
NB Please note teachers can adapt this functionality so that
Activities students can only email the teacher or adjust settings for it
to be switched off completely.
The Online Practice activities extend students’ independent
learning. They can do extra Grammar, Vocabulary and Skills Classroom management
activities, and get instant feedback through progress checks
like the Check your progress activities. As well as assigning activities, the Classroom section in the
There are reminders for when students should go and teacher’s area of Online Practice allows users to track and
complete these activities in the Workbook evaluate the progress of any student registered to their class.
In the Unit tab, teachers can view how well their class
have completed activities in a particular lesson; assessing
average scores, time taken, number of attempts, etc. In the
Student tab, teachers can drill even further into the detail
of any single student in their class. The overall scores for
each student give a visual summary of their performances
as defined by the different skill areas in Link e.g. Reading,
Discussions Writing, Listening, Grammar, etc.
The Online Practice discussion forum is a perfect way to

enhance students’ engagement with a lesson topic. The
forum offers students a safe, closed area where they can
post questions, comments and ideas in English with their
classmates.
Teachers can open this forum as part of a set activity for
homework and review the discussion thread once all
students have indicated they have finished the task.
Link Student’s Book VII facilitates the use of this forum with
two optional Online Link activities in every unit. These
activities contain interesting discussion prompt questions
that can either be conducted in class orally, or used as
prompts for students to post to the discussion forum on
Online Practice.
In this way teachers can start exploring potential areas for a

There are tips throughout the teaching notes for how to set particular student’s improvement. Equally, for those whose
up, organize and review these online discussions in Link. time prohibits them reacting to individual students, the
average class scores can be a very useful tool for evaluating a
whole group of learners; helping them address, for example,
where there might be gaps in learning or more work to do
for a particular skill.
12 Online Practice

Teacher’s Resource Centre
Overview
The Teacher’s Resource Centre (TRC) can be accessed via the main menu in Online Practice and contains all the course
resources in one, easy-to-search digital environment. Resources include Student Book and Workbook audio, videos, scripts,
photocopiable activities, tests and more.
Resource Planners
The Teacher’s Resource Centre offers two interactive planners that ensure teachers have comprehensive guidance and digital
navigation through the different components of the course. Teachers can view the print and digital resources available and
quickly see how they can support both them (in their teaching) and students (in their learning) of different areas of the course.
The Teacher’s Resource Planner focuses on the resources that supplement the main Student Book lessons.
The Assessment Resource Planner allows teachers to see how they can support their classes with further exam preparation and
the kinds of assessment materials available to them at this grade.
Teacher’s Resource Centre 13


Course overview
Classroom Presentation Tool
Deliver heads-up lessons
Engage students in your blended learning classroom with easy-to-use digital features. Download to your tablet
or computer, connect to an interactive whiteboard, projector or screen, and teach lessons that run smoothly –
every time.
Play audio and video at the touch of a button, launching activities straight from the page. Answer keys reveal
answers one-by-one or all at once to suit your teaching style. Capture your students’ attention with the Focus
tool – activities fill the screen so that everyone can participate, even in large classes.
Take your classroom presentation tool with you and plan lessons online or offline, across your devices. Save
your weblinks and make notes directly on the page – all with one account.
• Focus your students’ attention on a single exercise.
• Play audio and video at the touch of a button.

• Speed up or slow down the audio to tailor
lessons to your students’ listening level.
• Save time in class and mark answers all at once.

• Reveal answers after discussing the exercise
with students. wasn’t
• Try the exercise again to consolidate learning.
• Save your weblinks and other notes for quick

access while teaching.
• Save your notes, and access across devices using
one account so that you can plan your lessons
wherever you are.
• Work on pronunciation in class: record your
students speaking and compare their voices to
Link audio.
14 Classroom Presentation Tool


The key to successful
assessment for learning
Assessment for learning is recognized by educators around It is clear from research that feedback from teachers to
the world for its role in improving learning and contributing learners can have a significant impact on teaching and
to better teaching. This is achieved through: learning. Providing high-quality, focused feedback and
• reviewing students’ progress regularly to find out how well allowing learners the time and opportunity to act upon it
they are learning is essential. It is also important that the feedback stretches
• identifying strengths and weaknesses in students’ learners appropriately and moves them towards their next
knowledge and skills learning goal, while still giving them a sense of achievement.
Research also indicates that feedback from learners to
• focusing on areas for improvement which will move
the teacher can play an equally important role in moving
learning forward
learning forward.
• providing opportunities for teachers to develop their
teaching and classroom management skills. Better outcomes and achievement
Assessment for learning is an approach which calls on the Assessment for learning provides some of the most
teacher’s expertise to benefit their students’ learning in two powerful methods for helping students become
important ways: by helping them to achieve their learning successful and motivated learners.
goals, and by equipping them for lifelong learning.
Assessment for learning helps to foster motivation by
Teachers guide learners towards their goals emphasizing progress and development, rather than failure.
Successful assessment for learning is underpinned by Using the tools of assessment for learning, teachers can help
skilful diagnostics, clear learning intentions, and success students make sense of their learning, become involved in
criteria, which, in turn, inform effective feedback. their own progression, develop habits of reflection and self-
monitoring, and understand what success looks like. In this
Diagnostics, learning intentions, and success criteria are key way, students develop greater motivation and are supported
requirements for both assessment for learning and effective in working towards achieving their goals.
feedback. They draw on a range of teacher skills and
expertise – from encouraging classroom dialogue, to asking Positive attitudes to lifelong learning
appropriate questions, and providing clarity and guidance as Effective assessment for learning helps to nurture
learners progress towards achieving their goals. positive attitudes to independent, lifelong learning.
For learners of all ages and levels In an ever-changing world there is an increasing expectation
Assessment for learning can be used flexibly to benefit that learning will occur throughout life, beyond the school
learners of all ages, levels, and in a variety of contexts. or university, as part of both personal and professional
development. The evidence indicates that assessment for
Because assessment for learning reflects everyday teaching learning encourages the kinds of approaches to learning
practices, it can be used and adapted across a range of which help individuals become more independent and
contexts. At lower levels of proficiency, the focus might be thoughtful learners. Students who have been encouraged to
more on informative or corrective feedback, while higher- take a more inquisitive and reflective attitude to learning are
level learners can be challenged with tasks which require far more likely to develop into lifelong learners.
reflection and critical thinking. Approaches to assessment
for learning can also be modified for students with specific
learning difficulties, such as dyslexia.
Assessment for learning is compatible with both grammar
based and communicative teaching approaches, allowing
teachers to set their own priorities according to the
approach they take.
Information from tests can be considered alongside the
evidence gathered from everyday classroom practice,
and research suggests that assessment for learning and
effective feedback can also make a positive contribution to
preparation for examinations.
Moves the learning forward
Effective feedback ‘closes the gap’ between current and
desired performance.
The key to successful assessment for learning 15


Teaching writing
Overview The main aim of the first exercise is to provide extra scaffolding
to build towards the final task and exploit the featured tip. The
Link recognizes the challenge faced by students and teachers second exercise is the actual writing task. It is always clearly
in developing writing skills in an EFL (English as a foreign broken down with bulleted steps for the students to follow.
language) context. Both the Student’s Book and Workbook
offer plenty of opportunities for free writing practice of a
variety of text types, writing sub-skills, coherence, grammar
and vocabulary. Often, writing is seen as a support for learning
grammar and vocabulary, rather than as a skill in its own right.
However, Link teaches writing as a separate skill and features a
dedicated Writing lesson in every unit.
The Writing lesson

The Writing lesson is part of a motivating, scaffolded writing
programme with focused, purpose driven outcomes that are
gradually structured to build students’ confidence. The lessons With the writing model and carefully staged task, the students
themselves offer students both useful language and practical, will feel confident in producing a final piece of writing. Many
applicable skills for approaching writing text types that they of the text types are similar to what will be required of them
will face in education, work and in their personal lives. In the in the egzaminu ósmoklasisty. In class, students can be asked
Writing preparation section, a presentation text provides the to write a first draft which can be self- or peer- assessed, then
writing model for the lesson. The Improve your writing feature write a second draft for homework. To add variety to the
then focuses on supporting writing sub-skills, such as using lessons, the preparation can be set as group or pairwork, with
conjunctions, writing plans and writing to different formats. To individuals producing their own work for homework.
give students more examples of the text type, the teacher can
bring in physical examples or show examples online. Further development
The corresponding Writing lesson in the Workbook contains
a Take your writing further feature. Here students can explore
and further practise the Improve your writing tip in a different
text type from the Student’s Book lesson.
Additionally, there are Improve your Writing tips that appear

in the unit Grammar lesson to support other writing
exercises. The topic of the writing exercises follows the
unit and requires the students to use the target language.
Link VII writing tasks

Unit 1 Unit 2 Unit 3 Unit 4
discussion forum
SB Lesson #h mini-biography ad (commercial) personal statement
exchange
SB Lesson #e survey questions email blog post social media profile
SB Lesson #j
Repetytorium blog post note ad (flyer) email
writing task
SB Cumulative
Repetytorium ex.9 email / ex.10 note ex.9 blog post / ex.10 invitation
writing tasks
WB Lesson #h
message blog post email invitation
(writing lesson)
WB Lesson #j
Repetytorium email email note note
writing task
16 Teaching writing

Visual stimuli like graphic organizers and pictures, or pre- Student motivation
writing discussions and questions, provide students with the
opportunity to collect their ideas before writing. Link recognizes the importance of keeping students motivated
Throughout the course the Improve your Writing tips as they continue to develop the difficult language skills of
gradually build up from simple to more complex notions. writing. Students should be given opportunities to produce
writing for the attention of more than one person, not just
Finally every Repetytorium lesson has a manageable writing
the teacher. Whether through the Student’s Book projects, the
task that reflects the tasks students will see in the exam with
Online Practice discussion forum, or simply partnering with
some helpful tips given throughout the units.
another student for peer feedback, this approach of sharing
To further encourage an inclusive classroom, mixed-ability their work will encourage students to produce the best writing
writing worksheets are provided to support the writing they can, instead of writing that is just ‘good enough’.
aims for each unit. One is for reinforcement of the tip for less
Furthermore, in the Workbook lesson, the students are given
confident writers and the other is an extension worksheet
a choice of two tasks, both requiring the same text type,
for the more confident writers.
language input and practising the writing tips, but with a
different perspective on the topic. The element of choice
Assessing writing provides students with the opportunity to do a task that suits
To encourage peer feedback and evaluation, in the them, thereby increasing motivation, encouraging learner
Workbook lesson, the students are asked to assess their autonomy and ownership over their writing. The format of
partner’s writing using a checklist and then say why they the tasks from emails to blogs and discussion forums are
liked the text and what could be improved. mediums the students are familiar with in their own language
and are age appropriate, making the tasks more motivating
This is a useful exercise to develop critical awareness and
and age-relevant. Finally, the availability of interactive writing
foster learner autonomy.
activities on Online Practice will enable students to learn and
The students can then be asked to rewrite their text in light interact in English online.
of their partner’s comments.
Home & School link
The Writing lessons can provide the basis for a students’
writing portfolio. This collection of the student’s writing can
demonstrate their writing skills development over the course.
Both students and teachers can assess the writing as a process
and in the context of a range of types of writing. The students
can take home the portfolio for their parents to see and be
informed of their child’s progress.
This home-school writing link can be further strengthened
using Online Practice. This component provides additional
writing support with extra Writing tutor activities, discussion
forums and an email function where students can email
their teacher directly.
bold = writing tasks required for exam SB: h = main writing task; e = subsidiary writing task SB Repetytorium sections WB main writing task
Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

bullet-point slide
informal email blog entry formal email diary entry
presentation
post comment descriptive paragraph dialogue description action plan
blog post ad email email blog post
ex.8 invitation / ex.9 ad ex.9 note / ex.10 ad (flyer)
message email invitation blog post ad (flyer)
email note message email blog
Teaching writing 17

A tour of Link dla klasy VII
Lesson 6a VOCABULARY
In this lesson, the first target vocabulary set is presented visually and the students explore the new language through
controlled and freer practice in listening, speaking and short writing activities. The Memorize! feature provides an autonomous
learning strategy to help students remember and recall vocabulary.
The aims of the unit are

clearly defined.
The Your World feature
poses a question to
activate knowledge
around the key
vocabulary.
Target vocabulary is
presented with the aid of
engaging photos.
Integrated listening,
speaking and writing
Easily visible target exercises practise the
vocabulary boxes help presented vocabulary in a
present key vocabulary meaningful context.
items.
Tips in Polish help

students explore different
and fun ways to remember
and recall vocabulary.
Teaching vocabulary Divide the class into pairs for the speaking
practice, moving from controlled to less
Presentation
controlled personalization. Change the
Prepare students for the topic by setting the Your students pairings from same level pairs to
World question in pairs. For feedback, encourage mixed ability pairs and have the students repeat
students to share their answers with the class. the exercise.
Exploit the photos by asking questions to
Students practice the Memorize! tip with the
activate prior knowledge and present the new
new vocabulary and compare how useful they
vocabulary. Students then discover the meaning
found the tip in groups.
of the other key vocabulary items not presented
in the photos by using dictionaries, their peers Workbook
and online resources. Students complete the Workbook 6a
Practice Vocabulary practice activities for homework
or in class. The activities are graded in terms of
Make sure the students work through the core
difficulty from one to three stars, so the teacher
activities in pairs and assign fast finisher activities
can assign different tasks to less confident and
accordingly (see corresponding teaching notes
more confident students.
for fast finisher signposting). Play the audio for
students to hear the vocabulary in context and
Online Practice vocabulary activities enable students to
select key information.
practise the target vocabulary further.
18 A tour of Link dla klasy VII


Lesson 6b READING
The first reading lesson practices different sub-skills in a variety of text types from articles to blogs and magazine articles.
The reading text recycles the key vocabulary from the previous lesson and a glossary highlights an additional vocabulary set.
A pre-reading
exercise sets the
scene for the text
topic.
Students answer
a gist question to
give them an overall The glossary
understanding of highlights additional
the text. above-level
vocabulary items
The reading text from the text, which
recycles vocabulary are practised in
from the Vocabulary the Culture Link
lesson and the first Vocabulary Booster
target grammar section.
point is introduced.
Students are given
Exercises questions to discuss
check students’ in class or via the
comprehension of Online Practice
the text. online discussion
forum.
Students are
asked to respond
personally to the text
through meaningful
and thought
provoking questions.
Teaching reading Workbook

Comprehension Students further practise the reading sub-skills
in the Workbook 6b lesson, for homework or
Prepare students for the topic by setting the
in class.
Your World question in pairs. The students make
predictions about the content of the text by
discussing the lead-in question in pairs and
check their ideas by reading the text. Set the
gist exercise and explain that the students
don’t have to understand everything, just
look for key information. Divide the pairs into
mixed or same level pairs to complete the
core comprehension tasks. Divide the class
into groups depending on the question and
medium they choose to have the discussion.
Teachers can assign and track the Online Link discussion

questions via the Online Practice discussion forum.


Lesson 6c GRAMMAR
This grammar lesson presents the first target grammar structures of the unit through a realistic dialogue between the course
characters. With the students already exposed to the new language in the Reading lesson, the controlled practice here focuses
on form, moving to freer, personalized activities. Clear, concise explanations appear in the tables outlining the form and use of
the grammar point.
A short, fun warmer Key grammar

reviews the key structures are
vocabulary from the presented in a clear,
Vocabulary lesson. easy-to-understand
table. They use
The key grammar the table to notice
structure is and identify the
contextualized and grammar point in
presented through a the dialogue.
dialogue.
Exam-style tasks are
highlighted using
the Repetytorium
signpost. The
number of these
Repetytorium tasks
increases as the
course progresses.
A freer speaking
Students respond
exercise gives
personally to the
the students the
content of the text.
opportunity to use
the new grammar
in a personalized
context.
Teaching grammar Speaking

Grammar presentation Give the students, especially the less confident
students, time to plan what they are going to
Set the time limit for the Reactivate! warmer.
say before they work with their partner to do
Focus the students’ attention on the photo
the speaking exercise.
and ask what they can see. Play the audio for
the students to read and listen to the dialogue Workbook
and answer the question. Divide the class into Students practise the grammar structures in
same-level or mixed-ability pairs to answer different contexts in Workbook 6c.
the comprehension questions and discuss
the open-ended question. Focus the students’
attention on the grammar box and then find
examples in the dialogue.
Grammar practice
Do the first question as an example and
give students tips for how to approach the
different tasks.
Online Practice grammar activities enable students to

practise the target structures further.


Lesson 6d LISTENING AND VOCABULARY
In this combined lesson, the second target vocabulary set is presented in a word box. The students explore the new language
through a short reading text, and through controlled and freer practice in listening, speaking and writing activities. The Online
Link feature encourages students to do further research around the lesson topic.
Use the Your World

question to engage
students in the
lesson topic.
A listening task
allows students to
hear the vocabulary
Students discover in an authentic
the meanings of the conversation.
target vocabulary for
themselves. Students are
given structured
support for the
A short text provides
personalization
the context for the
exercise.
new vocabulary.
Comprehension
activities help
develop students’
understanding of the
new vocabulary.
Teaching vocabulary expect to hear. The students do the listening

Prepare students for the topic by setting the Your task and compare their answers.
World question in pairs. For feedback, encourage Speaking
the students to share their answers with the class.
Give the students time to prepare for the
Presentation speaking exercise. Divide the class into
Focus the students’ attention on the vocabulary same-level pairs to compare their ideas and then
box and ask them to use their dictionaries, they repeat the exercise in mixed-ability pairs.
their peers and any online resources to find For Online Link, make sure the students have
out the meanings. Ask students a few concept access to a computer or phone and divide into
questions to check the meaning. small groups to carry out the research.
Practice Workbook
Students complete the practice exercises In Workbook 6d students complete further
working with a partner, allowing for mixed-ability listening tasks to develop their listening skills and
groupings. Play the audio for students to reinforce the newly presented vocabulary.
hear the vocabulary in context and select key
information.
Comprehension
Ask the students to predict what they think the Online Practice gives students more practice of the target
listening is about and what vocabulary they vocabulary and opportunities for further listening practice.


Lesson 6e GRAMMAR
The second grammar structure is presented in a clear and concise target grammar box. Students explore the new language
through an extract from the listening in the previous lesson. Activities range from controlled to freer writing practice, focusing
on the form and meaning. The Improve your writing task is scaffolded to guide the students through a short, personalized
writing exercise.
The new grammar

structure is
presented in a clearly
labelled target
language table.
The listening extract

provides examples Improve your writing
of the grammar gives suggestions
structure in context. and hints on
effective writing
using the grammar
A Look! box provides structure.
extra support for the
grammar structure.
An example text
provides a model for
the students’ own
writing.
Teaching grammar Ask the students to swap their drafts with

a partner for peer correction. Tell them to
Presentation
check the form and use of the grammar point.
Focus the students’ attention on the grammar Students return the drafts and make the
box. Ask the students concept questions to corrections in the second draft.
check their understanding. The students find
examples of the grammar point in the listening Workbook
extract. Go through the featured Look! box with Students practise the grammar structures in
the class. different contexts in Workbook 6e.
Grammar practice Teacher’s Resource Centre
Divide the class into same level or mixed Assign Vocabulary and grammar reinforcement
ability pairs to compare their answers once or Vocabulary and grammar extension
they have completed the practice exercises. worksheets according to students’ target
Assign fast finisher activities accordingly (see language understanding and confidence.
corresponding teaching notes for fast finisher
signposting).
Writing
Go through the Improve your writing box. Give
the students time to complete their notes Online Practice grammar activities enable students to
and then use their notes to write a first draft. practise the target structures further.


Lesson 6f EVERYDAY ENGLISH
The Everyday English lesson presents functional language through a two-part, situational video. Students answer
comprehension questions and complete a mediation exercise with colloquial English phrases pulled out from the video. The
scaffolded and guided speaking activities provide an opportunity for the students to use the language in a real-world context.
Use the Your World A short

question to engage comprehension
students in the exercise focuses on
lesson topic. the target language.
Students predict the

second part of the
video before they
watch again.
A target language
box highlights the
Video stills provide key functions and
the context for the examples.
target functional
language.
Teaching Everyday English Speaking

Presentation Students practise the dialogue in pairs then
write their own dialogue using the prompts.
Prepare students for the topic by setting the Your
Have them practise the dialogue with their
World question in pairs. Ask students to look
partner and then role-play the situations. Ask the
at the video stills and identify the characters,
students to personalize the dialogues and repeat
tell you what has happened so far in the video
the role-play with the same or a different partner.
stories and what they think the video is about.
Comprehension Workbook
Students do the comprehension exercise. Students complete Workbook 6f for homework
Divide the class into mixed- or same-level pairs or in class. The pronunciation activities give
to translate the phrases. Ask pairs to share their practice in different elements of pronunciation
answers to compare as a class. Ask the students using known vocabulary or structures.
what they think happens in part two of the Teacher’s Resource Centre
video and get them to justify their answers.
Assign Everyday English worksheets to support
Focus the students’ attention on the target
students’ speaking practice using the target
language box and ask them to identify the
language from the lesson.
phrases they heard in the video – do this before
they watch the video again and check. Drill the
phrases using the audio or video.
Online Practice enables students to watch the video at home.


Lesson 6g READING AND VOCABULARY
The second reading lesson introduces the third set of vocabulary and practises reading sub-skills in a different text type to the
first reading lesson.
The reading text is

connected to the
theme of the unit
and recycles the
grammar structures
and vocabulary
previously
presented. Students complete
a controlled exercise
to practise the key
An exercise to vocabulary.
check general
understanding of
the text.
The questions posed

Target vocabulary relate to the lesson
box highlights the theme and give
key vocabulary and freer practice of the
students work out target language.
their meaning from
the context.
Teaching reading Vocabulary practice

Comprehension Once the students have completed the
exercise, they compare their answers before
Prepare students for the topic by setting the
whole class feedback.
Your World question in pairs. Focus the students’
attention on the title and the photograph, then Workbook
ask the students to make predictions about Students complete Workbook 6g for homework
the content of the text. Elicit suggestions for or in class. A second reading text on the same
vocabulary they expect to see in the text. Set theme focuses on a different reading skill and
the gist exercise and give a time limit. reviews the target vocabulary.
Vocabulary presentation
Ask the students if they found any of the
vocabulary they expected to see in the text.
Divide the pairs into mixed- or same-level pairs
to discuss the meaning of the vocabulary from
context.
Teachers can assign and track the Online Link discussion

questions via the Online Practice discussion forum.


Lesson 6h WRITING
The writing lesson focuses on different writing sub-skills and text types based on the unit theme. Scaffolded tasks guide
students through the writing process to encourage more confident writers.
The Improve
your writing box
highlights the
writing skill and
the essentials are
broken down into
easy-to-follow steps.
Students do an
exercise focusing on
the model text and
the features of the
writing skill.
A model writing The final task is

text provides the clearly staged to
introduction for the guide the students
lesson. through the writing
process.
The writing skill
or sub-skill is
highlighted in
the text.
Teaching writing write a first draft and then exchange their

writing for peer feedback and correction. Write
Writing preparation
some of the most common errors on the board
Prepare students’ for the topic by setting the for the students to correct their own work. Ask
Your World question in pairs. Focus the students’ the students to share their final writing and
attention on the photograph(s) and text, and discuss how they felt about the task.
ask the students what type of text it is and what
If appropriate, ask the students to add their
they think it’s about.
completed writing to their portfolio.
Improve your writing
Workbook
Focus the students attention on the Improve
your writing box and ask a few questions to Students complete Workbook 6h for
check comprehension. Students complete the homework or in class. A second writing task
exercise. Go through the model text with the requires students to write a different text
class, identifying the features from the Improve type using the unit grammar structures. The
your writing box. students have a choice of two topics for their
writing.
Writing task
Go through the orange task stages with the
class. Once they have made notes, ask the
students to compare their answers with a Students can use the Online Practice Writing tutor
partner to share ideas. Ask the students to activities to further develop their writing skills at home.


Lesson 6i REVISION
The Revision lesson provides review and practice of the vocabulary, grammar and functional language presented in the unit.
A monthly challenge, English in the real world, encourages students to engage with English outside the classroom and report
back to the class.
The three vocabulary

sets are reviewed
through a variety of
activities. The functional
language is
practiced through
a dialogue
completion.
Exam-style tasks are

highlighted using
The two target
the Repetytorium
grammar structures
signpost.
are reviewed.
Vocabulary Set the real world challenge and tell the

Do a warmer to review some of the vocabulary students that they will be sharing their answers
from the unit. Divide the class into same- or in the next class. Ask the class how they will do
mixed-level groups to work together to the challenge, what they need to do and how
complete the exercise. Conduct class feedback they will record their results.
to check answers.
Workbook
Grammar Students complete the Workbook 6i activities
Ask the students to look back at the Grammar for homework or in class. Have students
lessons in the unit and the grammar reference complete the accompanying Self-assessment,
pages to review the structures. Depending on and in the next class ask the students to
your class and the support necessary, students compare their progress in groups. Ask the
work alone or in pairs or groups to complete groups to identify common problems they
the exercises. had with the unit and set a time to review
these areas.
Everyda y English
For any of the activities highlighted as
Repetytoium tasks, give students hints and
support with how to tackle them.
Students can complete the Check your progress activities in

Online Practice to help assess their own progress in the course.


Lesson 6j REPETYTORIUM
The Repetytorium lesson practises the exam task types found in egzaminu ósmoklasisty.
The focus is on the skills students need in order to master these tasks in preparation for the exam. There are useful tips and
exam practice activities, which further consolidate the target language and topic of the unit.
The task type and

rubric is in Polish.
Tips and suggestions

for tackling the
different tasks types
are clearly marked.
Repetytorium Workbook
Before the students do each task, look at the Students complete the Workbook 6j activities
instruction with them and make sure they for homework or in class.
know what they have to do. Ask the students
if they can share any tips or remember any tips
from previous Repetytorium lesson that can
help them with the task.
Read through the tip with the class and ask
them to utilize the tip when they do the
corresponding exercise.


Culture Link
This culture lesson explores an engaging and topical aspect of culture at both national and international level. It recycles
language from the preceding two units. Students can read and listen to extended texts with comprehension activities, then
give a personalized response to the topic. There is the option to watch a video linked to the Student Book content, as well as to
complete online research for greater awareness.
The Your World

feature poses a
question to activate
knowledge around
the key vocabulary.
Longer
comprehension
texts challenge the
students to explore a
topic in more detail.
Comprehension
Engaging photos are tasks to check
used to stimulate understanding.
interest in the topic.
Online Link to
extend work on the
topic.
Teaching culture Speaking

Give the students time to prepare for the
Reading and Speaking speaking exercise. Divide the class into same-
Prepare students for the topic by setting the level pairs to discuss their ideas and make
Your World question in pairs. For feedback, notes. You can then pair them up to make
encourage the students to share their answers mixed-abiliity groups for further discussion.
with the class. The students make predictions
about the content of the text by discussing Workbook
the lead-in question in pairs and check Students have the option to watch a video and
their ideas by reading the text. Set the gist complete comprehension activities related to
exercise and explain that the students don’t the culture topic.
have to understand everything, just look for
key information. Divide the pairs into mixed
or same-level pairs to complete the core
comprehension tasks.


Memorize bank
These are the nine different memorize techniques featured in Link VII Student’s Book. Some of them fit really well with specific
kinds of vocabulary, but most of them can be used in many different contexts. See some suggestions and challenges below for
your Link students (vocabulary from Link VI).
Add a rhythm to the word or phrases you’re trying to learn. Break them up into syllables and think about
Unit 1 the stress – clap or snap your fingers as you say them – give a stronger or longer beat on the stressed
syllables.
This is a great technique for learning collocations, compound nouns or phrases – try it with the Everyday English
expressions.
Use the technique to memorize this list:
Don’t give up! Go on! Give it a try! What have you got to lose? You can do it!
Close your eyes and think of an image you associate with each (life event). Open your eyes, recall an
Unit 2 image and say the (event).
This technique works well with concrete nouns and verbs.
pick up put down switch on take off wake up
Read the word silently; close your eyes and recite the word in your mind; open your eyes and read it out
Unit 3 loud; close your eyes and say the word out loud.
Use this technique with any vocabulary set.
cloudy foggy freezing hailing stormy
Invent a short “story” using the vocabulary you’re trying to learn – the sillier the better – you’re more
Unit 4 likely to remember it!
avalanche earthquake flood lightning volcanic eruption
Learn words in pairs or small groups that you associate with each other.
Unit 5 This is a very standard method for learning words according to topics. But you could also use it for words that
have similar endings, with opposites or irregular plurals.
carefully–carelessly happily–sadly quickly–slowly quietly–loudly safely–dangerously
Try this: if you are right-handed, clench your right fist as you look at each word; then close your eyes and
Unit 6 clench your left fist as you say it out loud. If you are left-handed, do the opposite.
3D printer driverless car drone smartphone virtual reality headset
Record yourself saying the list of vocabulary you’re trying to learn. Play back your recording and pause
Unit 7 occasionally – can you remember which word comes next?
bridge cathedral fountain monument statue
For every word on your list, think of something in your (house) (that is made of that material). Imagine
Unit 8 walking around your (home) and associate a (material and object) with a different location.
This is a good technique for remembering rooms in the house, furniture, household appliances, personal
possessions or items in the classroom.
bookshelf clock interactive whiteboard projector waste paper basket
Get physical! Practise a series of movements using your whole body. Say your list of words as you do the
Unit 9 movements. Repeat several times.
This is a good technique for learning parts of the body, actions or words to do with the senses.
beard curly glasses quite small smile
Memorize bank 29

Materials Robyn
Classroom Presentation
Tool, p.4
Class CD 1, tracks 01–02
Joey
Exercise 2
2 know 3 music 4 plan
5 Oscar 6 late
Exercises 3, 4, 6 and 7
Student’s own answers.
Warmer: YOUR WORLD INCLUSIVE CLASSROOM Exercise 7

• Tell Ss about your best friend, e.g. My More confident groups think of two • Tell Ss to find a new partner and report
best friend is outgoing and funny. She loves more questions to ask about school life. to them about their previous partner’s
fashion. We are similar because we both They share their questions and choose answers in exercise 6.
love shopping and comedy movies. two more that they want to discuss. Further reference
Exercise 6 Less confident groups discuss the Video scripts page 166
• In pairs, Ss discuss the questions. Ask questions in same level then change
some pairs to share what they discussed partners and discuss the questions again.
with the class.
30 Welcome unit

Materials
Tool, p.5
Class CD 1, track 03
Workbook, pp.2–3
lazy
sporty
cheerful
confident
friendly
easy-going
shy
Exercise 1
Robyn = cheerful, confident,
friendly
Oscar = shy
Joey = lazy, easy-going
Exercises 3, 6 and 7
Exercise 4
2 present simple
3 present simple
4 present simple
5 present continuous
8 present simple
Exercise 5
2 mostly listen / ’m listening
to rap music
3 don’t usually go / ’re
watching a DVD
4 often plays / ’s playing
5 don’t usually eat / ’re
having burgers
Warmer: REACTIVATE! ONLINE LINK TEACHING WITH DIGITAL Tell Ss to

• Ask Ss if they can remember the names • Answer the questions for you, e.g. On write their discussion comment first and
of the characters from the story. my first day back at school I always feel check their spelling and grammar before
Exercise 3 happy to see everyone again. The best thing they post it. Tell them to make sure they
• Fast finisher exercise. Ask Ss to say about being back is meeting friends. The only post relevant comments and don’t
which adjectives they think are positive worst thing is getting up in the morning! go off topic.
and negative and which adjectives • Ss can use the Online Practice
depend on the situation. discussion forum to answer one of the
questions.
Welcome unit 31

Materials
Tool, p.6
Workbook, p.2
Exercise 1
Exercise 2
careful–careless,
friendly–unfriendly,
helpful–unhelpful, honest–
dishonest, kind–unkind,
organized–disorganized,
patient–impatient, polite–
impolite, popular–unpopular,
practical–impractical,
sociable–unsociable,
thoughtful–thoughtless
Exercise 5
2 The class was sociable
and they did lots of things
together.
3 He fell over in the caves
and broke his arm, he walked
into a glass door and broke
his nose.
Warmer: YOUR WORLD each one, e.g. a: I can’t do my chemistry ASSESSMENT FOR LEARNING Ask Ss
• Give a personal example, e.g. My homework. Can you? Can you help me? to write one test question for themselves
favourite teacher was Mrs Green. She was Exercise 5 based on the lesson, e.g. What’s the
my maths teacher. She was very kind and • Reading for detailed information: Divide opposite of careful? What does practical
very patient. the class into pairs and ask Who can be mean? You could ask Ss to do this for
Exercise 4 e 1•05 first to tell me the adjectives to describe Mr every lesson. Keep the questions safe so
• Focus Ss attention on the text and ask Reid and Sam? they can test themselves at the end of the
what text type it is (phone messages). • Ask Ss to see if they can answer unit. The assessment happens in writing
• Read each option one by one and ask questions 2 and 3 without reading the the question, not answering it!
Ss what they would write in a text for text again.
32 Welcome unit

Materials
Tool, p.7
Workbook, p.3
Exercise 1
Past simple
I found my Grade 6 year
book.
… his papers caught fire.
I really enjoyed that year, our
class was really sociable …
we did lots of stuff together.
… we went on the
geography trip
I fell and broke my arm
I walked into a glass door
The teacher took me to
hospital because I broke my
nose.
Past continuous
… he was doing an
experiment …
… we were walking through
the wet caves.
… we were shopping …
Exercise 2
2 weren’t
3 was doing / caught
4 fell / broke / were walking
5 were shopping / walked
Exercise 3
2 weren’t = ps
3 was doing = pc / caught = ps
4 fell = ps / broke = ps / were
walking = pc
5 were shopping = pc /
walked = ps
Exercise 4
2 was sleeping
3 broke
4 were waiting
5 ran
6 was chasing
7 fell
8 cut
9 arrived
10 slept
Warmer: REACTIVATE! volunteer to come to the board and join TEACHING WITH DIGITAL Tell Ss that
• Say a personality adjective for Ss the sentences with when or while. when they are doing research, they have
to say the opposite, e.g. organized – Exercise 7 to think carefully about the question they
disorganized. • Controlled writing practice: Ss write the are going to write in the search engine.
Exercise 5 sentences in class or for homework. Tell them to write the question first
• Grammar focus: Ask Ss if they know for you to check before they start their
ONLINE LINK research.
when we use while and when. • Ask Ss who they admire and why.
• Write I was walking. A ball hit my head. I Ask them to predict how they think the
saw her. I was talking to my teacher. Ask a person felt about school and why.
Welcome unit 33

Materials
Tool, p.8
Workbook, p.4
Student’s Online Practice,
Unit 1 vocabulary
7
1 6
3
Exercise 2 4 2
1 f 2 d 3 a 4 h 5 g 5
6 j 7 i 8 c 9 e 10 b
Exercise 3 8
2 climb a mountain
3 do a parachute jump
4 ride a camel
Exercise 4
a 4 b – c 2 d 1 e 3
Exercise 5
1 Liz, d: at a concert / Peter,
the singer in her favourite
band / photos on her phone
2 Aarav, c: in Australia / saw
colourful fish and a shark /
was a little afraid of the shark
3 Rosie, e: three days in
Pamplona / drove to San
Sebastian / two years ago
when she was 12 / had
surfing lessons on the beach
4 Leo, a: make a YouTube
video / film about climbing
in the Tatra mountains
with his dad / 1,000 people
watched it
Warmer: YOUR WORLD MEMORIZE! e 1•09 Encourage Ss to ask and answer questions
• Ss think of activities that are exciting, • Ss complete the exercise using the to guess the answer. The person miming
e.g. a ride in a hot-air balloon, going collocations from the lesson. could give one hint, being careful not to
windsurfing. • After the exercise, Ss take turns saying say the answer.
• They write a list of the exciting / the collocations, clapping the stressed Less confident groups mime collocations
unusual / special things they have done. words. in pairs for each other to guess.
Ask What is the most exciting thing that INCLUSIVE CLASSROOM Put Ss into
they have done? What other exciting things Further reference
groups and allocate 4–5 collocations for Audio scripts pages 166–167
would you like to do?
each group. Lesson extension, page 160
More confident groups mime the
collocations for another group to guess.
34 Unit 1

Materials
Tool, p.9
Workbook, p.5
Unit 1 discussion
Exercise 1
ride a camel, climb a
mountain
Exercise 2
2 morning
3 Natalia
4 frightening / scary
5 brave / adventurous /
confident
6 Marcin’s
Exercises 3 and 4
Warmer: YOUR WORLD Online Link TEACHING WITH DIGITAL Encourage Ss

• Ask Ss what unrealistic means. Check • If you have time, discuss the first to engage with others in the discussion
understanding by asking Do I think I question in class. Answer the question for forum. They should comment on at least
can climb a mountain? (No). Why not? you, e.g. I would try a new activity because two other lists. Encourage them to be
(Because you’re not fit enough). I think it’s important to do things you are positive and to ask questions about each
Exercise 4 afraid of as it makes you stronger and other’s lists.
• Fast finisher exercise: In pairs, Ss builds confidence.
compare their lists. Check they are using • Ss can then use the Online Practice
the expressions correctly. Ask Ss what discussion forum to answer the second
three things they have agreed they both question and post their list of other
want to do. experiences.
Unit 1 35

Materials
Tool, p.10
Workbook, p.6
Unit 1 grammar
Exercise 1
travel to a foreign country,
do a parachute jump, be on
TV, win a competition, take a
selfie with a celebrity
Exercise 2
2 he hasn’t done a parachute
jump
3 won a competition, been
on TV, taken a selfie with a
celebrity a
Exercise 3 6
Past simple I went to India
… / It was great. / I did it for
a
charity … when we got back
from India. / That was
hair-raising! / I won a writing a
competition
Present perfect I haven’t b
seen you … / Have you done
… ? / I’ve travelled to a
foreign country. / Have you b
ever been there? / I’ve also
done a parachute jump. / I’ve
always wanted to do that. /
… something I’ve done and
you’ve haven’t ever done! /
I have been on TV. / I’ve also
taken a selfie with a
celebrity. / I’ve never heard
of her.
Exercise 5
1 B No, I haven’t. But I have
been to Canada.
A Really? When did you go
there?
B I went there last year.
2 A Have they ever been
snorkelling?
B Yes, they have. They went
last summer when they
were in Greece.
A Did they enjoy it?
B Yes, they loved it!
Exercises 6 and 7
Warmer: REACTIVATE! Exercise 6 e 1•12 Further reference

• Tell Ss to describe an experience for • Play the audio for Ss to repeat the Audio scripts page 167
their partner to guess. Give an example, dialogue before they practise in pairs. Lesson extension, page 160
e.g. I took surfing lessons. It was very INCLUSIVE CLASSROOM More
difficult at first. I fell off every time. Then I
confident groups change pairs and tell
stood up for one minute and by the end of
their new partner about their previous
the day I was very proud.
partner’s experiences in exercise 7.
Exercise 5 Less confident groups choose one
• Remind Ss that go has two past experience and write the question and
participle forms and their use depends on three follow-up questions first to prepare
the situation. them for the speaking activity.
36 Unit 1

Materials
Tool, p.11
Workbook, p.7
Teacher’s Resource Centre,
Unit 1 five minute test;
Unit 1 speaking
Unit 1 listening
Exercise 1
2 How often do you do
sport?
3 When did you last go to a
party?
4 Where do you want to
travel to?
5 What do you get excited
about?
6 Who do you prefer to
spend time with?
Exercises 2, 3, 4, 6 and 7
Exercise 5
bad, good at, afraid, scared
of, keen on, fascinated by,
crazy, nervous, stressed
out, excited, worried about,
interested in (about is used
most often)
Warmer: YOUR WORLD Exercise 4 ASSESSMENT FOR LEARNING At the

• Set a time limit and tell Ss to write a list • Fast finisher exercise: Personalized end of a lesson learners share with their
of things that make them happy. response. Put Ss in small groups to partner: Three new things they have
• Ask them to discuss the questions in compare their answers to the quiz. learned; What they found easy; What they
pairs. Elicit how many are shy vs outgoing. • Ask each group to report back who has found difficult. Ask different pairs to share
INCLUSIVE CLASSROOM More mostly A, B or C answers. their assessment and discuss the areas Ss
confident groups write three possible ONLINE LINK found difficult and why.
questions for exercise 1. • Ask Ss to form groups with at least one Further reference
Less confident groups match a list of computer or smartphone between three. Audio scripts page 167
possible questions on the board to the • Find out after the research if any of the Lesson extension, page 160
answers. information surprised them.
Unit 1 37

Materials
Tool, p.12
Workbook, p.8
Unit 1 vocabulary and
grammar worksheet; Unit 1
extra writing worksheet
Unit 1 grammar
How do you like to travel?
What do you like doing on holiday?
Who do you go with?
Where was your last holiday to?

Where did you go on your last holiday?
Exercise 1 When did you go?

2 How often do you do
sport? Where did you stay?
3 When did you last go to
a party?
How many (foreign) countries have you
4 What are you afraid of? been to?
5 What are you waiting
for? Where would you like to travel to?
Which country is top of your list?
Exercise 2
1 How 2 Who
3 When 4 What
5 How long 6 Where
7 How many 8 Why
Exercise 3
Who are you waiting for?
What are you waiting for?
Where are you going to?
What are you going for?
Who are you going with?
What / Who are you
looking at?
Where are you travelling
to / from? Who are you
travelling with?
Who are you talking to?
What are you talking
about?
Exercise 5
Warmer: REACTIVATE! Less confident groups can be given Exercise 5

• Ss work with a partner. They take turns the first word for each question to • Ss work with a partner to take turns to
choosing six adjectives with prepositions guide them. do the survey.
from the previous lesson and saying them • Tell Ss to report back at least one
INCLUSIVE CLASSROOM More
one at a time for their partner to make a interesting fact they discovered, e.g. Tom
sentence. confident groups write a tenth question and Jack travelled to France last summer.
to add to the survey in exercise 4.
INCLUSIVE CLASSROOM More Less confident groups can be given
confident groups can do the task in the Wh-question words for each answer
exercise 1 without looking back at the before completing the questions.
quiz first, then check by reading the
questions in the quiz.
38 Unit 1

Materials
Tool, p.13
Workbook, p.9
Unit 1 everyday English
worksheet; Unit 1 five
minute test; Unit 1 video
Exercise 1
His orchestra is going on a
trip to Bratislava
Exercises 3, 4, and 6
Exercise 5
How about going there this
summer?
I’m not sure about that.
Why don’t we all go
somewhere different this
holiday?
That sounds great.
T You could visit the city.
F Let’s talk about it tomorrow,
F okay?
Shall we call Joey and
F persuade him?
Good idea!
T How about it?
It sounds great.
Let’s talk about it at lunch.
That sounds great.
Warmer: YOUR WORLD Less confident groups choose four true / Exercise 6
• Ask Ss to choose three cities and write false questions to answer. • Elicit one example on the board, and
two things they like about each city and get two Ss to say it in front of the class,
Pronunciation (Workbook p.9):
one thing they don’t like. e.g. A Why don’t we go running? B I’m not
• Elicit ideas and write useful vocabulary • Choose words with silent and sure about that. I think it’s going to rain.
pronounced r from the word list on page
on the board.
19 lessons a to f.
• Give Ss time to make and practise their
suggestions and rejections.
INCLUSIVE CLASSROOM More • Say each word and tell Ss to put their
confident groups see how many of the hand up if they hear the pronounced r. Further reference
true / false sentences in exercise 2 they Video scripts page 167
can do before they listen again. Audio scripts page 168
Lesson extension, page 160
Unit 1 39

Materials
Tool, p.14
Workbook, p.10
Unit 1 extra vocabulary
worksheet
Unit 1 reading
snakes
flying
Exercise 1 dogs
2 the dentist 3 heights the dentist
4 snakes 5 flying
6 dogs the dark heights
enclosed spaces
Exercise 2 open
2 snakes 3 flying spaces
4 dogs 5 the dentist birds
6 heights 7 the dark
8 enclosed spaces
9 open spaces 10 birds
Exercise 3
spiders, enclosed spaces, the
dentist, dogs, flying
Exercise 5 therapy
1 It helps us stay away from
danger. instinct
2 A phobia is stronger than a
fear and can last longer. reaction
3 He showed her pictures
panic
and made her touch a spider.
4 She bought a pet spider.
5 Homework phobia.
Warmer: YOUR WORLD Less confident groups use a bilingual TEACHING WITH DIGITAL Encourage
• Put Ss in small groups to discuss the dictionary to check the meaning of the Ss to check their research by cross
questions. bolded words before they match them to referencing their answers with a few
• Ask Ss to tell you what most people in the definitions. different websites. Ask Ss if they can tell
their group are afraid of and if they act in you any reliable websites they know that
ONLINE LINK
a similar way. would be useful for cross referencing
• Ask Ss to form groups with at least one and any tips they have for validating
INCLUSIVE CLASSROOM More computer or smartphone between three.
information.
confident groups choose three bolded • Once the groups have completed their
words in the text and write sentences research, ask Ss if the results are similar to Further reference
using the words from exercise 4. the most common phobias in their class. Lesson extension, page 160
40 Unit 1

Materials
Tool, p.15
Workbook, p.11
Unit 1 writing tutor
Two
Exercise 2
2 a few weeks
3 snakes
4 Remember that she is
bigger than a spider and it is
more afraid of her
Exercise 3
2 but
3 whereas
4 or
Exercise 4
Warmer: YOUR WORLD • Ask Ss to read the Improve your initial question / statement, the options
• Ask Ss why they think we were afraid of writing box. (reply, like), the comment box and post
different things when we were children. • Ss complete the exercises. sign. Make sure Ss know it’s important
Exercise 2 ONLINE LINK to be polite and post serious, useful
• Fast finisher exercise: Extracting key • Ss can use the Online Practice responses when participating in an online
information from a text. Ask Ss to see if discussion forum to answer each other’s discussion forum.
they can answer the questions before questions.
they read the text again. TEACHING WITH DIGITAL Ask Ss if
Exercise 3 they have ever participated on an online
• Ask Ss for any examples of conjunctions forum and what it looks like. Show a few
(but, because so). examples and point out the names, the
Unit 1 41

Materials
Tool, p.16
Workbook, p.12
Unit 1 test
of
at
about
Exercise 1 on
2 parachute jump about
3 competition of
4 TV at
5 mountain
6 snorkelling
7 glider
Exercise 3
2 height
3 phobia
4 therapy
5 psychologist
6 panic
Exercise 4
2 did you do
3 have gone out
4 has ridden
5 had -
6 Have you ever been
7 did you see
8 finished 4
2
Exercise 5 3
2 is Mary looking for
3 do you play football
4 do they finish school
5 do you go to the
swimming pool
6 bike is this / that / it
Exercise 6
2 ’m not sure
3 let’s
4 ’d prefer to go / want to go
/ ’d like to go
ENGLISH IN THE REAL WORLD their scores – the results let the teacher can help identify areas where there are
• Remind Ss they need to be prepared to know what to teach next. Ss complete it gaps in learning.
communicate in English with non-Polish individually, looking back through the Further reference
speakers and help them with information unit in the Student’s Book and Workbook. Audio scripts page 168
they don’t understand. Monitor as they work and ask questions,
ASSESSMENT FOR LEARNING Focus e.g. Why do you feel this is 5 / 2? Ss do unit
on the Self-assessment in Workbook p.14. test 1 from the teaching resources. Set
Go through the learning outcomes and Test yourself for homework from Online
ask for an example of each, e.g. climb Practice Unit 1. The online gradebook
a mountain. Tell Ss be honest about allows teachers to assess Ss individually as
they provide a personalized pathway and
42 Unit 1

Materials
Tool, p.17
Workbook, p.13
Unit 1 extra exam practice
c a
Exercise 5
Exercise 1 e 1•22 • Remind Ss they only have to write can help each other. Choose a couple of
• Play the audio twice for the exam task. 50–120 words but they should try to points that most Ss have highlighted as
• Look at each sentence and option use a range of vocabulary and focus on unclear and work together as a class to
together. Ask Ss what information they accuracy. clarify them.
are listening for in each one, e.g. 1 when ASSESSMENT FOR LEARNING Once Further reference
Mark’s trip was, 2 where, 3 the main idea of Ss have completed all the exercises, ask Audio scripts page 168
the conversation. them to look through the tasks and write
Exercise 5 one or two points that are not clear to
• Ask Ss to think about an experience and them. Ask Ss to work in small groups
make notes under the prompts. to discuss their points and see if they
Unit 1 43

Present perfect i
past simple
Exercise 1
2 Have you ever seen her?
3 We’ve never seen that film.
4 Have you ever met a
celebrity?
Present perfect i
past simple
Exercise 3
2 worked
3 said (irregular)
4 done (irregular)
5 had (irregular)
6 studied
7 seen (irregular)
8 played
9 travelled
10 been (irregular)
a
Formy pytajace
Exercise 1
a
2 What are you thinking of?
3 Where does he come from?
4 Who does this belong to? b
5 What were you talking
about? b
Formy pytajace
Exercises 2 and 3
44 Unit 1

Unit 1 45

Materials
Tool, p.20 A
Workbook, p.14
project 1; Culture Link
1 video
Exercise 3
A
2 17 to 70
3 3 to 12 months
4 courses
5 three of: friendly people,
interesting cities, beautiful
countryside, rich culture, lots
of courses
B
1 Help local teens practise
their English
2 13 to 19
3 They want to study abroad
4 People who like travel and
have new experiences
5 Learn about Polish culture,
make new friends
Warmer: YOUR WORLD Culture Video TEACHING WITH DIGITAL Ask Ss to

• Answer the question yourself, e.g. I • As an extension to the Culture topic, work in pairs. Tell them to sit back-to-
would love to study in France because I love watch a short film about the Tall Ships back so one of them faces the screen. The
the language and the food. Race and discuss the questions. For student facing the screen describes what
Exercise 5 further practice, refer to the Workbook they can see to their partner. Change roles
• Fast finisher exercise: Ask Ss to find out page for activities and the video link. after a couple of minutes.
about one programme in their city and Online Link
report back in the next lesson. • Support Sts by asking them What
makes a city popular? How do we know it’s
popular?
46 Unit 1

Materials
Tool, p.21
1 video
Exercises 1–3
Vocabulary booster Exercise 2

project and choose one thing in their
Exercise 1 • Remind Ss that the words are from the work they are proud of. Give them an
• Choose a phobia that you don’t think Ss glossary in lesson 1b and they can check
example, We are proud of the way we
will know, e.g. Coulrophobia. Say one true the word list to review the meanings.
worked together as a team and everyone
and two false definitions, e.g. It’s the fear Project was involved. Give them a minute or so to
of cows. It’s the fear of clowns. It’s the fear of Exercise 3 think about their answer. The groups take
colours. Ask Ss which is the true definition. • Give the pairs time to look at both turns to tell the class what they are proud
projects and choose one. of. The class give their feedback too, e.g.
ASSESSMENT FOR LEARNING Tell
You should be proud of your illustrations /
English speaking in the video.
the different groups to think about their
Unit 1 47

Materials
Tool, p.22
Class CD 1, tracks 24–26 8 2
Workbook, p.16 5 1
Student’s Online Practice, 4 7
Unit 2 vocabulary 3 6
Exercise 1
1 live in
2 pass your driving test
3 start school
4 get married
5 move to
6 be born
7 meet your future partner
8 graduate
Exercise 2
usually:
1 grow up
2 leave school
3 go to university
4 get a job
5 have children
6 retire
7 die
Exercise 4
1 lived in
2 moved to
3 left school
4 go to
5 got a job
6 met
7 got married
8 was born
9 retired
10 died
Exercises 5 and 6
Warmer: YOUR WORLD More confident groups take turns to MEMORIZE

• Ask Ss what question they have to ask say a number for their partner to say the • Ask Ss to try the memorize exercise,
to find out when someone’s birthday is. event. using the life events from the lesson.
• Tell Ss to stand up and ask and answer Exercise 6
• Ask Ss to take turns to describe the
the questions and line up in the order of picture they visualized for their partner to
their birthdays.
• Speaking extension: Tell Ss to work with guess the event.
a different partner to ask and answer the
INCLUSIVE CLASSROOM Less confident questions. Further reference
groups tell you the past tense forms of • Monitor and check they are using Audio scripts page 168
the verbs in exercise 3 before they do the the vocabulary correctly. Ask Ss to give Lesson extension, page 160
exercise. feedback about their partners.
48 Unit 2

Materials
Tool, p.23
Workbook, p.17
Unit 2 discussion
d
a
b
c
d
Exercise 1
1 driving instructor and
pupil having a lesson
2 two people cycling, one
has fallen off his bike, one
checking the other isn’t hurt
3 hotel maid making a bed
4 older couple posing for
camera
Exercise 2
1 b 2 a 3 d 4 c
Exercise 4
Warmer: YOUR WORLD ONLINE LINK the screen shots and give a copy to
• Ask Ss to recall life events from the • Ask Ss to think about their answer to each group. Alternatively, share them
previous lesson. the question they want to discuss in a electronically. Ss use the forum to discuss
• Tell Ss about a life event that changed forum. Tell them to make notes and write the answers and see if they agree or
your life, e.g. I passed my driving test and it follow-up questions they could ask, e.g. disagree.
changed my life because I had freedom to What choice have you made recently that Further reference
visit friends and go out on my own. was good for you? Lesson extension, page 160
Exercise 4 TEACHING WITH DIGITAL If Ss do the
• Personalized response to the text: Ask class discussion forum for homework,
Ss if they know any similar stories. Ask ask them to screen shot the discussion
how their parents or grandparents met. to bring into the next class. Photocopy
Unit 2 49

Materials
Tool, p.24
Workbook, p.18
Unit 2 grammar
Exercise 1
A (wedding anniversary)
party; they are cousins
Exercise 2
1 booked the hall, ordered
the food
2 send the invitations,
organize the music
3 ask another cousin who’s in
a band, help with invitations
Exercise 3
Yes, we’ve already sorted
that out.
I’ve already contacted a few
people …
Have you sent the invitations
yet?
No, I haven’t sent any yet.
I’ve already made a list.
Exercise 4
2 You haven’t written him a
thank you note yet.
3 We’ve already been to that
restaurant.
4 You haven’t met Sophia’s
cousin yet.
5 I’ve already passed my
English test.
6 They haven’t seen that
movie yet.
Exercise 5
2 Have you written him a
thank you note yet?
3 Have we been to that
restaurant yet?
4 Have you met Sophia’s
cousin yet?
5 Have you passed your
English exam yet?
6 Have they seen that movie
yet?
Exercises 6–8
Warmer: REACTIVATE! INCLUSIVE CLASSROOM Less Further reference

• Set a time limit of 30 seconds for each confident groups write questions and Lesson extension, page 160
student to say the life events. practise saying them individually, with
• Ask Who did it correctly in 30 seconds? and without their notes, before they ask
Exercise 8 and answer with a partner.
• Extended speaking practice: Ask pairs More confident groups can write their
to tell the class what each speaker did and own “to do” list with at least six items.
any extra information they heard. Divide them into pairs and tell them to
swap lists. They take turns to ask and
answer.
50 Unit 2

Materials
Tool, p.25
Workbook, p.19
Lily Teacher’s Resource Centre,
Unit 2 five-minute test;
Unit 2 speaking
Unit 2 listening
Exercise 1
positive brave, confident,
enthusiastic, excited, happy,
proud, relaxed, relieved
negative angry, anxious,
depressed, disappointed,
embarrassed, fed-up, jealous,
lonely, nervous, sad, scared,
unhappy, upset, worried
Exercise 2
1 worried
2 happy
3 brave
4 sad
5 nervous
6 lonely
7 depressed
8 relaxed
9 confident
10 proud
Exercise 5
1 Rosie
2 Lily
3 David
Exercise 6
1 c 2 b 3 b 4 a 5 c
6 a
Exercises 3, 7 and
Online Link
Students’ own answers.
Warmer: YOUR WORLD ASSESSMENT FOR LEARNING Give Ss and educational sites ending in .edu
• Tell Ss about when you moved house, red, yellow and green cards. Ask them to are usually reliable sites. Check to see if
e.g. I moved from my parent’s house to a look back at the listening exercise and commercial websites ending in .com have
new flat. I missed my mum’s cooking and choose a card and put it on their desk to advertising. If yes, they may be biased
the big garden. show how much they understand (red = because they’re selling a product. Blogs
Exercise 3 don’t understand, yellow = understand and social media sites are more likely to
• Vocabulary extension: Describe 50 / 50, green = fully understand). give personal opinions rather than facts.
a situation and ask Ss to guess the ONLINE LINK Further reference
adjective. • Discuss different types of websites Audio scripts page 168
that are useful for research. Give Ss some Lesson extension, page 160
tips: Government sites ending in .gov
Unit 2 51

Materials
Tool, p.26
Workbook, p.20
Unit 2 grammar
Exercise 2
1 for eight months
2 since September
3 since November
4 once
5 since September
Exercise 3
1 We’ve been here for four
hours.
2 We haven’t seen Peter
since Thursday.
Exercises 4–7
Warmer: REACTIVATE! Exercise 7 ASSESSMENT FOR LEARNING Tell Ss

• Ask Ss to feedback how many mimes • Ask Ss what the purpose of the email is they are going to write a Twitter feed
they managed to do in 30 seconds. (to inform and entertain). to summarize what they learned in the
Exercise 5 • On the board write last weekend, lesson using 140 characters. Tell them
• Personalization: Divide Ss into mixed three days, my birthday, school started, a to write their tweets on small pieces of
level pairs to take turns saying one of their long time. paper and stick them on the wall for
sentences for their partner to respond Me • Ask Ss which time expressions take for others to comment on, or post them
too or I haven’t. I’ve … and which take since. digitally.
• Tell the class about one of the Ss as a • Tell Ss to use a variety of time Further reference
model, e.g. I learned that Maria has lived in expressions in their writing. Lesson extension, page 160
this town for 10 years.
52 Unit 2

Robyn
Materials
Tool, p.27
Workbook, p.21
Exercise 2
1 Robyn / Lottie
2 Robyn
3 Lottie
4 Robyn
5 Lottie / her mum
6 Lottie’s dad
7 Oscar / Joey
8 Joey
Exercise 5
That sounds fun.
I bet.
How boring!
What do you mean?
What did you do?
What about you?
Student’s own answers
Warmer: YOUR WORLD Exercise 7 Pronunciation (Workbook p.21)

• Answer for you, e.g. I don’t think I talk a
• Extended speaking: Divide Ss • Explain that falling intonation describes
lot but I enjoy chatting to my friends. into groups of three. Ask two Ss to how the voice falls on the final stressed
INCLUSIVE CLASSROOM Less confident demonstrate the activity with you. Ask syllable and is common in Wh-questions.
groups repeat the dialogue in exercise a question to one, e.g. Where did you go Rising intonation describes how the
6 after you, paying attention to the for your last holiday? Encourage them to voice rises at the end of a sentence and is
intonation, then practise in pairs. give a full answer e.g. I went to France. common in yes-no questions.
More confident groups work in pairs. Encourage the second St to react and ask Further reference
They substitute the country and activities for more information. Video scripts pages 168–169
with their own ideas and practise their • In their groups, Ss take turns to ask, Audio scripts page 169
new dialogue. answer and react. Lesson extension, page 160
Unit 2 53

Materials:
Tool, p.28
Workbook, p.22
worksheet
Unit 2 reading
Unit 2 discussion
Exercise 1
skiing to the North Pole, the
South Pole and across the
Greenland ice sheet
Exercise 2
1 she climbed her first
mountain
2 she became the youngest
person in history to ski to the
North Pole
3 bad weather conditions
4 27 days
5 she was the youngest
person to ski to the South
Pole and the first woman to
ski the new route
6 37 days
Exercise 3
Exercise 4
as a child, a year later,
thirteen months later, on the
first day, after 27 days, finally,
the day before, at the age
of 16
Warmer: YOUR WORLD TEACHING WITH DIGITAL Remind or teacher, report the comment, block the
• Ask Ss to tell you some adventurous Ss to be nice and treat people online as person).
activities and make a list on the board. they do in real life. Tell them not to post Further reference
ONLINE LINK anything online that they wouldn’t want Lesson extension, page 161
• Ask Ss to choose a question. Divide people in real life to see. You could have
them into two groups corresponding to a class discussion about cyber bullying
their question. Ask them to choose a class and rudeness. Ask Ss if they have ever had
discussion or discussion forum. Divide anyone be nasty to them online and how
the groups again corresponding to the they felt. Ask them what they should do if
medium they chose. Ss complete the task they feel bullied on line (Speak to a parent
in their groups.
54 Unit 2

Materials
Tool, p.29
Workbook, p.23
Exercise 1
1 He was born in Krakow in
1984
2 He has won one Grand Prix
and 12 podium positions
3 He is competing in
Formula 1
Exercise 2
five of: by the age of ten, in
the following year, two years
later, in the same year, after a
year, finally
Exercise 3
1 was born
2 Polish champion
3 Canadian Grand Prix
4 nearly died in an accident
5 returned to Formula 1
Exercise 4
Warmer: YOUR WORLD won one Grand Prix and 12 podium ONLINE LINK
• Ss make a list individually, then positions in his career so far. • Ask Ss to suggest some responsible
compare with a partner. Ask Were any Exercise 3 websites that they use to find out
the same? • Have a class discussion about information and share them with the
Exercise 2 organizing and planning writing. Ask Ss if class. Double check them yourself before
• Language focus: Ss look back at they plan their writing, how they do it and writing them on the board.
the language box in 2g and circle the why it’s useful.
expressions in the text. • Go through the Improve your writing
• Ask different Ss to read a sentence with box and ask Ss if they think a timeline
one of the time expressions, e.g. He has is a useful way to organize their ideas
and why.
Unit 2 55

Materials
Tool, p.30
Workbook, p.24
Unit 2 test
Unit 2 check your progress
Exercise 1
1 lived
2 started school
3 moved to
4 left school
5 went to university
6 graduated
7 got a job
8 met
9 got married
10 retire
Exercise 4
1 yet 2 already 3 yet
4 already 5 yet
6 already 7 already
Exercise 5
1 Marek has not been to
London since 2018.
2 She has played the guitar 4
since she was 13. 3
3 My dad has been home
from work for 20 minutes. 2
4 They have played tennis –
since twelve o’clock. 1
5 My big brother has studied
Japanese for two years.
6 My grandma has kept a
diary since she was a little
girl.
Exercise 6
1 What did you do?
2 What else did you do? / Did
you do anything else?
3 That sounds scary!
4 What did you do then?
ENGLISH IN THE REAL WORLD Online Practice Unit 2. Ask Ss what the They can use the Self-assessment table
• Ask Ss which English-speaking bands importance of the Progress check is (to in Workbook p.26 to record this self-
they like. Ask what words or phrases they give everyone an idea of what needs to be evaluation feedback.
have learned from songs. Make sure Ss reviewed from the unit). Explain that you Further reference
don’t translate the song word for word wouldn’t expect a lot of 5s, as learning is Audio scripts page 169
but give a short summary, highlighting a process that is never complete. Once
any adjectives. Ss have completed the check, tell them
ASSESSMENT FOR LEARNING Have Ss to look back at their Unit 1 check for
do Unit test 2 from the teaching resources comparison. Ask Are your rankings the
and set Test yourself for homework from same of different? What does this tell you
about the areas you have difficulty with?
56 Unit 2

Materials
Tool, p.31
Workbook, p.25
c
Exercise 1
1 2008
2 to compete in
skateboarding competitions
3 Children who have no
clean water and no education
Exercise 2
1 tell them a story every
evening
2 became a doctor
3 nobody came to see him
Exercise 3
1 since I was
2 left school yet
3 can help when
Exercise 5
Exercise 1 e 1•37 Where does she suggest meeting? ( In a • Ss swap their notes with a partner for
• Play the audio twice for the exam task. café). What does she want to do? (Ask correction.
• Tell Ss to read the tip, then read friends). ASSESSMENT FOR LEARNING While Ss
the questions and think about the • Ask the class what information they are writing, monitor and note any words
information they are listening for in each need to include in their note and make a they misspell. Write the words on the
question. plan on the board, e.g. Say how you feel board correctly. Once they have finished,
Exercise 5 about meeting. Give a time and suggest a they look and correct their mistakes.
• Focus attention on the note and ask place. Agree or disagree about inviting Ivan
and Katrina and give a reason. Further reference
what kind of text it is. Audio scripts page 169
• Ask When are they meeting? (Saturday). • Ss use the plan to write their reply.
When can the writer meet? (After 1pm).
Unit 2 57

Exercise 1
1 already
2 yet
3 already
4 already
5 yet
Exercise 2
1 I haven’t done my
homework yet.
2 I’ve already bought a
present for my friend.
3 I’ve already had a snack.
4 I haven’t prepared my
school bag yet.
5 I’ve already called my
cousin.
6 I haven’t been to the park
yet.
Exercise 2
1 since
c
2 for
3 since d
4 since a
5 for b
6 for
Exercise 3
2 I’ve been here since
December.
3 I haven’t seen my cousin
since last year.
4 I’ve known my friends for
ages / for a long time.
5 They’ve been married for
six years.
58 Unit 2

Unit 2 59

Materials
Tool, p.126
Exercise 3 a
1 suitable
2 Devon
3 skills
4 six a
Exercise 4
1 children / young people
2 adults / old people
3 weekend
c
Exercise 6
1 since last summer
2 yet
Exercise 7
1 Really?
That sounds fun /
awesome / fantastic.
2 L et’s… How / What
about..? Shall we …?
Why don’t we…? You / We
could …?
Warmer • Ask What kind of text do you have to • Ss write a first draft. Monitor them as
• Explain that all the exercises are write? (A note). Who to? (Dad). Is it formal they are working. Without interrupting
egzaminu ósmoklasisty exam tasks and or informal? (Informal). make notes about some of the common
review the language from Units 1 to 2. • Ss choose which ideas they want to mistakes, especially with spelling,
Exercise 10 include in their note. present the perfect and the language for
• Task: create a short, simple, cohesive • Ask How many things have you requesting help.
personal message. organized? (Three). How many things • Once they have completed draft 1, write
• Divide the class into pairs to discuss haven’t you done? (Two). How many things the errors on the board.
possible ideas for each stage. do you ask for help with? (One). • As a class, correct the errors.
• Tell Ss they must include the number of • Ss then correct their own work and
things stated in the task. write a final draft.
60 Unit 2

Exercises 9 and 10
ASSESSMENT FOR LEARNING The Write the following key on the board: One Ss some feedback and tell them the areas
aim of self-assessment is to close tick = I need more practice. Two ticks = I’m you have identified for review.
the gap between Ss’ current learning doing OK. Three ticks = I’m good with this. Further reference
outcomes and their future learning and Ask Ss to do the self-assessment using Audio scripts page 180
achievements. The feedback allows the key. Divide them into groups of four
you to plan tasks to support Ss in their to compare their answers. Find out as
progress. Tell Ss to read through the I can a class which three exercises Ss found
statements in the Self-assessment, then difficult and review them as a class. You
look back at the relevant lessons and tick can compare their self-assessment with
or cross the statements depending on the online gradebook for the Unit. Give
how confident they felt about the lesson.
Unit 2 61

Materials
Tool, p.34
Workbook, p.26
Unit 3 vocabulary
Exercise 1
1 carry-on luggage
2 backpack
3 suitcase
4 passport
5 sunscreen
6 sunglasses
7 insect repellent
8 phone charger
9 travel-sickness pills
Exercise 2
1 day trip
2 summer camp
3 low-cost flight
4 city break
5 package holiday
6 sightseeing tour
7 train journey
Exercises 4 and 5
Warmer: YOUR WORLD sentences and see if they know any of the MEMORIZE
• Give an example, e.g. I went to Brazil words. • Ask Ss to do this for each of the
last Christmas. The best thing about the Then divide them into mixed-level pairs to compound nouns from the lesson.
holiday was doing a sunset tour on the compare their answers. • Ask Ss to close their books and make
Amazon. a list of the compound nouns they
Exercise 4 remember.
INCLUSIVE CLASSROOM Less • If possible, bring in a map of the world • Ask How well did the technique work?
confident groups can read through the and ask Ss to decide what sort of city
sentences in exercise 2 and match the break they might like to have. You could Further reference
words they know first. help Ss by giving prompts for different Audio scripts page 169
More confident groups can cover continents, e.g. Europe, South America. Lesson extension, page 161
the types of holiday words, read the
62 Unit 3

Materials
Tool, p.35
Workbook, p.27
Unit 3 discussion
Exercise 2
Virtual Reality holidays,
undersea holidays, day trips
to space
Exercise 3
1 pilots
2 to test holidays
3 cheaper package holidays
4 after / not until 2100 /
probably after 2100
5 day trips into space
Exercise 4
Warmer: YOUR WORLD set a time limit and say that the first pair because I love snorkelling and watching
• Ss think about their dream holiday. to get all the words are winners. fish. (2) I think tourists will love VR holidays
Ask Where will you go? What activities will Less confident groups can be told which in the future because they will be cheaper.
you do? paragraph the words are in: hidden gem • If you have time, divide the class
• Tell Ss to write six questions about a (introduction), jet lag (para 2), tourist into same-level pairs to discuss both
dream holiday to ask their partner. trap (2), holiday of a lifetime (2), get away the questions. They choose one of the
INCLUSIVE CLASSROOM Before Ss from it all (3), hordes of tourists (4), off the questions to carry on discussing in a class
read the article, ask them to read the beaten track (4). discussion forum.
GLOSSARY definitions. ONLINE LINK Further reference
More confident groups can work in pairs • Answer the questions for you, e.g. (1) Lesson extension, page 161
to find the words in the article. You could I would prefer to stay under the ocean
Unit 3 63

Materials
Tool, p.36
Workbook, p.28
Unit 3 grammar
Exercise 1
whether there will be flying
cars in 50 years
Exercise 2
1 because they like the sun
2 the way we travel
3 harder to find places off
the beaten track
Exercise 4
1 will
2 may not
3 might
4 won’t
5 may
6 won’t, ’ll
Exercise 5
1 won’t go
2 will have
3 will change
4 will work
5 won’t drive
6 won’t be
7 will do
8 won’t need
Exercise 6
Warmer: REACTIVATE! • Ask Ss if they know any adverbs of Classrooms, Teachers, Teaching resources,
• Tell Ss to stand in a circle. Say a probability and write them on the board. Break time activities, Transport, Subjects.
compound noun from lesson 3a, e.g. • Say a couple of true sentences about More confident groups Ask Ss to change
backpack. The student to your right the future using adverbs of probability pairs after their discussion and share their
repeats your compound noun and says and ask Ss to tell you if you are very sure first partner’s ideas and whether they
another, and the process continues. or not so sure, e.g. People will certainly agree or not.
Exercise 3 go on more holidays. (Very sure). Maybe
Further reference
• Ask Ss When do we use will, won’t, may people will visit the moon. (Not so sure).
and might? Allow answers in L1. INCLUSIVE CLASSROOM Less
• Ss read the grammar box to check. confident groups For exercise 6, give Ss
headings to make their notes under, e.g
64 Unit 3

Materials
Tool, p.37
Workbook, p.29
Unit 3 speaking
Unit 3 listening
Exercise 1
1 costume, torch, parade
2 dancer, costume
3 mask, costume, decoration
Exercise 2
1 masks 2 costumes
3 decoration 4 floats
5 dancers 6 bands
7 flags 8 Acrobats
9 jugglers 10 crowd
11 parades 12 torches
13 bonfire 14 firework
Exercise 3
1 c 2 b 3 a
Exercise 4
1 taking part in the parade
2 a green costume
3 Monday afternoon
4 come with her
Exercise 5
yes
Exercise 6
1 6.15 p.m. at the station
2 10.45 a.m.
3 green costume, raincoat
4 show with dancers and
acrobats, firework display,
play at the theatre
Exercises 7 and 8
Warmer: YOUR WORLD ONLINE LINK English websites and how accessible they
• Elicit names of festivals and ask Ss to • Ask Ss to look at the photo and share are in terms of understanding.
explain what they celebrate. their predictions. Further reference
Exercise 8 • Explain to Ss that it’s a photo of Audio scripts pages 169–170
• Extended speaking practice: Ask Ss to the Hindu festival in India, which is a Lesson extension, page 161
suggest a few questions they could ask, celebration of love and colour. People
e.g. What do people wear / eat? What’s the throw paint over each other.
best thing about the festival? TEACHING WITH DIGITAL Ask Ss to
• Make sure they haven’t chosen the suggest websites that they use to find
same festival before they ask and answer. out facts about countries. Ask if they use
Unit 3 65

Materials
Tool, p.38
Workbook, p.30
Unit 3 grammar
Exercise 1
1 present continuous =
future,
2 present simple = future,
3 will = future
Exercise 2
3 present simple
5 future with will
6 present simple
7 future with will
Warmer: REACTIVATE! any grammatical or spelling areas. They Encourage Ss to answer using the phrases
• Pair yourself up with a volunteer. Say return the sentences for their partner to on the board.
Spell parade. If the answer is correct, they correct. • Ss copy the spidergram, add the other
can ask you to spell a word. topics and complete it with their notes.
Exercise 5
INCLUSIVE CLASSROOM Less • On the board, write the phrases from Further reference
confident groups: Give Ss a list of verbs the Improve your writing box. Lesson extension, page 161
and tell them to choose three to use • Ask a few questions about the topics
in their sentences in exercise 4, e.g. to generate ideas, e.g. How do you think
arrive call learn help speak play. your family will be different? What are your
More confident groups can swap friends planning to study at university?
sentences with each other and highlight
66 Unit 3

Materials
Tool, p.39
£100 Class CD 1, tracks 46–49
Workbook, p.31
Exercise 2
1 Oscar’s orchestra
2 she’s going to sell books
3 everyone had to go to the
dentist
4 do a cycle ride
Exercises 3, 4, 6, 7 and 8
Exercise 5
I don’t think it’ll rain.
I hope it won’t.
I hope we’ll make at least
two hundred pounds for the
orchestra.
Oscar is playing the violin for
the crowd.
What do you think you’ll do?
I’m going to sell some old
toys.
And I’m going to sell books.
Mum is going to bake some
brownies.
I think I’ll get some
strawberries and raspberries
to go with them.
I’ll make some scones.
I think we’ll make about a
hundred pounds.
I’ll do a cycle ride.
I think Mum will do a cake
sale at her work for you.
Warmer: YOUR WORLD write the correct version on a slip of and the front part of the tongue lightly
• Monitor and help with unknown paper and put it on their desk without touches the back of the bottom front
vocabulary, e.g. sponsorship, fairs, disturbing them. They can choose to look teeth.
crowdfunding. and make an immediate correction or • Say more examples for Ss to repeat, e.g.
Exercise 6 e 1•49 look later and reflect on it for exercise 8. wrong, bring, playing.
• Write one of the questions on the board Pronunciation (Workbook p.31): Further reference
and mark the stress. (Do you think you’ll • On the board, write studying. Say the Video scripts page 170
live in another country?) word and ask Ss what they notice about Audio scripts page 170
ASSESSMENT FOR LEARNING Monitor the ng sound. Lesson extension, page 161
as Ss do exercise 7. Note any errors and • Explain that the back of the tongue
touches the top back of the mouth
Unit 3 67

Materials
Tool, p.40
Class CD 1, track 50–51
Workbook, p.32
Teacher’s Resource Centre, 4
Unit 3 extra vocabulary 1
worksheet 3
Student’s Online Practice, 2
Unit 3 reading
Unit 3 discussion
Exercise 2
1 youth hostel
2 cottage
3 villa
4 chalet
5 homestay
6 caravan
Exercises 3 and 4
Exercise 5
1 yurt
2 campsite
3 hotel
4 resort
5 apartment
6 B&B
7 homestay
8 youth hostels
9 cottage
Warmer: YOUR WORLD different types of accommodation because I get scared and worry about
• Give an example, e.g. I stayed in a guest and why. insects when I’m camping. (2) The best
house in Barcelona. I would recommend it place I’ve ever stayed was a ski chalet in
Exercise 3
because the views were amazing. Switzerland with amazing views of the
• Personalization: Give Ss time to plan mountains.
INCLUSIVE CLASSROOM Less their answers. Tell them to list the
confident groups choose four of the facilities, the cost, the experience and the
questions from exercise 2 to answer. activities they’d like.
More confident groups work with ONLINE LINK
a partner and discuss which family • Answer the questions yourself as an
members or friends would like the example. (1) I prefer staying in a hotel
68 Unit 3

Materials
Tool, p.41
Workbook, p.33
Exercise 1
The Polish lakes
Exercise 2
1 hotel restaurants
2 a B&B
3 a campsite
Exercises 3 and 4
Warmer: YOUR WORLD the repetition of vowel sounds in nearby Ss that anything they upload, search for or
• Tell Ss where you recommend tourists words and sets the mood and reinforces message could stay around forever online.
go in your city, e.g. In my city the botanical meaning. Alliteration is the repetition of Make sure they understand they should
gardens are beautiful. You can learn about initial consonant sounds in neighbouring only do things online that they wouldn’t
local trees and plants. words with emphasis on the first letters). mind family, friends and teachers seeing.
Exercise 3 ONLINE LINK Tell them to make sure they maintain a
• Write 1 Stay in beautiful bays, and 2 • Elicit ideas and make notes. positive digital footprint.
Enjoy exciting experiences on the board. • Ss do the research and check their Further reference
Ask Ss what they notice about each predictions. Lesson extension, page 161
sentence and explain the meaning of TEACHING WITH DIGITAL Discuss
assonance and alliteration (Assonance is digital footprints with the class. Remind
Unit 3 69

Materials
Tool, p.42
Workbook, p.34
Unit 3 test
Exercise 1
1 city break
2 package holiday
3 sightseeing tour
4 day trips
5 carry-on
6 train journey
Exercise 2
1 firework display
2 dancer
3 costume
4 float
5 band
6 mask
Exercise 3
1 chalet
2 youth hostel -
3 caravan 3
4 villa 1
5 B&B 4
Exercise 5
1 are you doing 2
2 ’m meeting
3 arrives
4 Is she staying
5 is playing
6 ’m going
7 ’ll ask
8 starts
9 ’ll meet
10 ’m having
11 finishes
12 ’ll text
Exercise 6
1 think will win
2 expect it’ll be
3 don’t think she’ll win
4 ’m going to cheer / ’ll cheer
ENGLISH IN THE REAL WORLD Online Practice Unit 3. They can use the online practice for homework. Check the
• Ask Ss what websites would be useful Self-assessment table in Workbook to gradebook in the online Practice to check
for the research. Tell them to choose one record this self-evaluation feedback. if these show the same gaps in learning.
type of accommodation that they think Monitor Ss as they complete the check Further reference
their classmates would like and make and make a note of the most common Audio scripts page 170
notes. In a future lesson, Ss present the elements that Ss grade 1 and 2. Write the
accommodation and say why they think outcomes on the board and tell Ss that
their classmates would like it. these areas need to be reviewed. Ask
ASSESSMENT FOR LEARNING Have Ss Ss which points they would like to focus
do Unit test 3 from the teaching resources on first so you can prepare a review
and set Test yourself for homework from lesson and give them options for further
70 Unit 3

Materials
Tool, p.43
Workbook, p.35
Exercise 1
1 Paris
2 one day
3 speaks French
Exercise 3
1 Let’s meet / I’ll meet you
2 I’ll bring
3 I’ll look / I need to look
Exercise 5
Exercise 2 • Ask Ss what vocabulary they expect festivals, ways to express the future,
• Tell Ss to read the tip, then read the to hear in a conversation about travel accommodation. Divide the class into
questions without looking at the options. arrangements. five groups and negotiate with the class
Then they discuss the meaning of the ASSESSMENT FOR LEARNING Tell Ss which group is going to present which
bolded phrases with a partner and come they are going to do mini presentations vocabulary or grammar. Give Ss five
up with alternative ways of saying them. about what they have learned in Unit 3. minutes to prepare.
Exercise 4 e 1.53 Ask the class what grammar points and Further reference
• Play the audio twice for the exam task. vocabulary were in the unit and make Audio scripts ppages 170–171
• Focus Ss’ attention on the photos and a list on the board: holiday packing
ask what they see, which transport they and types of holiday, will, may might,
prefer and why.
Unit 3 71

Exercise 1
1 perhaps
2 possibly
3 probably
4 definitely
Exercise 2
1 People won’t need cars.
2 Students will fly to school.
3 Will children study
at home?
4 Robots will cook and clean.
5 People may / might watch
3D TV.
Exercise 3
Exercise 1
1 leaves
2 ’m seeing
3 gets
4 ’ll come
5 ’ll need
Exercise 2
1 What time does the game
start?
2 The lesson finishes in an
hour.
3 I probably won’t come to
the party.
4 The teacher won’t be
happy if you keep talking.
5 She’s going to have a baby
next year.
Exercise 3
1 ’ll have fish / chicken
2 does the flight / plane
arrive
3 ’m going to
4 ’ll crash
5 ’ll come
72 Unit 3

Unit 3 73

Materials
Tool, p.46
Workbook, p.36
2 video
Exercise 1
music festival
Exercise 2
A 1 175,000 2 1970
3 1,300 4 £1
5 £2,000,000
B 1 900 2 5 days
3 1,500 4 2.5km
5 £250
Exercise 3
1 175,000
2 900
3 5 days
4 1970
5 1,500
6 £1
7 2.5km
8 1,300
9 £2,000,000
10 £250
Exercise
Warmer: YOUR WORLD available on the DVD-ROM or the Online TEACHING WITH DIGITAL Divide Ss into
• Give an example, e.g. I went to a food Practice. For further practice, refer to the pairs and ask them to write five questions
festival in Rome. Workbook page for activities and the that they would like to know about The
Exercise 1 e 1•54 video link. Edinburgh Festival. Play the video for Ss to
• Ask Ss what the photos show. Check Online Link check if their questions are answered.
they know stage, crowds and venues. Ask • Read the question and help Ss find
them to guess the type of festival. reliable websites. They can choose
Culture Video whether to think of biggest for the
• As an extension to the Culture topic, number of people or the size of the site.
watch a film about The Edinburgh Festival
and discuss the questions. The film is
74 Unit 3

Materials
Tool, p.47
2 video
Exercises 1–3
Vocabulary booster • Join a pair of less confident Ss and more Project

Exercise 1 confident Ss together to make a group Exercise 3
• Divide the class into mixed-level pairs to of four. • Give the pairs time to look at both
play the first round, then change the pairs • Tell them to compare their sentences projects and choose one.
to same level to repeat the activity. and encourage more confident Ss to make
corrections or give explanations where
Exercise 2 necessary.
• Divide the class into same-level pairs to
make their sentences.
Unit 3 75

Materials
Tool, p.48
Workbook, p.38
Unit 4 vocabulary
Exercise 1
1 text my friends
2 do yoga
3 go running
4 hang out with my friends
5 play video games
6 read comics
7 take photos
8 take the dog for a walk
Exercise 2
1 watch videos online
2 use social media
3 surf the Internet
4 download music
Exercise 3
1 do yoga, download music,
go running, play video games,
read comics, surf the Internet,
take the dog for a walk, take
photos, watch videos online
2 hang out with my friends,
text my friends
3 download music, play
video games, surf the
Internet, text my friends, use
social media, watch videos
online
Exercise 5
1 yoga
2 running, hanging out with
friends
3 because he’s not good at
them
4 films
5 taking photos and sharing
them on social media
6 take the dog for a walk and
take photos
Exercise 6
Warmer: YOUR WORLD Less confident groups can look at the MEMORIZE
• Give an example, e.g. I spend most of my audio script. Ask them to underline the • Ask Ss to make up a story using as many
free time reading. activities as they listen. of the free time activities as they can.
INCLUSIVE CLASSROOM More Exercise 6
• Divide the class into pairs to share
their stories. Ask Who included the most
confident groups can make notes about • Personalization: Review the language activities?
what the speakers say about their free- for talking about likes and dislikes, e.g. I
time activities in exercise 4, e.g. It’s the first love / hate / can’t stand / enjoy. Further reference
time Angela has done yoga. Thomas isn’t • Monitor and correct vocabulary and Audio scripts page 171
good at board games. pronunciation if necessary. Lesson extension, page 161
76 Unit 4

Materials
Tool, p.49
Workbook, p.39
Student’s Online
Practice, Unit 4
discussion
Exercises 1 and 5
Exercise 3
Emilia = hipster
Ada = geek
Michael = emo
Igor = sporty type
Exercise 4
1 Michael
2 Ada
3 Igor
4 Igor
5 Emilia
6 Michael
7 Emilia
8 Ada
Warmer: YOUR WORLD More confident groups can work in ONLINE LINK
• Ask Ss what clothes words they know pairs to write a short description of a • Ask Ss to do some research online
and make a list on the board. Discuss the teen tribe, real or imaginary, based on about what style says about people. Tell
question and elicit ideas. the descriptions in the article, e.g. Pop them to choose one interesting fact or
INCLUSIVE CLASSROOM Less princesses: They wear pink, silver and baby opinion and make notes. They include this
confident groups can write sentences blue. They often send photos of their clothes information in the discussion, e.g Did you
for exercise 5 to describe their tribe and and make-up to each other on Instagram or know that some psychologists say people
clothes and then swap their sentences Snapchat. They like listening to pop music. wear black to look powerful and intelligent?
with a partner and find out how similar or Further reference
different they are. Lesson extension, page 161
Unit 4 77

Materials
Tool, p.50
Workbook, p.40
Unit 4 grammar
Exercise 1
1 Oscar =geek / emo,
Lottie = hipster, Joey =
sporty type
Exercise 2
1 reading comics and
playing games online,
hanging out with friends,
listening to music
2 reading fashion
3 he only wears sports
clothes
Exercise 3
like reading, playing games
online, enjoy hanging out
with my friends and listening,
love reading, can’t stand
listening to, like using social
media, prefer hanging out,
likes sleeping, loves eating
Exercise 4
1 wearing
2 texting
3 being
Exercise 6
1 going, playing
2 being
3 learning
4 listening
5 driving, taking
6 shopping
Exercises 7 and 8
Warmer: REACTIVATE! the following prepositions in columns on Exercise 8

• Choose a free-time activity, e.g. sleeping the board: ‘for’ / ‘about’ / ‘with’ / ‘of’ / ‘to’. • Personalization: As an extension, give
and mime it for the class to guess. Dictate the following ten verbs at random each student a question to ask the other
Exercise 3 and tell them to put them in the correct members of the class, e.g. Do you like
• On the board write I love doing yoga. column: for: thank, apologize about: talk, playing chess? Conduct a class mingle and
I’m interested in learning how to swim. think with: cope, agree of: take care, dream ask Ss to report back, e.g. Only four people
Ask Ss if they can see a rule for the form of More confident groups: Give Ss the in the class enjoy playing chess. / Most
the bolded sections. following verbs: thank, talk agree take people prefer playing video games.
care, hang out. Ask them to write true Further reference
INCLUSIVE CLASSROOM Less sentences about themselves.
confident groups: For exercise 6, write Lesson extension, page 161
78 Unit 4

Materials
Tool, p.51
Workbook, p.41
Unit 4 speaking
Unit 4 listening
d b f a
Exercise 2
1 travel to Australia
2 save money to go to the
Alps and have skiing lessons
3 do a sailing course
4 visit NASA, work hard at
school and go to university
Exercise 3
to be an artist / have an
exhibition
Exercises 4 and 8
Exercise 6
adventure-adventurous;
brain-brainy;
challenge-challenging;
expense-expensive;
optimism-optimistic;
privacy-private;
talent-talented;
thought-thoughtful
Exercise 7
2 He’s passionate (about
football).
3 He’s determined (to reach
his goal).
4 She’s talented.
5 I’m competitive.
6 He’s brainy.
Warmer: YOUR WORLD results. Ask if their dreams are the same as Further reference
• Give an example, e.g. If I could do any of the celebrities. Audio scripts page 171
anything, I’d learn how to fly a plane! TEACHING WITH DIGITAL Tell Ss that Lesson extension, page 161
Exercise 8 some online neighbourhoods aren’t safe.
• Personalization: Check answers by Cybercriminals work by tempting people
asking Ss to say their descriptions for the to click on fake links, so they should only
class to guess who the person is. click on content they are sure about and
ONLINE LINK not external links or ads.
• Once Ss have done their research,
divide them into groups to share their
Unit 4 79

Materials
Tool, p.52
Workbook, p.42
Unit 4 grammar
Exercise 1
1 to hold
2 to travel
3 to go
4 to do
5 to visit
6 to get
Exercise 2
1 to do
2 to travel
3 to visit
4 to canoe
5 to go
6 to be
7 to have
8 to study
Exercises 4–7
Warmer: REACTIVATE! Exercise 7 TEACHING WITH DIGITAL Sts put their

• Ask Ss if they can tell you any • Tell Ss to look at Jamie’s profile again photo on their social media profile and
personality adjectives beginning with a, and underline the phrases he uses. post them to the classroom forum so that
e.g. angry, adventurous. • Ask Ss to swap profiles and check for everyone can read them. Ss then write
Exercise 2 the correct form and use of verbs and interview questions to ask and answer
• Ask Ss to read the profile quickly and prepositions and -ing and verbs plus online about each others’ profiles.
say what Jamie wants to be (a chef). infinitive. Further reference
• Tell Ss to look at the verb before each • Sts give back the profile and write a Lesson extension, page 161
gap and tell you what form the following second draft with the corrections.
verb should be in (verb + infinitive).
80 Unit 4

Materials
the lost property office
Tool, p.53
Workbook, p.43
Exercise 2
1 on the bus
2 her phone and her purse
3 call the lost property office
of the bus company
4 doctor
5 by bus
6 blue
Exercises 3, 4, and 7
Exercise 5
Could you lend me your
phone, please?
Sure.
Here you are.
I need some help, please.
Can you give me a lift to the
lost property office, please?
I’m afraid I can’t.
Can you help me?
OK.
Can you describe the bag?
Yes, of course.
Would you mind not doing
that?
Sorry.
Can you sign here?
Can we meet?
Warmer: YOUR WORLD them into pairs to take turns to ask and or /d/ is between two other consonant
• Ask Ss to share their strategies for respond. sounds (but not the first sound of a word).
finding things, e.g. retrace my footsteps More confident groups: Play the Lost • Play the video / audio from lesson 3f,
(go to all the places I went to since I last Property Office game. In groups, Ss collect pausing after certain sentences for Ss
had it). items they have lost. One of them is the to identify the silent words, e.g. I don’t
INCLUSIVE CLASSROOM Less assistant and the others describe their think it’ll rain. You aren’t going to raise two
confident groups: Ss write three different item. They can only get it back if they hundred pounds in one afternoon.
requests for exercise 7. Give prompts to describe it in as much detail as possible. Further reference
support them, e.g. clothes, homework, Pronunciation (Workbook p.43) Video scripts pages 171–172
door, suitcase, money. Then divide • Explain to Ss that in linking words we Audio scripts page 172
often omit letters, especially when a /t/ Lesson extension, page 162
Unit 4 81

Materials
Tool, p.54
Workbook, p.44
worksheet
Unit 4 reading
Unit 4 discussion
Exercise 1
adjectives certain,
committed, conscientious,
creative, dedicated, flexible,
motivated, punctual,
qualified, organized, reliable,
rewarding, varied
adverbs absolutely,
completely, extremely, fully,
highly, incredibly, totally
Exercise 2
1 certain
2 flexible (motivated)
3 dedicated (committed,
motivated)
4 varied (rewarding)
5 creative (motivated,
organized)
6 committed (dedicated)
7 reliable (conscientious)
Exercise 5
1 dressing up and doing
fashion shows
2 a skirt and shirt from an
old dress
3 help and advise customers
4 It’s rewarding
5 hipster
6 to become a fashion
designer
Warmer: YOUR WORLD ONLINE LINK new word, a fact, something they learned
• Ask why Ss think some people pretend • Ask Ss which discussion medium about their partner or something they
to be better / worse. they chose in lesson 4b. Tell them this need to work on.
Exercise 3 time they do the other one. Divide the Further reference
• Explain to Ss that the pairs of adverbs class into two groups depending on the Lesson extension, page 162
and adjectives collocate, e.g. we say discussion medium.
absolutely certain but not absolutely ASSESSMENT FOR LEARNING As Ss
conscientious. There is no rule, but Ss have leave the room at the end of the class, tell
to learn the collocations. them they have to tell you one thing they
learned in the lesson today. It can be a
82 Unit 4

Materials
7 Classroom Presentation
A music show Tool, p.55
4
2 Workbook, p.45
5 Student’s Online Practice,
1 Unit 4 writing tutor
3
6
Exercise 2
1 all kinds
2 once a week
3 thoughtful, committed,
creative
4 to be a singer-songwriter
Exercise 4
Warmer: YOUR WORLD adjectives and adverbs and how the TEACHING WITH DIGITAL Tell Ss they
• Ask Ss what course Lena wrote her statement is organized. should make sure the privacy settings are
personal statement for (A design course) • Ask Ss why it’s important to use the always up to date and set at the highest
and why (Because her dream is to be a positive adjectives and adverbs (to be level when they are on social media or
fashion designer). persuasive and sell themselves). using search engines. If they are not sure
Exercise 3 ONLINE LINK how to do this, do a demonstration and
• On the board write A personal • Ask Ss to read each other’s statements. encourage them to check their setting
statement. Tenses? Adverbs and adjectives. When they are researching the when they do the online research.
Organization? summer courses find a course, they can Further reference
• Ask Ss to look back at Jan’s statement recommend to someone in the class. Lesson extension, page 162
and tell you what tenses he uses, which
Unit 4 83

Materials
Tool, p.56
Workbook, p.46
Unit 4 test
Exercise 1
1 comic
2 friends
3 yoga
4 surfs
5 video games
6 photo
Exercise 3
1 absolutely
2 fully
3 completely
4 highly
5 incredibly
6 totally
Exercise 4
1 We love watching videos
online.
2 Do you enjoy playing
chess?
3 Joe can’t stand eating
salad. –
4 She doesn’t mind walking 3
to school.
1
5 I like visiting new places.
6 I hate reading fashion 4
magazines. 2
Exercise 5
1 to visit 2 to win
3 to work 4 to do
5 to play 6 to move
Exercise 6
1 Can / Could you lend me
2 I’m afraid I can’t / I’m afraid
not
3 Would you mind lending,
4 Not at all
ENGLISH IN THE REAL WORLD to identify the learning outcomes for

• Ask Ss where they can find adverts each lesson and how well they felt they
for jobs in English (English language achieved them. Ask Which learning points
newspapers, online newspapers, the do you think might need extra practice?
library). Which points are you confident about? Ss
ASSESSMENT FOR LEARNING Have Ss then complete the Self-assessment table
do Unit test 4 from the teaching resources in the Workbook.
and set Test yourself for homework from Further reference
Online Practice Unit 4. Ask Ss to work Audio scripts page 172
in pairs and look back through the unit
84 Unit 4

b
Materials
Tool, p.57
Workbook, p.47
c
a
b
c
b
2
3
1
1
Exercise 5
Exercise 2 e 2•16 to include? (Free-time, an interesting the feedback and self-correct. In class,
• Focus Ss’ attention on the photo and event what you like best). they have a supportive environment and
ask what they can see. Ask what kind • Ask what tenses they will use (present can use their resources, peers or you to
of things they think the photographer simple, past simple). Remind them to help them.
will talk about in the interview (His use verb + ing and verb + infinitive to Further reference
job, his ambitions, how he became a describe their free time. Audio scripts page 172
photographer). ASSESSMENT FOR LEARNING Make
Exercise 5 sure Ss have time in class to make
• Ask What type of text do you need to corrections or improvements to their
write? (An email). Is it formal or informal? writing. This allows them to focus on
(Informal). What information do you need
Unit 4 85

Exercise 1
1 I’m looking forward to
relaxing at the weekend.
2 We enjoy playing football
with our friends.
3 I’m going to stop reading
late at night.
4 I’ll start doing my
homework later.
5 My sister doesn’t mind
waking up early.
6 My best friend hasn’t
coped well with revising for
exams
Exercise 2
1 doing
2 playing
3 going out
4 studying
5 meeting
Exercise 1
1 to go
2 to study
3 to take
4 to learn
5 to teach
6 to do
7 to stay
8 to come out
9 to rest
10 to be
Exercise 2
1 They love going to the
beach in the holidays.
2 I hate spending the
evening alone.
3 They like to make cakes
and biscuits.
4 We prefer cooking
spaghetti.
5 He started to hang out
with the hipsters.
86 Unit 4

Unit 4 87

Materials
Tool, p.128
Exercise 1
1 faster/quicker
2 20 minutes
3 buses
Exercise 3
1 has never won
2 has she been
3 might travel to
4 decided to take
Warmer where they are going and how to get to review? How would you like to do this?
• Explain that all the exercises are there. Make sure Ss have a green, yellow (e.g. online, homework, as a class).
egzaminu ósmoklasisty exam tasks and and red pencil, pen or coloured pieces of Further reference
review the language from Units 1 to 4. card. Tell them red means I can’t, yellow Audio scripts pages 180–181
ASSESSMENT FOR LEARNING means It’s Ok and green is I can. Read out
Assessment for learning encourages Ss to the I can statements, one by one, and ask
become more active in their learning as Ss to show the colour according to how
they begin to rely less on the teacher and they feel about each statement. Keep a
evaluate and identify their own learning tally on the board of the results. Discuss
needs and progress. It allows Ss to think the results and ask Which tasks do we need
more actively about where they are now,
88

3
4
1
2
–
Exercise 4
1 recently
2 anything
3 talented
Exercise 6
1 Would you mind
2 How long have you lived /
been living
3 Shall we / Let’s / Why don’t
we
Exercise 8
1 10
2 Stay Cool
3 lucky
4 to play at Glastonbury
(festival)
Exercises 9 and 10
89

Materials
Tool, p.60
Workbook, p.48
Unit 5 vocabulary
4
-
2
1
Exercise 1 3
1 play loud music
2 dye your hair
3 stay out late
4 have friends round
5 have parties
6 lie in at the weekend
7 watch what you like
8 get your ears pierced
Exercise 2
1 get a tattoo
2 spend a lot of time online
3 wear what you like
4 go to bed late
5 post photos online
Exercises 3 and 6
Exercise 4
Chloe
Warmer: YOUR WORLD More confident groups can write a • Each pair reads out their rules and the
• Ask Ss what they can and can’t do sentence for three of the phrases. They class picks five rules for home and five for
at home. then read out their sentences to the class. school.
INCLUSIVE CLASSROOM Less Exercise 6 MEMORIZE
confident groups can be given the first • Personalized response: Ask Ss why they • Tell Ss to write the headings body,
word of each phrase in exercise 1. Ask think some rules are fair / unfair. friends, free time, online in their
them for the rest of the phrase, e.g. dye - • In small groups, Ss write a list of rules notebooks, then write the personal
your hair, then repeat the full phrase: dye for home (for parents and children) and freedom phrases in the correct category.
your hair. for school (for teachers and students) Further reference
from different perspectives. Audio scripts page 172
90 Unit 5

Materials
Tool, p.61
Workbook, p.49
Unit 5 discussion
Exercise 3
1 annoyed
2 to go out, use other
people’s things
3 so you can learn about
their life
4 because they know the
consequences are worse
5 dye their hair, get tattoos
Warmer: YOUR WORLD • Ask the pairs to discuss their list and they are using discussion forums on
• Tell Ss about rules in your home, e.g. agree on a ranking. the Internet. Tell them they should only
I make the rules in my house! Nobody is ONLINE LINK participate in chat rooms or forums that
allowed to play loud music. • Ask Ss which question they would have been recommended, like the Online
Exercise 4 like to discuss in the class. Tell Ss you Practice forum, or they have checked with
• Fast finisher exercise: Elicit Laura’s four are going to post the other question for their parents.
rules and write them on the board (Teens homework. They prepare their answers Further reference
mustn’t lie. They mustn’t spend too much and post comments the next day. Lesson extension, page 162
time online. Help around the house. They TEACHING WITH DIGITAL Remind
must dress smartly for school.) Ss that they need to be careful when
Unit 5 91

Materials
Tool, p.62 Joey
Workbook, p.50
Unit 5 grammar
Exercise 2
1 Robyn
2 Because his grandparents
are coming for the weekend
3 Because he can see them
during the day on Saturday
and Sunday
4 No later than nine o’clock
5 Talk to his parents again
6 Stay out late and go out
without permission
Exercise 3
mustn’t I mustn’t be home
later than nine o’clock, (I)
mustn’t go out without
permission
can’t Why can’t you go?, I
can’t stay out late
not be allowed to I’m not
allowed to go
I can’t wait is NOT about
permission
Exercise 4
1 mustn’t
2 can’t
3 aren’t allowed to
4 are allowed to
5 can
Exercise 6
Warmer: REACTIVATE! Exercise 6 TEACHING WITH DIGITAL Ask Ss

• Review the vocabulary in 5a by saying • Personalization: Focus Ss’ attention to make a list of the house rules they
the first word of each phrase for Ss to on the example rules and ask them to discussed in exercise 6 for their parents.
complete. suggests a couple more rules they would They share their list on the online
Exercise 3 have for their parents, e.g. They can’t come discussion forum. Encourage students to
• Grammar focus: On the board write into my bedroom. They are allowed to cook ask questions and give reasons why they
Peter’s allowed to watch what he likes on me dinner! They mustn’t wear embarrassing think their rules are important.
TV. He mustn’t play loud music. He’s not clothes! Further reference
allowed to get his ears pierced. He can’t stay • Give Ss time to think about the rules. Lesson extension, page 162
out late. Tell them they can be creative and silly.
92 Unit 5

Materials
Tool, p.63
Workbook, p.51
Unit 5 speaking
Unit 5 listening
Exercise 1
1 do the laundry
2 mow the lawn
3 load / unload the
dishwasher
Exercise 2
1 put your clothes away
2 load the dishwasher
3 washes the dishes, dry the
dishes
4 lay the table
5 make my bed
6 empty the bin
7 clear the table
8 tidy your room
Yes Exercise 3
1 vacuum
2 make your bed, tidy your
room, put your clothes away
3 load the dishwasher,
unload the dishwasher, wash
the dishes, dry the dishes,
empty the bin, sweep the
floor
4 lay the table, clear the
table
5 clean the bathroom
6 do the laundry, do the
ironing
Outside mow the lawn,
empty the bin
Exercise 4
tidy their room
Exercise 5
1 Because she wants to go
to a friend’s birthday next
weekend
2 Going to the park to hang
out
3 Emily
Exercises 6 and 8
Warmer: YOUR WORLD chores. Tell them the dialogue starts Are ONLINE LINK
• Elicit household chores, e.g. washing up, you coming to the party on Saturday night? • Tell Ss to choose two other countries and
tidying bedrooms. and finishes OK good luck. They must research them. Tell them to summarize
INCLUSIVE CLASSROOM Less include the phrase That’s not fair. their findings about Poland and the other
confident groups can have the audio two countries, e.g. I was surprised to learn
Exercise 8
that Polish people spend (two hours) but
script to help them answer the questions • Personaization: Once Ss have compared English people spend …
in exercise 5. Tell them to answer an their lists, ask Do you think boys or girls
additional question, What’s Emily’s do more chores? Why? Do they do different Further reference
agreement with her mum? chores? Which ones? Audio scripts pages 172–173
More confident groups write a short Lesson extension, page 162
dialogue between two people about
Unit 5 93

Materials
Tool, p.64 a,b,
Workbook, p.52
Unit 5 grammar c
Exercise 2
1 I don’t have to help around
the house.
2 I must walk the dog.
3 I have to load and unload
the dishwasher
Warmer: REACTIVATE! More confident groups pass their school friends because I’m older. (all in all) I
• Mime a household chore, e.g. comments to a partner, who reads it and think that’s fair.
vacuuming, for Ss to guess. writes a reply comment. • Ask Ss to suggest which generalizing
INCLUSIVE CLASSROOM Less phrases to add to the comment.
Exercise 5
confident groups add some of the • Focus attention on the Improve your • Leave the text on the board as a model.
generalizing phrases to their sentences in writing box.
• If there are any Ss who don’t have a
brother or sister, tell them to compare a
exercise 4. Give them prompts to connect • Write the following sentences, without friend.
their writing. Tell them to choose four of the bracketed phrases, from Olivia’s post
their sentences from exercise 4 to write on the board: (As a rule) I get the bus so I Further reference
their comment. have to get up early. (overall) At home I’m Lesson extension, page 162
the lucky one. (basically) I can meet my
94 Unit 5

Materials
a box Tool, p.65
Workbook, p.53
Exercise 2
1 = correct
2 The friends collect litter
from the park.
3 They are all wearing
gloves.
4 They have already
collected 34 plastic bags of
rubbish.
5 Oscar says he can write an
article for the school website.
Exercise 5
Would you like some help?
Yes, that would be brilliant.
Thank you.
Would you like us to help you
here?
Don’t worry. We’ll do this
street.
If you want, I can write about
this.
Thanks, that would be great!
Warmer: YOUR WORLD More confident groups can choose one • Ask Ss if they think the intonation goes
• Ask Ss what they understand by of the situations in exercise 6 and write a up or down at the end.
community project and elicit different dialogue using the phrases. • Play the video/audio for Ss to check and
kinds of community projects, e.g. then repeat.
Pronunciation (Workbook p.53)
collecting litter; ‘greening’ a city; charities Further reference
for children.
• On the board, write a few questions
from the video in lesson 4f, e.g. What’s Video scripts page 173
INCLUSIVE CLASSROOM Less wrong? Where did you last have it? What’s Audio scripts page 173
confident groups can use the dialogue this number? Could you lend me your Lesson extension, page 162
from video still 1 as a model for exercise phone, please? Can I help you? And can you
6. Ask Ss to complete the dialogue and describe the bag?
practise with a partner.
Unit 5 95

Materials
Tool, p.66
Workbook, p.54
worksheet
Unit 5 reading
Unit 5 discussion
Exercise 1
verbs appreciate, argue,
communicate, disagree, get
into trouble
nouns generation,
misunderstanding,
punishment, reward
adjectives fed up, immature,
intolerant, rebellious, strict,
unfair
Exercise 2
1 appreciate
2 argue
3 disagree (don’t agree)
4 ‘ll get into trouble
5 communicate
Exercise 3
1 fed up 2 reward
3 immature 4 punishment
5 generation 6 rebellious
7 unfair
8 misunderstanding
9 strict 10 intolerant
Exercise 4
His parents won’t let him see
his friends.
Exercise 5
1 his parents think he’ll get
into trouble because he’s
immature
2 good
3 they are from different
generations
4 the rules
5 make a list of new rules
and sign it
6 calmly
Exercise 6
Warmer: YOUR WORLD More confident groups discuss whether or teachers for help and not rely solely on
• Ask Ss what problems teenagers often or not they agree with Paulina’s advice social media.
have, e.g. exam stress, friendships. and if it would work for them. Ask them to ONLINE LINK
INCLUSIVE CLASSROOM Less discuss what they would do if they were • Ask Ss which discussion medium
confident groups choose four of the in Jan’s situation. they chose in lesson 5b. Tell them this
questions to answer in exercise 5. They TEACHING WITH DIGITAL Tell Ss that time they do the other one. Divide the
find a partner that answered different online chat rooms, if used responsibly, class into two groups depending on the
questions and discuss and share their are a good place to discuss issues with discussion medium they have to do.
answers. other teens but if they have a problem Further reference
it’s better to seek face to face advice. Tell Lesson extension, page 162
them to reach out to their parents, friends
96 Unit 5

Materials
Tool, p.67
Workbook, p.55
Exercise 1
He’s her grandpa.
Exercise 2
1 because they love and
worry about their children
2 the city was safer and they
didn’t have the Internet
3 work hard at school
4 talk to her parents
Exercise 4
Warmer: YOUR WORLD the email (How are you doing? Let’s have a TEACHING WITH DIGITAL Ask Ss if they
• Tell Ss about yourself and who you chat. Love. Hi!). have parental locks on the Internet and
speak to, e.g. When I have a problem I talk • Once Ss have identified the formal devices at home. Ask what the purpose
to my grandmother because she is a good phrases from the box, ask when they of the lock is and if they agree or disagree
listener. would use them, e.g. writing to a company with it and why.
Exercise 3 for information, applying for a job. Further reference
• Tell Ss to look at Kasia’s email and ask ONLINE LINK Lesson extension, page 162
what the format of an informal email is. • Make a list of ideas on the board. Elicit
• Read the Improve the writing box. Elicit questions they could ask to help them
a few examples of informal language in search, e.g. Top teenage problems. The ten
most common teen problems.
Unit 5 97

Materials
Tool, p.68
Workbook, p.56
Unit 5 test
Exercise 2
1 vacuum the carpet
2 do the laundry
3 do the ironing
4 unload the dishwasher
5 mow the lawn
6 make his bed
Exercise 3
1 immature
2 fed up
3 rebellious
4 intolerant
5 strict
Exercise 5
1 have to
2 don’t have to
3 have to 2
4 must 3
5 must
4
6 have to
7 must 1
8 don’t have to –
Exercise 6
1 Can I do anything to help /
Can I help you / Would you
like some help / Do you need
some help / Would you like
me to help
2 If you want,
3 Would you like me
4 That would be
INCLUSIVE CLASSROOM Less ENGLISH IN THE REAL WORLD to ask each other a question with Can
confident groups can be given the • Elicit song ideas, e.g Young by you …? e.g. Can you use words for personal
missing phrases in exercise 6, e.g. Can I, Hollywood undead. freedom? If the answer is Yes, I can, they
If you, Would you, That but in a different • Tell Ss to imagine they have to tweet ask How well can you use it? and make a
order from the dialogue. the meaning of the song, so they have notes of their partner’s answers. Ss use
More confident groups write a new 280 characters to summarize it. their answers to complete the check.
dialogue with four exchanges about ASSESSMENT FOR LEARNING Write the Further reference
helping around the house. learning statements on spare large pieces Audio scripts page 173
of card. Divide the class into same-level
pairs. Tell them you are going to show
them a learning point and they have
98 Unit 5

Materials
Tool, p.69
Workbook, p.57
3
4
- Exercise 1
1 b 2 b 3 a 4 c
1
Exercise 2
2 1 Can I help you? / Would
you like me to help you? /
Can I do anything?
2 I / we can do it
3 Yes, please / That would be
brilliant / great
Exercise 3
1 brown
2 angry / upset / fed up
3 arguing / having an
argument
Exercise 5
Exercise 1 • Tell them to highlight key vocabulary in of Ss showing 1–3 fingers for any of the
• Ask Ss if they can tell you different ways the sentences. tasks, go over the tasks again at the end
to say each sentence, e.g 1 not allowed to, ASSESSMENT FOR LEARNING To of the class.
mustn’t. avoid Ss being embarrassed when they Further reference
• Tell Ss to think about how they would don’t understand something, you could Audio scripts pages 173–174
paraphrase the sentences, and what introduce hand signals to rate or indicate
alternative language and synonyms they their understanding of tasks. Ss show five
could use to say the same thing. fingers to signal they fully understand to
Exercise 4 e 2•31 one finger to signal they don’t understand
• Play the audio and tell Ss to make notes at all. After each of the exercises ask Ss to
about the general meaning of each text. signal their understanding. If you get a lot
Unit 5 99

Exercise 1
1 can
2 mustn’t
3 May
4 couldn’t / wasn’t allowed
to
5 Were you allowed to /
Could you
Exercise 2
1 ’m not allowed
2 Can you
3 couldn’t / wasn’t allowed
to
4 mustn’t
5 isn’t allowed
Exercise 1
1 don’t have to
2 has to
3 had
4 mustn’t
5 have
Exercise 2
1 has to
2 have to
3 had to
4 has to
5 didn’t have to / don’t
have to
6 have to
Exercises 3
100 Unit 5

Unit 5 101

Materials
Tool, p.72
Class CD 2, tracks 32
Workbook, p.58
3 video
Exercise 1
A charity shop. (Ss might
guess clothes shop.)
Exercise 3
Student A
1 over 9,000
2 1942
3 to help people in Greece
in WWII
4 Oxford
5 one of: low prices, helping
the cause, environmental
benefits, special items,
vintage items
6 second-hand goods
Student B
1 100,000
2 1948
3 because it received so
many goods
4 730
5 87%
6 cards and gifts
Warmer: YOUR WORLD Exercise 2 e 2•32 further practice, refer to the Workbook
• Ask Ss what they have bought that • Ask Ss what they know about charity page for activities and the video link.
was second-hand. Ask What are the shops in Poland. Ask Where do the clothes ONLINE LINK
advantages and disadvantages of shopping come from? Where does the money go? • Help Ss to find reliable websites
at charity shops? Who works there? comparing charities. Ask Ss what other
Exercise 1 • Sts read the text and see if charity shops types of problems charities are involved in
• Ask Ss what their impression of the in the UK are similar to Poland. (environmental, animal protection, etc).
shop in the photo is. Culture Video
• As an extension to the topic, watch
a film about the charity shop Traid. For
102 Unit 5

Materials
Tool, p.73
3 video
Exercise 1
clean the bathroom, do
the laundry, lie in at the
weekend, unload the
dishwasher, get into trouble,
dye your hair, mow the lawn,
vacuum the carpet
Exercises 2–3
Vocabulary booster Project 5 I’m still confused about … 6 Something

Exercise 1 Exercise 3 that surprised me. Ss take turns to roll
• Write clean the lawn on the board and • Sts choose a project, then find a partner the dice and complete the sentence
ask Ss what it should be (mow the lawn). who wants to do the same project. corresponding to the numer on the dice.
Exercise 2 ASSESSMENT FOR LEARNING Divide INCLUSIVE CLASSROOM Make sure Ss
• Show some example images and ask Ss the class into groups of six and give are in mixed-ability pairs and allow them
to say which styles they are. each group a dice. On the board write: to discuss their ideas in L1 to make the
• Encourage Ss to come up with other 1 I want to remember … 2 Something I weaker Ss feel they can contribute and
occasions for each style. learned today 3 One word to summarize have ideas to share The stronger Ss can
what I learned 4 Something I already knew help reformulate their ideas in English.
Unit 5 103

Materials
Tool, p.74
Workbook, p.60
Unit 6 vocabulary
Exercise 2
1 awful 2 fantastic
3 starving 4 fascinating
5 ancient 6 miserable
7 weird 8 delicious
Exercise 3
positive amazing, delicious,
fantastic, fascinating,
hilarious
negative awful, furious,
miserable, starving
neither ancient, boiling,
freezing, huge, packed, tiny,
weird
Exercise 4
1 awful 2 huge
3 miserable 4 freezing
5 hilarious 6 amazing
7 delicious 8 tiny
Exercise 5
1 Was the restaurant big? No,
it was tiny.
2 Was the bus full? Yes, it was
packed.
3 Was the TV show funny?
Yes, it was hilarious.
4 Was the food tasty? Yes, it
was delicious.
5 Was the film strange? Yes,
it was weird.
6 Was the room warm? No, it
was freezing.
Exercises 6
Warmer: YOUR WORLD More confident groups can find or come MEMORIZE
• Tell Ss about something funny that up with opposite adjectives, e.g. empty, • Tell Ss that adding a physical action can
happened to you, e.g. I couldn’t find my boring, huge, boiling, calm. help memorize words because it creates a
glasses and then my friend said ‘They’re on connection in the brain. Tell Ss to try the
Exercise 3
your head!’ tip. Ask How many strong adjectives did
• Vocabulary focus: Say a strong you remember?
INCLUSIVE CLASSROOM adjective, e.g. amazing and ask if it’s
Less confident groups: For exercise positive or negative (positive), and why (it Further reference
1, elicit or write on the board base describes something good). Audio scripts page 174
adjectives for describing the photos, e.g. Lesson extension, page 162
hot, interesting, small, funny and elicit the
strong adjectives for each.
104 Unit 6

Materials
Tool, p.75
Workbook, p.61
Unit 6 discussion
Exercise 3
1 Dining in the Dark
2 Dinner in the Sky
3 The Ice House.
Exercise 4
1 your other senses are
stronger
2 so that you don’t fall
3 9 p.m.
Exercise 5
The one-star reviews are
negative
Review 1 packed, noisy = the
restaurant; exhausting =
trying to have a conversation
Review 2 miserable =
evening; awful = food;
starving = how they felt at
the end of the evening
Review 3 tiny = the
restaurant
Exercise 6
Warmer: YOUR WORLD Less confident groups can join three ONLINE LINK
• Ask Ss to describe their favourite pairs together to present their meal to the • Discuss the first question. Ask Ss where
restaurant. Ask Where is it? What type of group. You could ask the groups to choose it was and if they would eat it again.
food does it serve? the most exciting / special meal and report • Sts use the Online Practice discussion
INCLUSIVE CLASSROOM Tell Ss to back to the whole class. forum to answer the second question
imagine they are going to have a very More confident groups imagine they and post an idea for a new restaurant. Ss
special meal and need to decide: 1 who have had the dinner and write an email to should comment on at least two other
they want to invite 2 where they are a friend to describe the experience. ideas in the forum.
going to have it 3 how many courses they Further reference
will have and what they will eat/drink. Lesson extension, pages 162–163
Unit 6 105

Materials
Tool, p.76 no
Workbook, p.62
Unit 6 grammar
Exercise 2
1 feed them
2 cuddle them
3 a person who likes dogs
Exercise 3
Exercise 4
anything, somewhere,
anywhere, everywhere,
anything, nothing,
something, everybody,
someone
Exercise 7
Student’s own answers
Exercise 6
Possible answers:
2 Mum does (everything) in
our house.
3 You can go (anywhere) on
your bike.
4 I put (something) in my
bag.
5 Did he go (somewhere) in
Spain?
6 Is she inviting (everyone)
to her party?
Warmer: REACTIVATE! which other pronouns can replace the Tell them to take turns to ‘teach’ their
• Elicit the highest number of adjectives highlighted ones ( _body). point and complete each other’s exercise.
and winner from each pair. ASSESSMENT FOR LEARNING Divide Allow Ss to use some L1 if some Ss are
Exercise 4 the class into two groups and assign each struggling with the use and form.
• Grammar focus: On the board write group pronouns or strong adjectives. In Further reference
There’s someone in the library. Everyone their groups, Ss write a summary of the Lesson extension, page 163
is in the library. Is anyone in the library? learning point and a short exercise to
There’s no one in the library. practise the language.
• Ask Ss if they can tell you a rule Divide each groups into pairs and then
for the highlighted pronouns. Ask join a pair from each group together.
106 Unit 6

Materials
Tool, p.77
Workbook, p.63
Unit 6 speaking
Unit 6 listening
4
-
1
2
Exercise 1
Exercise 4
1 because her sister is
generous
2 keep away from clothes
shops, save some money for
unexpected expenses
3 that she wastes a lot of
money
4 sell some online
5 because they both work
hard, they aren’t very rich
6 earn her own money
7 she keeps away from shops
8 not spend all her pocket
money
Warmer: YOUR WORLD Exercise 8 TEACHING WITH DIGITAL Check that

• Tell Ss to think about the previous week. • Tell Ss to extend the conversation with all Ss know how to have multiple tabs
Ask What did you buy? How much did you questions like How much did it cost? Why open for searching on desktops or laptop
spend? did you choose that comic? computers. Show them how to right click
• Elicit or pre-teach words and phrases ONLINE LINK
on a link to open in a new tab so they
about shopping, e.g. cheap, expensive, a don’t have to keep going back to the
• Make sure there is at least one search results page.
reasonable price, careful, extravagant, cost, computer or one smartphone between
look for a bargain, shop in the sales, to have three Sts. If Ss already know the answers Further reference
my size, can / can’t afford something. for Poland, assign each group a different Audio scripts page 174
English-speaking country. Lesson extension, page 163
Unit 6 107

Materials
Tool, p.78
Workbook, p.64
Unit 6 grammar
Exercise 1
really (huge), very (angry),
extremely (lucky), very
(generous), quite (rich), really
(bad), so (hard), very (rich),
really (hard), a bit (surprised)
Exercise 2
1 The shops were extremely
packed.
2 There are some really good
books.
3 The supermarket was quite
busy yesterday.
4 The new cinema is so big.
5 The clothes in that shop
were a bit disappointing.
6 I bought a very cheap
watch.
7 That phone is too
expensive for me.
Exercise 3
1 The shops were so packed.
2 There are some very good
books there.
3 The supermarket was a bit
busy yesterday.
4 The new cinema is
extremely big.
5 The clothes in that shop
were quite disappointing.
6 I bought a really cheap
watch.
Warmer: REACTIVATE! Exercise 6 ASSESSMENT FOR LEARNING Have Ss

• Elicit money verbs Ss can remember • Ask Ss how the paragraph is organized, complete the five-minute test at the end
from the previous lesson. e.g introduction, personality, a positive of this lesson or beginning of 6f. Have Ss
Exercise 4 attribute, physical description. assess their own scores and tell you which
• Personalization: Ask Ss to say the first • Tell Ss to use the paragraph as a model. grammar they need to practise more. Give
part of the sentences for their partner to • If they are writing about Ss in the class, the appropriate grammar worksheet or
guess how they finished it. you could ask them to read out their assign a relevant online practice activity.
descriptions, without the name, for the Further reference
class to guess who it is. Lesson extension, page 163
108 Unit 6

Materials
waitressing Classroom Presentation
Tool, p.79
Workbook, p.65
Yes
Exercise 2
1 pay for the holiday to
Bratislava
2 saved up
3 can help out in the kitchen
Exercises 3 and 6
Exercise 5
I’m afraid we can’t pay for
your holiday.
Sorry, you’re right.
I’m so sorry.
I don’t know how it
happened.
I’m really sorry.
I didn’t mean to.
I apologize about that.
It’s all right.
Never mind.
Warmer: YOUR WORLD More confident groups think of a Pronunciation (Workbook p.65)
• Ask if anyone has a part-time job and situation of their own where they have • Tell Ss to listen to the sentences and
why they decided to have one. Ask Ss to to apologize, e.g. in school, at home. They clap the rhythm, clapping louder for the
describe their perfect part-time job. write a dialogue with their partner then stressed words.
INCLUSIVE CLASSROOM perform it to another pair. • When Ss repeat the sentences, they clap
Less confident groups work in pairs at the same time to keep the rhythm.
Exercise 6
for exercise 6. Give each pair a set of • Divide the class into pairs to prepare Further reference
prompts, e.g. It wasn’t my fault. It won’t their mini dialogues. Video scripts pages 174–175
happen again. Ask them to discuss what • Tell Ss to change pairs and take turns Audio scripts page 175
the situation might be and write down to start a dialogue for their partner to Lesson extension, page 163
another sentence for each prompt. respond.
Unit 6 109

Materials
Tool, p.80
Workbook, p.66
worksheet
Unit 6 reading
Unit 6 discussion
Exercise 1
a Camden Market
b Oxford Street
c Camden Market
d Oxford Street
e Camden Market
Exercise 5
1 window shopping
2 discount stores
3 designer labels
4 market stalls
5 department store
6 sales
7 bargain
8 brand
9 shopping centre
10 boutique
Warmer: YOUR WORLD ONLINE LINK mention the name of the person you are
• Write the shops Ss mention on the • If you have time, discuss the second responding to as the thread can get very
board. Ask Where are the shops? What is question in class. Ss then use the Online long. Tell them to address the person’s
special about them? Practice discussion forum to answer the post and make a positive comment,
Exercise 3 first question and post their two shopping e.g. Max, I like your idea and I would like
• Personalization: Circulate during places. to say …
the discussions and encourage Ss to • Encourage Ss to say why the shopping Further reference
use language and examples from the places are good for teenagers in their city. Lesson extension, page 163
shopper’s guide. TEACHING WITH DIGITAL Explain
to Ss that when they are participating
in an online forum, it’s a good idea to
110 Unit 6

Materials
Tool, p.81
Workbook, p.67
Exercise 1
supermarket, famous brands,
designer labels, discount
stores, cafés, restaurants
Exercise 2
1 by train, bus or car
2 every day except Sunday
3 near the fountain
4 the gaming area
Exercises 3 and 4
Warmer: YOUR WORLD your shopping centre? When does it open ONLINE LINK
• Ask Ss if the shops are Polish or / close? How can you get to the shopping • Ask Ss to predict which city in the world
International, why they are famous, and centre? they think attracts the most visitors. Elicit
what you can buy there. More confident groups swap blogs in some ideas from the class and ask them to
INCLUSIVE CLASSROOM Less small groups. They read each other’s, justify their answers.
confident groups can be helped to make a comment about the comment, Further reference
prepare for the writing task in exercise not corrections, and pass it to the next Lesson extension, page 163
4 with questions about their chosen person to comment. When the blogs get
location, e.g. What’s the name of your back to the original writer, they read the
shopping centre? Where is it? How many comments and discuss them as a groups.
shops are there? What other places are in
Unit 6 111

Materials
Tool, p.82
Workbook, p.68
Unit 6 test
Exercise 1
1 hilarious 2 delicious
3 packed 4 tiny
5 freezing 6 weird
Exercise 3
1 department store
2 sales
3 shopping centre
4 bargain
5 window shopping
6 discount store
Exercise 4
1 every 2 any 3 no
4 any 5 some 6 Some
7 no 8 every
2
Exercise 5
4
1 This book is a bit / quite
boring. -
2 It’s extremely / so cold 3
outside. 1
3 They can play tennis
really / very well.
4 The shops are really / very
busy today.
5 I’m extremely / so
interested in street dance.
6 This film is a bit / quite
scary.
Exercise 6
1 It wasn’t my fault
2 Don’t worry
3 I didn’t mean to
4 It won’t happen again
ENGLISH IN THE REAL WORLD Online Practice Unit 6. If you have a class check. Ss share and discuss the ranking.
• Ask Ss where they can find English that know each other well and have Ask How well did you partner evaluate you?
words and phrases outside the classroom, built up trust, you could ask them to What do you agree / disagree with?
e.g. posters, signs, household products, assess each other. This gives them the
brand names. opportunity to reflect on and learn from
• Ask Ss if there are any English words their peers’ work and develop skills in
used in Polish. critical evaluation. Tell Ss to swap note
ASSESSMENT FOR LEARNING Have Ss books and Workbooks and look through
do Unit test 6 from the teaching resources each other’s work for the unit. Tell them to
and set Test yourself for homework from make a note of what ranking they would
give their partner for the Self-assessment
112 Unit 6

Materials
b Tool, p.83
3 Class CD 2, tracks 48–49
4 Workbook, p.69
1 Teacher’s Resource Centre,
2 Unit 6 extra exam practice
-
Exercise 2
1 absolutely hilarious
2 nobody
3 bargain
4 Could you lend
5 boiling
6 Nowhere
7 too
8 brand
Exercise 5
Exercise 1 pictures in exercise 4. They then join with ASSESSMENT FOR LEARNING Elicit
• Tell Ss to read the message. Ask another pair and compare their list of examples of information which may be
What’s the purpose of the message? (To phrases. found in a factual paragraph. Then ask
apologize). More confident groups work in small for examples of information which may
• Ask Ss what clues helped them to order groups and think of phrases that could be be found in a descriptive paragraph.
the sentences e.g. conjunctions, opening, used for dialogues about the other two Ask which paragraph should come first
closing. pictures (a and b) or their own idea for a and why.
INCLUSIVE CLASSROOM place. They choose one picture and create Further reference
Less confident groups work in pairs a dialogue. Then they join another group Audio scripts page 175
and create a list of phrases which could and act out their dialogue for the other
be used in a description of one of the pair to guess where they are.
Unit 6 113

Exercise 1
1 There wasn’t anybody in
the swimming pool.
2 There’s nothing to do.
3 The cafeteria is packed.
There isn’t anywhere to sit.
4 I can find no one to ask.
Exercise 2
1 somewhere
2 Nobody
3 someone
4 anywhere
5 anything
6 anyone
7 something
8 nothing
Exercise 1
1 quite
2 very
3 extremely
Exercise 2
2 This market is quite
popular with tourists.
3 The beach is extremely
busy at weekends.
4 This is a popular shopping
centre with lots of very
unusual shops.
5 That café is an extremely
great place to hang out.
6 It’s really / absolutely
freezing outside today.
7 Oxford Street is always so
busy.
114 Unit 6

Unit 6 115

Materials
Tool, p.130
Exercise 2
1 packed, crowded
2 top
3 uniform
4 very, extremely, really
Warmer to their partner, who listens and finds the your work, you could focus on …It would
• Explain that all the exercises are Matura photo. be useful for you to review … I can help
exam tasks and review the language from you with … Here is a tip I find useful …
ASSESSMENT FOR LEARNING Peer
Units 1 to 6. Sts look through their partner’s tasks and
assessment can be less daunting than complete each of the sentences e.g. It
INCLUSIVE CLASSROOM Less self-assessment and increase confidence,
confident groups: To provide support would be useful for you to review parts of
but it needs to be guided and sensitive. speech. Ss exchange assessments and use
with exercise 2, show Ss some interesting It’s important to encourage Ss to be
photos with people in. Ask them to write the feedback to help them complete the
positive in their feedback. Tell Ss to swap progress check.
a short description of the photo. books to assess their partner’s work. On
More confident groups choose a photo the board write the following sentence Further reference
from their Student’s Book and describe it starters in speech bubbles: To improve Audio scripts page 181
116

Exercise 3
1 spend
2 window shopping
3 I’m not allowed
4 everywhere
4
3
1
–
2
Exercise 4
1 Can / Could you help
2 Would you like to practise /
Why don’t you practise
3 I’m going to meet
Exercises 8 and 9
117

Materials
tool, p.86
Workbook, p.70
Unit 7 vocabulary
Exercise 1
1 recycling bank
2 climate change
3 fossil fuel
4 carbon dioxide
5 pollution
6 rubbish
7 global warming
8 packaging
Exercise 2
1 environmentally friendly
2 alternative energy
3 power
4 energy
5 emissions
6 acid rain
7 ozone layer
8 toxic waste
Exercise 3
environmentally friendly =
adjective
Reduce Reuse Recycle
Exercises 6 and 7
Warmer: YOUR WORLD noun (rubbish bag, rubbish bin, rubbish MEMORIZE
• Sts discuss the questions in pairs. Ask tip) 4 verb + rubbish (put out the rubbish, • Make sure Ss have access to a phone
Do you ever think about how much rubbish collect the rubbish) 5 rubbish + verb or computer and tell them to record
you create? (rubbish rots, rubbish decays). Tell Ss to themselves saying the words. Tell them
research examples for each circle. to play the words back, pausing after
INCLUSIVE CLASSROOM For exercise 1,
Less confident groups can be given the each one to see if they can remember the
draw a mind map with rubbish in the examples in brackets for them to write in next word.
middle. In five circles write the following, the circles.
without the examples in brackets: 1 noun Further reference
More confident groups write a sentence Audio scripts pages 175–176
+ rubbish (garden rubbish, household
for each circle to show an example of how Lesson extension, page 163
rubbish) 2 noun + of rubbish (a bag of
to use them in a sentence.
rubbish, a pile of rubbish) 3 rubbish +
118 Unit 7

Materials
Classroom presentation
tool, p.87
Workbook, p.71
Unit 7 discussion
2
4
-
3
1
Exercise 3
1 They want governments to
do something about climate
change; they didn’t go to
school.
2 Because she learned about
the effects of climate change
and knew there was a big
problem.
3 They don’t think they
will have a future if global
warming continues.
4 world leaders
5 A house on fire.
Warmer: YOUR WORLD to save energy and recycled packaging. ONLINE LINK
• Ask Ss about current environmental They match these to the headings, then • Ask Ss to do some research on other
news, e.g. climate change and how they find the sentences in the text to complete world and national campaigns, and find
feel about it. the exercise. something they’d like to campaign for.
INCLUSIVE CLASSROOM Less More confident groups write a short • Ask Ss to think of a follow question for
confident groups can be given sentences summary of the text for each heading, both the discussion questions, e.g. What
for exercise 2, e.g. Greta’s generation is e.g. Greta’s campaign started when she was are world leaders doing now?
asking difficult questions. Greta now speaks eight and sat outside parliament. Further reference
at international conferences … When she Lesson extension, page 163
was eight years old, Greta turned off lights
Unit 7 119

Materials
tool, p.88
Workbook, p.72
Unit 7 grammar
Exercise 1
Joey: turn off taps; Robyn:
turn off light
Exercise 2
1 power a TV for three hours
2 because they think they
won’t make a difference
3 take the bus or ride his
bike to school
Exercise 3
Exercise 4
Zero If you take rubbish to
the recycling bank, it doesn’t
end up on the street.
But if you do just a few
things, it makes a difference.
If you recycle one drink can,
you save enough energy to
power a TV for three hours.
If you turn off your laptop,
you save a lot of electricity
too.
First You’ll also help the
planet if you don’t travel by
car.
So, if I take the bus, I’ll be
an environmentally friendly
teen?
Result clause comes first =
You’ll also help the planet if
you don’t travel by car.
Exercise 5
1 If I read in a bad light, I get
a headache.
2 Ice melts if you heat it.
3 If we have short showers,
we save water.
4 I don’t walk to school if I
get up late.
5 If we turn off the light, we
save electricity.
6 If you don’t revise, you
don’t get good grades.
Exercise 6
1 If ice cream gets
hot, it melts.
2 If you don’t leave
now, you’ll miss the
train. Warmer: REACTIVATE! • Highlight the form in the grammar box don’t understand. I’m not sure. Make true
3 If you don’t water • Say pollution and ask if it’s a positive or sentences and point out the position of and false sentences about the lesson, e.g.
plants, they die. negative word, and why. the comma. We use the first conditional to talk about
Exercise 4 Exercise 7 possible future effects. Tell Ss to move to
Exercise 7 • Grammar focus: On the board write If • Fast finisher exercise: Join three pairs the correct corner of the classroom.
Student’s own you put rubbish in the bin, people don’t together to share their ideas and vote on Further reference
answers. have to clean up the park. The park will the one that should win the T-shirt. Lesson extension, page 163
look lovely if we all pick up rubbish. ASSESSMENT FOR LEARNING Assign
• Ask which sentence is talking about each corner of the room to a statement,
a fact and habit (1) a possible future e.g. I strongly agree. I strongly disagree. I
effect (2).
120 Unit 7

Materials
tool, p.89
Workbook, p.73
Unit 7 speaking
Unit 7 listening
2
1 Exercise 1
4 Animals in danger
1 endangered species,
extinction, hunting, risk,
3 threatened
Help from humans
conservation,
environmentalist, national
Artur Karolina park, rescue
Back to natural state balance,
ecosystem, habitat, native,
wildlife
Exercise 3
hunting and loss of / damage
to habitat
Exercise 4
1 because of hunting
2 national parks and wild
areas
3 12,000
4 22 countries
5 recreate ancient animals
6 positive (because wolves
and bears are no longer at
risk)
7 How would you feel if you
saw a wolf? What would you
do if you met a bear in the
forest? Where would you go
if you wanted to see wild
bears? What animal would
you recreate if you were a
scientist?
Exercise 7
a K b A c A d K e K
Exercise 8
Warmer: YOUR WORLD ONLINE LINK their sources to become respectful digital
• Once Ss have discussed the questions, • Ask Ss to choose one animal from their citizens.
ask some follow up questions, e.g. Where research and find out more about the Further reference
did you see the animals? animal - its habitat, what it eats, why it Audio scripts page 176
Exercise 8 was endangered. Lesson extension, page 163
• Fast finisher exercise: Divide Ss into TEACHING WITH DIGITAL Discuss
pairs to discuss their preferences. copyright and plagiarism issues. Explain
• Tell Ss to find a different partner and that web pages are a resource but Ss
report to them what they discussed with can’t steal online any more than they can
their first partner. offline. You could show Ss how to credit
Unit 7 121

Materials
tool, p.90
Workbook, p.74
Unit 7 grammar
Exercise 1
1 protected, would grow
2 would they live, recreated
3 ‘d be, saw
4 ‘d run away, met
5 ran away, would chase
6 wanted, ‘d go
Exercise 2
1 I’d feel very sad if tigers
became extinct.
2 You’d see wild kangaroos if
you visited Australia.
3 If I had a cat, I’d call it Tiger.
4 If I won the lottery, I’d go
on a safari in Africa.
5 If people didn’t kill wild
animals, they wouldn’t
disappear.
6 She’d scream if she found a
spider in the bath.
Exercise 3
1 If Antek lived in the UK,
he’d speak good English.
2 The air would be cleaner if
there weren’t so many cars.
3 Where would you go on
holiday if you had lots of
money?
4 I would write to Jane if she
answered my emails.
5 Would they tell us if they
knew the answer?
Exercises 4–8
Warmer: REACTIVATE! • Explain that it is now common to use Exercise 7

• Choose a conservation word and clap if I was. Although if I were is absolutely • On the board write the example
the syllables, making sure you do a louder correct grammatically, it is now beginning dialogue. Ask Are there examples of first
clap for the stressed syllable. to sound a bit old-fashioned and is falling person? (Yes) Are the questions direct? (Yes)
Exercise 1 out of use. How does the speaker show interest/ show
• On the board write If I saw a bear, I ASSESSMENT FOR LEARNING Write agreement? (Good idea / I agree).
would run away very fast. Ask Did I see a any incorrect sentences you noted in • Ask Ss to extend the dialogue on the
bear? (No). Do I think it’s a possibility? (Not exercises 4 and 5 on the board. Divide Ss board.
really). Is it unreal future situation? (Yes). into mixed-ability pairs to find and correct Further reference
• Tell Ss it’s the second conditional. the mistakes in the sentences. Lesson extension, page 164
122 Unit 7

Materials
in the front pocket of her bag Classroom presentation
tool, p.91
Workbook, p.75
it’s on the back seat

Exercise 2
1 F - Oscar has texted Lottie
2 T
3 F - Lottie promises to ring
Robyn and Joey
4 F - he is in London
5 T
6 F - Oscar advises Lottie to
take a guide book
Exercise 3, 6 and 7
Exercise 5
I think you should definitely
pack sunblock.
It might be a good idea to ring
Robyn.
I think you should take a guide
book.
What do you suggest I do?
If I were you, I’d look in my bag.
Why don’t you look in the front
pocket of your bag?
I think we should leave soon.
You’re right.
Do you think I should take a
coat?
If I were you, I’d take a rain
jacket.
Yes, I’ll do that.
You might want to have your
passport and ticket handy.
Right.
You might want to be more
careful with your things ...
Warmer: YOUR WORLD More confident groups write a three- • Give Ss the audio script for the audio in
• Ask Ss to compare and explain their day itinerary for an English friend. Tell lesson 7f. Tell them to mark which words
lists. them to include a culture activity, a food they think are stressed in the first part.
INCLUSIVE CLASSROOM Less experience and a night-time activity. Play the audio for them to check.
confident groups make a list of places Pronunciation (Workbook p.75)
• Sts practise the dialogue in pairs. Tell
them to emphasize the stressed words.
for tourists to visit in their town to help • Explain to Ss that English is stress-
with exercise 6. Prompt them, e.g. What timed. Stress occurs regularly and the Further reference
traditional dish would you recommend? time it takes to say a sentence depends Video scripts pages 176–177
What are the oldest, the biggest, the most on stressed syllables, not the number of Audio scripts page 177
modern buildings? They discuss which syllables itself. Lesson extension, page 164
places they think a tourist would enjoy.
Unit 7 123

Materials
tool, p.92
Workbook, p.76
worksheet
Unit 7 reading
Unit 7 discussion
a
Exercise 1
nouns appeal, charity,
fundraising, gap year, a
international aid
organization, non-profit
organization, raffle ticket,
volunteer
verbs donate, support, raise
money, take part in
adjectives sponsored, urgent
Exercise 2
1 gap year
2 international aid
organizations
3 raffle ticket
4 raises money
5 donate
6 charity
7 fundraising
Exercise 4
no matter what age you are,
everyone can do something
Exercise 5
1 Kraków half marathon
2 exhausted but thrilled
3 tells them how they can
get involved in fundraising
for charity
4 local shops
5 Student’s own answers.
Exercise 6
Warmer: YOUR WORLD be difficult, but it’s a good way to recycle citizens, they know how to organize
• Ask Ss what charities there are in things. their friends and community for a cause
Poland. ONLINE LINK they support. Discuss how social media,
Exercise 6 • Ask Ss to choose a question and divide used responsibly, can be a great way
• Personalized response to text: Elicit them into two groups corresponding to to publicize an event and get everyone
the three charity events (garage sale at their question. involved.
home, bake sale in school, a sponsored TEACHING WITH DIGITAL Ask Ss if Further reference
event), and what the advantages and they know how to do fundraising online. Lesson extension, page 164
disadvantages are of each one, e.g. Suggest a few sites for them to have a
garage sale: collecting things to sell can look at. Explain that as they are digital
124 Unit 7

Materials
tool, p.93
Workbook, p.77
Exercise 2
1 working for a charity
2 a storm has damaged the
roof
3 money for materials to
mend the roof
4 if Children of the World will
donate money, how to apply
for funds
Exercise 3
1 Dear Sir / Madam
2 in regard to
3 currently
4 I would like to
5 consider
6 Could you
7 I look forward to hearing
from you
8 Yours faithfully
Exercise 4
Warmer: YOUR WORLD • Read through the Improve your writing TEACHING WITH DIGITAL Tell Ss
• Ask Ss if they have ever been asked for box. Ask If I start a letter Dear Mrs Brown, that taking time to be accurate and
money for a charity and which charity how do I finish the letter? appropriate in an email is very important.
it was. ONLINE LINK When emailing a boss, teacher, charity or
Exercise 3 • Tell Ss to find out what fundraising organization, it’s important to make sure
• Ask Ss to underline the formal phrases activities the organizations do. You could the email is accurate and appropriate in
in the email, e.g. Sir / Madam, in regard, suggest, that as a class, they choose a tone before sending it.
would consider, would like to know, Could charity and write an email to find out Further reference
you, Yours faithfully. how the class can get involved. Remind Lesson extension, page 164
them about the fundraising ideas they
discussed in the last lesson.
Unit 7 125

Materials
tool, p.94
Workbook, p.78
Unit 7 test
u b b i s a c k a g i n
o s s i e c y c l i n
u e a n
Exercise 2
1 endangered
2 habitat
3 national
4 native
5 extinction l o b a o l l u t i o
6 hunting
a r m i n
Exercise 3
1 charity
2 volunteers
3 fundraising
4 sponsored
5 raffle tickets
6 donate
7 take part in
8 appeals
Exercise 4
1 use, ’ll reduce
4
2 take, go
3 wears, goes –
4 use, ’ll reduce 2
5 works, ’ll get
6 gets, will be 1
7 don’t come, won’t go 3
8 won’t come, rains
Exercise 6
1 What should I do / What do
you think I should do
2 I think you should work / If
I were you, I’d work / It might
be a good idea to work / You
might want to work
3 Do you think I should
4 I think you should speak / If
I were you, I’d speak / It might
be a good idea to speak / You
might want to speak
ENGLISH IN THE REAL WORLD doing the revision unit, call them up to
• Tell Ss to research teen activists like see you one at a time. Ask them to rank
Greta Thurnberg, Autumn Peltier and Lilly the Self-assessment check, asking them
Platt and what events they organize. Ask questions, e.g. Why do you think that? Can
them to summarize a blog or tweet to you show me examples in your work where
give the main details of the event. this is true? Go through their Gradebook
ASSESSMENT FOR LEARNING Have Ss pathway to identify with them where
do Unit test 7 from the teaching resources their check is similar or different to what
and set Test yourself for homework from shows in their progress and online scores.
Online Practice Unit 7. While Ss are Further reference
Audio scripts page 177
126 Unit 7

Materials
tool, p.95
Workbook, p.79
1
4
3
– Exercise 2
2 1 Protect the Polish Wolves
2 sponsored silence
3 12 hours
4 Saturday 29 March
5 online fundraising page
Exercise 3
1 control
2 destroyed
3 extinct
Exercise 5
Exercise 2 e 3•10 • Remind Ss that there are four questions Tell Ss to look back at the exam tasks
• Play the audio twice for the exam task. and five responses. and allocate their stars and wish. Divide
• Ask What are Ewa and her mum talking • Tell them to cover the responses. the class into pairs to discuss their self-
about? • Play the audio, pausing after each one assessment. Ask the pairs to share their
• Go through each option and ask Ss and ask for suggestions about how to wishes. If most of the class are having
what information they need to listen for, respond. difficulty with the same task types, go
e.g. name, type of event, how long (days, ASSESSMENT FOR LEARNING On the over the tasks again as a class and suggest
months, hours), date, instructions. board write Two stars and a wish. Tell Ss further practice.
Exercise 4 e 3•11 that the stars represent two tasks that Further reference
• Play the audio twice for the exam task. they feel they did well and the wish Audio scripts page 177
represents a task they could do better.
Unit 7 127

Exercise 2
1 don’t do
2 will create
3 use
4 needs
5 won’t be
6 don’t have
7 don’t change
8 won’t have
Exercise 1
1 What would you do if you
won the lottery?
2 If you found a million
pounds, what would you do?
3 Which country would you
visit if you had a private jet?
4 If you didn’t have to go to
school for the rest of the year,
what would you do?
128 Unit 7

Unit 7 129

Materials
tool, p.98
Workbook, p.80
4 video
Exercise 1
tiger, activists protesting
about climate change
Exercise 3
1 1961
2 150
3 wildlife
4 China
5 national parks
6 non-violent
7 Canada
8 nuclear
9 companies
10 Eiffel Tower
Warmer: YOUR WORLD More confident groups: Once Ss have Online Link
• Ask Ss if they do any volunteering to completed the exercise, they cover the • Encourage Ss to share ideas about what
help the environment. texts and take turns to say one of the materials can be recycled and what they
Exercise 3 e 3•12 pieces of information from the box for can be used for. Help them to form a
• Review or pre-teach founded, their partner to say what it refers to. useful question for the search engine
destruction, protest, publicity, practices, Culture Video
spectacular. • As an extension, watch a film about the
INCLUSIVE CLASSROOM Less Bureo Skateboards. For further practice,
confident groups: Divide the information refer to the Workbook page for activities
for exercise 3 into two groups: WWF and and the video link.
Greenpeace.
130 Unit 7

Materials
tool, p.99
4 video
Exercises 1–4
Vocabulary booster Exercise 3

Exercise 1 • Ask Ss what strategies they have for
• Tell Ss to look back at Lessons a, d and remembering list of things, e.g. alphabetic
g and list the words from the vocabulary order, dividing the words into categories.
boxes in alphabetic order. Project
Exercise 2 Exercise 4
• Choose a word and say it silently, • Ask Ss to choose an infographic or a
making sure you over-exaggerate your poster. Divide the class into two groups
mouth movements. Repeat it a couple of depending on which they choose.
times for Ss to guess.
Unit 7 131

Materials
Tool, p.100
Workbook, p.82
Unit 8 vocabulary
Exercise 1
1 ring 2 pot / pan
3 wall 4 T-shirt
5 toothbrush 6 bottle
7 tyre 8 ruler 9 belt
10 cup 11 jumper
12 box 13 scarf
14 block 15 bracelet
Exercise 2
1 a gold ring
2 a steel pan
3 a stone wall
4 a cotton T-shirt
5 a plastic toothbrush
6 a glass bottle
7 a rubber tyre
8 a wooden ruler
9 a leather belt
10 a paper cup
11 a woollen jumper
12 a cardboard box
13 a silk scarf
14 a concrete block
15 a silver bracelet
Exercise 3
1 concrete, glass, steel,
stone, wood
2 cardboard, cotton, paper,
rubber, wood
3 leather, silk, wool
4 gold, silver, steel
Exercise 4
1 pan 2 belt
3 bottle 4 tyre
Exercise 5
1 toothbrush 2 cup
3 jumper 4 ring
Exercise 6
Warmer: YOUR WORLD MEMORIZE and a silver bracelet, and the process
• Give an example, e.g. I use my bag and • Tell Ss to close their eyes. Say each of continues.
my car every day. I couldn’t live without my the materials for Ss to visualize. More confident groups: Ss come up
bag because it has everything I need in it. • Tell them to close their books and make with the sentences on their own. Less
Exercise 3 a list of the materials. confident Ss work in pairs to remember
• Vocabulary focus: Tell Ss to work in pairs INCLUSIVE CLASSROOM Tell Ss to the previous sentences, with one student
and make a list of three objects and what stand in a circle. Say I bought a woollen out of the pair speaking.
they’re made of for each room in their jumper. Tell the student next to you to Further reference
house, e.g. kitchen: bread knife / steel. repeat your sentence and add another Audio scripts page 177
object, e.g. I bought a woollen jumper Lesson extension, page 164
132 Unit 8

Materials:
Tool, p.101
Workbook, p.83
2 5 Unit 8 discussion
4 1
6 3
Exercise 1
1 cyclists who are not
wearing helmets
2 a lot of (food / orange)
waste
Exercise 2
1 a helmet that is easy to
carry around
2 a way of using / recycling
the waste orange skins
Exercise 3
1 She noticed that many
bike share users didn’t wear
helmets.
2 Because they don’t want to
carry them around all day.
3 They are lightweight,
strong and fold flat.
4 Italy and Spain
5 Because they recycle waste
products.
6 They are used to make
clothes.
Exercises 5 and 6
Warmer: YOUR WORLD More confident groups: Show Ss some ONLINE LINK
• Ask Ss to name recycled materials photos of other innovations and ask them • Ask Ss to think about their answer to
they can see in the classroom, e.g. paper, to discuss what they think they are for the question they want to discuss in a
plastic bottles. and how useful they are. forum. Tell them to make notes and write
INCLUSIVE CLASSROOM Less two follow-up questions, e.g. If you could
Exercise 5
design something useful for the school
confident groups choose which text • Paraphrasing: Tell Ss to close their what would it be? What characteristics do
they would like to answer the exercise books.
you think an innovator needs?
3 comprehension questions for, e.g. • Divide them into pairs and tell them
EcoHelmet, questions 1–3 and Orange to use the sequences they identified in Further reference
Fiber, 3–6. exercise 4 to explain the process. Lesson extension, page 164
Unit 8 133

Materials
Tool, p.102
Workbook, p.84
Unit 8 grammar
P
A
P
A
Exercise 1 P
he spills food on his clothes P
Exercise 2
1 bacteria
2 nanotechnology
3 it kills bacteria
4 no
5 online
6 they cost more
Exercise 5
1 is sold
2 are invented
3 are not made
4 is located
5 is designed
6 is wasted
Exercise 6
1 Where is cotton grown?
2 What are mobile phones
made of?
3 Is your T-shirt made of silk?
4 Do people in Poland drink
a lot of coffee? = A
5 Where are mobile phones
produced?
6 Where is Kraków located?
7 What is cellulose used for?
8 Who are EcoHelmets
designed for?
Exercise 7
Warmer: REACTIVATE! that never smell bad. Ask Which sentence is When was it invented? Ss do online
• Say a backpack, a light bulb, a tablet. active / passive? research and find an online flowchart or
Elicit what they are made of. • Ask Ss to look at the highlighted form infographic template to illustrate their
Exercise 3 in both sentences. Ask How do we form answers.
• Grammar focus: On the board, write the present simple passive? ( to be + past Further reference
Socks are sold that never smell bad. Ask participle). Lesson extension, page 164
Who makes these socks? (Don’t know). Is it TEACHING WITH DIGITAL Ask Ss to
important who sells them? (No). Ask Ss if choose a material, a food, an object
they can rewrite the sentence so it has or piece of clothing and write three
the same meaning, e.g. Shops sell socks questions, e.g. Where / How is it made?
134 Unit 8

Materials
Tool, p.103
Workbook, p.85
Unit 8 speaking
3 2 1 Unit 8 listening
Exercise 2
build, building, built
construct, construction,
constructed
cover, cover / covering,
covered
create, creation, created
decorate, decoration,
decorated
design, design, designed
develop, development,
developed
protect, protection, protected
resist, resistance, resisted
shelter, shelter, sheltered
Exercise 5
1 d - to show that it could be
anywhere
2 because they have
different local building
materials and different
weather conditions
3 using natural materials and
clever designs
Exercise 7
Yurt Mongolia; wood, wool &
animal skins; cold windy
weather
Turf house Iceland; stone,
wood, turf, earth and grass;
cold wind and snow
Stilt house Thailand; wood;
hot, wet weather, floods and
earthquakes
Warmer: YOUR WORLD Exercise 9 on the Mediterranean coast of Northwest

• Ask What are traditional Polish houses • Extended speaking practice: Ask Ss Africa.)
like? What are they made of? to do a mini presentation of their ideal TEACHING WITH DIGITAL To help Sts,
Exercise 8 building using slides and pictures. They tell them to change the search to images
• Personalization: Allow less confident then upload their presentation to the so they can look through the photos to
students to answer the questions in L1. class forum for other Ss to comment on. identify the house. They then click on the
Encourage more confident students to ONLINE LINK website link to find out more information.
support them with key vocabulary and • Focus attention on the photo. Elicit a Further reference
phrases and reformulating their answers few search terms, e.g. Where do people live Audio scripts pages 177–178
from Polish into English. in caves? (Answer: The house is in Tunisia Lesson extension, page 164
Unit 8 135

Materials
Tool, p.104
Workbook, p.86
Unit 8 grammar
Exercise 3
1 were adapted
2 were built
3 were made
4 were dried
5 was made
6 was protected
7 was used
8 were used
Exercise 4
1 The flood was caused by
heavy rain.
2 The American flag was
designed by a teenager.
3 Superman was created by
two teenagers.
4 The helmets were made of
plastic.
5 The orange skins were
used to make fabric.
6 The Globe Theatre was
located in London.
Warmer: REACTIVATE! • Ss choose a building from the list or More confident groups choose a building
• Say adapt. Ask Ss for the noun and the their idea. If time, Ss can do some research in exercise 5 and write a paragraph
past participle. about the building. without mentioning the name. Ss swap
Exercise 5 INCLUSIVE CLASSROOM Less paragraphs and write the name of the
• Show some photos of famous buildings confident groups answer the questions building they think it’s a description of.
in Poland and ask Ss if they know what in exercise 5, in full, for the Colosseum. Further reference
they are and what information they know They use their answers to write their Lesson extension, page 164
about them. Ask Ss to suggest a few more paragraph. Give them some guidance
and make a list on the board. for linking the sentences into a cohesive
paragraph, e.g. This building … People …
Traditionally…
136 Unit 8

Materials
have breakfast Classroom Presentation
Tool, p.105
Workbook, p.87
Exercise 2
1 late
2 the airport
3 some crisps, fizzy drink
Exercise 4
she left her phone on the
kitchen table
Exercise 5
You can’t be serious!
You must be kidding!
I can’t believe we’re going
without her.
I don’t believe it!
Thank goodness for that.
What a relief!
All’s well that ends well.
Warmer: YOUR WORLD INCLUSIVE CLASSROOM Less Pronunciation (Workbook p.87)

• Describe an airport you flew from in confident groups choose only one of • On the board write /ɪ/ and /aɪ/ and say
Poland and where you went. the situations in exercise 8 rather than all the sounds.
Exercise 7 three. Alternatively, you could make a gap • Tell Ss to copy the headings and then
• Extended speaking practice: Ask Ss fill exchange for them to complete and find five words from the word list for each
for suggestions for substitute words and then practise. category .
write them in the dialogue on the board, More confident groups: Tell Ss to include Further reference
e.g. train; to school; Mum; 20 minutes. at least two different phrases from the Video scripts page 178
phrases box in each dialogue. Audio scripts page 178
Unit 8 137

Materials
Tool, p.106
Workbook, p.88 c d
f b
e a
worksheet -
Unit 8 reading
Unit 8 discussion
Exercise 2
1 sea
2 resin
3 Yellow, orange
4 diamond, glass
5 Animals, plants
6 extinct
7 5,200
8 the Baltic
9 piece of amber
Exercise 3
Exercise 5
Appearance bright, dark, dull,
golden, greenish, opaque,
pale, reddish, shiny,
transparent
Texture hard, rough, silky,
smooth, soft, sticky
Exercise 6
1 pale, dark
2 reddish
3 hard
4 soft
5 sticky
6 transparent
Warmer: YOUR WORLD Exercise 5 e 3•24 balance between being connected

• Ask Ss if they know what stone often • Vocabulary focus: Say an adjective and being unplugged. Part of digital
used in jewellery is found in Poland. from the box for Ss to say appearance or citizenship is knowing when and how
(Amber). texture. to contribute to the online community
Exercise 4 • Elicit items that the adjectives in while still maintaining these communities
• Check in L1 that Ss know the meaning exercise 4 describe, e.g. shiny – silver ring, offline. Make sure Ss have balanced their
of appearance and texture. bright – the sun. online forums and classroom discussion
• Ask Ss to find something in the TEACHING WITH DIGITAL Explain to
throughout the course.
classroom and describe its appearance Ss that although we all live in a digital Further reference
and texture. Help with unknown era, it’s important for them to have a Lesson extension, page 165
vocabulary.
138 Unit 8

Materials
Tool, p.107
Workbook, p.89
Exercise 1
1 you can have your own
design on the underside
2 This picture shows
3 To sum up
Warmer: YOUR WORLD your writing box and take turns to present ONLINE LINK
• Ask if any Ss have skateboards, scooters the skateboard to each other. • Ask Ss What information do you need to
or hoverboards and where they ride them. TEACHING WITH DIGITAL Sts can research? (The numbers of the products
Exercise 3 create slides to go with their presentation. sold). Ask how Ss are going to approach
• Presentation preparation: Ask a Show them an example and give them a the task, e.g. search by brand names,
volunteer to make a sentence with the few tips, e.g. Keep it simple, limit bullet search blogs about the products, human
first bullet point for Photo 1 using a points to three or four per slide, limit text powered vehicles sales.
phrase in the box, e.g. I’d like to present my to key words or short phrases, use the Further reference
skateboard. same font, add a few good photographs, Lesson extension, page 165
• Once Ss have made the sentences, tell limit of 4–5 slides.
them to cover the phrases in the Improve
Unit 8 139

Materials
Tool, p.108
Workbook, p.90
Unit 8 test
Exercise 1
1 cotton 2 gold
3 concrete, steel
4 leather, plastic
5 silk 6 wool
Exercise 2
1 design
2 protect
3 construction
4 build
5 decorations 2
6 buildings 3
-
Exercise 4
1 is known
1
2 is located
3 is surrounded 4
4 is covered
5 are designed
6 are made
7 are lit up
Exercise 5
2 Spanish is spoken in
Argentina.
3 This bike is sold on the
Internet.
4 Cotton is used to make
jeans.
5 Mobile phones are
produced in Korea.
6 The Eiffel Tower is lit up at
night.
7 The house is surrounded
by trees.
Exercise 6
1 don’t believe it
2 can’t be serious
3 Are you sure
4 That’s a / What a relief
ENGLISH IN THE REAL WORLD in the passive. I would like to have extra
• Ask for suggestions for film websites. practice in the past simple and its uses.
Remind Ss not to copy but to make Ss send you their summaries so you can
concise notes. collate the main learning gaps.
ASSESSMENT FOR LEARNING Have Ss Further reference
do Unit test 8 from the teaching resources Audio scripts page 178
and set Test yourself for homework from
Online Practice Unit 8. Ask Ss to write a
tweet to summarize their assessment,
e.g. I am confident in my use of the unit
vocabulary but I feel I need more practice
140 Unit 8

Materials
Tool, p.109
Workbook, p.91
Exercise 1 [in Polish]

1 was invented by
2 plastic
3 transparent
Exercise 2
1 is sold
2 are enjoyed by
Exercise 4
1 in 1924
2 Because of mobile
phones / Because of the
Internet
3 cafés, libraries, showers,
shops, site for a defibrillator
Exercise 5
Exercise 4 e 3•26 • Tell them to look back at lesson 5h to leave the wrong ones. 3 Ss try to self-
• Play the audio twice for the exam task. remind them of the layout and useful correct using any resources they have, e.g.
• Focus attention on the photo and ask Ss phrases to use in their email. the Student’s Book, notes, dictionaries and
what it is and where you see these boxes • Ask What information do you have to each other. If they help each other, explain
(British public telephone boxes). include? (The kind of building, location, a they can’t copy answers but have to explain
Exercise 5 description, events taking place there.) to each other why the answers are correct /
• Tell Ss to find the writing task they did ASSESSMENT FOR LEARNING To give wrong. 4 Check answers again and review
in lesson 8e in their portfolio. Ss the chance to see errors as opportunities them for any any repeated errors.
• Tell Ss they can use it as model for their for learning, follow these stages for Further reference
email but they can’t copy it. feedback on the tasks: 1 Ss do the exercises Audio scripts page 178
individually. 2 Tick the correct answers and
Unit 8 141

Exercise 2 e
1 are a
2 are made c
3 comes b
4 is spelled d
5 are sold
6 are worn
7 are considered
Exercise 2
1 The Colosseum was built
by the Romans.
2 Wood was found locally.
3 Notre-Dame Cathedral was
damaged by a fire in 2019.
4 Hamlet was written by
Shakespeare.
5 I was told to arrive early.
6 It was sold online.
Exercise 3
1 We were stopped by the
police.
2 I was told where to go by
the secretary.
3 My books were found
under the desk.
4 The letters were sent
yesterday.
5 Who was Big Ben built by?
Exercise 4
142 Unit 8

Unit 8 143

Materials
Tool, p.112
Workbook, p.92 5 6
Student’s Online Practice, 4 1
Unit 9 vocabulary 2 3
Exercise 1
1 hydration
2 workout
3 screen-time
4 sleep
5 exercise
6 social life
7 yoga
8 meditation
Exercise 2
1 fit / unfit
2 Breathing
3 energy
4 fresh air
5 health
6 downtime
7 stress
8 diet
Exercises 4 and 5
Warmer: YOUR WORLD The teams take turns to do their skit for MEMORIZE
• Ask Ss to tell you as many different the other team to guess. • As a class, make up some actions to go
Less confident groups mime the activity
types of exercise as they can, e.g. running, with the lifestyle vocabulary, e.g. unfit –
karate, yoga. rather than doing a skit. huffing and puffing, energy – jumping
INCLUSIVE CLASSROOM Play a mime More confident groups have to make a up and down. Tell Ss to close their book
game. Divide the class into two teams and full sentence, e.g. You are doing your first and make a list of the lifestyle vocabulary,
give each team a different lifestyle word. yoga class. doing the actions to help them.
Tell the team they have to do a short skit Further reference
to illustrate the word. They discuss what Audio scripts pages 178–179
to do and then nominate Ss to do the skit. Lesson extension, page 165
144 Unit 9

Materials
Tool, p.113
Workbook, p.93
Unit 9 discussion
Zoe Beth
Exercise 1
1 playing the piano
2 training for a race
Exercises 5 and 6
Warmer: YOUR WORLD ONLINE LINK their text, then take turns telling another
• On the board write healthy lifestyle and • Tell Ss that if they are discussing St their problem and asking for advice.
unhealthy lifestyle. Elicit a few habits for question 1 in a discussion forum they Less confident Ss work in pairs to create
both and make a list on the board, e.g. mustn’t say the name or give any personal a dialogue of their problem. They then
exercise, eating junk food. details about the person. Explain that it’s discuss ideas about what advice to give.
Exercise 5 important to protect people’s privacy. Further reference
• Elicit the key problem for each person, INCLUSIVE CLASSROOM Ss choose Lesson extension, page 165
e.g. lazy, gets nervous, needs to get fit for a two of the words in the Glossary and
marathon, trouble sleeping. make up a problem. Tell them to write
their problem using the text as a model.
More confident Ss work alone to create
Unit 9 145

Materials
Tool, p.114
Workbook, p.94
Unit 9 grammar
Exercise 1
plans for the day / Robyn’s
training plan
Exercise 2
1 a triathlon
2 it will get her moving
3 rain
4 go swimming
Exercise 5
1 ’ll come
2 ’ll borrow
3 won’t mind
4 are going to play
5 ’m going to have
6 ’re going to see
7 ’ll meet
Exercise 6
Warmer: REACTIVATE! Exercise 5 Less confident groups name the

• Say a lifestyle word, e.g. social life • Grammar focus: As Ss sometimes find activities and, which ones they enjoy
and ask Ss to tell you what words they the position of adverbs confusing, explain doing.
associate with it, e.g. friends, fun. that in future forms, they come after will More confident groups take turns to ask
Exercise 3 and before won’t, and after be and before and answer questions, e.g. Do you like
• On the board write the sentences I’m not be in be going to sentences. going to museums?
going to do more exercise. I’m worried I’ll INCLUSIVE CLASSROOM To inspire Ss Further reference
do badly. Ask Which sentence is a future for exercise 6, show them some photos of Audio scripts page 179
prediction / a plan? different activities, e.g. sports, hobbies, Lesson extension, page 165
• Ask Ss how we form both tenses (be shopping, fairgrounds, theater, museums.
going to + base verb will + base verb)
146 Unit 9

Materials
Tool, p.115
Workbook, p.95
Unit 9 speaking
Unit 9 listening
Exercise 1
1 carbohydrates, fat,
minerals, protein, vitamins
2 bones, muscles
3 junk food, fizzy drinks
4 calcium
Exercise 2
1 sweeteners 2 dairy
3 snack 4 junk food
5 nuts 6 nutrients
7 weight 8 carbohydrates
9 bones 10 obesity
Exercise 3
1 protein 2 fats
3 carbohydrates 4 calories
5 vitamins 6 minerals
7 Calcium 8 bones
9 junk 10 fizzy
11 obesity
Exercise 4
To take part in the Junior
Swimming Championships
in July
Exercise 5
1 He doesn’t need to go
on a diet because he isn’t
overweight
2 his eating habits
3 junk food and fizzy drinks
4 fruit and nuts
Exercise 6
1 goes running (for half an
hour)
2 giving up chocolate
3 a special training centre
4 swimmers
5 very tired
6 improving
Exercises 7 and 8
Warmer: YOUR WORLD ONLINE LINK TEACHING WITH DIGITAL Before Ss do

• Elicit different snacks, e.g. sweets, crisps, • Ask Ss to suggest search terms they the research, divide them into groups to
chocolate bars, nuts, fruit. could use to find the information, e.g. predict what information they will learn.
• Tell Ss when you eat snacks and which What’s the most popular food for teenagers Ask questions to prompt them, e.g. Why
ones are your favourites. in Europe? do teens like junk food?
Exercise 8 Further reference
• Fast finisher exercise: On the board Audio scripts page 179
draw a table with the headings Healthy Lesson extension, page 165
and Unhealthy. Ss make their lists in the
table.
Unit 9 147

Materials
Tool, p.116
Workbook, p.96
Unit 9 grammar
Exercise 1
I could ride a bike when I was
four years old. = past
... this morning I couldn’t
cycle up the hill. = past
Last year, I was able to cycle
all day ... = past
I can’t cycle very fast yet ... =
present
I can cycle uphill now! =
present
I’m sure I’ll be able to take
part in the race. = future
Warmer: REACTIVATE! • In the future we use can if we have the swap pictures for their partner to make a
• Say a food item for Ss to say the ability now, and will be able to talk about sentence.
category, e.g. eggs – protein. future abilities, e.g. I’ll be able to pass the Further reference
Exercise 1 exam when I finish this course. Lesson extension, page 165
• Write can / can’t; could / couldn’t; be able ASSESSMENT FOR LEARNING Ask Ss to
to / not be able to on the board. Ask Ss use a drawing instead of words to express
when we use each modal. the modals of ability. Do an example
• Explain that in the past we use could to yourself on the board. Draw a time line:
express general ability. We use able to to on the left hand side draw a bike on the
talk about ability on one occasion, e.g. I floor and a stick child crying. On the right
wasn’t able to finish the race yesterday. draw a picture of an adult riding a bike. Ss
148 Unit 9

Materials
in the guide book Classroom Presentation
Tool, p.117
Workbook, p.97
Exercises 3 and 7
Exercise 4
he overslept and missed the
photo
Exercise 5
Devin Castle looks amazing.
It doesn’t look far.
Maybe we can get a bus.
That sounds quite easy.
I bet there are boat trips from
Devin Castle.
I imagine he’ll be rehearsing.
It looks as if it’s going to rain.
I’m sure it’ll be fine.
It must be somewhere on
this road.
They’re sure to know.
It looks like they’ve got a
map.
They must be here
somewhere ...
They might be there.
Exercise 6
1 I imagine
2 Maybe we can
Warmer: YOUR WORLD Exercise 7 Pronunciation (Workbook page 97):

• Ask Who has been to Warsaw? What did • To support Ss, write the following • On the board write the phonetic
you do? dialogue prompts on the board A: ____ symbols /ɒ/ and /əʊ/.
TEACHING WITH DIGITAL Play the first looks ___. B: Maybe we can ____ Let’s • Tell Ss, in pairs, to choose five words
part of the video with no sound. In pairs, ____ A: I imagine ___ B: You’re right … from the wordlists which contain these
Ss make notes about what they think the That sound … A: It looks as if ____. B: I’m sounds.
characters are saying. Tell them to write a sure ____ A: It must be ____ B: We’ll ____. Further reference
short dialogue to go with the video. Play • Tell Ss to use the skeleton dialogue for Video scripts pages 179–180
the video with sound. Ask How similar the first situation and then for the other Audio scripts page 180
were your dialogues? two they can use their own ideas. Lesson extension, page 165
Unit 9 149

Materials
Tool, p.118
Workbook, p.98
worksheet
Unit 9 reading
Unit 9 discussion
Exercise 1
1 vegans
2 vegetarians
3 flexitarians
Exercise 2
1 one-third
2 health
3 she’s worried about the
planet
4 ethical reasons
5 cheese and milk
6 flexitarianism
7 vegan
8 it was too hard
Exercise 3
Exercise 5
2 I can’t get used to a plant-
based diet.
3 I’ve taken up yoga.
4 There are no buses, so they
can’t do without a car.
5 She set out to lose 5 kilos.
6 He couldn’t keep up his
diet. It was too hard.
7 She has cut down on the
amount of meat she eats.
8 Millions of people have
turned into couch potatoes
because of television.
9 She has cut out all animal-
based food.
10 Healthier eating has taken
off.
Warmer: YOUR WORLD INCLUSIVE CLASSROOM Less ONLINE LINK

• Ask Ss What’s your diet like? What foods confident groups: for exercise 5, write the • Tell Ss to give examples to support their
do you eat most often? verbs from the sentences and the phrasal answers, e.g. about the health effects. If
• Give an example of a time you verbs in random order. Ask Ss to match there’s time, they could do some research
considered changing your diet, e.g. I the verbs and the phrasal verbs, e.g. cut before the discussion to find out facts and
gave up eating meat every day to increase down; give up – stop doing something; figures about different diets and meat
the amount of vegetables in my diet. Now reduce. consumption to use in their discussion.
I eat more vegetarian food, and I feel More confident groups can write about Further reference
healthier. their diet using the phrasal verbs, e.g. Lesson extension, page 165
I couldn’t give up meat. It took me a long
time to get used to eating healthy snacks.
150 Unit 9

Materials
Tool, p.119
Workbook, p.99
Exercise 1
Because she was upset by a
TV programme about factory
farming.
Exercise 2
1 on 8 July
2 she’ll try to help
3 because there’s always a
vegetarian option
4 she ate a burger
Exercise 3
Feelings: I feel good / I feel
really bad / I’m angry
Plans: give up meat / become
a vegetarian / eat at the
school canteen / not give up
/ eat before going out
Something she was able to
do: didn’t eat meat for dinner
Something she wasn’t able to
do: resist eating a burger
Exercise 4
Warmer: YOUR WORLD and not able to do? What photo has she helps build the confidence to take risks
• Ask Ss if they keep a diary and what added? and believe that they have something to
kinds of things they write in it and if they ONLINE LINK say. They can speculate and guess based
hide it. • Ask Ss for reliable websites that they on their own personal life before they
• Ask how they would feel if their parents use to find out information about Poland. resort to the Internet.
read their diary. Double check them yourself before you Further reference
Exercise 3 make a list of them on the board. Lesson extension, page 165
• Ask Ss to look at Angie’s diary again. Ask TEACHING WITH DIGITAL Ss work
Is there a date? Does she write about her together to discuss the question first.
goals? Does she describe how she feels? Sharing their own ideas and opinions
Does she describe something she was able
Unit 9 151

Materials
Tool, p.120 c
Class CD 3, track 41 a
Workbook, p.100 d
Teacher’s Resource Centre, h
Unit 9 test e
Student’s Online Practice, g
Unit 9 check your progress b
f
Exercise 2
1 obesity
2 junk food
3 fat
4 weight
5 calories
6 nutrients
7 carbohydrates
8 protein
9 sweeteners
Exercise 4
1 ’m going to
2 Will 3
3 Are you going to
4 ’ll 4
5 ’ll 2
6 are you going to 1
7 ’s going to -
8 are you going to
Exercise 5
1 couldn’t
2 can
3 won’t be able to
4 will be able to
5 can’t
Exercise 6
1 It looks like
2 It can’t be
3 It’s probably
4 it must be
ENGLISH IN THE REAL WORLD ASSESSMENT FOR LEARNING Have Ss each Ss could improve on according to
• Ask Ss what information is usually on do Unit test 9 from the teaching resources the online Gradebook and ask them to
food packets, e.g. the weight, ingredients, and set Test yourself for homework from add that to their goal.
dietary information the name, sell by Online Practice Unit 9. Ask Ss to create a Further reference
date, instructions for use. tally chart of all the 1–3 rankings in their Audio scripts page 180
Self-assessments. Ask them if they can
see a pattern, e.g. I usually have problems
with the vocabulary / grammar. Ask Ss
to write a goal for the next course, e.g.
I am going to organize my vocabulary
notebooks. Make a note of one area that
152 Unit 9

Materials
Tool, p.121
Workbook, p.101
Exercise 1
Polish translation of:
1 a week / weekly / every
week
2 cut down on / cut out /
give up
3 muscles
Exercise 3
1 wasn’t able to
2 going to be
Exercise 4
1 looks as if / like
2 Yes
Exercise 5
Exercise 2 e 3•42 Exercise 5 ASSESSMENT FOR LEARNING Ss write

• Play the audio twice for the exam task. • Ask Ss what kind of text they have to a diary entry reflecting on the unit, e.g.
• Remind Ss that the statements are not write (A blog), what it’s about (how you what they learned, what caused them
direct quotes from the audio. In order take care of yourself), what they have to difficulty, strategies they found helpful,
to prepare for the listening they need to include (information about exercise they a plan or intention they have for their
think about different ways of saying the do, their diet and their health plans and studies next week. Ask Ss if they are
statements, e.g. the machine didn’t work, goals.) happy for you to read the diary you can
she didn’t know how to use the machine, • Tell them to find the writing task from identify class and individual needs.
she’s never run on a machine. Lesson 9h in their portfolio to use as a Further reference
guide. Audio scripts page 180
Unit 9 153

Exercise 1
1 are you going to do
2 ’m going to do
3 are going to stay
4 are going to see
5 will be
6 is going to take
7 won’t be
8 won’t have
9 is going to see
10 won’t go
Exercise 2
(possible answers)
1 ’ll carry them for
2 will lose
3 I’ll get / buy some more
4 I’m going to have a party
154 Unit 9

Unit 9 155

Materials
Tool, p.132
Exercise 2
1 wife
2 railway stations
3 a book (about him / his
constructions)
Exercise 3
1 were written by
2 would help you
3 could run
4 apologizes for being
Warmer together to complete the tasks. Tell them provided direction for group activity
• Explain that all the exercises are Matura when they have finished you will be (e.g. approaching tasks) …was involved
exam tasks and review the language from asking them to provide group feedback in discussing and completing the task
Units 1 to 9. on each other. While Ss are completing supported others. …suggested solutions.
TEACHING WITH DIGITAL Ask Ss do the tasks, speak to each one and share Individually Ss complete the statements
some research online about the Matura with them the progress from the online with the names of people in the group
exam and find one tip they think is useful gradebook and areas you think they who showed these qualities. Then the
to share with the class. need to focus on for the next step of their group compare and discuss their ideas.
learning.
ASSESSMENT FOR LEARNING Divide Further reference
On the board write, …was engaged
the class into small groups to work Audio scripts page 181
in the group and with the group. …
156

Exercise 4
1 get used to
2 support
3 is visiting
4 How long
Exercise 5
1 do you suggest we visit /
see /do
2 looks like / looks as if
Exercise 6
1 I don’t believe it
2 Could you help me?
3 I’ll come
Exercise 7
1 by wearing some jewellery
2 a leather bag
3 they look like clothes from
a 1970s fancy dress party
Exercises 9 and 10
Students’ own answers
157

Materials
Tool, p.124
Workbook, p.102
5 video
2
1
4
5
3
Exercise 1
1 texting
2 watching a video
Exercise 3
A
1 98%
2 TV
3 play games and watch
videos
4 more boys play video
games; more girls do social
networking
5 phoning, texting, listening
to music
6 TV and video on demand,
online shopping and
banking, education and
Internet use in schools
B
1 75%
2 listening to music, social
networking, messaging
friends and family and doing
their homework
3 they use it more for music
and communication
4 over two hours a day
5 over 6 million people
6 new uses will appear
Warmer: YOUR WORLD Exercise 5 Culture Video

• Read out the culture notes and ask • Ss write the questions in a table then • Watch a short film about Video game
Ss if they think the statistics for Polish stand up for a class mingle, asking and technology and discuss the questions. For
teenagers would be the same. answering the questions. further practice, see the Workbook activities.
Exercise 1 INCLUSIVE CLASSROOM Online Link
• Focus Ss attention on the photos and Less confident groups write a sentence • Ask Ss to predict what these might be,
ask if they are learning or playing. to summarize their findings. before conducting their research to find
Exercise 2 e 3•43 More confident groups create a bar chart out. Ask if their ideas were correct.
• In pairs Ss look at the headings and or graph to present their findings.
make notes about what they would
expect to read under each heading.
158

Materials
Tool, p.125
Workbook, p.103
5 video
Exercise 1
1 fitness fanatic
2 habits
3 in shape / strong
4 stamina
5 concentrate
Exercises 2 and 3
Vocabulary booster Project • Within the two groups, Ss work with a

Exercise 1 Exercise 3 partner to do their chosen project.
• Focus Ss attention on the photos and • Show Ss an example of different types
ask Which one looks fitter / happier? of online questionnaires and surveys.
• Ask Ss which words in the box are What different styles are there? (Yes /
positive / negative. no questions, tick box answers, multiple
Exercise 2 choice). Ask Ss which they would
• Start a story yourself as an example, prefer to do – a survey or a poster and
e.g. I did so badly in my exams. I couldn’t presentation. Divide the class into two
concentrate because … then elicit groups depending on which they choose.
suggestions for continuing the story.
159

Lesson extension
Design to supply unit artwork
1 Ups and downs 2b READING: Life-changing events 23

Exercise 4
1a VOCABULARY: Experiences 8 • Personalized response to the text: Ask Ss if they know any similar
stories. Ask how their parents, grandparents met.
Exercise 3
• Collocations in context: Ss read the situations and choose the
correct experience from exercise 1. 2c GRAMMAR: Present perfect with
already and yet 24
1c GRAMMAR: Present perfect and past
Exercise 2
simple 10 • Reading and listening for key information: Ask Ss to answer the
questions before they read the dialogue again.
Exercise 2
• Reading and listening for specific information: Ask Ss to cover Exercise 5
the dialogue and answer the questions, then uncover and check.
• Grammar focus: Elicit where yet goes in the example question (at
the end).
Exercise 6 e 1•12
• Speaking practice: Ss repeat the dialogue before they practice Exercise 8
in pairs.
• Extended speaking practice: Ask pairs to share what each
other did.
1d LISTENING AND VOCABULARY: Quiz
about how you spend your time 11 2d LISTENING AND VOCABULARY:
Exercise 4 Feelings about moving house 25
• Fast finisher exercise: Personalized response. Put Ss in small Exercise 3
groups to compare their answers to the quiz.
• Vocabulary extension: Describe a situation and ask Ss to guess
• Ask each group to report back who has mostly A, B or C answers. the adjective.
• Personalized practice: Ss write their responses first. • Extended speaking practice: Find out which pair guessed both
people correctly first.
1f EVERYDAY ENGLISH: Suggestions 13
Exercise 2 2e GRAMMAR: Present perfect with for
• Listening for detailed information: Give Ss time to complete the and since 26
task, then elicit answers.
Exercise 4
• Personalized grammar focus: On the board write the verbs live,
1g READING AND VOCABULARY: Fears speak, study, know and see and elicit the past participles.
and phobias 14 • Complete the sentences so they are true for you, e.g. I have lived
in this town for 25 years.
Exercise 3 e 1•20
• Reading for gist: Tell Ss to scan the forum quickly to answer the Exercise 5
question. • Personalization: Divide Ss into mixed-level pairs to take turns to
• Ask a few additional questions for example Who has a phobia? say one of their sentences for their partner to respond Me too or
(Laughing Lil). Whose aunt has a phobia? (Top Tim). I haven’t. I’ve …
2f EVERYDAY ENGLISH: Keeping a

2 This is me conversation going 27
2a VOCABULARY: Life events 22 Exercise 2
• Listening for specific details: Ss write the names, then listen and
Exercise 5 check.
• Personalization: In pairs, Ss compare their questionnaires.
• Ask Ss to share the reasons for their answers, e.g question 3 I Exercise 3
want to move to Spain because the weather is nice. • Interpretation: Ss discuss what they think the phrases mean and
how they say them in Polish.
Exercise 6 • Check answers as a class. Write the phrases on the board
• Speaking extension: Tell Ss to work with a different partner to ask and mark the stress on awesome, believe, ask and the falling
and answer the questions. intonation.
• Ask Ss to give feedback about their partners.
Exercise 7
• Extended speaking: Divide the Ss into mixed level groups of
three.
• Ask two Ss to demonstrate the activity with you. Ask one St a
question, e.g. Where did you go for your last holiday? Encourage
them to respond with a full answer, e.g. I went to France.
Encourage the third St to react and ask for more information.
160 Lesson extension


2g READING AND VOCABULARY: Exercise 8
Biography of a teenage adventurer 28 • Extended speaking practice. Divide Ss into mixed-level pairs to
report what their first partner said.
Exercise 3
• Interpreting a text: Ask Ss what training sports people 3h WRITING: An ad for a holiday
generally do.
destination 41
Exercise 2
3 On the road • Reading for detailed information: Ask Ss what information they
are looking for to answer each question, e.g. 1 types of food
3a VOCABULARY: Holidays and packing 34 2 activities for children 3 luxury accommodation.
Exercise 5
• Speaking extension: Encourage Ss to use the compound nouns
in their speaking.
4 What I want
4a VOCABULARY: Free-time activities 48
3b READING: Holidays of the future 35
Exercise 3
Exercise 4 • Extended vocabulary practice: Draw a table with the headings
• Personalized response: Divide the class into four mixed-ability Alone / With someone / Digital for Ss to copy.
groups: A, B, C and D.
• Give each group one of the holidays from the text to ‘sell’ to Exercise 6
the rest of the class. Give Ss time to think of the selling points • Personalization: Review the language for talking about likes and
of each holiday, e.g. it’s cheap, you’ll see new things. Tell them to dislikes, e.g. I love / hate / can’t stand / enjoy.
add information about accommodation, price, etc. to make the
holiday attractive. 4b READING: Teen tribes 49
• Regroup so there is at least one person from A, B, C and D in the
new groups. Ss sell their holiday to the group. Exercise 1
• Setting the scene: Ss look at the pictures and discuss the
question.
3c GRAMMAR: will, may and might 36
• Listening and reading for specific information: Ss underline the • Personalization: Focus on the Glossary. Tell Ss to read the phrases
answers in the text. and ask them what all the phrases have in common (styles /
tribes).
Exercise 6 • Ask Ss to find and underline the phrases in the text, and include
• Personalization: Make sure Ss have time to prepare their answers. them in their discussion.
3d LISTENING AND VOCABULARY: 4c GRAMMAR: Verb (+ preposition) +-ing

Festivals 37 form 50
• Reading for general meaning: Ss scan each paragraph to find • Listening and reading for detailed information: Ask Ss to discuss
vocabulary that relates to the photos. the questions and then read to check.
• Personalized response: Ask Ss what festivals they know in Poland • Grammar focus: Make sure Ss use the correct prepositions and
and make a list on the board. gerund form.
Exercise 8 4d LISTENING AND VOCABULARY: Dreams

• Extended speaking practice: Ask Ss to suggest questions they
could ask, e.g. What do people wear / eat? What’s the best thing and ambitions 51
about the festival?
Exercise 4
• Personalized response to text: Help Ss with ideas on how they
3e GRAMMAR: Different ways to express can make their ambition come true, e.g: I want to be an engineer. I
the future 38 have to pass exams and go to university. I’ll have to work as a trainee
in an engineer’s office.
Exercise 4
• Controlled writing practice. On the board write: go / town and Exercise 8
ask Ss to suggest a sentence with will, present simple and • Personalization: Ask Ss to say their descriptions for the class to
continuous I’ll go to town with you. I’m going to town later. The bus guess who the person is.
goes to town every half hour.
4e GRAMMAR: Verb + to + infinitive 52
3f EVERYDAY ENGLISH: Talking about the
Exercise 3
future 39 • Grammar focus: Tell Ss to look at the words before the gaps and
decide what form the following verb should take. Ss look at the
Exercise 2 options and see if that form is given.
• Listening for detailed information: Ask Ss to answer any
questions they can with their partner before they listen again.
Exercise 4
Exercise 3 • Personalization: Remind Ss about useful verbs that they can use
to write about their ambitions: want to, would like to, decide to,
• Translation practice: If Ss have different Polish translations, replay learn to, need to, be determined to, hope to.
the video to agree on a translation.

4f EVERYDAY ENGLISH: Requests 53 Exercise 6
• Personalization: Ask Ss to suggests rules they would have for
Exercise 2 their parent,s e.g. They can’t come into my bedroom.
• Listening for detailed information: Ss compare answers in pairs. • Tell Ss they can be creative and silly with their rules.
Exercise 3
• Translation practice: Tell Ss to read the expressions and tell you 5d LISTENING AND VOCABULARY:
what they mean: 1 What’s wrong? = What’s the problem? 2 Household chores 63
Don’t panic. = Stay calm. 3 … think carefully. = Try to remember.
4 That’s a surprise! = That’s not a surprise. (This is sarcastic – Ss Exercise 3
can tell by the intonation.) 5 Here you are. = Take this. 6 You’ll be • Vocabulary focus: Elicit which rooms the photos are.
fine. = Don’t worry, it’ll be OK.
Exercise 5 e 2•23
4g READING AND VOCABULARY: Applying • Listening for detailed information: Ask Ss to answer the
questions before listening again.
for a summer course 54
Exercise 6
Exercise 6 • Personalized response to the text: Elicit what the agreement is
• Personalized response to text: Ask Ss to think about their male and if Ss have similar agreements with their family.
and female friends. Ask Who is generally more positive?
5e GRAMMAR: Obligation 64
4h WRITING: A personal statement 55
Exercise 4
Exercise 2 • Personalized grammar focus: Tell Ss to look back at the personal
• Reading for specific information: Ask Ss how many questions freedom (5a) and household chores (5d) vocabulary to
they can answer before reading the text again. help them.
5f EVERYDAY ENGLISH: Offering help 65

5 Give and take
Exercise 2
5a VOCABULARY: Personal freedom 60 • Reading and listening for specific details: Give Ss time to
complete the task, then elicit answers.
Exercise 3
• Personalization: Ss compare their lists and justify their answers in Exercise 3
pairs. • Translation practice: Tell Ss to read the expressions and tell you
what they mean and when they would say them, e.g. Let’s do it.
Exercise 6 = Do something now. Agreeing to a suggestion.
• Personalized response: Ask Ss why they think some rules are fair
/ unfair.
5g READING AND VOCABULARY: Teenage
• In small groups, ask Ss to write a list of rules for home (for parents
and children) and school (for teachers and students) from problem page 66
different perspectives, e.g. Group A parents’ point of view; Group
B childrens’ point of view; Group C teachers’ point of view; Group
Exercise 4
D students’ point of view. Then change groups to pairs A / B and
• Reading for general information: Tell Ss to look for vocabulary or
phrases related to Jan’s problem ( strict, won’t let me hang out,
C / D. They compare the groups’ rules and A / B decide on five
immature, unfair, fed up).
rules for home and C / D decide on five rules for school.
Exercise 6
5b READING: Making house rules 61 • Personalized response to the text: Ask the Ss if they ever feel
their parents are too strict and ask for examples.
Exercise 5 • Ask Ss if they ever discuss their problems online and if they find
• Extended speaking practice: Tell Ss one result you think there these kind of advice pages useful.
would be with no rules, e.g. My house would be very untidy.
• Give Ss time to prepare what they want to say. Tell them to
think about interaction with family members, household 5h WRITING: An informal email to a
chores, respect for each other, dangers, opinions of non-family teenager 67
members.
Exercise 2
5c GRAMMAR: Permission and • Reading for detailed information: Ask Ss how different the rules
for their parents were in comparison to them.
prohibition 62
Exercise 2
• Listening and reading for detailed information: Ask Ss what 6 Going Out
information they need to listen for, e.g. a person’s name, a reason,
a time, some advice, two chores / activities. 6a Vocabulary Strong adjectives
• Extended grammar focus: Tell Ss to complete the task, then • Personlization: Ask some pairs to share their answers with
check answers with a partner. the class.
• Ask Ss to think of rules that haven’t been mentioned so far in the
lesson, e.g. I’m not allowed to skateboard indoors. I mustn’t be rude 6b READING: Unusual restaurants 75
to my parents.
Exercise 1
• Prediction: Focus on the photo and ask Why are they wearing big
coats?


Exercise 5 6g READING AND VOCABULARY: A choice
• Vocabulary focus: Ask Ss to make a list of negative words in each of shopping experiences 80
review and compare their list with a partner.
Exercise 3
Exercise 6 • Personalization: Circulate and encourage Ss to use language and
• Personalized response to the text: Give Ss time to prepare their examples from the shopper’s guide.
answers.
• Elicit reasons why they chose the restaurant.
6h WRITING: A blog about shopping 81
6c GRAMMAR: Indefinite pronouns 76 Exercise 2
• Reading for key information: Elicit examples of adverbs of degree
Exercise 2 and strong adjectives.
• Reading for detailed information: Elicit the sections of dialogue • Ask Ss which paragraph they would most likely be used in (the
for each correct answer, e.g. 1 ‘… you mustn’t give them anything descriptive paragraph) and why.
to eat.’
• Ask Ss if they would like to go to Blue city and what would be
the main attraction for them.
Exercise 3
• Personalized response to the text: Ask Would you prefer the
Central Bark Café or the Cat café? Why?
7 Protect our planet
Exercise 6
• Grammar focus: Write the sentence starters 1 to 6 on the board 7a VOCABULARY: The environment 86
and ask Ss for suggestions to how to finish them using different
pronouns. Exercise 3
• Vocabulary focus: Elicit how Ss know which definitions in
6d LISTENING AND VOCABULARY: exercise 2 are nouns. Ask which definition gives a description of
a noun (1).
Spending habits 77
Exercise 6
Exercise 6 e 2•41 • Personalized response to the listening: Elicit environmental
• Personalized response to the listening: Ask Ss to use their notes problems, e.g. global warming and what effects they have, e.g.
from exercise 5 to give reasons for their answers. weather changes.
• Speaking preparation: Monitor and help with spelling and • Personalization: Ask Ss if they will do more after listening to
vocabulary. Mr Kowalczyk.
Exercise 8
• Extended speaking practice: Ask Ss to extend the 7b READING: A young activist 87
conversation, e.g.
A How much did it cost? Exercise 4
B €2 • Personalized response to the text: Come up with a couple of
A Why did you choose that comic? example slogans as a class e.g. Our future matters. Teens for change.
B It has lots of competitions where you can win prizes.
Exercise 5
• Personalization: Ask Ss what the advantages and disadvantages
6e GRAMMAR: Adverbs of degree 78 are of Fridays for future and if they think these kind of
campaigns work.
Exercise 3
• Grammar focus: Model and drill the use of stress with adverbs of
degree, showing Ss that generally they are stressed. 7c GRAMMAR: Zero conditional and first
• Tell Ss to make dialogues using the sentences in exercise 2, conditional 88
stressing the adverbs of degree, e.g. A Did you enjoy shopping in
London? B Yes, but the shops were extremely packed. Exercise 2
• Listening and reading for key information: Ask if Ss can answer
the questions before they read the dialogue again.
6f EVERYDAY ENGLISH: Apologizing 79
• Listening for key information: Ask Ss to complete the sentences • Personalization: Elicit what Joey and Robyn do. Make a list on the
before they listen / watch again. board.
• Translation practice: Pause after each of the phrases and ask Ss to • Extended speaking practice: Join three pairs together to share
mark which words are stressed. ideas and vote.
• Dictate or write on the board one-word prompts, e.g. 1 afford; 2
bad; 3 difficult; 4 look; 5 deal. 7d LISTENING AND VOCABULARY:
• Ss take turns to say the prompt for their partner to say the Animals in danger 89
phrase.
Exercise 5
• Grammar focus: Ss check their questions by looking back at
number 7 in exercise 4.
Exercise 8
• Personalization: Ss discuss their preferences in pairs.
• Ss find a different partner and report what they discussed with
their first partner.

7e GRAMMAR: Second conditional 90 8c GRAMMAR: Present simple passive 102
• Grammar focus: Refer Ss to the example from exercise 1 and • Reading and listening for key information: Ss try to answer the
highlight the second conditional. questions before they read the dialogue again.
• Personalization: Write prompts on the board be a colour / live • Grammar focus: Tell Ss to read the Grammar Reference on
anywhere in the world. Ask Ss to write questions. page 110.
• Ss choose two of the questions to ask each other.
Exercise 7
Exercise 5 • Extended speaking practice: Assign Ss A and B. Tell A to close
• Extended speaking practice: Ask Ss to vote on the most their books. B asks questions 1–4 for A to answer. Swap roles and
surprising answer. repeat the activity with A asking B questions 5–8.
Exercise 8 8d LISTENING AND VOCABULARY:

• Extended speaking: You could video the roleplays for Ss to
review and decide what they could improve. Building design 103
Exercise 4
7f EVERYDAY ENGLISH: Advice 91 • Vocabulary focus: Ask What makes these buildings special?
• Listening for key information: Ask Ss to answer the questions • Play the audio twice for the exam task.
before they listen again. • Tell Ss to write concise notes.
• Translation practice: Check as a class to see if they have the same • Personalization: Ss work in mixed-ability pairs and more
Polish translations. If they don’t, replay the video and agree on confident students help with key vocabulary.
translations.
Exercise 9
7g READING AND VOCABULARY: • Extended speaking practice: Ss do a presentation of their ideal
A teenage fundraiser 92 building using Powerpoint slides and pictures.
Exercise 3 8e GRAMMAR: Past simple passive 104

• Vocabulary focus: Read out each sentence, saying beep for the
gap. Ss suggest words to complete the gap. Exercise 1
• Grammar review: Ask Ss how they know the sentences are in the
Exercise 6 present simple passive and why (talking about nowadays).
• Personalized response to text: Elicit the charity events (garage
sale at home, bake sale in school, a sponsored event), and the Exercise 5
advantages and disadvantages of each one. • Grammar focus: Show Ss some photos of famous buildings in
• Have a class discussion about organizing a charity event. Agree Poland and ask what they know about them. Ask Ss to suggest a
on an event and a charity to donate to. few more and make a list on the board.
Exercise 6
7h WRITING: A formal email asking for • Speaking practice: Choose one of the buildings in exercise 5 and
help with fundraising 93 encourage Ss to ask you the questions.
Exercise 2
• Reading for key information: Ask Ss to answer the questions 8f EVERYDAY ENGLISH: Disbelief and
before they read again. relief 105
Exercise 2
8 What’s new? • Listening for key information: Ask Ss to complete the sentences
first and then listen / watch again to check.
8a VOCABULARY: Materials 100 Exercise 3

• Translation practice: Once they have discussed all the phrases,
Exercise 1 check as a class to see if they have the same Polish translations.
• Vocabulary focus: Tell Ss that all the words are countable so we Replay the video and come up with an agreed translation.
say a ring, a bottle, etc.
Exercise 7
8b READING: Two innovations 101 • Extended speaking practice: Ask Ss for suggestions for substitute
words and write them in the dialogue on the board, e.g. train; to
Exercise 1 school; Mum; 20 minutes.
• Pre-reading task: Ask Ss What are some environmental problems?
(e.g. pollution, traffic, waste). Exercise 8
• Extended speaking practice: Create a dialogue for the first
Exercise 5 situation as an example.
• Paraphrasing: Put Ss in pairs. Tell them to close their books and • Tell Ss to choose one of their dialogues and act it out for the
use their flow charts to explain the process. class.
Exercise 6
• Personalized response to text: Tell Ss they have to award first
prize for the best innovation. In small groups they discuss which
innovation should win the prize and why.

8g READING AND VOCABULARY: Amber Exercise 5
from Gdańsk 106 • Grammar focus: Explain that in future forms, adverbs come after
will and before won’t, and after be and before not be in be going
Exercise 3 to sentences.
• Personalized response to the text: Ask Ss what other products,
objects or materials Poland is famous for and make a list on the Exercise 6
board. • Personalization: Encourage Ss to ask questions to find out more
about their partner’s weekend plans
• Ss choose one and then discuss and compare their choice with
a partner. • You can write some prompts on the board, e.g. Where? Who
with? How long? Encourage Ss to use will / be going to /
Exercise 5 e 3•24 definitely / probably.
• Vocabulary focus: Say an adjective from the box for Ss to say
appearance or texture. 9d LISTENING AND VOCABULARY: The
connection between nutrition and sports
8h WRITING: A presentation about a new performance 115
product 107
Exercise 6 e 3•35
Exercise 3 • Play the audio twice for the exam task.
• Presentation preparation: Ask a St to make a sentence with the • Listening for key information: Ask Ss what information they need
first bullet point for Photo 1 using a phrase in the box, e.g. I’d like to listen for in each sentence, e.g. something he does every day,
to present my skateboard. something difficult.
• Once Ss have made sentences, they cover the phrases in
the Improve your writing box and take turns to present the Exercise 7
skateboard to each other. • Personalized response to the listening: Ask Ss to summarize Zak’s
routine e.g five hours training, gym workouts, running, swimming,
tiredness, early nights, eating healthily.
9 Balance Exercise 8
• Personalization: On the board draw a table with the headings
9a VOCABULARY: Balanced lifestyle 112 Healthy and Unhealthy. Ss make lists in the table.
Exercise 4
• Personalization: Ask Ss. What do you think a balanced lifestyle looks 9e GRAMMAR: Modals of ability 116
like? What should it include?
• Tell Ss to compare their answers to the questionnaire. Exercise 4
• Ask some pairs to perform their conversation for the class.
Exercise 5 • Ss write four other activities and ask their partner if they can do it
• Vocabulary focus: Ask Ss to look at the questionnaire. Ask Which now or could do it when they were eight.
question word is used more often? (How …?)
• Elicit a few, other question types and list them on the board, e.g. 9f EVERYDAY ENGLISH: Speculating 117
When do you …? What do you …? Why do you…? Are you …?
Exercise 2
9b READING: Advice on lifestyle • Listening for key information: Ask Ss to choose the options and
then watch / listen again to check.
problems 113
Exercise 3
Exercise 1 • Translation practice: Write the Polish translations on the board in
• Reading preparation: Ask Which photo represents your lifestyle random order and ask Ss to match them to the English.
best? Why? What photo would you take of yourself to show your
lifestyle?, e.g. watching TV, hanging out with friends. Exercise 6
• Exam focus: Remind Ss to check their answers to make sure the
Exercise 5 sentences are cohesive and grammatically correct.
• Personalized response to the text: Elicit the key problem for
each person, e.g. lazy, gets nervous, needs to get fit for a marathon,
trouble sleeping. 9g READING AND VOCABULARY: Reasons
people change their diet 118
Exercise 6
• Critical thinking: Divide Ss into three groups and give each group Exercise 3
a problem. Tell them to discuss the problem and make notes on • Personalized response to the text: Elicit the reasons and list them
the advice. on the board (influenced by sports stars, save the planet, health,
• Assign each St in a group a number. Tell all Ss with the same ethical).
number to make a group of three so there’s one St in each group
with the advice for a different problem. 9h WRITING: A diary entry about a goal 119
• Ss choose a problem they didn’t discuss and ask their group for
advice. Exercise 2
• Reading for key information: Ask Ss if they have had a similar
experience to Angie when they set a goal and felt bad because
9c GRAMMAR: be going to and will 114 they didn’t achieve it.
Exercise 2
• Reading and listening for key information: Ask Ss to try
answering the questions before they re-read.


Student’s Book scripts
Design to supply unit artwork
Welcome Unit 1
0a (p.4) 1a (p.8)
Exercise 1 r 1•01 Exercises 4 & 5 e 1•08
Robyn Lottie! Are you going to Science – Mr Curtis? 1 Have you ever been to a concert, Liz?
Lottie I think so. It looks like we have Science every Monday Liz Yes, I have.
morning first lesson. Interviewer Who did you see?
Robyn Cool! I like Mr Curtis. He’s funny and he makes the Liz My favourite band – Boyz and Us.
lesson interesting. Interviewer How was it?
Lottie You’re very cheerful for the first day of school. Liz It was amazing. When I was leaving, I met Peter the
Robyn I feel really confident – this is the year of Robyn! singer, and I took a selfie with him.
Lottie Great. Where do we go for Science, then? Interviewer Can I see it?
Robyn I don’t know. Liz Yes, the photos are on my phone.
Lottie Come on! Presenter 2
Interviewer Have you ever swum with dolphins, Aarav?
Lottie Hi, Oscar. Aarav No, I haven’t but I’d love to. I’ve been
Oscar Oh, hi Lottie. Hi Robyn. snorkelling though.
Lottie Where’s Joey? Interviewer Where did you go?
Oscar I don’t know. Aarav Australia. It was amazing.
Robyn He’s late on the first day. He’s so l azy. Interviewer What did you see?
Oscar I’ve got a music lesson. See you around. Aarav I saw lots of colourful fish and a shark!
Robyn He’s still really shy. Interviewer Were you afraid when you saw the shark?
Lottie And Joey is still late. Aarav Yes, a little.
Robyn Don’t worry. I’ve got a plan. Presenter 3
Interviewer Have you ever travelled to a foreign
Mr Curtis Welcome back, everyone. Let’s get started. Where is country, Rosie?
Joey Macari? Yes, Robyn? Rosie Yes, I have. I went to Spain last year.
Robyn How was your holiday, sir? Interviewer Really? Where did you stay in Spain?
Mr Curtis It was good, Robyn. Thank you for asking. Rosie We stayed for three days in Pamplona. Then we drove
Robyn Where did you go, sir? to San Sebastian.
Mr Curtis Ah, the easy-going Mr Macari! Nice to see you! Interviewer When was that?
Joey Sorry, I’m late, sir. Rosie Two years ago. When I was twelve.
Robyn Technically, Joey isn’t late, sir. Interviewer Did you like Spain?
Mr Curtis I’m not sure I understand, Robyn. Rosie Yes, I did. San Sebastian was fantastic. I had surfing
Robyn Well, sir. We’re chatting about your holidays. You aren’t lessons on the beach every day. I’m quite good now!
really teaching. Presenter 4
Mr Curtis See me before lunch, Joey. Robyn, your brain is Interviewer Have you ever made a YouTube video, Leo?
working so well this morning: perhaps you can start. Leo Yes, I have.
Interviewer Really? What was it about?
Exercise 5 r 1•02 Leo I made a film about climbing in the Tatra mountains
Joey Hi, guys. with my dad.
Robyn Did you get into trouble? Interviewer How many people watched it?
Joey No. Thanks, Robyn … Oh, that looks good. What are you Leo I think I got about a thousand hits.
having, Lottie? Interviewer Wow, that’s good!
Robyn It’s what she always has for lunch on Mondays: cheese
and avocado sandwich. Memorize e 1•09
Oscar What are you having, Joey? act in a play
Joey Oh no! My lunch box isn’t in my bag. I think I left it be on TV
at home. climb a mountain
Oscar Really? Again? do a parachute jump
Robyn Well, I have an extra sandwich today. You can have it. go zip-lining
Joey Great, thanks Robyn! learn how to surf
Oscar You’re so lucky to have a friend like Robyn. It’s the make a YouTube video
second time today she’s helped you out! plant a tree
Lottie Hmm. The Year of Robyn, eh? ride a camel
run a marathon
sleep in an ice hotel
swim with dolphins
166 Student's Book scripts


take a selfie with a Presenter Mostly Bs.
celebrity Reader You need just a bit more excitement in your life. What
travel to a foreign country are you waiting for? Go for it!
watch the sunrise Presenter Mostly Cs.
win a competition Reader What’s the hurry? You have an exciting life, but
sometimes it’s good to slow down and take it easy!
1c (p.10)
1f (p.13)
Exercise 6 e 1•12
1 A Have you ever visited the USA? Exercise 1 r 1•16
B No, I haven’t. But, I’ve been to Canada. Robyn So, Joey, you’ve made it to school on time every day
A Really? When did you go there? this week. How?
B I went there last year. Joey My dad bought me another alarm clock.
2 A Have they ever been snorkelling? Robyn That’s it?
B Yes, they have. They went last summer when they Joey Yeah. I have my phone and two alarm clocks …
were in Greece. Oscar GUYS!
A Did they enjoy it? Lottie Oscar looks excited about something.
B Yes, they loved it!
Lottie Oscar, what’s wrong?
1d (p.11) Osca Guys, have you ever been to Bratislava?
Robyn No.
Exercise 1 e 1•13 Oscar It’s the capital of …
Presenter Loner or life of the party?
Lottie We know where it is, Oscar. We’ve just never
Reader 1 Are you happy with your social life or would you
been there.
like to have more fun? What do you need to change? Answer
Oscar How about going there this summer?
the quiz and find out.
Robyn I’m not sure about that.
Reader 1 One. How many new things have you done
Oscar Come on. Why don’t we all go somewhere different
recently?
this holiday? Together!
Reader 2 A None – I’m nervous about trying new things.
Robyn That sounds great, Oscar. But why Bratislava?
B One or two things, but nothing really exciting.
Oscar My orchestra’s going there. Family or friends can come
C Lots of things – where do I start?
with us. It’s a proper trip – supervised.
Reader 1 Two. How often do you do sport?
Joey OK. What do we do in Bratislava while you’re playing
Reader 2 A I’m not keen on sport, so I only do PE at school.
your violin?
B I’m good at PE and I sometimes play sport after
Oscar You could visit the city. I have to go. Let’s talk about it
school.
tomorrow, OK?
C I’m crazy about sport. I play sport after school and
at the weekend.
Robyn Hey, what are you up to, Lottie?
Reader 1 Three. When did you last go to a party?
Lottie Nothing much. You know this trip to Bratislava?
Reader 2 A I can’t remember – I don’t like going to parties.
Robyn What about it?
B Last month, it was my friend’s birthday.
Lottie I think Oscar really wants us all to go. He’s probably
C Last Saturday I went to two. I get invited to parties
really excited about it, but I think he’s really stressed-out
all the time.
about it too.
Reader 1 Four. Where do you want to travel to?
Robyn I know. I’m sure he wants his friends with him. And
Reader 2 A Nowhere – I get stressed out about travelling, and
Bratislava looks really cool!
I’m scared of flying.
Lottie Shall we call Joey and persuade him?
B Greece – I’m really interested in ancient history.
Robyn Good idea! No, wait! We can’t do that now. It’s his
C The planet Mars – I’m fascinated by space
football evening. He’s probably turned his phone off.
exploration, and I want to be part of it.
Reader 1 Five. What do you get excited about? Exercise 4 r 1•17
Reader 2 A I don’t really get excited about anything. Robyn Hi, Oscar.
B Going on holiday or to parties. Oscar Hi, guys … How about it? Bratislava?
C Everything! Lottie It sounds great.
Reader 1 Six. Who do you prefer to spend time with? Oscar So, you’re coming?!
Reader 2 A Nobody – I’m happy on my own. Joey Yeah, we are.
B I don’t mind being alone but I enjoy going out Oscar Thanks guys. It means a lot. Have you got tents and
with my friends occasionally. sleeping bags?
C I love being with my friends as much as possible. I Robyn What?
get bored on my own. Oscar Didn’t I tell you? All the orchestras are staying at one
campsite in the festival.
Exercise 3 e 1•14 Robyn We have to sleep in a tent?!? You’re kidding.
Presenter Mostly As.
Oscar And we also need to raise some money.
Reader It’s nice to stay in but sometimes it’s nice to get out
Joey What for?
and do things with other people from time to time. What are
Oscar The orchestras need to pay to enter the festival and every
you afraid of?
musician needs to help with the cost. Let’s talk about it at lunch.
Robyn That sounds … great.
Student's Book scripts 167

Exercise 5 e 1•18 3 C Is this a picture of your graduation day?
How about going there this summer? D Yes. I studied engineering and I graduated in 2008.
I’m not sure about that. Mum took that photo on graduation day.
Why don’t we all go somewhere different this holiday? 4 A Your dad is Scottish, isn’t he?
That sounds great. B Yes, he grew up in Scotland and he moved to London
You could visit the city. when he was 18.
Let’s talk about it tomorrow, okay? 5 C Do you want to get married one day?
Shall we call Joey and persuade him? D I don’t know. I want to go to university and then travel.
Good idea! 6 A I haven’t seen your granddad at the garage recently.
How about it? Does he still work there?
It sounds great. B No, he retired last year.
Let’s talk about it at lunch. 7 C Do you want to have children when you’re older?
That sounds great. D Yes. I love children. I want to have a big family one day.
8 A Has your sister had any job interviews?
1i (p.16) B Yes. And she got a job in a flower shop. She loves it.
Exercise 7 e 1•21 2d (p.25)

Presenter 1
Boy Let’s go to the cinema. Exercises 4 & 6 e 1•30
Presenter 2 Rosie Hi, I’m Rosie Brent. My dad is in the army, so I’ve lived
Woman Why don’t we go on holiday to Croatia? in a lot of different places since I was born – I’ve been to five
Presenter 3 different schools! I don’t get upset about moving because it’s
Girl Shall we take the bus home? our way of life. We usually move about every two years. But
Presenter 4 we’ve lived in Bristol for nearly three years now.
Man We could have pizza for dinner. My parents have just told me that we’re moving to Germany
next July. I’m very excited but I’m a bit anxious because my
1j (p.17) German is terrible. I’ve only studied it for two years. I was
relieved when Mum told me that I’m going to an English-
Exercise 1 e 1•22 speaking school.
1 Jim How was your summer holiday, Mark? I have made some good friends here, and of course, I’ll be
Mark It was great thank you. We went camping in Greece. sad to leave them, but I know I’ll meet new people, so I’m
Jim Sounds good. What did you do there? not worried.
Mark We went snorkelling, rode horses on the beach and David My name’s David Simms. I come from a small village
ate great food. How about you, Jim? in the north of England. But last year my Mum got a job in
Jim Yes, my holiday was good too. London, so we had to move. We’ve been here since April –
2 Zuzia Have you ever climbed a mountain in Poland, Julia? nearly nine months. It was really hard at first. I was depressed
Julia No, but I’ve climbed one in Switzerland. to live in a city flat. But I started a new school in September
Zuzia Me too. I went on a school geography trip there. and I’m quite happy here now. I love music and I’ve started
Julia Did you enjoy it? guitar lessons after school. London is an exciting place to
Zuzia Not really. It was really difficult and I was very tired. live and I’ve been to a lot of great concerts with a classmate.
What about you? I haven’t been back to our village since we moved, but I’m
Julia Oh, I loved it. I enjoy walking and the countryside planning to go next summer. My best friend has been to stay
was beautiful. twice and I was proud to show him around the city.
Zuzia I prefer Italy myself. Lily I’m Lily Thomas. We left London last summer and moved
3 Peter What do you like doing, Paul? to Ludlow. My parents wanted a house with a garden and
Paul Well, I’m crazy about music. I listen to it all day. I’m that was impossible in London. When they told me, I was
good at playing football and I play every weekend. I’m very unhappy. I didn’t want to live in a small town and I
also keen on watching sport on the TV. Do you like sport, didn’t want to leave my friends. But my parents were really
Peter? excited and enthusiastic, so I tried to be more positive. We
Peter No, not really. I’m bad at sport so I’m not really moved in August. At first, I was lonely because I didn’t know
interested. I love acting and would love to be on TV! anyone. I’m usually a confident person, but on the first day
Paul Don’t you get nervous about acting? of school, I was very nervous. We’ve been here for three
Peter No, I get really excited about being on stage. months now, and I’m much happier. I’ve made a lot of new
friends. I haven’t been back to London since we moved, but
Unit 2 I hope to go there in the holidays. And best of all, I have a
dog! I’ve had Bessie since September. She’s fantastic!
2a (p.22)
2f (p. 27)
Exercise 3 e 1•26
1 A Do you remember much about your first day at school? Exercise 1 r 1•31
B Not really. I was only five when I started school. I can Lottie Hi, Robyn. What are you doing?
remember the smell of my new uniform. Robyn I’m sorting through our holiday photos.
2 A I’m going to stay with my grandparents in the holidays. Lottie Oh yes. You went to Scotland.
B You’re lucky. My grandma died last year. I really miss her. Robyn Scottish castles are cold and boring. Where did you
guys go this summer?

Lottie We went to Ireland – on the west coast. Look! 2j Repetytorium (p.31)
Robyn That sounds fun.
Lottie We did some surfing. It was awesome. Exercise 1 e 1•37
Robyn I bet. Sky Brown – the youngest person to compete in the 2020
Lottie And fishing. Olympics –was born in Japan in 2008 but she has lived in
Robyn Urgh – fishing! How boring! the USA for a long time. She started skateboarding when
Lottie Not the way Mum and I did it. she was only 3 years old. She has travelled to different
Robyn What do you mean? countries to compete in skateboarding competitions and
Lottie We climbed on to some rocks to go fishing, but while she now has hundreds of fans around the world. When she
we were sitting there, the sea came in and surrounded us. visited Cambodia, she decided to help children her age
Robyn Oh no! What did you do? who didn’t have clean water or education. She’s a confident,
Lottie Nothing. We just sat there for two hours until the sea enthusiastic kid with big hopes for the future.
went out again.
Oscar Where was your Dad?
Lottie Dad was surfing, but Mum had the car keys, so he Unit 3
was standing around in his wetsuit for two hours. He wasn’t 3a (p.34)
very happy.
Robyn What about you, Oscar? Exercise 4 e 1•40
Oscar We went camping in France. The people in the next 1 Girl I love going on holiday and I try and get away every
tent complained about my violin. few months. I love city breaks, it’s only a weekend but it
Lottie That’s a bit unfair. You’re good. What did Joey do? feels like you are away for ages. Now with low-cost flights
Oscar I think he went to Italy, but he was complaining. it’s not too expensive to get to places like Barcelona,
Lottie For a change! What was he complaining about? Paris or Berlin. The flights are short and you can go out
Oscar Museums. He saw a famous footballer though. sightseeing as soon as you’ve checked into the hotel.
Robyn I don’t believe you. 2 Check in staff Can I see your passport please?
Oscar It’s true. Just ask him. He even took a photo. Passenger Yes, here you are.
Check in staff Thank you. Do you have any carry-on
Exercise 4 r 1•32 luggage?
Robyn So who was he – this footballer? Passenger Yes, I do. I have this small suitcase. I hope it’s not
Joey I’m not sure. Dad recognized him, so I took a photo. He too big.
doesn’t play any more. Check in staff No, that’s fine. You can take that with you on
Robyn You can tell. the plane.
Lottie What do you mean? Passenger Great. Thank you.
Robyn Look at him! 3 Amy Mum have you packed everything?
Lottie Yeah, I see. Oh, I think that’s Rembrandt. Mum Yes, Amy. I think so.
Joey No, no, it was an Italian name. Amy What’s this?
Lottie Not the footballer, Joey. The painting behind your dad Mum Sunscreen.
and the footballer. Amy But we’re going skiing! It’s cold. Why do we need
Oscar You’re right, Lottie. It’s a self-portrait by Rembrandt that?
from 1669. Mum The sun is very strong in the mountains so we need
Robyn Congratulations, Joey. You and your dad were to be careful.
standing in front of a world-famous painting. Amy Ah … Ok, good point. Have you got some good
Oscar Probably worth about 30 million pounds. sunglasses too?
Lottie And you took a photo of your dad with a fat ex- Mum Yes, theses ones are special ski sunglasses.
footballer! Amy Very cool. Can you see anything?
Exercise 5 e 1•33 Mum Not really, no!
That sounds fun. 3d (p.37)
I bet.
How boring! Exercise 4 e 1•44
What do you mean? Sam St Patrick’s Day Festival starts on Thursday.
What did you do? Evie I know. I’m taking part in the parade on Friday!
What about you? Sam You’re kidding!
Evie It’s true. I’m meeting friends there. We’re all wearing
2i (page 30) green costumes!
Exercise 7 e 1•36 Sam Cool! Are you going just for the day?
1 Look. Mum took this photo of me when we were on Evie No, I’m staying with my cousin Jake. Why don’t you
holiday at the sea. I was having a surfing lesson. come?
2 My parents are angry because I got bad school results. I Sam I’m not sure. When are you going?
can’t go out after school until they improve. I have to study Evie On Thursday evening. My train leaves at 6.35 p.m. and
every evening. arrives in Dublin at 7.15.
3 I went on a mountain walk last Saturday with my brother Sam Are you coming home after the parade?
and he had an accident. He fell off a rock and broke his arm. Evie No. I’m staying until Monday. How about it?
4 Homework can be fun if you do it the way I do it …

Sam It sounds great! I’ll ask my parents. Oscar Nice one.
Evie And I’ll check with Jake. Robyn I think Mum will do a cake sale at her work for you.
Oscar Great.
Exercises 5 & 6 e 1•45 Lottie Why don’t we do something at school?
Sam Good news! I can come! Robyn We could have a non-uniform day.
Evie Brilliant. Jake says it’s fine for you to stay too. Let’s meet Lottie Good idea!
at the station at 6.15 p.m on Thursday evening and travel
together. Exercise 4 r 1•47
Sam Cool. What time are we coming back on Monday? Oscar OK. That’s twenty pounds and fifty-one pence.
Evie The train leaves Dublin at 10.45 a.m. Lottie Nice work, Oscar. Joey?
Sam OK. I’ll book my tickets. What do I need to bring? Joey Forty-six pounds and fifty-seven pence!
Evie You need to wear a green costume! Oh! And don’t Robyn OK. From all the food, we have a total of … thirty-
forget your raincoat – it might rain – it is Dublin after all! three pounds and ninety-two pence. And from the books, a
Sam Thanks for the tip! Do you have any plans for the rest of total of ten pounds.
the weekend? Oscar That’s not bad. What’s the grand total?
Evie Yes. On Saturday, in the afternoon we’re watching a show Lottie Hang on. That’s one hundred and eleven pounds
with dancers and acrobats in the town square. Then in the exactly.
evening we’re going to a firework display. On Sunday Jake is Robyn That’s good.
acting in a play at the theatre so we’re going to see him. Joey Shame about the scones, Lottie.
Sam Sounds like a fun weekend. Lottie Yes. I’m not sure what the problem is. I did everything
Evie I’m sure it will be. in the recipe.
Sam See you Thursday at the station then! Joey I’ll buy them. Dad and I are building a wall in the garden
tomorrow. I’m sure we can use these as extra bricks!
3f (p.39) Joey I was only joking!
Exercise 1 r 1•46 Exercise 5 e 1•48
Lottie What’s the weather forecast for Saturday? I don’t think it’ll rain.
Robyn It looks good. I don’t think it’ll rain. I hope it won’t.
Oscar I hope it won’t. I hope we’ll make at least two hundred II hope we’ll make at least two hundred pounds for the
pounds for the orchestra. orchestra.
Joey Two hundred pounds? You’re joking! Oscar is playing the violin for the crowd.
Robyn Joey’s right, Oscar. You aren’t going to raise two What do you think you’ll do?
hundred pounds in one afternoon. We’ll need to do I’m going to sell some old toys.
something else. And I’m going to sell books.
Oscar I know … Mum is going to bake some brownies.
Lottie So, plans for the garage sale on Saturday … Oscar I think I’ll get some strawberries and raspberries to go with
is playing the violin for the crowd. Joey, what do you think them.
you’ll do? I am making scones.
Joey I’m going to sell some old toys, my old game console I think we’ll make about a hundred pounds.
and some DVDs and games. I’ll do a cycle ride.
Robyn And I’m going to sell books – lots of books. I think Mum will do a cake sale at her work for you.
Lottie That sounds good.
3i (p.42)
Lottie We need a table in front of the house.
Robyn Mum is going to bake some brownies. And I think I’ll Exercise 7 e 1•52
get some strawberries and raspberries to go with them. 1 What time does our maths class usually start?
Oscar My dad has also made some jam to sell. 2 What are you planning to do at the weekend?
Lottie Jam – that’s great. In that case, I’ll make some scones. 3 What do you think you’ll study at university?
Joey You’ll make scones? Is that a good idea? 4 What’s the weather forecast for the weekend?
Lottie Of course it is.
Robyn Wait a minute, Lottie. What about those biscuits
3j (p.43)
you made at Christmas? We all had to go to the dentist Exercise 4 e 1•53
afterwards. John How are we going to get to Warsaw tomorrow?
Lottie I just got the flour wrong. James I’ll check the options online now.
Joey And the salt! John Good idea.
Oscar And the cooking time! James We can fly, take a train or a bus. What do you think?
Lottie Very funny! OK, so a few things went wrong, but I am John What time does the train leave?
making scones. James The morning train leaves at 10 a.m.
Joey So, what’s our target for Saturday? John That’s a bit early … Look! The flight leaves at 2 p.m.
Oscar I’ve no idea. and it’s only €30.
Lottie I think we’ll make about a hundred pounds, possibly a James I’m scared of flying!
bit more. John Ah … okay then, we’ll have to go by bus or train.
Robyn We’re going to need to do something else later. James Look the bus leaves at 9 a.m. and takes four hours and
Joey I’ll do a cycle ride. People can sponsor me. it’s only €10.


John Yes, but the train takes only two hours. I prefer train great fun, but my dream is to sail around the world – on
journeys. my own! I’ve decided to do a sailing course at the seaside
James Okay, you win. I’ll book it now … so we’re leaving at in the summer because there’s a lot I need to learn. I know
10 a.m. and arriving at midday. it will be difficult, but I’m optimistic. I hope to achieve my
John Perfect – we’re meeting the others at 3 p.m. so we’ll dream.
have time for lunch first. 4 Joe Hi! I’m Joe. I want to do lots of different things in life,
but I have one big dream: I want to go into space. I plan
to visit NASA in the summer holidays to take a tour. I’m
Unit 4 determined to make my dream come true. I work hard at
school and I’m quite brainy. I need to get into university
4a (p.48)
and study for a long time. It might be challenging
Exercises 4 & 5 e 2•03 because it’s very competitive but nothing will stop me
1 Isabelle What do you like doing, Angela? and I’m sure I’ll be successful.
Angela Lots of things, I enjoy going running, hanging out
with friends. I don’t mind doing sport, but I’d really like to
Exercise 3 e 2•08
Thank you for tuning in to my podcast. So we’ve just heard
do yoga.
from my four very ambitious friends. It’s great to hear how
Isabelle Have you done yoga before?
enthusiastic and thoughtful they are about their hopes and
Angela No, but I think it would be fun. How about you,
dreams. I wish them all luck.
Isabelle?
Now it’s my turn. I’m very artistic and I think I’m a talented
Isabelle I enjoy doing the same things as you. Also, I love
painter. I hope to study art at university, then work in an art
watching films and of course sleeping.
gallery and paint my own pictures in the evening. One day I
2 Nadia I’m bored, Thomas. Let’s do something.
hope to be a successful artist and have my own exhibition in
Thomas OK. What do you want to do?
an art gallery.
Nadia Let’s play a board game. My parents gave me this
one for Christmas. 4f (p.53)
Thomas Hmm, I hate playing board games because I’m
not very good at them. I don’t mind playing video games Exercise 1 r 2•10
though. Lottie What’s wrong?
Nadia Ok. Have a look on my computer and choose one. Robyn I can’t find my bag! It’s got everything in it – my
Thomas Wow, Nadia, have you downloaded all these films? phone, my purse. Everything!
Nadia Yes, we can watch one later. Lottie Don’t panic. Now, think carefully. Where did you last
Thomas Cool. I love watching films. have it?
3 Casper What do you like doing, Sabina? Robyn On the bus! I left it on the bus! I can run after it.
Sabina I love taking photos of my town, then sharing Lottie What? The bus?
them on social media. Lottie I’ll wait here, then.
Casper Can I see some?
Sabina Yes, of course. I’ll show you later. What do like Robyn The bus was too fast.
doing, Casper? Lottie That’s a surprise!
Casper I love taking my dog for a walk in the park, hanging Robyn What’s this number?
out with my friends or texting them. Lottie You need to call the bus company, their lost property
Sabina Why don’t we take your dog for a walk and I can office. That’s their number.
take photos. Robyn Could you lend me your phone, please?
Casper Great idea. Lottie Sure. Here you are.
Robyn Thanks, Lottie. … Hello. I need some help, please. I left
4d (p.51) my bag on a bus this afternoon.
Exercise 1 e 2•07
Robyn Mum, can you give me a lift to the lost property office,
1 Julia My name’s Julia and I’m 14. There are lots of things
please? I left my bag on the bus.
that I’d like to do in my life. But there is one thing I want to
Robyn’s Mum Robyn, I’m afraid I can’t. I don’t finish work until
do more than anything else – I want to hold a real koala!
five.
I collect toy koalas – I’ve got 26 – but I want to hold a real
Robyn The lost property office shuts at five. Mum, this is
one! Mum says it’s a silly dream, but I don’t care. One day,
important.
I hope to travel to Australia, hold a koala and have a great
Robyn’s Mum So are my patients, Robyn. Just take the bus,
adventure.
you’ll be fine.
2 Adrian My name’s Adrian and I’m 13. I’m passionate about
Lottie Too busy?
sport. I’ve tried lots of different sports but I’ve never been
Robyn Yeah. Can you help me? Everything’s in my bag. I
skiing, and I’d really like to do that. I would like to go to
haven’t got any money and it’s nearly five o’clock.
the Alps next winter and learn to ski. My uncle has offered
Lottie OK. Come on.
to take me with his family. Dad says it’s expensive, but if
I manage to save enough money to pay for my lessons, I
Woman Can I help you?
can go. My ambition is to become a professional skier.
Robyn Yes, my name’s Robyn Foster. I left my bag on a bus.
3 Paulina Hi! I’m Paulina and I’m 13. My passion is sailing. I
Woman Which bus did you leave it on?
go to a club and we go sailing on a lake near my home. It’s
Robyn The number 4A.


Woman And can you describe the bag? RP You’re a highly successful photographer but how easy is
Robyn Yes, of course. It’s a small, blue bag. it to get the work?
Woman Would you mind not doing that? Alan It’s NOT easy but, like everything, you need to be
Robyn Sorry. passionate about photography, be flexible and have a lot
Woman I’ll go and look. of patience. I started on a local newspaper taking pictures
Robyn Thank you! of the town and events for very little money. Every holiday I
travelled to different countries and sent photos to different
Exercise 4 r 2•11 magazines and newspapers. Then finally they printed a few
Woman You’re in luck. Can you sign here? Popular bag. and asked me to do some stories for them and here I am
Lottie Sorry? now!
Woman That’s the second one like that today. RP What’s your favourite photo?
Robyn Thank you! Alan That’s a difficult question but I suppose I’d have to say
the photo of the baby pandas in China. They were incredibly
Lottie What’s the matter now? playful and cute.
Robyn It’s the wrong bag! RP I love that one too. Finally Alan, what advice can you give
Lottie What? our listeners about following their dreams?
Robyn This isn’t my purse and this isn’t my phone. Alan Well, it’s important to be committed and dedicated to
your dream. Learn as much as you can, talk to people with
Robyn Hello … Yes, this is Robyn Foster … You’ve got my experience, be positive and don’t give up!
bag? Can we meet?… That’s brilliant … See you there!
Lottie Where are we going now?
Robyn She wants to meet me in the city centre in half an Unit 5
hour.
Lottie The year of Robyn, eh? 5a (p.60)
Exercise 5 e 2•12 Exercises 4 & 5 e 2•19
Could you lend me your phone, please? Presenter 1
Sure. Kelly I wish I had more freedom. I can’t stay out late. Even
Here you are. on Saturdays I have to be home by 8.30 p.m. All my friends
I need some help, please. are allowed to stay out until 10. I’m also not allowed to join
Can you give me a lift to the lost property office, please? social media sites unless I show the site or app to my parents
I’m afraid I can’t. first. I can watch anything I want on TV though!
Can you help me? Presenter 2
OK. Nathan We have rules in our home, but I also get plenty of
Can you describe the bag? freedom. My parents are cool about my free time. I can have
Yes, of course. friends round when I want. But we mustn’t play loud music
Would you mind not doing that? late at night! And I can go out without asking permission. I
Sorry. think we need rules because they help us live together.
Can you sign here? Presenter 3
Can we meet? Lucas In my house there are rules for everything. I can’t have
friends round or go to bed late on weekdays. I can’t spend
4i (p.56) a lot of time online. My dad doesn’t like it and he takes my
tablet away. I think this is unfair, so I stay in my room and
Exercise 7 e 2•15 play loud music.
1 Would you mind opening the window, please? Presenter 4
2 Could you help me with my personal statement, please? Chloe You kids think you haven’t got enough freedom? Well,
3 Can I borrow your phone, please? think again! When I was a teen, I wasn’t allowed out without
4 I need some help, please. my parents! I couldn’t stay up late and I couldn’t have friends
round except on my birthday! We only turned on the TV for
4j (p.57) an hour in the evening to watch the news. That was a long
Exercise 2 e 2•16 time ago …
RP Hello! Welcome to Work and Play. Today we are talking 5d (p.63)
to Alan, a famous wildlife photographer. First, Alan, have you
always been interested in travelling and taking photos? Exercises 4 & 5 e 2•23
Alan Yes. As a kid I was always interested in nature. My mum Katie Are you coming to the park later, Emily?
and dad gave me my first camera when I was eight and at Emily No, I can’t. I promised to help out around the house
that point, I decided to be a photographer. I love my job. It’s so I can go to a friend’s birthday party next weekend. My
incredibly rewarding, I’m very lucky. parents have given me a list of things to do – listen to this,
RP Do you enjoy working alone? you won’t believe it!
Alan Hmm … sometimes … but I meet so many people Katie I’m listening.
on my travels I’m never really alone. I like spending my time Emily So I have to load and unload the dishwasher on
watching animals and being in the wild so it’s better to be Saturday morning and evening. I have to mow the lawn on
alone! I do miss my family though. Sunday afternoon and then I must empty the bin.


Katie That’s not too bad … Oscar Where’s Robyn?
Emily Wait! I haven’t finished yet! I have to vacuum the living Lottie I don’t know. She was behind us.
room tomorrow and then clean the bathroom. On Sunday, I Joey Robyn! What are you up to?
must lay the table before my parents get home. Thankfully, I Robyn Over here!
don’t have to cook dinner! Robyn Look what I’ve found.
Katie That is a lot of chores. I must take the dog for a walk in Joey Is there anything inside?
a minute but I don’t have to help out around the house. I’m Oscar Open it!
going to hang out in the park all day.
Emily Aww … not fair! Exercise 4 r 2•26
Katie Yes, but usually you have more freedom than me, Robyn There’s a notebook, a ring and some coins.
Emily. You are allowed to stay out late and have friends over Lottie What does the notebook say?
all the time. Joey It says ‘Geocaching Logbook’.
Emily Yes, I suppose you’re right. I don’t really mind helping Oscar/Lottie Oh Geocaching!
but I wish I was coming to the park because I don’t want to Robyn What’s that?
miss the fun. Oscar It’s a game.
Katie There’ll be other times. Lottie It’s a bit like a treasure hunt.
Emily You’re right. I have to go now and tidy my room, even Oscar People hide boxes or caches in different places around
though it isn’t on the list. the world. They put the GPS positions on to a website and
Katie I have to tidy my room every day. other people search for them.
Emily Me too, but it’s really messy today – I was choosing Lottie And when you find a cache, you write your name and
what to wear for the party and there are clothes all over the the date in the logbook and you can also leave an object.
floor! Robyn So, do we have to put it back then?
Katie Good luck with that! Lottie Yes, but you write in the book first.
Robyn Me?
Exercise 7 e 2•24 Oscar You found it.
Presenter Sunday evening … Robyn Oh I see. OK! Well I found this key earlier. I’m sure it’s
Emily Hi Mum – I’ve done everything you asked me to do. the key to buried treasure!
Mum That’s great. Thank you, Emily. Joey I doubt it! Now what do we do?
Emily So … can I go to the party next weekend? Oscar We shut the box and we leave it here.
Mum Let me just check. You loaded and unloaded the Lottie Yes, for the next person.
dishwasher yesterday … the lawn looks very nice … and Robyn Right. Let’s go and find some real litter!
you’ve laid the table. The bathroom and living room look
very clean. Did you empty the bin? Exercise 5 e 2•27
Emily Yes, I did it earlier. Would you like some help?
Mum Perfect. You’ve done a great job and yes, you can go to Yes, that would be brilliant.
the party. Thank you.
Emily Great! Thanks, Mum. Would you like us to help you here?
Don’t worry. We’ll do this street.
5f (p.65) If you want, I can write about this.
Thanks, that would be great!
Exercise 1 r 2•25
Lottie What’s going on? 5i (p.68)
Robyn Mum and Dad are organizing a clean-up of the area.
Lottie That sounds great. Exercise 7 e 2•30
Robyn’s Mum It does sound great, doesn’t it, Robyn? 1 Would you like some help with that?
Robyn Mum! I don’t have to join your clean-up! 2 Can I help you?
Lottie It is a good idea. Would you like some help? 3 Can I have the gloves, please?
Robyn’s Mum Yes, that would be brilliant. Thank you, Lottie. 4 If you want, I can make the sandwiches.
Robyn Lottie!
Lottie Come on, Robyn. Let’s do it. It’ll be fun.
5j (p.69)
Exercise 4 e 2•31
Lottie Would you like us to help you here? 1 I didn’t mind it. I had a lot of friends and I was OK in some
Robyn’s Mum Don’t worry. We’ll do this street. Could you go to classes. I just didn’t want to be in the classroom. I wanted to
the park? work and understand what it’s like to have a job. I left when I
Joey OK! was 16 and now I’m a successful journalist.
Oscar I write for the school website. If you want, I can write 2 I loved it. My parents were very strict at home and I wasn’t
about this. allowed to hang out with my friends. At school I could spend
Robyn’s Mum Thanks, Oscar, that would be great! time with my friends. I loved maths and physics and enjoyed
Oscar How many bags of rubbish have you collected? working hard. My teachers were great. It was a happy time.
Robyn’s Mum Thirty-four so far. And here you go, Robyn! You 3 I’m not sure really. I had to go and I had to study so I didn’t
mustn’t go without gloves. Have fun! have a choice. Some classes and teachers were good, some
of my classmates were OK. I preferred being on my own
Lottie People drop so much litter, don’t they? at home playing computer games but of course I wasn’t
Joey I know. allowed to.


4 It was incredibly important for me because I had to have Jon Hi, I’m Jon. Grace is right. And it sounds like you waste
a good education. My ambition was to be a doctor so I a lot of money. Do you wear all the clothes you buy? Why
needed to work hard and study. I got good grades and got a don’t you sell some of them online?
place at the university I chose. Tess Tess here. I used to find it extremely difficult to resist
buying stuff, too. But I felt really bad asking my parents for
money. They both work so hard and they aren’t very rich.
Unit 6 That’s why I decided to earn my own money. I do babysitting
regularly and now I pay for everything myself. I also keep
6a (p.74)
away from the shops!
Exercise 4 e 2•35 Jewel Thanks everybody! That’s very good advice. I’ll try really
1 Girl Was that film good? hard! I won’t spend all my pocket money this week. My sister
Boy No, it was awful! I fell asleep. will be a bit surprised when I don’t ask her for money!
2 Boy What’s your grandparents’ new house like? Is it Grace Well, good luck with that, Jewel. Right. Let’s join Carl
very big? Evans who is interviewing some students about how they
Girl Yes, it’s huge! It’s got six bedrooms! manage their money… [fade]
3 Girl Is Tom OK? He looks unhappy. Has something
happened?
Exercises 5 & 6 e 2•41
1 Carl Hello there, Grace. I’m outside Highbridge School
Boy Yeah, he’s really miserable. His cat has disappeared.
with a group of students. Can I start with you, er …
He can’t find it anywhere.
Tom Tom.
4 Boy How was your camping trip? The weather was really
Carl Right, Tom, do you get regular pocket money, and
cold yesterday.
what do you do with it?
Girl It was freezing! It was windy and wet. We were glad to
Tom My parents give me some money each week, but I
get home.
don’t spend it. I can’t stand shopping and I hardly ever buy
5 Girl What is so funny? Why are you laughing?
things.
Boy Joe just told me a joke. It’s hilarious. Listen … There
Carl So what do you do with your money?
were three … [fade out]
Tom I put it in my bank account. I’m saving up for a new
6 Boy Was your school trip interesting?
bike.
Girl Yes. I don’t usually like museums, but we visited the
2 Carl How about you, Lola? You told me that you don’t get
Space Museum. It was amazing.
any pocket money. So how do you manage?
7 Girl Was the food good in Italy?
Lola I don’t get regular pocket money but my parents pay
Boy Yes, it was. We ate pizzas every day. They were
for my clothes and school books.
delicious.
Carl What about your other expenses like your phone and
8 Boy Can you help me? I’ve dropped the battery from my
going out?
phone. It’s round and really tiny.
Lola I pay for all that myself. My parents pay me for doing
Girl Here it is. It is very small. We’re lucky to find it.
jobs at home things like housework, taking the dog out
6d (p.77) and babysitting. Actually, I earn quite a lot – and I spend
it all!
Exercise 3 e 2•39 Carl Thanks, Lola.
Hi, I’m Jewel. Money is a really huge problem for me. I love 3 Carl Now, Jamie, are you a big spender like Lola?
buying clothes and I spend all my pocket money on them. Jamie Yeah. But I don’t buy clothes. I’m into computers
This means that I have to borrow money from my older sister and I spend a lot on music, films and games. I also go out
for other things. Then I can’t pay her back. I already owe her a a lot with my friends.
lot. She gets very angry and says I shouldn’t waste money on Carl How can you afford it? Do you get a lot of
stupid things. Any advice? pocket money?
Jamie No. It’s really difficult. I have to borrow money
Exercise 4 e 2•40 from my parents. And I never pay them back because I
Grace Welcome to All Ears, the show where listeners call in can’t save!
and ask for advice. I’m your host Grace Stevens. Today we are Carl Oh, dear!
going to talk about managing your money. Here’s our first 4 Carl And you Olivia?
caller. Olivia Oh, I manage OK. I’m extremely careful with my
Jewel Hi, I’m Jewel. Money is a really huge problem for me. pocket money. For example, instead of buying new
I love buying clothes and I spend all my pocket money clothes, I swap clothes with friends. It doesn’t cost
on them. This means that I have to borrow money from anything and it’s fun. Also, I never go to very expensive
my older sister for other things. Then I can’t pay her back. events. I even manage to save some money!
I already owe her a lot. She gets very angry and says I Carl Well that’s it from Highbridge School. Now back to
shouldn’t waste money on stupid things. Any advice? Grace in the studio …
Grace Hi Jewel! You’re extremely lucky to have a very
generous sister! She must be quite rich if she can afford to 6f (p.79)
lend you money all the time. Try to keep away from clothes
shops, so you aren’t tempted. But you also need to save Exercise 1 r 2•42
some money to pay for unexpected expenses. Perhaps some Robyn But you promised!
of our other listeners can advise you too. Robyn’s Mum I’m afraid we can’t pay for your holiday to
Bratislava, Robyn.


Robyn It’s not a holiday, Mum. We’re going there to support I apologize about that.
Oscar. It’s all right.
Robyn’s Mum Sorry, you’re right. It is a proper trip, but we just Never mind.
can’t afford it at the moment.
Robyn But you and Dad promised. 6i (p.82)
Robyn’s Mum Robyn, we didn’t promise anything. Perhaps we
can pay half of it, OK?
Exercise 7 e 2•47
1 Hey! That’s my foot you stepped on!
2 Oh, no! Look what you’ve done! Can’t you look where
Robyn How are you paying for the trip?
you’re going?
Lottie I saved up. I don’t spend much.
3 Ooops! It was an accident. I didn’t mean to break it!
Robyn Perhaps I could sell some things. That’s not a bad idea.
4 That’s the second time you’ve lost your phone!
Lottie Or perhaps you could spend less.
Robyn You sound like my mum. I know. I’ll get a part-time 6j (p.83)
job. I’ll pay for it that way.
Lottie Have you ever had a job before? Exercise 3 e 2•48
Robyn No, but I can work in my uncle’s café – as a waitress. 1 What did you buy at the supermarket?
Lottie You? A waitress? Is that a good idea? 2 How are you paying for your trip to London?
Robyn Why not? It can’t be that difficult. This is the year of 3 Can I borrow your phone, please? I need to call my
Robyn. Remember? parents.
4 Where’s your English homework, Ewa?
Uncle Jim You take the order. You bring it to me at the
counter. Then you take the food and drink to the table. Can Exercise 4 e 2•49
you do that? Kamilia I haven’t been here before, I usually go shopping at
Robyn Yeah. That sounds fine. the Saturday market. How do you know your way around?
Paula I come here every weekend so I know where
Customer Look what you’ve done! everything is.
Robyn I’m so sorry. I don’t know how it happened. Let me - Kamilia Ah. Okay. Well, I need to buy a new dress, a book
Customer You’re making it worse! for my dad’s birthday and I’d like to look at some new
Uncle Jim I’ll deal with this, Robyn. Perhaps you could clear smartphones.
those tables? Paula Okay, so let’s start with the dress – we need to go up
Robyn Yes. I’m really sorry. I didn’t mean to … to the next floor. That’s where all the good boutiques are.
Uncle Jim I apologize about that, she’s new. Kamila Great. I’ll follow you!
Customer It’s all right.
Uncle Jim Let’s clean this up and get you some fresh coffee
and cake.
Unit 7
7a (p.86)
Robyn I’m really sorry, Uncle Jim. I don’t know how it
happened. Exercises 4 & 5 e 2•52
Uncle Jim Never mind, Robyn. Interviewer Welcome to Science Today.
Robyn I feel terrible. And this is only the first day! Trying to understand what’s going on with our planet can
Uncle Jim Perhaps you could help out in the kitchen? Then be confusing. Please welcome environmental scientist Piotr
we should talk. Kowalczyk who is here to help us make sense of it all.
Mr Kowalczyk Good morning.
Exercise 4 r 2•43 Interviewer Thank you so much for joining us. We have
Joey Forty pounds? For four hours? some questions from our listeners. First one – what is global
Oscar Are you going back to the café? warming?
Robyn No. Uncle Jim doesn’t think it’s a very good idea. Mr Kowalczyk Good question. Global warming is caused
Lottie Really? by carbon dioxide emissions from, for example, cars and
Robyn But now I can go to Bratislava, because I’ve got half factories. The CO2 traps the heat from the sun and makes
the money. Mum is going to pay the other half. the earth warmer.
Oscar Cool! Interviewer Next question – what happens if we destroy the
Lottie Perhaps her uncle is paying her not to go back? ozone layer?
Joey It’s probably cheaper than having her in the café. Forty Mr Kowalczyk The ozone layer helps to protect us from the
pounds! For four hours! sun’s rays – like a natural sunscreen. If we destroy it, we have
Lottie Perhaps it is the year of Robyn, after all! no protection.
Interviewer I see. What other things are damaging our
Exercise 5 e 2•44 planet?
I’m afraid we can’t pay for your holiday.
Mr Kowalczyk Pollution from burning fossil fuels and
Sorry, you’re right.
toxic waste causes acid rain which damages our rivers,
I’m so sorry.
countryside and wildlife. If we don’t do something about
I don’t know how it happened.
this, we won’t have any clean air and water.
I’m really sorry.
Interviewer So, what are governments and organizations
I didn’t mean to.
doing to protect the planet?


Mr Kowalczyk A lot of countries are changing to alternative Artur Really? If I saw a wolf, I’d be very scared. Wolves can’t
energies like wind, water and solar power. There are more climb. I’d climb a tree if I saw a wolf!
and more electric cars on the road. Most towns and cities Karolina Why? Wolves don’t attack people. Anyway, if a wolf
have recycling banks. A lot is happening but we have to do saw you, it would run away!
more. Artur I’d like to see a wild bear.
Interviewer And what can we do? Karolina I wouldn’t. Bears are more dangerous than wolves,
Mr Kowalczyk Remember the three Rs: reduce, re-use, recycle. especially mother bears. I’d run away if I met a wild bear.
If you don’t need something, don’t buy it – that’s reduce. Artur That would be silly! If you ran away, the bear would
Be creative – before you throw something away, think chase you. They can run very fast, especially if they’re hungry!
of another way you can use it – that’s re-use. And finally, Karolina Well, I’d make a lot of noise if there were bears
if possible, recycle your rubbish. And if you have to buy around.
something, look for environmentally-friendly products and Artur You wouldn’t see them if you made a noise.
try not to buy things with lots of plastic packaging. Karolina If I wanted to see wild bears, I’d go to the
Interviewer Any final thoughts? mountains. Bears are a tourist attraction in some places.
Mr Kowalczyk The younger generation are very worried Artur Wolves are too. I think that wildlife tourism is the only
about the environment and they are doing amazing things way to save all these endangered species. If the local people
to protect their future. I think in their hands our planet can made money from tourists, maybe they wouldn’t shoot
survive. them.
Interviewer Let’s hope so! Thank you for your time. Karolina It was interesting that scientists may use genetics
to recreate extinct animals like woolly mammoths and
7d (p.89) dinosaurs.
Artur I’d recreate dinosaurs if I were a scientist! It would be
Exercises 3 & 4 e 3•02 totally amazing!
Adrian Good morning. My name’s Adrian. Welcome to my
Karolina I don’t think farmers would be pleased if dinosaurs
talk: Rewilding Europe.
walked on their land!
There used to be wild animals everywhere in Europe,
but as the number of people increased, animals started 7f (p.91)
disappearing. In many countries, bears and wolves almost
became extinct. But thanks to campaigns to rescue Exercise 1 r 3•04
them, they’re coming back and are no longer at risk! Joey So is Oscar in London now?
Environmentalists realized that if we protected them, their Lottie Yes, he’s rehearsing with the orchestra.
numbers would grow. Robyn Have you heard from him?
Hunting was the main reason for the extinction of the grey Lottie Just a bit. He keeps texting me!
wolf from most of Europe. Fortunately, a few survived in Robyn I hope nothing’s wrong.
national parks and wild areas and spread naturally across Lottie No, he’s OK. He just texts. A lot.
the continent. Now there are around 12,000 wolves, and Joey That’s very odd.
they are no longer an endangered species. Of course, living Lottie I know. Look!
with animals like wolves isn’t always easy, especially if you’re
a farmer and they attack your sheep. But many people are Lottie ‘I think you should definitely pack sunblock. The
pleased that this native animal is back. weather is going to be really nice in Bratislava.’
Bears are another European conservation success story. Joey ‘It might be a good idea to ring Robyn and Joey on
At the start of the twentieth century, they were extinct in Saturday. Sometimes they oversleep. Bye. And it’s Oscar by
many places and threatened in others. This was because of the way.’
hunting and also because their habitat was disappearing as Lottie Yes, I’ll do that, Oscar!
forests were cleared for farming. But today, there are around Robyn ‘I think you should take a guide book for Bratislava –
17,000 brown bears in 22 countries. Bears aren’t popular you’ll have time to explore while I’m rehearsing. Anyway. Bye.’
everywhere because they sometimes kill animals and eat Robyn Oh, stop nagging, Oscar!
crops. Wild animals and humans can live together. But there Lottie He’s right about the guide book though. And
needs to be a better balance. Bratislava looks pretty cool. Cool castle. Cool museums. So
Humans have caused the extinction of many other European we just have to get up on time on Saturday.
species such as the wild cow and the woolly mammoth. Joey OK. I know I’m not very good at that. What do you two
However, some scientists believe they can use genetics to suggest I do?
recreate these ancient animals! But where would they live if Lottie I’ll ring you both on Saturday morning early.
we recreated them? Robyn Why me? He’s the sleepy one.
Here are some questions for you to think about: Lottie I promised Oscar.
1 How would you feel if you saw a wolf? Robyn Come on, Lottie. What can go wrong?
2 What would you do if you met a bear in the forest?
3 Where would you go if you wanted to see wild bears? Robyn I can’t find my passport!
4 What animal would you recreate if you were a scientist? Lottie When did you last see it?
Robyn I went downstairs and Mum gave it to me. Then I
Exercises 6 & 7 e 3•03 brought it back up here into my bedroom.
Karolina I was happy to learn that there are wolves in lots of Lottie Then what?
countries again. I knew there were wolves in Poland. I’d be Robyn Then I can’t remember!
very happy if I saw a wolf in the wild.


Lottie OK. Calm down. If I were you, I’d look in my bag. Mum Of course. I’ll give you £30 if you do it. When is it?
Robyn I’ve already looked there! Ewa On Saturday 29 March. It’s easier if we are not at school.
Lottie OK. Why don’t you look in the front pocket of your Mum Sure. How much money do you think you’ll raise?
bag? Ewa Our goal is to raise at least £500. There are 30 people
Robyn Don’t be stupid! It won’t be – Oh … Thanks, Lottie. I’ll doing it so I think it’s possible.
see you tomorrow morning. Everything will be fine. Don’t Mum Can people also donate money to the charity?
worry! The year of Robyn! Ewa Yes, they have an online fundraising page. I’ll give you
the link.
Exercise 4 r 3•05 Mum Next holiday we should go on a trip to see the wolves. I
Robyn’s Mum I think we should leave soon, Robyn. We can know it’ really important to you.
always have a coffee at the airport if we’re early. Ewa That would be great, Mum. Thank you.
Robyn You’re right. OK, I’ve got my suitcase … and my bag
… Do you think I should take a coat? Exercise 4 e 3•11
Robyn’s Mum If I were you, I’d take a rain jacket. You never 1 Can I help with organizing the clear up day?
know with the weather. 2 I’ve left my bag on the train. What do you think I
Robyn Yes, I’ll do that. I’ll just go and get it. should do?
Robyn’s Mum Have you got your mobile charger? 3 Why don’t we make a fundraising web page?
Robyn Yes, it’s in my bag. 4 Could you print out these posters for me?
Robyn’s Mum Be quick!
Robyn’s Mum By the way, you might want to have your Unit 8
passport and ticket handy for when we arrive.
8a (p.100)
Robyn Right, they’re in my bag. Uh-oh … where’s my bag?
I’m so sorry Mum! I’ll go back and get it. Exercise 4 e 3•14
Robyn’s Mum Don’t panic, Robyn! I put it on the back seat – 1 It is made of metal. You can cook things in it.
you left it on the kitchen table. 2 It is made of leather and metal. It is for holding up your
Robyn Oh, thanks Mum. You’ve saved me from disaster. trousers.
Robyn’s Mum Yes, but I won’t be with you in Bratislava, so you 3 It is made of glass. You keep liquid in it.
might want to be more careful with your things … 4 It is made of rubber. There are four of them on a car.
Exercise 5 e 3•06 8d (p.103)
I think you should definitely pack sunblock.
It might be a good idea to ring Robyn. Exercise 5 e 3•18
I think you should take a guide book. Hello. My name is Clare Jones and I’m an architect. I’m here
What do you suggest I do? to talk about traditional houses around the world.
If I were you, I’d look in my bag.
Why don’t you look in the front pocket of your bag? These days, wherever you go in the world, houses and
I think we should leave soon. buildings look very similar – square concrete boxes – like
You’re right. these … Can you guess where this photo was taken? No? It
Do you think I should take a coat? could be anywhere, really.
If I were you, I’d take a rain jacket. Well this hasn’t always been the case. In the past, each
Yes, I’ll do that. culture or region used to have its own unique traditional
You might want to have your passport and ticket handy. houses. These buildings were made with natural local
Right. materials that were easy and cheap to find. For example, if
You might want to be more careful with your things … there were a lot of forests around, houses were made mainly
of wood. Or in mountain areas, they were built with stone.
7i (p.94)
Building techniques and designs developed over hundreds
Exercise 7 e 3•09 of years and the houses were well adapted to local weather
1 I can’t sleep at night. What do you suggest I do?
conditions. There was no electricity in those days, so
2 Why don’t you see a doctor?
people used natural materials and created clever designs
3 What do you think I should do?
to keep their homes cool in summer and warm in winter.
4 Do you think I should speak to your teacher?
They also found ways to protect against other dangers like
7j (p.95) earthquakes, floods or wild animals. Now I’ll show you four
examples from different parts of the world.
Exercise 1 e 3•10
Ewa Hey mum, we’ve organized a fundraising event at Exercises 6 & 7 e 3•19
school. Here, we a have a traditional Mongolian yurt. In Mongolia,
Mum That’s great. Who are you raising money for? people still live in yurts like this one. As you can see, a yurt
Ewa Protect the Polish Wolves. is like a big round tent. The structure is made of wood.
Mum Your favourite charity. What are you doing? Traditionally, the walls and roof were covered with sheep’s
Ewa We’re doing a sponsored silence! wool or animal skins, but today they’re often made of
Mum Great idea. How long do you have to be quiet for? modern materials. Yurts are very well adapted to the cold
Ewa 12 hours. If I do it, will you sponsor me? windy weather. The round shape helps it resist wind from all


directions. Inside, yurts are decorated with colourful carpets Joey Look over there!
that help keep the cold out. Robyn Where?
This picture shows a turf house in Iceland. As you can see Joey Just getting out of that car!
the walls are covered with earth and grass. This is called Robyn I don’t believe it! It’s Lottie!
turf. Turf houses were the traditional home in Iceland. Robyn’s Mum Thank goodness for that. What a relief!
These low buildings sheltered people from the cold winds Joey Hey, Lottie! Over here!
and snow. The floor was made of stone and the walls were Robyn We’ve been so worried! How did you get here?
constructed of wood and thick layers of turf. The turf was Lottie I’m really really sorry. After I called you this morning, I
found everywhere and it didn’t cost anything. It doesn’t look fell back asleep and we were late so dad decided to drive me
very comfortable, but in fact, the thick turf walls and roof to the airport. He won’t believe it when he sees you here too.
were excellent protection against the bad weather. These Robyn Why didn’t you phone us?
days, Icelandic houses are mainly built with concrete, but Lottie I couldn’t. I left my phone on the kitchen table.
turf roofs are still found everywhere. Joey All’s well that ends well. I wonder if they serve snacks
This picture of a stilt house was taken in Thailand. Stilt on the plane …
houses were traditional in places with hot wet climates. As
you can see, people lived on the first floor, so they were Exercise 5 e 3•22
protected from floods. The Thai house was made of wood. You can’t be serious!
The windows didn’t have glass so that air could circulate You must be kidding!
and cool the interior. Stilt houses were also resistant to I can’t believe we’re going without her.
earthquakes. Today, in regions where earthquakes are I don’t believe it!
common, modern buildings are constructed on concrete Thank goodness for that.
stilts to resist earthquakes. What a relief!
Well, that’s the end of my talk. If you have any questions … All’s well that ends well.
[fade out]
8i (p.108)
8f (p.105) Exercise 7 e 3•25
Exercise 1 r 3•20 1 Mum … you know that chocolate cake you asked me to
Robyn Did Lottie phone you, Joey? take out of the oven …? I forgot …
Joey Yes. At seven o’clock. That’s why I got here so early. She 1 Er, Mum … Dad’s mobile was in the bathroom and I
told me to meet you here at 8.30 so we can all travel to the dropped it in the bath … But don’t worry – I dried it out and
airport together, it IS still working.
Robyn It’s already past 8.30. She should be here by now. She’s 3 Mum? Can you come and get me? I fell off my bike in the
late. park. Well, the bike’s a bit scratched, but I’m fine.
Joey You can’t be serious! Lottie’s never late. 4 So, I missed my bus. Then I got on a bus going the wrong
Robyn’s Mum It’s not like her. Try phoning her, Robyn. way. At last, I saw Mrs Jones driving home and she gave me
Robyn I have, but her phone goes to voice mail. a lift.
Joey I wish she’d hurry up. It’s a long drive to the airport. And
I want something to eat.
8j (p.109)
Exercise 4 e 3•26
Robyn’s Mum I really think we should get going – we need Welcome to Creative Adaptations. One of the UK’s most
to check in two hours before the flight and it will take us at famous tourist sites is the red telephone box. It was
least an hour to get to the airport. designed by Giles Gilbert Scott in 1924 and fifty years
Robyn You must be kidding! We can’t go without Lottie! later there were a total of 132,000 boxes across the UK.
Robyn’s mum It won’t help if you all miss the plane. Anyway, Unfortunately, the invention of the mobile phone and
I’m sure she’ll get there somehow. the Internet means these boxes are rarely used anymore.
Joey Can we stop for breakfast on the way? However, a few creative people have adapted the boxes
Robyn Can’t you think of anything but food? for different uses. These innovative people have created a
Robyn’s mum Come on both of you – into the car. library, a cake shop, a café, a beach shower in these cultural
gems – one even contains a defibrillator!
Joey That was brilliant! I hope the food’s as good in
Bratislava.
Robyn Shut up, Joey! Still no sign of Lottie. And she still isn’t Unit 9
answering her phone. Don’t you think that’s a bit odd?
Robyn’s Mum Yes. But there’s nothing we can do about it. 9a (p.112)
Joey Right, I’m just going to buy some crisps and a fizzy
drink.
Exercise 3 e 3•29
1 Boy How often do you go to the gym for a workout?
Robyn’s Mum Well don’t be too long. We need to get back on
Girl Never! There isn’t a gym in my village.
the road. We’ll wait for you back at the car. Come on, Robyn.
2 Girl How much sleep do you get on average?
Robyn Poor Lottie! I can’t believe we’re going without her.
Boy I get about nine hours sleep on school days, and over
Exercise 4 r 3•21 ten hours at the weekend.
Joey Hey, guys – wait! 3 Boy Do you spend a lot of time watching videos?
Robyn’s Mum Oh, here comes Joey. That was quick!


Girl No, not really. But I chat with friends on my mobile a Pierce says they’re very unhealthy. I’ll eat fruit and nuts for
lot after school, and I watch TV. snacks and drink water.
4 Boy I hate revising for exams – there’s always so much to
revise and never enough time. Exercise 6 e 3•35
Girl The same here. I get really stressed out and I feel sick. Monday 13th May
5 Girl Tom does so many sports. I don’t know where he gets Zak Things are looking up! It’s only been a week and I still
the energy from. can’t swim as fast as I could last year, but I’m improving. I
Boy I know. He’s amazing. go running for half an hour every day and it’s helping my
6 Boy What’s that man doing? He’s been like that since we breathing and stamina. I’m sure the special sports diet
arrived. is working. I’m starting to feel good and I have plenty of
Girl Is he doing yoga, do you think? energy. Giving up chocolate is the hardest thing – I had a
piece last night! Mum is pleased because I eat lots of salads.
9c (p.114) This week I’m going to run for an hour every day.
Presenter Monday, 27th of May
Exercise 1 e 3•31 Zak I’m really proud! I can swim faster than last year, and I’m
Oscar Hi, Robyn. What are you going to do today? improving all the time. Mr Pierce says I will definitely be able
Robyn I’m going to finish my homework this morning. Then to swim in the championship in July. I’m going to spend a
I’m going to do a workout at the gym for an hour. I have to week at a special training centre on the 15th of June.
get fit. I’m going to take part in a triathlon in June. Presenter Monday, 17th of June
Oscar That’s swimming, cycling and running isn’t it? You’ll Zak This is a fantastic sport centre! I think there are about 35
need to be really fit for that! sports people here doing different sports. I arrived on Friday
Robyn I know. It won’t be easy. I’ve only got two months night and started training on Saturday. I’m in the swimming
before the race. group with six other people. We train for five hours a day.
Oscar And you’ll need stamina. We do gym workouts, running and swimming, of course.
Robyn That’s why I’m following a strict training programme. It’s hard work, and I’m very tired at the end of the day. But I
I have to do some exercise every day. And I often go cycling sleep really well! I go to bed every night at nine o’clock! My
or running after school. stamina and sports performance are both improving.
Oscar Why don’t you come with me and Joey later? We’re
going to play tennis. It’s not a triathlon sport but it’ll get you 9f (p.117)
moving.
Robyn But the weather forecast says it’s going to rain. Exercise 1 r 3•36
Oscar Really? Well, we’ll go swimming instead. Joey Devin Castle looks amazing. And it doesn’t look far.
Robyn Good idea. I’ll come with you. Swimming is on my Maybe we can get a bus.
training programme. What time? Lottie Mmmm - here we are: Bus 29, every 30 minutes. That
Oscar 2 p.m. outside the pool? sounds quite easy.
Robyn OK, I’ll meet you there. Joey Let’s go tomorrow. We can visit the Historic Centre of
Bratislava this afternoon.
9d (p.115) Lottie But what about our boat trip? That’s a must.
Robyn I bet there are boat trips from Devin Castle. We can go
Exercise 4 e 3•33 on one after that. Let’s have a look.
Sunday 5th May Lottie You’re right. There are boat trips every hour. We can
Zak I started swimming training yesterday and I had a buy the tickets at the campsite office.
shock. I wasn’t able to swim more than two lengths of the Joey OK, let’s do that. Will Oscar be able to come?
pool because I couldn’t breathe. Last year, I could swim Robyn I don’t think so – I imagine he’ll be rehearsing with the
over ten lengths without stopping. I can’t believe how unfit orchestra tomorrow morning.
I am! I want to take part in the national junior swimming Joey Let’s get three tickets, then.
championships in July. That’s in two months’ time. So, I’ll
have to follow a really strict training programme. I’ve also got Robyn It looks as if it’s going to rain.
into some bad eating habits and I’ve put on weight. I need Joey Don’t say that! I haven’t got a jacket.
to lose a few kilos to be in championship condition, but first Lottie I’m sure it’ll be fine. Does anyone know where we get
I’m going to talk to Mr Pierce, my swimming coach. the bus?
Joey It must be somewhere on this road.
Exercise 5 e 3•34 Lottie We’ll ask those walkers. They’re sure to know – and it
Monday 6th May
looks like they’ve got a map.
Zak Good news! Mr Pierce says I don’t need to go on a diet
because I’m not overweight. I just need to strengthen my
Joey Have you got the tickets, Robyn?
muscles. But I still have to change my eating habits. He was
Robyn Yes … Uh-oh … they must be here somewhere. …
shocked when I told him what I ate! Anyway, he says I’ll be
I’m absolutely positive I put them in my bag.
able to improve my performance quickly with a balanced
Joey Here we go again!
diet and regular exercise. I’m determined to get in shape. Mr
Pierce has given me a training programme to follow and a
Lottie Have you looked in the guide book, Robyn? They
special diet for sports people. Here’s what I’m going to do
might be there.
this week: I will cut out junk food – even pizza – all sweet
Robyn Oh! Yes, here they are. Phew.
snacks, and that includes chocolate and fizzy drinks. Mr
Joey Come on then! We don’t want to miss the bus.


Exercise 4 r 3•37 pressed the big red start button. Then I pushed the up arrow
Robyn The concert was awesome, Oscar! Have you got any button – again … and again … and again. The machine got
photos? faster and faster and so did I. I didn’t know how to stop it!
Oscar Well, I didn’t take any. But there’s an official photo of My legs were moving so fast and I couldn’t breathe. Then
my orchestra from yesterday’s ceremony. Here it is. my foot slipped and I fell down onto the machine! The gym
Lottie Wow! Everyone looks really smart and serious. trainers had to come and turn off the machine and help me.
Oscar What did you guys do yesterday while I was at Luckily it didn’t hurt but I was very embarrassed! I ran out of
rehearsal? the gym and I’m not going to go back again. Next week I’m
Robyn Have a look. Joey took lots of photos. going to try a yoga class! It sounds more relaxing and it can’t
Joey Yes, on my phone. This is the historic centre of be that difficult – can it?
Bratislava.
Lottie It’s really beautiful.
Joey And here’s one of the Danube. We went on a boat trip.
Units 1–2 Repetytorium
The scenery was fantastic. We visited Devin Castle on the (pp.126–127)
same trip. There’s a great view from the castle.
Robyn Hey, I can’t see you anywhere in the photo, Oscar. Exercise 1 e 3•44
Where are you? Peter Hi I’m Peter and I’m on a summer exchange in Gdańsk.
Oscar Er, well, er, in fact, I’m not in it. Gdańsk is close to the sea, so it can be chilly and windy in
Robyn What do you mean, not in it? the morning and then rainy in the afternoon. It’s a really
Oscar Well, I did something silly. I was tired and I, er, didn’t interesting city with something for everybody – a colourful
hear my phone alarm and I woke up really late. When I got to old town, lively riverbank, historic castle and cosy cafés. I
the rehearsal, the photo ceremony was over. especially love the street markets filled with fruits, flowers
Lottie Oh, shame. and vegetables. They are usually open until late at night
Oscar It’s fine – I hate photos and anyway we all had a great so I can always get fresh apples from the city centre. I have
time in Bratislava, didn’t we? had an awesome trip. I have made a lot of new friends
Robyn Yes – the best holiday. You lot definitely made it ‘the with people from all over the world. My classmates at the
year of Bratislava’ for me! University are from India, Spain, Turkey, Ecuador and South
Korea so it’s been a great cultural exchange.
Exercise 5 e 3•38
Devin Castle looks amazing. Exercise 2 e 3•45
It doesn’t look far. Over 2,000 people in the UK took part in a survey about
Maybe we can get a bus. common phobias. The results show the top three things
That sounds quite easy. British people are most afraid of. Number one is heights –
I bet there are boat trips from Devin Castle. fifty percent said they had a fear of heights. In second place
I imagine he’ll be rehearsing. is a fear of snakes. The third fear – twenty per cent of people
It looks as if it’s going to rain. – was the fear of speaking in public. Other fears include
I’m sure it’ll be fine. spiders, injections, flying and being in enclosed spaces.
It must be somewhere on this road. There were big differences between men and women, and
They’re sure to know. between old and young people. Women were afraid of more
It looks like they’ve got a map. things than men. More young people are afraid of public
They must be here somewhere … speaking whereas more older people are afraid of heights.
They might be there.
9i (p.120) Units 1–4 Repetytorium

Exercise 71 e 3•41 (pp.128–129)
1 Here’s a photo of my little brother Joey. He was four and it
was the first time he saw the sea. Exercise 5 e 3•46
2 We’re planning to go to camping next weekend. But it 1 Have you finished your essay?
depends on the weather. 2 What do you like doing in your free time?
3 Here’s the soup. I hope there isn’t any meat in it, because 3 What are you doing for the talent show?
Dad is a vegetarian. I’d better ask the waiter. 4 Would you mind not shouting please? You are in the
4 Let’s climb to the top of this hill. library.
9j (p.121) Exercises 7 & 8 e 3•47

Interviewer Hi Emily. Thank you for joining us today.
Exercise 21 e 3•42 Emily Hi everyone. Thank you for having me.
Ada My first visit to the gym was my last! I decided I needed Interviewer You are very young to be so famous! How long
to do some exercise and get fit because I wasn’t sleeping have you been a singer?
well and didn’t have any energy. My friends told me about Emily Since I was 10 years old.
this gym and so I joined. The exercise machines looked Interviewer What was your first song?
easy to use and I watched a few people. It couldn’t be that Emily It was called Stay Cool. It was about not getting angry
difficult. I’ve been running in the past so I chose to try the and stressed out!
running machine first. I thought it would be easy. I got on,


Interviewer Well, now you have a new CD which is extremely
successful. How do you feel?
Units 1–9 Reptytorium
Emily Very lucky because I’m passionate about music. (pp.132–133)
Interviewer Have you ever played at a big festival?
Emily No, not yet but I dream about playing at Glastonbury. I Exercise 7 e 3•50
might play at a small festival in Barcelona in June. Mum Ok what do you think?
Interviewer Great. That’ll be good practice for Glastonbury Ewa The cotton shirt looks good. You could make it a lot
festival. Well, good luck with everything – we look forward to trendier by matching it with some jewellery.
hearing more from you. Veronika The jeans look great.
Emily Thank you! Ewa Why don’t you change your old-fashioned backpack for
a leather bag? You look like a tourist who’s about to climb a
mountain!
Units 1–6 Repetytorium Veronika Also, you really need a pair of colourful shoes.
(pp.130–131) Ewa If I were you, I’d wear a big red belt to go with your shirt
and shoes too.
Exercise 6 e 3•48 Mum How would you describe my style?
1 Fiona Hi, I’m Fiona. After I graduated, I spent three months Ewa I’m not sure mum, most of the time you look like you’ve
abroad. On the first afternoon, as I wandered through the just come straight out of a 1970’s fancy dress party!
streets, friendly locals smiled and said, ‘Hello,’ – I immediately
felt at home in my new city. In shops and cafés, everyone Exercise 8 e 3•51
had time to stop for a chat. One morning, while I was sitting 1 Igor Look at this article about sustainable living. This is
by the river, a local teacher, Maria, started chatting to me. what they’re building.
She invited me to dinner at her house to meet her family. Antek Wow, look – the houses are made from recycled
Her children taught me a few words of the language and we plastic bottles.
talked about our different cultures. I have made some friends Igor It looks easy. The bottles are filled with sand and are
for life. placed on top of each other to make walls.
Antek They look really strong.
Exercise 7 e 3•49 Igor If all houses were made like that there’d be much less
1 Fiona Hi, I’m Fiona. After I graduated, I spent three months plastic rubbish.
abroad. On the first afternoon, as I wandered through the 2 Reader Since she was a little girl, Michelle Poler was
streets, friendly locals smiled and said, ‘Hello,’ I immediately afraid of the world. She couldn’t stand playful dogs, was
felt at home in my new city. In shops and cafés, everyone terrified of pain, and got stressed out about doctor’s
had time to stop for a chat. One morning, while I was sitting appointments. After moving to New York City, she decided
by the river, a local teacher, Maria, started chatting to me. to become a braver person. Her personal project was
She invited me to dinner at her house to meet her family. to face 100 fears in 100 days. Some challenges included
Her children taught me a few words of the language and we holding a cat, diving with sharks, rollerblading in Central
talked about our different cultures. I have made some friends Park, dying her hair and changing jobs. She learned a
for life. lot about fears and now inspires people with her talks.
2 Bob Barcelona is a great option for a city break with its Welcome, Michelle …
historic squares, narrow streets, delicious food and a long 3 Ewa I’m worried about my health. I don’t have any energy
beach. You can easily spend a couple of days getting lost in and I’m not sleeping well.
the winding streets. Barcelona’s most visited site is Sagrada Veronika I thought you had a healthy lifestyle.
Familia. They started building this church in 1882 and it’s still Ewa I do normally but when I’m stressed, I eat a lot of
not finished! It’s an incredible creation and not to be missed. carbohydrates and snacks.
3 Alex Last year I went on a package holiday to Orlando in Veronika So what do you think you’ll do?
the USA. It was amazing – you must go. I loved SeaWorld. Ewa I’m going to become a vegetarian, so I eat more
You go on rides above all the sea life. The highlight was our salads and vegetables.
visit to the Islands of Adventure. There is one island all about Veronika You should do some exercise too. And it might
Harry Potter, so if you are a fan then you’ll love it. Orlando be a good idea to do some meditation.
isn’t just for us teens – it’s perfect for all the family – even Ewa Yes, true. I’ll look up some information about classes.
your parents won’t be bored! I’m sure they’ll join you on a Veronika Let me know what you find – I’ll come with you.
ride or two like mine did!
4 Sarah Many people can’t afford expensive hotels so
camping is a good option. You don’t have to have your own
tent but it’s a good idea because you can camp anywhere. I
love walking in the mountains and then putting up my tent
when I find a lovely place. You must take something to cook
on and lots of water. For me, camping is the perfect holiday
for getting away from it all and enjoying the countryside.


Workbook answer key
Welcome unit A2 a 3 b 5 c 6 d 4 e 2
f 1 g 7
Lesson 1f
A1 1 b 2 h 3 g 4 a 5 d 6 e
A3 positive
Vocabulary 7 c 8 f
A4 1 a 2 d 3 c 4 c A2 1 Shall we do 2 We could 3 I’m
A1 Across 1 cheerful 4 shy 6 easy-
going not sure about that 4 How about 5 Let’s
Down 1 confident 2 friendly 3 lazy Lesson 1c phone 6 Good idea
4 sporty 5 funny A1 1 never 2 ever 3 three times A4 underline: bored, concert, park, Saturday,
A2 1 cheerful 2 sporty 3 lazy 4 two days ago 5 won 6 been start, sure, word
4 confident 5 friendly 6 shy 7 easy- 7 did you go 8 did you learn A5 silent r: bored, concert, park, Saturday,
going 8 funny A2 1 slept 2 ridden 3 gone 4 went start, sure, word
A3 1 careful 2 helpful 3 honest 5 met 6 been 7 flew 8 acted pronounced r: bring, celebrity, friend, great,
4 kind 5 organized 6 patient 7 polite 9 took 10 held right, street, terrible
8 popular 9 practical 10 sociable A3 1 last Christmas 2 ago 3 in August A6
11 thoughtful 4 never 5 been 6 ever 1 I’d prefer to go to the skatepark.
A4 1 organized 2 careful 3 unfriendly A4 1 Yes, she has. 2 No, she hasn’t. 2 There’s a concert in the park on Saturday.
4 untidy 5 popular 6 thoughtful 3 In August. 4 No, she hasn’t. 3 The weather’s terrible.
7 kind 8 impatient 5 She rode a camel.
Lesson 1g
Grammar Lesson 1d A1 1 f 2 b 3 d 4 a
A1 1 Do you go 2 doesn’t go 3 do we A1 1 c 2 a 3 d 4 d 5 a 6 b A2 1 the dark 2 birds 3 flying
put 4 don’t like 5 don’t want 6 do you 7 a 8 e 9 f 10 c 11 a 12 a A3 1 spiders 2 breathe, move, screamed,
know 7 Does he have 8 doesn’t look A2 1 crazy about 2 scared of 3 good cried 3 a phone app, play video games
A2 1 making 2 visiting 3 stopping at 4 interested in 5 nervous about 4 panic
4 arriving 5 hitting 6 having 6 bad at A4 1 toy spiders 2 breathing 3 dogs
7 running 8 taking 9 shopping A3 and snakes 4 cute and friendly 5 realistic
10 putting 1 Sam is very good at history. ONLINE LINK thunder and lightning
A4 1 was shopping / met 2 was making / 2 Mum is scared of flying.
cut 3 was standing / hit 4 were watching 3 Jim is (very) keen on tennis.
/ ate 5 were looking / arrived 6 were 4 Allie is stressed out about her / the exam.
Lesson 1h
talking / heard 5 A lot of my friends are interested in fashion. A1 1 Have they been 2 What / have they
6 Anna is fascinated by history. got 3 Where are we meeting 4 Have
A5 1 was driving 2 broke 3 was they told 5 What time do they need
looking 4 stopped 5 was drinking A4 afraid of, bad at, good at, interested in,
6 came 7 saw nervous about, stressed out about A2 1 went 2 about 3 heights
4 Let’s / We are going to / I’ve said we’ll
A5 1 a 2 a 3 b 5 told 6 invited 7 Can 8 made
Unit 1 Lesson 1e Lesson 1i
A1 1 c 2 h 3 a 4 f 5 g 6 b
Lesson 1a 7 e 8 d
A1 1 d 2 a 3 h 4 e 5 c 6 b
A1 1 climb 2 do 3 win 4 act in 7 g 8 f
A2 1 about 2 to 3 with 4 from A2 1 in 2 about 3 at 4 on 5 by
5 travel to
5 at 6 in
A2 1 celebrity 2 sunrise 3 glider 6 of
A3 1 did you go 2 has Tina bought A3 1 birds 2 the dark 3 the dentist
4 snorkelling
3 are you a fan of 4 is Tom walking to
A3 1 travel to a foreign country 2 climb a 4 dogs 5 enclosed spaces 6 flying
school 5 is Amy interested in
mountain 3 do a parachute jump 4 is on 7 heights 8 open spaces 9 snakes
A4 10 spiders
TV 5 ride a camel 6 act in a play
1 Where do you come
A4 1 Learn how to surf 2 Make a YouTube A4
2 When did you arrive
video 3 Run a marathon 4 Plant a tree 1 She has climbed a mountain.
3 How long are you staying
2 She hasn’t done a parachute jump.
A6 it’s more fun 4 Who are you living
3 She has been snorkelling.
A7 1 c 2 d 3 a 4 b 5 Why are you doing
4 She has flown in a glider.
A8 1 be on TV = • • • • 6 What do you think
5 She has watched the sunrise.
2 swim with dolphins = • • • • A5 (plus Ss own answers) 6 She hasn’t run a marathon.
3 take a selfie with a celebrity = 1 What did you do last Sunday?
A5
• • • • • • • • • • 2 Have you ever climbed a mountain?
1 are you going to the concert with
3 Did you go to a café last week?
2 have you been to Germany
4 When did your mum get home yesterday?
Lesson 1b 5 What new things have you tried this year?
3 does Diego come from
A1 1 hair- 2 head 3 feet 4 head 4 do you get worried about
6 Have you been on TV?
5 hair 6 an arm and a leg 7 hands 5 did you last see your grandma
6 Where do you want to travel to
7 are you waiting for
182 Workbook answer key


8 new things have you done this month A3 1 c 2 e 3 d 4 a 5 b Lesson 2e
A6 1 Shall we do 2 Why don’t we 3 I’m A4 1 in February 2 because her dad A1
not sure 4 How about 5 We could was born there 3 took photos of her for: ages, a long time, a while, a few months,
6 Let’s phone 7 Good idea dad’s family home 4 staying in a hostel two years, a week
5 South Island 6 a kiwi since: eight o’clock, Saturday, he was born,
Lesson 1j November, 2018, 1st April
A1 1 a year; a British family 2 improve his Lesson 2c A2 1 for 2 a year 3 for 4 we were
English 3 crazy about A1 babies 5 since 6 a month 7 since
A2 1 I have already had lunch. 8 for
1 opened his sister’s door to ask if they 2 Maria hasn’t left school yet. A3 1 haven’t seen, for 2 have had,
wanted snacks 3 They have already seen that film. since 3 has lived, since 4 ’ve played,
2 had brown, curly hair and big, blue eyes 4 He hasn’t passed his driving test yet. for 5 haven’t seen, for 6 ’ve been, since
3 don’t bring dolls to the house any more 5 They have already retired. 7 hasn’t rained, for 8 hasn’t won, since
A3 1 never 2 visited 3 about 6 Have you sent the wedding invitations yet? 9 haven’t written, for 10 have met, since
A4 1 a 2 b A2 1 yet 2 already 3 yet 4 already, A4
5 yet 6 already 7 yet 1 Peter has been here for an hour.
A3 2 I’ve had this tablet since March.
CULTURE LINK 1: 1 Have you had breakfast yet? e 3 We’ve lived in Edinburgh for two years.
Adventures 2 Have you visited Italy yet? a 4 I’ve been at this school since September.
A1 1 17 2 European 3 20 3 Has Paul left school yet? b 5 I’ve known Olivia since I was a child.
4 accommodation 4 Has Amy passed her driving test yet? d 6 She has studied French for a year / since
A2 5 Has your grandmother retired yet? f last year.
Dan got lost 6 Have you finished your essay yet? c 7 My parents have been married for 18 years.
Sophie Warsaw; study group A4 A5
A3 1 walk dogs 2 look after animals 1 the lesson hasn’t started yet. 1 How long have you studied English?
3 do work experience 4 learn teamwork 2 I haven’t tidied my room yet. 2 How long have you lived in this town?
skills 5 do archery 6 go abseiling 3 I’ve already eaten it. 3 How long have you known your best friend?
7 go climbing 4 I’ve already seen the film. 4 How long have you had a phone?
5 I haven’t done my homework yet. 5 How long have you been at this school?
A4 1 confidence 2 volunteer 3 skills
6 she’s already graduated. 6 How long has your English teacher worked
4 challenge 5 important 6 good
A5 at this school?
7 afraid 8 activities
A5 1 F – far from home 2 F – various 1 Has Clara ordered the food yet? Yes, she’s
shapes and sizes 3 T 4 F – 800 5 T already ordered it. Lesson 2f
6 F – a charity 7 F – very big 8 F – 2 Has Clara made the cake yet? No, she A1 1 d 2 f 3 h 4 a 5 e 6 i 7 g
quickly 9 T 10 T hasn’t made it yet. 8 c 9 b
3 Has Simon bought a present yet? Yes, he’s
A2 1 Really 2 I bet 3 What else did
already bought one.
Study Skills 1 4 Has Simon sent the invitations yet? Yes,
4 That sounds fantastic 5 How boring
6 What did you do 7 How awful
A1 1 K 2 V 3 A 4 K 5 V 6 V he’s already sent them.
7 K 8 A 9 A 10 K 11 V 5 Has Olivia chosen the music yet? No, she A3 Suggested answers for B:
hasn’t chosen it yet. Really? What did you do?
A2 kinaesthetic (+ students’ own answers)
6 Has Tim booked the hall yet? Yes, he’s That sounds fantastic!
already booked it. What else did you do?
Unit 2 What happened?
How awful!
Lesson 2d A5 all falling
Lesson 2a A1 1 lonely 2 proud 3 embarrassed
A6 1 rising 2 falling 3 falling
A1 1 d 2 e 3 a 4 f 5 h 6 b 4 upset 5 worried 6 jealous 7 happy
4 falling
7 c 8 g A2 1 brave 2 confident 3 disappointed
A2 1 live 2 born 3 moved to 4 got A3 1 brave 2 sad / upset / unhappy
5 goes 6 graduates 7 got a job in / worried 3 angry 4 worried /
Lesson 2g
8 left 9 met 10 got 11 have anxious 5 proud / happy 6 excited / A1 1 ago 2 during 3 last 4 at
5 on 6 in 7 as 8 day
A3 1 born 2 start 3 died 4 live happy 7 depressed / fed-up 8 jealous
in 5 pass 6 retire 7 go 8 get, leave 9 relieved / happy A2 1 lately 2 before 3 As a child
9 graduate 10 move to A5 1 nervous / scared / anxious / worried; 4 By the time 5 during 6 recently
7 in; later 8 so far
A4 1 1992 2 Chicago 3 the USA proud / relieved; relieved / proud 2 two of:
4 history 5 Anna 6 2014 7 Las Vegas lonely / anxious / unhappy / depressed / fed- A3 1 in 2 By the age of 3 As a child
8 University of Milan 9 Italy 10 two up / nervous / upset / worried; excited 4 until 5 so far 6 last; During
A6 funny A6 A5 a
A7 move house, have children 1 Sylwia failed her driving test twice. A6 1 five, his brother 2 on a train
2 A driving licence has changed Sylwia’s life 3 Calcutta 4 his parents 5 lost children
by allowing her to be independent, 6 Australian couple 7 his birth place
Lesson 2b 3 Sylwia has had a car for six months. 8 book; film
A1 1 c 2 f 3 d 4 a 5 b 6 e 4 Zosia’s family moved home to Australia ONLINE LINK c
A2 1 apply for a job 2 failed your driving because her dad got a job there.
test 3 had a honeymoon 4 apply to 5 Zosia has lived in Australia for three months.
university 5 got engaged 6 settled down 6 Zosia has not been back to the UK.


Lesson 2h A2 1 hidden gem 2 jet lag 3 tourist Star Wars show 8 leaves / departs at 21:00
trap 4 holiday of a lifetime 5 get away / nine o’clock
A1 1 for 2 since 3 already 4 already
from it all 6 hordes of tourists 7 off the
5 already 6 yet 7 yet 8 for
A2 1 As a child 2 after 3 During
beaten track Lesson 3f
4 until 5 The following day 6 later
A3 1 c 2 a 3 b A1 1 b 2 e 3 a 4 c 5 g 6 d 7 f
7 By the time 8 the following year A4 1 d 2 a 3 b (c not needed) A2 1 you’ll go 2 I don’t think 3 you’ll
do 4 I hope I’ll get into 5 do you think
Lesson 2i Lesson 3c you’ll live 6 I hope I won’t live
A1 1 be born 2 meet your future partner A1 1 b 2 b 3 c 4 c 5 b 6 b A6 1 walking 2 moving 3 put in
3 get married 4 have children 5 die 7 c 8 a 4 travelling 5 look in 6 staying
A2 7 go in 8 running 9 looking
A2 1 lonely 2 jealous 3 angry
1 Ania may visit her grandmother on 10 come in 11 stay in 12 buying
4 brave 5 proud 6 anxious 7 upset
(mystery word = nervous) Sunday.
A3 1 until 2 during 3 lately 2 You will have an amazing holiday. Lesson 3g
3 They might not win the match. A1 1 apartment 2 villa 3 resort
4 following 5 last 6 before 7 finally
4 Will you stay in a hotel? 4 chalet 5 hotels 6 cottage
8 later
5 I won’t meet my friends on Saturday.
A4 A2 1 B&B 2 yurt 3 caravan 4 youth
6 When will Sam arrive?
1 Joe has already finished his homework. hostel 5 campsite 6 homestay
7 I think people might have flying cars.
2 She hasn’t had lunch yet. 8 We definitely won’t go on a day trip. A3 b
3 Have you met Simon yet? A4 underline: apartment, cottage,
4 I’ve already been to Spain.
A3 1 will be 2 won’t get 3 will travel
4 won’t go 5 will win 6 won’t exist; homestay, resort, villa, youth hostel, hotel,
5 Has Janet bought her mum a present yet? guesthouse, yurt, caravan, chalet, homestay
will study
6 They haven’t arrived yet.
A4 1 will be 2 will plant 3 will A5 1 d 2 a 3 h 4 b 5 e 6 g
A5 7 f (c not needed)
be 4 won’t drive 5 will transport
1 They’ve been friends for ages.
6 won’t give 7 won’t be full ONLINE LINK a
2 He has had a pet snake since last month.
3 I have known your cousin for two years. A5 1 will travel 2 will be 3 will be;
4 We have lived in this flat since 2015. won’t drive 4 will live 5 won’t go Lesson 3h
5 She has played the piano since she was A1
eight. Lesson 3d 10 = The flight leaves at 10 a.m.
6 I’ve been in the football team for a year. A1 1 acrobat 2 band 3 bonfire 21 = They are flying to Barcelona on 21
A6 1 Really 2 That sounds awesome 4 costume 5 crowd 6 dancer September.
3 I bet 4 What else did you do 5 What 7 decoration 8 firework 9 flag 11 = The train for Málaga leaves at 11 a.m.
happened 6 How awful 10 float 11 juggler 12 mask 23 = They are going to Málaga on 23
13 parade 14 torch September.
26 = They are flying home on 26 September.
Lesson 2j A2 1 mask 2 firework 3 costume
4 float 5 dancers 6 decorations A2 1 ’ll pay 2 Are we / you booking
A1 a 3 b 1 c 4 d - e 2
7 (across) bonfire 7 (down) band 3 ’ll email 4 ’m organizing 5 might /
A2 1 b 2 a 3 b will take 6 ’m going 7 Are you doing
8 parade
A3 1 got married 2 recently 3 proud 8 ’m meeting
A3 1 parades 2 costumes 3 floats
A4 4 bands 5 dancers
1 It was awesome / fun / fantastic
A4 to a pop concert
Lesson 3i
2 What about you? A1 1 holiday 2 screen 3 break
A5 1 c 2 c 3 b 4 b 5 b 6 a
4 charger 5 journey 6 trip
Unit 3 Lesson 3e A2 1 float 2 parade 3 costume
4 bonfire
A1 1 I’ll eat 2 I’ll help 3 We’re visiting
A3 1 caravan 2 B&B 3 yurt 4 youth
Lesson 3a 4 I’ll lock 5 I’ll drive 6 He’s getting
hostel 5 homestay 6 chalet
A1 1 b 2 f 3 a 4 d 5 j 6 h 7 c 7 I’ll show 8 are you doing; I’m playing
8 e 9 i 10 g 9 does your train arrive A4
1 I don’t think it will rain next week.
A2 1 suitcase 2 sunscreen 3 Travel A2
2 We might be late.
sickness pills 4 summer camp 1 does the museum open; opens; closes
3 We won’t be here this evening.
A3 1 backpack 2 city break 3 train 2 does the next train leave; leaves
4 I might not have time to go shopping.
journey 4 travel sickness pills 5 summer 3 does the match start; starts
5 Our team probably won’t win the match.
camp 6 low-cost flight 7 passport 4 does their plane arrive; arrives
6 What will life be like 20 years from now?
8 sightseeing tour 9 package holiday A3 1 are you doing 2 ’m doing
A5 1 I’m meeting 2 I’ll do 3 starts
10 day trip 3 ’m meeting 4 ’re going 5 is playing
4 Are you coming 5 closes 6 is camping
A4 1 city break 2 low-cost flight 6 ’ll ask 7 Are you doing 8 does it start
9 starts 10 ’ll look 11 ’ll send A6 1 I don’t think 2 I’ll go 3 you’ll do
3 suitcase 4 sightseeing tour 5 day trip 4 We’ll probably 5 I’m sure you’ll have fun
6 train journey A4 1 leaves / departs at 06:30 / half past
6 Do you think
A5 it helps fix it in your long-term memory six 2 ’s climbing the Eiffel Tower 3 ’re
doing / going on a sightseeing tour 4 ’re
staying in a hotel 5 ’re taking the bus / Lesson 3j
Lesson 3b going to Disneyland 6 ’s having lunch with A1 1 b 2 a 3 c
A1 1 f 2 g 3 e 4 b 5 c 6 d 7 a cartoon characters 7 ’re seeing / going to a A2 1 c 2 b 3 a


A3 1 might not stay 2 hidden gems Lesson 4b A3 1 would like to study 2 forgot to do
3 probably won’t shop 4 am meeting 3 need to buy 4 doesn’t want to go
A1 1 b 2 c 3 d 4 a
A4 5 tried to find 6 want to watch
A2 1 casual 2 bohemian 3 chic
1 What do you think you’ll / What will you
4 vintage 5 trendy 6 scruffy 7 retro
A4 1 going 2 buying 3 to spend
2 Wait a minute / In a minute / Hold on / Not 4 to look 5 to deliver 6 trying on
(just) now / Maybe later 3 I wouldn’t if I A3 trendy 7 to be 8 to help 9 walking
were you / You’re joking! / Is that a good idea? A4
1 watching funny videos
2 she thinks Karolina spends too much time
Lesson 4f
CULTURE LINK 2: Festivals online A1 1 Can you turn 2 could you ask
A1 1 250 2 Michael Eavis 3 Stormzy 3 fashion magazines 3 would you mind 4 OK 5 I need some
4 5 5 175,000 6 June 7 2.5 8 1970 4 individual sports (swimming and running) help 6 Can you help me 7 Yes, of course
A2 1 her sister, Fiona 2 yes, amazing 5 shopping for clothes A2 a 2 b 7 c 4 d 5 e 8 f 1
3 yes, via huge screens 4 circus 6 they are from different tribes / they have g 6 h 3
5 because it was rainy 6 they couldn’t different styles A3 a 2 b 4 c 1 d 3
find their tent 7 no, he went to a small one 7 shopping A4 a 1 & 4 b 2 c 1 & 3 d 1
8 about 6,000 9 rapping; guitar 10 three 8 it’s good they can be friends
A5 1 What’s wrong 2 Don’t panic
A3 1 stand-up comedy show 2 music 3 Think carefully
3 street theatre 4 audience 5 costume Lesson 4c A6
A4 1 d 2 a 3 b 4 c A1 1 I don’t play tennis.
A5 1 August 2 the world 3 comedy 1 We love watching videos online. (to) 2 It’s a cat basket.
4 Some 5 three 6 on the streets of 2 Do you enjoy playing football? (play) 3 She can’t go with you.
Edinburgh 3 He can’t stand eating salad. (like) 4 We need to hurry.
4 She doesn’t mind walking to school. (not) 5 I don’t mind paying.
Study Skills 2 5 I like visiting new places. (to) 6 You can’t talk to her.
6 They hate listening to classical music.
A2 suggested answers: from context, A7
(listen)
thesaurus, dictionary, translation app, ask 1 I can’t stay.
7 I don’t like reading long books. (not)
someone 2 They haven’t gone.
8 Does he like using social media? (use)
A3 neat freak is a noun 3 I don’t want to.
A2 1 loved playing 2 love winning 4 We haven’t got it.
1 fascinating = very interesting
3 hate losing 4 can’t stand eating 5 He didn’t go.
2 hilarious = very funny
5 enjoy travelling 6 don’t like flying 6 She hasn’t done it.
3 open-minded = unprejudiced
7 like doing 8 like sleeping 9 enjoy
4 composed = patient
watching
5 chaotic = disorganized Lesson 4g
6 neat freak = person obsessed with tidiness A3
A1 1 committed 2 reliable 3 dedicated
7 slender = gracefully thin 1 Flora loves watching videos online.
4 conscientious 5 punctual 6 flexible
8 strawberry blonde = hair colour between 2 She can’t stand playing chess.
7 creative 8 qualified
red and blonde 3 She doesn’t like reading books.
4 She likes reading comics. A2 1 absolutely; completely; fully; totally
9 dazzling = very bright
5 She hates playing football. 2 extremely; incredibly 3 highly
A4 Personality: open-minded, composed, 4 absolutely; completely; fully; totally
6 She enjoys swimming.
neat freak 5 extremely; incredibly 6 extremely;
Physical appearance: slender, strawberry A4 1 c 2 b 3 b 4 a 5 a
incredibly 7 highly 8 absolutely;
blonde, dazzling completely; fully; totally 9 extremely;
Other strong adjectives: fascinating, hilarious, Lesson 4d incredibly 10 highly
chaotic A1 1 N 2 N 3 A 4 A 5 A 6 N A4 1 extremely dedicated 2 highly
7 N 8 N qualified 3 incredibly conscientious
Unit 4 A2 1 talented 2 brainy 3 challenging
4 private 5 difficulty 6 interests
4 highly motivated 5 incredibly organized
6 totally committed 7 incredibly flexible
7 lucky 8 thoughtful A5 1 to be a travel writer 2 reading travel
Lesson 4a A3 1 optimistic 2 enthusiastic magazines and travelling 3 works hard,
A1 1 take 2 surf 3 go 4 hang out 3 passion 4 ambitious 5 successful conscientious, motivated, committed 4 do
5 watch 6 download 7 play 8 text 6 talented 7 lucky a photography course at summer camp, study
9 do 10 read 11 take 12 use journalism at university
A4 1 b 2 a 3 f 4 d (c & e not needed)
A2 do: a parachute jump, yoga A5 1 to make a video 2 a film director ONLINE LINK photojournalist
go: running, zip-lining
3 sightseeing 4 the beach 5 his cousin
play: video games, chess
read: comics, blogs
6 can’t swim 7 it rained 8 to visit Lesson 4h
London A1 1 using 2 texting 3 playing
take: selfies, photos
watch: the sunrise, videos online 4 looking 5 coming 6 being 7 seeing
A3 1 photos 2 download 3 use
Lesson 4e A2 1 to invite 2 enthusiastic 3 to work
4 yoga 5 comics 6 text 7 hang out A1 1 to buy 2 to come 3 to do 4 creative 5 passionate 6 offering
8 take 9 go 10 videos 4 to bring 5 to visit 6 to stay 7 motivating 8 finding 9 to attend
A5 write stories A2 1 need to get 2 want to come
3 agreed to study 4 forgot to buy
5 decided to visit 6 refused to eat
7 hope to do 8 would like to meet

Lesson 4i A4 Rules about clothes: 3 & 4 Lesson 5f
Rules about hanging out: 1, 5 & 7
A1 1 take 2 use 3 go 4 hang out A1 1 e (response) 2 d 3 h (response)
Rules in the classroom: 6 & 8
5 watch 6 download 7 play 8 text 4 i 5 c 6 b 7 f (response) 8 a
Rules about food: 2
9 do 10 read (response) 9 g
A2 1 ambitious 2 passion A5 1 Li 2 Bill 3 Ella 4 Diana A2 1 you like me to 2 That would be
5 Lucy 6 Sally 7 Noel 8 Jim
3 competitive 4 determination 3 I help 4 can do it / ’ll do it 5 I can
5 enthusiastic 6 talented 7 success 6 please 7 you like some 8 I’ll do it /
8 optimistic Lesson 5c I can do it 9 you like me to 10 please
A3 1 organized 2 flexible 3 creative A1 1 f 2 g 3 f 4 f 5 g 6 g 11 Can I do
4 dedicated 5 punctual 6 reliable A2 1 aren’t allowed 2 can’t A3 1 What’s going on 2 Let’s do
7 committed 8 motivated 3 are allowed 4 can 5 mustn’t it 3 What are you up to 4 Look what
A4 1 get used to sleeping 2 don’t A3 in a library = 3, at the zoo = 4, in a park 5 Over here 6 Here you go
like watching 3 ’m thinking of buying = 1, on a beach = 2 (in a shop and at home A4 1 rising 2 falling 3 rising 4 falling
4 apologize for being late 5 cope with not needed) A5 1 falling 2 rising 3 falling
changing 6 can’t stand reading 7 is A4 a 3 b 4 e 2 f 1 (c & d not used) 4 falling 5 rising 6 falling 7 rising
looking forward to going 8 dreamed of
A5 Possible answers:
living
1 Harry isn’t allowed to wear what he likes. Lesson 5g
A5 1 to watch 2 playing video games 2 Kim is allowed to wear what she likes. A1 1 punishment 2 rebellious;
3 to take 4 shopping 5 to camp 3 Harry can’t get his ears pierced. getting into 3 communicate 4 fed up
6 to find 7 wearing 8 to listen 4 Kim can get her ears pierced. 5 appreciate; strict 6 generation
A6 1 Could I go out 2 Sure 3 Would 5 Harry can stay out late.
A2 1 disagree 2 immature
you mind driving me there 4 I’m afraid 6 Kim mustn’t stay out late.
3 argue 4 intolerant 5 reward
I can’t 5 can you give me some money 7 Harry is allowed to have parties.
6 misunderstanding 7 unfair
6 here you are 8 Kim isn’t allowed to have parties.
9 Harry can’t dye his hair. A3 generations, fed up, strict, rebellious,
getting into trouble, disagreed, reward,
Lesson 4j 10 Kim can dye her hair.
communicate, misunderstanding, respect,
A1 intolerant
1 a computer programmer Lesson 5d A4 Amy is homeschooled.
2 designing websites A1 1 empty 2 load / unload 3 make
3 a spelling app 4 sweep 5 clean 6 mow 7 put
A5 1 b 2 a 3 b 4 b 5 a 6 a
A2 8 lay / clear 9 do 10 wash / dry 11 do ONLINE LINK a
1 be a successful writer 12 tidy 13 vacuum
2 note down her ideas A2 1 room 2 bed 3 clothes 4 carpet Lesson 5h
3 keep on writing 5 clean 6 bin A1 1 clean 2 tidy 3 make 4 vacuum
A3 A3 1 ’m doing the laundry 2 mowed 5 sweep
1 His ambition is to be a successful doctor. the lawn 3 lay the table 4 unload the A2 1 stay out 2 go to bed late
2 My dream is to have a rewarding and dishwasher 5 put your clothes away 3 lie in 4 do their chores 5 wear what
motivating job. 6 sweep the floor 7 wash the dishes they like 6 dye her hair 7 get a tattoo
A4 A4 she gets to stay out late / have friends 8 remember
1 Can you help / Would you mind helping round as a reward
2 Sure. / Here you are. / Yes, of course. A5 Ticks for: 1 CPMD, 2 D, 3 CPMD, 4 M, Lesson 5i
5 CPMD, 6 C, 7 P, 8 nobody, 9 P, A1 1 wear 2 get 3 dye 4 spend
Unit 5 10 C, 11 M, 12 D,
15 CPMD
13 MD, 14 CPMD, 5 stay 6 have
A2 1 e 2 g 3 h 4 b 5 i 6 j 7 l
A6 8 a 9 k 10 d 11 f 12 c
Lesson 5a 1 clothes on the bedroom floor A3 1 appreciate 2 unfair 3 argue
A1 1 f 2 i 3 j 4 a 5 h 6 b 7 d 2 because she can’t cook 4 strict 5 punishment 6 generation
8 c 9 g 10 e 3 twice a week 7 rebellious 8 immature 9 disagree
A2 1 lie in 2 go 3 watch 4 have 4 mowing the lawn 10 reward
5 spend 6 play 7 get
A4 1 can do 2 ’m not allowed to do
A3 1 dye my hair 2 get your ears pierced Lesson 5e 3 ’m allowed to go 4 can lie in 5 mustn’t
3 get a tattoo A1 1 mustn’t take 2 must wash play 6 can’t have 7 mustn’t stay
A4 1 get a tattoo 2 get your ears pierced 3 mustn’t swim 4 must stop 5 mustn’t A5 1 have to 2 must 3 doesn’t have to
3 play loud music 4 post photos online use 6 mustn’t eat 4 must 5 don’t have to 6 must
5 wear what you like 6 dye your hair A2 1 doesn’t have to 2 must 3 mustn’t A6 1 Do you need 2 would be 3 Would
7 lie in at the weekend 8 spend a lot of 4 am allowed to 5 don’t have; aren’t you like me 4 I can 5 you need me
time online allowed to 6 have to 7 not allowed 6 I’ll do it 7 If you want 8 do anything
A6 short patterns 8 must
A3 1 have to 2 can’t 3 can’t 4 can Lesson 5j
Lesson 5b 5 have to 6 have to 7 have to 8 don’t
A1 b
A1 1 a 2 c 3 e 4 d 5 f 6 b 7 g have to
A4 1 have to clean; I don’t have to do A2 1 n’t allowed to wear 2 has to do
A2 1 conflict 2 guidelines 3 prioritizes 3 mustn’t arrive
4 in charge 5 respect 6 speak my mind 2 have to take 3 mustn’t arrive 4 have
to buy A3 1 a 2 b
7 consequences 8 responsibilities

A4 1 c 2 b 3 a 4 e (d doesn’t match A3 1 c 2 b 3 c 4 a 5 c 6 b 7 a Lesson 6g
any gap) 8 b 9 a 10 c
A1 1 discount store 2 shopping centre
A4 1 everyone 2 everywhere 3 designer label 4 bargain 5 sale
CULTURE LINK 3: Charity 3 everyone 4 everything 5 everywhere 6 window shopping 7 brands
shops 6 everything 7 Everyone
A2 1 b 2 c 3 a
A1 all A3 c
A2 1 nearly every weekend 2 Blue Cross,
Lesson 6d A4
because it’s an animal charity shop and A1 1 spend / save / sell 2 pay back 1 really cool streets
she loves animals 3 yes 4 no 5 yes 3 borrow / buy 4 waste 5 lend 2 very popular cafés
6 books 7 it’s the original Oxfam shop 6 save / sell / spend 7 earn 8 afford 3 very old building
8 no, because the prices are higher and it’s 9 buy / borrow 10 sell / spend / save 4 really vintage clothes
on a tourist street 9 the Oxfam bookshop 11 owe 12 pay 5 too expensive prices
A3 1 furniture 2 books 3 music A2 1 spend; buy 2 save 3 waste 6 extremely crowded Affleck’s Palace
4 clothes 4 pay; earn 5 borrow; owe; pay; back 7 so many hipsters
A4 1 b 2 a 3 c 4 b 6 afford; sell 7 lend A5
A5 1 c 2 e 3 b 4 g 5 h 6 f A3 1 borrow 2 borrow 3 lend 4 lend 1 (Northern Quarter) in the centre of
7 a 8 d 5 borrow Manchester
2 music and clothes
A4 1 120 2 210 3 35
3 Affleck’s Palace
Study Skills 3 A5 Carl: a tablet, a shirt, a jacket 4 cheap
A2 1 a 2 c 3 d 4 b 5 e Kirsty: a coat, a dress, a watch, some shoes 5 yes
Gareth: some trainers, a skateboard 6 go to a café
A3 podcast
A6 1 lend 2 owe 3 pay 4 borrow 7 once a week
5 buy 6 spend 7 waste 8 save up for 8 people watching
Unit 6 ONLINE LINK b
Lesson 6e
Lesson 6a A1 1 extremely 2 very 3 quite Lesson 6h
A1 1 cold 2 funny 3 full 4 small 4 really 5 too 6 so 7 bit 8 very A1 underline: amazing, packed, fantastic,
5 interesting 6 big 7 old 8 strange A2 1 really 2 very 3 too 4 really delicious, starving, awful, freezing
9 sad 10 good 5 too 6 a bit 7 really 8 quite 9 a bit A2 1 extremely 2 very 3 too 4 quite
A2 1 fantastic 2 hilarious 3 huge 10 very 11 very 12 quite 5 really 6 a bit
4 furious 5 miserable 6 starving A3 1 b 2 c 3 b 4 a 5 a 6 b
7 freezing 8 delicious 9 tiny
10 boiling
A4 1 d 2 a 3 e 4 f 5 b 6 c Lesson 6i
A5 A1 1 ancient 2 hilarious 3 freezing
A3 1 very 2 very 3 absolutely 1 I’ve worked very / really / so / extremely 4 fascinating 5 packed 6 tiny
4 absolutely 5 absolutely 6 very hard today. 7 miserable 8 weird
7 very 8 very 9 absolutely 2 She can speak Spanish really / very well.
10 absolutely A2 1 buy 2 afford 3 save 4 spend
3 I arrived too / very / really / extremely late. 5 pay for 6 lend 7 pay it back
A4 It was winter and we were driving along Sorry. 8 borrow
in my dad’s small tiny van. Every holiday we 4 There was too much traffic in the city.
go somewhere different and we travel and 5 There are too many people in town today. A3 1 e 2 d 3 c 4 b 5 a
sleep in the van. This year we were going to a 6 He can swim quite / very / really / A4 1 anything 2 anything 3 anyone
village in the mountains where there are old extremely fast. 4 no one 5 anywhere 6 anywhere
ancient caves. 7 somewhere
Just as it was getting dark, the van stopped.
‘That’s strange weird,’ said my dad.
Lesson 6f A5
1 The market is too busy on Saturdays. (are)
We sat in the van while my dad tried to A1 1 afraid 2 didn’t mean 3 really
2 It’s a bit late to go shopping now. (going)
fix it. We were all starving. Then my mum sorry 4 how it happened 5 worry
3 The clothes in this shop are quite cheap.
remembered something. She looked through 6 apologize 7 didn’t mean to 8 all right
(full)
the luggage and found a box. Inside there A2 1 d 2 f 3 b 4 h 5 a 6 c 4 This is a really big shopping centre.
was a enormous ... 7 g 8 e (extremely)
A6 you’re more likely to remember them A5 5 The shops are extremely packed today. (is)
A7 furious 1 I’m really sorry. 6 That TV show was so funny. (hilarious)
2 He’s so tired. A6 1 I’ve done something 2 I’m really
3 We’re extremely worried. sorry 3 Don’t worry 4 I’m really sorry
Lesson 6b 4 It was very interesting. 5 I didn’t realize 6 There’s nothing I can do
A1 1 e 2 c 3 a 4 b 5 d 5 She was so angry!
A3 1 c 2 b 3 a 6 They were really pleased.
Lesson 6j
A6 1 so 2 really 3 extremely
A1 1 e 2 a 3 d 4 b (c is not needed)
Lesson 6c The adverb has the strongest stress.
A7 Stress on: 1 so 2 really 3 extremely A2
A1 1 thing 2 body 3 where 4 body 1 There wasn’t anybody
5 thing 6 where 7 body 8 thing 4 very
2 There’s nothing
9 where 3 There isn’t anywhere
A2 1 something 2 anyone 3 anywhere 4 can find no one
4 Nothing 5 no one 6 Everyone A3 1 c 2 b

A4 1 fourth Friday 2 leaves 3 bought 6 be environmentally friendly, donate and A5 1 10 2 because the children have
anything 4 too exhausting volunteer, respect conservation rules, to study outside 3 volunteers 4 €250
don’t litter 5 through the website
ONLINE LINK c
Unit 7 Lesson 7e
A1 Tick: 2, 4, 5, 7 Lesson 7h
Lesson 7a A2 A1 1 gap year 2 endangered
A1 1 global warming 2 climate change 1 wanted to see wildlife, they would visit a 3 Conservation 4 native 5 wildlife
3 fossil fuels 4 carbon dioxide 5 energy national park. 6 threats 7 habitat 8 volunteers
6 power 7 emissions 8 acid rain 2 saw a wolf in the forest, she would climb a
9 recycling bank 10 environmentally- A2 1 energy 2 environmentally
tree. 3 packaging 4 recycled 5 raffle
friendly 11 energy 3 won a lot of money, he wouldn’t spend it 6 support
A2 1 Kid 2 Rachel 3 Karl 4 Sal all.
5 Karl 6 Rachel 7 Rachel 8 Sal 4 found a wallet in the street, I would take it
A4 auditory to the police station. Lesson 7i
5 came into the house, my cat would jump A1 1 Climate change 2 fossil fuels
on the table. 3 Carbon dioxide 4 rubbish 5 pollution
Lesson 7b 6 packaging
A3
A1 1 b 2 a 3 c 4 e 5 d A2 1 endangered species 2 habitat
1 c If he liked music, he would learn to play
A2 1 campaigns 2 have destroyed the guitar. 3 native 4 national park 5 extinction
3 natural resource 4 pressure group 2 f If they visited Alaska, they would see a lot 6 hunting
5 switch of wildlife. A3 1 appeal 2 donate 3 volunteer
A3 global warming, pollution, rubbish 3 e If you didn’t live near the park, you 4 raffle ticket 5 support 6 took part in
A4 1 global warming 2 natural resources wouldn’t go running every day. A4
3 Pollution 4 recycle 5 using / giving 4 a If I didn’t have a lot of homework, I would 1 I don’t / won’t feel well if I eat too much
plastic bags 6 pressure group go to the cinema. chocolate.
5 b If it was / were possible to go anywhere, 2 If the weather is sunny at the weekend, we
she would visit the USA.
Lesson 7c 6 d If we lived in the countryside, we would
/ we’ll go to the beach.
A1 1 d 2 b 3 f 4 c 5 a 6 e 3 If I don’t have breakfast, I have / I’ll have a
have a cat and a dog. very big lunch.
A2 1 feel; don’t get 2 miss; have 3 are; 4 Snakes bite if you frighten them.
take 4 press; come 5 stays; gets Lesson 7f 5 Dad will give / gives me some money if I
6 don’t go; have
A1 1 suggest 2 think 3 were mow the lawn for him after school.
A3 1 rains; ’ll have 2 have; ’ll go 4 should 5 don’t 6 might 7 think 6 If we take the bus to the sports centre, we
3 won’t stop; use 4 drive; ’ll reduce won’t get wet.
5 will get; keep 6 forget; won’t be A2 1 What do you suggest I
do? 2 It might be 3 You’re right 7 If Jane goes on a long journey, she plays
A4 4 I should do 5 if I were you 6 I don’t video games on her tablet.
1 If you go swimming, you get wet. think 7 I wouldn’t do that 8 Why don’t A5
2 Ice melts if you heat it. you 9 I’ll do that 1 If John didn’t stay up late, he wouldn’t be
3 Plants die if you don’t give them water. tired all the time.
4 If you mix red and blue (blue and red), you A3 1 That’s very odd 2 I hope nothing’s
wrong 3 I promised 4 Calm down 2 If Mia didn’t live in a small flat, she would
get purple. have a dog.
5 If there’s no power, the TV doesn’t work. A4 Unstressed words: 1 I’ve, to, him 2 I’ll, 3 If Harry wasn’t rude to his mum, she
6 If you turn off the lights (the lights off), you 3 I’m, he, won’t wouldn’t get angry with him.
you save energy. A5 4 If Mary didn’t eat a lot of sweets, her teeth
1 We’re staying with our grandparents. wouldn’t hurt.
Lesson 7d 2 He’s wearing a helmet. A6 1 What do you suggest I do?
3 A snake has bitten him. 2 It might be 3 I’ll do that 4 if I were you
A1 extinction, endangered, national,
4 She’s with Tessa in the park. 5 I think you should tell him. 6 I don’t
wildlife, native, rescue, habitat, hunting, risk
5 We’re staying in Bratislava. think you should 7 You’re right
A2 1 hunting 2 native 3 endangered A6 Not usually stressed words: pronouns,
4 national 5 extinction 6 habitat auxiliary verbs, prepositions, articles,
7 wildlife 8 risk 9 rescued conjunctions
Lesson 7j
A3 1 native 2 threatened 3 hunting A1 1 c 2 b 3 a
4 environmentalists 5 conservation Lesson 7g A2
6 endangered 7 habitats 8 wildlife 1 the largest national park in Britain
A1 1 gap year 2 urgent 3 appeal 2 can go hiking, mountain climbing, fishing
9 ecosystem 10 balance
4 take part in 5 donate 6 volunteer and do winter sports
A4 Tick: conservation, ecosystems, 7 charity 8 support
endangered species, extinction, hunting 3 might see the northern lights
A2 1 raise money 2 fundraising A3 1 b 2 c 3 c
A5 3 raffle ticket 4 non-profit organization
1 to protect the ecosystems 5 sponsored 6 international aid A4
2 plants and animals that live in one place organization 1 nothing’s wrong / she’s okay
3 habitat destruction and hunting 2 If I were you, I’d
A3 schools destroyed by an earthquake
4 20% / a lot of / some of endangered
species will become extinct A4 1 a 2 d 3 c 4 b
5 there’ll be no medicine and no fun seeing
them in the wild

CULTURE LINK 4: 5 These gadgets are only sold on the 2 The Mona Lisa was painted by Leonardo
Internet. = P da Vinci.
Conservation 6 Many people play games online. = A 3 Tutankhamun’s tomb was discovered
A1 1 G 2 G 3 W 4 W 5 G 6 W 7 Fiat cars are produced in Italy. = P in 1922.
7 G 8 W 9 W 10 G 8 Orange waste is transformed into fabric. 4 Potatoes were brought to Europe from
A2 1 F (thinks it’s the perfect thing to do) = P South America.
2 T 3 T 4 F (he says lots of businesses A3 1 are sold 2 is drunk 3 is grown 5 The first email was sent in 1971.
have changed their actions) 5 T 6 T 4 is located 5 are sent 6 isn’t spoken A4 1 was located 2 was covered
7 F (cake sale was last month; swim is next 7 isn’t made 8 was designed 9 aren’t 3 were killed 4 was destroyed 5 was
month) 8 T 9 T 10 F (she says we have found 10 aren’t bought 11 are run forgotten 6 were discovered 7 were
to slow down climate change) 12 are given preserved 8 was declared
A3 1 d 2 c 3 b 4 a 5 e A4 1 is drunk 2 is; made 3 are located A5
A4 1 sea 2 100,000 3 surfers 4 are grown 5 are picked 6 are dried 1 The ancient city was destroyed by an
4 fishing nets 5 six 6 eco‑friendly 7 are exported 8 are roasted 9 are earthquake.
A5 1 more animal species will become processed 10 is sold 11 are used 2 Dynamite was invented by Alfred Nobel.
endangered 2 use less plastic 3 a million A5 3 The Statue of Liberty was given to the USA
4 South America 5 throwing them into 1 Lots of computer games are made by the by France.
the sea Japanese. 4 Romeo and Juliet was written by William
2 Mobiles weren’t used until the 1980s. Shakespeare.
5 These photos were taken by my dad.
Study Skills 4 3 More tablets than laptops are sold
6 The first computers were developed
these days.
A5 a sport called sandboarding between 1940 and 1945.
4 Boeing planes are built in Seattle, USA.
5 Our school is surrounded by a huge park.
Unit 8 6 Plastic bottles are recycled to make Lesson 8f
fleece jackets. A1 1 f – D 2 d – D 3 g – R 4 b – R
7 Fish leather is produced in Iceland. 5 a – D 6 c – R 7 h – D 8 e – R
Lesson 8a 8 Lots of jobs are done by robots these days.
A1 concrete, silk, gold, wood, plastic, A2 1 serious 2 believe 3 kidding
4 sure 5 goodness 6 worried
cardboard, silver, steel, wool, glass, paper, Lesson 8d A4 circled = might, arrives, flight, time, sign,
cotton, stone, rubber, leather
A1 1 shelter 2 create 3 construct guys
A2 1 stone 2 wool 3 Gold; silver 4 build 5 protect 6 develop underlined = brilliant, insisted, kidding, think,
4 leather; plastic 7 decorate 8 design crisps, window
A3 1 cardboard – a 2 paper – c A2 1 shelter 2 creation 3 construction A5 1 building 2 five 3 silver 4 white
3 plastic – d 4 silk – b 4 building 5 protection 6 development 5 invent 6 drive 7 silk 8 light
A4 1 b 2 b 3 a 4 c 5 a 7 decoration 8 design 9 brick 10 night
A5 1 plastic 2 Rubber 3 Steel A3 1 design 2 constructions 3 shelters A6 /ɪ/: building, silver, invent, silk, brick
4 cotton 5 gold; silver 6 glass 4 resist 5 covered; decorations /aɪ/: five, white, drive, light, night
6 protection 7 adapted 8 create
A7
1 It’s a basketball. It’s made of rubber or A5 1 c 2 d 3 b (a not used) Lesson 8g
leather. You find it in the gym. A6 1 b 2 a 3 b A1 1 bright 2 opaque 3 reddish
2 It’s a pair of compasses. It’s made of A7 1 skiing (in the Alps) 2 being / getting 4 transparent 5 pale 6 soft 7 golden
plastic and metal. You find it in the maths / feeling cold 3 wood 4 it didn’t break 8 rough
classroom. 5 his family 6 a weekend (with friends) A2 1 bright 2 opaque 3 rough
3 They’re test tubes. They’re made of glass.
4 hard 5 greenish 6 sticky
You find them in the science lab.
Lesson 8e 7 transparent 8 smooth
A1 A3 1 b 3 a 4 d 5 c (2 is not
Lesson 8b 1 The walls were made of wood. = P answered)
A1 1 d 2 e 3 c 4 a 5 b 6 f 2 The children decorated the classroom. = A A4 Sharon: toy dog – wool – soft – brownish
A2 1 sustainable 2 waste 3 cloth 3 Our house was built a long time ago. = P Oscar: rocking chair – wood – smooth –
4 fabrics 5 lightweight 6 thread 4 Millau Bridge was designed by Norman greyish
A3 a Foster. = P Harry: Buddha sculpture – stone – smooth &
5 The Eiffel Tower was constructed in 1889. hard – yellowish
A4 1 c 2 a 3 b 4 c
= P Clara: necklace – gold / shell – oval – pinkish
A5 1 natural 2 it’s sustainable 6 Inuit hungers used igloos for shelter. = A & white
3 it’s water-resistant 4 in Iceland 7 Gold was first found in California in 1848.
ONLINE LINK salt
= P
Lesson 8c 8 The earthquake destroyed a lot of
A1 1 are sent 2 is 3 isn’t 4 are built buildings. = A Lesson 8h
5 made 6 are A2 1 were held 2 was opened 3 was A1 1 is collected 2 are sorted
surrounded 4 was introduced 5 were 3 are separated 4 are sent 5 are turned
A2
destroyed 6 was built 7 were sent into 6 is burned
1 Cotton is grown in hot countries. = P
2 Lots of tourists visit our town. = A 8 was repaired A2 1 was taken 2 were driven 3 was
3 Many cyclists don’t wear helmets. = A A3 built 4 were transported 5 was done
4 My trainers are not made of leather. = P 1 The pyramids were built in Egypt. 6 was designed 7 was used 8 were
buried

Lesson 8i He should meditate / do yoga to reduce A2 1 will be able to drive 2 can speak
stress. 3 could run 4 can’t see 5 couldn’t swim
A1 1 concrete 2 steel 3 cardboard
A6 doing judo, playing the piano, drawing 6 wasn’t able to finish
4 wool 5 glass 6 cotton 7 wood
8 plastic A3
A2 1 construction 2 shelter Lesson 9b 1 My sister couldn’t read until she was eight
years old.
3 protection 4 resistant A1 1 b 2 a 3 a 4 b 5 b
2 I can’t play the guitar.
5 development 6 decorations 6 a 7 b
3 I couldn’t finish my maths homework.
A3 1 hard 2 bright; hard 3 sticky; A2 1 concentrate 2 stamina, strength 4 Will you be able to help me later?
smooth; yellowish 4 transparent; smooth 3 in shape 4 habits 5 get distracted 5 Was he able to take the exam again?
5 shiny 6 soft 6 depressed 6 We can’t climb that mountain.
A4 A3 a 25th April b 11th May c 23rd 7 I couldn’t ride a bike until I was nine
1 Coffee plants are grown in South America. April d 4th May years old.
2 Their designs are sold on the Internet. A4 1 fit; screen-time 2 danced 3 a quiz
3 Portuguese is spoken in Brazil.
4 Bread is eaten everywhere in the world.
4 5km Lesson 9f
A5 A1 1 d 2 g 3 c 4 a 5 f 6 b 7 e
5 A lot of cars are produced in Germany.
1 Because they’re both couch potatoes / to A2 1 a 2 c 3 a
6 The cloth is dyed different colours.
support each other.
A5 1 was invented 2 was called 2 Breathing, especially running uphill. A3 1 doesn’t look 2 must be 3 ’m sure
3 was chosen 4 was used 5 was sold 3 He stopped eating crisps. it will be 4 looks like 5 looks as
6 were bought 7 was built 8 were drunk 4 He went bowling with friends and had fun. 6 might be
A6 1 c 2 b 3 a 5 They’re going to hike in the mountains. A5 1 f 2 f 3 g 4 g 5 f 6 g
7 g 8 f 9 g
Lesson 8j Lesson 9c A6 /ɒ/: concert, holiday, Oscar, historic,
online, got, Lottie, positive, on
A1 1 b 2 a 3 a A1 1 ’ll 2 will; ’re going to 3 will
/əʊ/: don’t, know, phone, woke, boat, photo,
A2 1 Frank Epperson 2 1905 4 ’m going to; will 5 ’s going
going, go, loads
3 popsicles to 6 ’re going to; ’ll 7 is going to; ’ll
8 ’re going to; will A7 /ɒ/: lot, not, often, problem
A3 1 b 2 a 3 c /əʊ/: hello, over, sofa, yoga
A4 A2 1 ’ll buy 2 ’ll make 3 ’m going to
1 Are you sure / Are you (really) serious get; ’ll have 4 are going to play; ’ll win
2 What a relief / Thank goodness for that / 5 is going to run; won’t finish Lesson 9g
Phew A3 1 are going to get married 2 ’s going A1 1 down 2 give 3 up 4 used
to snow 3 ’m going to have; ’ll have 5 out 6 into 7 cut 8 off 9 keep
4 are going to play; will win 10 without
Unit 9 A4 1 are you going to do 2 ’ll watch A2
3 ’m going to watch 4 are you going to 1 Tom has given up coffee. out
Lesson 9a meet 5 ’re going to have 6 ’ll phone 2 I can’t do without chocolate. to
7 are you going to have 8 ’ll meet you 3 My dad had to cut out salt. up
A1 1 hydration 2 screen-time 4 We have taken up swimming. off
9 is going to drive 10 ’ll drive
3 exercise 4 social life 5 downtime
6 fresh air A3 1 b 2 g 3 a 4 c 5 e 6 d (f is
A2 Lesson 9d not used)
1 2 3 A1 1 Calcium 2 dairy 3 junk food A4
S T R E S S U 4 sugar 5 nutrient 6 sugar 7 calories 1 Before you change your eating habits, you
L N
4
D should talk to your family.
A2 1 calories 2 junk 3 fizzy
2 You should cut meat out of your diet first.
E F I 4 protein 5 muscles 6 calories 7 dairy
3 Lentils, beans and nuts are plant-based
5 8 calcium 9 vitamins 10 minerals
E X E R C I S E foods which contain protein.
A3 1 snack 2 fat 3 junk food 4 You can get vitamins from vitamin tablets
N P T T 4 calcium 5 muscles 6 protein as well as fruit and vegetables.
E 7 carbohydrate 8 calories 5 If a friend invites you to stay, make sure
6 A4 1 Steve 2 Gina 3 Elisa 4 Karl they know that you don’t eat meat and
B R E A T H I N G
A5 offer to take something.
G 1 cakes; chocolate biscuits ONLINE LINK tofu
7 8 9
Y O G A F 2 water; nuts
3 carbohydrates; fat
I I 4 losing weight
Lesson 9h
10
W O R K O U T A1 1 What 2 Why 3 Who 4 Where
A6 5 When
1 bad skin and low energy
A3 1 energy 2 diet 3 health 4 stress A2 1 will learn 2 will help 3 will cook
2 play badminton and go to the gym
5 meditation 6 workout 4 will give 5 will use 6 will work 7 will
3 protein and vitamins (and calcium)
A4 (any order) He should walk to school. 4 to focus on nutrition taste 8 will take
He shouldn’t watch videos until after
midnight.
Lesson 9e Lesson 9i
He should do sport, not watch it on TV.
A1 1 a 2 b 3 a 4 a 5 a 6 b A1 1 downtime 2 social life 3 exercise
He should go out and see his friends.
4 fit 5 stress 6 yoga 7 sleep
He shouldn’t use social media.
8 fresh air

A2 1 nutrients 2 Carbohydrates Zadanie 4.
3 vitamins 4 minerals 5 protein 4.1. D
6 Dairy 7 calcium 8 bones 9 junk 4.2. A
food 10 fizzy drinks 11 calories 4.3. E
A3 4.4. C
1 He couldn’t get used to a vegan diet. by Zadanie 5.
2 They have cut down on junk food. keep 5.1. B
3 She set out to lose 2 kilos. off 5.2. A
4 I can’t do without chocolate. get 5.3. B
5 We have taken up meditation. set 5.4. C
6 He is turning into a fitness fanatic. off Zadanie 6.
A4 1 are; going to 2 ’m going to 3 ’ll 6.1. am going to read
4 ’ll 5 are; going to 6 is going to 7 ’ll 6.2. will go
8 ’ll 6.3. will you send
A5 1 will be able to 2 can’t 3 could Zadanie 7.
4 won’t be able to 5 couldn’t 6 can 7.1. C
A6 1 looks 2 Maybe we can 3 as if 7.2. B
4 must 5 She’s sure to 7.3. A
7.4. C
Lesson 9j Zadanie 8.
8.1. lekcji
A1 a - b 3 c 4 d 1 e 2
8.2. na wakacjach
A2 8.3. w internecie / online
1 you’ll be a healthier adult. 8.4. książkę
2 it keeps you healthy, reduces stress and
Zadanie 9.
relaxes you.
9.1. B
3 is good for you on the inside and the
9.2. A
outside.
9.3. B
A3 1 means 2 stop 3 receive 9.4. A
A4 a 4 b 3 c - d 2 e 1 Zadanie 10.
10.1. B
CULTURE LINK 5: Screen 10.2. D
use 10.3. A
10.4. C
A1 1 d 2 e 3 a 4 f 5 b 6 c
Zadanie 11.
A2
11.1. B
1 less than 2 hours
11.2. A
2 it’s quicker and easier to message or send
11.3. B
an emoticon
11.4. C
3 have a family movie night
4 from lessons at school Zadanie 12.
5 it’s embarrassing 12.1. D
12.2. E
A3 1 actor 2 central computer
12.3. A
3 digital skeleton 4 computer skin
Zadanie 13.
A4 1 b 2 c 3 a 4 c
13.1. haven’t got enough
A5 1 studio 2 cameras 3 suit 13.2. too much salt
4 markers 5 moves 6 skeleton 13.3. isn’t as big
7 skin 8 animators 13.4. is the most expensive
Zadanie 14.
Mock exam section Students’ own answers – they need to
Zadanie 1. include:
1.1. C the names of some cities and how to
1.2. B travel there
1.3. A a description of Polish customs
1.4. B suggestions for typical Polish dishes to try
1.5. A
Zadanie 2.
2.1. swimming
2.2. eight
2.3. chocolate
2.4. international
Zadanie 3.
3.1. C
3.2. B
3.3. C

1
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and education by publishing worldwide. Oxford is a registered trade
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First published in 2020
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the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
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contained in any third party website referenced in this work
isbn: 978 0 19 461944 8 Link 7 Teachers Power Pack

isbn: 978 0 19 461945 5 Link 7 Teachers Guide
isbn: 978 0 19 461946 2 Link 7 Class Audio Disc (X3)
isbn: 978 0 19 461947 9 Link 7 Teachers Onl Practice
isbn: 978 0 19 461948 6 Link 7 Teachers Access Card
isbn: 978 0 19 461949 3 Link 7 Student’s Book Classroom Presentation Tool
isbn: 978 0 19 461950 9 Link 7 Workbook Classroom Presentation Tool
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Illustration by: Tim Bradford/Illustration Ltd p.15
Animations
Production company: CCS Digital Education
Artist: Amit Tayal
Culture Videos
Production company: Kiki Foster
The publisher would like to thank the following for permission to reproduce footage:
Bureo (skateboard); Getty Images (Carnaby Street/R. Powell/Daily Express).
The publisher would like to thank the following for permission to reproduce photographs:
123RF (Kate Winslet/buzzfuss); Alamy Stock Photo (young musicians/Blend
Images); Bureo (skateboard founders); Getty Images male surfer/Fotograf
Erik Buraas/STUDIO B13); Oxford University Press DAM (picture frame/
Andrew Paterson); Shutterstock (West coast of Ireland/Rrrainbow), (Dunvegan
Castle/LouieLea), (man posing/mimagephotography), (mature man/Asier
Romero), (youth orchestra/dmitro2009), (National Museum Bratislava/Nenad
Nedomacki), (Bratislava main square/emperorcosar), (Devin castle/Richard
Semik).
Drama Videos
Production Company: MTJ Media

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Oxford University Press

dla klasy VII Teacher’s Power Pack

4619448 Link_TPP7_Cover.indd 1-3 20/04/2020 17:12

© 2020 Oxford University Press

© 2020 Oxford University Press

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Unit Vocabulary Grammar Reading

Culture Link 3: Charity shops, p.72 Vocabulary booster: style vocabulary

Culture Link 5: Screen use, p.124 Vocabulary booster: fitness vocabulary

2 Student’s Book syllabus

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Speaking & Revision &

Student’s Book syllabus 3

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Unit 4 Task 2 Task 5 Task 13 Task 17

Unit 5 Task 3 Task 1: Multiple choice (three Task 11 Task 12

Unit 6 Task 1 Task 3 Task 11 Task 13

Unit 7 Task 4 Task 2 Task 11 Task 13

Unit 8 Task 4 Task 4 Task 13 Task 17

Unit 9 Task 2 Task 3 Task 11 Task 13

Repetytorium 1–2 Task 1 Task 14

Repetytorium 1–4 Task 2 Task 11

Repetytorium 1–6 Task 1 Task 11

Repetytorium 1–9 Task 1 Task 11

4 Exam preparation syllabus

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Welcome Task 23: Gapfill

Unit 2 Task 6 Task 8: Complete Task 24: Task 20 Email Email

Unit 6 Task 6 Task 6: Match Task 19 Task 19 Ad Note

Unit 8 Task 6 Task 7 Task 23 Task 19 Email Email

Unit 9 Task 6 Task 6 Task 24 Task 20 Blog entry Ad

Repetytorium 1–2 Task 7 Task 19 Note

Repetytorium 1–4 Task 6 Task 20 Invitation

Repetytorium 1–6 Task 7 Task 21 Ad

Repetytorium 1–9 Task 8 Task 22 Note

Exam preparation syllabus 5

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Time and flexibility

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Introduction & Methodology 7

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8 Introduction & Methodology

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Strengths, not just weaknesses Tip 5: Cater to different learning styles

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All the language and skills your

AUDIO ACTIVITIES VIDEO WORDLISTS

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ACTIVITIES TESTS TRACKING RESOURCES

Teacher’s Resource Centre

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The Online Practice discussion forum is a perfect way to

In this way teachers can start exploring potential areas for a

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Teacher’s Resource Centre 13

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• Focus your students’ attention on a single exercise.

• Play audio and video at the touch of a button.

• Save time in class and mark answers all at once.

• Try the exercise again to consolidate learning.

• Save your weblinks and other notes for quick

14 Classroom Presentation Tool

ex.8 invitation / ex.9 ad ex.9 note / ex.10 ad (flyer)