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LinkIt TG3.indb 2 23/04/2019 12:45

Contents
Student Book contents.................................................................iv
Welcome unit....................................................................................4
Unit 1................................................................................................. 10
Unit 2................................................................................................. 20
Review A.......................................................................................... 30
Unit 3................................................................................................. 34
Unit 4................................................................................................. 44
Review B........................................................................................... 54
Unit 5................................................................................................. 58
Unit 6................................................................................................. 68
Review C.......................................................................................... 78
Unit 7................................................................................................. 82
Unit 8................................................................................................. 92
Review D........................................................................................102
Cambridge English A2 Key (KET) for

Schools practice..........................................................................106
Culture............................................................................................110
CLIL..................................................................................................118
Puzzles............................................................................................122
Remember.....................................................................................123
Student Book audioscripts......................................................124
Workbook answer key...............................................................131
Audio track list.............................................................................134
Contents iii
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Contents
COMPETENCES
W Welcome pp.4–9 Vocabulary Grammar Communication
1
• Jobs • going to (1): Intentions Checking in at an airport
What am I Strategy: Best way • going to (2): Predictions Strategy: Intonation
going to do? to study • Relative pronouns: who, which,
pp.10–19 and that
• Verb + infinitive or -ing form
2
• Geography • will: Future Asking for travel information
What will Strategy: Using • will / going to Strategy: Asking people to
happen if …? drawings to memorize • First conditional repeat things
pp.20–29 new words
A Review pp.30–33 Exam practice and review A Extra communication A Video Link Global skills A
3
• Exciting experiences • Present perfect Checking in at a hotel
What have Strategy: Associating • Past participles Strategy: Using polite language
you done? new vocabulary with • Present perfect in a conversation
pp.34–43 people and things
• been / gone
• ever / never
• Present perfect / Simple past
4
• Technology • Present perfect + just / yet / Asking for help at a tourist
I think you’ve just Strategy: Vocabulary for / since office
broken them flashcards • Possessive adjectives and Strategy: Formal and informal
pp.44–53 pronouns greetings
• Whose …?
B Review pp.54–57 Exam practice and review B Extra communication B Video Link Global skills B
5
• Bad behavior • Past progressive Buying souvenirs
Was he causing Strategy: Categorizing • while Strategy: Using the phrase
trouble? new vocabulary • Past progressive and simple past excuse me
pp.58–67 + when / while
6
• Illnesses and • should Asking for help at
What should remedies • Second conditional a pharmacy
I do? Strategy: Practicing • If I were you, … Strategy: Using conjunctions
pp.68–77 difficult words
C Review pp.78–81 Exam practice and review C Extra communication C Video Link Global skills C
7
• Relationships • Tag questions with be and do Choosing a gift
She still likes him, Strategy: Using • Tag questions with other tenses Strategy: Intonation of tag
doesn’t she? colors to remember and modal verbs questions
pp.82–91 vocabulary
8
• Human achievement • The infinitive of purpose Discussing what things are
People who have Strategy: Vocabulary • in order to for
made history games • so that Strategy: Stressing key words
pp.92–101 • Adjective + preposition + gerund
• Comparative and superlative
adverbs
D Review pp.102–105 Exam practice and review D Extra communication D Video Link Global skills D
A2 Key (KET) for Schools practice pp.106–109 Puzzles pp.122–123 Word list pp.124–126
Workbook Unit 1 pp.W2–W7 Unit 2 pp.W8–W13 Unit 3 pp.W14–W19 Unit 4 pp.W20–W25 Unit
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Listening and Speaking Reading and Writing Culture
• Plans for the weekend • A careers website • The weirdest jobs in the world p.110
• A paragraph about your future
Strategy: Organizing ideas
• Life in 100 years • Investigating volcanoes • Plogging p.111

Strategy: Key words • A poster about a volcano Teenage inventor
Strategy: Writing a conversation
My progress A CLIL A, Biology p.118
• Past experiences / events • Record-breakers! • Exciting experiences for all p.112

• A paragraph about a record-breaking Extreme world
event
Strategy: Writing about life experiences
• Experiences on vacation • Are you too dependent on technology? • Green Bank: The town with
• A text about what you do online no Wi-Fi p.113
Strategy: Writing paragraphs
My progress B CLIL B, Geography p.119
• Crime reports • Lola G: vandal or illustrator? • Redemption Roasters p.114

• An account of a crime Street art
Strategy: Creating context
• Actions in specific • Things to do to be healthy and happy • Rainforest remedies p.115

situations • An email giving advice
Strategy: Writing and reviewing a draft
My progress C CLIL C, Citizenship p.120
• Celebrations of love • Relationship celebrations • Animals have feelings, too! p.116

Strategy: Predicting the • A presentation about a celebration Monkeys
answers in listening exercises of love
Strategy: Punctuation: commas
• Identifying the purpose of • Nikola Tesla • A brief history of writing p.117

an object • A biography of Sir Alexander Fleming
Strategy: Identifying context Strategy: Using relative clauses to give
additional information
My progress D CLIL D, Literature p.121
Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49
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Welcome to
Link It! 3
Grammar
Count / noncount nouns
Simple present / Present progressive
Compounds: some / any / every / no
Present progressive for future
Comparative and superlative adjectives
have to / don’t have to
must / mustn’t
Simple past
Verb + -ing form / infinitive
Vocabulary
Food and drink
The weather
Physical appearance
Transportation and travel
Places around town
Housework
Movie types
Feelings and emotions
Aim
To review a variety of grammar and
vocabulary topics covered in the previous
levels
To identify what individual students may
still need to work on before starting Level 3
Warm-up
• Introduce yourself to the class. Then ask
students to introduce themselves.
• Ask students questions about some of the
topics on pages 4–9, e.g., What do you like
to eat? What is the weather like today? What
do you usually do in the summer?
Food and drink page 4 Exercise 4 e 003 Simple present / Present

Exercise 1 Real English e 002 • Review rules: a / an is used with count progressive page 4
nouns, some / any and a lot of with
• Students do the exercise individually. Play count or noncount nouns; some is used Exercise 6
the audio for them to check their answers.
in affirmative statements, any is used in • Write: I’m teaching. I teach every day. Ask:
Audioscript Teacher’s Guide page 124 questions and negatives; much is used What’s the difference? (The first describes
with noncount nouns, and a few is used something happening now, the second
Exercise 2 Pairwork
with count nouns. a regular activity.) Read out the example.
• In pairs, students write a dialogue. • Students do the exercise individually. Ask: What verb form is this? (simple present)
• Check the answers as a class. When do we use it? (for regular actions)
Count / noncount nouns page 4 • Students do the exercise individually.
Audioscript Teacher’s Guide page 124
Exercise 3 Exercise 7
• Write: I’m going shopping for food. We need The weather page 4
• Ask: What’s the mistake in the example?
apples. Ask: Which noun is noncount? (food) (It should be in the present progressive.)
Which is a count noun? (apples) Draw four Exercise 5
apples and say: There are four apples. Then • Students complete the puzzle. • Students do the exercise individually.
write food. Say: We can’t count this noun. • Check the answers as a class. ANSWERS
• Students do the exercise individually. enjoy ’re enjoying, are stay are
staying, ’re coming come,
’re playing play, it rains it’s raining,
write ’m writing
4
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Compounds: some / any /
every / no page 5
Exercise 10
• Write on the board: some-, any-, every-,
no-, in one line and -one/body, -thing,
-where in another line. Ask: Which
compounds do we use to talk about
people? (someone / somebody,
anyone / anybody, everyone /
everybody, no one / nobody) Ask:
Which compounds do we use to talk
about things? (something, anything,
everything, nothing) Which compounds
do we use to talk about places?
(somewhere, anywhere, everywhere,
nowhere)
• Review that compounds with some-
are used with affirmative sentences;
compounds with any- are used with
negative sentences and questions;
compounds with no- are used with
affirmative sentences; compounds
with every- are used with affirmative
sentences and questions.
• Have students work in pairs to
complete the exercise. Tell them to
think about meaning. Also suggest
that they notice if the exercise item is
a statement or question, affirmative
or negative. Circulate and go over any
rules, as outlined above.
• Check the answers as a class.
• Call on a confident student to read the
message.
Exercise 11
• Read out the example sentence. Then
elicit the answer to the second blank.
• Students complete the exercise
individually. Tell them to think about
meaning. Also suggest that they notice
if the exercise item is a statement
or question, affirmative or negative.
Circulate and go over any rules as
outlined in exercise 10.
Physical appearance page 5 Exercise 9 • Bring the class together and check the
answers.
• Read out the original sentence in the
Exercise 8 example. Point to James in the picture
• Students complete the exercise in exercise 9 and ask: Does he have long
individually. hair? (no) Read the correction in the
• Check the answers as a class. example answer.
• Then in pairs, have students use the • Students correct the mistakes
checked words to make statements individually.
about the man’s physical appearance. • Then have them compare answers with
• Make sure students use has for a beard, a partner.
a mustache, hair, eyes, and is for bald, • Check the answers as a class.
overweight, or slim. For glasses point
out that it is possible to say He is
wearing glasses or He has glasses.
• Time permitting, have students
describe their physical appearance to
each other in pairs.
5
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Transportation and
travel page 6
Exercise 12
• Tell students to skim over the pictures.
Ask individual students: Which modes of
transportation do you use?
• Call on a student to read the example
answer. Then have them work
individually to find the remaining words
and match them with the pictures.
• For an extra challenge with a stronger
class, do this as a race.
• In pairs, have students compare
answers.
Present progressive for

future page 6
Exercise 13
• On the board, write: I’m taking a painting
course. Next year, I’m taking a painting
course.
• Ask: What is the difference in these
sentences? (The first sentence is talking
about something happening right now.
The second sentence is talking about
the future.)
• Read out the example sentence.
• Students work individually to complete
the sentences. Tell students to use
contractions if possible.
Exercise 14
• Read out the pair of example sentences.
Ask: What in the first sentence indicates
that the action is happening now? (the
command to be quiet) What in the
second sentence indicates that the action
is in the future? (the word later)
individually.
Exercise 16 Pairwork
Exercise 15 Real English e 004
• In pairs, students write a dialogue.
• Play the audio. Have students listen Tell them to start the same way as the
once. Then have them listen again for dialogue in exercise 15: What are you
uses of present progressive for future. doing …? and tell them to use another
Instruct them to raise their hand when time word to indicate the future,
they hear an example (What are you e.g., Friday, next week, etc. Encourage
doing tomorrow? / I’m going to River students to use at least three examples
Park in the morning. / What time are of present progressive for future.
you going?) Circulate and assist as needed.
• Students practice the dialogue in pairs. • Call on pairs to role-play their dialogues.
Audioscript Student Book page 6
6
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• Have students compare answers with
a partner.
• If students had problems with bad
and far, point out that these are
examples of adjectives that have
irregular comparative and superlative
forms. Write on the board bad and
elicit worse / worst. Write far and elicit
further / farther and furthest / farthest.
Exercise 19
• Read out the example answer. Draw
attention to the spelling of biggest.
Explain that short words that consist
of a consonant / vowel / consonant
pattern need to double the last
consonant before adding -er or
-est. Students complete the exercise
individually.
• Go over the answers as a class. Review
any rules for comparatives and
superlatives as outlined in exercise 18.
• If students had problems with good,
point out that this is another example
of an adjective that has an irregular
comparative and superlative form.
Write on the board good and elicit
better / best. If students had difficulty
with the spelling of busiest, review rules
for changing y to i and adding -er for
comparative, and -est for superlative.
Exercise 20
• Tell students to look at the picture. Ask:
Has anyone vacationed in Cartagena
de Indias? What about Bogotá? If yes,
invite students to share; if not, have
them comment if these look like good
vacation spots.
individually.
• Go over the answers as a class.
• Review any rules for comparatives and
superlatives as outlined in exercise 18.
Places around town page 7 Comparative and superlative
adjectives page 7
Exercise 17
• Ask a volunteer to read the words in the Exercise 18
box. Read the example definition and • Tell everyone in class to stand up. Pick
answer. the three tallest students and ask the
• Students complete the exercise rest to sit down. Say: X is tall. Y is taller
individually. than X. Elicit more statements about
• Then have them compare answers with the students using comparative and
a partner. superlative forms. Say: Z is taller than X
• Check the answers as a class. and Y. Z is the tallest.
• Bring the class together and ask • Elicit or review that words that have
students to make up definitions for two or more syllables (e.g., beautiful)
other places around town and have use more + adjective or most +
students guess what they are. Say: adjective. Remind students that some
a place where students learn (a school). adjectives have irregular comparative
and superlative forms that require a
different spelling.
• Students complete the crossword.
7
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Housework page 8
Exercise 21
• Students work individually to match the
pictures with the phrases.
• Then have students compare answers
with a partner.
• In pairs, have students discuss which of
the chores they do at home.
• Bring the class together and have
students share ideas.
have to / don’t have to page 8
Exercise 22
• On the board, write: I have to clean
my room. Ask: When do we use “have
to”? (When it’s necessary to do
something, or someone is making us
do something.)
• Tell students to look at the chore chart.
Ask: Which of these chores do you have
to do at home? Call on a couple of
volunteers for answers.
• Read out the example answer. Tell
students to find Dad and clean the
bedrooms in the chart to confirm the
answer is correct.
individually. Circulate and ensure
correct affirmative or negative forms.
• Then have students compare answers
with a partner.
must / mustn’t page 8
Exercise 23
• Read out the first sentence and then
the sentence with the example answer.
Explain that we use mustn’t when
something is forbidden, and we use
must when something is necessary or it
is a rule or a law.
individually.
Movie types page 8

Exercise 24
• Students work individually to complete
the movie words and match them with
the pictures.
• Go over the answers as a class. Invite
students to write the movie types on
the board.
• Call on students to share what movies
they like to watch.
8
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Exercise 28 Pairwork
• On the board, write the following
questions from the dialogue: What did
you do for your birthday last year? Did you
go to school on your birthday?
• Ask: Which question elicits a “Yes /
No” answer? (the second one) Which
question elicits information? (the first
one. Tell students to include each type
of question in their dialogue.
• Circulate and assist as needed.
• Call on pairs to role-play their dialogues.
Feelings and emotions page 9

Exercise 29
individually.
• Then go over the answers as a class.
• Call on students to mime emotions for
the class to guess the word. The student
that guesses an answer performs the
next mime.
Verb + -ing form /

infinitive page 9
Exercise 30
• Read out the example and write it on
the board. Underline enjoy and review
that certain verbs are followed by the
-ing form and some by the infinitive
(to + base form). Explain that some
verbs can be followed either by the -ing
form or infinitive.
• Students do the exercise individually.
Instruct students to guess if they are
not sure if a verb takes the -ing form
or infinitive. Point out that none of the
answers can be both options.
• Bring the class together and go over
the answers.
• Explain to students that there isn’t
Simple past page 9 • Go over affirmative and negative, a clear rule when to use the -ing form
regular and irregular past forms as or infinitive after a verb. They will learn
Exercise 25 needed. Point out the difference these as they continue to study the
• Students complete the exercise between Yes / No questions with be English language.
individually. (e.g., Was the movie good?) and other
• Ask students to compare answers with verb forms (e.g., Did you like the movie?)
a partner. • In pairs, have students role-play the
• Check the answers as a class. dialogue.
• Review regular past forms (traveled, Exercise 27 Real English e 005
enjoyed, talked, studied) and irregular
• Play the audio. Have students listen
past forms (was, wrote, drank).
once. Then have them listen again for
If students had difficulty with the past
uses of simple past and raise their hand
form of study, explain that regular verbs
when they hear an example (What did
ending in a consonant + y drop the y
you do …; I celebrated …; We went …;
and add -ied.
What was …?; My favorite present was …;
Exercise 26 My brother bought …; Did you go …; No, I
didn’t; It was …)
individually. • Students practice the dialogue in pairs.
• Go over the answers as a class. Audioscript Student Book page 9
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1 What am I
going to do?
Grammar
going to (1): Intentions (Affirmative and
negative
going to (2): Predictions (Interrogative
and short answers)
going to (2): Predictions
Relative pronouns (who, which, and
that)
Verb + infinitive or -ing form
Vocabulary
Jobs
Communication
Checking in at an airport
Skills
Listening: People talking about plans
Speaking: Talking about weekend
plans
Reading: A career website
Writing: A paragraph about your
future
Values and cross-curricular

topics
Job quiz: analytical, practical, creative
professions; Professional goals
Presentation pages 10–11

Aim
To present the new language in
an interesting context
Story
In her blog post, Brooke asks readers what Warm-up Exercise 1 Read and listen e 006
they are going to do when they graduate
• Focus students’ attention on the list • Play the audio. Students read and listen.
from high school. Her friends Ashley and
under In this unit we will … and call on Then have them choose the correct
Tyler know what they want to do. Brooke
volunteers to read the bulleted points. answer.
only knows what jobs she doesn’t want to
do. She has many interests and feels very • Have students read the title of the unit • Go over the answer as a class. Then ask:
confused. and look at the blog post. Ask: What What jobs does Brooke NOT want to do?
do you think is the focus of this post? (mechanic, nurse, accountant)
(jobs) Ask students to look at the three • Go through the Check it out! box and
pictures in circles. Ask: What jobs do ask students to find the words in the
these people have? (chef, builder, police text. Make sure that they understand
officer) Ask: Do any of these jobs interest the meaning of the words.
you? Do you know what you’re going to • Focus students’ attention on the Link
do after high school? to life. Ask a volunteer to read it aloud.
Then in pairs, have students discuss.
• Bring the class together and call on
volunteers to share opinions.
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Key language page 11
Aim
To practice the target language in
a controlled context
Key language
Exercise 3 e 007
• Ask a volunteer to read the example.
• Students work individually to reorder
the words to make sentences.
• Play the audio. Students listen and check.
• Play the audio again, pausing after each
sentence for students to repeat chorally.
Listen up!
Exercise 4 e 008
• Read the instructions and ask: Who is
Ashley? (Brooke’s friend) What do we know
about Ashley already? (She knows she
wants to go to college and be a lawyer.)
• Play the audio. Have students listen and
complete the sentences.
sentence for students to check their
answers.
Get involved!
Exercise 5
• Have students look at the picture. Ask:
What is she doing? (She is fixing a car.)
• Students complete the questionnaire.
Exercise 6 Pairwork
• Ask a student to read the blue speech
bubble. Make up an answer.
• In pairs, students ask and answer about
plans. Assist as needed.
Exercise 7
Exercise 2 Comprehension 6 Are you totally confused like Brooke,
• Ask a student to read the example
• Tell students to read the blog post answer. They can add on to the example
or do you have a plan like Ashley
again and complete the exercise. answer or begin their own way.
and Tyler?
• Students compare answers in pairs. 7 Do you think plans can change?
• In pairs, students read their replies.
• Then go over the answers as a class.
ANSWERS Extra activity
1 Brooke doesn’t know yet. • Write: Do you often write comments or
Extra activity
2 That her friends know what jobs responses online? If yes, what types of
Write these questions on the board for they want and she doesn’t. blogs do you usually respond to?
students to answer in pairs: 3 No, only Ashley.
1 What subjects will Brooke study in
• Students discuss in pairs or small
4 Because she’s terrible at math.
groups and then share with the class.
school next year? 5 Because she loves to do too many
2 What doesn’t Brooke think is fair? things.
3 Do both Ashley and Tyler want to go to 6 Answers will vary.
Consolidation
college? 7 Answers will vary.
Tell students to copy the prompts on
4 Why isn’t Brooke going to be the board and list future plans, e.g., I’m
an accountant? not going to go to college. I’m going to
Consolidation
5 Why isn’t the advice about doing what move to Europe and get a job.
she loves helpful to Brooke? Tell students to begin a section in their
vocabulary notebooks to list words Workbook page W4
related to future plans. Practice Kit Extra Practice
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Vocabulary page 12
Jobs
Aim
To present and practice vocabulary
for jobs
Warm-up
• With books closed, write jobs on the
board. Ask students to brainstorm
different jobs they can think of. Write
these words on the board.
• With books open, have students
compare the words in the box in
exercise 1 with the words on the board.
Check the words on the board that also
appear in the box.
Exercise 1 e 009
• Ask a volunteer to read the example
answer.
• Students work in pairs to match the
jobs with the sentences.
and check.
• Play the audio again sentence by
sentence. Students repeat chorally.
Extra activity
Have students ask and answer questions
in pairs. On the board, write:
A What does a(n) _____ do?
B A(n) _____.
Ask two students to read out the
example dialogue using information
from exercise 1. (e.g., A What does
a factory worker do? B A factory worker
operates a machine in a factory.)
Exercise 2
• Draw a two-column chart on the
board with the heads + / –. Call on
students to read words from the box
and say if the word has a positive or Exercise 3 Pairwork
Consolidation
a negative association. Write the word • Call on two volunteers to read the Tell students to write down the new
in the appropriate column (Positive: exchange in speech bubbles. Add to
vocabulary with other vocabulary for
exciting, interesting, satisfying, creative, their discussion and say: I disagree.
jobs in their vocabulary notebooks.
well-paid; Negative: boring, dangerous, I think a nurse’s job is boring. Encourage
difficult, stressful, repetitive). students to say I disagree if they have Workbook page W4
• Then ask a volunteer to read the a differing opinion. Practice Kit Extra Practice
example answer. Ask: Are these adjectives • Have students share opinions in pairs.
positive or negative? (negative) What Circulate and assist as needed.
positive adjective(s) can we use to describe
a nurse’s job? (satisfying, well-paid) Point Vocabulary strategy
out that people can have differing • Read the title of the Vocabulary strategy
opinions about jobs. and ask: How do you usually study
• Students work individually to write vocabulary?
their sentences. Circulate and assist as • Read the question and A / B options.
needed. Students will share opinions in Have students discuss in pairs.
exercise 3.
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Interrogative and short answers
Grammar chart
• Focus on the grammar example. Read out
the question and elicit the two answers.
• Go through the grammar chart with
the class. Focus first on the questions
and then the short answers. Next, read
out each question and have the class
answer chorally, referring to the answer
portion of the grammar chart.
• Point out that short forms are only used
in negative short answers – never with
affirmative short answers.
• Refer students to the rules on page W2.
Rules page W2
Exercise 3
• Students do the exercise individually
and then read out their answers in pairs.
Extra activity
In pairs, students look at exercise 1 and
make up questions and answers.
ANSWERS
Is Tyler going to do an apprenticeship?
Yes, he is.; Are Ryan and Jessica going to
graduate from high school next year?
Yes, they are.; Are you going to listen to
music this afternoon? Yes, I am.; Are you
going to go to the movies tonight? No,
we aren’t.; Is Sofia going to talk to Bruno
later? No, she isn’t.
Challenge
• Focus students’ attention on the
Challenge. For homework or as classwork,
have students write about weekend plans.
Finished?
• Write: What are you going to do for the rest
of the day? Students write a paragraph
describing detailed plans for their day.
• In pairs, have students swap paragraphs
Grammar page 13 Grammar chart and Think! box
and ask each other follow-up questions.
• Read out the example sentences. • Refer students to the puzzle on page
going to (1): Intentions • Go through the grammar chart with 122 / X7.
the class. Focus on affirmative and then
Puzzles page 122 / X7
Affirmative and negative negative statements. Read out the
grammar example. ANSWERS
Aim • Ask students to read the Think! box and Students’ own answers.
To present and practice going to affirmative choose the correct answer.
and negative for intentions; interrogative Consolidation
and short answers for predictions Suggest that to help them learn these
Rules page W2
Grammar link presentation Unit 1 verb forms students could discuss their
Exercise 1 summer plans with a partner. Tell them
Warm-up to make statements and ask each other
• Think back to Brooke’s blog. Ask: What questions and answer them, e.g.,
is Tyler going to do? (He is going to do Exercise 2 A I’m going to get a job for the summer.
a building apprenticeship.) Is Brooke • Tell students to think carefully about B Are you going to work weekends, too?
going to be a mechanic? (No, she isn’t.) meaning. Call on a student to read the A No, I’m not. On weekends, I’m going to
Write the questions and answers on the example answer. relax and go to the beach.
board and underline the verb forms.
Workbook page W4
• Then they compare answers in pairs. Practice Kit Extra Practice
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Let’s talk
about … pages 14–15
Communication
competences
Checking in at an airport
Aim
To present and practice language for
checking in at an airport
Warm-up
• Focus on the picture on the tablet
and ask: Where is this family? What are
they doing? Elicit the words airport and
check-in.
• Ask: What do you need to take with
you when you go to the airport? Write
answers on the board: ticket, passport,
boarding pass, suitcase, and baggage.
Then brainstorm other related words as
a class and add them to the list.
Exercise 1 Watch, listen, or

read e 010
• Ask students to preview the words in
the box and underline words that also
appear in the brainstorm on the board.
• Play the audio. Students complete the
dialogue individually.
• Play the audio again. Have students
listen and check.
Speaking strategy
• Elicit or explain that intonation refers
to the rise and fall of the voice when
speaking. On the board, write:
I am flying to Berlin. and model

intonation. Draw a downward arrow
over the statement to indicate falling
intonation.
Extra activity
• Then write: Are you flying to Berlin? and • Play the audio. Have students listen and
model intonation. Draw an upward In pairs, have students role-play the
repeat.
arrow over the question to indicate conversation between the assistant and
• Tell students you will play the audio the passenger.
rising intonation.
again. Invite them to take notice if

intonation is rising or falling. Have them
• Then write Where are you going to fly to? draw upward and downward arrows.
and model intonation. Draw
a downward arrow over the question
to indicate falling intonation. Conclude
answers.
that statements tend to have falling
intonation, questions eliciting a Yes / Audioscript Teacher’s Buide page 124
No response have rising intonation,
and information questions have falling
intonation.
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Beat the clock
• Focus on the Beat the clock. Stress
that students will be listing cities, not
countries. Also, clarify that they should
list cities where English is the primary
language.
• Start the timer and have students
begin. After two minutes, say: Stop!
a partner. Circulate and monitor. If any
pairs disagree that English is spoken in a
specific city, write the city name on the
board and invite the class to chime in.
POSSIBLE ANSWERS
London, New York City, Toronto, Sydney,
Melbourne, Dublin, Auckland, etc.
Exercise 4 Pairwork
• Tell students that exercise 1 will be the
model for this activity. Demonstrate by
asking a confident student: Hello. Where
are you going to fly to today? Point to the
departure board and elicit a response.
Continue for several more exchanges.
• Have students practice the activity in
pairs. Point out that if students choose
to use cities from the Beat the clock
brainstorm, they will have to make up
gate numbers and gate opening times.
• Circulate and listen. Offer feedback on
intonation and check-in vocabulary as
needed.
Link it! Pairwork

• Circulate as pairs interpret the airport
signs. Tell students to write down all the
words they know to describe the signs.
• Bring the class together and elicit new
vocabulary. Write the words on the
board: arrivals, departures, landing, take
off, customs / security, baggage claim,
information.
Consolidation
• Suggest to students to write down all
airport vocabulary from this section
Exercise 3 e 012 in their vocabulary notebooks. Ask
Extra activity
• Play the audio. Students listen and them to use the words in statements
To review reading digital times, have or questions, depicting real airport
complete the missing information.
students look at the Departures board scenarios.
• Play the audio again if necessary for on page 15. Call on students to read
students to check and complete their • Then tell students to draw intonation
out the times in the first column and
answers. lines going upward on Yes / No
the statements in the Remarks column.
questions and intonation lines going
Audioscript Teacher’s Guide page 124 Listen for correct time readings. Then,
downward for information questions
books closed, have students listen to
and statements.
the following statements and write
down the times: Workbook page W6
The gate opens at 10:50. Extra Communication page 31
The flight arrives at 11:05. Practice Kit Extra Practice
Check-in starts at 4:15.
The plane is going to depart at 1:45.
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Grammar page 16
Aim
To present and practice going to for making
predictions: affirmative and negative
Grammar link presentation Unit 1
Warm-up
• On the board, write:
A Jack is going to walk to school today.
B But it’s 8:30 already. School starts at
8:40. He’s going to be late!
• Focus on He’s going to be late. Ask: Is this an
intention? (no) Explain that it’s a prediction.
Look! box
• Read out the information and example
sentences in the Look! box. For the two
sentences making predictions, ask:
What evidence can we see? (the weather
is very cloudy; they work very slowly)
Rules page W2
Exercise 1
• Go over answers as a class.
Relative pronouns
who, which, and that
Aim
To present and practice relative pronouns
who, which, and that
Warm-up
• On the board, write the following
sentences and underline the relative
clauses: Brooke is a teenager who has a
blog.; This is the website which lists jobs.;
I want a job that I am going to love.
• Ask students to identify the relative
pronouns. (who, which, that)
Verb + infinitive or -ing form Finished?
Grammar chart and Think! box • Tell students to write sentences with:
• Go through the grammar chart. Aim future with going to (predictions and
• Students read the Think! box and To present and practice verb + infinitive or intentions), relative pronouns, verbs +
complete it with which or who. -ing form infinitive.
• Refer students to the rules on page W3. • Refer students to the puzzle on page
Warm-up 122 / X7.
Rules page W3
• On the board, write: I hope to be an Puzzles page 122 / X7
Exercise 2 accountant one day. I really enjoy working
with numbers. Underline the infinitive ANSWERS
• Students work individually. Students’ own answers.
(to be) in the first sentence and the -ing
Extra activity form in the second sentence.
Consolidation
Students write about the jobs on page • Ask volunteers to read the sentences on
page 16. Explain that some verbs can Tell students to note (when they learn
12 using relative pronouns.
either take the -ing form or an infinitive. new verbs) if they are typically followed
POSSIBLE ANSWERS by an infinitive or the -ing form.
A factory worker is a person who / that Exercise 3
operates a machine in a factory. Workbook page W5
• Students do the exercise individually. Practice Kit Extra Practice
A mechanic is a person who / that
repairs cars. Challenge
• In pairs, have students write sentences
using the prompts in the box.
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Step 2
Exercise 2 e 014
• Play the first two exchanges on the
audio. Ask: Is Joe going to get up early?
(No, he says he’s going to get up late.)
• Is he going to have a big breakfast? (Yes,
he is) Tell students to check the box.
• Play the rest of the audio and ask
students to complete the exercise.
• Play the audio again if necessary for
students to check and complete their
answers.
Exercise 3 e 014
• Play the audio again and have students
complete the questions.
• Go over the answers as a class. Call
on volunteers to read out the full
questions.
Step 3
Exercise 4 Pairwork
• Call on two volunteers to read out the
speech bubbles. Tell Student B to make
up answers to complete the sentence.
Invite students to skim the activities in
the box.
• Students work in pairs. Circulate as
students ask and answer questions.
Point out that they can also use the
questions from exercise 3. Remind
students to take notes about their
partner’s answers.
Exercise 5 Presentation
• Ask students to share their partner’s
weekend plans.
• Then ask: Do any people have similar
plans? Invite students to make
statements, e.g., Irene and Joe are going
to do housework.
Listening and • Have students compare answers with Consolidation

a partner. Tell students to think of the next social
speaking page 17 • Go over the answers as a class. event on their calendar. Tell them to
Audioscript Teacher’s Guide page 124 describe what they are going to do. Tell
Aim
them to start by writing Next month,
To listen and comprehend people talking Extra activity in May, in the spring … Encourage
about things they are going to do students to incorporate both affirmative
Ask: How is “going to” used in this
conversation? (for intentions) Point out and negative forms, using short forms
Warm-up
that there is one use of going to for when possible.
• Point to the picture of the plane and predictions in the conversation. Play
read the question. Call on students to Workbook page W6
the audio again and have students raise
suggest answers, e.g., You’re going to go Practice Kit Extra Practice
their hands when they hear this use.
on a trip. You’re going to fly somewhere.
(… he’s going to love it!)
Step 1
Exercise 1 e 013
• Play the audio. Students listen to the
conversation and choose the correct
answers.
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Trending topics pages 18–19
Reading and writing

competences
Reading
Aim
To read and navigate a career website for
teenagers and take a job quiz
Warm-up
• Ask: How could you explore what job
might be a good fit for you? (For example,
go to a job fair, go to someone’s
workplace and see what people do,
do research online) Who has been on
a career website?
Exercise 1 Read and listen e 015

• Invite students to skim the website. Ask:
Has anyone taken a job quiz before? If yes,
what did you find out?
• Navigate students through the icons
of the star, light bulb, and paintbrush.
Point out that students should not yet
answer the questions. They will do this
in exercise 3.
• Play the audio. Students read and listen.
• Go through the Check it out! box and
ask students to find the words in the
text. Make sure they understand the
meaning of the words.
• Then have students work individually to
complete the exercise.
• Tell students to compare answers with
a partner. Go over any further questions
as a class.
Exercise 2
• Point out to students that in this
exercise they will focus on meaning of
new vocabulary and concepts.
• Read the example prompt and answer.
Exercise 3
Point to the light bulb icon in the
website and call on a student to read • Instruct students to now go back and
the definition of abilities. Tell students complete the quiz individually. Then tell
to refer to the website to make the them to read Check your score and score
remaining corrections. their quizzes. Assist as needed.
• Bring the class together. Ask: Who
ANSWERS
had more As? Group these students
1 Interests are things that you like together. Who had more Bs? Group
doing. the students together. Who had more
2 An analytical person is a person who Cs? Group the students together. Tell
likes solving complex problems. groups to think of more jobs for the
3 A practical person is a person who various categories.
learns from experience.
4 An artist or a journalist are good jobs
• Bring the class together and ask
individual students: Do you feel the
for a creative person.
quiz categorized you correctly? Or do
you think you should be better at doing
something else?
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Extra activity
On the board, write: high school electives.
Then write the following categories on the
board: Performing arts, Business, Health,
Life Skills, Computer Science. Tell students
to brainstorm different elective subjects.
ANSWERS
Answers will vary. Some examples:
Drama, Dance, Band, Art, Photography,
Yoga, Marketing, Accounting, Graphic
Design, Coding, CPR, Cooking, Driver’s
Education, etc.
Step 3
Writing strategy
• Ask: What should you do before you start
writing something? (organize your ideas)
Give students a few minutes to read the
paragraph on organizing ideas.
• Have students look at the bulleted
points in exercise 6. Say: These points are
the guidelines for your paragraph.
Exercise 6
• Read out the first set of instructions. Ask a
student to read each item in the list aloud.
• Ask students to write notes around the
bullet points. Explain that following the
order will help them keep stay organized.
• Read the second set of instructions. Tell
students to read the example answer and
start in a similar way. Assist as needed.
• Students swap their paragraph with
a partner who corrects any mistakes.
Challenge
• Ask students to think back to Brooke’s blog.
Ask: Which jobs isn’t she going to do? Why?
(mechanic—she doesn’t like working
with cars; nurse—she hates hospitals;
accountant—she’s terrible at math)
• Tell students to brainstorm three jobs
they wouldn’t want to do. Tell them
to think of jobs that require strengths
Writing • Students compare answers in pairs. or skills they don’t have. As students
• Go over the answers as a class. organize their paragraphs, remind them
Aim to start with a topic sentence, e.g., There
To compile information about yourself and Step 2 are three jobs I definitely don’t want to do.
write a paragraph
Exercise 5 Consolidation
Warm-up • Have students skim the profile. Tell students to imagine they need
• Ask: When might you need to write • Ask a confident student to read the to prepare a presentation about their
information about yourself? (For example, Culture focus. On the board, write Music, future plans. If they are not sure, tell
on a job or a school application) Then ask Art, Journalism, Business, Computer them to be honest, but still specify what
individual students: What do you think is Coding, and say these are some their plans are. For example, I’m going to
your best quality? If students are not sure examples of electives that schools may work for a while to decide what I want to
how to answer, you can give examples have. Ask: What do you think is the value do. Alternatively, they can make up the
on the board: I’m hardworking / creative / of electives? (e.g., they can give you information and write plans imagining
funny; I love to think, I like reading the news. a chance to explore your interests) they are someone else.
• Have students work individually to
Step 1 complete the paragraph.
Culture page 110 / X1
Practice Kit Extra Practice
Exercise 4 • Students compare answers in pairs. Unit tests
• Have students complete the sentences • Go over the answers as a class. Resource worksheets
individually. Circulate as students work. Video
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2 What will
happen
if …?
Grammar
will: Future (Affirmative and negative;
Interrogative and short answers)
will / going to
First conditional
Vocabulary
Geography
Communication
Asking for travel information
Skills
Listening: People making predictions
Speaking: Talking about the future
Reading: A scientific article
Writing: An interview

topics
Studying a volcano; emergency
instructions during a volcano

Aim
Story
The magazine article outlines what will
happen to a plastic bottle if you throw it
into a river, a garbage can, or a recycling
bin. The recycling bin is the best
alternative since there it will be broken Exercise 1 Read and listen e 016
down and used to make other things. • Play the audio. Students read and listen.
The article also gives some interesting Then have them write the answer.
statistics related to recycling.
• Check the answer as a class.
Warm-up • Go through the Check it out! box and
• Focus students’ attention on the list ask students to find the phrases in the
under In this unit we will … and call on text. Make sure that they understand
volunteers to read the bulleted points. the meaning of the phrases.
• Have students read the title of the unit • Focus students’ attention on the Link
and look at the magazine article. Ask: to life. Ask a volunteer to read it aloud.
What do you think is the focus of the Then in pairs, have students discuss.
article? (to encourage recycling) Ask • Bring the class together and call on
students to look at the picture of the volunteers to share opinions.
teenager. Ask: What do you think he is Audioscript Student Book page 20
going to do with the bottle? What do
you usually do when you finish drinking
a bottle of water? Do you ever throw
a bottle in the garbage can?
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Aim
Key language
Exercise 3 e 017
• Students work individually.
Then play it again, pausing after each
Listen up!
Exercise 4 e 018
• Read the instructions. To check
comprehension of predictions, ask: Is Ethan
stating what will definitely happen in the
next 50 years? (No, he is just guessing, or
making predictions.)
choose the correct answers.
sentence for students to check answers.
Extra activity
• In pairs, students read the predictions
and discuss if they agree with them.
• Have students share their answers.
Get involved!
Exercise 5
• Ask: What does the symbol mean? (It’s
a variation of the recycling symbol.)
Exercise 6 Pairwork
• Call on two students to read the
Exercise 2 Comprehension exchange in speech bubbles.
4 Plastic can be recycled into clothes.
• Tell students to read the article again • In pairs, have students ask and answer
5 About half of the Great Pacific Garbage the questions in exercise 5.
and complete the exercise. patch is plastic.
• Students compare answers in pairs. • Pose item 3 to several students and
6 Most of the world’s plastic isn’t recycled. write their answers on the board. Invite
• Then go over the answers as a class. Students mark each statement True or other students to comment.
ANSWERS False, correcting the false statements.
1 it will enter our food chain Exercise 7
ANSWERS
2 it will end up in a landfill 1 True. 2 False. A bottle that ends • Ask a student to read the example
3 they will damage the environment up in a landfill won’t decompose. answer. Students can add on to the
4 it will go to a recycling facility 3 True. 4 True. 5 False. 80% of example answer or begin their way.
5 they will break the plastic down the patch is plastic. 6 True. • In pairs, students read their replies.
Extra activity Consolidation

On the board, write: Consolidation • Write: If we don’t recycle plastic …
1 If you throw a bottle in a river, it won’t Tell students to begin a section in their we will destroy our environment.
have a happy ending. vocabulary notebooks to list words • Students write four more predictions.
2 A bottle will decompose in a landfill. related to recycling.
Workbook page W10
3 Some cities ban plastic water bottles.
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Vocabulary page 22
Geography
Aim
To present and practice vocabulary for
geographical features
Warm-up
• Write geography on the board. Elicit the
meaning (the study of Earth’s physical
features, such as mountains, deserts,
oceans, rivers). You can also point out
that geographers study how people
influence and are influenced by the
natural world around them.
• Read the instructions, and write
geographical features on the board. Hold
up page 22 and point to the pictures
and words under them. Explain that
these are all examples of geographical
features.
Exercise 1 e 019
• Ask a volunteer to read the example
answer and point to the ocean in the
first picture.
• Students work individually or in pairs to
match the words with the geographical
features in the pictures.
and check.
• Play the audio again word by word.
Students repeat chorally.
Extra activity
• In pairs, have students cover up
the words and answers picture by
picture and try to identify all the
geographical features.
• Invite students to share which
geographical features they have
seen, e.g., I have been on an island.
I went to Cuba last summer.
Vocabulary strategy • Then tell students to imagine that they

Exercise 2 e 020 live in another region. Have them ask
• Read the title of the Vocabulary strategy
• Tell students they will write in the and ask: Does anyone use drawings to and answer questions. Circulate and
missing words they hear. Encourage memorize new words? Invite students to elicit details if students get stuck. For
them to refer to exercise 1 if they are elaborate if they do. example, Are there any bodies of water
not sure how to spell a word. in the area? Allow students to look at
• Read the strategy aloud.
• Play the audio. Have students listen and a map if possible.
• Clarify that a fantasy island is an
imaginary island. Encourage students Consolidation
• Play the audio again for students to to include all the geographical features
check their answers. Tell students to pick an area of the
that they can in their picture.
Audioscript Teacher’s Guide page 124 world they are interested in and write
• In pairs, have students share. Tell them to a paragraph describing its geographical
suggest spelling corrections as needed. features. Encourage students to look
Extra activity
at maps or pictures online to include
• In pairs, have students role-play the Exercise 3 Pairwork
details and features they may not
interview. Time permitting, have • Start by asking students to identify the know about.
them swap roles so each has a turn at region of the country they live in. Ask:
being the interviewer and Akoni. Which geographical features in exercise 1 Workbook page W10
• Have a pair volunteer to role-play the do we find in this region? Practice Kit Extra Practice
interview in front of the class. • Call on two volunteers to read the
exchange in speech bubbles.
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certainty? (definitely) Say: “Probably”
means “very likely.”
• Ask students to read out the sentences.
Exercise 2
• Tell students to think carefully about
placement of the adverbs.
• Then they compare answers in pairs.
Grammar chart
• Read out the question and elicit the
two answers.
• Go through the grammar chart. Focus
on the questions and then the answers.
• Read out questions with different
pronouns and have the class answer
chorally. Ask: Will they go? Students
answer: Yes, they will.
Rules page W8
Exercise 3
and then compare answers in pairs.
Challenge
• Focus students’ attention on the Challenge.
For homework or as classwork, have
students write a paragraph predicting
what their life will be like in ten years.
Extra activity
In pairs, students make up questions and
short answers for each item in exercise 1.
ANSWERS
1 A Will it be easy? B No, it won’t.
2 A Will I like it? B Yes, you will.
3 A Will he climb it easily? B Yes, he will.
4 A Will I need an umbrella? B No, you
won’t.
• Focus first on the affirmative short form Finished?

Grammar page 23 and full form and ask students to repeat. • Ask students to write predictions about
Then read the negative short form and their classmates, e.g., Nick will be a
will: Future successful businessman. He’ll live in Chicago.
then full form and ask students to repeat.
Affirmative and negative • Ask students to read the Think! box and • Have them share in pairs.
choose the correct answer. • Refer students to the puzzle on page
Aim • Ask: Which form do we use to talk about 122 / X7.
To present and practice will future affirmative a plan? (future with going to) Puzzles page 122 / X7
and negative; interrogative and short answers
• Refer students to the rules on page W8. ANSWERS
Rules page W8 Students’ own answers.
Warm-up
• On the board, write: The bottle will end
up in the ocean. It won’t decompose. • Students do the exercise individually. Write: What will life be like in 20 years? In
• Ask: Do these sentences talk about the • Tell them to use affirmative and pairs, students ask each other Yes / No
present, past, or future? (future) negative short forms. questions, e.g., Will people use self-driving
cars? Tell them to interview each other.
Grammar chart and Think! box Look! box Then ask pairs to report their findings.
• Read out the example sentences. Ask: Do • Read the explanation and list the
adverbs vertically on the board. Ask: Workbook page W10
we know for a fact that the story won’t have
Which has the lowest level of certainty? Practice Kit Extra Practice
a happy ending? (no) Do we know for a fact
that the bottle will end up in a landfill? (no) (maybe) Which has the highest level of
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Let’s talk
Communication
competences
Asking for travel
information
Aim
asking for travel information
Warm-up
• Focus on the picture on the tablet
and ask: Where is this? (at an airport)
What is the young man doing? (asking
something at an information desk)
What types of questions might people ask
at an information desk? (For example,
where something is; how to get
somewhere; how much something
costs)

read e 021
• Ask students to preview the questions
in the box.
listen and check.
Speaking strategy
• Ask an individual student: What is
your street address? When the student
answers, ask again: I’m sorry, can you say
that again? After the student responds
again, write the request to repeat on
the board.
Speaking strategy and read it aloud.
Model the two example requests
and have students repeat. Use rising Exercise 2 Real English e 022
intonation on the question and falling Extra activity
• Play the audio. Have students listen Invite one or two pairs to role-play their
intonation on the statement.
and repeat.
• Elicit additional examples and add conversation for the class. Encourage
• In pairs, have students discuss which the correct level of formality and
them to the one already on the board.
of the phrases they could say in other politeness for the situation.
For example, What was that? I’m sorry?
situations.
(with rising intonation) I didn’t get that.
(with falling intonation) • In pairs, have students complete the
statements and questions with their
• Then for comparison ask: What would
own ideas. Encourage students to add
be an impolite or informal way to ask
at least one request to repeat an answer
for repetition? For example, Huh?;
with numbers. Then have them role-
What? with an annoyed tone; I can’t
play the conversation. Circulate and
understand you!; What did you say? Stress
listen for correct intonation in the
the importance of gauging formality
requests to repeat.
of a situation and being polite when
asking for repetition. Audioscript Teacher’s Guide page 125
ANSWERS
Students’ own answers.
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B Sorry, could you repeat that, please?
A $2.25.
B Thank you.
Circulate and assist as needed.
Exercise 4 Pairwork
model for this activity. Demonstrate
by asking a confident student: Can
you tell me the best way to travel to
Riverside? Point to the subway map and
the information in the chart, and elicit
a response. Continue for several more
exchanges. Encourage students to ask
the assistant to repeat information with
numbers.
• Have students practice the activity
in pairs.
Link it!
• To warm up, have students look at
the map. Ask: What is this a map of?
(a subway) Ask: Does your city have
a subway? Is it complicated? What
cities that you know have complicated
subway systems?
• Divide the class into small groups.
Have students read the questions and
answer them.
students share. Then poll the class:
Who prefers to use cars and who prefers
public transportation? If more people
say public transportation, break the
question down further and ask: What
form of public transportation do you use?
Write each example on the board and
count which is the most popular form.
Consolidation
Suggest to students to copy down
question types for travel information
in their vocabulary notebooks:
1 How much is …
2 How often do …
Beat the clock Exercise 3 e 023 3 What times does …
• Focus on the Beat the clock. Write on the • Play the audio. Students listen and 4 How long does …
board: bills, coins. Elicit the difference. choose the correct answers. Next, tell them to write down various
• Start the timer and have students list as • Play the audio again if necessary for numbers listed in the section to answer
many coins and bills as they can. After students to check and complete their these questions, including money
two minutes, say: Stop! answers. amount (1), frequency expression every
• Have students compare answers Audioscript Teacher’s Guide page 125 ten minutes (2), time expression (3), and
with a partner. Circulate and monitor. length of time (4).
Then create a line on the board. Call Extra activity
on students to fill in the information. To practice the Speaking strategy, Workbook page W12
Elicit as needed the value of each coin: have pairs role-play the conversation Extra Communication page 31
nickel = 5 cents; dime = ten cents; between the information desk assistant Practice Kit Extra Practice
quarter dollar = 25 cents; half dollar = and woman in exercise 3. Tell the
50 cents; a dollar = 100 cents. person role-playing the woman to ask
• Then invite students to compare one the assistant to repeat any information
U.S. dollar to their currency. Allow with numbers. Instruct pairs to use the
students to look up the exchange rate information in exercise 3. For example,
online if necessary and possible. A How much is a bus ticket?
B $2.25.
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Grammar page 26
will / going to
Aim
To present and practice will / going to
Warm-up
A There will be a lot of traffic downtown
at this time.
B I know. We’re going to take the train.
• Ask students to underline the future forms.
Think! box
• Call on students to read out the
example sentences.
• Then have them read the Think! box
and write the correct answers.
Rules page W8
Exercise 1
First conditional
Aim
To present and practice the first conditional
Warm-up
• On the board, write: If you study
hard, you will … Invite volunteers to
complete this statement.
Grammar chart and Look! box

• Ask volunteers to read the sentences.
• Go through the first half of the
grammar chart with the class.
• Ask students look at the second half. Ask:
What is the difference? (the main clause is
first) Elicit that there are no commas.
• Read the statement in the Look! box.
• Return to the chart, and for each If clause
ask: What is the probable consequence? Finished?
Extra activity
• Refer students to the rules on page W9. Have students return to the article on
• Write: If you throw a plastic bottle in
Rules page W9 a river … In pairs, students write a result
page 20 and underline five examples of
clause (e.g., it will go out to the ocean.). Then
the first conditional.
Exercise 2 they use the main clause to create a new
ANSWERS If clause (e.g., If it goes out to the ocean …
find and correct the mistakes. This article tells you what will happen • Instruct students to continue the chain.
if you throw it away in different places.
ANSWERS • Refer students to the puzzle on page
If you throw a plastic bottle into
1 … if we don’t recycle. 2 If you go out … 122 / X7.
a river, it will go out to the ocean.
3 What will Mom say … 4 … you’ll be If they eat the plastic, it will enter our Puzzles page 122 / X7
late. 5 She won’t go swimming … food chain. ANSWERS
If you throw the bottle into a recycling Students’ own answers.
Exercise 3 bin, it will go into a recycling facility.
• Students do the exercise in pairs. If we recycle, we’ll make a difference Consolidation
to the environment. Students write a dialogue using will
Exercise 4
for predictions, going to for predictions
• Students do the exercise individually. based on evidence we can see, and first
• In pairs, have them compare answers. Challenge conditional. They then share the dialogues.
• Bring the class together and call on • Students write the sentences.
volunteers to share their sentences. • Call on volunteers to share their answers. Workbook page W11
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Extra activity
In pairs, students go over the statements
in exercise 1 and discuss if they agree with
the prediction. Tell them to use correct
negative forms, e.g., We won’t build cities
under the ocean. We’ll definitely have cars
that fly. Remind students to use adverbs of
certainty: maybe, probably, definitely.
Step 2
Exercise 2 e 024
listen and complete the questions.
• Play the audio again for students to
check and complete their answers.
Step 3
Exercise 3 Pairwork
• Ask two volunteers to read out the
speech bubbles. Explain that Student B
will answer a question and then ask
another question for Student A to answer.
• Ask a volunteer to read the first item in
the list. Then refer back to the example
question in exercise 2. Do the same
thing for the remaining bullets and
questions. Point out that students will
use the questions from exercise 2.
• Students work in pairs. Circulate as
they ask and answer. Remind them that
they can refer to ideas mentioned in
exercise 1 when giving answers.
• Ask students to write down their
answers to the questions on the board.
Tell them they don’t have to write in full
sentences. They can just write notes.
They will use them to give a short
presentation to the class.
• Call on students to present their
predictions. After each presentation,
invite students to ask questions or
Listening and Step 1 disagree and challenge a prediction.
speaking page 27 Listening strategy For example, I don’t think people will
learn languages any more. There will only
• Read the Listening strategy. Elicit that key be one universal language.
Aim words are the most important words.
To listen and comprehend people talking
• Have students look at exercise 1. Ask: Consolidation
about life in 100 years
What are the key words in this exercise? To bring students’ attention to the
Warm-up (one of the two option answers). Tell different types of questions they have
students they will listen carefully for the been asking and answering, focus on
• Ask: What year will it be in 100 years? key word as they do the exercise.
Write it on the board. How do you think exercise 2. Ask: Which of these questions
people will be learning languages in are “Yes / No” questions? (item 3) What are
Exercise 1 e 024
[year]? possible answers to this question? (Yes, we
• Play the audio. Students listen and will. / No, we won’t.) What kind of answer
• Call on students to suggest answers, choose the correct answers. do all the other questions elicit? (different
e.g., All learning will happen in virtual
• Have students compare answers with information) Point out that these are
classrooms. People will rely more on
a partner. called information questions.
technology. Maybe there will be a chip
that downloads knowledge straight into • Go over the answers as a class.
Workbook page W12
our brain! Audioscript Teacher’s Guide page 125
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Reading and writing

competences
Reading
Aim
To read and navigate a science article
Warm-up
• Ask: What do you know about volcanoes?
Do you know any active volcanoes?
Do you know what you should do
if a volcano erupts? Write students’
speculations on the board.

• Write Nyiragongo on the board. Then
point to the pronunciation under the
picture in the book. Have students
repeat. Ask: Has anyone ever heard of
Nyiragongo? Invite students to share.
introduction aloud. Tell other students
to follow along. Ask: What do you
know about the Democratic Republic
of Congo? If possible, point it out on
a map. Focus students’ attention on
the Culture focus at the bottom of the
page and call on a student to read it.
Focus on the last statement. Ask: What
are some challenges inhabitants face?
(e.g., monitoring the volcanoes, staying
safe during a volcano eruption)
text. Make sure that they understand
the meaning of the words.
as a class.
Exercise 2
• Have students work individually or
in pairs to answer the questions.
ANSWERS
1 The Democratic Republic of Congo
2 2002
3 13 km
4 It’s the biggest lava lake in the world.
5 What is happening beneath the
surface.
6 Rocks from the side of the crater are
constantly falling; the lava lake boils at
temperatures of 1,000 degrees Celsius
or more.
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Writing strategy
• Tell students that in Step 3 they will
write an interview about preparation for
a volcanic disaster.
• Read the explanation. Then focus on
the first question and answer. Ask: What
verb tense is used in the question? (future
with going to) Is the same tense used in the
answer? (yes) Ask the same for the second
set. The same tense is used for each.
• Point out that even though a question
may be in the present, the answer may
transition to another tense. Refer students
to the first question in the text on page 28.
Extra activity
In pairs, ask students to turn to the
interview on page 22. Tell them to analyze
the questions and answers and see that
the tense in questions and answers
matched. Bring the class together and ask:
What tense is used? Is it consistent?
ANSWER
Simple present is used consistently in
all questions and answers.
Step 3
Exercise 5
• Ask: What tense might the first question
from the interviewer be? (e.g., So, how are
you preparing for the volcano?)
• Write the unit title on the board. Tell
students they can use this structure in their
interview (e.g., What will happen if you …?)
• Encourage students to first write a
series of questions and then focus on
writing the responses.
• In pairs, students swap their interviews.
Tell them to check if the verb tenses in the
questions and answers match.
• Ask volunteers to read out their interview.
Challenge
• Read the instructions. Ask: Has anyone
Writing Step 1 experienced an earthquake? If yes, ask
students to provide details.
Aim Exercise 3 • Students work in pairs to create a poster.
To write an interview about plans and • Read the instructions. Clarify that students Allow them to refer online for more
preparation for a volcanic eruption will write numbers 1–12, number 1 information. Tell them to follow the
identifying the most important item and same format as the poster in exercise 4,
Warm-up number 12 the least important item. including Before, During, and After.
• Write interview on the board. Invite • Students compare answers in pairs.
students to share an interview they Consolidation
have read online or in a magazine. Then Step 2 Tell students to conduct an interview
have them turn to page 22 and point with a partner. Tell them to imagine that
out that they read an interview about Exercise 4 they live in the Democratic Republic of
the place where someone lives. Then • Ask a student to read the title of the Congo and that they are preparing for a
point to the article on page 28. Ask: Is emergency instructions aloud. volcano eruption. Tell students to focus
this an interview? (yes) How do we know? the interview on predictions with will.
(There are questions as every head.)
• Then students read through the sections
and bullet points in pairs. Circulate and Culture page 111 / X2
clarify vocabulary as needed. Practice Kit Extra Practice
• Focus on the example answer. Ask: Unit tests
What form is this? (first conditional) Resource worksheets
• Students do the exercise in pairs. Video
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Review A
A Exam practice
and review
Vocabulary
Jobs
Geography
Grammar
going to (1): Intentions (Affirmative and
negative
going to (2): Predictions (Interrogative
and short answers)
Relative pronouns (who, which,
and that)
will: Future (Affirmative and negative;
interrogative and short answers)
will / going to
First conditional
Vocabulary
Exercise 1
• Have them compare answers in pairs.
Extra activity
• Have students work in pairs to
write a definition for each target
answer. Tell them they can use
the information from the exercise
statement to help them. For example,
ocean: a large body of water that can
have beaches along the shore.
• Then bring the class together.
Books closed. Have pairs read their
definitions for other students to
guess each word.
Exercise 3 Exercise 4 Exam
• Call on a student to read the • Students do the exercise individually.
Grammar example item. • Go over the answers as a class.
Exercise 2 Exam • Then have students complete the
exercise individually. Songs
• Ask students to do the exercise
individually. • Bring the class together and call on I Will Always Love You, by Whitney Houston
students to read out the matched (will: future)
• Bring the class together, and ask a more
sentences. If We Ever Meet Again, by Katy Perry
confident student to read the message.
• Correct answers as necessary. (First conditional)
• Correct answers as necessary.
Workbook pages W7 and W13
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Pronunciation
The pronunciation of ’ll
Exercise 2 e 027
• Read the instructions.
pronunciation of ’ll.
sentence for students to repeat chorally,
then individually.
Audioscript Student Book p age 31
Exercise 3 e 028
• Play the audio and have students
check their answers.
• Play the audio a third time for students
to listen and focus on the ’ll sound.
Pause after each sentence for students
to repeat chorally, then individually.
Extra activity
• Have students write a prediction
about the future on a piece of paper
or in their notebook.
• Then bring the class together and
have students read their prediction.
Ask students to repeat. Pay attention
to pronunciation of ’ll. If necessary,
write out students’ predictions on
the board.
ANSWERS
Video link
Exercise 4 Watch or listen e 029
• Give students time to preview the
exercise items and see which characters
will be in the audio / video.
• Play the audio / video. Students watch /
A Extra communication Communication listen and choose the correct answers.
Exercise 1 e 026 • Play the audio / video again for
Aim students to complete and check their
To practice conversations for checking in at • Students complete the dialogues. answers.
an airport and asking for travel information • Then play the audio. Students listen • Go over the answers as a class.
To listen to and practice the pronunciation and check.
of ’ll • Go over the answers as a class.
To listen to and / or watch people talking • In pairs, have students read out the
about future plans completed dialogues. Time permitting,
call on pairs to role-play the dialogues
Warm-up for the class.
• On the board, write: I’ll walk to work. / I walk Audioscript Teacher’s Guide page 125
to work. Ask: What is the difference between
these two sentences? (One is future and one
is simple present.) Model the difference in
pronunciation. Have students repeat.
• On the board, write: I’ll, You’ll, He’ll, She’ll,
It’ll, We’ll, They’ll.
• Invite students to make statements
using them.
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A Global skills
Find a use for a piece of trash
Aim
To think up new uses for everyday objects
To collaborate with a group to come up with
an idea for a new object from a piece of trash
To analyze uses of such an item
To physically create such an item
Warm-up
• Focus students’ attention on the list
under We will … and call on volunteers
to read the bulleted points.
• As a class, reflect on the meaning of the
various goals.
What’s up?
Exercise 1
• Read the instructions aloud.
• In pairs, have students match the
pictures with the words.
• In pairs, students discuss their uses.
• Ask some pairs to share their answers.
ANSWERS
A plastic bottle is used to store water
and drinks.
A can is used to preserve food and drink.
Boots are used to keep feet dry in the
rain or snow.
A skateboard is used for fun and
entertainment.
Get thinking
Exercise 2
• Read the title. Ask: Can you think of new
uses for a skateboard, boots, a can, or
a plastic bottle? Ask students to share.
Make sure they don’t read the ideas
that follow.
• Students read the text. Ask them which
of the objects in exercise 1 are mentioned
• Tell students to decide on one object • For homework, students create the
and then list three uses for it. Stress that objects to the best of their abilities.
(plastic bottles, skateboard, can).
each use should be different (e.g., for • Students present their object in the
a can, one use could be a flower vase; next class to their own group, and
ask students to find the words in the another use could be a pencil holder). discuss the three questions.
text. Make sure they understand the
meaning of the words.
• Encourage students to use phrases from • Then let groups present their object
Real English in their discussion. Tell them and uses to the class. Let the class vote
• Write the last question at the end of to all take notes in their notebooks. on the best use for each object.
the text on the board and give students
a few minutes to brainstorm ideas. ANSWERS • Finally vote on the most creative use of
Students’ own answers. a piece of trash in the whole class.
• Then bring the class together and have
students share. Write ideas on the board.
The project How did you do?
Get involved • Let students reflect on their success
Exercise 4 Groupwork with global skills. Call on them to read
Exercise 3 Groupwork • Read the instructions. Then have groups the can-do statements.
• Students work in groups of three. If they divide the three uses amongst the • Then students self-evaluate individually.
had similar ideas in their brainstorms, let group members. If there are more than Circulate and ask students to share why
those students work together. three students in a group, two students they feel they can or cannot do the
can have the same use, or they can things well.
• Read the instructions. Focus on the Real
think up an additional use.
English list of phrases.
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• If students did not do well, refer them
back to exercise 4 on page 17. Ask two
confident students to read out the
example questions and answers. Elicit
some more questions and answers,
using the prompts.
• Repeat exercise 3 on page 33 as a class.
Explain and discuss the correct answers.
I can identify different geographical

features. (p.22)
Exercise 4
• Read out the can-do statement.
back to exercise 1 on page 22. Call
on students to draw the following
geographical features on the board:
ocean, beach, island, lake, mountain.
• Repeat exercise 4 on page 33 as a class,
eliciting the correct answers.
I can ask for travel information. (p.24)

Exercise 5
and then role-play the dialogue in pairs.
back to exercise 1 on page 24.
hear the phrases in context.
• Repeat exercise 5 on page 33 and go
through the exercise as a class, eliciting
the correct answers.
I can make predictions about the

future. (p.27)
Exercise 6
example question and answers. Elicit
A My progress I can check in at an airport. (p.14)
Exercise 2
using the prompts.
Speaking competences • Read out the can-do statement.
• Repeat exercise 6 on page 33 and go
through the exercise as a class, eliciting
Aim • Go over the answers as a class. the correct answers.
To review the language and skills learned • Students role-play the dialogue in pairs.
in Units 1 and 2 • If students did not do well, refer them Listening, reading, and
I can identify different jobs. (p.12) back to exercise 2 on page 14. Play the writing competences
audio again for students to hear the
Exercise 1 • Have students think about their
phrases in context.
• Read out the can-do statement. progress. Call on students to read out
• Repeat exercise 2 on page 33 and go the can-do statements.
• Students do the exercise individually. through the exercise as a class, eliciting
• If students did not do the exercise • Then ask them to judge how well they
well, refer them back to exercise 1 on can perform the various skills.
page 12. Give them a few minutes to I can talk about future plans. (p.17) • Tell students that if they found any of
study the vocabulary. Ask: Who takes Exercise 3 the activities difficult, they should go
care of people in a hospital? (a nurse) • Read out the can-do statement. back and review some more.
Who writes for a newspaper? (a journalist) • Students do the exercise individually.
• Repeat exercise 1 on page 33 as a class, • Go over the answers as a class.
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3 What
have you
done?
Grammar
Present perfect (Affirmative and
negative)
Past participles
been / gone
Present perfect (Interrogative and
short answers)
ever / never
Present perfect / Simple past
Vocabulary
Exciting experiences
Communication
Checking in at a hotel
Skills
Listening: People talking about
experiences
Speaking: Talking about exciting
experiences
Reading: An article about record-
breakers
Writing: A paragraph about
a record-breaker

topics
Breaking records; unusual achievements

Aim
Warm-up
Story under In this unit we will … and call on
Levi conducted a survey about exciting or volunteers to read the bulleted points.
scary experiences. He approached eight • Students read the title of the unit and
classmates to answer the questions and look at the online article. Ask: What
compiled their answers in an online article. do you think is the focus of this article?
He uses interesting graphics to indicate (a survey) Ask students to read the
how many of the eight people had each of numbered questions. Ask: What do the
the experiences. graphics indicate? (how many people
had this experience) Ask them to
answer yes or no. Explain they will refer
to these later.
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Consolidation
Tell students to begin a section in their
vocabulary notebooks to list words
related to exciting experiences.

Aim
Key language
Exercise 3 e 031
• Ask students to look at the example.
Tell them to find the statement in the
article (question 1 of the survey).
• Tell students to locate each statement
or question in the article and copy the
missing words.
and check.
• Focus on the Link to life. Then in pairs,
have students discuss.
Listen up!
Exercise 4 e 032
check or put an X. If necessary, clarify
that enormous means very big.
sentence for students to check answers.
Get involved!
Exercise 5
• Elicit that the person in the picture is
scuba diving. Ask: Has anyone here done
this? If yes, invite them to share details.
Extra activity If not, ask: Is this on anyone’s wish list?
• Play the audio. Students read and listen Write the questions below on the board.
and then write the answer.
Have students answer in pairs. Exercise 6 Pairwork
• Check the answer as a class. 1 How many people have traveled to • Call on a student to read the pink
• Go through the Check it out! box and an exciting place? speech bubble. Make up an answer.
ask students to find the phrases in the
2 How many people have been scared? • In pairs, have students discuss.
text. Make sure students understand
the meaning of the phrases. 3 How many people have appeared Exercise 7
on TV?
• Bring the class together and have • Ask a student to read the example
students share opinions. 4 Has anyone been scuba diving? answer. Tell students they can add on to
Audioscript Student Book page 34 5 How many of the eight people have the example answer or begin their way.
won a competition?
Exercise 2 Comprehension 6 How many people have met a famous Consolidation
• Tell students to read the article again person? Tell students to copy the questions from
and complete the exercise. ANSWERS Levi’s survey. Tell them to underline Have
• Have them compare answers in pairs. 1 four 2 seven you ever + verb in each question. Explain
• Then go over the answers as a class. 3 0 / none 4 Yes, three people. that this is the present perfect.
5 three 6 two
Workbook page W16
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Vocabulary page 36
Aim
exciting experiences
Warm-up
• With books closed, write exciting
experiences on the board and ask
students to brainstorm. Tell them they
can include ones already mentioned
in the unit (e.g., scuba diving, flying
in a helicopter) Then ask: Do any of
these experiences seem particularly
scary to anyone?
• Leave the items on the board for
students to refer to later.
Exercise 1 e 033
match the verbs with the experiences.
• Clarify vocabulary as needed.
and check.
• Play the audio again phrase by phrase.
• Then have students compare the words
in the box in exercise 1 with the words
on the board.
Extra activity
• Ask students to circle the numbers of
the experiences that they have had.
Then let them compare with a partner.
• Bring the class together and ask: Who
has …? Has anyone here …? Who here
has …? Students raise their hands for
the experiences they have had.
Vocabulary strategy
• Read the Vocabulary strategy aloud.
Call on a student to read the example simple past forms since the experiences • Tell students to check the things they
answer. Point to the picture on the refer to things that happened last year. want to do and put an X next to the
page. Ask: Did this person’s grandma • Students work individually. things they don’t want to do in exercise 1.
actually do a bungee jump? (No, but this • Check the answers as a class. • In pairs, students discuss their choices.
funny combination of an elderly person
ANSWERS Consolidation
doing a daring activity will help them
1 She climbed a mountain.
remember the word.) Tell students to write down the new
2 She went scuba diving.
• In pairs, students make up sentences. 3 She flew in a helicopter.
vocabulary for exciting experiences
• Bring the class together and call on in their vocabulary notebooks. Instruct
4 She went bungee jumping.
volunteers to share. them to also make up sentences per
5 She held an exotic animal / a spider.
the Vocabulary strategy, imagining
6 She visited the Empire State Building.
Exercise 2 people they know doing different
7 She was on TV / a game show.
• Read the instructions. Elicit that things. If they actually know someone
memorabilia refers to things you Exercise 3 Pairwork who has done these things, tell them to
write about them.
keep that are connected to a certain • Ask two confident students to read
experience. Have students look at the exchange in speech bubbles. Workbook page W16
the pictures. Ask: What is Monica’s Focus students’ attention on Really? to Practice Kit Extra Practice
memorabilia connected to? (her travels voice surprise and Me too to indicate
around the world last year) agreement. Introduce Not me to
• Then ask a volunteer to read the example introduce a differing opinion.
answer. Reiterate that students should use
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Past participles
Aim
To present and practice past participles
Grammar chart
• Read through the Regular verbs in the
grammar chart. Explain that we add
-ed to the base form to form the simple
past and the past participle.
• Read through the Irregular verbs. Explain
that irregular verbs have varied spellings
for the simple past and the past participle.
Rules page W14
Irregular verbs list at the back of the book
Exercise 2
Exercise 3
Extra activity
Have students return to exercises 1–3
and circle all the irregular verbs.
ANSWERS
Exercise 1 have done, hasn’t been;
haven’t met Exercise 2 have won;
Exercise 3 has won, haven’t taken, has
flown, have bought, hasn’t seen
been / gone
Aim
To present and practice been / gone
Grammar examples
• Call on a student to read the first
example sentence. Elicit the base form
of these verbs. (be and go) Ask: Are these
regular or irregular verbs? (irregular)
Exercise 4
Grammar page 37 Grammar chart and Think! box
• Read out the example sentences. Challenge
Present perfect • Go through the grammar chart with the • For homework or as classwork, have
class. Focus on affirmative, then negative students write sentences about items 1–4.
Affirmative and negative statements. Read out the grammar
example, full form first, then short form. Finished?
Aim Have students repeat for several pronouns. • Have students create flashcards for
To present and practice the present • Ask students to choose the correct irregular verbs. They write the base form
perfect affirmative and negative answers to complete the Think! box. on one side, and on the other the simple
Grammar link presentation Unit 3 • Refer students to the rules on page W14. past and the past participle.
Rules page W14 • Refer them to the puzzle on page
Warm-up 122 / X7.
• Write on the board: Mike has been to Exercise 1 Puzzles page 122 / X7
Asia. Ask: Do we know when Mike was • Students do the exercise individually.
in Asia? (no) Explain that we use the Consolidation
present perfect to talk about past
Tell students to sort the verbs that
experiences, but don’t say when appeared on page 37 into regular and
they happened. irregular, listing the base form and the
simple past, and the past participle.
Workbook page W16

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Let’s talk
Communication
competences
Checking in at a hotel
Aim
checking in at a hotel
Warm-up
• Focus on the picture on the tablet and
ask: Where are these people? What are
they doing?
• Elicit the words hotel and check in.
• Ask: Have you ever stayed in a hotel?
Where? What was it like? Did you check
into the hotel or did your parents check in?
What do you need to check into a hotel?

read e 034
• Play the audio. Students choose the
correct answers.
listen and check.
Speaking strategy
A Can I help you?
B ____________
• Invite a student to play role A and
perform the exchange with you. To
demonstrate the contrast to polite
language, and for some comic relief,
respond to the student’s question
abruptly or rudely. For example,
Yeah, I need to check in. I’ve been waiting
here for ten minutes. Can you hurry up?
• Ask: What kind of response do you
think such a remark will get from the
hotel receptionist? (maybe negative or Exercise 2 Real English e 035
Extra activity
defensive; perhaps apologetic) • Play the audio. Have students listen In pairs, have students role-play the
• Read the explanation in the Speaking and repeat.
conversation between the receptionist
strategy. Have students repeat the • Tell students you will play the audio and Mrs. White in exercise 1.
examples after you. again. Have them notice the use of
• Then perform the role play again. polite language. Tell students to look
This time say the same thing politely: at the phrases in the Speaking strategy
Yes, I would like to check in, please. I’m in again and check them as they hear
a bit of a hurry, though. I’m sorry. Will it them. You can point out that all the
take long? Ask: What kind of a response examples are used in the conversation.
will such tone and language elicit? • In pairs, have students discuss which
(probably positive and helpful) of the phrases they could say in other
situations.
ANSWERS
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Exercise 4 Pairwork
asking a confident student: Hello. Can I
help you? Hold up your book and point
to Guest 1’s information, and elicit a
response. Continue for several more
exchanges.
• Have students practice the activity in
pairs, alternating roles.
politeness as needed. Remind students
to incorporate please or thank you
whenever possible.
Link it! Pairwork

• Ask students to look at the pictures.
Call on a volunteer to identify each
one (a campsite, a hostel, a bed and
breakfast). Elicit or explain that a hostel
is a place where people can stay
overnight and eat for a small amount of
money; a bed and breakfast is usually a
private home where people rent rooms
to guests and provide breakfast for
them. Invite students to share if they’ve
ever stayed at a campsite, a hostel, or
a bed and breakfast. Encourage them
to share details and illustrate how the
experiences are different from those in
a typical hotel.
• Ask: Do you need a reservation to stay in
these three places? (yes)
• In pairs, have students analyze which
phrases from exercise 2 would apply to
the various guest situations.
• Then have pairs make up their
own dialogue about checking into
a campsite, a hostel, or a bed and
breakfast. Remind them to incorporate
polite language.
• Call on a volunteer pair to share their
role play with the class.
Consolidation
Beat the clock check-in vocabulary from this section
Extra activity in their vocabulary notebooks.
• Focus on the Beat the clock. Read the • Play the first two exchanges of the Encourage them to use the words in
instructions. Start the timer and have
conversation again. On the board, statements or questions, depicting
students begin. After a minute, say: Stop!
write: if that’s OK. Ask: Do you know real conversations.
a partner. Tell them to look at page 38
this expression? Explain that this is • Then tell students to create a separate
another polite phrase. Elicit similar category in their vocabulary
if needed, to check anything they may phrases (e.g., if you don’t mind, if you notebook for polite language. Tell
disagree on. have a moment). them to write the phrases from the
• Check the answers as a class. • Invite students to make up short Speaking strategy and other phrases
exchanges using if that’s OK. Tell them mentioned in the class (for example,
Exercise 3 e 036
the exchanges don’t need to be if that’s OK) in this category.
• Play the audio. Students listen and limited to hotel check in.
complete the missing information. Workbook page W18
• Call on volunteer pairs to share one
• Play the audio again if necessary for of their exchanges. Extra Communication page 55
students to check and complete their Practice Kit Extra Practice
answers.
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Grammar page 40
Present perfect
Aim
To present and practice the present
perfect interrogative and short answers
Warm-up
• Ask: Have you ever seen a snake? If
someone says yes, ask: Where did you
see a snake? When? (e.g., I saw one in
the woods last summer.)
Grammar chart
• Read out the question and answers.
• Go through the grammar chart with
the class. Focus first on the form of the
questions and then the short answers,
differentiating have and has.
• Next, read out each question and have
the class answer chorally, referring to
the answer portion of the grammar
chart, affirmative first, then negative.
Rules page W15
Exercise 1
• Elicit that an X indicates a negative
short answer; a check indicates
affirmative. Ask two students to read
the example.
ANSWERS
1 Have they been on a TV show? No, they
haven’t.
2 Have you sung in a concert? Yes, I have.
3 Has he visited China? Yes, he has.
4 Has she sailed on a boat? No, she hasn’t.
5 Have you held an exotic animal? No, I
haven’t.
ever / never
Present perfect / Simple past ANSWERS
Aim Have you ever ridden a quad bike?
Aim Where did you ride it? Have you ever
To present and practice ever / never
To compare present perfect and simple past won a competition? What did you win?
Look! box Finished?
Think! box
• Ask volunteers to read the sentences. • In pairs, students return to Levi’s survey.
Then read out the rules in the Look! box. • Read out the example sentences. Then
students choose the correct words to Write: A Has anyone ever met a famous
• Ask students to go to page 34. Ask: Do person? B Yes, Tom met Tyron Smith last year.
complete each rule in the Think! box.
any of Levi’s survey questions use “ever”?
• Elicit example sentences for each answer. • Tell students to use the correct present
(Yes, they all do).
perfect or simple past forms.
• Refer students to the rules on page W15. • Refer students to the rules on page W15.
Rules page W15
• Refer them to the puzzle on page
Rules page W15 122 / X7.
Exercise 2 Exercise 4 Puzzles page 122 / X7
• Students complete the questions. • Ask two students to read the example.
Consolidation
Exercise 3 Books closed, have students work with
Challenge a partner to write down rules for present
• Students write answers and then share
• In pairs, students use the prompts to perfect that they have learned so far.
with the class.
ask and answer questions. Workbook page W17
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Extra activity
Have students use the topics from the
statements in exercise 2 to ask and
answer Have you ever … questions.
POSSIBLE ANSWERS
Have you ever …
stayed in a hotel? gone to Michigan?
been to London? won a competition?
tried karaoke? eaten sushi?
gone out on your birthday?
Step 2
Exercise 3 e 038
complete the questions and answers.
• Go over the answers as a class. Call on
volunteers to identify which forms
are the simple past and which are the
present perfect (all except item 3 are
the simple past).
Step 3
Exercise 4 Pairwork
• Elicit that the girl in the picture is riding
a horse. Then ask: Has anyone here ever
ridden a horse? Write the question on
the board. Ask: Is “ridden” a regular or
irregular verb? (irregular) Ask: What form
is “ridden”? (past participle) Do you know
the simple past form? (rode)
• Call on two volunteers to read out the
speech bubbles. Tell Student B to make
up answers to complete the sentence
in the second bubble.
• Invite students to preview the verb
forms in the prompts. Elicit the past
participle forms (ridden, run, been, won,
swum, sung, eaten, seen).
• Students work in pairs. Remind them
to take notes about their partner’s
answers.
Listening and • Have students compare answers with Exercise 5 Presentation

a partner.
speaking page 41 • Ask students to present things their
• Play the audio again. Tell students to partner has and hasn’t done.
write the time words they hear next to
Aim the items they checked (2 last summer,
• Then ask: Has anyone had similar
To listen and comprehend people talking experiences? Give students a few
3 yesterday, 5 last night, 8 last week).
about past events minutes to talk with people who have
• Go over the answers as a class. done similar things.
Warm-up Audioscript Teacher’s Guide page 126
• Point to the picture. Ask: What does it Consolidation

Exercise 2 e 037 Tell students to add new regular and
look like the children are doing? (e.g., It
looks like they are on a roller coaster.) • Encourage students to try doing the irregular verbs to the chart they started
Ask: Has anyone here ever been on a roller exercise before hearing the audio again. in their vocabulary notebook. Remind
coaster? If anyone responds yes, ask: • Then play the audio again and have them to write the base form, the simple
When were you on a roller coaster? Where? them check the answers. past, and the past participle.
• Have students compare answers.
Workbook page W18
Step 1 • Check the answers as a class. Practice Kit Extra Practice
Exercise 1 e 037
people and check or put an X.
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Reading and writing

competences
Reading
Aim
To read an article about unusual
achievements and broken records
Warm-up
• Focus on the title of the article. Write
record-breaker on the board. Ask: What is
a record-breaker? (a person who breaks
a record) What does it mean to break a
record? (to perform at something better
than anyone else; to achieve something
that hasn’t been achieved yet)
• Ask: What type of records might people try
to break? (For example, in sports, fastest
runner or swimmer; constructing the
tallest building; being the fastest talker;
eating the most of a particular food in
a limited time) Encourage students to
think of things they may have heard
in the news or read about elsewhere.
Ask: Have you ever tried to break a record?
Is there a record you think you might be
interested in breaking?
• Invite students to skim the article on
page 42.
Reading strategy
• Read out the Reading strategy. Then
call on a confident student to read
the introduction to the text aloud. Tell
students to follow along. Focus on The
Guinness Book of World Records. Ask
students if they have heard of this. Read
the information in the orange inset. Ask:
Has anyone ever seen a Guinness Book of
World Records?
• Navigate the topics of the article
together. Call on volunteers to read
the heads. Ask: Are you surprised that an Exercise 2 Culture focus
animal is among the record-breakers? • Have students work individually or in • Focus students’ attention on the Culture
pairs to answer the questions. focus at the bottom of the page and call
• Play the audio. Students read and listen. • Go over the answers as a class. on a student to read it.
• For homework, encourage students
• Go through the Check it out! box and ANSWERS
to look up The Guinness Book of World
ask students to find the words in the 1 No. In 2015, he became the world’s
Records online to see the latest records
text. Make sure that they understand fastest dog to climb 20 steps on his
broken. Then invite students to share if
the meaning of the words. back legs.
they were inspired by any of the broken
• Then have students work individually to 2 Sailor loves making people happy.
records. Have students share what skills
complete the exercise. 3 332.35 meters
they have that could be applied to
4 2014
• Tell students to compare answers with 5 about twelve minutes
breaking a record.
6 the longest quad-bike side wheelie
as a class.
7 April 6th, 2015
Audioscript Student Book page 42 8 34.29 km
9 Students’ own answers.
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ANSWERS
1 the youngest person to sail around the
world 2 Guppy 3 St. Maarten
4 74 weeks 5 approximately 50,000 km
6 went scuba diving and surfing and
learned to play the flute 7 was 14
8 was 16 9 her birthdays at sea with
cake for breakfast
Writing strategy
write a paragraph about a record-
breaking event.
• Read the introduction and the first
bullet point. Direct students’ attention
to the third paragraph in exercise 3.
Ask: Why is the present perfect used?
(to describe what Jordan has done
since he completed the climb)
• Focus on the second point, and read
the example. Direct students’ attention
to the second and third paragraph in
exercise 4. Ask: Why is everything in the
simple past? (because details of her
completed journey are being described)
Step 3
Exercise 5
• Read the instructions. Call on
a volunteer to read each item in the
bulleted list aloud. Tell students to
choose what they want to write about.
• Let them brainstorm with people who
chose the same items. Remind them
they are writing about an imaginary
record-breaker. Encourage them to
be creative.
• Instruct students to write notes
using heads like the ones in the fact
file in exercise 4. Circulate and assist
as needed.
• After students complete their notes,
tell them to work individually, paying
attention to the use of the present
perfect vs. the simple past.
• Have students complete the text • Students swap their paragraph with
Writing a partner who corrects any mistakes.
individually. Remind them to pay
Aim attention to whether a statement needs Challenge
To write about an imaginary person who the present perfect or the simple past.
• Tell students to include both questions
has broken a record • Students compare answers in pairs. in the present perfect and the simple
• Go over the answers as a class. past in their interview.
Warm-up
• Think of someone you know who does Step 2 Consolidation
something extremely well and could
• Tell students to write a paragraph
potentially break a record. Ask volunteers Exercise 4 about something they enjoy doing and
to share skills of people they know. For • Ask students to speculate what the something interesting that’s happened
example, My mom knits amazing sweaters. woman in the bottom picture has to them related to this activity.
She’s so fast and efficient. I’m sure she could achieved. Ask: Where is she? How old do
break some sort of record for knitting. • Encourage them to use the simple past
you think she is? Would you want to break and the present perfect appropriately.
a record on the ocean? Why? Why not?
Step 1 • Have students read the fact file. Then Culture page 112 / X3
ask them to complete the text. Practice Kit Extra Practice
Exercise 3 Unit tests
• Focus on the top picture. Ask: Where • Invite students to underline the
statements that are in the present perfect Resource worksheets
do you think this person is? What is he Video
(only the example answer and item 1).
holding? What has he achieved?
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4 I think
you’ve just
broken them
Grammar
Present perfect + just
Present perfect + yet
Present perfect + for / since
Possessive adjectives and pronouns
Whose …?
Vocabulary
Technology
Communication
Asking for help at a tourist office
Skills
Listening: Things one has done on
vacation
Speaking: Talking about vacation
activities
Reading: A blog article
Writing: A text about online activities

topics
Time online; dependence on
technology; online activities

Aim
Story
The article is a transcript of two co-hosts
presenting a new virtual reality headset, • Have students look at the picture. Ask: Exercise 1 Read and listen e 040
the Virtuo 2, at the Hi-Tech Roadshow. You What is the woman doing? (She is testing • Play the audio. Students read and listen.
hook this headset up to your computer via a virtual reality headset and sensors.) Then have them write the answer.
Have you ever tried such a gadget? Call
Bluetooth, and you play games in a very • Check the answer as a class.
realistic setting. Sensors follow movements on students to share.
and turn them into virtual reality. Co-host • Ask a student to read the title of the
Harper tries on the headset for the first unit. Ask: What do you think has just been
time and is amazed by it until Jim trips and broken? (maybe the virtual technology
falls and breaks the sensors. in the picture) Ask students to look
at the sign Welcome to the Hi-Tech • Focus students’ attention on the Link
Warm-up Roadshow. Ask: What is a roadshow? to life. Ask a volunteer to read it aloud.
Then in pairs, have students discuss.
• Focus students’ attention on the list (an exhibit that travels around
under In this unit we will … and call on the country advertising products • Bring the class together and call on
volunteers to read the bulleted points. or services) Have you ever been to volunteers to share opinions.
a roadshow? Have students share. Audioscript Student Book page 44
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• Tell students to find each sentence
or question and rewrite it, adding the
missing words.
and check.
• Play the audio again sentence by
sentence. Students repeat chorally.
Listen up!
Exercise 4 e 042
answers.
Extra activity
• In pairs, tell students to look at
the picture below exercise 4 and
describe it.
students share.
Get involved!
Exercise 5
What are they doing? (They are hanging
out and talking, while on their phones.)
• Circulate as students complete the
questionnaire.
Exercise 6 Pairwork
• Call on two students to read the
exchange in speech bubbles.
• In pairs, have students ask and answer
the questions in exercise 5.
• Pose item 2 to several students and
write their answers on the board. See if
there is a favorite gadget among most
students in the class.
Exercise 2 Comprehension Exercise 7

Consolidation
• Tell students to read the interview again Tell students to begin a section in their
and complete the exercise. answer. Students can add on to the
• Students compare answers in pairs. related to technology.
example answer or begin their
• Then go over the answers as a class. own way.
• In pairs, have students exchange
Extra activity comments and read them.
Tell students to correct the false Key language page 45
statements in exercise 2. Consolidation
Aim Tell students to add the gadgets
ANSWERS To practice the target language in listed in exercise 5 to their vocabulary
1 The headset and the controllers all a controlled context notebooks. Encourage them to write
connect to your computer through a sentence for each, describing what
Bluetooth, so there’s no need to Key language they use it for (e.g., I use my laptop
plug anything in. for homework.)
4 Jim has just played Watchtower. Exercise 3 e 041
5 Jim has broken the headset. • Ask students to read the example. Workbook page W22
Tell them to find the statement in Practice Kit Extra Practice
the article. (Jim’s fifth exchange in
the left column)
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Vocabulary page 46
Technology
Aim
for technology
Warm-up
• Books closed. As a class, brainstorm
as many verbs as possible related to
technology. Stress that the goal is verbs,
not nouns.
• Books open. Invite students to compare
the list on the board with the verbs in
the box in exercise 1. Add to the list
on the board any verbs students didn’t
mention.
Exercise 1 e 043
match the verbs with the icons.
and check.
• Play the audio again verb by verb.
Extra activity
• In pairs, have students cover up the
verbs and answers row by row and
try to identify all the verbs.
• Then have students make up
statements for each verb. Circulate
and assist if students are not sure in
what context to use specific verbs.
Vocabulary strategy
• Read the title of the Vocabulary strategy
and ask: What can one put on vocabulary
flashcards? (e.g., words and meanings)
If students did grammar flashcards for
verb forms in Unit 3 as a Finished? task,
refer to that.
• Read the Vocabulary strategy aloud.
• Encourage students to draw as well as Exercise 3 Pairwork
Consolidation
they can. Tell them that if they want, • Call on two volunteers to read the In pairs, have students write a dialogue
they can look up the words and write exchange in speech bubbles.
definitions next to their drawings. using the various technology verbs.
• Then tell students to show their Suggest an exchange where one
flashcards / drawings to a partner person is unable to perform some task
Exercise 2
to elicit the verb it represents. If any on the computer or other device and
• Students do the exercise individually. student cannot interpret another’s the other person walks them through it.
• Have them compare answers in pairs. flashcard / drawing, encourage them Encourage students to use as many of
Point out that more than one answer to also give a definition. For example, the verbs as they can.
may be possible. for print, you could say: This is what you
• Check the answers as a class. do when you want to have a hard copy of Workbook page W22
a document. Practice Kit Extra Practice
• Circulate and assist.
46
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Exercise 2
• Tell students to look at the examples.
Point out that the prompts that have
a question mark elicit a question;
the prompts that have a period elicit
a negative statement.

Think! box
• Call on students to read the examples.
• Ask students to read the Think! box and
Rules page W20
Exercise 3
• Ask a volunteer to read the examples.
Then students do the exercise individually.
Challenge
• In pairs, have students make true
sentences with for or since using the
prompts in the box.
• Bring the class together to share.
Extra activity
In pairs, have students work individually
to write five questions starting How
long have you …? Have them take turns
asking and answering questions. Remind
students to use just in their answer if
something started very recently.
ANSWERS
Finished?
• Students write two more sentences
about themselves, using for and since.
• Call on volunteers to read their sentences
to the class. Ask other students to change
the duration or starting point so that they
are true for them. Encourage students to
use negative sentences with yet for things
Grammar page 47 Think! box they haven’t done yet.
• Read out the example sentence. • Refer them to the puzzle on page
Present perfect + just • Ask students to read the Think! box and 122 / X7.
choose the correct answer. Puzzles page 122 / X7
Aim • Refer students to the rules on page W20. ANSWERS
To present and practice the present Rules page W20 Students’ own answers.
perfect with just, yet, and for / since.
Grammar link presentation Unit 4 Exercise 1 Consolidation
• Students do the exercise individually. • In pairs, students create a two-column
Warm-up • Remind them that just appears after chart labeled for and since and sort the
• Ask individual students: How long have / has auxiliary. for and since phrases from exercise 3.
have you studied English? Write their • Have students make up new
responses on the board. Be sure that Present perfect + yet sentences with the various phrases.
students respond with for and since.
Ask: Has anyone just started studying ANSWERS
Think! box
English? (no) Elicit that just means for three weeks, ten years, a week,
• Read out the example sentences. months
recently. Then ask: Does anyone here
speak English perfectly yet? (no) Elicit that
• Students then complete the Think! box. since I was little, they were 8 years old,
yet means up until now. • Refer them to the rules on page W20. August, last year
Rules page W20
Workbook page W22
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Let’s talk
Communication
competences
Asking for help at a tourist
office
Aim
asking for help at a tourist office
Warm-up
• Write tourist office on the board. Ask:
What services does a tourist office offer?
(Tourists can get information about
attractions in an area, lodging, maps,
and other information.) Where are tourist
offices often located? (at airports or train
stations, or in larger city centers where
there are a lot of tourists) Does this city /
town have a tourist center? If yes, where?

read e 044
• Ask students to preview the questions in
the box. Call on students to read them.
listen and check.
Speaking strategy
• Read out the introduction and model
the greetings. Have students repeat.
• Ask: In what situations would formal
greetings be appropriate? (addressing
a teacher, a boss at work, an adult you
don’t know well) In what situations
would informal greetings be appropriate?
(addressing a friend, a classmate,
a sibling, a parent, an adult you know
very well) Exercise 2 Real English e 045
Extra activity
• Ask: What is the level of formality of the • Play the audio. Have students listen
conversation in exercise 1? In pairs, have • In pairs, have students role-play the
and repeat.
students role-play formal and informal conversation between the assistant
• Tell students you will play the audio and Jasmine in exercise 1.
scenarios, using appropriate greetings
again, and invite them to take notice
and level of formality. • Then have them make up a new
if the language is formal or informal
conversation using the questions
(formal).
and answers in exercise 2.
• In pairs, students discuss which of
the phrases they could say in other ANSWERS
situations. Students’ own answers.
ANSWERS
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Extra activity
Have pairs role-play the conversation
between the tourist assistant and the
boy in exercise 3. Instruct pairs to use
the information about Central Park Zoo
or Madame Tussauds in exercise 3. For
example,
A What’s the best way to get to Central
Park Zoo?
B The quickest way is by subway.
A Which train?
B The Q train.
Refer students to exercise 2 for possible
questions and answers.
Exercise 4 Pairwork
• Have students skim the attractions and
the information about them. Ask: Does
either interest you?
• Read the instructions. Direct students
to exercise 1 for an idea for an opening
line. Demonstrate by asking a confident
student: Good morning, can I help you?
• Continue for several exchanges. Point
out that if students choose to use ideas
from their Beat the clock brainstorm,
they will have to make up information
like entry cost, hours, transportation,
ticket, tour times, etc.
• Tell students to practice two scenarios,
giving each person the opportunity to
be the assistant.
Link it! Pairwork

• Read the instructions. Call on volunteers
to identify the images (maps, brochures,
schedules).
• In pairs, have them brainstorm other
questions to ask in a tourist information
office.
students share.
Consolidation
Exercise 3 e 046 Beat the clock • Have students think of their favorite
attraction in the area where they live.
• Ask students to preview the heads and • Focus on the Beat the clock. Write on the Tell them to write a dialogue asking
the information in the chart. Tell them board: Places in a town I’d like to visit.
how to get there from their school,
to notice what information they will be • Start the timer and have students list what the opening hours are, and
listening for. as many places as they can. After two how much it costs.
• Play the audio. Students complete the minutes, say: Stop! If students run out
• In pairs, have students role-play each
missing information. of things to write, tell them to name
other’s dialogues together.
• Play the audio again if necessary for specific landmarks in different towns
students to check and complete their they’d like to visit. Workbook page W24
answers. • Have students compare answers with Extra Communication page 55
Audioscript Teacher’s Guide page 126 a partner. Practice Kit Extra Practice
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Grammar page 50
Possessive adjectives and
pronouns
Aim
To present and practice possessive
adjectives and pronouns
Warm-up
• Pick up an item from your desk, for
example, a phone, and ask: Whose [item]
is this? Elicit and write the answer: It’s your
[item]. It’s yours. Reiterate: Yes, it’s mine.
It’s my [item]. Write the exchange on the
board. Underline your, yours, my, and mine
and say these words show possession.
Grammar chart and Think! box

• Call on two students to read out the
example dialogue.
• Go through the grammar chart. Read
out the possessive adjectives and have
students say the corresponding possessive
pronouns chorally. Then ask: Which is the
possessive adjective in the example dialogue?
(your) Possessive pronouns? (mine, yours)
• Then have them read the Think! box
and complete the rule.
Rules page W21
Exercise 1
• Read the example statement. Write
Madeline’s phone on the board. Review
that ’s with a noun is a possessive noun.
Elicit the possessive pronoun for this
sentence (her phone).
Exercise 2
• Students do the task individually.
• Go over the answers as a class. Call on Finished?
pairs to read out the mini-dialogues. Extra activity
Have each student put one or two of
• In pairs, students write a dialogue using
questions with Whose …? and answers
Whose …? their items on your desk. Then have all
with possessive adjectives and pronouns.
the students come to your desk and ask
Aim each other questions about possession. • Refer them to the puzzle on page
For example, 122 / X7.
To present and practice Whose …?
A Is this yours? Puzzles page 122 / X7
Think! box B No, it isn’t. It’s his / hers. OR ANSWERS
• Ask volunteers to read the question. A Whose is this? Students’ own answers.
• Then have them read the Think! box B It’s mine!
and choose the correct answer. Consolidation
If necessary, help students form proper
• Go over the answer as a class. noun + ’s (e.g., Mike’s). Students write out flashcards, possessive
• Refer students to the rules on page W21. adjectives on one side and pronouns on
the other. They show either side of a card
Rules page W21 Challenge to their partner and elicit a sentence (e.g.,
Exercise 3 • Students work individually or in pairs to for her, they can say Lily lost her wallet.)
write the questions and answers. The partner responds using the alternate
• Students do the exercise in pairs. Make possessive form (e.g., Is this wallet hers?)
sure students look at the picture. • Then bring the class together and call
on volunteers to share.
• Then go over the answers as a class. Workbook page W23
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Extra activity
• Have students listen again and
write answers to each question in
exercise 2. In pairs, have students
compare.
• Check the answer as a class.
• Then have pairs role-play the
interview with Hugo.
ANSWERS
Example I’ve been here since Saturday.
1 Yes, I’ve seen the Sydney Opera
House and the Harbour Bridge.
2 No, I haven’t, but I’m planning to go
there on the weekend.
3 Yes, I have. We’ve just been to
Hyde Park.
4 Yes, I’ve been to the Queen Victoria
Building.
5 Well, not much because we haven’t
been here very long. But I want to
go to Taronga Zoo.
6 Tomorrow we’re going to try
an Australian barbecue.
Step 3
Exercise 3
• Ask students to read through the
L.A. checklist. Answer any questions.
• Read the instructions and have students
complete the exercise. Remind students
that they are pretending, so there are
no incorrect answers.
Exercise 4 Pairwork
• Call on volunteers to read the verbs in
the box and provide the past participle
(visited, gone, seen, done, been, eaten,
traveled).
speech bubbles. Then have them skim
the questions in exercise 2 for ideas.
questions about what they have done.
Tell them to take notes since they will
Listening and • Play the audio. Students listen and then present the information to the class.
check or put an X.
speaking page 51 • Have students compare answers with Exercise 5 Presentation
Aim
a partner. • Call on students to present their
• Go over the answers as a class. partner’s time in L.A.
To listen and comprehend what things
people have done, haven’t done yet, and
Audioscript Teacher’s Guide page 126 • Ask: What was the most interesting thing
on the list? Which thing did you decide
would like to do
Step 2 you don’t want to see?
Warm-up
Exercise 2 e 048 Consolidation
• Ask: Has anyone been to London? Sydney?
Los Angeles? What cities would you like • Play the audio. Have students listen and Say: Imagine that you have been in [name
to visit? complete the questions. of new city] for a summer school course.
• Play the audio again if necessary for You have seen some sites, but there are
others you still want to see. Email a friend
Step 1 students to check and complete their
who lives in the city. Tell the friend where
answers.
Exercise 1 e 047 you have been and what you haven’t
seen yet. Tell students to use verbs from
• Read the instructions. Focus on the exercise 4.
example answer. Ask: Have they been on
the London Eye? (yes) How do we know? Workbook page W24
(because of the check) Practice Kit Extra Practice
51
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Reading and writing

competences
Reading
Aim
To read and navigate a blog post
Warm-up
• Have students look at the picture.
Ask: What does it look like he is doing?
(listening to music, texting, working on
his tablet as well as his laptop) Do you
ever look like this?
• Ask a student to read the statement
under the head Scott’s blog. Ask: What
big decision do you think he has made?
Invite students to speculate.

• Call on a confident student to read
the introduction aloud. Tell students
to follow along. Ask: What is the blog
about? (Scott and technology)
• Then have students work individually
to complete the exercise.
as a class.
Culture focus
• Read the Culture focus aloud. Ask: Does
any of this information surprise you?
• In pairs, have students discuss the
various facts about American teens and
say which information is also true for
them and young people in their culture. ANSWERS
1 For example, he checks his phone, he Extra activity
Exercise 2 • In pairs, have students compare their
likes friends’ social media posts, he
• Have students work individually or in downloads apps. answers to item 6.
pairs to answer the questions. 2 “Are you too dependent on • Bring the class together and ask:
• Go over the answers as a class. technology?” Is anyone here too dependent on
3 To stay in touch with his friends, technology? If yes, ask: Would you like
to learn new things, listen to music, to change? Do you think it would be
watch videos, and play games. hard to change? What things could you
4 He wants to spend more time hanging do if you spent less time online?
out with friends; he’d like to learn to ANSWERS
play the guitar, and he wants to try Students’ own answers.
a cool new activity, like scuba diving.
5 the guitar
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Writing strategy
write about their online activities.
• Read the explanation. Have students
number the paragraphs in the blog
going vertically (Par. 1: It’s 7:15; Par. 2:
I spend; Par. 3. I don’t think; Par. 4: I’ve
tracked). Then have them choose the
best heading for each.
• Have students go over the answers
in pairs.
Step 3
Exercise 5
• Give students a few minutes to read
through the questions and example
answers.
• Explain that they will first copy the
questions for each paragraph, leaving
space below each. Tell them to refer to
their answers in exercises 3 and 4 and
fill in information. Tell students they can
take notes or write sentences. Explain
that they will recopy the paragraphs
once they are done.
• Circulate and skim what students are
writing. Guide as needed. Then encourage
students to rewrite their text or edit if they
are working on a computer.
• Students swap their texts with a partner.
• Ask volunteers to read their texts to
the class.
Challenge
• Read the instructions. Call on two
students to read the exchange. Then
tell students to continue writing the
dialogue. They can work individually
or in pairs.
• Invite volunteer pairs to role-play their
dialogue.
Consolidation
• On the board, write: Are you spending
Writing • Students compare answers in pairs. too much time online? Do you want to
• Then bring the class together and call do something about it? Invite students
Aim on volunteers to share. to reread the third paragraph. Then
To write about online activities ANSWERS tell students to imagine that they
Students’ own answers. have just spent a week trying to
Warm-up spend much less time online. Have
• Direct students’ attention to the date of them write an update like the one
Scott’s blog on page 52 (May 5th). Ask: Step 2 Scott has in his blog. Tell them to
What is the date of his update? Point to describe how they imagine the
Exercise 4
the white box labeled Update under the experience was and what other
picture (May 12th) Ask: How long did he • Students do the exercise individually. things they did instead.
track his use of digital devices? (a week) • Then they compare answers in pairs.
• Invite students to share their updates.
How many hours per week do you think • Bring the class together and have pairs
share. Focus on item 2 and ask each
• Finally, encourage students to really
you spend online?
start tracking online use and to come
student to write their favorite digital
back with true updates.
Step 1 device on the board. Then analyze as
a class if there is a clear majority for Culture page 113 / X4
Exercise 3 any device. Practice Kit Extra Practice
• Read the instructions. Then have Unit tests
students answer the questions. If they Resource worksheets
don’t remember exactly, tell them to Video
make their best guess.
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Review B
B Exam practice
and review
Vocabulary
Technology
Grammar
Present perfect (Affirmative and
negative)
Past participles
been / gone
Present perfect (Interrogative and
short answers)
ever / never
Present perfect / Simple past
Present perfect + just
Present perfect + yet
Possessive adjectives and pronouns
Whose …?
Vocabulary
Exercise 1
Grammar
Exercise 2
Exercise 3 Exam
• Call on a student to read the example
item. • Then bring the class together and call
Extra activity
• Then have students complete the on volunteers to read out each of the
• In pairs, have students role-play the three sections, filling in blanks with the
exercise individually.
dialogue. Encourage them to act out correct answers.
• Bring the class together and call on pointing to imaginary objects as they
students to read out the completed • Correct answers as necessary.
talk about the devices.
sentences.
• Invite one volunteer pair to present Songs
• Correct answers as necessary. their role play to the class. I Still Haven’t Found What I’m Looking For,
Exercise 4 by U2 (Present perfect: Negative)
• Have students complete the exercise Exercise 5 Exam Have You Ever Seen the Rain?, by Rod
individually. Hint to students to look • Ask students to focus on the first Stewart (Present perfect: Interrogative)
at each A / B exchange to write the sentence of the article. Ask: What do you Workbook pages W19 and W25
correct question or answer. think “an Internet diet” is? (e.g., a routine Practice Kit Extra Practice
• Then have them compare answers where you limit how much time you
in pairs. spend on the Internet and what you
• Go over the answers as a class. do there).
• Then have students complete the
exercise individually.
• Have students compare answers in pairs.
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Pronunciation
Syllable stress
Exercise 2 e 051
stressed syllables in the words.
word for students to repeat chorally,
then individually.
Exercise 3 e 052
underline the stressed syllables.
• Play the audio a third time, pausing
after each sentence for students to
repeat chorally, then individually.
Extra activity
• In pairs, have students make
statements with the various words in
exercise 3. Tell them to pay attention
to which words are verbs (download,
connect, attach), which words are
adjectives (famous, exotic), and which
words are nouns (person, helicopter,
animal).
• Circulate and listen for correct stress
in the specific words.
ANSWERS
Video link
• Give students time to preview the
exercise items and see which characters
will be in the audio / video.
• Play the audio / video. Students watch /
B Extra communication that emphasis is given to this syllable
over the other syllables. Play with the
listen and choose the correct answers.
word, putting stress on other syllables • Play the audio / video again for
Aim students to complete and check
(e.g., recepTIONist, receptionIST) to
To practice conversations for checking in their answers.
demonstrate that syllable stress is
at a hotel and asking for help at a tourist
important to understanding. • Go over the answers as a class.
office
To listen to and practice syllable stress • Invite volunteers to write their names on Audioscript Teacher's Guide page 127
the board and underline syllable stress.
To listen to and / or watch people talk
about exciting experiences
Communication
Warm-up
Exercise 1 e 050
• On the board, write receptionist. Ask:
How many syllables are in this word? • Students complete the dialogues.
(Clap and count – four.) If necessary, • Then play the audio. Students listen
review that a syllable is a word or part and check.
of a word that has one vowel sound. • Go over the answers as a class.
• Ask a student to read the word • In pairs, have students read out the
receptionist. If the student reads it completed dialogues. Time permitting,
incorrectly, then read it correctly call on pairs to role-play the dialogues
(reCEPtionist). Underline CEP and for the class.
explain that this syllable is stressed, Audioscript Teacher's Guide page 127
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B Global skills
Make a compass
Aim
To consider practical uses of a compass
To collaborate with a group to gather
necessary items to make a compass, and
follow instructions to construct one
To experiment using the compass to
answer specific questions
Warm-up
various goals.
What’s up?
Exercise 1
• Have students look at the picture and
captions.
• Ask the questions to the whole class.
Call on students to share.
• Focus on the compass one more time.
Elicit what the letters on the compass
stand for (north, south, east, west,
north-east, south-east, south-west,
north-west).
Get thinking
Exercise 2
• Read the title. Have students skim the
images. Ask: Do you think you would
be able to construct a compass? Call on
students to share.
• In pairs, have students read the text and
write T or F next to the statements.
the answers.
Extra activity
Students correct the false statements.
The project exercise 4. Point out the imperative
ANSWERS
form (fill, put, use, move, etc.) and
2 For hundreds of years, people didn’t Exercise 4 Groupwork
have them use it. Encourage students
really understand how this simple • Once students have made their to use the supplies the group used in
gadget worked. compasses, they proceed experimenting exercise 4. Tell students to explain the
4 The needle in a compass wants to and answering the three questions. Tell steps, not simply read them.
move toward the Earth’s North and them to take notes.
South Poles.
• Groups present and record the
• Circulate and assist as needed. presentations. Finally, students vote
on the best presentation to post on
Extra activity a video sharing website.
Get involved • In their original groups from exercise 4,
students prepare a step-by-step
Exercise 3 Groupwork
• Divide the class into groups of three.
demonstration on how to make and How did you do?
use a compass. Have students video it
• Tell students to study the list of • Let students reflect on their success
on a phone if available. Point out that
with global skills. Call on students to
materials and decide who will bring the goal is to post the video on a video
read out the can-do statements.
what to the following class. sharing website.
• • Then students self-evaluate individually.
In the next class, have students follow • Instruct students to divide roles:
Circulate and ask students to share why
the instructions in the text to make the presenters and recorders. Tell them to
they feel they can or cannot do the
compass. Circulate and assist as needed. refer to the instructions as outlined in
things well.
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I can ask about experiences. (p.41)
Exercise 3
using the prompts.
I can talk about technology. (p.46)

Exercise 4
hear the phrases and repeat them.
I can ask for help at a tourist

office. (p.48)
Exercise 5
• Students role-play the dialogue with
a partner.
back to exercise 1 on page 48. Play the
phrases in context.
I can ask about a vacation. (p.51)

Exercise 6
• Play the audio again for students to • Students do the exercise individually.
B My progress hear the phrases and repeat them. • Go over the answers as a class.
• Repeat exercise 1 on page 57 as a class, • If students did not do well, refer them
Speaking competences back to exercise 4 on page 51. Ask two
Aim
I can check in at a hotel. (p.38) example question and answer. Elicit
To review the language and skills learned some more questions and answers,
Exercise 2
in Units 3 and 4 using the prompts.
I can talk about exciting • Students do the exercise individually. • Repeat exercise 6 on page 57 as a class,
experiences. (p.36) eliciting the correct answers.
Exercise 1 • Students role-play the conversation
• Read out the can-do statement. with a partner.
Listening, reading, and
• Students do the first part of the exercise • If students did not do well, refer them
writing competences
individually. back to exercise 1 on page 38. Play the • Have students think about their
progress. Call on students to read out
• Check the answers as a class. audio again for students to hear the
phrases in context. the can-do statements.
questions with Have you ever …? • Repeat exercise 2 on page 57 as a class, • Then ask them to judge how well they
eliciting the correct answers. can perform the various skills.
• If students did not do the exercise well,
refer them back to exercise 1 on page 36.
• Tell students that if they found any of
the activities difficult, they should go
back and review some more.
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5 Was he
causing
trouble?
Grammar
Past progressive (Affirmative and
negative; Interrogative and short answers)
while
Past progressive and simple past +
when / while
Vocabulary
Bad behavior
Communication
Buying souvenirs
Skills
Listening: People talking about crimes
Speaking: Reporting a crime
Reading: An article about a young
graffiti artist
Writing: An email describing a crime

topics
Vandalism; street art; describing crimes

Aim
Story
The article helps define gossip. It provides
two conversations about the same topic: a
student, Luis, standing outside the principal’s
office. The first conversation between Ryder • Focus students’ attention on the list discuss further. If necessary, point out
and Gabrielle is somewhat mean-spirited. under In this unit we will … and call on that Ryder and Gabrielle’s conversation
The two people speculate and make volunteers to read the bulleted points. has a more mean-spirited tone, whereas
negative assumptions about Luis. The second • Students read the title of the unit. Ask: Jade and Antonio’s conversation is
conversation between Jade and Antonio is What does it mean “to cause trouble”? (to more concerned and sympathetic.
more sympathetic as the two friends appear trigger problems, to do something wrong) • Go through the Check it out! box and
concerned about Luis. Jade intends to talk • Then have them look at the article. Ask: Do ask students to find the words in the
to him about his getting in trouble. The first you think gossiping can be a way of causing text. Make sure that they understand
example is the clear example of gossip. trouble? Why? Why not? (e.g., Yes, when the meaning of the words.
Warm-up you gossip you are spreading information • Focus students’ attention on the Link
about other people that may not be to life. Ask a volunteer to read it aloud.
• Focus students’ attention on the large true. This causes trouble for them. OR No, Then in pairs, have students discuss.
speech bubble at the top of the page. Ask
a volunteer to read it. Ask: What is “gossip”?
gossiping is just talking about people. • Bring the class together and call on
There’s no direct harm done to anyone.) volunteers to share opinions.
(information that one person passes on to
another about other people’s private lives Exercise 1 Read and listen e 054
• Finally, look at the speech bubble at the
or actions, often including information bottom of the page. Call on a student
• Play the audio. Students read and listen. to read it. Ask: Are you surprised? Invite
that is unkind and not true) Ask: What Then have them write the answers.
do the people in the pictures appear to be students to respond.
doing? (gossiping) Point out that gossip
• Check the answers as a class. If any Audioscript Student Book page 58
students disagree, invite students to
has both a noun and a verb form.
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• Then play the audio for students to
Listen up!
Exercise 4 e 056
• Play the audio. Have students match
the conversations with the gossip
topics.
Extra activity
Assign pairs one of the three scenarios
from exercise 4. Tell them to create
a new dialogue that does not have the
teens gossiping, but instead talking
about the situation in a concerned
manner.
ANSWERS
Get involved!
Exercise 5
• Students look at the picture. Ask:
What are they doing? (hanging out
and talking)
Exercise 6 Pairwork
• Call on a student to read the pink
speech bubble. Make up an answer.
• Pose item 3 to several students and
write their answers on the board.
Exercise 7
• Ask a student to read the questions at
the beginning of the article again.
Exercise 2 Comprehension • Ask a student to read the example
Consolidation
• Tell students to read the article again Tell students to begin a section in their answer. Students can add on to the
and complete the exercise. example answer or begin their way.
• Students compare answers in pairs. related to causing trouble. • In pairs, students exchange answers.
Extra activity Consolidation

Students read the quotes below from the • Tell students to imagine you are one
article and check the ones that are gossip: Key language page 59 of their classmates. Say: Did you see
1 “I guess he cut school again.” what Brad was wearing to school? He
Aim looked like he had just gotten out of
2 “I just worry that if he gets in trouble
To practice the target language in bed. I bet he was up all night playing
again, they’ll expel him.”
a controlled context games online. Ask: Is this gossip? Why?
3 “I heard he hangs around with some
Why not?
bad people.”
Key language • In pairs, ask students to come up with
4 “I bet they were planning to go
an alternate comment about Brad
shoplifting.” Exercise 3 e 055 that is kinder and more sympathetic.
5 “Maybe I should talk to him later.” • Ask students to look at the example and
ANSWERS find it in the article (the third exchange
Workbook page W28
1 f 3 f 4 f of dialogue 1).
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Vocabulary page 60
Bad behavior
Aim
bad behavior
Warm-up
• Write bad behavior on the board.
In pairs, students share examples of bad
behavior they know of from their life, or
from sources such as movies and TV.
students to share. Ask: Do you agree
with your partner that this is an example
of bad behavior? Ask pairs: Whose was
an example of worse behavior, yours or
your partner’s? Allow other students to
weigh in.
Exercise 1 e 057
• Have students look at the verbs in the
box. Ask: Did we hear any of these verbs
in the warm-up?
match the verbs with their definitions.
• Play the audio. Students listen and
check. Focus in on the words steal and
shoplift. Elicit that shoplifting refers
to taking things from a store without
paying; stealing is a more general term
for taking something that belongs to
someone else.
• Play the audio again verb by verb.
Extra activity
• Ask students to check any behavior
in exercise 1 they have had
experience with.
• Divide the class into groups and
have students share. Tell them to
also share what the consequence
for the particular action was, or
what was done to make the situation Exercise 2 e 058 • Bring the class together and have
right (e.g., apologizing to someone • Play the audio. Have students listen and students share. Then ask: What do you
for bullying them, admitting to choose the correct answers. think is appropriate punishment for the
a lie, etc.). different examples of bad behavior?
Call on volunteers to share.
Vocabulary strategy • In pairs, have students discuss if they Consolidation
• Read the title of the Vocabulary strategy have had any similar experiences.
Tell students to write down the new
and ask: Does anyone use categories to Audioscript Teacher’s Guide page 127 vocabulary for bad behavior in their
memorize new words? Invite students to vocabulary notebooks. Encourage them
elaborate if they do. Exercise 3 Pairwork
to categorize them per the mind map in
• Read the strategy aloud. • Ask two confident students to read the Vocabulary strategy.
out the exchange in speech bubbles.
• Students complete the mind map
Focus students’ attention on Me too to Workbook page W28
individually.
indicate agreement and Really? to voice Practice Kit Extra Practice
• In pairs, have students share. surprise. You can also remind students
ANSWERS to use Not me to introduce a differing
Students’ own answers. opinion.
• Students discuss in pairs. Point out that
students may have different opinions.
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Exercise 2
• Students do the exercise in pairs.
Grammar chart
• Read out the example sentences and
go through the grammar chart. Read
out each question and have students
respond chorally with a short answer.
Rules page W26
Exercise 3
Extra activity
Students return to the statements on
the board. They walk around and ask
each other Yes / No questions.
Exercise 4
• Ask volunteers to read the example
dialogue.
• Students write the questions
individually and then ask and answer
the questions in pairs.
ANSWERS
1 Were you and your friends playing
basketball yesterday?
2 Were you sleeping at 1:00 a.m.
last night?
3 Were you listening to music on the bus?
4 Were you waiting for the bus at
8:00 a.m.?
Challenge
answer. Have students write a paragraph.
Encourage them to specify clock times for
the different things they were(n’t) doing.
Finished?
• In groups, students share information
from their paragraphs from the
Challenge activity. For each line they
share, have them ask: What about you?
Grammar page 61 • Others share what they were doing. Write Were you [verb] at this time? Encourage
answers on the board. Underline the verbs them to respond with a short answer,
and say: This is the past progressive. and follow up No, I wasn’t responses with
Past progressive
what they were actually doing.
Grammar chart and Look! box
Affirmative and negative • Refer them to the puzzle on page
• Read out the example sentence. 122 / X18.
Aim • Go through the grammar chart with Puzzles page 122 / X18
To present and practice past progressive the class. Have students first repeat
affirmative statements, then negative. ANSWERS
affirmative and negative; interrogative and
short answers • Ask students to read the Look! box. Ask: Students’ own answers.
Grammar link presentation Unit 5 What background event in a story appears
in the article on page 58? (Luis was
Consolidation
Warm-up standing outside the principal’s office …) Students underline examples of the past
progressive in the dialogues on page 58.
• Ask a student: Were you sleeping at 9 p.m. • Refer students to the rules on page W26.
last night? If the student answers Yes, Rules page W26 ANSWERS
write: [name] was sleeping at 9 p.m. last He was standing; she was buying; Was
night. If the answer is No, ask and write Exercise 1 he causing; He wasn’t doing; they were
what the student was doing at this time. • Students do the exercise individually. planning; I was walking; What was he
• Have them compare answers in pairs. doing; He was walking
Workbook page W28

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Let’s talk
Communication
competences
Buying souvenirs
Aim
buying souvenirs
Warm-up
• Ask students to look at the picture in
the background of these two pages.
Then have them look at the picture on
the tablet. Ask: What kinds of shops are
these? (souvenir shops)
• Write souvenir on the board. Elicit or
explain that a souvenir is something
you buy or keep to remember a place
you have been to. Point to the picture
in the background of the page spread.
Ask: What types of souvenirs are these?
(ceramic bowls, plates, etc.) Then focus
on the souvenirs in the shop on the
tablet. Ask: Do you like to buy souvenirs?
If yes, what kind?

read e 059
listen and check.
Speaking strategy
Speaking strategy and read it aloud.
Read out the examples for students
to repeat after you. Model rising
intonation on Excuse me. Write it on the
board and draw an arrow going upward
over it. Point out that this intonation
differs from using the phrase Excuse Extra activity
me which, for example, you might use • Have students look at the exchanges. In pairs, have students role-play the
when you bump into someone and Ask: Where would “Excuse me” fit within
conversation between Jasmine and the
want to be pardoned. the exchanges? (at the very beginning
assistant in exercise 1.
• In groups of three, have students role- of the first yellow speech bubble) Why?
play scenarios with Excuse me to ask for (Because the person is asking for help.)
help or interrupt a conversation. Tell • Play the audio. Have students listen
them to use the lines in the strategy and repeat.
as well as their own ideas. • In pairs, have students discuss which
• Circulate and correct intonation of the phrases they could say in other
as needed. situations.
• In pairs, have students complete the
own ideas. Then have them role-play
the conversation. Circulate and listen
for correct intonation.
ANSWERS
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ANSWERS
In the first exchange the boy wants
to buy a cap. There is a sale to buy
two caps for the price of one, so the
boy buys two. They are presents and
he asks the assistant to gift-wrap
them. The assistant can’t do that, but
she sells him a gift bag. He ends up
spending $11.80 in total.
In the second exchange the girl wants
to buy a guidebook. There’s a discount
on all books right now, so it only costs
$13.50. The assistant asks if she wants
a gift bag. She doesn’t because the
book is for her.
Exercise 4 Pairwork
• Ask students to preview the posters.
Clarify vocabulary as needed. Big Apple
is a nickname for New York City. Hoodies
are sweatshirts that have hoods.
asking a confident student: Excuse me.
How much …?
• Have students practice the activity
in pairs.
politeness as needed. Remind students
to incorporate Excuse me at the start.
Link it! Pairwork

• As a class look at the various signs. Ask:
Where else, other than in stores, might you
see such signs? (in ads, online)
• In pairs, have students discuss
meanings. Then bring the class
together and have students share.
ANSWERS
1 The cost of an item is 10% less than
the full price.
2 At the end of spring, summer, fall,
winter items are often less expensive.
3 Buy two of an item, and the third one
is free.
4 You save 15 dollars on something.
Beat the clock Exercise 3 e 061
• Focus on the Beat the clock. Have students • Play the audio. Students listen and Consolidation
look at the mind map. Ask: Do you ever complete the chart.
buy such souvenirs? Why? Why not? • Play the audio again if necessary for souvenir vocabulary from this section
• Start the timer and have students add students to check and complete their in their vocabulary notebooks.
as many souvenirs as they can to the answers. Encourage them to use the words in
mind map. After two minutes, say: Stop! Audioscript Teacher’s Guide page 127 statements or questions, depicting
• Have students compare answers with real conversations.
a partner. Encourage them to comment Extra activity e 061 • Then tell students to create a
on things that they like to buy and Play the first two exchanges of the separate category for prices, phrases
things that they never buy. conversation again. In pairs, have for different types of discounts, sales,
• On the board, draw a two-column students summarize each shop etc. Encourage students to compare
chart labeled Souvenirs I like to buy and exchange. Each pair should choose one in pairs or in groups to then add
Souvenirs I never buy. Bring the class conversation. Encourage students to items to the categories.
together and call on students to write refer to the information in the chart. If
items in each column. Invite students necessary, play the audio one more time. Workbook page W30
to comment and explain. Audioscript Teacher’s Guide page 127 Extra Communication page 79
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Grammar page 64
while
Aim
To present and practice the past
progressive with while and when
Warm-up
• Write: The security camera was recording
while the girl was shoplifting the earrings.
The girl was leaving the store when the
alarm started ringing. Focus on the first
statement. Ask: What is the order of
events? (both happened at the same
time) Underline while. Focus on the
second statement. Ask: Which event
happened first? (the girl leaving) What
interrupted her leaving? (the alarm).
Look! box
• Have students read the example
sentences silently. Then read out the
information in the Look! box.
• Swap the clauses in the first example
sentence and ask: Does the sentence
change in meaning? (no)
• Call on a volunteer to swap clauses in
the second sentence. Write the sentence
on the board. Ask: Is there a change in
meaning? (no) What change do you see?
(a comma after the first clause) Explain
that when the while clause begins the
sentence, it is followed by a comma.
Rules page W27
Exercise 1
• Remind students to include a comma
when the while clause is at the beginning.
Past progressive and simple

past + when / while
Think! box • Combine pairs into groups and have
Extra activity
students share.
• Ask volunteers to read the sentences. Tell students they will create a chain story
• Read out the rules in the Think! box. Write: • Refer them to the puzzle on
as a class. Write: While I was cleaning my
page 122 / X18.
When I walked in, everyone was eating room yesterday, I was listening to the news.
lunch. Ask: Which is the longer action in Call on students to continue. Tell them to Puzzles page 122 / X18
progress? (was eating) Which is the shorter use the past progressive and simple past ANSWERS
simple past action? (I walked in) Point out with when / while wherever possible. Students’ own answers.
that the same comma rule applies when
ANSWERS
the when clause starts the sentence.
Consolidation
• Refer students to the rules on page W27. Have students recall something
Rules page W27 interesting that happened to them in the
Finished? past. Tell them to recall details and then
Exercise 2 • In pairs, have students make up a few write about this incident using the past
• Students do the exercise individually. sentences where a shorter action progressive and simple past with when /
interrupted a longer action in progress. while. Have pairs share. Instruct pairs to
Challenge Tell them to use the past progressive elicit more details from each other about
• Students do the exercise individually. and when or while e.g., I was walking to longer ongoing actions during the past
work when I heard the news. event as well as short past actions.
ANSWERS
Students’ own answers. Workbook page W29
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Extra activity e 063
• Have students look back to the
questions in exercise 2. Ask: Which ones
use the past progressive? (items 3 and 6)
Have students listen again and write
down responses to the questions.
Tell them they don’t have to write full
sentences. They can just take notes.
Let them listen again if necessary.
• In pairs, have students compare notes
and fill in any details they missed.
Then they perform the role play.
ANSWERS
Example Two girls stole my phone.
1 About 30 minutes ago.
2 I was on Fourth Avenue.
3 I was waiting for the bus and I was
reading a message on my phone.
4 Well, one of the girls pushed me and
took my phone. Then they ran away.
5 Yes, they were about 16. One of
them had long brown hair and the
other had short black hair.
6 Um, they were wearing jeans and
jackets. One of the jackets was red.
Step 3
Exercise 3 Pairwork
• Tell students to use the model in exercise
2 to ask and answer questions about
a crime and complete their own crime
report. Call on two volunteers to read
out the speech bubbles. Together turn to
page 60, exercise 1 and elicit which verbs
are behavior that could be considered
a crime (e.g., vandalize, fight, shoplift, steal).
• Divide the class into pairs. Give pairs
a few minutes to decide what crimes
they will report. Remind them that each
person will have a turn to role-play
a police officer and a victim. Encourage
them to report different crimes.
Listening and Step 1 • Exercise 4 Presentation Ask students to
read the example answer. Remind them
speaking page 65 Exercise 1 e 062 to use past progressive and simple past
• Play the audio. Students listen to the with when / while when describing past
Aim conversation and complete the crime actions.
To listen and comprehend people talking report.
about crimes
• Call on students to tell the class about
• Have students compare answers with the crime their partner was a victim of.
Warm-up a partner.
• Go over the answers as a class. Consolidation
• Ask students to look at the index card.
Ask: What is a crime report? (a write-up Audioscript Teacher’s Guide page 127 Tell students to use the information
of an illegal act that was committed) from the two crime reports to write
Tell students that the victim of a crime, Step 2 a short online post in which they warn
or a witness to a crime can report others to be careful of thieves in a big
a crime. Write these terms on the Exercise 2 e 063 city. Encourage students to consolidate
board. Then write suspect and elicit • Play the audio. Have students listen and unit vocabulary and past progressive
the meaning (someone thought to be complete the questions. with while / when, as they write about
their experience.
guilty of a crime). • Play the audio again if necessary for
students to check and complete their Workbook page W30
answers. Practice Kit Extra Practice
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Reading and writing

competences
Reading
Aim
To read an article about a young
graffiti artist
Warm-up
• Books closed. Write graffiti on the board
and invite students to brainstorm around
this word (e.g., streets, buildings, spray
paint, illegal, art). Ask: Have you been to
cities or parts of cities where there is a lot of
graffiti? Have you ever seen a graffiti artist
at work? Invite students to share.
• Books open. Have students look at
the graffiti artist in the picture. Invite
students to respond.
Reading strategy
• Read the Reading strategy aloud. Then
call on a confident student to read out
the introduction. Tell students that they
can look up the girl’s blog at home.
• Navigate the sections of the article.
Call on volunteers to read the heads.

as a class.
Exercise 2
• Have students work individually or in
pairs to answer the questions.
ANSWERS
1 He is the director of a street art
project called Bushwick Collective; he
discovered Lola.
2 She was a child, not an adult.
3 He was angry because she was
painting over an existing mural by
another graffiti artist.
4 He realized how talented she was.
5 He gave Lola a wall in Bushwick to
draw on.
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4 One boy was checking that there
was no one coming while the others
started painting graffiti.
5 A policeman was standing near them.
6 He was talking into his walkie-talkie.
7 When they saw the police officer, they
started running.
8 While they were running away,
another police officer stopped them.
Writing strategy
write an email to a friend describing
a crime they witnessed.
• Read the explanation. Then ask students
to read the two examples individually
and answer the question. Bring the
class together and have students
respond (the second sentence).
• Invite students to look at the article on
page 66 again. Tell them to reread the
section Joining the Bushwick Collective
and find the line that describes the
scene well and helps the reader
visualize it (This little girl was so small
she was standing on her tiptoes!).
Step 3
Exercise 5
• Read the instructions and call on
a volunteer to read the example answer.
Tell students to use the example
introduction, and their answers from
exercise 4 to help them write their
email. Remind students to describe the
scene well per the Writing strategy.
• Students swap their email with
• Ask some students to read out their email.
Challenge
• To start students off, write on the board:
Police officer Can I help you? You Yes,
please. My name’s [first name / last
name] and I’d like to report a crime.
• In pairs, have students continue the
Writing Then have them recopy it with the
interview referring to exercise 2 on
added phrases and clauses.
page 65 for ideas. Time permitting, have
Aim • Students compare answers in pairs. students swap roles.
To write an email about a crime you
have witnessed Step 2 Consolidation
Warm-up • Ask students to write a paragraph
Exercise 4 describing a significant day in their
• Ask: Has anyone here ever witnessed • In pairs, students answer the questions, life. It can be important for positive
a crime? Has anyone been a victim of referring to the three cartoons. Tell them reasons (e.g., an achievement) or
a crime? Did you have to talk to the police to use past progressive and simple past negative (e.g., an accident). Tell
or other authorities? If no one has had incorporating when / while. them to think of details and ways to
this experience, ask: If you witnessed • Circulate and help as needed. describe the scene that day well.
a crime, would you report it? Or would
you prefer not to get involved? Students
• Then go over the answers as a class. • Instruct use of the past progressive,
explain their answer. POSSIBLE ANSWERS
while / when, and the simple past.
1 The boys were hanging out in Culture page 114 / X8
Step 1 a deserted street with their backpacks. Practice Kit Extra Practice
2 They were checking if anyone was Unit tests
Exercise 3 coming and then they took out graffiti Resource worksheets
• Read the instructions. Have students paint from their backpacks. Video
complete the paragraph individually. 3 They were wearing hoodies and jeans.
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6 What
should I do?
Grammar
should (Affirmative and negative;
Second conditional (Affirmative and
negative; Interrogative and short
answers)
If I were you, …
Vocabulary
Illnesses and remedies
Communication
Asking for help at a pharmacy
Skills
Listening: Things people would do in
different situations
Speaking: Describing what you would
do in different situations
Reading: An article with tips for being
happy and healthy
Writing: An email giving advice

topics
Advice for being happy and healthy;
self-help

Aim
Story
The text is an online talk show run by
Blake and Jenna. Young people send
them messages and Blake or Jenna try Warm-up Exercise 1 Read and listen e 065
to help. One boy sends a message about • Focus students’ attention on the list • Play the audio. Students read and listen.
being stressed due to being sick and under In this unit we will … and call on Then have them write the answers.
having soccer practice every evening. volunteers to read the bulleted points. • Check the answers as a class.
Blake recommends talking to the coach. • Have students look at the page. Call on • Go through the Check it out! box and
A girl sends a message to Jenna about her a student to read the title. What does ask students to find the words in the
boyfriend’s cat. It turns out she is probably this look like? (an advice column) Ask text. Make sure that they understand
allergic to it. Jenna suggests that she get a volunteer to read the introduction. the meaning of the words.
some cream at the pharmacy and avoid Ask: Has anyone here messaged or Audioscript Student Book page 68
her boyfriend’s house. called in somewhere to get advice? If yes,
have students share. If not, ask: Is this
something you would like to do? Why?
Why not?
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the web page (the first speech bubble
in the blue column).
• Tell students to find the sentences or
questions, and add the missing should
or shouldn’t and a verb from the box.
item for students to repeat chorally.
Listen up!
Exercise 4 e 067
• Play the audio. Have students read and
listen to Pablo’s problem and Jenna’s
advice, and choose the correct words.
Get involved!
Exercise 5
What do you think the arrows mean?
(e.g., if you are stressed, go this way;
if you are relaxed, go that way) Are you
more often stressed or relaxed?
Exercise 6 Pairwork
• Call on a student to read the blue
speech bubble. Make up an answer.
• Pose question 1 to several students and
write their answers on the board. See if
there is a common stressor in the class.
Invite students to elaborate.
Exercise 7
answer. Students can add on to the
example answer or begin their way.
messages and read them.
Exercise 2 Comprehension
Consolidation
• Tell students to read the web page Tell students to begin a section in their Extra activity
again and complete the exercise. • Tell students to write their own
• Students compare answers in pairs. related to advice, problems, and solving messages to Jenna or Blake.
• Then go over the answers as a class. problems. Have them refer to the Check • In pairs, they swap messages and
it out! box as well as the text on page 68. offer advice. Write: You should … / You
Extra activity shouldn’t … to help guide students.
Tell students to correct the false • Bring the class together and have
statements in exercise 2.
Key language page 69 students share.
ANSWERS
Example He’s had a lot of colds and Aim
sore throats recently. To practice the target language in Consolidation
2 He can’t miss practice. a controlled context Tell students to make two new categories
4 Sarah’s boyfriend has a cat. in their vocabulary notebooks: Things
5 Sarah is allergic to her Key language that make people stressed and Things that
boyfriend’s cat. help people relax. Tell them to list items
Exercise 3 e 066 mentioned in the unit and class so far.
• Ask students to look at the example
answer. Tell them to find the question in Workbook page W34
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Vocabulary page 70
Aim
illnesses and remedies
Warm-up
• Books closed. Ask: Has anyone been sick
lately? Call on a few students to share
what was wrong with them. Write
their illnesses on the board. Then ask
students to brainstorm any additional
illnesses and add these to the list.
• Books open, invite students to compare
the list on the board with the illnesses
in the box in exercise 1. Add to the list
on the board any words students didn’t
mention.
Exercise 1 e 068
fill in the blanks to match each picture
with a word in the box.
check.
• Play the audio again word by word.
Look! box
• Focus on the Look! box. Point out that
after have, nouns or noun phrases
usually follow (headache, flu, sore
throat). After feel, adjectives usually
follow (sick, dizzy).
• Ask students to scan the items in
exercise 1 and notice the use of have
vs. feel.
Vocabulary strategy
• Read the title of the Vocabulary strategy.
Ask the class: Which words in exercise 1
did you find difficult? Write a couple of
examples from students on the board.
• Read the strategy aloud. Exercise 2 e 069
Consolidation
• Have students work through the bullet • Play the audio. Have students listen and Tell students to begin a section in their
points individually. match the sentence halves.
vocabulary notebooks titled Illnesses
• Then have students compare results. • Play the audio again for students to and remedies. Have them list illnesses.
check their answers. Then next to each illness, ask them to
Extra activity • In pairs, have students discuss if they write a possible remedy.
In groups, have students take turns have used any of the remedies.
miming the different illnesses for Audioscript Teacher’s Guide page 128 Workbook page W34
the others to guess. For each item Practice Kit Extra Practice
guessed, have a group member Exercise 3 Pairwork
suggest a remedy. • Ask two confident students to read out
the exchange in speech bubbles.
• Then tell students to talk about illnesses
from exercise 1, referring to exercise 2
for possible remedies.
students share.
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Grammar chart
• Read out the examples.
out the Wh- question and the Yes /
No question, and short answers. Elicit
other examples of Wh- questions (e.g.,
Where should I go? When should I take the
medicine?). Write them on the board.
Rules page W32
Exercise 2
• Tell students to look at the example. Ask:
Is it a “Yes / No” or a “Wh-” question? (Yes /
No) Point out that all the questions in
the exercise will be Yes / No. Elicit that
a prompt with an X elicits a negative
short answer, and a prompt with a check
elicits an affirmative short answer.
ANSWERS
1 Should he keep it? No, he shouldn’t.
2 Should I tell the teacher? Yes, you should.
3 Should she use it in class? No, she
shouldn’t.
4 Should she see a doctor? Yes, she should.
5 Should he stay up late? No, he shouldn’t.
Exercise 3
Ask: Is it a “Yes / No” or a “Wh-” question?
(Wh-) Tell students to think carefully
about meaning when choosing a Wh-
word for the question, and deciding
if the answer should be affirmative or
negative for the answer.
Challenge
• In pairs, students take turns offering
advice with should for the problems.
Finished?
• Students practice asking and answering
the questions in exercises 2 and 3 in pairs.
Grammar page 71 Grammar chart and Look! box
• Refer them to the puzzle on page
• Read out the example sentences.
122 / X18.
should • Go through the grammar chart. Read
out the affirmative and then negative Puzzles page 122 / X18
Affirmative and negative statements, and have students repeat. ANSWERS
• Ask students to read the Look! box. Students’ own answers.
Aim Focus on the second use (what is
To present and practice should affirmative right and not right to do) and elicit or Consolidation
and negative; interrogative and short provide an example (e.g., You should In pairs, students write a dialogue.
answers cover your mouth when you cough.). Person A has a problem; Person B offers
Grammar link presentation Unit 6 • Refer students to the rules on page W32. advice. Tell students to incorporate at
Rules page W32 least two Yes / No questions and short
Warm-up answers and at least two Wh- questions
• Mime having a sore throat. Say: My Exercise 1 and answers. Encourage students to
throat really hurts. I can’t swallow. What • Students do the exercise individually. look at exercises 1–3 for ideas. Make
should I do? Elicit answers and write sure both students write out the
them on the board (e.g., You should see
• Tell them to think about meaning. questions and answers.
a doctor. You shouldn’t go to school.). • Check the answers as a class.
Explain that we use should or shouldn’t Workbook page W34
when giving advice. Practice Kit Extra Practice
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Let’s talk
Communication
competences
Asking for help at a pharmacy
Aim
asking for help at a pharmacy
Warm-up
• Ask students to look at the picture on
the tablet. Ask: What items can people
buy at a pharmacy? Have students come
to the board and write their ideas (e.g.,
prescription medication, cold medicine,
aspirin, tissues, etc.). Point out that in
the U.S. pharmacies usually sell a variety
of other goods like soap, shampoo,
deodorant, candy, and other food items
as well. Invite students to share if such
items are sold in pharmacies where
they live.

read e 070
• Ask students to preview the information
in the box. Clarify as needed.
chart individually.
listen and check.
Speaking strategy
Speaking strategy. Read the title.
Write on the board: I have a cold and
a headache. Ask: Do you know which
word is the conjunction? (and)
• Read the explanation. Then return to
the sentence on the board and ask:
Does the conjunction “and” link points
in the sentence or make contrasting Extra activity
statements? (It links the words a cold • Play the audio. Have students listen In pairs, have students role-play the
and a headache in the sentence.) and repeat.
conversation between the pharmacist
• Ask students to skim the conversation • In pairs, ask students to discuss which and Cody in exercise 1.
and find other conjunctions (but line 6; of the phrases they could say in other
so line 7; and line 9; However line 10; situations.
because line 11; if … then lines 15–16). • In pairs, have students complete the
own ideas. Then have them role-play
the conversation.
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Exercise 4 Pairwork
• Read the instructions. Have pairs match
the symptoms with the advice.
model for this activity. Demonstrate
by asking a confident student: Hello.
How can I help you? Continue for several
exchanges.
• Tell students to practice two scenarios
in pairs, giving each person the
opportunity to be the pharmacist and
customer.
• Circulate, listen, and offer feedback.
ANSWERS
1 Put some cream on it twice a day.
Go to the doctor if the rash isn’t better
in three or four days.
2 Take throat lozenges every three or
four hours. Drink lots of warm water
with honey.
3 Take some aspirin. Go to the doctor
if you don’t feel better tomorrow.
Link it! Pairwork

• As a class, look at the various pictures.
Call on volunteers to identify the
images in English (syrup, throat
lozenges, tissues, thermometer,
cream, aspirin).
• In pairs, have them write down the
words in their vocabulary notebook
providing a translation for each word
in their language.
• In pairs, have students say which
illnesses in the Beat the clock activity
the things would be used for.
ANSWERS
1 cough
2 cough, sore throat
3 flu, cold
4 fever
5 rash
6 flu, headache, sick, fever, toothache,
backache
Consolidation
Beat the clock Exercise 3 e 072 In pairs, have students write up
• Focus on the Beat the clock. Have • Play the audio. Students listen and a dialogue (at least eight exchanges)
students look at the mind map and recall complete the sentences. between a pharmacist and a customer
different illness and remedies vocabulary • Play the audio again for students to who has a backache. Tell students
that goes with the verbs have and feel. check and complete their answers. to think up symptoms and possible
• Start the timer and have students Audioscript Teacher’s Guide page 128 remedies. Tell them to refer to the
group as many illnesses and remedies phrases in exercise 2 as needed.
as they can on the mind map. After Extra activity Encourage them to have the pharmacist
two minutes, say: Stop! Call on students In pairs, students write up a text offer advice other than medication
to share how many items they could exchange between a husband and wife. as well.
remember. Determine who wrote the Write the beginning two texts on the
most illness and remedies vocabulary. Workbook page W36
board. Students continue.
Extra Communication page 79
• Students compare answers with a partner. A I’m going to the pharmacy to get some Practice Kit Extra Practice
Tell them to refer to exercise 1 on page 70 vitamins. Do we need anything else?
to see if they missed any illnesses.
B Yes …
ANSWERS Tell students to incorporate some
I have the flu / a headache / a cough / should questions and answers and
a fever / a toothache / a backache / a sore vocabulary for illnesses and remedies.
throat / a stomachache / a cold / a rash.
I feel sick / dizzy.
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Grammar page 74
Second conditional
Affirmative and negative
Aim
To present and practice the second
conditional affirmative and negative;
interrogative and short answers
Warm-up
• Write on the board: If Max has medicine
at home, he’ll take it. Ask: Is it probable
that Max will take the medicine if he has
some at home? (yes) Review that this is
the first conditional from Unit 2.
• Then write: If Max had some medicine
at home, he’d take it. Ask: Does Max have
medicine at home? (no) Will he take it? (no)
Explain that this is an imaginary condition
and the form is called second conditional.

example sentences.
out each pair of clauses and have
students repeat. Review that when
the if clause is at the beginning of the
sentence, a comma follows.
• Return to the second example sentence
above the chart. Focus on the if clause.
Explain that in the second conditional,
when the verb in the if clause is be, were
is used with all subjects.You wouldn’t
say if I wasn’t there.
• Then have students read the Think! box
and complete the rules.
Rules page W32
Exercise 1
Interrogative and short If I were you, … Finished?

answers • On the board, write: If I had a million
Think! box dollars … Have students write several
Grammar chart • Read the example statement. Students result clauses for this condition.
• Call on two students to read out the then read and complete the Think! box. • Refer them to the puzzle on page
example questions and answers. • Elicit additional examples of advice with 122 / X18.
• Go through the grammar chart. Read If I were you, … . Puzzles page 122 / X18
out the questions and answers and • Refer students to the rules on page W33. ANSWERS
have students repeat. Rules page W33 Students’ own answers.
Rules page W32
• Students do the exercise individually. On the board, write If it weren’t
Exercise 2 ANSWERS raining, I would walk to school. Have
• Students do the task individually. 1 If I were you, I wouldn’t stay up so late. students rewrite the statement,
• Ask them to answer the questions so 2 If I were you, I wouldn’t cut school. swapping clauses. Then tell students
that they are true for them. 3 If I were you, I would tell a friend. to consolidate the unit grammar by
4 If I were you, I would drink more water. writing a Yes / No question + short
answer and a Wh- question + answer.
Challenge
• Students do the exercise individually. Workbook page W34
• Call on volunteers to share.
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ANSWERS
1 I wouldn’t go to school and infect
everybody else!
2 … if I saw an accident, I wouldn’t
know what to do. I guess if
someone needed help, I’d call 911
and then I’d wait until the police
and an ambulance arrived.
3 If she doesn’t go now, then the
problem will only get worse!
4 I wouldn’t be like Max.
Step 2
Exercise 2 e 074
complete the mini-dialogues.
check and complete their answers.
Step 3
Exercise 3 Pairwork
• Ask two volunteers to read the example
dialogue.
• Tell pairs to write out the questions,
leaving a blank line after each for answers.
• Have students ask each other the
questions, writing down the answers.
ANSWERS
1 If you won $500, what would you buy?
2 If you could meet a famous person,
who would you choose?
3 If you were a character in a movie,
who would you be?
4 If you could go anywhere in the world,
where would you go?
5 If your house were on fire, what would
you save?
6 If you could change one thing at
school, what would you change?
Listening and Step 1 • Ask pairs to present what their partner
would do in the situations in exercise 3.
speaking page 75 Exercise 1 e 073 Tell them to speak in full sentences.
• Play the audio. Students listen to the • In the end, tell students who had similar
Aim people and choose the correct answers. answers to pair up or group together
To listen and comprehend things people
• Have students compare answers with and talk some more about what they
would do in different situations would do in those imagined situations.
a partner.
Warm-up • Go over the answers as a class.
Consolidation
• Have students look at the picture of Audioscript Teacher’s Guide page 128
On the board write: Where would you go
the boy. Ask: Why do you think the if you could travel anywhere in the world?
boy is lying on the bed? (because he Extra activity e 073
What would you do there? Have students
is injured) What kinds of things is he • Say that conversations 2, 3, 4, and 5 write a paragraph describing this
doing? (doing puzzles, playing on the have either an additional main
imagined situation. Then have students
computer, watching movies, etc.) If you clause to the condition in the book
read over their paragraph and make
were injured, what kinds of things would or an entire additional conditional
sure they used main clauses with would
you do? statement. Have students listen and
when talking about the different things
add to the statements in the book.
they would do.
check or complete their answers. Workbook page W36
Audioscript Teacher’s Guide page 128 Practice Kit Extra Practice
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Reading and writing

competences
Reading
Aim
To read and navigate a self-help article
Warm-up
• Have students look at the emojis. Ask:
Do you use happy emojis when texting?
Name some situations. (for example, if
a friend shares some good news; when
I’m feeling good)
• Ask a student to read the title of the
article. Tell students to cover up the
article and brainstorm some daily
activities to be healthy and happy.
Write and leave these on the board.

• Call on a confident student to read
the introduction aloud. Tell students
to follow along. Ask: What is the article
about? (things to do every day to be
healthy and happy) Tell students to
preview the section heads. Ask: Do any
of these ideas match our brainstorm on
the board?
• Tell students to compare answers
with a partner. Go over any further
questions as a class.
Culture focus
• Read the Culture focus aloud. Ask: How
many hours do you think would be Exercise 2 ANSWERS
• Have students work individually or in 1 It reduces stress and helps your
considered enough physical exercise per
pairs to answer the questions. immune system.
week? Remember this number or write
2 a helmet
it on a piece of paper. • Go over the answers as a class. 3 eight to ten hours
• Take a poll. Ask each student what • Focus students’ attention on the Link 4 They are irritable, get headaches,
exercise they do and about how many to life. Ask a volunteer to read it aloud. and grades suffer.
hours of exercise per week they get. Then in pairs, have students discuss. 5 at least one hour
Write each number on the board, • Bring the class together and call on 6 It is good for your mental and
and call on a volunteer to figure out volunteers to share opinions. physical health.
the average. Ask: Does this number 7 It’s a chemical that reduces stress
match the number we guessed would and makes you feel happier.
be considered enough physical exercise 8 Students’ own answers.
per week?
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Step 2
Exercise 4
• Read the instructions aloud. Reiterate
the last line so students realize multiple
answers are possible.
POSSIBLE ANSWERS
1 you should walk
2 you should download
3 You should listen
4 (you should) dance
5 you shouldn’t think
6 If I were you, I’d try
7 you should do
Writing strategy
• Tell students that in Step 3 they will write
an email to a friend giving them advice.
• Read the explanation. Then ask students
if they usually write a first draft and
a second or final draft. Point out that
even if students write on the computer,
going back and correcting and editing
counts as a second draft.
• Read the instructions. Students underline
the mistakes and rewrite the text.
ANSWERS
What would I do if I had a sore throat?
I’d probably drink some hot water and
honey. If that didn’t work, I’d go to
the pharmacy and ask for advice. If it
continued for more than a week, I’d go
to the doctor.
Step 3
Exercise 5
• Read the instructions and call on
a volunteer to read the example answer.
Tell students to use the example
introduction, and their answers
from exercise 4 to help them write
their email.
• As students write their first draft, write
on the board should / shouldn’t and
If I were you, I would / wouldn’t …Tell
Writing Extra activity them to incorporate this grammar in
their email.
Aim Call on students to state the matched
clauses in second conditional. • Circulate and skim what students are
To write an email giving advice writing. Tell students to underline
ANSWERS mistakes and rewrite their text.
Warm-up 1 If I had a headache, I would drink
• Direct students’ attention to the picture. some water and go for a walk. Challenge
Ask: What is the boy doing? (skateboarding) 2 If I cut my finger, I would put • Read the instructions. Make sure it is clear
What advice do you have for him? (He some antiseptic cream and that students are advising a friend who
should wear a helmet.) Do you wear a bandage on it. is sick about going or not going to the
a helmet when riding a bike or doing similar 3 If I didn’t have my homework / concert. Should they go? Or shouldn’t
activities? Have students share. If I left my homework at home, I’d they? Call on volunteers to weigh in.
tell the teacher. • Once students have completed their
Step 1 4 If I had a bad toothache, I would go messages, call on volunteers to share.
to the dentist.
Culture page 115 / X9
Exercise 3 5 If I were always tired in the
morning, I wouldn’t go to bed Practice Kit Extra Practice
• Read the instructions. Have students Unit tests
complete the exercise individually. so late.
6 If I fell off my bike and my arm hurt, Resource worksheets
• Students compare answers in pairs. Video
I would have an X-ray.
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Review C
C Exam practice
and review
Vocabulary
Bad behavior
Grammar
Past progressive (Affirmative and
answers)
while
Past progressive and simple past +
when / while
should (Affirmative and negative;
Second conditional (Affirmative and
answers)
If I were you, …
Vocabulary
Exercise 1
Exercise 2
• Go over any questions as a class.
Grammar
Exercise 3
• Call on two students to role-play the
example question and answer.
• Then have students match the
questions and answers individually. Exercise 5 Exercise 6 Exam
• Then have them compare answers in • Read out the instructions. Stress the • Ask students to do the exercise
pairs. hint in parentheses. Focus on the first individually.
• Bring the class together and read out
exchange and read it with a volunteer. • Bring the class together and ask a more
the question. Tell them to read the • Then have students complete the confident student to read the message.
answer chorally. exercise individually. • Correct answers as necessary.
• Correct answers as necessary. • Go over the answers as a class.
Songs
Exercise 4 Exam Extra activity Should I Stay or Should I Go, by The Clash
• Read out the example answer. • In pairs, have students role-play the (should)
• Then tell students to think carefully interview. Encourage students to ask If I Had a Million Dollars, by Barenaked
about the various grammar forms as and answer questions with interest Ladies (Second conditional)
they complete the exercise individually. and enthusiasm.
Workbook pages W31 and W37
• Go over the answers as a class. Call on • Invite one volunteer pair to present Practice Kit Extra Practice
students to identify each form (1 past their role play to the class.
progressive; 2 present perfect, negative;
3 affirmative statement with should;
4 second conditional).
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• In pairs, have students read out the
completed dialogues. Time permitting,
call on pairs to role-play the dialogues
for the class.
Pronunciation
Strong and weak forms of
was / were
Exercise 2 e 077
• Read out the explanation of strong and
weak forms of was / were.
strong and weak forms of was / were.
then individually.
Exercise 3 e 078
• Play the audio and have students mark
each statement S or W.
• Play audio again for students to check
their answers.
to listen and focus on the strong and
weak forms of was / were. Pause after
each sentence for students to repeat
chorally, then individually.
Extra activity
• Ask students to write two sentences,
one using strong form of was / were
and another using weak form.
• Students swap sentences with
a partner and decide which one has
a strong form and which one has
a weak form.
• Ask some students to read their
sentences to the class. Have students
identify the strong vs. weak form.
C Extra communication Read the exchange with a stronger
student. Ask: Which words are stressed • Correct pronunciation and mistakes
in the first statement? (sales, souvenir) as needed.
Aim
Is “were” stressed? (no) Then focus on
To practice conversations for buying
the short answer and ask Which word is
souvenirs and asking for help at
stressed here? (weren’t) Video link
a pharmacy
To listen to and practice strong and weak • Point out that was and were in negative Exercise 4 Watch or listen e 079
statements have a strong form; in
forms of was / were • Give students time to preview the
affirmative and negative statements
To listen to and / or watch people talk exercise items and see which characters
these words have a weak form. Tell
about what they would do if they saw will be in the audio / video.
students they will practice strong and
a crime
weak forms of was / were in this section. • Play the audio / video. Students watch /
Warm-up • Play the audio / video again for
• Write on the board: Communication
students to complete and check their
A There were two sales assistants in the Exercise 1 e 076 answers.
souvenir shop.
• Students complete the dialogues. • Go over the answers as a class.
B No, there weren’t. Audioscript Teacher’s Guide page 128
• Then play the audio. Students listen and
check.
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C Global skills
Write a story for a movie
Aim
To participate in the process of creating
a new story for a movie
To reflect on components of writing
a movie story
To collaborate with a group to think of a story
idea and then convert it into a storyboard
Warm-up
various goals.
What’s up?
Exercise 1
• Read the instructions aloud.
• Students discuss the questions in pairs.
Invite pairs to think of some movies that
have a particularly exciting story.
Vocabulary
Exercise 2
• Bring the class together. Ask: Who is
your favorite character in a movie? Tell me
the plot of the last movie you saw. What
genre do you dislike the most? Why?
Name a particular movie with a great
setting. Why was it so special?
Get thinking
Exercise 3
• In pairs, have students read the text and
add headings.
• Go through the Check it out! box and • Then bring the class together and have
Extra activity
ask students to find the words in the groups present.
Use the mind map to outline a movie
text. Make sure that they understand • At the end, hand out small pieces of
the meaning of the words. all students have seen. This can help if
paper. Have students list each group
students are having a hard time getting
and award between 1 and 5 stars
their own idea going.
Get involved (5 being the highest) for the story idea.
• Tally and reveal the group with the
Exercise 4 Groupwork highest number of stars.
The project
• Have students study the mind map.
Point out that the four components are Exercise 5 Groupwork How did you do?
necessary to create a story.
• The four elements of their movie in place, • Let students reflect on their success
• Divide the class into groups of three. students focus on the storyboard. Tell with global skills. Call on students to
Encourage students to start with them they will draw six main events in the read the can-do statements.
choosing a genre and then go on to story. Each student draws 1–2 images.
come up with additional ideas.
• Then students self-evaluate individually.
Circulate and ask students to share why
• Circulate and help students if they get Exercise 6 they feel they can or cannot do the
stuck. Make sure they have a solid idea, • Focus on the Real English list of phrases. things well.
or let them continue working on it • Then have groups take some time to
for homework. practice presenting their storyboard,
using phrases from Real English.
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I can report a crime. (p.65)
Exercise 3
using the prompts.
I can talk about illnesses. (p.70)

Exercise 4
• Play the audio again for students to hear
the phrases and look at the pictures.
I can ask for help at a pharmacy.

(p.72)
Exercise 5
back to exercise 1 on page 72. Play the
phrases in context.
• Ask individual students the questions
and elicit the possible short answers.
I can say what I would do in

different situations. (p.75)
Exercise 6
C My progress get what you want) What does it mean
to “cut school”? (to be absent from school
example. Elicit some more questions
without permission) What does it mean to and answers, using the prompts.
Speaking competences “copy” in school? (to use another person’s • Repeat exercise 6 on page 81 as a class,
words or ideas and say that they are yours)
Aim eliciting the correct answers.
To review the language and skills learned
in Units 5 and 6 Listening, reading, and
I can buy souvenirs. (p.62) writing competences
I can talk about bad behavior. (p.60)
Exercise 2 • Have students think about their
Exercise 1
• Read out the can-do statement. progress. Call on students to read out
• Read out the can-do statement. the can-do statements.
• Students do the exercise individually. • Students do the exercise individually.
• If students did not do well, refer them • Then ask them to judge how well they
• If students did not do the exercise well, can perform the various skills.
back to exercise 1 on page 62. Ask
refer them back to exercise 1 on page 60. • Tell students that if they found any of
students the questions. Play the audio
Give them a few minutes to study the the activities difficult, they should go
again for students to hear the phrases.
vocabulary. Ask: What is “to tell a lie”? (to back and review some more.
say something isn’t true) What do you call • Repeat exercise 2 on page 81 as a class,
using physical aggression against someone? eliciting the correct answers.
(fighting) What does it mean to “threaten”?
(to say you will cause trouble if you don’t
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7 She still
likes him,
doesn’t she?
Grammar
Tag questions with be (Simple present
and simple past)
Tag questions with do (Simple present
and simple past)
Tag questions (Other tenses and modal
verbs)
Vocabulary
Relationships
Communication
Choosing a gift
Skills
Listening: People talking about
celebrations of love
Speaking: Talking about celebrations
of love
Reading: An article about celebrations
of love
Writing: Making up a celebration
of love

topics
National Siblings Day; Galentine’s Day;
other celebrations of love

Aim
Warm-up Exercise 1 Read and listen e 080
Story • Focus students’ attention on the list • Play the audio. Students read and listen.
The text is a series of text message under In this unit we will … and call on Then have them answer the question.
exchanges between two friends, Brianna volunteers to read the bulleted points. • Check the answer as a class.
and Natalie. Sandro has just asked Brianna
• Have students look at the screen. • Go through the Check it out! box and
to go out, and she cannot believe it. She’s
Ask: When did this text message exchange ask students to find the phrases in the
wondering if he is playing a trick on her,
take place? (September 4th) What time? text. Make sure that they understand
but Natalie doesn’t think so. Brianna is
(between 7:15 p.m. and 7:31 p.m.) the meaning of the phrases.
excited, but she is also worried about
their friend Eva who used to go out with • In pairs, have students skim the emojis • Focus students’ attention on the Link
Sandro. Natalie tells Brianna she should be and interpret what they mean (kiss, to life. Ask a volunteer to read it aloud.
honest and tell Eva that she is going to go love, surprise, hand clapping, worried, Then in pairs, have students discuss.
out with Sandro. Brianna says she will, but not tell anyone something). Then bring • Bring the class together and call on
for now she is going to keep it a secret. the class together and ask which emojis volunteers to share opinions.
Natalie will, too. students usually use. Ask: Did anyone
not understand any emoji? Call on
volunteers to clarify.
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Aim
Key language
Exercise 3 e 081
• Ask students to look at the example.
Tell them to find the statement in the
conversation (Natalie’s first message).
• Students locate each sentence in the
dialogue and complete the sentences.
• Play the audio for them to check answers.
Listen up!
Exercise 4 e 082
• Play the audio. Have students write T or
F next to the statements.
Extra activity
ANSWERS
1a Samuel has a girlfriend.
1b Samuel and Ana have been going
out for a few months.
2b In the past, Amy and Elizabeth
didn’t have any problems.
3b Sarah said yes.
Get involved!
Exercise 5
• Students skim the questionnaire.
Answer any questions they may have.
Exercise 2 Comprehension Exercise 6 Pairwork

Students mark each statement True or
• Tell students to read the conversation • In pairs, have students ask and answer
False, correcting the false statements.
again and complete the sentences. the questions in exercise 5.
• Students compare answers in pairs.
ANSWERS • Call on students to share which quality
1 False. Natalie is happy for her. they ranked number 10.
• Then go over the answers as a class. 2 False. Brianna has liked Sandro for
a long time. Exercise 7
Extra activity 3 True • Students can add on to the example
Write the following sentences on 4 True answer or begin their way.
the board: 5 False. Brianna asks Natalie to keep
1 Natalie is upset that Sandro asked this a secret for now.
messages and read them.
Brianna out. 6 True
2 Brianna has just met Sandro. Consolidation
3 Brianna is wondering if Sandro is Tell students to add the category Friend
playing a trick on her. Consolidation
qualities to their vocabulary notebooks.
4 Eva used to go out with Sandro and she Tell students to begin a section in their Tell them to list vocabulary from the
still likes him. vocabulary notebooks titled Adjectives. questionnaire and other words and
Tell students to list adjectives from the phrases connected to friend qualities.
5 Brianna asks Natalie to tell Eva about
conversation related to relationships.
Sandro asking her out.
Workbook page W40
6 Brianna will be honest with Eva.
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Vocabulary page 84
Relationships
Aim
for relationships
Warm-up
• On the board, write: Mike and Angie
went out for two months, but then Angie
had a crush on Sam. So she broke up with
Mike and went on a date with Sam.
• Call on volunteers to underline
expressions related to relationships in
these sentences (went out, had a crush
on, broke up, went on a date).
• Invite students to brainstorm other
expressions they know related to
relationships (e.g., be in love with, cheat
on, make up with). Write these on the
board to refer to in the next exercise.
Exercise 1 e 083
• Students skim the expressions and
check those they know. Have them
compare against the expressions on the
board from the warm-up.
• Focus students’ attention on the Look!
box. Differentiate the two expressions
with love. Elicit additional examples using
each expression (e.g., My boyfriend and I
are in love; We fell in love last summer.).
• Students work individually or in pairs
to match the expressions with the
definitions.
• Play the audio again expression by
expression. Students repeat chorally.
Extra activity
Have students reread the text messages
on page 82 and see how many of
the expressions from relationship
vocabulary they can find there (ask
someone out, break up with someone, go out with someone, have a crush • Ask two confident students to read out
go out with someone). on someone; negative expressions the exchange in speech bubbles.
can be blue: break up with someone, • In pairs, have students continue the
have an argument with someone. conversation. Remind them to imagine
Vocabulary strategy how Brianna resolved the dilemma
• Read the title of the Vocabulary strategy Exercise 2 about telling Eva, and incorporate this
and ask: Has anyone ever tried this • Students do the exercise individually. into their conversation.
technique? Invite students to elaborate • Have them compare answers in pairs. • Bring the class together and have
if they do. Point out that more than one answer students share.
• Read the strategy aloud. may be possible.
• In pairs, invite students to strategize • Check the answers as a class. Consolidation
how to divide the expressions in Tell students to begin a section in their
exercise 1 into three color categories Exercise 3 Pairwork vocabulary notebooks titled Relationships.
e.g., neutral expressions can be yellow: • Read the instructions. Call on They write the expressions in various
meet someone, look up to someone, ask a volunteer to summarize the situation colors, per the Vocabulary strategy. If they
someone out, get along with someone, from the conversation on page 82 are unfamiliar with an expression, tell
make up with someone, get back (Sandro, who used to go out with Eva, them to also include a definition and / or
together with someone; strong positive asked Brianna out on a date. Brianna write the word in a sentence.
expressions can be red: fall in love with can’t believe it, but she’s excited. She’s
someone, go on a date with someone, nervous about telling her friend Eva Workbook page W40
who used to go out with Sandro.). Practice Kit Extra Practice
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Tag questions with do
Simple present and simple past

• Read out the example sentences.
• Go through the grammar chart.
Focus on the simple present. Read
out the affirmative and then negative
statements, and have students repeat.
• Then focus on the simple past. Read
out the affirmative and then negative
• Ask students to read the Think! box and
answer the question.
Rules page W38
Exercise 2
Challenge
• In pairs, have students look at the first
item in the chart and the example
answer. Ask: Why is it in the simple
present? (because it’s a question
confirming her name)
• Students write sentences with tag
questions.
ANSWERS
You’re 16, aren’t you?
You come from Osaka in Japan,
don’t you?
You left Japan six months ago, didn’t you?
Your parents got jobs here, didn’t they?
You have two brothers, don’t you?
You don’t live near the school, do you?
You don’t know many people, do you?
Extra activity
In pairs, students role-play an interview
with Mitsuko. Tell them to change some
information in the questions to elicit
negative short answers and corrections
Grammar page 85 Grammar chart and Think! box (e.g., A You left Japan two months ago, didn’t
• Read out the example question. you? B No, I didn’t. I left six months ago.)
Tag questions with be • Go through the grammar chart. ANSWERS
Focus on the simple present. Read Students’ own answers.
Simple present and simple past out the affirmative and then negative
Aim • Then focus on the simple past. Read Finished?
To present and practice tag questions with out the affirmative and then negative • Put students into pairs. Tell them to write
be and do simple present and simple past statements, and have students repeat. five sentences with tag questions to ask
Grammar link presentation Unit 7 • Ask students to read the Think! box and their partner. Encourage students to
choose the correct answers. include at least one negative tag question.
Warm-up • Have students ask and answer the
• Pose sentences with tag questions to questions. Circulate and assist.
individual students, eliciting answers
Rules page W38
• Refer them to the puzzle on
using information you know about page 122 / X18.
them. Ask: Your last name is [name],
Exercise 1 Puzzles page 122 / X18
isn’t it? You study a lot, don’t you? Elicit
affirmative answers. Write a question • Students do the exercise individually. ANSWERS
and answer on the board, and say that • Have them compare answers in pairs. Students’ own answers.
the focus in this unit is tag questions. • Check the answers as a class. Workbook page W40
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Let’s talk
Communication
competences
Choosing a gift
Aim
choosing a gift
Warm-up
• Ask students to look at the picture
on the tablet. Write gift on the board.
Ask: What is the best gift you have ever
received? Write students’ answers on the
board. Invite them to share who these
gifts were from. Ask: To whom do you
usually give gifts? What types of gifts do
you give these people?

read e 084
• Ask students to preview the words in
the box. Call on students to read them.
listen and check.
Speaking strategy
• Read out the title of the Speaking
strategy. Review that intonation refers
to the rise and fall of the voice when
speaking.
• Read the first explanation. Model
the falling intonation in the first tag
question and have students repeat.
Then ask two volunteers to read the
complete exchange.
• Read the second explanation. Model
the rising intonation in the second tag
question and have students repeat. Exercise 2 Real English e 085
Then ask two volunteers to read the Extra activity e 084
• Have students listen to exercise 1 • Play the audio. Have students listen and
complete exchange.
repeat.
• Model two more tag questions, again and determine if the tag
questions have falling or rising • Tell students you will play the audio
one with falling and one with rising
intonation. Tell them to draw arrows again. Invite them to take notice if the
intonation and have students
going upward or downward over intonation on the question tags falls
determine if you know or don’t know
the tags. or rises.
the answer to the question We don’t
need to review tag questions again, • Students compare answers in pairs. • In pairs, have students discuss which
do we? (falling intonation, eliciting of the phrases they could say in other
agreement) You have studied the past situations.
perfect already, haven’t you? (rising
ANSWERS • In pairs, have students complete the
It isn’t too expensive, is it? statements and questions with their
intonation, answer uncertain)
Those hats look cool, don’t they? own ideas. Then have them role-play
He would like that, wouldn’t he? the conversation. Circulate and listen for
You have enough money, don’t you? correct intonation.
ANSWERS
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Exercise 4 Pairwork
• Have students skim the profiles as
well as the gift ideas. Ask students to
identify the items (shoes, headphones,
paintbrushes, ear buds, an art book,
a dress, books, a radio / speaker,
a paint set).
model for this activity.
• Read the instructions. Call on two
volunteers to read out the speech
bubbles.
• Tell students to do the role play twice,
giving each person the opportunity
to be the parent and the child.
Link it! Pairwork

• Read the instructions. Call on volunteers
to read out the heads on the fact file.
• In pairs, have students complete the
fact file and write the dialogue. To start
students off, you can write: I need to
buy a birthday gift for ____. He / She likes
____, doesn’t he / she?
• Have pairs continue for several
exchanges, referring to the phrases in
exercise 2. Tell students to make sure
they use sentences with tag questions.
• Circulate and skim. Offer students
feedback.
Extra activity
Have pairs role-play the dialogues they
wrote in the Link it! Pairwork activity.
Consolidation
• Have students write five sentences
with tag questions and answers
related to choosing a gift. Tell them
to skim the exercises and models for
ideas.
• In pairs, have students practice
asking and answering the questions
using falling intonation to elicit
agreement and rising intonation
Exercise 3 e 086 Beat the clock when the answer is uncertain.
• Have students look at the image on the • Focus on the Beat the clock. Have
tablet on page 86. Ask: What do they students cover up the images in Workbook page W42
appear to be doing? Do you usually buy exercise 4 with a piece of paper. Extra Communication page 103
gifts online or in a store? What about your • Start the timer and have students write
parents? Where do they buy gifts? down as many gifts as they can. After
• Play the audio. Students listen and two minutes, say: Stop!
choose the correct answers. • Have students compare answers with
• Play the audio again if necessary for a partner. Have them comment on
students to check and correct answers. which of the items they have received
Audioscript Teacher’s Guide page 129 or given as gifts.
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Grammar page 88
Tag questions
Other tenses and modal verbs
Aim
To present and practice tag questions with
other tenses and modal verbs
Warm-up
You’re going to study for the test, _____?
You haven’t been to the U.S., _____?
We should review the present perfect, _____?
They can’t come to class tomorrow, _____?
• In pairs, have students try to fill in the
question tags. Then have them look
at the chart, and make corrections.
Circulate and assist as needed.

• Ask students to first read the Think! box
and choose the correct answer.
• Go over the answer as a class.
• Go through the grammar chart and
tell students to underline the auxiliary
or modal in each sentence (’re, wasn’t,
haven’t, won’t, can, shouldn’t, couldn’t).
• Point out that each affirmative sentence
has a negative tag and vice versa. Ask
students to change each affirmative
sentence to negative, changing the tag
accordingly, and then do the opposite.
Rules page W39
ANSWERS
They’re not going out with each other,
are they?
She was listening to me, wasn’t she?
You have broken up again, haven’t you?
You aren’t going to ask him out, are you?
I will know someone at the party, won’t I?
I can’t go out tonight, can I?
Murilo and Paula should argue, Exercise 3 • Have students swap and make
shouldn’t they? • Students do the exercise in pairs. corrections to each other’s statements
We could find the building, couldn’t we? and tag questions.
Extra activity
Exercise 1 Finished?
Call on pairs of students to read the
• Read the example sentence. Review mini-dialogues in exercise 3. • In pairs, have students return to the text
that the tag consists of the auxiliary or on page 82 and find examples of tag
modal. Remind students that a negative questions for present perfect, modal
sentence needs an affirmative tag, and an Exercise 4 would, modal should, future with will
affirmative sentence needs a negative tag. • Read the instructions. Ask two confident (You’ve liked him for a long time, haven’t
• Students do the exercise individually. students to read out the example. you?; He wouldn’t do that, would he?; I
• Then go around the class and have guess you should tell her, shouldn’t you?;
Exercise 2 students add on tags. If a student attaches You won’t tell anyone, will you?).
• Hint to students that the tag will help a tag incorrectly, let the next student have • Refer them to the puzzle on
them figure out the tense they need for a turn. Keep a tally of points. page 122 / X18.
the sentence. • Announce a winner. Puzzles page 122 / X18
• Students do the exercise individually. ANSWERS
Challenge
• Go over the answers as a class. Students’ own answers.
• Students write five statements with tag
questions for their partner. Workbook page W41
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4 The celebration has made the
company’s chocolates very popular
in Argentina, hasn’t it?
5 The celebration is for friendship,
too, isn’t it?
Step 2
Exercise 2 e 088
• Start by focusing on the Listening
strategy. Read the title. Then read the
explanation. Ask: Can you predict what
the answers will be to this listening
exercise? (tag questions, attached to the
statements)
• Invite students to complete the
conversation with the missing tag
questions they predict.
• Play the audio again if necessary for
students to check and complete their
answers.
Step 3
Exercise 3 Pairwork
• Read the instructions and have students
read about the three celebrations.
speech bubbles. Then have them skim
the questions in exercises 1 and 2 for
ideas.
• In pairs, have students make
a conversation about the celebrations.
• Circulate and make sure students are
using tag questions.
• Read the instructions and have
students choose the celebration they
like the most.
• Tell students they can look up the
celebration online if they want to learn
Listening and • Play the audio. Students listen to more about it. Ask them to write down
the conversation and complete the
speaking page 89 sentences.
•
a few thoughts.
Then have students present their
• Students compare answers in pairs. preferred celebration to the class and
Aim
Audioscript Teacher’s Guide page 129 explain why they chose it.
To listen and comprehend people
describing celebrations of love Extra activity Consolidation
In pairs, students rewrite the sentences as Call on students to name all the
Warm-up
tag questions. Tell them to also write one celebrations of love mentioned on
• Write Valentine’s Day on the board and for the example item. They then practice
ask if students have ever heard of this the page. Write these on the board:
asking and answering the questions. Sweetness Week, Valentine’s Day, Dia dos
American celebration. Ask: Is there a
celebration of love like this in your culture? ANSWERS Namorados, White Day, Black Day. Tell
Example Sweetness Week is students to write a tag question for
a celebration of love, isn’t it? each one. Tell them to write questions
Step 1 1 It’s in the first week of July, isn’t it? to elicit affirmative and negative
Exercise 1 e 087 2 People give each other chocolate or responses. Then in pairs, have students
a piece of candy, don’t they? ask and answer these questions.
• Ask: Has anyone heard of Sweetness Week?
3 A chocolate company called Arcor
If yes, ask students to share. If no, tell Workbook page W42
started the tradition in 1989, didn’t it?
them to think what might happen during Practice Kit Extra Practice
it (people share sweets all week long).
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Reading and writing

competences
Reading
Aim
To read an article about celebrations
of love
Warm-up
What are the women doing? (taking
a selfie) Read the title and review the
celebrations of love that have appeared
in the unit so far (Sweetness Week,
Valentine’s Day, Dia dos Namorados,
White Day, Black Day).

• Call on two confident students to read
the first two exchanges aloud. Ask: Is
the article an interview? (No, it isn’t; it’s
a conversation between Alice and Juan
about celebrations of love.)
as a class.
Extra activity
• Write Galentine’s Day on the board
and ask: What does the name of this
celebration remind you of? (Valentine’s
Day). Underline Gal in Galentine and
ask: What does “gal” mean? (informal
for girl or woman; a more dated term)
Then ask: When is Galentine’s Day? Exercise 2
(February 13th) How does this compare • Have students work individually or in
with the date of Valentine’s Day? (It’s a pairs to answer the questions.
day earlier.) • Go over the answers as a class.
• In pairs or small groups, have ANSWERS
students come up with a date 1 the U.S.
and more detailed description for 2 80% of people
National Bro Day. 3 give a gift, take them out for dinner,
ANSWERS have a party, give them a hug,
Students’ own answers. call them
4 February 13th
5 close friends or older relatives
6 They go out for meals with each other,
go dancing, or go on trips. They make
exciting plans for the future and tell each
other how much they love each other.
7 A friendship between two women can
last a lifetime!
8 if there exists a similar day to
Galentine’s Day for boys and men
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pairs share.
Writing strategy
invent and write a presentation about
a celebration of love.
• Read the title and the explanation.
• Have students complete the exercise
in pairs.
Extra activity
Elicit additional examples of sentences
where commas are used.
ANSWERS
Step 3
Exercise 5
• Students work individually to answer
the questions and make notes.
• Then have students compile the
information into a presentation of the
celebration. Remind students to use
tag questions if they can (e.g., You love
your pets, don’t you? So why not have
a celebration to show love for our cats
and dogs?).
• Circulate and skim what students
are writing. Guide as needed. Then
encourage students to rewrite their
presentation or edit if they are working
on a computer.
• Students swap their presentation with
a partner.
• Ask some students to read their
presentation to the class.
Challenge
• Read the instructions. Call on a student
to read the example. Then tell students
Writing Valentine’s Day candies, and they have
to continue writing the conversation.
short love messages on them.
They can work individually or in pairs.
Aim • Read the instructions. Have students
• Invite pairs to role-play their dialogue.
To invent and write a presentation about complete the text individually.
a celebration of love • Students compare answers in pairs. Consolidation
Warm-up
• Go over the answers as a class. Then ask: In pairs, have students make up
Do you use the heart emoji more than any statements about a new celebration
• Brainstorm who else could be celebrated other emoji? If not, which emoji do you called Neighbor Day. Tell them to create
on a special day (parents, grandparents, use most? List on the board and have statements for each comma use outlined
aunts / uncles, cousins, friends, pets, a vote to determine the most popular in the Writing strategy (e.g., Neighbors are
etc.). Write students’ ideas on the board. emoji used by people in the class. the people who we see every day. They keep
Invite students to share or check online
an eye on our homes, too. However, there
if special days already exist to celebrate
these categories of people / animals.
Step 2 isn’t a celebration to show our appreciation
for them.).
Exercise 4
Step 1 • Call on students to read out the Culture page 116 / X10
questions. For symbols, tell students to Practice Kit Extra Practice
Exercise 3 Unit tests
try to think of ideas other than a heart.
• Have students look at the candies. Resource worksheets
Ask: Have you seen such candies before?
• Have students complete the mind map
Video
individually.
If not, point out that these are popular
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8 People
who have
made
history
Grammar
The infinitive of purpose
in order to
so that
Adjective + preposition + gerund
Comparative and superlative adverbs
Vocabulary
Human achievement
Communication
Discussing what things are for
Skills
Listening: Uses of objects
Speaking: Describing uses of objects
Reading: An article about an inventor
Writing: A biography of a scientist

topics
Nikola Tesla; inventions; modern
machinery

Aim
Story
The article starts by mentioning • Focus students’ attention on the list • Go through the Check it out! box and
achievements of various famous women. under In this unit we will … and call on ask students to find the words in the
It then focuses on scientist Marie Curie volunteers to read the bulleted points. text. Make sure that they understand
(1867–1934) who is known for her study • Hold up the book. Point to the picture the meaning of the words.
of radioactivity along with her husband of the woman and elicit the timeframe • Focus students’ attention on the Link
Pierre Curie, and for their discovery of the of the photograph (19th century) Ask: to life. Ask a volunteer to read it aloud.
elements polonium and radium. After her Do you think a lot of women were making Then in pairs, have students discuss.
husband died in 1906, Marie continued history in the 19th century? (probably not • Bring the class together and call on
her research that lead to the development many) Point to the name Marie Curie volunteers to share opinions. Students
of X-ray machines. She died of leukemia and ask what students know about her. may conclude that different people
due to her exposure to radiation during
• Ask a volunteer to read the invent things for different reasons (e.g.,
her research.
introduction. some may just do it to make money;
Warm-up • Finally, have students look at the image others may do it for the passion of
at the bottom of the page. Ask: What discovery). Ask: What do you think was
• Focus students’ attention on the title the drive behind Marie Curie’s and her
of the unit and ask a student to read it. is this? (an X-ray of a hand) What is the
circular object on the fourth finger (a ring). husband’s inventions? (probably passion
Then write to make history on the board.
for science and progress)
Elicit the meaning (to do something
Exercise 1 Read and listen e 090 Audioscript Student Book page 92
significant enough that it will be
recorded in history). • Play the audio. Students read and listen.
Then have them complete the chart.
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Consolidation
Tell students to begin a section in their
vocabulary notebooks to list verbs
and verb phrases related to human
achievement.

Aim
Key language
Exercise 3 e 091
• Ask a student to read the example.
• Students match the sentence halves
individually.
Listen up!
Exercise 4 e 092
• Play the audio. Have students choose
Get involved!
Exercise 5
What are they doing? (listening to music)
Extra activity
Tell students to imagine that each item
in the questionnaire has a fourth answer
choice: d other. Instruct them to write
additional reasons they do the different
things. Students can share in exercise 6.
Exercise 2 Comprehension
Extra activity
• Tell students to read the article again Write the sentences below on the board.
and complete the exercise. Exercise 6 Pairwork
Ask students to fill in the missing words.
• Students compare answers in pairs. • Ask two students to read out the
1 Marie Curie attended university in ____
• Then go over the answers as a class. speech bubbles. Then tell students to
in France.
ask and answer the questions in pairs.
ANSWERS 2 She changed her name from Maria to Tell them to mention other items, too.
1 Math and Physics ____.
2 polonium and radium 3 Pierre Curie also was a ____. Exercise 7
3 Because they were exposed to 4 During World War 1, Marie Curie helped • Ask a student to read the example
dangerous levels of radiation. build mobile ____. answer. Students can add on to the
4 They could show broken bones and example answer or begin their way.
5 Marie Curie also made contributions to
other internal injuries.
5 in 1934
the treatment of ____. • In pairs, have students exchange
6 She won a Nobel Peace Prize for ____ paragraphs and read them.
in 1903 and ____ in 1911.
Consolidation
ANSWERS
Tell students to write statements why they
1 Paris 2 Marie 3 scientist do the various things in the questionnaire.
4 X-ray units 5 cancer
6 physics, chemistry Workbook page W46
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Vocabulary page 94
Human achievement
Aim
human achievement
Warm-up
• Write human achievement on the
board. Ask: What is an achievement?
(e.g., something you work hard toward
and then succeed) What achievements
have you had so far? Encourage
students to share. Point out that a good
grade in a class could be considered
an achievement.
• Point to the pictures and ask: What
kinds of success do you think people in
these professions have achieved? (e.g.,
inventing something, painting a picture,
writing a piece of music, etc.) Do you
know any people who work in these
professions? Do any of these professions
interest you? If not, what professions
interest you?
Exercise 1 e 093
• Students work individually or in pairs
to label the people in the pictures with
the professions.
check.
• Focus on any pictures that could
potentially represent more than
one profession (e.g., 3 composer and
musician; 8 musician and artist).
• Play the audio again profession by
profession. Students repeat chorally.
Extra activity
• Model drawing hints or miming
actions to describe one of the
professions. For example, draw
music notes to elicit composer.
• The person who guesses the Vocabulary strategy a question about a living person?
profession first continues to draw • Read the title of the Vocabulary strategy (Who is …? He / She is …)
or mime hints for the class to guess. and ask: Does anyone use games to • In pairs, have students discuss. If they
Keep the game going until all memorize new words? Invite students can’t think of examples, let them look
professions have been covered. Tell to elaborate if they do. some up online or consult with you
students that they can repeat items as • Read the strategy aloud. for ideas.
long as drawings or hints are different. • Bring the class together and have
• Students make the puzzle individually.
• When drawing, erase the board each Circulate and make sure students are students share.
time to avoid confusion. spelling words correctly.
Consolidation
• In pairs, have students share.
Tell students to write down the new
Exercise 2 ANSWERS vocabulary for human achievement
• To preview, invite students to scan the Students’ own answers. in their vocabulary notebooks.
sentences and circle the name in each Tell them to look up each word in
one. Tell them to see if they can recognize Exercise 3 Pairwork an English learner’s dictionary and
the name and guess the profession. • Ask two confident students to read out write definitions. Stress that reading
• Then have them work individually to the exchange in speech bubbles. Focus definitions of words in English helps
read the full sentence and write in any students’ attention on the tense was. expand their vocabulary.
professions they didn’t know just from Ask: Why is “was” used in the question
the name. and answer? (because Beethoven is Workbook page W46
• Check the answers as a class. no longer alive) How would you word Practice Kit Extra Practice
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in order to
Think! box
Ask: Why did she study intensively?
• Have students read the Think! box and
Rules page W44
Exercise 3
ANSWERS
1 Jack is studying Chemistry at college
in order to become a scientist.
2 We bought our tickets early in order
to get good seats.
3 Some people write novels in order to
tell us about their lives.
Extra activity
Return to exercise 3. Call on volunteers
to change the statements so that they
use an infinitive of purpose.
ANSWERS
Example I went to the art store to
buy pencils.
1 Jack is studying Chemistry at
college to become a scientist.
2 We bought our tickets early to get
good seats.
3 Some people write novels to tell us
about their lives.
so that
Think! box
Ask: Why did she offer her a room?
• Students complete the Think! box.
Rules page W44
Exercise 4
• Ask volunteers to read the example. Ask:
Grammar page 95 • Say the sentence again using in order Why is the modal “could” used? (because
to. Say the sentence yet again using so the statements are in the past)
that. Explain that both these phrases • Students do the exercise individually.
The infinitive of purpose also express purpose.
Finished?
Aim Think! box • In pairs, have students return to the
To present and practice the infinitive of • Call on two students to read out the professions vocabulary and make
purpose, in order to, and so that example sentences. Ask: Why did she up statements about what different
Grammar link presentation Unit 8 move? Why did she organize courses? students in the class are doing to end
Warm-up • Have students read the Think! box and up in those careers. Write an example
choose the correct answers. on the board: Sylvia is learning about
• Write: Why are you taking this English class? technology so that she can become
Tell students to write their answers in their
an inventor. Encourage students to use
notebooks or on a piece of paper. Rules page W44
the different forms to express purpose.
• Ask students to share. However students Exercise 1 • Refer them to the puzzle on page
answer, (e.g., Because …) translate their 122 / X18.
response to an infinitive of purpose and
Puzzles page 122 / X18
write it on the board: e.g., I’m taking this Exercise 2
class … e.g., to improve my grammar. ANSWERS
• Students do the exercise individually. Students’ own answers.
• Underling the infinitive and explain that
this is called an infinitive of purpose.
• Check the answers as a class. Workbook page W46
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Let’s talk
Communication
competences
Discussing what things
are for
Aim
discussing what things are for
Warm-up
• Ask students to look at the picture on
the tablet. Ask: Do you know the name
of the object Cody is holding? Write it
on the board (pop socket). Then have
students look at the three pictures in
exercise 1. Ask: Do you know what these
items are? If yes, what do people use them
for? Does anyone have any of these items?
Has anyone ever used any of these items?

read e 094
• Focus on the example answer. Elicit the
meaning of the word gadget (a small
clever mechanical or electronic tool).
Point to the three pictures and say:
These are all gadgets.
• Play the audio. Students complete each
listen and check.
Speaking strategy
Speaking strategy and read the title.
Elicit that key words are the most
important words in a sentence.
• Read the strategy aloud. Read the
example sentence, modeling stress
on the bolded words. Have students Exercise 2 Real English e 095
ANSWERS
repeat chorally. Circulate and correct
1 It’s for supporting your cell phone. • Students look at the exchanges. Play
intonation as needed.
You attach it to the back of your the audio for them to listen and repeat.
• For a contrast, read the sentence again phone and use it to take selfies or • In pairs, students discuss which of the
putting stress on other than the bolded make videos. phrases they could say in other situations.
words. Ask: Could you understand clearly 2 You use it to massage your head.
what I was saying? (no) • In pairs, students complete the
You put it on your head and move it statements and questions with their
up and down. It feels amazing. own ideas. Then they role-play the
Extra activity e 094 3 It’s for eating spaghetti. You use it conversation. Listen for correct intonation.
• Return to the three dialogues in to put the spaghetti on a fork more
exercise 1. Replay the last exchange Audioscript Teacher’s Guide page 129
easily.
in each. Tell students to circle the ANSWERS
stressed words in these statements Students’ own answers.
that tell someone how to use
something.
• Have students compare their
answers, then play the audio again.
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Exercise 4 Pairwork
• Ask students to preview the various
gadgets. Point out that for the cassette
tape they might ask and answer
questions in the past tense, since this
item is not used much any more.
• Tell students that the mini-dialogues
in exercise 1 will serve as model for
this activity.
• Have students practice in pairs.
• Circulate and listen. Offer feedback
as needed.
Beat the clock

• Focus on the Beat the clock. Read the
instructions. Clarify that students will
be writing the names of gadgets and
unusual objects, and what they are
used for. Give an example on the board:
A head massager: You use it to massage
your head.
• Start the timer and have students write
down the names of as many gadgets
and unusual objects, and their uses, as
they can. After two minutes, say: Stop!
• Don’t have students share. They will do
this in the next activity.
Link it! Pairwork

• Model describing the purpose of the
gadgets.
• Have students take turns describing the
gadgets to their partner, who tries to
guess the gadget.
pairs share.
ANSWERS
Consolidation
• Have students write down question
prompts to ask what things are used
for:
A What’s it for?
B It’s for ____ + -ing …
Exercise 3 e 096 OR
Extra activity e 096
• Have students skim the exercise items. • Divide the class into three groups.
You use it to …
Ask: What three things will we hear
Assign each group one of the three
• Have students write dialogues for
about? (a digital assistant, a mini-ring two items and then underline key
items: a digital assistant, a mini-ring
light, pocket warmers) Have you heard words to stress when speaking.
light, and pocket warmers.
of, or do you have any of these items?
• Play the audio again. Tell groups to Workbook page W48
• Play the audio. Students listen and focus on their item and take notes.
check the correct answers. Extra Communication page 103
• On the board, write: You use it to … Practice Kit Extra Practice
• Play the audio again if necessary for Tell groups to prepare a commercial
students to check and complete
for their gadget. Model an example for
their answers.
a pop socket (e.g., Presenting the pop
Audioscript Teacher’s Guide page 130 socket! You must buy this gadget. You
use it to support your cell phone. You
attach it to the back of your phone and
use it to take selfies or make videos!)
• Groups then present their commercials.
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Grammar page 98
Adjective + preposition +
gerund
Aim
To present and practice adjective +
preposition + gerund
Warm-up
• Write: I’m nervous about taking Geometry
this year. I’ll have to work harder than I did
last year.
• Underline nervous about taking. Tell
students that they will be learning about
adjective + preposition + gerund in
this lesson. Tell them that they will also
be learning about comparative and
superlative adverbs. Call on a volunteer
to underline an example in the second
sentence (harder). Then elicit an example
of the superlative form (That is the
hardest I’ve ever had to work.).
Grammar chart, Look!, and Think! box

example sentences.
• Go through the grammar chart.
• Return to the first example sentence
above the chart. Ask students to
identify the adjective, preposition,
and gerund (adjective: committed;
preposition: to; gerund: studying).
• Read out the Look! box.
• Then have students read the Think! box
and choose the correct answers.
Rules page W45
Exercise 1
Comparative and superlative

adverbs
• In pairs, have students share.
Aim Extra activity
• Refer them to the puzzle on
To present and practice comparative and Create separate flashcards for the
page 122 / X18.
superlative adverbs various comparative and superlative
adverbs. Divide the class into two Puzzles page 122 / X18
Grammar chart and Think! box teams. Hold up a random flashcard ANSWERS
• Read out the example sentences. and have an individual student provide Students’ own answers.
a sentence for it. If a student does
so correctly, the team gets a point. Consolidation
out the three forms.
• Ask students to read the Think! box. On
If a student does so incorrectly, the • Tell students they will create two
other team gets a point. sections in their vocabulary notebooks
the board, write: well / better / best and
ANSWERS to consolidate the grammar.
badly / worse / worst and elicit examples.
Students’ own answers. • First tell them to write down
Exercise 2 all adjective and preposition
• Students do the exercise individually. combinations presented on the page.
Finished?
Hint to them to look for than after the • Then have students list all the adverbs
answer choices for comparative form and
• Write: I’m afraid of …; I’m interested in …; used in the chart and exercises, and
I’m worried about …; I’m responsible write all three forms in three columns.
the before the ones for superlative form.
for …; I want to be remembered for …
Exercise 3 Students complete the prompts Workbook page W47
with gerunds. Practice Kit Extra Practice
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Step 2
Exercise 2 e 097
• Point out that in this second listening,
the focus will be on the use of the
gadgets. Let students preview the
questions and circle in pencil if they
think they remember the answer.
listen and check the answers from the
preview, or do the exercise.
• Play the audio again if necessary.
Step 3
Exercise 3 Pairwork
• Have students scan the first three
prompts. Ask: What form do we use after
adjective + preposition? (gerund) Then
look at the last three prompts together.
Model putting a verb in the sentence
(e.g., It works better than a regular
coffee maker).
• In pairs, students use the prompts to
discuss the items.
Extra activity
• In pairs, students think of two similar
gadgets and ways to compare them.
For example, This X music player plays
music louder than Y. However, Y is
smaller and it plays songs more clearly.
Circulate and assist. Students will
likely have comparative adjectives in
their statements as well, but make
sure they also have sufficient adverbs.
• Call on pairs to share their
comparisons.
• To encourage that each item is spoken
about, you can assign items to students.
• Give students a few minutes to prepare.
Listening and Step 1
•
Circulate and assist.
Then call on students to present.
speaking page 99 Listening strategy
• Read the title of the Listening strategy Consolidation
Aim and review that context refers to • Have students use the information
To listen to and comprehend people information related to an idea that from the Listening strategy to create
talking about uses of things can help you understand it. a short dialogue with a partner about
• Read the strategy aloud. Focus on how to use a gadget.
Warm-up
the three bullet points. On the board, • Tell students that the dialogue
• Ask students to skim the various write: who, what, where. Explain that should reveal who the people are,
gadgets in the pictures. Ask: Do you what their relationship is, and where
students will listen for this information
have any of these items? Do you know they are.
to help them answer the questions
what they are called? Focus on the
backpack and ask: What do you think
in exercise 1. • Students role-play their dialogue to
the class, and classmates take notes
about this backpack? Exercise 1 e 097 about who, what, and where.
choose the correct answers. Workbook page W48
• Students compare answers in pairs. Practice Kit Extra Practice
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Reading and writing

competences
Reading
Aim
To read an article about the inventor
Nikola Tesla
Warm-up
• Books closed. Write Tesla on the board.
Ask: What do you think of when you see
the word “Tesla”? (e.g., brand of cars,
electric cars) Ask: Have you ever heard of
Nikola Tesla?
• Books open. Have students look at the
picture and title of the article. Ask: Do
you think he is behind the name of the
company Tesla? Let students speculate.
Then call on a confident student to read
the introduction aloud.

introduction aloud.
as a class.
Extra activity
ANSWERS
1 He also worked on other projects,
for example, radio technology and
wireless communication. ANSWERS
3 Westinghouse bought Tesla’s 1 1856
designs for his engine. 2 He worked for the Edison electrical
4 In 1906, the Wardenclyffe Tower company.
project was abandoned. 3 Tesla improved the design of the
direct current motor.
4 Edison publicly criticized Tesla’s
Exercise 2 design, calling it highly dangerous.
• Have students work individually or 5 He believed it could provide the world
in pairs to answer the questions. with free electricity and wireless
• Go over the answers as a class. communication, including pictures,
messages, and weather warnings.
6 Because people lost confidence in
Tesla’s ideas.
7 He died in 1943.
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Atlantic is a restrictive relative clause,
and that the information is necessary
to define the noun pilot. Point out that
a non-restrictive relative clause provides
extra information and is not necessary
to identify a noun.
• Students work individually.
ANSWERS
1 Maria Skłodowska studied at Sorbonne
University, where she met Pierre Curie.
2 Thomas Edison invented the light
bulb, which became very popular.
Extra activity
• Ask a student to read the first sentence
in the article on page 100. Write it on
the board as a relative clause with a
comma (You may have heard of Tesla,
[which is] the car manufacturer at the
cutting edge of the electric car revolution).
• In pairs, have students look at the rest
of the article and underline as many
relative clauses as they can find.
ANSWERS
… who gave his name to the
company?; … who helped to develop
the modern AC (alternating current)
motor.; … who is best known for
inventing the commercial light bulb.;
… that we use in everyday life.
Step 3
Exercise 3
• Read the instructions and tell students
to use exercise 2 as a model.
• Encourage students to refer back to
the Writing strategy and try to include
relative clauses, where possible.
• Students swap their biography with
Challenge
• Students go through the unit and
find a historical figure to write about.
Writing Step 1 If they pick a person from one of the
exercise items, have them look up more
Aim Exercise 1 information and include facts about the
To write a biography of a scientist • Point out that that these sentence person in addition to saying why they
halves cover different topics. admire his or her achievements.
Warm-up • Students do the exercise individually.
• Write fact file prompts on the board: Consolidation
Name, Nationality, Born, Education, Ask students to write their own biography
Step 2 of Louis Daguerre in exercise 2, using
Worked, Occupation, Achievement, Died,
Influence today. Exercise 2 relative clauses where possible. Tell
• students to work from the fact file, not the
Call on students to fill in the information • Focus on the name Louis Daguerre. Ask: existing biography they completed in the
about Nikola Tesla (Croatian; 1856; Does anyone know who this was? Call on
never finished university; for Edison exercise. Encourage them to look at the
students to read the fact file.
company and Paul Westinghouse; AC Writing strategy. In pairs, have students
• Students do the exercise individually. compare how they used relative clauses.
motor; 1943; the Tesla AC motor powers
many of the appliances we use today). Writing strategy Culture page 117 / X11
• Explain that outlining information like • Tell students that in Step 3 they will write a Practice Kit Extra Practice
this can help in writing a biography. biography. Read the title and explanation. Unit tests
• Focus on the two examples. Explain Resource worksheets
that the relative clause who crossed the Video
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Review D
D Exam practice
and review
Vocabulary
Relationships
Human achievement
Grammar
Tag questions with be (Simple present
and simple past)
Tag questions with do (Simple present
and simple past)
Tag questions (Other tenses and modal
verbs)
The infinitive of purpose
in order to
so that
Adjective + preposition + gerund
Comparative and superlative adverbs
Vocabulary
Exercise 1
Extra activity
• In pairs, have students focus on the
alternative choice in each exercise
and create a new sentence with it
(e.g., I look up to my teachers. They
inspire me to be the best that I can be.)
pairs to share their sentences.
ANSWERS
Exercise 2 Exercise 4 Songs

• Students do the exercise individually. • Students complete the exercise I Just Called to Say I Love You, by Stevie
individually. Wonder (The infinitive of purpose)
• Bring the class together and call on A Little Time, by The Beautiful South
students to read out the matched (Tag questions)
Grammar sentences. Workbook pages W43 and W49
Exercise 3 • Correct answers as necessary. Practice Kit Extra Practice
• Focus on the example sentence. Exercise 5 Exam
If necessary, review that some adjective
+ preposition combinations must take
a gerund. Worried about is one such • Go over the answers as a class.
combination.
Exercise 6 Exam
• Have them compare answers in pairs. individually.
• Go over the answers as a class. • Call on two volunteers to read out
• Bring the class together and review any the completed interview.
of the grammar points as needed.
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Pronunciation
The pronunciation of to
Exercise 2 e 100
• Read out the explanation of /tə/ vs. /tu/
sounds.
pronunciation of /tə/ vs. /tu/.
then individually.
Exercise 3 e 101
• Play the audio and have students check
the correct column.
• Play audio again for students to check
their answers.
to focus on the /tə/ and /tu/ sounds.
Pause after each sentence for students
to repeat chorally, then individually.
Audioscript Student Book p age 103
Extra activity
• Ask students to write one sentence
with the /tə/ sound and one with the
/tu/ sound.
• In pairs, tell students to read each
other’s sentences, pronouncing
/tə/ and /tu/ correctly. Circulate
and correct any mistakes with
pronunciation.
• Bring the class together, and
ask some students to read their
sentences to the class.
ANSWERS
Video link
D Extra communication • Tell students that they will be practicing
the two pronunciations of to in this • Give students time to preview the
section. exercise items and see which characters
Aim will be in the audio / video.
To practice conversations for choosing
Communication • Play the audio / video. Students watch /
a gift and discussing what things are for
To listen to and practice pronouncing /tə/
Exercise 1 e 099 • Play the audio / video again for
vs. /tu/ in have to
• Students complete the dialogues. students to complete and check their
To listen to and / or watch people talk answers.
about their favorite person in history • Then play the audio. Students listen
and check. • Go over the answers as a class.
Warm-up • Go over the answers as a class. Audioscript Teacher’s Guide page 130
• Write to on the board and call on • In pairs, have students read out the
a student to read it. Then write: Do you completed dialogues. Time permitting,
want to go out tonight? No, thanks—I call on pairs to role-play the dialogues
don’t want to. Tell students to study the for the class.
two uses of to. Ask: Are they pronounced Audioscript Teacher’s Guide page 130
the same way? (no, the first to is
pronounced /tə/ and the second to is
pronounced /tu/.
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D Global skills
Create a new sport
Aim
To participate in the process of thinking
up a new sport
To reflect on the purpose of rules,
equipment, and location of a new sport
To collaborate with a group to make up
the sport and then try to play it
Warm-up
various goals.
What’s up?
Exercise 1
• Have students look at the pictures in
pairs and discuss the questions.
• Ask: Would you like to try the frisbee sport?
Would you like to try the croquet on bikes
sport? Why? Why not?
Get thinking
Exercise 2
• Read the instructions. In pairs, students
read the text and choose a question
from the box to head each section.
Get involved
Exercise 3 Groupwork
• Have students study the mind map.
Point out that the four components are
necessary to create a new sport.
• Divide the class into groups of three. • Focus on the Real English list of phrases.
Encourage students to start with • Refer students to the phrases in
choosing a purpose and then go on
• Then have groups take some time to Real English. Add the following lines
practice presenting their sport, using on the board: Come join us for a free
to come up with additional ideas.
phrases from Real English. demonstration at [location] on [date]
• Refer students back to the text in
exercise 2 if they get stuck.
• Then bring the class together and have at [time]. Encourage students to think
groups present. of additional incentives for people to
Extra activity • At the end, hand out small pieces of come to the event (e.g., free food and
paper. Have students list each group drink, a raffle, etc.).
Use the mind map to outline an existing
sport that all students know. This can and award between 1 and 5 stars • Ask groups to present and video it on
help if students are having a hard time (5 being the highest) for the sport idea. a phone if available. Finally, vote on
getting their own idea going. • Tally and reveal the group with the the most dynamic presentation.
highest number of stars.
The project Extra activity How did you do?

• In their original groups from exercise 4, • Let students reflect on their success
Exercise 4 Groupwork students prepare an informational with global skills. Call on students to
• With the four elements of their sport in presentation / video about their read the can-do statements.
place, have students test out playing it. new sport. Tell students it has to be • Then students self-evaluate individually.
enthusiastic, with an invitation to come
• Then ask them to follow up by Circulate and ask students to share why
try the sport at a community venue. they feel they can or cannot do the
answering the questions.
things well.
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I can talk about a celebration. (p.89)
Exercise 3
using the prompts.
• Repeat exercise 3 on page 105 as
a class, eliciting the answers.
I can describe human

achievement. (p.94)
Exercise 4
• Play the audio again for students to hear
the phrases and look at the pictures.
• Refer students back to exercise 4 on
page 105 and go through the exercise
as a class, eliciting the correct answers.
I can discuss what things are

for. (p.96)
Exercise 5
hear the phrases in context.
• Refer students back to exercise 5 on page
105. Students practice again in pairs.
I can describe the benefits of

things. (p.99)
Exercise 6
back to exercise 3 on page 99. Ask
D My progress up to someone? (to admire or respect
someone) To get along with someone?
two confident students to read out
the example dialogue. Elicit another
(to have a friendly relationship with example dialogue from the class.
Speaking competences someone) To have a crush on someone?
(to really like someone)
Aim a class, eliciting the answers.
To review the language and skills learned
a class, eliciting the correct answers.
in Units 7 and 8 Listening, reading, and
I can choose a gift for someone. (p.86) writing competences
I can talk about relationships. (p.84)
Exercise 1 Exercise 2 • Have students think about their
• Read out the can-do statement. • Read out the can-do statement. progress. Call on students to read out
• Students do the exercise individually. the can-do statements.
• Students do the exercise individually. • Then ask them to judge how well they
• If students did not do well, refer them • If students did not do well, refer them
back to exercise 2 on page 86. can perform the various skills.
back to exercise 1 on page 84. • Tell students that if they found any of
• Give them a few minutes to study the
hear the phrases in context. the activities difficult, they should go
vocabulary. Ask: What does it mean back and review some more.
to break up with someone? (to end a • Repeat exercise 2 on page 105 as
relationship) To fall in love with someone? a class, eliciting the correct answers.
(to develop very strong feelings) To look
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Cambridge
English
A2 Key (KET) for
Schools Practice
Reading and Writing
Part 1 page 106 / X14
Exercise 1
• Focus on the Exam strategy. Call on
a student to read it. Review that key
words are the most important words.
Encourage students to underline
the key words in the options before
choosing the correct answer.
• Have students do the exam questions
individually. Tell them to choose the
answer that interprets the information
in each notice or message.
• Hint to students to read each exam
item, and the answer options carefully,
paying attention to every detail.
Encourage them to use the visual
information (layout, location, etc.) to
help them identify the context.
volunteers to highlight the information
in each item that reflects the correct
answer.
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Reading and Writing
Exercise 2
• Focus on item 1 and elicit key words for
the answer options (A be an engineer;
B build things; C clear interests) Say: Key
words can help you choose the correct
option. Have students read the rest of
the exercise items and underline the
key words in the answer options.
• Then tell students to read the text
and answer the questions. Encourage
them to underline in the text and
label information that supports each
correct option.
the answers as a class. For each item,
elicit the supporting information in the
text (e.g., for item 1, the first sentence
gives the answer). Then ask for each
item: Which key word helped you choose
the correct option? (e.g., for item 1,
build things)
• You can also point out that during
an exam, it is important to stay
organized when navigating answers
and the text, so as to avoid the need to
reread the text too many times.
Reading and Writing

Exercise 3
• Call on a student to read the Exam
strategy. Ask: How could you plan what
you want to write? (e.g., take notes, make
an outline, create a mind map)
• Ask students to read the prompt. Tell
them to consider what grammar they
will need to use in their email (present
perfect, future with going to) to discuss
all the topics correctly.
• Encourage students to keep track
of time as they plan and write the
email. Suggest that they try to finish in
10–15 minutes.
• Remind them that after they’ve finished
writing, they should go back and check
that they have answered every part of
the question.
• Collect the students’ work and offer
feedback on an individual level.
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Listening Part 2 page 108 / X16
Exercise 4 e 103
• Call on a student to read the Exam
strategy.
• Have student read the instructions. Ask:
What are the two friends talking about?
(a football team).
• Encourage students to read through
the items and look at the blanks and
the words next to them. Ask them
to think about what information is
missing (e.g., in the example, the
missing information is the name of the
football team)
complete the questions.
• Play the audio again. Tell students to
listen carefully, check their answers, and
make any necessary corrections.
Listening Part 3 page 108 / X16

Exercise 5 e 104
• Read out the Exam strategy. Answer any
questions.
• Encourage students to read through
the questions and the options before
you play the audio for the first time.
• Play the audio for the example. Answer
any questions.
• Play the rest of the audio. Students
• Play the audio again. Students listen
carefully and check their answers.
Remind them that this is their chance
to catch any mistakes.
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Speaking Parts 1–2 page 109 / X17
Exercises 6–8
• Read out the Exam strategy. Encourage
students not to be shy when being
examined in the Speaking exam.
Explain that it is important to
demonstrate their speaking ability by
keeping the conversation lively and
giving as much information as possible.
• Before pairs start discussing, remind
students to be polite, take turns, and
allow one another ample time to voice
opinions.
• Then circulate as they work their
way through the exercises. Explain
that in an exam situation they are
tested on their ability to take part in
different types of interaction: with the
examiner, with the other candidate and
by themselves.
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1 Culture page 110 / X1
Aim
To read about unusual job possibilities
To think about what you want to do when
you are older
To give a presentation about an unusual job
Warm-up
• Ask a student to read the title of the
article. Elicit that weird means strange or
unusual. Then have students look at the
pictures. Ask: Do you think it is possible that
sleeping is this woman’s job? What do you
think is this man’s job? (pushing people
into packed trains) Which job could you
imagine yourself doing? Why? Which one
could you NOT imagine yourself doing?
Why? How much do you think you could get
paid to sleep or push people into trains?

Then they choose the correct answer.
Audioscript Student Book page 110 / X1
Exercise 2
• Ask a volunteer to read out the example.
• Students read the article again and
match the sentence halves.
Exercise 3
• Call on a student to read out the
or in pairs. Encourage them to reread
parts of the article to help answer the
questions.
ANSWERS
1 up to $70,000 a year
2 It appeals to people who prefer to do
something more active. • In pairs or small groups, invite students • Students research, using the bullet
3 in Madrid and in several cities in China points in the box as their guide.
to think up additional usual or unusual
4 They help scientists who are doing Encourage them to take good notes.
job titles, adding -er to verbs (e.g.,
sleep research; they sleep in art people counter, window washer, house • Back in class, students present their job.
exhibitions. builder, toothpaste taster).
5 It’s perfect for people who hate Consolidation
getting up in the morning. In pairs, have students sort all the
unusual jobs mentioned in the article
Extra activity • Read out the instructions to the class. and in exercise 4. Tell them to create
• Have students list all the unusual • Focus students’ attention on the three categories: Demanding, Somewhat
jobs mentioned on the page. Tell unusual jobs in the box. Call on demanding, Not demanding. Have them
them to focus on the second word volunteers to read each job. Confirm discuss salaries they think would be
in each that ends in -er (e.g., taster, comprehension. fair for the various jobs. Finally, write
pusher, sleeper, viewer, tester, watcher, • Then in class or for homework, students on the board: What are the benefits
presenter, stander). Point out that research one of the jobs listed. To avoid and drawbacks of “weird” jobs vs. more
the suffix -er added to a verb, often too many students choosing the same traditional jobs? (For example, unusual
forms a noun that names a person’s job, you can assign jobs, or let them jobs can be more interesting and flexible
profession. choose, making sure that all options than a traditional job; however, unusual
in the box will be presented. If any jobs may be part-time, or one-time, and
students have other ideas, you can let may not provide a steady income.)
them pursue those as well.
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Exercise 2
• Ask a volunteer to read out the
example.
choose the correct alternatives.
Exercise 3
questions.
ANSWERS
1 her friend Annabel
2 pollution
3 sneakers and a bag to collect
your trash
4 You take a picture of yourself and your
trash, and you post it on Instagram.
5 in the U.S., Thailand, and Spain
Extra activity
• Ask students to write a comment
(about a paragraph long) responding
to Chiara’s blog post. Tell them they
can write any type or response
they want about the activity she
describes. They can ask questions,
share their opinion about it, or make
suggestions.
• In pairs, have students share their
comments.
• Then bring the class together
and ask: Who gave Chiara positive
feedback and would be interested
to try plogging? Did anyone criticize
plogging? What did you say?
• Read out the instructions to the class.
questions in the box. Call on volunteers
2 Culture
doing? (jogging) What is the man doing? to read them. Confirm comprehension.
page 111 / X2 (picking up trash) What kind of trash? • Decide if you want your students to
(plastic) present individually or in pairs. Then in
Aim class or for homework, have students
To learn about an environmentally-friendly plan an event, using the questions in
physical activity called plogging • Play the audio. Students read and listen. the box as their guide. Tell them to take
Then have them write T or F. notes and summarize their findings.
To consider the benefits of plogging for
the environment • Go over the answers as a class. • Back in class, students or pairs present
To give a presentation about an event • Go through the Check it out! box and their event.
similar to plogging, combining some form ask students to find the words in the
of exercise with picking up trash text. Make sure that they understand Consolidation
the meaning of the words. Encourage students to make a note of
Warm-up Audioscript Student Book page 111 / X2 any new vocabulary from the article
• Write plogging on the board. Tell in their vocabulary notebooks. Assure
students not to read the article, but students that it is difficult to remember
to just look at the picture. Ask: Can all the new vocabulary they come
you figure out what “plogging” might across. Tell them to focus on vocabulary
refer to from looking at this woman and that they think will be most useful to
man? If students can’t, break down for them in the future.
them further. Ask: What is the woman
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Aim
To read about extreme sports
opportunities for people with disabilities
To learn about programs and organizations
that make these experiences possible
To give a presentation about an extreme
sport for people with disabilities
Warm-up
• On the board, write: Extreme sports. Invite
students to brainstorm examples and
write them on the board (e.g., skydiving,
bungee jumping, whitewater rafting).
• Then ask: Which of these sports do you think
are available for people with disabilities?
• Invite a student to read the title of the
article. Ask: What might the author of the
article mean by “for all”? (e.g., for all people,
including those with disabilities)
• Focus on the picture at the top of the
page. Ask: What sport does this appear to
be? (surfing)

Then have them answer the questions.
Exercise 2
complete the sentences.
Exercise 3
• Students do the exercise individually or in
pairs. Encourage them to reread parts of
the article to help answer the questions.
students have other ideas, you can let
ANSWERS • Remind students that organizations
them pursue those as well.
1 in British Columbia, Canada such as these don’t just need volunteers
to physically be in the field kayaking or • Students research and use the
2 the One-Off handbike
surfing. There could be opportunities questions in the box as their guide.
3 He was surfing.
4 He can lie on the board and enjoy the for promotion, photography, social • In class, students present their activity.
experience of riding across the water. media representation, etc.
Consolidation
Extra activity • Students begin a section in their
• On the board, write: vocabulary notebooks labeled Extreme
• Read out the first line of the sports and list the ones in the article.
1 Whistler Adaptive Sports Program
instructions. Call on a student to read If they already have a similar section in
2 Wheel High out the last paragraph of the article. their notebooks from Unit 3 (Exciting
3 Life Rolls On • Focus students’ attention on the experiences), they add words there.
• Review which sports each questions in the box. Call on volunteers • Encourage students to make a note
organization reflects. Tell students to to read them. Confirm comprehension. of any new vocabulary from the
choose one of these organizations and • Then in class or for homework, students article in their vocabulary notebooks.
write a paragraph proposing how they research one of the activities listed. To Tell them to label parts of speech for
could volunteer for the organization. avoid too many students choosing the these words (e.g., venture (v.); terrain
same activity, you can assign activities, (n.)) and use the words in sentences.
or let them choose, making sure that
all activities will be presented. If any
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• Read through the headings in the
exercise with the class and check
comprehension.
• Students work individually to match the
headings with the paragraphs.
Exercise 3
questions.
ANSWERS
1 It protects the work of several
enormous telescopes in the area,
including the Green Bank telescope.
2 They were blocking signals.
3 To escape 21st-century gadgets.
4 At a nearby ski resort.
Extra activity
• Imagine that you have decided to
take a summer job in Green Bank
working in a coffee shop. It is week
three and you are writing a letter
(handwritten) to a friend describing
what it’s like living without Wi-Fi.
Encourage students to recall what it
was like the first days and what they
have gotten used to (e.g., The first
day was so hard. I kept looking for my
phone, but I didn’t have it with me …).
• Students swap letters with a partner.
• Call on a few volunteers to read their
letters to the class.
to read them. Confirm comprehension.
• Then in class or for homework, students
research, using the questions in the box
4 Culture
• Ask: Try to think of some benefits of as their guide. Tell them to take notes
living in such a town. Invite students and summarize their findings.
page 113 / X4
to speculate. • In class, students present their research.
Aim Exercise 1 Read and listen e 108 Consolidation
To read about a town, Green Bank, West • Play the audio. Students read and listen. • Encourage students to create
Virginia, where there is no Wi-Fi Then have them answer the question. a section in their vocabulary notebook
To contemplate living a Wi-Fi-free existence • Go over the answer as a class. labeled Technology. Tell students
To give a presentation about Green Bank • Go through the Check it out! box and to scan the article individually and
and the benefits of living there ask students to find the words in the write down any words related to
text. Make sure that they understand technology (e.g., digital, Internet, click
Warm-up links, download). Point out that there
• Invite a student to read the title of Audioscript Student Book page 113 / X4
will be many words.
the article. Ask: Can you imagine living • In pairs, have students compare lists
without Wi-Fi? Exercise 2 and add any words they may have
• As a class, create a list of things you • Focus on the example. Have students missed.
could NOT do if you had no Wi-Fi (e.g., read the head and find paragraph G. • Then in pairs, tell students to create
go on the Internet, check social media, Students read it to determine why they a three-column chart labeled Nouns,
play certain games). match (the last line says you might like it). Verbs, Adjectives and sort the words.
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Aim
To learn about the company Redemption
Roasters that provides opportunities for
prisoners to develop jobs skills in prison
that they can transition to the real world
To give a presentation about other projects
that help offenders improve their lives
Warm-up
• Focus on the title. Ask: What does
“redemption” mean? (the act of saving
or being saved) What does “roaster”
refer to? (a company that processes
coffee beans) Have students look at
the picture. Ask: Why do you think this
coffee shop has such an unusual name?
If students have no idea, tell them to
read the words in the Check it out! box.
Ask: Can you guess now? (e.g., maybe the
coffee shop is in a prison)

Then have them match the sentence
halves.
• Go through the Check it out! box
again and ask students to find the
words in the text. Make sure that they
understand the meaning of the words.
Exercise 2
write T of F.
• Encourage them to correct the false
statements (1 Fifty percent commit
further crimes in their first year after
leaving prison. 4 There are several
Redemption Roasters coffee shops. 5
There are always jobs for trained baristas.)
Extra activity
Exercise 3 • Focus students’ attention on the
• Divide the class into pairs or groups
• Call on a student to read out the of three.
example question and answer. to read them. Confirm comprehension.
• Invite students to think of other skills
• Students do the exercise individually or
prisoners could learn while still in
in pairs. Tell them to reread parts of the research, using the questions in the box
prison, using a similar philosophy to
article to answer the questions. as their guide. Tell them to take notes
Redemption Roasters and training
• Go over the answers as a class. baristas.
and summarize their findings.
ANSWERS • Then have pairs or groups write

• In class, students present their project.
1 They commit further crimes in their a proposal to an existing company,
Consolidation
first year after leaving prison. inviting it to consider offering
2 people in the prison community an opportunity to expand to prisons, so • Students skim the article and
3 They learn about different coffee that inmates have an easier transition underline all vocabulary related to
beans, how to operate machinery, and into the world outside of prison. prison (e.g., offenders, inmates).
how to pour the perfect cup of coffee, Encourage them to refer to details of • Then they read the article again and
among other things. Redemption Roasters’ success. underline all words and phrases
4 In one of the Redemption Roasters • Have pairs or groups read their letters related to a coffee shop (e.g., barista,
coffee shops in London. to the class. specialty coffee, trainee).
• Students compare the lists in pairs.
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Exercise 3
questions.
ANSWERS
1 in the 1800s
2 at least 25%
3 Scientists only use 1% of all rainforest
plant species to make medicines,
which means there are a lot of
other plant species with exciting
possibilities for medical science.
4 We might not have the medicines
we take for granted, like antibiotics
or painkillers. Also, many serious
illnesses are still incurable.
If rainforests disappear, we could lose
our chance to find these cures.
Extra activity
• Ask: What is the main idea of the
article? (that we must preserve
rainforests) Why is this necessary?
(If rainforests disappear, opportunities
to find new cures will be lost.)
• In pairs, have students brainstorm
what people can do to help preserve
rainforests. Then allow pairs to look
up additional ideas online.
students share ideas.
• Tell students they can present a remedy
they know and use, or find one that
looks interesting.

Then have them choose the correct
as their guide. Tell them to take notes
and summarize their findings.
Aim answer. • Back in class, students present their
To learn about the rainforest as a resource • Go over the answer as a class. remedy.
for various medicines that we use today • Go through the Check it out! box and
To consider medicines still undiscovered ask students to find the words in the
Consolidation
in the rainforest and comprehend the text. Make sure that they understand Encourage students to make a note of
importance of rainforest preservation the meaning of the words. any new vocabulary from the article
To give a presentation about a natural in their vocabulary notebooks. Assure
remedy that comes from a rainforest students that it is difficult to remember
Exercise 2 all the new vocabulary they come
Warm-up • Ask a volunteer to read out the across. Tell them to focus on vocabulary
• Read the title of the article. Ask: What that they think will be most useful to
example.
remedies do you think come from the them in the future.
rainforest? Do you think western medicine match the sentence halves.
relies on rainforests for medicine?
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Aim
To contemplate the notion of animals
having feelings like humans
To consider the science behind emotion,
namely the hormone oxytocin
To give a presentation about animals that
mate for life
Warm-up
• Tell students to brainstorm emotions
that people feel. Write these on the
board (e.g., love, happiness, sadness,
disappointment, excitement). Ask: Do
you think animals can feel any of these
emotions? If students say yes, encourage
them to name specific animals and give
examples (e.g., seeing a dog wag its tail
and bark when excited to see you).

answer.
Exercise 2
• Ask a volunteer to read out the
example.
choose the correct alternatives.
Exercise 3
questions. as their guide. Tell them to take notes
Extra activity
• Go over the answers as a class. and summarize their findings.
• Ask a student to read the last two • Back in class, students present their
ANSWERS questions in the article. Tell them
research.
1 for years to write their opinion on the topic,
2 They protect and feed each other, using examples from real life, for Consolidation
they are happy when they are with example, a relationship with a pet or
their partner, and miss them when from an observation in a zoo.
• Have students read through the
article one last time, highlighting any
they aren’t together. • Bring the class together and have words they still aren’t sure of.
3 oxytocin students share opinions. Encourage
4 Because she was sick. He didn’t want students with opposite arguments to
• Circulate and help students use
to leave her side until she was well context to get the meanings. Instruct
defend their point of view.
again. students to copy these words into
their vocabulary notebooks and write
Exercise 4 Presentation the meanings. Let them look up
• Read out the instructions to the class. definitions if needed.
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2 right to left (top to bottom and from
left to right)
3 consonants (vowels)
4 the Mayan alphabet (the Greek
alphabet)
Exercise 3
questions.
ANSWERS
1 crops, trees, and animals
2 Over time, both began to use similar
principles: Some drawings or symbols
represented a word, and others
represented sounds that combined to
show complete words.
3 astronomical information about stars
and planets, and important events,
such as wars and marriages
4 It represented sounds instead of
words.
5 In the 8th century BC.
Extra activity
• Ask students to reread the article and
underline four facts that they find
particularly interesting.
• Then in pairs, have them compare
what they noted and explain what
about it was interesting.
• Focus students’ attention on the topics
in the box. Call on volunteers to read
them. Confirm comprehension.
research one of the writing systems
listed. To avoid too many students
choosing the same one, you can assign
topics, or let them choose, making

Then have them answer the questions.
sure that all options in the box will be
presented. If any students have other
ideas, you can let them pursue those
Aim • Go over the answers as a class. as well.
To read about four early forms of writing • Go through the Check it out! box and • Students research, using the questions
To learn how writing evolved ask students to find the words in the in the box as their guide. Encourage
To give a presentation about another text. Make sure that they understand them to take good notes.
writing system the meaning of the words. • Back in class, students present their
Warm-up Audioscript Student Book page 117 / X11 research.
• Books closed. Tell students to print their Exercise 2 Consolidation
name on a piece of paper. Then ask
• Ask a volunteer to read out the • In pairs, students create a timeline for
students to study the shape of each
example. the various writing systems. Tell them
letter. Ask: Did you write your name left to
right? Right to left? Top to bottom? • Students read the article again and to include dates as provided in the
correct the mistakes. article. Circulate and assist as needed.
• Books open. Students study the four
pictures. Tell students that writing has • Go over the answers as a class. • Then in pairs, have students compare
a long interesting history and evolution. and retell the history of writing
ANSWERS
systems.
1 represented sounds only (some
symbols represented a word)
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A CLIL
Biology page 118 / X5
Grammar
Relative pronouns: who, which, and that
Verb + infinitive or -ing form
Vocabulary
Forms of communication
Topic
How different animals communicate
Project
Research the body language of dogs,
cats, or horses
Warm-up
• Ask: Who here has a pet or knows
someone with a pet? How do pet owners
communicate with their animals? How do
animals communicate with each other?
Elicit some ideas.
• Focus on the pictures and have
students identify the animals / insects
(bees, puffins, and a chimpanzee). Invite
students to share or speculate how
these animals communicate.

answer.
Exercise 2
• Ask a volunteer to read out the example 2 Animal forms of communication
• Have pairs share. Finally focus on the
statement and answer. consist of individual sounds that can
last sentence. Ask: Why is it significant
• Students read the article again and do each mean something. In human
that the sentence begins with “as far as
the exercise individually. language, individual letter sounds
we know”? (because we can’t know
• In pairs, have them compare answers. often have no meaning.
100% what all animals can or can’t do).
Point out that students may word their 3 female
answers a little differently. 4 Because humans can talk about things
that they can’t see, that are in the past, Exercise 4 Link it!
or don’t exist. • Read out the instruction to the class.
Exercise 3 • Focus students’ attention on the
Extra activity
• Read out the example question and call questions in the box. Call on volunteers
on a student to read the answer.
• Ask a student to reread the last to read them.
paragraph to the class.
• Students do the exercise individually • Then in class or for homework, students
• In pairs, invite students to focus on do research online, using the questions
the first sentence. On the board, write: in the box as their guide. Tell them
things we can’t see, things that are in to take notes and summarize their
questions.
the past, things that don’t exist. findings.
• Students think of examples for each • Back in class, create groups and let
ANSWERS category that humans can talk about students share and discuss.
1 Nim Chimpsky learned how to ask for (e.g., 1 outer space, 2 a memory).
hugs, food, and toys.
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Exercise 2
• Focus students’ attention on the verbs
in the box. Ask: What tense are they?
(simple past). Point out that simple past
is often used to talk about past events.
• Ask a volunteer to read out the example
statement and answer. Then have them
complete the sentences individually.
Exercise 3
• Read out the example question and call
questions.
ANSWERS
1 by about 125 meters
2 The journey was far from easy;
travelers endured freezing
temperatures and severe drought.
3 Enormous sheets of ice in North
America blocked their route.
4 It required finding their way across
Beringia.
Exercise 4 Link it!

• Read out the instruction to the class.
to read them.
do research online, using the questions
in the box as their guide. Tell them to
draw a map and write a paragraph
summarizing their findings.
• Back in class, create groups and let
B CLIL Warm-up
• Have students look at the map. Ask:
students share and discuss.
Geography
Have you ever heard of Beringia? What Consolidation
do you think the arrows indicate? Invite • Encourage students to make a note
students to interpret. of any new vocabulary from the
page 119 / X6
• Ask a volunteer to read the title of article in their vocabulary notebooks.
the article to give a hint. Then have Tell them to sort vocabulary by part
students attempt to follow the arrows of speech (e.g., verbs: originated,
Grammar so they end up in the Americas. settled, inhabited; nouns: continent,
Present perfect / Simple past descendants). Discuss where they
Exercise 1 Read and listen e 114 may come across these words
Vocabulary • Play the audio. Students read and listen. (e.g., history books).
History and geography • Read through the headings in the • Point out that there are quite a few
exercise with the class and check words for countries in the article.
comprehension. Tell students to add these to any
Topic
• Have students work individually to lists they may already have in their
Human migration match the headings to the paragraphs. vocabulary notebooks.
Project
Research humans’ journey from Africa
to Australia
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C CLIL
Citizenship

page 120 / X12
Grammar
Past progressive
Vocabulary
Volunteering
Topics
Volunteer campaigns
Skills
Write a blog post
Warm-up
• Focus on the title of the article. Ask:
What does it mean to make a difference?
(to have a positive effect on someone
or something) What are ways we can
make a difference? (e.g., help other
people, take care of the environment)
• Invite students to look at the picture. Ask:
What does it look like the teens are doing?
(organizing jeans they have collected
and packing them in boxes) How might
they be making a difference? (e.g., maybe
the jeans are for needy people)

• Have students read the list of
campaigns and check the ones they
recall being mentioned. Then have
them read the article again to double-
4 A group of teenagers decided to take Exercise 4 Link it!
Audioscript Student Book page 120 / X12 action through a campaign called
Diversify My Emoji. • Focus students’ attention on the questions
Exercise 2 in the box. Ask volunteers to read them.
5 on their website
• Ask a volunteer to read out the example • Then in class or for homework, students
statement and answer. Extra activity do research online, using the questions
• Students read the article again and do • Tell students to write an email to in the box as their guide. Tell them to
the exercise individually. afriend or family member, summarizing take notes and then write a blog post
the work of dosomething.org as about the campaign.
Exercise 3 outlined in the text, stating their • In class, create groups and let students
• Read out the example question and call opinion. Write these questions on the share their blog posts and discuss.
on a student to read the answer. board to guide them: What do you
• Students do the exercise individually think of the organization? Do you think Consolidation
or in pairs. Encourage them to reread you might be interested in participating • Have students read through the
parts of the article to help answer the in a campaign? Why? Why not? article again, highlighting any words
questions. • Assure students that they don’t have they still aren’t sure of.
ANSWERS to say they are interested. The key is to • Help students use context to get the
1 one third of homeless people write a strong summary for the email meanings. Instruct students to copy
2 a pair of jeans recipient and then write their opinion. these words into their vocabulary
3 Apple emojis only contained two • In pairs, have students swap emails notebooks and write the meanings.
images of people of color. and share ideas.
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Exercise 2
• Ask students to skim the exercise items
individually. Instruct them to reread the
article to help them find the answers
as needed.
Exercise 3
• Read out the example question and call
questions.
ANSWERS
1 the first pre-ordered copies of
his book
2 He sold 150,000 copies before the
book was published.
3 Coelho often asks his followers for
their thoughts on different topics. He
finds their opinions very helpful for
his writing.
4 Fans could go online to play games and
do trivia quizzes based on the series.
Extra activity
• Write these questions on the board
for students to discuss in small groups:
Do you ever pre-order books? Why?
Why not? Do you or would you enjoy
interaction with an author like Paulo
Coelho’s fans have with him? Why? Why
not? Do you agree that authors should
turn to social media to help their books
succeed? Is it possible that the most
successful books today are the ones that
have the best marketing strategies? How
do you feel about that?
• Circulate as groups discuss. Then
bring the class together and have
groups share their ideas.
Exercise 4 Link it!

• Read out the instruction to the class.
D CLIL Warm-up
• Ask students to look at the book images. •
to read them.
Then in class or for homework, students
Literature
Ask: Are you familiar with any of these plan the book campaign, using the
books? Have you read them? questions in the box as their guide.
• Call on a volunteer to read the title • Back in class, create groups and let
of the article. Ask: What does “impact”

page 121 / X13
mean? (the effect or influence) What do
students share their campaigns and
discuss.
you think the title might mean? (e.g., how
Grammar social media influences a book’s Consolidation
Comparative and superlative adverbs success) Call on a stronger student to • Tell students to underline eight
read the introduction to the article. sentences in the article that use
Vocabulary Exercise 1 Read and listen e 116 vocabulary they aren’t very familiar
Book publishing with. Tell them to write new sentences
• Play the audio. Students read and listen. in their vocabulary notebooks with
Then they write the correct answer. these words, underlining the word.
Topic • Go through the Check it out! box and
The effect of social media on
• Remind students that a good way to
ask students to find the words in the learn new words is to use them. Ask
book publishing text. Make sure that they understand them to make an effort to use these
the meaning of the words. eight words in the days ahead.
Project Audioscript Student Book page 121 / X13
Plan a book campaign on social media
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Puzzles Unit 4 page 122 / X7
Aim
Unit 7 page 123 / X18
Aim
Unit 1 page 122 / X7 To practice vocabulary for technology, and To practice vocabulary for relationships,
the present perfect + just, yet, for / since and tag questions
Aim
Puzzle 4 Puzzle 7
To practice vocabulary for jobs, and
affirmative and negative forms of going to • Tell students to point their finger to You • Tell students they will need to recall the
for intentions and then follow the line until it ends. various expressions for relationships,
Read each word slowly. Tell students and pay attention to grammar forms.
Puzzle 1 that they must always connect to a • Read out the example. Ask: Which
• Hold up your book and point to each word in a neighboring box. Ask: Is any relationship expression is this? (fall in love)
word to build the sentence I’m going other sentence possible when starting Why is the tag “haven’t you”? (because
to be a chef. Students then do the with “You”? (no) the statement is in the present perfect)
remainder of the puzzle individually. • Students do the puzzle in pairs. • Remind students that tenses and modal
ANSWERS ANSWERS forms in statements and tags must
Orange We’re going to ask the nurse. 1 She has just shared a video. match. Also review that affirmative
Purple Joe isn’t going to become an 2 We haven’t connected to the Internet statements have negative tags, and
engineer. for weeks. negative statements have affirmative
Teal The journalist is going to write 3 Has Bruno printed his poster yet? tags.
an article. 4 I haven’t logged in since Tuesday. ANSWERS
5 Has Sam deleted that comment yet? 1 You don’t get along with her, do you?
Unit 2 page 122 / X7 2 You want to ask him out, don’t you?
Unit 5 page 123 / X18 3 He has a crush on her, doesn’t he?
Aim 4 He hasn’t been on a date with her,
To practice vocabulary for geography, and Aim has he?
the first conditional To practice vocabulary for bad behavior, 5 He won’t break up with her, will he?
and the past progressive 6 They’ve had an argument, haven’t
Puzzle 2 they?
• Ask volunteers to decode the first word Puzzle 5 7 They aren’t going out with each other,
from the letters for 9 and 6 (If). • Point out that each clue provides are they?
• Have students continue individually. context which will help them figure out 8 They haven’t gotten back together,
have they?
• Once students have finished, call on the word. Ask: In the example, what is the
two volunteers to write the complete dog eating her homework an example of?
sentence on the board. (telling a lie) Unit 8 page 123 / X18
ANSWERS
• Students study the clues in pairs and fill
Aim
If we walk to the cliff, we will see the in the crossword.
To practice vocabulary for human
island in the ocean. ANSWERS achievement, and adjective +
1 gossiping preposition + gerund
Unit 3 page 122 / X7 2 cutting
3 cheating Puzzle 8
Aim 4 shoplifting • Students work individually to complete
To practice vocabulary for exciting 5 bullying the sentences with the correct
experiences, affirmative and negative professions.
forms of the present perfect, past Unit 6 page 123 / X18 ANSWERS
participles, and been / gone
Aim 1 scientist
Puzzle 3 2 politician
To practice vocabulary for illnesses and
3 explorer
• Tell students to look at the example remedies, should, the second conditional,
4 inventor
and find the name Eve and the line and If I were you, …
5 composer
connecting it to the picture of the
person bungee jumping. Ask: What verb Puzzle 6
form is used in the example sentence? • Read the instructions. Elicit that
(present perfect) alternate letters means every other letter.
• Tell students they will write sentences Students decipher words from the
about the different people, completing letters. Tell them that once they have
the present perfect statements the first word, context will help them
with a past participle and an object guess the second word in each mini-
(the activity depicted in the picture). dialogue.
• Students complete the puzzle in pairs. ANSWERS
ANSWERS 1 aspirin
1 met a famous person 2 toothache, dentist
2 flown in a helicopter 3 rash, cream
3 ridden a quad bike
4 been on TV
5 slept in a tent
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Remember Relative pronouns ANSWERS
1 hasn’t been
Exercise 5 2 Have, gone
Link It! 3 • Say: My brother Ross has brown hair. This

is my brother Ross, … has brown hair.
3
4
’s read
’ve saved
Elicit the missing word who.
Aim
• Students choose the correct Present perfect / Simple past
To practice vocabulary and grammar from
alternatives to complete the sentences.
the course Exercise 10
• Check answers with the class.
• Students complete the dialogues with
ANSWERS
Vocabulary 1 that 2 which 3 who 4 which
the present perfect or simple past.
• Check answers with the class.
Exercise 1 • In pairs, have students role-play the
• Students complete the words. They Verb + -ing form / infinitive dialogues.
could work in pairs for this, or you could Exercise 6 ANSWERS
do it as a race. 1 Yes, I rode a quad bike last year in
• Students complete the sentences with
• Check answers, and check that students the correct form of the verbs. Wales.
understand all the words. Elicit other 2 Did Matt see a koala last summer?
words that students can remember
• Check answers, and check they
No, he saw a kangaroo.
understand all the expressions.
from each category. 3 Has Sara read a book by John Green?
ANSWERS No, she hasn’t.
ANSWERS
1 to buy
1 exotic animal
2 learning Present perfect ever, never,
2 scuba diving
3 to get
3 attach
4 doing
just, yet, for, since
4 islands
5 to be Exercise 11
Exercise 2 • Write the vocabulary on the board and
• Students match the sentence halves. will / going to elicit the meaning of each word.
• Check answers, and check that students Exercise 7 • Students complete the exercise
understand all the sentences. individually.
ANSWERS individually. • Go over the answers as a class.
1 A 2 B 3 E 4 D • Check answers, and check that students ANSWERS
understand all the questions. 1 Since
2 ever
Grammar ANSWERS
3 just
1 will live
4 for
going to 2 ’re going to be
5 ever
3 will recycle
6 yet
Exercise 3 4 is he going to do
7 ever
• Say: Today, I’m at school. Tomorrow, 8 never
I’m … go shopping. Elicit the missing First conditional
words going to. Possessive adjectives and
• Students complete the conversation
Exercise 8
• Read the example sentence. pronouns; Whose …?
with the correct form of going to and
the verbs in the box. • Students complete the sentences with Exercise 12
• the correct verb forms.
Check answers with the class. • Call on two students to read out the
• Check answers with the class. example dialogue.
ANSWERS
1 ’m going to have ANSWERS • Students complete the dialogues
2 are going to travel 1 doesn’t visit, won’t take individually.
3 ’re going to visit 2 ‘ll be, we fly • In pairs, students role-play the
4 are going to join 3 ‘ll eat, moves dialogues.
5 ’s going to be 4 won’t charge, ’re not
ANSWERS
Exercise 4 1 mine
Present perfect 2 it, hers
• Students complete the sentences with
Exercise 9 3 they, his
the correct verb forms.
4 my, ours
• Check answers with the class. • Remind students that we use the
present perfect to talk about past
ANSWERS
experiences, but don’t say when they
1 ’s going to take out
happened.
2 ’re going to watch
3 ’re going to play • Students complete the sentences with
the correct present perfect form of the
verbs.
• Check answers, and revise the rules
for forming the present perfect if
necessary.
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Student Book e 012 page 15, exercise 3
Assistant Hello. Where are you flying to today?
Joe Are you going to study in the afternoon?
Hayley Yes, I’m going to do my homework
audioscripts Anna We’re flying to Quito. and then study for the Math test on Monday.
Assistant Can I see your tickets and passports, It’s going to be difficult because my brother’s
e 002 page 4, Exercise 1 please? friends are coming over and they’re going
Waiter Are you ready to order? Anna Yes, here you are. to play video games all afternoon. They’re
Natalie Yes, I am. Assistant Thank you. Would you like window or very noisy!
Waiter What would you like? aisle seats? Joe Wow! You’re going to work all day! Are
Natalie I’d like the tomato, onion, and Anna We’d like two aisle seats, please. you going to relax on Sunday night?
mushroom pizza, please. Assistant Right. Do you have any luggage to Hayley Yes, I’m going to stop studying before
Waiter Anything to drink? check in? dinner, and then at night I’m going to watch
Natalie I’ll have a pineapple and mango juice, Anna Yes, we have two suitcases to check in. TV with my mom. We always watch hospital
please. Assistant OK, put them here, please. And how dramas together, like Grey’s Anatomy. It’s
Waiter Is that everything? many carry-on bags do you have? such a cool show! When it finishes, I’m going
Natalie Yes, thanks. Anna We have three small bags. Is that OK? to prepare my bag for school and go to bed
Assistant Yes, that’s fine. Did you pack the bags early. I have to get up at seven o’clock on
e 003 page 4, exercise 4 yourselves? Monday morning. I hate Mondays!
Sergio Mom! Can you help me for a few Anna Yes, we did.
minutes? I need to take a bag lunch with me Assistant OK, thank you. Here are your boarding e 017 page 21, exercise 3
tomorrow. Is there any bread? passes. You’re boarding at gate number sixteen. 1 This article tells you what will happen to a
Mom Yes, there is. There’s a lot of bread! The gate opens at 10:40. plastic bottle if you throw it away in different
Sergio Awesome! Ham and salad sandwiches! Anna Thank you. Goodbye. places.
Mom No, sorry. There isn’t any ham, but you 2 It will probably become part of an enormous
can have some cheese and salad in your e 013 page 17, exercise 1 plastic island.
sandwiches. Rosa I can’t wait for the weekend! It’s my 3 Fish will see the plastic in the water and they
Sergio OK. Is there an orange I can take? brother Adam’s birthday, and my parents and I may think it’s food.
Mom Hmm … There isn’t much fruit. There’s are organizing a big surprise for him. 4 It will end up in a landfill, and it won’t
only an apple and a banana. Adam wants to be an engineer, and he’s decompose.
Sergio OK! Thanks, Mom! studying engineering at a university in Buenos 5 If we recycle, we’ll make a difference to the
Aires. He can’t come home for his birthday, so environment.
e 007 page 11, exercise 3 we’re going to fly to Buenos Aires to visit him
Example What are you going to do when you this weekend! We aren’t going to tell him and e 018 page 21, exercise 4
graduate from high school? it’s going to be a surprise! Adam’s girlfriend is Interviewer What do you think will happen in
1 Are you going to be a police officer? going to help us. On Saturday night, she’s going the next 50 years?
2 My friends Ashley and Tyler know the jobs to take Adam to the movies and then they’re Ethan Well, I think we will be more intelligent,
that they want to do. going to go to a special restaurant. We’re going and I’m sure we will recycle more often. We will
3 Ashley would like to be a lawyer. to meet them there! Then, on Sunday afternoon, recycle our plastic, paper, and glass, and we
4 He wants to be a builder. we’re all going to go to a soccer game between won’t use plastic water bottles. Countries will
5 He isn’t going to go to college. Boca Juniors and Independiente. Adam’s a big ban them. The next generation won’t damage
6 I love doing lots of different things. fan of Boca Juniors and we have five tickets the environment, and everybody in the world
for the game! It’s his birthday present and he’s will have food, water, and energy.
e 008 page 11, exercise 4 going to love it!
Hi! I’m Ashley. I’m a student at San Pedro High e 019 page 22, exercise 1
School, and I’m in 10th grade. My favorite e 014 page 17, exercises 2 and 3 1 ocean 9 lake
subjects are Math, History, and English. I would 1 Joe 2 island 10 river
like to become a lawyer and I’m going to study Hayley What are you doing on Saturday 3 cliff 11 mountains
law at college. I love children! I have two nieces morning, Joe? 4 coast 12 forest
and three nephews and I love spending time Joe Well, first of all, I’m going to get up late. 5 beach 13 waterfall
with them. I often babysit on the weekend. I never get up early on the weekend! Then 6 woods 14 rocks
I’m going to help Dad cook a big breakfast— 7 valley 15 desert
e 009 page 12, exercise 1 we usually have pancakes with bacon 8 hill 16 volcano
Example web developer on Saturday morning.
1 hairstylist 8 farmer Hayley Are you going to go out anywhere in e 020 page 22, exercise 2
2 nurse 9 accountant the afternoon? Interviewer Where do you live?
3 factory worker 10 engineer Joe Yes, I’m going to meet my friends, and Akoni I’m from Hawaii, a group of islands in the
4 firefighter 11 mechanic we’re going to play baseball in the park. The Pacific Ocean. Mine is the biggest island. People
5 lawyer 12 builder others are going to take the bus downtown call it the Big Island.
6 police officer 13 office worker after the game, but I’m not going to go with Interviewer What is the Big Island like?
7 journalist 14 chef them. I hate going downtown on Saturday Akoni It’s great. It’s home to an enormous
afternoons. It’s always very busy. mountain called Mauna Loa. It covers half the
e 011 page 14, exercise 2
Hayley What about Saturday night? Are you island! It also has the famous Kīlauea volcano.
Assistant Can I see your ticket and passport? Interviewer Is the Big Island very beautiful?
going to stay home Saturday night?
Becky Yes, here you are. Akoni Yes, it is. The Rainbow waterfall is very
Joe Yes, I am. My friend Kyle is coming over
Assistant Would you like a window or an aisle beautiful. It’s near the east coast.
to my house and we’re going to hang out
seat? Interviewer What are the beaches like?
and watch a movie on TV. I’m going to go to
Becky I’d like a window seat, please. / I’d like an Akoni The beaches are amazing, but they
bed late and stay in bed until eleven o’clock
aisle seat, please. have a lot of black rocks on them from the
on Sunday morning!
Assistant Do you have any luggage to check in? island’s volcanoes. The cliffs are awesome, too,
2 Hayley
Becky Yes, I have. / No, I haven’t. especially the End of the World cliffs.
Joe What are you going to do on Sunday
Assistant How many items of luggage do you Interviewer Are there a lot of trees on the Big
morning, Hayley?
have? / How many Island?
Hayley I’m going to get up at about
carry-on bags do you have? Akoni Yes, there are. I often go to the Kohala
ten o’clock. Then I’m going to clean my
Becky Just this. / I have two carry-on bags. forest. There you can also see the Pololū Valley.
bedroom. I hate doing housework, but I have
Assistant Did you pack the bags yourself? From there you have an incredible view of the
to clean my room once a week. Mom gets
Becky Yes, I did. / No, I didn’t. ocean.
really angry if I don’t do it!
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e 022 page 24, exercise 2 e 026 page 31, exercise 1 e 031 page 35, exercise 3
Assistant How can I help you? 1 Assistant Hello. Where are you going to fly to Example Have you ever met a famous person?
Luke Could you tell me the best way to the today? 1 The students haven’t been on TV.
mall? Valéria I’m flying to Lima. 2 Three people have done this.
Assistant Sure! You can take a train on the red Assistant Can I see your ticket and passport, 3 Have you ever traveled to an exciting place?
line. please? 4 Daniel has visited Las Vegas.
Luke How much is a ticket? Valéria Yes, here you are. 5 Three people have won a competition.
Assistant It’s $2.25. Assistant Thank you. Would you like 6 I’ve never been so scared.
Luke How often do the trains run? a window or an aisle seat?
Assistant Right now, the trains are every Valéria I’d like a window seat, please. e 032 page 35, exercise 4
ten minutes. Assistant OK. Do you have any luggage to 1 Levi Have you ever met a famous person,
Luke What time does the next train leave? check in? Mari?
Assistant The next train leaves at 12:30. Valéria Yes, I do. Mari No, I haven’t. I’d like to. What about you?
Luke How long does the trip take? Assistant How many bags do you have? Levi I have. I met Chris Pratt. It was great!
Assistant It takes about 40 minutes. Valéria Just one. 2 Levi Have you ever visited an exciting place,
Assistant OK. Here’s your boarding pass. Samuel?
e 023 page 25, exercise 3 You’re boarding at gate number ten. Samuel Yes, I have. I visited the Grand Canyon
Assistant Hello. Can I help you? Valéria Thank you. Bye. last year.
Molly Yes, please. Could you tell me the best 2 Max Could you tell me the best way to the Levi The Grand Canyon? Really? What was it
way to get to downtown San Diego? Old Town, please? like?
Assistant Sure! The bus is the quickest way to Assistant Sure! You can take the train. Samuel It was enormous!
get there. Max OK, great. How much is a ticket? 3 Levi Have you ever been on TV, Catalina?
Molly OK. Is it expensive? Assistant It’s $3.75. Catalina No, I haven’t. What about you?
Assistant It’s $2.25. You can take a taxi, too. Max Thanks. How often do the trains run? Levi I haven’t been on TV either, but it’s on
Molly No, a taxi is too expensive. When’s the Assistant Let me just check. Right now, the my wish list. I want to be on a quiz show or a
next bus? trains are every five minutes. reality show.
Assistant The next bus leaves at 3:44. There’s a Max Thanks! How long does the trip take? 4 Levi Have you ever won a competition,
bus every fifteen minutes. Assistant It takes about 20 minutes. Kenji?
Molly That’s great. And how long does the trip Max Thanks for your help. Kenji Yes, I have, actually. I won an art
take? competition for a picture that I painted last
Assistant Oh, it’s a short trip. It takes about e 028 page 31, exercise 3 year.
twelve minutes. Example I’ll take the train. Levi Wow! Really? What did you win?
Molly Thanks for your help. 1 You’ll enjoy swimming in the lake. Kenji Oh, just some art supplies, but they
Assistant You’re welcome. 2 They’ll never visit the volcano. displayed my picture in the library in town.
3 You need a mechanic.
e 024 page 27, exercises 1 and 2 4 We go on vacation in the summer. e 033 page 36, exercise 1
Interviewer What new inventions will there be in 5 I’ll recycle my plastic bottles. Example visit the Grand Canyon
the next 100 years? 1 do a bungee jump
Daniel I think we’ll invent time machines so e 029 page 31, exercise 4 2 hold an exotic animal
we can travel into the future or back into the Riley What do you want to do in the future? 3 meet a famous person
past, and I think we’ll invent robots that can do Dante Hey, I’m Dante. So, I’m going to be 4 climb a mountain
housework. an engineer. I’m going to build roads. Some 5 sleep in a tent
Interviewer Amazing! I hate doing housework! of my friends think it’ll be boring, but I think 6 ride a quad bike
What clothes will we wear in the future? it’ll be great. I want to build a road through 7 fly in a helicopter
Daniel We’ll definitely have smart clothes with a mountain—or under a river! And if I design 8 be on TV
microchips. Our clothes might change color my roads well, they won’t damage nature! 9 win a competition
and control our body temperature. We will Shauna I’m Shauna and I want to be a journalist. 10 go scuba diving
never be too hot or too cold! I love vacations, so I’d like to be a travel
Interviewer That’s useful! Where will we live 100 journalist! In the future, you’ll find me on a e 035 page 38, exercise 2
years from now? beach or at the top of a mountain. I can’t wait! Receptionist Can I help you?
Daniel We’ll live in very hi-tech houses. The Cooper My name’s Cooper, and I’m going to be Harry Yes, please. I’d like to check in.
population of the world will get bigger a farmer. My uncle’s a farmer and I spend a lot Receptionist What’s your name?
and bigger, and people will build homes of time with him. I’m happiest when I’m helping Harry It’s Harry Cooper. I booked a room for one
everywhere—on mountains, in deserts, at the him with his animals or standing on the hills of person for tonight.
North Pole. We’ll probably build cities under his farm. I hate being inside. Receptionist Can I see your ID card? / Can I see
the ocean, too, because there won’t be enough Riley I’m Riley, and I’m hoping to become your passport?
space on the land. I don’t think we’ll have the a chef. My dad has a restaurant, so I’m going Harry Yes, here you are.
money or technology to live on the moon, to learn about cooking with him. My dad’s Receptionist Can you sign this, please?
though. restaurant is nice, but it’s surrounded by office Harry Yes, of course. Is there Wi-Fi access at this
Interviewer Will we have different languages in buildings. One day, I’ll have my own restaurant hotel?
the future? with a view of the ocean! Receptionist Yes, there is. This is your key card.
Daniel No, I think everybody will speak the same You’re in room 229. Do you need help with your
language. It might be English, or Chinese, or bags?
maybe Spanish. People may also communicate Harry Yes, please. / No, I’m fine, thanks.
without languages. We might understand
what other people are thinking without them
speaking.
Interviewer Mmm … that might be dangerous!
How will we travel in the future?
Daniel Maybe we’ll have cars that fly!
Interviewer Oh, yes! There are flying cars in a
lot of sci-fi movies. What will we do for fun 100
years from now?
Daniel We’ll travel in space and have space
vacations. We’ll watch soccer games, but the
players will be robots. I think computers will
make music and it will be very electronic.
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1 Receptionist Hello. Can I help you? Wyatt Have you ever met a famous person? Assistant Hello. Can I help you?
James Lopez Yes, please. I’d like to check in if Norie Yes, I have. I’ve met Justin Bieber. Boy Yes, please. What’s the best way to Central
that’s OK. Wyatt Really? When did you do that? Park Zoo from here?
Receptionist Of course. What’s your name, Norie Last year. I went to see him in concert and Assistant The quickest way is by subway. Take
please? I got his autograph. the R train to Fifth Avenue and 59th Street
James Lopez It’s Lopez. James Lopez. Wyatt Did you take a selfie with him? station. Then walk four blocks to 64th Street.
I’ve booked a room for two nights. Norie No, I didn’t. He was in a hurry. My turn. Boy What are the opening hours?
Receptionist OK, I’ll just check that … Yes, Have you ever slept in a tent, Wyatt? Assistant It opens at 10:00 a.m. and closes at
you’ve booked a room for one person for Wyatt No, I haven’t. We usually stay in a hotel 4:30 p.m.
tonight and tomorrow night. Is that right? when we’re on vacation. Boy How much does it cost?
James Lopez Yes, that’s right. Norie I slept in a tent last year. Assistant Tickets are $13.95 for ages 13 and over.
Receptionist OK, could I have your passport, Wyatt Where did you do that? Boy Thank you. That’s great.
please? Norie In Nevada. I went camping with the Girl Assistant Can I help you with anything else?
James Lopez Yes, here you are. Scouts. Boy No, that’s it. Thank you.
Receptionist Thank you. And can you sign Assistant Good afternoon. Can I help you?
this, please? e 041 page 45, exercise 3 Girl Yes, please. I want some information about
James Lopez Yes, of course. Example I’ve just played Watchtower. Madame Tussauds, please.
Receptionist This is your key card. You’re in 1 This gadget hasn’t appeared in stores yet. Assistant OK, let me just check the website.
room 223. It’s on the second floor. Do you 2 Have you played any games on it yet? Girl How much are the tickets?
need any help with your bags? 3 Everything’s just gone black. Assistant They’re $34 for ages 13 and over.
James Lopez Yes, please. 4 I think you’ve just broken the sensors. Girl Oh. OK. Do you sell the tickets here?
Receptionist No problem, just leave your bags Assistant No, we don’t. You can buy them at the
here. e 042 page 45, exercise 4 museum or online. Online it’s $5 cheaper, so
2 Receptionist Hello. Can I help you? 1 Matthew I’m bored, Abigail. Let’s watch some that’s $29.
Grace Allen Yes, please. We’d like to check in. funny videos online. Girl OK. What’s the best way to Madame
Receptionist Certainly. What’s your name, Abigail That’s a good idea. Tussauds from here?
please? Matthew Are you ready? Assistant You can take the subway, but the
Grace Allen It’s Grace Allen. I’ve booked a Abigail Not yet. I’ve switched on my tablet, quickest way is to walk there. It’s a short walk.
family room for one adult and two children. but I haven’t connected it to the Internet yet. Here’s a map. We’re here and Madame Tussauds
Receptionist OK, I’ll just check that … How My tablet is old and slow, and it takes a long is there.
many nights are you staying? time to connect. I want a new one for my Girl Got it. What are the hours?
Grace Allen We’re staying for three nights. birthday! Assistant Today, it’s open from 10:00 a.m. to 8:00
Receptionist OK, could I have your ID cards, 2 Melissa Have you downloaded the new p.m.
please? HearMusic app yet, Newton? Girl Thank you. That’s great.
Grace Allen Yes, of course. Here you are. Newton Yes, I’ve downloaded it, but I haven’t Assistant Can I help you with anything else?
Receptionist Thank you. And can you sign used it yet. Is it easy to use? Girl No, that’s it. Oh, can I take this map?
this, please? Melissa Yes, it is. Click on the app and then Assistant Yes, of course. Here you go.
Grace Allen Yes, of course. choose the song that you want to hear. Girl Thank you.
Receptionist This is your key card. You’re 3 Olivia I’ve downloaded the new Fantasy Final
in room ten. It’s on the first floor, near the game to my phone. e 047 page 51, exercise 1
elevators. Do you need any help with your James Is it good? Georgia We’ve been in London since Friday and
bags? Olivia Yes, it’s fantastic. I’ve completed ten we’re having a great time. We’ve done a lot of
Grace Allen No, we’re fine, thanks. levels. things. We’ve been on the London Eye. It was
Receptionist OK, have a nice stay. James Wow! That’s great! fantastic! The views of the city are amazing!
We’ve visited Buckingham Palace, too. We took a
e 037 page 41, exercises 1 and 2 e 043 page 46, exercise 1 tour on Monday. Mom loved it, but I was a little
1 Liam Have you ever stayed in a hotel, Mia? Example connect to 7 charge bored! We haven’t been to the Science Museum
Mia Yes, I have. 1 send 8 attach yet. I want to go there tomorrow because
2 Alice When did you stay at the Hilton Hotel, 2 click on 9 share there’s a Future Homes exhibit. I want to see
Felipe? 3 switch on / 10 tap what our houses will be like and how we’ll live
Felipe We stayed there last summer. It was switch off 11 log in in the future! I hope there’s a robot that cleans
nice. 4 print 12 upload bedrooms because my bedroom is always a
3 Poppy What did you do yesterday, Caleb? 5 download 13 save mess! We haven’t been to the Sea Life London
Caleb I went to Michigan with my dad. 6 delete 14 plug in Aquarium, but we’ve already bought our tickets
4 Alice Have you been to London and we’re going on Saturday. My cousin went
before, Liam?
e 045 page 48, exercise 2 last year when she was here in London and she
Assistant Can I help you?
Liam Yes, I have. I’ve been a couple of times. said it was amazing.
Chris I’d like to go to the public library. How do
5 Felipe Did Bella win the karaoke competition
I get there?
last night?
Assistant The quickest way is by bus. /
Poppy No, she didn’t. Lucy won it. She was
It’s a short walk from there. / You can walk from
great!
here.
6 Mia Has John ever tried karaoke?
Chris What are the opening hours?
Caleb No, he hasn’t. He can’t sing.
Assistant It opens at 9:00 a.m. and closes at 5:30
7 Felipe Have you eaten sushi before, Alice?
p.m.
Alice Yes, I have. I love Japanese food.
Chris How much does it cost?
8 Caleb How did you celebrate your birthday
Assistant Entry is free. / Tickets are $18 for
last week, Poppy?
adults and $13 for students. Can I help you with
Poppy I went for a pizza with friends. We
anything else?
went to a great new Italian restaurant.
Chris No, that’s it. Thank you.
126
LinkIt TG3.indb 126 23/04/2019 12:48

Interviewer Hi, Hugo. Thank you for answering 1 He was standing outside the principal’s Alex How much are these? / How much is this?
questions for our survey. How long have you office. Assistant They’re $10, but they’re on sale. / It’s $15,
been in Sydney? 2 My mom saw him downtown when she was but it’s on sale. / You can buy two for the price of
Hugo I’ve been here since Saturday. buying lunch. one. / There’s a 20% discount on everything.
Interviewer Have you seen any of Sydney’s 3 I saw him downtown while I was walking to Alex I’ll take them. / I’ll take it. / Do you have this
famous tourist attractions yet? the dentist. in blue?
Hugo Yes, I’ve seen the Sydney Opera House 4 What was he doing? Assistant Yes, here you are.
and the Harbour Bridge. 5 He was walking along the street with some Alex Oh, great, thanks. Can you gift-wrap it?
Interviewer Did you like them? guys. Assistant We don’t wrap things here, but you
Hugo Yes, I did. can buy a gift bag.
Interviewer Have you been to Bondi Beach yet? e 056 page 59, exercise 4 Alex OK, thanks. / No, thanks.
Hugo No, I haven’t, but I’m planning to go there 1 Boy 1 Hey! Guess what! I saw Amy and Josh Assistant Are you paying with cash or by card?
on the weekend. in town today! Alex With cash. / By card.
Interviewer Have you visited any parks yet? Girl 1 Really? What were they doing?
Hugo Yes, I have. We’ve just been to Hyde Park. Boy 1 They were walking down the street. e 061 page 63, exercise 3
It’s a beautiful place. Don’t tell anybody, but … I think Josh is 1 Boy How much is this cap, please?
Interviewer The Botanical Gardens are great, too. Amy’s new boyfriend! Assistant It’s $10, but we have a sale right
You should go there if you can. Have you been 2 Girl 2 Guess what! I’ve just seen Ruby with now. You can buy two for the price of one.
shopping yet? the French teacher. They were standing Boy Oh, great. I’ll take these two, then.
Hugo Yes, I’ve been to the Queen Victoria outside the language lab and they were Assistant OK.
Building. It’s a shopping mall inside a beautiful talking. Boy They’re presents, actually. Can you wrap
old building. And the stores inside are amazing! Boy 2 Well? So what? them?
Interviewer What else have you done? Girl 2 Well, Ruby looked worried. I bet she did Assistant No, sorry, I can’t wrap them, but you
Hugo Well, not much because we haven’t been badly on the French test! can buy a gift bag.
here very long. But I want to go to Taronga Zoo. 3 Boy 3 How does Mark usually come to Boy How much are the bags?
I’ve heard it’s good. And you can sleep there school? Assistant They’re 90 cents each.
overnight. Girl 3 He always comes with his best friend, Boy OK, I’ll take two of them as well.
Interviewer Wow! That’s amazing! Have you Tom. Tom’s mom drives them to school. Assistant OK, that’s $11.80 in total.
eaten any Australian food yet? Boy 3 I thought so … That’s interesting. Boy Here you go. $12.
Hugo Well, here you can eat anything and Girl 3 Why? Assistant Thank you. Here’s your 20 cents change.
everything! Tomorrow, we’re going to try an Boy 3 Well, I saw Mark this morning. He was Boy Thanks. Goodbye.
Australian barbecue. waiting outside his house and then he got 2 Girl Excuse me. How much is this guidebook,
Interviewer Thank you very much for answering on the school bus. Tom wasn’t with him. please?
our questions. Enjoy your stay in Sydney! Girl 3 Hmm … that’s weird. Maybe they Assistant Well, it was $15, but there’s a sale
aren’t friends anymore! right now. There’s a 10% discount on all
e 050 page 55, exercise 1 books, so the price is now $13.50.
1 Receptionist Hello. Can I help you? e 057 page 60, exercise 1 Girl Oh, good. I’ll take it.
Mauro Yes, please. I’d like to check in. Example cheat Assistant OK. Do you want a gift bag? They’re
Receptionist Certainly. What’s your name, 1 copy 6 vandalize $1 each.
please? 2 gossip 7 steal Girl No, thanks. The book’s for me.
Mauro It’s Mauro Teixeira. I’ve booked a room 3 bully 8 fight Assistant OK. That’s $13.50, then.
for one person for tonight. 4 cut school 9 shoplift Girl Here you are.
Receptionist OK, can I have your passport? 5 threaten someone 10 tell a lie Assistant Thank you. Here’s your receipt and
Mauro Yes, here you are. 50 cents change.
Receptionist Thank you. And can you sign e 058 page 60, exercise 2 Girl Thanks. Goodbye.
this, please? 1 Dan After school, my friend Ethan and I were Assistant Goodbye. Have a nice day.
Mauro Yes, of course. hungry. We went to a grocery store and I
Receptionist This is your key card. You’re in bought a bag of chips. Ethan took some e 062 page 65, exercise 1
room 114. It’s on the first floor. chocolate, but he didn’t pay for it. I didn’t Police officer Good morning. Can I help you?
2 1 How do I get there? know what to do! We left the store and then Sam Yes, please. I’d like to report a crime.
2 What are the opening hours? a security guard came and stopped us. It was Police officer OK, what happened exactly?
3 How much does it cost? horrible! Sam Someone stole my camera.
4 Does the museum sell family tickets? 2 Jessica We had a French test at school Police officer Sorry to hear that. OK, first, can you
5 Are there any special exhibitions? yesterday. I sat next to my friend Amy. I didn’t give me your full name?
6 Which exhibition do you recommend? know the answers to some of the questions. Sam Sure. It’s Sam Myatt.
I asked Amy for her answers and she gave Police officer Thanks. And when did this happen?
e 053 page 55, exercise 4 them to me, but the teacher saw us and now Sam At about 11:30 this morning.
Cooper What’s the most exciting thing you’ve we’re in big trouble. Police officer Where were you?
ever done? 3 Victor I was on the bus when another boy Sam I was in a souvenir shop on Broadway.
Shauna Well, I’ve ridden a quad bike. My parents got on. He sat in front of me and started Police officer What were you doing at the time?
were really worried because they’ve seen bad writing on the window. I told him to stop Sam I was buying a souvenir for my mom. My
accidents with quad bikes on TV, but I was OK. I and he threatened to hit me. I didn’t know backpack was open while I was paying for the
really enjoyed it and I want to do it again! what to do, so I told the bus driver what he souvenir, and my camera was in the backpack.
Dante I’ve been on TV. In fact, I’ve been on TV was doing. And then I got off the bus! Police officer OK, and then what happened?
twice. The first time I was really little, about 4 Gracie We had a Math test and I wasn’t Sam Well, a boy was looking at some key rings
4, and I sang a song about farm animals. The prepared for it. I told my mom I didn’t feel near me, but then he ran out of the store. He
next time I was about 8 and I was on a TV show well and I stayed home. The next day, I went had my camera in his hand. I shouted at him,
about school sports. to school and I had to do the Math test! but he didn’t stop.
Riley I’ve met a famous person! Last year, I was The teacher was absent on Monday, so she Police officer Can you describe the boy?
on vacation in Hollywood and I met Zac Efron. I moved the test to Tuesday! Sam Um, well, he was about 15. He was tall and
got his autograph. I’ve kept it in my purse since thin and he had short, black hair.
then! Police officer What was he wearing?
Sam Um, a gray hoodie and jeans, I think.
Police officer OK, thank you. Now I need you to
sign the crime report …
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e 063 page 65, exercise 2 3 Girl 4 I have a terrible headache! 3 My friend Avery should wear glasses. In class
Police officer Can I help you? Boy 2 Have you taken anything for it? she always sits at the front because she
Ella Yes, please. My name’s Ella Symms and I’d Girl 4 No, not yet. can’t read the board. She doesn’t want to
like to report a crime. Boy 2 When I have a headache, I take tell her parents because she hates glasses
Police officer OK, what happened? an aspirin. and doesn’t want to wear them. I can’t
Ella Two girls stole my phone. 4 Pharmacist Wow. That’s a bad cough! Do you understand that. If I had a problem with my
Police officer When did this happen? want anything for it? eyes, I’d get a pair of glasses. If she doesn’t go
Ella About 30 minutes ago. Boy 3 Yes, please. I sometimes take some now, then the problem will only get worse!
Police officer And where were you? cough syrup when I have a cough. Could I 4 My friend Max is a skateboarder, but he
Ella I was on Fourth Avenue. have some? never wears a helmet or protective clothing.
Police officer What were you doing at the time? Pharmacist Yes, of course. Here you are. If I rode a skateboard, I’d always wear a
Ella I was waiting for the bus and I was reading 5 Girl 5 What do you usually do when you helmet. I wouldn’t be like Max. He bumps
a message on my phone. The girls were have a sore throat? Do you take antibiotics? his head or cuts his knee every week! It’s
standing behind me. Boy 4 No, I don’t. Not usually. When I have a dangerous to skateboard or bike without a
Police officer And then what happened? sore throat, I usually take a throat lozenge. I helmet. Max should wear one!
Ella Well, one of the girls pushed me and took rarely take antibiotics.
my phone. Then they ran away. 6 Girl 6 Do you ever have a fever? e 074 page 75, exercise 2
Police officer OK. Can you describe the girls? Boy 5 Yes, I do. I always have a fever when I 1 Girl 1 If you broke your leg and you had to
Ella Yes, they were about 16. One of them had have the flu. stay home for a long time, what would you
long, brown hair and the other had short, black Girl 6 What do you do for it? do to pass the time?
hair. Boy 5 Well, I go to the doctor. Boy 1 Well, I think I’d read and I’d watch a lot
Police officer What were they wearing? of movies. I’d start a vlog and post videos
Ella Um, they were wearing jeans and jackets. e 071 page 72, exercise 2 online every day! I’d do a lot of sudoku
One of the jackets was red. Pharmacist Can I help you? puzzles—I love them. Oh, and I’d invite my
Police officer OK, thank you. Now, I need you to Amy I have a bad headache. friends for sleepovers on the weekend!
sign the crime report … Pharmacist How long have you had it? / How 2 Boy 2 What would you do if you met
long have you had that? an alien?
e 066 page 69, exercise 3 Amy For about two days. / Since Saturday. Girl 2 Umm … If it was friendly, I’d talk to it,
Example What should I do? Pharmacist Do you have any other symptoms? but if it wasn’t friendly, I’d probably run very
1 You shouldn’t play soccer so often. Amy Yes, I have a fever. / No, I don’t. quickly in the opposite direction!
2 You should eat lots of fruit and vegetables. Pharmacist This should help. You should take
3 You should talk to your boyfriend. it before you go to bed. / You can take it up to e 076 page 79, exercise 1
4 Should I go to the pharmacy? four times a day. 1 Jade How much are these bags?
5 You shouldn’t go to your boyfriend’s house Amy How long should I take it for? / How long Assistant They’re $10, but they’re on sale. You
anymore. should I take them for? can buy two for the price of one.
Pharmacist A few days. If your headache doesn’t Jade I’ll take two, then. Do you have this pen
e 067 page 69, exercise 4 get better soon, then you should go to the with the name “Aubrey”?
Pablo I’m trying to eat healthily, so I’m only eating doctor. Assistant Yes, here you are. There’s a 20%
salad and fruit right now. But every time I stand discount on all pens and pencils, so the pen
up, I feel dizzy! What should I do? I’m 15. e 072 page 73, exercise 3 is $4.
Jenna Fruit and vegetables are healthy foods, Pharmacist Hello. How can I help you? Jade Great! Can you gift-wrap it?
Pablo, but a teenager should eat more than that. Dean I think I have the flu. Can you give me Assistant I’m sorry, we don’t wrap things
You’re still growing and I’m sure you are very anything for it? here. But you can buy a gift bag. They’re $1.
busy, so I’m not surprised that you’re feeling Pharmacist What are your symptoms? Jade Yes, please. I’ll buy three.
dizzy. You should continue to eat fruit and Dean I have a headache and a fever. I feel 2 Pharmacist Hello, can I help you?
vegetables, but you should also include pasta terrible. Max Yes, please. I have a rash on my arms.
and rice. You shouldn’t avoid cheese, butter, and Pharmacist How long have you had these Pharmacist How long have you had it?
milk in your diet. They are all good for you! symptoms? Max About four days.
Dean I started to feel sick yesterday. Pharmacist Do you have any other
e 068 page 70, exercise 1 Pharmacist OK, I can give you some aspirin for symptoms?
Example I have the flu. the fever. You should take it every four hours. Max No, I don’t.
1 I have a headache. Dean Thank you. Pharmacist OK, this cream should help you.
2 I feel sick. Pharmacist And you should rest and try to drink You should put it on four times a day. Use it
3 I have a cough. a lot of liquids. for five days.
4 I have a fever. Dean OK, thank you. Max OK, thanks.
5 I have a toothache. Pharmacist If the symptoms get worse, then you
6 I feel dizzy. should call the doctor. e 079 page 79, exercise 4
7 I have a backache. Dean Great, thanks. Dante What would you do if you saw a crime?
8 I have a sore throat. Riley Well, this isn’t a crime exactly, but if
9 I have a stomachache. e 073 page 75, exercise 1 someone cheated on a test or copied my
10 I have a cold. Example Last week, one of my friends had a answers, I would say something to a teacher.
11 I have a rash. bad toothache, but he didn’t want to go to Some students study really hard and it isn’t
the dentist. He went to the pharmacy and he fair to them. Also, if you cheat, you don’t learn
e 069 page 70, exercise 2 got some aspirin, but the toothache just got anything.
1 Girl 1 What’s that on your arm? worse. I think he’s crazy! If I had a toothache, Dante If I saw a person bullying someone, I’d
Girl 2 Oh, I have a rash. I bought a bracelet at I’d call the dentist immediately! tell a teacher. Bullying is horrible and I’d try to
the farmers’ market and I was allergic to it! 1 One of my classmates had a terrible cold last stop it. If I was being bullied, I’d want someone
Girl 1 It’s very red. When I have a rash, week, but he came to school every day. Now to help me.
I usually put some cream on it. he’s better, but five other people in class have Shauna It depends on the crime! If I saw someone
Girl 2 That’s a good idea. I’ll go to the his cold! If I were sick, I’d stay home. I wouldn’t vandalizing a building, I’d get really angry and
pharmacy and buy some cream. go to school and infect everybody else! shout at them. I might call the police, too.
2 Boy 1 I feel sick. 2 I’m lucky because I’ve never seen an accident. Cooper I think shoplifting is terrible, and if I saw
Girl 3 Oh, no. Go to bed—it’ll help. I usually The problem is that if I saw an accident, I someone do it, I would say something to the
go to bed when I feel sick. wouldn’t know what to do. I guess if someone shop assistant. Or maybe I’d say something to the
needed help, I’d call 911 and then I’d wait until person shoplifting. I’d say they shouldn’t shoplift.
the police and an ambulance arrived. Oh, I don’t know what I would do, to be honest!
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Example Sandro didn’t ask you out, did he? Rayna Mom, could you help me for a second? I Example Maria moved to Paris to study Math
1 You’re happy for me, aren’t you? need to choose a gift for Grandpa. and Physics.
2 You’ve liked him for a long time, haven’t you? Mom Sure. What do you want to buy for him? 1 She used her research to develop X-ray
3 You don’t think he’s playing a trick on me, do Rayna I’m not sure. Maybe a book about history. machines.
you? He loves reading about history, doesn’t he? 2 She organized courses to teach medical
4 He wouldn’t do that, would he? Mom Yes, he does. He’s very interested in the workers.
5 I think she still likes him, doesn’t she? history of the U.S. right now. Let me show you 3 The effects of Marie’s work combined to
6 They went out with each other for about some books he might like. make her seriously ill.
three months, didn’t they? Rayna They aren’t too expensive, are they?
7 I guess you should tell her, shouldn’t you? Mom No, don’t worry. e 092 page 93, exercise 4
8 You won’t tell anyone, will you? Rayna That book looks interesting. Can you click 1 Interviewer Who’s your favorite person in
on it, Mom? history, Olívia?
e 082 page 83, exercise 4 Mom Sure. Olívia Mine is Rafaela Lopes Silva, the
1 Samuel I like Valeria a lot. Rayna He would like that, wouldn’t he? Brazilian judo champion.
Thiago I know, Samuel, and she likes you, too. Mom Yes, I think so. Let’s see how much it costs. Interviewer Why is she so important to you?
But you have a girlfriend, don’t you? It’s $17. You have enough money, don’t you? Olívia Well, she does judo, my favorite sport,
Samuel Yes. Ana and I have been going out Rayna Well, I have $15. Could you lend me the and she’s famous for winning a medal at the
for a few months, but … rest? 2016 Olympics.
Thiago You feel differently now, don’t you? Mom Sure, no problem. Interviewer It was a silver medal, wasn’t it?
Samuel Yes. I think I want to break up with Rayna Thanks, Mom, that’s awesome. Can you Olívia No, she won a gold medal! She grew
Ana. I should tell her, shouldn’t I? order it for me? up in a very poor area, but she showed that
2 Polly Oh, no. Look at Amy and Elizabeth. Mom Of course. anyone can be a champion if they work
Jess What? They aren’t having another Rayna Thanks! I’ll get the rest of the money for hard enough. Women’s judo is much more
argument, are they? They’ve been friends for you today. popular now thanks to Rafaela.
years, but sometimes I think they don’t like Interviewer Have you ever seen her
each other! e 087 page 89, exercise 1 compete?
Polly I know. But in the past they didn’t have Aidan Your celebration of love has a special Olívia No, I haven’t! But I’d love to see her
any problems, did they? They were always name, doesn’t it? one day!
together, and they always looked happy. I Lucila Yes, it’s called Sweetness Week. 2 Interviewer Who’s your favorite person in
don’t know what’s gone wrong. Aidan It’s in July, isn’t it? history, Jessie?
3 Silvia Hey, Anthony. You look happy! Lucila Yes, it happens every year in the first Jessie Well, his name isn’t very famous, but
Something happened, didn’t it? week of July. it’s Jørn Utzon, a Danish architect.
Anthony Well, I asked Sarah out, and … Aidan And what happens? Interviewer And what is he well known for?
Silvia She didn’t say yes, did she? Lucila Well, people give each other a chocolate Jessie He’s known for designing the Sydney
Anthony Yes, she did! or a piece of candy in return for a kiss. Opera House. For me, it’s the most beautiful
Aidan This is an old tradition, isn’t it? building in the world.
e 083 page 84, exercise 1 Lucila No! It started in 1989. A company Interviewer It is amazing, isn’t it?
1 c get back together with someone called Arcor wanted to promote its Bon o Bon Jessie Yes, and did you know that he worked
2 f ask someone out chocolates. It was so successful it became a hard to make his design as perfect as
3 i break up with someone yearly tradition, and since then, Bon o Bons possible, but he never saw the opera house.
4 g fall in love with someone have become very popular in Argentina! Interviewer Really?
5 a meet someone Aidan And is it for people in love, or is it for Jessie Yes. His son flew to Australia to see it,
6 e go on a date with someone friendships, too? but Utzon died in 2008 before he could go
7 h look up to someone Lucila Oh, it’s definitely for friendships, and it’s there himself.
8 j go out with someone not only for people! 3 Interviewer Who’s your favorite person in
9 d have a crush on someone Aidan How do you mean? history, Mario?
10 b have an argument with someone Lucila Well, during Sweetness Week, you should Mario For me, it has to be Amelia Earhart.
11 l get along with someone be kind to animals, and you should look after She’s my hero!
12 k make up with someone your possessions, too. Interviewer She was a famous pilot, wasn’t
she?
e 085 page 86, exercise 2 e 088 page 89, exercise 2 Mario That’s right. And not only that, she’s
Gabriella Could you help me for a second? Joana Valentine’s Day is a special day in the U.S., famous for being the first woman to fly solo
I need to choose a gift for my friend, Hannah. isn’t it? across the Atlantic.
Dad Sure. What do you want to buy for her? Alex That’s right. It’s on February 14th. You don’t Interviewer She disappeared, didn’t she?
Gabriella I’m not sure. She likes computer celebrate it, do you? Mario Yes, she did. In 1937, I think. She was
games. Joana No, we don’t. In Brazil we have the Dia dos trying to fly around the world, but her plane
Dad OK, I know a good website. Namorados on June 12th. disappeared over the Pacific Ocean, and
Gabriella It isn’t too expensive, is it? Alex It’s similar, isn’t it? But some of the nobody knows what happened to her.
Dad No, don’t worry. traditions are different, aren’t they? For example,
Gabriella That game looks cool. She would like on Valentine’s Day people send anonymous e 093 page 94, exercise 1
that, wouldn’t she? / Those headphones look cards to people they love or have a crush on. Example explorer
cool. She would like them, wouldn’t she? Joana Why do they do that? 1 inventor 5 writer
Dad Yeah, that’s a nice one. / Yeah, they’re Alex Well, I guess they want to keep their love a 2 artist 6 scientist
nice. Let’s see how much it costs. / Let’s see secret, don’t they? 3 composer 7 architect
how much they cost. You have enough money, Joana Of course! And the stores are always full 4 politician 8 musician
don’t you? of beautiful gifts, aren’t they?
Gabriella Well, I have $20. Could you lend me Alex Oh yes, chocolates are always popular. And e 095 page 96, exercise 2
the rest? couples often go to a restaurant for dinner. Anna What’s this?
Dad Sure, no problem. Joana It’s the same in Brazil! It sounds nice, Ben It’s a selfie stick.
Gabriella Thanks, Dad. That’s awesome. Can you doesn’t it? Anna What’s it for?
order it for me? / Can you order them for me? Ben It’s for taking pictures of yourself. / You use
Dad Of course. it to take pictures of yourself.
Gabriella I’ll get the rest of the money for you
today.
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e 096 page 97, exercise 3 e 099 page 103, exercise 1 David No. That’s not it. It’s on Franklin Street.
Conversation 1 1 Sergio Mom, could you help me? I need to Jack Wait a minute, I need to write it down. How
Girl 1 What’s this? choose a gift for Dad. do you spell it?
Boy 1 It’s a digital assistant in a speaker. Mom Sure. What do you want to buy for him? David That’s Franklin Street. F-R-A-N-K-L-I-N.
Girl 1 OK … What’s it for? Sergio I’m not sure. Maybe some clothes. Jack Thanks. And what day is it?
Boy 1 It’s for giving you all the information you Mom Let me show you this website. It has David We usually practice on Fridays and we
need. You can ask it questions and it will give lots of things that Dad likes. play against other teams at the weekend.
you the answers. Sergio OK. Those T-shirts look cool. Can you Jack Right. What time should I get there?
Girl 1 Really? Can I use it to find out the weather click on that blue one? David Practice starts at six o’clock, but you’ll
in other countries? Mom That’s nice. Let’s see how much it costs. need to be there at 5:30 so you can talk to our
Boy 1 Of course! It’s $15. You have enough money, don’t you? manager.
Girl 1 OK, what’s the temperature in Belo Sergio Yes, I have enough money. Can you Jack OK, who’s the manager?
Horizonte right now? order it for me, Mom? David It’s Mr. Smith, the Science teacher.
Digital Assistant It’s 24 degrees Celsius. Mom Of course. Let me just get my card. Jack All right. Do I need to bring anything with
Girl 1 Wow! That’s amazing! Sergio Thanks! I’ll give you the $15 today. me?
Conversation 2 2 Heidi What’s this? David We haven’t got uniforms yet because
Boy 2 What’s this? Pablo It’s a smartphone projector. we’re a new team. But everyone wears a green
Girl 2 It’s a mini-ring light. Heidi What’s it for? T-shirt so we know who’s on our team.
Boy 2 What’s it for? Pablo You use it to show movies, pictures, Jack I think I’ve got one. So when’s the next
Girl 2 It’s for taking better selfies on your phone. and videos from your phone on bigger game?
You attach it to your phone and switch it on screens or walls. You connect it to your David It’s this weekend—Sunday at 11:30
for brighter light. It’s great for taking pictures at smartphone, your laptop, or your TV. The against The Scorpions. They’re really good, so it’s
night and in dark places. images look amazing! going to be a difficult game.
Boy 2 That’s smart!
Conversation 3 e 102 page 103, exercise 4 e 104 page 108, Listening Part 3, exercise 5
Girl 3 What are these? Shauna Who is your favorite person in history? Eric Hi, Lucy. I haven’t seen you for ages. Where
Boy 4 They’re pocket warmers. Cooper It’s definitely will.i.am. He was in a band have you been?
Girl 3 What are they for? called The Black Eyed Peas. In the future, he’s Lucy Hi, Eric. Oh, I’ve been on holiday. I’ve just
Boy 4 You use them to keep your hands warm. going to be famous for doing a lot of different got back from Greece.
Girl 3 How do they work? things. As a composer, he’s written a lot of hit Eric Wow, that’s exciting. How long were you
Boy 4 You switch them on when you need songs for famous people like Justin Timberlake there for?
them, and they get hot in only a few seconds. and Rihanna. But he’s really interested in Lucy I had a week visiting the sights in Athens
They’re great for doing outdoor activities like technology, too. He’s designed a smartwatch— and then one more week relaxing on the beach
running and walking. it’s for listening to music and using social media. on a small island. I think I needed to spend three
But he’s interested in designing other products, or four weeks there to do everything I wanted,
e 097 page 99, exercises 1 and 2 too, like cars and smartphones—even robots! though. Are you going to have a holiday this
Conversation 1 But the best thing is he’s really committed to year?
Ryan Hey, Sam, what’s that under your bed? helping young people. He helps them with their Eric Yes, I am. I’m going to visit France with a
Sam What? Where? Oh, that? That’s my education, even their homes. He’s amazing! friend. We haven’t got much money, so we’re
Bluetooth beanie hat. My grandma gave it to Riley My mom is a nurse, so my choice is going to take our bikes and a tent and bike
me for Christmas. Florence Nightingale. She was a famous nurse around the south of France.
Katya What’s it for? in the 19th century. Florence was passionate Lucy I always went camping with my family
Sam It has headphones inside it, so I can listen about helping people, and she was an excellent when I was a child. Now I hate sleeping in
to music. And it keeps my head warm, too. My nurse. But she’s also famous for improving the a tent. I have to have a comfortable bed!
grandma says it’s great for listening to music training of nurses, and hospitals, too. In the Eric So, have you done a lot of traveling?
when I’m out in cold weather! early 19th century, nurses had very little medical Lucy Not really. My Greek holiday was only the
Ryan Is it any good? knowledge. And hospitals were terrible, dirty second time I’ve been abroad. About five years
Sam Actually, yes, it is! The sound is great! places. Florence Nightingale wrote books to ago, I visited some relatives that live in the U.S.
It’s clearer than on my normal headphones. teach women how to become good nurses. She and Canada. They’re the only other countries
Katya Your grandma is amazing at buying you made hospitals much cleaner, too. I’ve ever been to. How about you?
good presents, isn’t she? Eric Only about three or four countries, but
Sam Yeah, I guess I shouldn’t leave it under my e 103 page 108, Listening Part 2, exercise 4 I’ve never left Europe. I have big plans for next
bed! Jack What’s the name of your football team, year, though. I’ve always wanted to learn how
Conversation 2 David? to scuba dive, but it’s expensive here, so I’m
Customer Excuse me. David My team’s name is The Tigers. planning to go to Thailand. It’s a lot cheaper to
Assistant Yes, how can I help you? Jack Are you any good? learn there. Then, in a few years, when I’ve got
Customer Could you tell me what this is? David We’re OK, but we’re a new team. We’ve some more experience, I hope to teach scuba
Assistant Of course! It’s a USB mug warmer. just started playing. diving.
Customer A mug warmer? How do you use it? Jack Do you need any more players? I want to Lucy How much does it cost to train to be a
Assistant Well, you put your mug on the join a team. teacher, then?
warmer, plug the warmer into your computer, David Oh, that’s great. We definitely need some Eric Well, in this country it’s really expensive, like
and it keeps your drink nice and hot! more players. You should come to our next £350, but it’ll be cheaper in Thailand—about
Customer Does it work? practice. £200, I think.
Assistant Yes! I have one at home, and my drinks Jack OK. Where is it? Lucy That sounds like a lot of fun. Good luck
never go cold! David Do you know the park next to the river? with it.
Jack Is that the park on Church Street? Eric Thanks.
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Workbook Page W7 Page W13
answer key Exam practice

1
Exam practice
1
1 c 2 a 3 b 4 b 5 a 6 c 1 Hey 2 How are things? 3 Guess
Unit 1 what we’re doing 4 Can’t wait to see
Page W4 Unit 2 you! 5 Bye for now.
2 Page W10 2
1 Ashley 2 Tyler 3 Brooke 4 Brooke 2 1 What’s up? 2 Guess what I’m doing!
1 F 2 F 3 T 4 T 3 Bye for now. 4 How are things?
3 5 Hey 6 Can’t wait to see you!
1 journalist, interesting 2 firefighter, 3
dangerous 3 lawyer, well-paid 1 forest, woods 2 coast, beach, cliffs 3
4 accountant, stressful 3 valley 4 desert 5 volcano, rocks Students’ own answers.
6 ocean, lake 7 river, waterfall 8 island
4
1 to travel 2 ’re 3 going to
Unit 3
4
4 to cook 5 aren’t 1 won’t snow 2 ’ll go 3 won’t like Page W16
5 4 won’t be 5 ’ll have 6 will make 2
1 is going to walk 2 ’m not going to 2 Levi hasn’t been scuba diving. f
5 4 Ella has won an art competition. f
study 3 are going to visit 4 isn’t 1 won’t rain 2 ’ll do 3 won’t enjoy
going to finish 5 is going to cut 5 Levi has been really scared. f
4 won’t miss 5 ’ll make
6 3
Page W11 1 a bungee jump 2 scuba diving
1 Am, are 2 Are, ’m not 3 Are, are
4 Are, aren’t 5 Is, is 6 3 quad biking 4 on TV
1 Will you move to a tropical island one 5 a famous person 6 a competition
Page W5 day?, I won’t 2 Will the walk be easy 7 in a helicopter 8 an exotic animal
7 tomorrow?, it won’t 3 Will your sister 9 in a tent 10 a famous place
1 ’s going to rain 2 ’re going to like travel around the world?, she will 4 Will
deserts get bigger in the future?, they will 4
3 aren’t going to arrive 4 ’s going to eat 1 ’ve made 2 has climbed
5 aren’t going to win 7 3 ’ve bought 4 ’ve visited
8 1 I’ll see 2 aren’t going to enjoy 5 has met 6 has stopped
1 who 2 that 3 that 4 who 5 who 3 won’t have 4 ’s going to fall
5
9 8 1 haven’t left 2 hasn’t stopped
1 to become 2 to do 3 eating / to eat 1 don’t, ’ll miss 2 ’ll fall, aren’t 3 haven’t finished 4 haven’t forgotten
4 playing 5 doing 3 doesn’t climb, won’t see 4 won’t, don’t
6
Round-up 9 1 been 2 gone 3 been 4 gone
1 We’ll walk to the coast if we have time. 5 gone
1 2 He won’t swim in the ocean if it’s
1 to create 2 which 3 to build too cold. 3 If you don’t hurry, we won’t Page W17
4 living 5 to work 6 who 7 to have see the show. 4 If the park is closed, I’ll 7
Page W6 go to the lake. 1 Has she told 2 she has
3 Have you decided 4 I haven’t
Let’s talk about … Round-up 5 Have Emi and Jun heard 6 they have
1 1
1 are 2 Would you 3 aisle seat 1 ’ll love 2 won’t need 3 will organize 8
4 to check in 5 haven’t 6 How many 1 Has the bungee ever broken
7 Just 8 Did you pack 9 did 10 didn’t 2 No, the bungee has never broken.
1 arrives 2 ’s going to 3 will visit 2 Have you ever met
2 4 love 5 will be 6 ’re going to No, I’ve never met a famous person.
1 ticket and passport 2 here you are 7 join 8 ’ll see 3 Has it ever snowed
3 a window seat 4 Do you have any No, it’s never snowed in July.
luggage 5 how many carry-on Page W12 4 Have you ever seen
6 Did you pack the bags 7 gate Let’s talk about … No, I’ve never seen a bear.
number 3 8 10:30 1 9
3 1 can 2 much 3 ’s 4 run 5 leave 1 Has Chloe ever won, has, won 2 ’ve
Students’ own answers. 6 leaves 7 take 8 takes never held, bought 3 did Sir Edmund
Extra listening 2 Hillary climb, ’ve forgotten
1 1 you tell 2 can take a train Round-up
b 3 It’s $2.50 4 the trains run
5 every 20 minutes 6 What time does 1
2 7 How long does 8 Thanks for your help 1 ’ve helped 2 ’ve tried 3 ’ve been
a 8 b 7 c 1 d 5 e 2 f 6 g 3 h 4 4 has lived 5 ’s invited
3
Students’ own answers. 2
1 haven’t 2 ’ve never been 3 won
Extra listening 4 Has it been 5 has 6 ’s been 7 have
1 c 2 a 3 b 4 b you enjoyed 8 ’ve loved 9 saved
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Page W18 Round-up 8
1 1 was riding 2 walked 3 hit 4 was
Let’s talk about …
1 for 2 my 3 theirs 4 since 5 for trying 5 were helping 6 called 7 was
1 wearing 8 happened 9 was sitting
6 Since 7 her 8 since 9 hers
1 for 2 are 3 of 4 in 5 with 10 arrived
2
2 Round-up
1 Whose 2 mine 3 yet
1 name 2 room 3 check 4 ID
4 yours 5 for 6 just 1
5 sign 6 access 7 password
1 were writing 2 was using
8 key card 9 floor 10 need Page W24
11 bags 12 stay 3 wasn’t sitting 4 was chatting
Let’s talk about … 5 weren’t talking 6 were shouting
3 1
1 way 2 train 3 can 4 opening
1 when 2 While 3 When
Extra listening 5 opens 6 at 7 does 8 is
9 students 10 anything 11 that’s 3
1 1 was 2 saw 3 were talking
4 Was she carrying 5 she was
1 How 2 Take 3 What 4 closes
2 6 were you talking 7 was saying
5 cost 6 Are 7 Tickets 8 Can 9 that’s
1 a 2 e 3 h 4 c 5 g 8 wasn’t looking 9 hit
3
Page W19 Students’ own answers.
Page W30
Exam practice Let’s talk about …
Extra listening
1 1 c 2 b 3 a 1
1 a 2 a 3 c 4 b 5 b 1 price 2 take 3 discount 4 wrap
Page W25 5 gift 6 paying 7 With
Unit 4 Exam practice 2
Page W22 1 1 on 2 price 3 for 4 have 5 it
1 a 2 c 3 a 4 b 5 b 6 c 6 discount 7 was 8 wrap 9 don’t
2
10 buy 11 thanks 12 card 13 change
1 store f 3 headset f 5 computer f 2
6 sensor f 8 games f 9 controller f Students’ own answers. 3
3
Across
Unit 5 Extra listening
4 print 5 save 6 charge 7 send Page W28 1 mall 2 9:45 3 orange
Down 4 one 5 three
2
2 attach 3 delete 5 share
1 F 2 T 3 T 4 F Page W31
4
3 Exam practice
1 I’ve just plugged in the game console.
1 cheat 2 shoplift 3 cut school 1
2 They’ve just finished the game.
4 vandalize 5 bully 6 steal 1 in a clothing store 2 looking at a T-shirt
3 Rhys has just started a video blog.
7 gossip 8 fight 9 copy 3 two girls 4 looking at hats
4 We’ve just met the new IT teacher.
10 threaten someone
5 Amelia has just bought a new laptop bag.
2
4 Picture 2 Boys saw girls shoplifting. Girl put
5
1 were stealing 2 were hiding hat in bag. Picture 3 Boy told security
1 Has the class started yet?
3 was looking 4 was sending guard. Girls ran away. Security guard angry.
2 Have you cleaned your room yet?
5 was happening
3 Has he downloaded the songs yet?
3
4 Has your sister charged her phone yet? 5 Students’ own answers.
1 were waiting 2 wasn’t copying
Page W23
6
3 was watching 4 wasn’t listening Unit 6
5 was telling
1 the class hasn’t started yet. Page W34
2 I haven’t cleaned my room yet. 6
1 Was I sitting in your chair, were 2
3 he hasn’t downloaded the songs yet. 1 wouldn’t 2 fruit 3 arms 4 love
4 she hasn’t charged her phone yet. 2 Were they bullying you, weren’t
3 Were you shouting at him, were 5 cream
7 4 Was he cheating on the quiz, wasn’t 3
1 B 2 A 3 B 4 A 5 A 6 B 5 Were you shoplifting, wasn’t 1 fever 2 lozenge 3 dizzy
8 Page W29 4 stomachache 5 cream 6 cough
1 ours 2 theirs 3 his 4 Mine 5 yours 7 aspirin
7
9 1 weren’t looking, while they were 4
1 Whose sandwich is this? It’s yours. crossing the road 2 was watching, while 1 You should drink lots of water.
2 Whose tickets are these? They’re theirs. she was cooking 3 were gossiping, 2 He shouldn’t eat too much candy.
3 Whose books are these? They’re ours. while he was standing behind us 3 They shouldn’t go to the doctor.
4 Whose car is this? It’s mine. 4 She should go to bed.
5 Whose laptop is this? It’s hers. 5
1 go, should 2 How often, should
3 should we do, call
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6 4 3
1 stayed, get 2 would help, had 1 he 2 they 3 you 4 we 1 inventor 2 writer 3 politician
3 would be, stopped 4 didn’t have, 4 composer 5 musician 6 explorer
5
’d help 7 architect 8 scientist
1 isn’t 2 aren’t 3 was 4 are
a inventor b politician c explorer
Page W35 5 weren’t 6 is 7 wasn’t
d musician e architect f composer
7 6 g writer h artist i scientist
1 What, didn’t, ’d 2 How, if, was, visit 1 f 2 a 3 d 4 b 5 e
3 ate, feel, Yes 4
Page W41 1 to learn about his journeys 2 to play
8 7 in the concert 3 to create new
1 If I were you, I’d send her a message. medicines 4 to paint his pictures
1 You got along well with Ed, didn’t you?
2 If I were you, I’d say sorry.
2 We didn’t know your sister, did 5
3 If I were you, I’d buy her a present.
we? 3 Your grandma didn’t have any 1 Dad went to college in order to become
Round-up brothers, did she? 4 I looked like my a chef 2 We were working in a café
brother, didn’t I? 5 They didn’t have in order to earn some money 3 I’ve
1
many arguments, did they? just bought a bike in order to get fit and
1 should 2 should I do
3 shouldn’t leave 4 shouldn’t 8 healthy 4 He traveled to the island in
1 should 2 were 3 haven’t 4 isn’t order to live there
2
5 won’t Page W47
1 ’d never get 2 were 3 ’d take
4 shouldn’t drink 5 should I do 9 6
6 were 7 ’d tell 8 should take 1 have they 2 didn’t they 1 hear 2 protect 3 live 4 that she
3 are you 4 couldn’t I
Page W36 7
Let’s talk about … Round-up 1 remembered for designing
1 2 responsible for building
1
1 have 2 wasn’t 3 did 4 won’t 3 nervous about singing
1 symptoms 2 don’t 3 should
5 isn’t 6 aren’t 7 won’t 4 passionate about discovering
4 up 5 take 6 better
2 2 8
1 I have a 2 have you had 3 Do you 1 aren’t they 2 isn’t she 1 more carefully 2 the hardest
have 4 No, I don’t 5 you go to 3 won’t you 4 can’t you 3 more easily 4 the furthest
6 times a day 7 should I take 8 cough 5 aren’t you 6 shouldn’t you
Round-up
doesn’t get 9 go to the Page W42 1
3 Let’s talk about … 1 that 2 so 3 to 4 in
1 2
Extra listening 1 I’m not 2 like 3 that’s 4 Could 1 famous for teaching 2 nervous
1 5 no 6 order 7 Of about leaving 3 worried about starting
Negative verbs shouldn’t, Don’t 2 4 excited about beginning
Frequency expressions Always, Sometimes, 1 want 2 soccer 3 bought 4 worry
every day Quantifiers a little Page W48
5 Can 6 one 7 enough 8 Could
9 money Let’s talk about …
2
1 F 2 F 3 T 4 T 5 F 1
3 1 this 2 It’s 3 for 4 for 5 use
Page W37 Students’ own answers.
Exam practice 2
Extra listening
1 cell phone 2 back 3 selfies
1 1 4 videos 5 for 6 to 7 on 8 up
1 are 2 had 3 throat 4 get 1 gift shows, haven’t thought, 9 down 10 special 11 eating 12 easily
5 lozenges 6 drink person 2 Giving gifts, started recently
3 People showed, importance, society, 3
2 
expensive gifts 4 People like giving Students’ own answers.
1 I’m very sorry 2 I hope you feel
gifts 5 Thinking, people’s needs,
better soon. 3 When I had it last year, Extra listening
4 Mom says you shouldn’t 5 She also interests, unhappy
1 F 2 T 3 F 4 T 5 T 6 T 7 F
says you should 2
1 F 2 F 3 T 4 T 5 F Page W49
3
Students’ own answers. Exam practice
Page W43
1
Unit 7 Exam practice 1 B 2 D 3 C 4 A 5 E
1
Page W40 1 a 2 b 3 a 4 c 5 b 6 c
2
1 and 2 but 3 because 4 so
2
1 T 2 F 3 T 4 F 5 T Unit 8 5 however 6 or
3 3
Page W46 Students’ own answers
1 up 2 get 3 date 4 met 5 get
6 out 7 up 8 break 9 in 2
1 Math 2 scientist 3 discovered
4 show 5 second
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Audio track list 052 Review B, page 55, exercise 3 104 Key English Test for Schools
Practice, page 108, Listening
053 Review B, page 55, exercise 4
Part 3, exercise 5
Student Book 054 Unit 5, page 58, exercise 1
055 Unit 5, page 59, exercise 3 105 Culture 1, page 110, exercise 1
001 Title
002 Welcome unit, page 4, exercise 1
006 Unit 1, page 10, exercise 1
063 Unit 5, page 65, exercise 2 113 CLIL A, page 118, exercise 1
064 Unit 5, page 66, exercise 1 114 CLIL B, page 119, exercise 1
065 Unit 6, page 68, exercise 1 115 CLIL C, page 120, exercise 1
066 Unit 6, page 69, exercise 3 116 CLIL D, page 121, exercise 1
013 Unit 1, page 17, exercise 1 067 Unit 6, page 69, exercise 4
Workbook
014 Unit 1, page 17, exercises 2 and 3
117 Title
118 Unit 1, page W4, exercise 1
121 Unit 1, page W6, Extra listening,
exercises 1 and 2
022 Unit 2, page 24, exercise 2 076 Review C, page 79, exercise 1
125 Unit 2, page W12, Extra listening
024 Unit 2, page 27, exercises 1 and 2 078 Review C, page 79, exercise 3
026 Review A, page 31, exercise 1 080 Unit 7, page 82, exercise 1
027 Review A, page 31, exercise 2 081 Unit 7, page 83, exercise 3
129 Unit 3, page W18, Extra listening,
028 Review A, page 31, exercise 3 082 Unit 7, page 83, exercise 4 exercises 1 and 2
029 Review A, page 31, exercise 4 083 Unit 7, page 84, exercise 1 130 Unit 4, page W22, exercise 1
030 Unit 3, page 35, exercise 1 084 Unit 7, page 86, exercise 1 131 Unit 4, page W22, exercise 2
032 Unit 3, page 35, exercise 4 086 Unit 7, page 87, exercise 3 133 Unit 4, page W24, Extra listening
036 Unit 3, page 39, exercise 3 090 Unit 8, page 92, exercise 1 137 Unit 5, page W30, Extra listening
037 Unit 3, page 41, exercises 1 and 2 091 Unit 8, page 93, exercise 3 138 Unit 6, page W34, exercise 1
040 Unit 4, page 44, exercise 1 094 Unit 8, page 96, exercise 1 141 Unit 6, page W36, Extra listening,
041 Unit 4, page 45, exercise 3 095 Unit 8, page 96, exercise 2 exercise 2
043 Unit 4, page 46, exercise 1 097 Unit 8, page 99, exercises 1 and 2 143 Unit 7, page W40, exercise 2
045 Unit 4, page 48, exercise 2 099 Review D, page 103, exercise 1 145 Unit 7, page W42, Extra listening,
046 Unit 4, page 49, exercise 3 100 Review D, page 103, exercise 2 exercise 2
047 Unit 4, page 51, exercise 1 101 Review D, page 103, exercise 3 146 Unit 8, page W46, exercise 1
048 Unit 4, page 51, exercise 2 102 Review D, page 103, exercise 4 147 Unit 8, page W46, exercise 2
049 Unit 4, page 52, exercise 1 103 Key English Test for Schools 148 Unit 8, page W48, exercise 2
Practice, page 108, Listening 149 Unit 8, page W48, Extra listening
Part 2, exercise 4
134
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4

Bowen Delaney de la Mare

Teacher's Resource Center

and videos 9 780194 824590

Link it TB 3 cover .indd All Pages 29/04/2019 11:41

isbn: 978 0 19 482420 0 Teacher’s Guide

© Copyright Oxford University Press

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Student Book contents.................................................................iv

Cambridge English A2 Key (KET) for

Student Book audioscripts......................................................124

Workbook answer key...............................................................131

Audio track list.............................................................................134

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W Welcome pp.4–9 Vocabulary Grammar Communication

© Copyright Oxford University Press

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• Life in 100 years • Investigating volcanoes • Plogging p.111

My progress A CLIL A, Biology p.118

• Past experiences / events • Record-breakers! • Exciting experiences for all p.112

My progress B CLIL B, Geography p.119

• Crime reports • Lola G: vandal or illustrator? • Redemption Roasters p.114

• Actions in specific • Things to do to be healthy and happy • Rainforest remedies p.115

My progress C CLIL C, Citizenship p.120

• Celebrations of love • Relationship celebrations • Animals have feelings, too! p.116

• Identifying the purpose of • Nikola Tesla • A brief history of writing p.117

My progress D CLIL D, Literature p.121

Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49

© Copyright Oxford University Press

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Food and drink ​page 4 Exercise 4 e 003 Simple present / Present

00e_LinkIt_TG3_Welcome.indd 4 24/04/2019 10:14

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Present progressive for

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have to / don’t have to ​page 8

must / mustn’t ​page 8

Movie types ​page 8

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Feelings and emotions ​page 9

Verb + -ing form /

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Values and cross-curricular

Presentation pages 10–11

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Exercise 1 Watch, listen, or

I am flying to Berlin. and model

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Link it! Pairwork

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Listening and • Have students compare answers with Consolidation

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Reading and writing

Exercise 1 Read and listen e 015

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Values and cross-curricular

Presentation pages 20–21

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Food and drink page 4 Exercise 4 e 003 Simple present / Present

have to / don’t have to page 8

must / mustn’t page 8

Movie types page 8

Feelings and emotions page 9

Presentation pages 44–45

Presentation pages 58–59