Photocopiable notes and answer key
Answer key:
1A
Grammar 1  be : I  and you
Materials: One worksheet per student
Instructions:
Give out the worksheets. Direct Ss to Exercise 1 and read it aloud.
Ask a few Ss the question, and get them to reply using one of the
options (Yes, I am. / No, I’m not.).
Go through the instructions to Exercise 2, pointing out Emma in
the pictures. Elicit the answer to the first gap (are) and
demonstrate crossing out the word in the box. Ask Ss to complete
the conversations, then compare their answers in pairs before
checking as a class. You may need to write some of the answers on
the board to make them clear, e.g. are/’re.
Direct Ss to Exercise 3. Give Ss time to practise reading the
conversations. Circulate, giving Ss the opportunity to check
anything with you that they are unsure of, such as pronunciation
or meaning.
Answer key:
1 are  2 am  3 aren’t  4 ’re  5 I’m  6 I’m  7 are  8 am 
9 ’m  10 are  11 I  12 I’m  13 I’m  14 Are  15 not  16 m 
17 you  18 I
Grammar 2  be : I  and you
Materials: One set of cards per group
Instructions:
Tell Ss that they are going to do a group activity to practise asking
and answering questions with be: I and you. Put Ss into groups of
three or four and give each group a set of cards. Write the prompts
from one card on the board as an example, e.g. you / are / Spain /
from / ? and elicit the correct order and some possible replies, e.g.
Yes, I am. / No, I’m not.
Give Ss a few minutes to work together to write the questions on
the cards. Check answers as a class by getting different groups to
read a question to which you give an answer (modelling the next
stage of the activity). Depending on the first languages of your
group, you may need to point out the punctuation if it is different
from theirs (e.g. a capital letter to start the question, a question
mark at the end.) Then tell Ss to put the cards face down in a pile
and take turns to pick up a question and read it to the other Ss in
the group, who all answer it. Groups may work at different paces,
so explain that once the cards have been used once, Ss can shuffle
them, then repeat the activity, focusing on sounding more fluent
the second time.
Alternative:
For a more challenging version of the activity, Ss must form the
question from the prompts when they turn over the card instead
of writing the questions first.
Z03_Roadmap_TB_A1_27726.indd 1
(Sample responses in brackets)
 1 Are you from Spain? (No, I’m not. I’m from France.)
 2 Are you here for the class? (Yes, I am.)
 3 Am I a student? (Yes, you are.)
 4 Are you a teacher? (No, I’m not).
 5 Where are you from? (I’m from Argentina.)
 6 Am I from Japan? (Yes, you are. / No, you’re not.)
 7 Am I late? (No, you’re not.)
 8 Are you at university? (Yes, I am. / No, I’m not.)
 9 Are you a manager? (Yes, I am. / No, I’m not.)
10 Am I on time? (Yes, you are.)
11 Are you here for the conference? (No, I’m not.)
12 Are you late? (No, I’m not. / Yes, I am.)
Vocabulary  Countries
Materials: One worksheet per pair, cut in half. Sheets folded along
the line indicated to hide the answers.
Instructions:
Tell Ss that they are going to play a game to practise the country
names that they have learned. Draw a picture of a place in one of
the countries, on the board, from the lesson (it shouldn’t be too
obvious where it is, e.g. it might be a beach or a mountain) with a
small stick figure representing yourself. (Alternatively, show a real
photo of you somewhere.)
Say: Where am I? Elicit guesses of different countries using the
question Are you in … ?, responding with Yes, I am. or No, I’m not.
Put Ss into A/B pairs and give out the worksheets. Point out that
each student has the answers to their partner’s photos at the
bottom of their sheet. Emphasise that Ss should not show each
other the answers (which are folded up on the bottom of the
sheet). Demonstrate the game with a student, with you being the
guesser (and making wrong guesses only, so as not to give away
the answer for the game). Circulate while Ss complete the
guessing game, offering assitance if necessary.
As an optional follow up, or for fast finishers, Ss could take turns
to draw pictures of themselves in various countries, and get their
partner to guess where they are.
Answer key:
Student A
1 the UK  2 Japan  3 Poland  4 Mexico  5 Canada
Student B
1 the US  2 Argentina  3 Thailand  4 Spain  5 Turkey
1B
Grammar 1  be : he /she /it
Materials: One worksheet per student
Instructions:
Distribute the worksheets. Put Ss in pairs to find the things in
Exercise 1 and check they know the meanings of the words.
Check answers as a class, using the photos to clarify any words Ss
don’t know.
Tell Ss that they’re going to do an exercise to practise the short
forms of be with he/she/it. Read through the instructions for
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 Exercise 2 and the introduction with the class, and then elicit the and find the people with the jobs listed on it, for example on the
Photocopiable notes and answer key

short form for the first gap (He’s) and write it on the board. Ss card You are a football player, you need to find a pilot and a taxi
complete Exercise 2. Monitor, assisting as necessary. Ask Ss to driver, while your job is that of a football player. Write on the board
compare their answers in pairs, then check as a class. the prompts: Are you a … ? Yes, I am. No, I’m not. Chorally drill a few
For Exercise 3, go through the example. If you have weaker Ss examples of the question with different job titles e.g. Are you a
who struggle to form the questions spontaneously, give them five pilot? Are you a farmer? Are you a nurse?
minutes to write 3–8 questions, assisting as necessary before Conduct a class mingle until everyone has found the people on
they ask and answer their questions in pairs. their card, or within a time limit, e.g. five minutes. At the end, go
As an optional follow up, Ss could write a blog post similar to around the class and ask Ss to say what they were to the class
Pieter’s about a trip of their own, real or imagined, with sentences using the I’m a … structure.
about the people they met, the hotel, the place and the food. Alternative:
Put Ss in pairs or small groups to share their work, or collect the If you have a big class and multiple cards of the same job, you
blogs in to provide feedback (and check the verb forms). could lengthen the activity by asking Ss to also find out who has
the same job as them.
Answer key: If you have a small class, all the jobs need to be represented for
1 the activity to work. You could participate, and/or give some Ss
1 (He)’s  2 (He)’s  3 isn’t  4 it’s  5 It’s  6 isn’t  7 It’s  two jobs (you could write this on their card, e.g. You are a doctor
8 isn’t  9 isn’t  10 (it)’s  11 (She)’s   12 (She)’s  13 isn’t  and an office worker, making sure that the extra job isn’t one that
14 (He)’s they need to find.).

Grammar 2  be : he /she /it

1C
Materials: One worksheet per pair, cut in half
Instructions: Grammar 1  be : you /we /they
Give out the worksheets. For Exercise 1, ask Ss to fill out the ‘Me’
column by answering questions 1–4. Materials: One worksheet per student
Then, put Ss in pairs for Exercise 2. This is a good time to change Instructions:
pairs from previous activities, so that Ss work with someone new. Give Ss a worksheet. Read the questions in Exercise 1 with the
Tell Ss that they are now going to ask their partner the questions class, then give Ss a couple of minutes to quickly read the text to
from Exercise 1 and write down their answers. If some pairs finish find the answers. Elicit full sentence answers from Ss, e.g. if they
early, suggest that they practise asking and answering the say Thailand, encourage them to give a full sentence starting with
questions without looking at the sheet. the prompt They … .
Then, for Exercise 3, as a class, go through the instructions and For Exercise 2, do the first two gaps as a class, reminding Ss to use
sample introduction. Point out that introducing people is useful for short forms where possible. Ss complete the remainder of the
many social and work situations. Explain that an introduction exercise, then check as a class.
usually starts with This is … not He/she is … . For Exercise 3, put Ss into groups of three. Ss take turns to ask
Give Ss time to write and practise their introduction, while you questions from Exercise 2, asking two questions (one to each
circulate, providing assistance if necessary. Faster Ss can be student) before swapping roles.
encouraged to memorise their introduction, and/or think about
how they would introduce other friends or family members. Answer key:
Then, for Exercise 4, put two pairs into groups of four to introduce 1
each other. Encourage the group to go around twice, and see if Sample answers:
they can do it more fluently the second time. They’re from Thailand. / They’re from Tak, in Thailand. /
Alternative: They’re from a small town in Thailand.
Instead of working in groups for Exercise 4, have a class mingle. They’re in the UK. / They’re in Edinburgh, in the UK. /
Pairs walk around the room together, introducing their partner to They’re students at the Edinburgh School of English.
other pairs in the class. They should try to introduce each other to 2
as many other pairs as possible in five minutes. 1 are  2 are/’re  3 Are  4 aren’t  5 are/’re  6 Is  7 isn’t 
8 Are  9 are/’re  10 are/’re  11 Are  12 aren’t  13 are/’re 
Answer key: 14 are/’re  15 Are  16 are  17 are/’re  18 Is  19 are 
3 20 are  21 Are  22 are/’re
Sample answer: 3
This is Marco. He’s a university student. Sample answers:
He’s from Rome, in Italy. A: Where are you from?
It’s a very big city. B: We’re from Argentina and Brazil.
A: Are you friends, or family?
B: We aren’t family.
Vocabulary 
Jobs
C:  We’re friends.
Materials: One card per student
Instructions:
Tell Ss that they are going to have a class activity to practise the
words for jobs and revise the form be/I from the previous lesson.
Give each student a card with a job on it and emphasise that they
shouldn’t show it to anyone. Explain that Ss need to read their card
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 Grammar 2  be : you /we /they
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of shuffled
cards. Ask them to look at the larger card with the photos. Point to
the photo of the beach and ask: Where are Franz and Jake? Elicit
ideas until Ss guess Brazil. Then ask: Where are Tess and Lily?
Elicit ideas until Ss guess Canada.
Focus Ss on the first line of the conversation and tell Ss it is a video
call between Tess and Franz. Ask Ss to work in their groups to
complete the gaps on the cards (using short forms if possible) and
then order the conversation. Give them about ten minutes to do
this. Fast finishers could practise reading the conversation aloud.
Check answers as a class.
As an optional follow up, Ss could roleplay their own video call.
First, Ss work in their group of three and decide where they are in
the world on holiday and at least two things to say about it, e.g.
We’re in Argentina. We’re happy. The mountains are nice. They
then form pairs made up of Ss from different groups to roleplay a
video call, asking each other questions about their group from the
activity such as How are you? and Where are you? Are you hot?
etc. They could roleplay this a few times, trying to get more fluent
each time.
Answer key: father’s sister’.) For a bit of fun, Ss could practise saying the
a ’re  c are  e ’re  f Are  d are  i ’re  b aren’t  h aren’t  sentence aloud.
g Are  j are
Vocabulary  Nationalities
Materials: One worksheet per pair, cut into cards
Instructions:
Pre-teach the word gift by drawing a wrapped gift on the board.
Put Ss in pairs, and give each pair a set of cards and tell them they
are gifts from all over the world. Ask pairs to match the gifts with
the nationalities.
As a follow up, explain that Ss are going to roleplay giving gifts to
practise the words for nationalities. Point out that this activity will
also help them to revise the it is form of the verb be from the
previous lesson. Explain that many people give gifts from all over
the world, e.g. to a visitor, or after a holiday.
Write the following prompts on the board:
A: It’s for you.
B: Thank you very much. Is it British?
A: Yes, it is. /No, it isn’t. It’s … .
Take one of the picture cards, and give it to a volunteer, saying
It’s for you. Indicate that they should say the next line. You respond
with the final line. Tell Ss that they can use different words, but
they must include the nationality of the gift in their conversation
e.g. A: It’s a gift for you. It’s Polish. B: Thank you very much. It’s nice.
Give Ss about five minutes to roleplay giving and receiving the
gifts on the cards. To finish, invite a few pairs to share one of their
conversations with the class.
Alternative:
Instead of roleplaying in pairs, ask each student to choose four
gifts (i.e. cards) and ‘give’ them to different people in the class.
Answer key:
1 Japanese  2 Polish  3 Turkish  4 American  5 Thai 
6 Mexican  7 Argentinian  8 British  9 Canadian  10 Spanish 
11 Brazilian  12 Italian
Z03_Roadmap_TB_A1_27726.indd 3
Photocopiable notes and answer key
2A
Grammar 1  Possessive ’s, I /my, you /your, etc.
Materials: One worksheet per student
Instructions:
Tell Ss that they are going to read and complete a text to practise
possessive adjectives and possessive ’s.
Give out the worksheets and put Ss in pairs to do Exercise 1.
Direct Ss to the example in the first gap in Exercise 2 and the word
crossed out in the brackets. Do the second gap as a class, pointing
out that Ss need to read the words before, and after, the gap to
choose the correct word to complete it. Give Ss time to work
through the exercise individually, then compare answers in pairs
before checking as a class.
Demonstrate Exercise 3, covering the text with a piece of paper
while keeping the captioned photos visible. Ss work in pairs to
discuss the photos, saying at least two sentences about the
names, relationship and job of the person or people in each one.
As an optional follow up, write on the board: Eva is Sofia brother
wife father sister daughter. Ask Ss to speak in pairs about how
many times and where the possessive ’s would go in this
sentence, then invite a volunteer to come and add them to the
sentence with help from the class. (Carol is Sofia’s brother’s wife’s
You could also ask Ss to create a chain of family and friends similar
to the text post. On a piece of paper, they could write a list of four
to six names, each one with a connection to the one before. They
then explain their list of connections in pairs. You could model the
activity on the board first with your own family (real or imaginary)
for Ss.
Answer key:
1
Her name is Sofia. She’s a university student.
2
1 My  2 ’s  3 Our  4 ’s  5 Her  6 Their  7 ’s  8 His  9 Its 
10 ’s  11 Their  12 Its
3
Sample answers:
Her name is Sofia. She’s a university student.
His name is Pedro. He’s Sofia’s brother.
Their names are Sara and Leo. Sara is Pedro’s wife. Leo is
their son.
His name is Jack. His cat’s name is Monday.
Their names are Susan and Carol. This is their dog. Its name
is Jet.
Grammar 2  Possessive ’s, I /my, you /your, etc.
Materials: One worksheet per group of three, cut into cards.
Additional paper cut into blank cards for optional follow up.
Instructions:
Put Ss in groups of three and give each group a set of cards.
Tell Ss that the sentences on the cards are all examples of Ss
talking about photos using possessive adjectives and possessive
’s. Explain that Ss need to work together to match cards 1–7
with a–g. Give Ss time to do this, then check answers with
the class.
Ask groups to count the number of possessive adjectives and
possessive ’s on the cards. Tell them, using L1 with a monolingual
group if necessary, that the purpose here is to notice the forms
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 and check that they can see the difference between the verb be
Photocopiable notes and answer key
and the possessive adjectives/’s.) Check answers with the class.
As an optional follow up, give each group six blank cards and ask
them to write three pairs of sentences to create a matching
activity for another group. Each pair of sentences must contain a
possessive adjective or possessive ’s. Circulate, providing
assistance as required. Groups swap cards and match each other’s
sentences. They should then check with the original group to see
if they are correct.
Answer key: drawing a cup on the board and adding your own pattern to it. You
1 b  2 e  3 a  4 d  5 f  6 c  7 g
Possessive adjectives: 11 (my (x6), our, his, its, their, your)
Possessive ’s: 5 (Ella’s, dad’s, family’s, wife’s, brother’s)
Sample matching sentences:
This is my sister. She’s a student.
This is a picture of my friends. Their names are Mike, Freda
and Cam.
This is my friend’s cat. Its name is Pink.
Vocabulary 
Families
Materials: One set of cards per pair
Instructions:
Tell Ss that they are going to help create a new TV show called
Family House, about a big family who all live in the same house.
Put Ss in pairs and give them a set of cards. Explain that the people
on the cards are the people on the show, but they need to decide
what their names are and who is who in the family. Encourage Ss
to create one or more families. Give some examples to the class,
e.g. hold up a card and say, This is Jo. Then hold up another card
and say,This is Priya. Jo is Priya’s mother. Then hold up the photo of
the baby and say This is Ivy. Ivy is Priya’s daughter. Explain that at
the end of the activity, Ss will share information about their family
with another pair.
Encourage Ss to lay out the cards on a piece of paper as they may
wish to draw people’s relationships or arrange them as a family
tree. Give Ss time to create and practise talking about their family
while you circulate, providing assistance as required. Remind Ss to
use possessive pronouns and possessive ‘s in their answers.
Organise pairs in groups of four to share their ideas about the
family they created for the TV show.
2B
Grammar 1  this, that, these, and those
Materials: One worksheet per student
Instructions:
Distribute the worksheets. Go through the instructions for
Exercise 1, then direct Ss to the first question. Point out that Ss
need to look at the picture to choose the correct alternative. Elicit
the correct answer (these). Ss complete the exercise individually,
then check answers in pairs before checking with the class.
For Exercise 2, go through the examples, then elicit some more
sentences about the first picture. Point out that whether Ss use
this,these, that or those will depend on whether they are holding
the picture or pointing at their partner’s picture.
Answer key: 7 clock  8 cup  9 chair  10 photo  11 key  12 phone
1
1 these  2 those  3 These  4 that  5 this  6 that  7 this 
8 those
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Grammar 2  this, that, these, and those
Materials: Two cards per student, coloured pens (optional)
Instructions:
Shuffle the cards and give two to each student. If a student has
two cards with the same object/objects on them (e.g. a cup and
cups), tell them to swap one card with someone nearby. Tell Ss
that these are their items, and that they need to draw patterns on
them or colour them to make them their own. They shouldn’t add
their names or show them to anyone else. Demonstrate by
could provide coloured pens for Ss to do this if you have them. Give
Ss a couple of minutes to add a design to their items.
Collect all the cards, dividing them into singular and plural objects.
Shuffle them and distribute one singular and one plural card to
each student, making sure that no one has been given their own
card back. Emphasise that they should not show anyone their
cards at this point. Explain that Ss need to find the owners of the
items on their cards by asking and answering questions using
this, that, these and those.
Write on the board the following prompts: Is this your … ? ;
Are these your … ? ; Yes, that’s my … ! ; No, that’s not my … ;
Yes, those are my … ! ; No, those aren’t my … .
Model the activity, taking both parts, or demonstrate with a
volunteer, e.g. Are these your keys? Yes, those are my keys.
Stronger Ss could extend their answers with a few extra words,
e.g. Excuse me, is this your pen? No, I’m sorry, that isn’t my pen.
Maybe it’s Mia’s pen.
When Ss find the owner for each of their items, they return them.
The activity finishes when everyone has returned their items.
Vocabulary  Everyday objects (1)
Materials: One set of cards per pair
Instructions:
Tell Ss that they are going to play a game to practise words for
objects. Put the Ss in pairs and ask them to label the objects on
the cards (there is one space for each letter).
Demonstrate the game with a student in the class. Student A puts
four cards face up on the desk and shuts their eyes, or turns away.
Student B takes one of the cards and hides it. Student A then
needs to look back and say which one has been removed. If they
guess correctly, another card is added to the pool, making a total
of five cards. If the guess is incorrect, they continue with four
cards. Student B then looks away and Student A takes a card. If
Student B guesses correctly, another card is added to the game.
This continues as the pairs try to work up to having all 12 cards in
the game at once.
Alternative:
For a simpler way to play the game, Ss spread out all 12 cards face
up and take turns to take away one card, guess which one is
missing and put it back. This can then be repeated as many times
as they like.
For a more challenging alternative, spread out all the cards face up.
The first student hides one card, then puts it back, then the next
student hides two cards, and so on, working up to taking away and
recalling as many cards as possible.
Answer key:
1 table  2 box  3 desk  4 computer  5 book  6 pen 
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 Photocopiable notes and answer key
Answer key:
2C 1
A 1 is  2 What  3 is  4 How
Grammar 1  Question words with be B 1 are  2 are  3 Where  4 they
Materials: One worksheet per student 2
Instructions: Sample answers:
Distribute the worksheets. For Exercise 1, explain that Ss match A 1 He’s a singer.
photos A–C with conversations 1–3 in Exercise 2. Then, give Ss a 2 His name is Ed Sheeran.
minute to skim the texts to find the answers before checking as a 3 He’s from the UK.
class. 4 He’s 30.
B 1 They’re football players.
Go through the instructions for Exercise 2, then give Ss time to
2 Their names are Alexandra Popp and Leonie Maier.
complete the exercise. Then Ss compare their answers in pairs
3 They’re from Germany.
before checking as a class.
4 They’re 27 and 28. 
For Exercise 3, keep Ss in their pairs to practise reading the
conversations.
As an optional follow up, ask Ss to cover the conversations with a Vocabulary  Numbers 1–100
piece of paper, keeping the pictures visible. Ss work in pairs, taking Materials: One worksheet group of four. Nine small counters
turns to ask and answer questions about the people in the (or pieces of paper) per student
pictures:, e.g. A: Who is this? B: That’s Zarina. She’s a teacher.
Instructions:
Answer key: Tell Ss that they are going to play a game of bingo to practise the
numbers from 1 to 100. Write the word bingo on the board. Put Ss
1
in groups of four and give each group a set of cards A–D and nine
A: Conversation 2
counters or pieces of paper each to cover the numbers. Explain
B: Conversation 3
that you are going to call out numbers and that Ss need to cover
C: Conversation 1
the number you call with a counter. The first person to get three
2 numbers in a row and call out bingo is the winner.
Conversation 1 Give Ss a few minutes in their groups to practise saying all the
1 Where is she from? numbers on their cards, then start calling out numbers in random
2 What is her name? order from the large number card, pausing after each one for Ss to
3 How old is she? check their cards. Once someone calls bingo, give each group a
Conversation 2 number calling card. Ss then take turns to be the caller for each
4 Who is he? round.
5 Where is he from?
Alternative:
6 How old is he?
Conversation 3 For more challenge, get Ss to rotate bingo cards A–D within their
7 How old are they? groups between rounds so that they practise listening for
8 What are their names? different numbers.
9 Where are they from? 

3A
Grammar 2  Question words with be
Materials: One worksheet per pair, cut in half Grammar 1  
There is /There are
Instructions: Materials: One worksheet per student
Draw a star on the board. See if anyone knows the word in English,
Instructions:
then write it on the board. Introduce the idea of a person being a
Give out the worksheets. Direct Ss to work in pairs and find the
star by talking about some famous people your Ss are familiar
items in Exercise 1 in the pictures of the bags. For Exercise 2,
with in, for example, the areas of sport, music or business. Elicit
emphasise that Ss don’t need to refer to the pictures at this stage,
some ideas from Ss.
they should just choose correct verb form to complete each
Tell Ss that they are going to ask and answer questions about
question.
stars to practise questions. Distribute the worksheets. For
Check answers with the class, then put Ss in pairs to do Exercise 3.
Exercise 1, make sure Ss understand they just need to complete
They match the bags with the correct people. Ss take turns to read
the gaps in the questions, not answer them yet. Check answers
a sentence aloud, look at the pictures, and solve the puzzle. Check
with the class.
answers with the class.
Then, for Exercise 2, tell Ss to choose a star for Part A, and two or
As an optional follow up, tell Ss to work in pairs and start
three stars (e.g. a couple, a band) for Part B. The stars can be real
sentences about the bags for their partner to finish, using
people, or imaginary. Give Ss time to write their answers to the
there is/there are.
questions while you circulate, offering assistance as required. Ss
can use the internet to check answers if necessary. A: There are keys in …
B: … Poppy’s bag. In Maksim’s bag, there aren’t any …
When they have finished Exercise 3, put Ss in pairs to ask and
A: … cinema tickets.
answer the questions with each other. If some Ss finish earlier,
they could either practise again, trying not to look at their notes For an alternative, or additional follow up, Ss could write down four
and/or swap partners for extra practice. You could finish by inviting things in their own bag (real or imagined) and then tell their
a few pairs to share one of their interviews with the class. partner about them using there is/there are.

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Photocopiable notes and answer key

Answer key:
1
3B
a cinema ticket – 2  train tickets – 3, 4  a computer – 1
a map – 2   Grammar 1 Is there a /an … ? / Are there any … ?
2 Materials: One worksheet per student
1 are  2 are  3 isn’t  4 are  5 are  6 is  7 aren’t  8 are  Instructions:
9 is  10 is
Give out the worksheets. Allow Ss a minute to read the information
3 in the advert, then elicit the answer to the questions in Exercise 1.
1 June  2 Poppy  3 Dan  4 Maksim Go through the instructions for Exercise 2 and do question 1 with
the class as an example. Give Ss time to write the questions, then
Grammar 2  
There is /There are check answers with the class.
For Exercise 3, Ss can look at the text while they take turns asking
Materials: One half worksheet per pair. Some extra copies for
and answering the questions. You could write up the prompts Is
fast finishers.
there … ? Are there any … ? and How many … are there? on the
Instructions: board for them to use.
Draw a noughts and crosses board on the board and get a
volunteer to demonstrate the game with you. Tell Ss they are Answer key:
going to play a game of noughts and crosses to practise There is/ 1
There are. It is near Banff in Canada. There are two bedrooms.
Put Ss in pairs and distribute worksheets. Direct Ss to the first grid
2
(In my town …). Explain that before they put a mark in the square,
1 How many beds are there?
they must say a sentence about their town starting with the
2 Is there a TV?
prompt in the box. The other student needs to make sure it is
3 Is there an oven?
correct. If it is correct, they ‘win’ the square. Point out that there
4 How many bathrooms are there?
are three games on each half worksheet: In my town, In this room
5 Is there wifi?
and In my bag. Remind Ss that for the second and third games
6 Are there any shops near the house?
they can revise words from previous lessons, e.g. chair, book, key,
7 Is there a bank in the next town?
phone, or use their own ideas.
8 Are there any walks in the mountains?
Circulate while Ss play the game, monitoring the use of there is/
there are.
Have a few extra sheets ready for Ss who complete the game Grammar 2 Is there a /an … ? / Are there any … ?
quickly. They can either play again, repeating the same game with Materials: One worksheet per student
more fluency and confidence, or with a new place of their choice,
Instructions:
e.g. In a café or In a school.
Give out the worksheets. For Exercise 1, give Ss time to complete
the gaps in the questions, then check answers with the class.
Vocabulary 
Places in town For Exercise 2, tell Ss to write their answers to the questions in
Materials: One worksheet per pair, cut in half the survey.
For Exercise 3, put Ss in pairs to ask and answer the questions.
Instructions:
Encourage them to use sentences and short forms in their
Tell Ss that they are going to do a roleplay activity to practise
answers, e.g. There are three people. Yes, there are. No, there
words for places in a town. Put Ss in A/B pairs, give out the
aren’t., etc. Give pairs the option to ask the questions in any order,
worksheets and tell Ss not to show each other. Go through the
depending on the level of challenge they want.
instructions for Exercise 1, asking Ss to practise the conversation
twice, taking turns to read each part.
Answer key:
For Exercise 2, tell Ss that they can use the words from Exercise 1,
A
replacing the underlined phrases with their places. Elicit the
1 many  2 there  3 Is  4 any  5 How  6 are  7 Is  8 there 
adjusted text for the first roleplay and write it on the board as an
9 Is  10 there  11 any  12 Is
example. For each conversation, tell Ss to write down the place
where their partner is.
Fast finishers could roleplay more variations of the conversation, Vocabulary  Rooms and things in a home
but choose their own places to be.
Materials: One worksheet per pair, cut in half
Answer key: Instructions:
2 Give each student an A or B worksheet half, then ask them to
Student A Student B work with someone with the same worksheet as them. Give them
1 the café 1 the bank two minutes to identify at least ten words for rooms and things in
2 the hotel 2 the restaurant the house. (Rooms: bathroom, bedroom, kitchen, living room;
3 the train station 3 the bookshop Things: beds, oven, shower, toilet, TV, wifi)
4 the park 4 the cinema Re-group Ss into A/B pairs and tell Student A not to show Student
5 the supermarket   5 his/her house B their worksheet and vice versa. Ss work together to make a list
6 his/her flat 6 the market of as many differences between the two pictures as possible in
five minutes by describing them using There is … /There are …
Elicit all the differences in class feedback.

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 Alternative:
Make the activity a competition between pairs. Give the pairs an
allocated amount of time, e.g. five minutes, to find (and note
down) as many differences as possible. Ss get one point for each
difference. The winning pair is the one with the most points.
Answer key:
Sample answers: about a place of their choice. They should write five sentences,
1 A: There are two bedrooms.  using adjectives. Circulate, providing assistance as required.
B:  There is one bedroom.
2 A: There is a table in the living room.
B: There isn’t a table in the living room.
3 A: There isn’t a clock in the kitchen. /
There is no clock in the kitchen.
B: There is a clock in the kitchen.
4 A: There is wifi.  1
B:  There is no wifi.
5 A: There aren’t any TVs (in the house). /
There are no TVs in the house.
B: There is a TV in the bedroom.
6 A: There is one bed in the bedrooms. 4 False (The trains in Tokyo are new.)
B: There are two beds in the bedroom.
7 A: In the bathroom, there is a toilet. /
The toilet is in the bathroom.
B: In the bathroom, there isn’t a toilet. /
The toilet isn’t in the bathroom.
8 A: There is a bath in the bathroom.
B: There isn’t a bath in the bathroom.
3C
Grammar 1  Position of adjectives
Materials: One worksheet per student
Instructions:
Give out the worksheets and ask Ss to complete Exercise 1 in
pairs. Check answers with the class.
Go through the instructions for Exercise 2. Explain that Ss need to
tick the correct sentences and correct the sentences which are not
grammatically correct. Give Ss time to work through the exercise
individually then compare their answers in pairs before checking
as a class. For item 11, point out that saying something isn’t bad is
another way of saying something is good. Put Ss in pairs to
practise the conversations.
As an optional follow up, pairs could write their own short
conversation similar to one of Jon and Alisa’s, using adjectives.
The conversation could be at a market, cafe or another place in
a town.
Answer key: 10 It’s a really bad café!
1
Ailsa’s brother A; a nice bag D; an old clock B; a small café C
2
1 correct  2 It is busy! / It’s busy!  3 These are nice bags. 
4 And they’re cheap!
5 correct  6 It is big! / It’s big!  7 But it’s a nice clock.  8 correct
9 Is that a small café?  10 correct  11 My coffee isn’t bad. 
12 correct
Z03_Roadmap_TB_A1_27726.indd 7
Grammar 2  Position of adjectives
Photocopiable notes and answer key
Materials: One worksheet per pair
Instructions:
Give each pair a worksheet. In Exercise 1, Ss work together to
complete the quiz. Check answers with the class.
For Exercise 2, explain that Ss need to make their own, similar quiz
Fast finishers could add another question or two to their quiz.
Organise pairs to swap and do each other’s quizzes. Finish by
asking each pair to read one of their sentences to the class with
other Ss, saying whether they think it’s true or false.
Answer key:
1 False (Tokyo is a big city. It’s the capital of Japan.)
2 True
3 True (It is the busiest train station in the world. There are
3.5 million people every day.)
5 False (There are cheaps shops in Tokyo.)
Vocabulary  Describing places
Materials: One worksheet per group, cut in half and sentences
cut into strips
Instructions:
Stick each set of sentences to the board so the strips hang down
and can be easily torn off. Next, put Ss in groups, give them the
part of the worksheet with the pictures and ask them to nominate
one ‘runner’. The runner from each group should race to the board,
tear off a sentence and take it back to their group. The group
should then correct the sentences using the pictures to help them.
Tell them that the mistakes are either that the place is wrong or
the adjective describing it is wrong. When they have finished, the
runner should bring the sentence to you to check. If it is correct,
they can take a new sentence. The first team to finish all of the
sentences is the winner!
Answer key:
 1 The new restaurant is really busy.
 2 The supermarket in my town is big.
 3 The hotel in my town is really old.
 4 The food in the café is cheap.
 5 It’s a really good bookshop.
 6 There’s a quiet park near my house.
 7 Tom lives in a very small flat.
 8 The bank isn’t old, it’s new!
 9 It’s a very expensive restaurant.
237
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Photocopiable notes and answer key

Answer key:
4A 1 a e i r e d q j r k

Grammar 1  have /has got g f b h o p e y e s

t u l n x n w c y l
Materials: One worksheet per student b z o d g m e f z b

Instructions: h c n q l k g d m b
a x d u p g r e y r
Give out the worksheets and go through the instructions for
Exercise 1. Point out that all the mistakes in the text are related to i e e t w o e h i o

have/has got and that Ss need to check that the verb matches the r d h b l u e v k w

pronoun, e.g. he/she/it uses has/hasn’t, and we/I/they uses c r s v k j n l j n

have/haven’t. Give Ss time to read and correct the sentences b e a r d i t s n u

individually, then compare their answers in pairs before checking 2

as a class. 1 hair  2 blue/brown/green/grey  3 beard  4 eyes
For Exercise 2, give some personal examples, e.g. if you haven’t got 3
a small company, put a cross next to sentence 1 and say, I haven’t Ss’ own answers
got a small company. Ss read and tick the sentences, then share
their answers in pairs, reforming sentences to be true if necessary.

Answer key: 4B
1
We hasn’t haven’t got a building, … Grammar 1 have /has got : questions
It have has/’s got two desks and two computers. Materials: One worksheet per student
I has have/’ve got a brother, Matt, and a sister, Kerry.
Instructions:
He hasn’t got a job at the moment, but he’ve he’s/he has got a
meeting with the hospital manager tomorrow! Distribute the worksheets and read the instructions for Exercise 1
They hasn’t haven’t got a big classroom, … with the class. Give Ss time to complete the exercise individually,
The classroom have has got chairs, tables, computers and then compare their answers in pairs before checking answers as a
five pet fish! class.
For Exercise 2, point out that Ss can either practise the
conversations as they are written (taking turns to be Speaker A/B),
Grammar 2  have /has got or they can complete the conversations with a response of their
Materials: One worksheet per pair, cut in half own. Encourage Ss to start by thinking about who the speakers
might be, e.g. do they know each other, or are they in a shop,
Instructions:
hotel, etc.?
Put Ss in pairs, perhaps with someone they don’t usually work
For a more challenging option for Exercise 2, ask Ss to say the first
with. Go through the instructions for Exercise 1. Emphasise that
line of a conversation from Exercise 1. Their partner answers with
the sentences must include have/has/haven’t/hasn’t got. Give
the correct line from the exercise, or their own idea.
ideas of things that the sentences could be about, e.g. clothing,
As an optional follow up activity, Ss could work in pairs to write
items in a room, classes, things in their bag or family members.
their own similar two or three line conversation similar to the
Circulate while Ss do Exercise 1, providing assistance as required.
examples given, and perform it for the class, or another pair.
For Exercise 2, put Ss in new pairs to share their similarities and
differences from Exercise 1. Go through the example, and give
Answer key:
another example, e.g. A: Li has got a black phone today, but I’ve got
1 A Have, B have  2 How many  3 A Have, B haven’t 
a red phone. How about you? B: I’ve got a white phone. Finish by
4 A Has, B hasn’t  5 A have, B haven’t  6 has 
eliciting a few similarities and differences from the class.
7 A have, B have  8 A has, B has  9 How many 
Fast finishers could be encouraged to write additional similarities
10 A Have, B haven’t
or differences between them and their partner on the back of the
sheet, add more information to their sentences, or practise saying
the sentences they have written without reading them word-for- Grammar 2 have /has got : questions
word to sound more fluent.
Materials: One half worksheet per student
Instructions:
Vocabulary  Describing people
Give each student a half worksheet and explain that they are
Materials: One worksheet per student going to do an activity to practise asking and answering questions
Instructions: with have got. Explain that Ss are going to find someone who has,
or hasn’t, got items 1–8 on their worksheet. Give Ss time to read
Give each student a worksheet. Tell them that they can find the
the items and check any they are unsure of, either with another
nine words to describe people from the lesson either horizontally
student or you. Go through an example, explaining that Ss will
or vertically in the wordsearch. They can write the words on the
have to turn items 1–8 into questions in a similar way. Explain that
worksheet in any order. When Ss have completed the wordsearch,
Ss need to find different people to answer as many items as
ask them to compare their answers in pairs, then check as a class.
possible. Point out the More information column and encourage Ss
For Exercise 2, Ss work individually then compare their answers in
to ask follow-up questions to each person they talk to if they can.
pairs before checking as a class.
Write some examples on the board, e.g. How many dogs have you
For Exercise 3, Ss could work in pairs and read their answers to got? What is your job? Where is your friend?
their partner.

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 Conduct the class mingle. Circulate, and help where necessary, for For Exercise 2, organise pairs into groups of four. Point out that Ss

Photocopiable notes and answer key

example, by being available to ask or model questions, or can combine the words in the replies box, e.g. OK, good idea. / Good
encouraging Ss to work together. After most Ss have completed idea, thanks. / OK, thanks. Ss take turns to be the person giving the
the survey, ask them all to sit down. Put Ss in pairs to share advice and the responder.
sentences about who they found for each item, using has/hasn’t
got. Finish by eliciting a few things that Ss found out about each Answer key:
other as a class. Sample answers:
1 Don’t be late.  2 Take a class photo.  3 Take a pen to class. 
Vocabulary 
Everyday objects (2) 4 Don’t eat/drink in class.  5 Take your book to class. 
6 Don’t take your phone to class.
Materials: One set of cards per group of three
Instructions:
Vocabulary  Common verbs
Divide the class into groups of three and give each group a set of
cards. Ask them to work together to match the pictures with the Materials: One half worksheet per student
words. Check answers with the class. As a follow up, Ss turn the Instructions:
cards face down on the table and mix them up. They then take
Tell Ss that they are going to practise the verbs from the lesson
turns to take two cards, saying the words for the pictures or
by doing a questionnaire. Give each student a half worksheet.
reading out the words on the cards they turn over.
Read item 1 of Exercise 1 aloud and elicit answers from a few
To challenge stronger Ss, encourage them to say a sentence with Ss about what they would prefer. Give Ss time to complete the
have got for each card, e.g. Okay, I’ve got a camera … and I’ve got a questionnaire individually, circling their answers.
credit card. They aren’t the same. If the cards match, the student
For Exercise 2, put Ss in small groups to compare their answers.
keeps them. If the cards don’t match, they are placed face down
Finish by conducting whole class feedback, which could be done
again. The game continues until all the words/phrases are
by a show of hands for each option.
matched with pictures. The student with the most pairs is the
winner.

Answer key:
5A
1 a ticket  2 keys  3 a passport  4 a camera  5 a phone 
6 sunglasses  7 a credit card  8 a bag  9 food  10 money  Grammar 1  Present simple: I /you /we /they
11 a bottle of water  12 a coat Materials: One worksheet per student
Instructions:
Write on the board: What is a great weekend for you? Tell the class
4C about some things that you do in a great weekend using the present
simple and times, e.g. On Saturdays, I get up at nine o’clock. I have
Grammar 1  Imperatives breakfast at a café with my friends at ten o’clock. At three o’clock,
I play football, etc.
Materials: One worksheet per student Give out the worksheets. Emphasise that this quiz is about a great
Instructions: imaginary weekend and that Ss’ answers don’t have to be true.
Ask Ss to briefly discuss the questions in Exercise 1 in pairs, then For Exercise 1, go through the instructions, making sure Ss
elicit answers from a few Ss. understand that the words in italics are the alternatives for
Go through the instructions to Exercise 2, and do the first item Exercise 1, and that they should choose from options a–c for
together as a class (Don’t use a very big bag.). Ss match the two Exercise 2. Point out that for option c (other) Ss can write their
halves of the advice individually and compare their answers in pairs, own idea if they wish. Give Ss time to complete Exercise 1 and
before checking answers as a class. check answers with the class. Ss complete Exercise 2, then work in
For Exercise 3, encourage Ss to re-read the advice aloud. If they pairs to compare their answers. Elicit some examples of how Ss’
agree they should say yes, if they disagree, they should say no. answers were the same or different from their partner.
To finish, ask What is the best piece of advice? and conduct class
feedback. Answer key:
1
Answer key: 1 On, a get up, b have
A 1 c 
2 a 3 b  2 At, a walk, b run
B 1 b 
2 c 3 a 3 At, a have, b cook
C 1 c 
2 a 3 b 4 From, a watch, b go
5 At, a go, b use
Grammar 2  Imperatives 6 On, a play, b study
7 At, a eat, b have
Materials: One worksheet per pair, cut in half 8 From, a play, b drink
Instructions:
Put Ss in pairs and give each pair half a worksheet, cut in half. Go
through the instructions for Exercise 1 and elicit an example piece
of advice, e.g. Don’t be late. Give Ss time to write their advice and
circulate, providing assistance as required.

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 Grammar 2  Present simple: I /you /we /they
Photocopiable notes and answer key
Materials: One worksheet per pair or group of three, dice,
counters
Instructions:
Put Ss in pairs, or groups of three, and give them a worksheet, a
dice and a counter for each student. Ss put their counters on
START, then take turns to roll the dice, moving forward the
number of places they roll. They must say a true sentence using
the present simple tense and the word or phrase in the circle they
land on. Remind Ss that sentences can be positive or negative.
The other Ss in the group should ensure the sentence is correct,
including prepositions before times/days, correcting the speaker if
necessary. The first student to get to the FINISH is the winner.
Alternative:
If Ss roll an odd number (1, 3, 5), they must make a negative
present simple sentence with don’t. If they roll an even number
(2, 4, 6) they must make a positive present simple sentence. If you
don’t have dice, Ss could work in pairs through the squares on the
board, taking turns to make sentences, and see how far they can
get in five minutes.
Vocabulary 
Days of the week,
everyday activities
Materials: One worksheet per pair, cut into cards
Instructions:
Put Ss in pairs and give each student a set of cards. Tell them to
work together to order the cards by day of the week, then
complete the sentences using everyday activity verbs. Check
answers with the class.
As an optional follow-up activity, pairs could talk about whether
any of the sentences are true for them. e.g. On Mondays, I go to
work, too, but I work at a hospital.
Answer key: other student asks questions until they work out who it is. Ss then
1 c, go
2 e, work
3 g, study, have
4 d, go, watch
5 b, go
6 a, get, have
7 f, have, go
5B
Grammar 1 Present simple questions:
I/you/we/they
Materials: One worksheet per student, counters
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1 individually
and then compare their answers in pairs before checking as a class.
For Exercise 2, tell Ss to write the letter of the correct response on
the line at the end of the questions in Exercise 1. Check answers
with the class.
For Exercise 3, give Ss a couple of minutes to read the questions in
Exercise 1 again and think about how they would answer them.
Then put Ss in pairs to choose three of the questions to ask and
answer. For a longer, more challenging activity, Ss could answer all
the questions. Finish by asking a few pairs to ask and answer one
of the questions for the class.
240
Z03_Roadmap_TB_A1_27726.indd 10
Answer key:
1
1 What time do people  2 how do children travel 
3 Do you drive  4 What time do you have 
5 Do you study English  6 How do people travel 
7 Who do you talk to  8 Where do you go
2
c 1  f 2  b 3  d 4  e 5  a 6  h 7  g 8
Grammar 2 Present simple questions:
I/you/we/they
Materials: One worksheet per student, counters
Instructions:
Tell Ss that they are going to play a game to practise asking
present simple questions. Put Ss in pairs and distribute the
worksheet. To demonstrate the activity, tell Ss that you are going
to be one of the people on the sheet, and they need to ask you
questions about your journey to work to find out who you are.
Note the questions Ss ask on the board, so that they can use them
as prompts when they play the game in pairs. Sample questions
could include: What time do you get up? , What time do you leave
home? , What time do you arrive at work? , How do you get to
work? , Are you Rachel?
Ss play in pairs, each choosing a person from the worksheet, and
taking turns to ask questions about their partner’s person. They
can ask the questions in any order and can cover the people on the
sheet that they have ruled out with counters. The student who
guesses the other person’s identity first wins the round. Ss can
play several rounds of the game, trying to ask the questions more
fluently and be less reliant on the board prompts with each round
they complete.
Alternatives:
For a simpler activity, Ss take turns to choose a person to be. The
swap roles.
Conduct a class mingle. Cut enough worksheets into cards so that
each student has one card. Give each student one complete
worksheet and one card, and tell them not to show anyone else
their card. Ss ask each other questions about their journey to
work, with the aim of finding a classmate for each person on the
worksheet as quickly as possible.
Vocabulary  Travel and transport
Materials: One worksheet per pair, cut in half
Instructions:
Put Ss in A/B pairs. Distribute the worksheets and tell Ss not to
show their half to their partner. Ss read through their texts
individually first (or with someone with the same half worksheet),
predicting the words which might go in the gaps. Then give Ss
time to take turns to read sections of the text aloud, so that their
partner can fill in the gaps in their version of the text. Once Ss
have finished, they should compare texts and check they have the
correct words in the gaps.
Answer key:
Student A
1 travel  2 leave  3 cycle  4 drive  5 walk  6 take  7 car 
8 arrive  9 train
Student B
1 boat  2 arrive  3 bike  4 car  5 leave  6 drives  7 taxi 
8 train  9 travel
01/09/2020 18:46

5C
Grammar 1 Present simple with frequency
adverbs
Materials: One worksheet per student
Instructions:
Give out the worksheets . Ask Ss to discuss the question in
Exercise 1 in pairs and elicit some ideas from Ss, giving your own
answer as an example.
For Exercise 2, discuss the pictures as a class, eliciting as many
words as possible. Elicit or teach the word rice if necessary.
For Exercise 3, go through the instructions and the first sentence
for the class as an example. Explain that if there are two adverbs,
as in Items A4, B1 and C4, they should be placed in the order given.
Give Ss time to complete the exercise individually, then compare
their answers in pairs before checking as a class.
For Exercise 4, give Ss time to read the questions and think about
their answers, then put Ss in pairs to ask and answer the
questions. Remind Ss they should use frequency verbs. Stronger
classes could go straight to asking and answering the questions.
Finish by asking a few Ss to share their answers to each question.
As an optional follow-up activity, ask Ss to write four sentences
about their breakfast routine using frequency adverbs, then share
their answers in pairs (different from the pairs for Exercise 4).
Answer key:
2 until all the cards have been matched in pairs. If a student runs out
1 fruit (an apple and a banana), a bottle of water, a cake
2 eggs, a cup of coffee, a cheese sandwich, a salad
3 rice, fish, a cup of (green) tea
3 6A
A (Breakfast 3)
1 My family and I usually have a hot breakfast.
2 We are always on time for breakfast.
3 We sometimes eat meat or fish.
4 We often drink green tea, but we never put milk or sugar
in our tea.
B (Breakfast 1)
1 I am usually late, so I never have a big breakfast.
2 I often put some fruit in my bag.
3 I always have a bottle of water too.
4 I sometimes buy a cake from the shop at the train station.
C (Breakfast 2)
1 I never leave the house before I drink two cups of coffee.
2 I usually have breakfast at work.
3 I often eat a cheese sandwich and a salad.
4 On Saturdays, I sometimes go to a café with my friends.
The eggs are always great there!
Grammar 2 Present simple with frequency
adverbs
Materials: One half worksheet per student
Instructions:
Give each student a half worksheet. Explain that they are going to
answer questions, then have a class mingle to find someone with
the same answer. Point out that the question they will need to ask
other Ss is How often do you … , except for items 5 and 10, in
which case it will be How often are you … .
Ss read the questions and write a frequency adverb in the My
answer column, e.g. always, usually, often, sometimes, never.
Conduct a class mingle. Ss take turns to ask different classmates
Z03_Roadmap_TB_A1_27726.indd 11
about each item, using the question form or sentences plus How
Photocopiable notes and answer key
about you?, e.g. A: How often do you buy food on the internet? , B:
Sometimes. How about you?
If the student has the same answer, Ss write each other’s names
in the Someone with the same answer column. Encourage
stronger Ss to ask additional questions, or give additional
information when answering. After the mingle, finish by eliciting a
few things Ss found that they had in common, e.g. Ivy and I are
(both) sometimes late.
Vocabulary 
Food and drink
Materials: One worksheet per group of three, cut into cards
Instructions:
Tell Ss that they are going to play a game called Go fish to practise
the words for food and drink from the unit. Put Ss in groups of
three and give each group a set of cards. Ask Ss to match the
pictures with the words before you explain the game. Check
answers with the class.
Demonstrate and explain the game. The aim is to get as many
pairs of matching cards as possible. Ss put the cards face down in a
pile on the table. Each student takes three cards, but doesn’t show
them to the other Ss. If Ss have a pair, they can show it to the
other Ss and place it face up in their own pile. Ss take turns to ask
one of the other Ss Have you got … ? and ask for a match with one
of the cards in their hand. If the student has it, they say Yes, I have.
and give the card to the student who has asked them. If they
haven’t, they say Go fish. The student who has asked How you
got … ? then takes a card from the pile on the table. This continues
of cards, they take one from the pile on the table before their turn.
Grammar 1  Present simple: he /she /it
Materials: One worksheet per student
Instructions:
Give out the worksheets. Put Ss in pairs to ask and answer the
question in Exercise 1.
For Exercise 2, go through the instructions and elicit the answer
for the first gap as an example. Ss complete the text, then
compare their answers in pairs. Check answers with the class.
For Exercise 3, consider sharing information about one or two
people you know (real or imaginary) who get up early as an
example, then give Ss a couple of minutes to think about what
they will say. If they don’t know anyone who gets up early, they
can make something up. Give Ss time to share their ideas in pairs.
Ask a few Ss to share their ideas with the class.
Answer key:
1 doesn’t work  2 gets up  3 walks  4 reads  5 drinks 
6 works  7 doesn’t go  8 starts  9 finishes  10 calls 
11 doesn’t live  12 leaves  13 takes  14 studies  15 watches
Grammar 2  Present simple: he/she/it
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards face
down in a pile. Ask Ss to take turns to turn over a card and say a
present simple sentence starting with My friend based on the
prompt on the card. e.g. My friend reads the newspaper in the
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 morning. The other members of the group should check the
Photocopiable notes and answer key

sentence is correct. Circulate, providing assistance if necessary. 6B

After Ss have said a positive sentence about all the cards, they
should repeat the activity, saying a negative sentence for each Grammar 1 Present simple questions:
card, e.g. My friend doesn’t read the newspaper in the morning. he /she /it
Alternatives:
Materials: One worksheet per student
Ss divide their cards equally among the group and turn their cards
face up. The people doing the activities on the cards they have are Instructions:
their ‘friends’. Student A says a sentence about one of their Give out the worksheets and go through the instructions for
friends. Student B follows with a negative sentence relating to Exercise 1. Elicit the words for the first two gaps as an example.
that card, then says a positive sentence about one of their Ask Ss to complete the exercise individually, then compare their
‘friends’. Student C does the same, and so on. For example: answers in pairs before checking answers as a class.
A: My friend studies English. For Exercise 2, give Ss time to practise the conversations in pairs. If
B: My friend doesn’t study English, but he teaches Spanish time is short, they could just choose one conversation to practise.
classes.
C: Well, my friend doesn’t teach Spanish classes, but she reads Answer key:
the newspaper in the morning. 1 does  2 leave  3 does  4 arrive  5 arrives 6 Does 
A: My friend doesn’t read the newspaper in the morning, but she 7 doesn’t  8 does  9 do  10 makes 11 does  12 use 
watches TV in the evening … . 13 does  14 uses  15 finish  16 live  17 lives  18 leave 
Ss could repeat this activity with ideas of their own. Ss write four 19 Does  20 does
present simple sentences about a friend (real or imaginary). If two
sentences are similar or the same, Ss can reply as follows: Grammar 2 Present simple questions:
A: My friend studies Spanish. he /she /it
B: My friend studies Spanish, too. She lives in London.
A: My friend doesn’t live in London, but he gets up early. Materials: One worksheet per pair, cut in half
Instructions:
Answer key: Tell Ss that they are going to do two roleplays to practise using
Positive present simple questions. Put Ss in A/B pairs. Distribute the
1 My friend studies  2 My friend rides  3 My friend drives  worksheets and tell Ss not to show their information to their
4 My friend watches  5 My friend walks  6 My friend takes  partners. Ss read the roleplay information and do Exercise 1. Check
7 My friend lives  8 My friend reads  9 My friend goes  answers with the class. In their pairs, Ss then roleplay the
10 My friend eats  11 My friend has dinner  situations in Exercises 2 and 3.
12 My friend teaches / goes to As an optional follow-up activity, pairs could imagine they have their
own city tour company, and decide on information about a tour to
Vocabulary  Time expressions answer the questions in Exercise 1, e.g. how often their tour
leaves, where it goes, etc. Ss then change partners and conduct
Materials: One card per student roleplays using their new information. For a longer activity, Ss
Instructions: could take notes and report back to their original partner.
Tell Ss that they are going to do a class survey. Each student will
ask one question to all the others in the class. Give one card to Answer key:
each student (duplicate cards are fine if you have a big class) 1
and remind Ss of the responses Yes, I do. No, I don’t. Conduct a 1 Where does the tour go?
class mingle. Ss move around the class, asking each other their 2 How often does the tour leave?
questions and marking responses on their card. Stronger Ss 3 What time does the next tour leave?
could ask follow-up questions (e.g. if the answer is No, I don’t.) and 4 When does the tour finish?
make notes on additional information. After Ss have asked each 5 Who drives the bus?
other all the questions, elicit what the class found out, e.g. Seven 6 Does the driver speak English?
people take the bus every day. Eight people don’t. Any additional
2 
information could also be presented in this feedback stage, e.g.
Sample answers:
These people walk or take the train.
1 It goes to a high building, a great bookshop, a very old cinema
and a flower garden.
2 The tour leaves every two hours.
3 The next tour leaves at 2.30 p.m.
4 It finishes at 5.30 p.m.
5 Mel drives the bus.
6 Yes, she does.
3 
Sample answers:
1 It goes to a big park, the sea, a café and the city market.
2 The tour leaves every hour.
3 The next tour leaves at 2.15 p.m.
4 It finishes at 4.15 p.m.
5 Dave drives the bus.
6 Yes, he does.

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 Vocabulary  Jobs around the house
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards. Ss
work together to match the verbs (grey cards) and nouns (white
cards). Check answers with the class.
As an optional follow-up activity, ask Ss to imagine in their groups
that they are going to help a family who are having a hard time
with some jobs around the house. They must divide the jobs
between them so that the distribution is as fair as possible.
Pre-teach the word fair. One person will need to do four jobs.
Write example phrases on the board that Ss can use for their
discussion, e.g.
Can you clean the bathroom? Yes, I can. / No, I can’t.
Who can wash the dishes? I can. That’s fair. / That’s not fair.
When they have finished, groups work with each other and compare
their job lists, deciding if the other group’s list is fair or not.
Answer key: Instructions:
The collocations are matched on the original worksheet.
cook dinner  cook chicken  feed the cat  make the beds 
do the washing  wash the dishes  go to the supermarket 
walk the dog  clean the bathroom  wash the car
6C
Grammar 1 can /can’t for ability
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to discuss the question in
Exercise 1, and elicit some ideas.
For Exercise 2, go through the instructions and complete item 1A
with the class as an example. Ss complete the exercise individually,
then compare their answers in pairs before checking as a class.
For Exercise 3, Ss practise the conversation together, focusing on
fluency and accuracy.
For a more challenging optional activity, Ss could use the
conversation as the basis for a roleplay in which a shop assistant
and a customer discuss a different product.
Answer key: Materials: One worksheet per student
1 Instructions:
Sample answers:
I can read a book. I can send emails. I can watch a video. I can
take photos.
2 question to decide on the best word or phrase to fill the gap. Ss
1 A can you speak, B Yes, I can.
2 A Can I look, B Yes, you can.
3 A Can it send, B Yes, it can.
4 A Can it take, B Yes, it can.
5 A Can it go, B No, it can’t.
6 A Can I read, B Yes, you can.
7 A Can I buy, B Yes, you can!
8 A Can I pay, B No, you can’t.
Z03_Roadmap_TB_A1_27726.indd 13
Grammar 2  can /can’t for ability
Photocopiable notes and answer key
Materials: One half worksheet per student
Instructions:
Give out the worksheets and read through the instructions with the
class. Elicit some questions with can using the prompts, e.g. Can
you sing an English song? Can you make bread? Can you sleep on a
plane? Ss write yes or no in the My answer column. Conduct a class
mingle. Tell Ss to ask and answer the questions with different Ss to
try find someone with the same answer as them for every question.
Finish by eliciting some things Ss found out about each other.
Alternative:
Instead of a mingle, Ss ask and answer the questions in pairs.
They write their partner’s answers in the Someone with the same
answer column.
Vocabulary  Skills
Materials: One worksheet per student
Give each student a worksheet. If necessary, explain that Ss should
write one letter on each line. Give Ss time to write the missing
words, then check answers with the class. For Exercise 2, put Ss in
small groups to ask and answer questions using the prompts.
Use the opportunity to revise the grammar from Units 5 and 6
(present simple questions with I/you/we/they and present simple
with frequency adverbs). Stronger Ss could also practise present
simple for he/she/it by talking about people they know who have
these skills, e.g. My friend often makes cakes. My brother speaks
English at work. My sister builds websites in her bedroom, etc.
Answer key:
1 swim  2 sleep  3 build  4 sing  5 draw  6 ride  7 fly
8 make  9 play  10 make  11 speak  12 dance
Sample questions:
Can you sleep on the train?  How often do you sing?
Where do you speak English?
7A
Grammar 1 Wh- questions
Give out the worksheets and for Exercise 1 elicit what Ss can see in
the pictures on the website.
For Exercise 2, tell Ss to read the information given after each
complete Exercise 2 individually, then compare their answers in
pairs before checking answers as a class.
For Exercise 3, demonstrate the activity with a student volunteer
before Ss complete it in pairs.
Answer key:
1
Sample answers:
birds, trees, a river, an island, flowers, a boat
2
1 What  2 When  3 How much  4 Where 
5 How much  6 How often 
7 What time (When would be possible but it is used in item 2) 
8 How many  9 What  10 How old
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 Grammar 2 Wh- questions
Photocopiable notes and answer key
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards.
Ask Ss to match the numbered and lettered cards to form
questions. When Ss have matched the question halves, check
answers with the class. Give groups time to ask and answer the
questions together, then elicit some answers for each question
from the class.
Answer key:
1 d (What is your favourite month?)
2 b (How do you spell your name?)
3 g (How many countries can you say in ten seconds?)
4 a (Where is your favourite place?)
5 f (How much is a coffee in your country?)
6 h (When does your class finish?)
7 e (Who is your favourite star?)
8 c (How old is your town or city?)
Vocabulary  Places
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of dominoes.
Make sure Ss understand that the picture on each domino
corresponds to a word on a different domino. First, Ss work in their
groups to match the pictures and words into a chain. Then explain
the game. Each student takes five dominoes. The last domino is
put face up on the table. Ss take turns to put a matching domino
down, saying the word of the match as they do so. If they can’t put
a domino down, they miss their turn. Ss continue to play until all
the dominoes are in a chain. The first student to get rid of all their
dominoes wins.
Answer key: 8 were/weren’t  9 was/wasn’t
The dominoes are in order on the worksheet (flowers, clouds,
trees, the sea, north, west, the sky, a mountain, east, an island,
a river, a hill, south, a lake).
7B
Grammar 1 was /were, there was /were
Materials: One worksheet per student
Instructions:
Tell Ss that they are going to read five blog posts about important
dates in the year for a university student. Give out the worksheets.
Go through the instructions for Exercise 1.
For Exercise 2, make sure that Ss understand that (+) indicates
they should use either was or were and (–) indicates wasn’t or
weren’t. Ss complete the sentences, then compare their answers
in pairs before checking as a class.
For Exercise 3, put Ss in pairs. Tell them that they don’t need to
remember the exact sentences from Exercise 2, but can use their
own ideas, e.g. Jack was in the mountains. There wasn’t any snow.
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Z03_Roadmap_TB_A1_27726.indd 14
Answer key:
1
1 C  2 A  3 E  4 B  5 D
2
1 a was b was  c were  d wasn’t
2 a was b was  c was  d were
3 a was b was  c were  d was
4 a was b weren’t c were  d were
5 a was b were c weren’t d wasn’t
Grammar 2 was /were, there was /were
Materials: One worksheet per pair, plus a few extra sheets for
fast finishers
Instructions:
Draw a noughts and crosses grid on the board and get a volunteer
to demonstrate the game with you. Tell Ss they are going to play a
similar game to practise was/were and there was/were.
Give out the worksheets. Ss take turns to choose a square. Explain
that before putting a nought or cross in a square, the student
needs to complete the sentence in it with an appropriate word
(was, wasn’t, were, or weren’t) so that it is true for them. Their
partner then checks the sentence is grammatically correct. If it is
correct, the student ‘wins’ the square. If not, play passes to their
partner. The first student to get three noughts or crosses in a row
is the winner.
Circulate while Ss play the games, monitoring and providing
assistance if necessary. If Ss complete the game quickly, ask them
to fill the gaps in any squares that they didn’t use, then give them
an extra sheet to play again for more practice.
Answer key:
Game 1
1 was/wasn’t  2 were/weren’t  3 were/weren’t 
4 was/wasn’t  5 was/wasn’t  6 was/wasn’t  7 was/wasn’t 
Game 2
1 was/wasn’t  2 was/wasn’t  3 was/wasn’t  4 were/weren’t 
5 was/wasn’t  6 were/weren’t  7 was/wasn’t  8 was/wasn’t 
9 were/weren’t
Game 3
1 was/wasn’t  2 were/weren’t  3 was/wasn’t  4 was/wasn’t 
5 was/wasn’t  6 was/wasn’t  7 were/weren’t  8 was/wasn’t 
9 were/weren’t
Vocabulary 
Months, dates
Materials: One copy of worksheet per pair, cut in half
Instructions:
Put Ss in A/B pairs. Distribute the worksheet and tell Ss not to
show thier information to their partner. For Exercise 1, ask Ss to
work in pairs to name the months, then check answers with the
class.
Go through the instructions for Exercise 2. Tell Ss that when they
find meeting dates, they should circle them on their calendar. To
make it harder, set a time limit, e.g. five minutes, to organise their
meetings. When Ss have finished, ask different pairs questions like
What date is your January meeting? and When is your May
meeting?
Answer key:
1 July, August, September, October, November, December
01/09/2020 18:46

7C
Grammar 1 was /were (questions), there was /
were (questions)
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1 individually
then compare their answers in pairs before checking as a class.
Give Ss time to practise the conversations in pairs, paying
attention to question intonation.
As an optional follow-up activity. Ss could make up their own
conversations, starting with the first question in Conversation A,
B or C.
Answer key: 14 How was the food? Who were you with?
1
Conversation A
1 was  2 were  3 were  4 Was  5 wasn’t  6 was  7 was
Conversation B
1 was  2 was  3 Were  4 weren’t  5 Were  6 were  7 Were
Conversation C
1 was  2 was  3 was  4 Was  5 wasn’t  6 were  7 weren’t
Grammar 2 was /were (questions), there was /
were (questions)
Materials: One card per student
Instructions:
Tell Ss that they are going to have a class mingle to practise using
questions with was/were and there was/there were in a social
situation.
Model the task by saying a sentence about yourself using was/
were, e.g. I was in London last week. Get Ss to ask you a few
questions about your statement using was/were. e.g. How was it?
(It was great.) Who were you with? (I was with a friend.) Was it
hot? (No, it wasn’t.) Were there many people? (Yes, there were.)
Where were you in London? (I was in Notting Hill.) Write some of
the questions and answers on the board for Ss to use as prompts
during the activity. Give each student a card. Tell them that this is
their piece of news, and give them a couple of minutes to think of
questions other Ss might ask them about it and how they might
reply. Circulate during this part of the activity, providing assistance
if necessary.
Conduct a class mingle. Ss circulate, finding different partners.
Student A says their piece of news, and Student B responds with a
question with was/were that relates to this news. Student A
responds. Encourage Ss to try and use a range of question starters
during the activity. Ss swap roles, then move on to find another
partner. Give Ss time to speak to at least four other Ss during the
activity. Finish by eliciting examples of questions Ss were asked
during the mingle.
As an optional follow-up activity, after using the cards provided, Ss
write a sentence about some recent news of their own using was/
were, and have a similar mingle.
Alternative:
Instead of a mingle, Ss work in groups of four with four cards each,
taking turns to say one of their sentences. The other Ss ask the
speaker a question each using was/were that relates to the
sentence on the card. The student with the card answers the
questions (with imaginary information). This continues until all the
cards have been used.
Z03_Roadmap_TB_A1_27726.indd 15
Photocopiable notes and answer key
Answer key:
Sample answers:
 1 How was it? Who was at the meeting?
 2 What was it? Where were you?
 3 How was it? Was there cake?
 4 Was it hot? Were there many people?
 5 Who was it? What time was it?
 6 Where was it? Who was at the party?
 7 Where were you? Was it hot? Were you at a hotel?
 8 Where were you? Were you in your English class? Who were
you with?
 9 Who were the people? Why were they in the city?
10 Were you with friends? Where were you?
11 How was it? Was it long? Was it sad?
12 Was it busy? Was there any bread?
13 Was it cold? Who were you with?
15 Were there many people? Where was it?
16 How was it? Were there flowers?
Vocabulary 
Adjectives
Materials: One worksheet per pair, cut into cards
Instructions:
Put Ss in pairs and give each pair a set of cards in a face down pile.
Ss take turns to pick up a card and read the prompt to the other
student, who has to guess the adjective in brackets as quickly as
possible. This continues until pairs have gone through the set of
cards at least once. As a follow up, ask Ss to think of something
that might correspond to each adjective in brackets, e.g.
something cold, something hot, something easy, etc. Elicit ideas
from the class.
Alternative:
Ss could take turns to mime the word in brackets for their partner
to guess. Pairs could also spread the cards out face down, then
take turns to turn over two cards, trying to match each card with
its opposite, e.g. hot/cold. The student with the most matches
when all the cards have been paired is the winner.
8A
Grammar 1  Past simple (regular verbs)
Materials: One worksheet per student
Instructions:
Give each student a worksheet. In Exercise 1, Ss ask and answer
the questions in pairs. Elicit some responses, then ask Ss to
complete Exercise 2 individually before comparing their answers in
pairs. Check answers with the class. You could use the opportunity
to drill the pronunciation of each past simple verb form.
Give Ss time to practise the conversation (Exercise 3), taking at
least one turn with each part.
For Exercise 4, explain that Ss can use verbs from Exercise 2
or their own ideas. Ask Ss to practise their conversation, then
perform it for another pair.
Answer key:
1 started  2 arrived  3 walked  4 stopped  5 didn’t walk 
6 cycled  7 played  8 listened to  9 loved  10 didn’t play 
11 worked  12 didn’t like  13 didn’t work  14 studied
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 Grammar 2  Past simple (regular verbs)
Photocopiable notes and answer key
Materials: One worksheet per group of three, cut into cards
Instructions:
Explain to Ss that they are going to play a game called Yesterday
to practise past simple regular verbs. Check the meaning of the
word yesterday if necessary.
Put Ss in groups of three and give them a set of the cards spread
out face down. Write the prompts from the first card on the board
(arrive / home late), then elicit a true sentence from the class
about yesterday using the prompts, e.g. I arrived home late. /
I didn’t arrive home late. Ss take turns to turn over a card and make
a true sentence, either positive or negative, about what they did
yesterday with the prompts. If they form the sentence correctly,
they keep the card. If they don’t, they turn it over again. Encourage
Ss to add more information to their answers if they can, e.g. I
danced yesterday. I had a salsa class at 6 o’clock.
Circulate while Ss play the game, assisting as required and
checking that Ss are using the correct forms of the past
simple verbs. Ss continue playing until all the cards have been
collected. The student with the most cards at the end of the game
is the winner.
Answer key: 12 saw  13 didn’t read  14 ate
Sample answers:
 1 I arrived home late. / I didn’t arrive home late.
 2 I washed the car. / I didn’t wash the car.
 3 I cleaned the kitchen. / I didn’t clean the kitchen.
 4 I listened to the radio. / I didn’t listen to the radio.
 5 I cycled. / I didn’t cycle.
 6 I travelled to a different city. / I didn’t travel to a different city.
 7 I danced. / I didn’t dance.
 8 I played cards. / I didn’t play cards.
 9 I lived with my family. / I didn’t live with my family.
10 I started a book. / I didn’t start a book.
11 I walked to class. / I didn’t walk to class.
12 I worked. / I didn’t work.
13 I cooked dinner. / I didn’t cook dinner.
14 I visited a park. / I didn’t visit a park.
15 I watched a film. / I didn’t watch a film.
16 I used a computer. / I didn’t use a computer.
17 I studied English. / I didn’t study English.
18 I talked to a friend. / I didn’t talk to a friend.
Vocabulary 
Verb phrases
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards. Explain
that Ss need to complete the cards with the correct prepositions.
You could write the following prompts on the board to help them do
this: about, after, by, in, near, on, to and with. Check answers as a
class. Explain the differences in meaning for the cards that can have
more than one possible answer (3, 8, 16).
Ss then shuffle the cards and place them face down in a pile. They
take turns to take a card and read it to the group. If the sentence is
true for them, they keep it and get a point. If not, they put it to the
bottom of the pile. The student with the most cards at the end of
the game is the winner.
Answer key:
1 to  2 on  3 in  4 about  5 with  6 in  7 with  8 with 
9 about  10 with  11 by  12 in  13 with  14 to  15 with 
16 about
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Z03_Roadmap_TB_A1_27726.indd 16
8B
Grammar 1  Past simple (irregular verbs)
Materials: One worksheet per student
Instructions:
Give out the worksheets. Ask Ss to complete Exercise 1
individually, then compare their answers in pairs before checking
with the class.
For Exercise 2, give Ss a minute to tick the sentences that are true
for them.
For Exercise 3, go through the examples with the class. Ss
compare their answers with their partner. Encourage them to give
more information if possible, as shown in the second example.
As an optional follow-up activity, Ss could compare five answers
with their first partner, taking notes, then swap partners and
share the information with the new partner to practise using the
verbs in the third person, e.g. Ella bought her lunch yesterday.
Answers:
1 bought  2 drank  3 forgot  4 didn’t meet  5 spoke 
6 went  7 had  8 made  9 lost  10 didn’t take  11 took 
Grammar 2  Past simple (irregular verbs)
Materials: One worksheet per pair
Instructions:
Put Ss in pairs. Give each pair a worksheet and, for Exercise 1, tell
Ss to complete the irregular verbs in the sentences 1–10, but
not to look at the sentences in brackets yet. Check answers with
the class.
For Exercise 2, go through the instructions and give an example
for item 1 by asking a stronger student in the class questions to
find something that is the same, then completing the sentence in
brackets with the information. Ss work in their pairs to find an
answer for items 1–10. Point out that they may not be able to find
something the same for every sentence, but they should try to
find as many as they can. They may also make negative sentences,
e.g. We didn’t read the same newspaper last week.
Before Exercise 3, give Ss a minute to decide which of their
sentences they will share. If you have a big class, it could be one
per pair, but for a smaller class, it could be more.
Answer key:
1
1 bought  2 saw  3 got up  4 spoke  5 had  6 ate  7 got 
8 went  9 took  10 met
01/09/2020 18:46
 Vocabulary  Irregular verbs Grammar 2  Past simple (questions)

Photocopiable notes and answer key

Materials: One worksheet per student Materials: One card per pair
Instructions: Instructions:
Give each student a worksheet and, for Exercise 1, make sure Tell Ss that they are going to write a past simple question for their
they understand that all the verb forms they need to use to classmates to answer in a class survey. Elicit at least ten verbs that
complete the crossword are irregular. When Ss have completed the Ss know and write them on the board as ideas. Give each pair a
crossword, ask them to compare their answers in pairs, then check card (you may need multiple copies of the sheet, depending on the
as a class. number of Ss in your class) and ask them to write a question using
For Exercise 2, Ss work individually then compare their answers in the prompt and one of the verbs on the board, or another verb of
pairs before checking as a class. their own. They should write their question clearly, as other Ss will
For Exercise 3, Ss work in pairs to act out different sentences from need to be able to read it for the activity. Circulate while pairs write
Exercise 2. their question, providing assistance as necessary.
Explain that Ss will be passing the questions around the class from
Answer key: pair to pair and tell them not to worry if some are similar, as it is an
opportunity to practise asking and answering questions in the
1 1
a
2
past simple more confidently.
b t o o k
3

4
Establish the direction that the questions will get passed so each
b r o k e
pair knows who to give their cards to. Ss pass their question to the
u
next pair, and take turns to ask and answer the question on their
g
new card with their partner. They both write their answers in the
l
5

h a d
6

box on the question card before handing it on to the next pair. This
o g f o r g o
7 8 9

t continues until pairs receive the original question they wrote. Ss

m s p o k e a
10 11

read the answers on their card, then summarise the answers for class
w e n t t l n
12

feedback.
t u t
Alternatives:
p
Allocate a time, e.g. one minute, at which point Ss have to pass the
2 questions on. You could do this by calling out ‘pass’ or ringing a bell.
1 got up  2 ate/had  3 went  4 bought  5 forgot  6 met  You could also conduct a class mingle where Ss ask and answer a
7 had/ate  8 spoke  9 ran  10 lost  11 broke  12 felt, took question with one partner, then swap questions and find a new
partner to ask and answer with.
Sample questions:
8C What did you have for breakfast?
When did you get up today?
How did you travel to class today?
Grammar 1  Past simple (questions) Did you change jobs last year?
Materials: One worksheet per student Did you take a photo this morning?
Instructions:
Give out the worksheets and go through the instructions to Vocabulary  Holiday activities
Exercise 1 with the class. Ask Ss to order the questions, then
Materials: One worksheet per student
compare their answers in pairs before checking with the class.
Instructions:
For Exercise 2, encourage Ss to look at the pictures for inspiration.
The good place they visited could be for a holiday, a day trip, a Give each Ss a worksheet. Ask them to make a sentence using the
work trip, a school trip or a trip to visit a family member. Remind Ss prompts that is true for them for when they go on holiday. They need
to use the past simple in their answers, then, for Exercise 3, put to add in an appropriate verb. Go through the answers as a class.
them in pairs to ask and answer their questions. If time allows, Ss Then ask Ss to write each sentence in question form. Tell Ss to
could ask and answer more than four questions. walk around the class until they have asked their questions to five
Ss or all Ss if the class isn’t too big. Ss record the answers with a
Answer key: tick or a cross depending on whether the student they ask does
that activity or not. You can then discuss as a class which holiday
1
activities are most popular.
 1 Where did you go?
 2 When did you go?
Answer key:
 3 Did you go for work?
 4 What did you eat? Sample answers:
 5 How did you get there? 1 I (don’t) go for a walk. Do you go for a walk?
 6 Did you buy anything? 2 I (don’t) relax at the beach. Do you relax at the beach?
 7 What did you do? 3 I (don’t) stay in a good hotel. Do you stay in a good hotel?
 8 Did you stay the night? 4 I (don’t) swim in the sea. Do you swim in the sea?
 9 How long did you stay? 5 I (don’t) go shopping. Do you go shopping?
10 Who did you see? 6 I (don’t) have a good time. Do you have a good time?
7 I (don’t) go to a restaurant. Do you go to a restaurant?
8 I (don’t) visit museums. Do you visit museums?

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Photocopiable notes and answer key
9A
Grammar 1  Object pronouns (me, him, her, etc.)
Materials: One worksheet per student
Instructions:
Give each student a worksheet. Ask Ss to complete Exercise 1
individually, then compare their answers in pairs before checking
with the class.
For Exercise 2, demonstrate the use of object pronouns by eliciting
This is Kris. Kris’s brother is in front of him. Ask Ss to complete the
exercise, then compare their answers in pairs before checking
with the class. Ss work in pairs for Exercise 3. Circulate, providing
assistance as necessary.
Conduct whole class feedback, stressing that there is more than
one possible answer for each question.
Answer key: In the A/B pair stage, Ss could describe, rather than show each
1 other, their pictures, identifying the differences between the
1 me   2 it   3 you   4 them  5 me  6 him  7 me  8 it  images verbally.
9 her  10 us  
2
1 him  2 her  3 them  4 it 
3 bed, pictures (mountains, flowers, the sea), table, desk, chair,
Suggested answers:
1 His brother
2 Her son/Kris’s brother and her husband’s sister/Kris’s dad’s sister
3 Kris’s brother/their son
4 Kris
Grammar 2  Object pronouns (me, him, her, etc.)
Materials: One worksheet per pair, cut in half
Instructions:
Distribute the worksheets and go through the instructions for
Exercise 1 with the class. While they write people’s names in the
circles, draw four circles of your own on the board and write the
names of people you know (real or imagined) inside them.
For Exercise 2, go through the instructions and example
conversation with the class, then get Ss to ask you about the
names in your circles. Make sure you answer the questions using
object pronouns. Put Ss into pairs to complete Exercise 2. You
could write up some of the questions on the board for Ss to refer
to as prompts during the activity. Put Ss in pairs to complete the
activity. Circulate, providing assistance as required. Conduct whole
class feedback.
Sample questions:
Tell me about [name/names].
How do you know her/him/them?
Do you speak English with her/him/them?
Where do you see her/him/them?
Do you study with her/him/them?
Does he/she send emails to you? / Do they send emails to you?
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Vocabulary  Prepositions of place
Materials: One worksheet per pair, cut in half
Instructions:
Cut the worksheets in half and distribute them so half the class
has picture A, and half the class picture B. To review the
vocabulary required for the activity, ask Ss to work with someone
with the same picture and give them one minute to identify as
many items in the pictures as possible. Elicit words from several
pairs and write them on the board. In the same pairs, Ss then take
turns to say sentences about their picture using prepositions of
place (above, at, behind, below, between, in, in front of, next to,
on). Write two example sentences on the board showing different
structures Ss could use, e.g. There are books on the table/bed.
The books are on the table/bed. Then put Ss in A/B pairs and give
them time to find the eight differences between the two pictures.
When Ss have finished, conduct whole class feedback.
Alternatively:
Answer key:
Sample answers:
Words
lamp, cup, photo, clock, laptop/computer, plant
Differences
1 The pictures above the bed are in a different order. In picture
A, the flowers are between the mountains and the sea,
but in picture B, the sea is between the mountains and the
flowers.
2 In picture A, the books are on the table. In picture B, the
books are on the bed.
3 In picture A, the lamp is on the desk. In picture B, it’s on the
table.
4 In picture A the photo is behind the cup. In picture B, it’s in
front of the cup.
5 In picture A the clock is above the desk. In picture B, it’s
above the plant. / In picture A, the desk is below the clock,
but in picture B, the plant is below the clock.
6 In picture A, the laptop bag is next to the bed. In picture B, it’s
on the chair.
7 In picture A, the laptop is in the bag. In picture B, the laptop is
on the desk.
8 In picture A the plant is next to the table. In picture B, the
plant is next to the desk.
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9B
Grammar 1 like /enjoy /love /hate + -ing
Materials: One worksheet per student
Instructions:
Give out the worksheets and put Ss in pairs to ask and answer the
questions in Exercise 1. If necessary, teach the word blog (a blog is
a website where people write their ideas about something, e.g.
travel, TV, sports).
Read the instructions for Exercise 2 with the class. Ask Ss to
complete Exercise 2 individually, then compare answers in pairs,
before checking with the class. Circulate while pairs do Exercise 3,
providing assistance as required.
Exercise 4 could be done in class or set for homework. If there is
time, you could put Ss in small groups to share their introductions.
Answer key:
2
1 visiting  2 writing  3 trying  4 travelling  5 doing  Materials: One worksheet per student
6 playing  7 getting up  8 reading   9 watching  10 listening  Instructions:
11 meeting  12 talking
Grammar 2 like /enjoy /love /hate + -ing
Materials: One card per student
Instructions:
Give a card to each student and explain that they are going to talk
to each other to try to find one person in the class who enjoys/
likes/loves each activity on it, and one who hates/doesn’t like.
Point out the additional line (8) where Ss can add an activity of
their own to ask about.
Elicit and write an example question on the board for Ss to use as
a prompt during the activity, e.g. Do you like making dinner?
Encourage Ss to give an extra sentence in their answers using
like/enjoy/love/hate if possible, e.g. Yes, I do. I love making dinner.
Conduct a class mingle.
After Ss have found a person for every item on their sheet, or a set
time (e.g. ten minutes) has passed, put them in pairs to talk about
what they found out. Finish by conducting whole class feedback.
Vocabulary 
Hobbies
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards. Ask
groups to work together to match the pictures with the words,
then check answers with the class. As a follow-up activity, Ss put
the cards face down on the table and mix them up, then take turns
to turn over two cards. They should say the words for the phrases
and pictures on the cards they turn over. If it they match, the
student keeps the pair. If the cards don’t match, they place them
face down again. The game continues until all the phrases are
matched with the corresponding pictures. The student with the
most pairs at the end is the winner.
Z03_Roadmap_TB_A1_27726.indd 19
Photocopiable notes and answer key
Answer key:
The phrases and pictures are matched on the worksheet.
read a book / someone reading a book
do some sport / two people playing badminton
listen to music / someone listening to a song
do exercise / man exercising
listen to the radio / person listening to radio
play cards / friends playing cards for fun
play a video game / someone playing a video game
read a newspaper / someone reading a newspaper
use the internet / someone using the internet,
watch a TV programme / someone at home watching TV
watch a play / someone watching a play on stage
watch a film / someone at a cinema watching a film
9C
Grammar 1  why and because
Give out the worksheets and go through the instructions with the
class. Give Ss time to complete Exercise 1 individually, then
compare their answers in pairs before checking answers as a class.
For Exercise 2, put Ss in pairs, or groups if you have a large
class. Encourage Ss to adapt the questions in Exercise 1 if
possible, rather than copying them word for word. Circulate,
providing assistance as required. As groups ask questions, check
the why form is correct. Remember to incorporate because into
your answers.
To provide more direction for Exercise 2, write three sentences
about yourself on the board, e.g. something you like, something
you have got, and something you haven’t got. I get up at 6 a.m. on
Sundays. I’ve got a very big dog. I haven’t got a TV. Pairs then write
three questions with why to which these sentences could be the
responses. In this case, the questions are likely to be the same. As
an optional follow-up activity, Ss could do the same activity in
pairs.
Alternative:
If you would prefer Ss to not ask you questions during Exercise 3,
they could take turns to roleplay being teachers
and interviewers with another pair.
Answer key:
1 are  2 do  3 did  4 do  5 have  6 did  7 is  8 haven’t 
9 do  10 do
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 Grammar 2  why and because
Photocopiable notes and answer key
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards. Ask
them to match the cards to form questions with why, then check
answers with the class. After checking the questions, ask groups
to think of a possible response to each one starting with because.
Elicit some ideas for each answer from the class.
Answer key: For Exercise 2, Ss cut along the line indicated and give their
1 c  2 h  3 a  4 g  5 e  6 b  7 f  8 d
Sample reasons:
1 Because I want to learn English.
2 Because it’s Monday morning!
3 Because I’ve got classes from Monday to Friday.
4 Because it’s a holiday.
5 Because I bought some new shoes.
6 Because I love animals!
7 Because I wanted to ask you about our English homework.
8 Because the teachers are great!
Vocabulary  Learning a language
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards face
down in a pile. Explain that they will take turns to turn over a card
and read the sentence on it aloud to the group, including the missing
word on the card. The first letter of the word is given as a clue. If the
student holding the card can complete the sentence on it verbally,
then they keep the card. The first student to get ten points wins
the game. If the cards have all been turned over and no one has
got ten points, the discard pile is reshuffled and play continues.
Alternatively:
Before groups play the game, ask them to work as a group to
complete the sentences on the cards. Check answers with the
class, then ask the groups to shuffle the cards and play the game.
Answer key:
1 pass  2 exam  3 course  4 dictionary  5 take  6 do 
7 library  8 notes  9 online  10 board   11 know 
12 remember
10A
Grammar 1 would like /love to
Materials: One worksheet per student
Instructions:
Give each student a worksheet. Ask Ss to complete Exercise 1
individually, then compare their answers in pairs before checking
with the class. Ask Ss to discuss the questions in Exercise 2 in
pairs, then elicit some responses.
Answer key:
1 answers in pairs before checking answers with the class.
1 would  2 like  3 I’d  4 you  5 go  6 to  7 What  8 I’d 
9 Would  10 wouldn’t
2 For Exercise 3, put Ss in pairs to share their plans and check each
1 would  2 love  3 to  4 When  5 I’d  6 Would  7 to  8 join  other’s use of be going to.
9 you  10 wouldn’t
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Grammar 2 would like /love to
Materials: One worksheet per student
Instructions:
Give out the worksheets. Draw attention to sentence stems 1–10
in Exercise 1 and tell Ss that they need to write their answers to
six of them in the shapes on the bottom half of the page. Make
sure Ss understand that they write just the words or phrases in
the shapes, and that they do it randomly, rather than sequentially.
Circulate while Ss do this, providing assistance as required.
answers to their partner. Ss ask questions with would about each
item, ticking as they find out about each one. You could ask Ss to
review why questions here as well, responding with would like to/
would love to, e.g. Why did you write friends? Because I’d love to
spend more time with my friends.
Fast finishers could ask and answer questions using the prompts
that they didn’t use in Exercise 1.
Alternatively:
For a group discussion activity, cut the worksheets, so that it
includes Exercise 1 only. Give out the worksheets and ask Ss to
complete each sentence, then put them in small groups to discuss
their answers. Point out that they should use questions in their
conversations before discussing each item, e.g. Where would you
like to visit? What club wouldn’t you like to join? What club would
you like to join?
Vocabulary  Collocations
Materials: One worksheet per group of three, cut into cards
Instructions:
Put Ss in groups of three and give each group a set of cards. Ask Ss
to work together to match the collocations, then check answers
with the class. Ask Ss to talk about people they know who do/did/
don’t do the activities in each collocation. e.g. My friend built a new
house last year. I never sell old clothes. To assist them in this, you
could give Ss the irregular past verb forms in the collocations
(spent, had sold, built, made) and tell them that the others past
simple forms are regular.
Answer key:
The collocations are matched on the uncut worksheet.
start a business  change jobs  spend time with my family 
try a new sport  have children  sell some old books 
build a house  move to a big city  make some new friends 
join a club
10B
Grammar 1  be going to
Materials: One worksheet per student
Instructions:
Give out the worksheets. Elicit the correct form of the verb for the
first gap in Exercise 1 (’m going to visit ). Point out that Ss will need
to make sure that the verb be matches the subject I/you/we, etc.
Ask Ss to complete the exercise individually, then compare their
Ss complete Exercise 2 individually, or set the task for homework.
They can write more than four sentences if they wish.
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 Vocabulary  Party vocabulary

Photocopiable notes and answer key

Answer key:
1 Materials: One worksheet per student
 1 ’m/am going to visit
Instructions:
 2 ’m/am going to take
Give out the worksheets. Put Ss in pairs to do Exercise 1, then
 3 ’s/is going to meet
check answers with the class. Go through the instructions and
 4 ’re/are going to watch
examples for Exercise 2. Conduct a class mingle. Ss should ask and
 5 aren’t/are not going to get up
answer each question with a different partner. To finish, conduct
 6 ’m/am going to read
whole class feedback.
 7 ’re/are going to have
 8 ’s/is going to be Alternatives:
 9 ’re/are going to move Between the mingle and class feedback, Ss could work in pairs
10 ’s/is going to be and compare their answers to revise Who questions and the
11 ’re/are going to live lesson vocabulary, e.g. Who likes eating dessert? Maria does.
12 ‘re/are going to travel Who likes dancing at parties? Hakan does. They could also tell
13 ’m/am going to go their partner any additional information they learned about the
14 ’s/is going to clean Ss they spoke to.
15 aren’t/are not going to enjoy For Exercise 2, instead of a mingle, Ss could work in pairs to ask
16 ’s/is going to be and answer the questions.
17 ’re/are going to visit
Answer key:
Grammar 2  be going to 1
1 fruit  2 songs  3 music  4 games  5 sandwiches 
Materials: One worksheet per pair, cut in half
6 dessert  7 salad  8 to friends  9 dance  10 snacks  
Instructions:
Explain to Ss that they are going to roleplay planning a party and a
dinner to practise talking about plans with be going to. Put Ss in
A/B pairs, and distribute the worksheets. Tell them not to show
10C
each other their sheets. Give Ss a couple of minutes to read their
information, then check the instructions with the class. Point out Grammar 1  be going to: questions
that the student taking notes only needs to write a few words
Materials: One worksheet per student
about the activity, not full sentences, and that they will need to
change the words I/you when reporting the information. Circulate Instructions:
while Ss do the roleplays, providing assistance as required and Give out the worksheets. Ask Ss to complete Exercise 1 individually
checking that Ss are using be going to correctly. before comparing their answers in pairs, then check answers with
Fast finishers could plan their own event, e.g. another party, with the class.
six sentences using be going to, then swap partners to share their Go through the instructions for Exercise 2, then give Ss a few
plans for the event. minutes to think about a possible answer for each question. Put Ss
in pairs to roleplay the phone call. Tell Ss that they can choose any
Answer key: five questions to ask, they don’t need to be in order. For extra
practice, ask Ss to repeat Exercise 2 with a new partner.
Situation 1
Student A (Student B in brackets where different)
Answer key:
1 The party is going to be on Saturday at the park.
1 correct
2 The party is going to start at 11.30 a.m.
2 What are we going to visit?
3 You’re/are going to send emails to friends. (I’m/am going to
3 Where am I going to stay?
send emails to friends.)
4 correct
4 I’m/am going to buy food. (You’re/are going to buy food.)
5 correct
5 We’re/are going to make sandwiches and a cake.
6 What are we going to eat?
6 We’re/are going to play games and talk.
7 Are we going to swim?
Situation 2 8 How are we going to travel around the country?
Student B (Student A in brackets where different)
1 The dinner is going to be on Thursday night at 7 p.m.
2 We’re/are going to meet at a restaurant.
3 You’re/are going to choose a good restaurant. (I’m/am going
to choose a good restaurant.)
4 I’m/am going to tell everyone. (You’re/are going to tell
everyone.)
5 We’re/are going to speak English!
6 We aren’t going to sing songs!

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 Grammar 2  be going to: questions
Photocopiable notes and answer key

Materials: One worksheet per student

Instructions:
Ask Ss to imagine that they are going to go on a Learn English
weekend and elicit some types of activities that they might do on
such a weekend.
For Exercise 1, give out the worksheets and explain that Ss need
to choose one activity for each session on the sheet without
showing it to anyone else.
For Exercise 2, go through the example conversations with the
class. Conduct a class mingle. Ss try to find someone who is doing
the same activity as them for each of the sessions. Conduct whole
class feedback by asking a few Ss questions such as What are you
going to do on Sunday evening? Who are going to do that with?

Vocabulary  Seasons, time expressions

Materials: One worksheet per pair, coloured pens
Instructions:
Put Ss in pairs and give them a worksheet. Each student will need
a different coloured pen. Tell Ss that they are going to play a game
to practise using seasons and time expressions. To win a square,
a student says a sentence using be going to, a verb and the time
expression in it. Ss take turns to choose a square, say a sentence
and then write their sentence in the square with their colour. Ss
should try to use a different verb or collocation for each sentence.
The first student to write in five squares in a line (horizontally,
vertically or diagonally) is the winner. To finish, elicit some of the
sentences each pair used as answers in their game.
Fast finishers could change partners and play again. Weaker Ss
could work in groups of four (two pairs) for the activity.

Answer key:
Sample answers:
Next week, I’m going to have class.
I’m going to buy an apartment in the spring.
In May, I’m going to go to a concert.
On 1st January, I’m going to relax.
In August, my sister is going to stay with me.
In 14 days, I’m not going to be here.
In the winter, I’m going to visit my grandparents.
In two days, we’re going to have a party.
On my birthday, I’m not going to stay at home.
On Tuesday, my friend and I are going to play tennis.
I’m going to finish this course in the autumn.
I’m going to visit my friend for two days.  

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