2 Play the recording and ask
students to make a note of
seventy-
nine
gardener
kind friendly
Background
Age: attitudes to age in the UK vary.
According to a recent survey, most people
under twenty-five think that old age begins at
fifty-four, but older people do not share this
view! The actual pension age in the UK is in
the process of rising from sixty to sixty-five
for women, to equalise with men.
Topic TAlk
1 Give students five minutes in pairs to
discuss the photos. They can use words from
the network to help them. In feedback, write
up any useful language on the board.
Suggested answers: b The woman is
about thirty. She is a doctor – probably a
doctor of children (paediatrician). The baby
is about eighteen months. c The boy is about
seventeen. He is a student. He is studying art/
sport/maths. He is friendly. d The girl is about
nine. She is at primary school. She is moody/
unhappy.
their correct guesses.
Extra Exercise
Dictate the following questions:
1 How old is Granddad?
(seventy)
2 Where is Janet from?
(Scotland)
3 What does Charlie do? (He’s
a student.)
4 What sport does Charlie like?
(football)
5 How old is Amanda? (nine)
6 What instruments can she
play? (piano and violin)
Play the recording again. Ask
students to listen carefully for
the answers. Give students
time to check their answers in
pairs before the class check.
3 Play the recording twice
if necessary, to help students
complete the sentences in the
network. Ask students what
word (preposition) we use
with interested to say we like
something – interested in.
Answers: Student page
4 The class repeat the
words from the recording
using choral drilling. Play it
again for students to listen to
the last syllable. Point out that
the last syllable isn’t stressed
and the r isn’t pronounced – it
is the shwa /ə/.
For practice, students turn to
lANGUAGE cHoicE 43.
Extra Exercise
Students use the network
to describe the other three
people in the photos. Don’t
play the recording again, but
encourage students to discuss
in pairs, using the information
they remember hearing.
5 Before students
discuss, check any remaining
vocabulary in the Occupations
box that they don’t know.
Now your students can:
• describe their family and
people they know.
55
Background

other brain facts:

• It is estimated that the
human brain produces 70,000
thoughts on an average day.
• The human brain is still
developing in the teenage
years, and even into the
twenties. It is a time when
connections among neurons
that are not used wither away,
while those that are used
remain into adulthood.
• Albert Einstein’s brain
weighed 1,230 grams (2.71
lbs), significantly less than the
human average of 1300 grams
to 1400 grams (3 lbs).
• Laughing at a joke is no
True
simple task as it requires True
activity in five different areas True
of the brain.
• The left side of your brain
controls the right side of
your body; and the right side
of your brain controls the
left side of your body; 89.06
percent of people write with
their right hand, 10.6 percent
with their left and 0.34
percent with either hand.
Present Continuous Present Simple
• There are no pain receptors
in the brain, so the brain can
feel no pain.
• A study of one million
students in New York showed
that students who ate lunches
Present
that did not include artificial Continuous
Present
flavours and preservatives did Simple
14 percent better on IQ tests
than students who ate lunches
with these additives.

2 Elicit descriptions of the photos (b and c) 4 Encourage students to say what they do

Warm Up with the class. Check vocabulary from the as teenagers.

1 Give students a few
minutes to read the quiz.
Check understanding of
neurons, connections and
energy. Allow two minutes for
them to check their answers.
Find out if they are surprised
by the answers.
Answers: Student page
reading text at this point through discussion.
Ask: Are the students concentrating in class?
present Simple and continuous
Do you think the boy is bored or moody? Are
Ask students to complete the table
5
you moody sometimes? When you stay out
individually and then check with the class.
late, what are the consequences? If students
are unable to answer, give examples to
Answers: Student page
explain the language.
3 Give students five minutes to read the Students complete the exercise
6
text and check their guesses. Re-check any individually. This should give you an idea
vocabulary as necessary. of how much they have understood from
previous lessons.
Answers: Student page
Answers: Student page

56

practice
7 Go through the example with the class.
Ask: Where is the student? (He’s in front of
the TV.) Is he studying? (No, he’s watching
TV.) When does he study? (every day/
regularly) Give students five minutes to
complete individually. Monitor and help where
necessary. In feedback, check understanding
by asking similar questions to those
suggested above.
Answers: Student page
For practice, students turn to lANGUAGE
cHoicE 44. Remind them that they need to
choose the correct verb form each time.
8 Students read through the interview
first to get the sense of the interview before
reading again and completing the dialogue.
Encourage them to think about whether the
answers are ‘around now’ or always true/
regular events as they complete. Students can
act out the dialogue in pairs to check.
Answers: 2 don’t go 3 get up 4 revise
5 aren’t studying 6 are you doing 7 ’m waiting
8 are you drinking 9 don’t like 10 drink
9 Go through the example
with the class, so that
students understand what
to do. Give students five
minutes to complete their
sentences. In feedback, check
understanding.
Answers: 2 He goes to school.
He’s playing football. 3 She
works in a hospital. She’s
writing an email. 4 She studies
languages. She’s drinking tea.
For practice, students turn to
lANGUAGE cHoicE 45.
Grammar Alive
10 Play the recording twice if
necessary. Encourage students
to write full sentences. In
feedback, elicit full sentences.
Answers: Mary is reading a
book about the brain. Jim
usually reads football
magazines, but now he’s
reading a girls’ magazine.
Reasons: Mary is preparing a
presentation for her biology
class. Jim is getting information
for a project about sleep.
11 Model the example either
with a student or ask for two
volunteers to read it. Make
sure students understand
what to do. Give them time
to ask and answer questions
using all the cues. Monitor
and help where necessary. In
feedback, correct any common
errors on the board.
12 Do a couple of examples
based on your own family and
friends. Give students five
minutes or so to write about
themselves. Monitor and
help where necessary. Elicit
sentences from individual
students where possible.
Now your students can:
• recognise and use the
Present Simple and Present
Continuous appropriately.
57
Background

other laws in the Uk include:

Age 12: legally buy a pet
Age 13: legally work up to five
hours a day on Saturdays or
b
during the school holidays
Age 14: responsible for
wearing a seatbelt in a car or c
bus. They can be given a fine if a

they don’t. 
Age 16: get a licence to drive
a moped. You can join the army,
but you can’t go on active
service until eighteen. You can
drink wine, beer or cider with a
meal in a restaurant.
Age 17: give blood and get a
full driver’s licence
Age 18: get a credit card,
be called for jury service and
change your name 

part 1
Warm Up
Extra Exercise
To revise the Present Simple
and Continuous, look at the
photos. Write up vote, driving
lesson and in love on the
board. Students match the
words to the photos. Tell
students to think of two
sentences to describe each
photo – one with the Present
Simple and the other the
Present Continuous, e.g. a He’s
voting. He votes every five
years.
1 If you don’t do the Extra
Exercise, put students into
pairs to discuss the photos.
Elicit ideas and go through Reading 4 Go through SkillS BUilDER 11 step-
any vocabulary students don’t by-step and check students understand the
3 Ask students to look at the title and elicit
know. strategies. Give students two minutes to read
what they think a ‘campaigner’ is. Encourage
through to get the general idea and ask only
Answers: Student page them to look at the main headings to help
general checking questions, e.g. What is the
them. Give students time to read the article
2 Give students five minutes text about? (campaigning for teenage rights)
and make notes about when young people
to discuss in pairs first, then How many teenagers are mentioned? (two)
can do things. Elicit answers from individual
put pairs together in groups of In feedback after each Skills Builder stage,
students and encourage them to use full
four to compare their answers. ensure all the class is at the same point.
sentences.
Extra Discussion Answers: Student page
Answers: 2 leave school and get a job – 16
Depending on the level of your 3 get the same pay as an adult – 21
class, extend Exercise 2. Ask 4 go into the army – 16 5 get married – 16
what students think about the 6 vote in national and local elections – 18
law, e.g. should you be older 7 smoke cigarettes - 16
before you can smoke?

58

5 Go through the sentences from the text
with the class, eliciting the L1 equivalent.
For practice, students turn to lANGUAGE
cHoicE 46.
6 Model some example answers based on
yourself or a family member first.
Tip: When appropriate, try to share a little
personal information about yourself with your
students. It helps to create trust.
part 2
Writing
7 Give students five
minutes in pairs to discuss
the sentences. Go through
SkillS BUilDER 23 for more
examples of the language
in context. Elicit and check
answers.
8 Go through the example
with students first. Encourage
them to use the Sentence
Builder and SkillS BUilDER
23 to help them complete the
sentences.
Answers: 2 My sister is
a student in Year 7. 3 She
is a person with a friendly
personality. 4 My mum is a
teacher in a primary school.
5 My cousin is a teenager from
Scotland. 6 He is an athlete
with a lot of medals.
For practice, students turn to
lANGUAGE cHoicE 47.
9 Monitor and help with
vocabulary that students may
need as they do this exercise.
In feedback, encourage
students to read out one
sentence each.
10 Model the activity yourself
by describing someone the
students will know. This could
be another teacher, a student
in your class or maybe another
member of non-teaching staff.
If students can’t work out who
it is, give some physical clues.
11 Once students have
guessed the person in pairs,
you could open up the exercise
so that students can share in a
larger group.
No Comment
Ask students what rights they
think Bob Marley was fighting
for. (freedom and social justice)
Now your students can:
• use modifiers to add
interest to sentences
• use prepositions to give
additional information about
people.
59
Background

Ancient Rome: life expectancy

in Rome was low because of
disease and poverty.
The oldest tree: the world’s
oldest recorded tree is a
9,550-year-old spruce in the
Dalarna province of Sweden.
Going grey: each hair follicle
contains pigment cells. These
pigment cells continuously
produce a chemical called examined
melanin. As we get older, the
pigment cells gradually die.
did examine
life expectancy: women
generally live five to ten years
longer than men. One reason is
because men tend to develop
cardiovascular disease earlier
and also have strokes.
Babies: a newborn baby may
sleep for up to sixteen hours
a day, this decreases as they
grow.

Warm Up
1 Check ancient, go grey and
lose your memory. Do question 1
with the class. Students
work in pairs to discuss their
answers. Discuss answers with
the class.
What
Where How big
Who
Questions Who
Why Who
When do
you
2 Students check in pairs What do
you do
Which
How often
before the class check. Why do you
do you go
Answers: 1 people:
who Things: which/what
place: where Time: how long/
when Reason: why 2 how old;
how long 3 How; How; How
4 Ask two students to read the dialogue. Grammar Alive
3 Students complete the Write up Who examined the teenagers? and
questions individually. Elicit 6 Students compare their notes in pairs.
Who did you examine? on the board. Ask: In
answers. Check understanding which question does the word order change? 7 Students read through the questions.
of signs and help with (the object question) In object questions, the Encourage them to fill some of the gaps before
pronunciation if necessary. word order must change. listening again. They ask and answer in pairs.
Answers: Student page Answers: Student page Answers: Student page

Extra Exercise
Ask students to answer
questions 2 and 5. Elicit
ideas and write up any useful
vocabulary on the board.
For practice, students turn to
lANGUAGE cHoicE 48.
60
5 Students complete the sentences
individually. Encourage them to use the quiz
and Sentence Builder to help them.
Answers: 2 are you examining 3 do you like
4 have grey hair 5 do they like
Tip: Ask students to bring a photo of their
friends or family to their next lesson (see
Speaking Workshop 6, Exercise 7).
Now your students can:
• form subject and object questions
• share personal information using question
forms.

2
3 1
1 Give students a few minutes in pairs to
talk about what the people in the photo are
wearing. Encourage them to use the words in
the box to help, and remind them to use the
Present Continuous.
2 Give students one minute to read
through the questions first before playing the
recording/DVD.
Answers: Student page
3 Elicit what students remember about
who is who before playing the recording/DVD
again.
Answers: Mark: 4 Sandra: 2 Sam: 5 isabel: 1
middle
next
Which
one
4 Ask students to read through the dialogue
in pairs first before matching. Elicit the L1
equivalent from the class. Go through SkillS
BUilDER 37 for further examples of the
language.
5 Give students a few minutes to complete
and elicit answers from the class. Ask
students why we use one, and when (we use
it instead of repeating a singular countable
noun).
Answers: Student page
Extra Exercise
Prepare five simple sentences
before class e.g. 1 I like that
T-shirt. 2 My dad is the dad on
the left. 3 He is the tall boy at
the back. 4 Which hat did you
buy? I bought the red hat. 5 Is
that your bag? No, my bag is
the blue bag. You can either
write these up on the board
or dictate them to students.
Ask them to replace the
appropriate nouns with one.
6 First, ask students to read
through the dialogue before
using the Talk Builder to help
them complete it.
Answers: Student page
7 In case students don’t
have a photo, make sure you
have a selection of pictures
ready – these could be from
magazines. Divide the class
into groups. Allow them ten
minutes to discuss and make
notes. Encourage them to
use SkillS BUilDER 37 for
guidance. Monitor and help
where necessary.
For step 3, go through
SkillS BUilDER 38 and
check students understand
the strategies. Regroup the
students and encourage them
to use Lesson 18 to help
them with question forms.
As students ask and answer
questions in their groups,
monitor and help where
necessary.
8 Elicit a few opinions from
individual groups.
Now your students can:
• identify and describe people
in photos.
61
This review focuses on the
vocabulary and language areas
covered in both Module 5 and
Module 6.

times does
1– 3 walks
Answers: Student page takes
plays

4 Answers:
20 Are you working
21 ’m trying
22 ’m doing
23 ’re having
24 ’s studying
25 isn’t doing up
26 ’m going out
out
27 Are you meeting
28 ’m not meeting into
29 ’m playing on
a
c
b
5 Answers: round
30 work
31 are studying
32 ’s sleeping
33 doesn’t like
34 go out on
because I'm interested in football
35 ’m working with
so I invited him one
from
6 Answers: n't big enough
36 Why is Julia crying? in
too slow today at
37 Who cooked lunch?
38 What did you buy?
39 Who does your sister love?
40 What time did you get up?
41 How tall is your brother?

7 and 8
Answers: Student page

Self Assessment • Give students time in class or at home to

complete the practice exercises they identify.
• Students check their answers by listening
to the recording. Check spelling where • Direct students to the Learning Links at the
necessary. bottom of the page to complete either in class
or at home.
• When they have finished, get them to look
at their scores for each section and decide
what language areas they need to do more
work on. Ask them to use the table to find
practice exercises.

62

comedies horror films
actor
dialogues
brilliant
Background
Toy Story 3 (2010): a 3D computer-animated
comedy-adventure film. The plot focuses on
the toys Woody, Buzz Lightyear and their
friends dealing with an uncertain future
as their owner, Andy, prepares to leave for
college.
Water for Elephants (2011): a film starring
Robert Pattinson and Reese Witherspoon,
based on the 2006 bestseller by Sara Gruen.
Pattinson plays Jacob, a young man who joins
the circus and is the trainer for their new
elephant. Witherspoon plays Marlena, the star
of the troupe, in this romantic drama.
True Grit (2010): a film directed by the
Coen brothers. A tough US Marshal (Jeff
Bridges) helps a stubborn young woman
(Haliee Steinfield) to track down her father’s
murderer.
Topic TAlk
1 After checking the film types from the
network, ask students if they have seen the
films. Are they good? Who stars in them? Do
they like the films?
Answers: a animation b romantic drama
c western
Extra Exercise
Refer students to the network.
In groups, students discuss
and write down the names of
films that match each of the
genres. Help with any film
types they don’t know.
2 Students read the bullet
points. Play the recording for
students to check their guesses
from Exercise 1. Play it again
if necessary to elicit answers
about what the people like.
Answers: action films: 2
great dialogues: 1 romantic
comedies: 3 Johnny Depp: 1
westerns: 2 Reese
Witherspoon: 3
3 Students read the network
and guess the gaps from what
they remember. Students can
substitute animation with
nouns from the penultimate
box. Play the recording again
for them to check.
Answers: Student page
For practice, students turn to
lANGUAGE cHoicE 49.
4 Play and pause the
recording, giving students
time to write their sentences.
Students check in pairs before
the class check. Play the
recording again to listen for
the unstressed words.
Answers:. 2 It’s a film for
children. 3 It’s got some great
action scenes.
5 Students discuss in pairs.
Extra Discussion
If students are capable of
more, ask them to describe a
film they have seen recently,
e.g. Last week, I saw ‘Sherlock’.
It starred Robert Downey Jr. It
was an action thriller. I liked
it because the special effects
were brilliant, but I didn’t
like the end. Give students
the main structure of the
sentences to complete: Last … ,
I went to see … It starred … and
it was a(n) … I liked it because
the ... were … but I didn’t like …
Now your students can:
• describe types of films and
give simple opinions on them.
63
Background

Video sharing: there are

many websites where you can
upload and share videos, but
YouTube is the most popular
website. People upload
their own amateur videos
and anyone can watch and
comment on the posting.

Warm Up
1 Check understanding of
unicyclist from photo b as this
comes up in the following
reading text.
2 Ask students to read the
3-line introduction first. Ask
them what the interview is
about (film makers putting are
their films online) and who
the interview is with (Paula
m
Harmon). Give students two
minutes to read the text to get
the general idea. Give them a
Are
further four minutes to read
and answer the questions.
Explain eccentric /ɪkˈsentrɪk/ if
necessary, and elicit examples.
Check understanding of
amateur.

Answers: a films about

unicyclists b amateur videos
c a film about eccentric people
in New York

3 Do this as a class
discussion.

Future: be going to
4 Encourage students to
underline the examples in the
text as well as completing the
table. 6 Give students a few minutes to find and

Answers: Student page underline the phrases. Discuss as a class.

Extra Exercise
Write up a positive, negative
and question sentence on
the board. These can be from
the table. Drill these chorally,
making sure that students use
the contracted form of I’m,
She’s, etc.
5 Read through as a class,
and elicit the answer.

Answer: Student page

64

practice
7 Go through the example with the
class. Encourage students to use the table
in Exercise 4 to help them complete the
sentences. Students check in pairs before the
class check.
Answers: 2 Are you going to put 3 are going
to make 4 isn’t going to watch 5 is going to
become 6 Are you going to watch
For practice, students turn to lANGUAGE
cHoicE 50.
Diane
Pete
Diane
8 Ask students to match the sentences
first. Check answers with the class. Once
you know that students have matched them
correctly, they should then go on to write the
sentences.
Answers: 2 c I want to be an actor. I’m going
to start acting school next year. 3 a I love
cinema. I’m going to become a film critic.
4 e I’m bored. I’m going to watch a thriller.
5 f My camera is old. I’m going to buy a new
camera. 6 d I’ve got no time for my friends.
I’m going to stop watching TV.
For practice, students turn to lANGUAGE
cHoicE 51.
Grammar Alive
9 Read through the phrases
and check understanding of
lend. Students check in pairs
before the class check.
Answers: Student page
10 Put students in A/B pairs.
Give them time to be both A
and B. Ask one pair to model
the first dialogue. Elicit the
language for question 2,
too. Monitor and help with
pronunciation and form.
11 If students don’t have any
plans, tell them to think about
the weekend. They should not
share their ideas at this stage.
12 Put students in A/B pairs.
Remind students to ask their
partner about the weekend if
necessary
Extra Exercise
Instead of keeping students
in their seats for Exercise 12,
have them walk around the
class and ask other students
about their plans. Give them a
strict time limit (five minutes)
and tell them to remember as
many plans as possible. When
students sit down, ask the class
what different people are doing,
e.g. What is Ana doing tonight/
next weekend? She is …
Now your students can:
• use be going to to talk
about future plans.
65
Background

Sundance Film Festival:

widely considered the premier
platform for American and
international independent film.
Amazonas Film Festival:
the festival was set up to
showcase Manaus and to raise
its profile and establish it as a
destination for the arts.
cannes Film Festival: the c
festival was set up in 1946 e

to establish an international
cultural event in France to rival d
b
the Venice Film Festival.

Warm Up
1 Check understanding of
fan . Students complete the
questionnaire. They work in
pairs, but answer the questions
infinitive
individually. They check their infinitive
answers and discuss. -ing
-ing

listening
2 Go through SkillS
BUilDER 4 and check students
understand the strategies. Do
the first point by going through
each item, asking students
what sort of information they
will need to listen for, e.g. for
question 2, elicit film types.
Play the recording twice. Check
how students are listening
each time.
3 Play the recording of
the complete dialogue for
students to check their
answers. Elicit reasons why
students think Toby is a real
film fan, e.g. He watches a lot
of films. He likes old films and 5 Go through the example with the class. Reading
films from different countries Remind students to use the Sentence Builder.
7 Students skim through the text. They
(not just from Hollywood).
Answers: 2 Do you like watching foreign should check a maximum of three words they
Answers: Student page films? 3 Would you like to go to the cinema don’t know with their partner. Elicit the most
with me tomorrow? 4 Do you like talking about common four words the class don’t know and
4 Go through each sentence check meaning. Go through SkillS BUilDER
films with your friends? 5 Do you like eating
with the class. Make sure popcorn in the cinema? 6 Would you like to 12 and check students understand the
students know when to use to watch a DVD with me? strategies. Ask them to read the text again,
(after would like) and when to underlining important words. When checking
use the -ing form (after like). 6 Put students with a different partner to the answer, ask students why the other
ask and answer the questions. options aren’t correct.
Answers: Student page
Answer: Student page
For practice, students turn to
lANGUAGE cHoicE 52.

66
 11 Check understanding of
produces, award and trilogy.
Give students a few minutes
to choose and read through
their questions individually.
Give them a further three
2
minutes to write one more
3 question. Monitor and check as
students ask and answer.

No Comment
-ing Ask students what Samuel
-ed
Goldwyn thinks of television.

Now your students can:

• recognise how to use like
exciting and would like
relaxed
interesting • use -ed/-ing adjectives
bored to describe situations and
feelings.

boring
exciting

bored
relaxed
tired

8 Give students two minutes to complete 10 Go through the example with the class
the matches. and elicit the answer to question 2 as well.
Ask: Is it a situation or a feeling? (a situation)
Answers: Student page
Answers: Student page
9 Give students three minutes to complete
the Word Builder, then check in pairs. Give
them a minute to match the adjectives to a
and b. In feedback, check answers with the
class.

Answers: Student page

For practice, students turn to lANGUAGE

cHoicE 53.

67
Background

Film crews: other jobs within

the film industry include
production assistant, location
manager, director, casting
✓
director, camera operator, ✓
editor, make-up artist, 3D
animator, producer, sound
assistant, screenwriter, special have to
effects and stunt artist.
have to
don't
have to
do have to

Warm Up has to

1 Give students two have to

minutes to skim the dialogue.
They check in pairs.

Answers: Student page

have to/not have to

2 First, ask students to find
the sentences in the text and
underline them. Go through
the example with the class.
Students do the exercise
a
individually. In feedback, a
elicit answers from individual c
students. c

Answers: Student page

3 Go through the example,

so students understand how
to make the sentences. They
complete the sentences before
the class check.

Answers: 2 An actor doesn’t

have to choose his/her clothes.
3 An actor has to learn his/her
words. 4 An actor doesn’t have
to move the equipment. 5 An
actor doesn't have to pay for
food and drinks.

4 Students complete the

dialogue. They check their
answers by reading the
interview in pairs.
Answers: Student page
For practice, students turn to
lANGUAGE cHoicE 54.
Grammar Alive 6 Go through the example with the class,
so they understand what to do with the cues.
5 Explain that obligations are things that
Put students in A/B pairs. Give students five
we have to do. Encourage students to put a
minutes to ask and answer the questions.
tick or a cross the first time they listen to the
Monitor and help where necessary. Write up
recording, to remind them what Tom does or
and correct any common grammar errors on
doesn’t have to do. Students work in pairs.
the board.
Ask them to try to make sentences from the
cues. Play the recording again so students can 7 Give students a few minutes to complete

check their sentences. their sentences. In feedback, ask a few

Answers: 2 Tom has to take a camera. 3 He
has to film important places. 4 He doesn’t
have to talk to old people. 5 He doesn’t have
to film the interviews.
individual students to read one have to
sentence and one don’t have to sentence.
Now your students can:
• use have to/not have to to talk about things
that are necessary or not necessary.

68

P
G
G all chosen their five films, give
B them a further ten minutes to
P
1 If students have seen the films, ask them
which is their favourite, and why.
2 Give students one minute to read through
the sentences. If you are listening to the
recording (and not watching the DVD), tell
students that Patsy is a girl before you start.
Answers: Student page
3 Students complete the Talk Builder
exercise. Ask them to read the statements and
responses in pairs and check their answers.
Refer students to SkillS BUilDER 39 for
further examples.
Answers: b disagree c agree d agree e disagree
Tip: Getting students to
explain why the wrong
answers are incorrect is just
as valuable as getting the
correct answer from them. It
helps them to get to the right
answer, if they are able to
understand why the others are
wrong.
Extra Discussion
Ask students what is on at the
cinema at the moment – elicit
the type of film and the main
stars. Ask them what the last
film was that they saw either
on DVD or at the cinema. Write
ideas and vocabulary up on the
board.
6 Give students a
few minutes to prepare
individually. Tell students to
use ideas from your discussion
or simply elicit a few ideas at
this point.
7 Encourage students to
refer to SkillS BUilDER 39
and the Talk Builder on this
page as they discuss their
choices. Once students have
make notes based on step 1.
Wait until the whole class is
ready to move on to step 2
before proceeding. Monitor
and help with vocabulary.
When doing the class check
on common errors, focus
only on agreeing/disagreeing
language.
Now your students can:
• use simple phrases to agree
or disagree with statements.
4 Pause the recording/DVD, allowing the
class to repeat the replies chorally. Repeat
and when they are more confident, drill
individually.
5 Give students a few minutes to complete
the exercise individually. Check answers by
reading the sentence and eliciting the correct
response. Check why the other answers
aren’t correct, e.g. ask: Is ‘I like romantic films’
a positive or negative sentence? (positive)
Why is a negative response not correct?
(Because the statement is positive.) When do
we use ‘good idea’. (When someone makes a
suggestion.)
Answers: Student page
69
Extra Discussion
Ask students if they like
competitions. What sort of
competitions do they enter?
Did they win a prize? What
was it? Why is it good to enter
competitions? 2
4 1
1 Give students five 3 5
minutes to read and complete
the exercise individually, then
check in pairs.

Answers: Student page

2 Give students a few

minutes to skim the email and
check general understanding
by asking, e.g. Who wrote the
letter? (Freya Williams) What
does she want to do? (to
enter the competition) What
sports does she like to film?
(skateboarding and basketball)
Give students a few minutes
to find the information. In
feedback, elicit answers from
individual students.

Answers: She asks about a, b,

c, e, f.

Text Builder
3 Ask students if the email
is formal or informal (formal).
How do they know? (Because
it starts Dear Sir/Madam
and ends Yours faithfully.)
Students match individually,
then check in pairs.

Answers: Student page

4 Read through the

sentences with the class,
eliciting the L1 equivalent.

Answers: I would also like

more information; to ask about
the prizes, too.
5 Go through the example
with the class. Encourage
students to use the email to
help them.
Answers: 2 I would like
information about prices. I
have got some questions
about dates, too. 3 I play
football. I also like swimming
and running. 4 My sister
watches a lot of films at home.
She goes to the cinema a lot,
too.
6 Give students one minute to read through Now your students can:
the choice of adverts in step 1. Elicit ideas for • write a formal email asking for information
each, checking they remember that Zumba is
dance exercise. Make sure all students have • use the linkers also and too to add further
made a decision before moving on to step information.
2. Give them a further five minutes to make
questions. Monitor and help where necessary.
Go through SkillS BUilDER 24 for another
example email to help them. Encourage them
to use linkers. You can also refer them to
SkillS BUilDER 21 to remind them of other
linkers they can use.
7 Students read each other’s emails.

70
 3 Give students time to read
the information in the network
before playing the recording.
When they have completed
the network sentences about
Toby, do a class check. Check
other networks for words that
students don’t know.

Answers: Student page

Extra Exercise
Basic practice: If your class
needs to revisit a lot of this
vocabulary, bring in flashcards
of as many of the food items
as possible in the networks.
Practise by holding up the
cards and getting students to
repeat what they see.
Extension practice: To help
students remember the food
items, use flashcards of the
food items and ask, e.g. Do you
like pasta? Pass the flashcards
around the class, encouraging
cheese
vegetables students to ask and answer
coffee about the pictures.
4 Pause the recording
biscuits if necessary in order to
give students time to find
the words and practise
pronunciation through choral
drilling. If necessary, stop and
repeat more difficult words,
e.g. vegetables, salmon and
yoghurt.

Answers: Student page

For practice, students turn to

lANGUAGE cHoicE 55.
5 Put students with a new
partner to complete this
exercise.

Now your students can:

Topic TAlk
1 Elicit words for the food items in the
photos and write them up on the board. Ask
students which food in the photos they like or
don’t like.
Answers: a tomatoes b broccoli c cake
d strawberries e kiwi f cheese g ice cream
h milk i egg j sardines k chicken l sausage
2 Write up the headings Healthy and • talk about food they eat.
Unhealthy on the board, then play the
recording. Elicit ideas for types of healthy and
unhealthy foods. Ask students to tell you if
they think they are healthy or not. Play the
recording again if necessary.
Answers: Chris is more healthy. He eats fruit
and vegetables and nuts and fruit for snacks.
He doesn’t drink coffee.

71
Background

Sushi: it first came from

Southeast Asia, and spread
to south China before coming
to Japan. Sushi means ‘sour-
tasting’. The small parcels
of raw fish and rice are
traditionally eaten with the
fingers or chopsticks and often
served on a small platter with
a side dish for dipping.
Spaghetti bolognese: is
spaghetti pasta served with
a meat-based sauce which
originally comes from Bologna
in Italy.

Warm Up
1 Discuss what dishes
students can see in the photos
and in what country they think
they are popular. Ask students
to look at the ‘future food’, too.
What do they think it might be?

Answers:
a salad
b sushi (Japan)
c spaghetti bolognese (Italy)

Extra Exercise
Students work in pairs. Ask
them to write five countries
and their traditional dish. Open
this into a class discussion
about their favourite foreign
dish and maybe what foreign in ten years' time
restaurants are available in next year
your town. Ideas can include
India (curry), Italy (pasta
and pizza), China (rice and
noodles), Mexico (enchiladas
and burritos), Spain (paella and
tapas) and Poland (pierogi).
Extra Exercise 4 Read through the time expressions with
2 Students discuss their To focus on form, write an affirmative the class and ask students to find two more.
answers in pairs. Elicit sentence, a negative sentence and a question Ask individual students for the answers.
class feedback. Check form (use the sentences from the grammar
understanding of eating table) on the board. Elicit what students need Answers: Student page
habits, vitamins, lifestyle and to form the sentence – will/won’t + verb. Ask
home-cooking. checking questions, e.g. What form of the
verb do we use? (the base form) Do we need
predictions will/won’t ‘to’ with the verb? (no) Does ‘will’ change with
different subjects? (no)
3 Ask students to look
at the table and underline Tip: Write the parts of the sentence that you
the sentences from it in the want to focus on in different colours, e.g. meat
interview text. Elicit the will be more expensive.
completed rule from the class.

Answers: Student page

72
 7 Put students in A/B pairs.
Give students sufficient time
to ask and answer all the
questions. Model the task first
with a student.

Answers: 2 Yes, it will. 3 No,

they won’t. 4 No, they won’t.
5 No, it won’t. 6 Yes, they will.
7 No, they won’t. 8 Yes, they
will.

8 Students complete the

won't
predictions individually. Ask
will individual students to come
won't and write up the answers on
won't
will the board. Students check that
won't their answers match those on
the board.

Answers: 2 We won’t go out

very often. We will learn to
cook at home. 3 Schools won’t
sell sweets. Children will drink
more water. 4 We will eat
more fruit and vegetables.
Hamburgers won’t be popular.

For practice, students turn to

lANGUAGE cHoicE 57.

Grammar Alive
9 Write up fortune-teller
on the board. Ask: Does this
person tell you about the past
or the future? (the future)
Check understanding of chef.
Ask: What is a chef’s job? (They
cook food in restaurants.)
Play the very first part of the
recording. Stop the recording
and ask: Where is it? (at a fair)

Answers: She will work a lot,

have four children, be famous.
Her life will be exciting. She
won’t be rich.

10 Explain that they are

practice
5 Go through the example. Students find
the appropriate sentence in the text that tells
us this (Fast food won’t disappear). Students
complete the sentences, then check in pairs.
Answers: Student page
For practice, students turn to lANGUAGE
cHoicE 56.
6 Recap on how to form a question by going
through the example with the class and doing
question 2 together. Write up the answer
on the board. Students then complete the
questions individually.
Answers: 2 Will Italian food still be popular?
3 Will fast food restaurants disappear? 4 Will
people eat a lot of sweets? 5 Will our national
food become popular in the world? 6 Will
people stop eating meat? 7 Will traditional
dishes change? 8 Will young people cook at
home?
going to be fortune-teller and
customer. Ask two students
to volunteer to model the
first two cues. Monitor and
help with language. Discuss
any common errors related to
grammar.
11 In pairs, students
complete their predictions
before they discuss.
Now your students can:
• use will/won’t to form
simple sentences and
questions about the future.

73
Background

Roof gardens: these gardens

are beginning to change the
roof landscape in a number
of North American, European
and Asian cities. They increase
private outdoor green space at
home, they support urban food
production, improve air quality
and reduce CO2 emissions.
They delay stormwater runoff,
increase habitat for birds and
insulate buildings.
Switzerland, Austria and 3
Germany all have a long 2 1

tradition of using green roofs.

The Swiss government has
just passed a bylaw which
states that new buildings must
be designed to relocate the organic
hens
green space covered by the honey
building’s footprint to their grow
C02
roofs. Even existing buildings, bees
including historical buildings, owner
must now ‘green’ 20 percent
of their rooftops.

part 1
Extra Warmer
Choosing food items from the
Topic Talk page, dictate the
letters of the words to the
class in the wrong order (as an
anagram). The first student to
work out the food item wins a
point. You could put students
in teams to do this. It will help
practise letter sounds as well
as revise vocabulary.

Warm Up
1 Elicit some ideas for
fruit and vegetables that are
available locally. Students
work in pairs. Give them five
minutes to discuss where they
come from.
Reading
2 Give students a strict
time limit when they do this
exercise (two minutes). They
only need to skim the text at
this stage to match the topics.
Stress that they shouldn’t read
every word in detail.
Answers: Student page
74
3 Students will need to read in more detail
to complete this task. Give them sufficient
time to read through more thoroughly and ask
some general checking questions, e.g. In which
country are the gardens? (England) What is
a flat roof? (A picture on the board may help
for this question.) Which countries do a lot of
fruit and vegetables come from? (South Africa,
Kenya, Thailand, etc.) Go through SkillS
BUilDER 13 and check students understand
the strategies before they complete the
exercise. Students check in pairs before the
class check.
Answers: Student page
Tip: Students can write their own definitions
for words in other texts, as in Exercise 3.
They choose four words and then swap their
definitions with their partners.
4 Ask students to underline the part in the
text where they find the answer. This may be
a good point to break your lesson.
Answers: Student page
Extra Discussion
Ask students if they or their parents grow
fruit or vegetables in their gardens or if they
have an allotment (a small piece of ground in
or just outside a town that a person rents for
growing vegetables, fruit or flowers). What do
they grow? Who eats the food?

c, g, j
a, d, f
e, h, i
5 Make sure students understand that
sentences 2–4 have more than one match.
The Topic Talk page will help with the meal
answers. In feedback, discuss answers.
Answers: Student page
For practice, students turn to lANGUAGE
cHoicE 58.
part 2
Writing
6 Look at the Sentence Builder with the
class, eliciting the L1 equivalent. Bring
students’ attention to the form in brackets as
this is the key difference (verbs don’t follow
because of). Go through SkillS BUilDER 25
for further examples.
7 Look at the example with
the class. Ask: Does the last
part of the cue have a verb?
(no) So do you use ‘because’
or ‘because of’? (because of)
Students should be able to
work out their answers to the
remaining questions in the
same way.
Answers: 2 Those vegetables
are fresh because they come
from our garden. 3 Omelettes
in that café are good because
of the fresh eggs. 4 That
honey is expensive because
it comes from Fortnum &
Mason. 5 We don’t go to that
restaurant because of the
prices. 6 That market is good
because the vegetables are
cheap.
For practice, students turn to
lANGUAGE cHoicE 59.
8 Give students time to look
through the questions first.
Put students in different pairs
for this task, so the questions
and answers will be fresh and
more meaningful.
9 Ask individual students to
repeat some of their partner’s
answers in the third person, as
shown in the example.
No Comment
Ask students what the joke
is. (A play on words between
snails which are slow and fast
food.)
Now your students can:
• use strategies to work out
unknown words
• use because and because of
to add to and link sentences.
75
Background

Healthy hearts: overweight

and obesity directly affect the
health of the heart.
Salt: health experts Present
Simple
recommend a maximum of
5 grams of salt per day for a
healthy diet; processed foods
are often high in salt content.
Sugar: recent research from
the US shows that people eat
more than 100 grams extra
sugar daily, hidden in breakfast a: fish b: lemon d: tomatoes e: onions
cereals, soft drinks, fruit jams,
etc.
Fat: healthy fats (unsaturated)
are found in oily fish, nuts and – + + +

vegetable oils. Unhealthy fats

(saturated and transfats) are
found in fatty meats, fried hot dog, burger
a meal in a fast food restaurant
foods, dairy products, tropical
pasta, fish, vegetables
oils and some margarines. sandwiches, pizza

Warm Up
1 Elicit the food vocabulary
(a–e). Write the words up on
the board. Students say which
they like, using full sentences,
e.g. I like tomatoes in salad.
Ask: Is the food healthy or
unhealthy?

Answers: Student page

2 Check understanding
of nutrition, concentrate, b
fresh products and regularly. a
Students read, then discuss
in pairs. Ask, e.g. How many
times a day can we eat? (five
or six)

Answers: Student page

3 Ask a few questions to
get the discussion going. Ask,
e.g. When do you feel hungry?
Do you enjoy a snack in the
morning/afternoon?
5 Write up the form on the board. Elicit the
answer. Elicit examples from the text. Highlight
that the if part of the sentence can go at the
end.
Answers: Student page
Grammar Alive
7 Students listen the first time to find out
what two people the teenager talks about
(his girlfriend and his mum). Encourage full
sentences in feedback.

present conditional
4 Students work this out
individually. If necessary,
guide them asking: When are
you talking about? (now/the
present)
Answers: Student page
76
6 Elicit the first part of the answer to
question 2.
Answers: 2 If children eat a lot of sweets,
they have problems with (their) weight.
3 If you don’t sleep eight hours every night,
you feel moody. 4 If you eat chocolate,
you feel happy. 5 If you don’t eat fruit and
vegetables, you have health problems.
For practice, students turn to lANGUAGE
cHoicE 60.
Answers: Student page
8 Students write their questions down
individually before they complete the
question and answer dialogues in pairs.
9 Students discuss their answers in pairs
before class feedback.
Now your students can:
• recognise the Present Conditional.

T term project. The films can
T then be played at the end of
F
T
F 8 In feedback, ask for one
1 Give students a few minutes to discuss
the menu in pairs. In feedback, check any
dishes that students don’t know. Ask two or
three students to say what they would like.
Extra Exercise
Play the recording/DVD and ask: Where is it?
(in a café) and Who is there? (two friends and
a waitress)
2 Play the recording/DVD. Students check in
pairs before the class check.
Answers:
Zac: pizza, cola
Michelle: tuna salad, water
5 Say the questions, using
choral drilling. Encourage
students to use the polite
intonation.
Extra Exercise
In groups of three, students
read through either the Talk
customer Builder or SkillS BUilDER 40.
waiter Encourage them to focus on
customer using the polite intonation.
waiter
customer Tip: Use the SkillS BUilDER
waiter and Talk Builder dialogues as
customer
customer much as you can – they provide
customer good models and provide lots
waiter
customer of valuable practice.
waiter
6 Give students a few
minutes to complete the
dialogue, then check in pairs.
Do a class check before
students use it to form and
role-play their own dialogues.
Encourage students to refer
back to the menu for ideas of
what to order.
menu
like
Answers: Student page
please
drink
me 7 Students use SkillS
BUilDER 40 as a guide.
Go through the steps with
the class first, to check
instructions. Give students ten
minutes to complete in their
groups.
Tip: If you have access to a
video camera, you could film
students acting out their
situations as part of a longer
term.
sentence from each group.
Now your students can:
• use polite language to order
3 Give students a few minutes to look
food in a café or restaurant.
through the statements first. Try to elicit
some answers that they may remember from
the first listening/watching.
Answers: Student page
4 Give students five minutes to work out
the speakers individually. Students check
answers in groups of three and read through
the dialogue. Refer students to SkillS
BUilDER 40 for another example dialogue.
Answers: Student page
77
This review focuses on the
vocabulary and language areas
covered in both Module 7 and
Module 8.

1 – 3 have to
Answers: Student page have to
don't
have to

4 Answers: have to don't

have to
20 I like Italian restaurants.
I also cook Italian food.
21 I often go to the cinema.
I watch DVDs, too.
work feel
22 Everyone loves this café
because of their fantastic interesting don't cook
eat
cakes. tired
boring don't do
23 He made his last film in exciting interested feel
New Zealand because there
are beautiful mountains there.

5 Answers:
would like
24 My parents are going to Do like
buy a new car. Would like
like
25 Is Jane going to make a film
about Venice?
26 I’m not going to spend the
summer in the city.
27 Mike is going to cook lunch
at home.
28 Are you going to watch this
film?

6 Answers:
29 Cinema tickets will be very
expensive.
30 People won’t go to the
cinema.
31 DVDs will disappear.
32 Will people watch all films
online?
33 Will cinemas exist?

7 – 9
Answers: Student page

Self Assessment • Give students time in class or at home to

complete the practice exercises they identify.
• Students check their answers by listening
to the recording. Check spelling where • Direct students to the Learning Links at the
necessary. bottom of the page to complete either in class
or at home.
• When they have finished, get them to look
at their scores for each section and decide
what language areas they need to do more
work on. Ask them to use the table to find
practice exercises.

78

fifty
Pretoria
winter
cold rainy
north
national parks
Background
china: China’s mainland population (the
world’s largest) was 1,347,350,000 in 2011.
It is 9,596,960 km² in size. China has a climate
dominated by dry winter seasons and wet
monsoon summers but climates differ from
region to region. In the southwest of the
country, it is pleasantly warm and green all
year round.
Brazil: Brazil’s population is 193,364,000. It
is 8,511,965 km² in size. The vast majority of
Brazil has a tropical climate, although portions
of the country have a range of climates. Its
coastline is over 7,491 kilometres long with
thousands of different beaches.
South Africa: South Africa’s population is
49,991,300. It is the 25th largest country
in the world in terms of population. It is
1,219,912 km² in size. The climate varies
considerably regionally but it is a relatively
dry country. There are approximately 2500
kilometres of coastline with surfing and
swimming beaches, and nineteen national
parks, including the famous Kruger Park.
Topic TAlk
1 Give students five minutes to discuss
their answers in pairs. Check largest and
biggest before they start.
2 Play the recording twice
if necessary. Students check
their notes in pairs before the
class check.
Answers: 1 China 2 China
3 South Africa 4 All the
countries have variable
climates – South Africa is
relatively dry. 5 Brazil
3 Give students a few
minutes to read through the
network first. Ask if they can
fill in any of the gaps from
what they remember.
Answers: Student page
4 Students listen and repeat
first, then write the word
in their notebooks. Play the
recording again, giving them
time to underline the stress.
Practise the words, using
choral drilling, and encourage
students to repeat words they
have problems with. Play the
track several times or repeat
words if necessary.
Answers: autumn, winter,
cloudy, national, capital
For practice, students turn to
lANGUAGE cHoicE 61.
5 Give students time to
discuss the information.
In feedback, discuss any
different views.
Extra Exercise
Students can write about
other countries they have
visited or if they have access
to computers they can use
them to research other
countries or your country.
Now your students can:
• describe the climate and
geographical features of a
country.
79
Background

Studying abroad: the number

of students choosing to study
abroad has risen sharply
over the past few years. In
May 2011, the number of
international students rose to
3.43 million – an increase of
12 percent. The US is the top
destination with the number ✓

of Chinese students in the US

rising by almost 30 percent ✓
in a single year. The UK is the
second biggest destination for
overseas students.

Warm Up
1 Look at the photo with
the class and elicit ideas. What
age do they think the students
are? What do they think is a
good age for studying abroad?
Then ask them where they
would like to study, and why.
What would they like to see or
do there?

Extra Exercise
Before reading the text,
students look at the list in
Exercise 2. Ask them what
they would have problems
with if they studied abroad.
Elicit ideas and write up any
useful vocabulary on the
board. home
dinner
2 Give students a few home
minutes to read the text. breakfast

Ask some general checking

questions, e.g. What isn’t
‘cool’? (philosophy and politics)
Where does Mel cook? (at
home) What language do they
write essays in? (English)
4 Give students time to read the sentences
Answers: Student page before choosing a or the in a and b. Students
check in pairs. Highlight the difference by
asking: In sentences 1 and 4, what is the
a/an/the specific thing or person? (the world and
3 Give students five the teacher) In sentence 3, are there other
minutes to complete the rules Chinese restaurants? (Yes. This is one of
individually. Make sure they many.)
understand that they have to
Answers: Student page
circle the correct alternative in
each rule. Students check their 5 Give students a few minutes to find the
answers in pairs before the expressions and complete the sentences.
class check.
Answers: Student page
Answers: Student page

80
 Grammar Alive
9 Play the recording
an
first and ask students to
the a
listen for answers to these
questons: Who are the people?
an
(students) Are they friends?
a (No, they have just met.).
the
Students then complete the
the the
exercise. Play the recording
again to check.

Answers: Student page

10 Put students in A/B

pairs. Ask one pair to read
the example. Elicit ideas
for question 2 to model the
the the exercise. Give students plenty
classrooms library
have a (cup) of coffee of time to ask and answer.
office toilet Monitor and help where
necessary. Make a note of
common errors relating to
articles.
11 Put students in groups of
three or four to complete the
exercise orally. Monitor and
–
– a
help where necessary.
an
a a Extra Exercise
a
Ask students to choose three
– of the places from the list in
– Exercise 11 and write their
sentences. Students swap
notebooks for their partner to
check.
Tip: Students don’t always
the recognise their own mistakes,
a
an but they often see mistakes
The in other people’s work. Peer
correction is a useful tool to
The
the help them recognise their own
mistakes.

Extra Exercise
Students close their books.
Choose four or five sentences
from the Students’ Book
practice 8 Give students five minutes to complete page which contain various
the dialogue individually. Ask students to read articles (or none). Dictate the
6 Go through the example with the class
it in pairs to check their answers. Ask checking sentences with the articles
and help them with item 2. Encourage
questions, e.g. (question 3): Does Jim know missing. Students write
students to refer to Exercises 3 and 4 to help
which living room his friend is talking about? them in their notebooks then
them.
(Yes. It’s specific.) work in pairs to correct the
Answers: Student page sentences, e.g. I have dinner
Answers: Student page in (a) local restaurant. Moscow
For practice, students turn to lANGUAGE is (the) capital of Russia. I had
For practice, students turn to lANGUAGE
cHoicE 62. cornflakes for breakfast (no
cHoicE 63.
7 Go through the example with the class. article).
Ask: Does the person asking the question
know how many cathedrals there are in Now your students can:
London? (no) For question 2, ask: Is there more • recognise and use
than one Moscow? (no) indefinite and definite articles
appropriately.
Answers: Student page
81
Background

costa Rica: is a country

bordered by Nicaragua and
Panama. There are two major
mountain ranges, The Cordillera
Volcanica and the Cordillera de
Talamanca. One fifth of the
country is covered in forests.
The country has focused on
developing ecotourism.

part 1
Warm Up
1 Read through the
sentences with the class,
eliciting students’ guesses.
Write up their suggestions
on the board, and check
the vocabulary in the box.
(Students will need this for the
next practice exercise.)
For practice, students turn to
lANGUAGE cHoicE 64.
F

Reading F

T
2 Give students sufficient
time to read the text and T
check their guesses. Add their T
feedback to the answers you
wrote up on the board.

Answers: Student page

3 Put students in A/B

pairs. Monitor and help where
necessary.

Answers: A: 2 coffee
3 go hiking, go white-water
rafting, swim/surf, take
photos 4 monkeys, sloths,
sea turtles, birds B: 2 eco-
tourism 3 rainforest, volcano,
river, sea/ocean, Puerto Viejo,
Cahuita and Tortuguero
National Parks, San José
4 November–April
Extra Exercise
Ask students to choose
three words they don’t know.
Refer them again to SkillS
BUilDER 13 to work out
what the word is. Provide
dictionaries for students to
work out words they still don’t
know. Students then share the
words in pairs.
4 Put students in A/B pairs. Student A
writes the questions for Student B, and
vice versa. Give students a few minutes to
prepare their questions. Wait until all students
are ready with their questions before they
ask and answer. Monitor and help where
necessary. Make a note of any incorrect
question forms and correct them on the board.
Answers: 2 What is the national drink?
3 What things can you do? 4 What animals can
you see? 1 What is the population? 2 What
type of tourism is there? 3 What places can
you visit? 4 When is the best time to go?
5 Elicit sentences from a few students
about what they would like to do.
part 2
6 Highlight the way the countries are
grouped in the Word Builder to help students
with spelling. Once they have completed the
adjectives, play the recording. When they
have listened, to check their answers, play
the recording again, encouraging students to
repeat and practise pronunciation.
Answers: Student page
For practice, students turn to lANGUAGE
cHoicE 65.

82
 9 Read through the
sentences with the class, then
play the recording. Go through
SkillS BUilDER 5 and
check students understand
the strategies. Ask if they
remember hearing any of
the phrases in point 2. In
feedback, ask what language
or intonation students noticed.

Answers: Student page

10 Elicit some more ideas of

things to do and write them
Lucy
up on the board as suggested
Adam below. Give students a further
Lucy five minutes to discuss ideas.
As students are writing their
notes, ask one or two to come
and write up their ideas under
the appropriate heading.
Once students have finished
discussing, have feedback.

American Tip: Use spidergrams on the

Canadian board to order ideas. In this
case, write My country in a
Spanish
circle in the middle with the
Turkish
Polish headings from Exercise 10
Japanese spaced around it. Include
Chinese students’ ideas under the
Greek different headings. (You can
French
also use different colours.)
11 Put students in A/B
pairs. They use the question
forms they wrote for Exercise
3 to help them as well as
their notes from Exercise
10. Monitor and help where
necessary. In feedback, ask
one or two pairs to repeat
their dialogues to the class.

7 Put students in A/B pairs. Students
divide the list so that they each choose about
four people to ask about. Choose one pair to
model the conversation first. Monitor and help
with pronunciation and question forms. Give
students two minutes to check their answers.
Allow students to use additional people if
they prefer.
No Comment
Ask students why this
statement is true. Is it true for
them?
listening
Now your students can:
8 Give students one minute to read through
• recognise a variety of
the questions before you play the recording.
nationalities
Elicit ideas for the type of answers they need
to listen for, e.g. question 3 could be bus, train • ask and answer questions
or car. Encourage them to make notes as they about their country.
listen, and to answer in full sentences.
Answers: 2 She went for three weeks. 3 She
travelled by bus. 4 Her favourite animals were
the turtles. 5 She had sunny, dry weather./
The weather was sunny and dry. 6 She did
white-water rafting, surfing and swimming.

83
Warm Up
1 Give students one minute
to read the advertisement and
name the places they have
visited. Ask: What did you see?
No one
What did you like?
anywhere
2 Play the recording so everywhere
everything
that students can listen and
read. They then read again, anything
answering the questions. Ask:
Why don’t they know where
they are? (Perhaps they fell
asleep on the bus. Perhaps
they aren’t very good at
anyone everywhere
geography.) anything

Answers: They are in

Austria. They think they are everyone
something
in Germany because the cars someone
are German and everyone is
everything
speaking German.

someone, anyone,
everyone, no one
3 Give students five
minutes to complete the table.
Students check in pairs before
the class check. Ask: What is
the ending for places? (-where)
What is the ending for things?
(-thing) What is the ending for
people? (-one)

Answers: Student page

4 Encourage students to
read each sentence and guess
no one
the context. Go through the
anyone
example with the class. Ask: anything
Is the sentence about people, everyone
places or things? (People – everything
they are friendly.) someone
something
Answers: Student page

For practice, students turn to

lANGUAGE cHoicE 66.
Grammar Alive 7 Put students in A/B pairs. Ask one pair to
5 Give students one minute read the example dialogue.
to read through first (without 6 Students listen as you play the recording

filling the gaps). Ask: Where
was the man? (in Rome) What
did he do? (He went for long
walks.) Who did he meet?
(a pretty girl) Who is she now?
(his wife) Students read again,
completing the gaps.
Answers: Student page
once. Ask: Where are they? (on holiday in
the mountains) Who did they meet? (two
Australians) Play the recording again. Students
check in pairs before the class check.
Answers: Steve wants to do something
exciting. He wants to cook something exotic.
He wants to invite someone interesting to
dinner. Jim only likes the ‘dinner’ idea.
Extra Exercise
Put students in A/B pairs. Ask them to write a
similar dialogue to Exercise 2. Write up some
situations on the board. Make sure students
are confident before asking for volunteers to
act out their dialogues to the class.
Now your students can:
• use someone, anyone, everyone, no one to
refer to general things, people and places.

84

a vocabulary.
d
c
1 Ask students to turn to page 119.
Students answer the questions individually.
2 Play the recording/DVD twice. Students
listen or watch the first time to get an idea
of what is happening. Ask: How many people
does he speak to? (three) Where does he want
to go? (an internet café) Play the recording
again as students trace the route on the map
and compare in pairs.
3 Give students one minute to read through
the sentences first, before playing the
recording/DVD again. Students match the
people and actions. In feedback, ask individual
students to read out whole sentences.
Answers: Student page
4 Give students a few
minutes to read through
the dialogue, then elicit
the L1 equivalents of the
instructions. Refer students
to SkillS BUilDER 41 and
ask them to read the dialogue
in pairs. They can draw a small
map to help them with the
directions vocabulary if they
wish.
5 Students practise the
questions, using choral drilling
and individual repetition.
Check that they use polite
intonation.
6 Encourage students to use
the Talk Builder in Exercise 4
to help them choose the
correct alternatives.
Answers: Student page
7 Monitor and help where
necessary, focusing on the
questions and directions
8 Students work in pairs.
Ask: How did Sean check the
instructions? (He repeated the
directions and also said Sorry
can you repeat that, please?)
Refer students to SkillS
BUilDER 41 to check this.
Give students five minutes
to make notes on step 1,
then elicit ideas from the
whole class and write them
up on the board. Students
can draw a small map to help
them visually if they wish.
Encourage students to use
SkillS BUilDER 42 and
the other information on the
page. Monitor and help where
necessary.
Tip: When students make
notes in pairs, write up their
ideas on the board when
possible. Getting everyone’s
ideas together on the
board helps to keep up the
momentum in the exercise and
gives them plenty of ideas to
work with.
9 In feedback, ask two
or three students for their
answers.
Now your students can:
• give and check directions.
85
 1 Check if students know
the English words for the
things in the postcard photos
(waterfall, penguin and a
building).

Answer: Brazil

2 Give students a few

minutes to read the postcard.
Also ask: Who is the postcard
from? (Charlie) What show did
he see? (a tango show) What’s
a tango? (a dance) What are
Argentinian people like?
(friendly)

Answers: a Iguazu Falls

b Valdes Peninsula
c Buenos Aires

Text Builder
3 Check the example with
the class. Students check in
pairs before the class check.

Answers: Student page 4

2
4 Ask students to find and 5
underline the sentences in the 3
postcard. Elicit the equivalent
in L1, then refer students
to SkillS BUilDER 26 for
further examples.
5 Go through the example
with the class. Give students
five minutes to complete and
check in pairs.

Answers: 2 She bought a

camera to take photos of
animals. 3 We went to the
national park to see the
turtles. 4 They visited London
to go shopping. 5 I got up
at six o’clock to finish my
homework. 6 He bought
postcards to send to his family.
6 Elicit countries and regions in your Extra Exercise
country to get some ideas and write them up This can be done as an alternative to Exercise 7.
on the board. Give students five minutes to Put students’ postcards up around the
make notes first (step 1). Monitor and help classroom (or leave books open on desks).
where necessary. Write up any information Students walk round and read the postcards –
on the board. Students work individually. Give limit their time, they don’t have to read them
them ten minutes to write their postcard. all. As they are walking round, do the same
Tell them to use SkillS BUilDER 27 and yourself and make a note of a few questions,
the postcard in Exercise 2 to help them. e.g. Where did (Peter) go on holiday? What
For step 3, you could ask students to swap town did (Alice) visit? In feedback, ask the
their postcards with a partner to check for questions to find out who has the answer.
mistakes.
Now your students can:
7 Divide the class into groups. Give students
five minutes to discuss the postcards in their • write a postcard
groups and report back to the class. • use infinitives of purpose to link sentences.

86

download use Facebook
music
tablet
digital camera
Topic TAlk 2 Play the recording twice if necessary.
Students compare their notes in pairs. Check
1 Give students five minutes to check their the gadgets by asking, e.g. Where do you have
answers in pairs before the class check. In a Sat Nav? (in your car) What is the difference
feedback, ask which gadgets they think are between a net book and a desktop? (A net
useful and which they would like to have. book is hand-held; a desktop is a computer
that sits on your desk.)
Answers: b a dog video camera c a TV bag
Answers: 1 She would like a new digital
camera. 2 His favourite gadget is his Sat
Nav; he would like a new mobile phone.
3 Her favourite gadget is her net book; she
would like a new desktop.
3 Give students time to read
the network before listening.
Check vocabulary. Ask: Do you
use Facebook? What do you
download? (If students know
what these things are, they
should be able to answer you.)
Answers: Student page
4 Say the words, using
choral drilling first. Repeat
them when necessary. Play
the recording for students
to write the words in their
notebooks. Give them a few
minutes to underline the
stress and then play again
to check. In feedback, ask
individual students to say the
words and write them up on
the board.
Answers: 2 video camera
3 laptop 4 mobile phone
5 net book 6 smart phone
7 MP3 player 8 USB
For practice, students turn to
lANGUAGE cHoicE 67.
Extra Exercise
Tell students to choose
four or five words from the
network that they don’t
know. Distribute dictionaries
for students to check the
meaning. Students then write
a sentence containing the
word to show its meaning. In
feedback, ask a few students
to read their sentences.
Tip: Telling students to write
down target vocabulary
in a sentence helps them
remember the word, especially
if they can make it personal.
5 Check any remaining
words in the network that are
new to students before they
discuss in pairs.
Now your students can:
• talk about gadgets they like
and don’t like.
87
Background

Sat Nav: stands for Satellite

Navigation System. Some
reports indicate that
widespread use of Sat Nav
devices in vehicles has
contributed to an increase
in road accidents because
drivers pay less attention
to road signs and other road
conditions.
2
E-books: books produced in 3
digital form, consisting of text, 1
images or both. The process
started with the Gutenberg
Project in the 1970s; over
100,000 books that were out
of copyright were retyped into
digital form as e-books.
Safe sandals: Also known
as ‘stash sandals’. They are
comfortable enough to wear
stopped learned
on the beach, but a secret tray wanted
in the sole slides out to hold bought
spent had
personal items.

Extra Warmer
Before students open their
books, write up the heading
Gadgets on the board, and give
an example, e.g. video camera.
Ask students what gadgets
they have or would like to
have and which they think is
the most important gadget for
them.
Tip: It helps to find out what
students know before opening
books. If students are able
to come up with some of the
vocabulary before they read
a text, they will feel more
confident.

Warm Up 2 Give students a few minutes to read present perfect

1 Give students a few
minutes to discuss in pairs.
Check what gadgets c and d
are called.
Answers: 2 c Sat Nav
3 d e-book 4 b mobile phone
hammock
through the text. Give students time to check
their answers in pairs before the class check.
Ask general checking questions: Can you
read an e-book in the bath? (no) Are gadgets
cheap? (no) Does Pete’s mum travel? (no)
What’s the problem with Sat Navs? (They are
often wrong.)
Answers: Student page
3 Elicit ideas as a class.
4 Give students a few minutes to complete
the verb forms. The list on page 95 will help
them to recognise the irregular forms. Draw
their attention to the regular -ed form, and
the change in spelling in stop – stopped.
Answers: Student page
5 Give students time individually to read
the box and complete the rule. Check form
by writing up one affirmative, one negative
sentence and one question on the board. Ask
students what they need to make the Present
Perfect (subject + have/has + verb in the
third form).

Answers: Student page

88

practice
6 Encourage students to use the
information in Exercise 5 to help them
complete the sentences.
Answers: 2 ’ve sold; ’ve bought 3 haven’t
used; ’ve used 4 ’ve read; haven’t heard
For further practice, students turn to
lANGUAGE cHoicE 68.
7 Ask a student to read the two sentences
aloud before eliciting the L1 equivalent and
checking the rule for never.
Answer: Student page
8 Look at the example with the class
and elicit the answer to number 2. You may
want to continue with the full form as in the
example, or elicit the contracted form if you
feel students will manage this.
Answers: 2 ’ve never used 3 ’ve never bought
4 have never been 5 ’ve never sent 6 has
never played
For further practice, students turn to
lANGUAGE cHoicE 69.
9 Look at the example with
the class and give students
five minutes to complete the
sentences individually. Give
students time to check their
answers and the position of
never in pairs before the class
check.
Answers: 2 I’ve bought a lot
of books online. 3 My girlfriend
hasn’t heard about net books.
4 We’ve tried a lot of online
games. 5 My mother has
never downloaded a film. 6 My
granddad has never surfed the
internet.
Grammar Alive
10 Play the recording first,
asking students just to make
note of the gadgets they hear
(laptop, MP3 player, digital
camera). Ask: What have the
two people done? and elicit
anything they remember.
Play the recording again for
students to check.
Answers: Jamie has won a
photo competition. Sandy has
written some poems and two
short stories.
11 Put students in A/B pairs.
Ask one pair to read aloud the
example dialogue. Elicit the
answer to number 2 to check
students understand what to
do. Monitor and help, focusing
on form and word order. Write
up and correct any common
errors on the board.
12 Give students a few
minutes to complete.
Extra Exercise
Tell students to choose one
achievement from Exercise 11
(or a different one) and to write
it on a piece of paper. Collect all
of the pieces of paper and mix
them up. Read each one and
the rest of the class have to
guess whose it is.
Now your students can:
• use the Present Perfect to
talk about achievements
• use the Present Perfect
with never.
89
Background

online activity: in the UK,

adults with internet access
spend an average of fifteen
hours a week online, and
online shopping in particular
has increased in both the UK
and USA. Some psychologists
have become concerned that
the internet can be compulsive
for individuals who find 4
they can’t stop themselves
from playing games, surfing, 2
shopping or talking to their 3
online friends rather than their
real friends and family.

part 1
Extra Warmer
Write up the heading Addict
on the board. Elicit what type
of person this is, e.g. a person
who can’t say ‘no’ or can’t stop
doing something. Ask: What
can you be addicted to? (e.g.
chocolate, work, smoking).
b

Warm Up
1 Give students five f
minutes to complete the
questionnaire on page 118.
Check understanding
of nervous as this is an often
misused word in English. In
feedback, discuss results.

Reading
2 Give students a strict
time limit of one minute. They
only need to skim the text
to get a sense of what is in
each paragraph. Allow them
a further two minutes to
match the paragraph headings ask students to underline the words that Tip: Where you haven’t got direct
individually and elicit the link sentence c to gap 1 (Because of that). comprehension questions on the page, this is
answers as a class. Students use the same technique to complete a good extra task to check understanding and
the remaining gaps. practise question formation.
Answers: Student page
Answers: Student page 4 Give students a few minutes to write two
3 Go through SkillS or three sentences before discussing.
BUilDER 14 and check
Extra Exercise 5 Students work in pairs. Give them five
students understand the
Ask students to write five comprehension minutes to look at the Word Builder and work
strategies. Look at the
questions about the text. Elicit one question out the L1 equivalents. Then do a class check.
example with the class and
to get them started, e.g. When does Jonathan For practice, students turn to lANGUAGE
encourage them to do as the
go to bed? Monitor and help with question cHoicE 70.
SkillS BUilDER suggests,
formation where necessary. Students then
underlining words and phrases 6 Read through the questions first,
swap questions with their partner and answer
that help match the sentence checking any unknown words. Give students
them.
with the text around it. e.g. five minutes to discuss. Monitor and help
where necessary. In feedback, look at any
common errors to do with the verb have.
90
 9 Go through the example
with the class. Check that
students understand that they
have to reorder the words
to match the order in the
Sentence Builder.

Answers: 2 Please send me

an email. 3 Ask me a question.
4 Let’s write her a letter.
5 I sent her a message about
the party.

10 Encourage students to use

the notice on this page and
the one in SkillS BUilDER
28 to help them. Ask them to
make notes first against each
of the headings before they
write their final notice on a
piece of paper. They do not
sign it. Monitor and help where
necessary.
11 Divide the class into

a
groups of four or five so
that students aren’t sitting
with their usual partner. Ask
one student in each group
to collect the notices and
mix them up. Give them five
e minutes to discuss the notices
and guess who has written
each one.

No Comment
Ask students why this is
funny. What is surfing usually?

Now your students can:

• recognise the verb have in
different forms and meanings
• use indirect objects to refer
to people
• write a lost property notice.

part 2 8 Check the sentences with the class. Ask:

Writing Where is the indirect object – before or after

the verb? (after the verb) Is it before or after
7 After you have checked the main
the direct object (the phone)? (before) Do ‘me’
question, ask: Does Alice have her phone?
and ‘her’ refer to things, places or people?
(No, it’s lost.) Who should you contact if you
(People – indirect objects usually refer to
find it? (the school secretary) Refer students
people.)
to SkillS BUilDER 28 for another example
notice. For practice, students turn to lANGUAGE
cHoicE 71.
Answer: Her grandma gave it to her for her
birthday.

91
Warm Up
1 Elicit ideas about the photo
and write them up on the board.
2 Students read the
interview and choose the
correct gadget. Ask: Does
Charlie have a dog? (yes) Who
designed dog sunglasses? (his
partner) What gadget won a
competition last year? (his dog
mobile phone)

Answer: Student page

present perfect:
questions
3 Ask students to find the
questions in the interview and
elicit the answer. Write up an
example of a Wh- question
on the board: What other
gadgets have you invented?
and a Yes/No question: Has
have has
anyone bought it? Write the
third form in a different colour
to show where it is used in the
different question types.

Answer: Student page

Extra Exercise
Write up on the board:
I have tested it on a dog.
I haven’t designed a gadget
for cats.
Draw arrows as shown here to
show that the order of these
words changes when we form
a question. Elicit the question
for each answer: Have you
tested it on a dog? Have you
designed a gadget for cats?
4 Go through the example
with the class and elicit the
answer to cue 2. 6 Give students five minutes to complete Grammar Alive
Answers: 2 Have people the questions individually. In feedback, check
7 Check the instructions before listening,
bought his gadgets? 3 Have these with the class. Students then ask and
so students know what they are listening for.
his gadgets become popular? answer in their pairs.
Students check in pairs before the class check.
4 Has he made a lot of money? Ask: Is Chris’s friend interested? (no)
Answers: 2 Has your best friend ever bought
5 What gadgets has he tested
you a gadget? 3 Have your friends ever
on his dog? 6 Has he designed Answers: a pet, a kitchen and a car gadget
uploaded photos? 4 Have you ever tested
a mobile phone for dogs? show
gadgets? 5 Has your grandfather ever used a
For practice, students turn to smart phone? 6 Have your teachers ever sent 8 Give students a few minutes to work out

lANGUAGE cHoicE 72.
5 Read the sentences
with the class and elicit the
L1 equivalents. Highlight
the position of ever in the
sentences.
you emails?
Extra Discussion
Ask students if they have pets. Do they have
any gadgets or special things for their pets?
the questions first. Check for any mistakes with
third forms, and correct these on the board.
Now your students can:
• form Wh- and Yes/No Present Perfect
questions.

92

C
C 6 Students complete
C
C the dialogue individually.
C Check answers chorally in
SA
C
Background
GpS (Global Positioning System): a space
satellite navigation system developed and
maintained by the US government.
Gigabyte: a unit of computer information,
consisting of 1,024 megabytes.
Megapixels: one million pixels (i.e. small
points that form the image on a computer),
used to describe the amount of detail
in images made by a digital camera or a
computer.
for
much
Could
one
like
1 Go through the instructions with
students, but don’t check vocabulary at
this point. Monitor as students discuss their
preferences, and make a note of the words
they don’t know. In feedback, help them to
work out the meaning of the words in the box.
2 Give students a minute to read through
the questions before they listen to the
recording or watch the DVD. Ask: Where do
you think the conversation will be?
Answers: 1 The ten megapixel camera.
2 He doesn’t buy it because it’s too expensive.
3 It hasn’t got any features. 4 He’s unhappy
because the customer only bought a cheap
phone.
3 Go through SkillS
BUilDER 6 and check
students understand the
strategies. Ask students if
they remember any polite
language from the recording/
DVD. Play it again as students
make notes.
Answers: (formal features)
Good morning, sir. Can I help
you? Of course, sir. Could
you show me a cheaper one,
please?
4 Ask students to complete
the Talk Builder exercise. Play
the recording/DVD again if
necessary to check answers,
or refer students to SkillS
BUilDER 43 where they can
also check against a slightly
different dialogue.
Answers: Student page
5 Play the recording,
pausing it to allow students to
repeat chorally. Ask individual
students to repeat also,
working your way round the
class.
preparation for the next
activity.
Answers: Student page
7 Put students in A/B pairs.
Remind students to use polite
intonation as they role-play
the dialogue in Exercise 6.
Monitor and help where
necessary.
8 Give students five minutes
to make notes for step 1. Go
through SkillS BUilDER
43 as a class. Give students
ten minutes to role-play their
dialogues. Go through SkillS
BUilDER 44 and check
students understand the
strategies. Monitor and help
where necessary.
9 In feedback, elicit
individual answers.
Now your students can:
• use polite language to ask
about objects in a shop.
93
This review focuses on the
vocabulary and language areas
covered in both Module 9 and
Module 10.

1 Answers: Student page

2 Answers:
16 I came here to get some
information.
17 We bought a dictionary to
learn more words.
18 She is taking her laptop to
work on the train. along
19 They went to Greece to do cross past
turn
some sightseeing.

3 Answers:
20 My grandmother buys me
expensive presents.
21 Don’t give her your new
camera.
22 I sometimes lend her my
computer.
23 I gave him an interesting b

book. d

a
4and 5
Answers: Student page e

a –
6 Answers: a
36 I’ve had a lot of accidents. – The
–
37 My grandfather has never the
been abroad.
38 Have you ever bought an
expensive gadget? no one
39 My dog has never eaten anything
fruit.
Everything
40 We haven't spent a lot of
money on gadgets. somewhere
41 Has your class won a everyone
competition?
42 Our teachers have travelled
a lot.

7and 8
Answers: Student page
Self Assessment • Give students time in class or at home to
complete the practice exercises they identify.
• Students check their answers by listening to
the recording. Check spelling where necessary. • Direct students to the Learning Links at the
bottom of the page to complete either in class
• When they have finished, get them to look at or at home.
their scores for each section and decide what
language areas they need to do more work
on. Ask them to use the table to find practice
exercises.

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