Close Up

Close Up A1+ Student’s Book Audio – Track List
SB Track Reference CD1 Track Unit Page Exercise

1.1 Track 1 1 12 B
1.2 Track 2 1 12 D
1.3 Track 3 1 12 E
1.4 Track 4 1 12 F
1.5 Track 5 1 13 C
2.1 Track 6 2 24 B
2.2 Track 7 2 24 D
2.3 Track 8 2 24 E
3.1 Track 9 3 38 B
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3.2 Track 10 3 38 E
3.3 Track 11 3 38 F
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4.1 Track 12 4 50 C
4.2 Track 13 4 50 E
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4.3 Track 14 4 50 F
4.4 Track 15 4 51 B
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4.5 Track 16 4 51 F
5.1 Track 17 5 64 B
5.2 Track 18 5 64 E
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5.3 Track 19 5 64 F
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6.1 Track 20 6 76 B
6.2 Track 21 6 76 C
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6.3 Track 22 6 76 E
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6.4 Track 23 6 76 F
SB Track Reference CD2 Track Unit Page Exercise
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7.1 Track 1 7 90 B
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7.2 Track 2 7 90 C
7.3 Track 3 7 90 D
7.4 Track 4 7 90 E
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8.1
Track 5
Track 6
7
8
90
102
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B
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8.2 Track 7 8 102 E
To access the resources on the online teacher zone, 8.3 Track 8 8 102 F
which includes progress tests, quizzes, answer keys and 9.1 Track 9 9 116 B
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9.2 Track 10 9 116 C

more, please visit NGL.Cengage.com/closeup and use
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9.3 Track 11 9 116 F

the password Close-upTchr#! 9.4 Track 12 9 116 G
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10.1 Track 13 10 128 C

10.2 Track 14 10 128 F
10.3 Track 15 10 128 G
11.1 Track 16 11 142 C
11.2 Track 17 11 142 E
11.3 Track 18 11 142 F
12.1 Track 19 12 154 B
12.2 Track 20 12 154 D
12.3 Track 21 12 154 F
12.4 Track 22 12 154 G
SAMPLE COPY, NOT FOR DISTRIBUTION

Close-up
TEACHER’S BOOK
A1+
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Phillip McElmuray
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Close-up A1+ Teacher’s Book © 2018 National Geographic Learning, a Cengage Learning Company
Phillip McElmuray ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
Executive Editor: Sian Mavor except as permitted by U.S. copyright law, without the prior written
permission of the copyright owner.
Editorial Manager: Claire Merchant
Commissioning Editor: Kayleigh Buller “National Geographic”, “National Geographic Society” and the Yellow
Border Design are registered trademarks of the National Geographic
Editor: Diana Diaz-Nieto
Society ® Marcas Registradas
Head of Production: Celia Jones
Content Project Manager: Melissa Beavis For product information and technology assistance, contact Cengage
Manufacturing Manager: Eyvett Davis Learning Customer & Sales Support at cengage.com/contact
For permission to use material from this text or product, submit all requests
Compositor: Wild Apple Design Ltd
online at cengage.com/permissions
Audio Producer: James Richardson
Further permissions questions can be emailed to
Recorded at: Soundhouse Studios permissionrequest@cengage.com
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ISBN: 978-1-4080-9828-8
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National Geographic Learning
Cheriton House, North Way, Andover, Hampshire, SP10 5BE
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United Kingdom
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National Geographic Learning, a Cengage Learning Company, has a
mission to bring the world to the classroom and the classroom to life.
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With our English language programs, students learn about their world by
experiencing it. Through our partnerships with National Geographic and
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TED Talks, they develop the language and skills they need to be successful
global citizens and leaders.
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Locate your local office at international.cengage.com/region

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Visit National Geographic Learning online at NGL.Cengage.com/Closeup

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Visit our corporate website at www.cengage.com

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Photo credits
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Cover image: (front cover) ©Filip Fuxa/Shutterstock Inc, (back cover) ©aodaodaodaod/Shutterstock Inc
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Video credits
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Unit 1: National Geographic Learning

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Printed in China by RR Donnelley

Print Number 01 Print Year 2017

Contents
Contents of Student’s Book 4

Introduction to Close-up 6
Unit 1 – This Is Me! 8
Video 1 – Super Dogs 17
Unit 2 – Friends & Fun 18
Video 2 – Yoro, the Fulani boy 27
Review 1 28
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Unit 3 – My Home Town 31
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Video 3 – Town Rescue 39
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Unit 4 – Celebrate! 40
Video 4 – The Magic of Diwali 48
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Review 2 49
Unit 5 – A Perfect Day 51
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Video 5 – Laughter Yoga! 59
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Unit 6 – Welcome To The Jungle 60

Video 6 – Tip of my Tongue! 68
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Review 3 69
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Unit 7 – Invent It! 71

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Video 7 – An Exciting Invention 80

Unit 8 – Snap! 81
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Video 8 – Testing! 89
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Review 4 90
Unit 9 – In The Extreme! 93
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Video 9 – Extremely Spectacular 101

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Unit 10 – Eat Your Greens! 102

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Video 10 – Tasty Snacks! 110

Review 5 111
Unit 11 – Be Creative! 114
Video 11 – Creative Recycling 122
Unit 12 – School’s Out! 124
Video 12 – Best Summer Job 132
Review 6 133
Recording Script Student’s Book A1+ 136
Workbook A1+ Key 148
SAMPLE COPY, NOT FOR DISTRIBUTION 3

Contents
Unit Reading Vocabulary Grammar
(topic vocab)
1 This Is Me! right or wrong, reading for main numbers, family, personal information, be, have got, questions with be &
p 5–16 ideas favourite things have got, this, that, these, those,
possession
2 Friends & Fun matching, predicting language clothes, activities, personality present simple for routines & habits,
p 17–28 adjectives, verbs & verb phrases negatives, yes/no questions & short
answers, question words, adverbs of
frequency, time expressions
REVIEW 1: Vocabulary & Grammar p 29–30
3 M
y Home matching, using words you know places, people, activities, verbs for there is, there are, prepositions,
to understand signs travelling, word completion, reviewing present continuous, open cloze,
Town vocabulary using prepositions
p 31–42
4 Celebrate! multiple-choice, identifying the seasons, prepositions, clothes, food, present simple & present
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p 43–54 main ideas verbs for celebrations continuous, countable &
uncountable nouns, quantifiers
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5 A Perfect Day multiple-choice, thinking about nouns and verbs for activities, word past simple to be, regular &
p 57–68 possible responses combinations, multiple-choice irregular forms, questions &
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sentences, using your knowledge of negatives, yes/no questions &
vocabulary short answers, time expressions,
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open cloze, checking verb tenses &
endings
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elcome To matching, reading the completed nouns and adjectives for animals, comparative adjectives, making
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dialogue word completion, identifying the comparisons, using adjectives,
The Jungle topic area multiple-choice cloze, reading
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p 69–80 before & after

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7 Invent It! right, wrong, doesn’t say, checking nouns, verbs & adjectives for objects superlative adjectives, the one &
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p 83–94 information and devices the ones, expressing purpose, will

for predictions
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8 Snap! multiple-choice, finding the best words and expression for playing zero conditional, adverbs and other
p 95–106 connections games words to show sequence, modals of
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obligation, modals for permission &

possibility
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9 In The multiple-choice, comparing the words for sports and sporting present perfect (1), first conditional,
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options equipment, prepositions, adjectives multiple-choice cloze, checking for

Extreme! and adverbs, multiple-choice the parts of a tense
p 109–120
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sentences, choosing the missing word
10 E
at Your matching, finding words with food-related words, expressions and past continuous, present perfect (2),
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similar meanings verbs for talking about food and reflexive verbs
Greens! health
p 121–132

11 Be Creative! matching, identifying the type of art, theatre and music-related the passive voice: present simple &
p 135–146 question words, prepositions, multiple-choice past simple, narrative tenses, open
sentences, choosing the correct cloze, reading the whole text
option
12 School’s Out! multiple-choice, thinking about travel and weather-related words, present continuous for future plans
p 147–158 responses prepositions and adjectives and arrangements, be going to
4 SAMPLE COPY, NOT FOR DISTRIBUTION

Listening Speaking Writing Video
matching, choosing the correct option asking & answering questions, talking a personal description, writing about Super Dogs
about yourself, giving personal yourself, giving information about
information yourself, writing tips for the exam
multiple-choice, listening to asking & answering about hobbies, responding to an advert, identifying who Yoro, the Fulani
instructions asking to hear something again, to write to for more information, showing Boy
understanding the questions interest, writing beginnings & endings
in emails
gap-fill, reading & listening to asking & answering about travel, an email, recognising verb patterns, Town Rescue
instructions practising saying numbers writing a postcard, using clues
gap-fill, listening for specific & asking & answering about a celebration, a recipe, using sequencers, reading The Magic of
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detailed information describing a celebration, giving dates, carefully Diwali
practising pronunciation
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multiple-choice (pictures), noticing asking & answering about the perfect a diary, adding details, expressing Laughter Yoga!
differences day, talking about activities with to go, positive feelings, giving reasons,
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showing interest, extending your answers planning a draft
matching, listening for false asking & answering about pets, talking
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a fact file, writing facts, expressing Tip of my
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information about pets, giving reasons animal facts, asking about animals, Tongue!
checking your spelling
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gap-fill, spelling correctly asking & answering about a science captions, adding information in captions, An Exciting
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fair, giving directions, listening for the expressing purpose, completing forms Invention
question word with more detailed information
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multiple-choice, listening for the asking & answering about a game, instructions, sequencing, making Testing!
answer asking questions about games, forming suggestions & responding, making
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questions suggestions
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multiple-choice, focusing on specific asking & answering about an extreme a blog, thinking about your readers, Extremely
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information sports class, asking for & giving details using adjectives, looking back & Spectacular
checking
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multiple-choice (pictures), listening for describing photos, asking how someone a note, apologising & making excuses, Tasty Snacks!
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specific information is feeling, talking about your health, expanding your answers
responding to advice, giving advice
gap-fill, listening for times & dates asking & answering about preferences, a short narrative, using a writing formula, Creative
expressing preferences connecting events in a story, writing a Recycling
draft
multiple-choice, reviewing your prompt-card activity, asking about an invitation, writing & responding to Best Summer Job
answers holidays an invitation, understanding language
functions
Speaking Information for Student A: p 178 Irregular Verbs: p 180–181

Speaking Information for Student B: p 179

Introduction to Close-up
Introduction to Close-up
Welcome to Close-up Second Edition, an exciting level course which brings English to life through spectacular
National Geographic photography and facts carefully selected to appeal to the inquisitive minds of students.
Course Components
Close-up A1+ Student’s Book with online student zone
The Student’s Book is divided into twelve topic-based units. Each unit starts with a stunning photograph linked
to the theme of the unit and a summary of the contents of the unit. There are five two-page lessons in each unit
covering reading, vocabulary, grammar, listening & speaking and writing. The unit ends with a video page to
accompany the National Geographic video clips found on the online student zone. The video clips are designed to
expand students’ knowledge of the world they live in, and the tasks in the Student’s Book aid comprehension and
further discussion of the topic.
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Each unit also contains:
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• tasks that actively develop students’ reading, listening, speaking and writing skills.
• Exam Close-up boxes and Exam Tasks that provide step-by-step advice and strategies for how to best approach
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exam tasks and have the opportunity to put the advice into practice.
• Useful Expressions boxes in the speaking & writing sections that provide students with appropriate language
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when doing communicative tasks.
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• plenty of opportunity for discussion of the topics in the Ideas Focus sections.
Close-up A1+ Student’s Book also contains six reviews, one after every two units, which consolidate the vocabulary
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and grammar taught within those units.
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At the back of the Student’s Book, there is a wealth of reference material. The Grammar Reference and Irregular
Verbs list support the Grammar Focus within each unit. The Writing Reference provides a summary of the important
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points to remember for each genre of writing as well as a checklist. There is also a Speaking Reference, bringing the
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Useful Expressions presented throughout the course together in one place. In addition, the collocations, expressions,
prepositions and phrasal verbs actively taught in the Student’s Book are also listed for easy reference.
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The online student zone includes the Student’s Book audio and video, and the Workbook audio available
to download.
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Close-up A1+ Workbook

The Workbook accompanies Close-up A1+ Student’s Book. Like the Student’s Book, it is divided into twelve units
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and six reviews. Each unit consists of reading, vocabulary, grammar, listening and writing. The reviews include
multiple-choice vocabulary and grammar items. The audio on the online student zone contains the recordings for use
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with the listening tasks.

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The Workbook’s clear and simple format means that it can be used at home as well as in class. The Workbook is
available with or without the Online Workbook.
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Close-up A1+ Teacher’s Book

Close-up A1+ Teacher’s Book provides clear lesson plans with detailed instructions and tips for teachers on how to
make the best of the material in the Student’s Book. The key to all tasks in the Student’s Book and the Workbook are
included, along with the Student’s Book transcripts with justification for the answers to the listening tasks underlined.

Close-up A1+ online teacher zone
The online teacher zone contains a comprehensive testing package in printable PDF format. The multiple-choice
quizzes, one for each unit of Close-up A1+ Student’s Book, focus on the key vocabulary and grammar items
presented in the unit. Progress Tests, one for use after every two units of Close-up A1+ Student’s Book, include a
reading comprehension task, a writing task as well as vocabulary and grammar tasks. There is also a Mid-Year Test
(Units 1–6) and an End-of-Year Test (Units 7–12) that provide a written test covering reading comprehension and
writing, as well as a listening test. There is a section of photocopiable vocabulary and grammar tasks which can be
used with students who finish early in class, as a way of revising prior to a test, or as extra practice of the vocabulary
and grammar. All keys to these tests are included.
The Close-up A1+ online teacher zone also includes the Student’s Book audio and video along with the Workbook
audio and transcripts, plus the Workbook transcripts with justification for the answers to the listening tasks
underlined. In addition, there is a Student’s Record document, which can be printed for each student, where test
results can be recorded.
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Close-up A1+ Interactive Whiteboard Software is downloadable from the online teacher zone.
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Close-up A1+ Interactive Whiteboard Software includes content from the Student’s Book, plus the audio and video.
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The Interactive Whiteboard has easy-to-navigate, interactive tasks, word definition functions, grammar animation and
a series of games for further practice.
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Justification for reading comprehension and listening tasks is available at the touch of a button, as is the key to all
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tasks. Close-up A1+ Interactive Whiteboard Software also contains the Content Creation Tool, which allows teachers
to create their own interactive tasks to use in class, and is compatible with any interactive whiteboard hardware.
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1
Reading:
Vocabulary:
This Is Me!
right or wrong, reading for main ideas
numbers, family, personal information, favourite things
Grammar: be, have got, questions with be & have got, this, that, these, those,
possession
Listening: matching, choosing the correct option
Speaking: asking & answering questions, talking about yourself, giving personal
information
Writing: a personal description, writing about yourself, giving information
about yourself, writing tips for the exam
Unit opener • Go back through some of the items one by one and ask
students if they like these items, or which item they like
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• Ask students to put their hand over the text at the the best.
bottom right of the photo. Ask them to look at the • Explain to students that they will ask a partner about
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photo and say what they see. Ask if it is a photo of a their favourite things and activities. Encourage them to
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girl or a boy, and ask them to say why. Help them if use the photos, for example, to ask if their partner likes
necessary. (It is a girl/boy because it looks like a girl/boy.) horses, and if they have a favourite animal, and likewise
with activities. Let them know to use the example
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• With their hands still covering the caption, ask students
to guess where this child lives. (She/He lives in Africa/ sentences in the book as a guide.
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Asia.) • Give students one to two minutes to discuss their
• Allow students to look at the text and to read it. Let favourite things with their partners and listen for any
them know that it is OK if they don’t know some words. mistakes students make with their sentences.
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Ask them again if the child in the photo is a girl or a boy.
Answers
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Ask if a student would like to read where the girl lives

aloud (Goroka, Papua New Guinea). Help them find the
Students’ own answers
location in the text, if necessary, and help them with
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pronunciation as needed.
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• Use the text to ask students where the items mentioned B

are in the photo (clothing, bubble). Ask students • Ask students to look at the photos again and explain
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what other things they can see in the photo (feathers, that they are going to talk about Rosa and Marco. They
necklace). Ask them about colours while pointing to are going to discuss what things they like and learn
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items (red, yellow, white, black). Ask students what about who they are.
this girl’s favourite things might be (bubble gum, • Ask students to read the instructions and check that they
her clothing). understand what they have to do. Give students one to
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• Finish by telling students that Unit 1 is about family two minutes to write down some things about both Rosa
and favourite things. If students are interested, and Marco.
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you can give them more information from the • After students have finished writing down what they
background information. have learnt about Rosa and Marco, discuss their findings
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as a class.
Background Information
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The young girl in the photo lives in Goroka, Papua Answers

New Guinea, a town of about 19,000 people in the
country’s eastern highlands. In September the town We learn that Rosa is from Mexico; she is 12 years
hosts the ‘Goroka Show’, held on the country’s national old; she likes horse-riding, or has a horse; she rides in
independence day. Tribes from all over Papua New competitions/has won riding competitions; she loves
Guinea gather in Goroka to show off their music, dance eating ice-cream; She has a rabbit.
and tribal costumes. Since the festival began in the 1950s, We learn that Marco is from Italy; he is 13 years old;
the Goroka Show has become the country’s largest he does karate and he has won a competition; he has
cultural event. a mountain bike; he loves pizza; he has a tortoise.
Reading
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• Ask students to look at the photos and ask them to say
what they are (noticeboards). Ask who they belong to
(Rosa, Marco) and if they can tell you what some of the
items are (horse, rabbit, bike, etc.). Point to items to
guide students and help them with answers, if necessary.
Teaching Tip Answers
Personalise your students’ lessons by getting them to
Yessica and Akash talk about their age, country and
share what they have in common with the stories, photos
favourite animals. Akash talks about his favourite
and people presented in the Student’s Book. If the story
sport.
is about a 10-year-old, ask who in the class is also 10. If
it’s about an older person, ask who they know of that is
also that age. Ask also if they share things in common Word Focus
with these people or, conversely, if they disagree with
something. It will give students a feeling of openness in • Ask students to look at the words in red in the text and
the classroom and a willingness to share their personal to read the sentences they are found in again.
thoughts. • Ask students to work in pairs to decide what each of
the words mean without looking at the definitions given
in the Word Focus box. Remind them that if they don’t
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know the meaning of a word, they should look at the
• Ask students to read the instructions and check that they whole sentence and the other words around it to try to
understand what they have to do. guess the meaning.
• Check that students understand the lists of words in the • Discuss the Word Focus box as a class and ask students
activity, both in the box and on the notepad. Explain any if they guessed the meaning of the words correctly.
unfamiliar words to students, or ask if another student
can say which word goes with which picture from B.
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• Give students one minute to complete the task
individually and check answers as a class. • Ask students to read the information in the Exam
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• As an extra activity, ask students if they can name other Close-up and check that they understand what the
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words that go with each category. Write them on the information says.
board and ask students to write them in their books. • Ask students what the main idea of the texts in E are
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(personal information about two children). Ask students
Answers to go through the texts and underline the main pieces
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of information.
1 Sport: swimming basketball
mountain biking (Marco)
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karate (Marco)
2 Food: watermelon pizza (Marco) Yessica: farm in Peru; brother; two younger sisters;
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ice cream (Rosa) cheese enjoy helping my dad; chickens; eggs; handloom;

3 Animals: rabbit (Rosa) horse (Rosa) making clothes
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goldfish tortoise (Marco) Akash: teenager; India; parents and grandmother;

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4 Countries: Argentina Mexico only child; love flying my kite; Cows: favourite animals;
(Rosa) Germany Italy (Marco) Insects; but I hate hearing mosquitoes
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5 Age: twelve (Rosa) thirteen (Marco)

fourteen fifteen G
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• Ask students to read the Exam Task question and check

D that they understand what they have to do.
• Ask students to read the instructions of the task and • Encourage students to read through all of the sentences
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check that they understand what they have to do. first before they try to answer them. Remind them to use
• Explain that they will look back at the noticeboards to the information that they underlined.
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find their answers. Ask students which noticeboard they • Give students one to two minutes to complete the task
will look back at (Marco). individually and check answers as a class.
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individually. Ask students to check their answers with a Answers
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partner and then go over the answers as a class.

1A 2B 3B 4B 5A 6A 7A 8B
Answers
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1 13, Italy 3 reptiles, tortoise
• Ask students to go back to the texts and underline the
2 doing karate, 4 pizza
words like, love, enjoy and hate in the texts.
my mountain bike
• Ask students to tell you about the words that come
after them as a class. Ask what parts of speech they are
E (mostly verbs and one noun) and what form the verbs
• Explain to students that in this task, they will read two are in (-ing).
texts. They will read them quickly the first time around, • Encourage students to create their own sentences using
and they will have a chance to read them again more like, love, enjoy and hate and an -ing verb. (I love eating
carefully. pizza. I hate waking up early, etc.) Ask them to do so
• Before they read the texts, ask students to look back at in class.
the topics in C. As they read the texts, ask them to write
a topic from C out to the side of the text.
• Give students one minute to do the task, and check
answers as a class. Ask students to tell you which topic
from C was not in the texts (Food).
1 This Is Me!
Answers Answers
My name’s Yessica and I’m 12 years old. 1 eighteen 7 three hundred and
I live on a small farm in Peru with my brother and two 2 eighty sixty-five
younger sisters. 3 twelve 8 four hundred and
We have a lot of animals and I enjoy helping my dad 4 fifty twenty
on the farm. My favourite animals are the chickens. 5 thirty-six 9 five hundred
They’re very funny to watch and I also love collecting 6 ninety-six 10 one thousand
their eggs every morning with my two sisters.
My favourite thing is my handloom. I really like B
making clothes. • Ask students to look at the words in the yellow
wordbank and say them aloud with the students.
I’m Akash and I’m 13 years old. I’m a teenager. Check that their pronunciation is correct and that they
I live in India with my parents and grandmother. I’m an understand the meaning of the words.
only child but I have lots of really good friends. • Ask students to look at the family tree and to use the
My favourite thing is my kite. I love flying my kite! It’s names of the people to complete the task.
a very popular activity and great fun. • Give students one minute to complete the task
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Cows are very special in my country and they’re my individually and check answers as a class.
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favourite animals. Insects are interesting, but I hate
hearing mosquitoes! Answers
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1 mum 5 granddad
I 2 brother 6 uncle
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• Ask students to read the instructions and check that they 3 grandma 7 sister
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understand what they have to do. 4 aunt 8 dad
• Remind students about the kind of verb that often
follows the words like, love, enjoy and hate when doing
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Extra class activity
the task.
If time permits, allow students to make a family tree of
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• Give students one minute to complete the task and

check answers as a class. their own.
The project can be assigned as homework, with students
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Answers creating the tree from photos of their family members,

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and be brought in the following week.

They’re all -ing forms (gerunds). Encourage students to be creative with the project, to
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1 swimming use special paper and draw lines showing the relationship
2 riding of each family member, as was done in the Student’s
3 eating Book task.
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4 writing Remind them to label the photos with a name and a

5 hearing relation, and an age, if they like.
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Ideas Focus C
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• Explain to students that they are going to discuss some • Ask students to look at the photo and to tell you how
questions about family and friends. Ask them to read the many people are in the photo (eight).
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questions aloud. • Ask students to read the instructions and check that they
• Ask students to work in pairs to discuss the questions understand what they have to do.
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and encourage them to use their own experiences to • Tell students to work in pairs to complete the task, with
support their reasons. Make sure students take turns one student asking a question and the other student
asking and answering questions. answering. Give students one minute to complete the
• Go round the class monitoring students to make sure task before moving on.
they are doing the task properly. Make a note of any
mistakes in structure and pronunciation and go over Answers
them on the board when they finish.
Vocabulary D
• Ask students to look at the photo and to tell you what
A they see. (I see a boy and he’s got something in his
• Do a quick review of numbers with students and check hand. I see a mountain with something/a statue on top
that they can say numbers from 1 to 20 and multiples of it.) Ask if they can guess where this is.
of 10. • Read through the words in the wordbank aloud with
• Ask students to read the instructions and check that they students, checking their pronunciation and that they
understand what they have to do. understand the words.
• Give students one minute to complete the task • Ask students to read the instructions and check that they
individually and check answers as a class. understand what they have to do.
• Give students one minute to complete the task Ideas Focus
individually. Ask students to check their answers in pairs,
Explain to students that they are going to discuss some
then go over the answers in class.
questions about big families and small families. Ask them
• Ask students again where this photo is, using the text to
to read the questions aloud.
help them (Rio de Janeiro).
Ask students to work in pairs to discuss the questions and
encourage them to use their own experiences to support
Answers their reasons. Make sure students take turns asking and
1 first 5 parents answering questions.
2 surname 6 married Go round the class monitoring students to make sure they
3 Rio de Janeiro 7 husband are doing the task properly. Make a note of any mistakes
4 teenager 8 Mrs in structure and pronunciation and go over them on the
board when they finish.
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Teaching Tip
• Read through the words in the wordbank aloud with
students, checking their pronunciation and that they Establish a reward system for the extra activities you
understand the words. introduce into the classroom, such as with the Extra class
• Ask students to read the instructions and check that they activity mentioned above. Award gold stars for those
understand what they have to do. projects that are particularly creative, well planned and
• Give students one minute to complete the task correct. A good system to follow is to award stars for the
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individually. Ask students to check their answers in pairs, top three projects, or in the case of a group project, the
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then go over the answers in class. best group, in which all members get stars. Encourage
students to try hard for them, and be selective and
Answers
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consistent when awarding stars to students; if it seems
like you’re giving stars out to anyone who completes a
1 photograph 5 football boots
a
project, the ones who excel will feel like their efforts are
2 kitten 6 necklace
Le
wasted.
3 diary 7 poster
4 watch 8 smartphone
Grammar
ic
F
ph
• Write the following sentences on the board and ask

• Ask students to read the instructions and check that they students to tell you where the be verb is. Help them
understand what they have to do. as necessary.
a
• Give students one minute to complete the task −− My name is Jack. I am 16 years old.
gr
individually. Ask students to check their answers in pairs, −− My mum and dad are Rose and Jim. We are a family.
then go over the answers in class. −− You are a student. Are you a teacher? No, you’re not.
eo
• Ask students to go back through the sentences and to −− I am not a student. Am I a teacher? Yes, I am.
underline the words that helped them find the answers. • Revise the be verb in all numbers and persons, as well
lG
as question and negative forms, on the board before

Answers moving on to the first task.
1 football boots 5 photograph A
na
2 necklace 6 watch
3 poster 7 smartphone • Ask students to read the instructions and check that they
understand what they have to do.
io
4 kitten 8 diary
at
individually, then go over the answers in class.

G
Answers
N
• Ask students to read the question and check that they

• Explain to students that they will do the task in pairs, 1 Hi. I’m Anabel and he’s my brother, Jack.
with students taking turns asking and responding to 2 Are you from Italy?
questions. Give students one minute to complete 3 My favourite colours are green and orange.
the task. 4 We’re not sisters. We’re best friends.
• While students are doing the task, go round the room 5 Isabelle and Gabriela are Brazilian.
and check that their pronunciation and grammar 6 ‘Is she an only child?’ ‘No, she isn’t.’
is appropriate. Go over any common mistakes
on the board as a class without pointing out who B
made mistakes. • Ask students to read the instructions and check that they
Answers • Give students one minute to complete the task
Students’ own answers individually, then go over the answers in class.

1 This Is Me!
Answers F
• Ask students to read the instructions and check that they
+ – ? understand what they have to do.
I I am/I’m I am not/I’m not Am I …?
are not/aren’t/’re then go over the answers as a class.
you are/’re Are you …?
not • Ask students to explain why they chose their answers
(1 – shows possession; 2 – needs be verb/doesn’t show
Is he/she/
he/she/it is/’s is not/isn’t/’s not possession; etc.).
it …?
we are/’re
are not/aren’t/’re
Are we …?
Answers
not
1b 2a 3b 4b 5a 6b 7a
are not/aren’t/’re
they are/’re Are they …?
not G
g
C
in
• Before moving on to C, write the following sentences individually. Ask students to check their answers in pairs,
on the board and ask students to identify the verb then go over the answers as a class.
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have got:
−− I have got a sister. She has got a cat.
Answers
a
−− We have got four grandparents.
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−− Have you got a large family? 1 ’re; aren’t 4 isn’t; is
−− I haven’t got a brother or a sister. 2 is Buster 5 Are; ’re not
• Revise the verb have got in all numbers and persons 3 Are; I am. 6 are
ic
as well as questions and negative forms on the board
before moving on to the task. H
ph

a

gr

Answers then go over the answers as a class.
eo
• Ask students to go back through the sentences and to

1 have/’ve got say aloud what word or words in the sentences helped
lG
2 have/’ve got them find the answers. Encourage them to underline

3 has/’s got those words as you go along.
Answers
na
D
• Ask students to read the instructions and check that they 1 Where is he from?
io
understand what they have to do. 2 Who are they?

• Give students one minute to complete the task 3 How many uncles have you got?
at
individually, then go over the answers in class. 4 What is your favourite fruit?
N
5 What has she got in her bag?

Answers
1 has 3 have; has • Before moving on to I, write the two groups of
2 haven’t/hasn’t 4 got sentences on the board:
−− This is my book. These are my pencils. They are here.
They are on my desk.
E −− That is a board. Those are posters. They are there.
• Ask students to read the instructions and check that they They are on the wall.
understand what they have to do. • Ask students to say where their books and pencils are
• Give students one minute to complete the task (here) and where the board is/or posters are (providing
individually, then go over the answers in class. there are posters on the classroom wall – revise if
necessary with something plural) (there).
Answers • Explain to students that this goes with the noun book,
1 your teacher’s 2 you 3 your favourite colours 4 you these goes with pencils, and so forth. Ask students if
5 your partner book, pencils, etc. are singular or plural, to establish a
Students should tick a and c. connection grammatically with demonstrative pronouns
and number. Ask when we use this and these (when
Now read the Grammar Reference on page 161 (1.1 & 1.2) things are close) and that and those (when things are
with your students. far away) to establish a connection grammatically with
12 SAMPLE COPY, NOT FOR DISTRIBUTION distance.

• Revise the singular and plural forms of demonstrative L
pronouns by listing them on the board, but without • Ask students to read the instructions and check that they
placing them in a table, as students will do so in the understand what they have to do.
following task. • Give students one minute to complete the task
I individually. Ask students to check their answers in pairs,
then go over the answers as a class.
• Ask students to explain why they chose their answers (1
– that, means something is far away, etc)
Answers
Answers 1T 2H 3T 4H 5T 6H
Here There
M
Singular this that • Ask students to read the instructions and check that they
Plural these those understand what they have to do.
in front of individually. Ask students to check their answers in pairs,
before then go over the answers as a class.
g
• Before moving on to J, briefly revise possessive
Answers
in
adjectives on the board. Write the following sentences
on the board and ask students to tell you which words 2 This is my Aunt Georgina’s necklace.
rn
show possession. Use items in class as props if possible: 3 That is my sister’s poster.
−− This is my book. (my) 4 I am Jeni’s cousin.
a
−− This is your desk. (your) 5 Helen is Matt’s wife.
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−− This is his pencil. (his) 6 Those are my teacher’s books.
−− This is her paper. (her) 7 Are you Fraser’s brother/sister?
−− This is our classroom. (our)
ic
−− This is their school. (their) N
• Revise possessive adjectives with their corresponding
ph
subject pronoun on the board before moving on to the • Ask students to look at the photo and ask them to tell
next task. you what it is (a cat) and if they see something strange
about it. (The cat hasn’t got a tail.)
a
Teaching Tip • Ask students to read the instructions and check that they
gr
Use items in the classroom as much as possible when understand what they have to do.
having grammar discussions. Students will comprehend • Give students one minute to complete the task
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complicated grammar rules much more easily if they can individually. Ask students to check their answers in pairs,
see what you are referring to, rather than just reading then go over the answers as a class.
lG
sentences about it on the board or in their books.

Answers
J
na
1 grandfather’s 6 has got

• Ask students to read the instructions and check that they 2 are 7 his
understand what they have to do. 3 sisters’ 8 Its
io
• Give students one minute to complete the task 4 are 9 hasn’t got
individually, then go over the answers in class. 5 Their
at
Answers
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1 his 2 its 3 her 4 our 5 their Listening

K A
• Ask students to look at the photos and discuss them
with a partner.
• Give students one minute to complete the task, then go
over the photos and the answer to the task question as
a class.
Answers Suggested answers
1 ’s 2 ’s 3 s’ 4 ’s
They’re getting married; They’re cutting their
Rules: ’s; s’; ’s
wedding cake; They’re getting married under water;
Now read the Grammar Reference on pages 161 & 162 (1.3 They’re scuba diving; They’re getting married at a
to 1.5) with your students. church.

1 This Is Me!
B • Check the answers as a class and ask students to justify

• Explain to students that they will listen to a short their answers.
conversation and then answer questions about what
they hear. Answers
• Before playing the recording, ask students who will be 1b 2b 3a
talking (Paul, Alisha). Ask them to read the sentences,
then ask if they can guess what they will be talking about
E
(family, sister, cousin, friends, grandparents, etc.).
• Play the recording once all the way through and ask • Play the audio for the first question and then ask
students to write their answers. Then ask students to students to write their answer down before playing it
discuss their answers with a partner and to explain why again to check the answer with the class. Ask students
any answers that are different. to justify the correct answer before playing the rest of
• Play the recording again and ask students to check their the recording.
answers and to write any missing answers. • Play the recording once all the way through, pausing if
• Check the answers as a class and ask students to explain necessary, and ask students to mark their answers. Then
their answers. ask students to discuss their answers with a partner and
to justify any answers they have that are different.
g
Answers • Check the answers as a class and ask students to justify
in
their answers.
1a 2b 3b 4b 5a
Answers
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Teaching Tip 1D 2A 3C 4G 5B
a
Encourage students to read through questions before
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they listen to a recording. This will give them an idea of
F
what they are going to hear before they hear it, and will
ultimately help them choose the correct answers more • Play the recording again and ask students to check their
ic
effectively. answers with a partner.
• When the recording is complete, check answers as
ph
a class.
C
Speaking
a
• Ask students to read the information in the Exam Close-

up box. Tell them to look at the Exam Task quickly.
gr
Remind them that it is important to read through the

instructions and the questions before they listen to the A
eo
recording, as it will better prepare them to answer the • Ask students to look at the photos and ask them to tell
questions in the Exam Task. you what they see (Photo A – two friends; Photo B – two
lG
• Ask students to read the instructions in the Exam Task people).

and make sure they understand what they have to do. • Ask students to read the instructions and check that they
Ask students how they should mark their answers (by
na

writing a letter, A – G, next to a number, 1 – 5, that goes • Give students one minute to complete the task
with what they hear). individually, then go over the answers as a class.
io
D
Answers
at
• Explain to students that before they complete the

Exam Task, they will listen to a short listening task. The 1B 2A
N
task is for them to get used to words like but, actually,

and in fact which give students a better idea of the B
correct answer.
• Point out the words but, actually and in fact in the
instuctions. Explain to students that when they hear
these words, the speaker is correcting something that
individually, then continue on to C for the answers.
the other speaker said. Explain to students that they
should listen for these words to find correct answers.
• Play the recording, pause after the first conversation
Answers
and ask students to mark their answers. You can also A B
ask students which italicised word from the instructions A: Hi Angie! A: Hi. I’m Tom Oakes
they heard (Dialogue 1 – actually; Dialogue 2 – in fact; B: Hi, Charlie! and this is my sister,
Dialogue 3 – but.) Then ask students to discuss their A: How are you? Anne.
answers with a partner and to explain why any answers B: I’m good thanks. B: Nice to meet you.
are different. What about you? I’m Carl.
• Continue with the recording, pausing after the second A: Great! A: Pleased to meet
conversation to allow students to mark their answers. you.
Complete the task with the final conversation.

C Ideas Focus
• Explain to students that they will hear the conversations Explain to students that they are going to discuss some
in B in a recording. Ask them to listen to the questions about friends and pets. Ask them to read the
conversations and check their answers as they hear questions aloud.
them. Ask students to work in pairs to discuss the questions and
• Ask students to have similar conversations. encourage them to use their own experiences to support
their reasons. Make sure students take turns asking and
Useful Expressions
answering questions.
Read the Useful Expressions to the students and explain Go round the class monitoring students. Make a note of
that we use these structures in order to say things any mistakes in structure and pronunciation and go over
about ourselves. them on the board when they finish.
If you have time, you could ask students to write full
sentences using two or three of the structures here about
themselves.
Writing: a personal
D
description
understand what they have to do. A
• Ask students to quickly read through the Learning Focus
g
individually, then check the answers as a class.
on writing about yourself.
in
Teaching Tip • Read through the information together and check that
Encourage students to read through questions before they understand what it says. Give students an example
rn
they listen to a recording. This will give them an idea of using and, also or too, for example, I’ve got a sister and
what they are going to hear before they hear it, and will a brother. I’ve also got a pet. I’ve got grandparents, too.
a
ultimately help them choose the correct answers more • Ask students to read the instructions for A and to answer
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effectively. the questions in the task with a partner.
• Give students one minute to complete the task in pairs,
then ask students to say some of their questions.
Suggested answers
ic
Suggested answers
ph
1 How old are you?

2 When’s your birthday?/What month is your How old is he/she?
birthday? Where is he/she from?
a
3 Where are you from?/What country are you from? Has he/she got brothers and sisters?
gr
4 Where do you live?/Which city do you live in? Where does she go snowboarding?
5 How many brothers and sisters have you got?/ Where does he go swimming?
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Have you got any brothers or sisters? What other sports does he/she like?
Where does he/she live?
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E
• Ask students to read the Exam Close-up box and check B
na
that they understand what the information says. • Ask students to look at the texts and ask some questions
• Ask students why it’s good to talk to classmates in about them, for example:
English (to practise speaking English and get better −− Who are the writers? (Britta and Rasmus)
io
at it). −− Where do they live? (Sweden)

at
• Have students pair up with a partner and ask them to

ask and answer questions from D before moving on to understand what they have to do.
N
the Exam Task. • Give students one minute to read the texts individually.
• Go round the room and check that students are After they have finished, ask students if they found
speaking appropriately. Go over any mistakes on the answers to their questions from A and which answers
board after they have completed the task. they found.
F Answers
• Ask students to look over the Exam Task and check that
they understand what they have to do. Students’ own answers
• Go round the room and check that students are
speaking appropriately. Go over any mistakes on the C
board after they have completed the task. • Ask students to read the instructions and check that they
• Give students two or three minutes to complete understand what they have to do.
the task. • Give students one minute to complete the task
individually, then check answers as a class.
Answers
Students’ own answers Answers
Students should tick the following numbers:
Britta: 1, 2, 3, 4, 6 Rasmus: 1, 4, 5, 6

1 This Is Me!
D G
• Ask students to read the instructions and check that they • Ask students to read the instructions and check that they
understand what they have to do. understand what they have to do.
• Ask students to do the task with a partner. Give students • Give students one minute to complete the task
one minute to complete the task, then check answers. individually, then check answers as a class.
• If time permits, ask students questions about the photo.
Answers
Answers
be have got like love
1 but 2 and 3 but 4 but 5 and
Britta 9 1 1 1
Rasmus 9 2 1 1 H
• Explain to students that they will write a personal
description of themselves.
E • Write the words from the task on the board and ask
• Ask students to read the instructions and check that they students to provide a couple of examples of a few of
understand what they have to do. them, for example, age (12, 13, 14), where from? (name
g
• Give students one minute to complete the task of town), animals (cat, dog) and so forth.
in
individually, then check answers as a class. • Give students a few minutes to write their descriptions.
Go over any mistakes on the board before moving on.
rn
Answers
Answers
a
2 My father 3 Thor; Frida 4 I; I 5 It
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Useful Expressions
Read the Useful Expressions to the students and explain I
ic
that we use these structures in order to give information • Ask students to look over the checklist and to check that
ph
about ourselves and how to be positive when we write. they have done all of the items.
If you have time, you could ask students to write full • Give students a few minutes to go back and add
sentences using two or three of the structures here, or to anything to their descriptions that they left out.
a
say the structures aloud rather than write them.

gr
Answers
F
eo

J
lG
• Have students do the task in pairs. Give students one

minute to complete the task with their partner, then • Ask students to read the Exam Close-up box and check
check answers as a class. that they understand what the information says.
na
• Have students look at the Exam Task and complete the

Answers instructions listed in the Exam Close-up.
io
• Go over the answers before moving on to the Exam

Students should circle the words in bold: Task. Check that students have the correct answers.
at
Hi. My name’s Britta and I’m from Sweden. I live in

the capital city, Stockholm, with my mother and my Answers
N
twin sister, Erika. We’re 13 years old, but Erika is 12

minutes older than me. She’s also my best friend. My Students underline the following questions: Who do
father lives in Norway. He’s got a small hotel there. you live with? What are your favourite things? What
My favourite colour is yellow, like the sun, and I like are your hobbies? Students should circle: Ms Adams
playing the guitar. However, my favourite thing isn’t
my guitar; it’s my snowboard. I love snowboarding K
with my sister and our friends. It’s the best sport in • Ask students to read the instructions and check that they
the world! understand what they have to do.
I’m Rasmus and I’m from Stockholm, in Sweden. I’m • Give students five minutes to complete the task
an only child but I’ve got two dogs: Thor and Frida. individually. Remind them to keep to the word limit,
Thor is black but Frida is brown and white. I’ve got a and to reread the Exam Close-up box and Exam Task
lot of friends at school but my dogs are actually my instruction, to remind themselves of what they have to do.
best friends. I love rap music and hip hop, but I like
classical music, too. Strange! My favourite sport is
swimming and my favourite thing is swimming in the
Suggested answers
lake with my friends. It’s great! Dear Ms Adams,
My name is Eric Limes. I live in Poole with my mum and
my brother. I love skateboarding and playing football.
My favourite thing is my dog, Tillie.She’s great!
Jacob
16 SAMPLE COPY, NOT FOR

DISTRIBUTION
Video
1 Super Dogs
General Note While you watch
The National Geographic videos are a terrific tool for B
getting your students acquainted with other cultures • Tell students that the video is quite short, but that there
while learning English. They contain genuine National will be words that they will not understand. Encourage
Geographic content and students do not need to them to make guesses for their answers and not to
understand everything in the videos in order to take worry if they are right or wrong.
advantage of them as a learning device. Some tasks focus • Ask students to read the instructions and check that they
more on the visual content rather than the audio, and understand what they have to do.
as such, students do not have to listen to answer every • Go through each question and encourage students to
question, but can simply watch what is happening. The underline the nouns (doors; signs; lights; button; owner;
videos are also meant to inspire students to watch other back; objects). Explain that they will need to listen for
programmes in English, such as television shows and these words to get the correct answers.
English-language films, so that they can experience spoken • Play the video and pause when the first answer is given.
English more often, as well as in their own free time. Ask students to mark their answers and replay that part
Naturally, the more exposure they have to the language, of the video if necessary.
g
the more quickly they will acquire it. • Check answers as you go along, stopping the video for
in
each question and replaying the video as necessary.
rn
Dogs are capable of doing a wide variety of helpful Answers
a
tasks that can be especially important for people with 1T (00:18) 2F 3T (00:23) 4T (00:33) 5F 6T (01:12)
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disabilities. In this video, students will see dogs learning
how to become ‘rescue workers’, to help people who
have trouble helping themselves. They attend a training
After you watch
ic
school in which they learn how to turn on light switches, C
open doors, and get help for someone in case of an
• Explain to students that the text is a summary of the
ph
emergency. Dog training schools began in 1916 and now

exist in the US, the UK and Japan. The dogs in training information in the video. Before they read it, ask them to
schools tend to be golden retrievers or labradors, as they discuss in pairs the main idea of the video.
a
tend to make the best service dogs. • Ask students to read the text without filling in any
gr
answers at this stage to see if the ideas they mentioned

Before you watch are covered in the text. Also encourage them to think
eo
about which part of speech is missing from each gap.

A • Read the words in the yellow wordbank to students and
ask them to repeat them. Correct their pronunciation.
lG
• Explain to students that in this lesson they are going to

watch a video about a group of very helpful dogs. Ask • Ask students to do the task individually, but check
them to look at the photos and to say what they can see answers as a class.
na
in all of the photos (dogs).

• Ask students to read the questions and explain anything Answers
io
they don’t understand.

1 trainer 5 body
• Feel free to do the following pre-vocabulary practice
2 camp 6 home
at
for some of the more important words that appear

3 super 7 supermarket
in the video which they might not know. Have them
4 sixteen 8 airport
N
write down these words in their notebooks, along with

the definitions:
−− train (verb) – to teach someone or something to do Ideas Focus
new things • Explain to students that they are going to discuss some
−− genius (noun) – a very smart person (or animal) questions about dogs and their role in the world. Ask
−− canine (noun) – a dog them to read the questions aloud.
−− rescue (noun/verb) – helping someone in danger • Ask students to work in pairs to discuss the questions
−− companion (noun) – friend and encourage them to use their own experiences to
−− puppy (noun) – a very young dog support their reasons. Make sure students take turns
−− fear (noun) – the feeling of being afraid of something asking and answering questions.
−− become familiar (verb phrase) – to get to know • Go round the class monitoring students to make sure
−− environment (noun) – the world we live in they are doing the task properly. Make a note of any
• Then ask them to work in pairs or small groups to mistakes in structure and pronunciation and go over
answer the questions together. Give them one minute, them on the board when they finish.
then check answers as a class.
• If students are interested, provide more information
from the background information.
Answers
1D 2E 3B 4F 5C SAMPLE COPY, NOT FOR DISTRIBUTION
6A 17
1
2
Reading:
Friends & Fun
matching, predicting language
Vocabulary: clothes, activities, personality adjectives, verbs & verb phrases
Grammar: present simple for routines & habits, negatives, yes/no questions & short
answers, question words, adverbs of frequency, time expressions
Listening: multiple-choice, listening to instructions
Speaking: asking & answering about hobbies, asking to hear something again,
understanding the questions
Writing: responding to an advert, identifying who to write to for more information,
showing interest, writing beginnings & endings in emails
Unit opener Background Information

The blanket toss in the photo is celebrated to mark the
g
• Write Friends and Fun on the board and explain to end of the spring whaling season. Called Nalukataq,
students that this is the title of the unit. Ask students to
in
its purpose is to give thanks to the whaling crews
look at the photo and ask the following questions: which provide much needed food and supplies for the
rn
−− Who is having fun in this photo? (the girl, and also the community. It is also used to bring a community together
other people) and to let loose after what is usually a long, hard winter,
a
−− How many people are in the photo? (14 or 15) as is common in Alaska where the celebration takes
−− Does it seem hot or cold where they are? Why? (cold,
Le
place. Nalukataq occurs in late June and lasts for three
they are wearing many clothes) days. During this time, people from communities far and
−− Does this look fun to you? (students’ own answers) wide converge to sing songs, wear festive clothing, and
−− Where are these people? (Kotzebue, Alaska)
ic
participate in the blanket toss. It is traditional for the
−− What do the people at the bottom of the photo have whaling captains and their wives to have the first go at the
ph
in their hands? (a blanket) toss.

• Ask students what they like to do for fun, and
encourage them to make a couple of guesses. As they
a
guess, write their answers on the board. Ask other

Reading
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students if they like to do that particular activity. Then

ask students to work in pairs or groups to come up
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A
with other activities, as many as five if possible. Give
them one minute to do so, and when they finish, ask • Ask students to look at the photos and to say what is
lG
each group what activities they came up with. Write the similar about them. (All the people are doing activities.)
activities on the board and continue asking students, • Ask students to work in pairs to do the task. Ask them
either individually or as a class, if they like or don’t to read the instructions and check that they understand
na
like those activities, and to explain why in a few short what they have to do.
words. If time allows, you can ask them if a particular • Give students one minute to do the task with their
io
activity happens indoors or outdoors. partner, then check answers as a class.

• Going back to the photo, write clothes on the board • Ask students if these activities look fun to them and
at
which ones they would like to do.

and ask students if they can tell you one item of
clothing that they are wearing. Help them, if necessary,
N
by pointing at a particular item of clothing, for example,

Answers
the shoes that the girl up high is wearing. Write that 1A 2E 3D 4B 5F 6C
word on the board, and then write the word jacket.
Point to items of clothing that the people are wearing B
and ask Is that a jacket? Ask students if they agree
that it is a jacket. Continue with trousers, hat, coat and
sunglasses, each time writing the word on the board
• Students can do this task in pairs, or alternatively, you
and then asking students if they can tell you where the
can do it on the board. Ask students to tell you the days
item is. Ask also what colour different items are (a blue
of the week in order (starting with Monday, as Sunday
jacket, a purple coat, black sunglasses, etc.). is the missing day) and what activity happens on that
• If students are interested, give them more information day. Write each day on the board in one column and the
about the photo from the background information. activity that occurs on that day in a second column.
• If students do the task in pairs or individually, check the
answer as a class.
Answers
Sunday

C • Ask students to read the instructions for the task and
• Ask students to look at the photos adjacent to the text. check that they understand what they have to do. Assist
Ask them to read the instructions and to discuss with a them with any question words that are unfamiliar.
partner what they think Aysha and Sanjay’s hobbies are. • Give students one minute to complete the task
• Give students one minute to discuss with their partner, individually, then check their answers as a class.
then discuss the answers as a class. Feel free to call on a
particular pair of students to volunteer answers. Answers
1 on Friday
Answers 2 my uncle Alan
Students’ own answers 3 Paris
4 guitar classes
D
G
• If you like, ask students to look at the photos again and
ask the following questions: • Ask students to look at the Exam Task in H. Explain that
−− Where do you think Aysha is in the photo? (a theatre) they will read what Aysha says first to find the answer
−− Where do you think Sanjay is from? (India) to what Sanjay says in each question. Explain that they
• Ask students to read the instructions and check that they needn’t read the lettered sentences out to the side
understand what they have to do. just yet.
• Ask them to complete the task with their partner, • Give students one minute to complete the task
g
checking to see if the hobbies they chose in C individually, then check their answers as a class.
in
were correct.
• Give students one to two minutes to complete the task, Answers
rn
and check answers as a class. 1 hobbies
a
2 Because
3 Yes or No
Le
Word Focus
4 That’s great!
• Ask students to look at the words in red in the text and
5 days of the week
to read the sentences they are found in again.
ic
• Ask students to work in pairs to decide what each of
the words mean without looking at the definitions given H
ph
in the Word Focus box. Remind them that if they don’t • Ask students to read the instructions for the Exam Task
know the meaning of a word, they should look at the and check that they understand what they have to do.
a
whole sentence and the other words around it to try to • Ask these questions before they begin:
gr
guess the meaning. −− How many questions are in the task? (five)
• Discuss the Word Focus box as a class and ask students −− How many answers are there to choose from? (seven)
eo
if they guessed the meaning of the words correctly. −− How many answers will they not use? (two)
Teaching Tip • Give students one minute to complete the task
individually, then check their answers as a class.
lG
Encourage students to keep a notebook that includes all

the new words they have learnt in one day. Encourage
them to write definitions for each word out to the side in
Answers
na
English and in their own words as best as possible. This 1C 2A 3B 4G 5E

will give them a record to look back at and see what kind
io
of progress they have made. Also, writing down words I

and definitions will aid in their memory. Encourage them
at

to fill their notebooks with words – you could even award understand what they have to do.
a prize for the student with the most words at the end of
N
• Give students one minute to complete the task in pairs,

the term. then check their answers as a class.
E Answers
1 shy 4 patient
2 sporty 5 creative
3 energetic 6 friendly; sociable
Answers Ideas Focus

• Explain to students that they are going to discuss
1 Sanjay 2 Aysha 3 Sanjay 4 Aysha 5 Aysha 6 Sanjay
some questions about hobbies. Ask them to read the
questions aloud.
F • Ask students to work in pairs to discuss the questions
• Ask students to look at the Exam Close-up and read the and encourage them to use their own experiences to
information aloud. Check that they understand what support their reasons. Make sure students take turns
it says. asking and answering questions.

2 Friends & Fun
• Go round the class monitoring students to make sure

Answers
mistakes in structure and pronunciation and go over go play do
chess 3
drama
Vocabulary
3
basketball 3
judo 3
A street dance 3
• Ask students to look at the photos and to tell you as skateboarding 3
many items of clothes as they can. Don’t write them swimming 3
on the board at this point, as the task deals with
running 3
unjumbling letters.
• Ask students to read the instructions and check that they tennis 3
• Give students one minute to complete the task in pairs E
or individually, then check their answers as a class.
g
Answers understand what they have to do.
in
• Give students a moment to complete the task
1 socks 5 trousers 9 shirt individually, then have them compare their answers with
rn
2 shorts 6 jeans 10 trainers a partner. Once they have compared answers, call on
3 t-shirt 7 boots students to share their answers with the class.
a
4 skirt 8 hoody
Le
Suggested answers
B go skiing/surfing; play football/rugby; do karate/yoga
ic
ph
• Give students one minute to complete the task in pairs Extra class activity
or individually, then check their answers as a class. Ask students to think about what to wear for the different
sports in D. Go further with the activity and ask them what
a
Answers is good to wear at the following: a wedding, a birthday

gr
party, a school dance, a café for lunch, warm weather,

1 Felix 2 Emily 3 Emily 4 Felix 5 Emily cold weather, rainy weather, and any other circumstance
eo
you can think of. Write the activity or condition on the

C board and get students to tell you as many items as they
lG
• Ask students to read the instructions and check that they can. Write the items next to the appropriate activity.
understand what they have to do. Alternatively, you can ask students what activities go with
what item of clothing, for example, shorts – a birthday
na

individually, then ask students to share their answers party, a café for lunch, warm weather, etc.
with the class.
io
F
Answers • Ask students to read the instructions and check that they
at

N

individually or in pairs, then check their answers as
D a class.
understand what they have to do. Answers
1d 2f 3g 4b 5c 6e 7a
G
Answers
1 energetic 2 patient 3 sporty 4 T-shirts 5 each
other 6 do 7 pizza or ice cream 8 playing 9 to music

H A
understand what they have to do. Read the words in the understand what they have to do.
yellow wordbank aloud and explain any unfamiliar words • Give students one minute to complete the task
to students. individually, then check their answers as a class.
• Give students one minute to complete the task in pairs, • Elicit from students the difference between third person
then check their answers as a class. singular forms of present simple verbs and the other
verb forms. (They end in -s.)
Answers
dance; art; drama; tennis; chess; instrument
Answers
1 goes 2 cycle 3 takes 4 meet
I
• Ask students to read the instructions and check that they B
understand what they have to do. • Ask students to read the instructions and check that they
• Give students one minute to complete the task in pairs. understand what they have to do.
Encourage one student to play the role of Freddie and • Give students one minute to complete the task
their partner to play Becky. Check their answers as individually, then check their answers as a class.
a class.
• Ask students to go back through the dialogue and to Answers
g
underline the group of words that go with the phrasal
in
Students should tick 1.
verbs (1 – get on with your twin sister; 2 – chat to each
other; 3 – go out to the cinema; 4 – meet up with
rn
friends; 5 – go for a pizza; 7 – hang out with my sister). C
a
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• On the board, write the contractions don’t and doesn’t
1 get on 5 go for
and ask students to tell you what the full form is (do not,
2 chat to 6 have fun
does not).
ic
3 go out 7 hang out with
4 meet up
ph
Ideas Focus Answers

a
• Explain to students that they are going to discuss some

gr
1 don’t like 2 doesn’t play 3 don’t go

questions about hobbies and clothing. Ask them to read
• doesn’t
the questions aloud.
eo
• don’t; doesn’t
• Ask students to work in pairs to discuss the questions
and encourage them to use their own experiences to • Before moving on, return to the questions from the
lG
support their reasons. Make sure students take turns previous grammar revision:
asking and answering questions. −− Do you study in the evenings?
• Go round the class monitoring students to make sure −− Does your family eat dinner at a table?
na
they are doing the task properly. Make a note of any • Add a few additional Yes / No questions and cover all
mistakes in structure and pronunciation and go over the numbers and persons. Elicit responses from students
io
them on the board when they finish. and write them on the board:
−− Am I your teacher? (Yes, you are.)
Grammar
at
−− Am I a student? (No, you’re not.)

−− Are you a student? (Yes, I am.)
N
• Prepare for the grammar lesson by asking students −− Are you a teacher? (No, I’m not.)
about their habits. Try to get each student to respond to −− Is he/she a student? (Yes, he/she is.)
one of these questions: −− Is he/she a teacher? (No, he/she’s not.)
−− When do you wake up in the morning? −− Is this a school? (Yes, it is.)
−− What do you do in the morning? −− Is this a home (No, it’s not.)
−− What do you have for breakfast? −− Are we people? (Yes, we are.)
−− What do you wear to school? −− Are we pets? (No, we’re not.)
−− Where do you go to school? −− Are these books? (Yes, they are.)
−− How do you get to school? −− Are these papers? (No, they’re not.)
−− Do you study in the evenings? • Explain that we can also write you aren’t, he/she isn’t,
−− Does your family eat dinner at a table? we aren’t and they aren’t, but we can only write I’m not.
• Revise present simple verbs using a common verb
such as have, wear, play, etc. Revise for all persons and D
numbers, and revise negative and question forms. • Ask students to read the instructions and check that they

2 Friends & Fun
Answers Now read the Grammar Reference on page 162 (2.1 & 2.2)
with your students.
A Do you play a sport?
H
B No, I don’t. Do you play a sport?
A Yes, I do. I play basketball. • Ask students to read the instructions and check that they
B Does your best friend have the same hobby as understand what they have to do.
you? • Give students one minute to complete the task
A No, she doesn’t. individually, then check their answers as a class.
B Do your brother and sister know your best • Ask students to go back through the answers and label
friend? them as time, way of doing something, place, reason,
A Yes, they do. things and person. Ask at random which answer is which
label. (Which answer is a place? etc.)
E Answers
understand what they have to do. a3 b5 c1 d6 e4 f2
I
g
• Ask students to look at question 2 and elicit what what
in
is (a question word). Ask students if they can tell you the understand what they have to do.
rn
other question words (who, where, when, why, how). • Give students one minute to complete the task
Help them if necessary. individually, then check their answers as a class.
a
Answers Answers
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Students should tick 1 and 4. 1 When do you go to drama club?
2 What does your friend do after school?
ic
• Before moving on, write these question words on the 3 Why do people have hobbies?
board in one column and ask students to match them
ph
with items in the other column. Say aloud the part in

J
brackets to help students match them with the right
a
column words. Remind them that some question words • Ask students to read the instructions and check that they
gr
have more than one answer: understand what they have to do.
−− Who (is your teacher?) – a person • Give students one minute to complete the task
eo
−− Where (do you live?) – a place

−− When (is the party?) – a time • Ask students to go back through the sentences, to
−− What (is for dinner?) – a thing underline the subjects and to write if they are singular
lG
−− Why (do you like sport?) – a reason or plural.

−− How (do you write emails?) – a way
Answers
na
F
1 don’t 4 doesn’t
io
2 finishes 5 visit
3 Do; don’t 6 Does; does
at
individually, then check their answers as a class. • Before moving on, write adverbs of frequency on the
N
board and ask students if they can tell you what one is
Answers (always, usually, often, sometimes, rarely, hardly ever,
1 Where 2 Who 3 When 4 What 5 How 6 Why never). Help them if necessary and write them on the
board in a line from least often to most often, but
without writing the line or the gradation, as students will
G complete a task covering this point in L.
• Ask students to read the instructions and check that they • Ask students some questions, such as What do you
understand what they have to do. often do in your free time? Write their answer on the
• Do this task as a class, writing the gaps and plus signs on board, or give them an example answer such as:
the board, then asking students to fill them in with the −− I play video games with my brother.
items in the white boxes in the Student’s book. Check • In this sentence, write often in the appropriate position.
that students have the correct answers in their books. Then at the end of the sentence, write in brackets how
often this would occur (three times a week).
Answers • Using this sentence, revise the remaining adverbs of
question word + do/does + subject + verb + ? frequency, changing the occurrence in brackets to match
the frequency. Feel free to revise all, or just two or three.

K Answers
understand what they have to do. 1 on Wednesday afternoons
• Give students one minute to complete the task 2 once a month
individually, then check their answers as a class. 3 On Saturdays
• Ask students to find a sentence with a be verb and one 4 twice a year
without. Ask students to tell you what is different about 5 every summer
where the adverb of frequency is. (It’s after the be verb, 6 in the afternoons
but before other verbs.)
N
1 I often go for pizza after my dance class. understand what they have to do.
2 My brother is hardly ever at home because he’s • Give students one minute to complete the task
with his girlfriend. individually or in pairs, then check their answers as
3 Isabelle’s parents sometimes invite me to the a class.
cinema.
4 I never go to bed after 10 p.m. on a school day.
Answers
5 John and Marc are always late for football 1 every 2 once 3 on 4 in 5 at
training.
g
6 We usually like the same kind of music. Now read the Grammar Reference on page 162 (2.3) with
in
your students.
L O
rn
a
• Give students one minute to complete the task • Give students one minute to complete the task
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individually, then check their answers as a class. individually or in pairs, then check their answers as
Teaching Tip a class.
ic
To help students get a better idea of how many times Answers
ph
something happens if it happens rarely, sometimes,

usually and so forth, ask a student or two at random how 1 sometimes watch
many times never happens a week (zero times), how many 2 is always
a
times rarely happens a week (once or twice a week), and 3 often look for
gr
how many times usually happens a week (five or six times). 4 usually paints
Write their answers on the board and encourage them to 5 never reads
eo
write in the books how many times a week things happen 6 am hardly ever
for each adverb.
lG
Ask students to compare what they wrote in their books P

with each other, and check that they have written the
correct frequency (hardly ever – once a week; sometimes
na
– three times a week; often – four times a week; always –

seven times a week).
individually or in pairs, then check their answers as
io
a class.
• If time allows, ask students to tell you what activity is in
at
Answers the photo (cycling), if they do this activity, and how often
they do this activity a month, or a week. Alternatively,
N
after; before
0% never – hardly ever – sometimes – often – usually – you can ask students to form pairs and ask and answer
always – 100% questions about the photo, encouraging them to use
adverbs of frequency while they do so.
M Answers
• Before doing the task, ask students to look at
1a 2a 3b 4a 5a 6b
the sentences and tell you where they see a day
(Wednesday, Saturdays), time of frequency (once,
Listening
twice, every), time of year (summer) or time of day
(afternoons). Explain that we often see these words as
part of time expressions.
• Ask students to read the instructions and check that they A
understand what they have to do. • Explain to students that in this part of the lesson, they
• Give students one minute to complete the task will be practising their listening skills. Explain that in
individually or as a pair, then check their answers as some listening tasks, they will have to choose from
a class. three different answers, and that they will hear all of the
answers in the dialogue. They will have to listen closely
to get the right answer.

2 Friends & Fun
• Before you start A, ask students to quickly guess what • Continue playing the recording, pausing after an answer
they think the people are doing in the photos without is given, but wait to check answers until the recording
looking at the words in the task. Ask which activities has finished. Alternatively, you can play the recording in
seem energetic, and which seem creative. its entirety if students feel comfortable in you doing so.
understand what they have to do. Answers
• Give students one minute to complete the task in pairs, 1B 2C 3A 4A 5C
then check their answers as a class. If time allows, ask
students which activity they numbered as 1 and which
they numbered as 8, and ask them to explain why. E
• Play the recording again and ask students to check their
Answers answers with a partner.
scrapbooking; climbing; photography; dancing a class.
B Speaking
g
• Explain to students that in any listening task, they will A
in
have to follow instructions. The instructions will be on
the page, and they will hear it also. • Ask students to work in pairs to answer the questions in
rn
• Explain to students that in this particular task, they will the task. Ask them to explain their answers and to use
listen to four different instructions. The instructions say more than one or two words.
a
the names of two people, and these two people talk to • Go round the class monitoring students to make sure
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each other in the dialogue. they do the task properly. Don’t correct any mistakes at
• Play the recording and pause after the first answer, this stage, but keep in mind any mistakes in grammar
giving students time to complete the gap with the and pronunciation.
ic
correct name. Go over the answers in class as you • Ask each pair to answer one of the questions and repeat
go along. until everyone has had a turn.
ph
• When you finish, check answers with the class and replay • Write any structural mistakes that students made on the
the recording if necessary. board without saying who made them, and ask students
a
to correct them. Explain any problems in pronunciation

Answers
gr
that you observed.
1 Carla; at her school Suggested answer

eo
2 Jacob; street dance classes

3 Amanda; photos I think teenagers enjoy yarn bombing because it’s
lG
4 Phil; at the beach colourful and beautiful.

I think teenagers enjoy singing because it’s sociable
and relaxing.
na
C I think teenagers enjoy camping because it’s exciting

• Ask students to read the Exam Close-up box and check and they like being outside. It’s different from being
io
that they understand what the information says. at home.

• Ask students what they should do before the listening
at
starts (read the questions). B

• Ask students to look at the instructions in the Exam Task
N
and to underline the speakers and underline the topic. • Ask students to read the instructions and check that they
Ask them what they underlined before moving on to the understand what they have to do.
Exam Task and check that they have the correct answers. • Give students one minute to complete the task in pairs,
then check their answers as a class.
Answers • Ask students to share some of their ideas about which
activities go with which personality types.
teenager, his friend, hobby
Suggested answer
D 1C 2B 3A&B 4C 8B&C
• Before playing the recording, explain that for each
question, they should circle the correct option, A, C
B or C. Give students time to study the questions
and options. • Ask students to read the instructions and check that they
• Play the recording, pausing after they hear the first understand what they have to do.
answer. Ask students in class what the correct answer • Give students one minute to complete the task
is before moving on. Check that they have chosen the individually, then check their answers as a class.
correct answer. Ask students to explain any answers that
they have that are different. Answers
1 What? 2 Who … with? 3 How often? 4 Where?
24 SAMPLE COPY, NOT FOR DISTRIBUTION 5 Why? 6 What?
Useful Expressions Ideas Focus
• Read the Useful Expressions to the students and explain • Explain to students that they are going to discuss some
that we use these structures in order to ask people questions about how important hobbies are. Ask them
to say something again, for example, if we don’t hear to read the questions aloud.
something correctly the first time. • Ask students to work in pairs to discuss the questions
• If you have time, you could practise the expressions with and encourage them to use their own experiences to
students. Explain that you will say something you do support their reasons. Make sure students take turns
often: I often read books on the beach. Say the sentence asking and answering questions.
quietly, then have students use an expression from the • Go round the class monitoring students to make sure
box. Repeat your sentence more loudly and clearly. they are doing the task properly. Make a note of any
Repeat the exercise by saying other things quietly and mistakes in structure and pronunciation and go over
having students use a different expression from the box, them on the board when they finish.
as time allows.
Writing: responding to an
D
• Ask students to read the Exam Close-up box and check advert
g
that they understand what the information says.
in
• Ask students to read the instructions and check that they A
understand what they have to do. • Ask students to look at the Learning Focus and read the
rn
• Give students one minute to complete the task information aloud. Check that they understand what it
individually, then check their answers as a class. says.
a
• Ask students how they can find the following:
Answers
Le
– a website (go online)
1 What 2 Who; with 3 How often 4 Where 5 Why – a person at a company (call them, or send them
6 What an email)
ic
• Ask students to look at the photo and to discuss with a
ph
partner where you find noticeboards and what you do

Teaching Tip with them.
To get students used to speaking with different people, • Give students one minute to complete the task with
a
encourage them to pair up with different students in class. their partner, then ask students to discuss their findings
gr
You can accomplish this either by encouraging them to do with the class. You can also ask students if they see
it on their own, by choosing students yourself or by doing noticeboards and if they use them.
eo
a random draw. This will get them accustomed to doing

speaking tasks outside of their comfort zone, such as Suggested answers
when they sit for exams.
lG
We can find noticeboards at school, in shops, at

bus and train stations, in an office, etc. People look
E at noticeboards if they want to find an event, buy
na
• Ask students to choose a partner for the Exam Task and something, find a job or classes/a course.
to decide who will be the examiner and who will be
io
the student. Then ask them to read their specific task.

B
Explain that Student A will ask Student B questions
at
about their hobby, and while Student B talks, Student A • Ask students to read the instructions and check that they
will write notes about what they said. understand what they have to do.
N
• When Student A has asked all the questions, they will • Give students one minute to complete the task with a
switch roles. partner, then check their answers as a class. You can also
• Go round the class monitoring students to make sure ask if students see these types of adverts, where they
they are carrying out the task properly. Don’t correct any see them and if they use any of them.
mistakes at this stage, but make a note of any mistakes
in grammar and pronunciation. Answers
• Write any structural mistakes that students made on the 1 holidays 4 classes
board without saying who made them, and ask students 2 pets 5 meetings
to correct them. Explain any problems in pronunciation 3 clubs 6 objects for sale
that you observed. Students tick their own answers.
Suggested answers C
What are your hobbies? • Ask students to look at the adverts in C. Ask them to
What do you like/enjoy doing in your free time? say what the adverts are about using just two words
Why do you like this hobby? (A – cycling club; B – singing classes; C – photography
How often do you …? classes).
When do you …?
Where do you …?
Who do you … with?
2 Friends & Fun
• Ask students to read the instructions and check that they F

understand what they have to do. • Ask students to read the Exam Close-up box and check
• Give students one minute to complete the task with that they understand what the information says.
a partner, then check their answers as a class. Ask • Ask students to look back at the email in D and to point
students to explain how they found the information that out the beginning (Dear Ms Bail) and the ending (Kind
answered the questions. regards, Alex White). Ask students if the email is formal
or informal (formal) and to explain how they know this.
Answers (It begins with Dear Ms Bail.)
1B/C 2A 3A/C 4C 5A 6B
Answers
D Beginning: Dear Ms Bail
• Ask students to look at the email and to tell you who it’s End: Kind regards, Alex White
from (Alex) and who it’s to (Florence Bail).
• Ask students to read the instructions and check that they G
understand what they have to do. • Now ask students to read the Exam Task and check that
• Give students one minute to complete the task they understand what they have to do. Ask them to
g
individually, then check their answers as a class. underline the three questions in the email, and check
in
that they have done that correctly before having them
Answers write the reply.
rn
Alex wants more information about joining the • Give students two to three minutes to write their reply.
Remind them to stay within the word limit.
a
photography classes.
Do you have classes for beginners? How much is each
Le
class? What days do you meet? Suggested answer
Dear Ms Bail,
ic
E Thanks for your email. Yes, I have a camera. It’s my
• Explain to students that they are going to work with a favourite possession!
ph
partner to come up with an advert of their own. Remind I usually take photos every weekend. I love taking
them to look back at C for guidance. photos of nature.
a
• Ask students to read the instructions and check that they I look forward to starting the course.
Kind regards/Best wishes,
gr

• Give students one to two minutes to complete the task [Student name]
eo
with their partner, then ask students to volunteer the

adverts they created. H
lG
• Ask students to read through the checklist and to go

Suggested answer back to their replies to make sure they have completed
Are you sporty and energetic? these objectives.
na
Do you want to learn to skateboard? • Give students one minute to revise their replies,
Come and join our skateboard classes. if necessary.
io
We meet every Friday at 5pm.

Classes cost £3 each. Answers
at
Find out more at Letsskate.com. Students’ own answers

N
Useful Expressions
• Read the Useful Expressions to the students and explain
that we use these structures in order to give information
about how to begin and end an email.
• If you have time, you could ask students to write full
sentences using two or three of the structures here, or
to say the structures aloud rather than write them.
Teaching Tip
Encourage students to write emails in their real lives. What
you can suggest to them is to write out a very brief email
that they want to send, and they can print it out and bring
it to class for the whole class to look at. Alternatively, you
can have them email it to you first and reply with your
comments, if you’re comfortable doing so. Explain to
them that their email doesn’t have to be perfect, so long
as what they are asking about is clear and they’re using
the right type of language (formal or informal).

Video
2 Yuro, the Fulani boy
General Note • Give students one minute to complete the task, then ask
students to volunteer what they have come up with.
The National Geographic videos are a terrific tool for • If students are interested, provide more information
getting your students acquainted with other cultures from the background information above.
while learning English. They contain genuine National
Geographic content and students do not need to Answers
understand everything in the videos in order to take
advantage of them as a learning device. Some tasks focus
more on the visual content rather than the audio, and
as such, students do not have to listen to answer every While you watch
question, but can simply watch what is happening. The
videos are also meant to inspire students to watch other B
programmes in English, such as television shows and • Tell students that the video is quite short, that there will
English-language films, so that they can experience spoken be words that they will not understand. Encourage them
English more often, as well as in their own free time. to make guesses for their answers and not to worry if
g
Naturally, the more exposure they have to the language, they are right or wrong.
in
the more quickly they will acquire it.
rn
• Encourage students to underline key words in each
The Fulani are an ethnic group that live in western Africa. question. Explain that they will need to listen for these
a
There are about 20 to 25 million Fulani living in Mali, words to get the correct answers.
• Make sure students know where Africa is on a map,
Le
Nigeria and Chad, as well as other countries in Africa.
Each year, Fulani boys travel for hundreds of miles from specifically where Mali and Mauritania are.
Mali to Mauritania so the cattle can feed on more fertile • Play the video and pause when the first answer is given.
ic
lands. This is to offer fat cattle to a girl’s family in hopes of Ask students to mark their answers and replay that part
getting her hand in marriage. The practice is considered of the video if necessary.
ph
a rite of passage for Fulani boys. It is also a way for Fulani • Check answers as you go along, stopping the video for
males to show their skills as herdsmen, and communities each question and replaying the video as necessary.
award those who return with the fattest cattle a prize.
a
And the worst herdsman is sometimes awarded a single Answers

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peanut!
1 wet (00:29) 2 eight months (00:49) 3 drink milk
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(00:59) 4 girlfriend (01:36) 5 Mauritania (02:15)

Before you watch 6 celebrate (03:39)
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A
• Explain to students that in this lesson they are going to After you watch
watch a video about the Fulani boys of western Africa.
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C
Ask them to look at the photos and to say what they can
see in the photos (a hot place/a desert; oxen; a man). • Before students read the summary, ask them to discuss
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• Ask students to read the instructions and explain in pairs the main idea of the video.
anything they don’t understand. • Ask students to read the text without filling in any
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• Feel free to do the following pre-vocabulary practice answers at this stage to see if the ideas they mentioned
with your students for some of the more important are covered in the text. Also encourage them to think
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words that appear in the video which they might not about which part of speech is missing from each gap.
know the meaning of. Have them write down these • Ask students to repeat the words in the wordbank.
words in their notebooks, along with the definitions: Correct their pronunciation where necessary.
−− journey (noun) – long trip • Ask students to do the task individually, but check
−− desert (noun) – a very hot, dry place answers as a class.
−− cattle (noun) – cows
−− herdsman (noun) – cow farmer Answers
−− arid (adjective) – dry 1 year 4 wet 7 fat
−− temperate climate (noun phrase) – normal weather 2 desert 5 rain 8 man
with some rain 3 food 6 months
−− grazing (noun) – when animals eat grass
−− manage (verb) – to take care of
−− route (noun) – a type of road Ideas Focus
−− hyena (noun) – a type of animal, like a dog, but wild • Ask students to work in pairs to discuss the questions
−− forced march (noun) – a hard walk about Yoro’s life and encourage them to use their
−− branding (noun) – making a mark on a farm animal own experiences to support their reasons. Make sure
−− cross (verb) – to go from one side of a road, river or students take turns asking and answering questions.
lake to another • Go round the class monitoring students. Make a note of
• Then ask them to work in pairs or small groups to any mistakes in structure and pronunciation and go over
answer the question together. them on the board when they finish.
27
Review 1 Units 1 & 2
Objectives • Write do, go and play in a left column on the board.

• To revise vocabulary and grammar from Units 1 and 2. Then write judo, street dance, tennis, chess, basketball,
swimming and running in a column on the right and ask
Revision students to draw lines from the verbs to the activities
• Revise for the review the day before using the to form phrases (do judo, do street dance, play tennis,
vocabulary and grammar revisions below. This will also play chess, play basketball, go swimming, go running).
give students a framework for revising at home. • Write these brief definitions on the board and the first
• Explain to students that they will do a review and explain letter of a word followed by a gap. Ask students to tell
how the reviews will work. There will be one review after you the adjective that describes this person:
every two units in Close-up A1+. Tell them that Review −− likes meeting new people s____ (sociable)
1 will cover the vocabulary and grammar from Units 1 −− likes to make art c____ (creative)
and 2. −− likes to play football a lot s____ (sporty)
• Stress to students that the review is not an exam. −− likes to put things in order o____ (organised)
Explain that they will complete the review mostly on −− doesn’t mind waiting p____ (patient)
their own, but they will be able to ask you for help, to −− is afraid to meet new people s____ (shy)
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compare answers with a partner, and to use their books −− has a lot of energy e____ (energetic)
in
to find answers. • Ask students to unscramble these letters to
• You can administer the review however you like. You make words:
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can go through each question one by one, ask students −− CHAWT (WATCH)
to complete answers, then check answers as a class. −− RYADI (DIARY)
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You can allow them to do entire exercises, then check −− KACELENC (NECKLACE)
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answers as a class. You can split the vocabulary and −− STEROP (POSTER)
grammar sections into two parts, giving students 10 to −− NEKITT (KITTEN)
15 minutes to do each part. You can let them do the −− GEERANTE (TEENAGER)
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entire review on their own and check answers at the −− MUNTSTRINE (INSTRUMENT)
end, if they are comfortable with that. If you decide to • Ask students to revise the phrasal verbs (chat to, hang
ph
do that, remind students in the middle of the review out with, get on, go for, go out, meet up and have fun)
how much more time they have left. in the yellow wordbank on page 21 of their books. Tell
a
• Encourage students to guess at answers they do not them to think of a sentence for each one and to write
know, and not to leave any gaps blank.
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them in their notebooks. Tell them to try and remember

• When students complete the review, check the answers what prepositions each verb takes without looking at
as a class. Do some extra task work on the board for any the answers.
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areas that students seem to be having trouble with.

Vocabulary Revision Grammar Revision
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• Practise names of family members using a family tree. • Write these sentences on the board and leave them
Write the following on the board: for the next two revision practices. Ask students to
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−− Write the name John in the middle of the bottom complete the gaps with the correct form of be and
part of the board. Draw a line above the name and have got:
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split it as you would for a family tree; −− I ____ 14 years old.

−− Write Rose and Hank and elicit the words mother, −− I ____ a bird and a goldfish.
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mum, father and dad from students; −− Jill ____ 15 years old.
−− Write John’s brother Adam and sister Shelley to the −− She ____ a cat and a dog.
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side of John and connect with lines; elicit brother −− My grandparents ____ 60 and 61 year olds.
and sister; −− They ____ two dogs.
−− Write Barbara and Jim above the mother and • Using the above sentences, have students write
connect with lines; elicit grandma, grandmother, questions and negative forms. Use the sentences below
granddad and grandfather; as a guide for practice, asking students to tell you what
−− Write Lisa and Tom next to Hank with a line and elicit to write. Prompt as necessary. With the questions, ask
aunt and uncle; students to give short answers. Revise for all persons
−− Write James and Cindy below Tom and Lisa with and numbers, questions, negative forms and short
lines and elicit cousins; answers with both the be verb and have/has got.
−− Then, after John’s name, write Jenkins and −− Are you 14 years old? Yes, I am.
elicit surname. −− Are you 15 years old? No, I’m not. I’m not 15
• Using the family tree, write 14 after John’s name, 13 years old.
after his sister Shelley, 18 after his brother Adam, 30 −− Have you got a bird and goldfish? Yes, I have.
after his aunt Lisa, 40 after his mum Rose and 80 after −− Have you got a dog? No, I haven’t. I haven’t got
his granddad Jim. Ask students to write the words for a dog.
these numbers. −− Is Jill 15 years old? Yes, she is.

−− Is Jill 16 years old? No, she isn’t. She isn’t 16 • When you’ve finished, ask students to tell you the
years old. other question words and have them write example
−− Has Jill got a cat and a dog? Yes, she has. sentences in their notebooks:
−− Has Jill got a bird? No, she hasn’t. She hasn’t got −− ‘____ do you play after school?’ ‘I play basketball.’
a bird. (What)
−− Are your grandparents 60- and 61-years-old? Yes, −− ‘____ does Tom go for pizza with friends?’ ‘He goes
they are. for pizza with friends on Thursdays.’ (When)
−− Are your grandparents 62 years old? No, they aren’t. −− ‘____ does Beth chat to online?’ ‘She chats to Ann
They aren’t 62 years old. online.’ (Who)
−− Have your grandparents got two dogs? Yes,
they have.
−− Have your grandparents got cats? No, they haven’t.
They haven’t got cats.
Vocabulary
• Revise possessive adjectives using the example A
sentences above. Write these sentences on the
• Before they begin choosing answers, ask students to
board and ask students to complete the gaps with
look for family member words in the sentences and
possessive adjectives. Then revise the other possessive
to say the male or female form of the family member
adjectives on the board, and ask students to give you
(grandmother – grandfather, etc.).
a sentence using Jill, grandparents, ’s and s’ using the
• Ask students to choose their answers, and after you
example sentences:
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check the answers, ask students to write sentences in
−− I have got a bird. This is ____ bird, Henry. (my)
their notebooks using the words that they didn’t choose.
in
−− Jill has got a cat. That is ____ cat, Bobby. (her)
−− My grandparents have got two dogs. Those are ____ Answers
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dogs, Riley and Scott. (their)
−− You – your; He – his; It – its; We – our 1 eighty-nine 4 single
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−− That is Jill’s cat, Bobby. Those are my grandparents’ 2 thirteen 5 husband
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dogs, Riley and Scott. 3 surname 6 uncle
• Revise the Present Simple for routines and habits. Start
with a clean board; write the sentences with gaps and B
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ask students to think of suitable verbs to complete • Ask students to go through the sentences and to
them. Then ask them to tell you what the sentences
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underline the nouns and any adjectives that go

would be in question form, what the Yes and No short with them.
answers would be, and what the negative form would • Ask students to use the nouns and adjectives they
a
be. Leave the sentences on the board for the next two underlined to help them find the words. Remind them
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revision practices. that there is a gap for each letter of the word that is
−− I ____ basketball after school. (play) missing. Ask them to read the entire sentence when they
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−− Do you play basketball after school? Yes, I do./No, I finish to check that their word makes sense.
don’t. I don’t play basketball after school.
−− Tom ____ for pizza with friends on Thursdays. (goes) Answers
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−− Does Tom go for pizza with friends on Thursdays?

Yes, he does./No, he doesn’t. Tom doesn’t go for 1 photo 4 smartphone
2 necklace 5 poster
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pizza with friends on Thursdays.

−− Beth and Ann ____ to each other online. (chat) 3 diary 6 watch
−− Do Beth and Ann chat to each other online? Yes,
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they do./No, they don’t. Beth and Ann don’t chat to C

each other online.
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• Read the words in the yellow wordbank aloud and then

• Ask students to tell you all the adverbs of frequency ask students to repeat them. Correct their pronunciation
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and write them on the board (always, usually, often, where necessary.
sometimes, hardly ever, never). Ask students to look • Ask students to complete the sentences with the
back at the sentences you used to revise the Present correct words, then ask them to go back and underline
Simple. Write in brackets every day above I play the words in each sentence that helped them choose
basketball after school. Ask students to choose an their answers.
adverb of frequency and to tell you where it goes in
the sentence. (I always play basketball after school.) Answers
Continue with the next positive sentence and write not
every Thursday in brackets and elicit a response from 1 energetic 5 sociable
students as before. (Tom sometimes/often/usually goes 2 patient 6 shy
for pizza with friends on Thursday.) Write once a month 3 creative 7 sporty
in brackets by the last sentence and elicit a response. 4 organised
(Beth and Anna sometimes/hardly ever chat to each
other online.) Ask students to write an adverb of D
frequency in the following sentence: I am late for class. • Ask students to go through the sentences and to
(I am hardly ever/never late for class.) underline the activities. Then ask them to choose
• Revise question words using the above example their answers using only the underlined words to
sentences. Write the following sentences on the board complete collocations.
and ask students to give you the correct question word.

• When they have finished choosing their answers, ask C
them to go back and to read the entire sentence to • Ask students to underline the verb and the adverb of
check that their answers make sense. frequency in each of the sentences. Remind them that
Answers the order of verbs and adverbs of frequency is different
with the be verb than other verbs.
1 go 4 does • Encourage students to read through their sentences
2 do 5 play after they have put the words in order to check that they
3 goes 6 go make sense.
• Tell students to look back at K on page 23 and Grammar
E Reference 2.3 on page 162 for a reminder if they
need to.
• Ask students to look at the text and to say what it is
about (Adam and the writer and the things they do
together). Ask students to underline the verb that comes
Answers
before each gap and two or three words that come after 1 We usually get the bus to school.
it. Then ask them to choose their answers using only the 2 She is always patient with the children.
underlined words to complete phrases. 3 How often do you go swimming?
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• When they have finished choosing their answers, ask 4 Peter hardly ever goes camping.
5 My sister is never organised.
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them to go back and to read the entire sentence to
check that their answers make sense.
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D
Answers • Encourage students to read the line after the sentence
a
1 on 2 – 3 out 4 to 5 for 6 to with the gap and underline the information that will help
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them choose their answers.
• Encourage them to read through the whole conversation
Grammar after they have finished writing their answers to check
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that it makes sense.
• Tell students to look back at F on page 22 and Grammar
ph
A
Reference 2.2 on page 162 for a reminder if they
• Ask students to read through the entire sentence and to
need to.
look at the words that follow the gaps to decide if the
a
gap needs a be verb or a form of have got. Answers

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• Encourage students to read through their sentences

once they have finished to check their answers. 1 When 2 Who 3 Where 4 How
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• Tell students to look back at A–D on page 10 and

Grammar Reference 1.1 and 1.2 on page 161 for a E
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reminder if they need to. • Read the possessive adjectives in the yellow wordbank
Answers and ask students to tell you what each subject pronoun
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is (my – I, etc.).
1 are 5 is • Ask students to underline the nouns that help give them
2 is 6 has got the answer to the sentences. Remind them to think
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3 have got 7 am about what possessive adjective goes with that subject.
4 am • Tell students to look back at J on page 11 and Grammar
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Reference 1.4 on pages 161 and 162 for a reminder if

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B they need to.

• Ask students to read the questions carefully before Answers
choosing their answers. Remind them to pay attention to
the subject of the short answer and if it needs a positive 1 her 2 my 3 their 4 His 5 our 6 its
or negative form of the verb. Also remind them to pay
attention to the verb in the questions and to think about
what verb they will put in the short answer.
• Tell students to look back at A–D on page 10, D on page
22 and Grammar Reference 1.1, 1.2 and 2.1 on pages
161 and 162 for a reminder if they need to.
Answers
1 hasn’t; 2 do; 3 isn’t; 4 do; 5 have; 6 are;
7 doesn’t

x
3
Reading:
xxxxxx
My Home Town
matching, using words you know to understand signs
Vocabulary: places, people, activities, verbs for travelling , word completion,
reviewing vocabulary
Grammar: there is, there are, prepositions, present continuous , open cloze, using
prepositions
Listening: gap-fill, reading & listening to instructions
Speaking: asking and answering about travel, practising saying numbers
Writing: an email, recognising verb patterns, using clues
Unit opener Background Information

In Norway, there are polar bears which, naturally, cross
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• Ask students to look at the picture and to tell you the road from time to time. Thus, the government has
what animal they see (a bear). Help them if necessary
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placed signs warning motorists of the potential danger
by giving them the first letter and writing gaps on the of colliding with one while driving. Norway has installed
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board for the remaining letters. a number of different signs alerting people to the
• Ask students to say what else they see in the photo. Try possibility of animals passing through motorways for
a
to elicit from them the phrase There is … and help them a variety of different animals, such as moose, reindeer,
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if necessary. (There is a sign, a road, a truck …, etc.) deer, cattle, sheep and people riding horseback. The
• Ask students to guess what the animal is doing in the signs are accompanied with a text in Norwegian (the text
sign. (It is walking.) Ask students if they can guess in the Student’s Book photo translates to ‘Applies to all
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what this sign means. (There are bears on the roads of Svalbard’) which, for signs near Norway’s border with
sometimes, and we have to be careful of them.) Russia, are also written in Cyrillic.
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• Ask students where this place is (Norway) and

what language they think Gjelder hele Svalbard is
(Norwegian). Help them if necessary. Ask them to guess
Reading
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what it means. (It may tell you about bears, and to slow
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down or be careful.)
• Ask students to tell you about any other road signs they A
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can think of. Elicit responses by drawing some simple • Ask students to choose a partner and to discuss all the
signs on the board, such as a stop sign, a speed limit places in their town that they can think of.
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sign, a no-left-turn sign, a danger ahead sign and any • Give students one minute to write down their ideas,
other signs you can think of. Ask students why we need then ask each pair to write one place on the board.
signs. (They tell us things we need to know when we • Continue until no other groups can provide a new place,
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drive.) Use these schematics to assist you: and then elicit from them any common places that they
did not think of. (What is a place where we can read
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books? A library, a book shop. What is a place where we

buy food? A supermarket, a restaurant.)
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Suggested answers
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houses, a lake/river, a railway, trees, a beach, etc.
B
• Ask students to quickly read through the leaflet and to
look for things that are different from where they live.
• Give students one minute to do the task with their
partner, then discuss their findings as a class.
• If time allows, point to some specific items in the photo
and ask students to guess what they are (a sailboat, a
bridge, a railway, a carousel, a fire hose, bushes, etc.)
• If students are interested, give them more Answers

information about the photo from the background
information below. It is a miniature model village.
Places in the leaflet: zoo, church, cinema, police
station, fire station, hospital, harbour, race course,
swimming pool, sports club, beach, farm

3 My Home Town
C E
• Explain to students that they are going to look at the • Now ask students to complete the Exam Task.
signs and try to match them with a sentence. Encourage them to find words in the sentences that
• Ask them to first look at the signs and the text. Elicit match words in the signs. Give them a minute to
from them what they think is going on in the signs underline these words before starting the task.
(A – People/Children are crossing a road; B – People/ • Give students one minute to do the task individually,
Children are swimming; C – There is a hand and there is then discuss their answers as a class.
food/Someone is giving food to animals; D – There is a
mobile phone, and you can’t use it.). Answers
• Then ask them to read the instructions and check that
1G 2C 3E 4A 5B
they understand what they have to do.
partner, then discuss their answers as a class. F
• Read the words in the yellow wordbank aloud and
1 B, the swimming pool, Hanton village
explain the meaning of any unfamiliar words.
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2 A, the school, Bekonscot village
• Give students one minute to do the task individually,
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3 D, the cinema, Bekonscot village
then discuss their answers as a class.
4 C, the zoo, Greenhaily village
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Answers
Word Focus
a
1 ambulances 5 car
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2 ice-cream van 6 buses
3 boats 7 train
the words mean without looking at the definitions given 4 tractor
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Ideas Focus
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whole sentence and the other words around it to try to • Explain to students that they are going to discuss
guess the meaning. some questions about towns. Ask them to read the
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• Discuss the Word Focus box as a class and ask students questions aloud.
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if they guessed the meaning of the words correctly. • Ask students to work in pairs to discuss the questions
and encourage them to use their own experiences to
D
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support their reasons. Make sure students take turns

• Ask students to look at the Exam Close-up and read the asking and answering questions.
information aloud. Check that they understand what it
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says. they are doing the task properly. Make a note of any
• As in C, ask them to look at the signs in the Exam Task mistakes in structure and pronunciation and go over
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and say what they see in each sign (A – an arrow; B – a them on the board when they finish.
person near a rubbish bin; C – a sign saying ‘Closed on
Vocabulary
Mondays’; D – a football; E – a dog; F – a person with
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money in their hand; G – a person crossing a road).

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Answers A
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Students’ own answers • Ask students to read the instructions and check that they
Teaching Tip then discuss their answers as a class.
Signs are an important part of the examinations for the • If time permits, ask students to say what is different
English language for the lower levels. Encourage your about a town from a city. (A town is small, but a city is
students to try to figure out the meaning of signs found big. There are many things to do in a city, but a town can
in a variety of locations, such as airports, metro stations, be boring. A town is quiet, but a city is noisy.)
streets, public buildings, libraries, supermarkets, hospitals,
and so forth. Ask them to draw the signs they see in their Answers
home countries, if they are learning English abroad, and
to think of what it might say in English. Ask them to bring a town; B
their signs to class and to do a show-and-tell of their signs, a city; C
where you can assist them with proper English phrases a village; A
and help them expand their knowledge.
B
• Ask students to discuss with their partner what is
different – or similar – about the photos and where
they live.

• Give students one minute to do the task with a partner,
then ask students to discuss their findings as a class.
Answers
1 pills and medicine 4 meat
Answers 2 fruit and vegetables 5 fish
3 books 6 bread and cakes
F
C
they see (a school bus). Ask students to read the title of
the text and to tell you what they think the text will be
about (how I travel around, about how someone goes
from home to school).
Teaching Tip • Ask students to look at the words in the yellow
Students will appreciate being able to label the places wordbank and to tell you what part of speech
around their town in English. Ask students to say if they they are (verbs). Explain any words that students
have the places in C in their town and if they are near or don’t understand.
far from their school or their home. Ask them to say if they • Ask students to read the instructions and check that they
are near each other, for example, Is the post office near understand what they have to do.
the fire station? if you feel confident that students can • Give students one minute to do the task individually,
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handle the question. You can also apply this practice to
• Ask students to underline the words that follow each
in
E. Encourage students to enquire about other places in
town in which they might want to know what it’s called in gap and to write the answers with the underlined words
in a list in their notebooks so they can get used the
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English (city hall, town square, petrol station, book shop,
corner shop, etc.). structures and vocabulary that follow these verbs.
a
Answers
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Answers 1 take 6 arrive
1 fire station – fire fighter – helps in an emergency 2 get on 7 catches
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2 hospital – nurse – helps when you are sick 3 get off 8 drives
3 library – librarian – books 4 miss 9 ride
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4 police station – police officer – helps stop 5 arrive at 10 turn

criminals
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5 restaurant – waiter – serves food G

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6 stadium – spectator – a football match

• Ask students to read the Exam Close-up box and check
7 supermarket – shop assistant – meat, fruit and that they understand what the information says.
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vegetables • Ask students to get into pairs and to practise using

8 theatre – actor – a play or musical the words in the Vocabulary section according to the
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Student’s Book exercise.

D • Give students one to two minutes to complete this task
• Ask students to read the instructions and check that they before moving on to the Exam Task.
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• Ask students to look at the photos and to tell you if any Answers
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photos have something similar about them. (Photos A, Students’ own answers
B, C and E have food in them.)
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explain any words that students don’t know.
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• Give students one minute to do the task individually, H

then discuss their answers as a class. • Now ask students to complete the Exam Task. Before
they begin, ask them to tell you what these words will
Answers be about (places and transport). Ask students to tell
you what part of speech they think these words will be
A bread and cakes D pills and medicine (nouns). Remind students that they have to use the first
B fish E fruit and vegetables letter given in the task, and that there will be one gap
C meat F books for each missing letter in each word.
E then discuss their answers as a class.
• Ask students to look back at the photos and to use • Ask students to go back through the sentences and to
the words from the yellow wordbank to complete the underline the words that helped them find their answers.
sentences.
• Give students one minute to do the task individually, Answers
then discuss their answers as a class. 1 ambulance 2 library 3 theatre 4 train 5 waiter
• Ask students to underline the places in the sentences.
Use the Teaching Tip above to find out if students can
say where these places are in their town.

3 My Home Town
Ideas Focus Answers

questions about their home town. Ask them to read the 1 There’s 2 It’s 3 There are 4 It isn’t
questions aloud. Now read the Grammar Reference on pages 162 & 163 (3.1
• Ask students to work in pairs to discuss the questions & 3.2) with your students.
support their reasons. Make sure students take turns C
asking and answering questions. • Ask students to tell you what part of speech the words
• Go round the class monitoring students to make sure in the yellow wordbank are (prepositions). Ask students
they are doing the task properly. Make a note of any to explain what prepositions do. (They tell us where
mistakes in structure and pronunciation and go over something is.)
them on the board when they finish. • Ask students to read the instructions and check that they
Grammar • Give students one minute to do the task individually,
• Write these phrases in two columns on the board and
ask students to match them: Answers
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There is books on his desk
in
1 under 5 in front of
a pencil in your bag
2 in 6 near
There are children in the square
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food on the table 3 on 7 next to
There is a pencil in your bag. 4 behind 8 opposite
a
There is food on the table.
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There are books on his desk. D
There are children in the square. • Ask students to read the instructions and check that they
• Ask students to form a question from one of those understand what they have to do.
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sentences (Is there a pencil in your bag?) and a negative • Give students one minute to do the task in pairs, then
ph
sentence from another sentence. (There isn’t food on discuss their answers as a class.
the table.) Help them if necessary. • Ask students to go back through the sentences, to
• Revise the sentence, question and negative forms of underline the nouns and to say if they are singular
a
there is and there are, stating that we use there is with or plural.
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singular nouns and there are with plural nouns, and we

use these forms to see what we can see or find. Answers
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A Students’ own answers

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understand what they have to do. E

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Answers
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is; ’s; isn’t; Is • If time allows, ask students to work in pairs and ask and
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are; aren’t; Are answer the questions. You can also ask students to go
back through the sentences, to underline the nouns and
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B to say if they are singular or plural.

Answers
• Give students one minute to do the task individually, 1 Are 2 Is 3 Is 4 are
• Before moving on, give further practice on this F
difference between there is/are and it is/they are. • Ask students to read the instructions and check that they
Ask these questions, using a prompt in the class to understand what they have to do.
demonstrate your point. Elicit responses from students • Give students one minute to do the task individually,
after each time you ask a question, and ask them to then discuss their answers as a class.
use it’s, they’re, there is or there are. Guide them • Ask students to go back through the sentences and to
as necessary. underline the objects that go with each preposition.
−− What’s that? (It’s a book.)
−− What’s on the desk? (There’s a book, a notebook,
a pencil …)
Answers
−− What’s that on the wall? (It’s a poster.) 1 on 2 opposite 3 in 4 next to
−− What can you see on the wall? (There are posters, a
clock, a board …)

Extra class activity Answers
Practise prepositions of place using items around the
• He isn’t taking the bus to the supermarket; You
room. Ask students to tell you what they can see that is
under, above, behind, in front of, near, next to, on and in aren’t helping very much!
something else. • What are the police doing at school?; Is she
You can do the activity as a class, asking students to looking for the hospital?
call out their answers, or you can have students pair Now read the Grammar Reference on page 163 (3.3) with
up and write out as many sentences as they can using your students.
prepositions and objects around the room. When they
have finished, ask each pair to provide one or two K
examples. Check that they are using the prepositions • Ask students to read the instructions and check that they
correctly, and ask students to correct any mistakes. understand what they have to do.
G then discuss their answers as a class.
• Before you begin the task, write these two sentences on • Ask students to go back through the sentences and to
the board: underline the subjects of each sentence.
−− I walk to school.
−− I am walking to school. Answers
• Ask students if they can tell you the difference between 1 ’m reading 3 ’re walking
g
those sentences. Remind them of how we use the 2 ’s doing 4 ’s making
Present Simple (for habits and routines; the first
in
describes a habit, and the second describes what is
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happening right now).
• Revise the forms of the Present Continuous (all persons • Ask students to read the Exam Close-up box and check
a
and numbers, as well as question and negative forms). that they understand what the information says.
• Ask students to tell you what they should do after they
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understand what they have to do. choose an answer for a gap in a text (check that the
• Give students one minute to do the task individually, other answers are wrong).
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Answers
Answers
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Prepositions of place
1 are 2 is 3 are 4 are 5 are
a
M
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H • Now ask students to complete the Exam Task. Ask them

• Ask students to read the instructions and check that they what the text will be about (a painting) and what the title
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understand what they have to do. of the text is (My favourite painting). If time allows, ask
• Give students one minute to do the task individually, them some questions about the painting below, such as
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then discuss their answers as a class. if they like the painting, what they think people in the
painting are doing (ice-skating) and where they think the
Answers scene is (the Netherlands).
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• Before they begin the task, ask students to tell you what
be (am, are, is); -ing; we can see, hear, etc. at the
parts of speech will go in the gaps (prepositions (1–5, 7),
moment; NOW
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a verb (6), a pronoun (8)). Remind students to check that

the other answers in the questions are wrong after they
at
I choose the answer they think is right.

• Ask students to read the instructions and check that they • Give students one minute to do the task individually,
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understand what they have to do. then discuss their answers as a class.
• Give students one minute to do the task individually, • Ask students to go back through the sentences and to
then discuss their answers as a class. underline the words that go with the prepositions to
form a complete phrase. Encourage them to write the
Answers complete phrases in a list in their notebooks (in winter,
different from, in a village, etc.).
Students should tick 1, 2, 4, 6 and 8.
Answers
J
1B 2A 3B 4C 5A 6C 7B 8A

3 My Home Town
Listening Answers
1 two 2 (tourist) bus tour 3 listen 4 two
A
• Before you start the task, explain to students that they
will practice their listening skills in the section. They will
E
practise listening to instructions, as well as listening for • Now explain to students that they will complete the
places and times. Exam Task. Ask students to look at the gaps and to tell
• Ask students to read the instructions and check that they you what kind of information each gap will need (a day,
understand what they have to do. a time, where a place is, an item, a price).
• Give students one minute to do the task with a partner, • Explain to students that you will play the recording to
then ask students to share their answers to the questions the end, but they will have a chance to hear it again to
with the class. check their answers.
• Remind students to write down the information correctly
Answers and to check their spelling.
Students’ own answers Answers
g
1 Tuesday to Sunday 4 water
B
in
2 10 a.m./ten o’clock 5 fifty dollars/$50
• Explain to students that they will hear five short 3 In front of
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conversations. For each question in their Student’s Book,
there are three choices, and they will hear the three
F
a
choices in each conversation. They must listen closely to
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find the correct answer.
• Ask students to look at the questions and answer answers with a partner.
choices first, to get an idea of what they will hear. • When the recording is complete, check answers as
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• Play the recording and pause after each question, a class.
giving students a moment to write down their answer.
Speaking
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Check the answer with the class and ask students to

explain their choice. Replay this part of the recording
as necessary.
a
• Continue with the recording, either pausing after

A
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each question or playing the recording entirely. Check • Ask students to read the instructions and check that they
answers as a class. understand what they have to do.
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• Ask students to work with a partner and give them one

Answers to two minutes to complete the task. When they are
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finished, ask a pair of students to give their ranking of

1a 2c 3b 4b 5b the types of transport. Ask other students if they agree
with the favourite and least favourite of the pair and to
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C say why.
• Explain to students that they will hear the conversations
Answers
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again, but this time, they will write down information

that they hear. Students’ own answers
at
• Ask students to read the questions in the task first, and Order of speed = 1 plane; 2 train; 3 car; 4 bus; 5 bike;
to underline key words that will help them listen for the
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6 foot
correct information (telephone number, time, the boy
eating, Where…the boy from, How many tickets).
• Play the recording, either pausing after each question B
or entirely. Check answers as a class by replaying the • Ask students to read the instructions and check that they
recording. understand what they have to do.
• Do the task as a class, and ask students if they can
Answers tell you some other things about California. (It’s in the
United States. It’s very beautiful. There are many people
1 555 050505 4 England there. Many celebrities live there. The weather is very
2 2 o’clock 5 Three nice. It’s next to the Pacific Ocean.)
3 ice cream
Answers
D Students’ own answers
that they understand what the information says..
• Ask students to complete the sentences with
information from the Exam Task and check answers as
a class.

C • Go round the class monitoring students to make sure
• Ask students to read the instructions and check that they do the task properly. Don’t correct any mistakes at
they understand what they have to do. Check that they this stage, but make a note of any mistakes in grammar
understand the words and phrases in the questions and and pronunciation.
explain anything that is unfamiliar. • Write any structural mistakes that students made on the
• Give students one minute to do the task with a partner, board without saying who made them, and ask students
then discuss their answers as a class. to correct them. Go over any problems in pronunciation
that you observed.
Answers Answers
1C 2C 3P 4P 5P 6C 7P 8P 9C
D
Writing: an email
A
• Ask students to look at the Learning Focus and read the
Suggested answers information aloud. Check that they understand what the
information says.
g
a 2, 3 d 1, 5 • Ask them to underline the structures in the example
in
b 9 e 6, 8 sentences in the Learning Focus so they can review it
c 4 f 7 more easily (need to go, can visit, want to read).
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• Ask students to look at the photos and to discuss with
Useful Expressions a partner the things about the photos that are similar to
a
• Read the Useful Expressions to the students and explain their home town or city.
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that we use these structures in order to talk about travel. • Give students one minute to complete the task, and ask
• If you have time, you could ask students to work in students to share their answers with the class.
pairs and use the information in C to ask and answer
Answers
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questions about travel.
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E Students’ own answers

a
that they understand what the information says. B

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• Ask students to practise saying the numbers aloud in • Ask students to read the instructions and check that they
class. understand what they have to do. Explain to them that
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while they are discussing the photos, they should use

Teaching Tip there is and there are, to revise their grammar.
Some numbers can be very tricky to hear correctly, even • Give students one minute to do the task individually,
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for native English speakers. How many times have we then discuss their answers as a class.
asked someone if they said fifteen or fifty, and they
Answers
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reply, ‘Fifty … Five Oh!’ or ‘Fifteen … One Five!’? To give

students special practice with this, practise with these
pairs of numbers, stressing their differences and asking Students’ own answers
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students to repeat them until they get the hang of it:

13 – 30 17 – 70 C
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14 – 40 18 – 80 • Ask students to look at the email. First ask them where

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15 – 50 19 – 90 the place in the photo is (Dublin).

16 – 60 • Then ask them to look through the email quickly to see if
any items in their list are also in the email. Ask students
F to share their findings with the class.
• Now explain to students that they are going to work in
pairs to complete the Exam Task. Answers
• Ask students to decide who will be Student A and who Students’ own answers
will be Student B. Tell them that Student A will ask
questions from their Card 1, and Student B will answer
with the information on their Card 2 on page 183. When D
they finish, they will switch roles. • Ask students to read the instructions and check that they

3 My Home Town
Answers H
Places: castle; shops; restaurants; river; libraries/ understand what they have to do. Remind them to pay
library; college; city; museums, art galleries, cinema attention to the verb forms of can and want.
Transport: by boat; on foot; cars; bicycles; by bike • Give students one minute to do the task individually,
E
• Ask students to read the instructions and check that they Answers
understand what they have to do. Students’ own answers
Useful Expressions
Answers • Read the Useful Expressions to the students and explain
that we use these structures in order to write postcards.
Students should underline these sentences: • Let students know that they can also use these
You can explore the city by boat, but you can explore expressions to write an email. An email will have a
on foot too; I want to go around the city by bike lot more information in it than a postcard, but these
g
tomorrow; … you can listen to a guitar player; I want expressions can help give their email a good structure.
in
to see a film there, this afternoon.
I
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Teaching Tip • Explain to students that they are going to write a short
email about a holiday place they like. Remind them to
a
Students might be intimidated by writing emails. Remind
use the Useful Expressions to help them with their email.
them that because they have to stay within the word
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• Give students one to two minutes to do the task
limit of 25–35 words, they don’t have to write a lot
individually, then discuss their answers as a class.
to complete the writing Exam Task with success. As a
standard practice, ask them how they will begin and end
Answers
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their email, and remind them to focus on answering the
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questions in the email and to add a note or two about Students’ own answers
how they feel.
a
J
F
gr

• Ask students to read the instructions and check that they that they understand what the information says.
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understand what they have to do. • Give students one minute to do the task individually,
• Give students one minute to do the task individually, then discuss their answers as a class.
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Answers
Suggested answers Clues: 5.30; 7.45 p.m.; 5 p.m.; times of poster, length
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1 can 2 can 3 want 4 want 5 can of film, ticket prices

Important information: film – Starman; Chris Boot;
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G Dublin Kursaal Cinema

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understand what they have to do. K

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• Give students one minute to do the task individually, • Now explain to students that they are going to complete
then discuss their answers as a class. the Exam Task. Explain that in this type of task, there are
• If time permits, ask students to write down the key two texts to look at, and the answers to the gaps are in
words in each sentence that helped them find the both texts.
answers (1 – doughnuts; 2 – hundreds of interesting • Ask students to tell you what type of text each text is (an
books; 3 – walk; 4 – see Starman; 5 – walk…at night; instant message chat, a cinema poster).
isn’t a problem). • Give students one to two minutes to do the task
individually, then discuss their answers as a class.
Answers
3 … but you can explore on foot too – it’s a ‘big Answers
village’ … 1 Dublin Kursaal 4 17.30/5.30 p.m.
5 People are very friendly, too. 2 Starman 5 4.50
2 … I love this city! 3 Chris Boot
1 It opens at ... aren’t any doughnuts left!
4 I want to see a film there, this afternoon.

Video
3 Town Rescue
General Note • If students are interested, provide more information
The National Geographic videos are a terrific tool for
getting your students acquainted with other cultures Answers
1 burrows 2 can 3 can 4 fish
Geographic content and students do not need to
advantage of them as a learning device. Some tasks focus While you watch
as such, students do not have to listen to answer every
B
question, but can simply watch what is happening. The • Tell students that the video is quite short, but be sure
videos are also meant to inspire students to watch other to explain that there will be words that they will not
programmes in English, such as television shows and understand. Encourage them to make guesses for their
English-language films, so that they can experience spoken answers and not to worry if they are right or wrong.
English more often, as well as in their own free time. • Ask students to read the instructions and check that they
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Naturally, the more exposure they have to the language, understand what they have to do.
the more quickly they will acquire it. • Go through each question and encourage students to
in
underline key words. Explain that they will need to listen
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for these words to get the correct answers.
While most species of puffins live near the Pacific Ocean, • Check that students know where Iceland is. If possible,
ask a student to show you where it is on a map.
a
the Atlantic puffin lives in Iceland, Norway, Greenland
and Newfoundland. They can also be found as far south • Play the video and pause when the first answer is given.
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as Maine, US, and the British Isles. Iceland alone is home Ask students to mark their answers and replay that part
to almost two-thirds of all Atlantic puffins. Their numbers of the video if necessary.
have been declining, but conservation groups have been • Check answers as you go along, stopping the video for
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set up in various North Atlantic countries to protect the each question and replaying the video as necessary.
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birds. Bird watchers ‘flock’ to see puffins in their natural

habitat, and Iceland provides safe, non-invasive tours in Answers
which visitors can view the birds from tour boats.
a
1T (00:29) 2T (01:08) 3F 4T (01:28) 5F 6T (02:16)

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Before you watch

After you watch
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A
C
• Explain to students that they are going to watch a video
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about two teenagers who rescue puffins in Iceland. Ask • Explain to students that the text is a summary of the
them to look at the photos and to say what they can see information in the video. Before they read it, ask them to
in all of the photos (puffins/birds). discuss in pairs the main idea of the video.
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• Ask students to read the questions and explain anything • Ask students to read the text without filling in any
they don’t understand. answers at this stage to see if the ideas they mentioned
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• Feel free to do the following pre-vocabulary practice are covered in the text. Also encourage them to think
with your students for some of the more important about which part of speech is missing from each gap.
at
words that appear in the video which they might not • Read the words in the yellow wordbank to students and
know. Have them write down these words in their ask them to repeat them. Correct their pronunciation
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notebooks, along with the definitions: where necessary.

−− orphan (noun) – someone (or something) • Ask students to do the task individually, but check
without parents answers as a class.
−− second chance (noun phrase) – having another time
to do something again Answers
−− survive (verb) – to not die 1 Families 5 streets
−− tradition (noun) – an activity that has existed for a 2 puffling 6 night
long time 3 home 7 seashore
−− lost (adjective) – not knowing where you are 4 town 8 sea
−− cliff (noun) – a high, steep face of rock
−− confuse (verb) – to make something difficult
to understand
Ideas Focus
−− crash (verb) – to hit something and injure yourself • Ask students to work in pairs to discuss the questions
−− patrol (noun) – a job where you watch for something about protecting animals and encourage them to use
−− pier (noun) – a platform by the sea for boats their own experiences to support their reasons. Make
−− release (verb) – to let go of something sure students take turns asking and answering questions.
• Then ask them to work in pairs or small groups to • Go round the class monitoring students. Make a note of
answer the questions together. any mistakes in structure and pronunciation and go over
• Give students one minute to complete the task, then them on the board when they finish.
check answers as a class. 39
4
Reading:
Vocabulary:
Celebrate!
multiple-choice, identifying the main ideas
seasons, prepositions, clothes, food, verbs for celebrations
Grammar: present simple & present continuous, countable & uncountable nouns,
quantifiers
Listening: gap-fill, listening for specific & detailed information
Speaking: asking & answering about a celebration, describing a celebration,
giving dates, practising pronunciation
Writing: a recipe, using sequencers, reading carefully
Unit opener Reading
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• Ask students to look at the photo, and ask them where
they think this place is (a party, a dance party, a festival
A
in
of lights). Ask them to describe what they can see in the • Ask students to cover the instructions and to look at the
photos. Ask them if they can guess what celebration
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photo. (I can see a person, and that person is dancing.
There are also lots of lights with many colours. There is a these are (New Year).
a
circle in the middle, and it’s got light all around it. There
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is another person, and that person looks like they are
holding something.) Ask students to read the caption • Give students one minute to do the task with their
and to guess what a ‘hula hoop’ is (students’ own partner, then discuss their answers as a class.
ic
answer). Help them as necessary. (A hula hoop is a big
round plastic device that you put around your waist. We Answers
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make it move around by moving our bodies from side to Students’ own answers
side. It’s something that’s fun.)
• Write these words on the board and ask students to tell
a
B
you what things people have at these events. Help them
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as necessary: • Explain to students that they are going to try and guess
−− birthday party (gifts/presents, food and drink, a cake, in which city each of the celebrations in A takes place.
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music, cards, balloons) Explain to them that texts in C can help them figure out
−− Halloween (costumes, sweets, pumpkins) the answer. You can also let them know that two of the
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−− wedding (wedding cake, dress, food and drink, photos in A take place in the same city.
flowers) • Ask them to read the texts quickly to find the answer.
−− Christmas party (gifts/presents, food and drink, Give students one minute to do the task individually,
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traditional songs, cards) then discuss their answers as a class.

• Ask students if they celebrate these things, and how
Answers
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often. Ask if they go to their friends’ celebrations, and if

they have fun (students’ own answers). New York and Singapore
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• Explain to students that this unit will be about

celebrations and times of the year. If they are interested, C
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provide more information about the photo from the

background information.
Background Information • Give students one minute to do the task with a partner,
Drum circle parties are when a group of individuals then discuss their answers as a class.
get together and play the drums in a circle. They don’t
have to be professional musicians, although in general, Answers
the musically inclined attend. It’s a type of free-form 1 They are for a class project on Special Days.
expression which is not usually organised or practised 2 Her father got a new job and he’s working there
and there is no real ‘leader’. During a drum circle party, for two years.
many participants play the drums while others dance 3 Because there are lots of lights, colours and
around to the beat. In the photo in particular, as well as people.
at many of these types of parties, a participant will put on 4 They count.
a light show, and the event takes place in a large open 5 There is a lot of confetti and balloons and people
space, typically outdoors, making the beaches of Florida a kiss each other.
perfect venue for this kind of celebration. 6 They sing a song called 'Auld Lang Syne'.

D G
• Give students one minute to do the task with their • Give students one minute to do the task with their
partner, then discuss their answers as a class. partner, then discuss their answers as a class.
Answers Answers
Students should tick 3. Students should underline the following words:
new, incredible, best, cold, bad, exciting, great,
Word Focus fantastic, hot, tropical, amazing, similar, different, red,
• Ask students to look at the words in red in the text and gold, lucky, special, important, favourite
to read the sentences they are found in again. 1 hot; cold
• Ask students to work in pairs to decide what each of 2 fantastic
the words mean without looking at the definitions given 3 amazing
in the Word Focus box. Remind them that if they don’t 4 lucky
know the meaning of a word, they should look at the 5 exciting
whole sentence and the other words around it to try to 6 important
guess the meaning.
• Discuss the Word Focus box as a class and ask students Ideas Focus
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if they guessed the meaning of the words correctly. • Explain to students that they are going to discuss some
in
Extra class activity questions about celebrations. Ask them to read the
questions aloud.
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As is tradition for the New Year, you can ask students to
make up some New Year’s resolutions for this activity.
a
Explain that a resolution is a promise we make to
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ourselves. Have them make up at least three ‘promises’ asking and answering questions.
that are simple things to either do, or not do. Start them • Go round the class monitoring students to make sure
off with some examples on the board, such as I promise to they are doing the task properly. Make a note of any
ic
study more for maths or I promise not to drink fizzy drinks. mistakes in structure and pronunciation and go over
Encourage students to come up with promises they really
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care about, to make the task more meaningful and make
them promise to carry out their ‘promise’ the following Vocabulary
a
New Year!
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A
E • Ask students to read the instructions and check that they
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• Ask students to read the Exam Close-up box and check understand what they have to do. Have students read
that they understand what the information says. the words in the yellow wordbank aloud before they do
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• Give students one minute to do the task individually, the task.

then discuss their answers as a class. • Give students one minute to do the task individually,
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Answers • If time allows, ask students to tell you what months go

with what seasons. Write the seasons and the months on
1 doesn’t celebrate New Year the board in an appropriate chart.
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2 likes hot weather

3 traditional dessert Answers
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4 give friends fruit

A summer B autumn C winter D spring
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5 lion dance … red and gold

6 special markets
7 celebrate … with their friend B
F understand what they have to do.
• Now explain to students that they are going to do the then discuss their answers as a class.
Exam Task. Encourage them to use the underlined • Ask students to go back through the sentences and to
information to help them find their answers in the text. underline the words that helped them find the answers.
then discuss their answers as a class. Answers
Answers 1 winter 2 summer 3 autumn 4 spring
1B 2A 3C 4A 5C 6C 7B

4 Celebrate!
C Suggested answers
• Explain to students that they are going to ask their
classmates when their birthdays are. Tell students to ask Christmas Halloween
for the day and month only and that it is not necessary Christmas tree decorations
to ask for the year. decorations fancy dress
• Give students one minute to do the task. Go round cards pumpkin
the room and check that students are doing the task presents spiders
correctly, then discuss their answers as a class. singing traditional sweets
songs tricks
Answers special food
Students’ own answers fireworks
Wedding Birthday
D balloons balloons
• Ask students to read the instructions and check that they cards barbecue
understand what they have to do. confetti cards
• Give students one minute to do the task individually, decorations decorations
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then discuss their answers as a class. flowers fancy dress
in
presents flowers
Answers special food presents
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fireworks singing traditional
1 in 2 In 3 in 4 in 5 at 6 at
songs
a
special food
E
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understand what they have to do. Teaching Tip
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then discuss their answers as a class. If you’re teaching in a culture that does not celebrate
ph
Christmas or Halloween, ask students how the items in G

Answers are used according to celebrations they have in their own
culture. Ask students how they use the following items,
a
1 in 2 in 3 at 4 at 5 in 6 in
if applicable – flowers, balloons, fireworks, confetti. Ask
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students if these things are used, and if there is anything

F else they can think of that is used. Ask students to say
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• Ask students to look at the images and ask at which when they sing traditional songs and what kinds of special
type of celebration they would see each image. Assist foods and sweets they eat during that time. Write the
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them as necessary (1 – a birthday party; 2 – a festival or celebration on the board and ask students what they
carnival; 3 – Halloween; 4 – a wedding; 5 – Christmas; wear, who they go with, how long it lasts and if they enjoy
6 – Chinese New Year’s). it. Really, in such a learning experience, the teacher may
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• Ask students to read the instructions and check that they learn more than the student!
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• Give students one minute to do the task with a partner, H

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• Explain to students that the phrases in this exercise are

Answers common phrases we use for celebrations.
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a 1 d 6 understand what they have to do.
b 5 e 3 • Give students one minute to do the task either
c 2 f 4 individually or with a partner, then discuss their answers
as a class.
G
• Ask students to look at the words in the yellow
Answers
wordbank. Read the words aloud, together with 1 have 6 make
students, and explain any unfamiliar words. 2 make 7 sing
• Ask students to read the instructions and check that 3 have 8 have
they understand what they have to do. Tell students that 4 wear 9 wear
some words can be used for more than one celebration. 5 give 10 make
then discuss their answers as a class. I
• Before doing the task, ask students the following
questions and tell them to quickly look for the answers
in the texts:

−− What countries are these texts about? (Scotland,
India)
Answers
−− What month do you see in the text? (January) 1 PC 2 PS 3 PS
−− What nouns are in the texts that go with celebrations?
(traditional song, cake, party, special red dress, C
traditional food, fireworks)
• Before beginning the task, write the following on
the board:
Countable nouns Uncountable nouns
• Give students one minute to do the task either
flowers bread
individually or with a partner, then discuss their answers
presents food
as a class.
candles music
• Ask students to go back through the text and to
• Explain to students that we can count the nouns in the
underline the words that go with the verbs to form a
left column, but we cannot count the nouns in the right
phrase (hold hands, sing a traditional song, etc.).
column. Give them an example, such as one flower, two
Answers flowers, three flowers. Then ask them if we can count
bread, food and music and elicit negative responses.
1 holds; sings; have/eat; visit – Celebration: New • Briefly revise the use of a/an, some and any. Ask
Year students when we use a and an (for singular countable
2 have/hold; wears; dances; eat/have; have/watch – nouns). Explain that we use some and any when we want
Celebration: wedding to talk about plural nouns of any type. Explain that we
g
use some in positive sentences and requests, such as
in
Can I have some cake? and any in negative sentences
Ideas Focus and most other questions.
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• Explain to students that they are going to discuss some • Ask students to read the instructions and check that they
questions about how people celebrate in different understand what they have to do.
a
countries. Ask them to read the questions aloud. • Give students one minute to do the task individually,
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• Ask students to work in pairs to discuss the questions then discuss their answers as a class.
support their reasons. Make sure students take turns Answers
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asking and answering questions. 1 ‘Is there any bread?’ ‘Yes, there’s some on the
ph
• Go round the class monitoring students to make sure table.’

they are doing the task properly. Make a note of any 2 ‘Have you got any flowers to put on the table?’
mistakes in structure and pronunciation and go over
a
‘You can find some in the garden.’

them on the board when they finish. 3 Is there any rubbish to take out?
gr
4 Are there any children playing in the street?

Grammar
eo
D
• Write these sentences on the board and ask students to
lG
tell you the difference in meaning: • Ask students to read the instructions and check that they
−− I celebrate Easter with my family. (It’s something you understand what they have to do.
do every Easter.) • Give students one minute to do the task individually,
na
−− I am celebrating Easter with my family. (You’re then discuss their answers as a class.
celebrating Easter right now.)
Answers
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• Using the verb celebrate, briefly revise the Present

Simple and the Present Continuous for all persons and 1 a 2 an 3 some/any 4 some/any
at
numbers and for negative sentences and questions.

E
N
A
• Give students one minute to do the task individually, • Give students one minute to do the task individually,
then discuss their answers as a class. then discuss their answers as a class.
Answers Answers
Students should underline: celebrate; use; wear; have • negative • and
got Students should circle: Are … celebrating; are
making; is getting; Is … wearing; ’s arriving F
B understand what they have to do.
• Ask students to read the instructions and check that they • Give students one minute to do the task individually,
understand what they have to do. then discuss their answers as a class.

4 Celebrate!
Answers • Before moving onto J, write these two sentences on the

board:
An uncountable noun: bread/rubbish −− There are many people in town for the festival.
A countable singular noun: table/garden/street −− There isn’t much food at this party.
A countable plural noun: flowers/children • Explain to students that much and many are quantifiers,
and they tell us if there is a lot of something, or a little
Now read the Grammar Reference on pages 163 & 164 of it.
(4.1 & 4.2) with your students. • Briefly revise lots of and a lot of, explaining to students
Teaching Tip that we can use these phrases to replace much
and many. Use the previous example sentences to
You can expand this exercise by asking students to come demonstrate that to students.
up with more countable and uncountable nouns. Start by • Briefly revise how much and how many using the
using props in the rooms, such as books. Write countable following examples, asking students to provide answers
and uncountable on the board and ask students to think to the questions:
of an uncountable noun that goes with books. To help −− How many students are in this class?
them along, explain to them that uncountable nouns are −− How much English are we learning today?
often the idea of an object. For example: • Ask students to tell you what kind of noun, countable
g
Countable Uncountable or uncountable, we use many with (countable) and what
books English
in
kind we use much with (uncountable).
pencils writing
J
rn
desks furniture
clothes fashion • Ask students to read the instructions and check that they
a
school education understand what they have to do.
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exams knowledge
G
Answers
ic
• Ask students to read the instructions and check that
they understand what they have to do. Students should underline these words:
ph
• Give students one minute to do the task individually, 1 There are many New Year celebrations.
then discuss their answers as a class. 2 There isn’t much snow this winter.
a
3 I can see lots of fireworks near the fair.

Answers
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4 There are many people dancing on the beach.

1 are celebrating 4 ’s/is wearing 5 There isn’t much news about the carnival.
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2 visit; take 5 swim 6 People throw a lot of water during the water
3 is/’s singing 6 am putting festival!
a
many b much c a lot of/lots of
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H
K
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they understand what they have to do. Before they • Ask students to read the instructions and check that they
begin the task, ask them to quickly look at the text and understand what they have to do.
io
to tell you what the conversation is about (getting ready • Give students one minute to do the task individually,
for a party). then discuss their answers as a class.
at
• Give students one minute to do the task in pairs, and

Answers
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encourage one student to play the role of ‘Dad’ and the

other to play the role of ‘Sam’. Discuss their answers as 1 many 2 much 3 much 4 many 5 much 6 much
a class.
L
Answers
some; some; an; some; a; some; some; some; an understand what they have to do.
I then discuss their answers as a class.
Answers
• Give students one minute to do the task individually, how many; how much
• Ask students to go back through the sentences and to Be careful
underline the nouns that go with their answers. Ask if
• Ask students to look at the Be careful box and read the
the nouns are countable or uncountable.
information aloud. Check that students understand what
Answers the information says.
1c 2b 3b 4b 5c

• You can expand this task by providing a couple of other
example sentences based on the one in the book and
Answers
asking students to explain the difference, for example: Australia, Bolivia , Canada, Denmark, El Salvador,
−− Do you want a fizzy drink? (This means the France, Greece, Hungary, Iceland, Japan, Kenya,
whole drink.) Lebanon, Morocco, New Zealand, Oman, Paraguay,
−− Do you want some fizzy drink? (This means fizzy drink Qatar, Rwanda, Spain, Turkey, Ukraine, Venezuela,
from a big bottle.) Western Sahara, Yemen, Zimbabwe
−− Do you want an ice cream? (This means the whole
ice cream.) C
−− Do you want some ice cream? (This means ice cream
from a large container.) • Explain to students that they will hear a student talk
Now read the Grammar Reference on page 164 (4.3) with about international week. Ask students what they think
your students. international week is (a week where students learn about
other countries).
M • Play the recording, pausing after the first answer and
• Ask students to read the instructions and check that they asking students for the correct answer. Continue playing
understand what they have to do. the recording, either entirely or with pauses, whatever
• Give students one to two minutes to do the task students feel comfortable with.
individually, then discuss their answers as a class. • Replay the recording and ask students to have a partner
check their answers. Ask students to explain their
Answers
g
answers if necessary.
in
1 much 2 much 3 Many 4 many 5 much 6 many
Answers
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N May; Australia; last day; Brazilian; an hour;
gymnasium; 1.30 p.m
a
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• Give students one minute to do the task individually, D
then discuss their answers as a class. • Ask students to read the Exam Close-up box and check
ic
underline the words that go with the quantifiers. • Then ask students to look at the Exam Task and find the
ph
information for the questions. Check students answers

Answers as a class.
a
1 much 2 many 3 many 4 much 5 much 6 many

7 much 8 many
Answers
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a5 b3 c2 d1 e4
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Listening E
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• Now explain to students that they will be doing the

A Exam Task. Ask students the following questions before
• Before you start the task, explain to students that in beginning the task:
na
this part of the lesson, they are going to practise their −− Who is talking in the conversation? (a teacher)
listening skills. They are going to listen for specific and −− What is the subject of the talk? (preparing for
io
detailed information, such as dates, times, days and international week)

other specific things. −− How many questions are in the task? (five)
at
• Ask students to read the instructions and check that they • Remind students that they will hear the recording twice
understand what they have to do. Ask them to discuss and to make sure they check their spelling when they
N
the photo with a partner. complete the gaps.

• Give students one minute to do the task with their • Play the recording entirely and wait to check the answers
partner, then discuss their answers as a class. as a class in F.
Answers Answers
International Day 1 10th 2 Colombia 3 five 4 blue 5 6.30
B F
• Ask students to read the instructions and check that they • Play the recording again and ask students to check their
understand what they have to do. You can ask students answers with a partner.
to do the task with a partner, or you can do the task as • When the recording is complete, check answers as
a class. a class.
• Write the countries on the board under the categories
of the letters they start with (A – Australia, Austria,
America; B – Belgium, Brazil and so forth) and if students
can’t think of a country that starts with a certain letter,
skip it and come back to it when you finish. Help
students as necessary.

4 Celebrate!
Speaking • Explain that in the example, the underlined syllable is

the one they stress when they say the word. You can say
the words first for students if you like, or you can have
A students give it a try first to see if they can get it right
• Before beginning the task, ask students to look at the without any help. Repeat the words as necessary.
dates in the right column of the table, and to tell you
what season they fall in (winter, winter, autumn, autumn, F
summer, winter). • Now explain that students will hear a recording of the
• Ask students to read the instructions and check that words they tried to pronounce in E.
they understand what they have to do. • Ask them to listen and underline the stressed syllable.
• Give students one minute to do the task with a partner, Play the recording and check the answers as a class.
but don’t go over the answers as a class, as they will • Encourage students to write down any words in their
listen for the answers in B. notebook that are difficult to pronounce, with the
stressed syllable underlined, as in the example.
Answers
D – Thanksgiving – fourth Thursday of November
Answers
F – San Juan – 23rd June Students should stress the underlined syllables:
g
B – Halloween – 31st October barbecue; candle; chocolate; delicious; favourite;
in
E – Diwali – between November and December February; fireworks; restaurant; procession; traditional
A – Carnival – between February and March
rn
C – Valentine’s Day – 14th February Useful Expressions
a
• Ask students to look at the Useful Expressions box.
B Explain that these are phrases that we use to describe
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• Explain to students that they will listen to a recording celebrations and give dates.
which will give them the answers to A. • Encourage them to use these phrases when they do the
Exam Task.
ic
• Play the recording, pausing where necessary and
checking that students have the correct answers in their
G
ph
books.
• Now explain to students that they are going to do the
C Exam Task. Ask students to read the instructions and
a
• Now explain to students that they are going to play check that they understand what they have to do.
gr
a guessing game. Ask them to choose a partner and • Go round the class monitoring students to check that
decide who will be Student A and who will be Student they are doing the task properly. Make a note of any
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B. Ask them to read the instructions and check that they grammar and pronunciation errors that they make and
understand what they have to do. go over those mistakes as a class after they complete
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• Give students one to two minutes to do the task with a the task.
partner. Go round the room, checking that students are
doing the task properly. Make note of any mistakes they Suggested answer
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are making in grammar and pronunciation and go over

What’s your favourite celebration?
those mistakes as a class.
When do you celebrate it?
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Suggested answers Why is it special?

What do you do?
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Are there any flowers in the photo? What do you eat?

N
Is there a pumpkin? Do you give presents?

Is a family sitting and eating together? Do you wear special clothes?
Is there food on the table? Who do you celebrate with?
D Ideas Focus
• Ask students to read the instructions and check that • Explain to students that they are going to discuss some
they understand what they have to do. questions about traditions and celebrations. Ask them to
• Give students one minute to do the task with a partner, read the questions aloud.
and discuss the answers as a class. • Ask students to work in pairs to discuss the questions
Answers support their reasons. Make sure students take turns
1D 2E 3F 4C 5A 6B asking and answering questions.
E mistakes in structure and pronunciation and go over
• Ask students to read the Exam Close-up box and check them on the board when they finish.

Writing: a recipe E
A understand what they have to do.
• Ask students to look at the Learning Focus and read the • Give students one minute to do the task individually,
information aloud. Check that they understand what and check that students have the correct answers in
it says. their books.
• Explain that following recipes is similar to following
instructions. There are steps to follow, and words like Answers
first, next, then and finally help the reader follow our Students should underline the following words: First;
writing more easily. Then; Next; After that; Finally
• Ask students if there are any recipes they know, even
if it’s something simple, like boiling pasta or making a
sandwich. Ask them to share the recipe, and help them Teaching Tip
by writing it out on the board. Use sequencers to give Encourage students to check the texts they write with
them an example to follow throughout the lesson. another student, either in class or outside of class. Not
• Ask students to read the instructions and check that they only does this ensure that their work will be in better
understand what they have to do. shape for assignments, but it also gives students more
• Give students one minute to do the task with a partner, practice with English. Encourage them to give positive
and discuss the answers as a class. feedback along with any error correction as they see fit.
The effort will foster a teamwork environment in school,
Answers
g
which benefits students’ overall well-being and improves
in
1e 2d 3c 4b 5f 6a their ability to learn.
rn
B F
a
• Ask students to look at the picture and ask them if they
• Ask students to look at the photo and to guess what the
see or eat this food often.
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meal is (paella) and where people eat this meal (Spain).
• Read the words in the yellow wordbank aloud and check
Ask them what seems to be strange about the photo
that students understand what they mean.
(The dish is very large.) and why (It might be part of
• Give students one minute to do the task individually, and
ic
a celebration.).
discuss the answers as a class.
• Ask students as a class to share what kinds of foods they
ph
eat in their country. You can also ask students to form

pairs and do the task amongst themselves. Suggested answer
a
• You can further this task if time permits by asking 1 cut and chop 2 mix 3 add 4 serve
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students what kinds of food they eat for specific

celebrations in their country. G
eo
Answers • Ask students to read the Exam Close-up box and check
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Students’ own answers • Ask students to look at the Exam Task and to underline
any dates, times or other numbers that they see in the
C texts (18th birthday; eight o’clock, one).
na
• Ask students to read the instructions and check that they Useful Expressions
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• Ask students to look at the Useful Expressions and read

the phrases aloud.
discuss the answers as a class. Ask students what you
at
• Ask students to look at the Exam Task and to find these

can make from the shopping list that they didn’t choose
expressions and circle them (Don’t bring, Don’t forget,
(pasta salad).
N
Buy, Make).
Answers • Based on the words they circled, ask them to predict
what they will read in the Exam Task, if it will be
Shopping list B instructions or a recipe (instructions).
H
D
• Now explain to students that they will complete the
• Ask students to choose a partner and discuss how the
Exam Task. Ask them to read the instructions and check
recipe is different from a shopping list.
that they understand what they have to do.
• Go round the class, listening to students to see how they
get on with the task. Go over any errors in grammar and
ask students to check their answers with a partner. Then
pronunciation that they make during the task.
• Ask students to point out the sequencers in the recipe
(First, Then, Next, After that, Finally). Answers
Suggested answer 1 some 4 apple/some
2 rice 5 18/some
A shopping list is just a list of ingredients, but a recipe 3 fizzy 6 seven
has instructions and has an order for doing things.

Video
4 The Magic of Diwali
General Note • Then ask them to work in pairs or small groups to match
the words to the photos. Give students one minute to
The National Geographic videos are a terrific tool for complete the task, then check answers as a class.
getting your students acquainted with other cultures • If students are interested, provide more information
while learning English. They contain genuine National from the background information box.
understand everything in the videos in order to take Answers
advantage of them as a learning device. Some tasks focus 1 garland 3
temple 5 fireworks
more on the visual content rather than the audio, and 2 market 4 coloured sand
question, but can simply watch what is happening. The While you watch
videos are also meant to inspire students to watch other
programmes in English, such as television shows and B
English-language films, so that they can experience spoken • Tell students that the video is quite short, but that there
g
English more often, as well as in their own free time. will be words that they will not understand. Encourage
Naturally, the more exposure they have to the language,
in
them to make guesses for their answers and not to
the more quickly they will acquire it. worry if they are right or wrong.
rn
Background Information • Ask students to read the instructions and check that they
Every year in autumn, Diwali is celebrated by Hindus
a
• Go through each question and encourage students to
across the northern hemisphere (and in the spring in the
Le
underline key words. Explain that they will need to listen
southern hemisphere). It is a celebration of light over for these words to get the correct answers.
darkness and of good over evil. For Hindus, Diwali is a • Check that students know where India is. If possible, ask
ic
very important holiday. The word Diwali means a series a student to show you where it is on a map.
of light in Sanskrit, the ancient Indian language. People • Play the video and pause when the first answer is given.
ph
decorate their homes and towns with flowers and lights Ask students to mark their answers.
and they do a great deal of shopping. The festival is a • Check answers as you go along, stopping the video for
five-day event, starting on the night of a new moon – the
a

darkest night in late October, making the night lanterns
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that much more dramatic against the backdrop of a dimly Answers

lit sky.
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1 light (00:15) 2 flower markets (00:35)

3 ground (01:02) 4 open (01:57) 5 sharing (01:22)
Before you watch 6 lights (02:21)
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A
• Explain to students that in this lesson they are going to After you watch
na
watch a video about Diwali, an important holiday in India C

and other countries. Ask them to look at the photos and
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to describe what they can see (flowers, sand, people). • Before students read the summary, ask them to discuss
• Read the words in the yellow wordbank together with in pairs the main idea of the video.
at
students and explain any words they don’t understand. • Ask students to read the text without filling in any
• Feel free to focus on some of the more important words answers to see if the ideas they mentioned are covered
N
that appear in the video which they might not know. in the text. Also encourage them to think about which
Have them write down these words in their notebooks, part of speech is missing from each gap.
along with the definitions: • Ask students to repeat the words in the wordbank.
−− monsoon (noun) – a time when it rains for weeks Correct their pronunciation where necessary.
−− forces (noun) – something that makes us us do things • Ask students to do the task individually, but check
−− dawn (noun) – when the sun comes up and day begins answers as a class.
−− flower vendors (noun) – people who sell flowers
−− jasmine (noun) – a type of flower
Answers
−− adorn (verb) – decorate 1 celebration 2 decorate 3 flowers 4 clothes
−− temple (noun) – a place of worship 5 temples 6 food 7 fireworks 8 family
−− packed (adjective) – full of something
−− curious (adjective) – interesting Ideas Focus
−− blossom (noun) – a flower
−− symbol of welcome (noun) – something at the
about celebrations and encourage them to use their
entrance to a home that invites you in
own experiences to support their reasons. Make sure
−− silk (noun) – a soft cloth used for clothing
students take turns asking and answering questions.
−− bang (noun) – the sound a firework makes
• Go round the class monitoring students. Make a note of
any mistakes in structure and pronunciation and go over
48 SAMPLE COPY, NOT FOR DISTRIBUTION them on the board when they finish.
Objectives • Ask students to tell you what the four seasons are and
• To revise vocabulary and grammar from Units 3 and 4. what months are in those seasons. Write them on the
board. Revise what preposition we use with seasons.
Revision • Write in and at on one side of the board and morning,
• Revise for the review the day before using the evening, afternoon, midnight, weekend, August and
vocabulary and grammar revisions below. This will also night on the other side of the board. Ask students to
give students a framework for revising at home. use the prepositions to make time expressions with the
• Explain to students that they will do a review and explain words on the right (in the morning, in the evening, etc.).
how the reviews will work. There will be one review after • Ask students to revise the verbs in the yellow wordbank
every two units in Close-up A1+. Tell them that Review in F on page 35 and ask them to write sentences in
2 will cover the vocabulary and grammar from Units 3 their notebooks using these words.
and 4.
• Stress to students that the review is not an exam. Grammar Revision
Explain that they will complete the review mostly on
their own, but they will be able to ask you for help, to • Write the following sentences with gaps on the board
g
compare answers with a partner, and to use their books and ask students to complete them with the proper
in
to find answers. form of there is and there are. Remind them that they
• You can administer the review however you like. can use negative forms also.
rn
You can go through each question one by one, ask −− ____ a desk in this classroom. (There is)
students to complete answers, then check answers as −− ____ a window in this classroom? (Is there)
a
a class. You can allow them to do entire exercises, then −− ____ books in this classroom? (Are there)
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check answers as a class. You can split the vocabulary −− ____ cows in this classroom. (There aren’t)
and grammar sections into two parts, giving students • Ask students to revise the prepositions in the yellow
10 to 15 minutes to do each part. You can let them do wordbank in C on page 36. Revise them in class using
ic
the entire review on their own and check answers at the a prop such as a book, asking students to use the
prepositions to say where the book is. (The book is on
ph
end, if they are comfortable with that. If you decide to

do that, remind students in the middle of the review the desk. The book is under the desk, etc.)
how much more time they have left. • Write these sentences on the board and leave them
a
• Encourage students to guess at answers they do not for the next revision task. Ask students to tell you how
gr
know, and not to leave any gaps blank. to write them in the Present Continuous. Write their
• When students complete the review, check the answers answers on the board next to the sentences.
eo
as a class. Do some extra task work on the board for any −− I wear a uniform to school. (I’m wearing a uniform
areas that students seem to be having trouble with. to school.)
−− You eat cereal for breakfast. (You’re eating cereal
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Vocabulary Revision for breakfast.)

• Write person and place on the board along with words −− He doesn’t go to the library. (He isn’t going to
na
and gaps with first letters of words. Ask students to the library.)
complete the gaps on the board and ask them to say • Ask students to tell you which sentences can take the
an activity for each place. Then refer them to the table phrase every day or every year and which can take at
io
in C on page 34 to revise what these people and places the moment or right now.
• Write countable and uncountable on the board. Say the
at
do. Ask students to revise the words in the yellow

wordbank in D on page 34 and to write where you can following words and ask students which column they
N
find these things using the places in E on page 35. go under. Then ask students to complete the sentences
Person Place Activity below with any, some, much, many, a lot of and lots
l____ library (get a book) of. Remind them that more than one answer might
actor t____ (see a play) be possible.
w____ restaurant (eat a meal) Countable Uncountable
spectator s____ (watch a game) balloon news
f____ f____ fire station (stop a fire) flower money
nurse h____ (get well) apple water
• Ask students to unscramble these words, then ask them child snow
to use the verbs go, wear, give, make, eat and watch to Are there ____ balloons to put up? Yes, there are ____
make phrases. They may use the verbs more than once. in the other room. (any; some)
−− CUBAREBE (BARBECUE – go to a/eat barbecue) Is there ____ news about Tom? No, there isn’t ____
−− CANFY SRESD (FANCY DRESS – wear fancy dress) news yet. (any; any)
−− SEENTPRS (PRESENTS – give/make presents) There wasn’t ____ snow this winter. I only made one
−− KECA (CAKE – make a cake, eat cake) snowman! (much/a lot of/lots of)
−− SROWIFEKR (FIREWORKS – watch fireworks) How ____ apples are in the kitchen? There aren’t ____
apples, not one. (many; any)

Vocabulary Answers
1 summer 2 winter 3 autumn 4 spring
A
ask students to repeat them. Correct their pronunciation
where necessary. Grammar
• Ask students to complete the sentences with the correct
words, then ask them to go back and underline the A
words that helped them choose their answers. • Ask students to go through the sentences and to
underline the nouns that come after the gap. Tell them
Answers to identify if the noun is singular or plural.
1 spectators; stadium 5 restaurant; waiter • Have them complete the gaps and read through the
whole sentence to check their answers.
2 actor; theatre 6 shop assistant;
• Tell students to look back at A–B on page 36 and
3 nurse; hospital supermarket
Grammar Reference 3.1 on page 162 for a reminder if
4 librarian; library
they need to.
B Answers
• Ask students to go through the sentences and 1 are 2 is 3 Is 4 Are 5 are 6 is
g
to underline any key words that they think might
help them.
in
• Ask students to use the key words they underlined to B
• Ask students to underline the noun phrases that follow
rn
help them find the words. Remind them that there is a
gap for each letter of the word that is missing. the gaps, then ask them to look at the answer choices to
see which one goes with the underlined phrase.
a
Answers • Have them choose their answers and read through the
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whole sentences to check their answers.
1 fancy 5 wedding
• Tell students to look back at C–F on page 48, J–L on
2 presents 6 barbecue
page 49 and Grammar Reference 4.1 to 4.3 on pages
ic
3 fireworks 7 pumpkins
162 and 163 for a reminder if they need to.
4 decorations
ph
Answers
C
1b 2c 3c 4b 5a 6c 7a 8b
a
• Ask students to underline the noun phrases that come

gr
after the words they will circle for their answers.

• Then ask students to circle the correct option to
C
eo
complete the collocations. Encourage students to read • Remind students that they will need to write some of the
through their sentences when they have finished to verbs in the question and negative forms.
• Tell students to look back at G–J on page 37 and
lG
check their answers.

Grammar Reference 3.2 on pages 162 and 163 for a
Answers reminder if they need to.
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1 making 4 get 7 turn Answers

2 wear 5 drives 8 get
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3 has 6 misses 1 are you doing 6 aren’t/are not

2 am looking wearing
at
3 is sitting 7 are they wearing

D
4 is reading 8 are wearing
N
• Ask students to circle the time words that come after the 5 are getting
gaps. Then ask them to think of which preposition in the
instructions goes with that word.
D
when they have finished to check their answers. • Ask students to underline the time phrases and any
other phrase in the sentences that might help them find
Answers the answers.
• Remind students to think about what time phrases we
1 in 2 at 3 in 4 on 5 at 6 in 7 at
use with the Present Simple and the Present Continuous.
E Grammar Reference 3.2 on pages 162 and 163 for a
• Ask students to underline any words in the sentences reminder if they need to.
that they think will help them find the answer.
• If time allows, ask students to write two or three other Answers
words that remind them of the season (summer – 1 celebrate 2 throw 3 are making 4 call
swimming, hot weather, etc.). 5 am talking

x
5
Reading:
xxxxxx
A Perfect Day
multiple-choice, thinking about possible responses
Vocabulary:
nouns and verbs for activities, word combinations, multiple-choice
sentences, using your knowledge of vocabulary
Grammar: past simple to be, regular & irregular forms, questions & negatives,
yes/no questions & short answers, time expressions, open cloze,
checking verb tenses & endings
Listening: multiple choice (pictures), noticing differences
Speaking: asking & answering about the perfect day, talking about activities with
to go, showing interest, extending your answers
Writing: a diary, adding details, expressing positive feelings, giving reasons,
planning a draft
g
Unit opener Answers
in
• Write the title of the unit on the board and ask students Students’ own answers
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what they think it means. (A perfect day is a day when
things are good and you have a really good time. You B
a
do something you love to do. You are with friends/family
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• Ask students to look at the photo and to describe what
and you are very happy.)
they see, where they think it is and what the weather’s
• Ask students to look at the photo and to describe
like. (I see a boy with a fish. He’s by the sea. There is a
what they see. (I can see the sea/ocean, and I see a
ic
building on a hill. It looks like it is in Sweden, Denmark
funny looking/strange animal. It looks like the animal is
or Norway. The weather looks cold and it’s not sunny.)
fishing.) Ask them to look at the caption and to tell you
ph
• Ask students to continue to work with their partner to

what animal this is (an iguana). Ask if students see these
complete the task. Ask them read the instructions and
animals, and where (students’ own answers, a zoo, etc.).
check that they understand what they have to do.
a
• Ask students to tell you what some fun things to do are,

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and write their answers on the board. Prompt them if

partner, then discuss their answers as a class.
necessary (go to the park, go to an amusement park, go
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fishing, skiing, go to the zoo, go on a boat, etc.).

• Explain to students that the unit will be on fun things we
Answers
do in our free time. If students are interested, you can
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Text 1: food; a new activity

give them more information about the photo from the Text 2: a present; a celebration
background information. Text 3: a surprise; a new activity; an animal
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Text 4: food; a good film

Text 5: a new or special place; a new activity; a
The animal in the photo is a green iguana, and they are celebration
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popular as pets because of their calm disposition. They

are commonly found in the wild in the Caribbean islands,
at
C
Central America and South America, but they can also be
• Ask students to complete the task with their partner.
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found in southern Florida and Hawaii. They eat plants and

are thus herbivores, and when they meet other iguanas, Ask them read the instructions and check that they
they often ‘greet’ each other by bobbing their heads up understand what they have to do.
and down. They can make nice pets, but they can also • Give students one minute to do the task with their
be demanding because they require a special diet. The partner, then discuss their answers as a class.
average pet owner might not be able to care for one
properly; it takes a real enthusiast! Answers
Students should choose Text 3.
Reading
The boy went fishing with his uncle.
D
A
• Ask students to complete the task with their partner.
• Ask students to read the instructions and check that they Ask them read the instructions and check that they
• Give students one minute to do the task with their • Give students one minute to do the task with their
partner, then discuss their answers as a class. partner, then discuss their answers as a class.

5 A Perfect Day
Answers G
• Ask students to work with their partner again to answer
1 made lunch the questions in the task.
2 went to a wedding • Read the words in the yellow wordbank and explain any
3 ate fish unfamiliar items to students.
4 in bed • Ask students to read the instructions and check that
5 to the desert they understand what they have to do. Ask students to
underline these words in the texts when they find them.
Word Focus • Give students one minute to do the task with their
• Ask students to look at the words in red in the text and partner, then discuss their answers as a class.
• Ask students to work with a partner to decide what each Answers
of the words mean without looking at the definitions 1 seaweed
given in the Word Focus box. Remind them that if they 2 quad bike
don’t know the meaning of a word, they should look at 3 hairdresser
the whole sentence and the other words around it to try 4 snowball
g
to guess the meaning. 5 earring
• Discuss the Word Focus box as a class and ask students
in
6 Humpback
if they guessed the meaning of the words correctly.
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Teaching Tip Ideas Focus
When presented with multiple texts, encourage your • Explain to students that they are going to discuss some
a
students to find the main idea of each text. They can questions about a perfect day. Ask them to read the
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practise with the texts in this reading section. Ask them to questions aloud.
quickly look at each text and find the sentence that tells • Ask students to work in pairs to discuss the questions
them what the text will be about. Explain that it’s usually and encourage them to use their own experiences to
ic
the first sentence. Then ask them to come up with a title support their reasons. Make sure students take turns
ph
for that text. The title should reflect the main idea of that asking and answering questions.
text (1 – A snow day; 2 – My sister’s wedding; 3 – Fishing • Go round the class monitoring students to make sure
for the first time; 4 – Passing my exams; 5 – My trip to the they are doing the task properly. Make a note of any
a
Burj Khalifa). mistakes in structure and pronunciation and go over

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E
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Vocabulary
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• Give students one minute to think about a response to A

each question in the Exam Task with their partner, then
• Read the words in the yellow wordbank to students and
discuss their answers as a class.
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explain any unfamiliar meanings.

Answers • Ask students to complete the task with a partner. Ask
them to read the instructions and check that they
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Students’ own answers understand what they have to do. Ask them to discuss
at
with their partner these things about the photos:

F −− What is the weather like? (A – warm and sunny, B –
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cold and snowy; C – warm and sunny; D – warm and

• Now explain to students that they will complete the a little sunny)
Exam Task. Ask them these questions before you begin: −− Which activity can you do near where you live?
−− How many questions are in this task? (five) (students’ own answers)
−− How many answer choices do you have for each • Give students one minute to do the task with their
question? (three) partner, then discuss their answers as a class.
−− How many correct answers will each question have?
(one)
• Explain to students that they will do this task on their
Answers
own. Ask them read the instructions and check that they 1 amusement park 2 snow park 3 waterpark
understand what they have to do. 4 wildlife park
then discuss their answers as a class. B
Answers • Ask students to complete the task with a partner. Ask
them to read the instructions and check that they
1C 2B 3A 4A 5B understand what they have to do.

Answers Answers
Students should write these numbers for each activity: 1 go 5 have
skiing 2 2 watch 6 take part
seeing wild animals 4 3 visit 7 walk
going on a water slide 3 4 attend 8 ride
snowboarding 2
surfing 3 F
riding a Ferris wheel 1
feeding baby llamas 4 • Ask students to read the instructions and check that they
going on a rollercoaster 1 understand what they have to do.
• Give students one minute to do the task individually or
with a partner, then go over their answers as a class.
C • Ask students to go back through the sentences and to
• Ask students to complete the task with a partner. Ask underline the words that can make a phrase with the
them to read the instructions and check that they answers (having an ice cream, has lunch, taking lots of
understand what they have to do. photos, etc.).
partner, then discuss their answers as a class. Answers
Answers 1 having 2 has 3 taking 4 take 5 had 6 have
g
in
Students’ own answers G
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D that they understand what the information says.
a
• Ask students to complete the task with a partner. Ask • Ask students to look at the diagrams in H. Ask them if
them to read the instructions and check that they they can say what a ‘word map’ is. (It’s where you put
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understand what they have to do. one word in the centre and then add phrases around it
• Give students one minute to do the task with their that go with it.) Discuss the question in G with the class.
ic
Answers
Answers
ph

sunrise; rollercoaster; hilltop; water slide; Ferris wheel;
a
wild animal, footpath; boat ride; snowboard; fun run H

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Teaching Tip understand what they have to do.
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You can expand this task with the following words. Ask • Give students one minute to do the task with a partner,
students to guess what each compound noun means and then discuss the answers as a class.
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to write them down in their notebooks. It might be helpful

to first ask students what two words make up each noun, Answers
and what those two words mean. Then, they can guess
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Word map 1: have

the meaning of the compound noun more easily.
Word map 2 suggested answers: the bus; turns; a
treehouse houseboat
shower; photos; a look; part
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football airplane
sunlight moonlight
at
sunburn goldfish I
fireman policeman • Explain to students that they are now going to complete
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birthday lighthouse the Exam Task. Ask these questions before they begin:
waterfall toothpaste −− What are the sentences about? (Tom’s day out)
sweetheart −− What is happening in the photo? (There are three
people, and they are ice-skating.)
E • Ask students to look at the sentences and to guess what
• Read the words in the yellow wordbank to students and part of speech will go in each one (1 – verb; 2 – verb; 3 –
explain any unfamiliar meanings. noun; 4 – verb; 5 – verb).
• Ask students to complete the task with a partner. Ask • Ask students to read the instructions and check that they
them to read the instructions and check that they understand what they have to do.
understand what they have to do. • Give students one to two minutes to do the task
• Give students one minute to do the task with their individually, then ask students to discuss their answers
partner, then discuss their answers as a class. with a partner. Then discuss the answers as a class.
underline the words that can make a phrase with the Answers
answers (go on a boat ride, watch the sunrise, visit an 1A 2C 3C 4A 5B
amusement park, etc.).

5 A Perfect Day
Ideas Focus Answers

questions about fun activities. Ask them to read the Students should underline the following verbs:
questions aloud. took; walked; wore; jumped; stopped; went; drank;
• Ask students to work in pairs to discuss the questions read; studied; took; passed
support their reasons. Make sure students take turns D
asking and answering questions. • Ask students to read the instructions and check that they
• Go round the class monitoring students to make sure understand what they have to do.
they are doing the task properly. Make a note of any • Give students one minute to do the task individually,
mistakes in structure and pronunciation and go over then discuss the answers as a class.
Answers
Grammar 1 walked, jumped, stopped, studied, passed
• Write these sentences with the gaps on the board and 2 studied
ask students to guess what goes in each gap. Prompt 3 stopped
g
them as necessary: 4 took, wore, went, drank, read, took
in
−− Tom is 12 years old. Last year, Tom ___ 11 years old.
(was) E
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−− Tom lives on Townsend Street. Last year, Tom ____ on • Ask students to read the instructions and check that they
Kingston Road. (lived)
a
−− Tom takes a bus to school. Last year, Tom____ a train • Give students one minute to do the task individually,
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to school. (took) then discuss the answers as a class.
−− Does Tom like his new school? Yes. ____ Tom ____ his
old school? No. (Did; like) Answers
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−− Tom has guitar lessons this year, but last year, he ____
Students should circle the following verbs: buy, eat,
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guitar lessons. (didn’t have)

• Explain to students that in this grammar lesson, they are go, go
going to learn about the Past Simple. Revise the forms
a
of the Past Simple for all persons and numbers using F

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the verbs above, and for positive statements, negative • Ask students to read the instructions and check that they
statements and questions. understand what they have to do.
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A • Give students one minute to do the task individually,

then discuss the answers as a class.
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then discuss the answers as a class. 1 did 2 didn’t 3 infinitive verb
Answers Now read the Grammar Reference on page 164 (5.1) with
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your students.
1c 2e 3a 4b 5d
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Teaching Tip
B Encourage students to write a list of verbs in the Present
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• Ask students to read the instructions and check that they Simple in one column and then in the second column,
understand what they have to do. write the Past Simple of the verbs without looking at a
• Give students one minute to do the task individually, Grammar Reference. For any verbs with which they make
then discuss the answers as a class. a mistake, encourage them to revise those verbs often
until they can write the list again from beginning to end
Answers without making a single mistake.
1 was 2 were 3 were 4 Were 5 Was G

a was b weren’t c was d wasn’t e were
1 was; were 2 wasn’t; weren’t
C then ask students to check their answers with a partner.
• Ask students to read the instructions and check that they Then discuss the answers as a class.
1 wasn’t; was 4 Were; were
• If time allows, ask students to tell you what other verbs
2 were; weren’t 5 Was; was
are in the Past Simple and if they are regular or irregular.
3 weren’t; was 6 Were; wasn’t; was
Write them on the board.
54
H • Ask students to tell you want verb they use with short
• Ask students to read the instructions and check that they answers in the Past Simple (do) and what tense that verb
understand what they have to do. is in (the Past Simple).
• Give students one minute to do the task individually, Now read the Grammar Reference on page 164 (5.2) with
then ask students to check their answers with a partner. your students.
Then discuss the answers as a class. L
1 ate 2 studied 3 bought 4 read 5 stopped • Give students one minute to do the task individually,
then ask students to check their answers with a partner.
Then discuss the answers as a class.
I
Answers
• Give students one minute to do the task individually, 1 23rd; 22nd of January
then ask students to check their answers with a partner. 2 Monday; Thursday
Then discuss the answers as a class. 3 December; August
4 11 years old
Answers 5 2017; 2002
g
1 open; opened
M
in
2 took; ran
3 see; see; was • Ask students to read the Exam Close-up box and check
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• Before moving on to J, write these two questions on • Ask students to read the email and to answer the
a
the board and ask students which question is a Yes/No following questions:
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question and why: −− What is the general idea of the email? (a school trip)
−− Where did Tom live? −− Which gaps need verbs? (1, 2, 3, 4, 6, 10)
−− Did Tom live near his school? (Yes/No question, −− What is the subject of each gap that needs a verb?
ic
because you have to answer with either Yes or No.) (1 – we; 2 – It; 3 – they; 4 – snakes, crocodiles, parrots
• Ask students how they would answer the Yes/No and monkeys; 6 – we; 10 – I)
ph
question. Encourage them to answer with a complete

sentence, and with both Yes and No answers. (Yes, he N
did. No, he didn’t.) • Explain to students that they are now going to complete
a
• Revise short answers in all persons and forms for Past the Exam Task.
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Simple Yes/No questions and for both positive and • Ask students to read the instructions and check that they
negative answers. understand what they have to do.
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• Before they begin the task, ask them to look at the gaps
J and to guess which part of speech each gap needs.
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• Ask students to read the instructions and check that they • Give students one to two minutes to do the task
understand what they have to do. individually, then ask students to discuss their answers
• Give students one minute to do the task individually, with a partner. Then discuss the answers as a class.
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Answers
Answers
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1 took 6 had/ate
did; did; didn’t
at
2 was 7 next/near
3 enjoyed/liked/loved 8 ago
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K 4 were 9 lots
• Explain to students that we often use the following time 5 last 10 am
expressions with Past Simple sentences.
understand what they have to do. Listening
then discuss the answers as a class. A
• Before you start the task, explain to students that they
Suggested answers are going to practise their listening skills and look for
yesterday morning; yesterday evening; last summer; differences in photos.
last week; last night; a year ago; a week ago; two • Have students choose a partner for the first exercise
months ago; three months ago and give them one minute to discuss the photos.
• Ask students to share their answers with the class. Ask
Be careful students the following extra questions aloud:
−− What is different about where these people are?
• Ask students to read the Be careful box and check that Who is outside and who is inside? (The people in the
they understand what the information says. top two photos are outside, and the people in the
bottom photo are inside.)

5 A Perfect Day
−− Which picture has got the most people in it? (The • Now ask students to look over the questions briefly.
photo on the bottom.) Remind students to use the words they wrote down
−− Which pictures have got small children in them, and to help them choose the right answer. Then play the
which ones don’t? (The photo on the bottom has got recording entirely.
children, and the top two photos don’t.) • Ask students to compare their answers, then move on
to F
Answers
Answers
1B 2B 3C 4A 5B
B
• Explain to student that they are going to hear a F
conversation between two people. Ask them to read • Play the recording again and ask students to check their
the instructions for the exercise and check that they answers with the recording.
understand what they have to do. • When the recording is complete, check answers as
• Ask students to look over the questions briefly. Play the a class.
recording in its entirety, then ask students to compare
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their answers with a partner. Then check answers as
Speaking
in
a class.
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A
Answers • Ask students to look at the photos and to tell you two
a
Student should tick the following things: things that are different about the photos. (The top
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the day they met; a bike ride; the cinema; food photo is in a city, but the bottom photo is in the country.
The top photo has got many people, but the bottom
C photo has got only one person.)
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• Now tell students they will hear the recording again, but
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they will listen for who said the lines in the exercise.
• Ask students to look over the lines briefly. Play the
recording in its entirety, then ask students to compare
a
their answers with a partner. Then check answers as

Answers
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a class.
1Co 2B 3Co 4Ci 5B 6B 7Ci 8B 9Ci 10B
Answers
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1R 2R 3W 4W 5W 6R B
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D understand what they have to do.
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• Give students one minute do the exercise individually,

then ask them to compare their answers with a partner.
Answers
at
Then check answers as a class. Students’ own answers

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Answers C
1F 2T 3F 4T • Ask students to read the instructions and check that they
E • Give students one minute to do the task individually,
• If time allows, ask students to add some more
listening Exam Task. Remind students that they will hear
information to Speaker B’s dialogue in Conversation 2.
the recording twice.
(I went to a city for the day by myself/with some friends.
• Ask students to look at the pictures before you play the
Yes, I had a really great time. I’m very glad I went. I went
recording. Ask them to write the words for what the
sightseeing and took photos/selfies. I walked a lot and
pictures are to the side of each picture in questions 1, 2
saw beautiful buildings, museums and parks. I had lunch
and 4 (1A – school, B – lighthouse, C – castle; 2A – one,
in a nice café. The city is really amazing!)
B – 3, C – 13; 4A – man with brown beard and glasses,
B – man with grey beard and no hair/bald; C – man
with grey beard and glasses). Check that students have
Answers
written down the correct words in their books. Conversation 1: photo B; Conversation 2: photo A
Conversation 1 gives more information.

D • Go round the class monitoring students to make sure
• Ask students to read the Exam Close-up box and check they are doing the task properly. Make a note of any
that they understand what the information says. vmistakes in structure and pronunciation and go over
• Ask students what they should NOT do in a speaking them on the board when they finish.
Exam Task when they respond to a question (give one-
word answers).
• Ask students to read the task instructions and check that
Writing: a diary
they understand what they have to do. A
information aloud. Check that they understand what
Answers it says.
• Ask students to give you three or four adjectives that
1 What did you do?; Did you enjoy yourself?; Did we can use to make our writing more interesting. Write
you go skiing? them on the board and encourage students to write
2 because them in their notebooks (amazing, exciting, fantastic,
3 also/and boring, beautiful, etc.).
4 perfect, beautiful, fantastic, great • Ask students to read the task instructions and check that
Useful Expressions • Give students one minute do the exercise individually,
g
in
Explain that the top phrases are phrases that we use to
talk about activities with the verb go, and we use the
Answers
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bottom phrases to show interest. 1B 2C 3A
• Encourage them to use these phrases when they do the
a
Exam Task. B
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E • Ask students to read the task instructions and check that
• Now explain to students that they are going to do the they understand what they have to do.
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Exam Task. Ask students to read the instructions and • Give students one minute do the exercise individually,
check that they understand what they have to do. then check answers as a class. Explain any unfamiliar
ph
• Ask students to choose a partner, or choose partners for meanings to students.

students if you like, to encourage students to practise
Answers
a
with different partners. Ask students to decide who

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will be Student A and who will be Student B. Explain amazing Suggested answers
that Student A will ask Student B questions using the fantastic for sentences:
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prompts in 1. When Student B says a new piece of great 1 the best 2 incredible
information, Student A will tick a box. incredible 3 amazing 4 fantastic
• Give them this example aloud: I went to the park and
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wonderful
I read my book. In this example, Student A will tick the best
two boxes, one for went to the park and one for read
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my book. Explain that once Student A finishes the

questions, they will switch roles.
C
• Go round the class monitoring students to check that • Ask students to read the task instructions and check that
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they are doing the task properly. Make a note of any they understand what they have to do.
at
grammar and pronunciation errors that they make and

go over those mistakes as a class after they complete then check answers as a class. Ask students to volunteer
to read their sentences for the class.
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the task.
Answers Suggested answers

Students’ own answers 1 I visited a really interesting castle on a hill. The
views were great!
2 I rode a black horse called Jet on a farm we
Ideas Focus
visited.
• Explain to students that they are going to discuss some 3 I went to a beautiful quiet beach with palm trees
questions about events in our life. Ask them to read the on one side.
questions aloud. 4 My parents bought me a really cute dog for my
• Ask students to work in pairs to discuss the questions birthday.
and encourage them to use their own experiences to 5 I ate lots of chocolate cake at my friend’s birthday
support their reasons. Make sure students take turns party last weekend!
asking and answering questions.

5 A Perfect Day
D • Give students a couple of minutes to do the task,

• Ask students to read the task instructions and check that and check answers as a class. Ask some students to
they understand what they have to do. volunteer to read their replies if time allows.
then ask students to check their answers with a partner. Suggested answer
Then check answers as a class. Hi Granny,
The school trip was great! We visited a museum. We
Answers saw lots of dinosaurs and watched a video. It was
1 experiences/feelings really interesting! I’ve got some photos to show you
2 days/moments next weekend.
3 past simple/past continuous Love,
4 incredible/the best (Student’s name)
E Teaching Tip
• Ask students to read the task instructions and check that You can do a separate exercise in class dedicated to
they understand what they have to do. planning drafts for each and every writing exercise. For
g
• Give students one minute do the exercise individually, the lesson here in particular, have your students look at
in
then check answers as a class. the Exam Task and have them write three bullet points in
their notebooks. Ask them to look at the questions in the
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Answers email and to write a few words next to each bullet point
that will help them write a full answer when they do the
a
1 had 5 passed task. Make sure they don’t write a whole sentence next
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2 took 6 drove to each bullet point. Check their drafts with the class to
3 stopped 7 was make sure they’re on the right track. Remind them that
4 gave 8 were they should also give a few words to say how they felt. A
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Students should underline: best; amazing; incredible; student’s example might look like this:
fantastic; special
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Students should circle: First; Then; Next −− school trip, visited museum
−− saw dinosaurs
−− watched video
a
Useful Expressions −− trip was great, have photos to show

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Explain that we use these phrases to express positive
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feelings and to give reasons.

• Encourage them to use these phrases when they do the
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Exam Task.
F
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• Ask students how many questions they will answer in the
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Exam Task (three).

at
G
N

then ask them if their draft has all the points listed in the
exercise. Ask some students to volunteer to read their
drafts aloud.
Answers
H
• Now ask students to complete the Exam Task. Ask them
to look at the email and to underline the questions that
they will have to answer in their reply.
• If you like, you can do the Teaching Tip below before
they do this task, to help them complete it.

Video
5 Laughter Yoga!
getting your students acquainted with other cultures Answers
Students should tick 1 and 6.
advantage of them as a learning device. Some tasks focus While you watch
B
question, but can simply watch what is happening. The • Tell students that the video is quite short, but that there
videos are also meant to inspire students to watch other will be words that they will not understand. Encourage
programmes in English, such as television shows and them to make guesses for their answers and not to
English-language films, so that they can experience spoken worry if they are right or wrong.
English more often, as well as in their own free time. • Ask students to read the instructions and check that they
Naturally, the more exposure they have to the language, understand what they have to do.
g
the more quickly they will acquire it. • Encourage students to underline key words in each
in
question. Explain that they will need to listen for these
Background Information words to get the correct answers.
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Laughter yoga is less about yoga and more about • Play the video and pause when the first answer is given.
laughter. It started in the mid-1990s and has become more Ask students to mark their answers and replay that part
a
popular since due to Indian physician Madan Kataria’s of the video if necessary.
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book, Laugh for No Reason, in which he establishes • Check answers as you go along, stopping the video for
it as an exercise routine. You begin with some simple each question and replaying the video as necessary.
stretching exercises, and then you start the laughter: you
ic
laugh for no reason, and strangely, your body and your Answers
mind really don’t know you’re faking it. The result is that
ph
1F 2T (there is a big group in video) 3F 4T (01:54)

you feel happier, and physiologically, your cardiovascular
5F 6T (02:09)
system improves. Studies show that people who practise
a
laughter yoga can withstand pain better and are more

After you watch
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likely to experience social bonding in their lives.

C
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Before you watch

• Before students read the summary, ask them to discuss
A in pairs the main idea of the video.
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• Explain to students that they are going to watch a video • Ask students to read the text without filling in any
about laughter yoga. Ask them to say one thing that is answers at this stage to see if the ideas they mentioned
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similar about all three photos. (Everyone is laughing). are covered in the text. Also encourage them to think
• Ask students to read through the questions and explain about which part of speech is missing from each gap.
• Ask students to repeat the words in the yellow
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anything they don’t understand.

• Feel free to do the following pre-vocabulary practice wordbank. Correct their pronunciation where necessary.
• Ask students to do the task individually, but check
at
with your students for some of the more important

words that appear in the video which they might not answers as a class.
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know. Have them write down these words in their

notebooks, along with the definitions: Answers
−− jokes (noun) – things we say to make people laugh 1 fun 4 energy 7 months
−− ease (verb) – to make something bad get better 2 healthy 5 people 8 parent
−− inner child (noun phrase) – good feelings that grown- 3 heart 6 born
ups have, which are like a child’s feelings
−− blood vessel (noun phrase) – a part of your body that
Ideas Focus
blood travels through
−− cholesterol (noun) – something in your body which • Ask students to work in pairs to discuss the questions
has a lot of fat about laughter and laughter yoga and encourage
−− communication (noun) – when we talk to each other them to use their own experiences to support their
−− contagious (adjective) – moving easily from one reasons. Make sure students take turns asking and
person to another answering questions.
−− tickle (verb) – to move your fingers over someone to • Go round the class monitoring students. Make a note of
make them laugh any mistakes in structure and pronunciation and go over
• Then ask them to work in pairs or small groups to tick them on the board when they finish.
the correct answers.
• Give students one minute to complete the task, then
check answers as a class.

6
Reading:
Welcome To The Jungle
matching, reading the completed dialogue
Vocabulary: nouns and adjectives for animals, word completion, identifying the topic
area
Grammar: comparative adjectives, making comparisons, using adjectives, multiple-
choice cloze, reading before & after
Listening: multiple-matching, listening for false information
Speaking: asking & answering about pets, talking about pets, giving reasons
Writing: a fact file, writing facts, expressing animal facts, asking about animals,
checking your spelling
Unit opener Reading
g
A
in
they see (leaves). Ask them what season they think it is
(autumn) and how they know this. (The leaves are not • Ask students to look at the photos and ask if they see
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green. They are yellow and brown.) Ask them where they these animals often (students’ own answers).
think this scene is (in a forest). Ask them to look closely • Ask students to read the instructions and check that they
a
at the photo to see if they can see an animal. Ask them understand what they have to do.
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to read the caption and to tell you what it is (an imperial
moth). Ask why the moth looks like a leaf (to hide from then discuss their answers as a class.
other animals).
Answers
ic
• Ask students to tell you what you can find in a forest.
Write their suggestions on the board and prompt them Students’ own answers
ph
as necessary (trees, leaves, animals, birds, deer, a river, a

lake, fish). Ask students if they go to a forest often and if B
they like being in a forest. Ask what is good about going
a
to a forest. (You can learn about nature. You can relax • Ask students to read the instructions and check that they
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and have a good time.) understand what they have to do.

• Ask students what animals and people have in common. • Give students one minute to do the task with their
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Prompt them as necessary and write their responses on partner, then discuss their answers as a class.
the board. It’s not necessary to write their answers in full • You can also ask students some follow-up questions
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sentences; rather, focus on the parts of the body and about the photos:
behaviour. (Animals have two eyes, a mouth and a nose. −− Would you like to have any of these animals as a pet?
They have arms and legs. They eat and drink like we do. Why?
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They sleep. They reproduce. They breathe air.) −− Where do you think these animals live? In trees?
• Explain to students that in this unit, they will learn about In water?
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animals and nature. If students are interested, provide −− Are any of these animals dangerous? Which ones?
more information about the photo from the background
Suggested answer
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information.
1A 2C 3F 4E 5D 6B
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Like many animals, imperial moths use camouflage to
hide from predators. Insects, birds, fish and mammals use C
a variety of methods to disguise themselves, either to • Ask students to read the instructions and check that they
increase their safety or improve their chances of catching understand what they have to do.
other animals. The Arctic fox has white fur in the winter, • Give students one minute to do the task with their
to match the snow, and brown fur in the summer, so it partner, then discuss their answers as a class.
can hide in trees. A stick insect looks very much like a
brown stick … until it starts moving, of course. Peacock
Answers
butterflies have big eyes on their wings, which scare off 1F 2B 3D 4C 5A 6E
other animals. Ever wonder why a seagull’s belly is white?
It matches the sky, and fish in the water cannot see the D
bird above them, making it easier for the seagull to go
‘fishing’.
• If you like, you can read the introduction aloud to your
students, then discuss the answer to the question in the
task as a class. Alternatively, you can give students one
minute to do the task together with their partner, then

discuss their answers as a class.
60
Suggested answer • Give students one minute to do the task individually,
then ask them to discuss their answers with a partner.
Joel Sartore wants to photograph animals of Then discuss their answers as a class.
endangered species in zoos because he hopes his
photos make people want to save these species. Answers
1E 2G 3D 4H 5A
E
• Now explain to students that they will match animals H
from C with a text. Ask them to work with a partner to • Ask students to work with a partner to complete the
do the task. task. Ask them to read the instructions and check that
• Explain to them that if they can’t match an animal to one they understand what they have to do.
of the texts, leave the text without an answer and move • Give students one minute to do the task with their
on to the next text. Tell them that if they can match partner, then discuss their answers as a class.
some of the animals to some of the texts and be sure
that those are correct, it will make it easier to complete Answers
the other texts. Encourage them to circle one or two
words in the text that helped them find the correct 1 snake 2 elephant 3 horse 4 lion 5 frog
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answer (1 – tail; 2 – toes; 3 – neck, shell; 4 – blue; 5 –
in
shell, ball; 6 – bird, feathers, wings). Ideas Focus
• Give students one to two minutes to do the task with
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their partner, then discuss their answers as a class. some questions about animals. Ask them to read the
a
Answers questions aloud.
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1 The leaf-tailed gecko and encourage them to use their own experiences to
2 Linne’s two-toed sloth support their reasons. Make sure students take turns
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3 The snake-necked turtle asking and answering questions.
4 The greenbottle blue tarantula • Go round the class monitoring students to make sure
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5 The Southern three-banded armadillo they are doing the task properly. Make a note of any
6 The sunbittern mistakes in structure and pronunciation and go over
a
Word Focus
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• Ask students to look at the words in red in the text and Vocabulary
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• Ask students to work in pairs to decide what each of A
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• Ask students to look at the photos with a partner.

in the Word Focus box. Remind them that if they don’t Ask them to read the instructions and check that they
know the meaning of a word, they should look at the understand what they have to do.
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whole sentence and the other words around it to try to • Give students one minute to do the task, and make sure
guess the meaning. they write an example of each type of animal.
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• Go over the answers as a class and ask students to

if they guessed the meaning of the words correctly. provide their examples. Write the examples on the
at
F board and explain them to any other students who don’t

know what kind of animal they are.
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• Ask students what they should read to find out an
Answers
answer to a gap (the lines before and after it). Ask what 1A 2C 3D 4B 5E
they should do after they choose all their answers (read amphibian: frog, toad, salamander, newt; bird: puffin,
the whole text to make sure it makes sense). parrot, owl, penguin; fish: goldfish, shark, salmon,
cod; mammal: monkey, bear, sloth, cow; reptile: turtle,
G snake, lizard, crocodile
Exam Task. Ask them these questions before you begin:
−− What will they read? (a dialogue between two friends) B
−− Who are the speakers? (Liam and Chloe) • Read the words in the yellow wordbank aloud and then
−− How many questions are in this task? (five) ask students to work with a partner to label the photos
−− How many answer choices are there? (eight) in A with the words. Encourage them to guess.
−− How many choices will you NOT choose? (three) • Go over the answers as a class and make sure students
• Explain to students that they will do this task on their have labelled the photos correctly in their books.
own. Ask them to read the instructions and check that • If you like, ask students to either tell you the names of
they understand what they have to do. other parts of the animals’ bodies (head, eyes, feet,
neck, etc.), or say a part of the body and ask students to
tell you where it is on the animals.
6 Welcome To The Jungle
Answers Answers
A skin 1 amphibian 5 feet
B claw; fur; tail 2 water 6 skin
C beak; claw; feather; tail; wing 3 babies 7 finger
D fin; scales; tail 4 tail 8 bodies
E claw; shell; skin
F
C
• Read the words in the yellow wordbank aloud, but don’t
• Ask students to work with a partner to complete the explain any unfamiliar meanings to students. Instead,
task. Ask them to read the instructions and check that encourage students to guess where they go in the gaps.
they understand what they have to do. The first gap is for a word in the wordbank, and the
• Give students one minute to do the task with their second gap is for their own animal that they believe fits
partner, then discuss their answers as a class. the description.
• Ask students to work individually to complete the task.
Suggested answers Ask them to read the instructions and check that they
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1 A snail has a shell. understand what they have to do.
in
2 A snake has scales. • Give students one minute to do the task, then ask them
3 An ostrich has feathers and wings. to discuss their answers with a partner. Then discuss
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4 A goldfish has fins. their answers as a class.
5 An eagle has claws and a beak.
Suggested answers
a
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D 1 puppy 5 tarantula
2 snake 6 frog
• Ask students to work with a partner to complete the
3 frog 7 snake
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task. Ask them to read the instructions and check that
4 leopard 8 leopard
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partner, then discuss their answers as a class. G
a

Answers that they understand what the information says.
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Students should cross out the following options: • Ask students to underline the topic in the instructions of
the Exam Task. Ask students what they should make sure
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2 mouses 6 Ostrichs
3 horseses 7 monkies; foots of about the words they choose as answers (that they
4 Beeses; butterflys 8 babys; calfs connect to the topic, and we spell them correctly).
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5 tooths
Answers
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Teaching Tip Students should underline the following in the Exam

Task: descriptions of some words for animals
Learning irregular plurals comes down to memorisation,
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so encourage students to keep a list of irregular plurals in

their notebooks. Have them make a list of all the irregular H
at
plurals that they can think of. Ask them to bring their lists • Now explain to students that they will complete the
to class and go over them, writing their lists on the board, Exam Task. Explain to students that they will do this task
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to make a ‘master’ list. Inevitably, some students will on their own. Ask them read the instructions and check
mention irregular plurals that others did not think to add that they understand what they have to do. Remind
to their own list, so this is an opportunity for the whole them that each gap must contain one letter and that
class to learn more of them. they cannot add more letters than there are gaps.
E individually, then ask them to discuss their answers with
a partner. Then discuss their answers as a class.
• Ask students to look at the photo and tell you what it is • Ask students to go back through the sentences and to
(a frog) and what the title of the text is (Frog Facts). underline the words that helped them find their answers.
explain any unfamiliar meanings to students. Answers
task. Ask them to read the instructions and check that 1 fish 2 bird 3 shell 4 frog 5 fur
• Give students one minute to do the task with their Ideas Focus
partner, then discuss their answers as a class. • Explain to students that they are going to discuss
• Ask students to go back through the text and to some questions about pets. Ask them to read the
underline the words that helped them find the answers. questions aloud.

• Ask students to work in pairs to discuss the questions D
and encourage them to use their own experiences to • Ask students to read the instructions and check that they
support their reasons. Make sure students take turns understand what they have to do.
asking and answering questions. • Give students one minute to do the task individually,
• Go round the class monitoring students to make sure then discuss their answers as a class.
mistakes in structure and pronunciation and go over Answers
1 the same 2 different
Grammar Now read the Grammar Reference on pages 164 & 165 (6.1
& 6.2) with your students.
• Draw two smiley faces on the board, side by side, one
bigger than the other. Write this sentences below and E
ask students to complete it with a form of big. Assist • Ask students to read the instructions and check that they
them as necessary. understand what they have to do.
−− This smiley face is ____ than that smiley face. (bigger) • Give students one minute to do the task individually,
• Ask students to tell you which smiley face is bigger than then ask students to discuss their answers with a partner.
the other. Use the smiley faces as props and point to Then discuss their answers as a class.
them to check that they understand.
• Now change the adjective to small and repeat the task, Suggested answers
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checking to make sure students understand which face is
1 A tiger is as dangerous as a lion.
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smaller than the other.
• Erase one of the faces and draw one that is identical, 2 A butterfly is not as scary as a tarantula.
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and rewrite the sentence to say: 3 A cat is as friendly as a dog.
−− This smiley face is the same as that smiley face. 4 A hippopotamus is as heavy as a rhinoceros.
a
• Revise comparative adjectives, the use of than and the 5 A crocodile is not as soft as a rabbit.
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phrases as … as, not as … as, the same as and different 6 A tortoise is not as fast as a horse.
from to say that we use these words to compare things.
F
A
ic
ph
understand what they have to do. Tell students that the

line at the end of the sentences is for the next exercise.
then ask students to discuss their answers with a partner.
a

Then discuss their answers as a class.
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• If time allows, ask students to share with the class their

Answers ideas for sentences based on the photo in the book.
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(The giraffe is taller than the zebras. The zebras are

Students should circle the following: shorter than the giraffe. The elephants are larger than
1 small 4 dangerous the zebras.)
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2 noisy 5 good
3 big 6 bad Suggested answers
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Students should underline the following:

1 smaller 2 noisier 3 bigger 1 A polar bear is cuter than a giraffe.
4 more dangerous 5 better 6 worse 2 A tiger is scarier than a parrot.
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3 An elephant is heavier than a duck.

4 A giraffe has a longer neck than a zebra.
at
B 5 A parrot is more colourful than an elephant.

• Ask students to read the instructions and check that they 6 A zebra is faster than a bear.
N
understand what they have to do. 7 A brown bear is more dangerous than a butterfly.
• Give students one minute to do the task individually, 8 A polar bear is a better swimmer than a
then discuss their answers as a class. rhinoceros.
Answers
G
a 2 b 5 & 6 c 4 d1 e 3
• Explain to students that we can use phrases like the
same as and different than to compare things.
C • Ask students to read the instructions and check that they
• Ask students to read the instructions and check that they understand what they have to do.
understand what they have to do. • Give students one minute to do the task individually,
• Give students one minute to do the task individually, then discuss their answers as a class.
Answers
Answers 1b 2a
1F 2T 3F 4T

H −− What is the text about? (a description of two birds)

• Explain to students that we can use like to compare −− How many questions are there? (eight)
things, but that after like we have to use nouns. −− What birds are in the photo, puffins or penguins?
• Ask students to read the instructions and check that (puffins)
they understand what they have to do. −− Where did the writer hear puffins? (an island
• Give students one minute to do the task individually, in Scotland)
then discuss their answers as a class. • Ask students to read the instructions and check that they
Answers • Before they begin the task, ask students to go through
the text and to underline words that they think will form
Students should underline the following: a phrase with the gap, if possible. Encourage them to
1 looks 4 sounds make guesses about which word they should underline
2 looks like 5 feels (1 – sound; 3 – different; 4 – more colourful; 5 – than; 6
3 sounds 6 feels like – fast; 7 – easy as). If they don’t see a possible word, tell
Students should complete the rules as follows: them to skip it.
• sounds; feels • When they have decided which words will make a
• sounds like; feels like phrase with the gap, encourage them to think of a word
g
that would complete that phrase before they look at the
in
I answers.
• Ask students to read the instructions and check that • Give students one to two minutes to complete the task,
rn
they understand what they have to do. then ask them to discuss their answers with a partner.
• Give students one minute to do the task individually, Then discuss their answers with the class. As a follow-up,
a
then discuss their answers as a class. ask students how many words they guessed right before
Le
they looked at the answer choices.
Answers Answers
adjective
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1B 2C 3A 4A 5B 6B 7A 8B
ph
J
• Ask students to read the instructions and check that Listening
a

A
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then discuss their answers as a class. • Before you start the task, explain to students that they
will practise their listening skills, and they will practise
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Answers listening for false information.

• Ask students to look at the photos and work with a
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a5 b4 c1 d2 e3
partner to answer the questions in the task.
Now read the Grammar Reference on page 165 (6.3 & 6.4) • Give students one minute to do the task with their
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with your students.

K Answers
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• Ask students to read the instructions and check that 1 South America
at
2 Alpaca
• Give students one minute to do the task individually, 3 Their wool is very soft and is used to make
N
scarves.
• Ask students to go back through the sentences, to
underline the words that go with their answers and to
write the phrases out to the side or in their notebooks
B
(1 – different from, 2 – very sharp, 3 – sounds like, etc.). • Explain to students that they will hear a person say the
lines in the exercise, and they will circle the word they
Answers hear the person say.
• Play the recording, pausing after each line and checking
1 from 2 very 3 like 4 How 5 as 6 as
answers as a class.
L Answers
• Ask students to read the Exam Close-up box and check 1 fur; soft 4 rabbit; cute
that they understand what the information says. 2 bee; noisy 5 reptile; a strange
• Ask students to tell you what they should do after they 3 snake; beautiful
choose their answers (read the whole text to make sure
it makes sense).
M
• Explain to students that they will now do the Exam Task.
Ask them these questions before you begin:
C Answers
• Ask students to read through the questions and answer
choices, and ask them what word from each answer Students’ own answers
choice that they need to listen closely for (1 – metre,
kilometre; 2 – months, years; 3 – 3,500 and 6,000; 4 – B
twenty, twenty-five). • Explain to students that they will read the sentences in
• Play the recording, pausing after each question and the task and then match them to a photo.
checking to see if students understood what they heard. • Ask students to work with a partner, and to underline
• When you finish the recording, ask students to compare the words in each line that helped them choose
their answers with a partner. Then either play the their answers (1 – good company; 2 – fun and soft,
recording again and ask students to check their answers, not dangerous; 3 – sleeps a lot; 4 – doesn’t need …
or check answers as a class. exercise; 5 – easy to look after).
• Remind students that there may be more than one
Answers correct answer, but they should give reasons to support
1a 2a 3b 4b their answers.
• Walk round the class, checking that students are doing
D the task properly. Go over any mistakes they made in
grammar and pronunciation after they have finished.
that they understand what the information says.. Answers
g
• Ask students to complete the task and check that they
in
have the correct answers. Students’ own answers
• Explain to students that when they hear the words
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actually, in fact and but, it is because a speaker is C
correcting something another speaker said. Tell them to • Ask students to read the Exam Close-up box and check
a
listen for these words and the information that comes that they understand what the information says.
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after it to help them choose the correct answer. • Ask students to complete the task. Walk round the
room and check that they are giving reasons for their
Answers answers. Go over any mistakes on the board after
ic
Students should underline the following in the Exam they’ve finished.
ph
Task: Why are these animals important?

Suggested answers
a
E
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• Now explain to students that they will complete the Useful Expressions
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Exam Task. Ask them who will be speaking in the task • Ask students to look at the Useful Expressions box.
(two students), what they will be talking about (why Explain that these are phrases we use to talk about pets.
some animals are important) how many questions are
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• If time allows, read the expressions aloud and ask

in the task (five), how many answer choices they have students to tell you what animal they might go with.
(seven) and how many answer choices they will not use • Encourage them to use these phrases when they do the
(two).
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Exam Task.
• Ask students to look at the text in the task before you
start. Play the recording entirely. Teaching Tip
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• When you have finished, ask students to compare their When students are doing a speaking task, it’s important
answers, then move on to F.
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that what they say is meaningful and relevant. Encourage

Answers them to give honest reasons that make sense and are
N
true for how they feel. Not only will they sound better,
1C 2A 3F 4D 5E but it will also show they are paying attention to the other
speaker.
F
• Play the recording again and ask students to check their D
answers with a partner. • Now tell students that they are going to do the Exam
• When the recording is complete, check answers as Task. Ask students to look over the information in the
a class. task. Then ask a student to explain the task to the other
students. Check that they explain it correctly and clarify
Speaking any confusing points.

• Ask students to choose a partner and decide who will be
Student A and Student B.
A • Tell students to begin the task, and go round the class
• Read the words in the yellow wordbank aloud and briefly to check that students are doing the task properly. Make
explain any unfamiliar words. note of any mistakes they make and go over them on
• Ask students to work with a partner to compare the pets the board after they have finished the task.
in the photos.
Suggested answers Useful Expressions

• Ask students to look ahead at the Useful Expressions
Student A questions: box. Explain that these are phrases that we use to
What’s its name?/What’s your pet’s name? express animal facts and to ask other people about
Is it easy to look after? animals. Explain any unfamiliar words to students.
Where does it sleep? • Practise the phrases with the class by giving an animal
What does it eat? as an example, and prompt as necessary (giraffe – It is
Why do you like it? native to Africa. It lives in a jungle/a forest/fields. It has
got a long neck. It weighs hundreds of kilograms. It is
Student B questions: hundreds of centimetres tall. It can run 60 kilometres
What pet have you got? per hour.).
What’s its name?/What’s your pet’s name?
How big is it? C
Can it swim? • Ask students to look at the Fact File and ask the
Why do you like it? following questions:
−− What is this a photo of? (a panther chameleon)
−− What type of animal is it? (a reptile)
Ideas Focus
g
−− Where does it live? (Forests of Madagascar)
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• Explain to students that they are going to discuss • Ask students to read the instructions and check that they
some questions about pets. Ask them to read the understand what they have to do.
rn
questions aloud. • Give students one minute to complete the task
• Ask students to work in pairs to discuss the questions individually, then check answers as a class.
a
Answers
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• Go round the class monitoring students to make sure reptile; body; eyes; forests; because; is; weighs;
weighs; because; because
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ph
them on the board when they finish. D

• Explain to students that they will complete a Fact
Writing: a fact file
a
File about any animal they like. Ask them to read the
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instructions and the fields in the Fact File and check that
A
• Assign the task as homework and ask students to
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• Ask students to look at the Learning Focus and read the volunteer to read their Fact File to the class during the
information aloud. Check that students understand what following day.
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it says.
• Write the following on the board and ask students how Answers
we write them in formal writing:
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−− don’t (do not) −− It’s (It is; It has)
−− can’t (cannot) −− They’ve (They have)
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−− won’t (will not) −− There’s (There is) Extra class activity

• Ask students what word we use to give reasons Students undoubtedly know the names of several animals
at
(because). in their own language at this point in their language

• Ask students to complete the task with a partner, and development. Ask them to make a list in English of an
N
go over the answers as a class when they finish. unusual animal and to make a mini-Fact File in their own
Answers time. Encourage them to use a dictionary to find out the
name of the animal in English. Ask students to bring their
Students’ own answers mini-Fact Files to class to share them with classmates,
and ask other students to make a list of all the animals
B they hear, as well as any other information that helps
them remember the animal. Encourage them to learn the
different animals using English descriptions. (A zebra is
• Give students one minute to do the task on their own, like a horse. It’s got black and white colours.) If students
and ask students to volunteer their answers to the class. like, they can find a photo of the animal online to place a
As students volunteer their answers, ask the others to visual presentation with their mini-Fact File.
say if they knew the information or not.
E
Students’ own answers that they understand what the information says.
individually, then ask students to say what words from
the text in C were difficult to spell.
• If time allows, ask students to tell you some words that
they find difficult to spell in general. Make a list on the
board and encourage students to copy the list into
their notebooks.
Answers
F
Exam Task. Ask students to read the instructions and
• Before students begin, ask them these questions:
−− What kinds of texts are each of these texts in the
task? (An advert, a Fact File)
−− What is happening in the first text? (Someone is trying
to find a new home for their pet.)
−− How many questions will they have to answer? (five)
g
individually. Encourage them to underline the
in
information in the texts that helped them find their
answers, then ask students to compare their answers
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with a partner when they have finished. Check answers
as a class.
a
Answers
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1 North America 2 orange 3 eight 4 100 cms
5 mice
ic
a ph
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na
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Video
6 Tip of my Tongue!
General Note Answers
The National Geographic videos are a terrific tool for getting 1 eye 2 foot 3 tongue 4 scales
your students acquainted with other cultures while learning
English. They contain genuine National Geographic content While you watch
and students do not need to understand everything in the
videos in order to take advantage of them as a learning B
device. Some tasks focus more on the visual content rather • Tell students that the video is quite short, but that there
than the audio, and as such, students do not have to listen will be words that they will not understand. Encourage
to answer every question, but can simply watch what is them to make guesses for their answers and not to
happening. The videos are also meant to inspire students to worry if they are right or wrong.
watch other programmes in English, such as television shows • Ask students to read the instructions and check that they
and English-language films, so that they can experience understand what they have to do.
spoken English more often, as well as in their own free time. • Encourage students to underline key words in each
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Naturally, the more exposure they have to the language, the question. Explain that they will need to listen for these
more quickly they will acquire it. words to get the correct answers.
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• Play the video and pause when the first answer is given.
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Ask students to mark their answers and replay that part
Animals use a wild assortment of ways to catch prey. Glow of the video if necessary.
worms are worms that put out light when it’s dark. Other
a
• Check answers as you go along, stopping the video for
insects fly towards the light, but glow worms have made each question and replaying the video as necessary.
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sticky lines, and when insects get stuck, the glow worms
pull up the lines and eat them. The snapping shrimp uses
ic Answers
one of its claws as a ‘gun’. The claw can create a bubble 1 eye (00:08) 2 fast (00:28) 3 reptile (00:57)
when the shrimp ‘fires’ it. Tiny sea animals get caught in 4 tongue (01:12) 5 ants (01:53) 6 eye (02:25)
ph
the bubble, and the shrimp can then easily eat them. The
bolas spider can use a web as a ‘lasso’. It forms a circle
with a web, and it can spin the circle and throw it at other
After you watch
a
insects. The female bolas spider has another ‘weapon’; it

gr
C
can make itself smell like a female moth. Male moths then
move close to the spider, but end up as a meal.
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in pairs the main idea of the video.

• Ask students to read the text without filling in any
Before you watch answers at this stage to see if the ideas they mentioned
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A are covered in the text. Also encourage them to think

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• Ask students to repeat the words in the wordbank

watch a video about animals and the way they hunt. Ask Correct their pronunciation where necessary.
them to look at the photo and to say what they think it is • Ask students to do the task individually, but check
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(a reptile/lizard/chameleon). answers as a class.

• Feel free to do the following pre-vocabulary practice with
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your students for some of the more important words that

appear in the video which they might not know. Have
Answers
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them write down these words in their notebooks, along 1 reptiles 5 snake’s
with the definitions: 2 prey 6 smell
−− hunting (noun) – catching other animals to eat them 3 Madagascar 7 deserts
−− tongue (noun) – this is inside your mouth, and you use it 4 island 8 blood
to talk and taste food
−− predator (noun) – an animal that hunts other animals Ideas Focus
−− sniff out (verb) – to find something by smelling for it
−− toxic (adjective) – very bad for you, poisonous
about animals and encourage them to use their own
−− bacteria (noun) – a very small form of life, so small you
experiences to support their reasons. Make sure
can’t see it
−− track down (verb) – to find something by following it
−− lap up (verb) – to use your tongue to grab and
eat things
• Read the words in the wordbank to students, then ask
them to work in pairs or groups to label the photo.

• If students are interested, provide more information from
the background information.
Objectives
• To revise vocabulary and grammar from Units 5 and 6. • Write the first letters of words on the board and ask
students the questions to see if they can guess the word.
Revision A snake or a spider can be this. p____ (poisonous)
• Revise for the review the day before using the Kittens and puppies are this. f____ (furry)
vocabulary and grammar revisions below. This will also A big animal is this. h____ (heavy)
give students a framework for revising at home. A bear or a lion in the woods is this. d____ (dangerous)
• Explain to students that they will do a review and explain The feathers of parrots are this. c____ (colourful)
how the reviews will work. There will be one review after A newly born kitten is this. t____ (tiny)
every two units in Close-up A1+. Tell them that Review The opposite of pretty is this. u____ (ugly)
3 will cover the vocabulary and grammar from Units 5 • Write the following words on the board and ask students
and 6. to come to the board and write the plural form.
• Stress to students that the review is not an exam. −− tooth (teeth) – goose (geese)
Explain that they will complete the review mostly on −− baby (babies) – deer (deer)
their own, but they will be able to ask you for help, to −− foot (feet) – sheep (sheep)
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compare answers with a partner, and to use their books −− mouse (mice) – bus (buses)
in
to find answers.
• You can administer the review however you like. You Grammar Revision
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can go through each question one by one, ask students • Write these sentences on the board and ask students to
to complete answers, then check answers as a class. write them in the Past Simple.
a
You can allow them to do entire exercises, then check −− He is a teacher. (He was a teacher.)
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answers as a class. You can split the vocabulary and −− Why are you early? (Why were you early?)
grammar sections into two parts, giving students 10 to −− She’s not organised. (She wasn’t organised.)
15 minutes to do each part. You can let them do the −− I play video games. (I played video games.)
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entire review on their own and check answers at the −− You work as a nurse. (You worked as a nurse.)
−− When do you eat lunch? (When did you eat lunch?)
ph

do that, remind students in the middle of the review −− They stop at Julie’s house. (They stopped at
how much more time they have left. Julie’s house.)
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• Encourage students to guess at answers they do not −− It doesn’t rain a lot. (It didn’t rain a lot.)
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know, and not to leave any gaps blank. • Ask students to come to the board and write the Past
• When students complete the review, check the answers Simple form of these verbs. Then ask them to write other
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as a class. Do some extra task work on the board for any verbs they know in the Past Simple which form the same
areas that students seem to be having trouble with. way these forms do, either by changing the -e to -ied,
adding -d, doubling the last consonant and adding -ed,
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Vocabulary Revision having no change at all, or forming as an irregular and in

• Write a list of words in the left column and a list on the a similar way (grew, threw, flew, etc.).
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right which students can use to form compound nouns. −− walk – go – take – drink
Ask students to come to the board to match the words. −− plan – dance – study – read
−− sun wheel – water coaster −− grow – build
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−− foot animal – boat animal • Ask students to come to the board and write the
at
−− snow board – wild trip comparative form of these adjectives. Then ask them to
−− Ferris path – roller slide think of other adjectives that form the comparative in
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• Write have and take on the board in the centre of a similar ways and ask them to use them in sentences in
word map. Draw four lines with gaps out from each their notebooks.
and ask students to fill them in with words that form −− big (bigger) – wide (wider)
collocations. Prompt them as necessary, and when they −− small (smaller) – good (better)
have finished, ask students if they can think of any more −− bad (worse) – friendly (friendlier)
phrases to make with have and take (have – fun; time; • Ask students to think of a single word that can complete
lunch; a picnic; a swim; a great day; etc.; take – turns; these sentences.
part; photos; pictures; your time; etc.). −− My house is smaller ____ my cousins’ house. (than)
• Ask students to unscramble these letters, then ask −− These books are different ____ those books. (from)
them on what kind of animal they can find these things −− A cow is ____ big as a bear. (as)
−− SNIF (FINS – fish) −− I don’t like this chair. It’s ____ as nice as our old one.
−− WACLS (CLAWS – birds, mammals, reptiles) (not)
−− EKAB (BEAK – birds) −− ____ fast is your dad’s new car? (How)
−− SWING (WINGS – birds) −− Your hamster sounds ____ a bird. (like)
−− LACESS (SCALES – fish, reptiles) −− That cat is ____ same as our cat at home. (the)
−− RASTFHEE (FEATHERS – birds) −− ____ you like to go for a walk later? (Would)
−− NIKS (SKIN – mammals, amphibians, reptiles)
−− ALIT (TAIL – all animals)

Vocabulary • Encourage students to review their answers to check
that they have spelt the plurals correctly.
A Answers
• Ask students to try to form compound nouns with the
words in the yellow wordbank before completing the 1 babies 5 mice; houses
sentences. Remind students that if there are two gaps in 2 Butterflies 6 feet
the sentence, the answer will be two words. 3 teeth 7 surprises
• Encourage students to underline key words in the 4 beaches 8 buses
sentences that can help them find the answers.
Encourage them to read the whole sentence once
they have decided on the answer to check that it
makes senses.
Grammar
A
Answers • Ask students to look at the gaps and to decide if the
1 wild animal 4 footpath 7 hilltop gaps require more than one word and what form of the
2 fun run 5 sunrise verb they require.
3 boat trip 6 snowboard • Remind students to review their answers and to check
that they have spelt the verbs correctly.
B • Tell students to look back at A–F on page 62 and
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• Ask students to underline the noun phrases that come Grammar Reference 5.1 and 5.2 on page 164 for a
in
after the words they will circle for their answers. reminder if they need to.
• Then ask students to circle the correct option to
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complete the collocations. Encourage students to read
through their sentences when they have finished to 1 have 6 arrived 11 danced
a
check their answers. 2 had 7 were 12 ate
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3 do 8 stop 13 drank
Answers 4 went 9 take 14 enjoyed
1 took part 4 have 7 attended 5 Was 10 took
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2 Going 5 taking
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3 have 6 go on B
• Ask students to circle the adjectives in the sentences
C
a
and to try to form the correct comparative form before

they start writing out their sentences.
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• Ask students to underline the animals in the sentences

and to try to think of what body parts they have before • Remind students to check the spelling of their
comparative adjectives as well as the rest of the words in
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they try to complete the gaps.

• Remind them that there are the same number of gaps as the sentences before moving onto the next task.
there are missing letters and to make sure that they have • Tell students to look back at A–B on page 74 and
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completed each gap with a letter. Tell them that in some Grammar Reference 6.1 on page 164 for a reminder if
cases, they need to make the answer plural. they need to.
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Answers Answers
1 A plane is faster than a ship.
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1 fins; tail 5 scales

2 fur 6 skin 2 A computer is heavier than a smartphone.
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3 beak; feathers 7 claws 3 A blue whale is bigger than a dolphin.

4 Wings 4 A lion is more dangerous than a cat.
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5 A waterpark is better than a snow park.

6 A roller coaster is scarier than a waterslide.
D
• Ask students to go through the sentences and to
underline the nouns, then try to choose the answer using
C
the underlined noun only. • Ask students to think of what word is missing from each
• Encourage students to read through the whole sentence sentence without looking at the answers.
once they have chosen an answer to check that it • Once they have finished, ask them to look at the answer
makes sense. choices to see if they thought of the right word before
looking. If their word isn’t there, encourage them to try
Answers different choices in the sentence and to read the whole
sentence to check if their guess makes sense.
1 poisonous 3 scary 5 cute
• Tell students to look back at C–D on page 74 and G–H
2 fast 4 dangerous 6 heavy
on page 75 and Grammar Reference 6.2–6.4 on page
165 for a reminder if they need to.
E
• Ask students to pay attention to the words to see how Answers
they can form plurals: if the word ends in -y, if it needs 1c 2a 3b 4b 5a 6c 7c 8b 9a 10c
-es or if it forms a regular plural.

x
7
Reading:
xxxxxxIt!
Invent
right, wrong, doesn’t say, checking information
Vocabulary:
nouns, verbs & adjectives for objects and devices
Grammar: superlative adjectives, the one & the ones, expressing purpose,
will for predictions
Listening: gap-fill, spelling correctly
Speaking: asking & answering about a science fair, giving directions, listening for
the question word
Writing: captions, adding information in captions, completing forms with more
detailed information
Unit opener Reading
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• Ask students to look at the title and ask them what they
think it means (to make something new). Ask them to
A
in
look at the photo and to describe what they see. (I see • Read the words in the yellow wordbank aloud, but give
students a chance to do the task before you explain the
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camels, a man, and some things on top of the camels.
They might be robots.) Ask students what they think meanings.
• Ask students to look at the photos and ask these
a
is happening in this photo. Tell them they can use the
caption if they like. (These robots are going to ride these questions while pointing out various pictures:
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camels in a race.) −− Have you got these devices in your home? (students’
• Write these words on the board and explain to students own answers)
that we use these words to say what something is made −− Do you own these devices?
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of. Ask them to point out things in the photo that are −− Do you know how to use these devices?
ph
made of these materials. Explain the materials first if • Ask students to read the instructions and check that they
necessary by pointing out something in class that is understand what they have to do.
made of that material: • Give students one minute to do the task individually,
a
−− metal (the arms of the robots) then ask students to compare their answers with a
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−− plastic (the bits sticking out from the top of partner. Then check answers as a class.
the robots)
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−− cotton (the camels’ saddle cushions, the man’s hat

and clothing) A washing machine D car
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• Ask students to point out things in class that are made B telephone E computer
of metal (desks, chair legs, etc.), plastic (pens, etc.) and C camera F light bulb
cotton (clothing). Ask them if they can point out things
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that are wooden (tops of desks) and glass (windows).

• Explain to students that in this unit, they are going to B
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learn about devices like mobile phones and cameras. If • Ask students to read the instructions and check that they
they are interested, you can give them more information understand what they have to do.
at
about the photo from the background information. • Give students one minute to do the task individually,
then ask students to compare their answers with a
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partner. Then check answers as a class.

Countries in the Middle East, particularly Qatar, Saudi
Arabia, Bahrain and the United Arab Emirates, use robot Answers
jockeys for their camels. They have been used since the
1D 2C 3A 4F 5B 6E
early 2000s, and in the beginning, the camels were scared
of them. To make them work better, the designers made
the robots look more human. They gave them a sort of C
face, put sunglasses and hats on them, and made them • Ask students to read the instructions and check that they
smell a bit like human jockeys, who are known for using understand what they have to do.
traditional perfumes. Designers also had to make the • Give students one minute to do the task individually,
robots able to handle the heat in the desert. Handlers can then ask students to compare their answers with a
control the robots with a remote-control device, and the partner. Then ask students to volunteer their rankings
camels seem to be racing just as they did when people sat with the class. Ask students if they agree or disagree,
on them. and encourage them to give reasons.
Answers

7 Invent It!
D Teaching Tip
• Ask students to read the title and ask them what they To get students used to deciding if a sentence doesn’t
think it means (a person who designs and makes new say if something is true, give them some clear, simple
things who is young). examples. Write the following sentence on the board:
• Ask students to look at the photos and to guess −− Sam goes to high school at the same school where
what they are (a banana tree leaf with bananas, a jar his sister went.
of lollipops). Now write the following statements on the board and
• Ask students to read the instructions and check that they after you write each one, ask students if it is right, wrong
understand what they have to do. or doesn’t say:
• Give students one minute to do the task individually, −− Sam is a high school student. (Right)
then check their answers as a class. −− Sam has a sister. (Right)
−− Sam’s sister did not go to high school. (Wrong)
Answers −− Sam likes his high school. (Doesn’t say)
−− Sam and his sister go to high school together.
(Wrong)
−− Sam does really well in school. (Doesn’t say)
Word Focus Explain to students why the sentences with Doesn’t say
g
• Ask students to look at the words in red in the text and have those answers. (It doesn’t say that he likes his school,
in
to read the sentences they are found in again. or that he does really well. It only says he goes to high
• Ask students to work in pairs to decide what each of school, and it’s the same high school his sister went to.)
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the words mean without looking at the definitions given When you do tasks with Right, Wrong or Doesn’t say
in the Word Focus box. Remind them that if they don’t answers, get in the habit of asking students to justify their
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know the meaning of a word, they should look at the answers.
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whole sentence and the other words around it to try to
guess the meaning. F
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• Now ask students to read the instructions in the Exam
if they guessed the meaning of the words correctly. Task. Ask them these questions before they begin:
ph
E −− What is the article about? (three young inventors)

• Ask students to look at the Exam Close-up and read the −− How many questions will they answer? (seven)
−− What are their answer choices? (Right, Wrong,
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information aloud. Check that students understand what

Doesn’t say)
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it says.
• Ask students what they should do before they decide • Give students one to two minutes to complete the Exam
Task, then ask them to compare their answers with a
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an answer is Right, Wrong or Doesn’t say. (We should

compare each sentence carefully with the information in partner. Then check answers as a class.
the text.)
Answers
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understand what they have to do. 1A 2A 3C 4C 5B 6C 7A
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G
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• Ask students to look back at the Word Focus box. Ask

Answers them to complete the sentences with a word from that
at
box, and to use the definitions and the sentences in the

Students should tick the following: 1, 2, 4, 5 and 7 text to help them understand the meaning.
N
Students should put a cross next to the following: 3 • Give students one to two minutes to complete the Exam
and 6 Task, then ask them to compare their answers with a
Answers
1 hiccups
2 Earthquakes
3 eco-friendly
4 preserve
5 resist
6 biodegradable
Ideas Focus
some questions about inventions. Ask them to read the
questions aloud.

• Ask students to work in pairs to discuss the questions D
and encourage them to use their own experiences to • Ask students to read the instructions and check that they
support their reasons. Make sure students take turns understand what they have to do.
asking and answering questions. • Give students one minute to do the task individually,
• Go round the class monitoring students to make sure then ask students to compare their answers with a
they are doing the task properly. Make a note of any partner. Then check answers as a class.
mistakes in structure and pronunciation and go over • Ask students to go back through the sentences and
them on the board when they finish. to underline the words that helped them choose
their answers.
Vocabulary • If time allows, give students the following noun phrases
that they have already seen in the lesson to unscramble:
A −− rodo lehdan (door handle)
−− tomree lotcron (remote control)
• Read the words in the yellow wordbank to students, but
−− tucrempo cersen (computer screen)
don’t explain any meanings until after they have done
−− henop gahcrer (phone charger)
the tasks.
Answers
• Give students one minute to do the task individually, 1 radio 4 television
then ask students to compare their answers with a 2 light 5 shower
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partner. Then check answers as a class. 3 computer 6 smartphone
in
• If time allows, ask students if they have these devices at
home, if they know how to use them and if they own any E
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of them.
• Ask students to look at the photos and ask them to
Answers say what they are (A – window; B – table; C – oven; D –
a
bottle).
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A earphones D remote control • Ask students to read the instructions and check that they
B door handle E smartphone understand what they have to do.
C phone charger F computer screen • Give students one minute to do the task individually,
ic
ph
B partner. Then check answers as a class.

Answers
a

1C 2B 3D 4A
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F
underline the words that follow the gaps which form
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phrases with the answers (1 – look at the website; 2 –
pull the door handle; 3 – switch off your smartphone,
etc.).
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Answers Answers
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1 look at 4 switch on
1 fridge 2 washing machine 3 (frying) pan 4 knife
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2 pull 5 wear
3 switch off 6 plug in • Students should underline the following words: tall,
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rectangular, big, square, silver, round, small, flat, long,

C thin, sharp, metal.
• Read the words in the yellow wordbank and explain any G
unfamiliar words.
• Now explain to students that they are going to look
back at the adjectives in F. Explain to them that there is
an order to the way we write two or more adjectives for
a noun.
Answers then ask students to compare their answers with a
1 televisions 4 phone charger partner. Then check answers as a class and ask students
2 handle 5 earphones to volunteer their adjectives, if time allows.
3 lights

7 Invent It!
Suggested answers Grammar

size shape colour material • Write these sentences in the board and ask students
to guess what the correct word is. Prompt them as
short oval turquoise glass necessary and use logic (for example, for the second
big rectangular black metal set of sentences below, if Laura and Ann are taller
long round silver plastic than Becky, then Becky is shorter than they are. So,
small square white wooden Becky is the shortest.) to help them come up with the
tall red right answer:
thin green −− David’s car is faster than Mike’s car.
−− Martin’s car is faster than David’s car.
−− So, Martin’s car is the ____ car of the three guys.
Teaching Tip
It can be quite challenging to remember the order of −− Laura is taller than her sister Ann.
adjectives. Give your students a mnemonic device to help −− Ann is taller than her other sister, Becky.
them remember the order presented in the Student’s −− Out of these three sisters, Becky is the ____.
Book. One idea could be for them to think of pieces of • Revise the superlative form of adjectives, stating that we
g
confetti – small square colourful material. Explain to them use the when we write this form, and we add either the
in
that small refers to size and square refers to shape. They -est ending to the adjective, or we use the word most
know confetti from Unit 4 Vocabulary; of course, revise for longer adjectives. In some cases, the adjective is
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the word confetti to make sure students remember what irregular, such as good – best and bad – worst.
it is. If they can memorise the order of adjectives for one
A
a
item, they can refer to this when they think of the order of
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adjectives for other items. • Ask students to read the instructions and check that they
H • Give students one minute to do the task individually,
ic
• Now ask students to form sentences with these words.
Ask students which word in each sentence is a noun (1 –
Answers
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window; 2 – necklace; 3 – object; 4 – robot).

• Ask students to pay close attention to the way we order Students should underline the following:
a
adjectives when they write the sentences. Tell them 1 the smallest 2 the easiest 3 the hottest 4 the most
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that the order in the table in G as well as in the task important

instructions is the order they need to follow.
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• Give students one minute to do the task individually, B

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Answers • Give students one minute to do the task individually,
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1 That’s an enormous, square, glass window.

2 She’s wearing a small, rectangular, turquoise Answers
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necklace.
1 small 2 easy 3 hot 4 important
3 A compass is a small, round, metal object.
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1c 2a 3d 4b
4 The children have a tall, silver, plastic robot.
N
C
Ideas Focus
questions about the things we own. Ask them to read
the questions aloud.
Answers
asking and answering questions. 1F 2T 3F 4T
they are doing the task properly. Make a note of any D

Answers Answers
Students should underline the following: 1 the shortest
1 the best 2 the worst 3 the furthest 2 the biggest
3 the longest
E 4 the most interesting
5 the tiniest
6 the furthest
7 the best
H
Answers • Before you begin the task, briefly revise the phrases the
one and the ones. Write these sentences on the board,
adjective comparative superlative
then ask students to tell you what the one and the ones
good better than the best
stand for:
bad worse than the worst
This award is the award I got in athletics.
far further than the furthest
This award is the one I got in athletics. (the award)
Now read the Grammar Reference on page 165 (7.1) with These books are the books I bought yesterday.
your students. These books are the ones I bought yesterday.
g
(the books)
in
Now would be a good time to encourage students to understand what they have to do.
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make a comprehensive chart of as many adjectives as they
can think of with the main form, the comparative form, then check answers as a class.
a
and the superlative form. A good suggestion is for them
to make five different charts and title them according to Answers
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these groups:
−− regular adjectives
1 robots 2 invention 3 buttons 4 man
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−− adjectives that change -y to -i
−− adjectives in which the last consonant is doubled
I
ph
−− irregular adjectives
−− adjectives that take most • Ask students to read the instructions and check that they
They can then return to these charts and add new understand what they have to do.
a
adjectives as they learn them. • Give students one minute to do the task individually,
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F
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• Ask students to read the instructions and check that they Answers
understand what they have to do. 1 Those robots are the ones that can dance.
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• Give students one minute to do the task individually, 2 My invention is the one with the three screens.
then ask them to compare their answers with a partner. 3 These buttons are the ones we press to select a
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Then check answers as a class. ticket.

• If time allows, go over some of the ideas expressed 4 Which man is the scientist? The tallest one on the
in this task with students as a class and ask for left.
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their opinions. Encourage them to give support for

their reasons.
at
J
Suggested answers • Before moving on to the task, write these sentences
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on the board and read the completed sentences to

1 the fastest; I think a rocket is the fastest machine. students. Then ask students to look at the first set of
2 the strongest; I think wood is the strongest sentences and use them to complete the second set:
material for a house. You use a smartphone to make calls.
3 the most useful; I think a fridge is the most useful A smartphone is used to make calls.
machine in the kitchen. A smartphone is used for making calls.
4 the most interesting; I think a drone is the most You use cameras to take photos.
interesting invention. Cameras ____ to ____. (are used; take photos)
Cameras ____ for ____. (are used; for taking photos)
G • Briefly revise how we use use and is/are used to
express purpose, and point out that when we follow
these structures with to, we use the bare infinitive, and
when we follow them with for, we use the -ing form of
the verb.
Then check answers as a class.

7 Invent It!
Answers O
Students should underline the following: understand what they have to do.
1 used • Give students one minute to do the task individually,
2 used then check answers as a class.
3 used
4 use
Words that come after use/used:
Answers
for; to; a noun + to 1 look 4 buying
2 curing 5 to chat
3 clean 6 drying
K
P
• Give students one minute to do the task individually, • Ask students to read the instructions and check that they
then check answers as a class. understand what they have to do.
Answers then ask them to compare their answers with a partner.
g
in
1 -ing 2 an infinitive verb 3 an infinitive verb. Answers
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2 You can use a toothbrush to clean teeth.
L
a
A toothbrush is used for cleaning teeth/to clean teeth.
• Briefly revise will to say that we use will to talk about
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3 You use a handle to pull your suitcase.
the future, and when we talk about the future, we make A handle is used for pulling/to pull your suitcase.
predictions. Give them a few examples of predications
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aloud. (This year, my favourite football team will win lots
of games. One day, we will travel to another planet.)
Q
ph
• Give students one minute to do the task individually, • Give students one minute to do the task individually,
a
then check answers as a class. then check answers as a class.

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Answers Answers
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Students should underline the following: Students’ own answers

1 will 2 will 3 won’t 4 Will; won’t 5 Will; will
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M Ask students to write five predictions, each one made for
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• Ask students to read the instructions and check that they the following:
understand what they have to do. −− What will happen in one year?
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• Give students one minute to do the task individually, −− What will happen in five years?
then check answers as a class. −− What will happen in fifty years?
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−− What will happen in five hundred years?

Answers −− What will happen in five thousand years?
N
Encourage them to be creative, but also to be as realistic

1 will; won’t 2 will; won’t 3 will 4 won’t as possible. Assign the task as homework, encourage
them to ask their friends and family members for help,
Now read the Grammar Reference on page 165 (7.2 & 7.3)
and ask them to volunteer their predictions during the
with your students.
next lesson. While students volunteer their predictions,
N ask the rest of the class to share their opinions and give
• Ask students to read the instructions and check that they support for their reasons.
Listening
• If time allows, ask students to come up with their own
sentences in class. A
• Before you start the task, tell students that they will be
Answers practising their listening skills in this part of the lesson.
1 the one 2 the ones 3 the ones 4 The one • Ask students to work with a partner to describe and
compare the robots.
• When they finish, ask students to share their answers
with the class.

Answers E
• Now explain to students that they are going to complete
Students’ own answers the Exam Task. Ask students these questions before
you begin:
B −− Who is going to be talking? (a man)
• Now explain to students that they are going to listen to −− What is the subject? (looking for a toy for a son)
a speaker describe one of the robots. Ask students to −− How many questions are there? (five)
circle the robot that the speaker is describing. −− What will you write in the gaps? (words)
• Play the recording, then ask students to compare their • Remind students that they will hear the recording twice
answers with a partner. Check answers as a class and and to check the spelling of their words.
ask students to say what information helped them • Play the recording entirely and ask students to compare
choose the correct answer (has a tall, thin, white body; their answers when you finish.
rectangular face with big, round, blue eyes).
• If you like, ask students to say what each adjective Answers
describes, and to consider the order of adjectives and if 1 Chipper 4 phones/your phone
it matches what they have learnt (tall – size, thin – shape, 2 12 5 £180
white – colour; big – size, round – shape, blue – colour).
3 white
Answers F
g
Aido
in
answers with the recording.
C • When the recording is complete, check answers as
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• Now explain to students that they are going to listen to a class.
descriptions of two of the robots. Ask them to read the
a
instructions and to tell you which two robots they will
Speaking
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hear descriptions of (Jibo, Aido).
• Before you begin the recording, ask students to look at
the questions so that they can get an idea of what they
A
ic
should be listening for. • Ask students to look at the floor maps and to discuss
with a partner which rooms they would like to visit.
ph
• Play the recording, and when you are finished, ask

students to compare their answers with a partner. Then Encourage them to give reasons.
check answers as a class. • Give students one minute to do the task and go round
a
the room to check that they are doing the task properly.
gr
Answers Make note of any errors students make in grammar

and pronunciation and go over those mistakes when
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1J 2A 3B 4J 5J 6J 7A 8B they finish.
D Answers
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• Ask students to read the Exam Close-up box and check Students’ own answers
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• Write these misspelled words on the board and ask

students to spell them correctly:
B
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−− fourty (forty) • Ask students to read the instructions and check that they
−− wierd (weird) understand what they have to do.
at
−− bleu (blue) • Give students one minute to do the task with their
−− begining (beginning) partner, then check answers as a class.
N
−− eightf (eighth)
−− hieght (height) Answers
−− nineth (ninth) 1e 2b 3c 4a 5d
−− twelveth (twelfth)
• Ask students to share with the class any words they
find hard to spell. Write those words on the board and Useful Expressions
encourage students to write them in their notebooks • Ask students to look at the Useful Expressions box.
under ‘Commonly misspelled words’. Explain that these are phrases we use to talk about
• Explain to students that they will hear a brief advert giving directions and asking for information.
about new robots. Ask them to pay close attention • Encourage them to use these phrases when they do C
to the spelling of the names, and to write the correct and the Exam Task.
spellings in the gaps.
C
• When you have finished with the recording, check
answers as a class. • Ask students to read the Exam Close-up box and check
Answers • Ask students what word is really helpful in deciding
what information to include in their answers (the
QRIO; NAON; ASIMO question word).

7 Invent It!

Writing: captions
partner, then check answers as a class.
A
Suggested answers information aloud. Check that they understand what
it says.
How much are the tickets? • Ask students where in the Student’s Book they often see
When does the museum close? a caption (the unit opener).
Where are the lifts? • Ask students to look at the photo and to work with a
What exhibits are there? partner to decide what these items are.
D partner, then check answers as a class.
Exam Task. Ask these questions before you begin: Answers
−− What two texts are in the Exam Task? (a poster about 1D 2C 3A 4B
a science fair, a website of a science museum)
g
−− What will Student A’s and Student B’s tasks be in
B
in
the first part? (Student A will look at the poster and
Student B will ask questions about it.) • Ask students to read the captions and to work with a
rn
−− What will Student B’s and Student A’s tasks be in the partner to decide which item these captions go with.
second part? (Student B will look at the website and • Give students one minute to do the task with their
a
Student A will ask questions about it.) partner, then check answers as a class.
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• Tell students to choose a partner and decide who will be
Student A and Student B. Tell them to begin the task, Answers
and go round the room to make sure they are doing the 1 sundial 2 gramophone 3 pencil sharpener
ic
task properly. Make note of any errors students make in 4 typewriter
grammar and pronunciation and go over those mistakes
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when they finish.

• When Student B has finished asking Student A all the C
a
questions, tell them to switch roles. • Ask students to read the instructions and check that they
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Suggested answers • Give students one minute to do the task individually,
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Student B’s questions to Student A:

Where is the Science Fair?
Answers
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When does the Science Fair/it start?

What time does the Science Fair/it open? 1 wrist; sundial
How much does the Science Fair/it cost? 2 MP3 player; gramophone
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What floor is the light show on? 3 pencil case; pencil sharpener
What is the telephone number? 4 fingers; typewriter
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Student A’s questions to Student B: D

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Is the Science Museum open every day?

• Ask students to look at the photo, then ask them what
What time does the Science Museum/it open?
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they think a solar cooker does. (It cooks food using the
How much does the Science Museum/it cost?
sun/sun’s energy.)
What floor is the IMAX theatre on?
Where is the museum?
How can I get there?
Ideas Focus
• Explain to students that they are going to discuss Answers
some questions about museums. Ask them to read the
2 A solar cooker doesn’t use electricity.
questions aloud.
3 A solar cooker uses energy from the sun for
cooking.
support their reasons. Make sure students take turns 4 A solar cooker is eco-friendly and great for the
asking and answering questions. planet.
they are doing the task properly. Make a note of any Useful Expressions
mistakes in structure and pronunciation and go over • Ask students to look at the Useful Expressions
them on the board when they finish. box. Explain that these are phrases we use to
express purpose.

• You can read a couple of the expressions aloud if you
like, filling them in as you see fit. (People use the solar
cooker to cook food. It’s easy to use because you don’t
need electricity.) Encourage them to use these phrases
when they do E.
E
partner. Check answers as a class and ask students to
volunteer to read their captions aloud.
Answers
g
F
in
• Ask students to read the Exam Close-up and check that
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they understand what the information says.
• Ask students what they should do before they complete
a
a form with more detailed information (write a
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first draft).
ic
• Before they begin, ask them the following questions
pertaining to the competition poster in the Exam Task:
ph
−− Where did this poster come from? (the Waterdale

Science Museum)
a
−− What is it asking people to do? (to come and take

part in their Young Inventor of the Year Competition)
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partner. Check answers as a class and, if time allows, ask

students to volunteer to read their answers aloud.
lG
Answers
na

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G
• Now explain to students that they are going to complete
at
the Exam Task. Tell them that they will use information
from both the email and poster to answer the questions.
N

partner. Check answers as a class.
Answers
1 30th June
2 Daniel Cobson
3 15
4 Doglastic
5 £100


7 Invent
Video It!
7 An Exciting Invention
General Note • Give students one minute to complete the task, then
The National Geographic videos are a terrific tool for • If students are interested, provide more information
getting your students acquainted with other cultures from the background information.
Geographic content and students do not need to Answers
1 car 3 track 5
engineer
2 roller coaster 4
wheel 6
brake
Naturally, the more exposure they have to the language, them to make guesses for their answers and not to
g
in
Background Information understand what they have to do.
rn
Today, rollercoasters are all over the world, providing • Ask students to tell you where Blackpool is (the UK). Ask
millions of people with incredible thrills. The first one them to point it out on a map if one is available.
a
was believed to have originated in 17th-century Russia. • Encourage students to underline key words in each
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The ‘rollercoaster’ was a very large manmade hill of ice question. Explain that they will need to listen for these
that was about 20 metres high. In the 1800s, a mining to get the correct answers.
company in Pennsylvania began to charge people 50 • Play the video and pause when the first answer is given.
ic
cents to ride a track that carried coal. In the late 20th Ask students to mark their answers and replay that part
century, modern designs with incredible heights began to of the video if necessary.
ph
show up in major cities across the planet. The tallest one • Check answers as you go along, stopping the video for
today is the Kingda Ka, at 139 metres high, in Six Flags each question and replaying the video as necessary.
a
Great Adventure amusement park in Jackson, New Jersey,

Answers
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USA. It reaches speeds of 206 kilometres per hour.

1T (00:07) 2F (00:11) 3T (00:20) 4T (00:14)
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Before you watch 5F (00:48) 6F (01:45)

A
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• Ask students what they think the photo shows After you watch
(a rollercoaster). C
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with your students for some of the more important • Before students read the summary, ask them to discuss
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words that appear in the video which they might not

know. Have them write down these words in their • Ask students to read the text without filling in any
at
notebooks, along with the definitions:

−− dominate (verb) – to look out over everything else are covered in the text. Also encourage them to think
N
−− skyline (noun) – the line of buildings that you see in about which part of speech is missing from each gap.
the sky above a city • Ask students to repeat the words in the wordbank.
−− ultimate (adjective) – the most incredible Correct their pronunciation where necessary.
−− engineer (noun) – someone who builds buildings, • Ask students to do the task individually, but check
bridges and other large structures answers as a class.
−− harness (verb) – to connect to something
−− bolt (noun) – a small piece of metal that holds Answers
things together 1 rollercoaster 5 wheels
−− rust (noun) – the red coloured stuff on metal 2 ride 6 trains
−− hurtle (verb) – to go very fast 3 engineers 7 track
−− strap (verb) – to hold something in place with a belt 4 wheels 8 three
−− inspect (verb) – to look at something very closely to
see if it’s OK
−− undercarriage (noun) – the body of a train
Ideas Focus
−− brake fins (noun phrase) – the part of a car, train, etc. • Ask students to work in pairs to discuss the questions
that makes it stop about roller coasters and encourage them to use their
−− sudden halt (noun phrase) – stopping very quickly own experiences to support their reasons.
−− stimulate (verb) – to pretend to do something • Go round the class monitoring students. Make a note of
• Read the words in the wordbank to students, then ask any mistakes in structure and pronunciation and go over
them to work in pairs or groups to label the photo.
x
8
Reading:
xxxxxx
Snap!
multiple choice, finding the best connections
Vocabulary:
words and expressions for playing games
Grammar: zero conditional,adverbs & other words to show sequence, modals of
obligation, modals for permission & possibilty
Listening: multiple-choice, listening for the answer
Speaking: asking & answering about a game, asking questions about games,
forming questions
Writing: instructions, sequencing, making suggestions & responding, making
suggestions
Unit opener Reading
g
• Ask students to look at the title and ask them to guess
what it means. (It’s the sound made when something
A
in
breaks apart suddenly or the action of jaws, for example • Ask students to look at the pictures and ask them
a couple of questions about them before students
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a crocodile’s, closing quickly to catch something. It is
also a card game where you have to quickly place a card complete the task. Prompt them as necessary:
−− Which game are people playing outdoors? (D)
a
on another before your opponent to win.) Ask students
to look at the photo and to describe what they see −− What game can just one person play? (C)
Le
without looking at the caption. (I see two boys. They are • Read the words in the yellow wordbank and then ask
wearing orange clothing. It looks traditional. I think they students to complete the task with a partner.
are inside a temple/place where you study religion.) • Give students one minute to do the task with their
ic
• Ask students to look at the caption and to explain what partner, then check answers as a class.
ph
hide-and-seek means. (It’s a game where you hide,

and another person tries to find you.) Ask students if Answers
they play this game with their friends (students’ own
a
A board game D outdoor game

answers). Ask students if they know where Cambodia is B card game E table game
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(Southeast Asia/Asia). C video game

• Ask students to tell you one or two other games they
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play, either by themselves or with a friend. Write their

responses on the board, and prompt them as necessary. B
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Try to elicit the following responses: • Ask students to look back at the pictures and to work
−− board games with a partner to answer the task question.
−− video games • Give students one minute to do the task with their
na
−− cards partner, then ask students to share their answers with

−− races the class. Encourage students to give reasons to support
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• Ask students if they like to play games with other their opinions.
people, or by themselves. Ask if they prefer to play
Answers
at
games indoors or outdoors. Encourage them to

give reasons.
N

• If students are interested, you can give them more
information about the photo from the background
information. C
• Ask students to work with a partner to find the number
Background Information of games Nico mentions in his text. Instruct students
Many young boys in Cambodia choose to become monks to circle the games so they can keep a better count of
at a very young age. There are two reasons for this. One is them.
when a child loses both his parents and he cannot live with • Give students one minute to find all the games, then
his siblings because his siblings can’t take care of him. The check answers as a class.
child will move into a pagoda, which is a building where • If time allows, ask students if they know these games
religious people live. The community there is willing and and if they play them often. If students do know a game,
able to take care of such a child. Another reason young ask them to describe it, and prompt them as necessary.
boys join is because their fathers were part of a pagoda (Does the game have cards? Is there a board? Do you
at one point in their lives, and so they show a genuine throw something? Do you write something down?)
interest in the religion. At the pagoda, the boys study
Buddhism and follow no less than 227 rules! It’s a caring, Answers
nurturing community, but of course, it is not all fun and
games, as the photo suggests. Scrabble, Pictionary, Uno, chess, Jenga, Charades,
Monopoly, Scissors-Paper-Stone

8 Snap!
Word Focus G
• Ask students to look at the words in red in the text and • Now ask students to complete the Exam Task. Ask them
to read the sentences they are found in again. to read the instructions and check that they understand
• Ask students to work in pairs to decide what each of what they have to do.
the words mean without looking at the definitions given • Give students one minute to do the task individually,
in the Word Focus box. Remind them that if they don’t then ask students to check their answers with a partner.
know the meaning of a word, they should look at the Then check answers as a class.
guess the meaning. Answers
1B 2A 3B 4C 5A
D H
• Ask students to work with a partner to answer the • Ask students to read the instructions and check that they
questions in the task. understand what they have to do.
• Give students one minute to complete the task with • Give students one minute to do the task individually,
their partner, then check answers as a class. Walk round then check answers as a class.
g
the room as they do the task to check that they are • If time allows, ask students to match the sentences with
in
doing it properly, and assist where necessary. a picture in A that the instruction could go with (1 – 1;
2 – 2; 3 – 1; 4 – 2; 5 – 1; 6 – 2).
Answers
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Answers
a
1 They chat, play music and play games.
2 because he only learnt to play last year
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1 in 2 between 3 from 4 in 5 on 6 on
3 when she can’t play Jenga
4 because they like to play games
Ideas Focus
ic
5 hat
6 He often lands on the Go to Jail square. • Explain to students that they are going to discuss
ph
7 He plays Scissors-Paper-Stone with his best some questions about games. Ask them to read the
friend. questions aloud.
8 To enjoy playing them with family and friends • Ask students to work in pairs to discuss the questions
a

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E asking and answering questions.
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• Ask students to work with a partner to answer the • Go round the class monitoring students to make sure
questions in the task. they are doing the task properly. Make a note of any
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• Give students one minute to complete the task with mistakes in structure and pronunciation and go over
their partner, then check answers as a class. Walk round them on the board when they finish.
the room as they do the task to check that they are
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doing it properly, and assist where necessary.

Vocabulary
Answers
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A
at
• Ask students to work with a partner to match the

instructions to the pictures.
N
F • Give students one minute to do the task with their

• Ask students to read the Exam Close-up and check that partner, then go over the answers as a class.
• Ask students what to look for in the answers if the Answers
subject is you or they see yours in the first line (I or we;
1C 2E 3A 4F 5B 6D
mine or ours) and how objects or things are referred to
(it or they). Remind students to look at the whole answer
after they choose it and to read it with the first line to B
check that it makes sense. • Ask students to read the instructions and check that they
• Ask students to complete the task on their own. Give understand what they have to do.
them one minute to complete the task, and then check • Give students one minute to do the task individually or
answers as a class. with a partner, then check answers as a class.
Answers Answers
1 I 2 This game 3 We 4 I 5 you 1e 2d 3a 4c 5b

C G
• Give students one minute to do the task individually or • Give students one minute to do the task individually,
with a partner, then check answers as a class. then check answers as a class.
underline the words that helped them find their answers Answers
(1 – cards; 2 – move, forwards, backwards; 3 – dice; 4 –
miss
It’s not fair; 5 – score, paper).
• Ask students to define the words that they did not use
and to use them in sentences of their own. Assign the Extra class activity
task as homework and ask students to volunteer to read If you like, assign the following verbs as homework and
their sentences during the next lesson. ask students to make word maps with four or more
branches. Remind them that they don’t all have to be
Answers game-related, but to have games and sports in mind:
1 shuffle 2 counter 3 roll 4 cheat 5 Keep −− win (a game, a match, money, a prize, etc.)
−− take (turns, place, a card, your time, etc.)
−− go (swimming, to school, again, back, etc.)
D −− have (a meal, fun, a bath, a go, etc.)
• Ask students to look at the picture in the task and ask −− do (sport, homework, your best, the dishes, etc.)
g
them what the marks mean. (They are scores.) −− get (the ball, tired, together, the bus, etc.)
in
understand what they have to do. H
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• Give students one minute to do the task individually or
• Ask students to choose a partner to do this task. Ask
with a partner, then check answers as a class.
a
students to read the instructions and check that they
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• Have one of the students be Student A and the other
1 Maya 2 Joe 3 Karima 4 Matt 5 Paul 6 Simona Student B. Student A will answer the questions with A,
ic
and Student B will answer the questions with Student B.
E • Once they are finished writing their answers, have them
ph
read out the dialogue, with each student reading their

• Ask students to read the instructions and check that they respective lines.
a

• Give students one minute to do the task individually, partner, then check answers as a class.
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Teaching Tip Answers
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You can assign as homework a task in which students write 1 play 2 playing 3 Shall 4 Why 5 sounds
out more cardinal numbers. Encourage them to use the
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numbers 1 to 9 as part of the numbers they choose to Ideas Focus

write out (forty-seventh, sixty-fourth, etc.), and to include
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numbers in the 100s and 1,000s. Encourage them to

include them in sentences that are meaningful to them. more questions about games. Ask them to read the
(My gran will have her eightieth birthday this year.) questions aloud.
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Answers support their reasons. Make sure students take turns

N
1 twelfth 4 twenty-fifth
2 twenty-first 5 four hundredth
3 thirty-second mistakes in structure and pronunciation and go over
F
Grammar
• Give students one minute to do the task individually, • Write ‘zero conditional’ on the board and explain
then check answers as a class. to students that they are going to learn about zero
• Ask students to go back through the sentences and to conditional sentences. Write these sentences on
circle the words that collocate with the answer (lost the the board:
game, miss a go, etc.). −− If you put water in a fridge, it becomes cold.
−− Things become hot if you put them in an oven.
Answers −− When you are thirsty, you have a drink.
−− You become full when you eat a big meal.
1 lost 5 misses
• Ask students what tense all the verbs are in (Present
2 miss 6 lose Simple). Point out that we can use if and when when we
3 lost 7 missed write zero conditional sentences. Ask students if these
4 misses 8 miss
8 Snap!
sentences tell us a fact, a future event or a wish (fact). • Give students one minute to do the task individually,
Tell students that we use zero conditional sentences to then check answers as a class.
state facts.
A Answers
• Ask students to read the instructions and check that they 1 After 2 After 3 Before 4 Before 5 While 6 while
understand what they have to do. verb; verb + -ing (present participle)
then check answers as a class. D
• Explain to students that there are other words to show
Answers sequence, but that we can’t rewrite the subject and verb
1 If you land on a blue square, you get another go. after them.
2 Games are fun if you follow the rules. • Ask students to read the task instructions and check that
3 When we are bored, we play a board game. they understand what they have to do.
4 You need to sit on a chair when the music stops. • Give students one minute to do the task individually,
B
g
Answers
in
understand what they have to do. 1 As soon as 2 until 3 eventually 4 At first; in the end
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then check answers as a class. E
a
Answers
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1a 2b 3a • Give students one minute to do the task individually,
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Teaching Tip
Answers
ph
Conditional sentences can be hard for students to

grasp. You can give students extra practice with the zero 1 eventually; in the end 2 until 3 At first 4 As soon as
a
conditional by assigning homework in which they write

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zero conditional sentences to state facts about the world

Now read the Grammar Reference on pages 165 & 166 (8.1
or the environment. Have them keep their sentences
& 8.2) with your students.
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simple, for example, If you stand outside in the rain, you

get wet. If water becomes 0°C, it turns to ice. Have them F
read their sentences in class and ask the other students • Ask students to read the task instructions and check that
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if they agree or disagree and to explain why. Also check they understand what they have to do.
that students have written true zero conditional sentences, • Give students one minute to do the task individually,
and not something that is more likely first conditional, for
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example, If you go out in the cold, you’ll get sick … and
NOT If you go out in the cold, you get sick. Answers
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C 1d 2f 3a 4b 5e 6c
at
• Before students begin the task, revise before, after

G
N
and while. Write these sentences on the board and ask

students which action comes first: • Ask students to read the task instructions and check that
−− Before I leave for school, I have breakfast. they understand what they have to do.
(have breakfast) • Give students one minute to do the task individually,
−− After I have breakfast, I brush my teeth. then check answers as a class.
(have breakfast) • If time allows, ask students to rewrite sentences using
−− I watch TV while I have breakfast. (both happen at the the wrong choices. (I always call my friends before I visit
same time) them …, etc.)
• Explain to students that before, after and while are
adverbs which show sequence, or the order of things. Answers
• Tell students that we can rewrite the subject and verb
1 visiting 3 plays 5 playing
after before, after and while to show only the verb in
2 ate 4 buying 6 leave
the -ing from. Cross out I leave for school in the first
sentence and I have breakfast in the second and third
sentences. Write leaving for school in the first sentence H
and ask students how to rewrite the second and third • Ask students to read the task instructions and check that
sentences (having breakfast). they understand what they have to do.
• Ask students to read the task instructions and check that • Give students one minute to do the task individually,
they understand what they have to do. then check answers as a class.

Answers Extra class activity
1 miss 4 as 7 In the end Have students write out a list of obligations, permissions
2 until 5 have 8 look after and possibilities that they exist in their home life.
3 don’t like 6 Don’t take Encourage them to use a variety of the modals presented
in the lesson. Ask students to read out their sentences
I in class and check that they have used the structures
properly. Alternatively, you can assign the activity for
• Before moving on to the task, revise modals of
homework.
obligation and modals for permissions and possibility.
Write the following on the board: Now read the Grammar Reference on page 166 (8.3 to 8.7)
Modals of Obligation with your students.
−− must/mustn’t −− have to/don’t have to
Modals for Permission & Possibility L
−− can/can’t • Ask students to read the task instructions and check that
• Revise the meanings of the headings to students. they understand what they have to do.
(Obligation means we do something and we don’t have • Give students one minute to do the task individually,
a choice. Permission means someone allows us to do then check answers as a class.
something. Possibility means there is a chance of doing
something.) Then say some example sentences for Answers
students to understand the meaning of the modals. (We
g
must go to school every weekday. We mustn’t talk in a6 b5 c3 d1 e2 f4
in
class. We have to study hard to do well. We don’t have
to study every single day. We can leave school when the M
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last bell rings. We can’t leave the classroom when we • Ask students to read the task instructions and check that
want. We can do maths if we learn how to do it.)
a
• Ask students to read the task instructions and check that • Give students one minute to do the task with a partner,
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they understand what they have to do. then check answers as a class.
then check answers as a class. Answers
ic
Answers 1 have to; D 3 mustn’t; E 5 can; C
ph
2 can’t; A 4 must; B
1 You mustn’t cheat in your exams!
a
2 You must only spin the wheel once.

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3 You have to tidy your room. It’s a mess!
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4 You don’t have to eat the whole pizza if you’re • Ask students to look at the title of the text, and ask
them to guess without reading the text what the game’s
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not hungry.
5 You have to wear a uniform. main activity is (to make words).
6 You mustn’t throw your litter on the ground. • Ask students to read the task instructions and check that
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J then check answers as a class.
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• Ask students to read the task instructions and check

that they understand what they have to do. Answers
io

then check answers as a class. 1 can 3 to 5 if 7 until
at
2 has to 4 When 6 While 8 can’t

Answers
N
• must; have to
• mustn’t Listening
• don’t have to
A
K • Before you start the task, explain to students that they
will be practising their listening skills.
• Ask students to look at the photos and to discuss them
with a partner.
partner, then go over their answers as a class.
Answers Answers
1 You can’t phone Natalie until you finish your
A table tennis/table game
lunch.
B pass the parcel/party game
2 I can’t go out because I’ve got no money.
C chess/board game
3 We can wear what we want to the school concert.
4 They can play if they read the instructions first.
• can
• can’t
8 Snap!
B −− How many answer choices does each question have?

• Read the names of the games in the yellow wordbank (three)
to students and explain the meanings of any unknown • Before you start the recording, ask students to look
words. over the answer choices so that they can get an idea
• Explain to students that they will hear five students of what to listen for. Remind them not to choose their
talking about some of these games. answers too quickly, as they will have a chance to hear
• Remind students they are only listening for the names the recording again.
of the games, and that there are some games in the • Play the recording entirely and when you finish, move on
wordbank that they will not use as answers. Play the to F.
recording and pause after the first question to check
that students have the correct answer. Continue with the Answers
recording, pausing if you like or letting it play entirely. 1C 2B 3C 4B 5A
• When you have finished the recording, ask students
to compare their answers with a partner, then check
F
answers as a class.
g
in
1 Trivial Pursuit 2 Battleships 3 Sardines 4 Cluedo a class.
5 Pass the parcel
rn
C
Speaking
a
• Explain to students that they will listen to the A
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conversations again, but this time, they will listen for the
• Explain to students that they are going to practise their
answers to the questions in B.
speaking skills in this lesson, in particular how to form
• Play the recording and pause after the first question to
ic
questions.
check that students have the correct answer. Continue
• Ask students to choose a partner and to discuss the
ph
with the recording, pausing if you like or letting it

photos together. Encourage them to give support for
play entirely.
their reasons.
• When you have finished the recording, ask students
a

to compare their answers with a partner, then check
partner, then ask them to share their answers with
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answers as a class.
the class.
Answers
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Answers
1 You throw a dice, and answer questions on a
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Trivial Pursuit; Bubble Bump

topic.
2 It’s a game for two players.
3 You can play it outside or inside. B
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4 It’s a game for nine-year-olds and up. • Ask students to read the task instructions and check that
5 It can take 15 or 20 minutes. they understand what they have to do.
io
• Before they begin, ask students to describe what a

‘general knowledge’ game is. (It’s a game where you ask
at
D
questions about different subjects.) Encourage students
N
to give reasons to support their answers.

that they understand what the information says. • Give students one minute to do the task with a partner,
• Ask students what they should do when they are then go over their responses as a class.
choosing answers during the listening (don’t decide
too quickly).
• Ask students to read the questions in the Exam Task
Answers
to themselves. Give them one minute to do so before Students’ own answers
moving on the the Exam Task.
C
Students’ own answers understand what they have to do.
E then go over the answers as a class.
Exam Task. Ask them to read the instructions and ask the
Answers
following questions: 1 Geography 4 Art & Literature
−− Who will you be listening to? (Ryan and his dad) 2 Entertainment 5 Science & Nature
−− How many questions are there? (five) 3 History 6 Sports & Leisure

Useful Expressions Suggested answers
Student A
Explain that these are phrases we use to ask questions
Where can you play?
about games.
How do you play?
• Encourage them to refer to these phrases when they do
How many people can play?
D, E and the Exam Task.
Is it boring?
D How long does the game take?
understand what they have to do. Student B
• Give students one minute to do the task with a partner, What kind of game is this?
then go over the answers as a class. How many people can play?
Does it need dice?
Suggested answers How old must you be to play? / What age must you
be to play?
1 Where; Sports & Leisure/History/Entertainment How much is it? / How much does it cost?
2 Which; Geography/Sports & Leisure/
Entertainment
Ideas Focus
3 How many; Sports & Leisure/Entertainment
4 Who; Sports & Leisure • Explain to students that they are going to discuss
some questions about learning. Ask them to read the
g
5 What; Art & Literature/Sports & Leisure
6 When; History/Sports & Leisure/Entertainment questions aloud.
in
rn
E support their reasons. Make sure students take turns
• Ask students to read the Exam Close-up box and check asking and answering questions.
a
that they understand what the information says. • Go round the class monitoring students to make sure
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• Ask students to work with a partner to come up with they are doing the task properly. Make a note of any
and ask questions about general knowledge. Ask them mistakes in structure and pronunciation and go over
to take a minute or two to come up with the questions, them on the board when they finish.
ic
then to take turns asking and answering the questions.
Go round the room, checking to make sure students are
Writing: instructions
ph
doing the task correctly.

a
then ask students to volunteer their questions for the A

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class. • Ask students to look at the Learning Focus. Read the

information aloud and check that students understand
Answers
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what it says.
• Ask students to give you some examples of sequencing
words (first, then, next, after that, finally, before, after,
lG
until).
F • Ask students what verb form we often use when giving
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• Now ask students to look at the Exam Task. Ask them instructions (imperative).
to read over the information and check that they • Ask students to look at the photos and to briefly say
understand what they have to do. what these people are doing (A – putting something in a
io
• Ask students to choose a partner, or choose a partner glass dish; B – building a house; C – cooking; D – getting
at
for them. Ask them to decide who will be Student A a snack).

and who will be Student B. Then ask them the following • Ask students to read the instructions and check that they
N
questions before you have them begin the task: understand what they have to do.
−− What will Student A do in Task 1? (look at some • Give students one minute to do the task individually,
information about a game in my toy shop) then go over the answers as a class.
−− What will Student B do in Task 1? (ask Student A
some questions about the game) Answers
−− What will Student B do in Task 2? (look at some
1C 2B 3D 4A
information about a party game)
−− What will Student A do in Task 2? (ask Student B
some questions about the game) B
• Ask them to begin the task and go round the classroom • Ask students to read the instructions and check that they
to make sure they are doing the task correctly. Make understand what they have to do.
a note of any errors students make in grammar and • Go round the class monitoring students to make sure
punctuation and go over those errors on the board after they are doing the task properly. Encourage students
they have finished. to share what instructions they had to follow and to use
sequencing words if possible. Go over any grammar and
pronunciation mistakes you hear on the board.
then ask students to share their responses with the class.

8 Snap!
Answers Answers
Students’ own answers 1 Let’s 2 How about 3 Why don’t
C F
• Ask students to read the instructions and check that they • Ask students to read the Exam Close-up box and check
understand what they have to do. that they understand what the information says.
• Give students one minute to do the task individually, • Ask students to look back at E. Ask them to tell you
then ask students to check their answers with a partner. what verb form comes after Why don’t we (bare
Then check answers as a class. infinitive), Let’s (bare infinitive) and How about
(-ing form).
Answers G
1 Before you begin, players must divide into two • Now ask students to read the Exam Task and check that
teams. they understand what they have to do.
2 After forming the teams, each team chooses an • Ask students what text is in the Exam Task (an email),
‘artist’. who wrote it (Rosie) and who received it (Megan).
g
3 The two artists throw a dice and take a word • Remind students to refer to the Useful Expressions and
in
card. encourage them to use one or two in their reply. Also
4 As soon as they take a word card, they have 60 remind students to watch their word limit.
rn
seconds to draw a picture. • Give students one to two minutes to do the task. Go
5 While the artists draw, the teams must guess. round the classroom to make sure they are doing the
a
6 The teams keep guessing until the 60 seconds task properly.
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are up. • When students finish, ask them to have a partner review
7 Eventually one team guesses correctly and scores their replies. Check that students have done their
a point. replies correctly.
ic
Suggested answer
ph
Useful Expressions
• Ask students to look at the Useful Expressions box. Hi Rosie,
a
Explain that these are phrases we use for sequencing Children like musical chairs. You can play hide-and-
instructions and to make and to respond to suggestions. seek outside. Coloured pens or balloons are easy
gr
• Encourage them to refer to these phrases when they do prizes for winners.
D and the Exam Task. I can help at 5 p.m.
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Megan
D
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• Ask students to read the instructions and check that they Teaching Tip
• Go round the room to check that students are doing Get your students into the habit of reviewing their writing
na
the task properly. Go over any mistakes they make in samples for language errors. Have them go back and
structure on the board. check the spelling, punctuation, capitalisation, structure
io
• Give students one minute to do the task individually and (for the correct phrases) and grammar (for the correct
then compare their answers with a partner. Then ask tenses) for every sample that they write. Additionally,
at
students to volunteer to read their rules for their game encourage them to check each of these points one at a
to the class. time. In other words, they should read their sample for
N
spelling errors, then read them again for punctuation

Answers errors, and so forth. If they try to catch everything in one
quick read-through, they are likely to miss errors.
E
• Ask students to look at these conversations and to say
where they would see them (a smartphone chat).
• Students can form pairs to complete the task.
Have students switch roles when they go from one
conversation to the next so that each student gets a
chance to answer a question. Encourage them to read
the lines aloud.

Video
8 Testing!
General Note from the background information.
The National Geographic videos are a terrific tool for Answers

getting your students acquainted with other cultures
while learning English. They contain genuine National Students’ own answers
understand everything in the videos in order to take While you watch
more on the visual content rather than the audio, and B
as such, students do not have to listen to answer every • Tell students that the video is quite short, but that there
question, but can simply watch what is happening. The will be words that they will not understand. Encourage
videos are also meant to inspire students to watch other them to make guesses for their answers and not to
programmes in English, such as television shows and worry if they are right or wrong.
English-language films, so that they can experience spoken • Ask students to read the instructions and check that they
English more often, as well as in their own free time. understand what they have to do.
g
Naturally, the more exposure they have to the language, • Encourage students to underline key words in each
in
the more quickly they will acquire it. question. Explain that they will need to listen for these
words to get the correct answer to the question.
rn
Toy companies work very hard to make sure their toys are Ask students to mark their answers and replay that part
a
safe for children. Of course, they also want to know if the of the video if necessary.
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toys they are creating are fun. Once they have tested the • Check answers as you go along, stopping the video for
toy for safety features, they will place adverts for parents each question and replaying the video as necessary.
who are interested in having their kids try out new toys.
ic
Companies give free toys to children for them to see how Answers
entertaining they are, and the children give their opinions
ph
and rate various features. In some cases, they give money 1 4 (01.18) 3 1 (00.04) 5 3 (01.00)
to the families as well. Some of the larger companies have 2 6 (01.58) 4 2 (00.58) 6 5 (01.31)
a
a ‘toy lab’ in which children can go to playrooms with their

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parents alongside and just play games all day. It’s not a After you watch
bad job!
C
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Before you watch • Before students read the summary, ask them to discuss
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A • Ask students to read the text without filling in any

• Explain to students that in this lesson they are going to answers at this stage to see if the ideas they mentioned
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watch a video about testing games. Ask students why are covered in the text. Also encourage them to think
they think game makers should test games (to see if about which part of speech is missing from each gap.
they work, to see if they are safe, to see if they are fun). • Ask students to repeat the words in the wordbank.
io
• Ask students to work in pairs or small groups to answer Correct their pronunciation where necessary.
the questions. • Ask students to do the task individually, but check
at
• Feel free to do the following pre-vocabulary practice answers as a class.

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words that appear in the video which they might not Answers
know the meaning of. Have them write down these
1 Toys 4 test 7 kilo
words in their notebooks, along with the definitions:
2 strong 5 eyes 8 run
−− coordination (noun) – how the parts of your body
3 children 6 plastic
work together
−− choke-able (adjective) – able to cause a person to
stop breathing if they put it in their mouth Ideas Focus
−− three-pronged clamp (noun phrase) – a device • Ask students to work in pairs to discuss the questions
with three metal pieces, and the pieces can grab about toys and playing outdoors and encourage
something and hold onto it them to use their own experiences to support their
−− dangle (verb) – to hang something so that it can reasons. Make sure students take turns asking and
swing freely answering questions.
−− eye socket (noun phrase) – the part of a head that • Go round the class monitoring students to make sure
holds the eye they are doing the task properly. Make a note of any
−− stuffing (noun) – the material inside a soft toy, which is mistakes in structure and pronunciation and go over
like cotton or wool them on the board when they finish.
−− rip (verb) – to come open by pulling
8Review 4 Snap!
Units 7 & 8
Objectives
−− glass round blue (round, blue, glass bottle)
• To revise vocabulary and grammar from Units 7 and 8. −− flat metal tiny (tiny, flat, metal object)
Revision • Write verbs in one column and phrases in another
column and ask students to come to the board and
• Revise for the review the day before using the
draw lines to form collocations. Then ask students to
vocabulary and grammar revisions below. This will also
write sentences using the collocations.
give students a framework for revising at home.
−− spin at a game
• Explain to students that they will do a review and explain
−− move a game
how the reviews will work. There will be one review after
−− cheat in a phone
every two units in Close-up A1+. Tell them that Review
−− draw off a light
4 will cover the vocabulary and grammar from Units 7
−− plug a wheel
and 8.
−− win at a screen
• Stress to students that the review is not an exam. Explain
−− switch a counter
that they will complete the review mostly on their own,
−− look a card
but they will be able to ask you for help, to compare
(spin a wheel, move a counter, cheat at a game, draw
answers with a partner, and to use their books to find
g
a card, plug in a phone, win a game, switch off a light,
answers.
in
look at a screen)
• You can administer the review however you like. You
• Start two word maps on the board with miss and lose.
can go through each question one by one, ask students
rn
Put lines with gaps for four phrases each. Ask students
to complete answers, then check answers as a class.
to come to the board and to write one phrase. When
You can allow them to do entire exercises, then check
a
you have finished, ask students if they can think of any
answers as a class. You can split the vocabulary and
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other phrases with miss and lose (miss – the bus, family,
grammar sections into two parts, giving students 10 to
a ball, a goal, school, work, a meeting; lose – a game; a
15 minutes to do each part. You can let them do the
match; a go; an object; an item).
entire review on their own and check answers at the end,
ic
if they are comfortable with that. If you decide to do • Tell students to revise cardinal numbers and to be able
to write them out up to 100.
ph
that, remind students in the middle of the review how

much more time they have left.
• Encourage students to guess at answers they do not Grammar Revision
a
know, and not to leave any gaps blank.

gr
• Ask students to come to the board and to write the

• When students complete the review, check the answers
superlative form of these adjectives. Then ask them to
as a class. Do some extra task work on the board for any
eo
write other superlative adjectives that are formed in

areas that students seem to be having trouble with.
a similar way to these, such as changing a -y to -iest,
Vocabulary Revision doubling consonants and adding -est, and adding
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• Ask students the following questions and write their most and not changing the adjective. Ask students to
answers on the board. write sentences in their notebooks using some of these
superlative adjectives:
na
−− When we use computers, what do we look at?

(computer screen) −− tall (tallest)
−− When we change a TV channel, what do we use? −− small (smallest)
io
(remote control) −− far (farthest/furthest)

−− good (best)
at
−− What do we plug our phones into when the battery

is low? (phone charger) −− bad (worst)
N
−− What do we put in our ears to hear music? −− hot (hottest)

(earphones) −− easy (easiest)
−− What do we use to make calls and use the internet? −− important (most important)
(smartphone) • Ask students to tell you the correct form of the verb
−− What do we use to open a door? (door handle) get for each gap in these sentences. Ask them to tell
• Ask students to tell you the order of adjectives. Write you the name of the form that it is in. Tell students to
the order on the board as they tell you and ask other revise how we write verbs after after, before, while and
students if they agree (size, shape, colour, material). use/used to/for.
Then ask students to write the following adjectives in This device is used to ____ directions. (get, infinitive
order and to choose a noun to go with them. form)
−− square wooden big (big, square, wooden table) This device is used for ____ directions. (getting, -ing
−− white small plastic (small, white, plastic box) form)
We use this device to ____ directions. (get, infinitive
form)
After ____ directions, they drove to Helen’s house. (get,
-ing form)
While ____ directions at a shop, it started to snow. (get,
-ing form)

Before we ____ directions, we’ll call to see if Helen’s • Have students try to choose answers using the
home. (get, Present Simple) underlined words only, and encourage them to read
• Ask students to tell you what kind of sentences these the whole sentence to check that they have the
are (zero conditional), what we use them for (to state correct answer.
facts), what verb forms we use (Present Simple) and
what words we use to show that it’s a conditional Answers
sentence (if and when). Tell students to write four zero 1 cheat 4 shuffle 7 wins
conditional sentences in their notebooks to revise 2 keep 5 deal
the grammar. 3 turn 6 Roll
−− If I have homework, I always do it before dinner.
−− Mum makes chicken soup if I don’t feel well.
−− My dog makes a lot of noise when he’s scared.
D
−− When the weather is nice, Bella sits outside. • Ask students to underline the word phrases that follow
• Ask students what modals we use for obligation (must, each gap. Then have them choose their answers using
mustn’t, have to, and don’t have to). Ask students the underlined words only.
what modals we use for permission and possibility • Encourage students to read the whole sentence to
(can, can’t). Ask students what auxiliary words we use check that they have the correct answer.
to write predictions (will and won’t). Ask students to
use the phrases below to write sentences according to Answers
function in brackets.
g
1 missed 3 miss 5 misses
−− study for an exam (obligation) 2 lost 4 lose 6 missed
in
−− not chew gum in class (obligation)
−− show up early to the party (not necessary)
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−− not go out before 9 (lack of permission) E
−− go ice-skating for your birthday (possibility) • Tell students that when they write their numbers,
a
−− win tomorrow’s big game (prediction) they should look at the endings of the numbers in
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−− not live on Mars (prediction) brackets and check that they have used that ending in
their answer.
Vocabulary • Encourage students to go back and check that they have

ic
spelt their answers correctly and that they remembered
to use hyphens when the number is two words.
ph
A
• Ask students to go through the parts of the sentences Answers
a
in the left column and to underline words that they think

1 fifty-fifth 2 third 3 seventy-first 4 fifteenth 5 thirtieth
gr
will help them choose their answers. Then ask them to

choose answers from the right column using only the
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Grammar
underlined words.
• Encourage students to read the whole sentence to
check that they have the correct answer.
lG
A
Answers • Remind students to think about the rules of forming
na
1c 2e 3d 4a 5b superlatives when they write their answers: if they need

to change the -y, double a consonant, use most or use
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an irregular form.
B • Encourage students to go back and check that they have
at
• Ask students to make a note to the side of the exercise spelt their words correctly.
what order the categories of adjectives go in. Have them • Tell students to look back at AE on page 88 and
N
double check that the order is correct. Grammar Reference 7.1 on page 165 for a reminder if
• Have them use that as a guide when they are they need to.
completing the sentences. Encourage them to read
the whole sentence to check that they have the Answers
correct answer.
1 the longest, the 5 the most interesting
Answers biggest
2 the best
6 The worst
7 the furthest, the
1 round, black, plastic 4 small, round, orange 3 the scariest nearest
2 big, long, wooden 5 tiny, oval, glass 4 the most useful 8 the most dangerous
3 big, white, metal
B
C • Ask students to underline the phrases before the gap
• Ask students to go through the sentences and see if that will help them choose the answer. Have them try to
there are any key words they can underline, such as a complete the gaps using just those underlined phrases.
noun phrase that follows the answer choices. • Encourage students to go back and check that they have
spelt their answers correctly and that they remembered
to use hyphens when the number is two words.

8
• Tell students to look back at J–K on page 89, C–D on
page 100, Grammar Reference 7.1 on page 165 and
Grammar Reference 8.2 on page 165–166 for a reminder
if they need to.
Answers
1 picking 3 improve 5 playing
2 look 4 spin 6 reading
C
• Ask students to circle if and when in the sentences. Ask
them to think about what tense we use for this type
of sentence.
• Ask students to underline the words in the sentences
that help them choose the right words.
g
in
they need to.
rn
Answers
a
1 listen; travel 3 eat; go 5 reads; has
2 misses; calls 4 is; take 6 cries; loses
D
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ic
• Ask students to read the sentences and decide if there is
a function of obligation, a lack of obligation, permission,
ph
a lack or permission, possibility or prediction in the

sentence. Ask them to write down the function.
a
• When they choose their answers, encourage them to

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compare with the function they wrote down to check if

they were correct.
eo
• Tell students to look back at I–K on page 101, Grammar

Reference 7.3 on page 165, and Grammar Reference
8.3–8.7 on page 166 for a reminder if they need to.
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Answers
na
1 mustn’t 5 Can
2 has to 6 have to
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3 will 7 won’t
4 can’t 8 can’t
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x
9
Reading:
xxxxxx
In The Extreme!
multiple-choice, comparing the options
Vocabulary:
words for sports and sporting equipment, prepositions, adjectives
and adverbs, multiple-choice sentences, choosing the missing word
Grammar: present perfect (1), first conditional, multiple-choice cloze, checking
for the parts of a tense
Listening: multiple-choice, focusing on specific information
Speaking: asking & answering about an extreme sports class, asking for & giving
details
Writing: a blog, thinking about your readers, using adjectives, looking back &
checking
Unit opener • Ask students to match the photos with the correct name
of the sport. Then have them compare their answers
g
• Ask students to cover the caption and to guess what with a partner, and also discuss the questions in the task.
in
this is a photo of (a volcano). Prompt them as necessary. • Give students one minute to complete the task, then
Ask them to look at the caption and to tell you where discuss answers as a class.
rn
it is (Mauna Ulu, Hawaii). Ask them what they think the
man is doing in the photo. (He’s studying the volcano.) Answers
a
Ask them what they think a geologist is (a person who
1C 2F 3D 4A 5B 6E
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studies things about the Earth mainly recorded on rocks).
(Odd one out: Open to students’ suggestions. The
• Ask them to look at the title and to say briefly what
banana boat is a group activity, and doesn’t require the
they think it means. Encourage them to guess (to do
ic
skill and practice that the other sports do. It doesn’t
dangerous, scary or exciting things).
need special equipment apart from the banana and
• Ask them if they can name something that is an extreme
ph
life jacket. Soapbox racing is also a possibility. It’s less

thing to do in sport. Prompt them as necessary and write
dangerous as the soapbox travels slowly.
what they say on the board, providing proper phrases
a
where possible (jump out of a plane/do skydiving, jump

B
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off a bridge/do bungee jumping, jump off a building/do

BASE jumping, go surfing/windsurfing, climb mountains/ • Read the words in the yellow wordbank to students and
eo
do mountain climbing, ride a motorcycle/do motorcycle explain any unfamiliar meanings.

racing, go skiing/scuba diving, etc.). • Have students work with a partner to do the task. Once
• Explain to them that they will learn about extreme they have finished the task, have them use the example
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sports in this unit and they will learn about what kinds sentences and the words in the wordbank to describe
of things we use in these sports to stay safe while the photos in A. Encourage them to use comparative
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doing them. If students are interested, you can give adjectives to say what they think about the sports in A.
them more information about the photo from the (I think kitesurfing is more exciting than
background information. paragliding. I think ice climbing is more dangerous
io
than snowboarding.)
at
• Go round the room to check that they are doing the task
Mauna Ulu is a volcano of the Hawaiian Islands, located properly. Give them one to two minutes to complete the
N
on the big island of Hawaii. It is a part of the Hawaii task, then discuss their answers as a class.
Volcanoes National Park. Mauna Ulu is not currently an
active volcano. It started to erupt in 1969 and continued Answers
to erupt until 1974. It was one of the longest periods
in over 2,000 years that a single volcano erupted dangerous; exhausting; frightening; exciting
continuously. During this time, it spewed 350 million Possible answers: It’s a sport that is exciting.
cubic metres of lava! The name of the volcano means ‘the It can be exhausting and dangerous.
growing mountain’, and it’s not hard to understand how it
got that name. One of the fountains of lava that came out C
of the volcano was almost 540 metres high. That’s over • Ask students to work with a partner to complete the
half a kilometre! Observing the volcano during this time task. Ask them to read the instructions and check that
could certainly be classified as an extreme sport. they understand what they have to do.
• Go round the room to check that students are doing the
Reading
task properly. Give them one minute to complete the
task, then discuss their answers as a class.
A Answers
• Ask students to look at the photos and ask them if any Students’ own answers
of the photos are like the sports they talked about in the
Unit opener (students’ own answers).
93
9 In The Extreme!
D • Give students one to two minutes to complete the task,

• Ask students to read the instructions and check that they then check answers as a class.
understand what they have to do. • Go through each question and ask students to
• Give students one minute to complete the task, then explain briefly why the wrong answers were wrong
discuss their answers as a class. (1 – two hours was how long it took her to get back,
• If time allows, ask students to explain how they decided snowboarding is just what she usually competes in; 2 –
that the texts were an advert, blog, etc. (Text 3 is an she was only happy after she did it, the mountain was
advert because it’s selling a holiday. Text 1 is a blog moving quietly, that doesn’t mean she was quiet; 3 –
because it’s got a post date and it’s a first-person story/ soapbox cars don’t need motors, the picture shows a car
narrative. Text 4 is a newspaper article because it’s got with four wheels; 4 – the classes aren’t free, the hotel will
Printed News at the top and the article has got a title. not be free; 5 – the hotel is just where you’re staying, the
Text 2 is a leaflet because it’s got a small notice about holiday is in Mozambique; 6 – she just won one medal,
an event.) but she has more than one, the text doesn’t say she has
three; 7 – the text doesn’t say she was at school, she
Answers took up hand cycling before she was hit by a car).
3 – kitesurfing Answers
g
1 – wingsuit flying
1b 2a 3c 4b 5a 6b 7c
in
4 – hand cycling
2 – soapbox racing
rn
H
E • Ask students to read the instructions and check that they
a
• Ask students to look back at the texts and to decide understand what they have to do.
Le
which sport the sentences describe. • Give students one minute to complete the task
• Give students one minute to complete the task, then individually, then discuss their answers as a class.
ask them to compare their answers with a partner. Then
Answers
ic
ph
1 round 2 on 3 down 4 up 5 off

Answers
Ideas Focus
a
1 Soapbox racing 4 Wingsuit flying

gr
2 Kitesurfing 5 Hand cycling • Explain to students that they are going to discuss some
3 Hand cycling 6 Soapbox racing questions about extreme sport. Ask them to read the
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questions aloud.
Word Focus • Ask students to work in pairs to discuss the questions
lG

to read the sentences they are found in again. support their reasons. Make sure students take turns
• Ask students to work in pairs to decide what each of asking and answering questions.
na
the words mean without looking at the definitions given • Go round the class monitoring students to make sure
in the Word Focus box. Remind them that if they don’t they are doing the task properly. Make a note of any
io

whole sentence and the other words around it to try to them on the board when they finish.
at
guess the meaning.

• Discuss the Word Focus box as a class and ask students Vocabulary
N

F A
• Ask students to read the Exam Close-up box and check • Ask students to look at the photos and to guess what
that they understand what it says. sport the people are doing (climbing/ice climbing,
• Ask students what they should do with the options scuba diving).
they don’t choose in multiple-choice comprehension • Ask students to read the instructions and check that they
questions (check that they know why they are wrong). understand what they have to do.
• Ask students to read the Exam Task carefully. Ask them • Give students one minute to complete the task
what it wants them to do (to read the texts about the individually, and check answers as a class.
four sports and answer seven questions).
G
Answers
• Now ask students to complete the Exam Task. Before 1 scuba diving 4 skateboarding
they begin, ask them to go through the questions and 2 skiing 5 ice climbing
decide which questions go with which texts. Explain 3 surfing 6 skydiving
to them that the questions will be in order of the texts
(Questions 1 and 2 go with Text 1; Question 3 goes with
Text 2; Questions 4 and 5 go with Text 3; Questions 6
and 7 go with Text 4).
B • Ask students to go back through the sentences and to
• Ask students to read the instructions and check that they underline the words that their answers go with.
understand what they have to do. • If time allows, encourage students to create sentences
• Give students one minute to complete the task using the words they didn’t choose in the task. You can
individually, and check answers as a class. Explain any do this in class or assign it as homework.
unfamiliar words in the sentences when the students
have completed the task. Ask them what they think a Answers
word means before you explain it to them. 1 easy 5 dangerous
2 brave 6 slowly
Answers 3 noisily 7 good; well
1 sticks 4 Knee pads; elbow 4 badly
2 Flippers pads
3 parachute 5 crampons F
6 wetsuit • Ask students to read the Exam Close-up box and check
that they understand what it says.
Teaching Tip • Ask students what they should do when they see gaps in
sentences in where the sentence is missing a word (try to
Encourage students to write out a comprehensive list of
guess what word goes in the gap without looking at the
compound nouns in their notebooks, and to make two
answer choices).
columns for the list: one for one-word compound nouns,
g
• Ask them to cover up the answer choices in the Exam
such as swimwear, skateboarding and skydiving; and one
in
Task and to read the sentences and try to guess what
for two-word compound nouns, such as ice climbing,
word goes in each gap.
scuba diving and knee pads. Encourage them to go back
rn
• Ask them to compare their answers with a partner, then
through the Student’s Book where they learnt compound
move on to the Exam Task.
nouns and to add those nouns to the list. Encourage
a
them to refer to the list whenever they wonder whether a G
Le
compound noun is written as one word or two. • Ask students to read the Exam Task instructions and
check that they understand what they have to do. Ask
C students what the sentences will be about (Oscar’s
ic
• Ask students to read the instructions and check that they bungee jumping experience).
ph
understand what they have to do. • Ask students to read the instructions and check that they
• Give students one minute to complete the task understand what they have to do.
individually, and check answers as a class. • Give students one minute to complete the task
a
individually, and check answers as a class. Ask students if

gr
Answers any of the words that they guessed before they did the
task were the answers.
eo
1 off 4 into
2 over
3 down
5 into
6 out of
Answers
lG
1C 2C 3B 4B 5A
D
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• Briefly revise -ed and -ing adjectives. Write these Ideas Focus
sentences on the board and explain that -ed adjectives • Explain to students that they are going to discuss some
io
describe how we feel, and we use -ing adjectives to questions about doing sport. Ask them to read the
describe things: questions aloud.
at
−− Jill is excited to go skiing. • Ask students to work in pairs to discuss the questions
−− Jill thinks skiing is an exciting sport. and encourage them to use their own experiences to
N
• Ask students to read the instructions and check that they support their reasons. Make sure students take turns
understand what they have to do. asking and answering questions.
• Give students one minute to complete the task • Go round the class monitoring students to make sure
individually, and check answers as a class. they are doing the task properly. Make a note of any
Answers them on the board when they finish.
Grammar
2 a – exciting b – excited
3 a – boring b – bored
4 a – frightening b – frightened
• Write these sentences on the board and ask students
5 a – interested b – interesting
which sentence talks about an action that happened at a
6 a – disappointed b – disappointing specific time, and which sentence talks about an action
that happened at some time in the past, but we don’t
E know when:
• Ask students to read the instructions and check that they −− I swam in the sea yesterday. (happened at a
understand what they have to do. specific time)
• Give students one minute to complete the task −− I have swum in the sea before. (happened at some
individually, and check answers as a class. time in the past, but we don’t know when)

9 In The Extreme!
• Ask students to observe the verb forms in each sentence Extra class activity
and to describe them briefly. (In the first sentence, swim
Now would be a good time to encourage your students
is in the Past Simple. In the second sentence, we can see
to make a much larger table of verbs with the Infinitive,
the verb have and swim is swum.)
Past Simple and Past Participle forms. Encourage them to
• Revise the Present Perfect in the different numbers and
first make a long list of verbs that they know, and then to
persons using the verb above and with any other verb
go back and complete the other two forms. When they
you see fit (go, do, make, etc.), and explain what we use
have completed a long list with all the forms, ask them
the Present Perfect for (to talk about things we did in
to copy the list of verbs in the infinitive on another piece
the past but without saying when we did it). Tell students
of paper and to complete the other forms from memory.
that the form of the verb that swim is in when it is swum
Have them keep their main list on a special page in their
is the Past Participle and that we form the Present
notebooks and encourage them to add verbs as they
Perfect by writing the correct from of have and the Past
learn them. Give awards at the end of the year for who
Participle of the main verb.
has the longest list!
A
• Ask students to read the instructions and check that they D
understand what they have to do. • Briefly revise ever and never to say that we sometimes
g
• Give students one minute to complete the task use these words when we use the Present Perfect.
individually, and check answers as a class.
in
We say ever if we want to know if someone has done
something at least one time. We use never to say we
Answers
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have not done something one time, and we use it to
stress that we have not done this thing.
Students should underline the following words:
a
1 I’ve glided
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2 He has climbed
3 She’s swum
4 I have never been
ic
Answers
ph
B
1
A: Have you ever flown in a helicopter?
a

B: Yes, I have.
gr
A: Where did you go?

B: I flew over the city of New York last year.
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Answers A: Did you like it?

B: Yes, it was really exciting!
lG
1 has/have 2 ’ve 3 glided/climbed 4 swum/been 2

A: Has she ever won a competition?
C B: No, she hasn’t. She’s never won anything!
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understand what they have to do. E
io
• Give students one minute to complete the task • Ask students to read the instructions and check that they
individually, and check answers as a class. understand what they have to do.
at

Answers
N
individually, then ask them to compare their answers

with a partner. Then check answers as a class.
Answers
1 Present Perfect 2 Past Simple 3 ever 4 never
Infinitive Past Simple Past Participle 5 Present Perfect
be was / were been
go went gone Now read the Grammar Reference on page 166 (9.1) with
your students.
have had had
see saw seen F
swim swam swum • Ask students to read the instructions and check that they
fly flew flown understand what they have to do.
run ran run • Give students one minute to complete the task
win won won
meet met met
break broke broken

Answers J
1 have run 4 have climbed understand what they have to do.
2 have cycled 5 hasn’t flown • Give students one minute to complete the task
3 has jumped 6 haven’t sailed individually, then check answers as a class.
G Answers
• Ask students to read the instructions and check that 1a 2b 3a
they understand what they have to do. Ask students to
choose a partner and to do the task as Student A and Now read the Grammar Reference on page 166 (9.2) with
Student B. Encourage them to read the lines aloud. your students.
• Give students one minute to complete the task with
their partner, then check answers as a class. K
1 broken; break; broke 2 met; meet; met individually, then ask them to compare their answers
3 climbed; run with a partner. Then check answers as a class.
H Answers
g
in
1f 2b 3a 4e 5c 6d
rn
L
a
Le
1 Have you ever swum in a river? with a partner. Then check answers as a class.
ic
2 Has your country ever hosted the Olympic • Ask students what the problem was with the if clauses
games?
ph
in these sentences. (All the verbs had will, when they

3 Have you ever met a famous person? should be Present Simple.)
a
I Answers
gr
• Before beginning the task, revise zero and first 1 If you will eat your vitamins, you will stay healthy.
conditional sentences. Write these sentences on the 2 If they will wear a helmet, they will protect their
eo
board and ask students to try to explain the difference. heads.

Ask students to guess which is a zero conditional 3 We will go skiing if you will come with us.
lG
sentence, and which is a first conditional sentence: 4 If you will jump, your parachute will open.
−− If you finish first, you win the gold medal. (This is a 5 They will win if they will run fast.
fact; zero conditional)
na
6 You will enjoy this sport if you will try it.

−− If you train really hard, you’ll win the gold medal.
(This is something that is possible, but not for certain;
M
io
first conditional)
• Explain to students that we use first conditional • Ask students to read the Exam Close-up box and check
at
sentences to talk about possible situations. Ask them to that they understand what the information says.
look back at the first conditional sentence and describe • Ask students what auxiliary words they should look for in
N
the verb structures of the two verbs (the verb with if is in order to check for parts of a tense (do, will, have).
the Present Simple, and the verb without if is will + the • Ask students to cover the answers in the Exam Task and
main verb). to read the text and try to guess what word goes in each
• Ask students to read the instructions and check that they of the gaps.
understand what they have to do. N
individually, then check answers as a class. • Now ask students to read the instructions in the Exam
Task. Ask them what the article is about (fat biking).
1 If he has time, he’ll teach you how to surf. with a partner. Then check answers as a class.
2 If you don’t wear gloves, your hands will get cold. • Ask students to look back at the words that they chose
3 I’ll buy a skateboard if I win some money. before they completed the task to see what verbs
4 You won’t fall if you are careful. they chose correctly without looking at the answer
5 We won’t go rock climbing if the weather is bad. choices first.
6 If you enjoy surfing, you’ll love kitesurfing.
Answers
1B 2C 3A 4C 5A 6C 7B 8A 9C

9 In The Extreme!
Teaching Tip • Play the recording and pause when one of the speakers
gives their opinion about a sport. Ask students to
Encourage students to get into the habit of skimming
make notes in their charts. They do not have to write in
through the short texts they encounter in the Exam Tasks
complete sentences.
and other task types to get the general idea of the text
• Continue to play the recording, and when you have
before they attempt the task. They should also try to find
finished, play the recording again and ask students to
out what kind of text it is and if it’s about the past, the
check their answers. Then check answers as a class.
present or the future. Usually, a personal story/narrative
is about the past, informative texts are about the present,
and plans and intentions are about the future. This might Answers
help them complete the gaps more easily. Mermaid Trapezing Zorbing
swimming
Listening positive not expensive energetic/fun

good exercise like flying
can do it in
many places
A net to catch fun at parties
you great way to
• Before you start the task, explain to students that travel
g
they are going to practise listening skills, in particular,
in
focusing on specific information. negative not sure if dangerous can’t see
• Ask students to read the instructions and check that they boys can do expensive where you
rn
understand what they have to do. it need special are going
• Go round the class, checking that students are doing the need a special equipment
a
task properly. Make note of any mistakes they make and costume so not easy
Le
go over them on the board when they have finished. need to be a to find a place
• Ask students to share their findings with the class. confident that teaches
swimmer this
Answers
ic
ph
Students’ own answers D

B
a

gr
• Explain to students that they are going to hear some • Give students one minute to do the task with a partner.
descriptions of sports. Ask them to look over the sports, Go round the room checking that students are doing
the task properly. Go over any mistakes that they make
eo
but don’t explain the meanings. Encourage students to

guess based on the information they hear. in grammar and pronunciation on the board when
• Play the recording and pause after the first description. they finish.
lG
Ask students to mark their answers but not to share their

answers with others. Answers
• Continue with the recording and when it has finished,
na

ask students to compare their answers.
• Ask students to say what helped them choose their
io
answers. (The first description mentioned ‘orbs’, which E

seemed to match ‘zorbing’. The second description • Ask students to read the Exam Close-up box and check
at
mentioned acrobats and swinging. The third description that they understand what the information says.
mentioned swimming, which matched ‘mermaid
N
• Ask students what they should look at in order to focus

swimming’. Through a process of elimination, you on the details while they are listening to the recording
could understand that the second description matched (the answer options).
‘trapezing’.) • Ask students to read the Exam Task. Ask them to
describe briefly the type of options that are in each
Answers question (1 – type of sport; 2 – how wide something is;
3 – a description of a fat bike; 4 – a place; 5 – a price).
3, 2, 1
F
C • Now explain to students that they are going to do the
• Explain to students that they are going to hear two Exam Task. Ask them to read the instructions and check
students talking about the sports they heard in B. that they understand what they have to do.
Ask them to read the instructions and check that they • Before you play the recording, remind students that they
understand what they have to do. will hear the recording a second time, so if they are not
• Explain to students that as they listen, they should sure of an answer, leave the question blank and listen for
make notes about what they hear. Have them listen for the answer during the second listening.
positive and negative words and how students use them • Play the recording, and when you have finished, move
to talk about the sports. on to G.

1C 2B 3B 4A 5C • Give students one minute to complete the task
G
Answers
answers with a partner. 1 The course starts on 4th February.
• Then check answers as a class. 2 Yes, we do.
3 The classes are at 8.45 a.m.
Teaching Tip
4 There are 12 people in each class.
Encourage students to go online and find videos made 5 The course costs £75.
for children. Such videos will have a language content that 6 Yes, you can – on the website.
they might be able to manage and learn from. Encourage
them to find videos about fun activities, sport, arts, nature
or anything they find interesting. Encourage them to D
make notes while they watch, to write down any unknown • Ask students to read the Exam Close-up box and check
words, to check with a dictionary for the correct spelling, that they understand what the information says.
and to watch the video again until they understand all of it. • Ask students to practise the dialogue in C with a partner.
Go round the class, checking that students are doing the
task properly.
g
Speaking Answers
in
A
rn
• Ask students to look at the photo and ask them what
a
sport these people are doing (cycling, doing jumps with E
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their bikes). • Ask students to read the Exam Task and check that they
• Ask students to choose a partner and ask and answer understand what they have to do.
the questions in the task. • Ask students to choose partners, or you can assign
ic
• Go round the class, checking to see that students are partners so that students can get used to practising with
doing the task properly. You can go over any mistakes different partners.
ph
in grammar and pronunciation on the board when they • Ask students what Student A will do in the first task
have finished, or you can wait until the end of the lesson (answer Student B’s questions about joining an extreme
a
to go over all the mistakes they make during various sports class) and in the second task (ask Student B
parts of the speaking lesson.
gr
questions about taking up an extreme sport) and

• When students have finished the task, ask them to share what Student B will do in the first task (ask Student A
the questions that they wrote with their partner.
eo
questions about joining an extreme sports class) and the

second task (answer Student A’s questions about taking
Answers up an extreme sport).
lG
Students’ own answers • Go round the class, checking to see that students
are doing the task properly. Go over mistakes in
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grammar and pronunciation on the board when they

Useful Expressions
have finished.
io
Explain that these are phrases we use to ask for and

give details.
Suggested answers
at
• Encourage them to refer to these phrases when they do Student A:

the rest of the exercises in the lesson. What sport do you do?
N
When do you go?

B Where do you go?
• Ask students to get with their partners again to do the Do you enjoy it?
task. Ask them to read the instructions and check that Who do you go with?
they understand what they have to do. What equipment do you need?
• Give students one minute to do the task with their Student B:
partner. Go round the class, checking to see that What extreme sport do you teach?
students are doing the task properly. Do you have beginner classes?
What time are your classes?
Answers How many students are in a class?
How much does it cost?
What equipment do I need?
C
Ideas Focus
• Ask students to look at the title of the advert and
explain briefly what it means. (High life refers to doing
about sport and encourage them to use their own
trapeze. A trapeze performer does their performance up
experiences to support their reasons. Make sure
high.)

9 In The Extreme!

Answers
them on the board when they finish. amazing; confused; tiring; disappointed
Writing: a blog Useful Expressions

A Explain that these are phrases and sentences which
use adjectives to talk about how we feel or how to
• Ask students to look at the Learning Focus and check
describe something.
• Encourage them to refer to these phrases when they do
• Ask students these questions about blogs:
E and the Exam Task.
−− Where do we see blogs? (online)
−− Who writes them? (Any person can write them.) E
−− What can you compare a blog to? (a diary) • Explain to students that they are going to write a short
−− What is the structure of a blog? (It’s got short blog about walking in their city.
paragraphs with headings and subheadings.) • Encourage them to think of a title and headings so that
• Ask students to read the blog and match the parts of they can organise their information more easily. Remind
g
the blogs with the labels in the task. them to refer to the Useful Expressions to give them
in
• Give students one minute to complete the task, then some ideas about how to describe things and feelings.
check answers as a class. • Go round the class and check that students are doing
rn
the task properly. Make a note of any mistakes students
Answers make and go over them on the board when they finish.
a
1f 2a 3b 4e 5c 6d • Ask students to read their blogs and give comments and
Le
opinions about others’ blogs as well.
B
Answers
ic
understand what they have to do. Students’ own answers
ph

individually, then check answers as a class. Teaching Tip
a
Encourage students to start a real blog of their own.

Answers
gr
When they have completed an entry, have them send you

1 -ed;tired 2 -ing;interesting 3 interesting the link so you can review it. Remind them to be mindful
eo
of what they say in the blog, as anyone can see it. But
encourage them to have fun with it, to be positive, to
C
provide solutions for any problems they feel the need to
lG
• Ask students to read the instructions and check that they express, and to keep updating it throughout the year. Also
understand what they have to do. encourage them to share their blog with their classmates,
na
friends and family.

F
io
at

-ed -ing • Ask students what often happens when we write things
N
interested interesting in a hurry. (We make mistakes.)

shocked shocking • Ask students to look back at their blogs and to check
the spelling of their words. When they finish, ask them
surprised surprising
to switch blogs with a partner to see if their partner can
tired tiring find any mistakes that they might have missed.
excited exciting
disappointed disappointing
G
amazed amazing • Explain to students that they are now going to do the
Exam Task. Ask students to read the instructions and
D • Ask students what two texts they are going to read
(a poster and a blog) and what text they are going to
complete (a student’s certificate).
• Give students one minute to complete the task, and
• Ask them some questions about the blog, such as what
the title means (someone is writing about something
new that they did) and what it is about (urban walking).
Answers
with a partner. Then check answers as a class. 1 10; 2 scuba diving; 3 Pelican Diving Centre (Rosario
100 SAMPLE COPY, NOT FOR DISTRIBUTION Islands); 4 31st May; 5 Bernie Anderson
Video
9 Extremely Spectacular
getting your students acquainted with other cultures Suggested answers
I feel nervous/worried/scared/excited. It’s a challenge/
adventurous. I climbed this rock because I love
climbing/the views are fantastic.
as such, students do not have to listen to answer every While you watch
question, but can simply watch what is happening. The
videos are also meant to inspire students to watch other B
programmes in English, such as television shows and • Tell students that the video is quite short, but that there
English-language films, so that they can experience spoken will be words that they will not understand. Encourage
English more often, as well as in their own free time. them to make guesses for their answers and not to
Naturally, the more exposure they have to the language, worry if they are right or wrong.
g
the more quickly they will acquire it. • Ask students to read the instructions and check that they
in
Background Information • Encourage students to underline key words in each
rn
The South China Karst stretches over several Chinese question. Explain that they will need to listen for these
provinces and was made a UNESCO World Heritage Site words to get the correct answers.
a
in 2007. It features a dramatic karst landscape and rich • Play the video and pause when the first answer is given.
Le
biodiversity. A karst landscape is one in which soft rocks Ask students to mark their answers and replay that part
such as limestone and gypsum dissolve over thousands of of the video if necessary.
years from rainfall. The landscape tends to be full of caves • Check answers as you go along, stopping the video for
ic
and subterranean systems, and is thus usually absent of each question and replaying the video as necessary.
surface water, as it simply drains into the caves below.
ph
Karst landscapes can be found on every continent. The Answers

karst system in China attracts many rock climbers because
1 diverse (00:35) 5 Not many people
a
of its wide variety of challenging rock formations.

2 millions (00:50) (01:55)
gr
3 climb (01:15) 6 landscape (03:07)

Before you watch 4 dangerous (01:32)
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A
After you watch
lG

watch a video about an extreme place.
C
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understand what they have to do. • Before students read the summary, ask them to discuss
• Feel free to do the following pre-vocabulary practice in pairs the main idea of the video.
io

words that appear in the video which they might not answers at this stage to see if the ideas they mentioned
are covered in the text. Also encourage them to think
at
know the meaning of. Have them write down these

words in their notebooks, along with the definitions: about which part of speech is missing from each gap.
N
−− diverse landscape (phrase) – an area that has many • Ask students to repeat the words in the wordbank.
different features, such as high mountains, wide Correct their pronunciation where necessary.
plains, many rivers, etc. • Ask students to do the task individually, but check
−− sculpt (verb) – to create a shape out of something answers as a class.
hard, like a rock
−− erosion (noun) – when water from rains or rivers Answers
makes land move or disappear over time 1 many 4 life 7 landscape
−− rock formation (noun phrase) – a large piece of rock 2 rock 5 explore 8 physically
many times bigger than buildings 3 climber 6 new
−− interact (verb) – to act in a way in which you cause
something to happen with something else
−− spectacular (adjective) – amazing
Ideas Focus
−− limestone (noun) – a type of rock • Ask students to work in pairs to discuss the questions
−− karst (noun) – a landscape with many strange about exploring and encourage them to use their
rock formations own experiences to support their reasons. Make sure
• Ask them to choose a partner to complete the task. students take turns asking and answering questions.
• Give students one minute to complete the task with • Go round the class monitoring students. Make a note of
their partner, then ask students to share their thoughts any mistakes in structure and pronunciation and go over
with the class. them on the board when they finish.

10
6
Reading:
Vocabulary:
Eat Your Greens!
matching, finding words with similar meanings
food-related words, expressions and verbs for talking about food and health
Grammar: past continuous, should, imperatives, present perfect (2), reflexive verbs
Listening: multiple-choice (pictures), listening for specific information
Speaking: describing photos, asking how someone is feeling, talking about your
health, responding to advice, giving advice
Writing: a note, apologising & making excuses, expanding your answers
Unit opener • When students finish, ask them to present their answers
and write them on the board.
g
• Ask students to look at the title and to say what it
means. (It’s telling us to eat our greens, which are Answers
in
vegetables.) Ask them to describe how it connects to
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the photo. (The animal is eating leaves, which are its
‘greens’.) Ask students to look at the caption and to say
B
a
what kind of animal this is and where it lives (a beaver,
Beaver Pond, Alaska). Ask students to say what willow • Ask students to look at the text and ask them what it is
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branches are. (They are a part of a willow tree.) and what it’s about (a quiz about healthy eating habits).
• Ask students some questions about fruit and vegetables, • Ask students to do the quiz with a partner. Remind them
such as if they like them, if they eat them often,
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that the quiz is just for fun, but it can help them if the
where they eat them and what they eat them with. results show that they should eat more healthy foods.
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Ask students to say why we eat them (because they • Give them one to two minutes to do the quiz and when
are healthy). they have finished, ask them to look at the legend below
• Ask students to say what other kinds of foods they know to find out how well they scored.
a
of. Try to elicit answers such as bread, meat, chicken,

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fish, pasta, eggs, cheese, milk and any other food they Extra class activity
can think of. Write their responses on the board. Ask If you like, you can read the questions aloud after students
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students if they know what sugar is and to tell you a have completed the quiz and take a survey of the class.
food with a lot of sugar in it (cookies, cake, sweets). Ask students to show their hands if they eat a) 1 portion of
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• If students are interested, give them more information fruit a day, b) 2 portions or c) 3 or more portions. Write ‘1’
about the photo from the background information. and the answer letters on the board, and put tick marks to
show how many people raised their hands. Continue with
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the rest of the questions and go over the results with the
Beavers are animals that live near rivers and lakes. They class to see how healthy the whole class is.
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are famous for their ability to build dams across rivers

using leaves, sticks, large branches and mud. They use the
Answers
at
dams as homes and as a way to collect food, but the dams

also serve as protection from dangerous forest animals Students’ own answers
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such as wolves and bears. Beavers have amazingly sharp

teeth and they are able to cut down trees in a matter of
hours. They often work at night and can create an entire
C
dam across a river in a single night. Their tails are shaped • Ask students to read the instructions and check that they
like paddles and they use their tails to strengthen the understand what they have to do.
dam. In addition to using trees to build dams, beavers also • Ask students to say what kind of texts are in the task
eat them. Their diet consists mainly of tree wood, but they (posters). Ask them to say what the general idea of all
also eat water plants. Contrary to popular belief, beavers the texts is (to be healthier with eating and drinking).
do not eat fish! • Give students one to two minutes to read over the
information, then discuss the question in the task as a
class.
Reading Answers
A Students’ own answers
understand what they have to do. D
• Ask them to work with a partner to list as many fruit and • Ask students to read the instructions and check that they
vegetables as they can, and if they like, they can use the understand what they have to do.
photo as a guide.
• Give students one to two minutes to do the task, then
ask students to compare their answers with a partner.
Answers
Then check answers as a class. 1 sugar free 4 keep in fridge
2 cannot eat 5 book
Answers 3 re-use 6 online
1 T
2 F; You can get a headache if you don’t drink Ideas Focus
enough water. • Explain to students that they are going to discuss some
3 F; If you are a 13-year-old boy, you should drink questions about being healthy. Ask them to read the
six glasses of water a day. questions aloud.
4 T • Ask students to work in pairs to discuss the questions
5 T and encourage them to use their own experiences to
6 T support their reasons. Make sure students take turns
Word Focus they are doing the task properly. Make a note of any
• Ask students to look at the words in red in the text and them on the board when they finish.
Vocabulary
g
in
know the meaning of a word, they should look at the A
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whole sentence and the other words around it to try to • Ask students to read the descriptions below the photos
guess the meaning. and to match the photos with the correct description.
a
• Discuss the Word Focus box as a class and ask students Then ask them to think of the name of the fruit or
Le
if they guessed the meaning of the words correctly. vegetable in the photo.
• If time allows, ask students to write sentences using • If you like, you can do the labelling portion of the task
the words in the Word Focus, either in class or as a as a class. Write the first letter of the fruit or vegetable
ic
homework assignment. on the board to see if students can guess. Label only
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E the fruits and vegetables that have accompanying

descriptions, as the remaining photos will be labelled in
the next task.
a

• Check answers when students have finished and make
• Ask students what they should do in a signs task for
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sure they have the correct answers in their books.

words with similar meanings (underline or circle them).
• Ask students to complete the task individually, then
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1 C – avocado 4 A – aubergine
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Answers 2 D – carrot 5 F – pineapple

3 J – strawberry 6 H – cauliflower
Students should underline the following words in the
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Exam Task: sweet, sugar; eat, food; use, re-use; cold,

fridge; classes, class; online, www.Netgames.com B
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• Ask students to work with a partner to describe and

F label the remaining photos.
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• Ask students to read the instructions in the Exam Task • Go round the class to check that they are doing the task
and check that they understand what they have to do. properly and check to make sure that students have
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• Remind students to use the words they underlined to guessed the fruit or vegetable correctly.
help them answer the questions.
• Give students one minute to complete the task Answers
individually, then check answers as a class. Photo G potatoes Photo E green beans
Answers C
1F 2D 3B 4G 5C • Ask students to read the instructions and check that
they understand what they have to do. Read the words
G in the yellow wordbank aloud and briefly describe any
unfamiliar terms.
• Ask students to look back at the Exam Task and to find
words that have similar meanings to the words and
phrases in the task.
Answers
VITAMINS CARBOHYDRATES PROTEINS CALCIUM FATS/SUGAR
tomatoes bread meat milk doughnuts
carrots pasta eggs cheese biscuits
watermelon rice fish yoghurt fizzy drinks

10 Eat Your Greens!
To encourage students to learn more food words, have
them continue this exercise at home. Ask them to go
individually, then check answers as a class. Ask students
through their kitchen and write down as many different
if they were right about how the granddad stays healthy
food items as they can. Instruct them to do their best to
(students’ own answers).
write them in English, and to use a dictionary or translator
• Ask students to go back through the sentences and
to help them. Encourage them to keep adding to this list
to underline words that collocate with the answers, if
as they come across new foods. Have them bring their
possible. Let them know that not every answer has a
lists into class and check them to make sure they’re using
collocation (2 – gets a cold; 4 – raw egg; 7 – fresh meat;
the correct terms and have placed the items into the
8 – juicy apples; 9 – broke his leg).
correct category.
D
Answers
• Ask students to read the instructions and check that they 1 healthy 6 sweet
understand what they have to do. 2 gets 7 fresh
• Give students one minute to complete the task 3 sleeps 8 juicy
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individually, then check answers as a class. 4 raw 9 broke
5 protein 10 better
in
• If time allows, ask students to write sentences with the
words they didn’t choose.
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Ideas Focus
Answers • Explain to students that they are going to discuss some
a
1 b; a 3 b; a 5 a; b more questions about being healthy. Ask them to read
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2 a; b 4 b; a the questions aloud.
E
ic
• Explain to students that they are going to learn a few asking and answering questions.
ph
words and phrases about feeling bad. • Go round the class monitoring students to make sure
• Ask students to read the instructions and check that they they are doing the task properly. Make a note of any
a
understand what they have to do. mistakes in structure and pronunciation and go over
• Give students one minute to complete the task. Feel
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free to add a few more terms to this list. Write them
on the board and have students write them in their Teaching Tip
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notebooks with a short definition to the side (sunburn Remind students that they should go back through
– when you stay too long in the sun; earache – when their vocabulary units to revise all the words that they
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your ear hurts; bruise – when you hit your arm and your have learnt up to this point. They can make a list in their
skin turns purple; black eye – when you hit your eye on notebooks for each unit, and encourage them to do Units
something and the skin turns a bit black and blue; sore 1–10 before you move onto the next lesson. They can add
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throat – when your throat hurts). Units 11 & 12 to their list when they come to them, so by
the time the course has finished, they will have compiled a
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complete list in their notebooks.

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1 thirsty 2 a temperature 3 arm 4 a cold

5 stomach ache
Grammar
N
F • Write these sentences on the board and ask students to

• Ask students to read the instructions and check that they guess which tense is the Past Continuous:
understand what they have to do. −− Kyle was walking to class when he fell on the
• Give students one minute to complete the task pavement. (was walking)
individually, then check answers as a class. −− Jill called her mum while she was watching TV.
• Ask students to go back through the sentences and to (was watching)
underline words that collocate with the answers (1 – −− Jim and Rob were practising football while it was
drink some water, 2 – do sport, etc.). raining. (were practising, was raining)
• Ask students to look back at the first two sentences
Answers and to say which action started first (walking to class,
watching TV). Ask them to say what’s happening with
1 drink 3 brush 5 eat 7 visit the two actions in the third sentence. (They happened at
2 do 4 take 6 stay 8 hurt the same time.)
• Revise the Past Continuous by saying it describes actions
G that were happening in the past for a certain amount
• Ask students to tell you the title of the text (A healthy of time, and that we use it to say what was happening
granddad) and to guess how they think this granddad when another action interrupted it. Explain that we also
stays healthy (has a good diet, exercises often).
use it to talk about two actions happening at the same • Give students one minute to complete the task
time, or to give background information to a story. individually, then check answers as a class.
• Revise the forms of the Past Continuous in all numbers
and persons using one or all of the verbs from the Answers
example sentences.
1 was snowing
A 2 was skateboarding; was jogging
• Ask students to read the instructions and check that they 3 were you doing; was having
understand what they have to do. 4 were feeling
• Give students one minute to complete the task 5 weren’t listening
individually, then check answers as a class. 6 was chopping
Answers E
1 It was raining the day that Carly took her dog to • Ask students to read the instructions and check that
the beach. they understand what they have to do.
2 The children were cycling in the park and their • Have students choose a partner to do the task and to
dog was running beside them. alternate the A and B roles to answer the questions.
3 I was jumping on the trampoline when I fell off! • Give students one minute to complete the task with
1c 2b 3a their partner, then check answers as a class.
g
B Answers
in
• Ask students to read the instructions and check that they 1 shouldn’t 2 Don’t 3 should 4 Why don’t you
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understand what they have to do. 5 Change
a
individually, then check answers as a class. F
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• Before starting the task, briefly revise the Present
Answers Perfect, which they learnt in the last grammar lesson.
A Where were you yesterday morning? Ask students how we form it (the correct form of have +
ic
B I was lying in bed. past participle).
• Revise where we place ever and never with the Present
ph
A Why weren’t you in class?

B I wasn’t feeling well. Perfect (between the correct form of have and the
• be past participle).
a
• wasn’t; weren’t • Explain that there are other words we can place
gr
• was; were in the Present Perfect structure to give a more

specific meaning.
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C they understand what they have to do.
• Before moving on to the task, revise the words and • Give students one minute to complete the task
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phrases should/shouldn’t and why don’t you as well as individually, then check answers as a class. Make
imperative forms which we use to give advice. Explain sure students understand the differences in meaning
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that we often give advice when someone is ill. Write between just, already and yet and clarify any questions
these sentences on the board and ask students to make they might have.
a note of the verb and sentence forms:
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−− If you have a headache, you should take aspirin. Answers

(should + bare infinitive)
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−− If you have a headache, you shouldn’t listen to loud 1 yet 4 yet

2 just 5 already
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music. (shouldn’t + bare infinitive)

−− Why don’t you take aspirin if you have a headache? 3 already 6 just
(why don’t you + bare infinitive, question form)
−− Take an aspirin if you have a headache. (bare G
infinitive only) • Before you begin the task, ask students the following
• Ask students to read the instructions and check that they question. If necessary, explain the word mirror (a piece
understand what they have to do. of glass in the bathroom we look at to see our faces).
• Give students one minute to complete the task −− What do you see when you look in the mirror? (I see
individually, then check answers as a class. me. I see my face.)
• Explain to students that we can answer this question
Answers by saying I see myself. Explain that myself is a reflexive
We use these words to give advice or commands. b pronoun. It refers back to the subject, which is I.
Now read the Grammar Reference on page 167 (10.1) with they understand what they have to do.
your students. • Give students one minute to complete the task
D

10 Eat Your Greens!
Answers Answers
1 Dad burnt himself yesterday when he was baking 1 Yes, he’s already made the snacks./Yes, he’s
bread. already made them.
2 We hurt ourselves when we were climbing the 2 No, he hasn’t got the equipment yet.
tree. 3 Yes, he’s already bought the prizes./Yes, he’s
3 Can your grandparents look after themselves? bought the prizes already.
4 I cut myself when I was chopping the onions. 4 Yes, he’s already designed the T-shirts./ Yes, he’s
5 Do you enjoy yourself when you play basketball? designed the T-shirts already.
5 No, he hasn’t printed the programme yet.
Subject Reflexive pronoun
I myself
you yourself Listening
he/she himself/herself
A
we ourselves • Before you start the task, explain to students that they
g
they themselves will be practising their listening skills and listening for
specific information.
in
• Ask students to look at the photos and to guess what
Now read the Grammar Reference on page 167 (10.2 &
rn
these things are. Give them prompts as necessary,
10.3 )with your students.
such as the first letters of the word (A – chocolate;
a
H B – chopsticks; C – garlic; D – spa; E – heart
monitor bracelet).
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understand what they have to do. • Ask students to work with a partner to discuss the
• Have students choose a partner to do the task and to question in the task.
ic
alternate the A and B roles to answer the questions. • Give students one minute to discuss the question, then
• Give students one minute to complete the task with discuss the question as a class and ask students to share
ph
their partner, then check answers as a class. their opinions and give reasons of support.
Answers Answers
a
gr
1 just 2 yet 3 already/just 4 yet 5 just Students’ own answers

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I B
• Ask students to read the instructions and check that they • Ask students to read the instructions and check that
lG
understand what they have to do. they understand what they have to do. While students
• Give students one minute to complete the task are doing the task, go round the class to check that they
are doing the task properly and go over any grammar
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• Ask students to go back through the sentences and to and pronunciation mistakes on the board when they
underline the nouns and pronouns that the reflexive have finished.
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pronouns refer back to. • Give students one minute to complete the task with
their partner, then discuss their answers as a class.
at
Answers Answers
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1 himself 2 yourself 3 themselves 4 ourselves

5 myself Students’ own answers
J C
• Ask students to read the instructions and check that they • Explain to students that they are going to listen to
understand what they have to do. descriptions of the photos and match the descriptions to
• Have students choose a partner to do the task and the correct photo.
have them ask and answer the question in the task, • Play the recording and pause after the first answer is
alternating roles as they go along. given. Check that students have written the correct
• Give students one minute to complete the task with answer in their books.
their partner, then check answers as a class. • Continue with the recording, pausing if necessary. Ask
students to compare their answers with a partner, then
Answers
1C 2B 3D 4E 5A

D • Go round the room, checking that students are doing
the task properly. Go over any mistakes in grammar and
• Explain to students that they will listen to the
pronunciation on the board when they finish.
descriptions again, and they will circle the country that
matches each description.
their partner, then ask students to share their answers
• Play the recording and pause after the first answer is
with the class.
given if you like. Alternatively, you can play through the
entire recording.
• When you have finished with the recording, ask students
Suggested answers
to compare their answers with a partner, then check When was the last time you went to the dentist/
answers as a class. doctor/a hospital?
When was the last time you had an injection/stayed in
Answers bed all day?
1 Bulgaria 2 China 3 Sweden 4 Britain 5 Mexico
Useful Expressions
E • Ask students to look at the Useful Expressions box.
Explain that these are phrases we use to ask how
someone is feeling, to talk about our health, and to give
and respond to advice.
• Ask students what they should listen for before they
• Encourage them to use these phrases when they do B
decide on the right answer (the speaker’s final decision).
g
and C.
• Ask students to look at the pictures in the Exam Task
in
and to write words next to the pictures in Questions 1, B
2 and 4 (1 A – blue sandals, B – blue trainers, C – blue
rn
boots; 2 A – carrots, B – a pumpkin, C – broccoli; 4 A – task. Have them play the roles of Harry and Lynne.
green bicycle with basket, B – red bicycle with basket,
a
• When they have finished the task, ask them to switch
C – big bicycle with no basket). Check that they have the roles and to read through the dialogue again. Go
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correct words in their books. round the class, checking that students are doing the
• Ask students what differences they see in Questions task properly. Go over any mistakes in grammar and
3 and 5 (different lengths of time, different times on
ic
pronunciation on the board when they finish.
a clock). • Give students one to two minutes to complete the task
ph
with their partner.

Answers • If time allows, ask students the following questions
about the dialogue:
a

−− What phrases are for asking how someone is feeling?
gr
(What’s the matter? Why do they hurt?)

F −− What phrase is for talking about our health? (The
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• Explain to students that they are going to do the muscles in my legs hurt.)
listening Exam Task. Ask students to read the −− What phrases are for giving advice? (You should warm
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instructions and check that they understand what they up and stretch the muscles. And you should buy good
have to do. running shoes.)
• Encourage them to use the words they wrote next to the −− What phrases are for responding to advice? (That’s a
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pictures to help them choose the correct answers. good idea. Great!)
• Remind them that they will hear the recording twice.
Answers
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Play the recording and pause after each question to

make sure students write down their answer.
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• When you have finished the recording, move on to G. 1C 2E 3H 4D 5B
Answers
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C
1B 2A 3C 4A 5B • Now explain to students that they are going to do the
G
• Before they begin, ask students what each person seems
• Play the recording again and ask students to check their to have wrong. Make sure they understand the health
answers with a partner. problems before they begin the task (1 – toothache; 2 –
• When the recording is complete, check answers as chest pain; 3 – elbow pain; 4 – cough).
a class. • Encourage students to use the Useful Expressions to
help them with the task. Ask students to begin the task,
Speaking and as they complete the task, go round the class to
check that students are doing the task properly. Go
A over any mistakes in grammar and pronunciation on the
board when they finish.
• Ask students to work with a partner to talk about the last
time they did the activities in the task. Have them ask
and answer questions according to the example.

10 Eat Your Greens!
Suggested answer C
Students’ own answers task. Ask them read the instructions and check that they
Ideas Focus • Give students one minute to complete the task with
• Explain to students that they are going to discuss their partner, then check answers as a class.
some questions about health. Ask them to read the
questions aloud. Answers
• Ask students to work in pairs to discuss the questions Order: 1D, 2B, 3A, 4C (language – contractions;
and encourage them to use their own experiences to formal ending of email; beginning of a note; who they
support their reasons. Make sure students take turns are talking to – friend or colleague/context)
they are doing the task properly. Make a note of any D
mistakes in structure and pronunciation and go over • Ask students what kinds of texts they will read in the
them on the board when they finish. task (emails). Ask students to read the instructions and
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Teaching Tip • Give students one minute to complete the task
in
The manner in which students speak often varies within individually, then check answers as a class.
a classroom. Some students are better speakers than • Ask students to say if the emails and responses are
rn
others, and they may even speak too fast for their partner either formal or informal (1 – informal, a – informal, b –
to follow. Other speakers take longer to process aural formal; 2 – formal; a – informal; b – formal).
a
information, and they also may not speak loudly or clearly
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enough to be heard or understood properly. Encourage Answers
your better speakers to help their partners by speaking
more slowly if they need to, and encourage all your 1a 2b
ic
students to speak loudly and clearly enough to be heard.
Useful Expressions
ph
Remind them that the Exam Task is not a competition

to see who can speak the best, but a teamwork effort to • Ask students to look at the Useful Expressions box.
reach a single goal within the task. Explain that these are phrases we use to say we’re sorry
a
and to make excuses.

gr
Writing: a note • Ask students to go through the phrases and to decide

which ones are informal (I’m sorry!; I’m sorry, but …;
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A I’m sorry that I didn’t …; I’m afraid I can’t/couldn’t/

• Ask students to read the Learning Focus and check that didn’t …; I can’t/couldn’t because …; I didn’t
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they understand what the information says. because …; I’m sorry, but I have to/had to …) and
• Ask students how to start off a formal apology (I which ones are formal (I apologise, but …; I apologise
apologise ...) and how we give an informal apology (I’m that I couldn’t …; I cannot because …).
na
sorry). Ask students when we avoid contractions (in • Encourage them to use these phrases when they do the
formal language). Exam Task.
io
• Ask students to read the instructions and check that they E

at
• Ask students to look at the letter and explain that the

lines of the letter are in the wrong order.
N
• Give students one minute to write the letter correctly on

Answers their own, then ask them to compare their letters with a
partner. Check answers as a class.
1b 2d 3a 4c • Ask students to say if the letter is formal or informal
(formal) and ask them to explain why. (The writer begins
B the letter with ‘Dear Ms Thornton’, uses formal language
in the letter and ends the letter with ‘Yours sincerely’.)
Answers
1 sorry 2 afraid; because 3 but 4 apologise

Answers
Dear Ms Thornton,
Unfortunately, I cannot attend an interview on 26th
May.
I’m afraid I have to be in Paris that day.
I hope we can reschedule the interview for another
day.
I look forward to hearing from you.
Yours sincerely,
James Wright
F
• Ask them how we can decide whether or not to use
formal or informal language. (We can check who we are
writing to and what the situation is.)
• Ask students to discuss the question in the task with a
g
partner, then discuss their responses as a class.
in
Answers
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Both present and past tenses
a
G
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• Explain to students that they are going to do the Exam
Task. Ask them to read the instructions and check that
ic
• Remind students to use the Useful Expressions to help
ph
them write their replies, to answer all the questions in

the email, and to stay within the word limit.
• Go round the class, monitoring students to see that
a

gr
grammar and spelling mistakes that they make in

their replies.
eo
• Ask students to check that their spelling and punctuation

is correct. Ask them to have a partner review their work.
lG
Go over any mistakes in grammar and spelling that you

noticed while you were monitoring the task.
na
Suggested answer
Dear Mr Banks,
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I’m sorry that I didn’t go to the competition, but I was

at
at the hospital. I wasn’t sick. My grandmother had an

accident and fell over.
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I can come to your office tomorrow.

Jason

10 10 Tasty Snacks!
Video Eat Your Greens!
General Note • Give students one minute to complete the task, then ask
students to share their answers with the class.
getting your students acquainted with other cultures
Answers
advantage of them as a learning device. Some tasks focus 1 3 2 3 3 – 4 – 5 3 6 – (the Huhu grub lives in
more on the visual content rather than the audio, and tree bark)
g
Naturally, the more exposure they have to the language, them to make guesses for their answers and not to
in
Background Information • Ask students to read the instructions and check that they
rn
Cambodian fried spiders are both a delicacy in Cambodia • Ask students where Cambodia is on the map and if they
a
and a tourist attraction. They are piled high and sold in have ever met someone from that country.
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markets to passers-by for about five pence each. The • Encourage students to underline key words in each
taste has been described as a cross between chicken question. Explain that they will need to listen for these
and codfish, and there isn’t a whole lot of meat on them, words to get the correct answers.
ic
naturally. But the Cambodian kitchen has got much • Play the video and pause when the first answer is given.
more to offer than spiders. Cambodia is full of rivers, Ask students to mark their answers and replay that part
ph
so freshwater fish is a common ingredient in meals. of the video if necessary.

Cambodians also eat beef, chicken and pork, and there • Check answers as you go along, stopping the video for
a
are many Buddhists who are vegetarian. There are a wide each question and replaying the video as necessary.
gr
variety of noodle dishes, both vegetarian and with meat,

often influenced by Chinese and Vietnamese cuisines with Answers
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a distinctive Cambodian flair. There is certainly enough

1 T (00:05) 2 T (00:49) 3 F (01:28) 4 T (01:40)
to choose from for those who don’t even care to try fried
5 F (01:44) 6 F (01:54)
insects, let alone make a meal of them.
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Before you watch After you watch

na
A C
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watch a video about some strange snacks. in pairs the main idea of the video.
at

understand what they have to do. answers at this stage to see if the ideas they mentioned
N
• Feel free to do the following pre-vocabulary practice are covered in the text. Also encourage them to think
with your students for some of the more important about which part of speech is missing from each gap.
words that appear in the video which they might not • Ask students to repeat the words in the wordbank.
know the meaning of. Have them write down these Correct their pronunciation where necessary.
words in their notebooks, along with the definitions: • Ask students to do the task individually, but check
- poisonous (adjective) – being harmful to a person, answers as a class.
having poison in them
−− creeps (noun) – a very, very strange feeling Answers
−− savoury (adjective) – tasty 1 snack 4 poisonous 7 hot
−− starve (verb) – to not eat for a very long time 2 nests 5 hurt 8 good
−− vegetarian (noun) – someone who does not eat meat 3 hands 6 cooks
−− tracker (noun) – a person who searches for and
follows something
−− dig (verb) – to pull up dirt
Ideas Focus
−− seasoned (adjective) – having flavour added • Ask students to work in pairs to discuss the questions
−− fry (verb) – to cook in very hot oil about snacks and encourage them to use their own
−− dash (noun) – a small amount experiences to support their reasons. Make sure
• Ask them to choose a partner to complete the task. students take turns asking and answering questions.
110 SAMPLE COPY, NOT FOR DISTRIBUTION them on the board when they finish.
Objectives −− Jill is excited about skiing. (Jill thinks skiing

• To revise vocabulary and grammar from Units 9 and 10. is exciting.)
−− John thought surfing was exhausting. (John was
Revision exhausted after surfing.)
• Revise for the review the day before using the −− Jim was bored by the film. (Jim thought the film
vocabulary and grammar revisions below. This will also was boring.)
give students a framework for revising at home. −− Janet believes skydiving is amazing! (Janet is amazed
• Explain to students that they will do a review and explain by skydiving!)
how the reviews will work. There will be one review after • Ask students to unscramble these words. Then ask
every two units in Close-up A1+. Tell them that Review them to put them in the categories fruit, vegetables,
5 will cover the vocabulary and grammar from Units 9 carbohydrates, proteins, calcium, fats and sugar, and
and 10. illnesses. Ask students to write other words from Unit
• Stress to students that the review is not an exam. 10 Vocabulary for each of the categories.
Explain that they will complete the review mostly on −− LIKM (MILK)
their own, but they will be able to ask you for help, to −− TOESMATO (TOMATOES)
g
compare answers with a partner, and to use their books −− REWAT (WATER)
in
to find answers. −− GURAS (SUGAR)
• You can administer the review however you like. You −− NIMATIVS (VITAMINS)
rn
can go through each question one by one, ask students −− GERBUNAIE (AUBERGINE)
to complete answers, then check answers as a class. −− TACORR (CARROT)
a
You can allow them to do entire exercises, then check −− RHUGYOT (YOGHURT)
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answers as a class. You can split the vocabulary and −− DERAB (BREAD)
grammar sections into two parts, giving students 10 to −− SGEG (EGGS)
15 minutes to do each part. You can let them do the −− BIESRAWSTERR (STRAWBERRIES)
ic
entire review on their own and check answers at the −− ATTPOOES (POTATOES)
ph
• Ask students to revise the words in F on page 125 and

do that, remind students in the middle of the review to write collocations in their books using the verbs and
how much more time they have left. the correct phrases from the sentences.
a
• Encourage students to guess at answers they do not

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know, and not to leave any gaps blank. Grammar Revision

• When students complete the review, check the answers
• Have students come to the board and complete the
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as a class. Do some extra task work on the board for any

areas that students seem to be having trouble with. sentences with any past participles that they can
think of.
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Vocabulary Revision −− Kim has ____ her money! (lost, found, spent)
• Write sport equipment on the board, and in one −− The kids have ____ breakfast. (made, eaten, had)
−− Tom has ____ the English Channel. (swum, visited)
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column write ice, skate, ski, sky, scuba and surf. Ask
students to tell you a sport that goes with each word. −− Have you ____ in a hot-air balloon? (flown)
Elicit the sport activities listed in Unit 9 (ice climbing, −− We have never ____ to the US. (been, travelled)
io
skateboarding, skiing, skydiving, scuba diving, surfing). −− Our team have ____ the game! (won, lost)
Then ask students to tell you the equipment that goes • Ask students to come to the board and correct these
at
with each sport. Encourage them to mention at least sentences. Encourage them to say what the wrong part
of the sentences describes and why it’s wrong.
N
two items per sport, and three if possible.

• Ask students to come to the board and to write the −− Julie was running on the beach when she was seeing
adverb form of these adjectives. Then ask students to a dolphin. (saw – the second action interrupted the
use the adverbs to write sentences in their notebooks. first, needs Past Simple)
−− easy (easily) −− I never went scuba diving before. (have never
−− bad (badly) gone – it’s an experience we haven’t had, needs
−− slow (slowly) Present Perfect)
−− good (well) −− The sun was shining and the birds sang.
−− noisy (noisily) (were singing – background of a story, needs
−− brave (bravely) Past Continuous)
• Ask students to come to the board and to rewrite the −− Lisa has chatted with her friend online yesterday.
sentences using the other form of the adjective, either (chatted – something we did at a specific time in the
-ed or -ing. Prompt them as necessary. Ask them to past, needs Past Simple)
think of other adjectives that can end in either -ed or −− I didn’t do my homework yet. (haven’t done – talking
-ing and encourage them to write sentences in their about something we haven’t done but still need to
notebooks using both types. do, needs Present Perfect)

−− The boys were laughing while the teacher talked. Answers
(was talking – two or more actions happening at the
same time, needs Past Continuous) 1 dangerously 4 excitedly 7 bravely
• Write the following sentences on the board and ask 2 easily 5 well 8 carefully
students to say what kind of sentences these are (first 3 slowly 6 badly
conditional). Ask students to say what tense we use
with the if clause (Present Simple) and what structure C
we use with the clause that doesn’t have if (will + • Ask students to underline the noun in the sentences that
infinitive form of verb/Future Simple). Ask students the adjective describes. Then ask them to choose their
what we use to separate the clauses when the if clause answers using the underlined words only.
comes first (a comma). Ask students to write first • Encourage them to read the whole sentence to check
conditional sentences in their notebooks using the that the answer is correct.
collocations they studied in F on page 125.
−− If you eat too much sugar, you’ll gain weight. Answers
−− He’ll win the race if he trains every day.
• Ask students to use should, shouldn’t, why don’t 1 disappointed 4 interested
you and the imperative to give advice or express 2 exciting 5 frightening
g
obligation for the following situations. Encourage them 3 bored
in
to use positive and negative forms of the imperative
if possible. Ask them to write the sentences in D
rn
their notebooks. • Ask students to go through the sentences and to
−− I’m hungry. (You should eat something. Why don’t underline any key words that they think might help them
a
you eat something? Eat something.) find the answer.
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−− It’s very stormy outside. (You shouldn’t go outside. • Ask students to use the key words they underlined to
Why don’t you stay indoors? Stay inside. Don’t help them find the words. Remind them that there is a
go outside.) gap for each letter of the word that is missing. Ask them
ic
−− My leg hurts a bit. (You should take aspirin. You to read the entire sentence when they finish to check
shouldn’t walk on it. Why don’t you take aspirin?
ph
that their word makes sense.

Take aspirin. Don’t walk on it.)
• Ask students to make a list of all the subject pronouns Answers
a
and to write the reflexive forms for each. Encourage

1 vitamins 4 protein 7 toothache
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students to use each of the reflexive pronouns to write

2 sugar 5 Calcium 8 stomach
sentences in their notebooks.
3 water 6 headache ache
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Vocabulary Grammar
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A
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A
ask students to repeat them. Correct their pronunciation • Ask students to write the past participle of these verbs
io
where necessary. out to the side of the task. Remind them that when
• Ask students to complete the sentences with the they complete their answers, they need to write the
at
correct words, then ask them to go back and underline correct form of have and to write any other words in the
the words in each sentence that helped them choose correct place.
N
their answers. • Encourage them to read the whole sentence to check

that the answer is correct and to check the spelling of
Answers their past participles.
• Tell students to look back at A–E on page 114 and
1 flippers 4 ropes 7 parachute Grammar Reference 9.1 on page 166 for a reminder if
2 helmet 5 wetsuit 8 board they need to.
3 skis 6 swimsuit
Answers
B 1 has swum 4 has broken
• Ask students to look at the adjectives and to consider 2 have never won 5 have had
how they form adverbs from these words: if they form 3 Have you flown 6 have not met
regularly, if they need to change the last letter or if they
form irregularly.
• Encourage students to go back through their answers
B
once they have completed the task to check that they • Encourage students to choose their answers first based
have spelt the words correctly. on what they feel is right, then to go back and identity
what the structures describe in the sentences.
• Encourage them to read the whole sentence once they
have chosen their answer to check that it makes sense.

• Tell students to look back at A–E on page 114, A–B on
page 126, F on page 127, Grammar Reference 9.1 on
page 166 and Grammar Reference 10.1 and10.2 on
page 167 for a reminder if they need to.
Answers
1 had 6 was raining; didn’t go
2 was surfing; saw 7 has known
3 has just won 8 Were you studying
4 have never been 9 have already climbed
5 was hurting 10 haven’t gone
C
• Tell students to underline the part of each sentence that
has the if clause before they start writing their answers.
Encourage them to use this underlined part to help
them find the answers to both gaps.
• Encourage them to go back and check if they
have written the correct structure in each part of
g
the sentence.
in
• Tell students to look back at I–J on page 115 and
rn
they need to.
Answers
a
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1 eat; will be 4 will get; sit
2 has; will wear 5 is; will go
3 will feel; does 6 won’t jump; feel
ic
D
ph
• Explain to students that when they read the sentences,

they should think about how to complete the second
a
part so that it becomes good advice.

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• Encourage them to compare the advice with the

situation and to read the whole line once they have
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completed their answer to check that it makes sense.

• Tell students to look back at C on page 126 for a
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reminder if they need to.
Answers
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1 should wear 4 shouldn’t go

2 should take 5 should make
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3 should be 6 shouldn’t run

at
E
N
• Tell students to underline the subject of the sentence

and to think about what reflexive pronoun goes with
that subject. Encourage them to write the reflexive
pronoun in the gap before they look at the wordbank.
• Encourage students to check their answers with the
wordbank once they have finished to check that
they have used all the words and that they are in the
correct gaps.
• Tell students to look back at G on page 127 and
they need to.
Answers
1 herself 2 ourselves 3 themselves 4 yourselves
5 himself

11
1
Reading:
Be Creative!
matching, identifying the type of question
Vocabulary:
art, theatre and music-related words, prepositions, mutiple-choice
sentences, choosing the correct option
Grammar: the passive voice: present simple & past simple, narrative tenses, open
cloze, reading the whole text
Listening: gap-fill, listening for times & dates
Speaking: asking & answering about preferences, expressing preferences
Writing: a short narrative, using a writing formula, connecting events in a story,
writing a draft
Unit opener Reading

• Ask students to keep their books closed, and write ‘Be
g
creative …’ on the board. Ask them to tell you some
A
in
things that are creative, and prompt them as necessary by • Ask students to match the words to the photos. Give
writing one or two words on the board. Their words can them one minute to do the task individually, then check
rn
be categories, places, people or things. Try to get them answers as a class.
to say as many as possible (art, artist, painting, museum, • Ask students a few more questions about each photo
a
music, singing, songs, singer, theatre, actor, acting, stage, and if they can describe a few things that are present in
Le
films, dancing, dancer, ballet, writer, writing, books, etc.). the photos. Prompt them as necessary and encourage
• Ask students to open their books to page 135. Ask them them to write down any new words they learn in
to cover the caption, to look at the photo and to describe their notebooks.
ic
what they see. (I see an artist. He is drawing/painting
Answers
ph
something on the pavement. There is money near him.

He is in a city, near a park. There are people and there is a A literature B art C music D theatre E dance
horse. The horse is pulling people in a cart.) Ask students
a
if they have seen what he is painting before and if they

B
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know the name of it (students’ own answers).

• Now ask students to look at the caption and to see what • Ask students to choose a partner and to read the
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he is painting (Mona Lisa), what he’s using to paint it with instructions. Check that they understand what they have
(chalk) and where he is (Madrid, Spain). Ask students if to do.
they think this is a good way to make money (students’ • Give students one minute to do the task with their
lG
own answers). partner, then discuss the photos as a class. Encourage

• Ask them other questions about the photo: if this is students to share their thoughts, to say if they
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something they would like to do, if there is another type agree or disagree, and to give reasons that support
of creative activity that they would prefer, and what their opinions.
other things people can do in public that are creative
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(street performances, street theatre, playing a musical Suggested answer

at
instrument). Ask them if they like street art and if they

They are creative and cultural.
think it’s nice. Encourage students to share their opinions
N
and to support their beliefs with reasons.

• If students are interested, you can give them more C
information about the photo from the background • Ask students to look briefly at the text and to say which
information box. word in the yellow wordbank in A best describes the
subject of the text.
Background Information • Give students one minute to do the task with a partner,
Street artists do a number of things. They draw images then discuss the photos as a class. Ask them to say what
on pavements and draw pictures of passers-by for money. words in the paragraphs helped them choose their
There are also artists who make jewellery beside their answers (1 – picture; 2 – face painting; 3 – reasons; 4 –
stands on the street. Most major cities in the world have theatre; 5 – from the natural colours in plants and earth).
street artists who set up their stands in busy streets,
parks and tourist areas. It’s hard to say how much money Answers
street artists make. In one case, a musician says he and art
his partner made £400 in 12 and a half hours. That’s £16
an hour … not bad! But on a Monday afternoon, the duo
D
made just £2 … not even enough for a coffee. Timing
matters, as well as quality. If you see a street artist and • Now ask students to read the whole article and to match
you truly like his or her work, give them a few coins. You’ll the headings with each paragraph.
really make their day! • Give students one minute to do the task individually,

then discuss the photos as a class.
114
Answers G
• Now ask students to complete the Exam Task. Ask them
1 Your face is the picture. to read the instructions and check that they understand
2 Is face painting art? what they have to do.
3 Why paint your face? • Ask students what they will be completing (a dialogue),
4 How is face painting important in theatre? how many questions they have to answer (five) and how
5 Where does the paint come from? many answer choices they have to choose from (eight).
Word Focus individually, then ask students to compare their answers
• Ask students to look at the words in red in the text and with a partner. Then check answers as a class.
• Ask students to work in pairs to decide what each of Answers
the words mean without looking at the definitions given 1C 2F 3A 4D 5G
H
guess the meaning. • Ask students to read the instructions and check that they
• Discuss the Word Focus box as a class and ask students understand what they have to do.
if they guessed the meaning of the words correctly. • Give students one minute to complete the task
individually, then ask students to compare their answers
g
Teaching Tip with a partner. Then check answers as a class.
in
Scanning for items in a text is an invaluable tool for
students. For pre-reading exercises, choose questions in Answers
rn
which the answer is fairly easy to spot. For the Face Art
1 camouflage; e 4 celebration; f
text, a good scanning question to ask is ‘What does the
a
2 canvas; c 5 ceremony; b
text say about 1000s of years?’ (Painting faces has been
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3 cave; d 6 culture; a
part of people’s traditions for that long.) Students can
easily scan the text for the number. Another question
could be ‘What does the text say about Japan and China?’ Ideas Focus
ic
(Face paint was important in their ancient ceremonies.) • Explain to students that they are going to discuss
ph
Students can quickly scan and find ‘Japanese’ and some questions about traditions. Ask them to read the
‘Chinese’ deep in the text. Really, a couple of easy pre- questions aloud.
reading scanning questions can even be fun, as well as • Ask students to work in pairs to discuss the questions
a
help students get used to the skill. and encourage them to use their own experiences to
gr

E asking and answering questions.
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• Ask students to read the instructions and check that they • Go round the class monitoring students to make sure
understand what they have to do. they are doing the task properly. Make a note of any
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• Give students time to read the article again and mistakes in structure and pronunciation and go over
complete the task individually, then ask students to them on the board when they finish.
compare their answers with a partner. Then check
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answers as a class. Vocabulary

Answers
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A
at
1 before 2 enemies 3 scary 4 Bird feathers are used • Ask students to choose a partner and to write the
numbers from the pictures next to the words.
N
F • Give students one minute to do the task with their

• Ask students if they have been to either of these places
and if they enjoyed their experience.
• Ask students to tell you all the Wh- question words
(what, who, where, when, why, how). Ask students if Yes/
No questions have question words (No, they don’t.).
Answers
• Give students one minute to complete the task 1 front cover 7 seat
individually, then ask students to compare their answers 2 back cover 8 aisle
with a partner. Then check answers as a class and make 3 title 9 conductor
sure they have underlined and starred the correct 4 author 10 musician
questions in their books. 5 stage 11 orchestra
6 row 12 audience
Answers
Students should underline What and Why in the
Exam Task and put a star next to the following Yes/
No questions:
Have you ever painted your face?
Was it for a celebration?

Did you wear a costume?
115
11 Be Creative!
B • Ask students to go back through the sentences and to

• Ask students to read the sentences on their own and to circle the words that collocate with the prepositions (1 –
place a word from A into the gaps. bad at, 2 – keen on, 3 – happy with, etc.).
individually, then ask them to compare their answers Answers
with a partner. Check answers as a class. Explain any 1 at 2 on 3 with 4 about 5 for 6 of 7 in
unfamiliar words in the sentences after students have
finished the task.
F
Answers • Now ask students to complete the Exam Task. Ask them
to read the instructions and check that they understand
1 audience 5 seat what they have to do.
2 title 6 back cover • Ask them what the sentences are about (Carla’s mum).
3 conductor 7 orchestra Remind them to read the whole sentence to themselves
4 row 8 stage after they have chosen an answer.
Teaching Tip individually, then ask students to compare their answers
g
Expand this vocabulary section by asking students to
in
think of a few other places for arts, literature and music
and write their answers on the board. Then ask students
Answers
rn
about specific things that we can find at these places. 1B 2C 3A 4A 5C
An example could be museum and paintings, statues,
a
exhibitions, video displays and so forth. Another example
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Ideas Focus
could be library and books, magazines, newspapers,
computers, internet access, etc. Continue with book • Explain to students that they are going to discuss some
shop, outdoor concert, art gallery, prompting students as questions about being creative. Ask them to read the
ic
necessary, and ask students if you can find some of the questions aloud.
ph
items in the unit in any of these places, for example, Can

we find a conductor at an outdoor concert? or Is there a and encourage them to use their own experiences to
stage in a book shop? etc. support their reasons. Make sure students take turns
a

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C they are doing the task properly. Make a note of any
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understand what they have to do. them on the board when they finish.
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individually, then ask students to compare their answers

with a partner. Then check answers as a class. Explain Grammar
any unfamiliar words in the sentences after students
na
• Write these sentences on the board. Ask students

have finished the task. what the tense of the first sentence is, and ask them to
guess what the tense of the second sentence is. Prompt
io
Answers as necessary.
at
1c 2f 3g 4a 5e 6h 7d 8b −− Writers write books. (Present Simple)

−− Book are written by writers. (Passive Present Simple)
N
• Write these sentences on the board. Ask students what

D the tense of the first sentence is, and ask students to
• Ask students to read the Exam Close-up box and check study the structures and tenses of the other sentences
that they understand what the information says. to guess how to complete the last sentence with the
• Ask students what they should do with a sentence correct form of write. Explain to them that they also
after they have chosen an answer (read the sentence need to use the word by in the gap:
to themselves). −− A famous writer wrote that book.
E −− That book ____ a famous writer. (was written by)
• Ask students to explain what it means to write a passive
• Ask students to cover the words in the yellow wordbank
sentence. Prompt them if necessary by asking them
with a piece of paper. Then ask them to look at the
where we write the subject and object of an active
sentences and see if they can answer the sentences
(regular) sentence. (We write the object first and the
without looking at the wordbank. Encourage them to
subject second. The subject becomes the agent.)
guess and tell them not to worry if they don’t know an
• Revise Passive Present Simple and Passive Past Simple
answer.
with students using the verb above, or any verbs that
you like, in all persons and numbers. Remind them that
we use by in front of agents.

A • If time allows, ask students what the active form of these
• Ask students to read the instructions and check that they sentences would be. Prompt them as necessary (People
understand what they have to do. make some face paint from plants and berries, etc.).
individually, then check answers as a class. Answers
1 is made 4 are sold
Answers 2 are painted 5 are signed
1 Warriors paint their faces. – active 3 is sung 6 is visited
2 Their faces are painted. – passive
3 The dye is made. – passive G
4 People make the dye. – active • Ask students to read the instructions and check that they
B • Give students one minute to complete the task
• Ask students to read the instructions and check that they individually, then ask them to check their answers with a
understand what they have to do. partner. Then check answers as a class.
individually, then check answers as a class. Answers
1 was saved by 4 was played by
Answers
g
2 were stolen by 5 was opened by
3 were built 6 were made
in
Students should tick 2.
rn
C H
• Ask students to read the instructions and check that they • Before beginning the task, explain to students what
a
understand what they have to do. a narrative is. (It’s a way of telling a story, like from a
Le
• Give students one minute to complete the task book.)
individually, then check answers as a class. • Explain to students that we use verb tenses in a special
way when we write in the narrative. Ask them to read
ic
Answers the sentences in the exercise as if they were part of a
whole story.
ph
Students should circle faces and dye in A. • Ask them to follow the task instructions, and when they
1T 2F 3T finish, check answers as a class.
a
Answers
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D
• Ask students to read the instructions and check that they Alice was walking in the garden when suddenly she
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understand what they have to do. fell down a hole.

• Give students one minute to complete the task While she was falling, she saw lots of strange objects.
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individually, then check answers as a class. When she got to the bottom, she saw a white rabbit.
She ran after him and followed him through a
Answers small door.
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As she was going through the door she got stuck.

Students should underline these words:
In the end, the white rabbit rescued her and took her
1 were written 3 were taken
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home.
2 was painted 4 was performed
at
I
E
N
• Ask students to choose a partner. Ask them to read the

instructions and check that they understand what they
have to do.
their partner, then ask them to check their answers with
a partner. Then check answers as a class.
Answers
was; were, by Answers
Now read the Grammar Reference on page 167 (11.1 & 1 She was walking in the garden.
11.2) with your students. 2 She saw lots of strange objects.
3 She saw the white rabbit, ran after him and
F followed him through a door.
understand what they have to do. J
individually, then ask them to check their answers with a

11 Be Creative!
Answers Answers
1 Past Simple; Past Continuous 1 from 6 were
2 Past Continuous 2 was 7 to
3 Past Continuous; Past Simple 3 a 8 us
4 Past Continuous 4 is/was 9 of
5 Past Simple 5 ago 10 playing
Now read the Grammar Reference on page 168 (11.3) with

your students. Listening
K A
• Ask students to read the instructions and check that they • Before you start the task, explain to students that they
understand what they have to do. will be practising their listening skills and listening for
• Give students one minute to complete the task times and dates.
individually, then ask them to check their answers with a • Ask students to work with a partner to label the photos
partner. Then check answers as a class. in the task. Give students one minute to label the photos
g
with their partner, then check answers with the class.
• Ask students to share their experiences with visiting
in
For fun, you can ask students to write a story using six one of these places. Encourage them to express if they
sentences and what they have learnt about narrative
rn
liked the experience, and to give reasons to support
tenses. Ask them to form groups and encourage them their answers.
to write about whatever they want. Tell them that one
a
person from their group will read their sentences aloud, Answers
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and the group with the most interesting narrative will get
a ‘Well Done!’ sticker. Have students vote on the best A gallery B theatre C stadium D book shop
narrative, to give your class a democratic and cooperative
ic
environment. Alternatively, you can assign this task as B
ph
homework for students to bring to class the next day and • Ask students to read the instructions and check that they
compete individually. understand what they have to do.
a
Answers individually, then ask students to compare their answers

gr

1 was sleeping; woke
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2 heard; jumped Answers

3 got; sat
1D 2A 3B 4C
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4 was learning; flew

5 saw; screamed
6 bought; discovered; had C
na
7 arrived; was fighting • Explain to students that they will hear students talking
about the events in B. Ask them to read the instructions,
io
L and check that they understand what they have to do.

• Play the recording, pausing after you hear the first
at

that they understand what they have to do. answer. Ask students what they have circled to check
that they have the right answer.
N
• Ask students what two things they should do after they

have completed their answer selections (Read through • Continue with the recording, pausing if you like, or
the whole text again to see if the answers sound right, letting it play to the end. Check answers as a class when
and check spelling.). the recording has finished.
M Answers
• Now explain to students that they will complete the 1 31st; 5.15 p.m.
Exam Task. Ask students to read the instructions and 2 21st; 6 p.m. 3 6th; 7.30 p.m.
check that they understand what they have to do. 4 10th; 9.30 p.m.
• Ask students to tell you what the story is about (a story
about playing in an orchestra). Ask students the name of
the writer (Antonio Rocha). D
• Give students one minute to complete the task • Ask students to read the Exam Close-up box and check
individually, then ask them to check their answers with a that they understand what they have to do.
partner. Then check answers as a class. • Ask a student to ask you for the time. Encourage them
to guess. (What time is it?/Do you have the time?)
• Ask students to look at the Exam Task and find the
questions in which they will need to write a time or a
date.

Answers Answers
Students should identify gaps 3, 4 and 5 in the Exam 1 What type; I don’t; better
Task as where they will write a time or date. 2 Which ones; Yes, I prefer
3 because; Me too
E
• Explain to students that they will do the listening Exam C
Task. Ask them to read the instructions and check that • Ask students to read the Exam Close-up box and check
they understand what they have to do. that students understand what the information says.
• Ask students what they will be listening to (a radio • Ask students what structures we can use when we use
presenter giving information about a competition). the verb prefer. (We can say prefer + to + the bare
Ask students what the competition is (a young infinitive or we can say prefer + verb + -ing.)
writers competition). • Ask students to read the Useful Expressions box and
• Remind students that they will hear the recording twice, check that they understand the different phrases.
and play the recording. Explain that these are phrases we use to ask about
• When the recording has finished, ask students to preferences and to express and respond to preferences.
compare their answers with a partner. Encourage them • Ask students to choose a partner and to practise using
to support their differences with reasons. When they the phrases in the box. Go round the class to check
have finished, continue to F. that they are using the phrases properly. Go over any
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mistakes students made on the board when they have
Answers finished practising the phrases.
in
1 14 2 1,000 3 3rd 4 Saturday 2nd 5 4 D
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F Exam Task. Ask them to read the instructions and check
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• Play the recording again and ask students to check their that they understand what they have to do.
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answers with a partner. • Ask students to choose a partner and to decide who
• When the recording is complete, check answers as will be Student A and who will be Student B. Ask
a class. them what Student A will do in the task. (Student A
ic
will use the prompts to ask questions about Student
Speaking
B’s preferences.) Ask what Student B will do in the
ph
task. (Student B will answer Student A’s questions

about preferences.)
a
A • Explain to students that once Student A has used all

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• Ask students to work with a partner to answer the the prompts and Student B has finished answering the
questions. Explain to them that they need to give questions, they will swap roles.
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reasons for their answers. • Ask students to begin, and go round the class to check
• Go round the class, checking that students are doing that students are doing the task properly. Make a
note of any mistakes that they make in grammar and
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the task properly. Make note of any grammar and

pronunciation mistakes that students make. pronunciation and go over them on the board when
• Give students one minute to do the task with a partner, students have finished the task.
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then ask students to share their answers with the class.

Go over mistakes in grammar and pronunciation that Answers
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students made while they were discussing the questions Students’ own answers
once they have finished sharing their answers.
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Answers Teaching Tip

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Remind students that it’s best if they answer truthfully

and honestly during a speaking Exam Task, but they
don’t always have to do so. If they’re not sure about how
B they feel concerning a particular answer, they can make
• Ask students to choose a partner. Ask them to read the something up, so long as they use their English properly.
instructions and check that they understand what they Concerning likes and preferences, they can make up their
have to do. own preferences if they choose to. They can even have a
• Ask students to choose a role for each conversation and bit of fun with it, pretending to be someone who would
to read their lines to each other while they do the task. like or not like certain things, at least for the duration of
• Go round the class, checking that students are doing the task.
the task properly. Make a note of any mistakes in
pronunciation that students make. Ideas Focus
• When students have finished, check answers as a class. • Explain to students that they are going to discuss some
Go over any pronunciation mistakes that you observed questions about preferences. Ask them to read the
after you finish checking answers. questions aloud.
11 Be Creative!
• Go round the class monitoring students to make sure • Give students one minute to underline the verbs and
they are doing the task properly. Make a note of any label them with the correct tense, then give students
mistakes in structure and pronunciation and go over two to three minutes to come up with a good ending to
them on the board when they finish. the story. While they are writing the ending, go round
the class to check that they are doing the second part
Writing: a short narrative of the task properly. Make a note of any mistakes they
make in their writing.
• Once they have finished with their stories, check that
A students have underlined the verbs and labelled the
• Ask students to look at the Learning Focus and read the tenses properly. Then ask students to volunteer to share
information aloud. Check that students understand what their endings with the class. Go over any mistakes in
the information says. writing that you observed after students have finished
• Ask students to tell you what a narrative is (A narrative reading their endings.
describes an experience or event.). Ask students how
many paragraphs they should write when they write a Answers
narrative (three). Ask students what they will do in the
first paragraph (set the scene, describe who is in the One day last year, Henry was walking (Past
Continuous) his dog along the beach. It was (Past
g
story and when and where it took place). Ask students
Simple) a beautiful day and all the pebbles were
in
what they will do in the middle paragraph (describe
what happened or describe a problem). Ask students shining (Past Continuous) in the sun. There were
(Past Simple) some beautiful shells and he collected
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what they will do in the last paragraph (describe a
solution and make a conclusion). (Past Simple) some and put (Past Simple) them in his
pocket.
a
• Explain to students that the words in the tasks are words
The next morning his mother’s screams suddenly
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we use to help give order to our narratives and connect
ideas. woke (Past Simple) him up. He ran (Past Simple)
• Ask students to complete the task on their own. Give downstairs and before he could (Past Simple) talk to
his mum, he saw (Past Simple) the crabs … all over the
ic
them one minute to do the task and check answers
when they have finished. kitchen table. As soon as he saw (Past Simple) them
ph
he realised (Past Simple) that hermit crabs were living

Answers (Past Continuous) in his shells!
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1 Suddenly 4 As soon as Useful Expressions

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2 before 5 Meanwhile
3 In the end 6 Eventually • Ask students to look at the Useful Expressions box.
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Explain that these are phrases we use to connect events

in a story. Check that students understand how we use
B these words and explain any unfamiliar terms.
lG
• Ask students to read the instructions and check that they • Encourage them to use these phrases when they do D.
• Give students one minute to complete the task D
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individually, then ask them to compare their answers • Ask students to read the instructions and check that they
with a partner. Then check answers as a class. understand what they have to do.
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• Explain to students that they are going to write their

Answers own short story. First, have them write notes for their
at
story. Explain that they should not write full sentences

3, 2, 1 for their notes, but instead, write a few words to give
N
them an idea of how their story will go.

C • Once students have written a few notes, have them
• Ask students to read the instructions and check that they write their stories. Go round the class, checking that
understand what they have to do. students are doing the task properly. Make a note of any
• Ask students a couple of questions about the text mistakes students make in their writing.
before they read it. Ask them where Henry was with his • Give students a few minutes to write their stories,
dog (at the beach). Ask what Henry put in his pocket then ask students to swap stories with a partner and
(some shells). to review each other’s work. Wait until students have
• Explain to students that they will go through the completed E before you ask students to volunteer to
narrative, underline all the verbs and say what tenses read their stories.
they are. • Alternatively, you can assign this task as homework and
• Once they have finished underlining the verbs have students read their stories during the next lesson.
and deciding what tense they are, ask students to
choose a partner and come up with a good ending Answers
for the story. Remind students that in their ending, Students’ own answers
they should describe a solution and give the story a
good conclusion.

E
• Ask students to go back through their stories and to
apply the information they read in the Exam Close-up to
their stories.
• Give students one minute to make any corrections, then
ask them to volunteer to read their stories aloud. Once
students have finished with their stories, go over any
mistakes you observed on the board.
F
• Ask students what they are going to read (two drafts of
the same story) and what they are going to complete (a
story plan).
• Explain to students that they will have to use both drafts
to find all the answers to the questions.
g
• Give students one minute to complete the task, then ask
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students to compare their answers with a partner. Then
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Suggested answers
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1 Kevin MacDonald 4 rock
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2 south 5 211
3 6
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Video
11 Creative Recycling
General Note −− junk (noun) – things that no one wants or doesn’t have
any value
The National Geographic videos are a terrific tool for −− transform (verb) – to change
getting your students acquainted with other cultures −− window panes (noun phrase) – the glass in a window
while learning English. They contain genuine National −− lorry (noun) – a large car that carries things
Geographic content and students do not need to −− soak (verb) – to put in water for a long time
understand everything in the videos in order to take −− rapid (adjective) – fast
advantage of them as a learning device. Some tasks focus −− tap (verb) – to hit something lightly
more on the visual content rather than the audio, and −− kiln (noun) – a large device that gets very hot
as such, students do not have to listen to answer every −− melt (verb) – to change shape because of heat
question, but can simply watch what is happening. The −− remove (verb) – to take off
videos are also meant to inspire students to watch other −− separate (verb) – to pull something apart
programmes in English, such as television shows and −− numerous (adjective) – many
English-language films, so that they can experience spoken −− decorative (adjective) – being used to make
English more often, as well as in their own free time. something pretty
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Naturally, the more exposure they have to the language, • If students are interested, provide more information
in
the more quickly they will acquire it. from the background information box.
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Background Information Answers
a
Recycling has been around since the time of ancient 1 stained-glass window 3 label 4 neck 5 bottle
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Greece. When materials were hard to come by, it made 2 pane of glass 6 bottom
more sense to re-use things. Nowadays, recycling is a big
part of our lives. In some European countries, as much
While you watch
ic
as 60% of material is recycled. The average across the
European Union is only 40%, however. During a person’s B
ph
lifetime, they will produce about 600 times their own

• Explain to students that they are going to watch the
weight in rubbish! Many materials can be recycled, such
video now. Tell them that the video is quite short, but be
as plastic, glass, paper, metal and wood. But things like oil
a
sure to explain that there will be words that they will not
from cars, waste from industries and kitchen and garden
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understand. Encourage them to make guesses for their

waste can and should be recycled also. Recycling is a
answers and not to worry if they are right or wrong.
complicated process; everything must be very carefully
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• Before you begin the video, ask students to read the

sorted in a recycling centre. With paper, for example,
many types of paper are different. You can’t just throw
have to do.
lG
it all together and make new paper from the lot. High-
• Go through each question and encourage students to
quality recycled paper can only be made from high-
underline key words. Explain to them that these are the
quality paper. Still, it is better to recycle paper and other
na
words that they will need to listen for to get the correct
materials than it is to throw it away, never to be seen
answer to the question.
again.
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Ask students to mark their answers and replay that part

Before you watch of the video if necessary.
at
• Check answers as you go along, stopping the video for

A
N

watch a video about recycling.
Answers
they understand what they have to do. Ask students to 1 Glass (00:14) 2 cleaned (00:19) 3 Boiling (00:37)
choose a partner to complete the task. Read the words 4 706 (00:58) 5 shapes (01:20) 6 vases (01:33)
in the yellow wordbank and explain any unfamiliar terms.
• Give students one minute to complete the task with After you watch
their partner, then ask students to share their answers
with the class. C
• Feel free to do the following pre-vocabulary practice • Explain to students that the text is a summary of the
with your students for some of the more important information in the video. Before they read it, ask them to
words that appear in the video which they might not discuss in pairs the main idea of the video.
know the meaning of at this stage in their learning • Ask students to read the text without filling in any
development. Have them write down these words in answers at this stage to see if the ideas they mentioned
their notebooks, along with the definitions: are covered in the text. Also encourage them to think
−− warehouse (noun) – a large building where things are about which part of speech is missing from each gap.
made or put

• Read the words in the yellow wordbank to students and
ask them to repeat them. Correct their pronunciation
where necessary.
answers as a class.
Answers
1 art 4 cleaned 7 cut
2 recycle 5 bottom 8 create
3 window 6 melts
Ideas Focus
some questions about recycling. Ask them to read the
questions aloud.
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12
6 School's Out!
Reading:
Vocabulary:
multiple-choice, thinking about responses
travel and weather-related words, prepositions and adjectives
Grammar: present continuous for future plans & arrangements, be going to
Listening: multiple-choice, reviewing your answers
Speaking: prompt-card activity, asking about holidays
Writing: an invitation, writing & responding to an invitation, understanding
language functions
• Ask students to keep their books closed and to pretend • Give students one minute to do the task. Go round the
that it’s the summer holiday and they’re not in school class to check that students are doing the task properly.
any more. Ask them to imagine a place to visit on Make a note of any mistakes they make as they discuss
holiday and how to get there. Prompt them as necessary the task question, but wait to go over the mistakes until
g
(go to an island on a ship, go to the countryside on a the Ideas Focus task later in the lesson.
bus or train, go to another country on a plane). Ask them • Once students have finished the task, check answers as
in
what activities there are to do on holiday, and prompt a class.
rn
them as necessary (sit by the beach, go swimming, go • If you like, you can take a survey and ask students to
bike riding, go to a nice restaurant, go sightseeing, show their hands for the destination in the pictures
a
visit museums). they would most like to visit. Ask them to explain
• Ask students to open their books to page 147 and to their answers.
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describe what the boys in the picture are doing and if
they are enjoying themselves (They’re outside in the
ic Answers
street, and they’re sitting on boards. It looks like they’re 1B 2E 3C 4F 5D 6A
using the boards to slide down the street. It looks like
ph
they’re having a good time.). Ask students if this looks

B
like fun (students' own answers) and to say where the
boys are (Taxco, Mexico). • Ask students to read the instructions and check that they
a
• Ask students to say what fun things they do in their understand what they have to do.
gr
neighbourhood during the summer (go to a café, • Ask students to do the task with a partner. Go round the
go to the cinema, hang out in the park, meet with room while students do the task and check that they are
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friends, play basketball/football, do a sport, go to an doing the task properly. Continue to make notes about
amusement park). any mistakes they make in grammar and pronunciation.
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• If students are interested, give them more information • Give students one minute to complete the task, and
about the photo from the background information box. when they have finished, ask students to share their
responses to the task questions.
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Taxco, Mexico is a city of about 100,000 people. It lies in Answers
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the southern portion of Mexico and has a mild climate all The type of holiday is a cruise. The title of the article is
year round. The city is on the side of a mountain and its A Floating City because a cruise ship has lots of things
at
streets are steep and picturesque. Because of its natural that you can find in a city: neighbourhoods, shopping
beauty and terrific climate, Taxco has become a popular centres, sports facilities.
N
tourist destination. Streets are paved with dark stones,

and some streets feature light-coloured stones in the C
shapes of images such as a bull’s head, diamonds or vine
leaves. The area is known for having a lot of silver, so there
are many jewellery shops in Taxco. There are also many • Give students one minute to complete the task
historic buildings and lovely churches, making Taxco an individually, then ask students to read their questions
ideal place for sightseeing and walking tours. aloud. Write their questions on the board and ask
students to write all the questions in their notebooks.
Reading Suggested answers

How many passengers are there?
A How big is the ship?
• Ask students to choose a partner and to read the task What can you do on the ship?
instructions together. Check that they understand what What kind of food can you eat?
they have to do.

D H
• Ask students to read the article and to see if they can • Ask students to read the instructions and check that they
answer the questions that they thought of in C. understand what they have to do.
• Give students one to two minutes to do the task on their • Give students one minute to complete the task
own, then go over any answers to the questions that individually, then check answers as a class.
students found while they read the text. Ask them to • If you like, encourage students to make word maps with
share what they found interesting. the words in the yellow wordbank. Ask them to find as
many combinations with each verb as they can, and ask
Answers them to share them with the class so that you can check
Students’ own answers that they are correct.
Word Focus
Answers
1 go 2 stay 3 book 4 put 5 take 6 be
• Ask students to work in pairs to decide what each of Ideas Focus
the words mean without looking at the definitions given • Explain to students that they are going to discuss some
in the Word Focus box. Remind them that if they don’t questions about going on holiday. Ask them to read the
know the meaning of a word, they should look at the questions aloud.
whole sentence and the other words around it to try to • Ask students to work in pairs to discuss the questions
g
guess the meaning. and encourage them to use their own experiences to
in
• Discuss the Word Focus box as a class and ask students support their reasons. Make sure students take turns
if they guessed the meaning of the words correctly. asking and answering questions.
rn
E they are doing the task properly. Make a note of any
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• Ask students to read the instructions and check that they mistakes in structure and pronunciation and go over
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understand what they have to do. them on the board when they finish.
Vocabulary
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Answers
ph
1 visiting four cities

A
2 16 decks on the ship • Ask students to read the instructions and check that they
a
3 23 swimming pools understand what they have to do.

gr
4 50 trees
5 10,000 plants individually, then ask students to compare their answers
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6 10 million man hours to build
F
Answers
lG
1E 2D 3B 4F 5C 6A
na
• Ask students to give you two examples of types of B

replies to suggestions (an excuse, an opinion). • Ask students to read the instructions and check that they
io
• Give students one minute to complete the task understand what they have to do.
individually, then check answers as a class. • Before beginning the task, read the sentences aloud and
at
check that students understand what they mean. Explain

Answers any unfamiliar words to students, then have them begin
N
Suggestions = 1, 4 the task on their own.

Offers = 3, 5 • Give students one minute to do the task individually,
Ask for advice = 2 then ask students to compare their answers with a
partner. Then check answers in class.
G
• Now tell students they are going to complete the Exam
Task. Ask them to read the instructions and check that
• Remind students to use the information they found in F
to help them answer the questions.
• Give students one minute to complete the task, then ask
them compare their answers with a partner. Then check
answers as a class.
Answers
1B 2A 3C 4B 5A

12 School's Out!
Answers Answers
Cruise 1 cloudy; stormy 2 cold; snowy 3 hot 4 sunny
Coach Plane Taxi Train 5 rainy
ship
1 You often E
need your ✓ ✓
• Ask students to look at the postcard and to say where
passport.
Sara is (Mallorca). Ask them to read the instructions and
2 You wait on a check that they understand what they have to do.
✓ • Read the words in the yellow wordbank and explain any
platform
unfamiliar terms to students.
3 You wear a ✓ ✓ ✓ • Give students one minute to do the task individually,
seatbelt. then check answers as a class.
4 You reserve a ✓ Answers
cabin.
1 three 6 beaches
5 You reserve a
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✓ ✓ ✓ 2 hotel 7 sightseeing
seat. 3 weather 8 Fish
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4 pool 9 ice cream
6 You travel on
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✓ ✓ 5 sun cream 10 souvenir
the motorway.
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7 You take off ✓ F
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and land. • Ask students to choose a partner. Ask them to read the
8 You are instructions and check that they understand what they
✓ ✓ have to do.
served food.
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9 You pay at the partner, then check answers as a class.
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end of your ✓
journey. Answers
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10 You can enjoy 1 beautiful

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outdoor ✓ 2 comfortable
3 really sunny
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activities.
4 very clean
5 really friendly
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C 6 delicious
• Ask students to choose a partner. Ask them to read the 7 creamy
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have to do. Ideas Focus

• Have students choose who will be Student A and who • Explain to students that they are going to discuss
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will be Student B. Have them read the dialogue aloud some questions about holidays. Ask them to read the
and find the answers as they go along. questions aloud.
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• Give students one minute to do the task with their • Ask students to work in pairs to discuss the questions
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• Ask students to go back through the dialogue and support their reasons. Make sure students take turns
to underline the prepositional phrases (1 – in the asking and answering questions.
mountains, 2 – at the beach, etc.). • Go round the class monitoring students to make sure
Answers mistakes in structure and pronunciation and go over
1 in 2 at 3 on 4 by 5 on 6 in 7 on them on the board when they finish.
D Grammar
• Ask students to look at the map and to tell you where
• Write the following list on the board with bullet points
it is (Italy). Ask them to read the instructions and check
and the example sentence at the end. Then ask students
to look at the example sentence and to use the Present
• Read the words in the yellow wordbank and explain any
Continuous structure with the other items in the list.
unfamiliar terms to students.
Summer Trip:

−− fly to Paris • Give students one to two minutes to do the task with
−− stay in a nice hotel their partner, then check answers as a class.
−− visit the Louvre
−− go on a walking tour Answers
This summer, we’re flying to Paris.
We’re … (staying in a nice hotel./visiting the Louvre./ are/’re setting sail on Saturday 7th August.
going on a walking tour.) are/’re arriving on Monday 9th August.
• Revise the Present Continuous by explaining that we are/’re going on the tour at eleven o’clock.
can use it to talk about future plans and arrangements. are/’re seeing Gaudi’s park and cathedral in Barcelona.
Revise for all persons and numbers and for negative are/’re visiting the Vatican on Thursday 12th August.
sentences and questions. are/’re going to Naples.
A
• Ask students to read the instructions and check that they Extra class activity
understand what they have to do. Have students write out a holiday schedule like the one in
• Give students one minute to do the task with their D. Explain that they won’t use complete sentences for the
partner, then check answers as a class. schedule, but they will give it a title, a list of five dates and
some notes next to each date to say what activity will take
Answers place. Then ask students to swap schedules with a partner
Students should underline these words: and to write sentences using the present continuous
g
A: Hi Eric, what are you doing this summer? for future plans. Have them write sentences using each
activity in the schedule along with the date, and ask them
in
B: We’re going on a cruise next month.
A: Really? Where are you going? to use second person pronouns, for example, You’re
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B: We’re sailing round the Mediterranean. arriving in Venice on Thursday 5th July. Ask them to give
A: Are you visiting Spain? their sentences back to their partners so that their partner
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B: No, we’re not. We’re sailing straight to France. can check that the information is correct.
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A: When are you coming back?
B: We’re coming back on 17th August! E
• Ask student to read the instructions and check that they
ic
B understand what they have to do.
ph

understand what they have to do. then ask them to take turns with a partner asking and
• Give students one minute to do the task with their answering the questions. Then check answers as a class.
a
partner, then check answers as a class. Answers

gr
Answers 1 are you doing

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1F 2T 3T 4T 5F 6T 2 are you doing

3 are you going
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4 Are you visiting

Now read the Grammar Reference on page 168 (12.1) with 5 Are you going
your students.
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C F
• Ask students to read the instructions and check that they • Before beginning the task, write the following sentences
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understand what they have to do. on the board and ask students to describe the verb
• Give students one minute to do the task with their forms with the verb go and the other verbs:
at
partner, then ask students to compare their answers with −− What are you going to do this winter?
−− We’re not going to stay at home! We’re going to visit
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my gran in the mountains.
Answers (The verb go is in the Present Continuous, and the other
1 is boarding; 8.20 a.m. verbs are in the infinitive form.)
2 is flying; Andes • Explain that we can also talk about future plans using
3 is taking off; 8.55 a.m. the phrase be going to. Revise be going to in all persons
4 is sitting; 11D and numbers, and for negative and question forms.
5 is flying; Mexico City
D partner, then check answers as a class.
have to do.
• First ask them to do the task on their own. When they
have finished, ask them to get with their partner and
to read the sentences aloud to each other. Have them
switch roles as they go along, so that they are both

12 School's Out!
Answers Answers
A: We’re going to fly to Australia next summer. are you going to travel
B: Wow. That’s far away. are you going to travel
A: I know. We’re going to visit relatives there. are you going to stay
B: Are you going to stay with them? are you going to do
A: We’re going to stay with them the first week, then are you going to be
we’re going to travel.
B: You’re going to have an amazing time! J
G instructions and check that they understand what they
• Ask students to read the instructions and check that have to do.
they understand what they have to do. • First ask them to do the task on their own. When they
• Give students one minute to do the task with their have finished, ask them to get with their partner and to
partner, then check answers as a class. ask and answer the question in the task to each other.
Have them swap roles as they go along, so that they
Answers are both asking and answering questions. Go round the
g
1 infinitive 2 future 3 before 4 what we know class, checking that students are doing the task properly.
in
their partner, then ask students the question in the task
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Be careful
at random and encourage them to share their plans with
• Read the Be careful box to the students and check that the class.
a
they understand what it says.
Answers
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• Ask students to think of phrases in which we use the
verb go (go cycling, go sightseeing, go for a walk). Ask
them to use be going to and these phrases to make Students’ own answers
ic
sentences and write their sentences on the board
(We’re/I’m going cycling. I’m going sightseeing. I’m Teaching Tip
ph
going for a walk.). Using the Present Continuous as well as be going to for
future plans can be quite confusing. It might be helpful
a
Now read the Grammar Reference on page 168 (12.2) for students to see how it’s wrong to use the Present
gr
with your students. Continuous for structures in which we have to say be

going to. Write these sentences on the board side by side
H
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and ask students to say which ones mean the same and
• Ask students to read the instructions and check that which ones don’t. Explain how and why some pairs are
they understand what they have to do. different depending on the structure and why it’s wrong
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• Give students one minute to do the task with their to use the Present Continuous in the second sentences of
partner, then ask students to compare their answers with two of the sets.
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−− I’m going to fly to Italy this summer.

Answers I’m flying to Italy this summer. (same)
−− You’re going to have a great time.
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1 is/’s going to melt 2 am/ ’m going to wash 3 is/’s You’re having a great time. (different)
going to be 4 is/’s going to teach 5 are/’re going to −− We’re going to spend the day at the beach.
at
drop 6 are/’re going to look for We’re spending the day at the beach. (same)
N
−− You’re going to use lots of sun cream!

I You’re using lots of sun cream! (different)
(It’s wrong to use the Present Continuous in the second
sentences of the second and thrid sets because the
second sentences are talking about a future event based
have to do.
on what we know. They are not future plans. To use
• First ask them to do the task on their own. When they
the Present Continuous in these sentences makes the
have finished, ask them to get with their partner and
sentences sound like something that’s happening right
to read the sentences aloud to each other. Have them
now, when that’s not true.)
swap roles as they go along, so that they are both asking
and answering questions.
their partner, then check answers as a class.
• Ask students to go back through the dialogue and to Listening
underline Kylie’s words that go with her dad’s question
words (How – by train, Who – with friends, Where – with A
Coral’s cousins, etc.). • Before you start the task, explain to students that they
will practise their listening skills in this lesson.

• Ask students to look at the photo and to say where they
think this is (a tropical island) and what the weather is
Answers
like (It’s sunny and a bit cloudy.). FLIGHT: delayed
• Ask students to choose a partner. Ask them to read the HOTEL: noisy
instructions and check that they understand what they BEACH: beautiful, crowded
have to do. WEATHER: stormy, rainy
• Have students discuss the subjects and decide which TOWN: modern, boring
ones are the most important and which are the least
important. Explain to them that they don’t have to E
have the same answers, but to put them in order of
importance according to how they feel.
answers with a partner.
• Go round the class, checking that students are doing the
task properly. Make a note of any mistakes they make in
a class.
grammar and pronunciation.
• Give students one minute to do the task with their F
partner, then discuss answers as a class. Go over any • Now explain to students that they are going to complete
mistakes they made in grammar and pronunciation on the Exam Task. Ask them to read the instructions and
the board. check that they understand what they have to do.
Answers • Ask students to say what they are going to listen to
(Samantha and Zac talking about a holiday activity).
g
Students’ own answers • Before playing the recording, ask students to read
in
the questions and the answer choices. Ask them to
B underline key words in each question to help them
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choose the correct answer (1 – What, going to do; 2 –
• Ask students to choose a partner and to practise saying
Where, going; 3 – What, need to pack; 4 – How long; 5
a
the words to each other. Encourage them to guess if
– What time, get back).
they’re not sure how to pronounce a word.
Le
• Remind students that they will hear the recording twice.
• Explain to them that they are going to listen to the
Play the recording, and when you have finished, move
words in the recording and they are going to underline
on to the next task.
the syllable in each word that is stressed.
ic
• Play the recording, pausing after the first set of words is Answers
ph
heard. Check that students have underlined the syllables

before moving on. 1B 2A 3C 4B 5C
• Continue with the recording and when you have
a
finished, check answers as a class. Replay the recording G

gr
if necessary. • Play the recording again and ask students to check their
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1 (a) accommodation (b) excursion a class.
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(c) information
2 (a) adventure (b) departure (c) temperature
3 (a) flight (b) luggage (c) suitcases
Speaking
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4 (a) relaxing (b) sightseeing (c) sunbathing

A
5 (a) comfortable (b) journey (c) restaurant
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• Ask students to choose a partner. Ask them to look at

the photos and to say what you can do in each place.
C
at

• Ask students to read the Exam Close-up box and check partner, then ask students to volunteer their answers to
N
that they understand what the information says. the class.

• Ask students what they should do if they are not sure
of an answer and why they should do that. (Leave the Answers
question and move on. It will be more obvious the
second time we hear it.) camping; sightseeing
D B
• Explain to students that they are going to listen to a • Ask students to choose a partner. Ask them to read the
tourist talking about their holiday. Ask them to read the instructions and check that they understand what they
instructions and check that they understand what they have to do.
have to do. • Give students one minute to do the task with their
• Give students a moment to look over the form, then play partner, then check answers as a class.
the recording, pausing if necessary.
Answers
1b 2a 3e 4c 5d

12 School's Out!
C • Go round the class monitoring students to make sure

• Ask students to read the instructions and check that they are doing the task properly. Make a note of any
they understand what they have to do. mistakes in structure and pronunciation and go over
• Explain that they will first tick the options they like on them on the board when they finish.
their own. Then they will get with their partner and ask Teaching Tip
and answer the questions from B.
Encourage students to revise the Useful Expressions
• Go round the class, checking that students are doing
throughout the book by having them go through all the
the task properly. Make a note of any mistakes they
speaking sections and make a list of the categories. Then
make in grammar and pronunciation.
students can get together in pairs or groups; one student
can say a category at random and another student can
partner, then discuss their responses as a class. Go over
mention as many phrases as they can remember that go
any mistakes they made in grammar and pronunciation
with that category. When that student has finished, they
on the board.
can swap roles. They can also read off phrases and guess
Suggested answers the category. This can work as a fun in-class activity if time
allows, and you can write categories and their answers on
Students’ own answers the board as they say them.
g
D
in
• Ask students to read the Exam Close-up box and check Writing: an invitation
rn
• Ask students why they need to think about the tense A
a
when asking people about their holidays. (We use • Ask students to look at the Learning Focus and read the
Le
different tenses to ask about a holiday in the future and information aloud. Check that they understand what the
a holiday in the past.) information says.
• Ask students to read through the expressions in the • Ask what information an invitation should have (who it’s
ic
Useful Expressions box. Ask students to say if we use a from, what the event is, when and where the event is).
particular expression to ask about a holiday in the future
ph

or a holiday in the past (first five questions – holiday in understand what they have to do.
the past; last four questions – holiday in the future). • Give students one minute to complete the task on their
a
E own, then check answers as a class.

gr

Answers
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that they understand what they have to do. 1 what 2 when 3 where 4 who
• Ask students what they will do in the task. (They will
lG
complete their feedback forms, then answer their B

partner’s questions.) • Ask students to read the instructions and check that they
• Ask students to read through the feedback forms and
na

explain any unfamiliar terms. • Give students one minute to complete the task on their
• Ask students to begin the Exam Task. Go round own, then check answers as a class.
io
the class, checking that students are doing the task

properly. Make a note of any mistakes they make in Answers
at
grammar and pronunciation.

1b 2a 3b 4a 5a
N
partner, then ask them to swap roles. Go over any

mistakes they made in grammar and pronunciation on C
the board once they have completed the task. • Ask students to read the instructions and check that they
Answers • Ask students what they are going to read (responses to
Students’ own answers invitations), who they are from (Leela, Dan) and who is
receiving them (John).
Ideas Focus
more questions about going on holiday. Ask them to Answers
read the questions aloud.
1 inviting; Shall; Let
and encourage them to use their own experiences to 2 What; make; hearing

D G
• Ask students to read the instructions and check that they • Now explain to students that they are going to complete
understand what they have to do. the Exam Task. Ask students to read the instructions and
• Give students one minute to complete the task check that they understand what they have to do.
individually, then ask students to compare their answers • Ask students what they are going to read (an invitation),
with a partner. Then check answers as a class. who it’s from (Adam) and who it’s to (Ellie).
• Remind students to use the underlined questions to help
Answers them with their reply and to use the Useful Expressions
when necessary.
1 I would love to!
• Give students one to two minutes to complete the task.
2 That would be great!
Go round the class, checking that students are doing the
3 That’s a good idea! task properly. Make a note of any mistakes they make
4 Why not! in their writing and go over them on the board once
5 Unfortunately I’m busy. students have completed the task.
6 Sorry I can’t make it.
7 I’m afraid I can’t on Friday. Suggested answer
Dear Adam,
Useful Expressions I’d love to come to your party. I can bring
• Ask students to look at the Useful Expressions box. some burgers.
Explain that these are phrases we use to invite people
g
Veronica’s brother is called Jacob. His telephone
to events, to accept and refuse invitations, and to number is 57 66 17940.
in
give explanations. Look forward to seeing you on Sunday.
• Encourage them to refer to these phrases when they do Ellie
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E and the Exam Task.
a
E Teaching Tip
Le
• Ask students to read the instructions and check that they As with the Teaching Tip in the speaking section, students
understand what they have to do. can do a similar practice with writing expressions, to help
• Explain to students that they will write an invitation to a them revise. Ask students to form pairs or groups, in class
ic
party. They can use the invitation in A as a model. Once or in their free time, and have them write out the Useful
they have written their invitation, they will give it to a Expression writing categories. Then have a student say a
ph
partner. Decide to accept or decline the invitation, and category aloud, and the other student will write phrases or
if they decline, remember to explain why. Encourage sentences that go with that category. They can swap roles
a
students to practise both accepting and declining. when one student finishes writing phrases, and they can
gr
• Go round the class, checking that students are doing the check each other’s work. They can also write out phrases
task properly. Make a note of any mistakes they make in and sentences and ask which category they go in.
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their writing.
partner, then ask students to volunteer to read their
lG
invitations. Have other students practise accepting and

declining. Go over any mistakes they made in their
na
writing on the board once they have completed the task.
Answers
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at
F
N
• Ask students to read the Exam Close-up and check that

• Ask students to tell you what some language functions
are (making suggestions, asking for or giving advice,
asking permission, offering, inviting).
• Give them one minute to complete the task on their
own, and check answers as a class.
Answers
Students should underline the following questions in
the Exam Task:
Would you like to come?
… could you bring something to cook?
What is Veronica’s brother’s name?
Do you have his telephone number?

12 12 Best Summer Job
Video School's Out!

from the background information box.
getting your students acquainted with other cultures while Answers
learning English. They contain genuine National Geographic Students’ own answers
content and students do not need to understand everything
in the videos in order to take advantage of them as a
While you watch
learning device. Some tasks focus more on the visual
content rather than the audio, and as such, students do B
not have to listen to answer every question, but can simply
• Tell students that the video is quite short, but that there
watch what is happening. The videos are also meant to
will be words that they will not understand. Encourage
inspire students to watch other programmes in English, such
them to make guesses for their answers and not to
as television shows and English-language films, so that they
worry if they are right or wrong.
can experience spoken English more often, as well as in
their own free time. Naturally, the more exposure they have
g
to the language, the more quickly they will acquire it.
in
• Ask students if they can say where the Arctic Circle is.
Ask them to point it out on a map.
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• Encourage students to underline key words in each
The Northwest Passage in Canada has only recently question. Explain that they will need to listen for these
a
become navigable by ships due to the retreat of Arctic words to get the correct answers.
Le
ice, a result of climate change. More ships are travelling • Play the video and pause when the first answer is given.
through it, and as such, wildlife in the area is having to Ask students to mark their answers and replay that part
endure an invasion of their habitat. The beluga whale is of the video if necessary.
ic
one such animal negatively affected by the increase in • Check answers as you go along, stopping the video for
ship traffic. It is a relatively friendly, animal, but it tries to each question and replaying the video as necessary.
ph
avoid large ships. In fact, beluga whales can hear large

ships 50 kilometres away, and they will move away from Answers
them quickly. This reaction disrupts the natural cycle of
a
1F (00:12) 2T (00:33) 3F (00:36) 4F (00:41) 5T (00:47)

the beluga whale. It can cause families to get split up;
gr
6T (00:57)
therefore, it is important to make sure these large ships
stay out of certain areas when crossing the Northwest
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Passage. After you watch

C
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Before you watch

A in pairs the main idea of the video.
na

• Explain to students that they are going to watch a video
about a type of animal that lives in a very cold ocean.
are covered in the text. Also encourage them to think
io

understand what they have to do. Ask students to choose
at
• Ask students to repeat the words in the wordbank.

a partner to complete the task.
Correct their pronunciation where necessary.
• Give pairs one minute to complete the task then ask
N

students to share their answers with the class.
answers as a class.
with your students for some of the more important words
that appear in the video which they might not know the
Answers
meaning of. Have them write down these words in their 1 temperatures 4
whales 7
future
notebooks, along with the definitions: 2 photographer 5
babies 8
ship
−− Arctic Circle (noun phrase) – a place on Earth which is 3 summer 6 travel
very far north
−− office (noun) – a place where you work Ideas Focus
−− harsh (adjective) – having very high or very low • Ask students to work in pairs to discuss the questions
temperature, having bad weather about the video and encourage them to use their
−− brave (verb) – to do something difficult without fear own experiences to support their reasons. Make sure
−− photo-identify (verb) – to say what something is and students take turns asking and answering questions.
use photos to do it • Go round the class monitoring students. Make a note of
−− moult (verb) – to lose old skin so that new skin any mistakes in structure and pronunciation and go over
can form them on the board when they finish.
−− Northwest Passage (noun phrase) – a place in Canada
where you can go by ship from the Atlantic Ocean to
the Pacific Ocean
Objectives • Ask students to tell you a step-by-step instruction of

• To revise vocabulary and grammar from Units 11 and 12. travelling by plane. Prompt them as they go along
using the following guide which you can write on
Revision the board as you go along. Try to elicit the words
• Revise for the review the day before using the in brackets.
vocabulary and grammar revisions below. This will also −− First we go to the (airport).
give students a framework for revising at home. −− Then we check in our (suitcases).
• Explain to students that they will do a review and explain −− Next we go through (passport) control.
how the reviews will work. There will be one review after −− Then we go through (security) control.
every two units in Close-up A1+. Tell them that Review −− We wait in the (departure area).
6 will cover the vocabulary and grammar from Units 11 −− After that, we board the (plane).
and 12. −− Finally, we find our (seats).
• Stress to students that the review is not an exam. • Ask students to think of words that go with holiday
Explain that they will complete the review mostly on travel, such as beach, suncream, souvenir, hotel, etc.
their own, but they will be able to ask you for help, to Ask them questions to prompt answers (What do we
g
compare answers with a partner, and to use their books put on our skin? What do we stay in? etc.). Have them
in
to find answers. revise the words in the wordbank in E on page 151.
• You can administer the review however you like. You Ask them to write sentences in their notebooks using
rn
can go through each question one by one, ask students those words.
to complete answers, then check answers as a class. • Ask students to think about adjectives they can use
a
You can allow them to do entire exercises, then check to describe a holiday. Elicit words students can use
Le
answers as a class. You can split the vocabulary and to describe weather, beaches, food, people and
grammar sections into two parts, giving students 10 to accommodation. Write their words on the board and
15 minutes to do each part. You can let them do the encourage them to write sentences in their notebooks
ic
entire review on their own and check answers at the using these words.
ph
do that, remind students in the middle of the review Grammar Revision

how much more time they have left. Encourage students
a
to guess at answers they do not know, and not to leave • Ask students to come to the board and to rewrite these
sentences in the Passive. Tell them to write an agent
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any gaps blank. When students complete the review,

check the answers as a class. Do some extra task work if necessary. Ask students to say what tense they have
changed the sentences into.
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on the board for any areas that students seem to be

having trouble with. −− They grow fruit here. (Fruit is grown here. – Passive
Present Simple)
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Vocabulary Revision −− Locals make these candles. (These candles are made
• Say these definitions aloud and ask students to tell you by locals. – Passive Present Simple)
−− They built this castle in 1066. (This castle was built in
na
what word they refer to. Encourage them to write your

questions in their notebooks as well as the answers. 1066. – Passive Past Simple)
−− Who writes books? (an author) −− The ancient Greeks used coins. (Coins were used by
io
−− In a theatre, who watches the play? (the audience) the ancient Greeks. – Passive Past Simple)
−− What is the space between the seats at a theatre? • Ask students questions about narratives and how we
at
(aisle) write them.

−− What is a narrative? (a personal story)
N
−− What is the line of seats called? (row)

−− What part of the theatre do actors perform on? −− What tenses do we often use in a narrative? (Past
(the stage) Simple and Past Continuous)
−− What is a very large group of musicians called? −− What tense do we use to set up the background
(orchestra) information? (Past Continuous)
−− Who leads an orchestra? (conductor) −− What tenses do we use to say what we were doing
−− What do we call the front of a book? (the front cover) when an action interrupted us? (Past Continuous to
−− What about the back? (the back cover) say what we were doing, Past Simple to say what
• Ask students to join these sentences. Then tell them to interrupted us)
revise the phrases in E on page 139. Encourage them −− What tense do we use to talk about things that
to write sentences of their own using the phrases. happen in the past one after another? (Past Simple)
−− I’m bad of television. −− What connecting words go with Past Continuous
−− I’m tired about my marks. clauses? (while, as)
−− I’m interested on maths. −− What connecting words go with Past Simple clauses?
−− I’m happy for my videos. (when)
−− I’m keen at singing.
−− I’m famous in nature.

• Ask a student or two to use the Present Continuous Answers
to talk about something they plan to do for every day
of the week. (On Monday, I’m watching a film with 1 airport 5 plane
a friend, etc.) Ask students to write a weekly plan 2 suitcases 6 seats
using the Present Continuous in their notebooks and 3 passport 7 weather
encourage them to write one plan for each day. 4 departure area 8 time
• Ask students to imagine that they are planning to visit
a museum in a few days. Ask them to write five things D
they plan to do at the museum using be going to. Ask • Ask students to go through the sentences and to
students to volunteer sentences in class, and encourage underline nouns and phrases that they believe will help
students to make their own plans in their notebooks them choose their answers.
using be going to. • Ask students to use the words they underlined to help
them find the answers. Remind them that there is a gap
Vocabulary
for each letter of the word that is missing. Ask them to
g
read the entire sentence when they finish to check that
their word makes sense.
in
A
Answers
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• Ask students to underline nouns and other phrases in
the sentences that they believe will help them choose 1 sun cream 4 hotel
a
their answers. Encourage them to use the underlined 2 beach 5 sightseeing
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phrases only when they do the task. 3 souvenirs 6 ice-cream
once they have finished to check that their answers E
ic
make sense.
• Read the words in the yellow wordbank aloud and ask
ph
Answers students to repeat them. Correct any pronunciation

errors that you hear.
1 author 3 title 5 audience • Then ask students to go through the questions and to
a
2 orchestra 4 row; aisle 6 stage underline the nouns. Ask them to match the words in
gr
the wordbank to these nouns. Once they have finished,

B encourage them to read through their sentences to
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check that their answers make sense.

• Ask students to underline the word that comes before
the gap. Then ask students to think of a preposition that
Answers
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can follow that word. Encourage them to do this before

they look at the wordbank. 1 stormy 4 friendly
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• Once they’ve chosen the answers, have them look at 2 beautiful 5 comfortable
the wordbank to see if their words are there. Then 3 delicious
encourage them to read through their sentences
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Grammar
once they have finished to check that their answers
make sense.
at
A
Answers
N
• Ask students to look at the first sentence in each group.

1 for 2 at 3 on 4 in 5 with 6 of 7 about Ask them to circle the verb and to make a note of the
object. Tell them to think about what tense, present or
C past, the circled verb is in and what number, singular or
• Read the words in the yellow wordbank aloud and ask plural, the object is.
students to repeat them. Correct any pronunciation • Once they have finished, have them check that the
errors that you hear. Passive verb they wrote matches the time of the Active
• Then ask students to underline the verbs and other verb and the number of the object, which is the subject
words that come before the gap, or in some cases, in the second sentence. Encourage them to check their
after the gap. Encourage them to try to answer the spelling of past participles.
questions using only the underlined words. Once they • Tell students to look back at A–E on page 140 and
have finished, encourage them to read through their Grammar Reference 11.1 and 11.2 on page 167 for a
sentences to check that their answers make sense. reminder if they need to.
Answers
1 is used 4 was organised
2 are cleaned 5 were checked in
3 is read 6 were painted

B
• Ask students to go through the sentences and
underline while and when where they appear. Ask
them to make a note of what tense goes with while
and what tense goes with when before they do
the sentences.
• Remind them that in some cases, they need to think
if the actions happened one after another.
• Tell students to look back at H–J on page 141
and Grammar Reference 11.3 on page 168 for a
Answers
1 was taking; dropped
2 bought; put
3 were having; started
4 arrived; was dancing
5 visited; bought; relaxed
6 took off; was waiting
g
in
C
• Ask students to underline the subjects of the
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sentences. Tell them to pay attention to the subject
when they write the be verb of their Present
a
Continuous verbs.
Le
• Encourage them to look back through their answers
and to check the spelling of their -ing verbs.
• Tell students to look back at A–B on page 152
ic
ph
Answers
a
1 am/’m starting 2 are catching 3 are/’re sailing

gr
4 is not/isn’t coming 5 is/’s having 6 are not/

aren’t getting
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D
lG
• Ask students to underline the subjects of the

sentences. Tell them to pay attention to the subject
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when they write the be verb of the be going

to structure.
• Tell students to look back at F–G on page 153
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at
Answers
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1 is/’s going to rain 2 are going to hire 3 am/’m

going to be 4 are/’re going to collect 5 is/’s
going to join 6 is going to celebrate

Recording Script Student’s Book A1+
Unit 1 This is Me! MAN: o, in fact it’s red, but she loves yellow
N
flowers.
TRACK 1.1
3.
N: Listening, Unit 1, Page 12, B
WOMAN: It’s a very big wedding! There are a lot of
PAUL: Hi Alisha. What are you looking at? people in the photo.
ALISHA: T
hey’re photos of my sister Karen’s wedding MAN: here are a lot of people in that photo, but
T
last week. the wedding was small. There were only 50
people.
PAUL: Who’s that?
ALISHA: That’s a photo of John, my sister’s husband.
PAUL: And who’s that young boy, there? TRACK 1.3
g
in
ALISHA: He’s my young cousin. You don’t know him. N: Listening, Unit 1, Page 12, E
N: Listen to a woman talking about her wedding.
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He lives in Malaysia.
Who is each item from? For questions 1 – 5, write
PAUL: Wow. And who’s that woman in the photo
a
a letter A – G next to each item. You will hear the
with John and your sister?
Le
conversation twice.
ALISHA: She’s John’s sister, Rachel.
SUSIE: Y
our wedding photos are great, Lucy. What’s
ic
PAUL: She’s got a pretty pink dress. this photo, though?
ph
ALISHA: And this is a photo of my sister and John, LUCY: O

h, that’s a photo of some of my wedding
and his parents, Joanne and Richard. presents from my family.
a
gr
PAUL: h yes … so this photo is John’s parents

O SUSIE: That tree isn’t a present!
next to the wedding cake!
eo
LUCY: H
aha. Actually, it’s from my Uncle Fred. He’s a
ALISHA: Yes. gardener and loves plants. It’s his hobby.
lG
PAUL: ho are the man and woman on the sofa

W SUSIE: What are those?
with the photo?
na
LUCY: They’re towels.

ALISHA: They are my grandparents, remember? That’s
SUSIE: Are they from your mum?
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a photo of their wedding day 52 years ago!

LUCY: No, but that painting is from my mum.
at
PAUL: Fantastic!
SUSIE: Oh, it’s beautiful.
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LUCY: Yes, I want to put it in our new living room.

TRACK 1.2
SUSIE: Which present is from your dad? Let me guess.
N: Listening, Unit 1, Page 12, D
His hobby is photography. So is it that camera?
1. LUCY: Y
es, my dad loves taking photos but, in fact, it’s
WOMAN: Is that a photo of your sister’s wedding the photo album for all our wedding photos.
day? SUSIE: What did your grandparents give you?
MAN: ctually, it’s a photo of my cousin’s
A LUCY: T
hey wanted to give us money but, actually,
wedding day. the towels are from them because we need
new towels!
2.
SUSIE: Is that watch yours or is it a present, too?
WOMAN: T
hose yellow flowers are beautiful. Is
yellow your sister’s favourite colour?

LUCY: Y
es, the watch is mine but it’s a present, too. PHIL: No, I usually meet a friend every Sunday
It’s a wedding present from my husband! morning and we fly our kites together.
SUSIE: Lucky you! PAOLO: Do you fly them up at the park?
PHIL: o, there are too many children on a Sunday.

N
We take the bus down to Rockwood Beach
TRACK 1.5 and fly them there. It’s very quiet.
N: Speaking, Unit 1, Page 13, C
PAOLO: I’ve got a kite but I never fly it. Can I come
Conversation A and fly it next Sunday with you?
CHARLIE: Hi Angie! PHIL: f course you can. We usually meet at ten

O
o’clock, outside the ticket office at the bus
ANGIE: Hi Charlie!
station.
CHARLIE: How are you?
PAOLO: Great! See you next Sunday at ten.
ANGIE: I’m good thanks. What about you?
CHARLIE: Great!
g
Unit 3 My Home Town
in
Conversation B
rn
TOM: Hi. I’m Tom Oakes and this is my sister, Anne. TRACK 3.1
a
CARL: Nice to meet you. I’m Carl. N: Listening, Unit 3, Page 38, B
Le
ANNE: Pleased to meet you. 1.ic
WOMAN: Excuse me!
ph
DRIVER: Yeah?
Unit 2 Friends & Fun
WOMAN: Is this the bus for Hollywood?
a
TRACK 2.1
gr
DRIVER: S
orry, you need to take the number 780
N: Listening, Unit 2, Page 24, B from the bus station.
eo
1. Listen to Carla talking about the climbing wall at WOMAN: Can we walk?
lG
her school. DRIVER: Hmm. It takes about two hours.

2. Listen to Amanda asking Jacob about street dance WOMAN: Oh.
na
classes.
DRIVER: You can get a taxi. Call 555-050505.
io
3. Listen to Amanda describing her photos to a friend.

WOMAN: Oh! Thank you! (kid going YAYYY)
at
4. Listen to Phil arranging to meet his best friend at

the beach to fly their kites. 2.
N
BOY: Where are we going? I’m tired.
WOMAN: Ahhhh.
TRACK 2.2
BOY: re we going to the hotel? I don’t want to
A
go to the hotel.
N: You will listen to a teenager talking to a friend
about his hobby. For each question choose WOMAN: We aren’t going to the hotel.
the right answer (A, B or C). You will hear the
BOY: h. Are we going to a shop? I hate
O
conversation twice.
shopping. Pleeease, Mum …
PAOLO: Hi, Phil. What’s that you’ve got? WOMAN: We aren’t going shopping. It’s two o’clock!
PHIL: Hi, Paolo, it’s my kite. You know I love flying BOY: here are we go …. Oh yes! Hamburgers!
W
kites. Ice cream! Thanks, Mum!
PAOLO: Oh yes, that’s true. Do you always go alone?

3. TRACK 3.2
WAITER: Finished? N: Listening, Unit 3, Page 38, E
BOY: Yes. Thank you. Fantastic pizza! N: You will hear a visitor asking a man about a
bus tour for tourists. Listen and complete each
WAITER: Would you like anything else? question. You will hear the conversation twice.
BOY: How much is a big ice cream, please?
UK WOMAN: Excuse me.
WAITER: A
large ice cream? $15. We also have
US MAN: Yes, madam. How can I help you today?
a special ice cream with chocolate and
banana for $16. UK WOMAN: I’d like some information about your
bus tours.
BOY: Do you like it?
US MAN: f course, madam. They are every day
O
WAITER: Me? Yes, it’s my favourite.
except Monday.
BOY: Could I have that, please, Mum?
UK WOMAN: So … Tuesday … to Sunday …
WOMAN: Okaaay.
US MAN: That’s right.
g
4.
in
UK WOMAN: And what time do they start?
MAN: Hey there. Where are you from?
rn
US MAN: e leave here at 10 o’clock in the
W
BOY: I’m from England. morning.
a
Le
MAN: England! … Great! Can I ask you a question, UK WOMAN: Here?
please? US MAN: In front of the office.
ic
BOY: E
r, yes. But you’re a police officer. Is there a UK WOMAN: Thank you very much.
ph
problem?
US MAN: e do ask all our customers to bring
W
MAN: Oh no. I’m here with that man there. He’s a water to drink. It’s very hot sometimes.
a
famous actor.
gr
UK WOMAN: Is juice ok?

BOY: O
h yes! He was in that brilliant action film. Can I
eo
US MAN: h, not really. Water is ... we prefer

E
take a selfie of me with him and you, please?
water.
lG
MAN: Yeah, sure. Hey … Chris, come over here. We

UK WOMAN: R
ight, thank you. Oh and how much are
need you for a photo.
the tickets?
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BOY: Thanks so much! Fantastic photo!

US MAN: dults are $30 and children are $20.
A
io
5. But if you buy an adult and a child’s

ticket, you get one child free.
at
MAN: ay, would you and your mom like to come

S
to the movie? UK WOMAN: S
o I pay … $50 dollars for the three of
N
WOMAN: Oh yes, please! us.
MAN: I’ve got free tickets. Here you are. US MAN: Exactly.
BOY: hank you! Wow! Can we have one for my

T UK WOMAN: Perfect! Thank you!
sister?
MAN: Sure. Three tickets ….
BOY: Wooowwww.
WOMAN: What time does it start?
MAN: At six o’clock.
BOY: OK! Thank you.
MAN: ou’re welcome. See you there. (mumble)

Y
Coming, Mr Clooney…
Unit 4 Celebrate! TRACK 4.4
N: Speaking, Unit 4, Page 51, B
TRACK 4.1
N: Listening, Unit 4, Page 50, C Photo 1 is Carnival. Carnival takes place between
February and March.
STUDENT: My favourite month at school is May.
Photo 2 is Halloween. Halloween takes place on the
There is always so much happening then.
31st of October.
We have sports day but we also celebrate
international week. This year our class is Photo 3 is Valentine’s Day. Valentine’s Day takes
preparing a presentation on Australia. place on the 14th of February.
Our teacher divides us into groups and we Photo 4 is Thanksgiving. Thanksgiving takes place
each prepare one topic about the country. on the fourth Thursday of November.
On the last day we have a parade and we Photo 5 is Diwali. Diwali takes place between
all dress in our national costumes, if we
November and December.
have one. I’m Brazilian and I have a very
colourful carnival costume with lots of Photo 6 is San Juan. San Juan takes place on the
g
feathers!
in
23rd June.
The parade lasts for about an hour. Then
rn
we all go to the gymnasium for lunch with
our parents.
a
TRACK 4.5
Le
After lunch there is some music and
N: Speaking, Unit 4, Page 51, F
singing. Some parents play instruments
from the different countries.
ic
barbecue
We finish school at half past one on that
ph
afternoon, which is earlier than normal. candle

That way we can go home with our mums chocolate
a
and dads.
gr
delicious
TRACK 4.2
favourite
eo
N: Listening, Unit 4, Page 50, E

February
lG
N: You will hear a teacher talking to her class

about preparing for international week. Listen fireworks
and complete each question. You will hear the
na
restaurant
information twice.
procession
io
TEACHER: Good morning, everybody. Before we start

traditional
at
I want to give you some information about

this year’s international week.
N
This year we are celebrating international

week from 2nd to 10th June.
Unit 5 A Perfect Day
Our class needs to prepare a presentation TRACK 5.1
and activities on the country of Colombia,
in South America. N: Listening, Unit 5, Page 64, B
Each class has five days to prepare the

WENDY: T
he first day we met, it was a beautiful
presentation. We need to find out about
Colombia’s geography, its languages, its sunny day.
food and its festivals. We also need to ROBERT: W
hat? No, I’m sure it rained all day! … No,
make a flag. The flag has three colours;
you’re right. It was sunny and we hired a
yellow, blue and red.
bike for two people, called a tandem. We
Your parents are coming on the last
cycled along the river in the park.
evening to see the presentation. That will
be on the 10th of June at six thirty. WENDY: N
o, we didn’t! We cycled up a hill. It was
OK … let’s get organised! impossible!
ROBERT: B
ut we stopped in a village and had tea and A: The one standing next to a man with a long beard.
cakes. You loved chocolate cake.
B: Is he wearing glasses?
WENDY: I love cakes but fruit cakes were always my
A: Yes, very small round glasses.
favourite! Then in the evening we went to
the cinema and watched a romantic film. B: That’s my grandfather!
ROBERT: N
o, no, we didn’t. It was a science fiction N: 5 When did the teenager go to the concert?
film with aliens …
A: Who’s your favourite band?
BOTH: Hahaha.
B: I love the Up & Ups.
A: Did you see them at the music festival last summer?

TRACK 5.2 B: No, I saw them in a concert last month at the Ring
N: Listening, Unit 5, Page 64, E Road stadium. I was on holiday last summer. They
N: You will hear five short conversations. You were really good!
will hear each conversation twice. There is
g
one question for each conversation. For each
in
question, choose the right answer (A, B or C).
Unit 6 Welcome To The Jungle
rn
N: 1 Where did the students go?
TRACK 6.1
a
A: Where did you go on your school trip, Danny? Did
Le
you go to the castle? N: Listening, Unit 6, Page 76, B
B: No, we didn’t. It was closed! 1. Feel that fur! How soft!

ic
A: What a pity. Did you stay at school, then? 2 Listen to that bee! How noisy!
ph
B: No, we visited the old lighthouse. There’s a 3 Look at that snake! How beautiful!
a
museum there.
4 Look at that rabbit! What cute ears!
gr
N: 2 How old is Fiona’s brother? 5. Listen to that reptile! What a strange sound!
eo
A: When was your baby brother born, Fiona. Was it a

lG
year ago?
TRACK 6.2
B: He’s not a baby anymore; he was born three years
N: Listening, Unit 6, Page 76, C
na
ago!
1.
io
A: He’s still so young. My brothers are older than me.

A: That sloth is moving!
at
B: Yes, your brothers are teenagers!

B: No, it’s not. It only moves one metre a day and now
N
N: 3 What is Cathy’s favourite colour?

it’s resting!
A: The flowers at the wedding were beautiful. 2.

B: Yes, they were. A: Your dog looks old. Is it about eleven or twelve
A: Is orange Cathy’s favourite colour? years old?
B: No, it’s blue but it’s not easy to find blue flowers! B: No, it’s a puppy. It’s only eleven months old.
N: 4 Which man is Harry’s grandfather? 3.
A: Elephants weigh 3,500 kilograms when they are

A: Who’s that man in the photo?
born.
B: Which one?
B: That’s not true. My teacher said they weigh 6,000!

4. BOY B: Eagles are important in dreams …
A: How tall are you? BOY A: Yes, but if someone gives you an eagle
feather as a gift, it means you are a really
B: I’m one metre sixty and my brother is one metre
special person.
twenty.
BOY B: How amazing!
C: No, I’m not! I’m one metre twenty-five!
TRACK 6.3 Unit 7 Invent It!

TRACK 7.1
N: Listen to two students talking. Why are these
animals important? For questions 1 ¬¬– 5, write
a letter A – G next to each item. You will hear the
conversation twice. This robot has a tall, thin, white body. It has a
rectangular face with big, round, blue eyes.
BOY A: I love this project about animals and people.
g
in
BOY B: Me too. It’s really interesting.
TRACK 7.2
rn
BOY A: I’ve got a photo of camels in Mongolia.
a
BOY B: People probably ride them in the desert.
Le
SPEAKER: R
obots will soon be living with you in your
BOY A: Actually, it says they are important because
house! There are many popular robots:
people drink camel milk and use camel hair to
QRIO, spelt Q-R-I-O, NAON, spelt N-A-
ic
make clothes.
O-N and ASIMO, spelt A-S-I-M-O.
ph
BOY B: You’re right, in Mongolia it’s not the camels

Here’s a little introduction to two of our
that people ride, they have these amazing most popular robots, Jibo and Aido.
a
horses that are stronger than normal horses …

gr
Jibo doesn’t move by itself but it’s not

BOY A: Yes, and they ride them for kilometres and heavy so you can carry it anywhere in the
eo
kilometres because there’s no other transport. house. Aido is taller and can move but it
doesn’t have feet. It moves on a small ball,
lG
BOY B: Horses are really important for the native but it can’t go upstairs or open doors.
Americans in North America, too. Aido likes to look after you. You can use
na
BOY A: I’m not sure. I read that bears are more Aido to wake you up in the morning and
tell you what things you need to do. Jibo
important because people use their fur to
io
also helps you organise your day but it

make coats to keep warm. likes to organise your house, too. You
at
BOY B: Yes, that’s important. Alaska and Canada are can use Jibo to turn lights on and off and
control the temperature of your house.
N
cold places!
Jibo can also protect your home, especially
BOY A: Here is something on the internet about wool when you are on holiday.
from goats in South America. Jibo is a good teacher. For example, it
can teach your grandparents how to use
BOY B: They look like goats but, in fact, they’re
new technology. It can read stories to your
alpacas. The wool is softer than sheep’s wool children when they go to bed and find
and people make scarves with it. recipes to help you cook a delicious dinner.
You can also use Jibo to take photos
BOY A: Oh! Well, we’ve got something about fur
of you and your family at parties or on
and wool, what about this information about holiday.
eagles.
Aido doesn’t take photos but you can use
BOY B: You can’t make scarves with eagle feathers! it to project and show movies or video
games onto a wall so you have a bigger
BOY A: No, you can’t, but eagle feathers are really screen.
special in native American culture.

Jibo and Aido both have batteries that MAN: I always lose my socks! How much is
can last for eight hours. Then you can plug Chipper?
them in to recharge. They recharge quickly.
SHOP OWNER: These dogs are very popular.
Are you interested? Your life will be easier
when you have a robot. Normally they cost £280. But this is
the last one so the price is £180!
TRACK 7.3 MAN: I’ll take it. My son will love it!
N: R
obots will soon be living with you in your house!
There are many popular robots: QRIO, spelt Unit 8 Snap!
Q-R-I-O, NAON, spelt N-A-O-N and ASIMO, spelt
A-S-I-M-O. TRACK 8.1
TRACK 7.4 BRUNO: i, I’m Bruno, and my favourite game

H
N: Listening, Unit 7, Page 90, E is Trivial Pursuit.
g
in
N: You will hear a man looking for a toy for his son. INTERVIEWER: How do you play Trivial Pursuit?
Listen and complete each question. You will hear
rn
the conversation twice. BRUNO: It’s a quiz game you play in teams. You
throw a dice, and answer questions on
a
SHOP OWNER: Good morning. Can I help you? a topic.
Le
MAN: ood morning. Yes, I’m looking for a
G
ELENA: i, I’m Elena, and my favourite game
H
present for my son.
ic
is Battleships.
SHOP OWNER: H
ow old is he and what things does
ph
INTERVIEWER: H
ow many people can play
he like?
Battleships?
a
MAN: e is thirteen and he likes science …

H
gr
ELENA: It’s a game for two players.

um … and animals.
eo
SHOP OWNER: What about a dog? We have a dog SHAUN: i, I’m Shaun, and my favourite game
H
called Chipper. is Sardines.
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MAN: Chipper? INTERVIEWER: Where do you play Sardines?

na
SHOP OWNER: Yes, C-H-I-P-P-E-R. Chipper. It’s a SHAUN: It’s a hiding game so you can play it
robotic dog. outside or inside.
io
MAN: Is Chipper very big?

LISA: i, I’m Lisa, and my favourite game is
H
at
SHOP OWNER: No, he’s about 12 centimetres long. Cluedo.

N
About the size of a puppy but he

INTERVIEWER: How old must you be to play Cluedo?
doesn’t have legs.
LISA: It’s a game for nine-year-olds and up.
MAN: How does he move?
SHOP OWNER: He moves on wheels. YURI: i, I’m Yuri, and my favourite game is
H
Pass the parcel.
MAN: What colour is this dog?
INTERVIEWER: H
ow long does it take to play Pass the
SHOP OWNER: Chipper is white but his face and
parcel?
wheels are black.
YURI: It can take 15 or 20 minutes. It’s great
MAN: Can he talk?
for parties!
SHOP OWNER: N
o, but he listens and follows
instructions. He can find things you
lose, like keys, glasses or your phone.

TRACK 8.2 2. It’s what acrobats do. It’s like swinging on a swing
N: Listening, Unit 8, Page 102, E in the park only … it’s a lot higher! You can stand or
sit on the swing but you also learn to hold on to the
N: Listen to Ryan buying a present with his dad. For
each question, choose the right answer (A, B or swing with just your hands. Then you learn to bring
C). You will hear the conversation twice. your legs over the bar and hang upside down from
your knees! It’s very energetic and there are lots of
BOY: Can we go to the toy shop now? tricks to try!
DAD: It’s late, can we go tomorrow?
3. If you’ve always wanted to swim like a fish, then
BOY: N
o, because it’s Martin’s birthday tomorrow so you’ll love this new extreme sport! You need to be
we have to get him a game today. a confident swimmer before you can do this sport.
DAD: OK. …. What kind of games does he like? You have to learn to breathe slowly and for a longer
time under water and there are special classes for
BOY: H
e’s very sporty and plays outdoor games, but
this. You gradually learn to relax but it’s not as easy
he loves board games best.
as you think!
DAD: There are about 50 games here!
g
in
BOY: That’s not true, Dad! There are about 20!
TRACK 9.2
rn
DAD: This game is new. It’s called City Detective.
a
BOY: Dad … that’s a game for 12-year-olds and up.
Le
Martin is only seven. GIRL: I want to try something different.
DAD: You’re right, and he’ll be eight tomorrow. BOY: What do you mean?
ic
BOY: T
his game looks fun. It’s called DIXIT and it’s for GIRL: I want to try a different sport.
ph
eight years and up.

BOY: OK. If you try a new sport, I’ll try one too!
DAD: How many people can play?
a
GIRL: Let’s take a look on the internet.

gr
BOY: It says three to six people on the box. First

BOY: Oh, look. Zorbing looks fun.
player to reach the end of the board wins.
eo
GIRL: Yes, a friend of mine has done it with some

DAD: Sounds interesting. How much is it?
friends. They say it’s great fun, especially at
lG
BOY: T
he travel game is £6.90 and the family game is parties.
£9.90.
na
BOY: I agree it looks interesting but you need a hill to

DAD: OK. Let’s get the family game. Here’s £10. roll down.
io
GIRL: No, you can also do it on flat land and on water.

at
That way you have more control.

Unit 9 In The Extreme!
N
BOY: It’s a great way to travel!

TRACK 9.1 GIRL: Y
es, but the plastic is thick so you can’t really
N: Listening, Unit 9, Page 116, B see where you are going!
BOY: W
hat about this sport, trapezing! That looks
1. This is simple fun! All you do is climb into a big
really energetic and fun.
plastic ball and roll round and round. You can roll
down a hill or roll on water. Some theme parks call GIRL: Yes, but in my opinion, it’s too dangerous. You
it ‘water walking’. It’s not easy to stand up! Some can fall.
orbs have straps to hold you in place but in many BOY: I don’t agree. It’ll be like flying and there’s a net
orbs you move around freely and have to control to catch you.
the direction you’re rolling in.
GIRL: It’ll probably be expensive too.
BOY: Y
ou’re right and it’s not easy to find places
that teach this sport because you need special
equipment.
GIRL: What about Mermaid classes? Unit 10 Eat Your Greens!
BOY: Can boys do it?
TRACK 10.1
GIRL: I’m not sure but it’s good exercise and not
expensive.
BOY: Y
es, I agree, but you need to buy a special 1. Garlic helps to stop you getting a cold or the flu.
costume. Traditional European cooking uses a lot of garlic.
In some places, like Bulgaria, people rub garlic on
GIRL: Oh, and it says you have to be a confident
their feet when they go to bed. You smell of garlic
swimmer to join, and I can’t swim.
in the morning, but you feel better!
BOY: I can’t swim either. Maybe we should join
2. People in China use chopsticks to eat their food
swimming classes instead!
and they eat more slowly. Doctors say that this is
GIRL: I agree! healthy because they eat less!
3. In countries like Iceland, Denmark and Sweden,

people love saunas. They help you relax your body
g
TRACK 9.3
and are very good for your skin. Unfortunately, to
in
N: Listening, Unit 9, Page 116, F
complete the experience you need to have a cold
rn
N: Listen to Harry talking to a friend, Victor, about a shower, or jump in an ice bath …. Brrrrr!
new hobby. For each question, choose the right
a
answer, (A, B or C). You will hear the conversation 4. These bands you wear on your wrist are very
Le
twice. popular at the moment in Britain. They count the
steps you walk in a day and tell you if you should
ic
HARRY: I want to start a new sport. do more exercise!
ph
VICTOR: Have you ever done any sport, Harry? 5. People have eaten chocolate for hundreds of
HARRY: Well, I cycle to school every day. years but did you know that in some parts of
a
Mexico, children drink chocolate for breakfast so

gr
VICTOR: That’s not a sport!

that scorpions and bees don’t sting them on their
HARRY: OK, I’ve done mountain biking.
eo
way to school? In some Caribbean islands people

VICTOR: My new hobby is called fat biking, it’s great eat chocolate to help with stomach aches and
lG
fun. headaches. Interesting!
HARRY: Is it similar to mountain biking?

na
TRACK 10.2
VICTOR: Well, the tyres are wider. On a mountain bike N: Listening, Unit 10, Page 128, F
io
they’re about 5 centimetres wide but on a fat

N: You will hear five short conversations. You
at
bike they’re about 10 centimetres. will hear each conversation twice. There is
one question for each conversation. For each
N
HARRY: So you prefer fat biking?

question, choose the right answer (A, B or C).
VICTOR: Yes, but the only problem is, because of the
tyres, they are not as fast and they are heavy. N: 1 What did Mario wear on his feet?
HARRY: Where did you go with your club last month? MUM: Mario, you can’t go running in those boots!
VICTOR: We went to some great places with snow MARIO: Why not? It’s raining.
last winter, but last month we went to some
MUM: T
hey are not for sport and not good for your
beaches in Wales.
feet.
HARRY: Sounds great. Was your bike expensive?
MARIO: You’re right. I’ll wear my blue trainers.
VICTOR: Well, there are different prices depending on
MUM: Yes, and you’ll run faster too.
the bike. Some can cost £1,000 pounds or
more but mine just cost £450.
HARRY: M
mmm … I think I’ll have to save up to buy
one!
N: 2 What’s Kim’s favourite vegetable? N: 5 What time is Steve’s doctor’s appointment?
KIM: You should eat more vegetables, Joe. They’re SISTER: What’s the matter, Steve?
good for you.
STEVE: I think I’ve got a fever.
JOE: I know; they have lots of vitamins. What’s your
SISTER: You should go to the doctor.
favourite vegetable?
STEVE: Can you make an appointment for me? Maybe
KIM: Well, I love pumpkins, especially pumpkin
ten o’clock or half past ten?
soup …
SISTER: Yes, of course.
JOE: Mmm, me too.
SISTER: OK. They didn’t have an appointment at ten
KIM: B
ut my favourite vegetables are carrots. You can
so I’ve just made the appointment for ten-
cook them, or eat them raw.
thirty. Is that OK?
JOE: Yes, they’re also good for school snacks.
STEVE: Thank you. Can you come with me?
N: 3 How much exercise does Danny do every day? SISTER: Sorry, Steve, I’m only free at midday!
g
in
SHARON: Danny, I read that we need to exercise for
at least 60 minutes every day.
Unit 11 Be Creative!
rn
DANNY: I cycle to school and back home every day.
a
TRACK 11.1
Le
SHARON: How long does that take?
DANNY: 20 minutes there and 20 minutes back.
ic
1.
SHARON: So, 40 minutes? That’s not enough!
ph
A: Hi Georgie, Have you seen Bill Hughes is signing

DANNY: What do you do?
copies of his latest book at Springstone’s?
a
SHARON: I have 90 minutes’ football training three

B: When?
gr
days a week and I go running on the other

two days. A: On 31st May. That’s tomorrow!
eo
DANNY: Wow! I need to join a sports club! B: OK. Let’s go.

lG
N: 4 Which bicycle did Anita buy? A: We need to be there at quarter past five.
na
2.
ANITA: ood morning. I’d like to buy a
G
new bike, please. A: Look! There’s an exhibition on Manga comics.
io
SHOP ASSISTANT: W
ould you like a mountain bike or B: I don’t like Manga.
at
a road bike? A: Please come with me and see it.

N
ANITA: I’d like a bike to cycle to school. B: OK. When is it on?

SHOP ASSISTANT: T
hese ones are good because they A: It’s on until 21st July.
have a basket.
B: Is it on all day?
ANITA: es, I can put my school books in
Y
A: Yes, from ten o’clock in the morning until six in the
it.
evening.
SHOP ASSISTANT: Do you have a favourite colour?
3.
ANITA: y favourite colour is red but I like
M
the green bike best. A: I can’t believe you got tickets for the School of
Rock musical!
SHOP ASSISTANT: This one?
B: I know, I’m excited!
ANITA: Yes, that’s perfect!

A: When are we going? Unit 12 School’s Out!
B: Saturday 6th December.
TRACK 12.1
A: What time?
B: Half past seven.
1. (a) accommodation (b) excursion (c) information
A: Oh, I can’t wait!
2. (a) adventure (b) departure (c) temperature
4.
3. (a) flight (b) luggage (c) suitcases
A: Good afternoon, I’d like a ticket to Urban Moves on
10th February, please. 4. (a) relaxing (b) sightseeing (c) sunbathing
B: Yes, of course. 5. (a) comfortable (b) journey (c) restaurant
A: What time does the show start?
B: Half past nine. TRACK 12.2

A: Great. N: Listening, Unit 12, Page 154, D
g
in
B: Here you are … that’s 45 pounds please. Last year we went to Ibiza. It was our first holiday
rn
A: Thank you. on an island. Normally we travel around our own
country in our camper van.
a
Le
Unfortunately, things didn’t go well. First of all, the
TRACK 11.2 flight was delayed for an hour and then two hours,
ic
and then three! We eventually boarded the flight,
N: You will hear a radio presenter giving information four hours later.
ph
about a competition. Listen and complete each

When we arrived at the hotel, there was a party and
question. You will hear the information twice.
a
it was very noisy. At least the rooms were quieter.

gr
RADIO PRESENTER: G
ood morning to you all, and The first afternoon, we walked to the beach. It
eo
a special good morning to all was beautiful but too crowded so we went to the
those young writers out there swimming pool instead.
lG
who may be listening.

The next day there were storms and it rained for
Our 2017 Young Writers’
the rest of the week!
na
Competition is now open and

this is a great opportunity for We visited the nearest town with umbrellas but it
io
you to show the world your was modern and boring. There was nothing to do
talent!
there!
at
The competition is open to all

Now we’re making plans for next summer … we’re
N
young people between the ages

of 14 and 18. going to stay at home and sit in the garden!
All you have to do is create
a story of up to 1,000 words
on any topic that shows real TRACK 12.3
imagination and creativity. The
N: Listening, Unit 12, Page 154, F
last date for you to send us your
story is the 3rd of June. N: Listen to Samantha and Zac talking about a
holiday activity.
We will announce the winner on
Saturday the 2nd of September For each question, choose the right answer (A, B
on Radio 5 Live at four o’clock or C). You will hear the conversation twice.
in the afternoon and read the
winning story on national radio. SAMANTHA: It’s great to finally be on holiday!
Good luck to you all! ZAC: es, and it’s brilliant we can do lots of
Y
outdoor activities here.

SAMANTHA: Yes, you know I love walking but I’m
excited about learning to ride a horse!
ZAC: es, after the class we are going to ride

Y
the horses on a trek through the forest.
SAMANTHA: It’s a shame we can’t go on the beach.
ZAC: I don’t think the horses are allowed on

the beach but the forest is enormous.
SAMANTHA: Shall I take the sun cream?
ZAC: I don’t think we’ll need it tomorrow but

we should pack our raincoats. I think it’s
going to rain in the afternoon.
SAMANTHA: How long is the trip?
ZAC: ell, the class in the morning is one

W
g
hour and then the trip in the afternoon is
in
two-and-a-half hours.
rn
SAMANTHA: So what time are we going to get back?
a
ZAC: e leave at three o’clock so we’ll be
W
Le
back at half past five.
SAMANTHA: Great. I’m looking forward to it.

ic
a ph
gr
eo
lG
na
io
at
N

WORKBOOK A1+ KEY
Unit 1 4 is 5 is am
5 Has … got 6 has have
Reading 6 ’ve got
A 7 ’s got B
8 isn’t 1 love
Family life for two children
9 ’ve got 2 live
B 10 haven’t got 3 listens to
1A 2B 3A 4B 5B 6A 7A 8B 4 but/however
B 5 however
Vocabulary 1 What are your favourite colours
2 Where are you from C
A 1 –
3 How many aunts and uncles
1 grandma
have you got 2 ✓
2 granddad
4 What animals has he got / How 3 –
3 mum
many animals has he got 4 ✓
g
4 dad
5 How many rooms has their 5 ✓
in
5 sister
house got 6 ✓
6 brother
6 Have you got
rn
7 Why have you got a fish D
B Suggested answer:
a
8 Who are
1 watch
Le
2 popular Dear Mr Larson,
C My family is my mum, my dad and
3 uncle
1 this my brother Harry. They’re fantastic!
4 Mrs
ic
2 These I listen to music in my free time. My
5 cousins
3 that favourite thing is my smartphone.
ph
6 only
4 This See you in class!
5 Those (Student’s name)
C
a
6 that
1 married
gr
2 diary Unit 2
D
3 kitten
eo
1b 2a 3b 4b 5b 6a 7a 8b Reading
4 football boots
5 necklace A
E
lG
6 first names Watching and going to

1 am
2 this skateboarding events
na
D
3 my
1 teenagers B
4 got
2 surname 1D 2B 3F 4C 5G
io
5 is
3 parents
6 have
at
4 poster Vocabulary
7 has
5 photograph A
8 his
N
6 smartphone 1 trousers
9 those
10 Their 2 hoody
E 3 trainers
1 seventeen 4 shorts
Listening
2 thirteen 5 boots
3 twenty-nine A
The words no, actually, but and in 6 skirt
4 seven hundred and seventy-five 7 jeans
5 two hundred and forty fact
8 socks
6 six hundred
7 ninety B
1C 2E 3G 4F 5D B
8 two thousand, one hundred and 1 go
sixty 2 does
Writing
3 play
Grammar A
4 goes
A 1 lives live
5 plays
1 ’m/am 2 –
6 playing
2 are 3 love loves
3 ’s/is 4 –

C 4 sometimes Unit 3
1 sociable 5 every
2 energetic 6 twice Reading
3 shy 7 doesn’t A
4 organised 8 hardly Suggested answers:
5 sporty
6 creative Listening calls – phone, mobile; sports match –
stadium; present – gift; talk – phone,
A quiet, mobile; get – buy, available
D Aaron and Monique; an after-school
1f 2a 3c 4b 5d 6e class B
E 1D 2G 3E 4C 5F
B
1 watching 1c 2a 3b 4c 5b
2 listening
Vocabulary
3 plays Writing A
4 going 1 stadium
A 2 hospital
5 doing
1 d, f
6 draws 3 restaurant
2 a, g
4 theatre
3 b, h
g
Grammar 5 supermarket
4 c, e
6 library
in
A
1 starts B
rn
2 play
B
1 3
1 police officer
3 don’t do 2 2
a
2 fire station
4 doesn’t chat 3 1
Le
3 football match
5 likes 4 3, 4
4 fire fighter
6 teaches 5 2
5 shop assistant
7 don’t go
ic
6 2
6 police station
8 sees
ph
C C
B 1 Mr Osmond
1 nurse
1 I do
a
2 information
2 waiter
2 she doesn’t
gr
3 cost
3 spectators
3 we do 4 beginners
4 village
eo
4 they don’t 5 last

5 librarian
5 you do 6 Best wishes
6 racecourse
6 it doesn’t
lG
7 actor
D
C 8 city
Suggested answer:
na
1 What do you do
Dear Ms Sanders, D
2 Where does your best friend live
I want to take the class because I 1 get off
3 Who do you chat
io
want to get some exercise. I like 2 takes

4 When do you and your sister
climbing outdoors. I already have 3 ride
at
play
some climbing shoes. 4 arrives
5 Why does he wear
N
Kind regards, 5 get in

6 How do I get
(Student’s name) 6 miss
D
Review 1 E
1 I usually do my homework in the
Vocabulary 1 fish
evenings.
1d 2d 3c 4a 5c 6c 7c 8a 9b 10d 2 books
2 We sometimes go out with our
11a 12a 13a 14c 15d 16b 17d 3 meat
neighbours.
18c 19d 20d 4 vegetables
3 Janice is often late for her class.
5 medicine
4 Why does Frank never wear
socks? Grammar
Grammar
5 They are hardly ever at home. 1c 2d 3b 4c 5b 6a 7c 8c 9b 10a
6 How does Henry always do well 11c 12c 13a 14b 15a 16c 17b A
in exams? 18c 19a 20d 1 There are
2 Is there
E 3 There isn’t
1 never 4 Are there
2 don’t 5 there’s/there is
3 Why 6 There aren’t
B 4 1.30 7 am studying
1 behind 5 12.50 8 Is she eating
2 opposite
3 next to Unit 4 B
4 in front of 1c 2a 3a 4b 5c 6a 7a 8c
5 in Reading
6 under A C
Suggested answers: 1 lot
C 2 much
celebration, March, Brazil, carnival,
1 am/’m putting 3 many
Pedro’s home town, big, Pedro,
2 are/’re leaving 4 many
samba, samba, not, Brazil, Pedro’s
3 is/’s making 5 lots
sister, dancer, Pedro, real boxer
4 Are you doing 6 much
5 are not/aren’t/’re not talking 7 lot
B
6 is it raining 8 lots
1b 2a 3a 4c 5a 6a 7c
D D
Vocabulary
1b 2b 3b 4a 5b 6a Countable: apple, child, cookie,
A festival, plate, song, woman
1 in
g
E Uncountable: coffee, confetti, food,
2 at
in
1b 2a 3c 4b 5a 6c 7b 8c meat, money, time, traffic, weather
3 in
rn
Listening 4 at E
5 at 1 ’m making 2 some 3 any 4 lots
A
a
6 at 5 much 6 many 7 have 8 ’m bringing
A man and a female waiter; a
Le
7 in 9 an 10 some
restaurant
8 at
B Listening
ic
B
1 fire station A
1 wedding cake
ph
2 10.30 A date and a phone number

2 confetti
3 Monday
3 barbecue
4 18 B
a
4 balloons
5 Johansson 1 30th
gr
5 fireworks
2 fancy dress
6 fancy dress
Writing 3 barbecue
eo
A 4 fireworks
C
1 I want to visit a castle tomorrow. 5 01693 287 445
lG
1 wedding dress
2 We can meet opposite the train 2 decorations
station. Writing
3 traditional clothes
na
3 You need to bring money for 4 birthday card A

the ticket. 5 Christmas tree 1 First
io
4 Do you want to see a play at the 6 barbecue 2 Then / Next / After that
theatre? 3 Next / Then / After that
at
5 Do we need to arrive early? D 4 After that / Then / Next

6 Can you buy tickets at the 5 Then / Next / After that
N
1 have, make
stadium? 2 get, give 6 Finally
3 have, get
B 4 wear, sing B
1c 2f 3d 4b 5a 6e 5 have, make Recipe for green salad:
6 get, give 1b 2e 3c 4d 5f 6a
C Recipe for easy spaghetti:
1 Mt Shasta E 1e 2b 3c 4f 5a 6d
2 9 hours 1d 2e 3b 4i 5a 6j 7h 8c 9g 10f
3 at the travel office C
4 6.30 a.m. Grammar 1F 2T 3T 4F 5F 6F
5 £19
A
6 £17 D
1 often wear
1 Central Park
2 Are we lighting
D 2 1.30
3 is cooking
1 Flashlight 3 cake
4 is making
2 Marty Glee 4 salad
5 Are they riding
3 bus stop 5 music player
6 usually invites

Review 2 2 Were you in English class C
Vocabulary yesterday? 1 Hi Frank/Thanks for your email.
3 Who was with you/Who were 2 Where did you go yesterday?
1b 2a 3c 4b 5c 6a 7c 8a 9b 10d
you with at the cinema? 3 What did you do there?
11d 12c 13c 14c 15a 16d 17d
4 There weren’t 12 people on the 4 Did you take photos? / Did you
18d 19d 20b
trip. like it?
5 Where were your parents last 5 It was the best!
Grammar
night? 6 Bye for now
1c 2d 3d 4b 5d 6d 7d 8a 9c 10d 6 Wasn’t there a place to sit?
11a 12b 13d 14d 15d 16d 17b D
18c 19a 20a B Suggested answer:
1 went Hi Johannes,
Unit 5 2 studied Thanks for your email. I ate pizza for
3 stopped dinner at the new restaurant. It was
Reading 4 bought fantastic! I went with my parents. We
A 5 planned got home around 9 p.m.
1 command 6 took Bye for now,
2 question 7 drank (Student’s name)
3 question 8 played
g
4 question Unit 6
in
5 statement C
1 didn’t/did not go
Reading
rn
B 2 did you meet
3 Did you pass A
1b 2c 3c 4b 5a
a
4 did Michael get Suggested answer:
Le
Vocabulary 5 Did Ms Mills give to ask Michelle if she liked the
A 6 didn’t/did not see petting zoo
7 didn’t you/did you not call
ic
1 water slide
8 didn’t/did not wear B
2 sunrise
ph
1E 2B 3H 4D 5F
3 wild animals
4 snowboard D
1b 2c 3c 4a 5c 6b Vocabulary
a
5 lighthouse
A
gr
6 quad bike
E 1 feathers
1 had 2 tail
eo
B
1 visit 2 went 3 butterfly
2 watch 3 last 4 scales
lG
3 take part 4 was 5 claw

4 walk 5 were 6 leopard
na
5 spend 6 has
7 loved/liked/enjoyed B
8 on 1f 2d 3a 4b 5e 6c
io
C
1 go on 9 took
at
2 attend 10 am C
3 ride 1 ostrich
N
4 go Listening 2 mouse
5 have A 3 calf
They are similar because they are 4 tarantulas
D pictures of rides. They are different 5 shell
1 have because each picture is a different 6 horses
2 having ride.
3 take D
4 have B 1 puppies
5 take 1a 2a 3b 4c 5b 2 cute
6 have 3 tiny
Writing 4 bodies
E A 5 babies
1c 2a 3c 4b 5c 1b 2e 3d 4f 5a 6c 6 dangerous
Grammar B E
1c 2e 3a 4d 5b 6f 1 skin
A
2 fingers
1 I was at a birthday party two
3 feet
days ago.
4 teeth 3 cold warm D
5 beak 4 vegetables insects 1c 2b 3a 4c 5b 6c
5 4 and 5 0.5 and 4
Grammar 6 100 1,000 E
A 1 cold
1 A lion is larger than a tiger. C 2 clothes
2 A bear is heavier than an ostrich. 1 rat 3 electric ovens
3 A butterfly is more colourful 2 outdoors 4 lights
than a fly. 3 friendly 5 listen to
4 A fish is a better pet than a bird. 4 sweets 6 watch
/ A bird is a better pet than a 5 60
fish. 6 no Grammar
5 A hippopotamus is bigger than A
a crocodile. D 1 tallest
6 A tarantula is a scarier pet than 1 grey 2 friendliest
a reptile. / A reptile is a scarier 2 spinach and carrots 3 best
pet than a tarantula. 3 two days 4 scariest
4 wheek 5 most expensive
B 5 lonely 6 worst
g
1 as 7 furthest
in
2 not Review 3 8 thinnest
3 from Vocabulary 9 most beautiful
rn
4 same 1c 2c 3c 4d 5b 6a 7d 8c 9d 10b 10 fittest
5 like 11a 12b 13b 14a 15d 16a 17c
a
6 as 18d 19c 20d B
Le
1 ones
C Grammar 2 one
1 old 3 ones
ic
1d 2b 3c 4d 5b 6c 7b 8d 9d
2 fast 4 one
10d 11c 12a 13a 14c 15d 16d
ph
3 tall/big 5 one
17c 18b 19d 20a
4 long 6 ones
a
5 noisy
6 small
Unit 7 C
gr
1 clean
Reading
eo
D 2 reading
1 looks A 3 doing
2 feel The question isn’t answered in the 4 move
lG
3 sound text. 5 telling

4 feels 6 seeing
na
5 sounds B
6 look 1B 2A 3C 4B 5B 6C 7A D
Suggested answers:
io
E Vocabulary 1 A spaceship will travel to

at
1b 2c 3c 4b 5a 6b 7b 8a A another solar system.

1f 2b 3c 4d 5a 6e 2 Humans won’t be able to walk
N
Listening on the sun.

A B 3 Robots will help teachers in the
Who has got which pet? 1 door handle classroom.
2 smartphone 4 Our pets won’t clean our
B 3 remote control homes.
1F 2G 3E 4B 5D 4 computer screen 5 Trains won’t travel through the
5 shower earth’s centre.
Writing 6 radio 6 Mankind will end world hunger.
A
1 she is C E
2 pig has 1 oven 1 will
3 I am 2 knife 2 ones
4 cannot 3 washing machine 3 finding
4 table 4 one
B 5 fridge 5 closest
1 272 372 6 cooker 6 most exciting
2 18 80

Listening B D
A 1 missed 1 don’t have to
Gaps 1 and 4 2 lost 2 have to
3 miss 3 mustn’t
B 4 lost 4 can’t
1 Hauwei 5 missed 5 must
2 3/three 6 miss 6 can
3 12.50 7 missing 7 don’t have to
4 Copnor 8 miss 8 can
5 9 p.m.
C E
Writing 1 thirtieth 1a 2c 3c 4b 5c 6a
2 two hundredth
A
3 twenty-third Listening
1d 2b 3a 4c
4 second A
B 5 fortieth Questions 1, 3 and 5
1 tour 6 first
2 old town 7 sixth B
3 helmet 8 fourth 1c 2c 3a 4b 5b
g
4 platform 9 ninth
in
5 speeds 10 eleventh Writing
6 inventor A
rn
D 1 choose
C 1 Shall 2 looking
a
Suggested answers: 2 playing 3 begin
Le
3 sounds 4 drawing
1 I want to attend the robot 4 Why
exhibition because I think robots 5 guesses
5 came
ic
are very interesting and we can 6 doesn’t guess
6 deal
learn a lot from them.
ph
2 I once saw a robot that looked B

E 1b 2c 3b 4b 5a 6b 7c 8b
like a puppy. It moved around 1 dice
a
like a puppy and had an 2 counter

gr
electronic bark. It was quite C

3 card 1 we buy
cool! 4 turn
eo
2 go
5 score 3 getting
D 6 game 4 let’s
lG
1 Gary Loch
2 Robot Exhibition Grammar
3 London Science Museum D
na
A Suggested answer:
4 29th of April
1b 2a 3a 4a 5b 6b Hi Kyle,
5 gloch@ymail.com
io
B A good game for two players is

1 playing cards. A pack of cards probably
Unit 8
at
2 leaves costs less than five pounds. You can

3 chatting
N
Reading play cards at home or in the park!

4 crossing Bye for now,
A 5 finishes (Student’s name)
Q1, your board game; Q2, I; Q3, 6 shuffles
Nancy; Q4, We; Q5, this button;
Review 4
C
B Vocabulary
1 If it rains, the ground becomes
1c 2a 3c 4b 5a wet. 1d 2c 3d 4a 5c 6a 7d 8a 9b 10a
2 When you turn five, you start 11c 12c 13d 14d 15c 16c 17b
Vocabulary school. 18c 19b 20d
A 3 We get hungry if we don’t eat.
1 spin 4 Water freezes when it goes Grammar
2 shuffle below 0 degrees. 1a 2c 3b 4c 5b 6d 7d 8c 9d 10c
3 cheat 5 When the bell rings at 4 p.m., 11d 12d 13d 14c 15a 16d 17c
4 deal school ends. 18d 19c 20c
5 competitive 6 You lose if you don’t get the
6 score right answer.

Unit 9 D B
1 have gone 1E 2G 3B 4F 5A
Reading 2 haven’t been
A 3 has gone Vocabulary
Check them with the text to make 4 have been A
sure that they are wrong. 1 potato
E 2 carrot
B 1c 2b 3c 4b 5c 6a 7b 8a 3 pineapple
1c 2b 3b 4b 5b 6c 7a 4 tomato
Listening 5 orange
Vocabulary A 6 strawberry
A Q1, place; Q2, height; Q3, age; Q4, 7 avocado
1 helmet day; Q5, cost 8 cauliflower
2 goggles 9 aubergine
3 wetsuit
B 10 green bean
1b 2c 3a 4c 5b 11 watermelon
4 ice axe
5 mask 12 lemon
Writing 13 banana
6 sticks
A 14 grape
g
B 1 amazed
in
1b 2d 3e 4f 5a 6c 2 thrilling B
3 tiring 1 milk
rn
C 4 exhausted 2 bread
5 surprised 3 cheese
a
1 into
2 down 6 disappointing 4 rice
Le
3 out of 5 yoghurt
4 over B 6 eggs
ic
5 up 1 My canyon adventure!
6 off 2 South Rim bike path, A biker- C
ph
friendly place, Live your dream 1c 2c 3c 4b 5c 6a

D 3 four
a
1 frightening 4 www.mygc.com/southrim D
1d 2b 3a 4f 5c 6e
gr
2 out of 5 ‘I urge everyone to experience

3 brave such a great adventure.’
eo
4 badly E
5 parachute C 1b 2a 3c 4b 5a 6c
1 Jonathan Myers John Meyers
lG
6 amazed
2 four eight Grammar
E 3 Beginner’s Intermediate A
na
1b 2c 3c 4b 5a 4 11th 12th 1 Beth was studying all night.

5 Joy Marina Ford Island 2 I was chopping vegetables for
io
Grammar half an hour.

A D 3 We were swimming yesterday
at
1b 2a 3b 4a 5b 6a 1 Ryan Marshall afternoon.

2 taekwondo 4 I was tidying my room this
N
B 3 24th October morning.

1 visited 4 Discovery Stadium 5 Were you jogging at 8 a.m.?
2 has eaten 5 Wollaton Taekwondo Club 6 They were not/weren’t lying in
3 closed bed all day.
4 have never been Unit 10
5 Have you taken B
6 didn’t talk Reading 1 was taking
A 2 was snowing
C A supermarket 3 was
1 will go B street 4 were running
2 will ask C café/restaurant 5 got
3 pay D café/restaurant or other shop 6 dropped
4 is E café/restaurant
5 don’t buy F café/restaurant C
G outdoors, a park 1 A
H street 2 B
3 A

4 A D 2 The letter is printed on fine
5 B I’m sorry I missed the party, but I paper
6 A wasn’t feeling well. I saw your text, 3 Whales are seen in the Pacific
but I was too sick to write back. I’m Ocean.
D afraid I can’t meet today because I’m 4 This song is sung during the
1 Why don’t you still in bed! holidays.
2 should find 5 Most homes are built by hand.
3 Don’t Review 5 6 The site is photographed by
4 shouldn’t Vocabulary famous photographers.
5 Look
1a 2c 3d 4d 5b 6d 7c 8b 9a 10d
B
11c 12d 13d 14b 15d 16b 17c
E 1 This home was built by a
18b 19c 20d
1 ourselves computer.
2 myself 2 These drawings were drawn by
Grammar
3 herself Picasso.
4 himself 1a 2c 3d 4c 5d 6d 7c 8b 9b 10a 3 This famous story was written by
5 themselves 11c 12a 13d 14b 15b 16d 17b Charles Dickens.
6 yourself 18a 19c 20d 4 Disney World was opened in
7 itself 1971.
Unit 11
g
8 yourselves 5 The sculptures were made from
in
ice.
Listening Reading 6 The books were signed by the
rn
A A author.
Q1, different types of vegetables; Gaps 1, 3 and 5
a
Q2, different parts of the body; Q3, C
Le
different times; Q4, different places; B 1 told
Q5, different numbers; 1B 2F 3H 4A 5E 2 was walking
3 was living
ic
B Vocabulary 4 arrived
ph
1b 2c 3c 4c 5b A 5 was playing
1 orchestra 6 returned
Writing
a
2 conductor
D
gr
A 3 audience
1 Sorry 4 author 1e 2f 3a 4c 5b 6d
eo
2 apologise 5 stage
6 musician E
3 afraid
1 were
4 because
lG
B 2 in
5 cannot
1 quickly 3 was
6 but
na
2 slowly 4 is
B 3 happily 5 as
6 and
io
1 A, B 4 quietly
2 B, B 5 loudly 7 has
at
3 B, A 6 angrily 8 reading
4 A, A
N
C Listening
5 B, B
6 A, A 1 at A
2 in Gaps 2, 3 and 4
C 3 about
1 Sorry, but I can’t make it for 4 on B
lunch. 5 for 1 32
2 I’ve got a lot of work to do this 6 of 2 19th
afternoon. 3 23rd (of June)
3 Thanks for asking and have fun! D 4 3.30 p.m.
4 Many thanks for your invitation 1f 2a 3b 4e 5d 6c 5 65
to your one-year anniversary.
5 Unfortunately, I am not able to E Writing
attend. 1b 2c 3a 4c 5c
A
6 Please accept my apologies 1 At first
and I hope to return to the Grammar
2 Suddenly
restaurant soon. A 3 As soon as
1 Pencils are made from wood 4 eventually
and carbon.
5 Before 4 are having D
6 after 5 are driving Suggested answer:
6 are you doing Hi Elizabeth,
B Yes, I’d love to come to your party!
Draft 3 B I’m going to dress up as a ship’s
1 is flying captain. For a contest, you should
C 2 is departing give prizes for the best costumes.
Students should tick sentences 1, 2, 3 is boarding See you there!
3, 5 and 6. 4 is closing (Student’s name)
5 is sitting
D 6 is landing Review 6
1 Tony Sims
Vocabulary
2 Spring Writing Competition C
3 Planet of the Pets 1 am/’m going to stay 1c 2b 3c 4c 5a 6d 7d 8c 9d 10d
4 fiction 2 am/’m going to take 11b 12a 13d 14d 15d 16d 17a
5 tsims@fastmail.com 3 am/’m going to travel 18a 19b 20d
4 am not going to fly
Unit 12 5 are/’re going to need Grammar
6 am/’m going to pack 1c 2b 3c 4d 5d 6a 7c 8b 9c 10c
g
Reading 11b 12a 13c 14d 15c 16a 17d
in
A D 18c 19c 20c
An excuse or an opinion 1 are you going to travel with
rn
2 are you going to leave
B 3 are you going to get to
a
1b 2c 3c 4b 5c Amsterdam
Le
4 are you going to be there
Vocabulary 5 are you going to stay
6 are you going to do
ic
A
1 boarding
ph
E
2 check
1 have
3 go
2 off
a
4 wear
3 be
gr
5 find
4 to
6 wait
5 are
eo
6 going
B
lG
1c 2d 3a 4f 5b 6e
Listening
C A
na
1 stormy No, you shouldn’t because you can

2 snowy listen for answers during the second
listening as well.
io
3 rainy
4 sunny
at
5 cloudy B
6 cold 1b 2a 3b 4b 5c
N
D Writing
1b 2a 3b 4b 5b 6a A
1c 2a 3b 4d
E
1 on B
2 in 1 would like
3 on 2 Come
4 in 3 Join
5 by 4 Thanks very much
6 at 5 would love
6 Could I
Grammar
A C
1 are meeting 1A 2A 3A 4B
2 are getting
3 is arriving

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Close Up A1+ Student’s Book Audio – Track List

SB Track Reference CD1 Track Unit Page Exercise

9.2 Track 10 9 116 C

9.3 Track 11 9 116 F

10.1 Track 13 10 128 C

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Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/Closeup

Visit our corporate website at www.cengage.com

Unit 1: National Geographic Learning

Unit 2: National Geographic Learning

Unit 3: National Geographic Learning

Unit 4: National Geographic Learning

Unit 5: National Geographic Learning

Unit 6: National Geographic Learning

Unit 7: National Geographic Learning

Unit 8: National Geographic Learning

Unit 9: National Geographic Learning

Unit 10: National Geographic Learning

Unit 11: National Geographic Learning

Unit 12: National Geographic Learning

Printed in China by RR Donnelley

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Contents of Student’s Book 4

Unit 6 – Welcome To The Jungle 60

Unit 7 – Invent It! 71

Video 7 – An Exciting Invention 80

Video 9 – Extremely Spectacular 101

Unit 10 – Eat Your Greens! 102

Video 10 – Tasty Snacks! 110

SAMPLE COPY, NOT FOR DISTRIBUTION 3

p 69–80 before & after

p 83–94 information and devices the ones, expressing purpose, will

obligation, modals for permission &

REVIEW 4: Vocabulary & Grammar p 107–108

options equipment, prepositions, adjectives multiple-choice cloze, checking for

sentences, choosing the missing word

REVIEW 5: Vocabulary & Grammar p 133–134

REVIEW 6: Vocabulary & Grammar p 159–160

4 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Information for Student A: p 178 Irregular Verbs: p 180–181

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Close-up A1+ Workbook

with the listening tasks.

Close-up A1+ Teacher’s Book

6 SAMPLE COPY, NOT FOR DISTRIBUTION

SAMPLE COPY, NOT FOR DISTRIBUTION 7

Ask if a student would like to read where the girl lives

• Use the text to ask students where the items mentioned B

The young girl in the photo lives in Goroka, Papua Answers

ice cream (Rosa) cheese enjoy helping my dad; chickens; eggs; handloom;

goldfish tortoise (Marco) Akash: teenager; India; parents and grandmother;

5 Age:  twelve (Rosa) thirteen (Marco)

• Ask students to read the Exam Task question and check

• Give students one minute to complete the task

partner and then go over the answers as a class.

• Give students one minute to complete the task and

Answers creating the tree from photos of their family members,

and be brought in the following week.

4 writing Remind them to label the photos with a name and a

• Write the following sentences on the board and ask

5 Age: twelve (Rosa) thirteen (Marco)