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Teacher’s Guide
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Worksheets
Recommended Readers
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00a together(Ar) TB1 intro.indd 1 18/07/2018 10:22
W13 (Glastonbury Festival/Samir Hussein), W19 (Valentine Tereshkova/Sovfoto),
1 W20 (birthday party/ImagesBazaar), W21 (Roald Amundsen/Bettmann), W21 (Tenzing
Norgay and Edmund Hilary/Bettmann), W23 (boy looking in mirror/Ute Grabowsky),
W25 (hipster man/NPHOTOS), W25 (punk boy/UniversalImagesGroup); Oxford
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
University Press pp.95 (Dominoes: Hercules/cover), 97 (Dominoes: Lisa’s Song/cover),
Oxford University Press is a department of the University of Oxford. 99 (Bookworms Factfiles: Titanic/cover); Oxford University Press DAM pp.4 (clock face/
It furthers the University’s objective of excellence in research, scholarship, Oxford University Press), 4 (world flags/Oxford University Press), 8 (basketball/Getty
and education by publishing worldwide. Oxford is a registered trade Images), 8 (teen boys cooking/Getty Images), 9 (girl reading magazine/Getty Images),
11 (boy stretching/Corbis), 14 (school icons/Shutterstock), 19 (world flags/Oxford
mark of Oxford University Press in the UK and in certain other countries University Press), 23 (basketball/Shutterstock), 29 (desk background/Shutterstock),
41 (open magazine/Shutterstock), 47 (female doctor/Oxford University Press),
© Oxford University Press 2019
47 (doctor examining boy/Tony Forbes), 51 (marble texture/Shutterstock), 60 (science
The moral rights of the author have been asserted lesson/Alamy ), 63 (abstract background/Shutterstock), 64 (pen/Shutterstock), 70 (girl
wearing striped dress/Cultura/Alamy), 71 (checked shirt/Shutterstock), 73 (clothes on
First published in 2019
hangers/Shutterstock), 88 (happy children/45311), 96 (operation/Getty Images),
2023 2022 2021 2020 2019 96 (hospital corridor/Shutterstock); Pato Rivero pp.11 (Tonolec/Pato Rivero);
10 9 8 7 6 5 4 3 2 1 Shutterstock pp.5 (middle aged couple/Phovoir), 5 (suburban house/WDG Photo),
5 (portrait teen girl/Jacek Chabraszewski), 5 (portrait young girl/Lopolo), 6 (red
No unauthorized photocopying armchair/Naddya), 6 (bath/Maike Hildebrandt), 6 (bed/nalin chanthorn), 6 (fridge/
All rights reserved. No part of this publication may be reproduced, stored Nychytalyuk), 6 (lamp/Maxito), 6 (oven/Francois Poirier), 6 (shower/GraphicsRF), 6 (sink/
BlueRingMedia), 6 (sofa/Vasif Maharov), 6 (table/NokHoOkNoi), 6 (toilet/La Gorda),
in a retrieval system, or transmitted, in any form or by any means, without
6 (wardrobe/Kirill Galkin), 6 (watch/BalancePhoto), 6 (ID card/hvostik), 6 (pink iPod/
the prior permission in writing of Oxford University Press, or as expressly Zoltan Kiraly), 6 (games console/natrot), 6 (headphones/dantess), 6 (skateboard/Andrew
permitted by law, by licence or under terms agreed with the appropriate Buckin), 6 (pink purse/Nattika), 6 (wallet/tkemot), 6 (keys/Volodymyr Krasyuk),
reprographics rights organization. Enquiries concerning reproduction 6 (smartphone/Umberto Shtanzman), 7 (bath/stocksolutions), 7 (living room/Tr1sha),
outside the scope of the above should be sent to the ELT Rights Department, 7 (kitchen/Artazum), 7 (three notebooks/chanyut Sribua-rawd), 7 (boy’s bedroom/Pavel
L Photo and Video), 8 (volleyball/Sergey Novikov), 8 (boy riding bike/Monkey Business
Oxford University Press, at the address above Images), 8 (girl playing guitar/comodigit), 8 (teen ballroom dancers/Igor Grochev),
You must not circulate this work in any other form and you must impose 9 (teen girl using laptop/Monkey Business Images), 9 (teens playing video game/
this same condition on any acquirer Phovoir), 9 (girls shopping/Ollyy), 9 (boy playing trumpet/Ronald Sumners), 10 (portrait
senior woman/Julie Campbell), 10 (portrait middle aged woman/sylv1rob1), 10 (portrait
Links to third party websites are provided by Oxford in good faith and for man smiling/Monkey Business Images), 17 (boys swimming underwater/pio3), 17 (teen
information only. Oxford disclaims any responsibility for the materials boy studying/Monkey Business Images), 19 (boy school uniform/michaeljung),
contained in any third party website referenced in this work 19 (portrait teen girl/sabza), 19 (school building/Inspiring), 19 (packed lunch/
VikiVector), 19 (boy playing basketball/NotionPic), 19 (girl in bed/Iconic Bestiary),
isbn: 978 0 19 460378 2 23 (swimming/Ermolaev Alexander), 23 (ice skating/Sergei Domashenko), 23 (karate/
Iakov Filimonov), 23 (cricket/ChrisVanLennepPhoto), 24 (girls ice skating/Pavel L Photo
Printed in China and Video), 26 (teen boy on sofa/Prostock-studio), 41 (blank open magazine on wood/
This book is printed on paper from certified and well-managed sources Soulart), 41 (pile of books/FabrikaSimf), 43 (human anatomy/kongsky), 43 (teen girl
headshot/Tracy Whiteside), 44 (profile headshot/Cameron Whitman), 44 (fingernails/
Toa55), 44 (ear/PhotoMediaGroup), 46 (ear ache/Csaba Deli), 46 (sore knee/Sajee Rod),
acknowledgements 46 (sore throat/Studio KIWI), 46 (woman feeling sick/liza54500), 46 (girl coughing/Stas
Back cover photograph: Oxford University Press building/David Fisher. Ponomarencko), 46 (rash/pumatokoh), 46 (woman with headache/fizkes), 46 (back
Illustrations by: Paule Trudel Bellemare/Lemonade Illustration p.97; Rubens Cantuni (All ache/Syda Productions), 49 (no football sign/BEGUN), 49 (stop sign/lakoka), 49 (no
exercise icons) pp.5, 7, 8, 9, 10, 13, 15, 17, 18, 20, 22, 23, 24, 25, 27, 28, 30, 34, 36, 37, swimming sign/Alexey Pushkin), 49 (no drinking water sign/nikolae), 49 (no phones
39, 40, 42, 44, 46, 47, 49, 50, 52, 56, 58, 59, 61, 62, 64, 66, 67, 68, 69, 71, 72, 74, 81, 83, sign/Vilnis Karklins), 51 (portrait of woman smiling/Markus Gann), 51 (boy next to
85, 87, 89, 91, 94, 96, 98, 100, 101, 102; Mark Draisey pp.12, W2; Andy Hamilton p.9; height chart/Tidarat Tiemjai), 51 (wood background/wk1003mike), 52 (friends playing
Janos Jantner pp.94, 95; Paul Moran/Beehive Illustration pp.34, 44, W14; Carl Pearce football/Iakov Filimonov), 52 (pasta sauce/Timolina), 53 (portrait of doctor/Stokkete),
pp.22, 68, W6; Mark Ruffle p.7; Martin Sanders/Beehive Illustration pp.36, W10. 56 (bored girl/F. JIMENEZ MECA), 56 (angry boy/Luis Louro), 56 (confident girl/Jacob
Lund), 58 (haunted house/Hitdelight), 58 (skydiving/Mauricio Graiki), 58 (upside down
The publisher would like to thank the following for their permission to reproduce photographs:
house/ppl), 58 (woman swimming with dolphins/legenda), 58 (boy looking at match/
123RF pp.5 (students in library/Dmitriy Shironosov), 19 (boy on sofa/neyro2008),
Lapina), 58 (mother worried about child/Photographee.eu), 58 (librarian/Bullstar),
20 (boy with good result/Ruslan Baranov), 49 (wash your hands sign/yayha); Alamy
58 (boy playing trumpet/Ronald Sumners), 60 (boy on his first day of school/Nikola
Stock Photo pp.5 (school building/mpworks), 9 (girl reading book/Image Source),
Solev), 61 (primary school classroom/Beloborod), 61 (boy looking at aeroplane/Jakub
12 (cereal and fruit/Whitebox Media), 16 (teen boy and girl talking/MBI), 21 (girl
Janele), 63 (wheelchair race/Alexandr Zadiraka), 65 (boy looking at himself in mirror/
playing tennis/Juergen Hasenkopf), 21 (boy ice skating/F1online digitale Bildagentur
MJTH), 65 (bathroom cabinet/Gts), 65 (woman buying clothes/George Rudy), 66 (boy
GmbH ), 23 (rugby/Kevin Britland), 29 (footballers/Aflo Co. Ltd.), 29 (blind football/Aflo
with greasy hair/Stacey Newman), 66 (shampoo bottle/Timmary), 66 (deodorant/suriya
Co. Ltd.), 29 (Argentina blind football team/Aflo Co. Ltd), 33 (book pages/Ron Buskirk),
wongwai), 66 (hair gel/Levent Konuk), 66 (make up/Becky Starsmore), 66 (deodorant/
35 (girl reading in class/Blend Images), 36 (singer with backing singers/EDB Image
mehmet dinler), 66 (hairbrush/ PUMM AMORNRAT), 66 (toothpaste/Leah-Anne
Archive), 38 (John Green/ton koene), 42 (Fito Paez performing/Xinhua), 44 (mouth/
Thompson), 66 (tootbrushes/Africa Studio), 66 (hair gel/Gabor Balazs), 67 (new and
Suphatthra China), 51 (boy using laptop/MBI), 56 (Argentina hockey team/dpa picture
antique toothbrush/Hayati Kayhan), 68 (girl with sunglasses/Leszek Czerwonka),
alliance), 56 (worried girl/John Birdsall), 56 (scared girl/Maen Zayyad), 57 (Helen
68 (teen boy sitting down/Gaby Kooijman), 71 (striped t-shirt/Veniamin Kraskov),
Sharman/ITAR-TASS Photo Agency), 66 (soap/Metta stock), 66 (shampoo/Radomir
71 (red skirt/Karkas), 71 (floral skirt/Sergei Leto), 71 (full length portrait of boy/Dean
Tarasov), 66 (shower gel/graficart.net), 69 (students in school uniform/Paul Doyle),
Drobot), 71 (black sweatshirt/elenovsky), 71 (striped jumper/Irina Rogova), 71 (floral
73 (boy painting wall/Blend Images), 74 (TOMS shoes/adrian lourie), 87 (Science
shirt/Karkas), 71 (checked shirt/Elnur), 73 (woman hugging shirt/Artsplav), 73 (woman
magazine/Martin Shields), W9 (rugby/Jonathan Larsen/Diadem Images), W20 (school
choosing clothes/Dean Drobot), 73 (woman at work/Mangostar), 76 (make up/kubais).
sports day/Justin Leighton), W25 (emo girl/Kuzma); Getty Images pp.7 (boys playing
76 (hair gel/siiixth), 76 (shower gel/Little_Desire), 76 (toothpaste/Mau Horng), 76 (red
video games/Adam Crowley), 7 (keys and wallet on table/Stephen Chiang), 8 (Louis
toothbrush/Photo travel VlaD), 76 (blue hairbrush/Lipskiy), 76 (deodorant/Kitch Bain),
Tomlinson/Dave J Hogan), 9 (kids watching TV/OJO Images), 9 (cinema/ izusek), 9 (boys
76 (man in suit/lenetstan), 76 (girl with checked shirt/stockyimages), 86 (knees/
playing football/MyLoupe), 10 (portrait senior man/John Rensten), 10 (portrait man in
Dimedrol68), 86 (portrait teen girl/DavidRebata), 86 (stomach/Sathit), 86 (foot/Carlos
studio/Sam Diephuis), 10 (portrait middle aged woman/Jetta Productions), 10 (portrait
Yudica), 86 (finger/namtipStudio), 86 (hand/Matthias G. Ziegler), 86 (mouth/Tuzemka),
teen boy/Rob Lewine), 10 (portrait teen girl smiling/Bloom Productions), 10 (smiling
86 (arm/Business stock), 87 (TV/cobalt88), 87 (pizza/stockcreations), 87 (shopping bags/
boy outside/Hero Images), 10 (portrait teen boy/Image Source), 11 (teen girls running/
Elnur), 88 (red car/NERAMIT SISA), 88 (disgusting food/Lapina), 88 (old shoes/Jeka),
Adrian Green), 11 (girl handing in homework/Tetra Images), 14 (school girl/Hola
88 (girl asleep in cinema/Nestor Rizhniak), 88 (confident athlete/marino bocelli),
Images), 19 (teenage boy/Juanmonino), 21 (girls playing football/Mike Harrington),
90 (cartoon boy/subarashii21), 90 (cartoon girl/subarashii21), 91 (toiletries/Squirrell),
22 (crowd cheering/GLYN KIRK), 22 (Kyle Edmund/Ryan Pierse), 25 (Usain Bolt crossing
96 (human heart/BlueRingMedia), 96 (pregnant woman/Monkey Business Images),
finish line/EMMANUEL DUNAND), 26 (teen boy talking on phone/Paul Bradbury),
96 (guitar/Abraksis), 96 (band playing on stage/Benoit Daoust), 98 (cruise ship/NAN728),
30 (Wu Jingyu/ Jeff J Mitchell), 30 (Manu Ginobili/ Ronald Martinez), 30 (Mario Matt/Al
98 (ship engine/MRo), 98 (boy with suitcase/mimagephotography), 98 (lifeboats/
Bello), 30 (Greg Rutherford doing high jump/Stu Forster), 30 (Greg Rutherford with
Dar1930), 98 (sailor/Studio KIWI), 98 (iceberg/Dmytro Pylypenko), 98 (life jackets/
medal/Mike Hewitt), 32 (Juan Martin Del Potro/Adam Pretty), 33 (dance group
TDway), 98 (sea/K_Dreamcatcher), 100 (women playing football/muzsy), 102 (gauchos/
performing/Mark Makela), 33 (man using laptop/lechatnoir), 37 (Taylor Swift/Michael
SC Image), W5 (jewel icon/Lilu330), W5 (football icon/Fetullah Mercan), W5 (animal
Stewart), 39 (boy reading book/JGI/Tom Grill), 41 (Helena Coggan/Pal Hansen), 43 (fruit
icon/Sudowoodo), W8 (teen boy on phone/Phoenixns), W8 (shopping bags/Yganko),
and vegetables/sofiategnefur), 45 (bonobo chimpanzee/Cyril Ruoso/Minden Pictures),
W8 (games console/ByEmo), W8 (coffee/HieroGraphic), W8 (football/Alexander
46 (sick girl/Jack Hollingsworth), 46 (stomach ache/BSIP), 46 (boy blowing nose/Tetra
Ryabintsev), W8 (cinema icon/world of vector), W12 (girl reading ebook/Davide
Images), 46 (sick teenager/Pears2295), 46 (toothache/ Ismailciydem), 48 (boy at doctors/
Zanchetta), W14 (woman with flu/chaoss), W15 (burger icon/VoodooDot), W15 (TV
blue jean images), 52 (boy drinking water/SuHP), 54 (Zara Larsson/Jun Sato), 55 (Rio
icon/notbad), W15 (dinner icon/VoodooDot), W15 (swimming icon/flatvector),
2016 Olympic medal/Handout), 55 (child with writing/Vctor Del Pino/EyeEm),
W15 (apples/Lotus Images), W16 (no photography sign/Photoonlife), W16 (no food sign/
55 (children in tent/Caiaimage/Robert Daly), 56 (happy girl/PeopleImages), 56 (upset
vallustration), W16 (girl at doctor’s/Oksana Kuzmina), W17 (sick boy using phone/
boy/Donald Iain Smith), 56 (surprised girl/Peter Dazeley), 56 (worried boy/Emma Kim),
Sabphoto), W24 (shop window/Vevchic), W24 (boy in clothes shop/Arina P Habich);
56 (embarrassed girl/Jamie Grill), 58 (confusing traffic lights/Richard Newstead),
South West News Service p.58 (Lewis Clarke at South Pole/SWNS.com).
59 (Humahuaca Valley/Pintai Suchachaisri), 61 (teenage birthday party/Tim
Macpherson), 61 (school trip/Hero Images), 61 (school girl in corridor/Phil Boorman), The authors and publishers are grateful to those who have given permission to reproduce the
63 (Marie Curie/Hulton Archive), 63 (Barack Obama/Chip Somodevilla ), 63 (Elizabeth following extracts and adaptations of copyright material: pp.94–95 Dominoes Starter
Blackwell/Bettmann), 63 (Buzz Aldrin on moon/NASA), 68 (girl with books/Tetra Hercules retold by Janet Hardy Gould © Oxford University Press 2012. Reproduced by
Images), 73 (boy putting shoes on/Hero Images), 74 (TOMS shoes/Noel Vasquez), permission. pp.96–97 Dominoes Quick Starter Lisa’s Song by Lesley Thompson © Oxford
75 (group of students/Caiaimage/Robert Daly), 78 (Elaine Thompson/Dan Mullan ), University Press 2012, Reproduced by permission. pp.98–99 Oxford Bookworms
92 (Joaquin Tuculet/Gallo Images), 99, (Sinking of the Titanic by Willy Stoewer/ Library Factfiles Stage 1 Titanic by Tim Vicary © Oxford University Press 2009.
Bettman), 99 (Titanic postcard/Bob Thomas/Popperfoto), 100 (woman swimming/ Reproduced by permission. pp.18, 28, 40, 50 Extracts from Diccionario Oxford Pocket para
Henrik Sorensen), 100 (woman running/Jordan Siemens), 102 (cowboy and estudiantes argentinos de inglés. Reproduced by permission.
cowgirl/ Image Source), W4 (girl reading book/Rights-managed), W7 (woman with The authors and publishers would like to thank all the teachers and schools whose feedback,
microphone/ Hill Street Studios), W9 (girl doing karate/Jupiterimages), W9 (ice skater comments, and suggestions have contributed to the development of together.
jumping/YinYang), W13 (Lollapalooza festival/Santiago Bluguermann/CON),
© Copyright Oxford University Press
4603782 Together (Ar) TB1.indb 2 25/06/2018 14:27

Contents
Making the most of together

■ Messages from the author and the series consultants;
together for students and for teachers iv
■ Unit walkthrough v
■ together Classroom Presentation Tool xv
■ Class Audio track list xvi
■ Student’s Book and Workbook Contents xvii
Teaching notes
■ Welcome to together 4
■ Unit 1 A good start! 11
■ Unit 2 Sport for all 21
■ Review A 31
■ Unit 3 Stories and songs 33
■ Unit 4 Body and mind 43
■ Review B 53
■ Unit 5 Moments in time 55
■ Unit 6 Looking good! 65
■ Review C 75
■ together extra 77
■ Pairwork: 1–3 78
■ Extra practice 80
■ Pairwork: 4–6 92
■ Literature 94
■ Culture 100
■ Workbook answer key 103

Get the most out of together
A message from the author
Dear Teacher,
With an Argentine mother, Argentina has always held a special importance for me. So when I
was offered the chance to write the together series, I jumped at it. Having visited Argentina
several times as a child and then having worked as an English teacher, ELT editor, and ELT
author, I felt as if my career had come full circle.
Before I began writing the series, I travelled to Argentina and was lucky enough to meet
several of your fellow teachers and their students. I was impressed by the teachers’
knowledge, creativity, and desire to give their students the best education possible, and by
Christina de la Mare the students themselves, who were so happy and eager to use English to express themselves.
While writing, you and your students were at the forefront of my mind. My visit had made me aware of the busy lives
you all lead, and your need to transfer information to your students as clearly as possible. At the same time, the
needs of your students – their lives and interests, the times when they might need or want to use English – were
paramount, and I set about looking for contexts and activities that would motivate them.
What I hope I’ve achieved is a course that will lead your students towards fluency, and that will
encourage a desire to use English and to discover the wider world. together has been a joy to write.
I hope you and your students enjoy it, too.
A message from the series consultants

Dear colleagues,
When we embarked on together, we found it refreshing because it’s been specifically
written for Argentine students and teachers. Thus, the fact that it’s tailor-made makes
us love it! Because it has our students and context in mind, the series complies with the
NAP, our national guidelines, and has a specific focus on intercultural education through
meaningful topics set in different geographical contexts, with special attention on Latin
America. In addition, there are stories about real people who have made a difference in
Darío Luis Banegas their world.
The series tackles language from varied angles. It’s got grammar and vocabulary in
context; it’s got the four skills, plenty of opportunities for revision, and 21st-century
skills with activities that involve collaboration, communication, creativity, and critical
thinking. Language is also explored through culture and literature sections which make
together a lot more attractive and authentic.
We hope that you truly enjoy working with together as
much as we’ve enjoyed being part of it!
Griselda Beacon
For students For teachers

Teacher Guide Student Book Workbook
Student’s Book Teacher’s Guide
ook
Teacher Guide

Student Book Workbook
Student’s Workbook Teacher Guide TStudent
eacher’s
Book Resource
Teacher GuideCentre:
Workbook Editable
Student Book tests, Graded
Workbook
worksheets, Class audio, and Video material.

eacher Guide Student Book Workbook
Students’ websiteCPT Audio Video Tests and Worksheets Teachers Resource Online Practice Online Practice
lassroom Presentation Tool: Interactive exercises

C
Assessment Centre Teacher version Student version
with answer keys, Class audio, and Video material.

chers Resource Online Practice Online Practice
Centre Video Teacher version
Assessment
Dictionary
Worksheets
Tests andStudent version Teachers Resource Online Practice
Centre
Online Practice
App: Oxford Pocket Argentina
Teacher version
CPT
Student version
Audio Video Tests and
CPT Assessment Audio
Worksheets Teachers Resource Online Practice
Video Centre Tests andTeacher version
Online Practice
StudentTeachers
Worksheets version Resource Online Practice Online Practice
Assessment Centre Teacher version Student version
Tests and Worksheets Teachers Resource Online Practice Online Practice

Teacher version Student version
Primary Teachers Posters Flash cards Options for
Assessment Centre
Resource Pack Puppet icon
iv Messages from the author and series consultants
ers
Options for
Posters Flash cards Options for
Puppet icon Primary Teachers Posters Flash cards Options for
k Puppet icon Resource Pack Primary Teachers Posters Flash
Puppet iconcards Options for
Resource Pack Puppet icon
sters 4603782
Flash cards Together (Ar) TB1.indb 4
Options for
25/06/2018 14:27
Unit opener
The photos give students a visual

introduction to the unit topic and
help to present the two vocabulary
sets. They are chosen to activate
students’ interest and to encourage
them to speak and make predictions
about the unit topic.
The language and skills that students

learn in each unit of together are
listed here at the start of each unit.
The questions encourage students

to discuss the photos and the unit
topic. At lower levels, students may
answer them in Spanish, and the
teacher can respond by feeding
in the target language. At higher
levels, students are encouraged to
use English as much as possible to
answer the questions.
Get the most out of the photos and the unit opener
Use what students already know Encourage students to Relate the content to students’ own lives Link the photos
use already-acquired English to describe what they can see to students’ own experiences. Ask them what things in the
in the photos. This will give them the confidence to speak, photos are similar to their own lives, what things they have
and motivate them towards learning more language in the tried themselves or would like to try, etc.
ensuing unit.
Ask for predictions Ask students to predict what the unit
will contain: not only the broad umbrella topic, but also more
detailed or perhaps unusual aspects of it.
Unit walkthrough v

Presentation 1
There are four pages presenting

vocabulary and grammar in
each unit.
At the start of every presentation

is a short Get going reading and
listening text. The text presents the
unit vocabulary and grammar within
an interesting context that relates to
students’ sphere of reference. There
are also questions to check students’
understanding of the text without
asking them to use the new grammar
and vocabulary actively.
The new vocabulary is shown clearly

on the page. In most cases, it is
illustrated. This provides a clear record
for students’ reference.
Get together is a personalised,

communicative speaking activity,
which encourages students to
practise the vocabulary and / or
grammar they have just learned.
Increasingly, as their language
progresses, students are asked to
use their own opinions and life
experiences, which add their own
valuable context to these activities.
Get the most out of the presentation text

Use the text layout Give students time to look at the layout Dictate Dictate parts of the presentation text or vocabulary
and anticipate what the text is about. If there are photos, items for students to write down. Alternatively, ask students
draw their attention to these, too. Ask them what text type to do this as a pairwork activity: this is an effective way
it is and where they would find it, e.g. a post on a blog, or an to practise all four language skills, and also encourages
article in a magazine. peer correction.
Use what students already know Draw on students’ own Repeat Students need to see a new word many times before
knowledge by asking them what words they know that are they can fully understand it and use it correctly. Encourage
associated with the topic of the reading text and vocabulary students to write new vocabulary on Post-it notes around
set, and write them on the board. their homes in places where they will often see it. This will
Ask students to keep a record Encourage students to write help them to learn new language faster.
down all new vocabulary in a notebook. This will provide
them with a valuable record.
vi Unit walkthrough

Grammar
Each unit contains a minimum of

three grammar points, and these
are clearly explained with tables,
rules, and exercises that progress in
difficulty. together uses an inductive
approach, encouraging students to
complete the rules themselves, so as
to foster a greater understanding and
to encourage autonomous learning.
Focus boxes draw attention

to additional, useful language
points that will aid both fluency
and accuracy.
The practice exercises frequently

feature an interesting and
authentic context that motivates
students further.
A listening exercise features at least

once per unit. It is often an interview,
conversation, or radio show featuring
two or more voices, and helps
consolidate the new language. It
also includes associated vocabulary,
encouraging students to use already
acquired language.
Get the most out of listening exercises

Help students prepare Prepare students for a listening Give students a second chance Allow students to listen for
activity by asking them to look at the exercise and predict a second time. Students often miss the answer to a question
what language, situations, and people they might hear in on a first listening, and then don’t hear the necessary
the audio. information for the rest of the answers. You can also pause
Don’t focus on every word Encourage students to listen for the audio between questions to allow students more time to
gist. When they listen for the first time, ask them to focus on write their answers.
the key words in the audio. Trying to understand every word Reassure students Remind students that listening
will prevent them from gaining an overall understanding of requires as much practice as reading, writing, and speaking.
the audio. Students shouldn’t feel discouraged if they don’t understand
something the first time they hear it.
Unit walkthrough vii


Presentation 2
The Get going presentation text is

always recorded, allowing students to
read and listen at the same time, or
practise the two skills separately. The
texts take formats which frequently
feature in students’ lives, such as
conversations, online messages, blog
posts, or magazine articles. They are
illustrated with photos, which help
attract students’ interest to the topic.
The new vocabulary is shown clearly

on the page. In most cases, it is
illustrated. This provides a clear record
for students’ reference.
After each vocabulary exercise,

students have the opportunity to
listen to the answers and repeat them.
Not only does this allow them to self-
correct, but it also provides valuable
pronunciation practice.
Get the most out of grammar

Personalise the grammar tables Where possible, Discourage students from translating word for word
encourage students to rewrite grammar tables with their Remind students that the word order in a grammar point
own words. Use the tables as a speaking activity, by asking doesn’t always match the same point in their own language.
students to work in pairs and form as many sentences with Translating word for word from Spanish to English or vice
the words in the tables as they can. versa can cause mistakes.
Ask students to write their own sentences Personalise the Motivate students Tell students that good grammar is a
new grammar points by encouraging students to write their springboard to fluency. It is the solid foundation of everything
own sentences using the grammar. they will read, write, say, or hear in English. By practising
Have fun Turn grammar into games and activities by asking the rules of grammar, they will gain confidence in all four
students to write their own sentences and then dictate them language skills.
in pairs. Alternatively, they can jumble their sentences for their Give students extra practice Make use of the Extra practice
partner to reorder. section at the back of the book, which contains activities and
games that use the vocabulary and grammar from the unit.
They will help students consolidate the new language, and
they are very useful for mixed-ability classes and fast finishers.
viii Unit walkthrough


Grammar
Two or more sentences from the

presentation text are shown at the
beginning of each set of grammar
exercises. These provide examples of
the grammar point.
In cases where grammar rules are less

regular, grammar tables are shown
fully completed. These provide
students with a clear guide to the
ensuing exercises.
Most exercises give an example

answer. Realistic space is given for
students to write their answers.
There is one optional Pairwork

activity per unit, and a reference
to this appears at the end of
either Presentation 1 or 2. It is a
clearly structured and guided oral
information gap activity, which allows
students to practise the grammar
and vocabulary from the lesson. It is
also ideal as an activity for classes of
mixed ability and fast finishers.
At various stages in the unit, there are

signposts to additional vocabulary
and grammar practice. This is found
in the Extra practice section (pp.80–
91) of the Student’s Book as well as
the Workbook (pp.W2–W25).
Set time limits Set a time limit for an exercise. This will Do the pairwork activities The pairwork activities offer a
motivate students to work through the exercise and to real information gap, which students can only fill by using the
concentrate on what they are doing. correct language. These activities provide enjoyable practice
Explain your own thinking Write one of the grammar of listening and speaking skills.
tables or exercises on the board and complete it for the class,
talking through each stage so they can understand your
own thinking.
Encourage students to teach and learn from each other
Students often learn very well from peers, and stronger
students can consolidate their own learning by explaining
a new language point to others. Pairwork or group work
activities not only help to foster learning, but they also offer
less confident students a safer environment in which to
practise new language.
Unit walkthrough ix

Practical English
Practical English begins with a

model text. This demonstrates
language and situations which
students would typically encounter
in everyday life, e.g. a conversation
to make plans, or an online review. It
leads towards either an oral role-play
activity or a written text. The text
contains phrases that students will
find useful, and also exposes them to
a new grammar point.
When the Practical English focus is

on writing, together offers practice
of a particular writing skill shown
in the model text, e.g. capital letters,
punctuation, etc. This is followed
up by clearly structured and
contextualised exercises.
Get the most out of writing

Focus on the positives You can allow for mistakes here Encourage peer correction Give students a marking code
and there. A writing activity provides the chance to try out as follows: G = grammar mistake, WO = wrong word order,
new language and to apply students’ creativity. Focus on SP = spelling mistake, WW = wrong word, = missing word,
Y
innovation, humour, creativity, and interest. Above all, ask P = punctuation mistake. Then divide the class into pairs
if the written piece achieves its main purpose, e.g. does it and ask students to correct each other’s work using the
describe something well? Does it give clear instructions? marking code.
Don’t overcorrect As students take on more challenging
grammar, there will be greater scope for mistakes. However,
overcorrecting a text can be hugely discouraging. Instead,
focus on a few errors that will help students most.
x Unit walkthrough

This grammar section generally
practises a lighter, more functional
grammar point. As on the other
grammar pages, examples from the
model text are given. These are then
followed by clearly structured and
contextualised exercises.
The Put it together activity is an

optional speaking activity, in which
students either practise the language
they are going to use in the writing
task or use their final written text as a
basis for oral communication.
The writing activity always uses

the model text as its main structure
and is clearly staged and guided.
Students are asked to call on their
own life experiences to complete the
task, or, at later levels, may be asked
to conduct research before doing it.
In all cases, students are prompted
to use useful phrases, grammar and
writing skills from the lesson in their
final written piece.
Display students’ work Encourage your students to take

pride in their work by making it as visually attractive as
possible. Display it on the walls for the rest of the class to see.
Ask students to write letters to you Ask your students to
write letters to you using the language from the unit and
language they already know. The letters can tell you about
aspects of the unit they have enjoyed, or details of their
own lives which they can describe with the new language
they have learned. From time to time, write replies to your
students’ letters.
Unit walkthrough xi

Reading
The Reading lesson starts with a

reading-for-gist task, and is then
followed by comprehension exercises
that check increasing levels of
detailed understanding.
The Look it up! feature is designed

to encourage students to use a
bilingual dictionary, a valuable tool
for language learning. Through a
series of staged exercises, it highlights
the different features of a bilingual
dictionary, enabling students to better
understand its uses. Extracts are taken
from the Diccionario Oxford Pocket
para estudiantes argentinos de inglés,
which can be used in tandem with
together.
The world around you section

features optional questions which
draw on the topic of the reading text,
but also on students’ own sphere of
reference, and ask them to question
the world around them. This task may
take the form of a written activity or
a discussion.
Get the most out of reading

Use visuals as well as words By looking at photos Ask students to write their own comprehension tasks
illustrating the text, as well as the format of the text itself, for a partner or group Asking students to write their own
students can begin to work out what it is about before they comprehension tasks is another form of peer teaching and
start reading it. learning. Writing the questions themselves will check their
Encourage students to work out meanings through own understanding of a text as well as that of their partner.
context Often, students can work out the meaning of an
unknown word by studying the words before and after it.
By practising this, you will encourage students to become
confident readers.
xii Unit walkthrough


All the text topics in together are
carefully chosen to attract students’
interest. They frequently feature
slightly less obvious topics, and
aim to seek out unusual facts that
students will find memorable and
interesting. While the texts often
contain references to the UK and
Argentina, they may also centre on a
different part of the world.
The texts are in various formats that

typically feature in students’ lives,
e.g. magazine articles, blog posts, or
letters in magazines.
Go beyond the exercises Allow students to say what they don’t like Students won’t
• Ask students to close their books. Read the text aloud and always like what they are studying, and their reasons for this
pause at various points, asking students to say the next may be valid. When you ask students for their opinions of a
word or tell you what happens next in the text. text, allow them to say what they don’t like as much as what
• Make copies of the text and cut them up into separate they do like. Even negative opinions can show that a student
paragraphs. Jumble them up for students to reorder. has fully understood and completed a task.
• Make copies of the text with words or whole paragraphs
missing. Ask students to complete them with their
own words.
Unit walkthrough xiii


Project
The Project page uses the language

students have learned throughout
the unit and aims to produce a
meaningful piece of work (speaking
or writing) connected to the overall
unit topic. It always begins with a
model text, which forms the basis for
the final piece of work, followed by
comprehension exercises. There are
then a series of staged preparation
tasks.
Every unit includes a Pronunciation

activity, either in the Practical English
lesson or on the Project page.
Each activity focuses on an area of
pronunciation that Argentine speakers
of English may find challenging. As well
as improving students’ pronunciation,
it also practises students’ listening skills,
encouraging them to differentiate
between discrete sounds.
The project also gives students the

option to use their 21st-century skills,
by filming their work if they wish,
or producing their work digitally.
However, those who prefer to can
complete their work by hand.
At the end of the project, students are

asked to evaluate their work, taking
into account all the language they
have practised throughout the unit.
Get the most out of speaking

Allow students to warm up While some students are Allow for mistakes Interrupting students to correct them
confident speakers, others are more reluctant to speak aloud, can damage their confidence. Encourage fluency by focusing
especially in front of a whole class. If you are expecting on students using language productively and purposefully,
students to speak in front of the class, plan a warm-up activity rather than saying everything correctly. While correction is still
beforehand, e.g. brainstorming, or a word or spelling game important, it can be done in a feedback session at the end of
such as Hangman. Also give students plenty of opportunities the lesson.
to practise what they are going to say in pairs or in groups. Correct mistakes as a whole class Make a note of mistakes
Vary students’ partners A speaking activity, especially you hear during a speaking activity. At the end, write them on
an information gap one, can be more meaningful if a the board without giving the students’ names. Ask students to
student is partnered with a student they don’t know very correct the mistakes as a whole class.
well. This will also encourage better concentration and aid Give students praise If a student has spoken clearly and
classroom control. communicated something well, give them credit for it. This
Use the pronunciation exercises This can help students to will boost their confidence.
speak more clearly and can also aid their understanding.
Emphasise that a perfect English accent is by no means essential.
xiv Unit walkthrough


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

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

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

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


Class Audio track list
Track Contents Track Contents

1 Copyright 51 Unit 4, page 47, Exercise 3
2 Welcome, page 4, Exercise 2 52 Unit 4, page 47, Exercise 4
4 Welcome, page 5, Exercise 6 54 Unit 4, page 48, Pronunciation 1
5 Welcome, page 5, Get together 55 Unit 4, page 48, Pronunciation 2
6 Welcome, page 6, Exercise 3 56 Unit 4, page 48, Pronunciation 3
8 Welcome, page 7, Get together 58 Unit 5, page 56, Exercise 2
14 Unit 1, page 12, Exercise 2 64 Unit 5, page 64, Pronunciation
15 Unit 1, page 12, Exercise 5 65 Unit 6, page 66, Exercise 2
21 Unit 1, page 16, Pronunciation 1 71 Unit 6, page 70, Exercise 5
22 Unit 1, page 16, Pronunciation 2 72 Unit 6, page 70, Pronunciation 1
23 Unit 1, page 16, Pronunciation 3 73 Unit 6, page 70, Pronunciation 2
25 Unit 2, page 22, Exercise 2 75 Literature A, page 94, Exercise 2
26 Unit 2, page 22, Exercise 4 76 Literature A, page 94, Exercise 3
27 Unit 2, page 22, Exercise 6 77 Literature A, page 94, Exercises 6 & 7
28 Unit 2, page 24, Exercise 2 78 Literature B, page 96, Exercise 2
29 Unit 2, page 24, Exercise 4 79 Literature B, page 96, Exercise 3
30 Unit 2, page 26, Exercise 2 80 Literature B, page 96, Exercises 5 & 6
31 Unit 2, page 26, Exercise 4 81 Literature C, page 98, Exercise 2
32 Unit 2, page 26, Pronunciation 82 Literature C, page 98, Exercise 3
33 Unit 2, page 28, Exercise 2 83 Literature C, page 98, Exercises 5 & 6
34 Unit 3, page 34, Exercise 2 84 Culture A, page 100, Exercise 2
35 Unit 3, page 34, Exercise 5 85 Culture B, page 101, Exercise 2
36 Unit 3, page 35, Exercise 6 86 Culture C, page 102, Exercise 2
37 Unit 3, page 36, Exercise 2 87 Mid-year Test, Part 1
38 Unit 3, page 36, Exercise 4 88 End-of-year Test, Part 1
39 Unit 3, page 36, Exercise 5
41 Unit 3, page 40, Look it up!
42 Unit 3, page 42, Stage 1
43 Unit 3, page 42, Pronunciation
xvi Class audio track list

00a together(Ar) TB1 intro.indd 16 18/07/2018 10:03

Student’s Book contents xvii

Welcome to
together
Vocabulary
Greetings
Countries and nationalities
Rooms and furniture
Possessions
Abilities
Ordinal numbers
Interests
Family
Grammar
Verb be: present simple
this, that, these, those
there is / there are
Prepositions of place
can for ability
like
have got
Practical English
Introducing yourself and exchanging
personal information
Describing your bedroom
Talking about preferences and abilities
Talking about your family
Values and cross-curricular

topics
Family
Hobbies and free time
House and home
Human achievement
Suggestion
Tell students this unit will help them to
activate previous knowledge and build a
sense of confidence. Read the activity aims
aloud to focus and motivate the class.
• Tell students to listen and check their Exercise 5 w 03
answers. Play the audio. If you are not • Read the instructions and the examples,
using the class audio, you can read the and check students understand.
Introductions complete conversations aloud.
• Ask students to complete the facts with
Exercise 3 the words in the box.
Greetings • Ask students to practise the • Tell students to listen and check their
conversations in Exercise 2 in pairs. answers. Play the audio.
Aim
Learn and practise greetings
Countries and nationalities
Exercise 1 Aim
• Ask students to look at the clocks and Learn and practise countries and
underline the phrases they can say at nationalities
the times on the clocks.
• Check answers as a class. Exercise 4
Exercise 2 w 02 • Read the instructions and the example,
and check students understand. Tell them
• Ask students to complete the
the words go horizontally and vertically.
conversations with the words in the box.
• Check answers as a class.
4 Welcome to together

Practice activity
This activity practises the verb be:
present simple.
• Focus students’ attention on the text
in Exercise 6. Ask them to write four
sentences about themselves with
the verb be: present simple, using
the sentences in the text as a model.
Two sentences must be true and two
must be false.
• Tell students to take turns to read their
sentences to their partner and guess
which are true and which are false.
• While students are speaking, go
around offering help where necessary.
this, that, these, those

Aim
Learn and practise this, that, these,
and those
Exercise 8
• As a class, elicit the meanings of this,
that, these, and those.
• Read the instructions and the
conversation to the students, and
check they understand.
• Read the conversation again, changing
the green words to model the activity.
ANSWERS
Students’ own answers.
Exercise 9
• Read the instructions and check
students understand. Draw students’
attention to the example answer and
photo C. Check students understand
that the answer is This because the
photo is in the Near column.
• Ask students to check the meanings
of the sentences carefully before they
match them to the photos. Then
remind them to check whether the
Verb be: present simple Exercise 7 things and people are in the Near or
• Read the instructions and check the Far column in the table and use this,
Aim students understand. Draw students’ that, these, and those accordingly.
Learn and practise the verb be: attention to the example question and • Check answers as a class.
present simple compare it to the prompts. Ask students
which word they need to add to make a Get together w 05
complete question (the correct form of • Play the audio to listen to the
Exercise 6 w 04 the verb be: present simple). conversation. Ask students to repeat.
• Write the following on the board as • Now ask students to write only • Divide the class into groups of
a list: three. Ask students to create similar
the questions.
I am You … He / She / It … conversations by changing the green
We … You … They … • Check students’ questions as a class.
With weaker classes, check the meaning words and using their own names and
• As a class, elicit the correct forms of
of each question. personal information.
the verb be: present simple affirmative. • To check, ask some students to read
Then elicit the negative forms. • Now ask students to read the text in
Exercise 6 again and write the answers their conversations aloud.
• Ask students to read the text carefully
to the questions. ANSWERS
and choose the correct words.
• Check answers as a class. Students’ own answers.
• Now tell students to listen and check
their answers. Play the audio.
Welcome to together 5

My things
Rooms and furniture
Aim
Learn and practise rooms and furniture
Exercise 1
• Read the instructions and ask students
to look at the example answer in the
table, so they can see that there is
more than one possible answer for
some of the furniture items, e.g. the
armchair can go in the bedroom or the
living room.
• Read each of the rooms to the class and
elicit their meanings.
Exercise 2
• Read the instructions and the example,
and check students understand. With
weaker classes, read the clues and
check students understand them.
• Divide the class into pairs and ask
students to do the crossword.
• Do not check answers yet.
Exercise 3 w 06
• Tell students to listen and check their
answers to Exercise 2. Play the audio.
• Tell students to listen again and repeat.
Play the audio again.
Extension activity
This activity is intended to help
students work on their memory.
Prepare: For this activity, you will need
to bring a small, soft ball into class.
Alternatively, call out students’ names
or make a ball from a few sheets of
crumpled paper.
• Tell students they are going to play
a game. Explain the rules. You will
read one of the crossword clues
and throw the ball to one of the Possessions
students, calling out his / her name. Practice activity
The student must give the correct This activity practises spelling.
Aim
item of furniture and then throw
Learn and practise possessions
the ball back to you. Repeat the ‘hangman’. Divide them into two
activity with different students until teams and explain the game. Team A
all the crossword clues have been Exercise 4 finds a word from pages 4 and 6 and
called out. • Read the instructions and the example, draws one blank for each letter on the
Note: Using the ball helps to engage and check students understand. With board, (e.g. _ _ _ _ ). Team B tries to
students in the activity, and can be weaker classes, write the first letter of guess the letters in the word.
used with many of the activities in this each word on the board. • Draw the gallows (horca) on the board.
book. It is a good tool for selecting • Ask students to reorder the letters and Explain that if Team B guesses a letter
students to speak or perform activities. match the words to the photos. wrongly, Team A draws one part of the
You could also use it for selecting • Do not check answers yet. ‘hangman’ (head, body, etc.) and writes
students to give answers. the incorrect letter on the board. If the
Exercise 5 w 07 whole body is drawn before Team B
• Tell students to listen and check their guesses the word, Team B loses.
answers to Exercise 4. Play the audio. • If Team B guesses the word, it gets a
• Tell students to listen again and repeat. point and chooses a new word. If it
Play the audio again. Check the spelling doesn’t guess, Team A gets the point.
of the words.

Practice activity
This activity practises there is / there are
and possessions vocabulary.
• Divide students into pairs. Ask them
to work individually to guess the
possessions in their partner’s school
bag and write five sentences about
them, e.g. There are some keys. There’s
an ID card. They shouldn’t show their
partner their sentences.
• While students are writing, go around
offering help where necessary.
• When students have finished, ask
them to take turns to read their
sentences to their partners. Their
partner must say Yes, you’re right.
There’s / There are … if the sentence is
correct, or No, sorry. There isn’t / There
aren’t … if the sentence is wrong.
Prepositions of place
Aim
Learn and practise prepositions
of place
Exercise 9
• Read through the prepositions in the
box. Elicit their meanings and ask
students to repeat them after you.
• Now ask students to label the pictures
with the prepositions.
Extension activity
This activity helps students remember
prepositions of place.
• Demonstrate the activity with a
strong student. Say a preposition to
the student and ask them to make a
sentence with it, e.g.
You: between
Student: My bag is between my desk
and Julieta’s desk.
there is / there are complete the text with the affirmative • Now divide the class into pairs and
and negative forms of there is / there are. ask students to continue the activity,
Aim • To check, ask a strong student to read making sentences for each of the
the complete text. prepositions in Exercise 9.
Learn and practise there is / there are
Exercise 8 Get together w 08
Exercise 6 • Before students do the activity, ask • Play the audio to listen to the
• Read the instructions and the example, students to list all the furniture items conversation. Ask students to repeat.
and check students understand. Draw that they have in their bedrooms, and
students’ attention to the pictures (1–6) • Ask students to work in pairs to read the
their quantities. Then ask students to
so that they see that the matching conversation aloud.
list some things that aren’t in their
sentences (1–6) must say what is or isn’t bedrooms that they want, e.g. a TV. • Now read the conversation aloud,
in each picture. Tell them they should use these to write changing the green words. Ask
• Check answers as a class. negative sentences. students to create similar conversations,
changing the green words and using
• Now ask students to write sentences
their own ideas.
Exercise 7 about their bedrooms, using their lists
• Read the instructions and the example, and the affirmative and negative forms • To check, ask some students to read
and check students understand. of there is / there are. their conversations aloud.
• Now tell students to read the text
ANSWERS ANSWERS
carefully and look at the photo, and then Students’ own answers.

I can do this!
Abilities
Aim
Learn and practise abilities
Exercise 1
and look at the photos. Check students
understand that they complete the words
first, and then match them to the photos.
With weaker classes, before students do
the exercise, ask students to look at the
photos and elicit the abilities in each one.
Exercise 2 w 09
can for ability

Aim
Learn and practise can for ability
Support activity
This activity helps students remember
the structure of can.
• Write I can swim. on the far left of
the board and elicit its meaning.
Underneath, write:
You … swim.
He / She / It … swim.
We / They / You … swim.
• As a class, ask students to complete
each sentence with the affirmative
form of can. Then elicit the negative
forms of the sentences and write
them on the board to the right of the
affirmative sentences.
• Now ask students to make the
sentences into yes/no questions, • Check answers as a class. Get together
e.g. Can you swim? • Read the instructions and the speech
• Elicit the answers as a class and write Exercise 4 bubbles, and check students understand
them on the board. • Read the instructions and the example, that they are going to ask and answer
• Finally, elicit yes/no short answers as and check students understand that questions about their tables in Exercise 5.
they need to answer the questions using
a class and write them on the board. • Before students begin the activity, ask
the information in the text in Exercise 3.
individual students what they can and
• To check, ask individual students to can’t do, e.g. Cesar, can you cook? Make
Exercise 3
read their questions and answers aloud. sure to elicit both an affirmative answer
• Read the instructions and check students
(Yes, I can.) and a negative one (No, I
understand. With weaker classes, elicit Exercise 5 can’t.) from different students, and write
the meanings of the abilities in the • Read the instructions and go through both on the board.
box. Then ask students to read the text the table, checking students understand
and underline words that give clues • Now ask students to take turns to ask
it. Set a time limit of three minutes for
about the correct answers (1 art – draw; and answer the questions.
the activity.
2 swimming pool – swim; 3 food – cook; • While students are doing the activity,
• Go around the class and check that
go around the class offering help.
4 musician – sing; 5 animals – ride a horse;
students are doing the activity correctly.
6 sport – play football). ANSWERS
• Ask students to read the text carefully ANSWERS
and complete the sentences with can / Students’ own answers.
can’t and the verbs in the box.

Support activity
This activity brings a kinaesthetic
element to the lesson that will help
students to remember the target
vocabulary.
• Divide the class into groups of four
or five. Ask students to take turns
to mime one of the interests from
Exercise 7 to their group. The other
students in the group must guess
the interest.
like
Aim
Learn and practise like
Exercise 9
• Write a few sentences with like and
don’t like on the board, e.g. I like
magazines. You don’t like gaming. She
likes sport. He doesn’t like TV. We like
shopping. They don’t like music. Elicit
their meanings as a class and ask what
happens to like and don’t like when they
go after he / she. (We add an s. We say
doesn’t like.)
and check students understand.
• Before they do the exercise, tell
students to read the text carefully
and look for any clues that help
them choose the correct answer,
e.g. … magazines. They’re boring.
Get together w 11
• Play the audio to listen to the
conversations. Ask students to repeat.
• Write very well, quite well, not very well,
and not at all on the board, and elicit
their meanings.
• Ask a strong student to role-play the
conversations with you, changing the
green words.
Ordinal numbers Interests • Now ask students to create similar
conversations, changing the green
Aim Aim
words and using their own ideas.
Learn and practise ordinal numbers Learn and practise interests
• To check, ask some students to read
their conversations aloud.
Exercise 6 Exercise 7
ANSWERS
• Ask students to work in pairs to • Focus students’ attention on the Students’ own answers.
complete the ordinal numbers. exercise. Ask students to first match the
• Check answers as a class. letters to make interests, and then label
• Ask: When do we use ordinal numbers? the photos A–H.
Elicit answers as a class (for dates, to
Exercise 8 w 10
give the order of things).
• Elicit a few students’ birthdays using
ordinal numbers and write them on
the board. • Tell students to listen again and repeat.

My family
Family
Aim
Learn and practise family nouns
Exercise 1 w 12
• Ask students to reorder the letters to
make family words.
• When students have finished the
activity, play the audio so they can
check their answers. As a class, elicit the
correct spelling of each word and write
it on the board.
Play the audio.
Exercise 2
• Divide the class into pairs and ask them
to write the words for the people A–I in
Joe’s family tree.
Extension activity
This activity reviews two words related
to this vocabulary set: step- and half-.
• Write stepbrother, stepmother, and
half-sister on the board. Elicit their
meanings as a class.
• Now write the following sentences
on the board:
1 I’ve got a dad, a mum, and
a … mum.
2 My … sister and I have the same
dad and different mums.
3 My … brother and I live in the same
house, but we have different mums
and different dads.
• In pairs, ask students to complete the
sentences with step or half-.
ANSWERS
1 step 2 half- 3 step
Exercise 4
Support activity
have got • Read the instructions and check This activity helps students remember
students understand.
the different forms of have got.
Aim • Check answers as a class.
• Tell students you are going to dictate
Learn and practise have got Get together w 13 a text, and they need to write what
you read in their notebooks.
• Play the audio to listen to the
Exercise 3 conversation. Ask students to repeat. • Read the text below slowly and
• Write on the board: I’ve got two sisters. clearly. Pause between sentences
• Ask a strong student to role-play the and longer clauses. Tell students
Elicit the meaning as a class. Elicit the conversation with you, changing the
negative form of the sentence: I haven’t when to use full stops.
green words.
got two sisters. Write it on the board. I have got two sisters. I haven’t got
• Now ask students to create similar a brother. We’ve got a mum, but we
Repeat the activity with He’s got a conversations, changing the green
half-brother. haven’t got a dad. My mum has got a
words and using their own ideas. brother. He’s my uncle. She hasn’t got
• Read the instructions and the example, • To check, ask some students to read a sister. My mum has got a dad. He’s
and check students understand that their conversations aloud. my grandpa.
they must first match the words to
make pairs of sentences, and then write ANSWERS • Write the correct version on the
them in the spaces below. Students’ own answers. board so students can check
their answers.

Suggestion
If needed, allow Spanish for the activities
on this page to help students express
themselves. However, if you think
students know the language required
to answer the question, try prompting
them by providing the required structure
or vocabulary.
Activating
• Draw students’ attention to the cover
page and ask them to look at the
photos showing different activities. Ask
them: Who are the people in the photos?
Are they students? How old are they?
Where are they? Elicit some answers.
• Now ask them the first question on
the page: What activities can you see in
the photos? Elicit some answers.
• Ask students to look again at the
photos and ask the second question:
Which things do you do every day? Elicit
some answers.
Brainstorming
• Ask the class to predict what the unit
will be about.
• Now read the unit aims in the box to
the class. Check students understand
the aims, and then compare them with
the students’ predictions.
• Read the unit title: A good start! Explain
that this expression describes a good
way of beginning something.
• Ask the class: What things are different
at the start of a new school year? Discuss
answers as a class.
Practice activity
This activity is intended to help
students think further about the
unit topic.
• Divide the class into pairs. Ask them
to brainstorm what is good and bad
about the start of a new school year.
Set a time limit of five minutes.
• Go around the class offering support.
Unit 1 A Writing skill
Write a poem about your intentions
• To check, ask some pairs to read
their lists.
good start! for the school year ahead
Pronunciation area
• Write students’ ideas on the board.
Option: Invite pairs to come to write
their ideas on the board.
Vocabulary Word stress Note: The board is traditionally the
Morning routines
teacher’s area. Allowing students to
School activities Dictionary skill use the board to write answers or
Cognates do activities changes this traditional
Grammar classroom dynamic, which can be
Present simple beneficial for students. It also gets
Values and cross-curricular
want to + infinitive students moving, which gives them
topics energy, and is a useful way to check
Articles: a, an, the Personal organization spelling and grammar.
Daily routines
Practical English Being motivated
Expressing preferences Education
Unit 1 11

How do you start
your day?
Get going
Aim
Learn about a good start to the day
Warm-up
• Ask students: Are mornings nice or terrible?
Why? Discuss the question as a class.
With weaker classes, allow Spanish.
Exercise 1
• Read the questions and check students
understand by asking a strong student
to describe how they start their day.
students to discuss the question.
• Ask a few pairs to share their ideas.
ANSWERS
Exercise 2 w 14
• Read the instruction and the question,
• Ask students to read and listen to the
magazine article. Play the audio.
• Ask students to discuss their answers in
pairs, and then check as a class.
ANSWER
Exercise 3
• Read the intruction and the question,
• To check, ask one student to answer.
ANSWERS
Breakfast is important.
Vocabulary:
Morning routines Exercise 6 the conversations 1–4 next to the
• Ask students to complete the morning routine activities a–d in each
Aim conversation. Play the audio.
conversations with the phrases in
Learn and practise vocabulary for
the box. • To check, ask individual students to
morning routines
• Ask students to check their answers read their answers aloud.
in pairs.
Exercise 4 Audioscript w 16
• To check, ask different pairs to read 1 Ow! Stop! I can do it, Mum! Ow!
• Ask students to match the words to the a conversation.
pictures. Tell them they can use their 2 Boy When’s lunch? I’m hungry!
dictionaries to help. Mum It’s only 11.30. Would you like
• Do not check answers at this point. Listening a banana?
3 I always have one in the evening. I’m in
the bathroom for hours!
Exercise 5 w 15 Aim
4 A Sarah? Saaarah! Have you got my
• Tell students to listen and check their Identify morning routines through blue T-shirt?
answers to Exercise 4. Play the audio. sounds and word clues B Er … yeah, it’s here in my wardrobe.
• Ask students to listen and repeat. Play
the audio again. Check pronunciation Exercise 7 w 16
by asking individual students to say
the words.
• Tell students they are going to hear four
morning conversations. Ask students
to listen and write the numbers of
12 Unit 1

Exercise 3
description of Lucía’s school day with
the verbs in Exercise 2.
• To check, ask individual students to
read the text aloud.
Practice activity
The aim of this activity is to add a
kinaesthetic element and personalise
the learning process.
Prepare: For this activity, you will need
to bring a small, soft ball into class.
Alternatively, call out students’ names
or make a ball from a few sheets of
crumpled paper.
• Tell students to think of a sentence
that is true for them using a verb
from page 12 or 13, e.g. I brush my
hair every morning.
• Throw the ball to a student and ask
them to say their sentence.
• Throw the ball to another student
and ask that student to make a
sentence about the first student, e.g.
She brushes her hair every morning.
• The game continues in the same way
until all the students have spoken.
Exercise 4
• Read the instruction and the example,
• Ask students to complete
the sentences.
read the sentences aloud.
Exercise 5
conversations with the correct forms of
the verbs in the box or short answers.
Explain that there are two extra verbs.
• To check, ask pairs of students to read
the conversations aloud.
Exercise 6
Grammar: • Check understanding by eliciting or
explaining the difference between he / • Ask students to write questions using
Present simple she / it and I / you / we / they forms. the prompts.
Then ask students to match the rules • To check, ask individual students to
Aim to the examples (When do you have a read a question aloud and write it on
Learn and practise the present simple shower? – rule a; A good breakfast gives the board.
you lots of energy. – rule c).
Get together
Exercise 1 Exercise 2 • Divide the class into pairs. Ask students
• Read the examples, and then write • Tell students that there are different to ask and answer the questions in
them and these sentences on the board: spelling rules for the third person Exercise 6.
When does he have a shower? singular form of the present simple. • Demonstrate the activity by reading the
A bad breakfast doesn’t give you energy.
• Tell students to study the table carefully examples with a student.
• Ask students to complete the table and then complete it with the third • To check, ask individual students to tell
and the rule, using the examples to person forms of the verbs in the box. the class about their partner.
help them.
• To check, ask students to read their ANSWERS
• Ask students to compare their answers answers aloud. Write the answers on Students’ own answers.
in pairs before checking answers as a the board. Check pronunciation.
class. Write the answers on the board. Extra practice
Student’s Book pp.80–81
Workbook pp.W2–W3
Unit 1 13

We want to do well!
Get going
Aim
Read about students’ intentions for the
new school year
Warm-up
• Focus students’ attention on the page
title and elicit its meaning.
• Ask students: What makes a good
student? Discuss the question as a class.
Write students’ ideas on the board.
Exercise 1
• Read the question, check students
understand, and ask students to discuss
it in pairs.
• To check, ask a few pairs to share
their answers.
ANSWERS
Exercise 2 w 17
• Tell students they are going to read and
listen to an article about students who
want to be good students.
• Read the instructions and the question,
and check students understand. Play
the audio.
• To check, ask students to compare their
answers with a partner before checking
answers as a class.
ANSWER
Alejandro, Luisa, Sofía, and David’s sister
need to improve.
Exercise 3
• Tell students to read the article again
and write the correct names next to
each sentence. With weaker classes,
go through the sentences and check
students understand them.
• Check answers as a class. Exercise 5 w 18
Practice activity
• Tell students to listen and check their This activity reinforces the target
Vocabulary: • Play the audio again and ask the class to
vocabulary.
• Divide the class into pairs and
School activities repeat. Check pronunciation.
explain the activity. Student A closes
Option: With stronger classes, ask his/her book. Student B reads a
Aim students to think of other activities they part of a phrase from the table in
Learn and practise vocabulary for can add to both columns. Exercise 4, e.g. for a test or revise.
school activities Student A must say the complete
Exercise 6
phrase, e.g. revise for a test. For forget
Exercise 4
• Ask students to match the activities to and remember, Student A can say
their opposites. the verb and Student B can add a
• Divide the class into pairs. Ask students
to find the meanings of the school
• Check answers as a class. suitable noun.
activities in their dictionaries. • The activity continues in this way
Exercise 7
• Check answers as a class. with students swapping roles.
• Ask students to complete the tips with Option: With stronger classes, ask
• Ask students to decide if the activities the words in the box.
are positive or negative, and to write students to say the complete phrase
• To check, ask individual students to and make a sentence with it.
them in the correct columns. read the sentences aloud.
• Do not check answers at this point.
14 Unit 1

• With weaker classes, ask students
to write the questions. Check the
questions as a class, and then ask
students to write answers.
read their questions and answers aloud.
Practice activity
This activity helps to consolidate
understanding of want to + infinitive.
• Explain the activity. All the students
stand up. One student makes a
sentence with want to, e.g. I want to
be a good student. The next student
repeats the first sentence, changing
it to a he/she form, and adds a
sentence, e.g. Eva wants to be a good
student. I want to pass the maths
test. The next student repeats all
the previous sentences and adds a
sentence, e.g. Eva wants to be a good
student. Cesar wants to pass the maths
test. I don’t want to be late for school.
• If a student makes a mistake, they
must sit down. The game continues
until only one student is standing up.
Exercise 4
• Read the instructions and questions,
• Ask students to answer the questions
with their own intentions.
• Go around the class offering support
and checking grammar and spelling.
• To check, ask a few students to share
their answers.
ANSWERS
Extension activity
This activity personalises the grammar.
• Ask students to write four more
questions with want to + infinitive.
• Go around the class offering support
and checking grammar and spelling.
Grammar: • Now ask students to complete the rule. • Ask students to take turns to ask and
• Check answers as a class and check answer the questions in pairs.
want to + infinitive students understand the rule. • Go around offering help where
necessary. Make (mental) notes
Aim Exercise 2 of any frequent errors. Once the
Practise want to + infinitive for • Read the instructions and the example, students have finished, review the
intention and check students understand. Before errors as a class.
students do the activity, ask them to
Exercise 1 read the sentences carefully and check
Pairwork
they understand them.
• Read the examples and ask students • Ask students to work in pairs and
to repeat after you. Elicit or explain the • To check, ask individual students to
choose who will be Student A and who
meaning of the highlighted phrases. read the answers aloud.
will be Student B.
Elicit that want follows the same pattern
Exercise 3 • Ask them to go to the pages
as other verbs in the present simple and indicated in the exercise and follow
is followed by the infinitive (to + verb). • Read the instructions and then go
through the example answer so the instructions.
• Ask students to read the examples
again and complete the table.
students can see how it links to Extra practice
the table. Check they understand that a Student’s Book pp.80–81
• Check answers as a class and write tick in the table indicates what people Workbook pp.W2–W3
them on the board. want to do.
Unit 1 15

Expressing
preferences
Practical English
Aims
Learn to express preferences
Practise word stress
Warm-up
• In pairs, tell students they have one
minute to brainstorm free-time activities.
• Elicit students’ answers and write them
on the board.
Exercise 1
• Ask students to read the conversation
about weekend plans carefully and
complete it with the phrases in the box.
Point out that there is one extra phrase.
• Do not give the answers yet.
Exercise 2 w 19
• Ask two students to read the conversation
aloud, and check students understand it.
Exercise 3
again and answer the questions. Go
through the questions and check
Exercise 4
conversations with the highlighted
phrases in Exercise 1.
Practice activity
This activity will help students to use
the highlighted phrases.
• Ask students to write their own mini- • Tell students to listen and choose the Joe Sorry, Sara. I’d prefer to revise at
conversations using the conversations answers. Play the audio. home alone. Is that OK?
in Exercise 4 as a model and the • To check, go through each answer and Sara Yes, that’s fine!
highlighted phrases from Exercise 1. then play the corresponding part of 4 Sam There’s some pasta in the fridge,
the audio Anna. Do you want to have that
• To check, invite pairs to read their
for lunch?
conversations aloud to the class.
Audioscript w 20 Anna I’m not keen on pasta, Sam. I’d
1 Mum Do you want to go swimming for prefer to have pizza.
your birthday, Bianca?
Listening Bianca No, thanks. My friends aren’t keen Focus w 21, 22, 23
on swimming. We want to go shopping. • Read the first instruction and check
Aim 2 Grandpa What do you want to do students understand. Play audio 21.
Understand four conversations about today, Tom? • Read the second instruction and check
preferences Tom I want to watch TV. students understand. Play audio 22.
Grandpa Well, there’s a football match Check answers as a class.
on TV this afternoon. Do you want to • Ask students to listen and repeat. Play
Exercise 5 w 20
watch it? audio 23.
• Read the instructions and check Tom Good idea! I really like football!
students understand. As a class, elicit the 3 Sara Do you want to revise at my house
• Now ask students to practise saying the
key words in each option that will help sentences aloud in pairs.
today, Joe?
them to choose the correct answers. • Go around the class offering help.
16 Unit 1

Practice activity
This activity consolidates understanding
of a, an, and the.
• In pairs, ask students to match each
answer in Exercise 2 with one of the
rules in Exercise 1.
read their answers aloud.
ANSWERS
1 rule 1 2 rule 1 3 rule 5
4 rule 2 5 rule 4 6 rule 4
Exercise 3
conversations with a, an, the, or –. With
weaker classes, read each conversation
aloud and ask students to tell you if the
noun after the gap is general or specific.
Speaking
Aim
Discuss preferences in a conversation
Exercise 4
students understand that they must
choose one of the ideas for their
conversation. With stronger classes,
students can use their own ideas if
they prefer.
• Remind students that the table
contains useful expressions for
showing preferences.
• Ask students to look at the conversation
flowchart, and remind them that they
can use this to help them structure their
conversation. Stronger students can use
their own structure if they prefer.
• Tell students to work in pairs to make
notes for their conversations.
• Check understanding by asking a • While students are making notes, go
Grammar: strong student to explain the rules around the class offering help.
Articles: a, an, the in Spanish. ANSWERS
• Ask students to look at rule 5. Ask: Students’ own answers.
Aim Do we add an article in Spanish when Option: Some students may need more
Practise articles a, an, and the we talk about things in general? Elicit or support to role-play the conversation. You
explain that we do. can allow them to write the conversation
Exercise 1 (script) which they can read aloud later.
Usage
• Ask a strong student to read Point out that we use a / an before nouns Put it together
the examples.
when they are not specific or known to • Ask students to role-play the
• Focus students’ attention on the table the person we are talking to. Remind conversation.
and check they understand it. With students that we don’t put the before a
weaker classes, check the meanings of • Invite some students to role-play or
person’s name. read their conversation for the class.
the words in bold.
• Ask students to study and complete Exercise 2 ANSWERS
the rules. • Ask students to read the text carefully Students’ own answers.
• Check answers as a class and write and choose the correct words. Extra practice
them on the board. • Ask students to check their answers in Student’s Book pp.80–81
pairs before checking answers as a class. Workbook p.W4
Unit 1 17

Routines around
the world
Reading
Aims
Read about teenagers’ routines around
the world
Practise dictionary skills: cognates and
false friends
Talk about schools
Warm-up
• Draw students’ attention to the title,
Routines around the world, and check
they understand it.
• Write these countries on the board:
Peru, the UK, Japan. Elicit or explain the
time differences for these countries
compared to Argentina (Peru: -2 hours,
the UK: +3 hours, Japan: +12 hours).
Ask: What are teenagers in these countries
doing right now? Elicit answers as a class.
Exercise 1
• Focus students’ attention on the
infographic on page 19. Ask students
which three countries it gives
information about.
Option: Ask weaker students to look at
the categories in the left-hand column
of the infographic and check they
understand them.
Exercise 2
• Read out the instructions and
questions, and check students
understand.
• Ask students to read the infographic
quickly to find the answers.
• To check, ask two students to read their
answers aloud.
Exercise 3 w 24
• Read the instructions and check • To check, ask some students to read POSSIBLE ANSWERS
students understand. With weaker their answers aloud. Cognates: routine, school, different,
classes, read through the sentences and majority, usually, student, hour, time,
check they understand them. Look it up! online, computer, popular, number.
• Ask students to read and listen to the a Read the explanation and instructions. Not cognates: attend (asistir)
infographic and write the letters next to Check students understand, and
the sentences. Play the audio. then, in pairs, ask them to find the The world around you
• Check answers as a class. three cognates in the infographic and • Read the questions and check students
guess their meanings. Elicit students’ understand them.
Exercise 4 guesses as a class, and then ask • Ask students to work in pairs to discuss
• Ask a student to read the instructions, students to check their answers in the the questions.
and then check students understand dictionary extracts. • To check, ask different students to share
them. Ask them to read the b Read the instructions and check their ideas with the class.
sentences carefully and check they students understand. Tell them that
ANSWERS
understand them. these words are called false friends.
• Now ask students to read the c Read the instructions and check
infographic again and complete the students understand. Ask students to Extra practice
sentences with the affirmative or check in their dictionaries to see if the Workbook p.W5
negative forms of the verbs in brackets. words are cognates.
18 Unit 1

Practice activity
This activity helps students to adapt
the language used in the infographic
to their own needs and enhances their
understanding of what they have read.
• Ask students to work individually to
write five comprehension questions
about information in the infographic.
Set a time limit.
• Go around the class offering help
and support.
• Tell students to take turns to ask and
answer the questions in pairs. The
student answering the questions
should keep their book closed.
• Go around offering help where
necessary. Make (mental) notes
of any frequent errors. Once the
students have finished, review the
errors as a class.
Note: When to correct errors is a
controversial issue in ELT. Should we
correct them at the very end of the
exercise, or when they take place?
An in-between position can be to do
both, depending on the exercise. It is
important to let students know that
errors are part of learning a foreign
language and that we need to learn
to cope with the feelings of frustration
or embarrassment.
Digital extension activity

The aim of this activity is to personalise
the topic and language in the text.
Prepare: Before the class, find an
English-language video of a teenager’s
morning routine to play to the class.
Alternatively, you can skip the first
bullet point below.
• Play the video for the class or ask
students to watch it on their phones.
• Tell the class they are going to work
in pairs and make videos about their
morning routines, using the topics
Support activity Practice activity from the infographic on page 19.
This activity develops confidence in The aim of this activity is to make • Write the five topics from the left-
reading aloud and pronunciation. students more aware of cognates and hand column of the infographic on
• Tell students that they are going to help them to recognise them. the board.
practise reading the text aloud, but • Divide the class into pairs. Ask • Divide the class into pairs. Ask
first you will read it as an example. students to look at pages 12 and 16 students to brainstorm how they
• Read sections from the infographic and find as many cognates as they might show these topics in a
aloud. Make sure you read slowly can, writing them down in their video. Encourage them to think
and pause after each full stop. notebooks. Set a time limit of five about where they might set each
minutes scene and what might happen in
• Now ask students to read the each scene.
sections in pairs. • Elicit students’ answers for the class.
• Ask students to plan and record their
• Go around the class checking POSSIBLE ANSWERS
videos for homework.
students’ reading and pronunciation. page 12: article, difficult, simple,
• In the next lesson, students can
• Ask some pairs to read sections aloud. energy, important, vocabulary, bath,
watch each other’s videos on a large
bike, chocolate
screen if possible, or on their phones.
page 16: expressing, preferences,
practical, extra, cinema, prefer,
museum, football, tennis, stress, test
Unit 1 19

My year ahead
Project
Aim
Write a poem about your intentions
for the year ahead
Note: Answers are students’ own answers

for Stages 2–5.
Warm-up
• Tell students that at the end of every
unit, they will work on a project which
practises the language from the unit.
Each project will allow the students
to express themselves using English,
and to use English to achieve a
practical goal.
• Books closed. Ask students to work in
pairs and brainstorm all the intentions
about the new school year that they
can remember from the unit. Set a time
limit of two minutes.
• To check, ask some students to share
their lists with the class.
Option: In pairs, ask students to discuss
which intentions are important for them
and why. Invite students to share their
answers with the class.
Stage 1: Preparing
• Tell students they are going to read
a poem about a student’s intentions
for the new school year. Read the
instructions and questions, and check
• Read the poem to the class. Pause
after each verse and check students
understand.
• Ask students to re-read the poem and
answer the questions.
Option: Ask students which lines of the
poem give them the answers (1 line 3,
2 line 4, 3 line 7, 4 line 10). Stage 4: Checking • As a class, find out which poems are the
• Ask students to swap work with a most popular and why.
Stage 2: Planning your project
partner and carefully check their
• Tell the class that they are going to partner’s work. They should look for
Suggestion: digital portfolio
write their own poems about the Teachers and students may agree to create
spelling and grammar errors, and check
school year ahead, using (don’t) want to. an audio-visual portfolio in which the
if target language from the unit has
• Ask students to write five things they been used. project work for each unit is recorded. This
want to do this year and five things will allow students to revisit what they
they don’t want to do. Stage 5: Finalising and presenting have learned by the end of the book. It is
• Go around the class to check that • Ask students to write the final version suggested that recordings are kept safe
students have got suitable ideas, and of their poem, either digitally or on and not shared publicly.
help with language where necessary. paper, and illustrate it with drawings,
magazine cut-outs, photos, etc. This can
Self-evaluation
Stage 3: Writing a draft also be set as homework. To encourage self-evaluation, ask students
• Tell students they are now going to • Ask students to read their poems to the
to circle the number of stars from 1 to 5 to
write their poems. Remind them to pay assess their project work.
class. The readings can be filmed and
attention to punctuation and spelling. used for a digital portfolio (please see
• Encourage them to consider the order suggestion below).
of their intentions, e.g. contrasting pairs • In pairs, ask students to choose their
of lines, as in the poem. favourite three poems.
20 Unit 1

Suggestion
themselves. However, if you think students
know the language required to answer the
question, try prompting them by providing
the required structure or vocabulary.
Activating
photos. Ask the first question: What are
the people doing? It is fine for students
to answer: They’re doing sport.
• Now read the second question: Do
these things look easy or difficult? Pre-
teach the meaning and pronunciation
of easy and difficult. Write the structure
This sport looks … on the board and
explain its meaning.
• In pairs, ask students to make sentences
about the photos with the structure on
the board.
• To check, ask a few students to hold up
their books and make sentences.
• Read out the unit title and elicit its
meaning. Have the following discussion
in Spanish: ask students who should
do sport; how sport can help you; in
what circumstances sport is difficult for
some people; and how this could be
improved.
Brainstorming
• Go through the aims of the unit and
check students understand.
• Ask students to match each aim to its
relevant page or section in the unit. This
will help students to navigate the unit
more easily.
Practice activity
This activity activates students’ interest
in the unit topic.
• Books closed. In pairs, ask students
Unit 2
to predict which famous sports stars
Writing skill they will see in the unit. Set a time
Write a profile of your favourite limit of two minutes for this.
Sport for all sports star
Pronunciation area
• Check answers as a class and write
them on the board.
• Now ask students to look through
Vocabulary The /s/ sound the unit to check their answers. As
Sports activities a class, go through the students’
Opposite adjectives Dictionary skill predictions on the board and tick the
correct ones.
Identifying and using nouns and
Grammar adjectives
Present continuous: all forms
Adverbs of manner Values and cross-curricular
Let’s … topics
What about … ? / How about … ? / Sports
Do you fancy … ? Recognising other people’s talent
Respecting that others are different
Practical English
Making suggestions
Unit 2 21

My favourite
sports star!
Get going
Aim
Read about a sports star
Warm-up
• In pairs, ask students to tell their partner
about their favourite sports stars.
• Invite some students to share their
answers with the class.
Exercise 1
• As a class, ask students to look at the
photos. Ask: Which sport can you see?
Ask one student to answer.
ANSWER
tennis
Exercise 2 w 25
article and answer the questions: Who is
the tennis player? Why does Amy like him?
ANSWERS
He’s Kyle Edmund. Amy likes him
because he’s from Yorkshire and he’s
a fantastic player.
Vocabulary:
Sports activities
Aim
Learn and practise sports activities
Exercise 3
• Draw students’ attention to the three
boxes. Explain that we use the verbs do,
go, and play with different sports.
• Ask students to work individually to
match the words to the sports. Listening 2 I don’t think the water in the pool is very
warm, is it? Amy looks very cold. Oh, but
• Do not give the answers at this point. look: they’re doing well now! Come on,
Aim
kids! Kick with your feet! You can do it!
Exercise 4 w 26 Identify sports
3 Now this young player is very good!
• Tell students to listen and check their When he gets the ball between his feet,
answers to Exercise 3. Play the audio. Exercise 6 w 27 he moves so fast the other players can’t
• Ask students to listen and repeat. Play • Tell students they are going to listen catch him! Oh – now he’s kicking it … It’s
the audio again. Check pronunciation. to four people talking about different another goal! Yes!
sports, and they must write down the 4 Oh! Great shot! He’s running … The
Focus other players are trying to get the ball …
correct sports. Play the audio.
• Read the Focus box and explain that But where is it? I can’t see it!
we use go swimming, go ice skating, and
go skiing for habits and likes. We use Audioscript w 27 Get together
ice skate, swim, and ski in other cases. 1 And they’re off! Jessie Martin is in the • Read the instructions and the example
lead. She’s running incredibly fast! answer. Check students understand.
Exercise 5
Her feet aren’t touching the ground! • Divide the class into pairs and ask
• Ask students to complete the sentences She’s doing it: she’s winning the students to discuss the questions.
with the sports activities. 100-metre race. Jessie Martin is the ANSWERS
• To check, ask individual students to new world champion!
read their answers aloud. Students’ own answers.
22 Unit 2

Exercise 3
• Focus students’ attention on the table
and explain the following spelling rules:
1 With most verbs, we add -ing.
2 With short, one-syllable verbs
that end with consonant + vowel
+ consonant, we double the last
consonant and then add -ing.
3 When a verb ends in a consonant
+ e, we omit the -e and add -ing.
• Ask students to complete the table.
Practice activity
• Tell students to draw the table from
Exercise 3 in their notebooks, and
then find more verbs on page 22 and
write them in the table.
• Check answers as a class and practise
the pronunciation of the verbs.
POSSIBLE ANSWERS
+ -ing: look, see, read, watch, go, miss,
do, match, listen, check, repeat, ski, talk
double consonant + -ing: win, swim
-e + -ing: like, love, lose, wave, complete,
ice skate
Exercise 4
• Ask students to complete the text with
the present continuous forms of the
verbs in the box.
them on the board.
Exercise 5
• Read the instructions, events, and sports
verbs, and check students understand.
• Ask students to write sentences using
the linkers and, but, because, and so.
• Go around the class offering help.
• To check, ask some students to read out
their sentences to the class.
Grammar: Present • Check answers as a class and write ANSWERS

them on the board. Check students Students’ own answers.
continuous: affirmative understand.
Get together
and negative Usage • Read the instructions and the example
Point out that while the present simple in the speech bubbles, and check
Aim students understand.
can be used in Spanish to describe things
Review and practise the present happening now, we always use the • Ask students to think of ways to
continuous: affirmative and negative present continuous for this in English. describe sports without using
the names of the sports.
• In pairs, ask students to take turns to
• Read the examples to the class. Ask • Read the instructions and the example. describe and guess sports.
Check students understand that they
the class: Which part of the structure • To check, ask some pairs to say their
changes? Elicit that the verb be changes. must write negative sentences if the
descriptions for the class to guess.
Ask: Which part of the structure shows sport in brackets doesn’t match the
photo. With weaker classes, elicit the ANSWERS
whether the sentence is affirmative
or negative? Elicit that the verb be sports in the photos. Students’ own answers.
shows this. • Ask students to write affirmative or Extra practice
• Ask students to complete the table negative present continuous sentences. Student’s Book pp.82–83
and the rule. • Check answers as a class. Workbook pp.W6–W7
Unit 2 23

An ice-skating
lesson
Get going
Aim
Read about an ice-skating lesson
Warm-up
• Books closed. Write the following
sports on the board with the letters in
a different order (e.g. g u r y b): rugby,
ice skating, cricket, basketball, athletics.
• Divide the class into groups and ask
them to reorder the letters.
them on the board.
Exercise 1
• Ask the class to look at the photo and
say which sport it shows.
• Ask students: Do you go ice skating? Is
there an ice rink near you? Discuss the
answers as a class.
ANSWERS
Exercise 2 w 28
listen to a conversation about an ice-
skating lesson.
• Ask students to read and listen, and
complete the sentences 1–3 with the
correct names. Play the audio.
Vocabulary:
Opposite adjectives
Aim
Learn adjectives and their opposites
Extension activity
• Ask students to match the adjectives to • Ask students to read the sentences This activity helps students acquire the
their opposites. Tell students they can carefully and then complete them with
new vocabulary.
use their dictionaries to help. the adjectives in the box.
• Ask students to write their own
• Do not check answers at this point. • To check, ask individual students to
gapped sentences that use the
adjectives in Exercise 3.
Exercise 4 w 29
• Tell students to listen and check their Get together • Go around the class offering help
• Read the instructions, the adjectives in where necessary.
• Ask students to listen and repeat. Play the box, the sports, and the examples, • Ask students to swap sentences
and check students understand. in pairs and complete them with
the audio again. Check pronunciation.
• While students are speaking, go around the adjectives.
Exercise 5 the class offering help and support. • Now ask students to swap their
• Tell students to read the sentences • To check, invite some pairs to role-play sentences back to check the answers.
carefully and then choose the their conversations for the class.
correct adjectives.
ANSWERS
• To check, ask individual students to Students’ own answers.
read their sentences aloud.
24 Unit 2

Exercise 4
• Tell students to ask and answer the
questions in Exercise 3 in pairs.
• To check, ask a few pairs to ask and
answer the questions for the class.
ANSWERS
Practice activity
The aim of this activity is to practise the
structure of the present continuous.
• Write these questions on the board,
but write the words in the wrong
order, e.g. 1 running / fast / I / am / ?
1 Am I running fast?
2 Where are they sitting?
3 What is your best friend doing?
4 Who are you talking to?
5 Are you feeling OK?
• Ask students to reorder the words to
make questions.
Adverbs of manner
Aim
Learn and practise adverbs of manner
Exercise 5
• Read the example sentences to the
class, and tell students the highlighted
words are called adverbs.
• Divide the class into pairs. Ask them to
complete the rules.
• Check answers as a class, and check
• Focus students’ attention on the table.
Elicit or explain the following rules:
1 We usually add -ly to an adjective to
make an adverb.
2 When an adjective ends in a
consonant + y, we delete -y and
add -ily.
Grammar: Exercise 2 3 Some adverbs are irregular and have

no spelling rules.
Present continuous: and check students understand. With
Exercise 6
yes/no questions and weaker classes, read sentences 1–5 and
short answers • Check answers as a class.
and check students understand. Remind
students that adjectives describe nouns,
Aim and adverbs describe verbs.
Learn and practise present continuous Present continuous: • In pairs, ask students to read through
questions and short answers the text carefully and complete it.
Wh- questions • Check answers as a class.
Exercise 1 Aim Pairwork
• Ask a strong student to read the Learn and practise Wh- questions • Ask students to work in pairs and choose
example question and answer. Then
who will be Student A and Student B.
Exercise 3 • Ask them to go to the pages indicated in
• Tell students to match the question the exercise and follow the instructions.
• Check answers as a class and write halves 1–5 to a–e.
them on the board. Elicit or explain that Extra practice
there is no short form (I’m) in affirmative
• Check answers as a class. Student’s Book pp.82–83
short answers. Workbook pp.W6–W7
Unit 2 25

Making
suggestions
Practical English
Aims
Learn to make suggestions for
different activities
Practise the pronunciation of the
/s/ sound
Warm-up
• Ask students: What are your plans for
the weekend? Try to elicit answers in
English, but allow students to answer
in Spanish, too. Write the plans on the
board in English or Spanish with the
students’ names next to them.
Exercise 1
• Draw students’ attention to the title,
Making suggestions, and check they
understand it.
a conversation between two boys
who are making suggestions, but the
conversation is in the wrong order
and they need to put it in the right
order. With weaker classes, explain the
meaning of the highlighted phrases.
• Now ask students to work in pairs to
reorder the conversation.
Exercise 2 w 30
• Ask students to listen and check their
• Ask a pair of students to read the
conversation aloud. Check students
understand it.
Exercise 3
• Ask the class to complete the mini-
conversations with the highlighted
phrases in Exercise 1. Audioscript w 31 • Now ask students to listen and repeat
• Check answers as a class. Anna Hi, Maria. the words. Play the audio again, leaving
Maria Hi, Anna! How are you? plenty of time between words for
A I’m good, thanks. How are you? students to repeat.
Listening M I’m fine. Hey, what are you up to? • Read the sentences slowly and ask the
A I’m at my grandparents’ shop. class to repeat them.
Aim M Do you fancy going swimming tonight? • Divide the class into pairs and ask
Understand suggestions and A Oh, I can’t, sorry. I’m helping in the shop. students to practise the sentences.
responses to them M No problem. What about tomorrow
• Go around the class offering help with
evening?
pronunciation where necessary.
Exercise 4 w 31 A OK, great! And let’s go for a snack
afterwards. Note: Students may find the consonant
• Tell students they are going to listen M Good idea. I think that new pizza place clusters tricky as they don’t appear at
to a conversation between Anna and the beginning of words in Spanish, and
is very nice.
Maria about their plans. will most likely pronounce them with
• Read the instructions and the example, Focus w 32 an e sound. One solution to this is to
and check students understand. • Ask students to listen and read the ask students to breathe out when they
• Ask students to listen and choose the words, paying attention to the /s/ pronounce the consonant clusters.
correct answers. Play the audio. sound. Play the audio.
26 Unit 2

Practice activity
This activity helps students memorise
the target structures.
• On the board, write these structures:
– Let’s + infinitive without to
– What about / How about / Do you
fancy + noun
– What about / How about / Do you
fancy + -ing form of the verb
• In pairs, ask students to write two
suggestions for each of the structures.
• To check, elicit suggestions and write
them on the board.
Exercise 4
make sentences and questions. Tell
students there is an extra word in
each suggestion.
Speaking
Aim
Practise making and responding to
suggestions
Exercise 5
• Read the instructions and situations,
contains useful phrases for their
conversation, but that they don’t have
to follow the order of phrases in it. Also
remind them that the conversation
flowchart will help them to structure
their conversation.
• Ask students to make notes for their
phone conversation in pairs.
• While students are making notes, go
around the classroom offering language
help where necessary.
ANSWERS
Grammar: Let’s … • Ask students to write the sentences. Students’ own answers.
• To check, ask individual students to Option: Allow weaker students to write
Aim read their answers aloud. their conversation first.
Learn and practise Let’s …
Put it together
What about … ? / • Ask students to role-play the
Exercise 1
• Ask a strong student to read the
How about … ? / conversation following the
conversation flowchart.
example. Then elicit a Spanish Do you fancy … ? • Point out that they should only use
translation of the example.
Aim their notes as cues, and not read from
• Ask students to choose the correct the page when they are speaking.
answers to complete the rules. Learn and practise What about … ? /
How about … ? / Do you fancy … ? • To check, invite some pairs to role-play
• Check answers as a class, and check their conversations for the class.
ANSWERS
Exercise 3
Exercise 2 Students’ own answers.
• Read the examples and rules with the
• Tell students they are going to write class. Pause to explain after each rule and Extra practice
suggestions with Let’s and the words in add more examples if needed. Student’s Book pp.82–83
brackets. With weaker classes, elicit the Workbook p.W8
verbs used with each word in brackets.
Unit 2 27

A game with a
difference
Reading
Aim
Read about a Paralympic sport
Warm-up
• Write these questions on the board and
check students understand:
You want to play basketball, but you’re in
a wheelchair. Can you play?
You want to do gymnastics, but you can
only use one arm. Can you do it?
You want to ride a bike, but you can’t see
very well. Can you do it?
• Now divide the class into small groups
and ask students to discuss the
questions. Allow five minutes for this.
• Ask one student from each group to
report their group’s answers to the class,
giving reasons for their answers. Elicit
students’ answers in English as much as
possible, but allow some Spanish.
Exercise 1
• Draw students’ attention to the page
title and clarify what it means.
• Now ask students to look at the photos
on page 29 and say what is different
about this type of football.
Exercise 2 w 33
• Read the instructions and options a–c,
and check students understand. Explain
to the class that they shouldn’t try to
understand every word of the article.
Play the audio.
• Check answers as a class. Ask students
which words in the article helped them
to find the right answer.
Exercise 3
• Ask a strong student to read the Look it up! The world around you
instructions and paragraph headings. • Draw students’ attention to the • Read the questions and check students
Then check students understand. dictionary extracts and ask the class: understand. With weaker classes, write a
• Ask students to read the article in more Which words in the extracts tell you the few sentence starters, e.g.
detail and match the headings to the type of word? (sustantivo, adjetivo). Which 1 Yes, I do / No, I don’t because …
paragraphs. Make sure they realise there extract gives an example of the word in 2 Yes, I would / No, I wouldn’t because …
is an extra heading. use? (surface: the earth’s surface).
3 I think life in my country is difficult /
• Check answers as a class. • Ask students to answer questions 1–3. easy for blind people because …
• Check answers as a class. 4 The Paralympics are a … / Athletes at
Exercise 4
• Read the instructions and the the Paralympics …
Exercise 5
true/false sentences, and check • Ask students to read the article again • Put students into groups and ask them
students understand. to discuss the questions.
and complete the sentences. Make sure
• Ask students to read the article carefully students know that each line in the • To check, ask some students to share
and decide whether the sentences sentences is for one word. their ideas.
are true or false, and correct the • Check answers as a class. ANSWERS
false sentences. Students’ own answers.
read their answers aloud, and write Extra practice
them on the board. Workbook p.W9
28 Unit 2

Practice activity
This activity will check that students
understand the article on page 29.
Prepare: Make enough copies of the
article on page 29 for several small
groups. Cut the copies up into 6–8
sections. Divide them in the same way
for each group. Each section should
start with a new sentence and end with
a full stop. Jumble up the sections for
each group.
• Books closed. Divide the class into
groups. Give each group a set of the
jumbled sections of the text and
ask them to put the pieces in the
correct order.
and support.
• To check, ask one group to read the
text aloud.

The aim of this activity is to encourage
students’ interest in disability sport.
• Tell students they are going to
research another disability sport, and
make a poster about it.
• Divide the class into six small groups.
Assign one of the following sports
to each group and check students
understand: para-equestrian
(disability horse riding), wheelchair
racing, guide running (running for
the blind), sitting volleyball, para
swimming, Para Dance Sport.
• Write these questions on the board
and check students understand:
Where do people play it?
What equipment do they need?
Which senses / parts of their bodies do
players use?
Which famous teams or people play it?
• Ask students to research their sport
online and make notes about the
questions. They can use Spanish-
Extra information Support activity language websites for research
• The Paralympics are a sports This activity offers more practice with purposes if necessary, and this stage
competition for athletes with dictionary skills. could be set as homework.
physical or intellectual impairment. • Tell students to go through the • When students have completed
It began in 1948 for soldiers injured article again and find more examples their research, ask them to use
in the Second World War, and is now of nouns and adjectives. their notes from the table to write
one of the largest competitions in • Elicit their answers and write them a paragraph about their sports,
the world for disabled athletes. It is on the board. and then make their posters using
held every four years in tandem with photos and images. With weaker
the Olympic Games. POSSIBLE ANSWERS
classes, students could just write the
Nouns: game, day, team, match, questions and answers.
player, ball, goal, voices, clues, noise,
football, sport, country, team, winners,
• Stick the posters around the
classroom and ask students to vote
championship, medals, eyes, ears
for their favourite poster.
Adjectives: nice, autumn, unusual,
usual, big, green, small, hard, different,
important, professional, World,
Paralympic
Unit 2 29

My sporting hero
Project
Aim
Write a profile of your favourite
sports star

for Stages 2–5.
Warm-up
• Look at the photos on the page. Elicit
the different sports, and the names and
nationalities of the athletes:
Wu Jingyu, Chinese, tae kwon do
Manu Ginóbili, Argentine, basketball
Mario Matt, Austrian, skiing
Greg Rutherford, British, athletics
• Write a few more sports from the unit
on the board. Ask students to work in
pairs and think of famous athletes who
do these sports.
on the board.
Stage 1: Preparing
• Tell students they are going to read a
profile of a famous British sports star,
Greg Rutherford.
• Ask students to read the profile quickly
and answer the first question.
ANSWERS
He does athletics. He runs and jumps. He
also plays football.
• Now ask students to read the profile in
more detail and answer the questions.
With weaker classes, read the questions

• Tell students they are going to write a
profile of their own favourite sports star.
• Ask students to choose their sports • Ask students to write paragraphs, • Ask students to go around the
star, and then use the questions making sure to include the classroom to read the profiles, and
and answers in Stage 1 to research target grammar. choose their three favourites.
information on the internet. Set a time • Now ask students to tell a partner why
limit for this. This could also be set Stage 4: Checking they have chosen the profiles.
as homework. • Ask students to swap work with a • Find out which profiles are the most
• While students are researching, partner and carefully check their popular and elicit reasons why.
go around offering support partner’s work. They should look out for
where necessary. spelling and grammar errors, and check Self-evaluation
if target language from the unit has • To encourage self-evaluation, ask
Stage 3: Writing a draft been used. students to circle the number of
• Read the instructions with the class. stars from 1 to 5 to assess their own
Then ask students to read the profile Stage 5: Finalising and presenting
project work.
of Greg Rutherford again and elicit • Ask students to write or type their
the tenses used in the profile (present profiles, and add photos, drawings,
simple: He’s a British athlete; present magazine cut-outs, etc.
continuous: he’s jumping). Now • When the profiles are ready, ask
elicit examples of adverbs of manner students to present them to the class
(incredibly far, and then stick them on the walls. The
very fast). presentations can also be filmed and
used for a digital portfolio.
30 Unit 2

• Tell students to go through the Review A
pages to check if they remembered the
vocabulary and grammar points correctly.
Vocabulary
Morning routines
Exercise 1
description with the correct words.
• To check, ask a student to read the
description aloud.
School activities
Exercise 2
• Ask students to read sentences 1–6 and
match them to the school activities a–f.
read the matched sentences and
activities aloud.
Sports activities
Exercise 3
• Ask students to write the sports in
the correct columns in the table, and
then complete the sentences with the
correct sports activities.
• To check, ask students to read the
sentences aloud.
Opposite adjectives
Exercise 4
• Ask students to choose the correct
adjective to complete each sentence.
• To check, ask different students to read
the sentences aloud.
Grammar
Present simple
Review A
groups, setting a time limit for students to Exercise 5
complete the work.
To check, go through the answers quickly. and then complete it with the correct
Aim Tell students to mark their performance forms of the verbs in the box.
Review and consolidate vocabulary using the score provided at the end of
each exercise. This option is illustrated in
• To check, ask two students to read the
and grammar from the Welcome unit conversation aloud.
and Units 1–2 Review B on pages 53–54.
Option 3: Autonomous learning want to + infinitive
Methodology Ask students to complete the Review
You can approach the Review in pages for homework, and then check Exercise 6
different ways: them in class. • Read the instructions and examples.
Check students understand that they
Option 1: Teacher-led learning Warm-up should read the first sentence and write
You can go through exercises one at a • Tell students that in this lesson they will a sentence that responds to it using
time and check the answers immediately revise what they have learned so far. want to and the words in brackets.
afterwards, as usually suggested in each unit. • Books closed. Ask students to work in • To check, ask different students to read
This option is illustrated in Reviews A and C. pairs to brainstorm vocabulary and their answers aloud.
Option 2: Collaborative learning grammar points they remember from
Ask students to work through the the units. Set a time limit.
exercises individually, in pairs, or in
Review A 31

Articles: a / an / the
Exercise 7
and complete it with a, an, the, or –.
the conversation aloud.
Present continuous:
affirmative, negative,
questions, and short answers
Exercise 8
• Ask students to read the description,
and complete it with the present
continuous forms of the verbs in
the box.
• Now ask students to complete
the questions and answers about
the description using the present
continuous and the prompts
in brackets, or short answers.
the questions and answers aloud.
Adverbs of manner
Exercise 9
• Ask students to read the text about
Juan Martín del Potro and then
complete it with the adverb forms
of the correct adjectives in brackets.
With weaker classes, draw attention
to the example, and check students
understand that they should first
choose the correct adjective.
the text aloud.
Practice activity
This activity practises the present
continuous and adverbs, as well as
revising vocabulary from Units 1 and 2.
• Divide the class into pairs, A and B.
Ask Student A to open his/her
book to page 11 and Student B to Let’s … / What about … ? / Practice activity
open his/her book to page 21. Tell How about … ? / Do you The aim of this activity is to practise
students they have five minutes to fancy … ? Let’s … / What about … ? / How
write as many sentences as possible
about … ? / Do you fancy … ?
describing the photos on the two Exercise 10
pages using the present continuous • Divide the class into pairs. Ask
• Ask students to match the words students to read the sentences in
and, where possible, adverbs and phrases to make sentences and
of manner. Exercise 10 again and rewrite them
questions. Draw students’ attention using a different expression (Let’s …;
• When students have finished to the examples, and remind them to What about … ?; etc.).
writing, invite one pair to share pay attention to the verb forms in the
their sentences, then invite other a/b options.
• Ask each pair to write one alternative
pairs to add their sentences. Correct sentence for each of the eight
• To check, ask individual students to sentences.
any errors. read out their answers.
Option: Review the expressions for
responding to suggestions. Write them
Literature A Student’s Book pp.94–95
on the board: OK!; I can’t, sorry.; That
Culture A Student’s Book p.100
sounds great!; Great idea! Ask students
Video 1A: Sports at ASU
to role-play conversations using the
questions in Exercise 10 and the responses
on the board.
32 Review A

Suggestion
on this page. However, if you think
or vocabulary.
Activating
• Draw students’ attention to the title
and photos on the cover page. Check
students understand the title.
• Ask students the first question:
What are the activities in the photos?
Elicit some answers.
• Now read the second question: Which
is your favourite activity? Why? Ask
students to discuss this in pairs.
• To check, ask some students to give
their partner’s answers, e.g. Laura’s
favourite activity is reading.
Brainstorming
• Ask a strong student to read the unit
aims. Then check students understand.
• Ask students what the purpose of a
book review is, and ask where they
might find one. (Possible answers: on
a website recommending books, in a
magazine or newspaper.)
• Write the following question on the
board and check students understand:
What does the unit teach you about
books and music? Allow students to look
through the unit quickly for ideas.
their ideas. (Possible answers: the
names of book and music genres,
how to write a review.)
Extension activity
• Pre-teach the following words: plot,
ending, melody, rhythm, lyrics.
them to think of one popular song
and one famous novel. Give students
Unit 3
a few minutes to make their choices.
Practical English • Write this question and sentence
A book review starter on the board:
Stories and Writing skills

Why is the song / book popular?
I think it’s popular because …
songs Write a book review

Commas
• Check students understand the
question and sentence starter,
and then ask them to discuss the
Vocabulary question in their groups. With weaker
Pronunciation area
Book genres classes, ask and answer the question
Giving yourself time to think with a few students to demonstrate
Music genres
the activity. Set a time limit.
Dictionary skill • Go around the class offering help
Grammar Recognising the symbol for syllable and support.
Present simple and present stress in a dictionary • To check, ask each group to share
continuous their ideas with the class.
Prepositions of time Values and cross-curricular
Adverbs of frequency topics
Expressions of frequency The arts
Conjunctions Human achievement
Unit 3 33

What do you read
and why?
Get going
Aim
Read about reading habits
Warm-up
• Ask the class to imagine they are
reading a really good book, magazine,
e-book, etc. Now ask them to imagine
their ideal place and time to read it.
Give an example using the present
continuous, e.g. It’s about 10 p.m. I’m
lying on the sofa. I’m reading a magazine
about football.
• In pairs, ask students to discuss what
they like reading, and their ideal place
and time to read it.
their ideas.
Exercise 1
• Read the question and check students
understand. Explain that they can talk
about any reading material, e.g. comics.
students to discuss the question.
their ideas.
ANSWERS
Exercise 2 w 34
discussion from the internet forum and
answer the question: Who is reading a
non-fiction book? Play the audio.
Exercise 3
• Read the instructions and sentences
1–3, and check students understand.
• Ask students to read the discussion in Exercise 5 w 35 Get together
more detail and decide whether the • Ask students to listen and check their • Read the questions and check students
statements are true or false, and then answers to Exercise 4. Play the audio. understand. Point out that reading may
correct the false statements. • Now ask students to listen and repeat. not be everyone’s favourite hobby, so
• Check answers as a class. Play the audio. Check pronunciation. students can say they don’t like reading!
• Ask students to discuss the questions
Exercise 6 in pairs.
Vocabulary: • Ask students to read the book • To check, ask a few pairs to share their
Book genres descriptions carefully and choose the
correct genre for each description.
ideas with the class.
ANSWERS
Aim • Check answers as a class.
Learn and practise book genres
Support activity
Exercise 4 of the new vocabulary.
• Ask students to look at the book covers • As a class, brainstorm examples of
carefully and match them to the book each genre. Allow Spanish-language
genres in the box. books.
34 Unit 3

Exercise 4
• Read the examples, and ask students to
complete the table.
Exercise 5
make sentences. Tell students there is
one extra word in each prompt.
Listening
Aim
Listen to two teens talking about
reading habits
Exercise 6 w 36
• Ask students to listen and decide if the
sentences are true or false. Play the audio.
Audioscript w 36
Presenter So, today on the programme, I’m
with Holly and Ben, two teenagers from
Oldfield secondary school in Manchester.
And we’re talking about teenage reading
habits. Holly, how old are you?
Holly I’m 13.
P And how often do you read?
H Umm … quite often – usually in the
evenings and at weekends.
P And what book genres do you like?
H Romances, comedies – oh, and
autobiographies. I really like them!
P What are you reading at the moment?
H I’m reading a romance. But it’s a
comedy, too!
P OK, thanks, Holly! Now, Ben, over to you.
How old are you?
Ben I’m thirteen, too, but I hardly ever read
books for teenagers.
P Oh, OK. So, what book genres do you like?
B I always read non-fiction. In fact, I only
read non-fiction – in the morning, at night,
and all weekend – I love it!
Grammar: • Ask students to write the phrases in the P And what are you reading right now?
correct columns in the table. B It’s a book about the history of the UK.
Present simple and • Check answers as a class and elicit P Very interesting! Are you studying that
present continuous which tenses we use the phrases with. at school?
B No – at the moment, we’re doing
Exercise 3 & Focus
Aim US history.
Learn and practise the present simple
• Read the information in the Focus box P Right! OK, thanks, Holly and Ben. And
and check students understand it. now on to …
and the present continuous
• Read the instructions to Exercise 3 and
check students understand. Exercise 7
Exercise 1 • To check, ask individual students to • Read the instructions and the example.
• Read the examples and elicit the tense in read their answers aloud. Check students understand.
each. Then ask students to read the rules • Go around offering help.
and choose the correct words. • To check, ask individual students to
• Check answers as a class. Prepositions of time read their sentences aloud.
Exercise 2 Aim ANSWERS
• Read the time phrases in the box and Students’ own answers.
Learn and practise prepositions of time
elicit their meanings. Extra practice
Workbook pp.W10–W11
Unit 3 35

Singing for the stars
Get going
Aim
Learn about backing singers
Warm-up
• Write the following situations on
the board:
1 You’re getting up very early.
2 You’re dancing at a party with friends.
3 You’re feeling sad about something.
4 You’re doing sport.
• Tell the class they are going to think
of the ideal song for each situation. In
pairs, ask students to think of songs.
• To check, ask some pairs to share
their ideas, explaining the reasons for
their choices.
Exercise 1
• Tell students to look at the women
in the photo and ask: What are the
women’s jobs? Do you think all of the
women are famous? Elicit answers from
individual students.
ANSWERS
They are singers.
Exercise 2 w 37
listen to an interview with a singer.
• Before they start, go through the
sentence halves and explain that they
need to match 1–3 to a–c.
• Ask students to read and listen and
match the sentence halves. Play
the audio.
Extension activity
This activity further explores the topic
of the article, and encourages students Vocabulary: Exercise 5 w 39
• Tell students they are going to listen to
to voice their opinions confidently.
Music genres eight music extracts and they need to
• Write the following question on
write the name of the genres that they
the board and check students Aim hear. Play the audio.
understand: Is it easy / fun / interesting
Learn and practise music genres • Check answers as a class.
to be a backing singer?
• Divide the class into small groups Get together
and ask them to make a list of the Exercise 3
advantages and disadvantages of • Focus students’ attention on the • Read the questions and check
pictures showing the music genres and students understand.
being a backing singer. Set a time
limit of five minutes for this activity. the answer options. • Divide the class into groups and ask
• students to discuss the questions.
• While students are making their Ask students to choose the correct
lists, go around offering help and music genre for each picture. • Go around offering help.
checking they are speaking in English. • Do not check answers at this point. • Ask one student from each group to
• To check, ask one student from each share their answers with the class.
group to report their group’s list to Exercise 4 w 38
ANSWERS
the class. • Ask students to listen and check their Students’ own answers.
• Ask students to listen and repeat. Play
the audio. Check pronunciation.
36 Unit 3

Expressions of
frequency
Aim
Learn and practise expressions of
frequency
Exercise 3
examples. Check students understand.
• Read the expressions of frequency and
ask students to repeat them.
• Ask students to read the expressions of
frequency and their meanings carefully.
Then check students understand.
• Ask students to choose the correct
words to complete the rules.
• Check answers as a class, and then
check students understand. Explain or
elicit that every, once a, and twice a can
be used with different time words, e.g.,
week, month, year.
Exercise 4
example answer, and check students
understand.
• Ask students to replace the words in
bold with the expressions of frequency
in the box.
Exercise 5
• Read the questions and check
students to discuss the questions.
• Go around offering help
where necessary.
their partners’ answers with the class.
ANSWERS
Grammar: • Ask students to choose the correct
words to complete the rules. Pairwork
Adverbs of frequency • Check answers as a class. Check • Ask students to work in pairs and
students understand. choose who will be Student A and who
Aim will be Student B.
Learn and practise adverbs of Exercise 2 • Ask them to go to the pages
frequency • Ask two or three stronger students to indicated in the exercise and follow
read the text about Taylor Swift aloud. the instructions.
Check students understand it.
Exercise 1 Extra practice
• Ask a strong student to read the • Ask students to use the prompts to Student’s Book pp.84–85
example sentences aloud. Elicit or write true sentences about the text Workbook pp.W10–W11
explain that the highlighted words are using the prompts and the adverbs of
adverbs of frequency. Elicit the tense frequency in the box. Point out that
in both examples (present simple) and they should use each adverb once only,
remind students that we use adverbs of and that there is one extra adverb.
frequency with the present simple. • Ask students to check answers in pairs
• Ask students to write the adverbs of before checking answers as a class.
frequency in the correct order.
• Check answers as a class and practise
the pronunciation of the adverbs.
Unit 3 37

A book review
Practical English
Aims
Write a book review
Practise the use of commas
Warm-up
‘hangman’.
• Explain the game: You will choose a
book genre from page 34 and draw
one blank for each letter on the board.
(e.g. _ _ _ _ _ _ ). Students must try to
guess the word by saying the letters it
may contain.
• Draw the gallows (horca) on the board
and explain that if a student guesses
wrongly, you will draw a part of the
‘hangman’ (head, body, legs, arms)
for each wrong letter, and write the
incorrect letter on the board.
Exercise 1
• Tell the class they are going to read
a book review and then match the
headings a–e to the paragraphs 1–5.
• Go through the headings and check
• Tell students to underline key words
in the headings. Give them the words
from heading b as an example: brief
and description. Check these as a class.
(Key words: a favourite part; c Why, likes;
d favourite characters; e What happens.)
answers aloud.
Option: Ask students which tense is used
in the review (present simple). Explain that
in a review in English, we often use the
present simple.
Exercise 2
• Ask students to read the review in more
detail and complete the sentences. Extension activity Extra information
• Check answers as a class. The aim of this activity is to gain a The book is called Ciudades de papel
Option: With weaker classes, write the deeper understanding of the review. in Spanish.
answers on the board and ask students to • Write the following questions on the
complete the sentences with them. board and check students understand: Focus
1 Do you want to read this book? • Read the rules and the example
Exercise 3 Why? / Why not? sentences. Pause after each one and
• Read the questions,and check students 2 The book teaches us that we don’t check students understand. If necessary,
understand. always know people well. What is the offer more examples for each rule and
• Ask students to read the review again main example of this in the book? write them on the board.
and answer the questions. With weaker • Divide the class into groups and ask
classes, write part of the answers on the them to discuss the questions. Exercise 4
board, so that students don’t have to • Ask students to put a comma in each
write complete sentences.
• To check, ask one person from each
group to share their group’s answers. sentence where needed.
• To check, ask individual students to • To check, ask individual students to
read their answers aloud. write the answers on the board.
38 Unit 3

their answers to the class.
ANSWERS
Practice activity
This activity practices conjunctions.
• Write the conjunctions and, because,
but, however, or, so, and these
sentences on the board:
1 I always have a magazine …
an e-book with me.
2 I usually read the book first … then I
see the film version.
3 My dad doesn’t like pop, … he
likes rock.
4 The TV is really boring tonight, …
I’m reading my book.
5 I never share books with my sister …
we like different things.
6 The beginning of the book is great.
…, the middle part is really boring.
• Ask students to complete each
sentence with a conjunction.
ANSWERS
1 or 2 and 3 but 4 so
5 because 6 However
Put it together
• Ask students to discuss the question
in pairs.
• To check, ask students to share their
partner’s answers.
ANSWERS
Writing
Aim
Write a book review
Grammar: Exercise 2
• Ask students to read the text and
Conjunctions choose the correct words.
Exercise 5
• Read the first bullet point and check
• Check answers as a class. In Spanish,
Aim ask some students why they chose
students understand. Ask students to
Learn and practise the conjunctions choose a book and make notes. Go
the answers, e.g. 7 is but because around offering help.
and, but, because, so, however, and or contrasting information comes after it.
• Read through the second and third
Exercise 3 bullet points. Check students understand
Exercise 1 the paragraph plan and useful phrases.
• Ask two or three students to read the • Read the instructions and the example,
and check students understand. Ask • Before students start writing, focus their
examples aloud to the class. attention on the list of phrases. Tell them
them to match the sentence halves first
before they add the conjunctions. to include the phrases and conjunctions
table. Read each conjunction and its in their review. Explain they can use the
definition. Pause after each one and • Check answers as a class.
review on page 38 as a model.
check students understand. • Ask students to write their reviews in
Exercise 4
• Ask students to read the table again
• Ask students to complete the sentences class or for homework.
and compare it with the example
sentences. Point out that a comma goes
with their own ideas. Extra practice
before but and so, and after however. • Then ask students to compare Student’s Book pp.84–85
sentences with a partner. Workbook p.W12
Unit 3 39

Student by day,
author by night
Reading
Aim
Read about a teenage author
Warm-up
• Books closed. Write on the board:
People sometimes surprise you. Explain its
meaning to the class. Give an example
of someone you know who has a
surprising talent or hobby.
• Ask students to think of more people
like this and describe them to a partner.
their ideas with the class.
Exercise 1
• Draw students’ attention to the title.
Ask: What do you think it means? Elicit
the meaning of the title.
POSSIBLE ANSWER
Someone goes to school during the day
and writes at night.
Exercise 2
• Ask the class to read the article quickly
and answer the question: Who is Helena
and who is Rose?
Exercise 3 w 40
article again and answer the questions.
Play the audio.
Exercise 4
• Read the instructions and sentences,
and check students understand. Tell
students the answers can use exactly
the same words as the article. The world around you
Practice activity
• Check answers as a class. • Read the questions and check
This activity practises word stress.
students understand. Ask them to
Look it up! w 41 • Write these words on the board: discuss the questions in pairs.
a Read the instructions and check teenager, novel, between, appear.
students understand. Ask students to • Ask students to copy the words into and support.
listen to the words. Play the audio. their notebooks and underline the
syllables they think are stressed.
• Put the pairs into larger groups of six
b Read the instructions. Ask students to to eight. Ask students to take turns to
look for the symbol ' and work out what • Now ask students to check their ask and answer the questions in their
it means. Elicit that it shows the stressed answers in their dictionaries and groups. Each student should answer at
syllable in a word. then say the words aloud. least one question.
c Ask students to underline the stressed • Check answers as a class. • To check, ask one student from each
syllable in each word, and then check ANSWERS group to share their answers with
in their dictionaries. Check answers as teenager, novel, between, appear the class.
a class.
ANSWERS
Extra practice
Workbook p.W13
40 Unit 3

students to expand on the lesson topic
and use the structure of the article for
their own purposes.
research their favourite author and
write a short article about them.
• Write the following questions on the
board. Check students understand
and ask them to copy the questions
into their notebooks:
1 What is the author’s name?
2 Where is he / she from?
3 Where does he / she live now?
4 What genre of books does he /
she write?
5 What are his / her most
famous books?
6 Which of the author’s books have
you got?
7 Why do you like this author?
• Tell students to research their author
online and make notes for the
answers to each question. Tell them
they can use Spanish-language
websites.
• While students are researching, go
around offering help and checking
they are using suitable websites.
• Now ask students to write their
articles. Encourage them to divide
their articles into three paragraphs:
1 personal information about
the author
2 book titles and genre
3 why you like the author
Remind students to use conjunctions
to link short sentences together, and
to use adverbs of frequency. The
activity can be done for homework. If
it is done in class, go around the class
while students are writing and offer
• Ask students to stick their articles
Support activity Practice activity on the classroom walls, and then go
This activity will help students to The aim of this activity is to check around and vote for their favourite
paraphrase sections of the article. students’ understanding of the article. article. Alternatively, students can
• Write the following words and Prepare: Copy the article from page 41 read their articles to the class.
phrases on the board, and ask onto a sheet of paper and blank out key
students to find words or phrases in words from the text, e.g. line 1: school,
the article with the same meaning: line 5: reading, line 7: books, line 9:
1 arrives 2 At the moment genres, line 11: girls, line 13: difficult,
3 an awful 4 But 5 dislikes line 15: ending, line 17: advice.
6 isn’t easy • Books closed. Divide students into
• To check, ask individual students to pairs. Give a copy of the text to each
read their answers aloud. pair and ask them to complete it
with the missing words.
ANSWERS
1 line 1: gets 2 line 5: Right now • Check answers as a class.
3 line 8: a terrible 4 line 10: However,
5 line 10: doesn’t like
6 line 13: is difficult
Unit 3 41

My favourite
musician
Project
Aim
Give a presentation about your
favourite musician or band

for Stages 2–5.
Warm-up
ask students to discuss them in pairs:
What is the name of your favourite
band / musician?
What is his / her / their music genre?
Where is he /she from? /
Where are they from?
• To check, invite some students to tell
the class about their partner’s answers.
Stage 1: Preparing w 42
presentation and answer the question:
How many albums has Lautaro got? Play
the audio.
• Now read the instructions below
and questions 1–6, and check
• Ask students to read the presentation
again and answer the questions.
Focus w 43
• Read the first set of instructions. Ask
students to listen and repeat. Play the
audio. (The stress should be on the
following words: 1 Fito, singer-songwriter,
and pianist; 2 Fito, frequently, plays,
different, countries, and South America.)
• Read the next set of instructions and
phrases. Check students understand, • Go through the bullet points and check • Encourage them to include the phrases
then read the phrases again and ask students understand. from the Focus box.
students to repeat them. • Divide students into groups of four or • Students who have chosen to record
• Read the next set of instructions and the five and ask them to each choose one their presentations can do so once they
phrases. Check students understand, of the points 1–5 to talk about in the feel ready. The videos can be used for a
then read the two phrases again and ask presentation. They should decide which digital portfolio.
students to repeat them. Point out that musician or band to talk about.
students can pause briefly after saying Stage 5: Finalising and presenting
these phrases in a sentence. Stage 3: Making notes • Students either give their presentation
• Then ask students to practise making • Read the instructions and check to the class or show a video of
sentences about another musician or students understand. Ask them to make their presentation.
band with the words and phrases. notes for their chosen points. • When all the presentations have
• Go around the class offering help. • Go around the class offering support been given, ask students to vote for
and feedback. their favourites and give reasons for
• To check, elicit some sentences from
their choices.
individual students. Stage 4: Rehearsing and checking
• Ask students to practise their Self-evaluation
presentations, using their notes to To encourage self-evaluation, ask students
• Tell students they are going to prepare guide them. Remind them to speak to circle the number of stars from 1 to 5 to
and give a group presentation about
slowly and stress key words. assess their own project work.
their favourite musician or band.
42 Unit 3

Suggestion
on this page. However, if you think
or vocabulary.
Activating
photos. As a class, discuss the first
question on the page: What can you
see in the photos? Encourage students
to describe what the people in the
photos are doing, to review and use the
present continuous.
• Draw students’ attention to the picture
of the doctor. Write doctor on the
board and check its meaning. Write the
following questions on the board and
ask students to discuss them in pairs:
How often do you go to the doctor? Do you
like going to the doctor? Why? / Why not?
• While students are talking, go around
offering help.
• To check, invite a few students to share
their ideas with the class.
Brainstorming
• Write the unit title on the board and
explain its meaning to the class.
• As a class, discuss the second question
on the page: Which things are important
for a healthy life?
• Books closed. In the same pairs, ask
students to predict what the unit will
be about and the vocabulary they
will learn.
• Ask a strong student to read the unit
aims aloud, and ask students to raise
their hands if they have correctly
predicted the aims.
Extension activity
This activity develops creative thinking.
• Draw students’ attention to
Unit 4 Body Writing skill
Write a leaflet with tips for a
the photo of the mother and
daughter and ask them to imagine
and mind healthy body
Pronunciation area
their conversation.
• Ask a class, elicit some of the things
the two people might say. Write a
Vocabulary /ɪ/ and /iː/ few prompts on the board to get the
Parts of the body activity started, e.g.
Symptoms Mum: Are you … ? Do you want … ?
Dictionary skill That’s a good / bad idea.
Identifying and using phrasal verbs Daughter: No, … ; I want / don’t
Grammar want to …; I’d prefer …
Object pronouns Values and cross-curricular • Divide the class into pairs and tell
can for permission topics them to write the conversation.
must Parts of the body • Go around the class offering support
Health and feedback.
Practical English Healthy eating • To check, ask some pairs to read their
A conversation with the doctor Looking after your physical well-being conversation to the class.
Unit 4 43

The amazing
human body!
Get going
Aim
Read interesting facts about the
human body
Warm-up
check students understand:
How many:
– bones are there in the human body?
– kilograms of skin do we lose every year?
– litres of saliva do we produce every day?
• Ask students to try to answer the
questions in pairs. Tell them they
shouldn’t check answers online.
• To check, invite some students to share
their ideas with the class. Tell them they
will learn the answers in this lesson.
Exercise 1 w 44
• Ask students to read and listen to
the factfile about the human body
and underline ten more words for
body parts. Play the audio.
• In pairs, ask students to read the factfile
again and match four of the body parts
to photos A–D.
Exercise 2
read their answers to the class.
Exercise 3
• Ask the question: Do any of the facts
surprise you? Why? Discuss this as a class.
ANSWERS
Students' own answers. • Tell students to listen and repeat. Play the words in the box, and then decide if
the audio again. Check pronunciation. the statements are true or false.
• Now ask students to listen and check
Vocabulary: Focus their answers. Play the audio.
• Read the information in the Focus •
Parts of the body box. Explain that foot and tooth have
Check answers as a class.
irregular plural forms. Say feet and teeth Get together
Aim and ask students to repeat the words. • Read the instructions and the examples,
Learn and practise parts of the body
Exercise 4
Listening • Divide the class into pairs and ask
students to take turns to describe and
• In pairs, ask students to label the picture Aim guess different parts of the body.
of the human body with the words in
Listen to a radio programme about • While students are doing the activity,
the box. Tell students they can use their go around the class offering help.
the body
dictionaries to help. • To check, ask students to describe parts
• Do not give answers at this point. of the body for the class to guess.
Exercise 6 w 46
Exercise 5 w 45 Note: The transcript is on page 45. ANSWERS
Students' own answers.
• Tell students to listen and check their • In pairs, ask students to read the body
answers to Exercise 4. Play the audio. quiz and complete the statements with
44 Unit 4
06_TTB1_AR_4603782_U4.indd 44 18/07/2018 10:06

Grammar:
Object pronouns
Aim
Learn and practise object pronouns
Exercise 1
example sentences aloud.
• Ask students to find the sentences
in the factfile on page 44 and elicit
what the object pronouns refer to
(them: bones; it: saliva). Elicit the
Spanish translation for the object
pronouns it and them.
• Ask the class to complete the table with
the object pronouns in the box, and
then complete the rules.
them on the board.
Exercise 2
ANSWERS
them: bones; us: people; it: skin, it: saliva
Exercise 3
• Ask the class to first underline the
object pronoun in each sentence,
and then read the sentences carefully
before they circle the nouns.
• To check, ask individual students to give
their answers.
Exercise 4
• Ask students to complete the sentences
with the object pronouns in the box.
Exercise 5
instructions aloud. Then check students
understand.
Audioscript w 46 Dr R Well, teeth are important when we eat
as well, so we get two sets of teeth in our
Presenter Today, I’m talking about the
amazing human body with Dr Nathan lives. Our first teeth are called milk teeth
Richards. So, Dr Richards, let’s talk about and we have twenty of them. The second Option: With weaker classes, give students
the eye. set appears when we are about six years the answers and then ask them to work
Dr Richards OK. Well, the human eye can old, and there are a total of thirty-two teeth. in pairs and decide what each pronoun
see a lot of colours. P Thank you, Dr Richards. OK, I’ve got refers to.
P Really? How many? another question. Have we got 206 bones
Exercise 6
Dr R About ten million! in our bodies?
P That’s amazing! What about our ears? Dr R Yes, we have. But, interestingly, about • Ask the class to read the sentences
Do they hear millions of sounds, too? 25% of them are in our feet! carefully and complete them with
Dr R Humans can hear well. But other P Our feet? object pronouns.
animals can hear more sounds. Cats, for Dr R Yes! There are fifty-two different • Check answers as a class.
example. They can hear things that we bones in our feet! And I’ve got one more
Extra practice
can’t hear at all. interesting fact for you ….
P That’s very interesting. Let’s talk about P Great!
Workbook pp.W14–W15
food now. How do our bodies digest it? Dr R This one is about the skin. Our skin
Dr R Well, humans digest food slowly. has got colour in it. But look at the palms
When we eat something, it can stay in the of your hands. Why are they white? It’s
stomach for five hours. because there isn’t a lot of colour in them!
P That’s a long time! And what about our P Dr Richards, these are amazing facts!
teeth? What can you tell us about them? Thank you very much.
Unit 4 45

You’re ill!
Get going
Aim
Read a conversation with someone
who is ill
Warm-up
• Books closed. Draw a body on the
board and ask students to label the
body parts.
Exercise 1
• Focus students’ attention on the title
and the photo. Ask: Why is Zoe in bed?
Elicit answers from individual students.
ANSWER
She’s in bed because she's ill.
Exercise 2 w 47
students understand. Play the audio.
ANSWER
No, she doesn’t.
Exercise 3
again and answer the questions.
Vocabulary: Symptoms
Aim
Learn and practise symptoms
Exercise 4
• Ask students to match the symptoms in
the box to the photos.
Exercise 5 w 48
• Tell students to listen and check their • Do not check answers at this point. Exercise 7 w 50
answers. Play the audio. • Now tell the class to listen to the last
Audioscript w 49 part of the conversation and check their
• Tell students to listen and repeat. Play Doctor How can I help you?
the audio again. Check pronunciation. answers to Exercise 6. Play the audio.
Patient I feel terrible, doctor. I’ve got
a runny nose and I’ve got this terrible Audioscript w 50
Listening headache! I don’t think it’s a cold. Have I
got flu, do you think?
D … you’ve got flu. Go home and go to bed.
Take this medicine, and drink lots of water!
D Well, I need to ask you some questions.
Aim Have you got a temperature? Get together
Listen and diagnose an illness P Oh yes! I feel really hot all the time. • Read the instructions and the example,
I can’t sleep at night. and check students understand.
Exercise 6 w 49 D Hmm. And what about your arms and
• Ask students to make conversations
• Read the instructions and check legs? Do they hurt?
in pairs.
students understand. Explain that the P Yes, they do! And my back is really
sore, too. • To check, ask a few pairs to role-play
ticks in the two right-hand columns their conversations for the class.
show the symptoms for a cold and flu. D OK. Are you eating?
P No, I’m not eating at all. Every time I see ANSWERS
• Ask students to listen and tick the
food, I feel sick. Students' own answers.
symptoms they hear in the left-hand
D Right. Well, I can hear you’ve got a
column. Play the audio.
cough, too. In my opinion, …
46 Unit 4

2 Sara Ben’s cold is really bad today, Mum.
Mum I know. And he wants to go
swimming after school! It’s a terrible idea!
3 Noah Dad, we need a snack. Is the pizza
for dinner?
Dad No, it isn’t.
Tom Mmm … it looks delicious.
4 Max Mum, I really want to read that
new horror novel.
Mum But it’s for teenagers, Max, and
you’re only ten!
Max I know, but I always read books
for teenagers!
Exercise 4 w 52
• Ask students to listen to the complete
conversations and compare their
answers to Exercise 3.
Audioscript w 52
1 Lola Dad, you know I always do my
homework on Saturday.
Dad That’s right.
Lola So, today’s Sunday, and there’s a
brilliant film on. Can I go to the cinema?
Dad Sure, no problem! You can go to
the cinema, but please be home by six.
You’ve got school tomorrow.
2 Sara Ben’s cold is really bad today, Mum.
Mum I know. And he wants to go
swimming after school! It’s a terrible idea!
Sara Can he go swimming?
Mum I’m afraid not.
3 Noah Dad, we need a snack. Is the pizza
for dinner?
Dad No, it isn’t.
Tom Mmm … it looks delicious. Can we
eat some?
Dad No, sorry. The pizza is for
lunch tomorrow.
4 Max Mum, I really want to read that
new horror novel.
Mum But it’s for teenagers, Max, and
you’re only ten!
Max I know, but I always read books for
teenagers! Can I read it?
Mum I’m afraid not, Max. Choose a
different book.
Grammar: Focus
Exercise 5
• Read the explanation and phrases, and
can for permission check students understand. Explain • Read the instructions and the example,
that these phrases sound friendlier than and check students understand.
Aim short answers with can / can’t. • To check, ask individual students to
Learn and practise can for permission read their answers to the class.
Exercise 3 w 51 ANSWERS
Exercise 1 • Read the instructions. Check Students' own answers.
• Check students understand the word
permission. Read the examples and elicit
first write questions with the prompts, Pairwork
and then write answers using the • Ask students to work in pairs and
Spanish translations.
phrases in the Focus box. choose who will be Student A and who
• Now ask students to complete the table
• Do not check answers at this point. will be Student B.
with can or can’t, and read the rule.
• Ask them to go to the pages
Audioscript w 51 indicated in the exercise and follow
1 Lola Dad, you know I always do my
Exercise 2 the instructions.
homework on Saturday.
• Read the instructions and the example, Dad That’s right. Extra practice
and check students understand. Lola So, today’s Sunday, and there’s a Student’s Book pp.86–87
• Check answers as a class. brilliant film on. Workbook pp.W14–W15
Unit 4 47

A conversation
with the doctor
Practical English
Aims
Learn to have a conversation with
a doctor
Practise the contrasting sounds of
/ɪ/ and /iː/
Warm-up
• Say to the class: Imagine you are a doctor
and you are talking to a patient. The
patient thinks they have got flu. How do
you check the patient for this? Write the
following prompts on the board: You
feel …; You look at …; You listen to …;
You ask, ‘Have you got … ?’
them to discuss the question using the
prompts. Set a time limit of two minutes.
their ideas.
Exercise 1
a conversation between Franco, his
mother, and his doctor. Draw their
attention to the conversation and tell
them to complete the conversation
with the words in the box.
Exercise 2 w 53
• Ask students to listen and check their
• Now divide the class into groups of
three and ask them to practise reading
the conversation.
• To check, ask some groups to role-play
the conversation for the class.
Exercise 3
• Read the instructions and ask a strong • To check, ask individual students to • Focus students’ attention on the table
read their answers aloud. and check they understand that each
student to read the questions. Check
word contains one of the two sounds. In
Extension activity pairs, ask students to practise saying the
• Now tell the class that when they write
This activity will allow students to words and then tick the correct columns.
a summary of the conversation in
Exercise 1, they must write a complete
personalise the new language. • Ask students to listen and check their
Prepare: Bring a soft ball to the lesson. answers in the table. Play audio 55. Now
text. Write the conjunctions and, but,
• Books closed. Tell the class you ask students to listen again and repeat.
because, and however, and quickly revise
are going to throw the ball to Play audio 55 again.
their meanings and use with the class.
• Go around offering help. different students and ask them the • Ask students to read and listen to the
highlighted questions in Exercise 1. tongue twisters. Play audio 56.
• To check, ask one or two students to
read their summaries to the class.
Each student must answer with their • In pairs, ask students to practise reading
own ideas. Throw the ball and ask the the tongue twisters quickly.
ANSWERS questions. After each answer, ask the • Go around the class checking
Students' own answers. student to throw the ball back to you. pronunciation.
Exercise 4 • To check, ask one or two students to
Focus w 54, 55, 56 read the tongue twisters aloud as fast
• Ask students to work out the meanings
of the highlighted questions and then • Read the first instruction and check as they can.
write them above the possible answers. students understand. Play audio 54.
48 Unit 4

Extension activity
This activity will allow students to
personalise the new grammar.
• Tell the class something that you
must and mustn’t do every day, e.g.
I must prepare for my classes. I mustn’t
forget my books. Write the sentences
on the board.
• Divide the class into pairs. Tell
students to write as many sentences
with must and mustn’t as they can.
Set a time limit for the activity.
their sentences aloud.
Speaking
Aim
Practise a conversation between a
doctor and a patient
Exercise 4
• Read the instructions and situations,
• Divide the class into pairs and give
them a couple of minutes to choose
a situation.
contains useful phrases for their
conversations, but that they don’t have
their conversation.
• In pairs, ask students to make notes for
their conversations.
around the classroom offering language
Option: Allow weaker students to write
their conversations first.
Grammar: must Exercise 2 ANSWERS

• Read the instructions and the example, Students’ own answers.
Aim and check students understand. Tell
students they must read the sentences Put it together
Learn and practise must
carefully to decide if they should use • Ask students to role-play the
the affirmative or negative form of must conversation following the
Exercise 1 before each verb. conversation flowchart.
• Ask a strong student to read the • To check, ask some students to read • Point out that they should only use
examples aloud. Ask students to study their answers to the class. their notes as cues, and not read from
the table, and check they understand. the page when they are speaking.
• Draw students’ attention to the rules Exercise 3 • To check, invite some pairs to role-play
and check they understand the answer • Draw students’ attention to the their conversations for the class.
options. Ask them to complete the rules. pictures and ask them to complete the
ANSWERS
• Check answers as a class. sentences using must / mustn’t and the
• Now write these questions on the words in the box.
board and discuss them as a class: • To check, ask some students to read Extra practice
Does must have a third person -s? (No.) their answers aloud. Student’s Book pp.86–87
How do we form the negative form of Workbook p.W16
must? (We add not or n’t to the end of
the word.)
Unit 4 49

Body image
Reading
Aim
Read a letter on a problem page in
a magazine
Warm-up
board: Imagine you are describing your
problems to a stranger – a person you
don’t know. Can this help?
• Ask students to discuss the question
in pairs.
• To check, invite some pairs to share
their answers.
Exercise 1
instructions and questions aloud. Then
• In the same pairs, ask students to
discuss the question.
• To check, invite some pairs to share
their answers.
ANSWERS
Exercise 2
students understand. Make sure that
students realise that the problem page
consists of a letter (the problem) and a
reply (the advice).
• Ask students to read the problem page
quickly and write P or A.
Exercise 3 w 57
• Tell students to read and listen to the
problem page in more detail and draw
lines to match the sentence halves. Play
the audio.
• Check answers as a class. b Ask students to complete the sentences • Divide the class into groups. Set a time
with the phrasal verbs, and then check limit of ten minutes and ask students to
Exercise 4 answers as a class. discuss the questions in their groups.
• Read the instructions and the questions, Ask: Which meaning of go through is in • While students are speaking, go around
and check students understand. Tell your answer? Elicit the meaning is: sufrir, the class offering help with language
students to answer the questions with pasar por algo. where necessary. Make sure all students
complete sentences. contribute to the discussion.
• The world around you
Check answers as a class. • To check, read each question and invite
• Ask a strong student to read the students to share their ideas.
Look it up! questions. Then check students
understand. ANSWERS
a Read the instructions above the
• Write these helpful phrases and words Students’ own answers.
dictionary entries, and check
students understand. Divide the class on the board for students to use in Extra practice
into pairs and ask them to discuss what their discussion, and go through their Workbook p.W17
they notice about the verbs. Check meaning and pronunciation:
answers as a class. Elicit or explain that It doesn’t matter if …
the verbs have two words and they It’s OK if …
have different meanings. Nobody has a perfect body.
Read the explanation of phrasal verbs heavy, thin, tall, short
below the dictionary entries, and check
50 Unit 4

Practice activity
This activity practises students’ listening
skills and improves spelling. It is
preferable to do this at the end of the
reading lesson or in the following class.
• Books closed. Tell students you
are going to dictate the problem
letter, and they need to write what
you read. Read the sentences
slowly, pausing between sentences
and telling students when to use
commas, full stops, etc.
• Ask students to open their books
and check their answers.
Extension activity
This activity allows students to adapt
the language from the reading text for
their own purposes. It should be done
when the reading exercises have been
completed.
write a letter about a different
teenage problem.
ask them to brainstorm different
problems they could write about.
• In pairs, ask students to write their
letters, using the text on page 51 as
a model. Go around offering help
and feedback.
• When the letters are finished, ask
students to stick them around the
classroom, and tell the class to
read them.
• For homework, tell students to swap
letters with another pair and write a
reply with advice.

This activity allows students to research
the unit topic within Argentina.
• Ask students to research places young
people can get help and advice in
Cultural note Support activity Argentina, e.g. helplines, websites.
In the UK, there is a 24-hour counselling This activity will help students to learn Ask students to research:
service for young people called vocabulary more easily. What is the service called?
Who is it for?
Childline. It offers free, confidential • In pairs, ask students to discuss
counselling to children up to the age What advice does it give?
different ways of recording new
of nineteen, on the phone or through When can you use it?
vocabulary so they can remember
a private online chat with a counsellor. How can you get help from the service,
it, e.g. writing words in alphabetical
The service receives as many as e.g. via phone or website?
order. Set a time limit.
4,500 calls from children every day. • Elicit answers as a class and write • Ask students to make a poster about
the service and illustrate it with
all useful suggestions on the board,
photos and drawings.
telling students to write them in
their notebooks. If necessary, add • Ask students to stick their posters
some more ideas, e.g. drawing a around the classroom and vote for
small picture for each word, drawing their favourite three posters.
mind maps, writing new words Option: Instead of making a poster,
on Post-it notes and sticking them students can do a presentation about
around their bedrooms, writing a the service.
sentence with each new word.
Unit 4 51

Tips for a
healthy body
Project
Aim
Write a leaflet with tips for a
healthy lifestyle
Note: Answers are students' own answers

for Stages 2–5.
Warm-up
• Tell the class you are going to read
some sentences. Tell them to stand up
every time they agree with a sentence.
• Read these sentences, pausing after each
sentence and inviting a few students to
explain why they agree or disagree:
Chocolate is bad for you.
Fruit is an important part of every meal.
Teenagers don’t need much sleep.
All people must do sport.
Computer games are bad for you.
Stage 1: Preparing
a leaflet with tips for a healthy body,
and check students understand what
this means.
• Ask students to read the leaflet quickly
and choose the correct answer.
• Now ask students to read the leaflet
in more detail and decide if the
statements 1–6 are true or false.
• Ask the class which grammar point
from the unit appears in the leaflet
(must / mustn’t).
Option: Ask students if they agree with
the information in the leaflet. Elicit answers
as a class.

• Read the instructions and check Stage 3: Writing a draft drawings, magazine cut-outs, etc. to
students understand. • Read the instructions and check make the leaflets more attractive.
• Divide the class into groups. students understand. • When the leaflets are ready, students
• Ask students to write sentences for can present them to the class and then
• On the board, write the following stick them on the walls.
categories: types of food or drink; their leaflets using must / mustn't and
clothing; morning or evening routines; object pronouns. • Ask students to go around the
sports exercises; how often you can have • While students are working, go around classroom in pairs to read the leaflets
nice things to eat and drink; some good offering feedback. and each choose their three favourites,
ways to relax. Ask students to brainstorm and then tell their partners why they
ideas for each category in their groups. Stage 4: Checking have chosen them.
Set a time limit of ten minutes. Elicit • Ask students to swap their work with • Find out which leaflets are the most
ideas from each group and write them another group and check their work. popular and elicit reasons why.
on the board. They should look for spelling and
grammar errors, and check if target Self-evaluation
• Ask each group to choose the best
ideas for their leaflet, making sure they language from the unit has been used. To encourage self-evaluation, ask students
are different from the example leaflet in to circle the number of stars from 1 to 5 to
Exercise 1.
Stage 5: Finalising and presenting assess their own project work.
• Ask students to write or type their
leaflets. Encourage them to use photos,
52 Unit 4

Exercises 1–4
• Read the instructions for Exercises 1–4,
• Ask students to complete Exercises 1–4.
Tell them they can go back to Units 3
and 4 for support. Set a time limit.
• Go around the class to check progress.
• To check each activity, give the students
a soft ball, or a ball made from a few
sheets of crumpled paper, so that
they can designate who will read
answers aloud.
• Write the answers on the board.
• Tell students to count the number of
correct answers for each exercise and
for the whole vocabulary section. (The
total number of points is 24.)
• Ask all students to say their score,
or ask them to keep track of their
progress individually.
• Discuss any recurrent errors.
Practice activity
The aim of this activity is to practise
parts of the body.
• Ask each student to write a short
description of a monster. Explain
that it can have lots of body parts,
e.g. twelve legs. Tell students to keep
their description secret, and set a
time limit.
• Divide the class into small groups
and explain the activity. One student
reads their description, and the other
students each draw a picture of
the monster. When the student has
finished the description, everyone in
the group looks at the pictures and
the descriptions, and chooses the
best drawing. The activity continues
in the same way until all the students
have described their pictures.
Grammar
Review B
Exercises 5–11
Vocabulary • Repeat the process you followed for the
Warm-up vocabulary section for Exercises 5–11.
Aim (The total number of points is 43 for the
• On the board, draw a table with four Grammar section. The entire Review B
Review and consolidate vocabulary columns, and write these headings:
has a total score of 67.)
and grammar from Units 3–4 book genres, music genres, parts of the
body, symptoms. Note: If you think doing Exercises 5–11 all
at once is too challenging, you could break
Methodology • Ask students to brainstorm as many
the exercises down into smaller sections,
words as they can remember for each
Pages 53 and 54 illustrate a collaborative e.g. 5–7, 8–9, 10–11, checking answers
category in two minutes.
learning approach, which is explained in after each section.
full on page 31. • To check, ask different pairs or groups
to read one column aloud, and invite
Before you start other students to add their ideas.
Divide the class into pairs or groups, and • Read each word and ask the class to
follow the instructions below. Students repeat after you. Check pronunciation.
can work in these groups throughout
the lesson, or you could switch
groups around.
Review B 53

Practice / Extension activity
The aim of this activity is to revise
prepositions of time, the present
simple, and the present continuous.
• Write these words on the board in
two columns:
the evening right now
night today
the weekend this week
hardly ever this year
now and then
• Elicit the correct tense for each
column and write it at the top of the
column (present simple: left, present
continuous: right).
describe the life of a celebrity of
their choice. Ask students to write
a sentence for each of the time
expressions on the board about the
life of their chosen celebrity, and
explain that they need to imagine
the information.
• Ask students to read their sentences
to a partner.
Practice / Extension activity

The aim of this activity is to revise
book and music genres, the present
simple, and adverbs and expressions
of frequency.
• Tell students they are going to write
and conduct a survey in their groups.
• Tell students they have five minutes
to write five questions with How
often do you read / listen to … ? about
book and music genres, e.g. How
often do you read science fiction?
• Divide the class into groups and tell
students to take turns to ask the
questions to everyone in the group,
recording the students’ names next
to each answer they give.
survey, ask them to count the
answers and find the most and least Literature B Student’s Book pp.96–97
Practice activity Culture B Student’s Book p.101
popular book and music genres in This activity revises symptoms and must.
their group. Video 1B: What do you like reading?
• Ask students to look at Exercise 4
• To check, ask each group to share on page 53 and write the doctor’s
their results. instructions for symptoms 1–5 using
must and mustn’t, e.g. You mustn’t eat
any food.
and checking the sentences.
• Now ask students to make a poster
showing the doctor’s advice, using
speech bubbles as in Exercise 4 and
photos and drawings.
• Tell students to stick the finished
posters around the classroom, and ask
them to choose their favourite poster.
54 Review B

Suggestion
or vocabulary.
Activating
photos. As a class, discuss the first
question on the page: What events can
you see in the photos? Elicit some ideas
and write them on the board. (Possible
answers: a camping trip, a parachute
jump, a birthday party, learning to write
the alphabet.)
• Write the second question on the board
and ask students to discuss it in pairs:
Why are the events in the photos special?
• To check, ask a few pairs to share their
Brainstorming
• Read the unit title, Moments in time,
and elicit its meaning. Then go
through the unit aims and check
• Write these headings on the board:
family, science and technology, sport,
arts. Elicit one important type of
event for each heading (e.g. a new
baby, a new type of phone, Argentina
wins the Copa America, an exciting
new film). Divide the class into pairs
and ask them to brainstorm events
for each category. Set a time limit of
five minutes.
• To check, ask students to share their
lists and write them on the board.
• In the same pairs, ask students to look
through the unit and find any events
that match the ideas on the board.
• To check, ask students which events
they found.
Unit 5 Writing skill

Write about your memories of an
Extension activity
Moments important event in your life This activity activates students’ interest
in the unit topic and recycles language
in time
they have learned previously.
Pronunciation area
Intonation in Wh- questions
• In pairs, ask students to take turns
to describe the pictures on the
page while the other student listens
Vocabulary Dictionary skill and guesses which photo is being
Emotions Guessing the meaning of new described. Encourage students to use
Adjectives to describe objects, vocabulary all the language they have learned
situations, and events so far, including colours, adjectives,
Values and cross-curricular adverbs, prepositions of place, etc.
Grammar topics • Go around the class and help with
Verb be: past simple: all forms Human achievement language where necessary.
there was / there were Science and technology • Ask a few students to describe the
pictures for the class to guess.
Sports
Practical English Holidays
Writing about memories Gender equality
Unit 5 55

We were really
surprised
Get going
Aim
Learn about important events
Warm-up
• Write this sentence starter on the board:
I feel happy when … .
• Ask the class: What makes you happy?
and invite students to answer using the
sentence starter.
Exercise 1
• Read the questions and check students
understand, and then ask students to
discuss the questions in pairs.
• To check, ask a few pairs to share their
ANSWERS
Exercise 2 w 58
students understand. Ask students to
match the headlines to the reactions,
and then listen and check their answers.
Play the audio.
Vocabulary: Emotions
Aim
Learn and practise emotions adjectives
Exercise 3
• Ask students to look at the pictures
carefully and choose the correct
emotions. Tell students they can use
their dictionaries to help.
Exercise 4 w 59 • To check, ask individual students to Get together

share their answers with the class. • Read the instructions and the
answers to Exercise 3. Play the audio. speech bubbles, and check
Audioscript w 60 students understand.
• Tell students to listen and repeat. Play 1 I’m waiting for the new iPhone. I think
the audio again. Check pronunciation. we can see it tomorrow. I really want • Give students a few minutes to think of
events, and then ask them to share their
Option: Tell the class that embarrassed is one for my birthday!
2 It’s my first day as a shop assistant in a ideas in pairs or groups.
often misspelled. Point out there are two
r’s and two s’s, and drill the spelling. clothes shop, but it isn’t very interesting. • To check, ask a few students to describe
There aren’t many people here and I their events to the class.
haven’t got much to do.
Listening 3 I’ve got a test this afternoon, but I’m not
ANSWERS
worried. English is easy.
Aim 4 A lot of people in the world don’t have
Listen to six people talking about six enough food. It’s terrible! How can we
events, and identify how they feel help them?
5 Oh no! I can’t remember the words of
my presentation and the whole class is
Exercise 5 w 60
looking at me!
• Read the instructions and check 6 Wow! That’s amazing! Our basketball
students understand. Play the audio. team is winning. We hardly ever win!
56 Unit 5

• Check answers as a class, and write
them on the board.
• Read each subject pronoun + verb and
ask students to repeat.
Exercise 4
students they should check they
understand each sentence before they
complete it. With weaker classes, check
students understand the adjectives and
the sentences as a class.
read the complete sentences.
Exercise 5
• Draw students’ attention to the photo
and ask them what they think the text
will be about.
• Now ask students to complete the text
with the affirmative and negative forms
of the verb be: past simple.
read the complete sentences from the
text aloud, and write the answers on
the board.
Support activity
This activity will help consolidate and
personalise the target grammar.
• Write one false sentence and two
true sentences about yourself on the
board with the following starters:
At primary school, my friends were …
When I was a child, my favourite
toy was …
I wasn’t interested in … when I
was young.
• In pairs, ask students to decide if your
sentences are true or false.
• Elicit answers from different pairs and
tell students if the sentences are true
or false.
Option: Ask students to complete the
sentences with their own ideas, true
Grammar: Verb be: Exercise 2
or false. Then, in pairs, ask students to
past simple affirmative and check students understand.
read their sentences and decide if their
partner’s sentences are true or false.
• Ask students to match the sentences.
Aim
Learn and practise the verb be: past Exercise 6
read the complete sentences aloud.
simple affirmative • Read the instructions and the
speech bubble, and check students
Exercise 1 Verb be: past simple understand. Tell students that before
• Ask a student to read the example negative they speak, they are going to make
notes. Ask them to make notes about
sentences aloud. As a class, elicit a
Spanish translation for each sentence. each of their chosen events.
Aim
• Ask students to complete the table. • Divide the class into pairs and ask
Learn and practise the verb be: past
Tell them to think about which subject students to describe their events.
simple negative
pronouns use the same verb forms in ANSWERS
the present simple of the verb be. Students’ own answers.
Exercise 3
Extra practice
them on the board. • Ask a student to read the example
sentences aloud. Elicit a Spanish Student’s Book pp.88–89
• Read each subject pronoun + verb, e.g.
translation for each sentence. Workbook pp.W18–W19
I was, and ask students to repeat.
Unit 5 57

A dangerous
expedition
Get going
Aim
Learn about a special teenager
Warm-up
• As a class, ask students to imagine they
are on an expedition in a very cold
place, like Antarctica. Ask the class: How
do you feel? Elicit some answers using
emotions adjectives.
Exercise 1
• Draw students’ attention to the photo
and read the questions, and check
students understand. Pre-teach the
phrases Would you like … ? and I would /
wouldn’t like … .
their ideas.
ANSWERS
The South Pole
Exercise 2 w 61
• Ask the class to read and listen to the
interview and answer the question. Play
the audio.
ANSWER
Aged 16, he was one of the first
teenagers to reach the South Pole.
Exercise 3
• Tell the class to read the interview
again and answer the questions. Read
the questions and check students
understand.
page 56. Elicit that exciting, scary, and Get together
worrying are similar, and this will help • Read the instructions and speech
• To check, ask individual students to them to do the exercise. Tell students
read their answers aloud. bubbles, and check students understand
that they can use their dictionaries that we can use the adjectives in
to help. Exercise 4 to react to news.
Vocabulary: Adjectives • Do not check answers yet. • As a class, elicit possible news events,
both good and bad, and write them on
to describe objects, Exercise 5 w 62 the board.
situations, and events • Tell students to listen and check their • In pairs, ask students to take turns to
read out of the news events from the
Aim • Tell students to listen and repeat. Play board aloud and react to it with an
Learn and practise adjectives to the audio again. Check pronunciation. appropriate adjective.
describe objects, situations, and events
Exercise 6 • To check, ask a few pairs to role-play
their conversations for the class.
Exercise 4 instructions. Then check students ANSWER
• Read the instructions and check understand. With weaker classes, check Students’ own answers.
students understand. students understand each sentence
• Ask students if any of the adjectives are before they do the activity.
similar to the emotions adjectives from • To check, ask students to read the
complete sentences to the class.
58 Unit 5

then answer the question with a short
answer by reading the information in
the sentence above the question.
• Ask students to write the questions and
answers in pairs.
Verb be: past simple

Wh- questions
Aim
Learn and practise the verb be: past
simple Wh- questions
Exercise 4
example questions aloud. Check
students understand, and then tell
them to study the table.
• Elicit the structure of a Wh- question
and write it on the board: question
word + was / were + noun /
subject pronoun.
Practice activity
the pronunciation of was / wasn’t in
questions and short answers.
• Write the following on the board:
Was it scary? Yes, it was.
Why was it scary?
• Explain that we place the stress on
was / wasn’t in short answers, but
we don’t stress it in yes/no or Wh-
questions: Was it scary? Yes, it was.
Why was it scary?
• Underline the stressed words in each
question / answer. Read them to the
class and ask students to repeat.
Focus
• Read the Focus box and check students
understand by asking a few students
when they were born.
Grammar: Verb be: Exercise 2
Exercise 5
• Read the instructions and example, and
past simple questions check students understand. • Read the instructions and the example,
and short answers • Before students do the activity, ask and check students understand that
they must first make Wh- questions and
them to read the text quickly and find
Aim which place in Jujuy Carolina describes. then write true answers.
Learn and practise the verb be: past With weaker classes, read the text to the • To check, ask individual students to
simple questions and short answers class and check students understand it. read their answers aloud.
• Now ask students to read the text
Pairwork
carefully and then match the questions
Exercise 1 • Ask students to work in pairs and
and answers about it.
• Ask a strong student to read the • Check answers as a class.
choose who will be Student A and who
example questions aloud. Check will be Student B.
students understand them, and then Exercise 3 • Ask them to go to the pages indicated in
ask them to complete the table. Remind the exercise and follow the instructions.
students that we always use the short
form in a negative short answer.
instructions and the example aloud. Extra practice
Draw students’ attention to the Student’s Book pp.88–89
• Check answers as a class and write example answer and explain that they Workbook pp.W18–W19
them on the board. should first write a question with the
words in brackets and was / were, and
Unit 5 59

Writing about
memories
Practical English
Aims
Write about memories
Use sequencing words
Warm-up
• Write My first memory and these
sentences on the board:
I was … years old.
I was in … .
I was with my … .
I wasn’t scared – I was very … .
• Tell students they must ask questions
to discover information about your first
memory. Elicit the questions they need
to ask, and write them on the board.
(How old were you?; Where were you?;
Who were you with?; How were you?)
• Invite students to ask you the questions,
and give your answers.
• In pairs, ask students to ask and answer
questions about their first memories
using the questions and example
sentences on the board.
• To check, tell some pairs to ask and
answer the questions for the class.
With stronger classes, ask students to
describe their partner’s memory.
Exercise 1
• Ask students to read the description
quickly and answer the question: Was it
a good day?
ANSWER
Yes, it was.
Exercise 2
Focus
• Read the instructions and questions, Extension activity
and check students understand. Before This activity personalises the target
• Read the explanation to the class and
they do the exercise, encourage them check students understand.
language.
to read the questions carefully and • Ask students to do Exercise 3 again, • Now ask them to find the sequencing
underline key words that will help them words in the description in Exercise 1.
but change the adjectives so they
to find the correct answers in the text As a class, elicit the order they appear in
are true for their own first day
(1 How many, children; 2 Who, teacher; (First, there was an art class …; Next, it
at school.
3 happy, drawing; 4 Why, music lesson, was break …; Then it was lunchtime …;
fun; 5 Who, outside, end, day).
• Ask students to use their answers After that, there was a music lesson …;
and the verb be: past simple to make Finally, it was 3.15 p.m.).
• Check answers as a class. sentences about themselves, their
first school, and their classmates, and Exercise 4
Exercise 3
share them with a partner. • Read the instructions and the example,
instructions and the example. Then
• To check, ask some students to and check students understand. With
repeat their partner’s answers to weaker classes, ask students to order
the class. the sentences, and then check answers
• Ask students to read the description
as a class before asking students to
again carefully and write the correct
complete the sentences.
adjectives.
60 Unit 5

Extension activity
This activity will help students to learn the
new grammar by personalising its use.
• Divide the class into pairs. Tell
students they are going to take turns
to describe their first classrooms.
While one student is talking, the
other must draw a picture of what
they hear. Students doing the
drawing can ask questions, too, e.g.
A: There were chairs and tables.
B: Was there a whiteboard?
A: No, there wasn’t.
• When students have finished
describing their classrooms, tell them
to look at the picture together to
see what is or isn’t correct. Students
should then swap roles and repeat
the activity.
Put it together
• Read the instructions and the speech
bubble, and check students understand.
students to take turns to describe
important events to each other using
was / were and there was / there were.
ANSWERS
Writing
Aim
Write about your memories of an
important event
Exercise 4
• Read the instructions above the photos
• Read the first bullet point and check
students understand. Ask them to
brainstorm adjectives and nouns for each
question, e.g. tables, big; friends, nervous;
swimming, bike riding; scary, excited.
Grammar: there was / that they have to choose the correct
words to complete either a sentence or • Read the second bullet point and
there were a short answer. tell students to make notes for each
paragraph. Explain that they shouldn’t
• Ask students to read the sentences
write complete sentences yet.
Aim and look at the photo before they do
Learn and practise there was / there were the exercise. • Now ask students to begin writing their
descriptions, using their notes and the
paragraph order in the second bullet
Exercise 1 sentences and short answers aloud.
point. They should include I remember,
• Ask a strong student to read the Exercise 3 because, however, so, there was /
example sentences. Then check there were, and sequencing words.
• Write school leavers trip on the board
and elicit or pre-teach its meaning. Ask: • Go around the class providing feedback.
• Read the table aloud, and ask students
What happens on a school leavers trip? • Ask a few students to read their
to complete it. Tell them to complete descriptions to the class.
Discuss the question as a class.
the gaps with one or two words.
• Now ask students to read the ANSWERS
• Check answers as a class, and check
conversation and complete it with Students’ own answers.
the correct forms of there was / there were.
Extra practice
Exercise 2 • Check answers as a class. Student’s Book pp.88–89
• Read the instructions and the example, Workbook p.W20
and make sure students understand
Unit 5 61

Making history
Reading
Aim
Read a timeline of important events in
world history
Warm-up
• In Spanish, tell students they are going
to imagine life in the 19th century. Write
the following topics on the board: equal
rights, science, medicine. Check students
understand the topics.
• Divide the class into small groups and
ask them to discuss what they think life
was like in 19th-century Argentina, in
particular for the topics on the board.
Encourage them to speak English, but
allow Spanish. Point out that the idea
of this exercise is only speculation. If
students don’t know anything about
the topic, it doesn’t matter.
their ideas.
• Say to the class: Life is very different now.
Tell the class they are going to read
about important events in history and
the people who made them happen.
Exercise 1
• Read the instructions and statements,
students to discuss the statements and
decide which are important.
their ideas.
ANSWERS
Exercise 2 w 63
• Read the instructions and sentences,
• Tell students they should read the Ask the class what the word means, and The world around you
sentences carefully because some of elicit the different criteria the students • Read the instructions and the questions
the words could trick them, e.g. woman used and whether they helped (part and check students understand.
could point to A and B. of speech: adjective, cognate: no,
• Tell students to read the timeline again
• Play the audio. Check answers as a class. context: Antarctica, temperature,
and then make notes for the two
-40 degrees).
questions. Tell them they can use their
Exercise 3 b Read the instructions, and check mobile phones to find information.
• Ask students to read the timeline again students understand. Divide the class
and choose true, false, or doesn’t say for
into pairs, and ask them to work out the
students to discuss the questions,
each sentence. meaning of each word. Tell students
ensuring that everybody contributes.
• Check answers as a class. they should only check their dictionary
when they have guessed the meanings. • Ask one student from each group to
Look it up! As a class, elicit the meaning of each report their group’s ideas.
a Read the explanation, and check word, and ask individual students how ANSWERS
students understand. Write on the they worked out its meaning. Students’ own answers.
board: During Lewis’s time in Antarctica,
the weather was freezing, with
ANSWERS Extra practice
Students’ own answers. Workbook p.W21
temperatures of -40 degrees. Circle the
word freezing and ask students to use
the three criteria to guess its meaning.
62 Unit 5

Practice activity
This activity encourages students to use
new vocabulary in different contexts.
their own sentences using new
vocabulary from the timeline.
• Draw students’ attention to the five
words from the Look it up! box. Ask
students to write five sentences, each
one omitting the words, e.g. I want to
vote in an … when I’m 18. (election).
• While students are writing, go
around the class offering help and
checking students’ sentences.
tell them to swap sentences and
complete them.
• To check, ask students to swap
their answers back and check their
partner’s work.

This activity expands students’
knowledge of important events in
history and practises target grammar.
• Write the following topics on the
board: disability, equal rights, health,
science and technology. Ask students
to look at the timeline again and
match sections A–E to each topic.
ANSWERS
disability C equal rights A, B, C, E
health A, B, C
science and technology A, B, D
research their own important events
in history, using the topics on the
board. If they want, they can research
events directly related to Argentina,
or research events or people from
different countries. Tell students they
can use Spanish-language websites.
• Suggest these subjects for them to
research, but encourage them to use
Support activity Practice activity their own ideas if they prefer:
The aim of this activity is to encourage The aim of this activity is to practise – the first woman president or
students to look for and use cognates. students’ listening skills and spelling. prime minister in a country
• Ask the class to read the timeline • Books closed. Tell the class you are – the inventor of a vaccine that
again and make a list of all the going to dictate some sentences. saved millions of lives, e.g. polio
cognates they can find. Tell them to listen carefully and write
– a famous disabled athlete
• Now ask students to work in pairs down exactly what they hear.
and check the words in their • Read two or three sections of the and checking students are using
bilingual dictionaries. timeline. Speak slowly and clearly,
appropriate websites.
and pause between sentences. Tell
POSSIBLE ANSWERS
students which punctuation to use • Tell students to make their timeline
scientist, prize, continues, important, with short descriptions and photos,
and when.
part, modern, medicine, athletes, drawings, cartoons, etc. to illustrate it.
disabilities, compete, moment, space, • Then tell students they can open
their books and check their work. • Ask students to stick their timelines
plans, astronauts, person, presidential, around the classroom and vote for
election, president, confident, their three favourites.
presidency
Option: Instead of making a timeline,
students can do a presentation.
Unit 5 63

Your first day at
school: a survey
Project
Aim
Conduct a survey about students’ first
day at school and write a summary of
the results

for Stages 2–5.
Warm-up
• Write these adjectives on the board:
exciting, scary, amazing, sad, strange.
• Ask students to find stories or events in
the unit that match the adjectives.
• In pairs, ask students to describe why
the stories match the adjectives. Give
an example: The story about Helen
Sharman is exciting because she was the
first British astronaut.
Stage 1: Preparing
• Read the first question. Ask for a show
of hands for each option (a–c). Ask
those who can remember a lot to say
something about their first day.
the results of Juan Pablo’s survey about
his friends’ first day at school, and then
complete a summary of the results.
• Go through the tables with the class
and ask the following questions to
check that students understand them:
How many students were in the survey?
(fifteen) How many people were confident
at the end of the day? (five)
• In pairs, ask students to study the tables
and complete Juan Pablo’s summary
with the words in the box.
Focus w 64
• Explain that Wh- questions have falling be: past simple and there was / there • When students have recorded all
intonation. Ask students to listen. Play were in their questions. the answers, ask them to write up
the audio. • While students are writing, go around their survey neatly, and then write a
• In pairs, ask students to take turns to ask the class offering help with ideas and summary of the information using the
the questions. language where necessary. highlighted phrases in Juan Pablo’s
summary. They can do this digitally or
• Go around the class checking intonation.
Stage 4: Checking on paper. Both these stages can also be
Stage 2: Planning your project • Ask students to swap work with a set as homework.
• Ask a strong student to read the bullet partner and carefully check their • Ask students to stick their finished work
points. Then check students understand. partner’s work. They should look out for around the classroom, and then ask
spelling and grammar errors, and check students to vote for their favourite three
• Ask students to think of possible if target language from the unit has questions and summaries. Elicit which
questions for their surveys.
been used. are the most popular and why.
• While students are working, go around
the class to check that they are coming Stage 5: Finalising and presenting Self-evaluation
up with suitable questions. • Divide the class into groups of eleven To encourage self-evaluation, ask students
or twelve, and ask each group to to circle the number of stars from 1 to 5 to
Stage 3: Writing a draft
sit together. Tell students to ask assess their own project work.
• Read the instructions aloud and check their questions to ten students in
that students understand the example their groups and record the answers.
table. Remind students to use the verb
64 Unit 5

Suggestion
or vocabulary.
Activating
• In pairs, ask students to describe
the photos on the page. Encourage
students to use adverbs and adjectives
to describe the photos.
• Books closed. Write these questions on
the board and ask students to discuss
them in pairs:
How many girls were there?
Was there a boy in school uniform?
Where was the boy in the big picture?
• To check, ask some pairs to share their
answers. Then ask students to open
their books and check the answers.
ANSWERS
There were six girls (and one woman).
No, there wasn’t. (There was a girl in
school uniform.)
He was in a / the bathroom.
• Read the questions on the page, check
students understand, and ask them to
discuss the questions in pairs.
their answers. Give students the
names of the products (e.g. deodorant,
makeup, soap, hair gel, cap, scarf, tie).
Brainstorming
• Write the unit title on the board and
elicit or explain its meaning.
photos. Ask them what they think the
unit will be about. Elicit answers as a
class and write them on the board.
• Go through the unit aims and check
students understand, particularly
Unit 6
the words personal hygiene products
Practical English and clothes.
Buying clothes
Looking Writing skill

Extension activity
good!
A report on a company language they have already learned,
and personalises the unit topic.
Pronunciation area • Write the following questions on the
Vocabulary Diphthongs /eɪ/, /aɪ/, and /aʊ/ board and ask students to discuss
them in pairs:
Personal hygiene products
Dictionary skill Do you like shopping? Why? / Why not?
Clothes How do you prefer to buy things: in a
Suffixes
shop or online?
Grammar Who buys your clothes and personal
Countable and uncountable nouns Values and cross-curricular hygiene products?
some / any topics • To check, ask some pairs to share
a lot of / much / many Looking after your physical well-being their answers.
How much … ? / How many … ? Identity
Order of adjectives Consumerism
Charity
Unit 6 65

No shower gel for
a month!
Get going
Aim
Read a blog about a personal
hygiene experiment
Warm-up
• Write these questions on the board:
How do you feel when you have dirty hair?
Is it OK to have a shower with water only?
• Check students understand, and ask
them to discuss the questions in pairs.
their answers.
Exercise 1
• Focus students’ attention on the page
title and elicit its meaning.
• Read the question and check
students understand. Elicit answers as a
class and allow Spanish if necessary.
ANSWERS
Exercise 2 w 65
• Tell students to look at the photos of
Alex and the personal hygiene products
and ask: What is Alex’s experiment about?
Elicit students’ guesses as a class.
sentences. Check students understand.
Play the audio.
Vocabulary: Personal
hygiene products
Aim
Learn and practise personal
hygiene products • Check answers as a class and Get together
check pronunciation. • Read the questions, and check students
Exercise 3 ANSWERS understand.
• Ask students to match the words to bottle /ˈbɒt(ə)l/ botella • Divide the class into groups and ask
the photos. tube /tjuːb/ tubo bar /bɑː/ barra them to discuss the questions.
• Do not check answers yet. can /kan/ envase pot /pɒt/ maceta • While students are speaking, go around
Exercise 4 w 66 Exercise 5
• Tell students to listen and check their • Ask a strong student to read the their group’s answers with the class.
answers to Exercise 3. Play the audio. instructions. Then check students
understand. ANSWERS
• Tell students to listen and repeat. Play
the audio again. Check pronunciation. • Ask students to read the adverts and
check they understand them. Then
Focus ask students to complete the adverts
• Read the explanation and check with the words in the box. With weaker
students understand. classes, check students understand
• Ask students to read the different each advert as a class.
containers and their uses, and then • To check, ask individual students to
guess their meanings. read their answers to the class.
66 Unit 6

some / any
Aim
Learn and practise some / any
Exercise 3
table. Read each sentence and check
• Now ask students to read the rules
carefully and complete them.
Support activity
This activity consolidates students’
understanding of the target grammar.
• Write the following sentences on the
board and ask students to complete
them with a, an, some, or any.
1 There’s … orange bar of soap.
2 There aren’t … bottles of shampoo.
3 I haven’t got … deodorant.
4 We need … shampoo.
5 There isn’t … hairbrush in your bag.
6 Have you got … toothbrush?
7 Are there … tubes of toothpaste?
8 We need … pots of hair gel.
ANSWERS
1 an 2 any 3 any 4 some 5 a
6 a 7 any 8 some
Exercise 4
Explain that they should first read the
conversation and choose the correct
nouns, and then decide whether to use
a, an, some, or any.
Get together
Grammar: Countable after each rule and check students
understand. • Read the instructions and the
and uncountable nouns • Now ask students to complete the table speech bubble, and check students
with the nouns in the box. understand. With weaker classes, review
Aim • Check answers as a class and write expressions of frequency.
Learn and practise countable and them on the board. • In pairs, ask students to discuss
uncountable nouns the questions.
Exercise 2 • While students are speaking, go around
Exercise 1 • Read the instructions and check students offering help.
• Ask a strong student to read the understand. Point out that the nouns in • To check, ask some pairs to share
examples to the class. Then explain that the box are countable and uncountable. their answers.
the highlighted words are nouns. With weaker classes, go through the
ANSWERS
nouns in the box and ask if they are
• Now focus students’ attention on the
countable or uncountable (countable: Students’ own answers.
table. Explain that there are two types
of noun: countable and uncountable.
can, toothbrush, tube; uncountable: Extra practice
deodorant, shampoo, soap). Student’s Book pp.90–91
Ask students to look at the table and
ask: Which type of noun has a plural • Ask students to read the text carefully Workbook pp.W22–W23
form? (countable: bottles) before they complete it.
• Ask students to look at the rules and • Check answers as a class.
complete them as a class. Pause
Unit 6 67

My style
Get going
Aim
Read about people with
individual style
Warm-up
• Write this question and possible
answers on the board:
What factors are important to you about
your clothes?
– They aren’t expensive.
– They look good.
– They are a popular brand.
• Check students understand. Ask them
to discuss the question in pairs, adding
other reasons.
their answers.
Exercise 1
questions aloud. Then check students
understand.
them to discuss the questions.
• To check, ask a few groups to share
their ideas.
ANSWERS
Exercise 2 w 67
• Tell the class they are going to read and
listen to two interviews with teenagers
about clothes, and they need to answer
the question: Who doesn’t go shopping
very often? Play the audio.
• Check the answer as a class.
ANSWER
Luca doesn’t go shopping very often.
Exercise 3
• Read the question and check students • Do not check answers yet. students can wear their own clothes
understand. Ask students to read the to school.
interviews again to answer the question. Exercise 5 w 68 • Ask a strong student to read the
• Check answers as a class. • Tell students to listen and check their instructions and sentences. Then check
answers to Exercise 4. Play the audio. students understand. Play the audio.
ANSWERS
• Tell students to listen and repeat. Play • Check answers as a class.
Malena’s favourite clothes are jeans,
the audio again. Check pronunciation.
T-shirts, and scarves. Luca’s favourite
Get together
clothes are trainers, hoodies, and caps.
Listening students to discuss the questions.
Vocabulary: Clothes Aim • Go around the class offering support.
Understand descriptions of people’s
• To check, ask a few students to describe
Aim their favourite clothes.
clothes
Learn and practise clothes vocabulary
ANSWERS
Exercise 6 w 69
Exercise 4
Note: The audioscript is on page 69.
• Ask students to match the words to the
pictures. Tell them they can use their • Explain that in the UK, schools have a
dictionaries to help. few ‘no uniform days’ every year when
68 Unit 6

Exercise 2
• Before students do the exercise, ask
them to check the noun after each
gap and decide if it is countable or
uncountable. They must also check if
the noun is in an affirmative or negative
sentence, or a question.
• To check, ask individual students to read
sentences from the conversation aloud.
Exercise 3
and check students understand. Explain
that they can make the sentences
affirmative or negative.
exercise, divide the class into pairs to
compare sentences.
• To check, ask pairs what the differences
are in their sentences, e.g. Valentina
has got a lot of jackets, but I haven’t got
many jackets.
ANSWERS
How much … ? /
How many … ?
Aim
Learn and practise How much … ? /
How many … ?
Exercise 4
examples aloud. Check students
understand. Ask the class: Why does
one question use How much … ?
and the other How many … ? (time is
uncountable and pairs is countable).
• Now ask students to look at the table
and choose the correct words to
complete the rules.
Audioscript w 69 Grammar: a lot of / • Check answers as a class.
At my school, we wear a uniform every
day, but twice a year, we have a ‘no much / many Exercise 5
uniform day’. This means we can wear our • Read the instructions and the example,
own clothes to school. I’m excited because Aim and check students understand. With
tomorrow is ‘no uniform day’! Learn and practise a lot of / much / many weaker classes, give students the last
My friends and I are deciding what we word in each question.
want to wear. My friend Sarah has got
Exercise 1 • Check answers as a class.
a lot of clothes and they’re all amazing.
Tomorrow, she wants to wear her favourite • Ask a strong student to read Pairwork
the examples, and then elicit
jumper with trousers. • Ask students to work in pairs and choose
I’ve got a new jacket and skirt, so I want their meanings.
who will be Student A and Student B.
to wear those with my black shoes. I wear • Read the sentences in the table, and
• Ask them to go to the pages indicated in
makeup – but I don’t wear much. check students understand.
the exercise and follow the instructions.
My brother Jamie never plans his clothes • Now focus students’ attention on
for ‘no uniform day’. He always wears the the rules. Read each rule and check Extra practice
same thing: jeans, trainers, and a hoodie. students understand. Student’s Book pp.90–91
• Ask students to complete the rules. Workbook pp.W22–W23
Unit 6 69

Buying clothes
Practical English
Aims
Learn to have a conversation in a
clothes shop
Practice the pronunciation of
three diphthongs
Warm-up
• In pairs, tell the class they have one
minute to brainstorm as many clothes
items as possible.
on the board.
Exercise 1
students understand. Tell students to
read the conversation carefully before
they complete it.
Exercise 2 w 70
answers in Exercise 1. Play the audio.
Then check students understand the
conversation.
Focus
• Read the explanation. Write these prices
on the board:
50p £3 £4.20.
• Explain that when a price contains
pounds and pence, we say (number)
pounds (number). We don’t say pence,
e.g. £2.99 = two pounds ninety-nine.
• As a class, elicit the prices in words (fifty
pence, three pounds, four pounds twenty)
and ask students to practise saying
them in pairs.
Exercise 3
• Read the instructions and the text in
the table. Check students understand. • Tell students to listen and answer the C Um, they’re OK. They’re my size, but I
questions. Play the audio. don’t really like the colour. Thanks anyway!
• Check answers as a class. A No problem.
Audioscript w 71 Focus w 72, 73

Exercise 4
Assistant Hello, there. Can I help you? • In Spanish, explain that a diphthong is
• Read the instructions and questions, Customer Oh, hi. Yes, please. I’d like to try a combination of two vowel sounds in
and check students understand. on these black trousers. one syllable.
• Check answers as a class. A Of course. What size are you? • Ask students to look at the words and
C Large, please. listen to the sounds. Play audio 72.
A Here you are.
Listening … • Now read the next set of instructions.
A Are the trousers OK? Check students understand.
Aim C No, they’re too big. Have you got them • Tell students to listen and check their
Understand a conversation in a in a smaller size? answers. Play audio 73. Tell students to
clothes shop A Sorry, I haven’t. But I’ve got these grey listen and repeat. Play the audio again.
trousers. They’re your size. How about • Ask students to practise saying the
trying them on? sentences in pairs.
Exercise 5 w 71
C OK, thanks. • Go around offering help with
• Read the questions and check …
pronunciation where necessary.
students understand. A How are they?
70 Unit 6

ANSWERS
Practice activity
of the new grammar and vocabulary.
• Divide the class into pairs. Ask
students to imagine an outfit for a
boy or girl and describe it to their
partner saying: He’s / She’s wearing … .
Tell them to use the adjectives in
the table in Exercise 1 in the correct
order. The other student must listen
carefully and draw the description
that they hear in their notebooks.
• Ask students to check their partner’s
drawing for accuracy and then
swap roles.
Speaking
Aim
Have a conversation in a clothes shop
Exercise 4
students understand. Make sure they
know they must write their conversation
about one of the clothes items in
Exercise 2.
• Divide the class into pairs and give
them a couple of minutes to choose an
item of clothing.
• Remind students that the table in this
exercise contains useful phrases for
their conversation, but they don’t have
their conversation.
• In pairs, ask students to make notes for
their conversation. Tell them to find the
prices of the clothes in the pictures in
Exercise 2.
Grammar: Exercise 2 around offering help where necessary.
• Read the instructions and the example.
Order of adjectives Check students understand that the ANSWERS
first adjective is an opinion adjective Students’ own answers.
Aim of their choice and that they must also Option: Allow weaker students to write
Learn and practise order of adjectives use one adjective from each box in their conversation first.
each sentence.
Put it together
Exercise 1 • To check, ask individual students to
read their answers to the class. • Ask students to role-play their
• Ask a strong student to read the conversations following the flowchart.
Exercise 3 • Point out that they should only use
• Now focus students’ attention on the
• Read the instructions and check students their notes as cues.
table. Elicit or pre-teach the meaning
of the adjectives first, and then explain
understand. Explain that we put a comma • Invite some pairs to role-play their
between adjectives when there are two conversations for the class.
that the order of adjectives in English
or more. We don’t put a comma between
is always: opinion > size / pattern > ANSWERS
an adjective and a noun.
colour. Make sure students understand Students’ own answers.
that this order does not change. • While students are writing, go around
offering help where necessary. Extra practice
• To check, ask a few students to read Student’s Book pp.90–91
their descriptions. Workbook p.W24
Unit 6 71

We are what
we wear
Reading
Aim
Read an article about the ways clothes
affect our mood and performance
Warm-up
board and ask students to discuss them
in pairs: Think of an item of clothing that
you want to buy. What is it? What does it
look like? How much is it?
their partner’s answers.
Exercise 1
• Read the question and check
• Write the following sentence starters
and adjectives on the board and check
students understand:
I wear … because …
When I wear …, I …
smart, comfortable, casual
discuss the question using the sentence
starters and adjectives.
their partner’s answers.
ANSWERS
Exercise 2
• Ask students to look at the photos on
page 73. Ask: What is the article about?
• Ask students to read the article, and then
match the photos to the questions.
• As a class, ask students which key words
helped them choose their answers.
2 … are formal. The world around you
Exercise 3 w 74 3 We … well, and we … • Read the questions and check
• Read the instructions and sentences, 4 … you’re working in a group. students understand.
and check students understand. With 5 They’re really important when … • Ask students to make notes for
weaker classes, before students do the • To check, ask individual students to each question.
exercise, ask them to read the text again read their answers to the class. • Divide the class into groups of four
carefully and find words that match or five.
those in the sentences. Look it up! • Ask students to discuss the questions in
• Play the audio. a Read the first explanation and the their groups.
• Check answers as a class. example verb and noun to the class. • To check, ask different students to share
Say to the class: -ion is a suffix that makes their group’s answers with the class.
Exercise 4 a noun.
ANSWERS
• Read the instruction and tell students Now read the next explanation and
they should read the article again check students understand that
carefully and answer the questions with verbs, nouns, and adjectives with the Extra practice
full sentences. If necessary, with weaker same root appear near each other in Workbook p.W25
classes, write part of each answer on a dictionary.
the board and ask students to write the b Divide the class into pairs and ask
complete sentences, e.g. students to find the words for 1–3 in
their dictionaries.
72 Unit 6

Extension activity
This activity helps students adapt
vocabulary from the text and use
it actively.
Prepare: Make a copy of the two
crossword halves below for each pair
of students.
• Write this example conversation on
the board:
B: What is number one?
A: You wear them, for example, skirts.
• Divide students into pairs, A and B,
and give each pair the two halves.
Explain the activity. The two
crossword halves below make a
whole. Students must not show their
partner their crossword half. Refer
students to the example on the
board. Explain that Student B asks
for a clue and Student A explains the
word. Student B guesses and writes
the word in the crossword. Then they
swap roles. The game continues in
the same way until the crosswords
are complete.
and checking answers.
Student A
1C 2H
3M L U
4
O O R
R T R
N H Y
I E
N 5S
6
G
Student B
1 2
3
C
4
O L O U R
Support activity Practice activity

This activity encourages students to The aim of this activity is to encourage
5S A D
read aloud in English. students to find more words with the
A M A
6
Z I N G
• Divide the class into pairs. Ask same root and work out their meanings.
students to take turns to read the • Write the following on the board.
article on page 73 aloud. 1 a noun with the same root as think
• While students are reading, go 2 an adjective with the same root
around the class offering help with as colour
pronunciation where necessary. 3 a verb with the same root as amazing
ask students to find the words in
their dictionaries.
• Check answers as a class and check
their meanings and pronunciation.
ANSWERS
1 thought /θɔːt/
2 coloured /ˈkʌləd/, colourful /ˈkʌləfl/
3 amaze /əˈmeɪz/
Unit 6 73

A report on a
clothes company
Project
Aim
Write a report on a company that
helps people

for Stages 2–5.
Warm-up
• Write the word charity on the board and
elicit or pre-teach its meaning. Ask the
class: Who needs help from charities? Why
do they need it? Discuss the questions
as a class.
board: Do you, your family, or your friends
support a charity? Who does it help? Check
students understand, and ask students
to discuss the questions in pairs.
• To check, invite a few pairs to share
their answers.
Stage 1: Preparing
• Write TOMS Shoes on the board and
ask students if they know about
the company.
• Ask students to read the report quickly
to answer the question: How many
countries does the company help?
Remind them they shouldn’t try to
understand every word.
ANSWER
The company helps over 70 countries.
• Now ask students to read the report in
more detail and match the highlighted
words 1–5 to the points a–e.
• While students are researching, go Stage 5: Finalising and presenting
Stage 2: Planning your project around offering help and checking they • Ask students to write or type their
• Ask a strong student to read the first are using suitable websites. reports. Encourage them to use photos,
bullet. Check students understand.
drawings, magazine cut-outs, etc. to
• Ask another strong student to read the Stage 3: Writing a draft make the report more attractive.
second bullet. Then ask that student to • When students have carried out their • When the reports are ready, ask
explain the activity to the class. research, ask them to write sentences
students to present them to the
• Tell students that when they do their for their report, using the structure of
class and then stick them around
research, they should use the paragraph the paragraph plan. Remind them to
the classroom.
plan in Stage 3 to help them find use some, any, a lot of, much, and many,
and the phrases in the final bullet point. • Ask students to read the reports and
the necessary information. Read the
each choose their three favourites.
paragraph plan and check students
understand. With weaker classes, Stage 4: Checking • Ask students to tell their partners the
elicit the areas to research: products; • Ask students to swap work with a reasons for their choices. Elicit which
information about the company today; partner and carefully check their reports are the most popular and why.
the origins of the company; good partner’s work. They should look out for
spelling and grammar errors, and check Self-evaluation
things about the company: who and
where it helps, and how many people if target language from the unit has To encourage self-evaluation, ask students
it helps. been used. to circle the number of stars from 1 to 5 to
assess their own project work.
74 Unit 6

Adjectives to describe
objects, situations,
and events
Exercise 2
• Ask students to match the adjectives
in the box to the newspaper headlines.
With weaker classes, read the headlines
and check students understand them.

Exercise 3
• Ask students to read the text and
choose the correct words.
Clothes
Exercise 4
• Ask students to match the clothes A–F
in the photo to the words 1–6.
• Ask students to compare their answers
in pairs, before checking answers as
a class.
Grammar
Exercise 5
and complete it with the correct past
simple forms of the verb be.
• Ask students to compare their answers
in pairs, before checking answers as
a class.

questions
Exercise 6
Review C
• Ask the groups to go to the cover • Ask students to complete the questions
pages, read the aims in the boxes, and with the question words in the box
brainstorm what they remember from and was or were, and then match the
Aim the unit. questions to the answers.
Review and consolidate vocabulary • Ask each group to share their ideas. • To check, ask individual students to
and grammar from Units 5–6 read their answers aloud.
Vocabulary
Methodology
Pages 75 and 76 illustrate a teacher-led Emotions
learning approach, which is explained in
full on page 31. Exercise 1
• Ask students to reorder the letters to
Warm-up make emotions.
• Tell students they are going to review • To check, ask individual students to
Units 5 and 6. read their answers aloud, and write
• Divide the class into two groups. One them on the board.
group will work with Unit 5, and the
other with Unit 6.
Review C 75

there was / there were
Exercise 7
• Tell students to look at the photos for
ten seconds and try to remember what
is in them. When the time is up, tell
them to cover the photos.
• Now tell them to complete the
sentences, questions, and answers with
the affirmative, negative, and question
forms of there was / there were, based on
what they remember about the photos.
read their answers aloud, and write
them on the board.
• Now ask students to look at the photos
and correct any errors as a class.
Countable and uncountable

nouns
Exercise 8
• Ask students to decide if the nouns
are countable or uncountable, tick the
correct columns, and then write the
plural forms of the countable nouns.
some / any
Exercise 9
and complete it with some / any.
a lot of / much / many

Exercise 10
• Ask students to complete the text with
a lot of, much, many, how much, and
how many.
Extension activity
This activity practises and personalises Practice activity Order of adjectives
some, any, a lot of, much, and many.
This activity practises the order of Exercise 11
• Tell students to imagine they are adjectives.
going shopping after school to buy • Read the instructions. Explain that the
Prepare: For this activity, you will need box contains exactly the words that
personal hygiene items.
a soft ball. Alternatively, make a ball are needed, and students must choose
• Divide the class into pairs and ask from a few sheets of crumpled paper. which words to use for each photo and
them to make a list of five items.
• Write on the board: opinion > size / order them correctly.
These should include countable
pattern > colour > noun • Check answers as a class.
and uncountable nouns.
• Explain the game. You say a / an
• Now ask students to write a and an opinion adjective, e.g. An Literature C Student’s Book pp.98–99
conversation based on the one in Culture C Student’s Book p.102
amazing. Then you throw the ball
Exercise 9, where they decide which Video 1C: Selfridges
to a student and they add another
items they need and don’t need
adjective. Then that student throws
to buy.
the ball to another student who
• To check, ask some pairs to read their must add another adjective. Finally,
conversations to the class. that student throws the ball to
another student who must add an
item of clothing.
76 Review C

With weaker classes, it may be useful
to quickly review each vocabulary set
or grammar point before starting the
exercises. You can also refer students back
to the relevant pages within the units.
The Extra practice pages can be used in
two ways. Options 1, 2, and 3 are intended
to help students develop autonomy in
their own learning process. Option 4 is a
more guided and controlled process in
which each exercise is completed and
checked one after the other.
Option 1
complete these pages in class at their
own pace, but set a time limit for
them to complete all the exercises.
Fast finishers can check their answers
in pairs.
• Give students a few minutes to read
the instructions for each exercise. Ask
students to skip the All together game at
the end of these pages, as this will be
done as a whole class activity later on.
• Check students understand the
instructions. Tell students they can do
the exercises in any order within each
unit (two pages).
• Check each exercise by asking students
to read their answers aloud.
• Do the All together game as a whole-
class activity to integrate learning skills.
Option 2
• Ask students to complete the activities
for homework, or as self-study. Check
answers in class.
Option 3
• Ask students to complete exercises
on these pages if they finish other
classwork early. Before each lesson,
check these pages and make a note of
useful exercises to assign.
• Check answers with each student as
they finish.
together
vocabulary by helping students practise it
in a meaningful, real-life context. Option 4
• Ask students to complete each
extra
Please note that these pages do not
follow the order of the pages in the exercise as described on pages 80–81.
Student’s Book. For ease of reference, the
Aims
Student A and B versions of Units 1–3 and Literature pages
instructions are on pages 78 and 79, and The Literature pages include factual and
Review, practise, and consolidate the Student A and B versions of Units 4–6 fictional texts and exercises specifically
grammar and vocabulary from and instructions are on pages 92 and 93. designed to help students integrate what
Units 1–6
they have learned in the unit. They also
Practise English through content Extra practice pages feature skills and project work.
focused on literature and culture In this section, you will find the Extra
practice mentioned in Units 1–6 in Culture pages
the Student’s Book. These activities are
Pairwork pages intended to offer further support with
The Culture pages offer students the
In this section, you will find instructions for possibility of learning about other cultures
grammar and vocabulary, but can also be and topics through English.
the Pairwork exercises mentioned in Units used for ‘fast finishers’ who complete other
1–6 of the Student’s Book. These exercises exercises early. They include games as well
are intended to maximise communication as more controlled practice.
and consolidate target grammar and
together extra 77

Pairwork: Units 1–3
Aims
Develop speaking skills
Consolidate and practise target
grammar and vocabulary from
Units 1–3 in a communicative and
meaningful real-life context
Suggestions
When you put students into pairs to
complete these exercises, make sure they
respect the role assigned, i.e. Student A
and Student B.
Make sure students fully understand the
instructions before starting each stage of
a task.
When students are doing exercises that
prepare them for speaking activities,
(forming questions, or reading texts and
tables), go around the class offering help
and support, and checking students
form questions correctly or understand
the texts or tables. With weaker classes,
you may wish to check answers or
understanding as a class.
When students are doing the speaking
exercises, go around the class offering
support without interfering with the
flow of the exercise. You may also wish to
make a (mental) note of any frequent or
common errors to review as a class once
the activity is finished.
Allow students to use Spanish when
discussing how to do the task, but insist
on English when students ask and answer
questions to complete the exercises.
Pairwork: Student A
(p.78) and B (p.92)
Unit 1
Aims
Practise want to + infinitive Exercise 2 Unit 2
Practise talking about intentions • Tell the class that they are now going to
ask and answer questions about each Aims
Note: Answers to Exercises 2 and 3 are other’s weekends. Practise the present continuous
students’ own answers. • Explain that Student A asks Student B and adverbs
the questions from Exercise 1, Practise talking about sports stars
Exercise 1
and Student B answers using their
• Tell pairs that the exercise has two parts. own ideas.
First they will work alone, and then they Exercise 1
will work with their partner. Exercise 3 • Tell pairs that the exercise has two parts.
• Explain that Students A and B have • Explain that students will now swap First, they will work alone, and then
different prompts labelled 1–5 and roles. Student B asks Student A they will work with their partner.
a–e. Ask students to work individually the questions from Exercise 1, and • Explain that Student A and Student B
to match the prompts, and then write Student A answers using their have texts about different sportspeople,
complete questions in their notebooks own ideas. and their task is to ask questions
with the prompts and want to. Tell to learn about their partner’s text.
students they can use the example to Follow-up Student A will ask questions for
help them. You can follow up on this activity by Exercise 1, and Student B will ask
asking individual students to share their questions for Exercise 2.
partner’s answers with the class.
78 Pairwork: Units 1–3


Elaine Thompson
1 She’s an athlete from Jamaica.
2 She’s got two Olympic (gold) medals.
3 She’s famous all over the world.
4 She’s practising for a 100-metre race.
5 Her coach (Stephen Francis) is
watching her.
6 He’s feeling happy.
Unit 3
Aims
Practise present simple Wh- questions,
and adverbs and expressions of
frequency
Read and talk about a website called
Wattpad
Exercise 1
• Tell pairs that the exercise has two parts.
First, they will work alone, and then
they will work with their partner.
• Tell students to read their questions
carefully and complete them with the
words in the box. Give students a few
minutes to do this.
Exercise 2
• Tell pairs that they both have copies
of the same text about the website
Wattpad, but that they have different
information missing. Explain that
asking the questions from Exercise 1
will help them to complete their texts.
Explain that in Exercise 2, Student A
asks his / her questions from Exercise 1,
and Student B answers using the
information in his / her text.
• Give students a few minutes to read
their texts.
• Now ask students to ask and answer
questions about the text. Tell Student A
to complete the text.
Exercise 3
• Explain that students will now swap
• Explain that Student A needs to match Follow-up roles. Student B asks Student A the
the question halves to make questions, questions from Exercise 1 to complete
You can follow up on this activity by
and Student B needs to read the text the text.
eliciting the questions and answers and
about Joaquín Tuculet. Student A can writing them on the board.
use the example to make the questions. Follow-up
Give students a few minutes to do this. ANSWERS To check, ask pairs to compare their texts
Joaquín Tuculet and answers. Then ask a student to read
1 He’s an Argentine rugby player.
questions about the text. Tell Student A the complete text aloud.
2 He plays for Los Jaguares in the City of
to make a note of Student B’s answers.
Buenos Aires.
Exercise 2 3 Today, he’s playing in the City of
Buenos Aires.
• Explain that now students will swap 4 Yes, he has (got the ball).
roles. Explain that Student B needs to
5 Yes, he is (running very fast).
match the question halves to make
6 His team is winning.
questions, and Student A needs to read
the text about Elaine Thompson. Give
students a few minutes to do this.
questions about the text. Tell Student B
to make a note of Student A’s answers.
Pairwork: Units 1–3 79


Extra practice: Unit 1
Aim
Revise, practise, and consolidate
grammar and vocabulary from Unit 1
Remember!
can for ability
Exercise 1
• To review, elicit the affirmative,
negative, and question forms of can, as
well as short answers.
and check students understand that
they must first follow the lines in
the puzzle to make sentences about
abilities. Then they must write questions
with can and the prompts. Finally, they
must answer the questions with short
answers based on the information in
the sentences.
• With weaker classes, go through the
sentences in the puzzle first and check
• To check, ask individual students to first
read the sentences in the puzzle aloud,
and then read their matching question
and answer aloud.
Morning routines
Exercise 2
• Tell students to find seven more
morning routines in the wordsearch,
and then write them below the
wordsearch. Explain that the words go
horizontally, vertically, and diagonally.
Exercise 3
• Draw students’ attention to the code at
the top and the blank boxes below. Ask
students to use the code to complete
Exercise 5
the letters in the boxes. With weaker Practice activity
classes, you could complete the next This activity helps students develop
word as a class. and check students understand.
their memory skills.
• To check, ask one student to read the • Books closed. On the board, write • Ask students to complete the school
sentence aloud. activities in the puzzle.
eight to ten words and phrases from
• Ask students to complete the sentence Exercises 2–6. • Check answers as a class.
below in the third person singular. • Ask students to memorise the words
• Check answers as class. and phrases. Give them thirty seconds.
• Erase the words and give students two
School activities minutes to write as many words as
they remember.
Exercise 4 • Write the words on the board again
• Draw students’ attention to the puzzle and ask students to compare their lists
and tell them they must put words in with the words on the board.
boxes of the same colour together and
then reorder them to make sentences
and questions. Draw students’ attention
to the examples.
80 Extra practice: Unit 1


Exercise 7
• Tell students to look for complete words
that make a question and answer in the
word snake, and then write them below
the word snake. Draw their attention
to the example, Do, and elicit the next
word as a class (you).
want to + infinitive
Exercise 8
and ask students to write sentences
using the information in the table.
Exercise 9
Articles: a / an / the

Exercise 10
• Read the instructions. Draw students’
attention to the puzzle and the
example answer, and check they
understand there are only five possible
sentences. Explain that they can write
the sentences in any order below.
All together game:

Number sentences
Prepare: For this game, you need a dice
for each group. Alternatively, ask students
to download and use a dice app.
• Read each bullet point and check
students understand. Draw students’
attention to the tables and read
the example.
• Model the activity: throw the dice once,
tell students the number, and elicit
Present simple Extension activity the correct verb from table A; then
This activity practises the third person throw the dice again, tell students the
Exercise 6 number, and elicit ‘tick’ or ‘cross’ from
singular forms of the present simple.
• Read the first instruction and the table B. Finally, make a sentence with
example, and check students • Divide the class into pairs and ask
the present simple form of the verb.
understand. Draw their attention to the them to choose three verbs in the
crossword in Exercise 6 and write a • Divide the class into groups of four and
second set of instructions below the ask students to play the game. Set a
crossword, read the instructions to the gapped sentence for each one.
time limit.
class, and check students understand. • While they are writing the sentences,
go around the class offering help. • Tell one student in each group to write
• Ask students to complete both parts of down the sentences their group makes.
the activity. • Tell students to swap sentences
with another pair and complete the • Go around the class offering support
• Check answers as a class. and feedback.
sentences with the correct verbs.
• Now ask them to swap their • When students have finished the game,
sentences back and check they elicit sentences from each group. Award
are correct. one point for each correct sentence.
The group with the most points is
the winner.
ANSWERS
Extra practice: Unit 1 81


Aim
Remember!
Unit 1: want to + infinitive
Exercise 1
• To review, elicit the affirmative, negative,
and question forms of want to, as well as
short answers.
make sentences.
Sports activities
Exercise 2
• Ask students to reorder the letters
to make sports, and write them in
the puzzle.
• Now ask students to make the mystery
sport using the letters in the yellow
boxes, and write it below the puzzle.
Exercise 3
instructions. Then check students
understand.
• Tell students to read the sentences
carefully and look for key words that
indicate which sport the sentence is
describing. Draw students’ attention to
the example and elicit that winter tells
us the answer is skiing.
Opposite adjectives Support activity Present continuous

This activity practises the spelling of Exercise 5
Exercise 4
opposite adjectives.
• Read the instructions, sentence 1, and • Read the instructions and draw
the answer in the crossword. Check
• Divide the class into pairs, and tell students’ attention to the example.
students they are going to make a Explain that there are five more
students understand. With weaker
wordsearch with opposite adjectives questions or sentences in the puzzle.
classes, elicit the opposite adjectives
and then swap wordsearches with Point out that the first word of each
from Unit 2 orally, but don’t write them
another pair. Tell students to draw a sentence or question appears with a
on the board.
10 x 10 grid in their notebooks. Now capital letter.
• Check answers as a class. tell them to write opposite adjectives
• Ask students to find the sentences
in different directions: vertically,
and questions in the table.
horizontally, and diagonally.
• While students are doing this, go
around the class offering help. • Now read the example below and
ask students to match the sentences
• Next, ask students to fill in the blank and questions in the puzzle to
squares with random letters.
sentences 2–6.
• Ask students to swap wordsearches • Check answers as a class.
with another pair and find the words.


Practice activity
This activity practises the language for
making and responding to suggestions.
• Divide the class into pairs. Draw
students’ attention to the sentences
in Exercise 7 and ask them to think
of other activities for each sentence,
e.g. instead of Let’s eat the pizza,
say Let’s make a cake. Tell students
to write their new sentences in
their notebooks.
• While they are doing this, go around
• Now ask students to turn to page 27
and look at the expressions for
responding to suggestions in the
What to say … box.
take turns to read the suggestions
aloud and respond to them using
the expressions on page 27.
All together game:

Board game
to download and use a dice app. You will
also need different coins or other small
objects as markers for each group.
• Divide the class into groups of three or
four. Read each bullet point and check
classes, go through the words in the
different coloured boxes and elocit or
pre-teach the meaning of any words
you think students won’t understand.
• While students are doing the activity,
go around offering help. Make (mental)
notes of any frequent errors and good
sentences that you hear.
• Once the students have finished, review
the errors and good sentences as
a class.
ANSWERS
Adverbs of manner Let’s … / What about … ? /
How about … ? / Do you
Exercise 6
fancy … ?
students understand that they must Exercise 7
first find and circle the words in the • Read the instructions and the example,
wordsearch, and then use them to and check students understand. Point
complete the sentences below. With out that there is sometimes more than
weaker classes, before students do one possible answer.
the activity, elicit the ending of an
adverb (-ly).
• To check, ask individual students to read
their answers aloud. Write the adverbs
on the board.


Aim
Remember!
Unit 2: Adverbs of manner
Exercise 1
• To review, elicit some regular and
irregular adverbs.
instructions. Then check students
understand.
• Ask students to complete
the sentences.
Book genres
Exercise 2
• Read the instructions and the example.
Ask students to reorder the letters to
make book genres and write them in
the puzzle.
• Now ask students to make a mystery
book genre with the letters in the
yellow boxes and write it in the
sentence below.
Music genres
Exercise 3
• Divide the class into pairs to do
the activity.
Practice activity Present simple and present • Ask students to look at the table and
continuous; Adverbs and complete the sentences.
This activity helps students to
memorise book and music genres. expressions of frequency • To check, ask individual students to
read their answers to the class.
• Ask individual students to come to
the front of the class and mime an Exercise 4
Exercise 5
activity. Whisper a book or music • Read the instructions and the example,
and check students understand that • Read the instructions and the example,
genre to each student for them to
they have to write sentences in the and check students understand that
mime. Tell the class to watch and put
present simple or present continuous they have to make sentences with the
their hands up to guess the answer.
based on the information in the table. words in the table and then write them
• Not all the genres will work for the in the questions below. Point out that
game, but the following are suitable: • Point out that the adverbs and
there are only four possible questions.
Books: horror, romance, comedy, expressions of frequency indicate
With weaker classes, give students the
thriller which tense students need to use. With
last word of each question.
Music: classical, dance, heavy metal weaker classes, before students do the
activity, ask them to look at the adverbs • Ask students to complete the sentences.
Option: Students can do the activity in
and expressions of frequency and elicit • Check answers as a class.
pairs and groups.
the tenses they are used with (all the
time, hardly ever: present simple; right
now, today, at the moment: present
continuous). Write these on the board.


Exercise 8
• Draw students’ attention to the code at
the top and the blank boxes below. Ask
students to use the code to complete
the sentence. With weaker classes, you
could complete the second word as
a class.
• To check, ask one student to read the
sentence aloud.
• Now ask students to select the correct
answer to the question When does Pedro
listen to music?
Conjunctions
Exercise 9
• Ask students to read the sentences and
decide which conjunctions are missing,
and then write the conjunctions in
the crossword.
Extension activity
This activity practises and personalises
the use of conjunctions.
• Tell Student A to look at Exercise 9,
and Student B to close their book.
• Ask Student A to read the first part of
the sentences in the Across list aloud,
e.g. I’ve got a lot of biographies. Tell
Student B to complete the sentences
with their own ideas, e.g. but I rarely
read them.
• Now tell students to swap roles and
repeat the activity with the sentences
from the Down list.
All together game:

Sentence relay
• Divide the class into groups of five
or six. Read the second, third, and
fourth bullet points and check
Exercise 6 •
Extension activity With stronger classes, ask one group to
• Ask students to match the questions in This activity practises the present demonstrate the activity. With weaker
Exercise 5 to the answers. classes, demonstrate a few examples on
simple, the present continuous, and
• Check answers as a class. adverbs and expressions of frequency. the board.
• Draw students’ attention to the • Ask one student in each group to write
Exercise 7 down all the sentences. Set a time limit
questions in Exercise 5 and ask
• Read the instructions and check them to write their own answers to for the activity.
students understand that the symbols
questions 1 and 4 using the present • While students are doing the activity,
relate to the adverbs of frequency
simple and present continuous, go around offering help. Make (mental)
students must write.
and adverbs and expressions notes of any frequent errors and good
• Ask students to write the adverbs and of frequency. sentences that you hear.
expressions of frequency in the puzzle.
• While students are writing their • When students have finished, elicit
• Check answers as a class. answers, go around the class offering sentences from each group and award
• Now ask students to find the mystery help where necessary. one point for each correct sentence.
adverb using the letters in the • Tell students to ask and answer the The group with the most points wins.
yellow boxes, and write it below questions and answers in pairs. • Once the students have finished, review
the puzzle. the errors and good sentences as a class.
• Check answers as a class. their ideas with the class. ANSWERS


Aim
Remember!
Unit 3: Present simple and
present continuous
Exercise 1
negative, and question forms of the
present simple and present continuous,
as well as short answers.
they should first choose the correct
verb in the brackets and then write it
in the present continuous or present
simple form. Ask: How do you know
that the example answer is in the present
simple? Elicit that the expression of
frequency, every week, indicates this.
Remind students that some verbs
describe a state of mind, not an
action, and don’t take the present
continuous form.
Parts of the body

Exercise 2
check students understand. With
weaker classes, give the first letter for
longer words.
Support activity
The aim of this activity is to introduce
a kinaesthetic element to the lesson,
which will help students to remember
the vocabulary for parts of the body.
Exercise 4 Object pronouns
• Revise parts of the body by playing and check students understand that they Exercise 5
‘Simon says’. Ask students to stand.
must first read sentences 1–4 and write • Draw students’ attention to the puzzle
Call out instructions, e.g. Simon says,
the symptoms in the puzzle. Then they and the example. Tell students they
touch your nose with your finger. If you
must reorder the letters in the yellow must first put words in boxes of the
say an instruction without Simon
boxes to complete the sentence below. same colour together, and then
says at the beginning, the students
• Check answers as a class. reorder them to make sentences and
shouldn’t move. Anyone who carries
questions. Finally, they should match
out the instruction by mistake is out
Support activity their sentences and questions to the
of the game and must sit down.
This activity reviews parts of the body sentences below.
and symptoms. • Check answers as a class.
Symptoms • Draw a human body on the board.
• Ask students to come to the board
Exercise 3
and label the parts of the body.
• Ask students to complete the • Now ask students to come to the
symptoms in the crossword.
board and write symptoms next to
• Check answers as a class. the relevant body parts.


Extension activity
The aim of this activity is to practise can
for permission.
• Write the following situations on
the board:
1 There’s a pizza in the fridge.
2 Jenna is reading about a fantastic
new science fiction film.
3 Pablo is looking at some very
expensive trainers in a shop.
4 The boys know that an important
football match is on TV.
5 I’ve got an invitation to Lautaro’s
party on Saturday.
them to make mini-conversations
with can for permission about each
situation, like the questions and
answers in Exercise 7.
• With weaker classes, tell students
they can write their conversations
and read them aloud in their pairs.
• To check, ask different pairs to
role-play their mini-conversations
for the class.
must
Exercise 8
they ,must first complete the sentences
describing symptoms with a, e, i, o,
and u; and then complete the matching
sentences with must / mustn’t and the
verbs in brackets.
All together game:

Guess the drawing
• Divide the class into groups of
four of five. Read each bullet point
and the examples, and check
Exercise 6 can for permission students understand.
• Read the instructions. Check students • Model the activity by drawing a
understand that they must first circle Exercise 7 symptom on the board, e.g. My back
the object pronouns in the word snake, • Read the instructions. Draw students’ hurts, and elicit it as a class.
and then complete the sentences attention to the first pronoun (I) and • Ask students to draw their pictures on
with them. picture of the headphones, then read sheets of paper or in their notebooks.
• When students have done the activity, the example question and short answer. Then ask them to take turns to show
ask them to underline the person or Explain that they should use the subject their picture to the rest of their group.
thing in each sentence that the object pronoun, the prompts in the box, The other students guess the words.
pronoun refers to. and can to write the questions and • While students are doing the activity, go
short answers.
• To check, elicit the pronouns and the around the classroom checking that they
words they refer to (1 pizza, 2 I, 3 Jack, 4 • With weaker classes, before students are guessing the words correctly. Make
Carla, 5 fingers, 6 Grandpa, 7 we). do the activity, go through the (mental) notes of any frequent errors and
combinations of pronouns and good sentences that you hear.
activities and then elicit the verbs in the • Once the students have finished, review
box that match them. the errors and good sentences as a class.
read their answers aloud. ANSWERS


Aim
Remember!
Unit 4: Object pronouns
Exercise 1
• To review, elicit the object pronouns.
instructions and the example.
and choose the correct words.
Support activity
The aim of this activity is to review
vocabulary from the unit.
• Divide the class into pairs. Books
closed. Ask students to make a
list of all the emotions adjectives
and adjectives to describe objects,
situations, and events that they can
remember, and write their meanings
next to them. Set a time limit of five
minutes for this activity.
• To check, elicit answers, but don’t
write them on the board.
Emotions
Exercise 2
students understand that if they
complete the emotions in the puzzle
correctly, another emotion will appear
in the yellow boxes.
Exercise 3
and check students understand. Tell Verb be: past simple Extension activity
students to read the sentences carefully affirmative and negative This activity practises the verb be: past
before they complete them. simple affirmative and negative.
Exercise 5
• Check answers as a class. • Divide the class into pairs. Tell
• Read the instructions. Draw students’
students to write another sentence
attention to the photo of the red car,
Adjectives to describe the crossed out words in the puzzle,
for each of the photos in Exercise 5
objects, situations, and events and the example answer, and check
using the verb be: past simple
affirmative and negative. There
they understand.
Exercise 4 should be the same number of
• Before students do the activity, ask words as in the original sentence, e.g.
• Ask a strong student to read the them to look for adjectives that
instructions and the example. Then The car was red. The car wasn’t blue.
correspond best to each photo.
check students understand. Tell • Now tell students to make a puzzle
students to check they understand • Ask students to match the words in the with their sentences like the puzzle
each sentence before they find puzzle to make affirmative and negative in Exercise 5.
sentences about the photos, and then
the adjective.
write them below the table.
• Go around offering help.
• Check answers as a class. • Tell students to swap puzzles with
another pair and solve the puzzles.
• Then ask students to swap their
puzzles back and check the answers.


• Now ask students to complete the
sentences, questions, and short answers
about Frank’s dad’s school using there
was / there were and the information
in 1–5.
Practice activity
This activity practises the verb be: past
simple questions, and encourages
fluency.
• Tell students to read the information
about Frank’s dad’s school in
Exercise 8.
Tell the class that Student A is Frank’s
dad and Student B is an interviewer.
• Ask students to write an interview
with Frank’s dad about his school.
Students should use yes/no questions,
short answers, and Wh- questions.
• While students are writing their
interviews, go around the class
• Now ask students to practise role-
playing their interviews in pairs.
• Ask a few pairs to role-play their
interviews for the class.
All together game:

The memory game
• Divide the class into groups of five or
six. Ask students to choose ten different
items in different quantities (one pen,
three pencils, etc.) and put them on
a desk where all the students in their
group can see them. Check each group
of items and pre-teach any unknown
vocabulary to each group.
• Ask one student in each group to write
a list of all the items on the desk and
their quantities before the game begins.
At the same time, tell the others in the
group to try to memorise the items and
their quantities.
Exercise 6 as this will make it easier to form the • Ask students to close their eyes while
• Draw students’ attention to the first questions from the words in the table. the student with the list removes the
noun and adjective (singer / nervous), With weaker classes, give students the items from the desk.
and the example sentence. Explain that last word of each question. • Read through the example
they should complete the first sentence • To check, ask individual students to conversation with the class, and then
with the affirmative past simple form read their answers aloud. ask students to take turns to make
of the verb be and the adjective; and sentences about the items using
then they should complete the second there was / there were there was / there were. Ask the student
sentence with the negative past simple with the list to say whether each
form of the verb be. Exercise 8 sentence is correct.
• Check answers as a class. • Draw students’ attention to the code • While students are doing the
at the top and the blank boxes below. activity, go around offering help
Verb be: past simple Explain that 1–5 give information about where necessary.
questions Frank’s dad’s school. Ask students to use • Now ask the groups to repeat the
the code to complete 2–5. With weaker activity with different items and a
Exercise 7 classes, you could complete 2 as a class. different student making the list and
• Ask a strong student to read the • To check, ask one student to read the checking answers.
instructions and the example. Then information aloud.
ANSWERS
check students understand. Tell Students’ own answers.
students to read the answers carefully,


Aim
Remember!
Unit 5: Verb be: past simple
Exercise 1
negative, and question forms of
the verb be: past simple, as well as
short answers.
• Ask students to complete the interview
with the correct past simple forms of
the verb be.

Exercise 2
instructions and the examples. Check
first find the words in the wordsearch,
and then write them in the correct
sentences below. Explain that the
words in the wordsearch go vertically,
horizontally, and diagonally.
Support activity
The aim of this activity is to bring a
kinaesthetic element to the lesson
that will help students to memorise
personal hygiene products.
• Divide the class into groups of five
or six.
• Ask students to take turns to mime a
personal hygiene product for the rest
of the group to guess.
• Ask one student in each group • Check answers as a class. Countable and
to write down each word that is
Practice activity
uncountable nouns
guessed correctly.
• To check, ask each group to say the The aim of this activity is to practise and Exercise 5
words they guessed correctly. personalise clothes vocabulary. • Ask students to find three more plural
Prepare: Tell students to bring countable nouns and four uncountable
in pictures of clothes they like. nouns in the word snake, and then
Clothes Alternatively, ask students to draw write them in the correct columns in
their favourite outfits. the table. With weaker classes, elicit
Exercise 3
• In pairs, tell students to make a poster an example of a countable and an
• Read the instructions, focus students’ of their favourite clothes and outfits uncountable noun.
attention on the examples, and check
they understand that they must
using photos and/or drawings, and • Check answers as a class.
then label all the clothes.
match the letters and then write the
complete words. • While students are doing this activity,
go around the class offering help
where necessary. Alternatively, ask
Exercise 4 them to do it for homework.
• Ask students to label the pictures with • Ask students to present their posters
the correct clothes. to the class.


Extension activity
some / any and a lot of / much / many.
• Ask students to think of some
countable and uncountable nouns
connected with school. Elicit
students’ answers, and pre-teach
more nouns, e.g. work, homework,
noise. Write these on the board.
• Now divide the class into groups and
ask students to write two affirmative
and two negative sentences about
their school using the nouns on
the board, some / any, and a lot of /
much / many.
• Go around offering help.
• Elicit sentences from each group.
Write them on the board and ask the
class to say whether they agree or
disagree with the sentences, giving
reasons for their answers.
How much … ? /
How many … ?
Exercise 8
• Ask students to join the squares to find
five questions.
Order of adjectives
Exercise 9
check students understand. Point out
that students may need to change the
order of the words.
All together game:

Board game
to download and use a dice app. You will
some / any a lot of / much / many also need different coins or other small
Exercise 6 Exercise 7 objects as markers for each group.
• Draw students’ attention to the table • Ask a strong student to read the • Divide the class into groups of four or
and tell them they have two minutes instructions. Then draw students’ five. Read each bullet point and check
to work in pairs to make as many attention to the photos and the students understand. Point out that they
sentences and questions as possible examples, and check they understand. should use a noun, one of the words or
phrases in the middle of the board, and
with the words in the table. Explain • Ask students to look at the photos and
that they can use the words more the following verbs in their sentences:
write sentences.
than once. be, have got, use, need, and want.
• Ask one pair to share their sentences read their answers aloud.
• Ask a strong group to model a
and write them on the board. Do not few sentences.
correct errors yet. Then invite other • While students are doing the activity,
pairs to add any different sentences. go around offering help. Make (mental)
• Ask the class if they notice any errors notes of any frequent errors and good
in the sentences, and elicit corrections. sentences that you hear.
Then correct any remaining errors. • Once the students have finished, review
the errors and good sentences as a class.
ANSWERS
Students’ own answers. ANSWERS


Pairwork: Units 4–6
Aims
Develop speaking skills
Consolidate and practise target
grammar and vocabulary from
Units 4–6 in a communicative and
meaningful real-life context
Suggestions
When you put students into pairs to
complete these exercises, make sure they
respect the role assigned, i.e. Student A and
Student B.
Make sure students fully understand the
instructions before starting each stage of
a task.
When students are doing exercises that
prepare them for speaking activities,
(forming questions, or reading texts and
tables), go around the class offering help
and support, and checking students form
questions correctly or understand the texts
or tables. With weaker classes, you may
wish to check answers or understanding as
a class.
When students are doing the exercises, go
around the class offering support without
interfering with the flow of the exercise. You
may also wish to make a (mental) note of
any frequent or common errors to review as
a class once the activity is finished.
Allow students to use Spanish when
discussing how to do the task, but insist
on English when students ask and answer
questions to complete the exercises.
Pairwork: Student A
(p.79) and B (p.93)
Unit 4
Aims
Practise can for permission
Practise requesting and giving Student B. (Student A is Joe. Joe is ill elicit or explain what the situation is for
permission in bed with flu and wants to get up. Student A and Student B. (Student B is
Student B is Joe’s mum or dad, and can Lucy. Lucy has a bad cold and wants
Note: Answers to Exercises 2 and 3 are give permission to Joe.) to do something. Student A is Lucy’s
students’ own answers. • Tell Student A to look at the phrases mum or dad, and can give permission
from Exercise 1 and think about how to Lucy.) Tell Student B to look at the
Exercise 1 they can make requests with can for phrases from Exercise 1 and think about
• Tell pairs that the activity has two parts. permission. At the same time, ask how they can make requests with
First they will work alone, and then they Student B to read the information can for permission. At the same time,
will work with their partner. in their table carefully. Allow a few ask Student A to read the information
• Ask students to match 1–5 to a–e to minutes for these activities. in their table carefully. Allow a few
make phrases. Elicit answers as a class, • Now tell Student A to ask their minutes for these activities.
but don’t ask students to form full questions and Student B to answer • Now tell Student B to ask their
questions with can at this stage. using the information in their table. questions and Student A to answer
using the information in their tables.
• Tell students to read the instructions • Explain that students will now Follow-up
carefully so that they understand their swap roles. Tell students to read the To follow up on this activity, ask some pairs
respective roles. Then elicit or explain instructions carefully so that they to role-play their conversations.
what the situation is for Student A and understand their respective roles. Then
92 Pairwork: Units 4–6


Follow-up
Ask some individual students to read their
partner’s answers to the class.
Unit 6
Aims
Practise countable and uncountable
nouns, a lot of, much, many, and any
Practise talking about quantities of
shop supplies
Note: Answers to Exercises 1 and 2 are

students’ own answers.
Exercise 1
• Ask students to read the instructions for
Exercise 1. Ask one Student A and one
Student B to explain Exercise 1. Check
students understand that in Exercise 1,
Student A will ask questions with How
much … ? and How many … ?, and
Student B will answer the questions
using the information in the table.
• Ask Student A to look at the table and
prepare their questions. At the same
time, ask Student B to look at their table
and think about how to answer the
questions with a lot of, much, many,
and any. Allow a few minutes for these
activities.
• Now tell Student A to ask their
questions and write Student B’s answers
in their table. Tell Student B to answer
the questions using the information in
their table.
Exercise 2
• Explain that students will now swap
roles. Ask Student B to look at the
table and prepare their questions, and
ask Student A to look at their table
and think about how to answer the
questions with a lot of, much, many,
and any. Allow a few minutes for these
activities.
• Now tell Student B to ask their
Unit 5 read the description carefully. Allow a questions and write Student A’s answers
few minutes for these activities. in their table. Tell Student A to answer
Aims • Now tell Student A to ask their the questions using the information in
Practise the verb be: past simple questions and write Student B’s answers their table.
Practise talking about past events in their notebooks. Tell Student B to
answer the questions. Exercise 3
Note: Answers to Exercise 2 are students’ • Ask the pairs to look at their tables
own answers. Exercise 2 together and decide what things they
• Explain that students will now swap need to order.
Exercise 1 roles. Tell Student B to write questions • Check answers as a class.
• Tell pairs that the activity has two parts. with the verb be: past simple and
POSSIBLE ANSWERS
First they will work alone, and then they the prompts 1–4. At the same time,
ask Student A to choose one of the They need to order: makeup, soap,
will work with their partner.
events, a or b, and read the description skirts, hoodies, hairbrushes, toothpaste,
• Explain that Student A will ask and shampoo.
questions in Exercise 1, and Student B carefully. Allow a few minutes for
will ask questions in Exercise 2. Tell these activities.
Follow-up
Student A to write questions with the • Now tell Student B to ask their
To follow up, ask pairs to ask and answer
verb be: past simple and the prompts questions and write Student A’s answers
their questions for the class.
1–4. At the same time, tell Student B to in their notebooks. Tell Student A to
choose one of the events, a or b, and answer the questions.
Pairwork: Units 4–6 93


Literature A: Fiction
Aims
Learn about ancient Greek mythology
Learn and practise vocabulary from
the story
Practise telling a story
Warm-up
• Ask the class: What do you know about the
Ancient Greek gods? Elicit some answers.
about Hercules in this lesson.
Reading
Exercise 1
• Ask the class to match the words to the
pictures. Tell students they can use their
dictionaries to check the words.
• Check answers and pronunciation as
a class.
Exercise 2 w 75
students they can use the glossary
box and their dictionaries to check
new words.
• In pairs, ask students to read and
listen to the background to the story,
and then discuss the question. Play
the audio.
ANSWER
He wants to make the gods happy
because some of them don’t like him.
Exercise 3 w 76
• In pairs, ask students to read and listen
to the story extract, and then discuss
the question. Play the audio.
Listening together we can …
ANSWER • Read the instructions and questions,
The deer runs fast. Exercise 6 w 77 and check students understand that
Note: The audioscript is on page 95. they must predict what happens next.
Exercise 4
• Ask a strong student to read the • Divide the class into groups and ask
• Read the instructions and the example, instructions and answer options, and them to write their story, using the
and check students understand. With then check students understand. present simple and continuous, adverbs
weaker classes, read each statement
• Ask students to listen and choose the of manner, and vocabulary from this
correct answer. Play the audio. lesson. Set a time limit.
•
read their answers taloud.
• Check answers as a class. While students are writing, go around
the class offering help with vocabulary
Exercise 5 Exercise 7 w 77 and grammar.
• Ask students to read the extract again • Read the instructions and the • Ask students to read their stories to
sentences, and check students the class. Ask the class to vote for their
and answer the questions. With weaker
understand. favourite stories.
classes, read each question and check
students understand. • Ask students to listen and choose true ANSWERS
or false. Play the audio.
• Check answers as a class. Students’ own answers.
• If necessary, play the audio again so
that students can check their answers.
94 Literature A

Digital practice activity
The aim of this activity is to compare
students’ work in the together we can …
activity with the actual story.
• Ask students to research the story of
Hercules online and find out what
happens in the next part of the story
with King Diomedes’ horses.
• Now ask students to compare
their stories with the original and
explain any similarities or differences
between them.
ANSWER
In the original version, Hercules
travels by boat to King Diomedes’
palace with four friends. When they
arrive, Hercules hears the king say he
wants to kill Hercules and his friends
while they are sleeping. Instead,
Hercules and his friends kill the king
and his men and feed them to the
horses. The horses are happy after
their meal, so Hercules can bring them
easily to Eurystheus.

The aim of this activity is to increase
students’ knowledge of and interest in
ancient Greek mythology.
• Tell the class they are going to find
out more about the ancient Greek
gods and make a poster about three
of them.
• Divide the class into groups. Ask
each group to find a website with
information about the ‘twelve
Olympians’ – the twelve most
important Greek gods. Set a
time limit.
• Go around the class checking
students are choosing suitable sites.
• Ask students to choose three gods
they want to write about.
• While students are deciding, write
these topics on the board: the
Audioscript w 77
Support activity god’s name; his / her family; his / her
Hercules runs up into the cold mountains.
The aim of this activity is to stimulate appearance; his / her power.
Suddenly he looks up and sees a huge
wild boar on a rock near him. students’ visual memory to help them • Now draw students’ attention to the
Hercules stops and thinks for a minute. learn the new vocabulary. topics on the board and ask them to
Then he chases the wild boar up into the • Books closed. Read items from the write one or two sentences about
snow at the top of the mountain. The wild new vocabulary in Exercise 1 aloud these points for each god using the
boar has little legs and it can’t run very and tell the class to draw the words information in their website. Check
easily through the snow. they hear in their notebooks. students understand the four topics.
Hercules catches the wild boar. He puts it • Check answers as a class. • While they are doing this, go around
on his back and walks down the mountain. offering help where necessary.
Soon Hercules arrives at the palace. King • Now ask students to make their
Eurystheus looks at the huge wild boar on posters, using their sentences and
Hercules’s back and gets quickly into his jar pictures of their chosen gods.
again. ‘Take it away!’ he cries. • Ask students to stick their finished
posters around the classroom. Then
tell students to look at the posters
and choose their three favourites.
Literature A 95

Literature B: Fiction
Aims
Read about a teenage boy who wants
to help his baby sister
Learn and practise vocabulary from
the story
Talk about possible endings to a story
Warm-up
board: How can you raise money for
charity? Pre-teach raise and charity, and
elicit students’ answers.
• Now tell the class: Sometimes musicians
write songs for charity. Ask students if
they know any of these songs and elicit
some examples.
Reading
Exercise 1
• Ask the class to match the words to the
pictures. Tell students they can use their
dictionaries to check the words.
a class.
Exercise 2 w 78
students they can use the glossary
box and their dictionaries to check
new words.
• Divide the class into pairs and ask them
to read and listen to the text, and then
discuss the question. Play the audio.
ANSWER
He is worried about his baby sister, Lisa,
because she is very ill.
Exercise 3 w 79
• Read the instructions and summaries,
• In pairs, ask students to read and listen • Ask a strong student to read the • Divide the class into groups of four or
to the text, and then choose the correct instructions, words, and sentences. five. Ask them to imagine and make
summary. Tell students not to try to Then check students understand. notes about the questions in their
understand every word of the extract. • Ask students to listen and complete the groups. Tell them to write down key
Play the audio. sentences. Play the audio. words only, not complete sentences.
• Check answers as a class. • To check, ask individual students to • While students are doing the activity,
read the complete sentences aloud. go around the class offering help.
Exercise 4 • Now write some phrases on the
• Ask a strong student to read the Exercise 6 w 80 board that will help students in their
instructions and the question. Then • Read the instructions and the options, discussion, e.g. In my opinion, …
check students understand. and check students understand. That’s a good idea, but I think …
• Ask students to answer the questions. • Ask students to listen again and choose • Now ask each group to work with
• To check, ask individual students to the correct answers. Play the audio. another group and discuss the
read their answers aloud. • If necessary, play the audio again so questions. Encourage all students
that students can check their answers. to speak.
Listening • Check answers as a class. ANSWERS
Exercise 5 w 80 together we can …
Note: The audioscript is on page 97. • Read the instructions and check
96 Literature B

Support activity
The aim of this activity is to help
consolidate students’ understanding of
new vocabulary.
Prepare: You will need a soft ball for
this activity. Alternatively, just call out
students’ names, or make a ball from a
few sheets of crumpled paper.
• Tell students they are going to play a
game to practise the new vocabulary
from Exercise 1 and the glossary.
• Throw the ball to different students
and say the Spanish translation of
one of the words. Students must say
the word in English and throw the
ball back to you.
Option: Divide the class into groups
and ask them to repeat the activity in
their groups.
Practice activity
students’ creativity and empathy.
board: What does Al’s dad think and
feel about the situation? Elicit a few
ideas as a class.
• In pairs, ask students to write a blog
entry of about 150 words for Al’s
dad. Tell them to think about his
dad’s opinions of the following: Lisa’s
heart condition; the money for the
operation in the US, Al’s song.
• When students have finished, ask a
few pairs to read their blogs aloud.
Extension activity
students to use their creative skills.
• Ask students to read the background
to the story again. Explain that in an
earlier scene in the book, Al argues
Audioscript w 80 ‘Good idea!’ Ben cries excitedly. ‘Let’s tell
people about it on our website.’ with the other band members and
Back home, Al talks to his parents.
So Mick puts the day and time of their they ask him to leave the band. He
‘I want to write a song for Lisa. I want to
next gig up on the band’s website. says that he is worried about his
tell everyone about her.’
Two weeks later, after lots of work, the sister, but they are angry because he
Mr and Mrs Brown smile. ‘What a nice idea!’
band plays at Al’s school. Al’s family and never practises with them.
his mum says. ‘Thanks, Al.’
Al phones his friends. He meets them at friends are there. Late in the evening, Al • Divide the class into groups and ask
Ben’s house. He says sorry. Then he tells sings ‘Lisa’s Song’. Some people from the them to write a short play of the
them all about Lisa and the song. Emma radio are there, too. They record the song. conversation with his band, with the
looks at Mick and Ben. characters Al, Emma, Mick, and Ben.
Let’s sing for Lisa and her life.
‘What do you think, boys? Can Al come The future’s in her eyes of blue. • While students are writing,
back to the band now?’ she asks. A bright tomorrow’s in her smile. go around offering help
‘Yes,’ Ben laughs. ‘We need him. My brother So let’s all help those times come true! where necessary.
can’t play the guitar at all!’
Next day, Al and his friends look at the • Ask the groups to act out their plays
‘And he can’t write songs!’ Mick says. for the class.
money from the gig. How much is there?
‘I’ve got an idea,’ Emma says. ‘We can play
Can Lisa have her operation now?
Al’s new song at our gig.’
‘What gig?’ Al asks.
‘The gig for Lisa!’ Emma says. ‘People can
pay at the door. With their help, Lisa can
have her operation.’
Literature B 97

Literature C:
Non-fiction
Aims
Learn about the sinking of the
Titanic ship
Learn and practise vocabulary for
sea journeys
Write a story about the Titanic
Warm-up
• Write Titanic on the board and ask
students: Do you know this name? Elicit
any information students may have
about the ship, including information
from the film Titanic.
Reading
Exercise 1
• Ask the class to look at the photos and
choose the correct words. Tell students
they can use their dictionaries to check
the words.
a class.
Exercise 2 w 81
background to the story, and then
discuss the question in pairs. Read
the question and check students
understand it. Play the audio.
POSSIBLE ANSWER
There were 2,224 passengers, but only
enough lifeboats for 1,200 people.
Focus
• Elicit the past simple forms of the verb
be (was / were). Now draw students’
attention to the Focus box and explain
that the table shows the past simple
forms of other verbs. Explain that the
past simple form of these verbs is the
same for all pronouns. • To check, ask individual students to • To check, ask individual students to
read their answers aloud. read their answers aloud.
• Read through the table row by row, and
ask students to repeat. Check students together we can …
understand the verbs. Listening
• Tell students they will need these verbs Exercise 5 w 83 paragraph headings 1–4. Ask students
to understand the story. to write the paragraph headings 1–4
Note: The audioscript is on page 99.
• Read the instructions and the events in their notebooks, and make notes
Exercise 3 w 82 about the sequence of events in
• Ask students to read and listen to the and check students understand.
each paragraph based on the text on
extract, and then answer the question • Ask students to listen and put the page 99 and Exercises 5 and 6.
in pairs. Play the audio. events in order. Play the audio.
• Then ask students to look at the
• Check answers as a class. • To check, ask students to read their questions below and make notes about
answers aloud.
ANSWER them for each paragraph.
The ship hit an iceberg. Exercise 6 w 83 • Now ask students to write their four
• Read the instructions and the sentences, paragraphs in pairs, using their notes.
Exercise 4 • Ask a few pairs to read their stories aloud.
• Ask students to listen again and choose ANSWERS
the correct words. Play the audio again. Students’ own answers.
98 Literature C

Support activity
This activity consolidates students’
understanding of new vocabulary.
• Tell students they are going to make
a wordsearch using the words in
Exercise 1 and the glossary.
students to draw a 12 x 12 grid on
a piece of paper. Ask students to
write the words evenly across the
grid, going horizontally, vertically,
and diagonally. Then ask them to
fill in the remaining squares with
random letters.
• Now ask students to draw a picture
below the grid for each word,
numbered 1–15.
• Tell each pair to swap with another
pair and do the wordsearch.
Practice activity w 83
This activity encourages empathy
and creativity.
• Write these sentences on the board.
1 ‘We must go back to help the people
in the water.’
2 ‘Our husbands are there – they need
help!’
3 ‘No. There are too many people in
the water. They can’t all get in this
boat. It isn’t safe!’
• Tell students these sentences are
from the audio, and ask students if
they can remember who said them.
• Ask students to listen to the
audio again and check their
answers (sentences 1 and 2:
some of the women; sentence 3:
Robert Hitchens).
• In small groups, ask students to
write a short conversation between
Hitchens and the women about
the people in the water, using the
sentences on the board and their
Audioscript w 83 ‘No,’ said the sailor, Robert Hitchens. ‘There own ideas.
Slowly at first, then faster and faster, the are too many people in the water. They • While students are writing, go around
Titanic went under the water. First the can’t all get in this boat. It isn’t safe!’ offering help where necessary.
front of the ship went under, then the So they did nothing. Lifeboat 1 had only • Ask the groups to read their
back. At 2.20 a.m. the Titanic was not there. twelve people in it, but they did not take conversations to the class.
The people in the boats could see the one man or woman out of the sea.
stars in the night sky and the black sea, but But in Lifeboat 14, Fifth Officer Lowe did
no Titanic. The biggest ship in the world want to help. ‘Get into Lifeboats 10 and 12,’
was under the sea. he told his fifty-eight passengers. ‘Quickly,
There were more than a thousand people now. This boat is going back.’ But it was
in the water. Most of them had life jackets, not easy to move the passengers. Then,
so their heads stayed out of the water. But at 3:00 a.m. Fifth Officer Lowe went back
the sea water was very cold, and nobody with Lifeboat 14 to help the people in the
could live in it for long. ‘Please come back water. But it was too late. Nearly everyone
and help us!’ the people in the water cried was dead. Harold Lowe took only four
to the people in the lifeboats. people alive out of the sea.
In Lifeboat 6 there was one sailor and
twenty-five women. ‘We must go back to
help the people in the water,’ some of the
women said.
‘Our husbands are there – they need help!’
Literature C 99

Culture A:
This Girl Can
Aim
Learn about and discuss a campaign
to help more women and girls
enjoy sport
Warm-up
• Ask the class: Which sports do you prefer
to watch: women’s sports or men’s sports?
about a women’s sport campaign in the
UK. Focus attention on the headings,
This Girl Can and Girl Power! Elicit their
meanings and read the cultural note,
and then ask students what they think
the article is about.
Cultural note
The slogan Girl Power! refers to the
empowerment, independence, and
confidence of women. It was first used
in 1991 by a punk band called Bikini Kill.
In the mid-1990s, the girl band the Spice
Girls made the slogan popular, and it
continues to be widely used today.
Exercise 1
• Tell students to look at the photos and
ask: What are the women doing? Discuss
the question as a class.
ANSWER
They are playing football, swimming,
and running.
Exercise 2 w 84
instructions and sentences. Then check
article, and decide if the sentences are
true or false. Play the audio.
I (don’t) think / believe that …
Usage I agree / disagree because …
Extension activity
Tweet is both a noun and a verb to • Divide the class into small groups and
English creatively.
describe activity on Twitter. For example: ask them to discuss the questions.
Look at this tweet. / He tweets every day. • While students are doing the activity,
• Tell students they are going to make
a leaflet that encourages women to
go around the class offering help where
Exercise 3 necessary. Make (mental) notes of any
take up a sport. Tell them they can
• Read the instructions and the example, use any sport they wish.
frequent errors and good sentences
and check students understand. With that you hear. • In groups, ask students to make
weaker classes, read the sentence notes about these things: What is the
• Once students have finished, review the
halves and check students understand. sport? Where can you do it? What ages
errors and good sentences as a class.
• To check, ask individual students to can do it? Why it is good for you?
Then write the good sentences on the
read the complete sentences aloud. board and explain why you like them. • Go around the class offering help.
• Tell students to make their leaflets
The world around you ANSWERS
using photos and pictures. They can
• Read the questions and check students Students’ own answers.
do this for homework.
understand. Write the following • Stick the leaflets around the
sentence starters on the board for classroom. Ask students to read them
students to use in their discussions: and choose their three favourites.
100 Culture A

Exercise 2 w 85
an article about an Argentine band
called Tonolec.
• Read the instructions and the summaries
• Ask students to listen and read, and
then choose the correct summary. Play
the audio.
Exercise 3
• Read the instructions and the sentences,
• Ask students to read the article carefully
and complete the sentences with the
words in the box.
Exercise 4
• Ask students to read the article
again and answer the questions with
complete sentences. With weaker
classes, read the questions and check
The world around you

questions. Then check students
understand.
• While students are discussing the
questions, go around the class offering
• Ask one student from each group to
give their group’s answers to the class.
ANSWERS

This activity helps students to use
English to learn more about Tonolec.
Culture B: Tonolec Exercise 1
• Ask the class: What kind of traditional
a factfile about Tonolec.
music is there in Argentina? Discuss the • Divide students into small groups and
Aim ask them to research the band online
question as a class.
Learn about an Argentine music duo, and make notes about it. Brainstorm
and discuss music and traditional POSSIBLE ANSWERS some topics to include on the board,
communities The three main types of traditional or e.g. home town, ages, hobbies, album
folk music are: Andean music, Chacarera, and song names, popular songs.
and Chamamé. • While students are researching, go
Warm-up Andean music is from north-west
• Write these statements on the board around offering help.
Argentina, and uses the charango and
and check students understand: wind instruments.
• Now ask students to write their
Traditional music is boring. factfiles. Encourage them to use
Chacarera is dance music with Spanish
Traditional music is for old people. photos and pictures.
guitars and violins. It comes from
Traditional music is important. Santiago del Estero. • While they are writing, go around
• Divide the class into pairs and ask Chamamé comes from north-east offering help where necessary.
students to discuss which statement(s) Argentina. It is a mix of central European • Ask students to stick their factfiles
they agree with and why. and Spanish music. around the classroom, and then
• To check, ask some pairs to share read the factfiles and choose their
their ideas. three favourites.
Culture B 101

Culture C:
Traditional clothes
for gauchos and
cowboys
Aim
Learn about traditional clothes for
gauchos and cowboys, and discuss
traditional clothes
Warm-up
• Revise clothes vocabulary by asking
students, in pairs, to brainstorm as
many items of clothes vocabulary as
they can in two minutes. Elicit students’
answers and write them on the board.
Add any items they have forgotten from
the vocabulary set on page 68.
Exercise 1
• Ask students to look at the photos and
tick the clothes they see.
Exercise 2 w 86
classes, read through the sentences and
• Ask students to listen and read and
complete the sentences with one, two,
or three words. Play the audio.
read the complete sentences aloud.
Exercise 3
• Ask students to read the article
again and answer the questions with
complete sentences. With weaker
classes, check students understand the
questions. You could also give them the
following sentence starters and endings:
2 They were in …
3 They protect your …
• Once the students have finished,
4 … from the 18th century. review the errors as a class. Then write
5 It protects … and shows you where … the good sentences on the board and The aim of this activity is to learn further
• To check, ask individual students to explain why you like them. information about work clothes.
read their answers aloud. • Ask one student from each group to • Tell the class they are going to
give their group’s answers to the class. research another work uniform and
The world around you make a poster about it.
ANSWERS
• Read the questions and check • Write these jobs on the board and
students understand. check students understand: soldier,
• Divide the class into groups and ask firefighter, surgeon, military pilot,
them to discuss the questions. astronaut.
• While students are discussing the • Divide the class into groups and
questions, go around the class offering assign a job to each group. Ask
help where necessary. Make (mental) students to research the uniform for
notes of any frequent errors and good their job online.
sentences that you hear. • Tell students to make their posters,
using images and labelling the
uniforms.
• Ask students to present their posters
to the class.
102 Culture C

Workbook Exercise 2 p.W4
2 a 3 – 4 an 5 – 6 an 7 –
8 the 9 – 10 a 11 the 12 a
Grammar
Exercise 1 p.W7
answer key Practical English

2 Is 3 aren’t 4 ’m not 5 Are
6 isn’t, are
Exercise 1 p.W4
1 A good start! 2 keen 3 watch 4 don’t 5 prefer
Exercise 2 p.W7
2 ’m revising 3 Is he doing 4 isn’t
Vocabulary 6 stay 7 idea 8 See 5 ’s chatting 6 ’s meeting 7 ’re having
8 ’m not coming
Exercise 1 p.W2 Exercise 2 p.W4
2 have a shower 3 get dressed 2 Do you want to go Exercise 3 p.W7
4 do exercise 5 brush your teeth 3 I’m not keen on basketball 2 What are you studying?
6 wash your hair 7 have a snack 4 There’s a new Chinese restaurant 3 Is your teacher speaking English?
8 have a bath in town 4 What are your parents doing at
5 I’d prefer to meet you at one o’clock the moment?
Exercise 2 p.W2 6 See you on Saturday 5 Are you and your friends wearing jeans?
2 have a snack 3 get dressed
4 have a shower 5 brush my hair Reading Exercise 4 p.W7
6 wash my hair 2 badly 3 easily 4 hard 5 slowly
Exercise 1 p.W5 6 fast 7 well 8 amazingly
Exercise 4 p.W2 b
2 late 3 pass f 4 revise f Exercise 5 p.W7
5 forget 6 homework f 7 fail Exercise 2 p.W5 2 hard 3 fast 4 easily 5 late 6 well
8 remember f 2 T 3 F 4 F 5 F 6 T
Exercise 6 p.W7
Exercise 5 p.W2 Exercise 3 p.W5 2 good, fast 3 late 4 amazing
2 late 3 revise, get 4 hand 5 pass 2 She hates getting up, and she’s
5 slowly 6 hard
6 forget 7 fail 8 time often tired.
3 She plays computer games in bed until Grammar
Grammar 10 p.m.
4 He does exercise every day. Exercise 1 p.W8
Exercise 1 p.W3 2 playing 3 eating 4 going
2 has 3 Does, play 4 go 5 Do, do 5 Go to a sports club or go skateboarding.
6 Have a hot bath before you go to bed. 5 watch 6 doing
6 brushes 7 don’t 8 doesn’t
Exercise 2 p.W8
Exercise 2 p.W3 2 Sport for all 2 (playing) (a game of ) tennis
2 does 3 doesn’t wash 4 do, go
5 Does, watch 6 don’t meet Vocabulary 3 eat at the new pizza place
4 watching a DVD at my place
Exercise 1 p.W6 5 meeting Tom at the café
Exercise 3 p.W3 2 cricket 3 rugby 4 athletics 6 have a party on Saturday
2 have 3 Does Sam go 4 doesn’t 5 karate 6 ice skating
5 goes 6 Do your parents drive Exercise 3 p.W8
7 don’t 8 get 9 Do you have 10 do Exercise 2 p.W6 2 play computer games
11 take 12 does your school finish 2 do athletics 3 play football 3 (going for) a coffee 4 playing football
13 finishes 4 play tennis 5 go skiing 6 do karate 5 go to the cinema / watch a film
7 play basketball
Exercise 4 p.W3 Practical English
2 Does she want to revise today? Exercise 4 p.W6
3 What do you want to do on Sunday? Exercise 1 p.W8
4 She doesn’t want to fail the test. A W F U L R N A D 2 a 3 b 4 a
5 Do you want to go shopping?
N W V E M U E T I Exercise 2 p.W8
6 We don’t want to have lunch.
B S H G I F W L F 2 What are you up to 3 Do you fancy
Exercise 5 p.W3 4 I can’t, sorry 5 How 6 Let’s meet
E A S Y D P E I F
2 Does David want to get up early
tomorrow? No, he doesn’t. H F D M S L O W I Reading
3 Do you want to revise for a test this I A N U A Q L B C Exercise 1 p.W9
evening? Yes, I / we do. 1 B 2 C 3 A
L S S G O O D T U
4 Do Sofia and Kim want to hand in
their essays? No, they don’t. G T K E C Z A Y L Exercise 2 p.W9
5 Do you want to get good marks in the A M A Z I N G D T 2 skate 3 once 4 losing 5 karate
science test? Yes, I / we do. 6 a club
6 Does Mia want to go shopping today? Exercise 5 p.W6
No, she doesn’t. 1 fast 2 amazing 3 old 4 good Exercise 3 p.W9
5 easy 2 No, she isn’t. 3 He can run fast.
Grammar 4 He’s running with the ball.
Exercise 6 p.W6 5 She’s learning to move fast and stop
Exercise 1 p.W4 2 bad / awful 3 good 4 fast 5 new her opponent.
2 – 3 an 4 the 5 a 6 – 7 an 6 awful / bad 7 slow 8 easy 6 Julia’s karate clothes are amazing.
8 the 9 a
Workbook answer key 103


3 Stories and songs Exercise 3 p.W12
2 and 3 but 4 or 5 because
Exercise 2 p.W14
2 ear 3 eye 4 nose 5 mouth
Vocabulary 6 However 6 teeth
Exercise 1 p.W10 Practical English Exercise 3 p.W14
(in any order) 2 non-fiction 3 thriller
2 arm 3 fingers 4 knee 5 foot
4 comedy 5 horror 6 science fiction Exercise 1 p.W12
6 skin
7 romance 8 fantasy 9 biography 1 science fiction 2 A sixteen-year-old girl
called Beatrice Prior. 3 Yes, he / she does. Exercise 4 p.W14
Exercise 2 p.W10 2 toothache 3 cough 4 runny nose
2 horror 3 comedy 4 non-fiction Exercise 2 p.W12
5 sore throat 6 sick 7 earache
5 autobiography, biography 6 fantasy 2 but 3 because 4 However
8 temperature
7 romance 8 thriller 5 and 6 because
Exercise 5 p.W14
2 feel, stomach 3 sore 4 rash
2 classical 3 pop 4 heavy metal 2 However, the
5 temperature 6 toothache 7 hurt
5 rock 6 reggae 7 dance 8 jazz 3 story, the characters, and
8 runny
4 action, danger, and 5 book, so 6 f
2 dance 3 reggae 4 classical Reading 2 earache 3 headache 4 runny
5 heavy metal 6 jazz
5 temperature 6 sick
Exercise 1 p.W13
Exercise 6 p.W10 c Grammar
2 jazz 3 reggae 4 heavy metal
5 dance 6 pop Exercise 2 p.W13 Exercise 1 p.W15
2 d 3 f 4 a 5 g 6 c 7 b
Grammar Lollapalooza Glastonbury
Where City of Glastonbury, Exercise 2 p.W15
Exercise 1 p.W11 Buenos Aires, UK 2 it 3 her 4 us 5 me 6 them
2 do, in 3 go, on 4 ’re eating Argentina
5 Do they play, at 6 isn’t doing When end of March June Exercise 3 p.W15
Number over over 2 her 3 us 4 them 5 you 6 him
Exercise 2 p.W11 7 me 8 it
2 isn’t doing, ’s reading 3 go of people 170,000 175,000
4 aren’t listening 5 wants Number two five Exercise 4 p.W15
6 doesn’t get up of days 2 She can meet her friends.
Music different different 3 They can’t stay in bed all day.
Exercise 3 p.W11 4 We can’t go to the music festival.
2 When do your friends go shopping? genres genres, genres
including rock, 5 He can watch a DVD.
3 What are you wearing right now?
4 What book are you reading at heavy metal,
hip hop
Exercise 5 p.W15
the moment? 2 course 3 problem 4 afraid
5 What are you thinking about right now?
Exercise 4 p.W11 2 The writer is at the Lollapalooza festival. 2 Can I watch TV? No, sorry. / I’m afraid not.
2 most of the time, usually 3 The writer likes heavy metal. 3 Can Tom have dinner here tonight?
3 frequently, often 4 There is usually a surprise band. Sure, no problem! / Yes, of course!
4 now and then, sometimes 5 They can do activities including 4 Can we go swimming?
5 hardly ever, rarely 6 never story-writing, theatre, and dance. No, sorry. / I’m afraid not.
6 You can buy tickets online.
Exercise 5 p.W11 Grammar
2
3
Does she read every day?
He wears jeans all the time.
4 Body and mind Exercise 1 p.W16
4 They play rugby twice a week. Vocabulary 2 mustn’t 3 mustn’t 4 must
5 I hardly ever do exercise. 5 mustn’t 6 mustn’t
Exercise 1 p.W14
2 I have a guitar lesson once a week. E B T E E T H O N Y 2 mustn’t drink it 3 must see a dentist
3 My parents hardly ever listen to music. A F M N H E A D O K 4 mustn’t talk 5 must go to bed
4 We have a lot of homework every day.
5 I go to the swimming pool now
R A O S T H O N S I Practical English
and then. E C U O C A E Y E P Exercise 1 p.W16
6 She listens to rock music all the time. G E T Z T N A K B L 2 c 3 b 4 a 5 e
Grammar O F H U M D U N J E
Exercise 2 p.W16
A R M G V R H E S G 2 Can I have a look?
Exercise 1 p.W12
N I L B A C K E K W 3 How long do I need to take them?
1 across but 1 down because 2 and
4 What can I drink with the tablets?
3 so 4 or 5 however S T O M A C H T I A 5 Can I go to school tomorrow?
Exercise 2 p.W12 R E F I N G E R N L
2 b 3 a 4 c 5 b 6 c
104 Workbook answer key


Reading Exercise 2 p.W20 Grammar
2 there were 3 There were
Exercise 1 p.W17 4 There were 5 Were there Exercise 1 p.W23
He is in bed because he’s feeling awful (he 6 there were 7 Was there Countable nouns: can, pot, toothbrush, tube
has a stomach ache and a temperature, 8 there was 9 There was Uncountable nouns: deodorant, makeup,
and he feels sick). money, soap, toothpaste
Exercise 3 p.W20
Exercise 2 p.W17 2 Was there a whiteboard? 3 Was there Exercise 2 p.W23
2 four 3 three times 4 books a TV? 4 Were there pictures on the 2 a 3 some 4 any 5 an
5 Friday 6 Amy and Oliver wall? 5 Were there big windows? 6 any, some 7 any 8 some
Exercise 3 p.W17 Practical English Exercise 3 p.W23

2–4 stomach ache, temperature, feel sick 2 a 3 any 4 some 5 an 6 any
5–6 tablets, medicine 7 four 8 books Exercise 1 p.W20 7 any 8 some
1 eight 2 twelve 3 in the garden
Exercise 5 p.W23
5 Moments in time 4 music and dancing 5 7 p.m.
2 We don’t eat many burgers. 3 How
Vocabulary Exercise 2 p.W20 many shirts have you got? 4 How much
2 First 3 Next 4 After 5 Finally hair gel does he use? 5 Ella buys a lot of
Exercise 1 p.W18 6 amazing food. 6 Are there a lot of clothes?
2 excited 3 worried 4 scared
5 upset 6 confident 7 angry Exercise 3 p.W20 Exercise 6 p.W23
8 bored 9 nervous 10 surprised 2 Then 3 Next 4 After that 5 Finally 2 a lot of 3 many 4 a lot of
5 How much 6 many 7 much
Exercise 2 p.W18 Reading
2 bored 3 nervous 4 worried Exercise 7 p.W23
5 confident 6 excited
Exercise 1 p.W21
Sir Edmund Hillary and Tenzing Norgay 2 How much money do you spend
7 embarrassed 8 angry every week? 3 How many stripy clothes
(left); Roald Amundsen (right)
have you got? 4 How much time do
Exercise 4 p.W18 you spend on homework?
2 dangerous 3 strange 4 scary
Exercise 2 p.W21
2 New Zealand 3 Hillary 4 four, 52
5 noisy 6 worrying 7 exciting
5 cold 6 Robert Scott Grammar
8 quiet 9 amazing
Exercise 1 p.W24
Exercise 5 p.W18 Exercise 3 p.W21 Opinion: cool, horrible, pretty
2 There were 400 people. Pattern: checked, flowery, plain, stripy
2 dangerous 3 noisy 4 confusing
3 They were there for fifteen minutes. Colour: black, blue, green, red
5 quiet 6 strange 7 scary 8 amazing
4 Hillary was the photographer.
Grammar 5 He was Norwegian. 6 It was two Exercise 2 p.W24
months. 7 There is a scientific station at 2 My mum wears a horrible, flowery,
Exercise 1 p.W19 the South Pole today. green dress. 3 Tom has got a cool,
2 weren’t 3 were 4 was 5 wasn’t
stripy, blue-and-black hoodie. 4 We
6 were 7 was
6 Looking good! have a boring, plain, blue uniform.
Exercise 2 p.W19 5 She often wears a horrible, checked,
Vocabulary black-and-red jacket. 6 Is that your
2 wasn’t 3 was 4 weren’t
5 wasn’t 6 were Exercise 1 p.W22 pretty, stripy, red-and-white scarf?
(in any order) 2 deodorant 3 hairbrush
Exercise 3 p.W19 4 toothbrush 5 hair gel 6 soap
Practical English
2 My friends weren’t at the concert 7 shower gel 8 makeup 9 shampoo Exercise 1 p.W24
on Saturday. 2 C 3 A 4 A 5 C 6 A
3 Nadia wasn’t tired after the match. Exercise 2 p.W22
4 We were worried before the exam. 2 shampoo 3 soap 4 deodorant Exercise 2 p.W24
5 My dad wasn’t at work yesterday. 5 toothpaste 2 What size are you 3 How is it
6 They were in Australia last summer. 4 Have you got it in a smaller size 5 How
Exercise 3 p.W22 about trying it on 6 How much is it
Exercise 4 p.W19 2 makeup 3 hair gel 4 deodorant
2 were, e 3 Were, a 4 Was, f 5 soap 6 toothbrush 7 shower gel Reading
5 Were, c 6 Was, d 8 hairbrush
Exercise 1 p.W25
Exercise 5 p.W19 Exercise 5 p.W22 A hipster B punk C emo
2 were 3 Were 4 Was 5 Was 6 was 2 cap 3 hoodie 4 shorts 5 jumper
6 trousers 7 jacket 8 skirt 9 scarf Exercise 2 p.W25
Exercise 6 p.W19 10 trainers 11 shirt 12 tie 2 Punks 3 Emos 4 Hipsters
2 Was 3 was 4 Were 5 Was 6 were 5 Punks 6 emos
Exercise 6 p.W22
Grammar 2 hoodie 3 jeans 4 trainers 5 scarf Exercise 3 p.W25
6 jacket 7 shoes 2 Hippies and skinheads aren’t very
Exercise 1 p.W20 popular today. 3 They use black eye
2 weren’t 3 were 4 wasn’t Exercise 7 p.W22 makeup. 4 They wear vintage clothes
5 Were 6 Was 2 trainers 3 shorts 4 scarf 5 cap and brightly coloured trousers.
6 jumper 7 jacket 8 trousers 5 Punks don’t like society. 6 They
listen to punk rock.
Workbook answer key 105



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4

Oxford University Press

Worksheets Tests Class Audio Video

As part of the University of

As part of the University of

As part of the University of

■ Express – Give students the confidence to communicate in English

Teacher’s Resource Centre Classroom Presentation Tool

FREE Dictionary App:

Teacher’s Resource Centre Classroom Presentation Tool

FREE Dictionary App:

4605540 Together SB&WB 1 Cover.indd 1 09/04/2018 20:48

Teacher’s Resource Centre Classroom Presentation Tool

Mare on ■ Diana Pye

4605540 Together SB&WB 1 Cover.indd 1 11/04/2018 09:54

a de la Mare elda Beacon

4603782 Together TG 1 Cover.indd 1 26/04/2018 15:00

© Copyright Oxford University Press

4603782 Together (Ar) TB1.indb 2 25/06/2018 14:27

Making the most of together

© Copyright Oxford University Press

4603782 Together (Ar) TB1.indb 3 25/06/2018 14:27

A message from the series consultants

For students For teachers

worksheets, Class audio, and Video material.

 lassroom Presentation Tool: Interactive exercises

with answer keys, Class audio, and Video material.

Tests and Worksheets Teachers Resource Online Practice Online Practice

The photos give students a visual

The language and skills that students

The questions encourage students

4603782 Together (Ar) TB1.indb 5 25/06/2018 14:27

There are four pages presenting

At the start of every presentation

The new vocabulary is shown clearly

Get together is a personalised,

Get the most out of the presentation text

4603782 Together (Ar) TB1.indb 6 25/06/2018 14:27

Each unit contains a minimum of

Focus boxes draw attention

The practice exercises frequently

A listening exercise features at least

Get the most out of listening exercises

Unit walkthrough vii

4603782 Together (Ar) TB1.indb 7 25/06/2018 14:27

The Get going presentation text is

The new vocabulary is shown clearly

After each vocabulary exercise,

Get the most out of grammar

viii Unit walkthrough

4603782 Together (Ar) TB1.indb 8 25/06/2018 14:27

Two or more sentences from the

In cases where grammar rules are less

Most exercises give an example

There is one optional Pairwork

At various stages in the unit, there are

4603782 Together (Ar) TB1.indb 9 25/06/2018 14:27

Practical English begins with a

When the Practical English focus is

Get the most out of writing

4603782 Together (Ar) TB1.indb 10 25/06/2018 14:27

The Put it together activity is an

The writing activity always uses

Display students’ work Encourage your students to take

lassroom Presentation Tool: Interactive exercises