American
English

Personal
Personal  
Best
Teacher’s Book
A2 
Elementary

Series Editor 
Jim Scrivener
Author
Sheila Dignen
 

THE COMPLETE PACKAGE

What i available for Personal Best 

Student’s Book +
online access
Teacher’s Book + • 12 units of class
online access material
• Teacher’s Book • Review and Digital Book
 with interleaved
interleaved Practice sections
every 2 units • Complete digital
Student’s Book
 version of the course
course
• Guidance notes, • Grammar Practice, Vocabulary
Practice and Communication Practice • Answer Keys, Class
 Answer Keys,
sections  Audio and Video
 Audio and Video scripts • Access code for Richmond Learning • Use on any interactive
• Access code for Richmond Learning
Platform  whiteboard, or with a computer
Platform
and projector

Teacher’s Workbook +audio

Richmond
Resource Book • Practice of the Testing
• Over 60 language and skills
in the Student’s • Download
supplementary
Book unit,
photocopiable
progress
resources • For homework or
and mid-/
• Grammar, self-study 
end-term
 vocabulary and skills activities
activities • Review and tests
 with Teacher’s
Teacher’s notes
notes Practice sections every unit
• Editable versions
• Copy-and-go grammar and • Additional Writing Practice section • Richmond Test Manager for digital
 vocabulary progress tests
tests • Downloadable audio mp3s and customized tests

Class Audio / Language App Richmond

Video pack
• Fun games and Learning
• Student’s Book activities for extra Platform
 Audio CDs grammar and
• Extended
• Student’s Book  vocabulary practice
practice
 Video DVD • Rewards and scores to activities
show progress for
grammar, vocabulary and skills
• Class Audio mp3s and Video mp4s

• Assign, track and grade activities

and tests
 

CONTENTS

  STUDENT'S BOOK CONTENTS  p 4

  INTRODUCTION  p 6

1   You and me  p 20

2   Work and play  p 36

3   People in my life  p 56

4   Home and away  p72

5   What are you wearin

wearing?
g?  p 92

6   Home and cities  p 108

7   Food and drink  p 128

8   In the past  p 144

9   Education, education!  p 164

10   People  p 180

11   On the move  p 200

12   Enjoy yourself  p 216

  GRAMMAR PRACTICE  p 236

  VOCABULARY PRACTICE  p 284

  COMMUNICATION
COMMUNICATION PRACTICE  p 328

  AUDIO SCRIPTS  p 354

  WORKBOOK ANSWER KEY  p 367

 3

CONTENTS

LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY

1   You and me   the verb be   contractions of be   countries and READING Learning

Curve SPEAKING
  possessive   sentence stress nationalities a blog about a   asking for and giving
1A Meeting and greeting p4 adjectives   numbers summer spent in personal information
1B My summer blog p6   ‘s for possession
‘s for 1 – 1,000 London   asking for clarification
  personal objects approaching a text
 
1C Is that a “man bag”? p8
PERSONAL BEST
simple statements
 

1D Where's my wallet? p10

with be   a conversation in a
lost and found office

2   Work and play   simple present:   -s and -es

-s and  endings  jobs and job
-es endings   Learning
Curve LISTENING WRITING
affirmative and   auxiliary verbs verbs opening and closing
 
  a video looking at work
2A What I do p12 negative  in
do/does in
do/does activities (1)
  an informal e-mail
and free-time activities
2B Weekdays, weekends 
weekends  p14   simple present: questions connectors: and,
connectors:
  but, 
 and, but, 
  listening for names,
questions and or 
2C Find a roommate p16 places, days, and times
2D A new city p18
  introduction to the PERSONAL BEST

sound //
an e-mail to a friend
 

1  and 2 REVIEW and PRACTICE   p20

3   People in my life   frequency   sentence stress   family READING Learning

Curve SPEAKING
adverbs and   -ing  forms
ing forms   activities (2) a website about local
 
  making plans
3A Time together p22 expressions clubs you can join
 
  accepting or declining
3B A new group p24 love, scanning a text an invitation
enjoy,like, hate,  

don’t mind    and too

 also and
 also
3C Opposites attract p26 + noun/-ing
noun/-ing form
 form
 

PERSONAL BEST

3D A night out p28   making plans with a

friend to do an activity

4   Home and away   prepositions of   sentence stress   daily routine Learning

Curve LISTENING WRITING
time  linking verbs describing a photo
 
  a video about the
4A 24 hours in the dark p30   present consonants   the weather and weather in different using personal
 

4B Weather around the continuous and vowels the seasons parts of the world pronouns
world p32   listening for the main PERSONAL BEST

4C A long weekend p34 idea

  an e-mail describing
4D A holiday with friends
  sentence stress
p36 a holiday

3  and 4 REVIEW and PRACTICE   p38

5   What are
are you wearing?   simple present   dates   clothes READING Learning
Curve SPEAKING
and present   can and can’t 
can and   ordinal numbers an article about   shopping for clothes
5A Party time p40 continuous   hobbies uniforms and if we like   offering help
5B Don’t tell me what to    and can’t 
can and
can wearing them
wear p42 identifying facts and
  PERSONAL BEST

opinions a conversation in a
5C Do the things you love p44  

adjectives
  clothes store
5D Can I try it on? p46

6   Homes and cities  there is/there are,   there’s/there are   rooms and Learning
Curve LISTENING WRITING
 some/any    sentence stress furniture topic sentences
 
  a video about unusual
6A A small space p48  prepositions of   common describing places
homes  

6B Amazing homes p50 place adjectives

  identifying key points PERSONAL BEST
   

6C The Big Apple p52 modifiers places in a city  

contractions   a description of your
6D Beautiful places p54 town or city

5  and 6 REVIEW and PRACTICE   p56

 4 Language App, unit-by-unit grammar and vocabulary games
 

CONTENTS

LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY

7   Food and drink  countable and  some/any 

    food and drink READING Learning
Curve SPEAKING
uncountable  weak form of    containers and an article about what   in a restaurant
7A Food to your door p58 nouns + some/any 
+ some/any  portions people eat for lunch   asking politely for
7B Stopping for lunch p60  quantifiers:  
quantifiers: around the world
something
(how) much/many, skimming a text
 
7C Are you hungry? p62  a lot of, PERSONAL BEST
pronouns and
 

7D Out for dinner p64  a few, a little possessive adjectives   ordering food in a
restaurant

8   In the past   past of be, there   was and were

was and   inventions Learning
Curve LISTENING WRITING
was//there were
was   -ed  endings
 endings   life stages planning and making
 
  a video about our
8A Technology through   simple past: irregular verbs notes
 
favorite inventions
the ages p66 irregular verbs and inspirations sequencers
 

8B Life stories p68   simple past: regular   listening for numbers, PERSONAL BEST
verbs and past time dates, and prices
8C Life in the 1980s p70
a story about an
expressions  

8D What happened to you?

  phrases
p72 experience you had

7  and 8 REVIEW and PRACTICE   p74

9   Education, education!   simple past:   intonation in   school READING Learning

Curve SPEAKING
questions questions subjects and an article about
 
  making suggestions
9A School days p76   verb patterns: verb   like and like
‘d like and education different education   sounding sympathetic
9B Lifelong learning p78 + to infinitive
to infinitive   resolutions experiences
9C Change your life p80
understanding words PERSONAL BEST

that you don’t know   describing and

9D What’s the problem? 
problem?  p82
 and so
because and
because
   so responding to problems

10   People   comparative   -er  endings

 endings   adjectives Learning
Curve LISTENING WRITING
adjectives   superlative to describe writing a description of
 
  a video about
10A First dates p84   superlative adjectives places a person
changing our
10B You look so different! p86 adjectives   describing appearance clauses with when
 

appearance
10C The yearbook p88  listening for detailed PERSONAL BEST
  personality information (1)
10D Someone that I admire p90 adjectives   a description of
  weak forms
someone you admire

9 and 10 REVIEW and PRACTICE   p92

11   On the move   have to/don’t   to/has to

have to/   travel and READING Learning
Curve SPEAKING
have to  
sentence stress transportation  
an article about the   arriving at a hotel
11A Getting to work p94   to, future
be going to,   vacation unusual way Jordan   checking information
11B Looking for Elizabeth time expressions activities Axani found a travel
Gallagher  
Gallagher p96 partner PERSONAL BEST

  reading for detail a conversation at

11C Road trip p98  

  adverbs of probability a hotel reception

11D In a hotel p100

12   Enjoy yourself!   present perfect   sentence stress   entertainment Learning

Curve LISTENING WRITING
with ever  and
 and   vowels   opinion writing and replying to
 

12A Going out p102   a video about books

never  adjectives an invitation
that have become
12B The book was better! p104   present perfect movies articles: a/an,
articles:
  the, or
 a/an, the, or
12C A famous voice p106 and simple past no article
 listening for detailed
12D Would you like to come? p108 information (2) PERSONAL BEST

  linking consonants   an invitation to a party

and vowels
and a reply

11 and 12 REVIEW and PRACTICE   p110

Grammar practice p112  Vocabulary practice p136  Communication practice p158  Irregular verbs p176
 Language App, unit-by-unit grammar and vocabulary games   5

A personal welcome to Personal  Best

Personal
by Jim Scrivener, Series Editor

Jim is an internationally respected writer, teacher trainer, materials designer, course

leader and educational consultant. His work is mainly focused on practical classroom
methodology and teaching techniques – on what works in the classroom. Over the
years, he has taught and trained in many different teaching and learning environments
around the world. Jim is an established and regular conference presenter.
presenter. His books
have twice won the Duke of Edinburgh English Speaking Union awards
Heo! And welcome
Heo! as well as the International House prize and the ARELS Frank Bell Prize.

to Personal Best.
I’d like to show you some of the features I really like about this book and point out some
 ways that you can get the most out of it. There are two key ideas that power the concept
of Personal
of Best::
 Personal Best

It’s Personal  The course focuses on students as individuals who learn at different speeds and
have different strengths and weaknesses.
It helps learners achieve their Best To help students reach their full potential, we have focused
on the vital role of PRACTICE
PRACTICE.. The course makes sure that students can actually take away the
use.
language they can use.

How i Personal Best different? 

Grammar is taught in stand-alone lessons, separate from skills work . In many coursebooks,
LANGUAGE
students have to understand difficult reading or listening passages before they can extract and
study grammar points. In Pers
In Personal
onal Best  language work is not tangled up within long reading or
Best language
listening texts.
speech  to help with recognizing and
The pronunciation syllabus focuses on connected speech to
producing language.
prioritized. Personal Best includes two or more vocabulary sets per unit. Voc
Lexis is prioritized. unit.  Vocabulary
abulary items
items
are useful and relevant for students and are used in discussions or tasks or for other work on a topic.
 Above all, PRACTICE is given priority in the course.
PRACTICE is

syllabus. Students can see what is being focused on in the

There is a comprehensive skills syllabus.
SKILLS
Listening Builder, Conversation Builder, Text Builder, and Skill boxes.
for grammar presentations,
Reading and listening skills pages are designed not as vehicles for grammar
but develop learner skills and strategies.
better. Students are challenged
Serious attention is paid to helping students speak and write better.
to make use of selected functional language and to improve specific speaking or writing skills.
There are clear task goals and cumulative aims for speaking and writing activities.

PRACTICE

 at e heart of learning

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As
every experienced teacher knows, doing the work, page after page, doesn’t necessarily mean that the
students take away anything useful from a lesson. We need to make sure that there is deeper learning.
The most important way that this can happen is through a quantity of focused, meaningful practice.
 6

INTRODUCTION

We believe that typically students struggle with new language because they simply don’t get
sufficient practice. They need lots of safe opportunities to try out using new language.  Personal
 offers them a wealth of practice in a variety of exercises, tasks, and games in the Student’s
 Best offers
 Best
Book , Workbook , the Personal Best Language App,App, the Richmond Learning Platform,
Platform, and the
innovative ‘3xPractice’ feature in the Teacher’s Book .

Moving beyond e ‘correct answer’ 

Teachers typically ask students to do each coursebook exercise on their own (or possibly
Teachers
in a pair) and then they check the answers together in the whole class (or students do this
individually using a list of answers). The class then typically moves on to new work.
Just collecting a list of correct answers doesn’t necessarily mean that students have really
understood the language point. Students might get a correct answer by luck, by guessing, by
listening to other students, by copying, by pretending that they agree with what you said, etc.
When students call out their answers, teachers usually hear the students who are stronger,
faster, or louder – and say ‘good’ to their answers.
answers. But it’s important to remember that these
students are, of course, the ones who have already got the correct answers. It’s the other
students we need to be interested in. And just because some students have a correct answer,
it doesn’t mean that they can actually use the items. A correct answer is the first step
use the step towards
helping students to use the items, not the final goal.
It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really
feeling confident with the language items themselves. One simple and enjoyable way you could try
is by revisiting an exercise more than once – to go back to it after the original task and checking it
has been completed and re-explore it, like a gold miner, digging deeper to find more treasures. 
treasures. 
By repeatedly reading, remembering, studying, saying, and just ‘playing with’ the language, it is
far more likely to lodge deeper in your students’ minds and become part of their usable database
of language.

Whahatt ii ‘3xPrac

‘3xPracce’? 
ce’? 
How can I help my students to really learn the items they study? How can that learning be
deeper and more long-lasting? The 3xPractice  feature encourages students to play around
3xPractice feature
 with new language and experiment with forms and meanings so that they are ‘nudged’ towards
greater internalization, memorization, and personalization.
In the Personal
the Personal Best Teacher’s Book, we will offer you lots of ideas for 3xPractice
Best Teacher’s  so that, if you
3xPractice so
 want to and have time, you could really exploit the exercises and get much more learning value
out of them. You may not want to do this every time you do an exercise – but I encourage you to
try it sometimes, to see how much more an exercise can reveal beyond just the ‘correct answer’.

Enjoy using Personal Best 

I really hope you enjoy using this course with your students – and don’t forget to check out all
those extra ideas we’ve put together in the Teacher’s Book. You’ll
You’ll find warmers,
warmer s, extra activities,
concept questions, and plenty more.
Can a course book help students to reach their personal best? Not on its own, certainly – but
perhaps, together with your skill and interest and personal touches, you may find a course here
that not only helps your students to learn more and learn deeper than they thought possible but
also helps you as a teacher to teach to your personal best.
 7

INTRODUCTION

Approach to Language teaching: A and C Lessons

Lessons A and C always focus on Language. They cover grammar, vocabulary, and pronunciation and use accessible,
graded texts or audio to contextualize the language point. There is an emphasis on practice via clearly staged activities
 with additional practice in the Grammar Practice,
Practice, Vocabula
 Vocabulary Practice; and Communication Practice sections,
ry Practice; Practice sections, the
Personal Best Language App,App, the Workbook , and the Richmond Learning Platform.
Platform.

LANGUAGE Lesson A – Grammar, vocabulary, and pronunciation

Clear grammar Grammar practice sections

Each lesson has clear boxes give a provide more explanations
explanations,,
Each unit is constructed around aims for grammar and summary of the examples and opportunit
opportunities
ies
a useful and stimulating topic. vocabulary. structures being taught. for practice.

UNIT simple present and present continuous   clothes   ordinal numbers

 LANGUAGE 5A

3 A Underline the verbs in the simple present and circle the verbs in the present continuous in the text.

5 What  are you wearing?

  B Complete the rules with simple present or present continuous. Then read the Grammar box.
1 We use the to talk about facts and things that happen regularly.
2 We use the to talk about things that are happening now or temporary actions.
LANGUAGE simple present and present continuous   clothes   ordinal numbers
Grammar simple present and present continuous
5A Party time For things that happen regularly or are always true, we use the simple present:
always  happens  in January or February.
It always happens I live
live in
 in Shanghai.
  1 Look at the pictures in the text. What are the people wearing? Choose from the words in the box.
For things that are happening now or temporary actions, we use the prese nt continuous:
a dress a shirt pants boots a jacket sandals a hat a suit I’m having 
having dinner with my family now. I’m visiting Seville
visiting Seville this week.

Go to Vocabulary practice: clothes, page 143 Go to Grammar practice: simple present and present continuous, page 120

  2 A Read the text. Match pictures a–c with names of celebrations 1–3.   4 A Complete the interview with the correct form of the verbs in parentheses. Which person
from the text is the interview with?
  B Match sentences 1–5 with the three celebrations.
1 This celebration takes place in Brazil.
2 A lot of people wear red for this celebration.  A   Hello. I’m from 103 FM Radio. 1  you a good time? (have)
3 This celebration starts on a Friday. B  Yes, it’s amazing! We 2  every year. (come)
 A   What 3  you right now? (do)
4 This celebration happens in the winter.
B  We 4  the local people go by on their horses. (watch) The women look beautiful!
5 Animals take part in this celebration.
 A   What 5  they ? (wear)
a B  Long flamenco dresses with special sandals, lots of jewelry, and flowers in their hair. People at the fair
always 6  traditional clothes like that. (wear)
7
 A    you here? (live)
B  No, I 8  just the city this week. (visit) It’s my favorite festival in the whole country.
 A   Great to talk to you! Enjoy the rest of the celebration.

B  5.3   Listen and check your answers.

Go to Communication practice: Student A page 161, Student B page 170

b
My name’s Hong, and I live in Shanghai. Today’s January 28 th, and I’m   5 Match festivals 1–5 with dates a–e.
celebrating Chinese New Year with my family. Chinese New Year always
1 New Year’s Day b  Ja nuary 15th
takes place in January or February, but the date changes every year. For
2 U.S. Independence Day a  March 8th
example, it’s on February 5th in 2019 and on January 25 th in 2020. 3 Martin Luther King Jr. Day c  January 1st
Before New Year, we clean our homes and decorate them in the
4 Valentine’s Day d  July 4th
color red for good luck. Then we have a special dinner with our
5 International Women’s Day e  Febr uary 14th
family and wear red clothes. I’m having dinner with my family
now, and I’m wearing a red shirt. We’re all having a great time! Go to Vocabulary practice: ordinal numbers, page 143

    6 A 5.5   Pronunciation: dates  Listen and repeat the dates. Which words are stressed?
My name’s Ana, and I live in Rio de Janeiro. People from It’s July fourteenth. It’s August twenty-fifth. It’s the second of May. It’s the third of June.
all over the world visit Rio at Carnival time. Carnival is on a
different date every year, but it’s always in February or March.   B 5.6   In pairs, say each date in two different ways. Listen, check, and repeat.
It starts on a Friday and finishes on a Wednesday. Today’s It’s April first. It’s the first of April.
Sunday, February 26th – the third day of Carnival – and I’m 1 April 1 5 October 31 9 February 26
 watching a parade with my friends. The dancers and musicians in 2 July 4 6 November 20 10 March 5
c the parades are wearing beautiful, colorful costumes. 3 August 8 7 December 30
4 September 12 8 January 16

I’m Antonio, and I’m visiting Seville this week for the April Fair. I live in  
Madrid, but I come to Seville every year in April. Today’s April 18 th – the
second day of the fair – and right now, I’m walking around with my friends. The
 April Fair is a party for the whole city. It starts at midnight on a Monday and
finishes on a Sunday. The women wear flamenco dresses, jewelry, and flowers
in their hair, and the men wear suits and hats. Some people ride horses. The
atmosphere’s fantastic!
7 A Ask different classmates about their birthdays. Who has a birthday in the same month as you?
A When’s your birthday?  B My birthday’s on March 7 th.
A What do you usually do on your birthday?   B I usually go out for lunch with my family. What about you? 
B Tell the class about your classmates’ birthdays.
Elena’s birthday’s on June 4th. She always goes out with her friends.

40 Personal Best
  Write sentences about some of your classmates. What do they usually wear to class? What are they wearing today? 41

1 _ - . 1 1 1 : 1 _ - . 1 1 1 1 :

The language presentation texts Every grammar point is practiced on Stronger students, or those who finish quickly,

are short and carefully graded to the Personal Best Language App. can engage with the language further in a
allow students to focus on the Personal Best activity. Alternatives for weaker
teaching point. students are provided in the Teacher’s Book.
 8

INTRODUCTION

LANGUAGE Lesson C – Grammar

Grammar,, vocabulary and
a nd pronunciation

Each language lesson has

Communication practice 
Communication one Pronunciation focus.
A selection of key lexical items  Vocabulary practice sections
 Vocabulary sections provide additional The Personal Best Language
connected to the lesson topic is present and practice additional pairwork activities to practice the App also contains a variety of
presented. topic vocabulary. language. pronunciation exercises.

5
1 LANGUAGE can and can’t     hobbies can and can’t     hobbies LANGUAGE 5C

  4 Look at the sentences in exercise 3. Choose the correct options to complete the rules.
Then read the Grammar box.
5C Do the things you love 1 We put the base form of a verb with / without “ to”
to” after can.
2 The he and she  form of can is the same as / different from the other forms.
  1 Work in pairs. Match the verbs in the box with pictures 1–5 in the text. 3 The negative form of can is can’t / don’t can.

sew bake take photos paint make jewelry Grammar can and can’t 

Go to Vocabulary practice: hobbies, page 144 can to talk aboutability: can to talk about permission:
He can  make money by doing what he loves. You can   park here. We can sit here.
  2 A Read the web page. Which people don’t have another job?
 She can sew. Negative:
  B Read the web page again and answer the questions. can to talk about possibility: People can’t  use
 use them for free.
1 How does Sandra make money? 4 Where does Edith sell her clothes? People can pay to download them. Questions and short answers:
2 What does Paul paint? 5 Where do people buy Alain’s cakes? You can buy Alain’s cake at this bakery. Can you make money from your hobby?
3 Do people buy Alexa’s photos directly from her? Yes, I can. No, I can’t .

MONEY MONTHLY    Go to Grammar practice: can and can’t, page 121

Do the things you love   5 A

1
Pronunciation:  can and can’t  Listen and repeat.
5.9   Pronunciation:
My brother can speak Italian. 4 You can’t sit there.
2 I can ride a bike. 5 A Can you knit? B Yes, I can.
Do you have a hobby? Perhaps you write a blog, collect stamps, or play chess. Or maybe you 3 My sister can’t play the violin. 6 A Can John play chess? B No, he can’t.
draw or paint. These are all great hobbies, and many people enjoy doing them for pleasure,
but can you make money from your hobby? Read this week’s ar ticle and find out.   B 5.10   Say the sentences. Listen, check, and repeat.
5
1 I can’t swim. 4 David can’t sew.
Meet Sandra, Paul, Alexa, Edith, and Alain. ey all make money from their hobbies. 2 You can sell your cakes here. 5 Ellie can sing.
3 A Can I ask you a question? B Yes, you can. 6 A Can you cook French food? B No, I can’t.
1 2   3   4
Go to Communication practice: Student A page 161, Student B page 170

  6 A Imagine you are the manager of a store. Decide the rules for
your salesclerks. Complete the sentences with can or can’t.

1 You wear your own clothes at work.

SANDRA  works
 works full
time in an office, but in
her free time, she makes
 jewelry. She started
started
making jewelry when
she was a girl and now
makes earrings, bracelets,
and rings, and sells them
online. She can earn
about $150 a month
from her hobby. She also
 wears some of the things
she makes.
PAUL’s a teacher and, in  
his free time, he paints.
He paints beautiful
paintings of animals.
People often ask him
to paint their pets. He
usually goes to their
homes to see the pets,
draws a picture, and then
finishes the painting in
his studio at home. He
sells about ten paintings
every year.
ALEXA ’s ’s a nurse and her
hobby is photography
photography..
She has three different
cameras. She usually
visits interesting places
on weekends. She takes
great photos, and she
often uploads her photos
to photo libraries. People
can’t use them for free,
but they can pay to
download them.
2 You read magazines in the store.
3
EDITH AND ALAIN  4 You
You drink coffee
use your andin
phone tea when
the you’re at work.
store.
are retired. Edith can
sew and make dresses, 5 You choose what time you have lunch.
shirts, and pants. She 6 You get a discount when you buy things in the store.
sells her clothes at the
local market. Alain loves   B In pairs, ask and answer questions about your rules. Do you want to work in your partner’s store?
cooking, and he bakes Why/Why not?
delicious cakes. He sells
A Can I wear my own clothes at work?   B No, you can’t. Everyone wears a uniform.
them to local cafés, and
people love them. “It’s   7 A Match sentences 1–5 with headings a–e.
great,” he says. “I can
1 You can’t go swimming in the ocean here 3 You can drive a car if you’re over eighteen.
make money simply by
because we don’t have a beach. 4 You can visit the Science Museum.
doing what I love!”
2 I can bake really good cookies. 5 I can’t speak Japanese.

a Yo
Your
ur abilit
ilities:
ies: thin
things
gs that
that you
you can
can do b Yo
Your
ur abilit
abilities:
ies: things
n gs that
that you can
can’t
’t do
  3 Complete the sentences from the text with the phrases in the box.
c Things that people can do in your town or city
ty d Things that people can’t do in your town or city
ty
can’t use can pay can make can earn
e Things that you can do in your country if you’re over eighteen
1 She about $150 a month.
2 People them for free.   B Think of more sentences that are true for you in pairs.
3 They to download them.
In our city, you can watch a soccer game at the national stadium.
4 I money simply by doing what I love.

44 Personal Best Write about your favorite hobby. When do you do it? Do you do it with other people? Can you earn money from it? 45

1 _ - . 1 1 1 : 1 _ - . 1 1 1 :

Every vocabulary set is practiced on

the Personal Best Language App .

 9

INTRODUCTION

Approach to Skills teaching: B Lessons

Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking.
Each B lesson focuses on one of the receptive skills, i.e., listening or reading. The listening lessons feature a video
 webshow called Learning
called Learning Curve
Curve. The listening and reading lessons feature Skill
Skill,, Text builder,
builder, and Listening builder 
builder 
boxes.

SKILLS Lesson B – Reading

Each lesson has clear aims for Reading Skill boxes focus on and practice a
the Reading Skill and Text builder particular reading skill, such as approaching Each reading lesson is built around
features. a text, skimming and scanning, etc. a full-page text.

5
1 SKILLS READING identifying facts  and opinions    adjectives identifying facts and opinions    adjectives   READING SKILLS 5B
1D

5B Don’t tell me what

what to wear
  1 Read the introduction of the text and discuss the questions in pairs.

Do you wear a uniform at work or in school?

 YES
Describe your uniform to your partner.
Do you like wearing it? Why/Why not?
Skill identifying facts and opinions
NO
UNIFORMS  ARE YOU A FAN?
Do you think uniforms are a
good idea? Why/Why not? Uniforms are common for schoolchildren, police officers, firefighters,
firefighters, soldiers, and a lot of other jobs.
But do people like wearing uniforms? Does a uniform make you feel part of a group, or do people dislike
looking exactly the same? Here, five readers give us their opinions.

Texts often include both facts and opinions.

R, 
A fact is a piece of true information: New Year’s Day is on January 1 st .
An opinion is what someone thinks about something. You can express an opinion with: I wear a uniform to school every day. e uniform for boys is black
a verb: I think (that) …,
…, I don’t think (that) …,
…, I agree,
agree, I don’t agree shoes or sneakers, black pants, a white shirt, and a blue sweater. It’s
adjective: good , fun
a positive or negative adjective: good  fun,, fantastic
fantastic,, bad , horrible pretty boring, but I don’t mind wearing it. I think it’s OK to have
a school uniform. It means my parents don’t need to buy lots of
clothes.
  2 A Read the Skill box and the text. Find one fact for each person.
1 Richard 4  Nikki M, 
2 Maria 5  Hannah I work in fashion, and clothes are a big part of my life. I always
3 Saif  wear fashionable suits
suits to work. It’s
It’s important to look good on mymy
B In pairs, say your facts. Do you remember which person says them?  job – your clothes say a lot about you. Uniforms areare fine for some
A  I wear a uniform on my job – a hat, a shirt, and pants. B That’s Hannah. people, but not for me. I don’t want someone telling me what to
 wear.
3 Read the text again and answer the questions.
Which person/people think(s) that …
1 uniforms aren’t for everyone? 4  his/her uniform’s not interesting? S, 
2 his/her uniform’s not nice? 5  uniforms are a good idea in his/her situation? Everyone knows we wear a uniform in the fire department. We
3 his/her uniform is nice? , , , ,  wear special boots,
boots, pants, jackets,
jackets, gloves, and helmets
helmets because we
need them. It also shows people that we’re firefighters – we’re there
Text builder adjectives to help them. I think our uniform’s great! It makes me feel part of
the fire department.
Adjectives often show someone’s opinion:
It’s pretty boring
pretty boring.. We have a  nice
 nice  uniform at the bank. The hat’s terrible
terrible..
Adjectives come before a noun and after the verb be: N, 
We wear a great 
a  great  uniform. The uniform’s
uniform’s great 
 great !  We have a nice uniform at my bank – the the women all wear
wear an
attractive jacket, a white shirt and scarf, and pants or a skirt. It
makes life simple because you don’t need to choose your clothes
4 Read the Text builder. Find more examples of adjectives in the text. Does each one come
before a noun or after the verb be?
in the morning! I think the uniform’s very fashionable, too – it’s
similar to my own clothes.
5 Look at the pictures. Imagine you wear one of the uniforms. Write a paragraph about your
uniform. Give facts and opinions.
H, 
a b c d I wear a uniform on my job – a hat, a shirt, and pants. I don’t like
my uniform. I don’t like the fabric, and the hat’s terrible. But I
agree that uniforms are necessary on my job because they often get
dirty, and I don’t want to wear my own clothes at work.

42 Personal Best
Challenge! Choose a profession and design an ideal uniform for men and for women. Write a description of it. 43

1 _ - . 1 1 1 : 1 _ - . 1 1 1 :

Text builder boxes focus on aspects of text cohesion, Stronger students, or those who finish quickly,

sequencing, referencing, or language associated with can engage with the language further in a
a particular genre such as narratives or articles. Personal Best activity. Alternatives for weaker
students are provided in the Teacher’s Book.
 10

INTRODUCTION

SKILLS Lesson B – Listening

Each listening lesson is built around the

Each listening lesson features a Learning Learning Curve webshow, which presents
vocabulary set. Key lexical items Curve documentaries and vox pops on the unit topic.
Each lesson has clear aims
for the Listening Skill and are previewed on the page and Students are exposed to a variety of accents and to
Listening builder features. exemplified in the video. features of natural spoken speech.

61 SKILLS
SKILLS LISTENING identifying key  points   contractions    common adjectives identifying key points  contractions    common adjectives LISTENING SKILLS
SKILLS 6B
1B
  5 6.10   Read the Skill box. Then watch or listen to the second part of the
show. Complete the key points with the names.
6B Amazing homes
Learning
Curve
  1 Match pictures a–h with the adjectives in the box.

clean narrow light traditional heavy wide modern dirty

a b c d

 Josh Charlotte Danielle Manu

1 ’s home is very big and very old.

2 ’s home is small, and it’s not expensive.
3 ’s only living in this home for a short time.
4 ’s home has both modern and traditional things.
e f g h
6 6.10   Watch or listen again. Are the sentences true (T) or false (F)?
1 There aren’t any windows in Josh’s apartment.
2 It’s quiet in his apartment at night.
3 Charlotte has some new things in her kitchen.
4 Her wardrobe’s very expensive.
5 Danielle’s house is in Canada.
6 She’s cleaning the shelves right now.
Go to Vocabulary practice: common adjectives, page 145 7 Manu lives in his beach house for nine months every year.
8 He’s a teacher in California.
  2 Think of the homes of your friends and family. Describe them to your partner with the adjectives.
My parents’ apartment has a modern kitchen and bathroom. There’s an old armchair in the
7 Discuss the questions in pairs.

living room. 1 Do you live in a house or an apartment? 3 Describe your favorite room.
How old is it? 4 Do you live in your house or apartment
3 A In pairs, look at the pictures from the show. What adjectives can you use to describe each 2 Are there old or new things in it? all year?
house?
Listening builder contractions

When people speak, they usually contract verbs:

He is calling from California! →  He’s calling from California!

My home is not big. →  My home  isn’t  big.

  big.
I do not understand. →  I don’t  understand.
  understand.

  8 A Read the Listening builder. In pairs, complete the sentences from the show with the
a house in the Czech Republic b house in the Philippines contractions in the box.

B 6.9   Watch or listen to the first part of LearningCurve and

Curve and check your answers. don’t there’s it’s I’m bed’s they’re

  4 6.9   Watch or listen again. Which house in exercise 3 do sentences 1–5 describe? 1 When cold, the house turns and moves up, and gets a lot of sun.
Write a or b. 2 I mean a garage at a house.
3 There are about 300 small apartments. And very cheap.
1 This house can move up and down.
4 My opposite the kitchen.
2 This house is on an island.
5 There are four bedrooms, and a bathroom next to each bedroom.
3 This house changes with the weather.
6 a teacher!
4 This house can get bigger.
5 This house is above the ground because it’s dry there. B 6.11   Listen and check.

Skill identifying key points 9 Discuss the questions in pairs.

1 What do you remember about the homes in the video?
When people speak, listen for the important things they say. 2 Which homes in the video do you like? Why?
• Don’t worry if you don’t understand every word. 3 Which homes don’t you like? Why?
• People often give an example of the key points usingfor
usingfor example,
example, such as,
as, or e.g. 4 Do you prefer modern or traditional homes? Why?
• Listen to which words are stressed. People often emphasize the most important ideas. 5 Do you know someone who lives in an unusual home? Can you describe it?

50 Personal  Best
Challenge! Write a paragraph about your home or another person’s home. 51

1 _ - . 11 1 1 1 : 1 1 _ - . 1 11 1 1 1 : 1

Each listening lesson Each listening lesson The vox pops also act as models for
focuses on and focuses on and short speaking tasks where students
practices a particular listening practices a particular aspect of talk about their own experiences.
skill, such as listening for the connected speech, such as
main idea(s) or identifying the contractions, linking, sentence
key points. stress, etc.
 11

INTRODUCTION

Approach to Skills teaching: D Lessons

Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking.
Each D lesson focuses on one of the productive skills, i.e., speaking or writing. The speaking lessons feature a video webshow
called Learnin
called Curve. The writing and speaking lessons feature Skill
 Learningg Curve. Skill,, Text builder,
builder, and Conversation builder boxes,
builder boxes,
The D lessons bring together the language and skills practiced in the unit in a supported Perso
supported Personal Best productive task.
nal Best

SKILLS Lesson D – Speaking

Each speaking lesson focuses on

Like the listening skills lessons, each and practices a particular function,
speaking skills lesson is built around such as telling a personal story or
Learning
Curve the Learning Curve webshow. In speaking on the phone. The Conversation
Each lesson has clear aims for speaking lessons, the hosts talk builder highlights the functional language
the Conversation builder and about their personal lives through video diaries, from the video and gives students target
Speaking Skill features. and we see them in different situations. expressions to take away.

51 SKILLS
SKILLS SPEAKING shopping  for clothes   offering help shopping for clothes    offering help SPEAKING SKILLS
SKILLS 2D
5D
Conversation builder shopping for clothes

5D Can I try
try it on? Asking for information: this /that /these/those:
Learning Do you have this (suit)/these (jeans)
Curve
  1 A Do you enjoy shopping for these things? Why/Why not? Tell your partner. in (blue/a size 38/a medium)? 
What colors are there? 
books food clothes shoes jewelry sports equipment birthday presents
Do you sell (pajamas)? 
  B Do you like shopping in these places? Where are the women’s
I like this (shirt). I like these (shirts).
changing/dressing rooms, please? 
department stores supermarkets markets local stores online shopping malls
How much is it/are they? 
Asking for permission:
  2 5.11   Watch or listen to the first part of Learning Curve.
Can I try this (suit) on, please? 
Are the sentences true (T) or false (F)?
Can I pay with cash/by credit card? 
1 Simon, Kate, and Jack all want some new clothes.
I like that (shirt). I like those (shirts).
2 They have a big event next week.
3 They want to order things online.
  6 Read the Conversation builder. Choose two items in the box. In pairs, take turns asking and
3 5.11   Watch or listen again. Choose the correct options to
answering questions about them. Ask about the prices, sizes (small, medium, or large), and colors.
complete the sentences.
1 Simon likes / loves / doesn’t mind shopping for sports equipment. dress shirt jacket jeans pajamas shorts
 
2 He likes / doesn’t like / doesn’t mind shopping for birthday presents.
A Do you have this dress in a small? B No, I’ m sorry, we don’t. We only have it in a large.
3 He likes / doesn’t like / doesn’t mind shopping at department stores.
4 The big event is a special dinner  /
 / show  / party . Skill offering help
5 “First in Web TV” is a prize / video channel / website .
If someone needs something, we can offer to help them:
4 5.12   Watch or listen to the second part of the show and check ( ) the clothes that Simon,
• Ask if they need help:  Are you all right? Do you need any help? 
help? 
Jack, and Kate try on. • Ask if you can help: Can I help you? 
1 coat 6  scarf • Say what you will do: Just a minute. I’ll check. I’ll show you (where they are).
2 top 7 shirt Let me ask someone. I’ll be right back.
3 skirt 8 dress
4 tie 9 pajamas
  7 5.13   Read the Skill box. Complete the conversation. Listen and check.
5 suit 10 shorts
A 1 ?
B Yes, please. I’m looking for jackets.
A
2 .
B Thank you. Do you have this jacket in a large?
3
A . I’ll be right back. … Yes. Here you are.
B Thank you very much.

Go to Communication practice: Student A page 161, Student B page 170

  8 A  PREPARE
 
In pairs, read the situations. Choose your roles. Think about what you need to say.

Situation 1 Situation 2
You are a customer. You want to buy a blue T-shirt You are a salesclerk in a shoe store. You have
in a medium. You can spend $20. Ask to try the shoes in black, brown, and blue, in every size.
Student A T-shirt on. Ask about the dressing rooms. They are all $40.
Offer to help the customer.
  5 5.12   Match the two parts to make complete sentences. Watch or listen again and You are a salesclerk in a department store. You You are a customer. You want to buy some brown
check. have white, blue, and black T-shirts, in small and shoes in a size 9. Ask about the price. If it’s OK, ask
Student B medium. They are $19.99. to try the shoes on.
1 Do you have it a  s ell pajamas?
2 What colors b  this credit card here? Offer to help the customer.
3 Do you c  in a size 38?
4 Where are the d  a re there? B  PRACTICE Act out your conversations.
 
5 How much e  these on, please?
6 Can I pay with f  is it?   C  PERSONAL BEST Find a new partner and act out your conversations again. Is your conversation
 
7 Can I try g  women’s changing rooms, please? better this time?

46 Personal
PersonalBest
Best
Challenge! Write a conversation between a customer and a salesclerk in a clothing store or department store.   47

1 _ - . 1 1 1 : 1 _ - . 1 1 1 :

Each speaking lesson focuses on and Each speaking lesson ends the unit with a
practices a particular speaking skill, such as step-by-step personalization activity where
showing interest or taking turns, which is students follow three steps to consolidate
exemplified in the video. the Conversation builder and Speaking Skill
worked on in the lesson.
 12

INTRODUCTION

SKILLS Lesson D – Writing

Each lesson has clear aims A range of text types are modeled Each writing lesson focuses on and
for the Writing Skill and and exemplified, including blogs, practices a particular writing skill, such
Text builder features. e-mails and essays. as making notes or writing formally.

61 SKILLS WRITING topic sentences    describing places topic sentences    describing places WRITING SKILLS 6D
1D
Skill topic sentences

6D  Beautiful places When you write a text, give each paragraph one main topic. The first sentence of the
paragraph introduces the topic – we call it a “topic sentence.”
  1 A In pairs, match capital cities 1–8 with countries a–h.. For example, in paragraph 1, the “topic sentence” is: Lisbon’s the capital city of Portugal.

1  Kathmandu a  Kenya
2 Wellington b  Poland   4 A Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon.
3 Lima c  Nepal
B In pairs, write a topic sentence for each paragraph about Madrid.
4 Warsaw d  Bulgaria
5 San José e  Costa Rica
6 Nairobi f  New Zealand 1 . It’s in the middle of t he country, and it’s on the
7 Kingston g  Peru River Manzanares. Madrid is the capital of Spai n and an important political, economic,
8 Sofia h  Jamaica and cultural center.
  B Think of ten more capital cities.. 2 . A really old park is El Capricho. This park has a river,
a lake, and some interesting statues and fountains. Another famous park is El Retiro.
  2 . Match pictures a–e with paragraphs 1–5..
Read the description of Lisbon.
This is very popular with families.

3 . You can go to Plaza de Santa Ana, where there

are a lot of fantastic ba rs and restaurants. Other great areas for going out are La Latina,
Malasaña, and Chueca.

Text builder describing places

Describing a place’s location and geography: Recommending places:

a b
c d
… is the capital city of … There are wonderful views of … from …
… is in the middle of the country/on the River … /next to the ocean. If you want to go on a day trip, go to …
e … people live there. … is a good place for …
… is a great way to …
There are lots of places to …

Lisbon a city by the sea   5 Read the Text builder. Complete the sentences about the
1  Lisbon’s the capital city of Portugal. It’s on the River Tejo,
Tejo, and it’s next to the sea. Lisbon’s a pretty small capital city of Santiago.
city – about 550,000 people live there. 1 Santiago Chile.
2 River Mapocho.
  Lisbon has some very old areas. Alfama and Graça are beautiful old districts with narrow streets, small squares, 2 , go to Pomaire.
and interesting shops. Above them is the castle of São Jorge. There are wonderful views of the city from the
castle. You can walk to Alfama and Graça, or you can take the streetcar. It’s a great way to see this part of the city. 3 the city and the mountains from
San Cristóbal Hill.
3  If you want to go on a day trip, take the streetcar to Belém. It’s the last district before the beach. There are 4 Bike riding get to the top of the hill.
some interesting museums, a cultural center, and s ome really beautiful parks. You can try Belém’s famous 5 go out in the evening. Barrio Bellavista
nata, too. These are delicious custard pastries – perfect with coffee.
 pastel de nata, restaurants.
4  There are lots of places to eat and go out in Lisbon. Bairro Alto’s a good place, and there are lots of restaurants
and stores. It’s pretty noisy at night sometimes. If you want a traditional Portuguese restaurant, go to Alfama or
  6 A  PREPARE Choose a town or city that you know well. Make notes about the following:
 
Graça. • the location and population • places nearby to go on a day trip
• interesting areas to visit • good areas to go out (restaurants, stores, etc.)
5  You can visit Lisbon during any season. It’s not very cold in the winter. Spring and fall are lovely times to visit • places with good views • the weather in different seasons
because it’s usually warm and sunny. Summer in Lisbon’s very hot, but you can go swimming in the s ea to cool
down!   B  PRACTICE Write a description of your town or city. Begin each paragraph with a
 
topic sentence.
• Paragraph 1: Give geographical information about the location and population.
• Paragraph 2: Describe an interesting area in the city to visit.
• Paragraph 3: Describe a place near the city where people can go on a day trip.
• Paragraph 4: Talk about some good areas to go out.
  3 Write the paragraph number for each topic. • Paragraph 5: Talk about the best time to visit.
1 old parts of Lisbon 4 an interesting day trip
  C  PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do
2 when to visit 5 where to eat and go out  
you like about it? Is there a topic sentence? Can you improve the paragraph?
3 geographical information

54 Personal  Best
Challenge!
Challenge! Write about your favorite area in your town or city. Why do you like i t? What can you do there? 55

1 _ - . 11 1 1 1 : 1 1 _ - . 11 1 1 1 : 1

Each writing lesson focuses on and Each writing lesson ends the unit with a
practices a particular function such as step-by-step personalization activity where
expressing reasons and results, or use of students follow the three steps to consolidate
pronouns. The Text builder highlights an the Text builder and Writing Skill worked on in
aspect of written English to help students the lesson.
build their own texts.
 13

INTRODUCTION

Welcome to Learning Curve: the webshow for Personal Best

What i Learning Curve? 
Curve is an exciting webshow about
 Learning Curve
 Learning
interesting things from around the world. Located
Learning and filmed in New York and London, the Learnin
 Learningg
Curve
Curve hosts present documentaries, interview
people on the street, and also talk about their personal lives
through video diaries.
 Learning Curve exposes students to natural spoken language
and develops a range of speaking and listening skills. There
is a variety of interaction: monologs to camera, narratives
in flashback, two-way dialogs, phone conversations, video
conference calls, and group conversations.
How is the webshow integrated into the course?
Teacher's Book and can also be downloaded from the Richmond
 All the video content
content is integrated
integrated seamlessly
seamlessly into
into the course
Learning Platform.
 with one video lesson
lesson per unit
unit in the Listening
Listening (B) or the Speaking
Speaking
(D) lesson.
How does Learning Curve help to develop skills?
How and when do I watch Learning Curve?
Too often students are frustrated that while they can understand
There is a clear Learning Curve
Curve icon on the Student’s Book page their course book audio, they quickly feel lost when exposed to
 where video appears (or the
the corresponding
corresponding audio should
should be language outside the classroom. By using video to develop listening
played). This icon also appears in the Teacher’s Book. Students can and speaking skills, students will build the skills and confidence
 watch each show in its entirety (for enjoymen
enjoymentt or familiarization
familiarization to cope better with real life language environments; for example,
purposes), or it can be broken down into more manageable recognizing that it isn’t always necessary to understand every word
chunks, as recommended in each lesson. Each one is self-  when listening
listening for
for specific
specific information
information or gist; or that an awar
awareness
eness
contained, so if one is missed for any reason, that won’t affect the of “filler expressions” can help students decode spoken language,
enjoyment of the next show. as well as help them to sound more natural when they produce
Watching the video itself is our recommended option where these themselves.
technology allows, but if you are not able to play video in class, The videos help to bridge the gap between the classroom and the
all of the video is supplied as audio only both as mp3 and on the real world by exposing students to natural spoken English with
Class Audio CDs. The scripts for the video are included in this  well-staged
 well-staged and supported
supported exercises.
exercises.

Meet e host! You wi also meet …

Eddie Moore Penny Abernathy
Eddie works in the Penny is British and
New York City studio works in the New
with Penny. He’s from York City studio with
Connecticut. He enjoys Eddie. She has a busy
traveling and is a very social life in New York, but
sociable person. sometimes she misses her family
and friends. She shares an apartment
Kate McRea with her friend, Taylor.
Kate is from Los
Simon Collins
Angeles and works in
the London studio with Simon, who’s from
Simon. She loves being the south of England,
outdoors and doing sports. works in the London
studio with Kate. He
loves tennis, theater, and
music. He doesn't like shopping much
– or trying new things! He and Penny
were friends at school.
Jack Goode
Jack has his own restaurant, The Goode
Food Restaurant, where he is the head chef,
and he’s also a food blogger and restaurant
critic. Jack was at university with Simon and
they have been best friends for years.
Taylor Weiss
Taylor is from the Midwest in the U.S.
She lives in New York City with Penny and
works as a personal trainer. She loves yoga
and hates being late!
Marc Kim
Marc’s family are from South Korea.
He lives in New York City, where he works
as the IT specialist at Learning Curve.
Curve.
He is also a part-time student.
 14

INTRODUCTION

Approach to practice: In class

Student’s Book: Practice section
There is an extensive Practice section at the back of the Student’s Book for Grammar, Vocabulary , and Communication 
Practice. Students are directed here from the relevant stages in the lesson. These sections should be done in class to get
the maximum benefit from the course and can be used for revision later in the course.

The Grammar Practice section provides a The Vocabul ary Practice section includes

 Vocabulary The Communicat
Communication ion Practice section
clear overview of the grammar for the lesson. full lexical sets (two or three per unit). provides two or three speaking tasks per unit.

GRAMMARPRACTICE VOCABULARYPRACTICE COMMUNICATIONPRACTICE

6A there is/there are,

are, some/any/no, 6C Places in a city 6A Student A
prepositionsof place 1 Readtheadvertisementandthencompletethesentences
tethesentences 1 6.15   Matchthe placesinthe boxwithpictures1–14.Listen and check. 1 Lookatthe picture and the objectsinthe box.AskStudent B questionsto find outwhere theyare.
We use there is to
is to saythatsomething singularexists. with there’s a/there are and
are and there’s/there are no.
apartmentbuilding bridge cathedral concerthall library market monument mir ror
or picture s books ball
There’s a sofa in the living room.
Third-floortwo-bedroomapartmentinat ina populararea mosque office building park skyscraper square stadium theater
There’s a small balconyin myapartment. A  Is there a mirrorabove the bed? B No, there’s not.
nearstoresand a park.Five-minute walkto subway
We use there are forthe
are forthe plural form. station.Livingroomwithbigwindows.Kitchen,
There are five people in myfamily. bathroom(showeronly,no bathtub). Empty– ready
There are three bedrooms in herapartment. tomovein!
We use some
use some and
 and any withplural nouns.We use some
 any withplural use someinaffirmative
inaffirmative sentenceswhen
more thanone thingorpersonexists, butwe don’tsayexactlyhowmany. 1 twobedrooms.
2 abathroom.
There are some chairs in the classroom.
3 a ba ck ay dr , bu
but a pa kr
There are some newstudents in ourclass.
neartheapartment.
I have some books in mybag.
4 some big windowsinthe living room.
We use any 
use any innegative
innegative sentencesand questionswithplural nouns.We use no  after
no after ?
anaffirmative verb and witha singularorplural noun.
5 bathtubinthe bathroom. ?
6 people inthe apartmentrightnow.   1 2 3 4 5
?
There are no tables. / There aren’t anytables. 7 some storesnearthe apartment.
I have no brothers orsisters. / I don’thave anybrothers orsi sters. 8 asubwaystationneartheapartme
nneartheapartment.
nt.
 Are there any shelves in the bedroom? 
2 Completethequestionsandanswersaboutanapartment
tionsandanswersaboutanapartment..
S in gu la r no un s Pu
l ra ln ou ns 1 garage inyourapartmentbuilding? ?
  6.3
No, .
+ There’s ashelfinmybedroom. Therearesomeshelvesinthe kitchen. 2 shelvesinthe living room?
Yes, . 2 AnswerStudentB’s questionsabouthis/hermissing objects.Youcanonlyanswer  yes or no.
There’s no chairinmy Thereareno/ Therearen’t any
– 3 basementthatyoucanuse?
bedroom. chairsinthe kitchen.
Yes, .
Is there acabinetin your Arethereany cabinetsinthe kitchen? 6C Student A
? 4 sofa inthe living room?
bedroom? Yes, .   6 7 8 9 10
1 A Lookatthe informationaboutthree cities.AskStudent B forthe missing informationand write itinthe chart.
Yes, thereis. / No, there’s not/ Yes, thereare. / No, therearen’t. 5 good restaurantsinthe area?
A  Is the market in Blue Citybusy? B  Yes. It’s verybusy.
Y/N No, .
thereisn’t.
6 schoolsforthe children?   B AnswerStudentB’s questions.
Yes, .
Prepositions ofplace Blue City Yellowtown G reenville
3 Lookatthe floorplanof a house.Completethe
 6.7 We use prepositionsofplace to describe location. mosque–re allybeautiful  be ac h–
h– cl
cl ea n? O dl To wn – er al yl pr ett y
sentenceswithprepositionsofplace.
The windowis across from the door.
m ar ke t –b
–b us y? r es ta ur an st – no ex pe ns vi e 
no t ev ry ex cathedral–beautiful?
f   
r 
 o 
n 
 t   living dining museum– reallyinteresting  l oc al p eo pl e – fr ie nd yl ? C en tr al P ar k – no t ve ry c le an 
  y  room kitchen room
 a 
r 
 d   a tr ga
ga l er y –g
–g oo d? –r ea l y ni ce 
h ot el s –r river–c lean?
backyard  1 1 12 13 14 foodanddrink–notex pensiveatall  m us eu m – ni te re st in g? m on um e nt s – no t ve ry f am o us 
f   
r 
 o 
n 
 t  
  y  bedroom   bathroom   bedroom 2 Decidewhichcityyouwant to visitinpairs.
 a 
r  2 Matchthe placesina citywith the definitions.Some placesgo with 3 Complete thesentenceswith placesin a city.
 d  
A  I want to go to Yellowtown because it has eallynice
er allynice hotel s. B  Yes, but the beach isn’t veryclean.
more thanone definition. 1 T h si f a mo u s i s f or A b ar h am L i nc o nl .
in fro n t of u n der n ext to in 1 People live here. 2 Let’sgo to the and buysome food fora picnic.
1 T he k ti ch en i s t he b at hr oo m.
2 Y ou go
go h er ef or e nt er ta ni me nt . , , W e l vi e o n ht e nni th fl oo r of t hi s .
2 T he b at hr oo m si t he t wo b ed ro om s.
3
7A Student A
3 T hi s si a r el ig oi us
us b ui ld ni g. , 4 Youcansee the fromabout20 km.away.It’svery tall.
3 T he di ni ng ro om i s t he ki tc he n.
4 T hi sisi s us ua ll y at al lb ui dl ni g. , , 5 I workina small downtown.Ithasfour floors. 1 Lookatthe two recipes.
4 There isa small yard the house. 2 Lookatthe food inyour
5 There isa large yard the house.
5 Thiscanbe outdoorsorindoors. 6 Atthe ,youleave yourshoesat the doorbefore yougo in. AskStudentB ifhe/she has Omelet   Stirfry
kitchen.AnswerStudentB’s
6 Itisvery quietinthisbuilding. 7 T h er e a r e co n ce r st a n d s oc c er g a me s a t h
t is . the food items.Whichdish
ms.Whichdish 3eggs rice
6 T h er e a r es o me tr e es t h el a gr ey a dr . questions.
7 Youoftenfind thisinthe centerofa square. 8 You can walk orrid eabki eoverth is ,b u t you cant’d riveoverit
e overit. canyoucook? 1 onion  2 peppers
8 Youcansometimesfi nd restaurantshere. 9 T h er e a r e c on c er t s ni o u r ci t y’ s e v er y w ni t er . B  Do you have anybeef?
A  D oyou have anyeggs? 
 potatoes  2 carrots
10 The central inWroclawisreally beautiful.There are 1 pepper   2 onions A  Yes, I do.
B Yes. I have six.  
colorful housesonall foursides. cheese chicken 
on b etw een beh in d ac ross from
11 I oftengo to the to study.

122      ▲
Go back to page 49 146      ▲
Go back to page 53 162

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Explanations, usage notes,

Explanations, Picture-dictionary style One pairwork task for every grammar
and tables. vocabulary presentations. point (two per unit) and one for every
speaking lesson (every two units).

Additional exercises practice both Additional exercises

form and meaning of new grammar. for extended practice.

Review and Practice

There are six Review and Practice sections that review grammar, vocabulary, and functional language across units. They use
a variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way.

Review and Practice sections appear every two units and give

further opportunities to practice grammar and vocabulary.

5  and 6 REVIEW and PRACTICE REVIEW and PRACTICE 5 and 6

Grammar 3   Completethetextusing
i thewordsin
r i thebox. . 2  Matchdefinitions1–8
ii – withnounsa–h.
i – .
Personal Best
1  i r i r i
kitchenfurniturewitha r r
doorwhere a basement
e at   b et we en c an t’’ a rer o n i ni v erry c a n
1 Choosethecorrectoptions tocompletethesentences. i
youkeepthings b library
 sson 5 A 
 ss  son 6 A 
1 I u s ua l yl w o rk i n B u da p es t , b ut t h i s m on t h in 2  you putbookson these c closet   L e A    L e s A 
Prague. 3 r
shoesforhotw rerorthe
eath r beach d cabinet
a Iwork Inside a 4 r
bedroom r i r where
furniture r you e garage Describe

luxury plane
Namefive
b Iworking keep clothes whatyou’re
f  jewelry roomsina
c I’mworking wearing
5 i i
a building r you canrread
where g sandals house.
today.
2 W ha t o n th e we ek en d? rr
and borrow books
h shelves
a doy oudo 6 ar room underthe
r house
b y oudo 7 rri , ,
earrings,necklace,et .c.  sson
 ss 6 A 
A 
c doingyou  sson
 ss
  L e
5 A 
A    L e
8  r you keep the car
where r
3 M y fa t he r
a canto
b can
s pe ak t hr ee l a ng ua ge s.
3  Putthe wordsinthe
r i correctcolumns.
rr .
Namefive
Writefour
sentencesabout
yourhome,with
Personal Best questions and
c is ar r mc hia
ri r j e an s b a ke h all p l ay c h e s s t ud y otheritemsof there’s, there’s

A variety of exercises 4
a They’re
b Thereare
threepeopleinthepicture. s o af s o ck s ki i tc h en t a ke p h ot o s c l os e t
s crar f b arh t r oo m s ikrri t k inti b e d
clothing. no,, thereare
no thereare,,
thereareno..
thereareno
prompts give the opportunity to
c There’s Fu
r rni i trur e H o bibi e s C l ot h e s Room
s  sson 6 B  
 ss

review the grammar from

 s son 5 C  
C     L e B  
  L e
5 T he l e t er M i s
a between
b behind
L a nd N i n t he a l ph ab et .

Thisis
i i the EmbraerLineage
passengers,but, thisone i
i 1000E.It. 1
carriesnineteen.There’s
i i .
c  arry90
’ a living
i i area
Namethree Listfour pairs
review a number of language and
c under hobbieswith

the previous two units.

ofopposite
withleather
i seatsand a woolcarpet 2  the floor.There .

skills points from the preceding

6 Im
’ s o r y, b ut I c om e t hi s ev en n
i g. theword  play . adjectives.
3   fiveTVsand fourblu-rayplayers. .The seatsturnso
a amnot
fourpeople can 4  around a dining
i i table.The . kitchen
i
b can’t
hastwo ovens,an , espresso machine,and i , a$75,000dishwasher!
, i !
c don’t

Grammar points are

There’sa ’ 5  large bed 6  the bedroomand   L e
 sson
 ss 5 C  
C    s son 6 C  
7
a I sit
b There’s
c Isthere
agood restaurantnearhere? ashower.There
andtheliving
.

passengers,there
,
aretwo bathroomsand,,
i i area,there’sanother
, ’
i
77

cabinforthe
are two flightattendantsand
i
  thecockpit
 
crew.Fornineteen
.
two pilots.For
i .
i
i
4  Completethesentenceswith

r tmentstor
depar
i

r es
t mentstor
thewordsin
r i thebox.
.

e s bak e jeans itie Listthree

  L e

Namefour
two units, allowing for language
luxury,you, 8   dobetterthanthe Embraer Lineage. i . thingsyou can adjectivesto

tested separately and in

r
backy ard i t short
pain r s monument

recall and personalizat

personalization.
ion.
8 T he b oo ks a re a s he l f ni t h e ki tc he n. dowell. describecities.
a at
1 ,
In my office,all r
the men weara ..
b in
2  I d o ’n’ til i ke s ho pipi n gf o
rr . . I c a n ne vre r fin d
c on Vocabulary
combination.
i .
my size.
 sson 5 C    s son 6 C  
C  
2 Rewritethesentenceswith thetensein parentheses. 3  r i in ourtown,
In the park r , there’sa
r ’ made   L e
 ss C     L e
1   Circletheword
ir r thatis idifferent.Explainyour
i r . i ranswer.r.
ofstone..
1 Sheplays tennis.(present continuous)
  1   att ci desk bathrroom kitichen 4  t e we e ke n,d, I l o v e i si ti tni gi i n our r
On h .. Writethree Writea
2   l vii ini g ro
r om b ed ro
r om k ti c he n a pa rtr me nt sentencesabout sentencewith
2 They’relivingin Dubai.(simple present) 5  i ilikesto
My wife i in a modern
r .
style.
thingsyou can’t  pretty or
or really 
.
  3   sew stov e kniti bake 6  i e localstore
I lik r s,butI
, hate .. doincollegeor
3 Whatare youdoing?(simple present) 4 boot s shortrs pants belt 7  I n t h ewi i nt re, r, I r r ea d a n dc a ke .s .
b atwork.
  5 t hrer e second fourtrh firsrt 8  I o ft e nw ear r i i nt he su mm re.r .
4 Wedon’t work.(presentcontinuous) 6   t he at e r s ta di ium c on ce rrt h al l b rri idg e
 s son 5 D  
D    s son 6 D  
D  
  7   arrmchairir desk so fa chairir   L e   L e
5 Wheredo youlive? (presentcontinuous) 8   narro
rw heavy mode n
r widi e
  Listthree Writethree
6 Hewears shorts.(presentc ontinuous) phrasesfor sentences
  shoppingfor todescribe
clothes. yourcity.
7 She’snot listening.(simple present)
 
8 Areyou playingtennis?(simple present)
 
56 57
56 57

64 54 _ 0048 005 . indd 56 / 0/ 0 :3 64 54 _ 0048 005 .indd 5 / 0/ 0 :3

A variety of exercises review the vocabulary

from the previous two units. Vocabulary from
different units and lessons is reviewed together.
 15

INTRODUCTION

Approach to practice: Self study

Richmond Learning Platform
The Richmond Learning Platform complements the practice offered
in the Workbook and on the Personal Best Language App with extra
practice activities, a forum, messaging, and storage areas, and a
powerful and ground-breaking test management system.
There is a full range of downloadable editable or print-and-go
resources, including the worksheets and progress tests from the
Teacher’s Resource Book, audio scripts, wordlists, and answer keys.
Teachers have their own cloud storage area and can share activities

Students from there with their students.

Testing
Students can practice all the language and skills from the Student’s
Book on the platform and receive instant feedback. They can try
tr y The Richmond Test Bank  offers
 offers ready-made interactive, editable or
exercisess up to three times to learn from their mistakes.
exercise PDF tests, and the Test Manager enables teachers to create their own
tests from a wide range of activities and tailor them to their students’
Teachers needs.
Teachers can track students’ progress and level of self-study activity
and assign ready-made activities from the platform or their own
tailored tasks. A set of sophisticated tools enable teachers to see at a
glance how students are progressing, and to analyze and compare the
progress made by individual students and groups.

Personal Best Language Practice App

The Personal Best Language App offers free, self-study practice There are three different games for each grammar point and three
of the language content from the Student’s Book. Grammar for each vocabulary set from the Student's Book.
and vocabulary are the main focus, although pronunciation is
also incorporated. The App includes accompanying audio and Making the most of the App
images from the Student’s Book. Each level of the course has a
corresponding
correspon ding App. This provides further optional self-study practice    A clear
clear App
App icon
icon on
on the Stu
Student’
dent’ss Book
Book and
and Teac
Teacher'
her's
of the grammar and vocabulary of that level. Book page indicates wherever a grammar point or
 vocabula
 voca bulary
ry set has prac
practice
tice mate
material
rial avail
available
able on
the App.
Students access the App on an individual basis and use it in their
own time (e.g., as optional homework or as on-the-go mobile
learning) to internalize what they have learnt in class. The App
provides motivation for short bursts of practice through timed
activities and game-like challenges with instant feedback.
 16

INTRODUCTION

Workbook

The Workbook  provides
 provides a page of practice for each Student’s Book  lesson
 lesson and an additional Review and Practice spread to
review the content from the whole unit.
The Workbook offers comprehensive self-study practice of the language and skills taught in the Student’s Book. It provides
practice not only of grammar, vocabulary, and pronunciation but for all four skills – reading, listening, writing, and speaking –
for the corresponding Student’s Book lessons. The audio is available as mp3 download on the Richmond Learning Platform.

UNIT SKILLS 6B

Each grammar point is 6 Homes and cities  LISTENING: Identifying key points

6A LANGUAGE Each reading or listening

practiced using a variety GRAMMAR: there is/there are,
are , VOCABULARY: Rooms and furniture skill is practiced using texts
some/any  and prepositions of place
of controlled exercises.   1 Completethetextwith thewordsin the
box.
  3 Ordertheletters tomakewordsfor roomsorfurniture.
1 Isthere a TCLSEO  in your bedroom?
or audio on a topic related
2 There are a lotofold booksand toysin the T ENSMEAB  ofour
there are are a re there there’s
is a n y t h er e s o me
house.

3 When it’ssunny,I like sitting outsideon the YL BCAO N.

to the Student’s Book 
So, this is mybedroom – I reallylike
1
eallylike it!
 awindowbymybed, so I
4 We have gota AGGARE  where my parentskeep their car.
lesson.
5 Julia’sin the T HRABO MO.She’s taking a shower.
can seeoutside. Across from thebed is a
TV. I lovewatchingTV in bed at night! 6 Theirhouse hasa O MO RDEB upstairs,and one downstairs.
2  someclosets, too, for my
clothes. 3  anyshelves? Yes, 4 Writethewordsfor thedefinitions.

Each pronunciation point there 4

5
 – look! Thereare
 shelves next to the
1 Y ou o
m
l ok at y ou
ou r fa
fa ce ni th is .

2 Youcan washyourclothesin this.

bed. Therearen’t 6
has accompanying audio
 books
w m
on them becauseI don’t likereading. 3 Thisisa room atthe topofa house.
7
 arelots of DVDs, though. a   3 Readthesentences.Writethefullformorcontracted
a cted
formof theunderlinedwords.

with a practice exercise.

4 Y ou wa lk up an d d ow nt he se .
And 8  therea desk? No, I do
s 1 H e s’ v e ry bu
bu sy a t wo r k.
myhomework downstairs on thebig table! 5 You eat food here. 2 There isa picture on the wall.
d r
3 The table isnearthe window.

This is available as an 2 Choosetheprepositionwhichis not

6 There'sgrassand sometimesflowersand treeshere.
b
7 Youcan do yourhomeworkhere.
  1 6.2   ListentoaTVshowabouthouses.Check( )
thekeypointsthespeakerstalkabout.
4 I t’ s a su nn y da yt od ay
ay .
5 I d o no t l i ke ve g e ta b el s .
correct. a the furniture 6 Im
’ n in e e
t en y e ar s o d
l .
s

mp3 download on the 1 The boy is in frontof / behind / between 

the door.
8 You cook food here.
k
b the colorsofthe rooms
c spending time with the family
7 S he
he i s n ot v e ry f r ei nd
nd ly .
8 T h ey ’ re no t c h e ap at a l l .
2 The table is ne x tto / acrossfrom / in a
d the backyard

Richmond Learning 4
smallwindow. Puttheadjectivesintheboxintosevenpairsof
PRONUNCIATION: there’s/there are e the size ofthe house
3 The big chairis on / behind / in frontof the oppositemeanings.
closet.
  5 6.1   Saythe
sentences.Howdowe say there’s and there 2 6.2   Listenagain. Completethe sentences.
4 Ishisbook under / between / nextto  your are?Listenagain andrepeat.
clean lighg h t n arrow u n comfortable dirty

Platform. shopping bag?

5 My house is between / under / acrossfrom
the park and the station.
1 There’sa bed in the living room.
2 There are some chairsnext to the table.
1 The windowsare really big and
2 Atfirst, the house had two .
. ch eap modern qu iet h eavy expensive
tradition
i on al w ide n oisy comfortable
3 Lor etta ha
has c hildr en.
3 Isthere a sofa in yourbedroom? 1
6 Two applesare in / under / on the table. 4 The hostthinks theirfurniture isreally .
4 Are there any shelves? No,there aren’t. 2
7 Yourcatisbehind / on / between the sofa. 5 L or e t a’
a’ s hu
hu sb
sb an
an d re al
al ly l k
i es f ur
ur ni
ni tu re .
5 There are five tablesin their house. 3
8 Isyour apartment ne x tto / between / on  6 Loretta painted the bathroom and .
those two stores? 6 Isthere any food in the cabinet? 4
7 T he fu rn it ur ew as e xp en si ve .
9 Ourteacheris in / nextto  / in frontof the 7 There’sa stove in the kitchen. 5
8 Loretta lovessitting on the in the
big desk. 8 There’sno hallin hisapartment. summer. 6
 10 Herphone is behind / in / under the TV.
10 7

32 33

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6C LANGUAGE SKILLS 6D

GRAMMAR: Modifiers   VOCABULARY: Places in a city WRITING: Topic sentences

1 Choosethecorrectoptionsto completethe 3 Ordertheletters tomakewordsfor placesina city.

sentences.
1 QUESOM     It’s onthe RiverGuadalquivir,
A
1 Ilove Suzy’shouse!It’s beautiful.
i ful. but it’s pretty arfrom
a
f rfrom the sea.It’s abusy and

Each vocabulary
  a  pretty b  really c  notvery 2 T REHEAT  lively placewith apopulationof 700,000.
2 Idon’tlike thatdress– it’s attractive.
  a  pretty b  notatall c  very 3 MET NUNO M 
B   Youcan visitmuseums,art
3 "Do you like
k e thismusi
h ismusic?""It’s
c ?""It’s good,but

set is practiced  
it’snot my favorite."
a  notvery b  notatall c  pretty
4 HET ACL ADR 

5 Q ERUAS 
centers,theaters,andmovietheaters.The
PlazadeEspaña isa veryfamousplace.It was
builtin1928 andis reallypopularwithtourists. Each writing or speaking skill is
4 We don’twantany dinner,thanks.We’re Ifyou likebeingactive,youcan playsocceror

using a variety of hungry.

a  really
5 Everyone
b  notvery c  very
y onelikesLaura.She’s friendly.
6 T RAPAT EMN DIGL IBUN 
golfat theparksand sportscenters.Thereare
lotsof greatplacesto gowalking,too.
practiced using texts and exercises on
7 RGEBID  

exercises.   a  notvery b  really c  pretty

6 "Can you clean yourbedroom? It’s
messy."
’s 8 NO RET CC L AL H 
C   Thereare really fantastic
restaurants whereyou canget delicious
a topic related to the Student’s Book
tapas andtraditional Spanish food.You
a  notatall b  notvery c  really haveto try thedelicious potatoomelet – it’s
4 Completethewords.
lesson.
7 "Can they speak English well?""They can fantastic!
speakit well,butthey
, butthey wantto get 1 M ym om go es t o th e m t e ve
ve ry mo
mo rn n
i g to b uy
better." fruitand vegetables.
  a  very b  notatall c  pretty 2 W el i ve in a no l dc i ty , s ot her ea r en’ t m any s sor D  A lot of tourists cometo the
8 She’s goodatsports.She
. She often
e n wins othertallbuildings. April Fairevery spring.This celebrationtakes
competitions! 3 M ys si te r lo ve s re ad n
i g. S he s’ a lw ay s at t h el y. placenexttotheriver– it’sawonderful
a  notatall b  notvery c  very party.Thereis horseback riding,music,and
4 T he re ’s a s m al l s m h e re . Th er e' s a b as ke tb al l
womenwearing colorful flamencodresses.
game every weekend.
2 Orderthewordsto makesentences.
5 Hisbrother-in-law’san accountant.He worksin an
1 sunny /not/today /it’s/ very
.
o eb
6 I n my v li la ge , th er e’ s a b
g.
e o ve r th e ri ve r.
E   Nicertimes tovisit arespring
andfall,whenit’s sunnyanda littlebit
At the back of the Workbook , there
2 pretty/ goodstudent/is /Emile/a cooler.

3 really /costumes/ your/ colorful/are

. PRONUNCIATION: Sentence stress 

5
stress 
6.3   Underlinethestressedwordsin thesentences.Listen,
  1 Readthe textabout Seville.MatchparagraphsA–E with
are six additional pages devoted to
.
check,andrepeat.

further writing skills practice, such as

topicsentences 1–5.
4 friendly /her uncle /very /is/ not
. 1 Thatchair’snot very comfortable. 1 Ifyou visitSeville in the summer,it can be very hot.
2 Hergrandparents’house ispretty modern. 2 Seville isalso wellknown foritsfestivals.
5 goes/ early /to bed /Paola/very
3 It’sa very famouspainting.

making notes or writing a narrative.

. 3 You can alwaysfind something good to eatin
4 Thatrestaurant'snot atall expensive. thiscity.
6 not/my / warm /are /gloves/very
. 5 Ourbalcony isalwaysreally sunny. 4 Seville isa famousSpanish city.
 
6 Thisis a pretty heavy table. 5 There are so many thingsfortouriststo see and
7 The restaurantisvery traditional. do in Seville.

CompleteeachsentenceaboutRomewithoneword.
These feature more model texts and
  2 1 Rome isthe
2 More than 2.5 million people
3 W al
al ki ng si a gr ea
ea t
city ofItaly.

t o s ee
there.
ee th e s ig ht s.
s.
  3 Writeaboutacityyouknowwell.Begineach
paragraphwitha topicsentence. Includethe
followinginformation:
exercises to practice the writing skill
of the unit.
4 T he r ea re wo nd er
er fu
fu l o f th e c it yf ro m t he Paragraph 1:Where isthe city?
top ofthe Gianicolo hill. Paragraph 2:What can you do there?
5 If l ik e hi st or ic s ig ht s,
s, g o to t he C ol
ol os se um . Paragraph 3:What specialevents orfestivals are there?
6 There are also lotsof really good to eat. Paragraph 4:Where can you go to eat?
Paragraph 5:When isthe best time to visit?

34 35

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6 REVIEW 
REVIEW and  PRACTICE REVIEW  6
REVIEW and  PRACTICE

HOME BLOG PODCASTS  

PODCASTS ABOUT CONTACT HOME BLOG   PODCASTS ABOUT CONTACT

The Review and Practice  TomandSam talkabout

TomandSam writeaboutBuenos Aires.

SallyandJosé's house.

section features podcasts The best of Buenos Aires

Weasked ourreadersto tell usabouttheirfavorite placesin thebeautiful city ofBuenosAires.
Thanksforall yourgreat ideas. Wewantto go there–
e– now! Wehopeyou do, too, whenyou read ourblog!

and blogs from the LISTENING READING 2

1 3

Learning Curve team.   1 6.4   ListentothepodcastaboutSallyand

José’shouse.Whatisunusualaboutit?
  1 Readtheblogonpage37aboutBuenosAires.
Matchparagraphs A–Ewith pictures1–5.
a There isno furniture. 1

This section reviews the b There are two housesinside it.

c It’snotveryneat.
2
3
4 4
  2
language taught in the
6.4   Listenagain.Arethesentence
n .Arethesentencestrue(T)or
5
false(F)?
1 Sally and José live in the country. 2 Choosethecorrectoptionstocompletethe
sentences.

unit and provides further

2 They don’tlike each other.
A  El Ateneo Grand Splendid
3 They can’tlive together. 1 ElAteneo Grand Splendid doesn’tsell
  a books. El Ateneo Grand Splendid isthebest bookshop
4 Sally goesto bed late.
  b furniture. inthe world! It’sin abeautiful building, whichis
5 José getsup early. 5

listening and reading 6 They are both clean and tidy.

7 They have the same rooms.
  c food and drink.
2
 
You can watch sportsat
a San Telmo.
nearly ahundred yearsold. Therearelotsof books,
balconies, and comfortablechairs, and there’s
acafé thatsellsexcellentcoffee and delicious
8 José doesn’tsee Sally every day.   b La Poesía. pastries. It’sperfectfor booklovers!

practice.   3 6.4   Listenagainandcheck(

n andcheck( )thepartsofthe
housethatSallyandJosémention.
  c La Bombonera.
3 You don’thave to pay for
  a the soccergames.
B  La Bombonera
 Abovethehousesand storesof La Boca, youcan
  b the walking tours.
1 backyard find hesoccerstadium.
h
t esoccerstadium. Thisiswherethe Boca D  San Telmo
c the coffee atLa Poesía.
2 dining room  juniorsoccerteam plays. It’snottoo expensiveto SanTelmoisthe oldestpartofthe city.Thereare
4 They sellcheap clothes
3 kitchen geta ticketfora game, and it’sa
’sa really exciting narrowstreetsfullofinterestingstores,monuments,
a in the park.
4 living room   b nextto the theater. placeto spend sometime. andsomeexcellentrestaurants,too. It’sagreat
  c atthe market. placetofindan outdoorcafé,ordercoffee,and
5 bedroom
watchtheworldgoby.AverypopularcaféisLa
6 bathroom 5 San Telmohaslots of C   City walking tours
Poesía.It’snexttoa beautifuloldchurch.
7 basement a interesting buildings. Every day therearefree walking toursof Buenos
  b good placesfor music.
8 hall  Aires, and youcanchooseto seethe city during
  c parks. E   Street art tour
theday orat night. You’ll visitmodernand
6 Thestreetarttour traditionalbuildings,fromlibrariesto cathedrals. BuenosAiresis famousforstreetart, and there
  a isin one partofthe city. Thereisalso astop atthelocal marketwhereyou aresomereally colorful paintings. Thestreetart
  b isin differentpartsof the city. canbuy clothesand food –clothesarenotat all tourisa good way o t learnabouttheartistsin this
c startsnext to an icecream shop. expensivehere. Thetourbeginsat thepark across amazing place. Ittakesyou all overthecity and
fromtheNational Theaterand finishesata bar finishesina famousicecream shop. Theguides
whereyoucan hearsomelive Argentinianmusic. arereally friendly, too!

Our nextblogpostis aboutEgypt. Doyou haveany usefultraveltips? Letus know!

36 37

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 17

INTRODUCTION

Teacher’s Components
Teacher's Book
The Teacher’s Book  is is a comprehensive, full-color resource that incorporates the complete Student’s Book .
It provides all the necessary procedural guidance to teach the Student’s Book lessons as well as extra ideas to extend
and support students. There is a unique 3xPractice  feature for each lesson to help teachers and students go deeper
3xPractice feature
into the activities and experiment with forms and meanings.

Each full-sized, color

Student's Book page is The Overview gives a The aims of each
next to its accompanying short summary of the unit lesson are clearly
teaching notes. content and aims. outlined.
There is an accessible easy-to-use
warmer  activity at the start of each
lesson to interest and engage students
in the topic.
UNIT
      T

Homes and cities 6

      I
UNIT       N
      U

6 Homes and cities UNIT 6 OVERVIEW:  This focus of this unit is the places where people live. Sts read a text about a micro-
apartment in Hong Kong, and talk about a room in their own h ome. They watch or listen to people talking
about unusual homes and discuss traditional and unusual homes. They read a text about New York City,
LANGUAGE there is/there are, some/any     prepositions of place   rooms and furniture and listen to descriptions of places to visit in other cities. They end by reading a description of Lisbon, and
writing a description of a city they know.

6A A small space
space LANGUAGE SKILLS
  1 Lookattheseroomsanditemsoffurniture.Whichofthemdoyouhaveinyourhome? Grammar Vocabul ary Pronunciation Listening Writing
Canyouthinkof more? there is/there are; some/  Rooms and furniture; there’s/there are;
are; Identifyingkey Topicsentences;
any ; prepositions of place; common adjectives; places sentencestress points; contractions describingplaces
kitc h en b e dr oom l ivin g r oom c ooke r w ar
ar d rob
o b e a r mc h air s ofa m irr or
modifiers in a city

Go to Vocabulary practice: rooms and furniture, page 145

  2 A Lookat thetitleof thetextand thepictures.How isthe apartmentspecial?
B Readthetextandcheck. LANGUAGE 6A 3xPractice  boxes encourage students
6A A small space
3 Readthe textagainand answerthequestions.
1 WhatisGary’sjob? 4 Where can guestssleep? Sts read about a micro-apartment in Hong Kong and practice talking about the rooms and furniture in their own home.
to engage more deeply with the
2 How doesGary make the different‘rooms’?
3 Whereishisbed?
5 According to the text,whatfree-time
activitiescan Gary do in the apartment? Grammar
there is/there
Vocabulary
( attic, balcony, basement, bathroom,
Rooms and furniture (attic,
Pronunciation
there’s/there are
Communication
Talking about your
language in three steps.
are, some/any ; bedroom,diningroom,garage,garden,hall,kitchen, livingroom, home

24-room  micro-apartment
24-room
prepositionsof place study, bathroom, armchair, bed, desk, shelves, sofa, closet )
closet )

HONG KONG is
KONG is a busy and exciting city with a population of more than seven million. Like most people in
Hong Kong, architect Gary Chang lives in a small apartment. But Gary’s apartment has a difference – he can move WARMER Go to Vocabulary practice: rooms and furniture, SB page
the walls. It’s only 32 square metres, but he can create a lot of new ‘rooms’ inside it. 145/TB page 303.
 Ask: Where do you live? In a town or city, or in the countryside? Sts will find more language presentation and practice for
When you come into the apartment, you see just one room. There’s a wall with a TV on it. If you move this, you find  In an apartment or a house? Is your home big or small? Is it old rooms and furniture here. Do these exercises with the
a kitchen with a sink and cooker. Next to the kitchen, there’s a small wall with a washing machine behind it. modern? Elicit a few answers from individual sts, then put
or modern? Elicit class, or set them for homework, before continuing with
Back in the main room, are there any chairs? No, there aren’t any armchairs, but there’s a small sofa on a wall. You sts into pairs to talk about their home. Ask some pairs to tell exercise 2A of lesson 6A.
can lift the sofa, pull down the wall and it becomes a double bed! There are some shelves for books next to the the class how similar or different their homes are.
Remind sts to go to the app for further self-study
bed and there’s a desk under the shelves.
1 Read through the words in the box with the class and  vocabulary practice of rooms and furniture.
Another wall in the main room has shelves for Gary’s 3,000 CDs. If you move this wall, you find a bathroom behind pre-teach if necessary. Sts work in pairs and discuss which
it. Is there space for visitors? Gary can cover the bath to make a bed for guests. things they have in their home. Get feedback from them. 2 A Refer sts to the title of the text and the pictures. Discuss
In total, Gary can make 24 different ‘rooms’, including a dining room, a study and a home cinema. There isn’t a as a class how the apartment is special. Elicit a range of
balcony, but Gary doesn’t mind. He has enough space to have dinner with friends, do yoga and even have a party! 3 x PRACTICE SB page 48, exercise 1 ideas and encourage sts to guess and speculate, but don’t
confirm the answers yet.
1 Do the exercise as normal. Get feedback from sts, then
elicit the three rooms in exercise 1: kitchen,bedroom,
  B Sts read the text to check the answer to the question in
exercise 2A. Check the answer with the class.
room. Write these on the board. Brainstorm more
living room.
rooms and add them to the board. Elicit which of the
Answer
items in exercise 1 go in the different rooms and add
It’sonly asmall apartment,butyou cancreate24 different
them to the board. Brainstorm more ideas and add roomsinsideit.
them to the board.
2 Do the exercises on the Vocabulary practice page with
the class, then ask sts to close their books. Tell them
3 Sts read the text again and answer the questions. With
stronger classes, encourage sts to write full sentences in
they have learned 26 words for rooms and furniture.
Give them three minutes to remember as many as they
can. See who remembered the most.
their answers. Check answers. Ask: Would you like to live
in an apartment like this? Why/Why not?
Extra Practice activities offer ideas
3 Say: This is in the kitchen. You use it to wash your clothes
Elicit the correct word (washing
( washing machine).
machine). Sts work in
. Answers
 1 He’san architect.
for further extending and exploiting
pairs and write four more clues for furniture. Tell them  2 Hemoves thewalls.

48
they must include information about which room it is
usually in. Sts can then work in groups of four to read
their clues to each other and guess the words.
 3 It’sinsidethe wallbehindthe sofa.
 4 Theycansleepontopof thebathtub. the topic and language or skill of the
 5 Hecan watchmovies,havedinner withfriends,do
yoga,andhavea party.
lesson.
108 EXTRA PRACTICE  Workbook page 32; photocopiable activity 6A Vocabulary   109

topicsentences    describing places WRITING SKILLS 6D

1D SKILLS 6D
Skill topic sentences Skill B PRACTICE   Sts use the description in exercise
se 2 as a
model and write their own description. Refer sts back to
  When you write a text, give each paragraph one main topic. The first sentence ofthe
Read the Skill box on SB with sts about topic sentences.
Explain that topic sentences help the reader by the Skill box, and remind them to use topic sentences.
paragraph introduces the topic – we call it a “topic sentence.” giving them information about each paragraph at the Refer them back to the Text builder box, and encourage
Forexample, in paragraph 1, the “topic sentence ” is: Lisbon’s the capitalcityof Portugal. beginning of the paragraph. Explain that the topic them to use a range of different phrases for describing
.
sentence should be quite general, then the paragraph and recommending a place. You could set this stage for
itself can give more detailed information and opinions. homework if you prefer.
  4 A Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon.   C PERSONALBEST   Sts work in pairs. They exchange their
B Inpairs, writea topicsentencefor eachparagraphabout Madrid. 4 A Sts underline the topic sentences in paragraphs 2–5 of descriptions with their partner and choose a paragraph
the description on page 54. Check answers. that they like. They check that it has a topic sentence
and give feedback on what they like about it, and how it
1 . It’s in the middle of the country, and it’s on the Answers could be improved. Encourage a spirit of peer support and
River Manzanares. Madrid is the capital of Spain and an important political, economic,  2 Lisbonhassome veryold areas. cooperation.
and cultural center.  3 Ifyouwanttogo onaday trip,takethestreetcarto
. Personal Best boxes provide activities 2 . A really old park is El Capricho. This park has a river,
Belém.
 4 Therearelotsofplacestoeat,andgooutin
PERSONAL BEST
a lake, and some interesting statues and fountains. Another famous park is El Retiro. Lisbon. Sts can practice describing places and using can  further by
can further
  .
for weaker students. They are easy for
.

3
This is very popular with families.

. You can go to Plaza de Santa Ana, where there

 5 Youcan visitLisbonduring anyseason.  writing a description of their favourite area in their town or
city. They can compare their descriptions in pairs.
  B Elicit or explain that Madrid is the capital city of Weaker sts can work in pairs. They read the description in
teachers to set up and for individual are a lot of fantastic bars and restaurants. Other great areas for going out are La Latina,
Malasaña, and Chueca.
Spain. Sts work in pairs to write a topic sentence for each
paragraph about Madrid. Discuss their answers as a class.
exercise 2 on page 54 again and note down five useful words
or phrases for describing places, e.g., beautiful old district, You
can try ..., If you want a traditional restaurant, go to ... . . They
students to work through on their own. Text builder describing places Possible answers
 1 Madridis thebiggestcity inSpain.
can then use these words or phrases to write sentences about
their own town or city. Sts can compare their answers in small
Describing a place’s location and geography: Recommending places:  2 Thereare lotsof wonderfulparks. groups.
 3 Therearelotsofplacestogoout.
… is the capital cityof… There are wonderful views of… from …
… is in the middle ofthe country/on the River… /next to the ocean. Ifyou want to go on a day trip, go to … EXTRAPRACTICE
… people live there. … is a good place for… Text builder With books closed, write the following fill-in-the-blank
… is a great wayto … Read the Text builder box with sts about describing sentences on the board:
There are lots ofplaces to … places. Explain the meaning of wonderfulviews ifviews if 1 Li sbon is ___ small capital city.
necessary. Point out that we say a city is on  a river, and
on a  2 Lisbon has some ___ old areas.
to the the ocean. Ask questions to check concept.
next to the 3 There ___ interesting museums.
  5 Read the Text builder. Complete the sentences about the
Concept check questions: 4 ___ also lots of bars.
city of Santiago. location? 
What phrases can we use to describe a place’s location?  5 It’s ___ noisy at night.
Concept check questions ensure 1 Santiago
River Mapocho.
Chile. (it’s in the middle of the country, on the River ... , next
to the ocean). What phrase can we use to talk about
6 It ___ cold in the winter.
Point out that in some sentences the missing words are
2 , go to Pomaire. population? (... people live there). What phrase
the population? (... modifiers, and some are related to there is/there are.
are. Sts work
students have understood the 3
San Cristóbal Hill.
the city and the mountains from can we use to recommend a day trip? (If you want to
go on a day trip, go to ...). What phrase can we use to
in pairs and complete the sentences from memory. They
can check their answers in the text. Remind them that it is
eat? (there are lots of places to
recommend places to eat? (there important to use new language that they learn, to help them
grammar teaching point, or the 4 Bike riding
5
get to the top of the hill.
go out in the evening. Barrio Bellavista
restaurants.
eat). What phrase can we use to recommend a way of
city? (... is a great way to get around
traveling around a city? (...
remember it.
the city).

text builder / listening builder/   6 A  PREPARE Choose a town or city that you know well. Make notes about the following:
  5 Sts read the sentences and complete them with the correct
Answers
 1 reallya
 2 very
• the ocation
o
l cation and population • places nearby to go on a day trip phrases.Checkanswers.
 3 aresome
conversation builder language
conversation • interesting areas to visit
• places with good views
• good areas to go out (restaurants, stores, etc.)
• the weather in different seasons Answers
 1 isthecapitalcityof,It‘sonthe
 4 Thereare
 5 pretty
  B  PRACTICE Write a description of your town or city. Begin each paragraph with a  6 'snotvery
presented in the lesson.  
topic sentence.
 2 Ifyouwanttogo onaday trip
 3 Thereare wonderfulviewsof
• Paragraph 1: Give geographical information about the location and population.  4 isagreatwayto
 5 Therearelotsofplacesto,isa goodplacefor
• Paragraph 2: D escribe an interesting area in the city to visit.
• Paragraph 3: D escribe a place near the city where people can go on a day trip.
• Paragraph 4: Talk about some good areas to g o out. 6 Students follow the steps to write their own description.
• Paragraph 5: Talk about the best time to visit.   A PREPARE   Sts prepare their ideas. With weaker classes,
 you could choose one or two cities,
ties, then brainstormsome
  C  PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do ideas as a class and make notes on the board.
 
you like about it? Is there a topic sentence? Can you improve the paragraph?

Personal Best
Challenge!
Challenge! Write about yourfavorite area in yourtown or city. Whydo you like it? What can you do there? 55
123

6 15 9 _ 00 8-005 .indd 55 11/10/ 01 1 :31

 18

INTRODUCTION

Teacher's Resource Book

The Teacher’s Resource Book  provides
 provides extensive photocopiable materials and unit tests. The photocopiable
activities can be used as a change of focus or used as revision at a later stage. The unit tests help with recall
and provide a sense of progress. There are photocopiable activities for grammar, vocabulary, and skills.

Students work in pairs or groups to complete engaging The teacher’s notes provide preparatio
preparationn and
tasks that practice the language or skills from the lesson. procedural notes as well as extra practice ideas.

1C
1A GRAMMAR 1C
1B VOCABULARY 1B SKILLS SKILLS 1B

Tell me the answer What’s in the bag? Shaping sentences 1B Skills

Makesentencesusinga star, acircleand atriangle.
STUDENTA
Shapingsentences
Lookat your pictureand
ureand thewordsin thebox. Which thingscan you see?Putacheck () or an x ( ) nexttoeach word.
Isyour are Simple statements with be
teacher chewing gum () comb  ( ) glasses ( ) gloves ( ) hairbrush ( ) identitycard ( ) keys ( ) mirror( ) phone ( ) photo ( ) in the
START athome?
ASKA purse ( ) stamps ( ) sunglasses ( ) candy( ) tablet ( ) tissues ( ) flashlight ( ) umbrella ( ) wallet ( ) watch ( ) classroom Stsplaya gamein groups. Theaimis toreviewsimplestatementswith be.
 We from
QUESTION Areyou a Brazil
student?
PREPARE
PERSONALBEST
........ 
 .
This Makeonecopy oftheworksheet for eachgroup.
 . . . ....
 . . . . . . . . . My Stsusethe wordsin thetrianglesand thecirclesto make
Whereis isn’t name truesentencesaboutthemselvesand their lives. Seta time
Whereare PRACTICE
yourteacher limitfor this,then havestscompare their sentencesin
ncesin
youfrom? Areyour in groupsand find similarities.
from?
London
1 Stsworkin groups. Giveeachgroup
eeachgroup a copyofthe
parents  worksheetand makesurethat eachgrouphas a sheet
Elena You
Mexican? ofpaper to writetheir answerson. EXTRAPRACTICE
2 Explain thatstshave to makeas manysentencesas
Fastfinisherswork in their groups. Tell them to cover
er the
possibleusingthe shapeson theworksheetand writeeach
onedown. Eachsentencemustinclude a word or phrase sentencestheywroteand tryto remember asmanysentences
Isyour in the English from a star,a circleand a triangle,e.g., Wearen’t from aspossible.
What’syour at
classin Whatisyour park is theclassroom.. Elicitoneor two more
 Brazil.Wearein theclassroom
name? home
theU.S.? teacher’s examplesfrom theclass.
name? ’m not
Personal Best What personal possessions do you carryaround with you? Make a list and tell yourpartner. 3 Seta timelimitfor sts to do theactivityand monitor.
4  Attheend,ask groupsto call outtheir sentencesand
checktheyarecorrect. For eachcorrectsentence,the
groupwinsone point .Th e groupwith t h e most pointsis
s is
Isthisan My She thewinner.
What’syour  I
Italian lastname?
ASKA
What’s in the bag? friends
Possibleanswers
class? interesting
QUESTION   Weareinthe classroom.
STUDENTB We’renotinLondon.
American Thisisn’tmyblog.
Lookat your pictureand
ureand thewordsin thebox. Which thingscan you see?Putacheck () or an x ( ) nexttoeach word.   Thisisreallyexciting.
Iamtwentyyearsold.
chewing gum () comb ( ) glasses ( ) gloves ( ) hairbrush ( ) identitycard ( ) keys ( ) mirror( ) phone ( ) photo ( ) I’mnotathome.
ASKA ASKA myblog
purse ( ) stamps ( ) sunglasses ( ) candy( ) tablet ( ) tissues ( ) flashlight ( ) umbrella ( ) wallet ( ) watch ( ) am Mynameis/’snotElena.
QUESTION QUESTION The
Heisinteresting.
Areyou My team
She’snotAmerican.
famous? favorite   Myfriendsareinthepark.
place Myfavoriteplaceismyclass.

It
Howoldare ’re not
my
Howareyou? you? class
FINISH really
Whereareyour
friendsfrom? exciting
twenty
He years old

Personal Best Thinkofsomeonethatyouknowwell,e.g.,afriendorsomeonein yourfamily,andtellyourgroupabouthim/her.Saytheperson’s Personal Best What personal possessions do you carryaround with you? Make a list and tell yourpartner. Personal Best Look at the words in the triangles and circles. Use these to make sentences that are true about you. Compare your
name,nationalityand age.Sayifthe personisa friend or someone inyourfamilyand tell yourgroup where he/she isnow. sentences with the people in yourgroup. Are there any sentences which are the same orsimilar?

PersonalBestA2© Richmo
nd2017 PersonalBestA2© Richmon
d2017 PersonalBestA2© Richmo
nd2017
PersonalBestA2© Richmon
d2017

UNIT 6 PROGRESSTESTA Name: ..............

................
................
................. Date:
................
....   ..........................................

Complete the multiple choice questions. Write the correctanswer in the box.

1 H av ey
ey ou s ee na t gi er ? a always b ever c once

2 Eve
r y y ea r , we d rvi e a o
l ngh
t e A lta nt i c . a coast b sea c mountains

3 I w ou ld e xe rc is e mo re i f I m or e ti me . a wouldhave b had c have

A follow-up Personal Best task at the end of 4 T he re s’ t oo m uc h fo od b ut I d on t’ w an t o

t . a throwit b loseit c throwitaway

5 S he has ne
never I ar n. a beento b goneto c beenin

each activity allows a more personal response. 6 I w ou ld b uy a n ew f ri dg e, i f I y ou . a were b am c willbe

7 N i ag a a
r i s o n e of t h e al r ge s t i n t he w o rl d . a rivers b waterfalls c streams

8 I th ere 20 ye
year sa
sa go . a went b go c been

9 Wewa
t c he d t he a n d th en w e nt f o r di n ne r. a sunrise b sun c sunset

 10 I f yo u e
10 l tf n ow , yo u t he t ra n
i . a willbeable to b couldcatch c cancatch

The Teacher’s Resource Book also provides  11 S he

11 s no wbo ard ni g . a hastry b nottried c hasnevertried

photocopiable Unit Language Tests to check

 12 A nn a’ s ca r
12 o n th e wa y to w or k. a brokeup b brokedown c brokeaway

 13 I
13 y ou a l fi t, i f th e ca r wa s wo rk in g. a ’dgive b hadgive c give

students' progress quickly in class or as  14 I r ea l y wa nt t o

14

 15 Ifyoucould liveanywhereintheworld,

15
w ho t oo k my p ho ne . a

a
lookafter

wouldyou
b lookup

b willyou
c findout

c youwould
where l ive?

homework.  16 C ou ld y ou b uy s om e co ffe e, w e ha ve
16 i t. a runoutof b lost c emptied

 17 I d i dn ’ t kn o w th e w or d s o I
17 i n t he d i ct i on a ry . a lookedatit b lookeditup c lookedit

 18 We hav et
18 eta sted it . a severaltimes b 2yearsago c lastweekend

 19 O n e of t h e dr i es t p a
19 l c es i n t he w o rl d i s De a h
t . a Shore b Cave c Valley

 20 S u rf e sr l o ve g on
20 i g t o Ha w ai i f or i t s h ug e . a waves b seas c oceans

Sc
o re o ut o f 20

B1Pre-i ntermediate 2 Personal BestB1© Richmond2018

Audio / Video pack Digital Book

The Audio and Video pack  includes
The Audio  includes the Class This is a complete projectable digital resource
 Audio CDs and Class Video DVDs. All audio and for the teacher: it provides the Student’s Book
 video is also available to download from the in digital format with embedded audio, video,
Richmond Learning Platform. scripts, notes, and answers, for use with a smart
board or projector.
 19

UNIT

1 You and me
LANGUAGE the verb be    countries and nationalities    numbers 1–1,000
1–1,000

1A Meeting and greeting

  1 What country are you from? Name three more countries near your country.

  2 A Match the countries in the box with maps 1–6.

Colombia Germany Turkey the U.S. Brazil Japan

1 2 3 4 5 6

  B  1.1  Listen. Write the letter of each speaker next to the correct map.

  3 1.1
1.1  Listen again. Write the nationality of each country in exercise 2.
the U.S. – American

Go to Vocabulary practice: countries and nationalities, page 136

YOU AND ME
  4 A
 
In pairs, look at the pictures. Where do you think the people are from?
B Read the conversations in exercise 5 and match them with pictures a–c.

a b c

5 1.3  Listen and complete the conversations.

1 2 3
Emilia  Hello. My name’s Sam  Oscar, this is Meiko. Jo  Hi, Ali. How are you?
4
Emilia and this is Sara.  from Japan.  Ali  Good, thanks. And you?
Sabine  Hi, 1  Sabine.  And Meiko, this is Oscar. Jo  I’m fine. Where are Jean and
5
Nice to meet you.  from Brazil. Paola?
Emilia  You, too. Where Oscar  Nice to meet you, Meiko.  Ali  They’re not here. 7  
2
  from? Meiko  You, too, Oscar.
Oscar. at the conference center.
Sabine  I’m from Germany. Oscar  How do you spell your Jo  What about Andreas?
 And you? name?  Ali  8  here. His train’s
3 Meiko  6
Emilia   from  M-E-I-K-O. late.

Colombia, from Bogotá.

Sara  I’m not! I’m from Cali.

4
 _ i

20 EXTRA PRACTICE  Workbook page 2; photocopiable activity 1A Vocabulary

 

UNIT
      T

You and me
      I

  1
      N
U

UNIT 1 OVERVIEW:  This unit looks at meeting people and talking about yourself. Sts listen to people meeting and
greeting each other, and then practice meeting and greeting. They learn vocabulary for nationalities and read about a
 young soccer player.
player. They share personal information
information and practice talking
talking about their personal
personal possessions.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Speaking

The verb be
be;; Countries and nationalities; Contractions of be
be;; Approaching a text; Asking for and giving
possessive adjectives; numbers 1–1,000; sentence stress simple statements personal information; asking
‘s for possession personal objects with be for clarification

1A Meeting and greeting

LANGUAGE 1A

Sts listen to conversations in which people meet and greet each other, and practice introducing themselves.

Grammar Vocabular y Pronunciation Communication

The verb be (Brazil/Brazilian,
Countries and nationalities (Brazil/Brazilian, Contractions of be
be ( I’m,
 (I’m, Meeting and greeting
the U.S./American, etc); numbers 1–1,000  you're, he’s,
he’s, they're, etc.) people

WARMER  Remind sts to go to the app for further self-study

 vocabulary practice of countries and nationalities.
n ationalities.
Introduce yourself by saying, Hello,
saying, Hello, my name’s ... . Invite a few
name’s ... .
students to say their names by asking What’s your name? Ask
name? Ask 4 A Point to the first picture and ask the question.
sts to turn to their partner to say hello, and say their name. Encourage sts to guess. Don’t confirm the answers yet.

1 Sts work in pairs to say where they are from and name   B Sts read and match the conversations. Check answers.
three more countries near their country.
Answers
2 A In pairs, sts match the countries with the maps.  1 b 2  c 3  a

Answers
 1 Japan 2  the .S. 3  Brazil
U.S.
U 4  Germany
5 1.3   Play audio track 1.3. See the SB page opposite for

  5 Turkey 6  Colombia
audio script. Allow sts time to compare their answers in
pairs, and then play the track again for them to check and
  B 1.11   Play the first speaker. See TB page 356 for
1. complete their answers. Check answers with the class.
cl ass.
audio script. Ask: Which country is he from? (Turkey)
from? (Turkey) Play
Answers
the rest of the track. Sts listen and write the letter of each
 1 I’m 2  are you 3  We’re 4  She’s 5  He’s 6  It’s
speaker next to the correct map. Check answers.
  7 They’re 8  He isn’t

Answers
  1 D 2  F 3  B 4  C 5  A 6  E
3 x PRACTICE SB page 4, exercise 5
3 1.11   Play
1. audio track 1.1 again for sts to listen and 1 Do the exercise as normal. To check answers, play
 write the nationalities. Check answers. the audio again, pausing before each fill-in-the-blank
sentence for sts to suggest the answers. Ask other sts
Answers if they agree, and then play the audio for them to check.
 1 Japan – Japanese 2  the U.S. – American 2 In pairs, sts cover the conversations, and then uncover
3 Brazil – Brazilian 4  Germany – German them line by line. They try to predict the next line each
  5 Turkey – Turkish 6  Colombia – Colombian time before they reveal it.

Go to Vocabulary practice: countries and nationalities,
SB page 136/TB page 285.
Sts will find more language presentation and practice for
  countries and nationalities here. Do these exercises with
the class, or set them for homework, before continuing
3  Ask sts to look at the introductions in the first two lines
lin es
of each conversation. Play the audio again for them to
focus on the pronunciation and intonation. Sts then
practice until they can say the lines fluently, and then
swap roles and practice again.
  with exercise 4A of lesson 1A.
21

the verb be    countries and nationalities    numbers 1–1,000

1–1,000 LANGUAGE 1A

6 Choose the correct forms of be. Use the conversations in exercise 5 to help you.
Then read the Grammar box.

’m not ’s ’re not ’m ’re ’s not

1 I am = 4 I am not =
2 You / We / They are = 5 You / We / They are not =
3 He / She is = 6 He / She is not =

3 Grammar
You the from
are / Are you from
you be
verbBritain?

Affirmative:
I’m from Italy. She’s  Japanese. We’re German.
Negative:
I’m not  from Spain. He’s  not 
 / He
 not  He isn’t  here. They ’re
’re   not 
 /They aren’t  American.
 not   American.
Questions and short answers:
 Are you
from Spain? Yes, I am. No, I’m not . Is Andreas here? Yes, he is. No, he’s not  / he isn’t .

Go to Grammar practice: the verb be

be,, page 112
  7 A 1.5  Pronunciation: contraction
contractionss of be  Listen and repeat the contraction
contractions.
s.

I’m you’re he’s she’s it’s we’re they’re

  B 1.6  Say the sentences. Listen, check, and repeat.

1 I’m American and they’re Brazilian. 3 You’re Peruvian and we’re
we’ re Turkish.
2 He’s Irish. 4 She’s from Russia.

  8 Complete the sentences with the correct form of be. Use contractions if possible.
1 Pedro  Brazilian. He  from Recife.
2 My parents  from Poland.
3 Dublin  in the UK. It  in the Republic of Ireland.
4 “  your name Carlos?” “No, it   Carlo.”
5 “  you from Mexico?” “No, I   . I  from Peru.”

  9 In pairs, look at the pictures. What countries are the people from? What nationality are they?
A This
This is … He’s American. BN
  o, he’s not. He’s Canadian!

a b c d e

Go to Communication practice: Student A page 158, Student B page 167  

Communication

10 Write the words or numbers.

1 twenty-five 6 634
2 36 7 two hundred and eight
3 a hundred and forty-three 8 908
4 364 9 a thousand 
5 seventy-seven 10 894

Go to Vocabulary practice: numbers 1–1,000, page 136

Vocabulary

  11 In pairs, introduce yourselves to each other. Say your age if you want to.

Hello. My name’s … You, too. I’m … I’m … years old.

Nice to meet you. Where are you from? How old are you?

Personal Best Imagine that you meet a famous person. Write the conversation. Introduce yourself and ask him/her about himself/herself. 5
  _ i

22 EXTRA PRACTICE  Workbook page 00;

2; photocopiable
photocopiableactivity
activity1A
1AGrammar
Grammar

LANGUAGE 1A
6 Sts choose the correct forms of be
be,, using the conversations Answers
in exercise 5 to help them. They could work in pairs for  a Catherine (Kate) Middleton, Duchess of Cambridge and
this. Check answers. Prince William, the U.K., British
  b Rafael Nadal, Spain, Spanish
Answers   c Justin Bieber, Canada, Canadian
  1 ’m 2  ’re 3  ’s 4  ’m not 5  aren‘t 6  isn’t   d Neymar, Brazil, Brazilian
  e Nicole Kidman, Australia, Australian

Grammar
Read the Grammar box with sts about the verb be
be.. Go to Communication practice

Explain that the verb be  is irregular, so sts need to learn

be is Divide
 A” the class
sts should go into Student
to SB A and
page 158. AllStudent
“StudentB.B”
Allsts
“Student
should
all the forms. Point out that we usually use contractions
rather than full forms ( I’m, he’s, etc.).
he’s, etc.). Write a few full go to SB page 167. Go to TB page 329 for the teacher
forms and contractions on the board and elicit that notes. Do the activity, and then continue with exercise 10
the apostrophe in each case replacesrepl aces a missing letter, of lesson 1A.
e.g., I’m = I am, she’s = she is, we’re = we are. Point out 10 Point to the first blank and elicit the number 25
number 25.. Write
the inverted word order in questions. Ask questions to it on the board. Point to the second blank and elicit the
check concept.  words thirty-six . Write this on the board. Sts write the
Concept check questions: remaining numbers and words. They could work in pairs
 I am from Italy/I’m
Italy/I’m from Italy
Italy – same meaning?  (yes).
meaning? (yes). for this. Check answers.
contraction?  (We’re
We are American – what’s the contraction? ( We’re  
 American). He
 American).  ’s not from Germany
 He’ s Germany – positive
positive or Answers
negative?  (negative). They’re from Turkey – positive or
negative? (negative).   1 25 2  thirty-six 3  143
negative?  (positive). She aren’t from Japan – correct
negative? (positive).   4 three hundred and sixty-four 5  77
incorrect? (incorrect – she
or incorrect? (incorrect – she’ s
 ’s not).
not). I
 I not from Brazil
Brazil   6 six hundred and thirty-four 7  208
incorrect? (incorrect – I’m
– correct or incorrect? (incorrect – I’m not).
not). You are   8 nine hundred and eight

 from the U.S.? incorrect? (incorrect – Are

U.S.? – correct or incorrect? (incorrect – Are  9 1,000 10  eight hundred and ninety-four
 from the U.S.?). What’s the short answer to that
 you from
 you
 (Yes,
question? (
question? not. ).
Yes, I am./No, I’m not.).
Go to Vocabulary practice: numbers 1–1,000, SB page
136/TB page 285.
Go to Grammar practice: the verb be be,, SB page 112/TB Sts will find more language presentation and practice for
page 237. numbers from 1–1,000 here. Do these exercises with the
Sts will find more language presentation and practice for class, or set them for homework, before continuing with
the verb be  here. Do these exercises with the class, or set
be here. exercise 11 of lesson 1A.
them for homework, before continuing with exercise 7A
of lesson 1A. Remind sts to go to the app for further self-study
 vocabulary practice of numbers 1–1,000.
1–1,0 00.
Remind sts to go to the app for further self-study
grammar practice of the verb be
be.. 11  Read through the language for introducing yourself with
the class and make sure sts understand
u nderstand everything. Tell
7 A 1.5   Play audio track 1.5 for sts to listen and repeat
sts they can invent an age for themselves if they don’t
the contractions. See the SB page opposite for audio  want to say their real age. Sts work in pairs to introduce
script.
themselves to each other. Ask some sts questions about
B 1.6   Sts work in pairs and practice saying the their partner, e.g., What’s his/her name? Where is he/she
sentences, focusing on the contractions of be be.. Play audio  from?  
 from?
track 1.6. See the SB page opposite for audio script. Sts
listen and repeat.
PERSONAL BEST
8 Read out the first fill-in-the-blank sentence and elicit the
missing words as an example. Sts complete the sentences Sts can practice meeting and greeting and the verb be  further.
be further.
 with the correct forms of bebe.. Check answers. They work in pairs and write a conversation with a famous
person. They can use the conversations in exercise 5 on page
Answers 4 to help. Sts can then role play their conversations in pairs.
  1 ‘s, ‘s 2  are 3  ‘s not / isn‘t, ‘s 4  Is, ‘s 5  Are,
Refer weaker sts back to conversation 1 in exercise 5 on page
‘m not, ‘m
4. Check they understand everything, and then put them into
groups of three. They can adapt the conversation by adding
9 Point to the pictures and ask: How
ask: How many of these people do their own names and nationalities, and making other changes
know? If sts don’t recognize many of the people, elicit
 you know? If as necessary. Monitor and help while they are working. They
or explain
in pairs who
and theywhich
decide are before sts work
countries in pairs.are
the people Stsfrom
work can then practice the conversation in their groups.
and their nationalities. Encourage sts to guess if they’re
not certain. Check answers. Ask who guessed all the
answers correctly.
 23

1 SKILLS READING approaching a text   simple statements with be



1B My summer blog
  1 Do you like sports? What’s your national sport? What sports do people usually do in the summer?

Skill approaching a text

Before you read a text, predict as much information as you can.

• Read the title of the text. Can you guess what it means?
• Are there any pictures? What people, places, and things can you
you see?
• Are there any headings for the different sections? What are the sections about?

  2 Read the Skill box. In pairs, look at the title, headings, and pictures in the text. Answer the questions.
1 What type of text is it? 3 Where is she right now?
2 Who is the text about? 4 What is she doing there?

3 Read the text. Choose a title for each post.

1 Week 1 a  Time to go home
2 Week 2 b  Learning English
3 Week 3 c  My host family
4 Week 4 d  Enjoying the tournament

  4 Read the text again and answer the questions.

1 What is María’s nationality? 5 Where is María’s English teacher from?
2 Where are Helen and Alex from? 6 Where are the teams in the tournament from?
3 What are María’s favorite places in London? 7 When are the games?
4 Who is Hitoshi?

  5 Find words in the text to match to the pictures.

1 h f 2 c 3 t

4 g 5 c

Text builder simple statements with be

Simple statements with be  have this pattern: subject + verb + complement :
This is my blog.
The teams are from Spain, Brazil, Portugal, Poland, Russia, England, Mexico, and Japan.

  6 Read the Text builder and look at the Week 1 post in the text again. Draw a box around the subjects,
circle the forms of be, and underline the complements.

7 In pairs, think of a sport you love. Tell your partner about it.
I love … It’s really …

6
  _ i

24 EXTRA PRACTICE  Workbook page 3; photocopiable activity 1B Skills

 

SKILLS 1B
1B My summer blog
Sts read about an international soccer player and talk about a sport they love.

Reading Skill Text builder

Sts read a text about an international Approaching a text Simple statements with be
soccer player who travels to different
countries to play.

WARMER 5 Point out that the first letter of each word is given. Sts find
Write the word sports
word sports on
 on the board and elicit one or two  words in the text to match the pictures. Check answers,
examples of sports. Put sts into pairs and give them two and check that sts understand the words.
minutes to write as many sports as they can in English. They
can use their dictionaries to help. Bring the vocabulary Answers
  1 host family 2  classmates 3  team 4  game
together on the board and check that sts understand all the
5 champions
 words. Ask: What’s your favorite sport?

1 Sts discuss the questions in pairs. Get feedback on their Text builder
answers.
Read the Text builder box with sts about simple
Skill statements with bebe.. Use the examples in the box to
teach the words subject
words subject,, verb, and complement
 verb, and complement (= (= a noun,
Read the Skill box with sts about approaching a text. pronoun or adjective that comes after a verb such as be be,,
Check they understand predict
understand predict,, title
title,, guess
 guess,, headings,
headings,    or seem
become, or
become, ). Ask questions to check concept.
 seem).
and sections..
and sections Concept check questions:
verb? (no – the
What comes first in a statement? The verb? (no
2 Sts answer the questions in pairs. Check answers, and subject). What comes after the subject?  (the verb be
subject? (the ).
be).
point out that it is possible to learn quite a lot about a text be? (the complement). This
What comes after the verb be? (the
before you read it, using this technique. correct? (no – This is my bag).
my bag – correct? (no bag). The keys is on
correct? (no – The keys are on the table).
the table – correct? (no table).
Answers
 1 a blog
6 Sts look at the Week 1 post again. They draw a box around
  2 María Gómez – a student from Cádiz in Spain who
the subjects, circle the forms of be and underline the
be and
loves soccer
complements. Point out that not all sentences include
  3 in the U.K.
the verb be
be,, so some sentences will not include a circle
  4 She’s learning English at a language school, and she is
or underlining. Sts could work in pairs for this. Check
also there for an international soccer tournament for
students. answers.

Answers
3 Read the four titles with the class and check that sts
understand them. Sts read the text and choose a title for This is myishost
and Alex family.
Scottish, They’re
and very nice.
their children areHelen's
called English
Jenny
each post. Check answers. and Jacob. Jenny's fourteen and Jacob's twelve.
Sometimes I play soccer in the park with Jenny and
Answers Jacob, and sometimes we all go for a walk in the center
 1 c 2  b 3  d 4  a of London. It’s a really interesting city. My favorite places
are Big Ben, Buckingham Palace and Tower Bridge.

4 Check that sts understand team

team,, tournament, and game
tournament, and  game..
Sts read the text again and answer the questions. Check 7 Check that sts understand fantastic
understand fantastic.. Say some sentences
answers. about a sport you love, e.g., I
e.g., I love tennis.  ’s fun and it’
tennis. It’
It s  ’s
it s
 ’s a great summer
 very exciting. It’
It s sport. Allow sts time
summer sport. Allow
Answers to prepare their ideas individually. Monitor and help as
  1 Spanish
necessary. Sts work in pairs telling their partner about
  2 Helen’s from England, Alex is from Scotland.
their favorite sport. Get feedback on their answers.
  3 Big Ben, Buckingham Palace and Tower Bridge
  4 He‘s María’s classmate. He‘s Japanese.

 5 Australia
 6 Spain, Brazil, Portugal, Poland, Russia, England,
Scotland, and Japan
 7 in the evening
 25

approaching a text    simple statements with be READING SKILLS 1D

1B

María
  Gómez
My month in London

Hello! I’m María Gómez. I’m 21 years old, and I’m from Cádiz in
Spain. I’m a student, and I love soccer! Right now, I’m in the U.K.
I’m at a language school to learn English, but I’m also here for
an international soccer tournament for students! This is my blog
about my month in London.

Week 1

 This is my host family.

family. They’re very nice. Helen’
Helen’s
s English
and Alex is Scottish, and their children are named
Jenny and Jacob. Jenny’s fourteen and Jacob’s twelve.
Sometimes I play soccer in the park with Jenny and

Jacob, and sometimes we all go for a walk in the center

of London. It’s a really interesting city. My favorite places
are Big Ben, Buckingham Palace, and Tower Bridge.

Week 2

 This is my language school.

school. There
There are lots
lots of students
students from
different countries, and we all speak English together. My
classmates are really friendly. I always sit with Hitoshi. He’s
Japanese. Our English lessons are fun! Our teacher’s name is
Kerry, and she’s from Australia.

Week 3

I’m at the soccer tournament now. The teams are from

Spain, Brazil, Portugal, Poland, Russia, England, Scotland,
and Japan. We train every morning. I think we’re a good
team because we’re very fast. The games are in the evening.
 They’re really exciting!
exciting!

Week 4

We’re the champions! I’m happy, but I’m

also sad because it’s the end of my month
here. Goodbye, London! Until next time!

Personal Best
Challenge! How many examples of the verb be can you find in the text? 7
  _ i

26 EXTRA PRACTICE  Workbook page 3

 

SKILLS 1B
PERSONAL BEST
Sts can practice recognizing forms of be  further. They find
be further.
as many examples of the verb be  as
be as they can in the text. You
could do this as a race. Check answers and see who found the
most examples.
Weaker sts could find one example in the text of each positive
form of be
be,, (am,
(am, is, are)
are) and copy it into their notebooks. They
can compare their sentences in pairs. Ask some sts to read the
sentences they copied to the class.

EXTRA PRACTICE
With books closed, write the following fill-in-the-blank
sentences on the board:
1 This ___ my language
language school.
school.
 2 Our English lessons
lessons ___ fun.
3 Our teacher’s name ___ Kerry.
Kerry.
4 She ___ from
from Australia.
Australia.
5 I ___ at the soccer tournament now.
6 The games ___ in the evening.

Sts work in pairs and complete the sentences using the correct
form of be
be.. They can check their answers in sections Week 2
and Week 3 in the text. Check answers.

Answers
 1 is 2  are 3  is 4  ‘s 5  ‘m 6  are

EXTRA PRACTICE
Refer sts back to the introduction to María’s blog. Ask sts to
imagine they are in another country to study or play a sport.
 Ask them to write an introduction to their blog, using María’s
as a model. In weaker classes, sts could work in pairs for this.
Sts can compare their introductions in small groups. Ask
groups whose trip sounds fun.
 27

1 LANGUAGE possessive adjectives    ’s for possession    personal objects

1C Is that a “man bag”?

  1 In pairs, look at the pictures in the text below. Can you name the objects?

  2 A Read the text. Do you think the objects in the list are from a handbag, a “man bag”, or both?
  B  1.8   Listen to a radio program.
program. Check
Check ( ) the objects
objects that you hear.
hear.

  His bag or her  bag? Where do you put your things when you

go out? If you’re a woman, your things are
probably in your handbag, but what about
men? Today, 50% of men also have a bag
– a “man bag.” Is a “man bag” the same as
a handbag? And what do men and women
carry in their bags?

  HANDBAG MAN BAG

keys 
keys 
gum 
chewing gum 
hairbrush
gloves

candy
tablet
umbrella
phone
wallet
change purse

Go to Vocabulary practice: personal objects, page 137

Vocabulary

  3 1.11   Listen to the start of the radio program again and choose the correct options.

Host  Zoe’s here with 1  she /

she / her handbag, and Harry’s here with 2 he
her handbag,  / his
he /  “man bag.”
his “man
3
What’s in  their
their /  bags? Zoe, you first. What’s in 4  you /
 / they  bags? you / your  handbag?
 your handbag?
Zoe  Let’s take a look. Here are 5  I 
I  /  keys and 6 my  /
 / my  keys  / me
me hairbrush.
 hairbrush.

  4 A Look at exercise 3 again. Then read the Grammar box. Which possessive adjective is for
things that belong to:
1 a man? 2 a woman? 3 more than one person?
B Are possessive adjectives the same or different with singular and plural nouns?

Grammar possessive adjectives

I my  my  bag/bags
 bag/bags
you your  your   umbrella/umbrellas
he his  his pen/pens
she her  her  glove/gloves
 glove/gloves
it its  its  photo/photos 
we our our  key/keys
 key/keys
they their their  tablet/tablets
  tablet/tablets

Go to Grammar practice: possessive adjectives, page 113

8
  _ i

28 EXTRA PRACTICE  Workbook page 4; photocopiable activities 1C Grammar, 1C Vocabulary

 

LANGUAGE 1C
1C Is that a “man bag”?
Sts listen to a radio program about handbags and personal possessions and talk about their own personal possessions.

Grammar Vocabulary Pronunciation Communication

Possessive adjectives;
‘s for possession
(candy, cell phone, change purse,
Personal objects (candy, Sentence stress Talking about your own
chewing gum, comb, flashlight, glasses, gloves, and other people’s
hairbrush, identity card, key, mirror, photo, stamps, possessions
sunglasses, tablet, tissues, umbrella, wallet, watch)
watch)

WARMER Remind sts to go to the app for further self-study

practice of vocabulary for personal objects.
 Ask: What do you carry with you every day? Bring
day? Bring sts’ ideas
together on the board and translate where necessary. 3 1.11   Allow sts time to read through the extract. Play
audio track 1.11. Sts listen and choose the correct options.
1 Sts work in pairs to look at the pictures, and name the Check answers.
objects. You could do this as a race. Check answers.
Answers
Answers   1 her 2  his 3  their 4  your 5  my 6  my
a “man bag”, a handbag, candy, a phone, an umbrella,
gloves, sunglasses, keys
4 A Refer sts back to exercise 3 and point out that the
correct answers are all possessive adjectives. Sts read the
2 A Check sts understand the different uses of purse
of purse in
 in
Grammar box and write the correct possessive adjectives.
 American English: purse
English: purse means the same as handbag
handbag (a (a
bag for personal objects used by women), but change purse  purse  Check answers.
is a small container for money which can be carried in a
Answers
 or handbag
 purse or
 purse handbag.. Check understanding of the other words
 1his 2  her 3  their
in the list. Sts read the text, and decide if they think the
objects are from a handbag, a “man bag” or both. They
could work in pairs for this. Elicit some possible answers,   B Read out the question and discuss the answer.
but don’t confirm them yet.
Answer
  B 1.8   Play audio track 1.8. See TB page 356 for audio
the same
script. Sts listen and check the objects they hear for each
bag. Allow sts time to compare their answers in pairs, then
play the audio track again for them to check their answers. Grammar
Read the Grammar box with sts about possessive
Answers adjectives. Ask questions to check concept.
handbag: keys, chewing gum, hairbrush, candy, umbrella,
Concept check questions:
phone, change purse
 I have an umbrella – is it my umbrella? (yes). Ana
umbrella? (yes). Ana has
man bag: keys, chewing gum, gloves, tablet, phone, wallet
 some gloves
gloves – your gloves?  (no – her
gloves? (no  gloves). Sam has
her gloves).
 some keys – our keys?  (no – his
keys? (no  keys). We have some
his keys).
3 x PRACTICE SB page 8, exercise 2B  sandwiches – their sandwiches?  (no – our
sandwiches? (no  sandwiches).
our sandwiches).
Sam and Ana have some chewing gum – my chewing
1 Do the exercise as normal. To check the answers, elicit  (no – their
 gum? (no
 gum?  chewing gum). my key (one key), my
their chewing
 which objects sts heard mentioned in the audio, and keys (two keys) – correct?  (yes). his glove, his gloves –
correct? (yes).
 what the people said about them. Play the audio again  (yes).
correct? (yes).
correct?
for sts to check.
2  Ask sts to close their books. Tell them that there were Go to Grammar practice: possessive adjectives, SB page
10 items in the list on page 8. Sts work in pairs and try 113/TB page 239.
to remember as many of the items as they can. Sts will find more language presentation and practice for
3 Sts work in pairs. They take turns miming one of the possessive adjectives
adjectives here. Do these exercises with the
objects in the list on page 8. Their partner must guess class, or set them for homework, before continuing with
the object and say a sentence including the object, exercise 5A of lesson 1C.
e.g., I
e.g., I need my keys to drive my car.
car.
Remind sts to go to the app for further self-study
Go to Vocabulary practice: personal objects, SB page grammar practice of possessive adjectives.
137/TB page 287.
Sts will find more language presentation and practice for
personal objects here. Do these exercises with the class, or
 
set them for homework, before continuing with exercise 3
of lesson 1C.
 29

possessive adjectives   ’s for possession   personal objects LANGUAGE 1C

  5 A 1.13   Pronunciation: sentence stress  Listen and repeat the sentences. Underline the
stressed words in each sentence.
1 What’s in your handbag? 3 His sunglasses are on the table.
2 Here are my keys. 4 What’s their phone number?

  B 1.14   Practice saying the sentences. Listen, check, and repeat.

1 Your tablet’s new. 3 Here are our photos.
2 Where’s my umbrella? 4 Her gloves are blue.

  6 Complete the sentences with a subject pronoun or a possessive adjective.

1 My friends are Brazilian. ’re from 4 name’s Ahmed. He’s 32 years old.
Rio de Janeiro. 5 They’re from Italy. names are
2 A  Where are sunglasses? Francesca and Marco.
  B  On your head! 6 This is George. ’s from San Diego.
3 ’m Spanish. Here’s 7 We’re in the baggage area at the airport, but
identity card. are bags here?

  7 Look at the sentences. Complete the rules about possession. Then read the Grammar box.
1 It’s Carl’s bag. After a singular name (e.g., Mary ),), we add . 
2 It’s my sister’s phone. After a singular noun (e.g., girl), we add .
3 They’re my friends’ umbrellas. After a regular plural noun (e.g., boys), we add .

Grammar ’s for possession

For a singular noun or name: For a plural noun: Irregular plural nouns:
Mary ’s
’s glasses are in her bag. My parent  s’  car
 car is red. The children’s  toys are everywhere!

Go to Grammar practice: ’s for possession, page 113

  8 1.15   Look at the picture and listen to John and Mary.

Match the possessions with the people in the box.

John Mary John’s friends Mary’s sister Carl

  9 Choose the correct options to complete the

sentences.
1 It’s Lucy’s bag / Lucy bag.
2 They’re Harry’s / Harrys’  glasses.
 glasses.
3 I’m an English teacher. Here are all my student’s /
 students’  books.
 books. 2
4 It’s my friends’ / friend’s phone. Look, this is his photo.
1 4
5 Here are the mens’ / men’s umbrellas.
5
Go to Communicatio
Communication n practice:
3 6
Student A page 158, Student B page 167

 10 A In groups of three to five, follow the instructions.

A: 
Student A:  Close your eyes.
students: Put one of your possessions on the table.
Other students: Put
A: 
Student A:  Open your eyes. Guess whose things are on the table.
Is it Manuel’s watch? Are they Maria’s glasses?

  B Repeat the activity. Take turns being Student A.

Personal Best Think of a person that you know well. Imagine what he/she has in his/her “man bag” or handbag. Say the objects. 9
  _ i

30 EXTRA PRACTICE  Workbook page 4

 

LANGUAGE 1C
5 A 1.13   To get across the idea of sentence stress, play
1.15   Audio script
the first sentence on audio track 1.13. See the SB page
opposite for audio script. Point out that some words are M = Mary, J = John
louder than others. Play the sentence again and use your M: What a mess. What are all these things on the floor?
hands to indicate how the volume increases for some J: Is this your cell phone?
 words. Play the rest of audio track 1.13. Sts listen and M: No, it’s my sister’s phone. What about this bag?
underline the stressed words. Check answers. Play the J: I think it’s Carl’s bag. And this is his wallet.
audio track again for sts to listen and repeat. M: Look, there are two umbrellas here!
J: They’re my friends’ umbrellas. What about this change purse?
Answers Is it your sister’s?
  1 What’s in your handbag? M: No, it's mine!
  2 Here are my keys.
J: What about these keys? Are they yours, too?
  3 His sunglasses are on the table.
M: No, they’re your keys!
  4 What’s their phone number?

Answers
  B 1.14   Sts work in pairs and practice saying the
 1Mary‘s sister 2  Carl 3  Carl 4  John‘s friends
sentences, paying attention to sentence stress. Play audio
5 Mary 6  John
track 1.14 for sts to listen, check, and repeat. See the SB
page opposite for audio script.
6 Sts complete the sentences with the correct
cor rect words. Check
9 Sts choose the correct options to complete the sentences.
Check answers.
answers.
Answers
Answers
  1 Lucy’s bag 2  Harry’s 3  students’ 4  friend’s
  1 They 2  my 3  I, my 4  His 5  Their 6  He 7  our
5 men’s

7 Sts look at the sentences and complete the rules. They

Go to Communication practice
could work in pairs for this. Check answers.
Divide the class into Student A and Student B. All “Student
 A” sts should go to SB page 158. All “Student B” sts should
Answers
go to SB page 167. Go to TB page 329 for the teacher
 1 ‘s 2  ‘s 3  ’ (an apostrophe)
notes. Do the activity, and then continue with exercise
10A of lesson 1C.
Grammar
10 A Put sts into groups and ask them to have some
Read the Grammar box with sts about ’s  for possession.
’s for possessions ready. Demonstrate the activity with one
Write the two forms ’s  and s’ 
’s and s’  on
 on the board. Ask group. Ask one student to close his/her eyes, and ask the
questions to check concept and point to the two forms other sts to each put one object on the table. The student
on the board where necessary as you ask the questions. then opens his/her eyes and guesses who the objects
Concept check questions: questions:  belong to. Students practice a few times in their groups.
 Jack has a phone – is it Jack phone? (nophone? (no – Jack’s phone).
 – Jack’s phone).
 Maria has a bag – is it Maria’s bag? (yes). ’s or s’? (
Maria’s bag? (yes). s’? (’s ).
’s).
  B Students switch roles and practice again. Monitor
 while sts are working, and correct any errors in a feedback
 My sisters have have some books – my sisters’ books? (yes).
sisters’ books? (yes).
’s or s’ ? ( s’ , because there is more than one sister). The session at the end.
men have some chewing gum – the men’s chewing gum?  gum?  
(yes). ’s or s’? (s’? (’s
’s,, because it’s an irregular plural noun).
PERSONAL BEST
Go to Grammar practice: ’s for possession, SB page 113/TB Sts can practice ’s for possession further. They imagine
’s for
page 239. someone’s bag and say the names of the objects that are in it.
Sts will find more language reference, presentation Weaker sts can practice in pairs. They exchange three objects
and practice for the ’s for possession here. Do these
’s for from their own bags, and say the names of their partner’s
exercises with the class, or set them for homework, before objects. Ask some sts to tell the class what their partner’s
continuing with exercise 8 of lesson 1C. objects are.
Remind sts to go to the app for further self-study
grammar of ’s  for possession.
’s for

8 1.15   Point
to the picture and explain it shows John and
Katy. Play audio track 1.15. See below for audio script.
Sts listen and match the possessions with the people.
 Allow sts time to compare their answers in pairs, and then
play the audio track again for them to check and complete
their answers. Check answers with the class.
 31

1 SKILLS
SKILLS SPEAKING asking for and giving personal information    asking for
for clarification

1D Where’s my wallet?
Learning
Curve   1 Answer the questions below.
1 Look at the picture of a lost
property office (Lost and
Found) in London. What can
you see?
2 What other things can you
find in a Lost and Found?
3 What things do you
often lose?
4 What buildings usually have
a Lost and Found?

2 A 1.16   Watch or listen to the first part of a webshow called Learning Curve. What object is missing?

B 1.16   Watch or listen again.

again. Check ( ) the things
things that are
are in Kate’s
Kate’s backpack.
backpack.
keys sunglasses cookies
wallet mirror tissues
stamps tablet chewing gum

3 1.17  
Watch or listen to the second part of the show. Are the
sentences true (T) or false (F)?
1 The assistant in the Lost and Found is named Harry.
2 Kate’s personal information is already in the computer.
3 Kate loves James Bond.
4 Kate’s phone is in the assistant’s box.
Simon Kate
5 Simon’s phone is different from Kate’s.

4 A In pairs, complete the questions in the conversation with the words in the box.

address mobile number e-mail address postcode number first name spell

 Assistant  Here’s the lost property form. TimeTime
to fill it out. I’m ready. What’s your
1 ?
Kate  It’s Kate.
 Assistant  K-A-T-E.
K-A-T -E. What’s your surname?
Kate  Oh … it’s McRea.
 Assistant  How do you 2  that, please?
Kate  M-C-R-E-A.
 Assistant  Thanks. And what’s your 3
Kate  It’s missing.
 Assistant  Could you say that again, please?
Kate  My cell phone is lost.
 Assistant  OK. Lost mobile. What’s your
4 , please?
Kate  It’s 02079 46007.
Simon  Isn’t that your home phone number?
Kate  Yes, he can call me at home!
 Assistant  Could you say that again, please?
Kate  Yes, it’s 02079 46007.
 Assistant  And what’s your 5 , please?
? Kate  222 Baker Street, Marylebone, London.
 Assistant  OK. What’s your 6 ?
Kate  NW1 5RT.
 Assistant  Do you have an 7
you have ?
Kate  Yes, it’s k.mcrea_007@gmail.com.

  B 1.17   Watch or listen again to check.

10
  _ i

32 EXTRA PRACTICE  Workbook page 5

 

SKILLS 1D
1D Where's my wallet?
Learning
Curve Sts watch a video or listen to a conversation at a lost and found office in which people ask for and give
personal information. Then they practice asking for and giving personal information.

Speaking Skill Conversation builder

Sts watch or listen to a conversation at a Asking for clarification Asking for and giving personal
Lost and Found (= lost property office in information
British English) and practice asking for
and giving personal information.

WARMER   B 1.16   Pre-teach the following words from the video:

Play a game to review the alphabet. Starting at the front of the ground floor, upstairs, detective, a computer system, a
the class, sts take turns saying one letter of the alphabet. If  show.. Play video/audio track 1.16 again. Students watch/
 show
they make a mistake or cannot think of the next letter, they listen and check the things that are in Kate’s backpack.
are out. Go around two or three times, speeding up each time, Check answers.
until sts are confident. Ask sts to write three new words from
lesson 1C on a piece of paper, without their partner seeing. Answers
Sts then work in pairs, and spell their words to each other. keys, wallet, sunglasses, tablet, cookies, and chewing gum
Their partner writes the words. See who manages to write all
the words correctly. 3 1.17   Allow
students time
students time to read through the
the sentences.
sentences.
Check that they understand assistant, personal information, 
information, 
1 Teach
Teach the meaning of to lose (
lose ( something
 something)) and Lost
and Lost and and possession
and  possession.. Play video/audio track 1.17. See TB page
(office). Students could work in pairs to answer
 Found (office) 356 for video/audio script. Sts watch/listen and decide if
the questions. See which pair finds the most things in the the sentences are true or false. Check answers.
picture. Get feedback on sts’ answers.
Answers
Each unit features an episode of Learning  1 T 2  F 3  T 4  F 5  F
Curve, a webshow intended for international
Learning
Curve students to engage in English language and 4 A Check that sts understand all the words in the box. Sts
culture. It is presented by a range of hosts who  work in pairs to read the conversation and complete it
present documentaries and vox pops (in B lessons which  with the correct words.
focus on listening skills) and also talk about their personal
lives through video diaries (in D lessons which focus on   B 1.17   Play video/audio track 1.17 again. Sts
 watch/listen and check their answers. Check answers with
speaking skills). You and your students can watch the
the class. NB The British assistant says mobile and postcode
mobile and  postcode  
videos in class, or download them from the Learning
but in American English we use cell phone and
phone and postal code 
 postal code 
Platform to watch at home. You can watch the episode in
or zip
or code.
 zip code.
its entirety (for enjoyment or familiarization purposes), or

you can break itindown

recommended each into more
lesson. It ismanageable chunks,
also available as an as
‘audio-only’ option for teaching environments without
access to video. Students hear speakers from the UK and
the U.S. (exposing them to both British and American
English usage and accents) as well as from other
countries. The video allows students to practice particular
listening skills and gives them exposure to features of
natural spoken speech. See TB page 14 for more
information on Learning Curve.
2 A 1.16   All the D lessons in this level which focus on
speaking skills are accompanied by video (i.e., an episode
of Learning
of Curve). In this lesson, Kate goes to the Lost
 Learning Curve
and Found to find her lost phone. Read out the question,
then play video/audio track 1.16. See TB page 356 for
 video/audio script. Sts watch/listen and answer the
questions. Check answers.
  Answer
Kate’s phone is missing.
Answers
 1 first name 2  spell 3  mobile number 4  number
5 address 6  postcode 7  e-mail address
3 x PRACTICE SB page 10, exercise 4A/B
1 Do exercise 4A as normal. Before you play the recording
in exercise 4B, read out each fill-in-the-blank sentence
and elicit some possible answers. As sts suggest
answers, ask: Does
ask: Does this question
question match the answer that
 Kate gives?
gives?
2  Ask sts to cover the conversation in exercise 4A. Read
out Kate’s answers to the questions ini n a random order.
Students race to say the correct questions.
3 Play the video/audio again, pausing after each of the
questions. Get students to repeat. Encourage them to
copy the pronunciation and intonation the Assistant
uses. Students can then practice saying the questions in
pairs. Encourage them to practice several times, until
they can ask the questions fluently.
fluen tly.
 33

asking for and giving personal information    asking for

for clarification SPEAKING SKILLS
SKILLS 2D
1D
Conversation builder asking for and giving personal information

Asking for information: Saying your phone number: Saying your email address:
What’s your first name/last name 02079 46007 – oh two oh seven k.mcrea_007@gmail.com – k dot
(surname)/address/cell-phone nine four six oh oh seven mcrea underscore oh oh seven at
number/home phone number/  g mail dot com
 postal code? 
Do you have an e-mail address? 
How do you spell that, please? 

  5 Read the Conversation builder. Answer the questions in pairs.

1 How do you say “0“ and “44“ in a phone number?
2 How do you say “@,“ “_,“ and “.com“ in an e-mail address?

  6 1.17   Read the sentences. Then watch or listen again. Choose the correct options to
complete the sentences.
1 The assistant asks Kate to spell her first name / last name / address.
2 He asks her to say her cell-phone number  /  / e-mail address / home phone number  again.
 again.

Skill asking for clarification

When you don’t understand something, ask the speaker for help:
• Ask him/her to say the sentence again or to spell the word.

•  Sorry,
Use Sorry,
couldcould
you say … and
youthat  please
again,  to be polite:
pl ease?
please? How do you spell that, please? 
   
• Use polite intonation:
intonation: Sorry,
 Sorry, could you say that again, please? 
p lease? 

  7 1.18   Read the Skill box. Listen and repeat the questions when you
hear the beeps. Copy the intonation.

8 1.19   Listen to three conversations in a school Lost and Found.

For what information does the assistant ask for clarification?
Conversation 1 address / postal code / e-mail address
Conversation 2 home phone number  /  / cell-phone number  /
 / postal code
Conversation 3 first name / last name / first name and last name

Go to Communication practice: Student A page 158, Student B page 167

Communication

  9 A  PREPARE
 
You lose an important personal object. Look at the Conversation builder again.
Think about your answers to the questions.
  B  PRACTICE You are at the Lost and Found. In pairs, take turns asking and answering questions
 
and complete the form for your partner. Ask for clarification to check the information is correct.

  C  PERSONAL BEST   Exchange with your partner. Read his/her work and correct any mistakes.
How could you improve it?

Personal Best
Challenge! Write the e-mail addresses and phone numbers of five people you know. Practice saying them in English. 11
  _ i

34 EXTRA PRACTICE  Workbook page 5

 

SKILLS 1D
Conversation builder 9 Sts follow the steps to have a conversation in a Lost and
Found.
Read the Conversation builder box with sts about
asking for and giving personal information. Explain   A PREPARE   Sts look at the questions in the Conversation
that we say phone numbers as single numbers – four – builder box again and think about their own answers.
two – six, etc., (but note that British English speakers Monitor and help while they are working.
sometimes use double  if the same number is repeated,
double if
e.g., double three and that James Bond’s 007 is always
  B PRACTICE   Sts work in pairs to ask and answer the
questions in the Conversation builder box and complete
pronounced  “double oh seven”). Point out the use
pronounced
the form for their partner. Before they start, refer them
of dot
dot,, at and underscore
at and underscore in in e-mail addresses. Ask
back to the Skill box and tell them to ask for clarification
questions to check concept.
Concept check questions: during their conversation.
information? 
What’s your address? – is this asking for information?    C PERSONAL BEST   Sts exchange forms with their partner
(yes). How
(yes).  How you spell that? – is that a correct question? 
correct question?  to check it and suggest improvements. Get feedback from
(no – How
– How do you that?). Spell means say each
you spell that?). sts on which parts of the task they found easy, and which
correct? (yes). My
letter in a word – correct? (yes).  My phone number
number is they found difficult. Suggest that they should practice
oh one, five hundred and forty-two, six hundred and saying their name, address, phone number and e-mail
correct? (no – we use single numbers for phone
nine – correct? (no address regularly, and should also practice spelling their
numbers). My
numbers).  My e-mail address
address is my
my – point – name
name at name and address so that they are confident about giving
internet – point – com – correct?  (no – we use dot
correct? (no  in
dot in the information.
e-mail addresses).
PERSONAL BEST
5 Sts answer the questions in pairs. Check answers.
Sts can practice saying phone numbers and e-mail addresses
Answers
further. They write the phone numbers and e-mail addresses
of five people they know and practice saying them. Sts could
 1 Oh, four four or double four
dictate the numbers and e-mail addresses to a partner for
 2 at, underscore, dot com extra practice.

6 1.17   Allow
sts time to read the sentences and options.
Play video/audio track 1.17 again. Sts watch/listen and
choose the correct options. Check answers.
Answers
  1 last name
  2 home phone number
7 1.18   Read the Skill box with sts about asking for
clarification. Check that sts understand the questions, and
point out the intonation pattern on Sorry, could you say
again? Play track 1.18. See below for audio script. Sts
that again? Play
listen and repeat the questions. Encourage them to copy
Weaker sts can work in pairs. They each write
w rite two phone
numbers and two e-mail addresses of people they know, and
then work together to decide how to say them. They then
practice saying them.
EXTRA PRACTICE
Put sts into groups of three. Two sts repeat the conversation
from exercise 9B in which they ask for and give personal
information and ask for clarification. The third student uses
their phone to record the other two. Sts can switch roles and
practice again. Watching themselves on video will help sts to
evaluate how well they can give personal information, and
ask for clarification.

the pronunciation and intonation on the recording.

Audio script
Sorry, could you say that again, please?
How do you spell that, please?

8 1.19   Read out the question, and then play audio track
1.19. See TB page 356 for audio script. Sts listen and
choose the correct answers. Check answers.

Answers
  1 postal code
  2 cell-phone number
  3 first name and last name

Go to Communication
Divide practice
the class into Student A and Student B. All “Student
 A” sts should go to SB page 158. All “Student B” sts should
go to SB page 167. Go to TB page 329 for the teacher
notes. Do the activity, and then continue with exercise 9 of
lesson 1D.
 35

UNIT

2
1 Work and play
LANGUAGE simple present: affirmative and negative   jobs and job verbs

2A What I do
  1 Look at the pictures. What jobs can you see?

  2 A Read the text. Check your answers to exercise 1.

  B Label the pictures with the names of the people. What other jobs are mentioned in the text?

a b c d
a b c d

My other
other  job
Lots of people around the world have two jobs. Sometimes it’s because they need the money, and
lear n something new. Let’s meet some people who each have two jobs. 
sometimes they want to learn

1  I’m Luisa. I’m from Brazil, but I live in Lisbon with my parents and my sister. I work as a receptionist for
an IT company at an office downtown, but I also help my parents at our family restaurant in the evening
and on the weekend. It’s a traditional Brazilian restaurant. My sister helps, too. My parents cook the
food, and we serve it! I like my two jobs, but I don’t have a lot of free time.

2  Michal lives in Prague. He’s a mechanic, and he works at a garage. He likes his job because he loves
cars, but he doesn’t work there on the weekend. On Saturdays, he has a second job – he’s a tour guide
for tourists. He knows a lot about his city.

3  Zoe’s 26 years old and lives in

i n Toronto
Toronto in Canada. She’s a receptionist for a TV company. She works
from 9 a.m. to 5 p.m. during the week. Zoe has another job three evenings a week – she teaches
Zumba at a gym. She doesn’t work on the weekend.

4  Isaac’s from Jamaica, but he lives in New York. He’s a taxi driver, and he works every day. Isaac likes his
 job, and he loves New York.
York. He often
often goes back to to Jamaica for
for his other job. He doesn’t drive a taxi in
Jamaica – he’s a singer, and he sings at festivals!

  3 Read the text again. Write the names of the people.

1 They work with cars. ,
2 He/She works with food.
3 They have office jobs. ,
4 They come from one country and work in another country. ,
5 They work on the weekend. , ,

4 Complete the sentences with verbs from the text.

1 I in Lisbon. 4 I a lot of free time.
2 My sister , too. 5 She Zumba at a gym.
3 My parents the food. 6 He a taxi in Jamaica.
Go to Vocabulary practice: jobs and job verbs, page 138

12
  _ i

36 EXTRA PRACTICE  Workbook page 8; photocopiable activity 2A Vocabulary

UNIT
      T

Work and play 2

      I
      N
  U

UNIT 2 OVERVIEW:  This unit looks at different aspects of work and free time. Sts read a text about people
who have two jobs. They listen to people talking about different jobs and free-time activities and talk about
the jobs and activities that people they know do. They listen to people at a speed-roommating event, then
practice asking and answering questions about themselves by role playing a speed-roommating event. They
end by reading an e-mail from someone who has moved to a new city, and then imagine they are in a new city
and write an email to a friend.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Simple present: affirmative Jobs and job -s and -es
-es endings;
 endings; Listening for An informal e-mail; opening
and negative; simple present: verbs; activities auxiliary verb do/  names, places, and closing an informal e-mail;
questions; contractions; articles (1) (1) does in
does  in questions days, and times connectors: and , but,
but, and
 and or 

LANGUAGE 2A
2A What I do
Sts read a text about people who have two different jobs. They then practice talking
t alking about their own job.

Grammar Vocabular y Pronunciation Communication

Simple (accountant, businessperson, chef, construction worker,
Jobs and job verbs (accountant, -s and -es
-s and -es   Talking about your
present: dentist, doctor, electrician, flight attendant, hairdresser, lawyer, mechanic, endings  job
affirmative nurse, police officer, receptionist, salesclerk, singer, taxi driver, teacher, tour
and guide, waiter/waitress; cook food, cut hair, drive a taxi, finish work, fix cars,
negative help tourists, make clothes, sell computers, serve food, sing, start work,
teach, wear a suit )

WARMER 3 Read out the task and explain that more than one name
 Ask: What’s my job? Elicit
job? Elicit the answer and say I’m
say I’m a teacher
teacher. goes with some sentences. Sts read the text again and
Put sts into pairs, and give them two minutes to write as many  write the names. Check answers.
 jobs as they can in English. Bring sts’ ideas together on the
board and check they understand all the jobs. Repeat I’m
Repeat I’m a Answers
 and write it on the board. Point out the use of the
teacher, and
teacher,   1 Michal, Isaac 2  Luisa 3  Luisa, Zoe

article a with jobs.   4 Luisa, Isaac 5  Luisa, Michal, Isaac

1 Sts work in pairs to look at the pictures and discuss 4  Ask sts to find the first verb as an example. Sts then
 what jobs are shown. Elicit a few ideas but don’t confirm complete the remaining sentences. Check answers and
answers yet. check that sts understand all the expressions.
2 A Sts read the text to check their answers. Check answers
Answers
 with the class and check that sts understand all the jobs.
  1 live 2  helps 3  cook 4  don‘t have 5  teaches
6 doesn‘t drive
Answers
  a Zumba teacher b  taxi driver
  c mechanic d  receptionist for an IT company Go to Vocabulary practice: jobs and job verbs, SB page
138/TB page 289.
Sts will find more language presentation and practice for
B Sts read the text again to label the pictures with the
 jobs and job verbs here. Do these exercises with the class,
names of the people, and note down what other jobs they
or set them for homework, before continuing with exercise
have. Check answers, and check sts understand all the jobs.
5 of lesson 2A.
Answers Remind sts to go to the app for further self-study
  a Zoe – receptionist for a TV company  vocabulary practice of jobs and job
jo b verbs.
b Isaac – singer
    c Michal – tour guide
d Luisa – serves food in a restaurant
 37

simple present: affirmative and negative    jobs and job verbs LANGUAGE 2A
  5 Complete the rules for the simple present. Use the text to help you. Then read the Grammar box.
1 For the he/ she/itform,
 form, we add or to the base form of the verb.
2 For the negative form, we use and .

Grammar simple present: affirmative and negative

Affirmative:
I work  for an IT company. He loves New York. She teaches Zumba. My parents cook  the
 the food.

Negative:
I don’t have a lot of free time. He doesn’t drive a taxi.

Go to Grammar practice: simple present: affirmative and negative, page 114

  6 Complete the text with the correct form of the verbs in parentheses in the simple present.

My parents 1  (have) a hotel in a small town in Spain. I 2  (go)

3
to college every day, but I  (help) my parents in the evening. My dad
4
 (cook) the food, but he 5  (not serve) it – that’s my job. I have
two sisters, but they 6  (not work) in the restaurant. One sister 7  
8
(live) in Germany, and my other sister  (work) in a hospital.

  7 A 2.4   Pronunciation: - s

 s and
 and -es
-es endings
 endings  Listen and repeat the sounds and verbs in the chart.

/s/ / z/ / z /

likes g o es finishes

  B 2.5   Add the verbs to the chart. Listen and check.

teaches lives helps works drives watches makes sel ls

sells

  8 2.6   In pairs, say the sentences. Listen, check, and repeat.

1 He teaches English. 5 He drives a taxi.
2 He lives in New York. 6 She watches TV after work.
3 She helps her parents. 7 She makes clothes in a factory.
4 He works from 2 p.m. to 10 p.m. every day. 8 She sells books in a store.

A Think of three people you know. Write about their jobs, but don’t say what the jobs are.
  9 My friend Ana works in the city. She doesn’t work on the weekend. She likes her job because she
works with people. She cuts people’s hair.
  B In pairs, tell each other about your people. Guess the jobs.
AI  s Ana a hairdresser? B Yes, she is. Your turn.

Go to Communication practice: Student A page 159, Student B page 168

 10 A Write about your job. Use the prompts to help you.
In my I work/don’t work
I’m a … I work I work during the in the evening. I like/don’t like my
 job, I …
in/for a … week/on the weekend.  job because …

  B Work in groups of five or six. Exchange your descriptions with another student. Take turns
talking about the person whose description you have. The other students guess who it is.
A  This person's a teacher. She works in a language school. She teaches Spanish. She likes

her job. She works in the evening, but she doesn’t work on the weekend.
B  I think Carla's a teacher. Carla, is it you?

Personal Best Write sentences about a dream job. 13

  _ i

38 EXTRA PRACTICE  Workbook page 8;

00;photocopiable
photocopiableactivity
activity2A
2AGrammar
Grammar

LANGUAGE 2A
5  Ask sts to find the verbs from exercise 4 in the text and 7 A 2.4   Model pronunciation of the three sounds /s/, /z/ 
notice what happens to the verb in the he/she/it form. Sts
he/she/it form. and /z/ in isolation. Play audio track 2.4. See the SB page
 work in pairs to complete the rules. Check answers. opposite for audio script. Sts listen and repeat the words.

Answers   B 2.5   Sts work in pairs to decide how to pronounce

  1 s, es 2  doesn’t,
does n’t, don’t
the verbs, and add them to the table. Play audio track
2.5. See Answers for audio script. Sts listen to check their
answers. Play the audio track again for sts to repeat.
Grammar
Read the Grammar box with sts about the simple Answers
/s/
present: affirmative and negative. Point out that the I  the I , /z/:: helps, works,sells
lives, drives, makes
 you,, we,
 you  and they  forms
we, and  forms of the simple present are all the
/z/: teaches, watches
same, but the he/she  form adds s
he/she form adds s or
 or es
es.. Point out that in
the negative, the I 
the I , you
 you,, we,  and they  forms
we, and  forms all use don’t
don’t,,
and the he/she  forms use doesn’t
he/she forms doesn’t.. Ask questions to check 8 2.6  Sts work in pairs and practice saying the
concept. sentences. Play audio track 2.6. See the SB page opposite
Concept check questions: for audio script. Sts listen
l isten to check their answers. Play the
 I work in a restaurant
restaurant – correct?  (yes). He
correct? (yes).  He work in a track again for sts to repeat.
correct? (no – he works
restaurant – correct? (no works).). He
 He teach sports
sports – 9 A Read out the example description. Sts work individually
correct?  (no – he teaches
correct? (no  sports). Which forms add s or
teaches sports). to write their job descriptions. Monitor and help while sts
 (he
es? (
es?  and she
he and ). I
 she).  I don’t work
work on the weekend correct?  
weekend – correct? are working.
(yes). She don’t work on the weekend – correct? (no
correct?  (no –
she doesn’t  work). Which forms use “doesn’t”? (
doesn’t work). “doesn’t”? (he  and
he and   B Sts work in pairs to read their descriptions to each other
).
 she).
 she and guess the jobs. Get feedback on who guessed all their
partner’s jobs correctly.
correctl y.
Go to Grammar practice: simple present: affirmative and Go to Communication practice
negative, SB page 114/TB page 241. Divide the class into Student A and Student B. All
Sts will find more language reference, presentation, and “Student A” sts should go to SB page 159. All “Student
practice for the simple present affirmative and negative B” sts should go to SB page 168. Go to TB page 331 for
here. Do these exercises with the class, or set them for the teacher notes. Do the activity
activity,, and then continue with
homework, before continuing with exercise 6 of lesson 2A. exercise 10A of lesson 2A.
Remind sts to go to the app for further self-study 10 A Read through the prompts with the class and make sure
grammar practice of the present simple: affirmative sts understand everything. Sts work individually to write
and negative. sentences about their jobs. Monitor and help while they
are working.
6 Sts read the text and complete it with the correct verb
forms. Check answers.   B Sts work in groups. Tell them to put all their
descriptions together, shuffle them, and then hand them
Answers out again. Sts take turns telling the others in their group
  1 have 2  go 3  help 4  cooks 5  doesn’t serve about the person whose description they have. The other
  6 don’t work 7  lives 8  works sts try to guess who it is describing. Get feedback from sts
on how easy they found it to guess each other’s jobs.

3 x PRACTICE SB page 13, exercise 6

PERSONAL BEST
1 Do the exercise as normal. To check answers, take turns
Sts can practice talking about jobs further. They write
to read out each sentence, sometimes with the correct
sentences about a dream job, using the prompts in exercise
 verb and sometimes
sometimes with an incorrect
incorrect one. Each time
10A to help. They can compare their answers in pairs and
ask: Correct or incorrect? Elicit
incorrect? Elicit the correct answers.
discuss which dream job they prefer.
2  Ask sts to close their books. Write prompts for the text
on the board, e.g., have/hotel, go/college, help/parents.
help/parents. Weaker sts can write five sentences about the job of someone
Sts work in pairs and try to rewrite the text from they know, or a famous person. They can read their sentences
memory. They can look in their books again to check. to each other in pairs and guess the jobs.
3  Ask sts to read the text again, and try to memorize as
much as they can. Say the first three words of the text:
... . Elicit the next three words from an
 My parents have ... .
individual student (a (a hotel in).
in). Continue around the
class, eliciting three words at a time from individual
sts. Other sts can help out if necessary. See if, as a class,
 you can recreate the whole text!
 39

2
1 SKILLS
SKILLS LISTENING listening for names, places, days, and times    activities (1)

2B Weekdays, weekends
Learning
Curve
  1 Match the activities in the box with pictures a–h.

play tennis read a book go to the movies watch TV

go for a walk listen to music study meet friends

a b c d

e f g h

  2 In pairs, talk about the activities in exercise 1. What activities do you do?
I listen to music in the car. I don’t go to the movies.

Go to Vocabulary practice: activities (1), page 139

  3 2.8   Watch or listen to the first part of Learning Curve. What

What do they talk abou
about?
t? Check
Check ( )
the two correct answers.
a free-time activities
b people who enjoy their jobs
c people who don’t have any free time

Skill listening for names, places, days, and times

Names, places, days, and times are important pieces of information when you listen.
• Important words like names, places,
places, days, and times are usually stressed. Listen for stressed words.
• We often use prepositions with places, days, and times:  in France
 France,, on Monday ,  at  6:30,
 6:30, etc. Listen
for the prepositions  in, on, and  at .
• Remember to use capital letters for names, places, and days when you write them down.

  4 A 2.8   Read the Skill box. Watch or listen again. Complete the chart with words
from the box.

lawyer Argentinian dance teacher Puerto Rican

Marcus English Maggie Pablo tennis coach

N am e N a t io n a l it y Job

  B In pairs, talk about people you know. Do they love their jobs? Why?/Why not?
My friend Justyna’s Polish. She’s a receptionist. She likes her job, but she doesn’t love it.

14
  _ i

40 EXTRA PRACTICE  Workbook page 9; photocopiable activity 2B Vocabulary

SKILLS 2B
2B Weekdays, weekends
Learning
Curve Sts watch or listen to people talking about different jobs and free-time activities, and then talk about the jobs
and activities that people they know do.

Listening Skill Listening builder Vocabular y

Sts watch a video or listen
to a recording about jobs
and free-time activities.
Listening for Introduction to the (go for a walk, go out for coffee, go out for
Activities (1) (go
names, places, sound // dinner, go running, go to the movies, listen to music/ to
days, and times the radio, meet friends, play soccer/tennis/the guitar,
read the newspaper, relax, see a movie, spend time with
my family, study, watch soccer/TV )

WARMER 3 2.8   NB All the B lessons in this level which focus on

 Ask: What do you do in your free time? Elicit

time?  Elicit answers from listening skills are accompanied by video (i.e., an episode
individual sts. Ask more questions if sts are struggling for of Learning
of  Learning Curve ). In this lesson, Kate interviews people
Curve).
ideas, e.g., Do
e.g., Do you listen
listen to music? Who are your
your favorite about their jobs and free-time activities. Pre-teach the
 singers? Do you play sports? What areare your favorite
favorite sports? following words from the video: cultural, a topic, a study,
tango. Allow sts time to read through the
a balance, the tango.
1 Sts match the activities with the pictures. three possible answers. Play video/audio track 2.8. for sts
to watch/listen and check the correct answer. See TB page
Answers 357 for video/audio script. Check the answer.
  a go for a walk b  watch TV c  read a book
  d listen to music e  go to the movies f  study Answer
  g play tennis h  meet friends a and b

2 In pairs, sts discuss the activities in exercise 1 and say Skill

 which ones they do. Get feedback from pairs on which Read the Skill box with sts about names, places, days,
activities they both do. and times.
Go to Vocabulary practice: activities (1), SB page 139/
TB page 291. 4 A 2.8   Put sts into pairs to read through the words in

the box, and think about howhow to say them. Discuss their
Sts will find more language presentation and practice for
ideas as a class. Remind sts they will have to watch/listen
activities here. Do these exercises with the class, or set
carefully to hear the correct words. Play video/audio track
them for homework, before continuing with exercise 3 of
2.8 again for sts to watch/listen and complete the table.
lesson 2B.
Remind sts to go to the app for further self-study Answers
 vocabulary practice of activities. Marcus Argentinian lawyer
Maggie Puerto Rican dance teacher

  Each unit features an episode of Learning Pablo English tennis coach

Curve,, a web show intended for international
Curve
Learning   B Sts discuss the questions in pairs. Get feedback from sts
Curve students to engage in English language and
on their answers.
culture. It is presented by a range of hosts who
present documentaries and vox pops (in B lessons which
focus on listening skills) and also talk about their personal
lives through video diaries (in D lessons which focus on
speaking skills). You and your students can watch the
videos in class, or download them from the Learning
Platform to watch at home. You can watch the episode in
its entirety (for enjoyment or familiarization purposes), or
you can break it down into more manageable chunks, as
recommended in each lesson. It is also available as an
‘audio-only’ option for teaching environments without
access to video. Students hear speakers from the the U.S.
and the UK. (exposing them to both American and British
English accents) as well as from other countries. The video
allows students to practice particular listening skills and
gives them exposure to features of natural spoken speech.
See TB page 14 for more information on Learning Curve.Curve.
 41

listening for names, places, days, and times   activities (1)

 LISTENING SKILLS
SKILLS 2B
1B
  5 2.9   Watch or listen to the second part of the show. Complete the sentences
with the names and cities in the box.

Toronto Chip New York Gillian Khan London

1 This is . 2 This is . 3 This is .

She’s from . He lives in . He’s from .

  6 2.9   Watch or listen again. Are the sentences true (T) or false (F)?
1 Gillian meets friends on Saturday.
2 She goes running on Monday mornings.
3 Khan watches football on Saturday evenings.
4 He studies Italian and Spanish.
5 Chip starts work at 9 a.m. every day.

6 He finishes work at 4 p.m.

7 In pairs, talk about the people in the video. Answer the questions.
1 Where do they work?
2 What activities do they do in their free time?
3 What do you think of their jobs?
4 Do you do the same activities in your free time?

Listening builder introduction to the sound //

The unstressed vowel sound // is also called “schwa.” It is very common in English.
We use it in almost every sentence. It is underlined in these phrases:
Marcus isn’t a famous tennis player. What do you do in your free time? We want to know!

  8 2.10  
Read the Listening builder. Read the sentences and underline the letters that
you think have the sound / /. Then listen and check.

1 My sister’s a doctor. 4 John’s a police officer.

2 When do you play tennis? 5 I want to go out for dinner.
3 I go to the movies on the weekend.

  9 A Think of three people that you know. Make notes about the
following questions:
• Where do they live? What’s their job?
• What activities do they do in their free time? When do they do them?
my friend Victoria – Boston – studies French – Wednesday evenings
B Take turns telling your partner about the people. Listen and complete the
chart about your partner’s people.

Name Place Activity Day(s)/Time

Personal Best
Challenge! What do you remember about the people in the video? Write a sentence about each person. 15
  _ i

42 EXTRA PRACTICE  Workbook page 9

SKILLS 2B
5 Sts look at the pictures and read the fill-in-the-
2.9   9 A To finish up, sts prepare to talk about three
t hree people they
blank sentences. Play video/audio track 2.9. See TB page know. They read the questions and make notes. Monitor
357 for video/audio script. Sts watch/listen and complete and help while they are working.
the sentences. Check answers.   B Sts take turns telling their partner about the three
people they made notes on. Their partner listens and
Answers completes the table. When they have both completed the
  1 Gillian, Toronto activity, sts can look at their partner’s table to check that
  2 Khan, London all the information is correct. Discuss with the class which
  3 Chip, New York parts of the activity sts found difficult.

6 2.9  Sts read the sentences. Play video/audio track 2.9

again. Sts watch/listen, and decide if the sentences are
true or false. You could ask stronger sts to correct the false
sentences. Check answers. Play the track again, pausing
for sts to hear why each sentence is true or false.
Answers
 1 T
  2 F (she goes running on Sunday mornings)
NB Gillian uses the expression goes for a run – in
American English, it is more usual to say goes running.
  3 F (he watches soccer on Friday evenings)
  4 F (he studies Italian and French)
 5 T
  6 F (he finishes at 5)
7 Sts work in pairs to discuss the people in the video. Get
feedback on their answers.
PERSONAL BEST
Sts can practice vocabulary for jobs and activities further.
They try to remember the people in the video, and write a
sentence about each. They can compare their sentences in
pairs.
Weaker sts can work in pairs. They choose two or three
people from the video, and write a sentence about each one.
 Ask some sts to read their sentences to the class.
EXTRA PRACTICE
Sts work in new pairs. They take turns using their phones to
record their partner talking about the people they know in
exercise 9B. Allow sts time to watch the videos of themselves.
Discuss as a class what they noticed about the speed they
speak at, their pronunciation and intonation.

Answers
  1 Gillian works in Toronto, Canada. Khan works in a lot
of places–Europe, the Middle East, Asia. Chip works in
Brooklyn, New York.
  2 Gillian meets friends, goes running, goes to the movies.

Listening builder
Read the Listening builder box with sts about the // 
sound. Model the sound in isolation, and then read out
the sentences in the box to model the pronunciation
of the schwa sound in context. Explain that a lot of
 vowels are pronounced with this sound when they are
unstressed, but pronounced with their full sound when
they are stressed. Ask questions to check concept.
Concept check questions:
sound? (the unstressed vowel in
What is the schwa sound? (the
English). Is
English). common? (yes). Can different vowels
 Is it very common?
unstressed?  (yes). Is
become “schwa” when they are unstressed? (yes).  Is the
 schwa sound
sound used as a stressed vowel?  (no).
vowel? (no).

8 2.10   Sts read the sentences, and underline letters

 which they think are pronounced as schwa. Play audio
track 2.10. See the SB page opposite for audio script.
Sts listen and check their answers.

Answers
  1 My sister’s a doctor.

 2 When do you play tennis?

 3 I go to the movies on the weekend.
 4 John’s a police officer.
 5 I want to go out for dinner.
 43

2 LANGUAGE simple present: questions

2C Find a roommate
  1 Look at the pictures in the text. What do you think “speed-roommating” is?

  2 A Read the text and check your answer to exercise 1.

  B Look at the questions. Who asks them: people who need a roommate or people who need a room in
an apartment, or both?

How to find the perfect roommate

You have a great apartment, and you need a new roommate.
How do you find one? Why not try speed-roommating? It’s
a great way to find the perfect roommate.
The idea for speed-roommati
speed-roommating ng comes from speed-dating.
Speed-dating events are for single people who want to find
a boyfriend or girlfriend. Speed-roommating
Speed-roommating is the same
idea, but it’s for people who need a roommate or a room.
You meet new people, talk, and ask questions. 8 What do
1  Where do you 6  Does your  you do in your
What questions do you ask?
live now? boyfriend/girlfriend free time?
live near here?
5
3  What do   Do you have a 7 Does your
2  Where’s 4Are you boyfriend/girlfriend? apartment have a
 you do?
 yourr apart
 you apartmen
ment?
t? a neat person? balcony?

  3 A 2.11   Bruce is at a speed-roommating event. He is looking for a roommate. Listen and

decide who is the best roommate for Bruce – Mike, Phil, or Andrea. Why?

  B 2.11   Listen again. Are the sentences true (T) or false (F)?
1 Mike and Bruce work on the weekend. 4 Phil doesn’t like his job.
2 Bruce is a DJ at a club. 5 Andrea doesn’t live with her parents.
3 Phil doesn’t work near Bruce’s apartment. 6 Bruce has a girlfriend.

4 Match questions 1–5 with answers a–e.

1 Where do you work? a  He lives in another
another city.
2 What do you do? b  I work at a local restaurant.
restaurant.
3 Do you work in the evening? c  No, I don’t. Not at the moment.
4 Where does your boyfriend live? d  I’m an accountant.
5 Do you have a boyfriend/girl
boyfriend/girlfriend?
friend? e  Yes, I do. I finish at about 11:30.

  5 A Look at the questions in exercise 4. Which questions have a  yes/no answer?

  B Complete the rule. Then
rule. Then read the Grammar box.
a uxiliary verbs 1
We use the auxiliary  and 2  to make questions in the simple present.

Grammar simple present: questions

 yes/no questions and short answers: Wh- questions:

Do you work  long
  long hours?   Yes, I do. No, I don’t.  What do you do in your free time? 
Does she go out?   Yes, she does. No, she doesn’t. Where do you work ? 
? 
  When does he finish? 
Look! We don’t use do and don’t  in   in questions with the verb be:

Do you live in San Francisco?  Are you from San Francisco? 

Go to Grammar practice: simple present: questions, page 115

16
  _ i

44 EXTRA PRACTICE  Workbook page 10; photocopiable activity 2C Grammar

LANGUAGE 2C
2C Find a roommate
Sts read about speed-roommating, a way of choosing a new roommate quickly. They listen to people taking part in a speed-
roommating event, and then practice asking and answering personal questions in a role play of a speed-roommating event.

Grammar Pronunciation Communication

Simple present: questions Auxiliary verb do/does
do/does i
 inn questions Asking and answering personal questions

WARMER 4 Sts match the questions with the answers. Check answers,
 Ask: Where do you live? Who do you live with? Elicit
with?  Elicit answers and check sts understand that What do you do? asks
do? asks about
from individual sts and find out who shares an apartment someone’s job.
or house with other people. Teach the word roommate
roommate.. Ask:
Answers
 How do you
you find new roommates?
roommates? Do you ask friends?
friends? Do you
you
online? Elicit a range of answers from individual sts.
look online? Elicit   1 b 2  d 3  e 4  a 5  c

1 Teach the meaning of speed

Teach of  speed.. Sts work in pairs to look at 5 A Sts look at the questions in exercise 4 again, and decide
the pictures, and think about what speed-roommati
what speed-roommating  is.
ng is.  which have a yes/no
a yes/no answer.
 answer. Check answers.
Elicit a few possible answers, but don’t confirm them yet.
Answers
2 A Sts read the text quickly to check their ideas.
  3 Do you work in the evening?
Check answers with the class. Ask: Do
Ask: Do you think
5 Do you have a boyfriend/girlfriend?
 speed-roommating
 speed-roommati ng is a good idea?
idea? Why/Why
Why/Why not?

Answer   B Sts complete the rule. They could work in pairs for this.
It’s an event for meeting new people to try and find the Check the answers.
perfect roommate.
Answers
  B Sts look at the questions and decide who asks each   1 do 2  does
one. Check answers, and check that sts understand all the
questions. Grammar

Answers Read the Grammar box with sts about simple present
questions. Explain that we use do/does  to make
do/does to
  1 people who need a roommate
  2 people who need a room in an apartment
questions in the simple present, and do/does  comes
do/does comes
before the subject: Do
subject: Do you work?  NOT You do work? 
work? NOT work? 
  3 both
Explain that Wh-  words come before do/does
Wh- words do/does:: Where
  4 both
  5 both
live? Remind sts that we use do
do you live? Remind  with I 
do with  I , you
 you,, we,
we,  
and they , and we use does  with he/she
does with he/she.. Point out that
  6 both
in short answers we just use the auxiliary verb, not the
  7 people who need a room in an apartment
main verb: Yes, I do.
do. NOT Yes, I do work.
work. Ask questions
  8 both
to check concept.
Concept check questions:
3 A 2.11   Read out the question then play audio track
What auxiliary verb do we use to form questions in
2.11. See TB page 357 for audio script. Sts listen and decide present? (do/does). You do live with your
the simple present? (do/does).
 who is the best roommate.
roommate. Discuss
Discuss the
the answer
answer with the  parents? – a correct question?  (no – Do
question? (no – Do you live
live with
class, and encourage sts to give reasons for their answers.  your parents?). Do
parents?). Do he work
work in an office?
office? – a correct
correct
 (no – Does
question? (no
question? – Does he work  in an office?). Where you
work in
Possible answer question? (no – Where do you work?).
work? – a correct question? (no work?).
Mike is perhaps the best roommate because Phil plays the
questions? (the
Which verb doesn’t use “do/does” to form questions?
guitar, but Bruce’s cat doesn’t like loud music, and Andrea
 verb be ).
be).
doesn’t like cats.

Go to Grammar practice: simple present: questions,

  B 2.11   Allow sts time to read the sentences. Check
they understand everything. Play audio track 2.11 again.
Sts listen, and decide if the sentences are true or false.
 Allow sts time to compare their answers in pairs, and then
play the audio track again if necessary for them to check
and complete their answers. Check answers with the class.
Answers
  1 T 2  T 3  F 4  F 5  T
6 F (only Andrea has a partner)
SB page 115/TB page 243.
Sts will find more language reference, presentation
and practice for simple present questions here. Do these
exercises with the class, or set them for homework, before
continuing with exercise 6A of lesson 2C.
Remind sts to go to the app for further self-study
grammar practice of simple present: questions.
 45

simple present: questions LANGUAGE 2C

  6 A 2.13   Pronunciation: auxiliary verbs do
do and
 and does
does in
 in questions  Listen to the questions.
How do we pronounce do
do and
 and does
does??
1 Do you listen to music? 4 What does Bruce do after work?
2 Does Phil have a cat? 5 Where do they live?
3 When do you finish work? 6 Do they play tennis?
  B 2.13   Listen again and underline the stressed words. Repeat the questions.

  7 A Complete the questions asked by different people at a speed-roommating event.

1 you like music? 4 Where you work?
2 your apartment have two bathrooms? 5 Who you live with?
3 What kinds of TV programs you watch? 6 you go out in the evening?

  B  Ask and answer the questions in pairs. 

pairs. 

8 A Do the quiz in pairs. Write down your partner’s answers.

  B Are you and your partner similar?

What type of roommate are you?

1  What time / you / go to bed?
a  9:00-11:00 b  11:00-01:00 c  after 1:00
2  What / you
you / have for dinner?
a  I cook a healthy
healthy meal. b  I have a pizza on the sofa. c  I go out for dinner.
3  What / do / on the weekend?
a  I relax at home. b  I spend time with friends. c  I go to parties
parties..
4  How many friends / you
you / have?
have?
a  4 or 5 good friends b  about 50 c  more than 500
500 on Facebook 
Facebook 
5  What / be / your perfect
perfect job?
a  a writer b  a fashion designer c  a rock singer

  9 A What do you do in your free time? Ask and answer questions in pairs.
A  What do you do in your free time? 
time?  B  I meet friends, I go out for coffee, and I spend time with my family.
  B Work with a new partner. Ask and answer questions about your first partner.
What does Gabriela do in her free time?

Go to Communication practice: Student A page 159, Student B page 168

 10 A Imagine that you want to find a roommate. Write six questions to ask people.

  B Go speed-roommating with your classmates. Talk to lots of people. Ask and answer questions.
Choose three good roommates.

A  Who do you livelive with right now?

now?
B  I live in an apartment with three other
other people.

Personal Best Imagine you meet someone at speed-roommatin

speed-roommating
g who is a terrible roommate. Write the conversation you have with him/her. 17
  _ i

46 EXTRA PRACTICE  Workbook page 10

LANGUAGE 2C
6 A 2.13   Model pronunciation of the strong forms of do
do   8 Read through the quiz with the class. Check they
and does  in isolation. Remind sts that in sentences some
does in understand that they must form a question from the
 words are unstressed, so their pronunciation may be prompts to ask their partner. Do the first question with
different. Play audio track 2.13. See the SB page opposite them as an example. They keep a note of their partner's
for audio script. Sts listen and notice how we pronounce answers and when they have finished, they turn
tu rn to page
 and does
do and
do does.. Discuss the answer with the class. 164 and work out their partner’s score. They compare
their scores and see if they are similar.
Answers
do /du/ or /d/ Questions
does /dz/   1 What time do you go to bed?
 2 What do you have for dinner?
 3 What do you do on the weekend?
  B 2.13   Play audio track 2.13 again. Sts listen and
 4 How many friends do you have?
underline the stressed words. Check answers, and point
 5 What is your perfect job?
out that do,  and does
do, and  are not stressed. Play the audio track
does are
again for sts to repeat.
9 A  Allow sts time to prepare their answers individually.
Answers They then ask and answer the question in pairs.
  1 Do you listen to music?
  2 Does Phil have a cat?
  B Put sts into new pairs to ask and answer questions
about their first partner. Remind them to use does  with the
does with
  3 When do you finish work?
 form. Get feedback on sts’ answers.
he/she form.
he/she
  4 What does Bruce do after work?
  5 Where do they live? Go to Communication practice
  6 Do they play tennis? Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 159. All “Student
B” sts should go to SB page 168. Go to TB page 331 for
7 A Sts read the questions and complete them with
the teacher notes. Do the activity
activity,, and then continue with
the correct words.
understand all the Check answers and check that sts
questions. exercise 10A of lesson 2C.
10 A  Allow sts time to prepare their questions. Monitor and
Answers help while they are working. Ask some sts to read their
  1 Do 2  Does 3  do 4  do 5  do 6  Do questions to the class. Correct any errors.
  B Put sts into pairs and ask them to decide who is Student
  B Sts ask and answer the questions in pairs. Get feedback  A, and who is B. They take turns asking each other their
on their answers. questions and make notes on whether their partner would
be a good roommate. After two or three minutes, ask the
3 x PRACTICE SB page 17, exercise 7A  A sts to stand up and move to a new partner. Sts ask and
answer their questions again. Repeat this five or six more
1 Do the exercise as normal. To check answers, read out times. Monitor while sts are working, and note down any
each fill-in-the-blank question and ask: do or does? errors with questions. When time is up, sts look at their
Why?  Elicit the correct answer in each case, and then
Why? Elicit notes, and decide which three people they think would be
ask a student to read out the completed question. Elicit good roommates. Ask some sts to tell the class who they
a few possible answers.  would choose and why. Correct any errors you noticed in
2 Put sts into pairs, and ask them to close their books. a short feedback session.
Write a brief prompt for each question on the board,
e.g., music
music,, two bathrooms.
bathrooms. Sts work in pairs and try to
rewrite the questions from memory. They can look in PERSONAL BEST
their books again to check. Sts can practice using the simple present further. They write
3 Refer sts back to the exercise they did about
abou t a conversation with a terrible roommate. Encourage them
pronunciation in exercise 6. Ask sts to underline the to use their imagination and point out that the conversation
stressed words in the questions in exercise 7A. Discuss doesn’t have to be serious. Sts could practice their
 which words are stressed, and model pronunciation conversations in pairs.
of the questions. Sts can then practice saying the
Refer weaker sts back to the text on page 12.
12 . They can work
questions in pairs, focusing on the pronunciation. Sts
in pairs, and write three questions about the people in the
can then move on to exercise 7B, and ask and answer
text, e.g., Where does Isaac sing? Pairs
sing? Pairs can work together in
the questions.
groups of four to ask and answer their questions.
 47

2
1 SKILLS WRITING opening and closing an informal e-mail    connectors: and , but , and or 

2D A new city
  1 Think about a town or city that you know well. What do you do there? In pairs, say three sentences
to describe the place.
I like Rio de Janeiro. It’s a great city. I eat out with my family, I go to the beach, and I go to clubs with
my friends.

2 Lucas is in a new city. Read his e-mail to Hayley. Why is he writing? Choose the correct answer.
a to tell her about his new life
b to tell her about his new girlfriend
c to invite her to visit

Hi Hayley
Hayl ey,,
How are things back home in Australia?
I’m fine here in Singapore. I love life here – it’s a fantastic city for students! I share an
apartment with two more students near my college. My roommates are named Steve
and Susie, and they’re great!
I have a part-time job. I work at an Italian restaurant as a waiter. Susie has a job there,
too, but I don’t work with her because she works on different days. Steve doesn’t have
a job right now because he goes to college every day.
In the evenings, I study, or I relax and watch TV. I don’t have much free time, but
sometimes I go to the movies with Steve and Susie. On weekends, I play sports or I go
out with my friends. I love the clubs in Singapore!
Write soon.
Lucas

  3 Read the e-mail again and answer the questions.

1 Where is Lucas from? 4 What do Lucas and his friends do when they go out?
2 Who does he live with? 5 Where does Susie work?
3 What does he do in Singapore in his free time? 6 Why doesn’t Steve work?

Skill opening and closing an informal e-mail

We write informal e-mails to people we know well, like friends and family.
Opening: Closing:
Hi/Hello  (+ name)  Hey! Hello! Write soon. Take care. See you soon.
For very close friends and family, we often close with Love + (your name) + the letters xx .

  4 Read the Skill box. Which opening and closing words or phrases does Lucas use?

18
  _ i

48 EXTRA PRACTICE  Workbook pages 11 and 74

SKILLS 2D
2D A new city
Sts read an e-mail from someone who has moved to a new city. They then imagine they have moved to a new city, and
 write an e-mail to a friend.

Writing Skill Text builder

An informal e-mail Opening and closing an informal e-mail Connectors: and , but,
but, and
 and or 

WARMER
Focus on the picture in exercise 2. Ask: Do
Ask: Do you know
know this city?
is? Elicit a few possible answers. Ask:
Where do you think it is? Elicit
city?  Elicit a range
Why do people sometimes move to a new city? Elicit
of answers. Ask: Would you like to move to a new city? Where
would you go? Why?

1 Sts work individually to think about a city they know well

and prepare three sentences. They then work in pairs to
say their sentences to each other. Get feedback on sts’
answers.
2 Sts read the e-mail and choose the correct answer. Check
the answer.

Answer
a

3 Students read the e-mail again and answer the questions.

They can compare their answers in pairs. Check answers
 with the class.

Answers
  1 Australia
  2 Steve and Susie – two students
  3 He sometimes goes to the movies with Steve and Susie.
On weekends he plays sports or goes out with his
friends.
  4 They go to the movies or to a club.
  5 In an Italian restaurant.
  6 Because he goes to college every day.

Skill
Read the Skill box with sts about opening and closing
an informal e-mail. Point out that there are different
expressions for opening and closing informal e-mails.

4  Ask sts to find the opening and closing phrases that Lucas
uses. Check answers.

Answer
Hi + name
Write soon.
 49

opening and closing an informal e-mail    connectors: and , but , and or  WRITING SKILLS 2D
  5 Complete the e-mails with opening and closing phrases.

1 3
  John,   Sara!
How are you? I hope you’re OK. How are you? How’s your new job?
Are you free on the weekend? Do you want I’m in a new apartment, and I have two new
to play tennis on Saturday? I usually play with roommates! The apartment’s lovely, and my

Victor, but he’s in Chicago this weekend. roommates

Do you wantare
to really
see a nice.
movie or go out for coffee
2
  on the weekend? I want to hear your news!
Tom
4
 
Nikki xx

Text builder connectors: and , but , and or 

We use  and  to
 to add information:
My roommates are named Steve and Susie,  and  they’re
 they’re great!
We use but  to
 to introduce a different idea:
I don’t have much free time,  but  sometimes
  sometimes I go to the movies.
We use or  to
 to add another possibility:
In the evenings, I study, or  I I relax and watch TV.

  6 Read the Text builder. Find other examples of connectors in Lucas’ e-mail.

  7 Complete the sentences with and

and,, but
but,, and or .
1 Eduardo’s my roommate he’s 22 years old.
2 I like my job, I don’t like my boss.
3 On the weekend, I meet my parents at a restaurant, I go to their house for lunch.
4 I play the guitar, I’m not in a band.
5 I have two jobs. I work at a café I drive a taxi.
6 Does your girlfriend have a job, is she a student?

  8 Complete the sentences with your own ideas.

1 Elena’s from Colombia, and she … 4 In the evenings, we go to the movies, or we …
2 Stefan’s from Germany, but he … 5 I watch soccer on TV, but I don’t watch …
3 We often go out on the weekend, and we … 6 In the evening, I …, or I …

  9 A  PREPARE
 
Plan an e-mail about your life for a friend in another city. Answer the questions.
• Where do you live?
• Who do you live with? Do you like him/her/them?
• Do you have a job? What
What do you do?
• What do you do in your free time at home? What do you do when you go out?
  B  PRACTICE Write the e-mail. Use different paragraphs to write about your home, your job, and
 
your free time. Use and
and,, but
but,, and or  to
 to connect your ideas.
• Open your e-mail.
• Paragraph 1: Say where you live and who you live with.
• Paragraph 2: Say if you have a job and describe what you do.
• Paragraph 3: Describe what you do in your free time.
• Close your e-mail.
  C  PERSONAL BEST Exchange e-mails with a partner. Underline three sentences with connectors that
 
you think are interesting.

Personal Best Describe a city in a different country. Ask your partner to guess the city. 19
  _ i

50 EXTRA PRACTICE  Workbook page 11; photocopiable activity 2D Skills

SKILLS 2D
5 Sts complete the e-mails with suitable opening and closing 8 Sts complete the sentences with their own ideas. They
phrases. Check answers. can compare their sentences in pairs. Ask some sts to read
their sentences to the class.
Answers
  1 Hi/Hello
9 Students follow the steps to write their own e-mail.
  2 Write soon/See you soon   A PREPARE   Sts read the questions and answer
answer them.
  3 Hi/Hello Point out that they do not have to use information that
  4 Write soon/Love is true – they can invent information about themselves if
they prefer.
Text builder B PRACTICE   Sts use the e-mail in exercise 2 as a model
Read the Text builder box with sts about connectors.   and write their own e-mail. Refer sts back to the Skill box
Explain that we use and  to connect ideas that are
and to on page 18 to help with opening and closing their e-mail,
similar, e.g., It’s
e.g., It’s sunny, happy . (They are both
sunny, and I’m happy  and remind them to use a range of connectors to connect
positive things.) Explain that we use but  to connect
but to their ideas. You could set this stage for homework
hom ework if you
ideas that are different, e.g., It’s
e.g., It’s raining, but
but I’m happy . prefer.
(One thing is negative, the other is positive.) Explain   C PERSONAL BEST   Sts work in pairs. They exchange their
that we use or  to add a choice or another possibility,
or to e-mail with their partner and underline three sentences
e.g., We can stay at home tonight, or we can go out out..  with connectors that they think are interesting. They could
 Ask questions to check concept. also check for mistakes. They give feedback to each other
Concept check questions: on how well they have used connectors. Encourage
Encour age a spirit
for? (to add information
What do we use connectors for? (to of peer support and cooperation.
or ideas). She’s friendly and she’s neat – why “and”? 
“and”?  
(because the ideas are similar – they are both positive). PERSONAL BEST
 He’s very nice, “but”? (because the
nice, but he’s untidy – why “but”? (because
Sts can practice describing a city further. Ask them to prepare
ideas are different – one positive, one negative). We can
a short description of a city in a different country. Remind
“or”? (because we’re
cook a meal, or order a pizza – why “or”? (because them to use connectors to link ideas. They then work in pairs
adding a choice or another possibility).
to read their descriptions to each other, and guess the cities.
 Ask who guessed correctly.
6 Sts read Lucas’ e-mail again and find other examples of
the three connectors. Check answers.
SUPPORT!
Answers With weaker sts, write these sentence stems on the board:
Susie has a job there, too, but I don’t work with her ___ is an exciting city and ...
In the evenings, I study or I relax and watch TV. I like ___, but ...
On the weekends, I play sports or I go out with my friends.
I’d love to go to ___ or ___ because ...
I don‘t have much free time, but sometimes I go to the
movies. Sts can complete the sentences with the names of different
cities and their own ideas. They can then compare their
7 Sts complete the sentences with the correct
cor rect connectors. sentences in pairs.
 Allow them to compare their answers in pairs. Check
answers with the class. EXTRA PRACTICE
With books closed, write the following fill-in-the-blank
Answers
sentences on the board:
  1 and 2  but 3  or 4  but 5  and 6  or
1 I ___ an apartment
apartment with two
two more students.
students.
 2 I ___ a part-time job.
3 x PRACTICE SB page 19, exercise 7 3 Steve ___ college
college every day.
4 Sometimes I ___ the movies.
movies.
1 Do the exercise as normal. To check answers, read out 5 On the weekend
weekends,
s, I ___ sports.
each fill-in-the-blank sentence three times, with and
and,,
 and or
but, and
but, or.. Ask: Which one is correct? Why? Sts work in pairs, and complete the sentences with the correct
2 Put sts into pairs. One in each pair writes down the  verbs and prepositions where necessary. They can check their
sentence beginnings from exercise 7 in a random answers in the text. Point out to sts that when they learn
order. The other writes down the sentence endings in new vocabulary, e.g., apartment
apartment,, job
 job,, movies
movies,, it is a good
a random order. Tell them not to include andand,, but, or
but, or idea to write an example sentence to remember verbs and
or.. With books closed, they try to match the sentence
or prepositions that go with it.
halves and join them with and
and,, but,  and or
but, and or.. They can
check in their books. Answers
3 In pairs, sts choose three sentences, and write   1 share 2  have 3  goes to 4  go to 5  play
alternative endings for them, using a different
connector, e.g., I
e.g., I like my job,
job, and I earn money .
earn a lot of money 
Pairs can read their sentences out, omitting the
connector. Other sts listen and guess the connectors.
 51

1  and 2 REVIEW and PRACTICE

Grammar 3 Complete the text with the correct form of the verbs in
parentheses.
1 Choose the correct options to complete the sentences.
1 in Mexico City.
a My brother works
b My brother work

c My brother has
2 My sister .
a lives with his parents
b lives with our parents
c lives with their parents
3 on the weekend?
a What does you do
b What you do
c What do you do
4 Jack . He’s an electrician.
a ‘s not construction worker
b ‘s not a construction worker
c no builds
5 How old are you? 25.
a I

b I’ve
c I’m
6 My hairdresser’s Italian. .
a She comes from Rome
b They come from Rome
c She come from Rome
7 American?
a Your wife’s Charles 1  (live) in France, but he works in Switzerland.
b Has your wife His wife’s German, and they 2  (have) three children. He
3
c Is your wife   (be) a lawyer, and she 4  (teach) music. In
5
8 Who ? the evening, she   (play) the guitar, and he 6 
a do work for (fix) watches. On the weekend, they 7  (meet) friends, or
8  (relax) with the family.
b do you work for
c does he works for

2 Put the words in the correct order.

1 apartment New York Harry in Tim and live an in Vocabulary
2 Canada from ’s Harry 1 Circle the word that is different. Explain your answer.
1 guitar newspaper tennis games
3 a British Tim in ’s and bank works 2 doctor dentist teach lawyer
3 Mexico Irish Brazil Peru
4 nine He at starts work
4 police officer Colombian nurse teacher
5 Mexican French Japan Italian
5 restaurant works Harry a in
6 handbag keys gloves phone
7 sixty nineteen seventy eighty
6 watch after TV work They
8 chef wear fix serve

7 with out On friends the they go weekend

8 listen and computer games play They music to

20
  _ i

52

REVIEW and PRACTICE 1  and1 B

2

Grammar 3 x PRACTICE SB page 20, exercise 3

1 Sts read the sentences and questions and choose the 1 Do the exercise as normal. While sts are working, write
correct options to complete them. Check answers. two possible answers for each blank on the board.
When they have finished, sts discuss in pairs which
Answers is right and why. Discuss as a class why each correct
 1 a answer is right.
 2 b 2  Ask sts to close their books. They work in pairs, and try
tr y
 3 c to remember as much as they can about Charles and
 4 b his wife. You could write some prompts on the board
 5 c to help them, e.g., from?
e.g., from? live? work? evening? They can
evening? They
 6 a check by looking in their books.
 7 c 3 Sts work in pairs, and prepare an interview with
 8 b either Charles or his wife. As a class, brainstorm some
questions they could ask, e.g., Where are you from?
2 Sts put the words in order to make sentences. Check work? Sts can then role play an interview
Where do you work? Sts
answers.  with Charles or his wife, using information from
the text. They can switch roles and practice again.
Answers Encourage them to try to speak as naturally as possible,
 1 Harry and Tim live in an apartment in New York. to make the interview sound real.
 2 Harry’s from Canada.
 3 Tim’s British and works in a bank.
 4 He starts work at nine. Vocabulary
 5 Harry works in a restaurant.
 6 They watch TV after work. 1 Sts circle the word that is different in each set. Check
  7 On the weekend they go out with friends.
  8 They listen to music and play computer games. answers, and ask sts to explain in each case why the word
is different. As an extension, sts could write two or three
sentences using some of the words.
3  Ask sts to read the text through quickly for general
meaning, ignoring the gaps. Ask: Where do they live? (in
live?  (in Answers

France). Sts read the text again and complete it with the  1 newspaper (you play all the others)
correct verb forms. Check answers.  2 teach (the others are jobs)
 3 Irish (the others are countries)
Answers  4 Colombian (the others are jobs)
 1 lives  5 Japan (the others are nationalities)
 2 have  6 handbag (the others are all things you can find in a
handbag)
 3 is
  7 nineteen (the others are all even numbers)
 4 teaches
  8 chef (the others are all verbs)
 5 plays
 6 fixes
 7 meet
  8 relax
 53

REVIEW and PRACTICE 1  and 2

2 Match definitions 1–8 with objects a–h.

Personal Best
1 They help you see better. a  flashlight
2 They keep your hands warm. b  stamp
3 It helps you see at night. c  glasses  sson  1 A 
  L e A     sson
 L e
 2 A 
4 You keep your money in it. d  wallet
5 It tells you the time. e  watch
Name five
6 You use it to send a letter. f  comb nationalities. Name
five jobs.
7 You use them to open and close a door. g  keys
8 You use this on your hair. h  gloves

3 Complete the sentences with the jobs in the box.

 
 sson  2 A 
 sson
  L e
 1 A 
A    L e A 
chef dentist flight attendant nurse
waiter mechanic hairdresser teacher Write two   Write three
sentences about sentences
1 A serves food in a restaurant. yourself using about your
the verb be: one friends using
2 My cousin’s a with American Airlines.
affirmative, one the simple
3 A cooks the food in a restaurant. present.
negative.
4 A works in a garage and fixes cars.
5 A cuts hair.  2 C  
  L e
 sson  1 B  
B       L e
 sson
6 If you have problems with your teeth, see a .

7 My helps me with my English.

8 My sister’s a . She works at a hospital in Write three
Write a yes /no 
New York. simple
question using
statements
do or does.
4 Put the words in the correct columns. with be.

accountant gloves Brazil Turkish glasses

sunglasses Mexican American doctor lawyer
  L e
 sson  1 C  
C    2 C  
 s son C  
UK taxi driver Japan Irish tissues Colombia  L e

Write three
Jo b s C o u n t r i es N a t i o n a l i t i es Objects Name five questions you
things in can ask the first
your bag. time you meet
someone.

o
 L e s son 1 C  
C    L e s s n 2 D  
D  

Give two
Write three expressions
sentences using for closing an
his, her, and informal
their . email.

 sson
  L e
 1 D 
D   s son  2 D  
D  
 L e

Give two Write one

expressions sentence with
to ask for but  and
 and one
clarification. with or .

21
  _ i

54

REVIEW and PRACTICE 1  and1 B

2

2 Sts match the definitions with the objects. Check answers. Personal  Best
Personal
Answers
 At the end of each Review
each Review and practice  double-page
practice double-page
 1 c
spread, there is a Personal
a Personal Best section. The aim here
Best section.
 2 h
is to provide a quick challenge to change the pace, and
 3 a
allow for language recall and personalization.
 4 d
 5 e These questions and prompts give sts the opportunity
 6 b to review a number of language and skills points from
 7 g the preceding two units in a more productive wayway..
 8 f The points being reviewed are referenced according
to which lesson they appear in (e.g., Lesson 2A). They
3 Sts read the sentences and choose the correct jobs to cover grammar, vocabulary, text builder language from
complete them. Check answers. reading and writing lessons, and conversation builder
language from speaking lessons. Sts work individually,
Answers
in pairs, or in groups, according to the class dynamic
 1
and the time available. Set a time limit if you would
waiter
 2 flight attendant
like to add a competitive element. Encourage sts to
 3
refer back to the relevant lessons if they are having
chef
 4 mechanic
difficulties. The aim is for them to respond to the
 5
prompts, and engage with the target language in a
hairdresser
personal way. Their answers will vary. Monitor and help
hel p
 6 dentist
 7
as necessary, and get feedback on sts’ answers.
teacher
 8 nurse

3 x PRACTICE SB page 21, exercise 3 WORKBOOK REVIEW AND PRACTICE

1 Do the exercise as normal. When you check the Students will find two pages of Review and Practice at the
answers for each blank, ask sts to put up one hand if end of each unit of their Workbooks.
they think  they know the answer, and two hands if they
think they Unit 1, pages 6 and 7
feel certain they know it. Ask those who put up one Unit 2, pages 12 and 13
hand why they are not sure. The sts who are certain
can explain.
2  Ask sts to cover the sentences, but not the wordpool
box. They work in pairs, and try to remember the
sentences. They can look at their books to check.
3 Sts work individually, and imagine they do one of the
 jobs. They prepare some sentences to say what they
do, and why they like it or don’t like it. Tell them not
to include the name of the job. Sts then work in small
groups to talk about their job. Their classmates listen
and guess the jobs.

4 Sts add the words to the chart under the correct heading.
Check answers and check that sts understand all the
 words. As an extension, sts could work in pairs, and add
more words to the table.

Answers
Jobs: accountant, doctor, lawyer, taxi driver
Countries:  Brazil, UK, Japan, Colombia
Nationalities:  Turkish, Mexican, American, Irish
Objects:  gloves, glasses, sunglasses, tissues
 55

UNIT

3 People in my life
LANGUAGE frequency adverbs and expressions   family


3A Time together
  1 When and where do you spend time with your family? Tell your partner.
I see my family on the weekend. We have lunch together on Sundays.

  2 Look at the pictures of different family activities. How many generations

can you see? What are they doing together?

  3 A Read the text. Complete it with the verbs in the box.

go cook make see play watch

Family  get-togethers 1
Once a year, my whole family meets at my parents’ house In the morning, we often  games with the children in the
for a weekend of fun, music, and great food. We’re a big park. My brother Ben has a boy and a girl. My niece and nephew are
family, and there are four generations of us! crazy about soccer, so we usually play t hat.
2
In the afternoon, we  for a walk or stay at home. We sit in
the backyard, and we sometimes 3  things with the children.
My sister-in-law Lois teaches five-year-olds, and she always brings
lots of paper and pens.
4
In the evening, we  dinner. Food’s always an important part

of the weekend! Our food’s very international – my grandmother’s

Brazilian, my dad’s Colombian, my sister-in-law’s British, and my
husband’s Polish. We often have Mexican food because we all love it.

We never 5  television – we prefer to talk. My Uncle Paul and

my cousins Joe and Megan play music. Uncle Paul and Joe play the
guitar, and Megan sings and plays the piano. They’re really good.

I don’t 6  my family often because we all live in different

parts of the country, but I love these weekends. They’re really special.

  B  3.11   Listen and check your answers.

3.

  4 A Read the text again and choose the correct options.

1 The writer is Ben’s  sister  /
 / aunt. 3 Paul is Joe’s father  /
 / grandfather .
2 Lois is Ben’s  sister  /
 / wife. 4 Megan is Paul’s  son / daughter .

  B Look at the main picture in the text. What relation to the writer do you think the people are?

Go to Vocabulary practice: family, page 140

Vocabulary

22
  _ i

56 EXTRA PRACTICE  Workbook page 14; photocopiable activity 3A Vocabulary

 

UNIT
      T

People in my life 3
      I
      N
  U

UNIT 3 OVERVIEW:  This unit focuses on family,

family, friends and free-time activities.
activities. Sts read about a family
reunion and talk about the activities they do each week. They read about different clubs that people can join
and then they plan their own. They read about a relationship between people with very different interests,
and talk about the things they enjoy,
enjoy, and don’t enjoy doing. Finally, they watch or listen to people planning a
night out and they practice making plans for a social event, and practice accepting and declining invitations.
invitations.

LANGUAGE SKILLS
Grammar Vocabular y Pronunciation Reading Speaking
Adverbs and frequency Family; Sentence stress; Scanning a text; also
also   Making plans;
expressions; love
love,, like
like,, hate
hate,, enjoy , activities (2) -ing forms
-ing  forms and too accepting or declining
don’t mind, +
mind, + noun/-ing
noun/-ing form form an invitation

LANGUAGE 3A
3A Time together
Sts read about a family reunion. They listen to someone talking about activities and talk about activities they do.

Grammar Vocabular y Pronunciation Communication

Adverbs and frequency (aunt, brother, brother-in-law,
Family (aunt, brother-in-law, children, cousin, Sen
ente
tenc
nce
e str
stres
esss Tal
alki
king
ng ab
abou
outt how
how
(always, usually,
expressions (always, daughter, daughter-in-law, father, father-in-law, frequently you do
twice a day, etc.) grandchildren, granddaughter, grandfather, etc.) activities

WARMER   B Sts look at the main picture again and decide what
 Ask: How many people are there in your
 Ask: How your family? Who
Who are relation the people in the picture could be to the writer.
they? How important is your family to you? What are the Discuss the answers as a class.
advantages/disadvantages of having a big family?
Answers
The people could be the writer‘s parents, sister, nephew,
1 Sts work in pairs to talk about when and where they spend
husband, niece, sister-in-law, brother.
time with their family. Get feedback.
2 Read out the question and explain genera
explain generations
tions.. Sts look Go to Vocabulary practice: family, SB page 140/TB
at the pictures in pairs, and decide how many generations page 293.
there are. Discuss the answer with the class.
Sts will find
practice more language
for family reference,
vocabulary here. Dopresentation, and
these exercises with
Answer
the class, or set them for homework, before continuing
There are three generations.
 with exercise 5 of lesson 3A.
Remind sts to go to the app for further self-study
3 A Sts read the text and complete it with the correct verbs.
practice of family vocabulary.
Don’t confirm answers yet.
  B 3.11   Play
3. audio track 3.1. See the SB page opposite
for audio script. Sts listen and check their answers.

Answers
  1 play 2  go 3  make 4  cook 5  watch 6  see

4 A Read the sentences with the class, and check sts

understand all the options. Pre-teach the family words if

necessary. Sts read

options. Check the text again and choose the correct
answers.

Answers
    1 sister 2  wife 3  father 4  daughter
 57

frequency adverbs and expressions   family LANGUAGE 3A

  5 3.4   Listen to Ben and match the activities with the people and the frequency expressions.
1 play tennis son every day
2 read stories grandmother once a week
3 go out for coffee son and daughter once a month
4 watch TV cousin three times a week
5 go out for dinner wife every evening
6 buy food brother-in-law twice a month

  6 AFrequency
Underline the frequency adverbs in the text on page 22. Complete the rule.
adverbs  go
before after   / be  the verb
 the  and
before after   /  other verbs.
 other
  B Look at the frequency expressions in exercise 5. Which word means “one time”? Which word
means “two times”? Then read the Grammar box.

Grammar frequency adverbs and expressions

Frequency adverbs:

100%  0%
always usually often sometimes hardly ever never

Frequency expressions:
  a
once/twice/three times day/week/month/year
  every

Go to Grammar practice: frequency adverbs and expressions, page 116

  7 A 3.6   Pronunciation: sentence stress  Listen to the sentences. Underline the stressed words or
syllables. Are the frequency adverbs and expressions stressed?
1 I sometimes play the guitar. 4 They eat out once a week.
2 He’s often late. 5 She sees her grandparents three times a year.
3 We never watch television. 6 I listen to the radio every day.
  B 3.6   Listen again and repeat the sentences. Copy the rhythm.

  8 A Write five sentences about you and your family. Use different frequency adverbs and expressions.
I often go
go out for
for coffee with my
my mother-in-law.
mother-in-law. I sometimes
sometimes watch TV with my grandparents.
grandparents.
I play soccer with my brother once a week.

  B In pairs, say your sentences. Do you do the same activities with the same people?

Go to Communicatio
Communication
n practice: Student A page 159, Student B page 168
  9 A Ask and answer questions with your classmates about how frequently you do the activities.

go to (the cook meet (your drive a car

movies) play (a sport) cousins) go running

A  How often do you go to the movies? B  Once a month. What about you? A  I never go
go to the movies.
movies.

  B Complete the sentences about your classmates.

1 never goes .
2 sometimes plays .
3 cooks .
4 meets his/her .
5 drives a car .
6 goes running .

Personal Best Draw your family tree. Choose five people in your family and write a sentence about each of them. 23
  _ i

58 EXTRA PRACTICE  Workbook page 14;

00; photocopiable
photocopiable activity
activity 3A
2A Grammar
Grammar

LANGUAGE 3A
Go to Grammar practice: frequency adverbs and
5 3.4   Ask
sts to read through the activities and the
expressions, SB page 116/TB page 245.
frequency expressions. Play the first sentence of audio
Sts will find more language
language reference, presentation, and
track 3.4 and elicit the answer as an example. See TB page
practice for adverbs and frequency expressions here. Do
358 for audio script. Play the rest of the audio track. Sts
these exercises with the class, or set them for homework,
listen and complete the matching task. Check answers.
before continuing with exercise 7A of lesson 3A.
Answers Remind sts to go to the app for further self-study
 1 play tennis, brother-in-law, once a week grammar practice of adverbs and frequency
  2 read stories, son and daughter, every evening expressions.
  3 go out for coffee, cousin, twice a month
  4 watch TV, son, every day 3.6   Play audio track 3.6. See the SB page opposite
7 A
for audio script. Sts listen and underline the stressed
  5 go out for dinner, wife, once a month
  6 buy food, grandmother, three times a week  words and syllables, and decide if the frequency adverbs
and expressions are stressed.

3 x PRACTICE SB page 23, exercise 5 Answers

1 Do the exercise as normal. To check answers, read out
each activity and elicit the correct sentence. Play that
sentence on the audio for sts to check.
2 Sts cover the second and third columns, and look at the
activities. They try to remember the sentence that goes
 with each activity. Play the audio again for them to
check.
3 In pairs, sts use the activities, people, and frequency
expressions to write three new sentences, e.g., I
e.g.,  I play
tennis with my wife every day . Ask some sts to read their  
sentences to the class.
8 A Read out the example sentences and elicit one or two
6 A Write the frequency adverbs from the Grammar box
on the board and check sts understand them. Sts find and
underline the adverbs in the text, and complete the rule.
They could work in pairs for this. Check answers.
Answer
Rule: after, before
  B Sts look back at the frequency expressions in exercise 5
and answer the questions. Check answers.
 1 I sometimes play the guitar.
  2 He’s often late.
3 We never watch television.
  4 They eat out once a week.
  5 She sees her grandparents three times a year.
  6 I listen to the radio every day.
The frequency adverbs are stressed, and the important
words in the frequency expressions are stressed.
3.6
B   Playpaying
the sentences, audio track 3.6 again.
attention to the Sts listen
stress andand repeat
rhythm.
more examples. Sts write their sentences individually.
B Sts work in pairs to read their sentences to each other,
and discuss whether they do the same activities with the
same people. Get feedback on their answers.
Go to Communication practice
Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 159. All “Student B”
sts should go to SB page 168. Go to TB page 331 for the
teacher notes. Do the activity, then continue with exercise
9A of lesson 3A.

Answers 9 A Read out the example questions. Point out the form of
the question: How
question: How often do you ...? Point
...? Point out the question
Once means one time; twice means two times. you? to ask the same question back
What about you? to b ack to
someone. Allow sts time to prepare their questions. Sts ask
Grammar and answer questions with different classmates. Tell them
Read the Grammar box with sts about adverbs and they should note down their classmates’ answers.
frequency expressions.
expressions. Elicit that frequency adverbs come   B Sts complete the sentences with information about their
after the verb be  (She
be ( She is always happy ) but before other classmates. Ask some sts to read their sentences out.
 verbs
 ver bs (She always helps me).
me). Point out the position of don’t/ 
 in negative sentences: She doesn’t always help me 
doesn’t in
doesn’t me 
NOT She always doesn’t help me. me . Point out that frequency PERSONAL BEST
expressions usually come at the end of a sentence: I
sentence: I see
week. Ask questions to check concept.
her once a week. Sts can practice family vocabulary further. They draw their family
tree, then choose five family members and write a sentence about
Concept check questions:
each of them using frequency adverbs and expressions. Sts
 I sometimes play soccer – do I play every day? (no –
every day? (no
can compare their family trees and sentences in pairs.
maybe once a week). Joe
week). Joe plays often correct?  
often soccer – correct?
(no – often plays).
plays). Does
 Does he play
play more than me?  (yes).
me? (yes). With weaker classes, brainstorm some more ideas for
Sam usually
). Is
late).
late is late
 Is he late 20%for
20% ofclass – correct?  (no (80%). I
correct? (no
the time, – is usually
or 80%? (80%).
80%?  I see activities
 play games
games.and
. Stswrite
writethem
threeonsentences
the board, e.g.,  go
e.g., go
about to concerts,
concerts,
themselves
my grandparents on July 15th, August 15th, September and their family using frequency adverbs and expressions.
them? (every month/once
15th, etc. – how often do I see them? (every Two
Tw o sentences should be true, and one should be false. Sts
a month). I
month). I play tennis on Tuesdays,
Tuesdays, Thursdays,
Thursdays, and read their sentences to each other in pairs, and guess which
Saturdays – how often do I play?play? (three times a week).
 (three sentence is false.
 59

3
1 SKILLS READING scanning a text    also and too

3B A new group
  1 Look at the picture. In pairs, talk about how you usually meet new people in your town or city.

Skill scanning a text

Scanning means reading quickly to find specific information; for example, you scan
a TV guide for a program, or a schedule for a train’s arrival time. You don’t read
everything. You only look for the information you want.

  2 A Read the Skill box. Imagine that you like art and photography. Scan the website to find groups
that are suitable for you.
  B You are free on Monday and Wednesday evenings. Which art or photography group can you join?
Scan the website again.

  3 Read the website again and read for detail. Are the sentences true (T) or false (F)?
1 The Walking Club meets on the weekend. 6 Children and young people watch the
2 The Drawing Club always meets in a studio. Drama Club’s shows.
3 The Italian Club sometimes goes to Italy. 7 The Cooking Club meets once
4 The Camera Club has an exhibit once a year. a week.
5 In the International Friends Club, people 8 The Movie Club always meets every
cook at different homes every week. Saturday evening.

Text builder also and too

 Also and too
 Also and  are adverbs that we use to add extra information. Also
too are information. Also often
 often goes after
the verb be  and before other verbs. Too
be and  usually goes at the end of the sentence. We
Too usually
use a comma before tootoo,, but not before also
before also..

  4 A Read the Text builder. Underline examples of also and too on the website.
B Choose the correct words to complete the sentences.
1 She plays the guitar, and she also / too writes stories.
2 I want to join the Camera Club and the Cooking Club, also / too.
3 We go to the movies once a month, and we sometimes go to the theater, also / too.
4 They go to a restaurant twice a week, and they also / too get takeout once a week.

5 In pairs, discuss which club on the website you like most. Why?

  6 A Plan a new club for the website. Think about the following:
What does it do? How often does it meet? Where does it meet?
B Tell the class about your new club and listen to your classmates’ clubs. Decide which new
club you like most.

24
  _ i

60 EXTRA PRACTICE  Workbook page 15; photocopiable activity 3B Skills

 

SKILLS 3B
3B A new group
Sts read about clubs offering different activities, and then plan a new club and present it to their classmates.

Reading Skill Text builder

Text
Sts read a text about different clubs. Scanning a text also and
also and too
too  

WARMER 4 A Sts underline examples of the two words on the

 Ask: What do you do in your free time? Elicit
time?  Elicit a few answers  website. Point out the position of also  after the verb be
also after  but
be but
and ask more questions to review some of the activities sts before other verbs. Point out that too  comes at the end of a
too comes
learned in unit 2, e.g., Do
e.g., Do you listen
listen to music? Do you play sentence, and is preceded by a comma.
 soccer or tennis? Ask questions with How
tennis? Ask with How often ...? to
...? to review
Answers
the frequency expressions. Ask: Do
Ask: Do you belong
belong to any clubs?
clubs?
… we also go outside to draw once a month.
about? Elicit
What are they? What other clubs do you know about? Elicit
We also watch Italian movies together.
answers from individual sts.
We want to … have a good time, too!
We perform three shows a year … at local schools, too.
1 Sts look at the picture and discuss the question in pairs. … we also meet other people who love cooking.
Get feedback on their answers. Ask: Are
Ask: Are clubs a good way It’s a great way to … make new friends, too.
Why? 
to meet new people? Why? 

Skill   B Sts choose the correct words to complete the sentences.

Check answers.
Read the Skill box with sts about scanning a text. Point
out that scanning can save you a lot of time by getting Answers
 you to the information you need quickly, or getting  1 also 2  too 3  too 4  also
 you to the right part of a text, which you can then read
carefully.
5  Allow sts time to prepare their ideas individually. Point
out that they must give reasons for their answers. Sts then
2 A Sts scan the website on page 25 to find suitable groups.
discuss their ideas in pairs. Get feedback on their answers,
 You could set a time limit of two or three minutes, to
and see which club is the most popular overall.
encourage sts to scan quickly. Check answers.
6 A Sts work individually or in pairs to plan a new club.
Answers  You could brainstorm a few ideas as a class first, e.g., a
Drawing Club, Camera Club computer game club, a reading club. Point out to sts that
they need to plan all the details of when, where, and
how often the club meets. Monitor and help while sts are
  B Sts scan the website again to find which of the two
clubs they can join. Check answers.  working.
  B  Ask individuals or pairs to present their new clubs to
Answer the class. Ask sts which club they like most and why. With
Camera Club larger classes, sts could present their ideas to each other
in groups of five or six, and each group could choose one
3 Sts read the text more carefully,
careful ly, and decide if the idea to present to the class.
sentences are true or false.
fal se. Check answers.

Answers
 1T 2  F 3  F 4  F 5  F 6  T 7  T 8  F

Text builder
Read the Text builder box with sts about also  and too
also and too..
 Ask questions to check concept.
Concept check questions:
 I like drawing,
drawing, and cooking
cooking too – do I like cooking?  (yes).
cooking? (yes).
 Do I like two things? (yes). I
two things? (yes). I like drawing,
drawing, and I also
also like
meaning?  (yes). Which do we use at the
cooking – same meaning? (yes).

end
and of a sentence
María also is–Spanish
also or –too?  (too). Jorge
too? (too).
correct?  Jorge
 (no
correct? (no is Spanish,
– María also 
is also 
Spanish).
 61

scanning a text   also and too READING

 SKILLS 3B
1D

Clubs near you

WALKING CLUB INTERNATIONAL FRIENDS CLUB

We’re a walking club for We’re a friendly group

people who love the that meets every week on
country. We go on lots Tuesdays. We usually meet
of walks of different at a restaurant, and we
lengths and levels of often go to the movies and
difficulty. We start at theater. We want to learn
9:30 a.m. on Sunday about other countries and
mornings, and we usually cultures, and have a good
finish at about 5 p.m. time, too!

DRAWING CLUB DRAMA CLUB

This is a club for art lovers We’re a big group, but

of all ages. Beginners are we always welcome new
very welcome! We don’t members. We perform
have a teacher, but we three shows a year at the
all learn from each other. local arts center and at
We work in a studio on local schools, too. We
Thursday evenings, and meet on Wednesday
we also go outside to draw evenings at 7:30.
once a month.

ITALIAN CLUB COOKING CLUB

Buongiorno! We’re a We meet every Saturday

group of people who to cook together at
speak Italian and who someone’s home and
are interested in Italian then enjoy a great meal!
culture. We meet at an We try lots of new and
Italian restaurant once delicious foods, and we
a month, on a Friday also meet other people
evening. We also watch who love cooking.
Italian movies together.

CAMERA CLUB MOVIE CLUB

Do you like photography? We don’t have a regular

If so, come and join our meeting! Members post a
camera club! We meet message on the website
every Monday at 7 p.m. and invite others to join
We have talks and them for a movie. After
discussions about watching the movie, we
different kinds of usually go out for coffee
photography, and we and talk. It’s a great way
show each other our own to enjoy movies and
photos. make new friends, too.

Personal Best Describe a club that you’re in now or when you were a child. 25
  _ i

62 EXTRA PRACTICE  Workbook page 15

 

SKILLS 3B
PERSONAL BEST
Sts can practice talking about clubs and free-time activities
further. Ask them to think about a club they are in now or
one they were in as a child. Sts work in pairs to describe their
club to their partner. Ask some sts to tell the class what they
learned about their partner’s club.
Weaker sts could play a game. They work individually
indi vidually to
prepare three clues about one of the clubs in the text on page
25. They then work in pairs and take turns reading their clues
to each other. Their partner gets three points
poin ts if they guess the
club after only one clue, two points if they guess after two
clues, and one point if they guess after three clues. Sts could
repeat with a new partner. See who gets the most points.

EXTRA PRACTICE
With books closed, write the following fill-in-the-blank
sentences on the board:
1 We go outside ___ a month.
 2 We meet at an Italian restaurant
restaurant once a ___ .
3 We meet ___ Monday at 7 p.m.
4 We ___ go to the movies.
5 We ___ welcome new members.
6 We meet every ___ to cook together.
7 We ___ go out for coffee and talk.

Sts work in pairs to complete the sentences from memory and

decide which club they refer to. You could write the names
of the clubs on the board to help them. Sts can check their
answers in the text on page 25. Check answers and see who
guessed the most correctly.

Answers
 1 once – Drawing Club
  2 month – Italian Club
  3 every – Camera Club
  4 often – International Friends Club
  5 always – Drama Club
  6 Saturday – Cooking Club
  7 usually – Movie Club

EXTRA PRACTICE
Put sts into pairs. Ask them to imagine they are at one of the
clubs and prepare a short conversation, without mentioning
the name of the group. Tell them to use information from the
text and their own ideas. Ask pairs in turn to perform their
conversations for the class. Other sts can guess which club
they are at.
 63

3
1  
LANGUAGE love,, like
love like,, hate
hate,, enjoy , don’t mind  +
 + noun/-ing
noun/-ing form
 form    activities (2)

3C Opposites attract
  1 Which activities are good for a couple to do together? In pairs, choose five activities and explain why.

going on vacation visiting relatives playing sports going bike riding

playing computer games visiting museums relaxing at home studying

Go to Vocabulary practice: activities (2), page 141

Vocabulary

  2 A Read the text about Cara and Chris. What do they do together?

  B Discuss the questions in pairs.

1 Are Cara and Chris happy that they are very different? Why/Why not?
2 Do you think opposites attract?

Do opposites really attract? Or is it better to find someone similar to you? We

We ask
one couple why they are together when they are so different from each other.

OPPOSITES  attract

C ARA CHRIS

My boyfriend Chris and I are very different. He’s
always out, and he loves playing sports. He likes
running, and he loves playing
playing tennis. I don’t mind
tennis, but I hate running! I like different activities: I
enjoy doing yoga in the park, and I love reading. But
I think we’re a great couple. Why? We both like living
in the city. We enjoy good restaurants, and we love
seeing our friends on the weekend, but I sometimes
prefer to spend a quiet evening with him at home.
I think it’s great that Cara and I have our own
interests. I enjoy being active: I play tennis and go
running every day. Cara enjoys relaxing at home, and
she loves visiting museums and galleries. I don’t mind
visiting museums, but I hate art!
ar t! We
We do some things
together – we both love going bowling, for example,
but I don’t want a girlfriend who’s just like me. They
say “opposites attract,” and I agree!

  3 A Work in pairs. Read the text again. Student A: write about Cara. Student B: write about Chris.
Complete the sentences.
Student A Student B
1 Cara loves . 1 Chris loves .
2 She enjoys . 2 He enjoys .
3 She likes . 3 He likes .
4 She doesn’t mind . 4 He doesn’t mind .
5 She hates . 5 He hates .
  B 3.8   Tell your partner your answers. Listen and check.

26
  _ i

64 EXTRA PRACTICE  Workbook page 16; photocopiable activity 3C Vocabulary

 

LANGUAGE 3C
3C Opposites attract
Sts read about a relationship between people who have very different interests. They then talk about things that they
enjoy and don’t enjoy doing.

Grammar Vocabulary Pronunciation Communication

love, like, hate, enjoy, (do karate/yoga, go bike riding/bowling/ 
Activities (2) (do -ing fo
-ing f orms Talking about things
don’t mind  + noun/-ing  
 + noun/-ing dancing/shopping/swimming/to a club, have a you like and don’t like
form barbecue/a picnic, play golf/the violin/volleyball, visit doing
a gallery/a museum/relatives, walk the dog)dog )

WARMER   B Sts discuss the questions in pairs. Get feedback on their

Read out the title of the lesson Opposites attract and
attract and elicit or answers.
explain the meaning (people who are very different are often
attracted to each other). Ask: Do
Ask: Do you have
have a similar
similar saying in Answers
 1 Yes. They think it’s great that they have different
 your language?
language? Do you
you agree that
that opposites attract,
attract, or do you
interests, and that they are not just like each other.
interests? Have a brief class
think couples often have similar interests? Have
  2 Students’ own answers
discussion.

1 Check understanding of the eight activities in the box,
and pre-teach as necessary. Sts work in pairs choosing
choo sing
five activities that they think are good for a couple to do
together. Get feedback on their answers, and see if the
class can agree on the most important activities overall.
3 x PRACTICE SB page 26, exercise 1
1 Do the exercise as normal. When you get feedback
from sts, encourage them to give reasons for their
choices. Ask other sts if they agree or disagree and why.
 Ask: Why do you think (studying) together isn’t good? 
good? 
Encourage as many sts as possible to join in
and express their opinions.
2  Ask sts to close their books. Write the second part of
each activity on the board, e.g., on vacation,
vacation, relatives
relatives..
Sts work in pairs and try to remember the complete
expressions. They can look in their books to check.
3 Sts work in pairs. They take turns miming one of the
activities in exercise 1. Their partner must guess what
it is.
Go to Vocabulary practice: activities (2), SB page 141/
TB page 295.
Sts will find more language presentation and practice for
activities here. Do these exercises with the class, or set
them for homework, before continuing with exercise 2A of
lesson 3C.
Remind sts to go to the app for further self-study
 vocabulary practice of activities (2).
3 A Divide sts into A and B pairs. A sts read about Cara
again and complete the sentences about her. B sts read
about Chris, and complete the sentences about him. Don’t
check answers yet.
  B 3.8   Sts
work in their pairs to tell each other the
answers that they found in their text, and note down their
partner’s answers. Play audio track 3.8. See TB page 358
for audio script. Sts listen and check their answers. Check
answers with the class. Ask: Which person is most like you?
Why?
Answers
Student A
 1 Cara loves reading, seeing friends on the weekend,
visiting museums and galleries, and going bowling.
 2 She enjoys doing yoga in the park, good restaurants,
and relaxing at home.
 3 She likes different activities and living in the city.
 4 She doesn’t mind tennis.
 5 She hates running.
Student B
 1 Chris loves playing sports, playing tennis, seeing friends
on the weekend, and going bowling.
 2 He enjoys good restaurants and being active.
 3 He likes running and living in the city.
 4 He doesn’t mind visiting museums.
 5 He hates art.

2 A Sts read the text quickly to find what Cara and Chris do
together. Check answers.

Answer
Cara and Chris both enjoy good restaurants, meeting their
friends on the weekend, and going bowling together.
 65

love, like
love, like,, hate
hate,, enjoy , don’t mind  +
 + noun/-ing
noun/-ing form
 form   activities (2)
 LANGUAGE 3C
  4 Look at the sentences in exercise 3. Choose the correct option to complete the rule.
Then read the Grammar box.
After love, like, hate, enjoy , and don’t mind, we usually use
a a noun or -ing form.
b a to infinitive.

Grammar love, like, hate, enjoy , don’t mind  +

 + noun/-ing form

love, like, etc. + noun: love , like, etc. + -ing form of verb:

I love TV. I love watching TV.
I like books. I like reading books.
I enjoy  music.
  music. I enjoy listening to music.
I don’t mind  tennis.
 tennis. I don’t mind playing tennis.
I hate museums. I hate visiting museums.

Go to Grammar practice: love, like, hate, enjoy , don’t mind + noun/-ing form, page 117

  5 A 3.10   Pronunciation: -ing forms  Listen and repeat the verbs.

watching reading visiting doing going being playing running

  B 3.11   Say the sentences. Listen, check, and repeat.

1 I don’t mind visiting museums.
2 She doesn’t like going bowling.
3 I love reading magazines.
4 He hates going to the gym.
5 We enjoy doing yoga.

  6 A Complete Stephanie’s profile with the correct form of the verbs in the box.

get talk watch cook be play

About me:

Stephanie Ellis
In the evening, I usually make dinner because I don’t mind 1 .
After dinner, I walk my dog Bruno for an hour. It’s very relaxing, and
I enjoy 2  to other dog walkers. I love 3
 exercise,
4
and sometimes I go running with a friend. I also love  at
home with Bruno, but I don’t like 5  TV, and I hate 6  
computer games.

B Look again at the text on page 26. Who do you think is Stephanie’s friend: Cara or Chris?

Go to Communication practice: Student A page 159, Student B page 168

Communication

  7 A Write two true sentences for you for each verb. Use nouns and - ing forms.
• I love …
• I like …
• I enjoy …
• I don’t mind
mind …
• I don’t like
like …
• I hate …

  B Compare your sentences with a partner. Are you similar or different?

AI  enjoy swimming in the sea.B I don’t like swimming. I enjoy ...

Personal Best Choose someone you know. Write about what he/she loves, likes, and hates doing. 27
  _ i

66 EXTRA PRACTICE  Workbook page 16; photocopiable activity 3C Grammar

 

LANGUAGE 3C
4 Sts look at the sentences in exercise 3 again and choose 7 A Sts write two sentences about themselves with each
the correct option to complete the rule. Check the answer. sentence beginning. Encourage them to use a mixture of
nouns and -ing  forms in their sentences. Monitor and help
-ing forms
Answer  while they are working.
a
  B Read out the example answers and point out that the
negative response to A’s sentence uses I
uses  I don’t.
don’t. Sts compare
Grammar their sentences in pairs. Ask them to note down which
Read the Grammar box with sts about love
love,, like
like,, hate
hate,, sentences are similar. Ask some pairs to tell the class
enjoy , don’t mind +
mind + noun/-ing
noun/-ing form.
 form. Ask questions to  whether they are similar or different. See which pairs are
the most similar and the most different.
check concept.
Concept check questions:
 I like soccer/I
soccer/I like playing correct?  
playing soccer – are both correct? PERSONAL BEST
(yes). I
(yes).  I don’t mind to stay at home
home – correct?  (no – I
correct? (no
don’t mind staying
mind staying at at home). I
home). I like tennis Sts can practice talking about their likes and dislikes further.
tennis and I love
love
They think about someone they know, and write sentences
 swimming – which is my favorite?  (swimming). I
favorite? (swimming).  I don’t
about what they love, like, and hate doing. Sts can compare
mind listening to music, but I hate watching TV T V – which
their sentences in pairs.
prefer? (listening to music).
do I prefer? (listening
Refer weaker sts back to the activities in exercise 1 on page
Go to Grammar practice: love, like, hate, enjoy, don’t
26. They can work in pairs and take turns guessing whether
 + noun/-ing
mind +
mind noun/-ing form,
 form, SB page 117/TB page 247.
their partner loves, likes, doesn’t mind, or
mind, or hates each activity.
hates each
Sts will find more language reference, presentation and
Get sts to feed back on what they learned about their partner,
practice for love, like, hate, enjoy, don’t mind +
mind  + noun/-ing
noun/-ing  
and see who guessed their partner’s likes and dislikes
form here. Do these exercises with the class, or set them for
correctly.
homework, before continuing with exercise 5A of lesson
3C.
Remind sts to go to the app for further self-study
grammar practice of love
love,, like
like,, hate
hate,, enjoy , don’t mind
+ noun/-ing
noun/-ing form.
 form.

5 A 3.10   Allow sts time to read through the verbs. Play

audio track 3.10. See the SB page opposite for audio
script. Sts listen and repeat the verbs.
  B 3.11   Sts
work in pairs and practice saying the
sentences, paying attention to the pronunciation of the
 forms. Play audio track 3.11 for sts to listen, check
-ing forms.
-ing
and repeat. See the SB page opposite for audio script.
6 A Check sts understand the meaning of profile
of profile.. Sts read
the profile and complete it with the correct verb forms.
Check answers.

Answers
  1 cooking 2  talking 3  getting 4  being 5  watching
  6 playing

  B Sts re-read the text on page 26, and discuss the

question in pairs. Discuss the answer with the class.

Possible answer
Chris. They both enjoy running.

Go to Communication practice
Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 159. All “Student B”
sts should go to SB page 168. Go to TB page 331 for the
teacher notes. Do the activity, then continue with exercise
7A of lesson 3C.
 67

3
1 SKILLS
SKILLS SPEAKING making plans    accepting or declining an invitation

3D A night out
Learning
Curve
  1 A Look at the clocks. Match them with the times.

a b c d e

f g h i j

1 It’s ten thirty. 6 It’s a quarter to eleven.

2 It’s a quarter after ten. 7 It’s five after ten.
3 It’s ten o’clock. 8 It’s twenty after ten.
4 It’s twenty-five after ten. 9 It’s twenty-five to eleven.
5 It’s seven minutes after ten. 10 It’s ten to eleven.
  B  3.12   Listen and check. Listen again and repeat.

  2 3.13   Watch or listen to the first part of Learning Curve.

Curve.
What’s Penny’s main problem?
a She is late.
b Ethan is late.
c They don’t know what time it is.

  3 3.13   Watch or listen again. Choose the correct times.

1 Penny’s watch says it’s five minutes to/after  ten.
 ten.
2 The clock on the wall says it’s seven/eleven minutes after ten.
3 The clock on Penny’s computer says it’s a quarter past/half after  ten.
 ten.
4 Ethan wants to meet Penny at ten to/ten after  eleven.
 eleven.
5 Ethan’s phone says it’s ten thirty /forty .

  4 3.14   Watch or listen to the second part of the show and answer the questions.
1 What two activities do they all want to do?
2 What time does Penny arrange to meet Taylor and Ethan?

Ethan

Marc

Penny Taylor

28
  _ i

68 EXTRA PRACTICE  Workbook page 17

 

SKILLS 3D
3D A night out
Learning
Curve Sts practice telling the time, then watch or listen to a conversation in which people plan a night out.
They then practice making plans and accepting or declining invitations.

Speaking Skill Conversation builder

Sts watch a video or listen to a conversation in Acceptin
ing
g or
or de
declining an
an in
invitation Making pla
plan
ns
which two people plan a night out.

WARMER 2 3.13   All

the D lessons in this level which focus on
 Ask: Where can you go if you want to go out with friends? Elicit
friends? Elicit speaking skills are accompanied by video (i.e., an episode
a few ideas, e.g., the movies, bowling alley, a restaurant. Ask: of Learning
of Learning Curve ). In this lesson, Kate makes plans to
Curve).
 How often dodo you go out with friends? Where
Where do you
you usually meet some friends in the evening. Pre-teach the following
 go? What are
are your favorite
favorite places? What time do you usually
usually  words from the video: annoying, a time difference,
difference, a script.
script.
 Sts can discuss the questions in pairs. Get feedback on
meet? Sts
meet? Tell them that Penny uses past
uses past,, not after when she tells the
after when
their answers. time, because she’s British. Allow sts time to read through
the sentences. Play video/audio track 3.13. See TB page
1 A Sts look at the times and match them with the clocks. 358 for audio script. Sts watch/listen and choose the
They could work in pairs for this. correct answer. Check answers.

  B 3.12   Play audio track 3.12. See Answers for audio

Answer
script. Sts listen and check their answers. Play the audio c
track again for Sts to listen and repeat.

3.13   Allow sts time to read through the sentences. Play

Answers 3  video/audio track track 3.13 again. Sts watch/listen and
  1 It’s ten thirty. e
  2 It’s a quarter after ten. a
choose the correct times. Check answers.
  3 It’s ten
ten o’clock.
o’clock. j
Answers
  4 It’s twenty-five after ten. g
 1 after
  5 It’s seven minutes after ten. f
  2 seven
  6 It’s a quarter to eleven. i
  3 quarter past
  7 It’s five after ten.
ten. h
  4 ten to
  8 It’s twenty
twenty after ten. c
  5 forty
  9 It’s twenty-five to eleven. d
 10 It’s ten to eleven. b
10
4 3.14   Pre-teach
the following words from the video:
present  
a bowling lane, a roommate, no time like the present
3 x PRACTICE SB page 28, exercise 1A/B (= an expression meaning it is a good idea to do
1 Do exercise 1A as normal. To check answers, read out something right now). Play video/audio track 3.14.
See TB page 358 for video/audio script. Sts watch/listen
each time in turn and ask: Which clock? 
clock?  and answer the questions. Check answers.
2 Do exercise 1B. Then ask sts to cover the list of times.
In pairs, they look at the clock, and try to remember Answers
how to say the times. They can look at the list of times
 1 have dinner and go bowling 2  seven
sev en o‘clock
again to check.
3 In pairs, sts draw three more clocks, and work out
how to say the times. Monitor and help while they
are working. Put pairs together into
in to groups of four.
They exchange clocks, and try to say the times on the
clocks they have been given. They can check each
other’s answers, and ask you if they are not sure about
something.
 69

making plans    accepting or declining an invitation SPEAKING SKILLS

SKILLS 3D
2D
Conversation builder making plans

Suggesting an activity:
Would you like to …? Do you want to …? How about having dinner/How about we have dinner …?
Let’s go together. Do you have plans after …? Are you free for lunch on Thursday?
Agreeing on a time:
What time is good for you? Let’s say 8 p.m. How about we meet tomorrow at six? 
 About seven? Can we go at 8 p.m.? 

  5 A 3.14   Read the Conversation builder. Match the two parts to make complete
sentences. Watch or listen again and check.
1 What time is a  at five thirty in front of our building?
2 How about we meet b  to come?
3 Do you want to c  seven o’clock?
4 Would you like d  good for you?
5 Are you both free e  for dinner?
6 Can we go at f  go bowling tonight?
  B Who says questions 1–6? Write M (Marc), E (Ethan), T (Taylor), or P (Penny). Watch or
listen again to check if necessary.
1 3 5
2 4 6

6 In pairs, make plans to see a movie and go shopping together. Take turns suggesting
the activity.

Skill accepting or declining an invitation

When you accept or decline an invitation, it’s
important to be polite.
• When you accept, be enthusiastic:
  Sure. I like bowling! Yes, I’d love to.
• When you decline, explain why, and say that
you’re sorry:
  I’d really love to, but I’m busy tonight.
Cool!  
Cool!   Tonight? I’m sorry, I can’t. How about another day?
• Use intonation to sound enthusiastic or sorry.

  7 A 3.15   Read the Skill

Skill box. Listen
Listen to the conversat
conversations.
ions. Does
Does speaker
speaker B accept ( ) or
decline (X) the invitations?
1 A  Would you like to go out for dinner tonight? B 
2 A  Do you want to have a barbecue this weekend? B 

3 A  How about going swimming tomorrow? B 

4 A  Do you want to have lunch on Saturday? B 

B 3.15   Listen again. Repeat speaker B’s words. Copy his/her intonation.

Go to Communicatio
Communication
n practice: Student A page 159, Student B page 168

  8 A  PREPARE
 
Think of an activity you want to do with a friend. Use the places in the boxes
or your own ideas.

movies café shopping center gallery

bowling alley restaurant   museum gym
gy

  B  PRACTICE Invite your partner to do your activity, and accept or decline your partner’s
 
invitation politely. Agree on a time and place if you accept.
C  PERSONAL BEST In groups of four, repeat your conversations, and listen to the other pair.
 
Do they use the phrases from the Conversation builder and Skill box correctly?

Personal Best How often do you go out in the evening during the week? Describe what you normally do. 29
  _ i

70 EXTRA PRACTICE  Workbook page 17

 

SKILLS 3D
Conversation builder   A PREPARE   Read through the places with the class
Read the Conversation builder box with sts about and make sure sts understand everything.
ever ything. You could
making plans. Ask questions to check concept. brainstorm a few more ideas as a class.
Concept check questions:   B PRACTICE   Sts work in pairs and take turns inviting
movies? 
Which phrases can we use to suggest going to the movies?  their partner to do something with them. Their partner
(Would you like to go to the movies?/How about we accepts or declines the invitation
inv itation politely. Remind sts to
go to the movies? How about going to the movies?/Do use phrases from the Conversation builder box to make
 you want to go to the movies?).
movies?). Are
 Are you
you free
free on Friday
Friday?
? plans, and phrases from the Skill box to accept or decline
agree? (a day/time). This time is
– What do I want to agree? (a the invitation. Encourage them to make their conversation

 good).for
for
 you?).
 you? you? phrase
you?
Which – is this
thisdo
cor use (no
correct?
rect? (no
we – Whata time
to suggest is (Let’s
good for
time? (Let’s
time? a bit longer
places bythey
before suggesting a few different
finally agree, times and
and encourage them to
say …/About …?/Can we go at …?/How about ...?). use intonation to show whether they are enthusiastic or
disappointed and apologetic.
5 A 3.14   Sts
match the two parts to make
m ake complete   C PERSONAL BEST   Put pairs together
together into groups of
questions. Play video/audio track 3.14 again. Sts watch/ four. Pairs take turns to repeat their conversation. Their
listen and check their answers. Check answers with the classmates listen, and give feedback on how well they
class. used the phrases from the Conversation builder and Skill
box. Remind sts that feedback should always be positive
Answers and helpful, and not too critical.
  1 d 2  a 3  f 4  b 5  e 6  c
PERSONAL BEST
  B 3.14   Sts
work in pairs to remember who said each Sts can practice talking about nights out further. They work in
question in exercise 5A. Elicit answers, and play video/ pairs, and discuss how often they go out in the evening during
audio track 3.14 again if necessary for sts to watch/listen the week, and what they normally do. Get feedback on their
and check their answers. Check answers. answers.

Answers Weaker sts can look at the activities in exercise 8A again,

  1 E 2  M 3  T 4  E 5  E 6  P
and choose three that they often do with their friends. They
can compare their lists in pairs, and talk about when they do
these things, and why they enjoy them.
6 Work with a confident student to elicit an example
conversation in which you suggest one activity, and the EXTRA PRACTICE
student suggests the other. Sts then work in pairs
pair s to make
plans. Ask some pairs to perform their conversations for Put sts into groups of three. Two sts practice a new
the class. conversation, using the ideas in exercise 8, in which one
invites the other to do an activity, and the other accepts
Skill or declines politely. The third student uses their phone to
record the other two. Sts can switch roles and practice again.
Read the Skill box with sts about accepting or declining
Watching themselves on video will help sts to evaluate how
an invitation. Check they understand everything.
 well they can make plans, and accept and decline invitations.

7 A 3.15   Play audio track 3.15. See TB page 358 for

audio script. Sts listen and note down whether the person
accepts or declines the invitations. Check answers.

Answers
  1    2    3    4   

  B 3.15   Playaudio track 3.15 again. Pause after each

of speaker B’s answers for sts to repeat. Encourage sts to
copy the speaker’s intonation to sound enthusiastic or
disappointed and apologetic.
Go to Communication practice
Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 159. All “Student B”
sts should go to SB page 168. Go to TB page 331 for the
teacher notes. Do the activity, then continue with exercise
8 of lesson 3D.
8 Sts follow the steps to have a conversation about a night
out.
 71

UNIT

4 Home and away

LANGUAGE prepositions of time   daily routine
routine verbs
verbs

4A 24 hours
hours in the dark
dark
  1 Do you usually do these things in the morning? Discuss in pairs.

check e-mails go to the gym take a bath take a shower have breakfast

Go to Vocabula
Vocabulary
ry practice: daily routine verbs, page 142

  2 A Look at the title of the lesson and the pictures in the text. Which countries sometimes
have 24 hours of darkness?

B Read the text. Match the headings in the box with paragraphs A–E.

Light and dark Summer activities Our daily routine My city Winter activities

 A  
I’m from New York, but I now live in the north of Norway in a small city called
Tromsø.
Tromsø. I like living
li ving here. I have an interesting job, and I like the people.

LANGUAGE B 
I work from 8:00 in the morning to 4:00 in the afternoon. I usually wake up
at 6:00 and get up at 6:15. I take a shower and get dressed. At 6:45, I have
breakfast and check my e-mails. I leave home at 7:15. My wife and children
leave home at 8:00. The children start school at 8:30 and finish at 2:30. I get
home at about 5:00.

C 

by Tom Sanders Our lives are different in the summer and the winter. In the summer, there are
60 days when the sun doesn’t set. From May to July, it’s light at midnight.
 And in the winter,
winter, we have 60 days of night. From
From November to January,
January, it’s
dark at noon!

D 
It’s very dark, but it’s not a bad time of year. On the weekend, we spend time
together as a family, or we go skiing. We sometimes see the Northern Lights
at night. They’re really beautiful.

E 
In the summer, we spend a lot of time
ti me outdoors. In the evening, we often have
a barbecue on the beach and, on Friday nights, we sometimes go to outdoor
concerts. In July, we go on vacation. We usually visit
visi t my family in
i n New York
and also spend some time with my wife’s family in the mountains.

30
  _ i

72 EXTRA PRACTICE  Workbook page 20; photocopiable activity 4A Vocabulary

UNIT
      T

Home and away 4

      I
      N
  U

UNIT 4 OVERVIEW:  This unit looks at different aspects of travel.

travel. Sts read a text about an American who now
lives and works in the north of Norway
Norway,, and then talk
t alk about their own preferences for their daily routine.
They watch or listen to people talking about the weather
weather,, and discuss the weather in their country.
countr y. They read
posts from someone who is visiting a new city, and then imagine they are in a new city and practice calling
a friend. They end by reading an e-mail from someone who is on vacation, they write an e-mail to a friend in
which they talk about their vacation, and then describe some photos they are attaching.
att aching.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Prepositionss of time;
Preposition Daily routine verbs; Sentence stress; consonant-to- Listening for the Describing a photo; using
present continuous the weather vowel linking main idea(s) personal pronouns

LANGUAGE 4A
4A 24 hours in the dark
Sts read a text about an American who now lives and works in the north of Norway, and describes his daily routines. They
then practice talking about their own daily routines.

Grammar Vocabulary Pronunciation Communication

Prepositions of time (finish school/work, get dressed, get
Daily routine verbs (finish Sentence stress Talking ab
about your
(in, on, at, from ... to)
to ) home, get up, go to bed/school/sleep/work, have breakfast/
breakfast/ daily routine
dinner/lunch, take a bath/shower, wake up)
up)

WARMER Go to Vocabulary practice: daily routine verbs, SB page

142/TB page 297.
 Ask: What do you like doing in the summer?  Elicit a few ideas,
summer? Elicit Sts will find more language presentation and practice for
e.g., having a barbecue/picnic, going to the beach. Ask: What daily routine verbs here. Do these exercises with the class,
then? Elicit a few ideas,
about winter? What do you like doing then? Elicit or set them for homework, before continuing with exercise
e.g., watching movies, going for walks. Ask: Is
Ask: Is your daily
daily 2A of lesson 4A.
routine different in summer and winter? Do you sleep more in
the winter? Are you more active in the summer? Remind sts to go to the app for further self-study
 vocabulary practice of daily routine
rou tine verbs.
1 Read through the activities with the class and pre-teach if
necessary. Sts work in pairs and discuss which
w hich things they 2 A Refer sts to the title of the lesson and the pictures.
usually do in the mornings. Get feedback on their answers. Discuss as a class which countries have 24 hours of
darkness.
3 x PRACTICE SB page 30, exercise 1   B Point out the blanks in the text for the paragraph
headings. Read through the paragraph headings with the
1 Do the exercise as normal. When you get feedback
class, and make sure sts understand them all. Sts read the
from sts, ask about each activity in turn: Who (checks
text and match the headings with the paragraphs. Check
morning? Ask questions to encourage
e-mails) in the morning? Ask
answers with the class.
sts to say more, e.g., Do
e.g., Do you check
check e-mails before
before you
have breakfast? Do you sometimes answer e-mails before
Answers
breakfast?
 A My city
2 Books closed. Tell sts there were five activities in exercise  B Our daily routine
1. Give them a minute to remember as many as they C Light and dark
can. Sts can look in their books to check. See who  D Winter activities
remembered them all.  E Summer activities
3 Put students into pairs. Student A says one of the nouns
from exercise 1 and Student B must make a sentence
using it with the correct verb. Student A does this
for all the nouns, then they change roles and do the
 
activity again.
 73

prepositions of time   daily routine

routine verbs
verbs LANGUAGE 4A
  3 A Read paragraph B again. Cover the text. Ask and answer questions about Tom and his family’s
daily routine with the verb phrases in the box. What can you remember?

wake up have breakfast leave home start work/school finish work/school get home

A  When does Tom wake up?   B  I think he wakes up at 6:00.

  B In pairs, compare your daily routine with Tom’s. What is the same? What is different?
I have breakfast at home, too. I don’t check my e-mails at home. I get home at six o’clock, not five o’clock.

  4 Choose the correct prepositions to complete the sentences. Use the text to help you. Then read
the Grammar box.
1 I leave home at / in 7:15. 4  At / In the summer, we spend a lot of time
2 In / From May on / to July, it’s light at / in midnight. outdoors.
3 We sometimes see the Northern Lights 5 On / At Friday nights, we sometimes go to
in / at night. outdoor concerts.

Grammar prepositions of time

in: on: at: from … to:

the morning(s) Saturday(s)
Saturday( s) 5:30 … Monday … Friday 
the winter Friday night(s) midnight/noon … November … January
 July Monday morning(s) … 9:00 a.m. … 5:00 p.m.
the weekend  

Go to Grammar practice: prepositions of time, page 118

  5 A Read about Tom’s daughter, Mia. Complete the sentences with the correct prepositions.
1 I usually wake up 5:45 on weekdays.
2 I swim 6:30 7:30. the weekend, I get up the afternoon!
3 Fridays and Saturdays, I go to bed late.
4 the summer, I often go to concerts night. They don’t finish until 2:00 the
morning, but it’s still light.

  B 4.3   Listen and check your answers. What does Mia love doing? Do you enjoy this activity?

  6 4.4   Pronunciation: sentence stress  Listen and repeat the sentences. Which words are stressed?
1 I get up at six in the morning. 4 I walk to work in the summer.
2 I work from Monday to Friday. 5 My wife gets home at midnight.
3 I go swimming on Wednesday evenings. 6 We have dinner at 8:30.

  7 A Complete the sentences so that they are true for you. Write one false sentence.
1 I get up at . 4 I the
2 I work from . summer.
3 I evenings. 5 I don’t the
weekend.
  B In pairs, say your sentences. Guess the false sentences.

Go to Communication practice: Student A page 160, Student B page 169

  8 A Read and answer the questions. Are you a morning person or an evening person?
1 What time do you usually get up on the weekend?
2 What time do you usually go to bed on the weekend?
3 When do you like working or studying?
4 When do you enjoy getting exercise?
  B Find a classmate who is like you. Discuss what you like doing in the morning or in the evening.
Tell the rest of your class.
David and I are morning people. We like getting up early and going to the gym before work.

Personal Best Think of someone that you know well. Describe his/her daily routine during the week and on the weekend. 31
 _ i

74 EXTRA PRACTICE  Workbook page 20;

00; photocopiable activity 4A Grammar

3 A  Allow sts time to read paragraph B of the text again,
and then ask them to cover it. Sts work in pairs to ask and
answer questions about Tom and his family’s daily routine,
and see how much they can remember. They can read the
paragraph again to check their answers. Find out who has
a good memory!
  B Sts work in pairs and compare their own daily routine
 with Tom’s. Get feedback on their answers, and see whose
routine is similar to Tom’s and whose is very different.
4 Sts choose the correct prepositions in the sentences. They
can refer back to the text to help them. Check answers.
Answers
 1 at 2  From, to, at 3  at 4  In 5  On
Grammar
Read the Grammar box with sts about prepositions
of time. Point out that the use of prepositions is not
always logical, for example, we say on Monday  but
 but
morning, and we say at night but
in the morning, night but on Monday
night.. Explain to sts that they need to learn how each
night
preposition is used and practice using them until
the different patterns come naturally to them. Ask
questions to check concept.
Concept check questions:
time? (in,
Which prepositions can we use to talk about time? (in,
on, at, from ... to). Which preposition do we use with
week? (on). Which do we use with months
days of the week? (on).
seasons? (in). Which do we use with times of day? 
and seasons? (in). day?  8
(at). Which two do we use to say how long something
 (from ... to). at night or in night? (at).
continues? (from
continues? night? (at). in the
morning? (in).
morning or at the morning? (in).
Go to Grammar practice: prepositions of time, SB page
118/TB page 249.
Sts will find more language reference, presentation
and practice for prepositions of time here. Do these
exercises with the class, or set them for homework, before
continuing with exercise 5A of lesson 4A.
Remind sts to go to the app for further self-study
grammar practice of prepositions of time.
5 A Sts complete the sentences with the correct
corr ect
prepositions. Don't confirm answers yet.
  B 4.3   Play audio track 4.3. See below for audio script.
Sts listen and check their answers. Check answers with the
class.
4.3   Audio script
I usually wake up at a quarter to six on weekdays because I go
swimming every day. I swim from half past six to half past seven.
I love swimming, but I hate getting up early! On the weekend, I
don’t go swimming, so I get up in the afternoon! I often go out
with my friends, and on Fridays and Saturdays, I go to bed late. In
LANGUAGE 4A
6 4.4   Allow
sts time to read through the sentences.
Check they understand everything. Play audio track 4.4.
See the Answers for audio script. Sts listen and repeat.
Play the track again for sts to decide which words
are stressed. Check answers and point out that the
prepositions of time are not stressed.
Answers
 1 I get up at six in the morning.
 2 I work from Monday to Friday.
 3 I go swimming on Wednesday evenings.
 4 I walk to work in the summer.
 5 My wife gets home at midnight.
 6 We have dinner at half past eight.
7 A Sts complete the sentences about their own daily
routines. Make sure they understand that all their
sentences should be true except one.
  B Sts work in pairs to read their sentences to each
other and guess which is false. Ask some sts to read
their sentences to the class. Correct any errors with the
prepositions of time. Ask who guessed the false sentence.
Go to Communication practice
Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 160. All “Student
B” sts should go to SB page 169. Go to TB page 333 for
the teacher notes. Do the activity
activity,, and then continue with
exercise 8A of lesson 4A.
A Sts read the questions and answer them, and then
decide if they are a morning person or an evening person.
  B Sts walk around the classroom and ask and answer the
questions with different people to find someone who is
like them. Stop the activity after a few minutes, and ask
some sts to tell the class who is like them and why
why.. See if
there are more morning people or evening people in the
class.
PERSONAL BEST
Sts can practice talking about daily routines further. They
think of someone they know well and write sentences about
their daily routine during the week and on the weekend. They
can compare their answers in pairs and discuss whose routine
is similar to theirs.
Weaker sts can write five sentences about their own routines,
r outines,
using daily routine verbs and a range of prepositions of time.
They then close their books and read their sentences to each
other in pairs, omitting the prepositions of time. Their partner
must complete the sentences with the correct prepositions.

the
twosummer,
o'clock inI often go to concerts
the morning, but it’sat night.
still light.They don’t finish until

Answers
 1 at 2  from, to, On, in 3  On 4  In, at, in
 75

4
1 SKILLS LISTENING listening for the main idea   sentence stress
   the weather and the seasons


4B Weather around the world

Learning
Curve
  1 Complete the sentences with the words in the box.

snowing hot cold raining cloudy foggy

1 It’s . 2 It’s . 3 It’s . 4 It’s . 5 It’s . 6 It’s .

Go to Vocabula
Vocabulary
ry practice: the weather and the seasons, page 142

  2 A Complete the chart. Then tell your partner about the activities that you do during
different seasons.

Season M on th s Weather My activities

  B What is your favorite season? Why? Tell your partner.

Skill listening for the main idea(s)

It is important to understand the main idea when someone is speaking.

• Use any pictures to help you understand what the topic is.
• Think about who is speaking and what the situation is.
• Don’t worry if you don’t understand everything. Listen for the important words.

  3 4.6   Read the Skill box. Watch or listen to the first part of Learning Curve. Match places 1–4
with the types of weather a–d.
1 New York a  rainy and very cloudy
2 Mount Emei b  usually warm
3 Bay of Bengal c  very rainy
4 Rome d  sometimes snowy in winter

4 4.6   Watch or
or listen again. For 1–3, check ( ) the correct sentence,
sentence, a or b.
1
a It never snows in the fall in New York.
b Ethan wears his snow boots every day in the winter.
2
a It rains a lot in Mount Emei, but it rains more in the Bay of Bengal.
b It’s very cloudy in the Bay of Bengal.
3
a It doesn’t often snow in Rome.
b When it snows in New York, the schools always close.

32
 _ i

76 EXTRA PRACTICE  Workbook page 21; photocopiable activity 4B Vocabulary

SKILLS 4B
 
4B Weather around the world
Learning
Curve Sts learn vocabulary for the weather and watch or listen to people talking about the weather. They discuss the
 weather in their country.
country.

Listening Skill Listening builder Vocabulary

Sts watch a video or listen to a Listening for the Sen
ente
tenc
nce
e st
strres
esss The weather an and
d the se
seas ons (cloudy, cold, foggy,
aso
recording about the weather in main idea(s) hot, icy, raining/rainy, snowing/snowy,
snowing/sn owy, sunny,
different parts of the world. warm, wet, windy; spring, summer, fall, winter )

WARMER  Allow sts time to read through the places and the types of
 weather. Play
Play video/audio track 4.6. See TB page 358 for
 Ask: What’s the weather like today? Elicit
today? Elicit answers from  video/audio script. Sts watch/listen and match the places
individual sts. Ask: What’s your favorite weather? Why? Elicit
Why? Elicit  with the types of weather. Check answers.
a range of answers.
Answers
1 Check understanding of the words in the box and pre-  1 d 2  a 3  c 4  b
teach as necessary. Sts look at the pictures and complete
the sentences with the correct words. Check answers and
model pronunciation of the words. 4 4.6   Allow
sts time to read through the sentences. Play
 video/audio track 4.6 again. Sts watch/listen and check
Answers the correct sentences. Check answers.
 1 hot 2  cold 3  snowing 4  raining 5  foggy
 6 cloudy Answers
 1 2 3
b  a  a
Go to Vocabulary practice: the weather and the seasons,
SB page 142/TB page 297.
Sts will find more language presentation and practice for
the weather and the seasons here. Do these exercises with
the class, or set them for homework, before continuing
 with exercise 2 of lesson 4B.
Remind sts to go to the app for further self-study
practice of vocabulary for the weather and the
seasons.

2 A Sts complete the chart with information about the

 weather and seasons in their country, and the activities
they do in each season. They can compare their answers in
pairs.
  B Sts discuss in pairs what their favorite season is and
 why. Get feedback on their answers.

Skill
Read the Skill box with sts about listening for the main
idea(s).

3 4.6  
NB All the B lessons in this level which focus on
listening skills are accompanied by video (i.e., an episode
of Learning
of Curve). In this lesson, Fernando and Penny
 Learning Curve
talk about the weather and interview people about the
 weather in their country. Pre-teach the following words
from the video: on camera (=
camera (= in a photo or movie), the
 (a monument in Rome), a
Coliseum (a
Coliseum Rome), a thermometer, degrees 
degrees 
(= unit of measurement of the temperature), minus seven.
seven.
 77

listening for the main idea   sentence stress   the weather and the seasons
 LISTENING SKILLS 4B
1B

  5 4.7  
Watch or listen to the second part of the show. For each sentence, write M (Marina),
S (Sam), or J (Jenny).

Marina Sam Jenny

1 Once in 100 years, 2 I get about 100 days of 3 It’s like this 200 days
there’s snow! sun a year. a year.

4 I love it. Winter is 5 I sleep early and wake 6 We don’t usually talk about
here! up early. the weather.

  6 4.7   Watch or listen again. Choose the correct options to complete the sentences.
1 Marina says it’s 17°C / –7°C / 18°C.
2 She goes to her sister’s house after breakfast / in the afternoon / in the evening.
3 Sam says it’s sometime
 sometimess / usually  / / always hot and sunny in Egypt.
4 His advice is to wear a hat / wear boots / carry an umbrella in hot weather.
5 Jenny says the weather forecast is good for Saturday  /  / Monday  /
 / Tuesday .
6 She likes / doesn’t like / hates living in Newfoundland.

  7 In pairs, think of some advice for visitors to your country for different seasons.
In the winter, it’s a good idea to wear warm clothes.

Listening builder sentence stress

In English, we usually stress the most important words in a sentence. These stressed words are usually nouns,
verbs, adjectives, and adverbs. You can usually understand the general idea if you only hear these words:
Mount Emei in China gets twenty-sev
twenty-seven
en feet of rain in a year.
In the evening, we have dinner at my sister’s house.

  8 A Read the Listening builder. Read the text and underline the most important words.

Patagonia is a beautiful part of South America. It’s

always windy in Patagonia. The wind is sometimes
 very strong – about
about a hundred
hundred and twenty
twenty kilometers
kilometers
an hour. You can’t walk when it’s so windy.

B 4.8   Listen and check which words are stressed.

  9 Discuss the questions in pairs.

1 Do people in your country talk about the weather a lot?
2 Do you talk about the weather a lot? Who do you talk about it with?
3 What kinds of weather do you like? (sunny weather, rainy weather, etc.)
4 What kinds of weather do you hate?
5 What do people do in your country when the weather is bad?
6 Do you sometimes have strange weather? Describe it.

Personal Best
Challenge! Write a guide to the weather in your country for tourists. 33
 _ i

78 EXTRA PRACTICE  Workbook page 21

SKILLS 4B
5 Sts look at the pictures and read the sentences
4.7   PERSONAL BEST
in the speech bubbles. Play video/audio track 4.7. See Sts can practice vocabulary for the weather and seasons
TB page 359 for video/audio script. Sts watch/listen and further. They write a guide to the weather in their country for
 write the correct person for each sentence. Check answers. tourists. They can compare their guides in small groups.
Answers Weaker sts can work in pairs. They write three or four
 1 S 2  J 3  J 4  M 5  M 6  S sentences about the weather in their country. They can then
practice saying their sentences, stressing the important words
to give the correct sentence stress. Ask some sts to read their
6 4.7   Sts read the sentences. Remind them how to
sentences to the class.
say
Play–7° (minus seven
video/audio trackdegrees) andSts
4.7 again. teach the wordand
watch/listen Celsius..
Celsius
EXTRA PRACTICE
choose the correct words to complete the sentences. Check
answers. Play the track again, pausing for sts to hear why Sts work in groups of three. They take turns using their
each answer is correct. phones to record their classmates asking and answering
the questions in exercise 9. Watching themselves on video
Answers  will help sts to evaluate how naturally and fluently they can
 1 –7°C 2  in the evening 3  usually 4  wear a hat speak.
 5 Tuesday 6  likes

7 Sts work in pairs to think of some advice for visitors to

their country. Get feedback on their answers.

Listening builder
Read the Listening builder box with sts about sentence
stress. Explain that stressed words are often said
slightly louder and more slowly than unstressed
 words. Remind sts that in unstressed words, vowels are
often reduced to a schwa. Model pronunciation of the
sentences in the box, putting stress on the important
(underlined) words. Ask questions to check concept.
Concept check questions:
sentence? (the most
Which words do we stress in a sentence? (the
important words). What kinds of words are these? 
these? 
(nouns, verbs, adjectives, and adverbs). Which words
unstressed? (articles, prepositions, pronouns, etc.).
are unstressed? (articles,
words? (they
What often happens to vowels in unstressed words? (they
are pronounced as a schwa).

8 A Sts read the text and underline the important words.

They could work in pairs for this.

  B 4.8   Play audio track 4.8. See Answers for audio

script. Sts listen and check their answers. Check answers
 with the class. You could play the audio track again,
pausing after each line for sts to repeat. Encourage them
to copy the sentence stress on the recording.

Answers
Patagonia is a beautiful part of South America. It’s always
windy in Patagonia. The wind is sometimes very strong –
about a hundred and twenty kilometers an hour. You can’t
walk when it’s so windy.

9 To finish up, sts talk about the weather in

i n their country.
countr y.
They read the questions and prepare their answers, then
discuss the questions in pairs. Get feedback on their
discussions.
 79

4
1 LANGUAGE present continuous

4C A long weekend
  1 What do you like doing when you visit a new city? Tell your partner.

  2 A In pairs, look at the pictures of Charlotte and Pete’s trip. Which city are they in?
  B Read Charlotte’s posts. Which famous places does she mention?

  3 Read the posts again. Answer the questions.

1 Do they like their apartment? 3 How do they travel around?
2 What’s the weather like? 4 Do they like the food?

a b c d

We’re going away for a
long weekend. I’m so
excited! We’re sitting on
the train, and we’re waiting
to leave for Paris on the
Eurostar. I’m having a
good time already!
We’re here. We’re staying
in a private apartment
with a view of the city. It’s
so romantic!
Today, we’re visiting the
Rodin Museum. We’re
walking around the
beautiful gardens in the
warm spring sunshine.
Look, it’s the Eiffel Tower!
I feel like a real tourist.
We’re having a sandwich
and waiting in line.

e f g h

I’m having a good time,
but Pete isn’t happy.
We’re going shopping on
the Champs-Élysées. He’s
carrying my bags. I’m
feeling hungry – time for
lunch.
We’re at a lovely little
restaurant. I’m having
the steak! The weather’s
lovely and warm. What’s
Pete doing? He’s trying
to speak French to the
waiter.
It’s late. We’re tired, and
we’re taking a taxi back
to the apartment after a
great night out. The city
lights are amazing!
It’s our last day. We’re
buying some food to take
home. It’s raining, but we
don’t mind.

4 Match Pete’s posts 1–8 with pictures a–h.

1 I’m looking for some French cheese as a present for my mom.
2 The weather’s great. We’re having a fun time at the museum.
3 We’re going to Paris!
4 What a cool apartment! Charlotte’s taking a shower, and I’m relaxing after the trip.
5 We’re visiting a very famous monument. I want to take a selfie at the top.
6 I’m not enjoying this! I hate shopping!
7 We’re going back to the apartment now. Fantastic night out!
8 Finally, I’m sitting down! What’s for lunch?

  5 A Underline the verbs in exercise 4. Which ones describe an action that is happening now?
  B Choose be or have to complete the rule. Then read the Grammar box.
We form the present continuous with the verb be / have + -ing form.

34
  _ i

80 EXTRA PRACTICE  Workbook page 22

LANGUAGE 4C
4C A long weekend
Sts read someone’s posts about a long weekend away in a new city. They then imagine they are on vacation and phone a
friend to tell them where they are and what they are doing.

Grammar Pronunciation Communication

Present continuous Consonant-to-vowel linking Talking about what you are doing now

WARMER 3 x PRACTICE SB page 34, exercise 4

 Ask: What do you usually do on the weekend? Elicit
weekend? Elicit a few
answers, then ask: Do
ask: Do you sometimes
sometimes go away
away for a weekend?
weekend? 1 Do the exercise as normal. To check answers, read
Where do you go? What’s your favorite place for a weekend out each sentence in turn and ask: Which picture is it?
 Elicit a few answers and elicit which cities sts know
away? Elicit
away?  Ask sts who have different answers to explain
Why? Ask
Why?
and like. Ask: Where would you like to go for a weekend? Why? 
Why?  their choices. Other sts can look at those pictures again
Elicit a range of answers from individual sts. and read the texts, and decide which one is correct.
2  Ask sts to cover the text in exercise 3 and uncover just
1 Read out the question and elicit a few possible answers, the first row of pictures. They work in pairs and try
e.g., visit museums, eat in nice restaurants. Sts discuss the to remember what each post said. They can use the
question in pairs. Get feedback on their answers and see sentences in exercise 4 to help them. They repeat this
 what the most popular activities are.  with the second row of pictures. They can look at the
text again to check.
2 A Sts look at the pictures and discuss in pairs where
Charlotte and Pete are. Discuss the answers as a class and 3  Ask sts to work in their pairs and prepare a
ask sts how they know. conversation between Charlotte and Pete at one of the
places
the textintoexercise 3. They
help them, andcan use the them
encourage information in
to use their
Answer
They are in Paris. There is a picture of the Eiffel Tower. imaginations too. Monitor and help while they are
 working. Sts can practice their conversations in pairs.
 Ask some pairs to perform their conversation for the
  B Sts read the posts and answer the question. Check class. Other sts can listen and guess which picture it
answers. refers to.
Answer
the Rodin Museum, the Eiffel Tower, and the Champs- 5 A Sts look at the verbs in exercise 4 again and decide
Élysées  which ones describe an action that is happening now.
They could work in pairs for this. Check answers.
3 Sts read the posts again and answer the questions. Check
answers. Answers
Verbs (The bold verbs describe an action that’s happening
Answers now.): I’m looking, is, We’re having, We’re going,
 1
Charlotte’s taking. I’m relaxing, We’re visiting, I want
 2 Yes, they do.
It‘s warm andIt‘s romantic.
sunny. to take, I’m not enjoying, I hate, We’re going back. I’m
sitting down, ’s
 3 They walk, and when they are tired at the end of the
evening, they take a taxi.
 4 Yes, they do. They buy some to take home. B Sts read the rule and choose the correct option to
complete it. Check the answer.
4 Sts read Pete’s posts and match them with the pictures.
Answer
 Allow sts time to compare their answers in pairs. Check
be
answers with the class.

Answers
 1 h 2  c 3  a 4  b 5  d 6  e 7  g 8  f
 81

present continuous LANGUAGE 4C

Grammar present continuous

Affirmative: Negative: Questions and short answers:

I’m having a good time. I’m not enjoying this. What ’s
’s Pete doing? 
He’s carrying my bags. It isn’t raining.  Are you eating steak? 
We’re taking a taxi home. Yes, I am. No, I’m not .

Go to Grammar practice: present continuous, page 119

  6 A 4.10   Pronunciation: linking consonants and vowels  Listen and repeat the sentences.
I’m
I’m ge
gett
ttin
ing
g up
up.. It is
isn’
n’tt ra
rain
inin
ing.
g. He
He’s
’s ea
eati
ting
ng a sa
sand
ndwi
wich
ch..
  B 4.11   Listen and underline the words that are linked. Listen, check, and repeat.
1 What are you talking about? 3 We’re sitting in a café.
2 He’s enjoying this game. 4 They’re going away for a weekend.

  7 Complete the dialogues with the present continuous form of the verbs. Then act out the
dialogues in pairs.
1 A  What you (do) here? B  I (wait) for my friends.
2 A  it (snow)? B  No, it . It (rain).
3 A  Why James (wear) a suit? B  He (go) to a job interview.
4 A  your friends (leave) now? B  Yes, they . They
(look) for their umbrellas.
5 A  Who Ben (call)? B  I don’t know. He (not / talk) to Alex
because Alex is here!
Go to Communication practice: Student A page 160, Student B page 169

  8 Work in groups. Take turns miming and guessing the actions.

get dressed have dinner in a restaurant

take a shower wait for a train

sit in a café go shopping go to bed

finish work relax

A  Are you getting dressed? B  No, I’m

I’m not. A  Are taking a shower? 
you taking B Yes, I am!

  9 A Charlotte calls her friend, Olivia. Complete the conversation with the correct form
of the verbs in the box. Who is Nacho?

visit have do make play wait

Olivia  Hi, Charlotte! How are you?

Charlotte  Hi, Olivia! I’m good, thanks. I’m in Paris with Pete! We 1
Pete! We  a great time!
Olivia  Paris! That’s fantastic. What 2  right now?
Tower. We 3
Charlotte  We’re at the Eiffel Tower.  to go up. Where are you?
Olivia  Nacho and I 4  my in-laws with the girls.
They 5  in the backyard with Nacho’s mom. And Nacho’s
dad 6  lunch for us.
Charlotte  That sounds nice.

  B  4.12   Listen and check your answers.

10 Imagine you are on vacation. Decide where you are. Call your partner and tell each other where
you are, who you are with, and what you are doing.
A  Hello, Ana. It’s Daniel.   B  Hi! Where are you?  A  I’m in New York. I’m going
for a walk in Central Park.

Personal Best Imagine your long weekend. Write eight sentences to describe what you’re doing. 35
  _ i

82 EXTRA PRACTICE  Workbook page 22; photocopiable activity 4C Grammar

LANGUAGE 4C
Grammar Go to Communication practice
Divide the class into Student A and Student B. All
Read the Grammar box with sts about the present “Student A” sts should go to SB page 160. All “Student
continuous. Explain that we use the present B” sts should go to SB page 169. Go to TB page 333 for
continuous, NOT the simple present, for things that are the teacher notes. Do the activity
activity,, and then continue with
happening now, e.g., It’s
e.g., It’s raining.
raining. Explain that we form exercise 8 of lesson 4C.
the present continuous with the correct form of be  and
be and
the -ing  form of the verb. Point out the negative form
-ing form 8 Demonstrate the activity by miming one of the actions
sleeping,, NOT He
 He isn’t sleeping NOT He doesn’t sleeping
sleeping.. Point out that  yourself. Get sts to guess what you are doing. Sts work in
in questions be  comes before the subject: What are you
be comes groups and take turns miming and guessing the actions.
 NOT What you are doing? Point
doing? NOT
doing? doing?  Point out that in short Monitor while sts are working, and correct any language
answers we only use the appropriate form of be be,, and errors in a feedback session at the end. Ask sts which
 we don’t repeat the -ing  form. Ask questions to check
-ing form. actions were the most difficult to mime.
concept. 9 A Sts read the conversation and complete it with the
Concept check questions: correct form of the verbs. They can compare their answers
Which verb form do we use for things that are happening in pairs, but don’t confirm answers yet.
 (present continuous). She is talk to Sam – correct? 
now? (present
now? correct? 
(no – she
– she is talking
talking).). They sitting outside – correct? (no
correct? (no –
  B 4.12   Play audio track 4.12. See the SB page opposite

for audio script. Sts listen and check their answers. Check
outside). Do
they are sitting outside).  Do we use
use ‘don’t/doesn’t’
‘don’t/doesn’t’ in the
answers with the class.
 (no – we use negative forms of be
negative? (no
negative? ). You are
be).
correct? (no – Are
 feeling happy? – correct? (no – Are you feeling
feeling  happy?
happy?). ).
Answers
 1 ‘re having
Go to Grammar practice: present continuous, SB page
 2 are you doing
119/TB page 251.
 3 ‘re waiting
Sts will find more language reference, presentation
 4 are visiting
and practice for the present continuous here. Do these
 5 ‘re playing
exercises with the class, or  6
continuing with exercise 6Aset
ofthem
lessonfor homework, before
4C. ‘s making
(Nacho is Olivia’s husband.)
Remind sts to go to the app for further self-study
grammar practice of the present continuous. 10
   Allow sts time to prepare their ideas individually. With
 weaker classes, you could brainstorm some ideas as a
6 A 4.10   Allow sts time to read the three sentences.
class. Sts then work in pairs and practice phoning each
Point out the linking symbols between some consonants other to say where they are and what they are doing.
and vowels. Play audio track 4.10. See the SB page Encourage sts to ask their partner questions to find out
opposite for audio script. Sts listen and notice the way the more details, e.g., Where are you staying? Ask
staying? Ask some sts
consonants and vowels are linked. Play the audio
audi o track to tell the class where their partner is and what he/she is
again for sts to repeat. doing. Discuss whose vacation sounds the most fun!
  B 4.11   Allow sts time to read the sentences, and then

play audio track 4.11. See the SB page opposite for audio PERSONAL BEST
script. Sts listen and underline the words that are linked.
Check answers, and then play the audio track again for sts to Sts can practice using the present continuous further. They
hear the linking. Play the audio track again for sts to repeat.  write eight sentences describing what they are doing on their
long weekend. Sts can compare their ideas in small groups.
Answers With weaker classes, decide on a weekend destination as a
 1 What are you talking about?
 
class, and brainstorm some ideas of what you can do there.
 2 He‘s enjoying this game.

Sts then work in pairs to imagine they are there and write
 3 We’re sitting in a café.
 
three sentences about what they are doing. Elicit sentences
 4 They’re going away for a weekend.
 
from pairs and write them on the board. Ask sts to read the
sentences on the board and ask: Does
ask: Does it sound like a good
7 Sts read the dialogues and complete them with the present  vacation?
continuous form of the verbs. Check answers. Then sts act
out the dialogues in pairs.

Answers
 1 are, doing, ‘m waiting
 2 Is, snowing, isn’t, ‘s raining
 3 is, wearing, ‘s going
 4 Are, leaving, are, ‘re looking
 5 is, calling, isn’t talking
 83

4
1 SKILLS WRITING describing a photo   using personal
personal pronouns
pronouns

4D A vacation with friends

  1 Ask and answer the questions in pairs.
1 When do you go on vacation? 3 Who do you go with?
2 Where do you usually go? 4 What do you like doing there?

  2 A Look at the pictures. Guess where the people are.

  B Read the e-mail and check.

Hi Lucy,
1 How are you? How’s work? I hope everything’s
ev erything’s OK.
2 I’m in Argentina! I’m visiting Leo and María in Buenos Aires, and I’m having a wonderful time. The
weather’s amazing! It’s
It’s 25 degrees, and it’s never cloudy. It’s
It’s hot all day
d ay and warm at night. It’s so nice
after the cold fall weather at home.
3 Most days I get up early here, and I go running with Leo before breakfast. He loves getting exercise in
the morning. Then we return home and have breakfast. Leo and María start work at 8:30, and I leave the
apartment with them. I go into the city and visit different places like Casa Rosada and Teatro Colón. In the
evening, we go for a walk and then have dinner. The restaurants are great here, and the steaks are fantastic!
4 I’m sending you a couple of photos that I took. The first photo’s of some colorful houses in an area
called La Boca. It’s a really cool part of town with some amazing buildings. In the second photo, you can
see Leo and María. We’re having coffee in a local café near their apartment. They have great coffee and
delicious pastries there.
My flight’s on Friday. See you at work on Monday!
Love, Gemma

  3 Read the e-mail again. In which paragraph does Gemma …

1 write about the weather? 3  ask Lucy questions?
2 describe the pictures? 4  write about her daily routine on vacation?

Skill describing a photo

When you send a photo, describe who or what the photo shows. If it shows people, describe
what they are doing:
The first photo’s of some colorful houses. In the second photo, you can see …
In this photo, I’m in the park with my friends. We’re playing soccer.
This photo’s of my sister. She’s playing the piano. Here’s a photo of our new car.

  4 Read the Skill box. Look at Gemma’s e-mail again. How does she describe the pictures?

36
  _ i

84 EXTRA PRACTICE  Workbook page 23 and 75

SKILLS 4D
4D A vacation with friends
Sts read an e-mail from someone who is on vacation. They then imagine they are on vacation, and write an e-mail to a friend.

Writing Skill Text builder

An e-mail Describing a photo Using personal pronouns

WARMER
Write the word vacation
word vacation on
 on the board. Put sts into pairs and
give them two minutes to write as many words as they can
to do with vacations. Tell them the words can be nouns,
 verbs, or adjectives, e.g., beach, swim, happy . Bring sts’ ideas
together on the board. If some words don’t seem directly
relevant to vacations, ask sts to explain the connection.
Explain the meaning of any words sts don’t know, and see
 who wrote the most words correctly.

1 Sts work in pairs to ask and answer the questions. Get

feedback on their answers.
2 A  Ask sts to look at the pictures. Discuss as a class where
the people might be. Elicit a range of possible answers, but
don’t confirm them yet.

  B Sts read the e-mail to check their ideas. Ask who

guessed correctly.

Answers
They are in Buenos Aires, in Argentina. Gemma is the only
person on vacation.

3 Students read the e-mail again and answer the questions.

They can compare their answers in pairs. Check answers
 with the class.

Answers
 1 paragraph 2
 2 paragraph 4
 3 paragraph 1
 4 paragraph 3

Skill
Read the Skill box with sts about describing a photo.
Point out that we use the simple present to describe
 what we can see ( I’m in the park,
park, This photo is of ...,
...) and we use the present continuous
 Here’s a photo of ...)
to describe what the people are doing in the photo.
(We’re playing soccer. She’s playing the piano.) Point
piano.) Point out
that we say a photo of  ... .
 ... .

4 Sts look at Gemma’s e-mail again and discuss how she

describes the pictures. Discuss the answers as a class.

Answers
In the first picture, she describes a place. In the second
picture,
coffee inshe describes
a local whatwhat
café) and theythe
arefood
doing (having
and drink aare
like.
 85

describing a photo    using personal pronouns WRITING SKILLS 4D

1D
  5 A Match the two parts to make complete sentences.
1 In this photo, I’m with a  Red Square in Moscow!
2 Here’s a photo b  fixing our bikes.
3 In this photo, we’re c  of Sydney at night.
4 Here’s a photo of us in d  my niece, Eliza. We’re reading a story.

  B Match the completed sentences with pictures a–d.

a b

c d

Text builder using personal pronouns

We often use personal pronouns (he,  she , it , etc.) to avoid repeating words and names:
I’m with Sergio and Ana. We’re eating fish. It ’s
’s delicious!
Eleni’s helping me with my French homework.  She  speaks really good French.

  6 A Read the Text builder. Read paragraphs 3 and 4 in the e-mail again and underline the personal
pronouns. What do they refer to?
  B Complete the sentences with the correct personal pronouns.

1 I’m with Theo. ’re waiting for the train.

2 This is the hotel pool. ’s on top of the hotel.
3 Theo’s shopping. ’s spending all his money!
4 Katie’s in bed. ’s sleeping!
5 The kids are out. ’re on their bikes.

  7 A  PREPARE Imagine you’re on vacation. Decide where you are, what the weather’s like, how you’re
 
feeling, who is with you, and what to do every day. Imagine two or three photos of your vacation.

  B  PRACTICE Write an e-mail to a friend. Use personal pronouns to avoid repeating words/names.
 
• Begin your e-mail.
• Paragraph 1: Ask your friend how he/she is.
• Paragraph 2: Describe where you are, what the weather is like, and who is with you.
• Paragraph 3: Describe your daily routine on vacation.
• Paragraph 4: Describe two or three photos of your vacation.
• Finish your e-mail.

  C  PERSONAL BEST   Exchange e-mails with a partner. Does his/her e-mail contain personal
pronouns to avoid repeating words/names? Can you add any more?

Personal Best
Challenge! Find a photo of people on vacation. Describe their vacation. Where are they? What are they doing? 37
  _ i

86 EXTRA PRACTICE  Workbook page 23; photocopiable activity 4D Skills

SKILLS 4D
5 A Sts match the two parts of the sentences. Check answers.   B Sts complete the sentences with the correct personal
pronouns. Allow them to compare their answers in pairs.
Answers Check answers with the class.
 1 d 2  c 3  b 4  a
Answers
  B Sts match the completed sentences in exercise 5A with
 1 We 2  It 3  He 4  She 5  They
the pictures. Check answers.
7 Students follow the steps to write their own email.
Answers
 1 b 2  a 3  d 4  c
  A PREPARE   Sts prepare their ideas. With weaker
weaker classes,
 you could brainstorm some ideas as a class and make
notes on the board.
3 x PRACTICE SB page 37, exercise 5B B PRACTICE   Sts use the e-mail in exercise 2 as a model
and write their own e-mail. Refer sts back to the Skill
1 Do the exercise as normal. To check answers, read out
box on page 36 to help with describing their photos, and
each completed sentence in turn and ask: Which photo?
remind them to use personal pronouns. You could set this
 How do you know? Ask sts to explain why each sentence
you know?
stage for homework if you prefer.
matches a particular picture.
2  Ask sts to cover the sentences in exercise 5A and just   C PERSONAL BEST   Sts work in pairs. They exchange their
look at the pictures. In pairs, sts try to remember the e-mail with their partner, check to see if their partner has
sentence that goes with each picture. They can look at used personal pronouns and see if they can add any more.
exercise 5A again to check. They could also check for mistakes. They give feedback to
each other on how well they have used personal pronouns.
3 In pairs, sts look at the sentence beginnings in exercise
Encourage a spirit of peer support and cooperation.
5A again and write alternative endings, to match
the pictures. Tell them to be creative and use their
imagination, e.g., In
e.g., In this photo, I’m with my friend Tom. PERSONAL BEST
 He’s showing
showing me how to build bike.. Sts work in
build a new bike Sts can practice describing photos further by finding a photo
pairs to prepare their new sentences. They then work of people on vacation. They could use a photo from their
in groups of four. They show the pictures to each other, phone or tablet if they have one available, or they could look
using their sentences. online for a photo. They write sentences describing where the
people are and what they are doing. They can present their
photos to each other in pairs.
Text builder
Weaker sts can work in pairs. They each choose a photo from
Read the Text builder box with sts about using personal
per sonal their phone or from the internet, and then work together
pronouns. Explain that we use pronouns because a text to write sentences describing each one. Ask some pairs to
 would be repetitive if we kept repeating the same words present their photos to the class.
and names. Remind students that we can’t usually omit
the subject noun or pronoun in English: ( It’s delicious!
delicious!)) EXTRA PRACTICE
Remind sts that there are different pronoun forms for
male and female people (he/she
(he/she)) and for things (it
( it)) and With books closed, write the following fill-in-the-blank
also different forms for subject and object pronouns sentences on the board:
( she/h
 she/her he/him,, etc). Ask questions to check concept.
er,, he/him 1 Most days I ___ early.
early.
Concept check questions:  2 I ___ running with Leo.
text?  (to avoid
Why do we use personal pronouns in a text? (to 3 He loves ___ exercise.
repeating the same words or names). Which pronouns 4 Leo and Maria ___ work at 8:30.
myself?  (I/me). Which can I use for my
can I use for myself? (I/me). 5 I ___ the apartment
apartment with them.
 (he/him). mother?  
brother? (he/him). Which can I use for my mother?
brother? 6 In the evening, we ___ for a walk and then ___ dinner.
(she/her). Which can I use for a place? (it).
place? (it). When do I
‘us’? (for me and someone else). When do I
use ‘we’ and ‘us’? (for Sts work in pairs and complete the sentences with the correct
‘them’? (for more than one person).
use ‘they’ and ‘them’? (for daily routine verbs. They can check their answers in the text
on page 36. Remind them that they should keep reviewing
 vocabulary that they have learned, to help them remember it.
6 A Sts read the e-mail again to underline the personal
pronouns and decide what they refer to. Sts could work in
pairs for this. Check answers. Answers
 1 get up 2  go 3  getting 4  start 5  leave 6  go,
Answers have
Paragraph 3 – I (Gemma), He (Leo), we (Gemma and Leo),
we (Gemma,
Paragraph 4 –Leo and Maria)
I (Gemma), We (Gemma, Leo and Maria), It
(the local café), It (La Boca)
 87

3  and 4 REVIEW and PRACTICE

Grammar 3 Complete the text with the words in the box.

flies at often arrives stays

1 Choose the correct options to complete the sentences.
checks starts spends
1 This week in Washington, D.C.
a I stay
b I staying

2
c I’m staying
What right now? I live in six cities
a do you do
b are you doing
c doing you

3 My grandfather always on Sunday afternoons.

a is visiting
b visit
c visits

4 do you see your cousins?

a How many
b How often
c How about
5 My sister’s birthday is Friday.
a at

b in
c on
6 My brother’s in his room with a friend.
computer games.
Barbara Fiala is the owner of Baobab, a communications
a They playing
b They’re playing
company, based in New York. She 1  travels for
c They play work and spends around two months a year in Europe. She
2
7 I on the weekend.  to London and then visits Berlin, Budapest, and
a play always soccer Warsaw. She usually 3  three nights in each city
4
b always play soccer and then starts again. She  in the evening, so
c play soccer always she’s ready to work
work the next day. “I often go for a walk or go
8 When go shopping? to the gym 5  6 a.m,” she says. She 6  
7
a do you usually work around 7 a.m. and  her e-mails and makes
b usually do you some telephone calls before her meetings. In London, she
c are you 8
 with her sister, but in the other cities she stays

2 Complete the dialogue with the correct form of the verb at hotels. She does yoga and reads books to relax.
in parentheses.
A How 1  (be) the new job?
B It’s good. Right now, I 2  (work) on a new
project.
A Where? Vocabulary
B Near Miami. We 3  (build) a new hotel.
A Where 4
 (live) right now?
1 Circle the word that is different. Explain your answer.

B I’m living with friends from Monday to Friday, and then I 1 son father niece brother
always 5  (come) home on the weekend. 2 fall rain spring winter
A Are you OK with that? 3 yoga barbecue picnic dinner
6 7
B I don’t mind  (travel), and I enjoy   4 golf bowling volleyball dancing
(work) on a small team. 5 cold snowy warm icy
A No problems at all? 6 gallery museum gym violin
B Well, I hate 8  (get up) early on Monday 7 aunt grandmother son mother
mornings! 8 karate swimming shopping running

38
  _ i

88

REVIEW and PRACTICE 3  and

1B4

Grammar Vocabulary
1 Sts read the sentences and choose the correct
cor rect options to 1 Sts circle the word that is different in each set. Check
complete them. Check answers. answers, and ask sts to explain in each case why the word
is different. As an extension, sts could write two or three
Answers sentences using some of the words.
 1 c
 2 b Answers
 3 c  1 niece (the others are all male)
 4 b  2 rain (the others are all seasons)
 5 c  3 yoga (the others all relate to food)
 6 b  4 dancing (the others all use a ball)
 7 b  5 warm (the others all relate to cold temperatures)
 8 a  6 violin (the others are all places)
 7 son (the others are all female)
 8 karate (you use the verb go with all the others)
2 Sts read the dialogue and complete it with the correct verb
forms. Check answers.

Answers
 1 is
 2 ‘m working
 3 ‘re building
 4 are you living
 5 come
 6 traveling
 7
working
 8 getting up

3 x PRACTICE SB page 38, exercise 2

1 Do the exercise as normal. When you check answers,

for each answer ask sts to put up their left hand if they
think they
think  they know the answer, and their right hand if
if
they feel certain
certain they
 they know the answer
answer.. Ask a student
 who feels certain to give their answer,
answer, and explain why
it is correct.
2 Sts work in pairs. They take turns covering the
dialogue. Their partner reads out the questions from
the dialogue, and they try to remember the answers.
Their partner can help them if necessary. They can
switch roles and practice again.
3 Sts work in pairs and change some of the details in the
dialogue. Allow sts time to practice their dialogues in
their pairs, and then ask some pairs to perform their
dialogues for the class.

3  Ask sts to read the text through quickly for general

Ask: How many nights does she spend in each
meaning. Ask: How each
city? (three).
city? (three). Sts read the text again and
an d choose the
correct words to complete it. Check answers.

Answers
 1 often
 2 flies
 3 spends
 4 arrives

 5 at
 6 starts
 7 checks
 8 stays
 89

REVIEW and PRACTICE 3  and 4

2 Make words to describe the weather.

Personal Best
What’s the weather like? It’s .

1 dyocul
 sson
  L e
 3 A   s son  4 A 
2 ndwyi   L e

3 tho
4 gyogf Write three
Name five
5 mrwa relatives. things you do
6 yunsn every evening.
7 ianry
8 wgonnsi
 sson  3 A   4 A 
3 Put the words in the correct columns.   L e A 
  L e
 s son

summer school son swimming gym spring

shopping sister
sister home winter running Write two Think of three
uncle fall cousin yoga museum sentences time expressions
using frequency beginning
adverbs. “In…”
…”..
Seas ons Relatives Activities Places

 sson  3 B     L e

 s son  4 C  
  L e B  

Write a List three things

sentence using you can do on
also. weekends in
another city.

4 Complete the sentences with the correct form of the

verbs in the box.   L e
 sson  3 C  
C    4 C  
 s son C  
  L e

do finish start walk get play go have Describe two Write a

things you like question and
1 My father up in the morning at six o’clock. doing, one during answer using
the week and one the present
2 He works in a factory and work at 7:30 a.m.
on weekends. continuous.
3 I usually to work at 10:00 a.m. on Fridays.
4 To stay in shape, I karate at lunchtime.
o
5 I work at five in the evening and ride my bike   L e s son 3 D  
D     L e s s n 4 C  
C  
home.
6 In the evening, I my dog for an hour. Write three Write a
7 My sister the violin. times of the negative
day which are sentence using
8 We often dinner together. the present
important to
you. continuous.

 s son  3 D  
D    s son  4 D  
  L e   L e

Give two Describe

expressions used where you are,
for agreeing on a what you’re
time to meet a doing, and the
friend. weather.

39
  _ i

90

REVIEW and PRACTICE 3  and

1B4

2 Sts unscramble the letters to make the words to describe

 weather. Check answers, and check that sts understand all
 weather.
Personal  Best
Personal
the words.
each Review and practice
 At the end of each Review practice double-page
 double-page
Answers
a Personal Best
spread, there is a Personal Best section.
 section. The aim here
 1 cloudy
is to provide a quick challenge to change the pace, and
 2 windy
allow for language recall and personalization.
 3 hot These questions and prompts give sts the opportunity
oppo rtunity
 4 foggy to review a number of language and skills points from
 5 warm the preceding two units in a more productive way.
 6 sunny The points being reviewed are referenced according
 7 rainy to which lesson they appear in (e.g., Lesson 4A). They
 8 snowing cover grammar, vocabulary, text builder language from
reading and writing lessons, and conversation builder
3 Sts add the words to the chart under the correct heading. language from speaking lessons. Sts work individually,
Check answers and check that sts understand all the in pairs or in groups, according to the class dynamic
 words. As an extension, sts could work in pairs, and add and the time available. Set a time limit if you would
more words to the table. like to add a competitive element. Encourage sts to
refer back to the relevant lessons if they are having
Answers difficulties. The aim is for them to respond to the
Seasons: summer, spring, winter, fall prompts, and engage with the target language in a
Relatives:  son, sister, uncle, cousin personal way. Their answers will vary. Monitor and help
Activities:  swimming, shopping, running, yoga as necessary, and get feedback on sts’ answers.
Places: school, gym, home, museum

4 Sts read the sentences and complete them with the correct
form of the verbs in the box. Check answers. WORKBOOK REVIEW AND PRACTICE
Students will find two pages of Review and Practice at the
Answers
end of each unit of their Workbooks.
 1 gets
Unit 3, pages 18 and 19
 2 starts
Unit 4, pages 24 and 25
 3 go
 4 do
 5 finish
 6 walk
 7 plays
 8 have

3 x PRACTICE SB page 39, exercise 4

1 Do the exercise as normal. When you check the

answers, ask you
sts: Do
other sts: Do individual sts tothis
agree with
agree give each answer.
answer?
answer? Why/Why
Why/WhyAsknot?
2  Ask sts to cover the exercise. Write some
some key words for
each sentence on the board, e.g., f ather/up/six,
ather/up/six, work/ 
 factory/7:30.. Sts work in pairs, and try to recreate the
 factory/7:30
sentences. They can look at their books to check.
3  Ask sts to choose three of the verb–noun combinations
from the sentences, and write sentences about
e.g., I never get
themselves, e.g., I get up early.
early. I usually start
start work
at nine o’clock.
o’clock. Sts can practice saying their sentences to
each other in pairs.
 91

UNIT

5 What are you wearing?

LANGUAGE simple present and present continuous   clothes    ordinal numbers

5A Party time
  1 Look at the pictures in the text. What are the people wearing? Choose from the words in the box.

a dress a shirt pants boots a jacket sandals a hat a suit

Go to Vocabula
Vocabulary
ry practice: clothes, page 143

  2 A Read the text. Match pictures a–c with names of celebrations 1–3.
  B Match sentences 1–5 with the three celebrations.
1 This celebration takes place in Brazil.
2 A lot of people wear red for this celebration.
3 This celebration starts on a Friday.
4 This celebration happens in the winter.
5 Animals take part in this celebration.

b
My name’s Hong, and I live in Shanghai. Today’s January 28th, and I’m
celebrating Chinese New Year with my family. Chinese New Year always
takes place in January or February, but the date changes every year. For
example, it’s on February 5th in 2019 and on January 25 th in 2020.
Before New Year, we clean our homes and decorate them in the
color red for good luck. Then we have a special dinner with our
family and wear red clothes. I’m having dinner with my family
now, and I’m wearing a red shirt. We’re all having a great time!
 
My name’s Ana, and I live in Rio de Janeiro. People from
all over the world visit Rio at Carnival time. Carnival is on a
different date every year, but it’s always in February or March.
It starts on a Friday and finishes on a Wednesday. Today’s
Sunday, February 26th – the third day of Carnival – and I’m
 watching a parade with
with my friends. The dancers
dancers and musicians in
c the parades are wearing beautiful, colorful costumes.

I’m Antonio, and I’m visiting Seville this week for the April Fair. I live in
Madrid, but I come to Seville every year in April. Today’s April 18 th – the
second day of the fair – and right now, I’m walking around with my friends. The
 April Fair
Fair is a party for
for the whole
whole city.
city. It starts at midnight
midnight on a Monday
Monday andand

finishes on a Sunday. The women wear flamenco dresses, jewelry, and flowers
in their hair, and the men wear suits and hats. Some people ride horses. The
atmosphere’s fantastic!

40
  _ i

92 EXTRA PRACTICE  Workbook page 26; photocopiable activity 5A Vocabulary

 

UNIT
      T

What are you wearing?

      I

5
      N
      U

UNIT 5 OVERVIEW:  This unit looks at clothes and hobbies.

hobbies. Sts read about celebrations from different
different parts
of the world, and the different clothes people wear,
wear, and they read about different people’s attitudes to a
uniform they have to wear. They also read about people who earn money from a hobby, and end by practicing
shopping for clothes.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Speaking
Simple present and present Clothes; ordinal Dates; can
can and
 and can’t  Identifying facts and Shopping for clothes;
continuous; can
can and
 and can’t  numbers; hobbies opinions; adjectives offering help

LANGUAGE 5A
5A Party time
Sts read about celebrations in different countries. They listen to a conversation about a celebration, and practice talking
about their own birthday and how they usually celebrate it.

Grammar Vocabular y Pronunciation Communication

Simple present (belt, blouse, boots, bracelet, coat, costume, dress,
Clothes (belt, Dates Talking about
and present earrings, gloves, hat, jacket, jeans, jewelry, necklace, pants, dates and how you
continuous sandals, scarf, shirt, shoes, shorts, skirt, sneakers, socks, suit, celebrate special
); ordinal numbers ( first,
sweater, tie, T-shirt ); first, second, third, etc.)
etc.) occasions

WARMER 3 Say: You wear these on your feet in summer.  Sts guess
Read out the lesson title Party
title Party time and
time and explain it if necessary. the word ( sandals ). In pairs, sts write four more clues
 sandals).
 Ask: Do
 Ask:  Do you like
like going to parties?
parties? Why/Why not?  Elicit a few
not? Elicit for clothes. In groups of four sts read their clues to each
answers, and then ask: What makes a good party? What’s the other, and guess the words. Ask who guessed
gu essed all the
right number of people for a party? Should there be food? What  words correctly.
about drinks? What’s the best music for a party?  Discuss as
party? Discuss
a class what makes a good party. Encourage as many sts as Go to Vocabulary practice: clothes, SB page 143/TB
possible to join in and share their opinions. page 299.
Sts will find more language presentation and practice for
1 Read through the words with the class and pre-teach if clothes vocabulary here. Do these exercises with the class,
necessary. Sts look at the pictures and discuss in pairs or set them for homework, before continuing with exercise
 what the people are wearing. Check answers. 2A of lesson 5A.

Answers Remind sts to go to the app for further self-study

a dress, a shirt, a hat, pants, a jacket, boots practice of clothes vocabulary.
vocabular y.

2 A Read out the title of the text and explain celebrations,

celebrations,  
3 x PRACTICE SB page 40, exercise 1 if necessary. Sts read the text, and find the names of the
celebrations in the pictures. Check answers.
1 Do the exercise as normal. To check answers, say some
true and false sentences about each picture, using Answers
 words from exercise 1, e.g., The
The woman is wearing a
  a Seville’s April Fair b  Rio Carnival c  Chinese New Year
dress. (true) She’s wearing blue sandals. (false)
white dress. (true) sandals. (false) As
 you say each sentence, sts call out true or false
true or false.. Discuss
any differences of opinion.   B Sts read the article again and match the sentences with
2 Do the Vocabulary practice exercises with the class. the celebrations. Check answers.
In pairs, sts then cover the wordpool box in exercise 1
and just look at the pictures. They describe what the Answers
people are wearing, using words from exercise 1 and  1 Rio Carnival
  2 Chinese New Year
the Vocabulary practice. They can look in their books to
  3 Rio Carnival
  check.
  4 Chinese New Year
  5 Seville’s April Fair
 93

simple present and present continuous    clothes    ordinal numbers LANGUAGE 5A

3 A Underline the verbs in the simple present and circle the verbs in the present continuous in the text.
  B Complete the rules with simple present or present continuous. Then read the Grammar box.
1 We use the to talk about facts and things that happen regularly.
2 We use the to talk about things that are happening now or temporary actions.

Grammar simple present and present continuous

For things that happen regularly or are always true, we use the simple present:
It always happens in January or February. I live in Shanghai.
For things that are happening now or temporary actions, we use the present continuous:
I’m having dinner with my family now. I’m visiting Seville this week.

Go to Grammar practice: simple present and present continuous, page 120

  4 A Complete the interview with the correct form of the verbs in parentheses. Which person
from the text is the interview with?

 A   Hello. I’m from 103 FM Radio. 1  you a good time? (have)
B  Yes, it’s amazing! We 2  every year. (come)
 A   What 3  you right now? (do)
B  We 4  the local people go by on their horses. (watch) The women look beautiful!
beautiful!
 A   What 5  they ? (wear)
B  Long flamenco
flamenco dresses with special sandals, lots
lots of jewelry, and flowers
flowers in their hair. People
People at the fair
6
always
7  traditional clothes like that. (wear)
 A    you here? (live)
B  No, I
8  just the city this week. (visit) It’s my favorite festival in the whole country.
 A   Great to talk to you! Enjoy
Enjoy the rest of the celebration.
celebration.

B  5.3   Listen and check your answers.

Go to Communication practice: Student A page 161, Student B page 170

  5 Match festivals 1–5 with dates a–e.

1 New Year’s Day b  January 15th
2 U.S. Independence Day a  March 8th
3 Martin Luther King Jr. Day c  January 1st
4 Valentine’s Day d  July 4th
5 International Women’s Day e  February 14th

Go to Vocabula
Vocabulary
ry practice: ordinal numbers, page 143
  6 A 5.5   Pronunciation: dates  Listen and repeat the dates. Which words are stressed?
It’s July fourteenth. It’s August twenty-fifth. It’s the second of May. It’s the third of June.

  B 5.6   In pairs, say each date in two different ways. Listen, check, and repeat.
It’s April first. It’s the first of April.
1 April 1 5 October 31 9 February 26
2 July 4 6 November 20 10 March 5
3 August 8 7 December 30
4 September 12 8 January 16

  7 A Ask different classmates about their birthdays. Who has a birthday in the same month as you?
A When’s your birthday?  B My birthday’s on March 7 th.
A What do you usually do on your birthday?  B I usually go out for lunch with my family. What about you? 
B Tell the class about your classmates’ birthdays.
Elena’s birthday’s on June 4th. She always goes out with her friends.

Personal Best Write sentences about some of your classmates. What do they usually wear to class? What are they wearing today? 41
  _ i

94 EXTRA PRACTICE  Workbook page 26;

00; photocopiable activity 5A Grammar

LANGUAGE 5A
3 A Sts could work in pairs for this. Check answers. Go to Communication practice
Divide the class into Student A and Student B. All
Answers “Student A” sts should go to SB page 161. All “Student
Simple present: ’s, live, ’s, takes, changes, ’s, clean, B” sts should go to SB page 170. Go to TB page 335 for
decorate, have, wear, ’s, live, visit, is, ‘s, starts, finishes, ’s, the teacher notes. Do the activity
activity,, and then continue with
’m, live, come, ’s, is, starts, finishes, wear, wear, ride, ’s exercise 5 of lesson 5A.
Present continuous: ’m celebrating, ’m having,
’m wearing, ’re having, ’m watching, are wearing,
5 Pre-teach the names of the festivals. Sts match the festivals
’m visiting, ’m walking  with the dates. Check answers and point out how we
say the dates using ordinal numbers. Ask: Which of these
 festivals do
do you celebrate?
celebrate? How do you celebrate?
celebrate?
  B Pre-teach
 verbs
temporary . Sts complete the rules, using the
in exercise 3A to help them. Check answers. Answers
  1 c 2  d 3  b 4  e 5  a
Answers
  1 simple present 2  present
pr esent continuous
Go to Vocabulary practice: ordinal numbers, SB page
143/TB page 299.
Grammar
Sts will find more language presentation and practice for
Read the Grammar box with sts. Remind them that ordinal numbers here. Do these exercises with the class, or
 we use the simple present for habits and routines, and set them for homework, before continuing with exercise 6A
things we do regularly, or things that are always true, of lesson 5A.
and we use the present continuous for things that are Remind sts to go to the app for further self-study
happening now, or things that are only
onl y temporary.  vocabulary practice of ordinal numbers.
nu mbers.
Point out that we often use frequency adverbs with the
simple present, and we use time expressions such as 6 A 5.5   Play audio track 5.5. See the SB page
page opposite
now with the present continuous. Ask questions to
right now with for audio script. Sts listen and repeat the dates. Elicit
check concept.  which words are stressed, and then play the audio track
Concept check questions: again for sts to repeat, focusing on the stressed words.
week? (yes). Is
 I work on Saturdays – Do I mean every week? (yes).  Is Point out the two different ways of saying the dates, e.g.,
action? (yes). Which verb form do I use? 
this a regular action? (yes). use?   second.
the second of May/May second.
(simple present). I’m
present). I’m working today – is this every day? 
day? 
(no). Is
(no).  Is it happening now?  (yes). Which verb form do I
now? (yes). Answers
use?  (present continuous). I
use? (present continuous). I live in a small apartment
apartment It’s July fourteenth. It’s August twenty-fifth.
temporary? (always true). Which verb
– always true, or temporary? (always It’s the second of May. It’s the third of June.
 form do I use?  (simple present). I’m
use? (simple present). I’m staying at a hotel
temporary? (temporary).
this week – always true, or temporary? (temporary).
use? (present continuous).
Which verb form do I use? (present
  B 5.6   Sts work in pairs to practice saying the dates in
two different ways. Play audio track 5.6. See TB page 359
for audio script. Sts listen to check their answers. Play it
Go to Grammar practice: simple present and present again for sts to listen and repeat.
continuous, SB page 120/TB page 253.
Sts will find more language reference, presentation, and 7 A Invite two sts to read out the examples. Point out the
practice for the simple present and present continuous phrase What about you? to ask a question back to someone.

here. Do these exercises with the class, or set them for Sts
theirmove aroundAsk
birthdays. thesome
classroom asking
sts who has aeach otherinabout
birthday the same
homework, before moving on to exercise 4A of lesson 5A.
month as them.
Remind sts to go to the app for further self-study
grammar practice of the simple present and present   B  Ask sts to tell the class something they learned about
continuous. how a classmate celebrates their birthday.

4 A Sts read the interview, and complete it with

wi th the correct
PERSONAL BEST
 verb forms. Elicit which person from the text the interview
is with (Antonio), but don’t check the verb forms yet. Sts can practice clothes vocabulary and the simple present
and present continuous further. They write sentences about
  B 5.3   Play audio track 5.3. See the SB page opposite
 what some of their classmates usually wear to class, and what
for audio script. Sts listen and check their answers. Check
they are wearing today. Sts compare sentences in pairs.
answers with the class, and discuss
di scuss any that sts found
difficult. With weaker classes, write the following sentence beginnings
beginn ings
on the board:
Answers  During the weekend,
weekend, I sometimes wear
wear ...
 1 Are, having 2  come 3  are, doing When
4 are/'re watching 5  are, wearing 6  wear 7  Do, live Today II’m
go wearing
to parties,
... I often wear ...
8 ‘m, visiting
Sts can complete the sentences with their own ideas, and then
compare their sentences in pairs. Ask some sts to tell the class
something about their partner.
 95

5
1 SKILLS READING identifying facts and opinions    adjectives

5B Don’t tell me what

what to wear
  1 Read the introduction of the text and discuss the questions in pairs.

Do you wear a uniform at work or in school?

 YES NO

 
Describe your uniform to your partner. Do you think uniforms are a
Do you like wearing it? Why/Why not? good idea? Why/Why not?

Skill identifying facts and opinions

Texts often include both facts and opinions.

A fact is a piece of true information: New Year’s Day is on January 1 st .
An opinion is what someone thinks about something. You can express an opinion with:
a verb: I think (that) … , I don’t think (that) … , I agree, I don’t agree
a positive or negative adjective:  good , fun , fantastic, bad , horrible

  2 A Read the Skill box and the text. Find one fact for each person.
1 Richard 4  Nikki
2 Maria 5  Hannah
3 Saif
B In pairs, say your facts. Do you remember which person says them?
A  I wear a uniform on my job – a hat, a shirt, and pants. BT
  hat’s Hannah.

3 Read the text again and answer the questions.

Which person/people think(s) that …
1 uniforms aren’t for everyone? 4  his/her uniform’s not interesting?
2 his/her uniform’s not nice? 5  uniforms are a good idea in his/her situation?
3 his/her uniform is nice? , , , ,

Text builder adjectives

Adjectives often show someone’s opinion:

It’s pretty boring . We have a nice uniform at the bank. The hat’s terrible.
Adjectives come before a noun and after the verb be:
We wear a  great  uniform. The uniform’s  great !

4 Read the Text builder. Find more examples of adjectives in the text. Does each one come
before a noun or after the verb be?

5 Look at the pictures. Imagine you wear one of the uniforms. Write a paragraph about your
uniform. Give facts and opinions.

a b c d

42
  _ i

96 EXTRA PRACTICE  Workbook page 27; photocopiable activity 5B Skills

 

SKILLS 5B
5B Don’t tell me what to wear
Sts read about different people who have to wear a uniform to school or work and their attitude towards their uniform.
They then imagine they have to wear a uniform, and write a paragraph about their uniform and their opinion of it.

Reading Skill Textt builder

Tex
Sts read a text about different people who have Identifying facts and opinions Adjectives
to wear uniforms.

WARMER Answers
 Ask: What kind of clothes do like wearing? What are your  1 Maria
 favorite clothes?
clothes? Why do you like them?  Elicit answers from
them? Elicit   2 Hannah
individual sts. Encourage as many sts as possible to join in   3 Saif, Nikki
and express their opinions. Ask: What kind of clothes do you   4 Richard
hate wearing? Why don’t you like them? When do you have to   5 Richard, Saif, Nikki, Hannah
them? Elicit answers from individual sts.
wear them? Elicit
Text builder
1 Read out the title of the text and explain uniform  and
uniform and
 if necessary. Sts read the introduction of the text,
 fan if
 fan Read the Text builder box with sts about adjectives.
then follow the flow chart and discuss the questions. Explain that adjectives often show a writer’s opinion.
Get feedback on their answers, and have a brief class Point out that adjectives don’t change with singular or
discussion on uniforms. See who thinks they are a good plural nouns (a
(a fantastic hat/some fantastic hats)
hats ) and
idea, and who doesn’t agree. point out that they come before a noun (a
( a nice dress,
dress,

Skill NOT
dress aisdress Ask ),
nice. nice),
nice. nice or they come
questions after
to check the verb be
concept. be:: That

Read the Skill box with sts about identifying facts
and opinions. Point out that sometimes writers use
expressions to give their opinions, e.g., I
e.g., I think ...,
..., or I
or I
agree,, and sometimes they use adjectives such as fun
agree as fun or
 or
 to show if their opinion is positive or negative.
horrible to
horrible
Point out that in order to understand a text fully, it is
often important to recognize when a writer is giving
facts, and when they are expressing their own opinion.
2 Read out the first sentence about Richard ( I wear a
uniform to school every day ) and elicit that it is a fact. Sts
read the text and find one fact for each person.
Answers
Richard: He wears a uniform to school every day. or The
uniform for boys is black shoes or sneakers, black pants, a
white shirt and a blue sweater.
Maria: She works in fashion. or Clothes are a big part of
her life. or She always wears fashionable suits to work.
Saif: Firefighters wear special boots, pants, jackets, gloves,
and helmets. or Firefighters are there to help people.
Nikki: The women all wear an attractive jacket, a white
shirt and scarf, and pants or a skirt. or You don’t need to
choose your clothes in the morning.
Hannah: Her uniform is a hat, a shirt and pants. or 
Uniforms often get dirty on her job.
  B Sts work in pairs to say their facts to each other and
guess which person says each one. Ask who guessed all
their partner’s facts correctly.
Concept check questions:
adjective? (great).
Our uniform is great – which is the adjective? (great).
 Positive or negative opinion? (positive). Is
negative opinion? (positive).  Is the adjective
adjective
“be”?  (after be
before the noun or after “be”? (after ). Can you change
be).
noun? (yes –
the sentence so the adjective is before the noun? (yes
 It’s a great uniform
uniform).). We wear horrible shoes! – which is
adjective? (horrible). Positive
the adjective? (horrible).  Positive or negative opinion? 
negative opinion? 
(negative). Can you change the sentence to put the
“be”? (yes – Our shoes are horrible).
adjective after “be”? (yes horrible).
4 Sts find more examples of adjectives in the text and decide
 whether they come before a noun or after the verb bebe..
Check answers.
Answers
Uniforms are fine … (after be)
I always wear fashionable suits to work. (before a noun)
We wear special boots. (before a noun)
The women all wear an attractive jacket. (before a noun)
I think the uniform‘s very fashionable. (after be)
…uniforms are necessary… (after be)
5 Sts choose one of the uniforms on page 42 and imagine
they have to wear it. They write a paragraph giving some
facts about the uniform and their own opinions. Sts could
 work in small groups to read their paragraphs to each
other. The sts listening could try to guess which uniform
each person is talking about.

3 Sts read the text again and match the people with the
opinions. Point out that there is more than one person for
some opinions. Check answers.
 97

identifying facts and opinions   adjectives   READING SKILLS 5B

1D

UNIFORMS  ARE YOU A FAN?

Uniforms are common for schoolchildren, police officers, firefighters, soldiers, and a lot of other jobs.
But do people like wearing uniforms? Does a uniform make you feel part of a group, or do people dislike
looking exactly the same? Here, five readers give us their opinions.

R, 
I wear a uniform to school every day. e uniform for boys is black
shoes or sneakers, black pants, a white shirt, and a blue sweater
sweater.. It’s
It’s
pretty boring, but I don’t mind wearing it. I think it’s OK to have
a school uniform. It means my parents don’t need to buy lots of
clothes.

M, 
I work in fashion, and clothes are a big part of my life. I always
a lways
 wear fashionable suits to work. It’s
It’s important to look good on my
 job – your clothes say a lot about you. Uniform
Uniformss are fine for some
some
people, but not for me. I don’t want someone telling me what to
 wear..
 wear

S, 
Everyone knows we wear a uniform in the fire department. We
 wear special boots, pants, jackets, gloves, and helmets because we
we
need them. It also shows people that we’re firefighters – we’re there
to help them. I think our uniform’s great! It makes me feel part of
the fire department.

N, 
 We have a nice uniform at my bank – the women women all wear an
attractive jacket, a white shirt and scarf, and pants
pa nts or a skirt. It
makes life simple because you don’t need to choose your clothes
in the morning! I think the uniform’s very fashionable, too – it’s
similar to my own clothes.

H, 
I wear a uniform on my job – a hat, a shirt, and pants. I don’t like
my uniform. I don’t like the fabric, and the hat’s terrible. But I
agree that uniforms are necessary on my job because they often get
dirty, and I don’t want to wear my own clothes at work.

Personal Best
Challenge! Choose a profession and design an ideal uniform for men and for women. Write a description of it. 43
  _ i

98 EXTRA PRACTICE  Workbook page 27

 

SKILLS 5B
PERSONAL BEST
Sts can practice using adjectives and expressing facts and
opinions further. They choose a profession and design an
ideal uniform for men and women, and write a description of
it. Encourage them to think about what job the uniform is for,
and make sure it is suitable for the job as well as attractive/
fun to wear. Sts can compare their uniforms in small groups.
 Ask some sts whose uniform they would be happy to wear and
 why..
 why

With weaker sts, brainstorm some more people who wear

uniforms, e.g., police officers, doctors, nurses, salespeople,
pilots, athletes. Write notes on the board. Sts can work in
pairs and write a description of one or two of the uniforms.
 Ask pairs in turn to read their descriptions to the class. See if
other sts can guess whose uniform is being described.

EXTRA PRACTICE
Tell sts they are going
goi ng to play a game to test their memories.
Put sts into pairs and give them three minutes to read the text
on page 43 again, and note down what clothes make up each
person’s uniform, e.g., black shoes, a white shirt. They then
choose five items and write these on a piece of paper to test
their classmates. While they are working, write the five names
from the text on the board. Ask sts to close their books, and
put pairs together into groups of four. They take turns to read
out the items of clothing they chose. The other pair must try
to remember who wore each item. Ask who guessed all five
correctly.

EXTRA PRACTICE
Put sts into pairs. Tell them they are going
goin g to role play an
interview with one of the people in the text on page 43. As
a class, brainstorm some questions they could ask, e.g., Can
 you describe
describe your uniform?
uniform? Do you like it? Why/Why
Why/Why not?
change?  Write the questions on
Which parts would you like to change? Write
the board. Sts then work in pairs to prepare their interview.
Tell them to use information and opinions from the text, and
also to use their imagination to add more information and
opinions. Monitor and help while sts are working. Sts can
practice their interviews in pairs. Ask some pairs to perform
their interviews for the class. Other sts can listen to guess who
is being interviewed, and to note down what opinions are
expressed.
 99

1
5 LANGUAGE can and can’t     hobbies

5C Do the things you love

  1 Work in pairs. Match the verbs in the box with pictures 1–5 in the text.

sew bake take photos paint make jewelry

Go to Vocabula
Vocabulary
ry practice: hobbies, page 144
  2 A Read the web page. Which people don’t have another job?
  B Read the web page again and answer the questions.
1 How does Sandra make money? 4 Where does Edith sell her clothes?
2 What does Paul paint? 5 Where do people buy Alain’s cakes?
3 Do people buy Alexa’s photos directly from her?

MONEY MONTHLY   
Do the things you love
Do you have a hobby? Perhaps you write a blog, collect stamps, or play chess. Or maybe you
draw or paint. These are all great hobbies, and many people enjoy doing them for pleasure,

but can you make money from your hobby? Read this week’s article and find out. 5

Meet Sandra, Paul, Alexa, Edith, and Alain. ey all

al l make money from their hobbies.

1 2   3   4

SANDRA  works
 works full PAUL’s a teacher and, in  ALEXA ’s’s a nurse and her EDITH AND ALAIN 
time in an office, but in his free time, he paints. hobby is photography. are retired. Edith can
her free time, she makes He paints beautiful She has three different sew and make dresses,
 jewelry.. She started
 jewelry paintings of animals. cameras. She usually shirts, and pants. She

making
she was ajewelry when
girl and now
makes earrings, bracelets,
and rings, and sells them
online. She can earn
about $150 a month
from her hobby. She also
 wears some of the things
she makes.
People
to paintoften
theirask him
pets. He
usually goes to their
homes to see the pets,
draws a picture, and then
finishes the painting in
his studio at home. He
sells about ten paintings
every year.
visits interesting
on weekends. Sheplaces
takes
great photos, and she
often uploads her photos
to photo libraries. People
can’t use them for free,
but they can pay to
download them.
sells
local her clothes
market. at the
Alain loves
cooking, and he bakes
delicious cakes. He sells
them to local cafés, and
people love them. “It’s
great,” he says. “I can
make money simply by
doing what I love!”

  3 Complete the sentences from the text with the phrases in the box.

can’t use can pay can make can earn

1 She about $150 a month.

2
3
People
They them for free.them.
to download
4 I money simply by doing what I love.

44
  _ i

100 EXTRA PRACTICE  Workbook page 28; photocopiable activity 5C Vocabulary

 

LANGUAGE 5C
5C Do the things you love
Sts read about people who earn money from a hobby. They talk about things they can do, and things that people can and
can’t do in different situations.

Grammar Vocabulary Pronunciation Communication

can and
can and can’t  (bake, collect (coins/stamps), dance, draw,
Hobbies (bake, can and can’t 
can and Talking about things people
knit, make (jewelry), paint, play (chess/online games/  can and can’t do in different
the drums), sew, sing, take (photos), write (a blog))
blog)) situations

WARMER 3 Sts complete the sentences with the phrases, using

u sing the
 Ask: What do you like doing in your free time? Elicit
time?  Elicit a few text to help them. Check answers, and check that sts
ideas as examples, and teach the word hobby . Ask sts to make understand all the sentences.
a list of the five hobbies they most enjoy doing. Monitor and
help with vocabulary as necessary. Put sts into small groups Answers
  1 can earn
to compare their lists and see which hobbies are the most
  2 can’t use
popular. Ask groups in turn to report back to the class, and
  3 can pay
see which hobbies are the most popular in the class.
  4 can make

1 Check understanding of the five hobbies in the box and

pre-teach as necessary. Sts work in pairs to match the
3 x PRACTICE SB page 44, exercise 3
 verbs with the pictures on the Web page. Check answers.
1 Do the exercise as normal. To check answers, ask
Answers individual sts to find each completed sentence in the
  1 make jewelry text and read out the sentence before it, and then
  2 paint the completed sentence. Discuss the meaning of
  3 take photos each sentence, and make sure sts understand all the
  4 sew sentences.
  5 bake
2  Ask sts to close their books.
books. Write the verbs
verbs from the
 wordpool box on thethe board. Sts work
work in pairs and try to
Go to Vocabulary practice: hobbies, SB page 144/TB remember the correct sentence for each verb. They can
page 301. look in the text again to check.
Sts will find more language presentation and practice 3 Sts work in pairs. They choose one of the people in
for hobbies here. Do these exercises with the class, or set the text and prepare a short interview with them. You
them for homework, before continuing with exercise 2A of could brainstorm some possible questions they could
lesson 5C. ask, e.g., Why do you like this hobby? Do you earn a lot
 Remind sts to go to the app for further self-study money? Tell them their interview must include the
of money? Tell
 vocabulary practice of hobbies.  verbs from exercise 3. Sts can practice their interviews
in pairs. Ask some pairs to perform their interviews for
2 A Sts read the Web page and answer the question. Check the class.
the answer with the class and check that sts understand
retired..
retired

Answer
Edith and Alain

  B Sts read the Web page again and answer the questions.
Check answers.

Answers
 1 She makes and sells jewelry.
  2 He paints paintings of animals.
  3 No, they download them from photo libraries.
  4 She sells them at a local market.
  5 They buy them in local cafés.
 101

can and can’t     hobbies LANGUAGE 5C

  4 Look at the sentences in exercise 3. Choose the correct options to complete the rules.
Then read the Grammar box.
1 We put the base form of a verb with / without “ to”
to” after can.
2 The he and she form of can is the same as / different from the other forms.
3 The negative form of can is can’t / don’t can.

Grammar can and can’t 

can  to talk about ability: can  to talk about permission:
He can  make money by doing what he loves. You can  park here. We can  sit here.
 She can  sew. Negative:
can  to talk about possibility: People can’t  use
 use them for free.
People can  pay to download them. Questions and short answers:
You can  buy Alain’s cake at this bakery. Can  you make money from your hobby?
Yes, I can . No, I can’t .

Go to Grammar practice: can and can’t, page 121

  5 A 5.9   Pronunciation: can and can’t  Listen and repeat.

1 My brother can speak Italian. 4 You can’t sit there.
2 I can ride a bike. 5 A  Can you knit? B  Yes, I can.
3 My sister can’t play the violin. 6 A  Can John play chess? B  No, he can’t.

  B 5.10   Say the sentences. Listen, check, and repeat.

1 I can’t swim. 4 David can’t sew.
2 You can sell your cakes here. 5 Ellie can sing.
3 A  Can I ask you a question? B  Yes, you can. 6 A  Can you cook French food? B  No, I can’t.

Go to Communication practice: Student A page 161, Student B page 170

  6 A Imagine you are the manager of a store. Decide the rules for
your salesclerks. Complete the sentences with can or can’t.

1 You wear your own clothes at work.

2 You read magazines in the store.
3 You drink coffee and tea when you’re at work.
4 You use your phone in the store.
5 You choose what time you have lunch.
6 You get a discount when you buy things in the store.

  B In pairs, ask and answer questions about your rules. Do you want to work in your partner’s store?
Why/Why not?
A Can I wear my own clothes at work?  B No, you can’t. Everyone wears a uniform.

  7 A Match sentences 1–5 with headings a–e.

1 You can’t go swimming in the ocean here 3 You can drive a car if you’re over eighteen.
because we don’t have a beach. 4 You can visit the Science Museum.
2 I can bake really good cookies. 5 I can’t speak Japanese.

a You
ourr ab
abil
ilit
itie
ies:
s: th
thin
ings
gs th
that
at yo
you
u ca
can
n do b You
ourr ab
abil
ilit
itie
ies:
s: th
thin
ings
gs th
that
at yo
you
u ca
can’
n’tt do

c Th
Thin
ings
gs th
that
at pe
peop
ople
le ca
can
n do
do in
in yo
your
ur to
town
wn or ci
city
ty d Thi
Thing
ngss tha
thatt peo
peopl
plee can
can’t
’t do in yo
your
ur to
town
wn or ci
city
ty

e Things that you can do in your country

country if you’re
you’re over eighteen

  B Think of more sentences that are true for you in pairs.

In our city, you can watch a soccer game at the national stadium.

Personal Best Write about your favorite hobby. When do you do it? Do you do it with other people? Can you earn money from it? 45
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102 EXTRA PRACTICE  Workbook page 28; photocopiable activity 5C Grammar

 

LANGUAGE 5C
4 Sts look at the sentences in exercise 3 again and choose B Read out the example question and answer. Elicit
the correct options to complete the rules. Check answers. another possible question and answer as an example.
Sts then work in pairs to ask and answer questions about
Answers their rules. Ask some sts if they would like to work in their
  1 without partner’s store, and ask them to explain why or why not.
  2 the same as
  3 can’t
7 A Read through the headings with the class and check
that sts understand everything. Sts match the sentences
 with the headings. They could work in pairs for this.
Grammar Check answers.

Read the Grammar box with sts about can  and can’t
can and can’t.. Answers
Point out the three different uses of can  and can’t
can and can’t,, to
  1 d 2  a 3  e 4  c 5  b
talk about ability, possibility, and permission. Explain
that can  and can’t
can and  are the same for all persons, and are
can’t are
followed by the base form of a verb. Point out that we   B Sts work in pairs and think of more sentences to write
form questions by putting can  before the subject: Can
can before under each heading. Ask pairs in turn to read some of
dance? NOT You can dance? 
 you dance? dance?  Ask questions
questions to check their sentences to the class. Other sts can listen and decide
concept.  which heading they belong under.
Concept check questions:
 I can swim – is this an ability?  (yes). You can use my
ability? (yes). PERSONAL BEST
 phone – is this ability? (no, it’s permission). You can
this an ability? (no,
Sts can practice talking about their hobbies and using can
can  
 see movies
movies at the cinema
cinema – is this an ability? (no, it’s a
an ability? (no,
further. They write a short paragraph about their favorite
possibility). I
possibility). possible? (no).
 I can’t come out tonight – is it possible? (no).
hobby, saying when they do it, who they do it with and if
 I can to cook
cook pretty well
well – correct?  (no – I
correct? (no – I can cook).
cook). She
they can earn money from it. Sts can share their paragraphs
correct? (no – She can dance).
cans dance – correct? (no dance). Do Do you can
in small groups. Ask some sts what new hobbies they have
 sing? – correct?  (no – Can you sing?).
correct? (no sing?).
learned about from their classmates, and which of their
classmates’ hobbies they would like to tr y and why.
Go to Grammar practice: can  and can’t
can and can’t,, SB page 121/TB
page 255. Weaker sts can make a list of three things they can do well,
Sts will find more language reference, presentation, and and three things they can’t do. They then work in pairs and
practice for can  and can’t
can and  here. Do these exercises with the
can’t here. take turns saying the activities to their partner, e.g., ride a
class, or set them for homework, before continuing with bike.. Their partner must guess if they can or can’t do it, e.g.,
bike
exercise 5A of lesson 5C. bike.. Ask who guessed all their partner’s
 I think you can ride a bike
abilities correctly.
Remind sts to go to the app for further self-study
grammar practice of can  and can't
can and can't..

5 A 5.9   Allow sts time to read through the sentences.

sentences.
Play audio track 5.9. See the SB page opposite for audio
script. Sts listen and repeat the sentences. Point out that
 when can  is stressed, it is pronounced /kæn/, but when it is
can is
not stressed, it is pronounced /kn/. Point out that can’t  is
can’t is
always stressed, so always has a strong pronunciation
/kant/.

  B 5.10   Sts work in pairs and practice saying

saying the
sentences, paying attention to the pronunciation of can can  
and can’t
can’t.. Play audio track 5.10 for sts to listen, check
their pronunciation and repeat. See the SB page page opposite
for audio script.
Go to Communication practice
Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 161. All “Student
B” sts should go to SB page 170. Go to TB page 335 for
the teacher notes. Do the activity
activity,, and then continue with
exercise 6A of lesson 5C.
6 A Remind sts that we can use can  to talk about
can to
permission, so it is often used to talk about rules. Sts read
the rules and complete them with can  or can’t
can or can’t.. Point out
that there are no right and wrong answers, but sts must
decide for each activity whether the salesclerks can or
can’t do it.
 103

51 SKILLS
SKILLS SPEAKING shopping for clothes    offering help

5D Can I try it on?

Learning
Curve
  1 A Do you enjoy shopping for these things? Why/Why not? Tell your partner.
books food clothes shoes jewelry sports equipment birthday presents

  B Do you like shopping in these places?

department stores supermarkets markets local stores online shopping malls

  2 5.11   Watch or listen to the first part of Learning Curve.

Are the sentences true (T) or false (F)?
1 Simon, Kate, and Jack all want some new clothes.
2 They have a big event next week.
3 They want to order things online.

3 5.11   Watch or listen again. Choose the correct options to

complete the sentences.
1 Simon likes / loves / doesn’t mind shopping for sports equipment.
2 He likes / doesn’t like / doesn’t mind shopping for birthday presents.
3 He likes / doesn’t like / doesn’t mind shopping at department stores.
4 The big event is a special dinner  /
 / show  /
 / party .
5 “First in Web TV” is a prize / video channel / website.

4 5.12   Watch or listen

listen to the second
second part of the
the show and check
check ( ) the clothes
clothes that Simon,
Simon,
Jack, and Kate try on.
1 coat 6  scarf
2 top 7 shirt
3 skirt 8 dress
4 tie 9 pajamas
5 suit 10 shorts

  5 5.12   Match the two parts to make complete sentences. Watch or listen again and
check.
1 Do you have it a  sell pajamas?
2 What colors b  this credit
credit card here?
3 Do you c  in a size 38?
4 Where are the d  are there?

5 How much e  these on, please?

6 Can I pay with f  is it?
7 Can I try g  women’s changing rooms, please?

46
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104 EXTRA PRACTICE  Workbook page 29

 

SKILLS 5D
5D Can I try it on?
Learning
Curve Sts watch or listen to people talking about clothes and buying clothes. They then practice a conversation in a
clothes store.

Speaking Skill Conversation builder

Sts watch a video or listen to people Offering help Shopping for clothes
talking about clothes and shopping for
clothes.

WARMER 5 5.12  
Allow sts time to read both parts of the sentences.
 Ask: Shopping – do you love it or hate it? Elicit
it? Elicit a few answers, Play video/audio track 5.12 again. Sts watch or listen and
then ask sts to write down three words that sum up what match the two parts to make complete
compl ete sentences. Check
they love or hate about shopping. You could give an example answers.
 yourself, e.g., My
e.g., My three words are:
are: new clothes, exciting! Ask
clothes, exciting! Ask
sts one by one to tell the class what they wrote and why. See Answers
 which people in the class are the biggest fans of shopping,   1 c 2  d 3  a 4  g 5  f 6  b 7  e

and which people dislike it the most.

1 A Sts work in pairs and discuss which things they enjoy

3 x PRACTICE SB page 46, exercise 5
shopping for. Ask some sts to tell the class how similar or 1 Do the exercise as normal. To check answers, read out
different they and their partner are and why. some correct and some incorrect questions and ask
  B Check understanding of the places and teach the each time: Correct or not correct? 
correct? 
meanings if necessary. Sts work in pairs and discuss where 2  Ask sts to cover the second part of the sentences, a–g.
they like shopping. Discuss the answers
an swers with the class. In pairs, sts look at the sentence beginnings and try to
remember the sentence endings. They can look at the
2 5.11   NB All the D lessons in this level
level which focus on
sentence endings again to check.
speaking skills are accompanied by video (i.e., an episode
of Learning
of Curve). In this lesson, Kate, Simon and Jack
 Learning Curve 3  As a class, brainstorm a simple answer to each
discuss buying new clothes and then go shopping for question, and write them on the board. Sts can then
clothes. Allow sts time to read through the sentences. practice asking and answering the questions in pairs.
Check they understand orderorder.. Pre-teach the following
 words from the video: an event, an award, enormous.
enormous . Play
 video/audio track 5.11. See TB page 359 for video/audio
script. Sts watch/listen and decide if the sentences are
true or false. You could ask stronger sts to correct the false
sentences. Check answers.

Answers
 1 T 2  T 3  F (they want to go to a shopping mall)

3 5.11   Allow sts time to

to read the sentences
sentences and possible
answers. Play video/audio track 5.11 again. Sts watch/
listen and choose the correct answers. Check the answer
 with the class.

Answers
  1 doesn’t mind 2  likes 3  doesn’t like 4  party
5 prize

4 5.12   Allow sts time to

to read the list of clothes. Check
they understand them all, and check they understand
the meaning of jumper
of jumper (British English) (= sweater
(= sweater in
 in
 American English), size
English), size,, and try clothes on.
on. Play video/

audio trackor5.12.
Sts watch listenSee
andTB pagethe
check 359clothes
for video/audio
the peoplescript.
try on.
Check answers.

Answers
2, 4, 5, 7, 9
 105

shopping for clothes    offering help SPEAKING SKILLS

SKILLS 2D
5D
Conversation builder shopping for clothes

Asking for information: this /that /these/those:

Do you have this (suit)/these (jeans)
in (blue/a size 38/a medium)? 
What colors are there? 
Do you sell (pajamas)? 
Where are the women’s
changing/dressing rooms, please?  I like this (shirt). I like these (shirts).

How much is it/are they? 

Asking for permission:
Can I try this (suit) on, please? 
Can I pay with cash/by credit card? 
I like that (shirt). I like those (shirts).

  6 Read the Conversation builder. Choose two items in the box. In pairs, take turns asking and
answering questions about them. Ask about the prices, sizes (small, medium, or large), and colors.

dress shirt jacket jeans pajamas shorts

 
A  Do you have this dress in a small? B  No, I’m sorry,
sorry, we don’t. We only have
have it in a large.

Skill offering help

If someone needs something, we can offer to help them:

• Ask if they need help:  Are you all right? Do you need any
a ny help? 
• Ask if you can help: Can I help you? 
• Say what you will do: Just a minute.
minu te. I’ll check.
check . I’ll show you (where they are).
Let me ask someone. I’ll be right back.

  7 5.13   Read the Skill box. Complete the conversation. Listen and check.
A
1 ?
B Yes, please. I’m looking for jackets.
A
2 . 
B Thank you. Do you have this jacket in a large?
3
A  . I’ll be right back. … Yes. Here you are.
B Thank you very much.

Go to Communication practice: Student A page 161, Student B page 170

  8 A  PREPARE In pairs, read the situations. Choose your roles. Think about what you need to say.
S it u a t i o n 1
You are a customer. You want to buy a blue T-shirt
in a medium. You can spend $20. Ask to try the
Student A T-shirt on. Ask about the dressing rooms.
You are a salesclerk in a department store. You
have white, blue, and black T-shirts, in small and
Student B medium. They are $19.99.
Offer to help the customer.
S it u a t i o n 2
You are a salesclerk in a shoe store. You have
shoes in black, brown, and blue, in every size.
They are all $40.
Offer to help the customer.
You are a customer. You want to buy some brown
shoes in a size 9. Ask about the price. If it’s OK, ask
to try the shoes on.

B  PRACTICE Act out your conversations.

 

  C  PERSONAL BEST Find a new partner and act out your conversations again. Is your conversation
 
better this time?

Personal Best
Challenge! Write a conversation between a customer and a salesclerk in a clothing store or department store. 47
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106 EXTRA PRACTICE  Workbook page 29

 

SKILLS 5D
Conversation builder 8 Sts follow the steps to have a conversation about buying
clothes.
Read the Conversation builder box with sts about
shopping for clothes. Point out the difference between   A PREPARE   Allow sts time toto read through the
 and these
this and
this  (for things that are close to us) and that
these (for that   situations. Make sure they understand everything.
and those  (for things that are further away from us).
those (for Pre-teach salesclerk
Pre-teach  salesclerk..
Point out the use of in  in questions about size and color,
in in
e.g., Do
e.g.,  Do you have
have this sweater blue? Remind sts that a
sweater in blue? Remind
  B PRACTICE   Sts work in pairs and take turns being
the customer and salesclerk and role play the situations.
lot of clothes are plural nouns, e.g., shoes
e.g., shoes,, pants
 pants,, shorts
 shorts,,
Remind sts to use phrases from the Conversation builder
so they would use plural forms in the questions, e.g.,
box to ask for information and permission, and encourage
 How much are on? Ask questions to
are they? Can I try them on? Ask
check concept. them to use phrases from the Skill box to offer help.
Remind them to use this, that, these and
these and those correctly.
those correctly.
Concept check questions:
 I like this hat – is the hat me? (yes).
hat close to me?  (yes). I  I like those C PERSONAL BEST   Put sts into newnew pairs to practice
 shoes – are
are they close to me?  (no – they’re further away).
me? (no again. Encourage them this time to try to speak in a more
 I like this jeans – correct?  (no – I like these
correct? (no  jeans). Do
these jeans).  Do natural way, without referring back to their book too
 you have these pants small?
small? – correct?  (no – do you have
correct? (no much. Get feedback from sts on whether they felt their
these pants in a small?).
small?). How
 How can I ask if it’s OK to use conversation was better this time. Remind them that being
card? (Can I pay by credit card?). Where are the
a credit card? (Can good at speaking is all about practice, and it is often worth
dressing rooms? – what do I want to do?  (try something
do? (try practicing the same conversation two or three times until
on). it starts to feel completely natural.

6 Sts work in pairs to ask and answer questions about the PERSONAL BEST
clothes in the box.
Sts can practice shopping for clothes further. They work
Skill in pairs and write a new conversation between a customer
and a salesclerk. They can practice their conversations in
Read the Skill box with sts about offering help. Check pairs. Ask some pairs to perform their conversations to the
they understand everything. class. Ask other sts to give feedback on how helpful the
salesperson was.
7 5.13  Sts read the conversation and complete it with the
correct words. Play audio track 5.13. See below for audio Refer weaker sts back to the conversation in exercise 7. They
script. Sts listen and check their answers. Check answers can work in pairs to practice this conversation. They could
 with the class. then change some of the details, e.g., the clothes or size, and
practice again.
5.13   Audio script
EXTRA PRACTICE
A: Do you need any help?
B: Yes, please. I’m looking for jackets. Put sts into groups of three. They can look at the situations
A: I’ll show you where they are. in exercise 8 again and change some of the details, e.g.,
B: Thank you. Do you have this jacket in a large? the clothes, colors, and prices. Two
Two sts practice a new
A: Let me ask someone. I’ll be right back. … Yes. Here you are. conversation using the new situations. They could stand up
B: Thank you very much. and act out the scene as they speak. The third student uses
their phone to record the other two. Sts can switch roles and
practice again. Watching themselves on video will help sts
Answers to evaluate how well they can deal with buying clothes and
  1 Do you need any help offering help.
  2 I’ll show you where they are
  3 Let me ask someone

Go to Communication practice
Divide the class into Student A and Student B. All “Student
 A” sts should go to SB page 161. All “Student B” sts should
go to SB page 170. Go to TB page 335 for the teacher
notes. Do the activity, and then continue with exercise 8 of
lesson 5D.
 107

UNIT

6 Homes and cities

LANGUAGE there is/
is/there are,
are, some
some//any     prepositions of place    rooms and furniture

6A A small space
  1 Look at these rooms and items of furniture. Which of them do you have in your home?
Can you think of more?

kitchen bedroom living room stove closet armchair sofa mirror

Go to Vocabula
Vocabulary
ry practice: rooms and furniture, page 145

  2 A Look at the title of the text and the pictures. How is the apartment special?
B Read the text and check.

3 Read the text again and answer the questions.

1 What is Gary’s job? 4 Where can guests sleep?
2 How does Gary make the different “rooms”? 5 According to the text, what free-time
3 Where is his bed? activities can Gary do in the apartment?

24-room  micro-apartment
24-room
HONG KONG is
KONG is a busy and exciting city with a population of more than seven million. Like most people in
Hong Kong, architect Gary Chang lives in a small apartment. But Gary’s apartment has a difference – he can move
the walls. It’s only 32 square meters, but he can create a lot of new “rooms” inside it.
When you come into the apartment, you see just one room. There’s a wall with a TV on it. If you move this, you find
a kitchen with a sink and stove. Next to the kitchen, there’s a small wall with a washing machine behind it.
Back in the main room, are there any chairs? No, there aren’t any armchairs, but there’s a small sofa on a wall. You
can lift the sofa, pull down the wall, and it becomes a double bed! There are some shelves for books next to the
bed, and there’s a desk under the shelves.
Another wall in the main room has shelves for Gary’s 3,000 CDs. If you move this wall, you find a bathroom behind
it. Is there space for visitors? Gary can cover the bathtub to make a bed for guests.
In total, Gary can make 24 different “rooms,” including a dining room, a study, and a movie room. There’s no
balcony, but Gary doesn’t mind. He has enough space to have dinner with friends, do yoga, and even have a party!

48
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108 EXTRA PRACTICE  Workbook page 32; photocopiable activity 6A Vocabulary

UNIT
      T

Homes and cities 6

      I
      N
      U

UNIT 6 OVERVIEW:  The focus of this unit is the places where people live.
live. Sts read a text about a micro-
apartment in Hong Kong, and talk about a room in theirt heir own home. They watch or listen to people talking
about unusual homes and discuss traditional and unusual homes. They read a text about New York City,
and listen to descriptions of places to visit in other cities. They end by reading a description of Lisbon, and
writing a description of a city they know.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
there is/there are; some/  Rooms and furniture; there’s/there are;
are; Identifying key Topic sentences;
any ; prepositions of place; common adjectives; places sentence stress points; contractions describing places
modifiers in a city

6A A small space LANGUAGE 6A

Sts read about a micro-apartment in Hong Kong and practice talking about the rooms and furniture in their own home.

Grammar Vocabular y Pronunciation Communication

there is/there (attic, balcony, basement, bathroom, bedroom,
Rooms and furniture (attic, there’s/there are Talking about your
are, some/any ; dining room, garage, hall, kitchen, living room, stairs, study
study,, (front/  home
prepositions of place back)yard; armchair,
armchair, bed, cabinet, chair, closet, desk, mirror
mirror,,
shelves, sofa, stove, table, washing machine)
machine )

WARMER Go to Vocabulary practice: rooms and furniture, SB page

 Ask: Where do you live? In a town or city, or in the country? In
an apartment or a house? Is your home big or small? Is it old
modern? Elicit a few answers from individual sts, and then
or modern? Elicit
put sts into pairs to talk about their home. Ask some pairs to
tell the class how similar or different their homes are.
1 Read through the words in the box with the class and
pre-teach if necessary. Sts work in pairs and discuss which
things they have in their home. Get feedback from them.
145/TB page 303.
Sts will find more language presentation and practice for
rooms and furniture here. Do these exercises with the
class, or set them for homework, before continuing with
exercise 2A of lesson 6A.
Remind sts to go to the app for further self-study
 vocabulary practice of rooms and furniture.
fu rniture.
2 A Refer sts to the title of the text and the pictures. Discuss

as a class
ideas and how the apartment
encourage is special.
sts to guess Elicit a range
and speculate, of
but don’t
3 x PRACTICE SB page 48, exercise 1
confirm the answers yet.
1 Do the exercise as normal. Get feedback from sts,
and then elicit the three rooms in exercise 1: kitchen,
  B Sts read the text to check the answer to the question in
exercise 2A. Check the answer with the class.
room. Write these on the board.
bedroom, living room.
Brainstorm more rooms and add them to the board.
Answer
Elicit which of the items in exercise 1 go in the different
It’s only a small apartment, but you can create 24 different
rooms and add them to the board. Brainstorm more rooms inside it.
ideas and add them to the board.
2 Do the exercises on the Vocabulary practice
pr actice page
 with the class, and then ask sts to close their books.
3 Sts read the text again and answer the questions. With
stronger classes, encourage sts to write full sentences in
Tell them they have learned 25 words for rooms and
their answers. Check answers. Ask: Would you like to live
furniture. Give them three minutes to remember as
in an apartment like this? Why/Why not?
many as they can. See who remembered the most.
3 Say: This is in the kitchen. You use it to cook meals.
meals . Elicit Answers
the correct word ( stove). Sts work in pairs and write
 stove).   1 He’s an architect.
four more clues for furniture. Tell them they must   2 He moves the walls.
include information about which room it is usually in.   3 It’s inside the wall behind the sofa.
Sts can then work in groups of four to read their clues to   4 They can sleep on top of the bathtub.
 
each other and guess the words.   5 He can watch movies, have dinner with friends, do
yoga, and have a party.
 109

there is/there are, some/any     prepositions of place   rooms and furniture

 LANGUAGE 6A
5A
  4 A Complete the sentences. Check your answers in the text.
1 There a wall with a TV on it. 3 There balcony.
2 There some shelves for books. 4 There any armchairs.
  B Choose the correct options to complete the rules. Then read the Grammar box.
We can use some and any  with
 with plural nouns. They mean “more than one.”
1 We use some / any  in
  in affirmative sentences.
2 We use some / any  in
 in negative sentences and plural questions.

Grammar there is /

 /there are, some /
there are,  /any 
any 

Singular
Affirmative: Negative: Questions:
There’s a TV. There’s no sofa. Is there a washing machine?
There’s an armchair. There’s no balcony. Yes, there is. No, there’s not. (No, 
there isn’t.)
Plural
Affirmative: Negative: Questions:
There are some cabinets. There are no/There 
no/There   Are there any 
an y  shelves? 
 shelves? 
 aren’t any  stairs.
 stairs. Yes, there are. No, there aren’t .

Look! We usually use the contraction there’s  for there is. We don’t contract there are.

Go to Grammar practice: there is/there are, some/any , page 122

  5 A 6.4   Pronunciation: there’s/there are  Listen to the sentences and notice how there’s 
and there are are pronounced. Listen again and repeat.
1 There’s a balcony. 3 There’s no sofa.
2 There are two armchairs. 4 There aren’t any shelves.

  B 6.5   Say the sentences. Listen, check, and repeat.

1 There are five rooms in the apartment. 3 There are no chairs in the living room.
2 There’s a big table in the kitchen. 4 There’s no garage.

  6 A 6.6   Listen to the description of an apartment. Complete it with the prepositions in the box.
Which room is the speaker describing?

behind in front of across from under next to

1
This is2 my favorite room. There’s a window  the door. There are some chairs and a
table  the window. We have two comfortable armchairs – they’re 3  the
TV, and there’s a small table between them. There are some shelves 4  the armchairs.
We have some books and a clock on the shelves. There’s a cabinet 5  the TV.

  B Underline two other prepositions of place in the text in exercise 6A. Then read the Grammar box.

Grammar prepositions of place

We use prepositions of place to say where something or someone is:

Beth’s in the backyard. The bathroom’s across from the bedroom. Our photos are on the shelves.

Go to Grammar practice: prepositions of place, page 122

Go to Communication practice: Student A page 162, Student B page 171

  7 Think of a room in your house. What furniture is there? What other objects and possessions are
there? Describe it to your partner and ask him/her to draw a plan of it.

Personal Best Write a paragraph about your classroom. Describe what there is. 49
  _ i
110 EXTRA PRACTICE  Workbook page 32;
00; photocopiable activity 6A Grammar

LANGUAGE 6A
4 A Sts complete the sentences about the micro-apartment. Answers
Check answers.   1 across from 2  under 3  in front of 4  behind
5 next to
Answers The speaker is describing the living room.
  1 ‘s 2  are 3  ‘s no 4  aren’t

  B Sts find and underline two more prepositions in the

  B Sts choose the correct options to complete the rules. description in exercise 6A. Check answers, and check that
They could work in pairs for this. Check answers. sts understand the meaning of the prepositions.

Answers
  1 some 2  any Answers
between, on

Grammar Grammar
Read the Grammar box with sts about there is/there are, Read the Grammar box with sts about prepositions of
 some/any . Explain that we use there is/there are to
 some/any  are to talk place. Ask questions to check concept.
about what is in a place. Point out that in the singular, Concept check questions:
 we just use a/an  with there is/isn’t:
a/an with is/isn’t: There’s a sofa. There “behind”? (in front
Which preposition is the opposite of “behind”? (in
table. We also often say There’s no table.
isn’t a table. table. Point out of). Which preposition means that something is at the
that in the plural, we use there are, are, and we use some
use some in in  side of another
another thing, and close it? (next to). Which
close to it? (next
affirmative sentences, and any  in  in negative sentences  preposition means
means that something
something is on the other side
and plural questions: There are some chairs. There aren’t room? (across from). (NB Point out that British
of the room? (across
mirrors. We also often say There are no mirrors.
any mirrors. mirrors. English speakers use “ opposite” 
opposite”  instead
 instead of “ across
across
Read the Look!
the Look! note
 note and explain that we often contract from” 
from ” .)
.) Which preposition means that something is lower
the singular form there’s
there’s,, but we don’t usually contract thing? (under). Which preposition means
than another thing? (under).
the plural form. Point out that we don’t contract the things?  (between).
in the middle of two things? (between).
singular form in short answers: Is
answers: Is there
there a table?
table? Yes,
Yes,
is. NOT Yes, there’s.
there is. there’s. Ask questions to check concept. Go to Grammar practice: prepositions of place, SB page
Concept check questions: 122/TB page 257.
When do we use “there is/there are”? (toare”? (to say what is in Sts will find more language reference, presentation,
a place). Which form do we use with a singular noun?  noun?  and practice for prepositions of place here. Do these
(there is). Which do we use with a plural noun? (there
noun?  (there exercises with the class, or set them for homework, before
are). Do
are).  Do wewe use “some
“some”” and “any” with “there“there is” or
or “there
“there continuing with the communication practice of lesson 6A.
 (there are). When do we use “some”? (in
are”? (there
are”? “some”? (in affirmativ
affirmative e
sentences). When do we use “any”? (in
“any”? (in negative sentences Remind sts to go to the app for further self-study
and questions). Do
questions). Do we we contract
contract “ther
“theree is” and “there
“there are”
are”??  grammar practice of prepositions of place.
(we contract “there is”, but not “there are”). Areare”). Are there
correct?  (no – Is
a shower? – correct? (no – Is there a shower?
shower?). ). Are
 Are there Go to Communication practice
correct? (no – Are
 some chairs? – correct? (no – Are there any chairs?).
chairs?). Divide the class into Student A and Student B. All
“Student A” sts should go to SB page 162. All “Student
B” sts should go to SB page 171. Go to TB page 337 for
Go to Grammar practice: there is/there are,are, some/a ny , SB
 some/any 
the teacher notes. Do the activity, and then continue with
page 122/TB page 257.
Sts will find more language reference, presentation, and exercise 7 of lesson 6A.
practice for there is/there are and
are and some/a ny  here.
 some/any  here. Do these 7  Allow sts time to prepare their ideas individually. Monitor
exercises with the class, or set them for homework, before and help as necessary. Sts then work in pairs and take
continuing with exercise 5A of lesson 6A. turns reading their descriptions to each other. Their
partner must listen and draw the room that is described to
Remind sts to go to the app for further self-study
them. Sts can compare the drawings with the descriptions
grammar practice of there is/there are and
are and some/any 
 some/any .
to check that they match.
5 A 6.4  
Play audio track 6.4. See the SB page opposite for
audio script. Sts listen and notice the pronunciation of there's
there's   PERSONAL BEST
and there are.
are. Play it again for sts to listen and repeat.
Sts can practice talking about rooms and furniture and using
  B Sts work in pairs to practice saying the
6.5   prepositions of place further. They write a paragraph about
sentences, focusing on the pronunciation of there’s/there their classroom, using words for items of furniture and
are.. Play audio track 6.5. See the SB page opposite for
are prepositions of place. Sts can compare their paragraphs in
audio script. Sts listen and check. Play it again for sts to pairs.
listen and repeat.
6 A 6.6   Allow
sts time to read the fill-in-the-blank Weaker
of place sts can work6A
in exercise into
pairs and
write use each about
a sentence of the something
prepositions
in
description. Read through the prepositions with the class their classroom. Pairs can take turns reading their sentences
and pre-teach if necessary. Play audio track 6.6. See the to the class, omitting the prepositions of place. Other sts
SB page opposite for audio script. Sts listen and complete can look around the classroom and guess the missing
the description. Check answers, and elicit which room is prepositions.
 being described.
111

6
1 SKILLS
SKILLS LISTENING identifying key points   contractions   common adjectives

6B Amazing homes
Learning
Curve
  1 Match pictures a–h with the adjectives in the box.

clean narrow light traditional heavy wide modern dirty

a b c d

e f g h

Go to Vocabula
Vocabulary
ry practice: common adjectives, page 145
  2 Think of the homes of your friends and family. Describe them to your partner with the adjectives.
My parents’ apartment has a modern kitchen and bathroom. There’s an old armchair in the
living room.

3 A In pairs, look at the pictures from the show. What adjectives can you use to describe each
house?

a house in the Czech Republic b house in the Philippines

B 6.9   Watch or listen to the first part of Learning Curve and

Curve and check your answers.

  4 6.9   Watch or listen again. Which house in exercise 3 do sentences 1–5 describe?
Write a or b.
1 This house can move up and down.
2 This house is on an island.
3 This house changes with the weather.
4 This house can get bigger.
5 This house is above the ground because it’s dry there.

Skill identifying key points

When people speak, listen for the important things they say.
• Don’t worry if you don’t understand every word.
• People often give an example of the key points using for example,
example, such as,
as , or e.g.
• Listen to which words are stressed. People often emphasize the most important ideas.

50
  _ i

112 EXTRA PRACTICE  Workbook page 33; photocopiable activity 6B Vocabulary

SKILLS 6B
6B Amazing homes
Learning
Curve Sts learn some common adjectives and watch or listen to people talking about unusual homes. They discuss
traditional and unusual homes.

Listening Skill Listening builder Vocabulary

Sts watch a video or listen to a Identifying key points Contractions Common adjectives (cheap, clean, comfortable,
recording about unusual homes. dirty, expensive, heavy, light, modern, narrow,
noisy, quiet, traditional, uncomfortable, wide)
wide)

WARMER 4 6.9   Allowsts time to read through the sentences. Play

 Ask: What’s your home like? How many rooms are there? What  video/audio track 6.9 again. Sts watch/listen and decide
room)?  Elicit answers from
is there in the (kitchen/living room)? Elicit  which house each sentence describes. Check answers.
individual sts and review the vocabulary from page 48. Ask sts
to write three sentences about their home, two true and one Answers
false. Sts then work in pairs
pair s to read their sentences to each   1 a 2  b 3  a 4  b 5  b
other and guess the false
fal se one. Ask who guessed correctly.
Skill
1 Check understanding of the adjectives in the box and
pre-teach as necessary. Sts look at the pictures and match Read the Skill box with sts about identifying key points.
them with the adjectives in the box. Check answers and Point out that when people emphasize something they
model pronunciation of the adjectives. often speak slightly more slowly, clearly and loudly.

Answers
  a dirty b  clean c  modern d  traditional e  wide
  f narrow g  heavy h  light

Go to Vocabulary practice: common adjectives, SB page

145/TB page 303.
Sts will find more language presentation and practice for
common adjectives here. Do these exercises with the class,
or set them for homework, before continuing with exercise
2 of lesson 6B.
Remind sts to go to the app for further self-study
 vocabulary practice of common adjectives.

2  Allow sts time to prepare their descriptions individually.

They then describe the homes of their friends and family
members to each other in pairs. Ask some sts to tell the
class about one of the homes they discussed.
3 A Sts look at the pictures of the houses in pairs and
decide what adjectives they can use to describe each one.
They can use adjectives from exercise 1 and their own
ideas. Elicit some possible answers, but don’t confirm
them yet.
  B NB All the B lessons in this level which focus on
6.9  

listening skills are accompanied by video (i.e., an episode

of Learning
of Curve). In this lesson, Penny and Simon
 Learning Curve
discuss unusual homes, and interview people about their
homes.
Pre-teach a studio and
studio and the ground.
ground. Play video/audio track
6.9. See TB page 360 for video/audio script. Sts watch/

listen
answersandascheck their answers to exercise 3A. Discuss the
a class.

Possible answers
    a unusual, round, modern, warm, wide, clean
  b traditional, high, dry
 113

identifying key points   contractions

   common adjectives LISTENING SKILLS
SKILLS 6B
1B
  5 6.10   Read the Skill box. Then watch or listen to the second part of the
show. Complete the key points with the names.

 Josh Charlotte Danielle Manu

1 ’s home is very big and very old.

2 ’s home is small, and it’s not expensive.
3 ’s only living in this home for a short time.
4 ’s home has both modern and traditional things.

6 6.10   Watch or listen again. Are the sentences true (T) or false (F)?
1 There aren’t any windows in Josh’s apartment.
2 It’s quiet in his apartment at night.
3 Charlotte has some new things in her kitchen.
4 Her wardrobe’s very expensive.
5 Danielle’s house is in Canada.
6 She’s cleaning the shelves right now.

7 Manu lives in his beach house for nine months every year.
8 He’s a teacher in California.

7 Discuss the questions in pairs.

1 Do you live in a house or an apartment? 3 Describe your favorite room.
How old is it? 4 Do you live in your house or apartment
2 Are there old or new things in it? all year?

Listening builder contractions

When people speak, they usually contract verbs:

He is calling from California! →  He’s  calling from California!
My home is not big. →  My home  isn’t  big.
  big.
I do not understand. →  I don’t  understand.
 understand.

  8 A Read the Listening builder. In pairs, complete the sentences from the show with the
contractions in the box.
don’t there’s it’s I’m bed’s they’re

1 When cold, the house turns and moves up, and gets a lot of sun.
2 I mean a garage at a house.
3 There are about 300 small apartments. And very cheap.
4 My opposite the kitchen.
5 There are four bedrooms, and a bathroom next to each bedroom.
6 a teacher!
B 6.11   Listen and check.

9 Discuss the questions in pairs.

1 What do you remember about the homes in the video?
2 Which homes in the video do you like? Why?
3 Which homes don’t you like? Why?
4 Do you prefer modern or traditional homes? Why?
5 Do you know someone who lives in an unusual home? Can you describe it?

Personal Best
Challenge! Write a paragraph about your home or another person’s home. 51
  _ i

114 EXTRA PRACTICE  Workbook page 33

SKILLS 6B
the questions and prepare their answers, then discuss the
5 6.10  Sts look at the pictures and read the fill-in-the
questions in pairs. Get feedback on their discussions.
blank sentences. Pre-teach opposite (British English)
(= across from in
from in American English), great-great-gr
English), great-great-great
eat
 grandfather,, and
 grandfather and wardrobe
 wardrobe (British English) ( 
English) ( = closet in PERSONAL BEST
 American English). Play video/audio track 6.10. See Sts can practice describing homes further. They write a
TB page 360 for video/audio script. Sts watch/listen and paragraph about their home or a home that they know. They
complete the key points with the correct names. Check can compare their paragraphs in pairs.
answers.
Weaker sts can work in pairs. They write three or four
Answers sentences about one of the homes in the video. Ask some sts
  1 Danielle 2  Josh 3  Manu 4  Charlotte to read their sentences to the class.

EXTRA PRACTICE
6 6.10  
Sts read the sentences. Play video/audio track
6.10 again. Sts watch/listen and decide if the sentences Sts work in groups of three. They take turns using their
are true or false. Check answers. Play the track again, phones to record their classmates asking and answering
pausing for sts to hear why each sentence is true or false. the questions in exercise 9. Watching themselves on video
 will help sts to evaluate how naturally and fluently they can
Answers speak.
  1 F (there’s one small window)
 2 T
 3 T
  4 F (it‘s not expensive)
  5 F (it’s in France)
 6 T
  7 F (he lives on the beach for three months a year)
  8 F (he’s a teacher in New York)

7 Sts work in pairs to discuss

di scuss the questions. Get feedback on
their answers.

Listening builder
Read the Listening builder box with sts about
contractions. Point out that contractions can be difficult
to hear because they are short and often unstressed.
They can also sound like other words, e.g., in speech
they’re,  their
they’re,  and there
their and  sound the same. Point out that
there sound
it is important to hear contractions correctly in order to
understand the correct meaning. Ask questions to check
concept.
Concept check questions:
What are contractions?  (shortened forms of verbs).
contractions? (shortened
contractions? (when they are
When do people often use contractions? (when
speaking). Why are they difficult to hear? (because
hear?  (because they
are short and often unstressed). Why is it important
to listen for contractions
contractions?? (to understand the correct
meaning).

8 A In pairs, sts read the sentences and complete them with

the correct contractions.
  B Play audio track 6.11. See the SB page opposite
6.11  

for audio script. Sts listen and check their answers. Check
answers with the class.

Answers
  1 it’s 2  don’t 3  they’re 4  bed’s 5  there’s 6  I‘m

9  As a wrap-up, sts discuss their opinions of homes and

practice describing a home that they know. They read
 115

6
1 LANGUAGE modifiers   places in a city

6C The Big Apple

  1 A Think of a city from these continents and regions. Write a fact about each city.

Europe Asia Africa Latin America Australasia

  B In pairs, tell each other about your cities. Are any of your facts the same?
  2 A Look at the pictures. What do you already know about New York City? Make a list in pairs.
  B Read the text. What information about New York City is new to you?

Condé Nast building). It’s not beautiful at all, in my opinion,

but it’s an important “green” building. New York has very cold
 winters and pretty hot summers,
summers, but 4 Times
Times Square
Square produces
produces
its own comfortable temperature for most of the year.

 
New York — “the Big Apple” — is my favorite city in the world.
I love the streets, the modern skyscrapers, and oldo ld apartment
buildings. It’s full of really famous sights, and even on a
short visit, you can see a lot of amazing things.
 
For many people, number one on the list of places to see is the
Empire State Building. It’s a very famous skyscraper, and there  
are great views of the city from its 86th and 102nd floors.
 Another interesting
interesting skyscraper is 4 Times
Times Square (formerl
(formerlyy the
For a fantastic view of Manhattan and the Statue of Liberty,
visit the Brooklyn Bridge. It’s great for taking photos, but it’s
really busy, with hundreds of cars, bikes, and people. If you
get stressed out by the noise, go back to Manhattan and relax
in City Hall Park for a while. It’s a pretty small park, but it’s
very special. You can have your
your lunch there and decide what
to do next: see a show on Broadway, go shopping on Fifth
Avenue, or go for a walk in Central Park. It’s impossible to be
bored in this incredible city!
by Harry Fuller

  3 Read the text

text again.
 again. What adjectives does the writer use to describe the places?
1 the Empire State Building 3 the Brooklyn Bridge
2 4 Times Square 4 City Hall Park

  4 Match sentences 1–5 with pictures a–d. Two sentences match one picture. Then read the
Grammar box.
1 This restaurant is very busy. 4 This restaurant is really busy.
2 This restaurant’s not very busy. 5 This restaurant’s not busy at all.
3 This restaurant is pretty busy.

a b c d

52
 _ i

116 EXTRA PRACTICE  Workbook page 34

LANGUAGE 6C
6C The Big Apple
Sts read a text about New York City and the places to visit there. They listen to descriptions of two more cities, and
practice talking about places to visit in a city.

Grammar Vocabulary Pronunciation Communication

Modifiers Places in a city (apartment building, bridge, cathedral, Sentence stress Describing a city
concert hall, library, market, monument, mosque, office
building, park, skyscraper
skyscraper,, square, stadium, theater )

WARMER
3 x PRACTICE SB page 52, exercise 3
 Ask: Do you enjoy
 Ask: Do enjoy visiting different
different cities? What are your
 favorite cities? Why? Elicit a range of answers. Ask: What do
cities? Why? Elicit 1 Do the exercise as normal. To check answers, ask
 you do when
when you visit city? Elicit a range of answers,
visit a new city? Elicit individual sts to read out the sentences from the
e.g., go to museums, go shopping, eat in restaurants, etc. text with each adjective. Elicit the meaning of each
 Ask: Which cities would you like to visit one day? Why? Elicit
Why?  Elicit a adjective, and then brainstorm other adjectives that
range of answers. could describe the places.
2 Put sts into pairs and ask them to cover the text. They
1 A Sts think of a city for each continent or region, and try to remember what the text says about the four
 write a fact about it. Sts could work in pairs for this. places. You could write the adjectives from exercise 3
on the board to help them. They can check their ideas
B Sts work in pairs to tell each other about their cities. in the text.
If sts worked in pairs for exercise 1A, they could work in
groups of four for this exercise. Get feedback on which of 3  Ask sts to imagine they are tourists at one of the places.
the sts’ facts were the same.  Ask them to prepare a short conversation describing
 what is around them, but without giving
giv ing the name of
2 A Sts look at the pictures and work in pairs to make a list the place. Allow sts time to prepare their conversations.
of things they already know about New York City. Bring Monitor and help while they are working. Sts can then
sts’ ideas together on the board. practice their conversations. Encourage them to use
  B Sts read the text and note down information about intonation to sound enthusiastic. Ask some pairs to
New York City that is new to them. Get feedback on their perform their conversations for the class. Other sts can
answers. listen and guess the places.

3 Sts read the text again and note down the adjectives the
 writer uses to describe each place. Check answers, and 4  Ask sts to read the text again and find the phrases with
check that sts understand all the adjectives.  very , pretty , really  and
 and at all (
all (really  famous sights, it’s a
 famous sights,
 very famous skyscraper beautiful  at all, very  cold
skyscraper,, it’s not beautiful
Answers winters,, pretty  hot summers,
winters summers, it’sit’s  really  busy , it’s a 
 pretty  
a pretty 
  1 famous park, it’s
 small park,  very  s
it’s  very  s pecial). Check that sts understand
 pecial).
  2 interesting, not beautiful, important, green, comfortable them. Sts then read sentences 1–5 and match them with
(temperature) the pictures. Point out that two sentences match one
  3 great (for taking photos), busy picture. Check answers.
  4 small, special
Answers
  1 a 2  c 3  b 4  a 5  d

 
 117

modifiers    places in a city LANGUAGE 6C

Grammar modifiers

We use modifiers with adjectives:

There are really 
are really  beautiful
 beautiful views of the city. It’s not a very  big
 big park.
It’s really 
It’s really  hot
 hot in the summer. It’s not 
It’s  not  a
  a beautiful building at
building  at all.
all.
It’s a pretty 
a  pretty  famous
  famous building.

Go to Grammar practice: modifiers, page 123

  5 Look at the sentences in exercise 4. Rewrite them beginning with This is.
This restaurant is very busy. → This is a very busy restaurant.

  6 John is staying in a hotel in New York City. Look at his feedback form about the hotel and complete the
sentences with is/isn’t and very /really ( ), pretty ( ), not very (X), or not … at all (X X).

In your opinion, this hotel is …

comfortable modern X nice clean expensive quiet XX

John says that the hotel …

1 comfortable. 3 modern. 5 nice.
2 clean. 4 expensive. 6 quiet .

  7 A 6.13   Pronunciation: sentence stress Listen and underline the stressed words in the sentences.
Listen, check, and repeat.
1 This is a really interesting city. 4 The café isn’t cheap at all.
2 The bridge is pretty wide. 5 Their new house is very traditional.
3 Our office isn’t very nice. 6 It’s a really famous monument.

  B 6.14   Say the sentences. Listen, check, and repeat.

1 This apartment is really modern. 4 This square is very popular.
2 Pizza Palace isn’t a very expensive restaurant. 5 We live in a really old house.
3 Boston is a pretty nice city. 6 This building’s not beautiful at all.

Go to Communication practice: Student A page 162, Student B page 171

  8 Complete definitions 1–3 with the words in the box.

square cathedrals apartment buildings skyscrapers mosques market

1 Religious buildings like and are often very beautiful.

2 are very tall buildings. They can be hotels, office buildings, and .
3 A is an open area in a town or city. There’s often a there where you can go shopping.
Go to Vocabula
Vocabulary
ry practice: places in a city, page 146

  9 A 6.16   Listen and match the places with the cities.

mosque
Cairo Brasília
square
stadium
market
theater
cathedral
skyscraper

  B  6.16   Listen again and make notes about the places in Cairo and Brasília. Talk about what you can
remember in pairs.
You can buy clothes and jewelry at the market in Cairo.

Personal Best Choose three or four interesting buildings in your city. Write a description of them for a travel website. 53
  _ i

118 EXTRA PRACTICE  Workbook page 34; photocopiable activities 6C Grammar, 6C Vocabulary

LANGUAGE 6C
Grammar B 6.14  
Sts work in pairs to practice saying the
Read the Grammar box with sts about modifiers. sentences. Play audio track 6.14. See Answers for audio
Explain that we use modifiers to make the meaning script. Sts listen to check their answers and repeat.
of an adjective stronger or weaker
weaker.. Explain that very 
that very  
and really  make
 make the meaning of an adjective stronger, Answers
 while pretty 
 while  pretty  and
 and not very  makes
 makes the meaning weaker.   1 This apartment is really modern.
Point out that not ... at all makes
all makes the meaning of an   2 Pizza Palace isn’t a very expensive restaurant.
adjective very weak.   3 Bristol is a pretty nice city.
  4 This square is very popular.
Concept check questions:
  5 We live in a really old house.
 It’s a really
really nice
(stronger). Which citymodifier
– stronger
hasor
othe
r weaker meaning? 
meaning?
same meaning  
as   6 This building’s not beautiful at all.
 (very). It’s
“really”? (very).
“really”?  It’s really nice park – correct? (no – It’s
correct? (no – It’s
park). The people aren’t friendly – how
a really nice park). Go to Communication practice
stronger?  (The people aren’t
can we make the meaning stronger? (The Divide the class into Student A and Student B. All
friendly at all).
all). “Student A” sts should go to SB page 162. All “Student
B” sts should go to SB page 171. Go to TB page 337 for
Go to Grammar practice: modifiers, SB page 123/TB the teacher notes. Do the activity
activity,, and then continue with
page 259. exercise 8 of lesson 6C.
Sts will find more language reference, presentation, and 8 Read the words in the box and pre-teach if necessary. Sts
practice for modifiers here. Do these exercises with the complete the definitions. Check answers.
class, or set them for homework, before continuing with
exercise 5 of lesson 6C. Answers
Remind sts to go to the app for further self-study   1 cathedrals, mosques 2  Skyscrapers,
Skyscr apers, apartment
grammar practice of modifiers. buildings 3  square, market

5 Sts could work in pairs for this. Check answers. Go to Vocabulary practice: places in a city, SB page 146/
TB page 305.
Answers Sts will find more language presentation and practice for
  1 This is a very busy restaurant. places in a city here. Do these exercises
exercises with the class, or
  2 This isn’t a very busy restaurant. set them for homework, before continuing with exercise 9A
  3 This is a pretty busy restaurant. of lesson 6C.
  4 This is a really busy restaurant.
  5 This isn’t a busy restaurant at all. Remind sts to go to the app for further self-study
 vocabulary practice of places in a city.
6 Check that sts understand all the adjectives on the form. 9 A 6.16  
Explain to sts that they are going to hear
Sts complete the sentences with modifiers. Allow sts time descriptions of two different cities. Play audio track 6.16.
to compare their answers in pairs. Check answers. See TB page 360 for audio script. Sts listen and match the
places with the cities. Check answers.
Answers
  1 is pretty 2  is very/really 3  isn’t
i sn’t very 4  is very/really Answers
  5 is pretty 6  isn’t, at all
Cairo – market, square, mosque, theater
Brasília – square, skyscraper, cathedral, stadium
7 A 6.13  Allow sts time to read the six sentences. Play
audio track 6.13. See Answers for audio script. Sts listen   B 6.16  
Play audio track 6.16 again. Sts listen and make
and underline the stressed words. Play the audio track notes about the places in the cities. In pairs, sts discuss
again for sts to listen and check their answers. Point out  what they can remember. Elicit what sts can remember
that the modifiers and adjectives are always stressed, but about each city. See who remembered the most.
the at in at all is
at in all is not usually stressed. Play the audio track
again for sts to listen and repeat.
PERSONAL BEST
Answers
Sts can practice the vocabulary for places in a city and
  1 This is a really interesting city.
modifiers further. They choose three or four buildings in their
  2 The bridge is pretty wide.
own city and write a description of them for a travel website.
  3 Our office isn’t very nice.
Sts compare their descriptions in pairs or groups.
  4 The café isn’t cheap at all.
  5 Their new house is very traditional. With weaker classes, write these prompts on the board:
  6 It’s a really famous monument. a popular square a busy market a quiet park
an expensive restaurant a modern skyscraper
Sts work in pairs to write sentences about places in a city
using the prompts and modifiers, e.g., The Torre KOI is a really
modern skyscraper Mexico City . Ask some sts to read their
sentences to the class.
 119

6
1 SKILLS WRITING topic sentences    describing places

6D Beautiful places
  1 A In pairs, match capital cities 1–8 with countries a–h.
1 Kathmandu a  Kenya
2 Wellington b  Poland
3 Lima c  Nepal
4 Warsaw d  Bulgaria
5 San José e  Costa Rica
6 Nairobi f  New Zealand
7 Kingston g  Peru
8 Sofia h  Jamaica
  B Think of ten more capital cities.

  2 Read the description of Lisbon. Match pictures a–e with paragraphs 1–5.

a b c d e

Lisbon a city by the sea

1  Lisbon’s the capital city of Portugal. It’s on the River Tejo,
Tejo, and it’s next to the sea. Lisbon’s a pretty small capital
city – about 550,000 people live there.

2  Lisbon has some very old areas. Alfama and Graça are beautiful old districts with narrow streets, small squares,
and interesting shops. Above them is the castle of São Jorge. There are wonderful views of the city from the
castle. You can walk to Alfama and Graça, or you can take the streetcar. It’s a great way to see this part of the city.

3  If you want to
to go on a day trip, take the streetcar
streetcar to Belém. It’s the last district before
before the beach. There are
some interesting museums, a cultural center, and some really beautiful parks. You can try Belém’s famous
 pastel de nata,
nata, too. These are delicious custard pastries – perfect with coffee.

4  There are lots of places to eat and go out in Lisbon. Bairro Alto’s a good place, and there are lots of restaurants
restaurants
and stores. It’s pretty noisy at night sometimes. If you want a traditional Portuguese restaurant, go to Alfama or
Graça.

5  You can visit Lisbon during any season. It’s not very cold in the winter.
winter. Spring and fall are lovely
lovely times to visit
because it’s usually warm and sunny. Summer in Lisbon’s very hot, but you can go swimming in the sea to cool
down!

  3 Write the paragraph number for each topic.

1 old parts of Lisbon 4 an interesting day trip

2 when to visit 5 where to eat and go out
3 geographical information

54