SECOND

SAYER
EDITION

Connect with the world and

bring your classroom to Life.
Now in a new edition, National Geographic
Learning brings the world to your classroom
with Life, a six-level, integrated-skills series with
grammar and vocabulary for young adult and
adult English language learners. Through
stunning National Geographic content, video
and engaging topics, Life inspires a generation
of informed decision-makers. With Life, learners
develop their ability to think critically and
communicate effectively in the global community.
The Teacher’s Book contains:

Life
■  etailed teaching notes, answer keys,
D BEGINNER
background information and teacher
development tips

Teacher’s Book
■ 36 photocopiable communicative activities

■ Progress tests for every unit

british English
A1 A2 B1 B2 C1 C2

CEFR correlation
BEGINNER

Life Beginner is for learners who are around

level A0 and want to progress towards A1.

Bringing the world to the classroom

Teacher’s book ■ Includes Student’s Book audio and video
and the classroom to life

NGL.Cengage.com/ELT
Mike Sayer
A Part of Ceng age

85469_cvr_ptg01_hires.indd 1 18/05/18 12:31 PM

 The following new and updated features of the second edition
of Life are based on extensive research and consultation with
teachers and learners from around the world:
■ Updated global content in the unit themes and reading selections

■ Updated video material features additional video support for

vocabulary learning

■ New, specially selected National Geographic photography

stimulates learners’ visual literacy skills

■  efined grammar syllabus with increased scaffolding and an

R
enhanced reference section

■  xtended and better-integrated critical thinking syllabus actively

E
engages students in their language learning, encouraging them
to develop their own well-informed and reasoned opinions

■  ew ‘My Life’ speaking activities encourage learners to relate the

N
global content to their own lives

■  ew ‘Memory Booster’ activities improve learners’ ability to

N
retain new language

■ An improved Classroom Presentation Tool now includes the

Workbook pages, academic skills worksheets, extra support
and extension activities

■  ew Student’s App includes video, audio for the Student’s Book

N
and Workbook, grammar practice, interactive reading practice,
expanded wordlists and games

ACCESS THE LIFE WEB RESOURCES

NGL.Cengage.com/life
Username: resources
Password: life_teacher

ON THE COVER
Artists perform the fire dragon dance during a celebration for Spring Festival at
Wuhan Happy Valley, Hubei, China. Dragons are a symbol of China and are believed
to bring good luck. © Miao Jian/Wuhan Morning Post/VCG/Getty Images

85469_cvr_ptg01_hires.indd 2 18/05/18 12:31 PM

 SECOND
EDITION

Life teacher’s book | BEGINNER

MIKE SAYER

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

85469_fm_ptg01_001-020.indd 1 16/05/18 1:14 pm

 ght herein
Mike Sayer xcept as
ission of the

llow Border
iety

Cengage Learning Customer & Sales Support, cengage.com/contact

For permission to use material from this text or product,
cengage.com/permissions
Further permissions questions can be emailed to

Head of Strategic Marketing ELT:

National Geographic Learning

Senior IP Project Manager:

mission
to bring the world to the classroom and the classroom to life. With our English
language programs, students learn about their world by experiencing it. Through
evelop the

292 © Featureflash Photo Agency/Shutterstock.com.

Unit 2 National Geographic; Unit 3 ITN/Getty Images; Unit 7 National Geographic; Unit 8 National Geographic; Unit 9 Redux; Unit 10 Fullscreen; Unit 12 Kauri

Unit 1 © Dieter Hawlan/Shutterstock.com; © Alex Treadway/National Geographic Creative; © Cory Richards/National Geographic Creative; © James L. Stanfield/
National Geographic Creative; © Michael Melford/National Geographic Creative; © James P. Blair/National Geographic Creative; © Briam J. Skerry/National Geographic Creative;
© Jimmy Chin/National Geographic Creative; © James L. Stanfield/National Geographic Creative; © Chris Johns/National Geographic Creative; © Chris Johns/National Geographic
Creative; Unit 4 © XPacifica/National Geographic Creative; © XPacifica/National Geographic Creative; © Tino Soriano/National Geographic Creative; © Krista Rossow/National
Geographic Creative; © James A. Sugar/National Geographic Creative; © Mike Theiss/National Geographic Creative; © Gordon Esler/Getty Images; © Will Van Overbeek/National
Geographic Creative; Unit 8 (all) © Michael Nicholas/National Geographic Creative; Unit 11 © Compassionate Eye Foundation/Robert Daly/OJO Images/Getty Images; Peter

   Print Year: 2019

 Contents

Student’s Book contents pages 4

Introduction 8

Units 1 to 12: notes and answer key 21

Photocopiable tests 209

Photocopiable tests: answer key 253

Photocopiable tests: audioscripts 257

Photocopiable communicative activities 261

Photocopiable communicative activities:
teacher’s notes 297

Grammar summary: answer key 312

Workbook: answer key 316

IELTS practice test: answer key and audioscript 331

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 Contents
Unit Grammar Vocabulary Real life

1
be: I + am, you + are the alphabet classroom language
be: he/she/it + is countries and nationalities
my, your numbers 1–10
greetings
in the classroom
Hello
pages 9–20

Video: My top ten photos  page 18    Review  page 20

2
be: we/they + are days of the week personal information
be: negative forms numbers 11–100
be: questions and short answers colours
a/an word focus: in
plural nouns car hire
Holidays
pages 21–32

Video: A holiday in Australia  page 30    Review  page 32

3
his, her, its, our, their family special occasions
possessive ’s people giving and accepting presents
irregular plural nouns months
special occasions

Family and
friends
pages 33–44

Video: Chinese New Year in London  page 42    Review  page 44

4
prepositions of place (1) places in a town buying snacks
this, that, these, those the time
question words word focus: at
snacks

Cities
pages 45–56

Video: Where’s that?  page 54    Review  page 56

5
can/can’t abilities shopping
can questions and short answers possessions
have/has technology
be + adjective money and prices
adjective + noun
My things
pages 57–68

Video: What’s your favourite gadget?  page 66    Review  page 68

6
like sports suggestions
like questions and short answers interests
he/she + like food
object pronouns opinion adjectives

We love it!
pages 69–80

Video: At the market  page 78    Review  page 80

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 Pronunciation Listening Reading Speaking Writing
word stress introductions a description of two introductions text type: an identity card
questions phone numbers people a quiz writing skill: capital
an article about greeting people letters (1)
international phone
calls from New York

we’re, they’re a description of a place a description of photos holiday photos text type: a form
isn’t, aren’t a conversation about a of a trip on holiday writing skill: capital
be: questions and short holiday a conversation about a general knowledge letters (2)
answers holiday
plural nouns a quiz about holiday
syllables places

possessive ’s a description of a family a description of a family my family text type: a greetings

linking with in from Mexico
intonation a conversation about a
family from Iraq
a description of good
friends
from Scotland people and their things card
an article about celebrations around the writing skill: contractions
important days world

th /ð/ a description of Astana describing places locations text type: a text message
linking with can tourist information a description of two famous places writing skill: and
famous towers days and times
an article about time
zones

can/can’t a profile of Yves Rossy an article about robots my abilities text type: an email
have/has an interview with a robot and people my things writing skill: but
numbers expert a blog about technology my favourite piece of
people talk about their technology
interesting things

do you … ? a description of a sport in an article about sport a sports survey text type: short messages
likes, doesn’t like South Africa a profile of a TV a puzzle writing skill: punctuation
intonation an interview with a man presenter food and sentence structure
about sport an article about street
food

Contents 5

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 Contents

Unit Grammar Vocabulary Real life

7
present simple I/you/we/you/they routines problems
prepositions of time hobbies
present simple questions I/you/we/ weather
you/they problems
present simple Wh- questions
Daily life
pages 81–92

VIDEO: The elephants of Samburu  page 90    REVIEW  page 92

8
present simple he/she/it job activities on the phone
present simple questions he/she/it education
frequency adverbs

Work and
study
pages 93–104

VIDEO: The London Tube  page 102    REVIEW  page 104

9
there is/are clothes requests
there is/are negative and question hotel rooms
forms travel
imperative forms hotels

Travel
pages 105–116

VIDEO: The people of the reindeer  page 114    REVIEW  page 116

10
be: was/were dates apologizing
be: was/were negative and question describing people
forms activities
regular past simple verbs

Famous
people
pages 117–128

VIDEO: Old computers  page 126    REVIEW  page 128

11
irregular past simple verbs life events talking about the past
past simple negative and question word focus: get
forms time expressions
past simple Wh- questions

True stories
pages 129–140

VIDEO: True stories?  page 138    REVIEW  page 140

12
present continuous rooms in a house offers and invitations
present continuous questions and times and places
short answers
present continuous for the future
prepositions of place (2)
The weekend tense review
pages 141–152

VIDEO: A day in the life of a lighthouse keeper  page 150    REVIEW  page 152

COMMUNICATION ACTIVITIES  page 153    GRAMMAR SUMMARY  page 158    AUDIOSCRIPTS  page 182

6 Contents

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 Contents

Pronunciation Listening Reading Speaking Writing

intonation in questions a description of the Holi an article about a day in my partner and I text type: a profile
sentence stress festival China a survey about hobbies writing skill: paragraphs
interviews about hobbies an article about the activities in different
with friends seasons of the year seasons

-s and -es verb endings an interview about a an article about jobs jobs text type: an email
/s/ and /z/ man’s job on the London things we usually do writing skill: spelling:
an interview about an Underground animals double letters
unusual school an article about a job in
tiger conservation

there are four people talking about an article about things in things in my suitcase text type: travel advice
I’d like, We’d like travel people’s suitcases hotels writing skill: because
a conversation about a an article about a trans- travel tips
trip to Cape Town Siberian trip

was/were weak forms a profile of Ayrton Senna a quiz about ‘firsts’ in dates and events text type: an email
sentence stress a radio programme about exploration people in my past writing skill: expressions
people we remember an article about the first who was he/she? in emails
people in the American
continents

-ed regular past simple a story from Timbuktu, an article about an true or false? text type: a life story
verbs Mali unusual discovery last week and last year writing skill: when
did you … ? an interview with a a story about an one day last week
didn’t woman from New adventure in
Orleans Madagascar

going and doing three people talk about a short message about my photos text type: a thank you
would you … ? weekend activities next weekend next weekend note
a description of a family an article about helping a special weekend writing skill: spelling: verb
in Indonesia people at the weekend endings

Contents 7

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 Introduction
National Geographic
The National Geographic Society is a leading nonprofit
organization that pushes the boundaries of exploration
to further our understanding of our planet and empower
us all to generate solutions for a healthier and more
sustainable future. Since its beginning in 1888, the Society
has funded more than 12,500 exploration and research
projects. Life Second Edition uses National Geographic’s
content and principles to inspire people to learn English.
A portion of the proceeds of this book helps to fund the
Society’s work.
National Geographic topics
The topics are paramount and are the starting point for
the lessons. These topics have been selected for their
intrinsic interest and ability to fascinate. The richness
of the texts means that students are so engaged in
learning about the content, and expressing their own
opinions, that language learning has to take place
in order for students to satisfy their curiosity and
then react personally to what they have learned. This
element of transfer from the topics to students’ own
realities and experiences converts the input into a
vehicle for language practice and production which
fits the recognized frameworks for language learning
and can be mapped to the CEFR scales. (Full mapping
documents are available separately.)
People and places
Life Second Edition takes students around the globe,
investigating the origins of ancient civilizations, showing
the drama of natural forces at work and exploring some
of the world’s most beautiful places. These uplifting tales
of adventure and discovery are told through eyewitness
accounts and first-class reportage. For example, Unit
3 of the Beginner level focuses on people, places and
important days around the world and Unit 4 looks at
cities and their famous buildings and landmarks.
Science and technology
Students learn about significant scientific discoveries and
breakthroughs, both historic and current. These stories
are related by journalists or told by the scientists and
explorers themselves through interviews or first-person
accounts. Students see the impact of the discoveries on
our lifestyles and cultures. Because much of the material
comes from a huge archive that has been developed and
designed to appeal to the millions of individuals who
make up National Geographic’s audience, it reflects the
broadest possible range of topics. For example, Unit 5 of
the Beginner level looks at inventions and gadgets and
how we use them in our daily lives.
History
History can be a dry topic, especially if it’s overloaded
with facts and dates. However, the National Geographic
treatment of historical events brings them to life and
there is often a human dimension and universal themes
that keep the events relevant to students and to our
85469_fm_ptg01_001-020.indd 8
time. History – or the re-telling of historical events – can
also be influenced by a culture or nation’s perception of
the events. National Geographic’s non-judgemental and
culture-neutral accounts allow students to look behind
the superficial events and gain a deeper understanding of
our ancestors. For example, Unit 10 of the Beginner level
focuses on famous people in history, and includes a quiz
on ‘firsts’ in the history of exploration and an article on
the first Americans. In addition, Unit 11 examines an old
centre of learning in Mali and the discovery of a body in
ice in Austria.
Animals
The animal kingdom is exceptionally generative
in terms of interesting topics. Life Second Edition
provides astonishing photos that give a unique insight
into the hidden lives of known and lesser-known
animals, offering rare glimpses of mammals, birds,
bugs and reptiles in their daily struggle for survival. It
also informs and surprises with accounts of animals now
extinct, species still evolving and endangered species
which are literally fighting for their existence. For example,
Unit 7 of the Beginner level looks at elephants in an
African wildlife park and Unit 8 relates two stories of tiger
conservation in Asia. In addition, Unit 9 features
reindeer and their herders in Scandinavia.
Environment
It isn’t always possible to find clarity in texts on the
environment and climate change, or trust that they
are true and not driven by a political agenda. National
Geographic’s objective journalism, supported by easy-to-
understand visuals, presents the issues in an accessible
way. The articles are written by experts in their fields. It’s
often true that those who have the deepest understanding
of issues are also able to express the ideas in the simplest
way. For example, Unit 7 of the Beginner level introduces
learners to vocabulary for weather and climate and looks
at how these things affect our lifestyle.
National Geographic
photography
We live in a world where images are used more than
ever to reinforce, and at times replace, the spoken
and written word. We use our visual literacy – the
ability to look at and understand images – every day
of our lives. In particular, photographs tend to prompt
emotive memories and help us to recall information.
For this reason, the use of photographs and pictures
in the classroom is a highly effective learning tool.
Not surprisingly then, the Life series makes maximum
use of the great photographs which are at the core of
National Geographic content. The photographs in Life
Second Edition add impact and serve as an engaging
starting point to each unit. Then, in each lesson,
photographs form an integral part of the written and
recorded content and generate meaningful language
practice in thoughtful and stimulating ways.
16/05/18 1:14 pm
 Introduction
There are photographs which:
• tell a story by themselves
• draw the viewer in and engage them emotionally
• support understanding of a text and make it
memorable
• provoke debate
• stimulate critical thinking by asking you to examine
detail or think about what is NOT shown or by
questioning the photographer’s motives
• are accompanied by a memorable quotation or caption
• help learners to remember a lexical set
• help to teach functional language
• lend themselves to the practice of a specific grammar
point
As a first exercise when handing out the new book to
your students, you could ask them to flick through the
book, select their favourite photograph, and then explain
to the class what it is they like about it. You will find
specific suggestions in the teacher’s notes for using the
photographs featured within each unit, but two important
things to note are:
• pictures of people or animals can capture a moment, so
ask students to speculate on the events that led up to
this moment and those that followed it
• pictures of places aim to capture their essence, so feed
students the vocabulary they need to describe the
details that together convey this (the light, the colours,
the landscape, the buildings)
National Geographic video
Students’ visual literacy and fascination with moving
images means that, in addition to the use of photographs
and pictures, video is also an extremely effective tool in
the classroom. Each unit of Life Second Edition ends with
a National Geographic video. These videos, which can be
found on the DVD at the back of the Teacher’s Book, on
the Student’s App and on the Life website, are connected
to the topic of the unit and are designed to be used in
conjunction with the video lesson pages. Typically, a video
lesson is divided into three parts:
Before you watch
This section leads students into the topic of the video and
engages them in a pre-watching task. It also pre-teaches
key vocabulary so that students can immediately engage
with the video without being distracted by unfamiliar
words and the need to reference a lengthy glossary.
While you watch
These tasks assist with comprehension of the video itself,
both in terms of what students see and what they hear.
The exercises also exploit the language used in the video.
After you watch
This section allows students to respond to the video as a
whole and take part in a productive speaking task using
language and contexts from the video.
85469_fm_ptg01_001-020.indd 9
The videos are designed to form part of your lessons.
However, if there is insufficient time in class to watch
them all, you can ask students to watch the videos
and complete many of the exercises on the page in the
Student’s Book at home. This can form a useful part
of their self-study. Students can also watch the videos
again after seeing them in class. This is useful for review
and enables students to focus on parts of the audio that
particularly interest them.
For further variation with the videos, here are some more
ideas you can use and develop:
• Play the video with the sound down. Students predict
what the narrator or people are saying. Then play with
the sound up and compare.
• Play the sound only with no video. Students predict
where the video takes place and what is happening
on the screen. Then play the video as normal and
compare.
• Show the first part of the video, pause it, and then ask
students what they think happens next.
• Give students a copy of the video script and ask them
to imagine they are the director. What will they need to
film and show on the screen? Afterwards, they present
their ‘screenplay’ ideas to the class, then finally watch
the original.
• Write a short text on the same topic as the one in the
video. However, don’t include the same amount of
information and leave some facts out. Students read the
text and then watch the video. They make notes on any
new information and rewrite the text so it includes the
new details.
• With monolingual groups, choose part of the video in
which someone is talking. Ask students to listen and
write down what they say. Then, in groups, ask them
to create subtitles in their own language for that part of
the video. Each group presents their subtitles and the
class compares how similar they are.
National Geographic and critical
thinking
Critical thinking is the ability to develop and use an
analytical and evaluative approach to learning. It’s
regarded as a key 21st Century skill. Life Second Edition
integrates and develops a learner’s critical thinking
alongside language learning for the following reasons:
• critical thinking tasks such as problem-solving and
group discussion make lessons much more motivating
and engaging
• developing critical thinking skills encourages an
enquiring approach to learning which enables learners
to discover language and become more independent in
their study skills
• language practice activities that involve critical
thinking require deeper processing of the new
language on the part of the learner
Introduction 9
13-06-2019 13:10:02
 Introduction
In Life Second Edition, you will see that there is a graded
critical thinking syllabus that starts at Elementary level
and runs through all later levels. In those levels, the
sections entitled ‘Critical thinking’ always appear in the
C lessons in each unit and are associated with reading
the longer texts. These lessons begin with reading
comprehension activities that test students’ understanding
and then may ask them to apply their understanding
in a controlled practice activity. Having understood the
text at a basic level, the critical thinking section requires
students to read the text again more deeply to find out
what the author is trying to achieve and to analyse the
writing approach. For example, students may have to
read between the lines, differentiate between fact and
opinion, evaluate the reliability of the information, assess
the relevance of information, or identify the techniques
used by the author to persuade the reader or weigh up
evidence. Activities such as these work particularly well
with the C lesson texts in Life Second Edition because
the texts used in these lessons are authentic. These
authentic texts, which have been adapted to the level
where necessary, tend to retain the author’s voice or
perspective, so students can work to understand the
real argument behind a text. Naturally, these kinds of
reading skills are invaluable for students who are learning
English for academic purposes or who would like to
take examinations such as IELTS. In addition, life in
the twenty-first century requires people to develop the
ability to assess the validity of a text and the information
they receive, so this critical thinking strand in Life Second
Edition is important for all students.
As well as applying critical thinking to the reading texts,
Life Second Edition encourages students to apply critical
thinking skills in other ways. When new vocabulary or
grammar is presented, students are often expected to use
the target language in controlled practice activities. Then
they use the language in productive speaking and writing
tasks where they are given opportunities to analyse and
evaluate a situation and make use of the new language both
critically and creatively. In this way, students move from
using ‘lower-order thinking’ to ‘higher-order thinking’;
many of the lessons in Life Second Edition naturally follow
this flow from exercises that involve basic checking and
controlled practice to those that are productive, creative and
more intellectually engaging. This learning philosophy can
also be seen at work in the way in which photos and videos
are used in the book. Students are encouraged to speculate
and express their opinions on many of the photographs or
in the ‘After you watch’ sections of the video pages. Finally,
on the writing pages of the units, students are asked to
think critically about how they organize their writing and
the language they choose to use. They are also guided to
think critically to establish criteria by which their writing
can then be judged.
Central to the approach to critical thinking in Life Second
Edition is the premise that students should be actively
engaged in their language learning. Students are
frequently invited to ask questions and to develop their
own well-informed and reasoned opinions. The overall
combination of text analysis (in the C lessons), a guided
discovery approach to language, and the way in which
the book makes use of images in the classroom effectively
supports this aim.
10 Introduction
85469_fm_ptg01_001-020.indd 10
Life Second Edition methodology
Memorization
An important role for teachers is to help learners commit
new language to longer-term memory, not just their
short-term or working memory. According to Gairns and
Redman (Working with Words, Cambridge University
Press, 1986), 80 per cent of what we forget is forgotten
within the first twenty-four hours of initial learning.
So, what makes learning memorable? The impact of
the first encounter with new language is known to be a
key factor. Life Second Edition scores strongly in this area
because it fulfils what are called the ‘SUCCESS factors’ in
memorization (Simplicity, Unexpectedness, Concreteness,
Credibility, Emotion and Stories) by engaging learners
with interesting, real-life stories and powerful images.
Life Second Edition also aims, through motivating speaking
activities that resonate with students’ own experiences, to
make new language relatable. What is known is that these
encounters with language need to be built on thorough
consolidation, recycling, repetition and testing. It is said
that a new language item needs to be encountered or
manipulated between five and fifteen times before it’s
successfully committed to longer-term memory. With this
in mind, we have incorporated the following elements in
Life Second Edition:
a) more recycling of new vocabulary and grammar
through each unit and level of the series
b) activities in the Classroom Presentation Tool (CPT) that
start some new lessons with revision and recycling of
previous lessons
c) progress tests and online end-of-year tests
d) activities in the Review lessons at the end of each unit,
marked ‘Memory booster’
These ‘Memory booster’ activities are based on the
following methodologically proven principles:
• Relatability: learning is most effective when learners
apply new language to their own experience.
• A multi-sensory approach: learning is enhanced when
more than one sense (hearing, seeing, etc.) is involved in
perception and retention. (Language is not an isolated
system in memory; it’s linked to the other senses.)
• Repetition and variation: learners need to frequently
retrieve items from memory and apply them to
different situations or contexts.
• Guessing / Cognitive depth: making guesses at things
you are trying to retrieve aids deeper learning.
• Utility: language with a strong utility value, e.g.
a function such as stating preferences, is easier to
remember.
• No stress: it’s important that the learner does not feel
anxious or pressured by the act of remembering.
• Peer teaching: this is an effective tool in memory
consolidation (as in the adage, ‘I hear and I forget. I see
and I remember. I do and I understand. I teach and I
master.’).
• Individuality: we all differ in what we find easy to
remember, so co-operation with others helps the
process.
13-06-2019 13:10:16
 Introduction
You probably already use revision and recycling in your
teaching. Our hope is that these exercises will stimulate
ideas for other fun and varied ways you can do this,
which in turn may lead students to reflect on what
learning and memorization strategies work best for them
as individuals.
Treatment of grammar
Target grammar is presented in the first three lessons of
each unit in the context of reading or listening texts. These
texts are adapted for level as necessary from authentic
sources which use the target language in natural and
appropriate linguistic contexts. Such texts not only aid
comprehension, but present good models for the learner’s
own language production through a variety of ‘voices’
and genres. In general, reading texts have been used
in the first lesson and listening texts in the second. The
third lesson focuses on reading comprehension but also
includes some grammar work. Where a presentation is
via a listening text, written examples of the grammar
structures are given on the page, for example in content
comprehension tasks, so that the student gets the visual
support of following the target structures on the page. In
both types of presentations, the primary focus is on the
topic content before the learner’s attention is drawn to the
target grammar structures. Learners are then directed to
notice target structures by various means, such as using
highlighting within the text, extracting sample sentences
or asking learners to locate examples themselves. Tasks
which revise any related known structures are given in the
Student’s Book, Teacher’s Book or via the CPT package.
At the start of each grammar section is a grammar
summary box with examples of form and use from the
presentation text, or paradigms where this is clearer (for
example, in lower levels). This supports the learners and
is a ‘check point’ for both teacher and learner alike. The
grammar box summarizes the information learners arrive
at through completing discovery tasks and it also acts as
a focus for tasks which then analyse the form, meaning
and use of the grammar structures, as appropriate. A
variety of task formats has been used to do this, usually
beginning with accessible check questions. This approach
is highly motivational because it actively engages learners
in the lesson and allows them to share and discuss their
interpretation of the new language. Each grammar
box gives a cross reference to two pages of detailed
explanations and additional exercises per unit at the back
of the Student’s Book. These are suitable for use both
in class and for self-study, according to the needs of the
learner. They are also presented as video tutorials for extra
support in the Online Workbooks.
The grammar summary box is followed by grammar
practice tasks. Depending on the level, the grammar
practice exercises have a differing emphasis on form and
use. In all levels, however, the practice exercises in the
unit favour exercises which require students to think
more deeply over those involving mechanical production.
Where appropriate, contrastive and comparative formats
are used. The first practice exercise is usually linked to
the topic of the lesson and is content rich. Subsequent
exercises move into real-life contexts and particularly
85469_fm_ptg01_001-020.indd 11
to those which the learner can personalize. This gives
learners an invaluable opportunity to incorporate the
structures in the context of their own experiences. The
practice exercises are carefully designed to move from
supported tasks through to more challenging activities.
This anchors the new language in existing frameworks
and leads to a clearer understanding of the usage of this
new or revised language. Frequently, the tasks provide
a real and engaging reason to use the target structure,
whether by devices such as quizzes, games and so on, or
by genuine exchanges of information between students.
Each lesson ends with a ‘My life’ speaking task. This
personalized and carefully scaffolded activity enables
students to create their own output using use the target
grammar as well as other target language in a meaningful
context. Typical formats for this final task include
exchanges of information or ideas, ‘gap’ pair work,
personal narratives, discussion and task-based activities
(ranking, etc.). The emphasis from the learner’s perspective
is on fluency within the grammatical framework of the task.
Treatment of vocabulary
Life Second Edition pays particular attention to both
receptive and productive vocabulary. All of the authentic
input texts have been revised to reduce above-level lexis
while retaining the original ‘flavour’ and richness of the
text and providing an achievable level of challenge.
Lexis is effectively learned via carefully devised recycling
and memorization activities. Target vocabulary is recycled
continually throughout each level – for example, the
writing and video lessons provide the ideal opportunity
to incorporate and review lexis in meaningful contexts.
Memorization (see page 10) is a key feature of exercises
within the unit and in the Review lessons.
Life Second Edition teaches vocabulary in a range of different
ways. This eclectic approach takes account of recent research
and builds on tried and tested methods. There is further
practice of the vocabulary input (apart from words occurring
in glossaries) in the Workbook and also in the Photocopiable
communicative activities, which can be found in this
Teacher’s Book. There is also frequent practice of useful
expressions and collocations as well as everyday lexis.
The specific sections dealing with new lexical input are:
1 Lexical sets
Some of the benefits generally associated with teaching
words in lexical sets are:
• learning words in a set requires less effort
• retrieving related words from memory is easier
• seeing how knowledge can be organized can be helpful
to learners
• it mirrors how such information is thought to be stored
in the brain
• the meaning of words can be made clearer by
comparing and contrasting them to similar words
in the set
Each unit usually has two or more lexical sets. The lexical
sets also cover commonly confused words. There is
evidence to suggest that once students have learned one
or more of the words that belong to a group of commonly
Introduction 11
16/05/18 1:14 pm
 Introduction
confused words (e.g. job and work), it’s useful to compare
and contrast these words directly to clarify the differences
(or similarities) in meaning. Life Second Edition focuses on
these groups of words as and when they come up.
2 Wordbuilding
In Life Second Edition, you will see that there is an
independent wordbuilding syllabus that starts at
Elementary level and runs through all later levels. The
wordbuilding boxes in those levels focus on areas such
as prefixes, suffixes, parts of speech, compound nouns
and phrasal verbs, and they highlight contextualized
examples in the reading or listening texts. The box gives
a brief explanation and some examples. It’s followed by
one or two practice activities. Each wordbuilding focus
is followed up and extended in the Workbook and CPT
– giving more practice and introducing more words that
belong to the same morphological area.
3 Word focus
The Word focus sections take high-frequency words and
give examples of the different meanings they can have
according to the contexts in which they appear and the
different words they collocate with. At higher levels, there
is increased exposure to idioms and colloquial usage.
The Workbook and CPT expand the range of phrases and
expressions generated by these key words and provide
further practice.
4 Glossaries
Occasionally, words are important to the meaning of a
text but are above the level of the student. In such cases,
they are glossed or illustrated. Students aren’t expected
to learn these words, but the short, simple definitions and
illustrations provided on the page prevent them from
being a barrier to understanding.
5 Word lists
Each level has a comprehensive word list which covers all
of the vocabulary either at the level, or above the level, of
the student. The rich headword entries include phonetics,
definition, part of speech, examples, collocations, word
family and word family collocates. These are available on
the Student’s App and on the Life website as pdfs.
Learning skills
There is a comprehensive learning skills syllabus in
the Workbook. This covers traditional learning skills,
such as recording new vocabulary, using a dictionary,
remembering new vocabulary, planning study time and
assessing your own progress.
Assessment
Students and teachers can assess progress in the following
ways:
• Each unit in the Student’s Book finishes with a Review
lesson where students do the exercises and complete a
number of ‘can-do’ statements linked to the objectives of
the unit.
• There are photocopiable progress tests in the Teacher’s
Book.
• There are end-of-year tests that follow the format of
international exams on the Life website.
12 Introduction
85469_fm_ptg01_001-020.indd 12
• There is a Check! section at the end of each unit in
the Workbook for students to check what they have
learned (general knowledge as well as language).
• There are IELTS practice tests at the end of the Workbooks.
These have been graded to the level of the course, but
follow the format of the test. These allow students to
benchmark their progress against the course objectives,
whilst becoming familiar with a global test format.
Lessons in a Beginner Student’s
Book unit
Opener: a one-page introduction to the unit that gets
students interested in the topic
A and B: double-page lessons that teach grammar and
vocabulary through reading and listening texts
C: a double-page lesson that focuses on reading
comprehension and includes some grammar work
D: a one-page lesson that teaches functional/situational
language
E: a one-page lesson that teaches a writing skill and the
features of a text type
F: a double-page video lesson
Review: a one-page lesson of practice activities, memory
booster activities and ‘can-do’ check statements
Components
• Student’s Book
• Workbook + audio CD
• Teacher’s Book + DVD + class audio CD
• Student’s App
• Student’s eBook
• Online Workbook
• Website: www.NGL.cengage.com/life
• Classroom Presentation Tool
The CPT includes additional activities. These are labelled in
the teaching notes as ★ CPT extra! This additional practice
covers a wide variety of activity types. This includes:
• Activities which exploit the lesson photo (e.g.
extra critical thinking-type questions, background
information, etc.)
• Extra listening activities
• Revision of previously taught vocabulary/grammar
• Quizzes about the lesson topic or unit photo
• Culture notes / background information
• Links to extra resources
• Word focus: additional practice and extension
• Wordbuilding: additional practice and extension
• Extra lead-ins and warmers
• Further development of the skills syllabus (listening
and reading)
• Extension project work
• Extra critical thinking activities
• Writing additional practice and extension
13-06-2019 13:11:32
 Lesson type
Unit opener
This single page introduces the unit topic and lists the unit contents.

Unit 8 Work and study An impactful photograph serves as

an engaging starting point to the
unit and provokes class discussion.

The unit lesson headers let students

see what they will be studying and
stimulates their interest.

A man at work

F E AT U R E S 1 Work in pairs. Look at the photo. Where is the man?

Warm-up exercises get students
94 It’s a great job! 2 129 Listen and choose the correct option. talking about the topic and
The London 1 This man’s job is in an office / outside. introduce them to key vocabulary.
Underground 2 Every day is different / the same.
3 A painter’s job is / isn’t interesting.
96 At school
3 Make true sentences about these jobs.
An unusual school
inside.
98 Helping big cats Doctors outside.
Engineers in offices.
An article about a job
Painters in cafés.
with tigers work
Photographers in schools.
Teachers in hospitals.
102 The London Tube Waiters with people.
Each unit opener lesson contains
A video about the with children.
London Underground a Listening exercise that further
4 Work in pairs. Talk about the jobs in Exercise 3. develops the topic.
What do you do?
I work with children.
I work in a hospital.
You’re a doctor.

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Introduction 13

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 Lessons A and B
Grammar and vocabulary
These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts.

reading jobs on the London Underground • grammar present simple he/she/it •

pronunciation -s and -es verb endings • vocabulary job activities • speaking and writing jobs
Clear paradigms or examples
of form and use are given on
the page in a simple summary 8a It’s a great job!
box. This supports the learners
and is a ‘check point’ for both Reading Grammar present simple he/
teacher and learner alike as it 1 Work in pairs. Do you think these she/it
summarizes the information sentences are true (T) or false (F)? Look at PRESENT SIMPLE HE/SHE/IT
learners will have arrived at the photo and the caption and check opens the train doors.
your ideas. He/She/It watches the people.
through completing the doesn’t work at night.
discovery tasks. A cross reference 1 The London Underground has 270
stations. Now look at page 172.
is provided to more detailed 2 The London Underground is also called
information and additional the ‘Tube’. 4 Look at the grammar box. Underline ten
exercises at the back of the 3 Parts of the London Underground verbs with present simple forms in the
book. These are suitable both aren’t under the ground. article It’s a great job!
for use in class and self-study, 2 Read an article about two men, Naveen 5 Complete the sentences about Naveen and
according to the needs of the and Ryan. Find these things. Ryan with the correct form of the verbs.
learners. 1 one job 1 Naveen enjoys (enjoy) his job.
2 one train line 2 Naveen (not / answer)
3 one station people’s questions.
3 Naveen (not / work) at
3 Read the article again. Answer the night.
questions. 4 Ryan (help) people.
The primary focus is
1 Do Naveen and Ryan like their jobs? 5 Ryan (finish) work in the
on the topic content
2 How many stations are on the Circle afternoon.
before the learner’s line? 6 Ryan (speak) to people in
attention is drawn to 3 Where do people buy tickets for the his job.
the target grammar trains?
structures. 130

It’s a
great job!
Target grammar is presented Naveen and Ryan love their jobs. They
through texts in the first two both work on the ‘Tube’.
spreads of each unit. These Naveen is a train driver. He drives a train
texts are authentic reading on the Circle line. The train stops at 36 vocabulary education • listening an unusual school • grammar present simple questions he/she/it •
speaking things we usually do
and listening texts, adapted stations. Naveen opens and closes the
for level as necessary, which
use the target language
train doors. He watches the people.
Ryan works in the station at Baker Street.
8b At school
in natural and appropriate He doesn’t drive a train. He checks Vocabulary education 2 Write four sentences with the words in Exercise 1.
linguistic contexts. Such texts people’s tickets and he answers their 1 Look at the photo. Match seven
Work in pairs. Take turns to read your sentences to
your partner – but don’t say the word. Guess your
not only aid comprehension, questions. He doesn’t sell tickets – people of the words with things
A busker in oneand
of the London
partner’s word.
people in the photo. TheOnly
name45
of our
perschool is London Languages.
but present good models for buy them from machines. Underground’s 270 stations.
board cent
bookof the ‘Tube’ is under the
classmate The ground.
name of our … is London Languages.
the learner’s own language classroom college notebook School?
pen pencil school student
production through a variety teacher university
Yes.
94
of ‘voices’ and genres.
The main input alternates
between reading and listening
85285_03_P03_pp081-116.indd 94 05/10/2017 09:29
on these first two spreads.

Vocabulary is often presented in lexical

sets, which makes understanding,
learning and remembering new words
easier and more effective.

Kakenya Ntaiya lives in Kenya. She has her own school.

It’s a school for girls. The girls live at the school. It’s a
primary school for year 4 to year 8.

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14 Introduction

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 Unit 8 Work and study

6 131 Complete the text about another Vocabulary job activities

London Underground worker with the
present simple of the verbs. Listen and 8 Look at these jobs. Complete the sentences
check. with the jobs.

not / drive go help look walk

watch work

Lily 1 goes to different Tube stations.

She 2 a train. She’s a police a doctor a photographer a receptionist The grammar practice tasks within the unit are
officer. Lily 3 around stations. linked to the presentation text and topic and
She 4 people with problems.
Sometimes, she 5 in a big office.
are thus content-rich in the same way. They
Lily 6 the trains on computer move from more supported exercises through
screens and she 7
at the cameras. to more challenging tasks.
a shop assistant a taxi driver a waiter
7 Pronunciation -s and -es verb endings
1 A answers questions.
a 132 Listen and repeat the sentences 2 A drives people to different
with these verbs. Is the s like this or is? places.
3 A takes photos.
enjoys goes helps works
4 A sells things.
5 A serves food and drink.
b 133 Listen to and look at the verbs.
6 A helps sick people.
Underline the verbs with an extra syllable.
answer answers Speaking and writing my life
drive drives
finish finishes 9 Choose a job. Work as a class. Ask
look looks questions about jobs. Find one name for
walk walks each sentence. You have a time limit of
watch watches five minutes.
Find a person in your class who …
enjoys his or her job.
works in the mornings.
doesn’t sell things.
talks to people.
doesn’t work alone.
uses a computer.
Do you enjoy your job,
Bruno? No, I don’t.
It’s boring.

Do you enjoy your

my life
85285_03_P03_pp081-116.indd 95
Unit 8 Work and study
job, Che? Yes, I do.
It’s great!
Listening 8 Write questions about Kakenya with
these words.
10 Write six sentences about people in your 3 Look at the photo and the information.
Find Kakenya Ntaiya in the photo. 1 study at the school?
class with the names. Does Kakenya study at the school?
4 134Read these questions from a 2 work at the school?
Che enjoys her job. conversation about the school. Listen and 3 work with girls?
put the questions in order (1–5). 4 what / do?
a Does the school have many students? 5 live in England?
JOBS THINGS WE USUALLY DO ANIMALS ON THE PHONE 95 6 where / live?
AN EMAIL
b Does Kakenya work at the school?
c Does she teach? 9 Work in pairs. Ask and answer the
d What does she do? questions in Exercise 8.
e Do the girls live at the school? 1
1 No, she doesn’t.
05/10/2017 09:30 5 134 Listen to the conversation again.
Choose the correct answers to the 10 Complete the questions with does or do.
questions. Write true answers.

1 Yes, they do. / No, they don’t. 1 boys study at Kakenya’s

2 Yes, about two / four hundred. school?
3 Yes, she does. / No, she doesn’t. 2 your school have a café?
A final task on each spread allows the learners 4 She’s the head teacher / president of the 3 your teacher live in
England?
to create their own output and is structured so school.
5 Yes, she does. / No, she doesn’t. 4 your classmates live near
that learners have the opportunity to use the 6 Work in pairs. Do you think this school is 5
you?
your school open on
target grammar as well as other target language, unusual? Why? / Why not? Saturday?
6 your English class start
for example vocabulary, in a meaningful and Grammar present simple at 6 pm?
personalized context. This final task has a variety of questions he/she/it
Speaking my life
formats such as discussions, personal narratives and PRESENT SIMPLE QUESTIONS HE/SHE/IT
11 Work in pairs.
task-based activities (ranking, etc.), and the emphasis Does
he/she teach?
the school have many
Student A: Turn to page 154.
Student B: Turn to page 156.
from the learner’s perspective is on content and Yes,
students?
does.
he/she/it
fluency rather than grammatical accuracy. No, doesn’t.
What do?
does he/she
Where live?
‘s a teacher.
He/She
lives in Kenya.
Now look at page 172.

7 Look at the grammar box. Complete these

sentences to make questions.
A variety of task formats are used to lead learners to
1 she in Kenya?
analyse the form, meaning and use of the grammar (live)
structures, as appropriate. 2
(work)
he in a shop?

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Introduction 15

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 Lesson C
Reading
This is a double-page reading lesson. The reading text is on the right-hand page, and the activities on the left.

The mini contents reading a job with tigers • grammar frequency adverbs • speaking animals

section at the
beginning of every
lesson sets clear
targets.
8c Helping big cats
Reading Grammar frequency
1 Work in pairs. Match the animals in the adverbs
photos (1–4) with the places (a–d). FREQUENCY ADVERBS
a Africa and Asia c South America 0% 100%
b Asia d Africa
1 a jaguar 2 a leopard
never sometimes usually often always
People sometimes move into forest areas.
Tigers usually kill wild animals.
Now look at page 172.

3 a lion 4 a tiger
2 Work in pairs. Do you think the sentences
are true (T) or false (F)?
1 Tigers are wild animals.
2 They eat animals.
3 They sleep at night.
4 Thailand has a lot of tigers.
5 Tigers live in forests.
3 Look at the photos and the captions, and
read the article on page 99. Check your
answers from Exercise 2.
6 Look at the grammar box. What is the
position of the frequency adverb in the
sentences?
7 Rewrite the sentences with the adverb in
the correct position.
1 People kill tigers. (sometimes)
2 Tigers live in forests. (often)
3 You see wild lions in South America.
(never)
4 I watch nature shows on TV. (always)
5 My friends go to parks. (often)
6 I give money to animal organizations.
(sometimes)
Speaking my life

4 Read the article again. Complete the 8 Make sentences 4–6 in Exercise 7 true for
sentences. you. Tell your partner.

1 Tigers live in . I often watch nature shows on TV.

2 Tigers kill and
. 9 Work in pairs. Ask follow-up questions to
3 Saksit Simcharoen checks the the sentences in Exercise 8.
at night. Unit 8 Work and study
What nature shows
Each lesson ends with 4 Saksit Simcharoen writes a 135
do you watch?
a personalized ‘My life’ about the tigers in the park. HELPING BIG CATS
I watch a show
speaking task. This enables 5 Answer the questions about the article. ‘Big cats’ is the name for tigers,‘Earthpulse’.
called lions,
leopards and jaguars. The ‘big cats’ need
students to create their own 1 How many wild tigers live in Asia? our help.
output using the target 2 How does Saksit study the tigers in the Why don’t you
watch nature shows?
language in a meaningful park?
context. 3 How many tigers in the park have I don’t
radio collars? enjoy them.
4 How often does Saksit write a report?

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A tiger in the forest at night

in Sumatra, Indonesia

Tigers live in many

Tigers places in Asia – from
number of wild tigers very cold mountains
in 1900 – 100,000; in the Himalayas to
in 2016 – 3,890 very hot areas. They
usually live in places
without people, but people sometimes move into
forest areas with tigers. Tigers eat other animals.
They usually kill wild animals, but they sometimes
kill domestic animals. Tigers need our help because
local people move into their areas and they
Occasionally, words are sometimes kill the tigers.
important to the meaning of Saksit Simcharoen
Helping tigers
a text but are above the level Tigers in Huai Kha
works at the Huai Kha
Khaeng Wildlife Park Saksit Simcharoen and his team in Thailand.
of the student. The short Khaeng Wildlife Park
in 1980 – 20;
in Thailand. The park They measure and put a radio collar on a tiger.
is a very good place for
and simple definitions and in 2016 – 90 tigers. Saksit goes into
domestic (adjective) /dəˈmestɪk/ not wild, in
illustrations prevent these the forest at night.
He doesn’t see many tigers, but the park has 180 homes and with people
words from being a barrier cameras. They can take a photo of a tiger. Saksit
a radio collar (noun) /ˌreɪdɪəʊ ˈkɒlə/
checks the cameras. About eight of the tigers in the
to understanding. park have radio collars. Every month, Saksit writes a
report about the tigers in the area.

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16 Introduction

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 Lesson D
Real life
This is a one-page functional lesson focusing on real-life skills.

real life on the phone • pronunciation /s/ and /z/

The D lessons have clear ‘Real life’

functional aims.
8d One moment, please
Real life on the phone
1 136 Listen to three phone calls. Who
does the caller want to speak to? Write the
number of the conversation (1–3). Can the
people answer the call?
a Mrs Jackson
b Ed Smith
c Mr Watts
2 137 Look at the photos. Listen to two
of the phone calls again. Why doesn’t
the caller speak to the person? Tick (✓)
the reasons. works from home on out of the office
Fridays
3 Look at the expressions for ON THE
PHONE. Write caller (C) or receptionist (R).
ON THE PHONE
Good morning. / Hello. PJ International.
Can I help you?
Yes, can I speak to Ed Smith, please?
Yes, one moment, please.
I’m sorry. He’s / She’s in a meeting.
OK. Thank you. / Thanks.
I’ll call back later.

4 Complete the conversation with the

The key expressions are made expressions.
memorable through an activation R: 1 . City College. on holiday with a customer
activity. 2
?
C: Yes, 3
Mrs Jackson, please?
R: 4 .
She’s out of the office at the moment.
C: OK. Thank you. 5

. Goodbye.
R: Goodbye.

5 Pronunciation /s/ and /z/

a 138 Listen to these words. Is the s like
this or is?
doesn’t work in the in a meeting
please he’s yes Fridays works thanks
afternoons

b 138 Listen again and repeat the words. 6 Work in pairs. Practise phone calls. Use
The pronunciation syllabus covers the ideas in the photos.
sounds and spelling, connected 100 JOBS THINGS WE USUALLY DO ANIMALS ON THE PHONE
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Introduction 17

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 Lesson E
Writing
This is a one-page writing lesson. All the text types that appear in international exams are covered here.

writing an email • writing skill spelling: double letters Unit 8 Work and study

8e My new job
Every E lesson focuses on and Writing an email
explores a specific text type.
1 Read Vijay’s email about his new job in a
call centre. Complete the email with seven of
these words.
classmates colleagues evening job
jobs morning office phone calls work

Hi!
Here I am in my new 1 ! It’s
good! I 2 from Monday to
Friday. The 3
opens at 8 am.
I usually arrive at about 7.45 and I have
Every writing lesson includes a model. coffee with my 4 . They’re great.
We have a meeting every 5 and
the boss gives us our 6 for the
day. I usually make about forty 7
every day. I finish early on Fridays – let’s
meet for lunch. How about next week?
Vijay c Complete the email from a student
with words from Exercises 1 and 3b.

2 Read Vijay's email again. Who is it to? Hi!

a his boss c his colleague Here I am at my new 1 !
b his friend It’s good! I have 2 every
day except Wednesday. My courses
A different writing skill is presented 3 Writing skill spelling: double letters aren’t 3 . I usually do
and practised in every E lesson. a Read the email again. Underline the words about two essays every week. I
with double letters. often go out with my 4 in
the evenings. They’re great. Let’s
b Complete the words with the letter. Add 5
and play tennis one
one letter or two. How many words have day. How about next 6 ?
double letters?
Joana
1 ar ist (t)
2 busine man (s)
4 Write an email to a friend about your
3 cla es (s)
new job or your new course. Include a
4 co ege (l)
suggestion to meet.
5 di erent (f)
6 di icult (f) 5 Check your email. Check the spelling.
7 di er (n)
8 m t (e)
6 Work in pairs. Exchange emails. Reply
to your partner’s email.
9 su er (m)
10 w kend (e)

Students always finish with a JOBS THINGS WE USUALLY DO ANIMALS ON THE PHONE 101
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Students are encouraged to assess

their own written work and share it
with others.

18 Introduction

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 Lesson F
Video lesson
This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page, and the
activities on the right.

8f The London Tube

above ground a brake (noun)

(expression) brake (verb)
/əˈbʌv grɑʊnd/ /breɪk/ This section leads
below ground
(expression)
a network
(noun)
students into the
/bɪˈləʊ grɑʊnd/ /ˈnetwɜːk/ topic of the video
a billion (noun) /ˈbɪljən/ a simulator (noun)
A Tube driver
1,000,000,000 /ˈsɪmjəleɪtə/ a machine for and engages them in
at work
learning to drive or fly
a pre-watching task.
102
Unit 8 Work and study

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5 8 Watch the first part of the video
(0.00–1.00) again. Complete the notes
about the Tube with numbers.
1 journeys every year
2 passengers in 1880
3 of the Tube above ground
4 metres below ground (some
tunnels)
5 trains
6 8 Watch the second part of the video
1 Look at the map of the London Tube. again (1.00 to the end). Are the sentences
Find the stations for these places. true (T) or false (F)?
1 Big Ben – Westminster 1 Matt teaches people to drive trains.
2 Buckingham Palace – Green Park 2 The simulator can’t change the weather
3 the London Eye – Embankment conditions.

2 Key vocabulary
3 Jonny practises in snowy weather. This section focuses
4 Jonny doesn’t stop the train correctly.
5 Jonny opens the train doors. on useful words and
a Read the sentences. Match the underlined
words (1–4) with the pictures (a–d). expressions from the
After you watch video and includes a
1 The journey to Dover is two hours.
7 Complete the paragraph with these verbs.
2
3
Tube trains can carry 800 passengers.
‘It’s open! Push!’ Use the correct present simple form.
task that leads on from
4 Some animals make tunnels.
have learn not / open practise
the context and theme
a b stop of the video.
A Tube driver 1 to drive in
a simulator. The driver 2
in different conditions. The simulator
3
the complete London
c d Tube network. At the station, the train
4
in the green area. When the
train isn’t in the green area, the doors
5
.
8 Work in pairs.
Student A: You are a train driver.
b Listen and repeat the underlined
139
Student B: You are a bus driver.
words. Prepare answers to these questions.
3 140 Look at the word box on page 102. Then take turns to ask and answer the
These exercises assist with Listen and repeat the words. questions.
comprehension of the • Where do you work?
While you watch • What time do you start and finish work?
video itself, both in terms • Do you like your job?
4 8 Watch the video. Answer the
of what students see and questions.
• What’s a typical day like in your job?
what they hear. The tasks 1 Which underground is the video about?
also exploit the language 2 What does Jonny learn to do?

used in the video. 103

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Introduction 19

85469_fm_ptg01_001-020.indd 19 16/05/18 1:14 pm

 Review lesson
This is the one-page review lesson found at the end of every unit.

UNIT 8 REVIEW AND MEMORY BOOSTER

Grammar and vocabulary from the unit
is clearly signposted and systematically Grammar Vocabulary
reviewed to reinforce students’ learning. 1 Read about Joel. Write six sentences about 5 Read the sentences. Write the job.
him with the underlined words. Use he. 1 They take photos.
2 They drive people in cars.
3 They help sick people.
4 They answer questions on the phone.
5 They serve drinks.
6 They help customers in shops.
6 ❯❯ MB Work in pairs. Who works in these
places?
1 in a school 4 in a hospital
2 in an office 5 inside
3 in a café 6 outside
Engaging images from the unit aid the
recall of key vocabulary. 7 Complete the words about education.
1 People: classmate, s t ,
Hi. I’m Joel. I’m 46. 1 I live in New Mexico. I’m a te
truck driver. 2 I have a new job. In my new job, 2 Places: college, u n ,
3
I drive from New Mexico to Arizona every week. sc ,cl
That’s about 2,400 kilometres. 4 I stop every four 3 Things: board, b o ,pe ,
hours for a break. 5 I sleep in my truck. 6 In the no
evenings, I meet other drivers in a snack bar. I CAN
talk about jobs and job activities
2 Rewrite sentences 4, 5 and 6 with these talk about education
adverbs.
4 usually Real life
5 often
6 sometimes 8 Put the phone conversation between a
businessman and a receptionist in order.
3 Write questions about Joel with these
words. a Hello.
b Oh. Well, can I speak to her assistant?
Memory Booster activities are specifically 1 Where / live? c Yes, can I speak to Ms Becker, please?
2 What / do?
designed to enable students to recall and 3 How often / stop?
d Can I help you?
activate new words more easily. e I’m sorry. She’s on holiday this week.
4 Who / meet? f Good morning, Sports Unlimited. 1
4 ❯❯ MB Work in pairs. Take turns. g OK. Thank you.
Student A: Ask the questions in Exercise 3. h Yes, one moment please.
Student B: Cover the page. Answer the 9 Work in pairs. Practise the conversation in
questions. Exercise 8. Change the underlined words.
I CAN I CAN
talk about what people do (present say why people can’t answer a phone call
simple)
make phone calls
say how often people do things (frequency
‘Can-do’ statements give students the adverbs)
opportunity to assess their own learning.
104

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Every review lesson concludes with a

‘Real life’ activity that allows students to
consolidate the functional language from
the unit.

20 Introduction

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 Unit 1  Hello
Opener
1    [1]
• Ask students to look at the photo. Play the recording.
Students listen and read.
Audioscript    [1]
Hello! I’m David.
Background information
Life Second Edition Beginner introduces students to real
people who work for National Geographic. David Doubilet
is a well-known underwater photographer. In the photo,
he’s with a large fish called a potato cod on the Great
Barrier Reef off the coast of Australia.
2    [1]
• Play the recording again. Students listen and repeat.
3 Plan lessons that incorporate a bit of listening, a bit of
• Optional step Say: Hello, I’m … and say your name. Say
this three or four times to model the pronunciation and
intonation.
• Nominate individual students to introduce themselves
by saying Hello, I’m … .
4 ‘In monolingual classrooms, many Beginner level students
• Ask students to work in pairs or small groups to
practise saying Hello, I’m … to each other.
• Optional step Vary the interaction here. Ask students
to introduce themselves in larger groups or ask them
to walk round the class and introduce themselves to
everybody in a mingle.
Extra activity
With a new class, give each student a piece of card or
sturdy paper. Tell them to fold the card in half and write
their name on it. Ask them to place the name card on the
desk in front of them. Write your name on the board. You
can then say: Hi, Ana! Hello, Rolf, etc. and invite students
to respond. This will ensure that students learn each
other’s names and that they are also aware of how the
names are written.
You can then use these cards in a ‘getting-to-know-you
game’. Collect in the name cards then hand them out at
random. A student has to say, Hi, Ana (reading the name
on the card) and Ana must reply Hello, I’m Ana! in order
to reclaim her name card.
85469_U01_ptg01_021-036.indd 21
Teacher development
Teaching beginners
Beginners, by definition, know little or no English. They
have also had very few if any English language lessons.
This presents challenges. It also offers you a great
opportunity to establish good practice in the classroom.
Here are a few suggestions from experienced teachers
about how to approach teaching beginners:
‘Teachers at Beginner level need to think in terms of
visuals and mimes. It’s a good idea to build up a set of
flashcards or pictures that you can use to teach words
or set up situations. Alternatively, use your interactive
whiteboard to show visuals. You don’t need to speak to
explain words or to set up activities. Mime words or use a
picture. Act out or model an activity so that students can
see what you want them to do. Grade your language and
limit your talking time.’
Mike, Oxford
‘It’s important to make lessons varied at Beginner level.
reading, some basic grammar, some writing and some
speaking. Activities should be short and you should try
to vary interaction, too, so mix up the pairs and organize
groupwork and mingles.’
Irving, Berlin
will expect a course in which the teacher translates words
and grammar into L1. They will, of course, use L1 to speak
to each other, and will ask you questions in their L1.
The problem with this is that the classroom can quickly
become one in which English is rarely spoken. I have two
suggestions to avoid this:
1 Start as you mean to go on. In other words, start your
lesson in English and make it clear that you are only
going to speak English in the class. You could leave
five minutes at the end of each class for questions,
which would allow students to ask in their L1 about
new words or about homework, etc.
2 Pretend that you don’t speak the students’ language. If
you are a native English speaker, that’s easy. But even
if you aren’t, you can still do it. I’m Russian, but I once
told a beginner class that my name was Alice and that
I didn’t speak Russian. They believed me for months!
As a result, they worked much harder to say things in
English because it was the only way to communicate
with me. As the course progressed, they also took pride
in explaining aspects of Russian life to me (in English)!’
Olga, Moscow
21
12-06-2019 09:51:09
 Unit 1  Hello

Audioscript    [3]
1a People
(see Student’s Book)

Lesson at a glance Background information

• listening: introductions
The English alphabet consists of 26 letters, which each
• vocabulary: the alphabet have an uppercase (or ‘capital’) form and a lowercase
• grammar: be: I + am, you + are form. Of these 26 letters five are vowels (a, e, i, o, u),
• speaking: introductions which are shown in yellow in Exercise 2 in the Student’s
Book, and the remaining 21 are consonants, which are
shown in black.
Listening
1    [2] 3    [4]
• Ask students to look at the two photos on the page. • Start by saying the letters in the table to the class or
Point to each photo and say the names of the people asking students to say them to their partner. Focus on
(David Doubilet and Mireya Mayor). each column and draw students’ attention to the fact
• Play the recording. Students listen and read the that the letters in each column have a similar sound
conversations. and require a similar mouth position when they are
pronounced (also see Pronunciation notes below).
Audioscript    [2] • Optional step If you have confident students or any
‘false beginners’ in the class, you could ask them to
1 d : Hello. I’m David. predict what the missing letters may be in each column.
m : Hi. I’m Mireya. • Play the recording. Ask students to listen and complete
d : Mireya Mayor? the table. Let students compare answers in pairs before
checking with the class.
m : Yes.

2 d : Hi! I’m David Doubilet. ANSWERS

m : Hello. A B F I O Q R
d : Oh! You’re Mireya! H C L Y U
m : Yes. I’m Mireya Mayor.
J D M W
3 d : Hello. I’m David Doubilet. K E N
m : I’m Mireya. G S
d : Mireya? P X
m : Yes. M–I–R–E–Y–A.
T Z
d : Hi. Nice to meet you.
V
Extra activity
Ask students to work in pairs to read out the conversations, Audioscript    [4]
taking turns to play the parts of David and Mireya.
a h j k
Background information b c d e g p t v
Mireya Mayor (born 1973) is an American scientist and f l m n s x z
explorer, and a wildlife correspondent for the National i y
Geographic channel.
o
q u w
Vocabulary the alphabet r
2    [3]
• Optional step Depending on the nationality and Pronunciation notes
L1 of your class, you may wish to give students
Point out some of the more unusual pronunciations: H
some information about the English alphabet (‘aitch’), Y (‘why’) and W (‘double U’). Q is pronounced /kjuː/.
(see Background information in the next column).
Note that Z is pronounced /zed/ in British English, but in
• Tell students that they are going to listen to the English American English it’s pronounced /zi:/.
alphabet. Play the recording. Ask students to listen and
repeat the alphabet. 4    [5]
• Tell students to look at the photos and words.
• Play the recording. Ask students to listen and repeat.

22 Unit 1   Hello

85469_U01_ptg01_021-036.indd 22 12-06-2019 09:51:24

 Unit 1  Hello
• Optional step Point to the objects in your classroom
(e.g. point to the board, or hold up a book and point
to it). Ask students to listen and repeat after your model
or after the recording. Then point and ask students
to remember and say the words. You could then ask
students to work in pairs to do the same activity.
Audioscript    [5]
a board d desk
b book e door
c chair f window
Pronunciation notes
Note that English is a language in which sounds and
spellings often don’t match. Here, the ‘o’ and ‘a’ and ‘r’ in
board combine to make one long vowel sound /ɔ:/, the ‘a’
and ‘i’ and ‘r’ in chair combine to make the diphthong
/eə/. The ‘oo’ in book is pronounced /ʌ/, but the ‘oo’ in
door is pronounced /ɔ:/. The ‘r’ in all these words is silent,
and the ‘w’ at the end of window is also silent.
Make sure students are attempting the correct
pronunciation as heard on the recording, rather than
trying to sound out individual letters.
5 answers in pairs before checking with the class.
• Optional step Model the activity by spelling out one
or two words for the class to identify.
• Ask students to work in pairs to take turns to spell
and guess the words. Monitor closely and prompt and
correct if students say letters or words incorrectly.
6    [6] ★ CPT extra!  Vocabulary activity [after Ex.6]
• Optional step Pre-teach double – write MM and SS on
the board and say: double M, double S.
• Tell students they are going to listen to four short
conversations. Play the recording. Ask students to listen
and write the names. Let students compare answers
before checking with the class.
ANSWERS
1 Paula  2 Bryan  3 Simon  4 Anna
Audioscript    [6]
1 p : I’m Paula.
q : Can you spell Paula?
p : Yes. P–A–U–L–A.
2 b : I’m Bryan.
q : Can you spell Bryan?
b : Yes. B–R–Y–A–N.
3 s : I’m Simon.
q : Can you spell Simon?
s : Yes. S–I–M–O–N.
4 a : I’m Anna.
q : Can you spell Anna?
a : Yes. A–double N–A.
85469_U01_ptg01_021-036.indd 23
Background information
These are all common spellings of names in the English-
speaking world. Bryan can also be spelled Brian.
7 ★ CPT extra!  Vocabulary activity [after Ex.7]
• Organize the class into pairs. Students take turns to
spell their names and write their partner’s names.
• Optional step Ask students to walk round the class in
a mingle to say and spell their names with a number
of class members.
Extra activity
Dictate the names of some of the students in your class.
Students write them down then point to the person whose
name it is.
Alternatively, dictate the names of some famous people.
Ask students to compare their answers to make sure they
have written the names correctly.
Grammar be: I + am, you + are
8
• Read the grammar box to the class. Ask students to write
I or you in the gaps in Exercise 8. Let students compare
ANSWERS
I; You; I
Refer students to page 158 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
1
1  I’m; I’m  2 I’m; You’re
2
1 I’m  2 You’re  3 I’m  4 I’m
Grammar and pronunciation notes
In spoken English, I am and you are are almost always
contracted (or shortened) to I’m and you’re. For this
reason, it’s important to teach the contracted form with
the apostrophe, which represents the omitted ‘a’. We only
tend to give am and are their full value when we are
emphasizing or contradicting: No! I am Katya!
Note the pronunciation: I’m /aɪm/ and you’re /jɔː/.
Speaking my life
9    [7] ★ CPT extra!  Grammar activity [after Ex.9]
• Tell students they are going to listen to two people
introducing themselves. Play the recording. Students
listen and read.
• Ask students to stand up and walk round the class in
a mingle to practise similar conversations using their
own names.
• Optional step Join in with the mingle. It’s a good
opportunity to model Nice to meet you and to prompt
students to improve and refine their conversations.
1a  People 23
13-06-2019 14:20:55
 Unit 1  Hello

Audioscript    [7]
1b People and places
c: Hi, I’m Carlos.
s: Hello. I’m Sonia. Nice to meet you, Carlos.
Lesson at a glance
c: Nice to meet you, Sonia.
• reading: people
• vocabulary: countries and nationalities
Extra activity
• pronunciation: word stress
Ask students to write a short dialogue in which they meet • grammar: be: he/she/it + is
a famous person. For example: • vocabulary: numbers 1–10
A:  Hi. I’m Ana. • speaking: a quiz
B:  Hello, Ana. I’m Barack Obama. Nice to meet you.
Reading
Teacher development 1    [8]
Using a variety of interaction styles • Ask students to look at the photos. Tell them they
It’s important to vary interaction styles in the Beginner
are going to listen to the two short texts about Katya
classroom. This encourages students to work with a and Lukas.
variety of speaking partners and also gives them increased • Play the recording. Students read and listen.
opportunities for the sort of simple, repetitive practice
beginners need. Saying Hello, how are you? ten times to
one partner is dull, but saying it to everyone in turn in Audioscript    [8]
the class is fun, real, builds relationships, and makes for
a good classroom atmosphere. 1 This is Katya. She’s from Moscow. It’s in Russia.
Katya is Russian.
At this low level, it’s important to organize the class into pairs
for initial accuracy practice in order to make sure students 2 This is Lukas. He’s from Cape Town. It’s in South
are producing the language correctly and confidently. Africa. Lukas is South African.
Following this, vary the interaction by asking students to
work in small groups, or getting everybody to stand up, walk Teacher development
round, and practise their new language in a mingle.
Reading and listening
Most reading texts in Life Second Edition Beginner are
recorded. This gives you the opportunity to allow students
to listen and read at the same time. This can be important
at Beginner level. It ensures that all students are reading
at the same speed and allows them to hear how words are
pronounced as well as see how they are written.

2
• Ask students to read in their own time and copy
the required information into the table. Let students
compare answers in pairs.
• In feedback, write the table on the board and ask
students to come to the board to write in the answers.

ANSWERS
Photo 1 Photo 2
Name Katya Lukas
Country Russia South Africa
Nationality Russian South African

Background information
Moscow is the capital of Russia.
Cape Town is South Africa’s legislative capital.

24 Unit 1   Hello

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 Unit 1  Hello
Vocabulary countries and nationalities
3    [9] ★ CPT extra!  Vocabulary activity [after Ex.3]
• Ask students to write the words in the word box into
the table. Then play the recording. Students listen
and check.
• Optional step Add the country and nationality of the
students in your class to the table.
ANSWERS
2 Egyptian  4 Mexico  7 Spanish  9  the United States
Audioscript    [9]
 1 Brazil Brazilian
 2 Egypt Egyptian
 3 Italy Italian
 4 Mexico Mexican
 5 Russia Russian
 6 South Africa South African
 7 Spain Spanish
 8 the United Kingdom British
 9 the United States American
10 Vietnam Vietnamese
Extra activity
Bring into class a large world map or, if you have the
technology in your classroom, project a world map on the
interactive whiteboard (IWB). Use the map to check that
students know where the countries are, and to point and
elicit the country names and nationalities.
Grammar notes
Cities, countries and nationalities are proper nouns so they
always have a capital letter in English.
In English, most countries take no article. However, some
countries use the because they are described as a set of
states, islands, kingdoms, etc. For example: the United
States (the US), the United Kingdom (the UK), the United
Arab Emirates (the UAE).
There are three main endings for nationalities: -(i)an, -ish
and -ese. Ask students to find examples of these endings
in the table. Some nationalities are irregular: France/
French, Switzerland/Swiss, Norway/Norwegian.
Background information
The United States of America is generally called ‘the US’
or ‘the United States’, or just ‘the States’ by Americans
themselves. They tend not to call it ‘the USA’ or ‘America’
(two terms which are commonly used in Great Britain).
The United Kingdom (the UK) comprises Great Britain
and Northern Ireland. Great Britain (or Britain) is made
up of three countries: England, Scotland and Wales
(nationalities: English, Scottish and Welsh).
85469_U01_ptg01_021-036.indd 25
Pronunciation word stress
4    [10]
• Tell students that they are going to listen to two words
and note where the word stress, or strong beat, falls.
Play the recording. Students listen and repeat. Make
sure they attempt to stress the words in the correct place.
• Optional step If your students need clarification, clap
out the syllables of each word, for example in the case
of Mexico, clap loudly once and then quietly twice to
represent the one strong and two weak syllables.
Audioscript    [10] (stress marked)
Brazil Mexico
Extra activity
If you have students from a variety of countries in your
class, write up the English name for each student’s country,
mark the stress, and ask students to listen and repeat.
Alternatively, read out these countries and ask students to
mark the stress: China, Germany, Japan, the United States.
Pronunciation notes
The strong stress on countries is often on the first
syllable, but not always. The stress on nationalities is
dictated by the suffix used. Nationalities ending -(i)an
or -ish are usually stressed on the syllable before the
suffix: Argentinian, British, Italian, Spanish. Nationalities
ending -ese have a strong stress on the suffix: Portuguese,
Japanese, Chinese, Vietnamese.
Grammar be: he/she/it + is
5 ★ CPT extra!  Grammar activity [after Ex.5]
• Read the grammar box at the bottom of Student’s
Book page 12 to the class. Ask students to look at the
photos and write the missing words in the sentences
on page 13. Let students compare answers in pairs.
• Check answers with the class and point out that full
forms have been used (see Grammar and pronunciation
notes on the next page).
ANSWERS
1  It is; She is  2  It is; He is  3  It is; He is  4  It is; She is
Refer students to page 158 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
3
1  She  2 It  3 He  4 It  5 He  6 She
4
1 He’s from London.
2 He’s Canadian.
3 She’s Russian.
4 It’s in the United States.
5 She’s from Toronto.
6 It’s in Egypt.
1b  People and places 25
02-07-2019 17:28:16
 Unit 1  Hello

5 Teacher development
1 am  2 is  3 is  4 is  5 are  6 am
Drilling from verbal prompts
6
If students find it difficult to get their tongues round the
1 It’s from the United Kingdom.
three short sentences needed to do Exercise 7, drill them.
2 Elisabeth’s from Mexico. In other words, give them some controlled repetition work
3 You’re from Vietnam. using prompts. For example, say:
4 The teacher’s Spanish. This is Kira. (students repeat)
5 He’s Brazilian. Haruko. (students say: This is Haruko.)
6 I’m in New York.
Ana. (students say: This is Ana.)
And so on …
Grammar and pronunciation notes Then say:
In spoken English, he is, she is and it is are almost always She’s from France. (students repeat)
contracted (or shortened) to he’s, she’s, it’s. We only Japan. (students say: She’s from Japan.)
tend to use the full form is when we are emphasizing or
Brazil. (students say: She’s from Brazil.)
contradicting. For this reason, it’s important to teach the
contracted forms with the apostrophe. And so on until you feel students have assimilated the
form and pronunciation.
Unlike nouns in many languages, most English nouns have
no gender. As a result, the pronouns he and she are only
used to refer to people (however, note the exception that Vocabulary numbers 1–10
she is often used to refer to boats and ships).
8    [11] ★ CPT extra!  Vocabulary activity [after Ex.8]
The pronoun it is used to refer to singular places, things,
ideas, animals, etc.
• Ask students to write the numbers in digits. Play the
recording. Students listen and repeat the numbers
Note the pronunciation: he’s /hɪ:z/, she’s /ʃi:z/ and it’s /ɪts/.
(see Vocabulary and pronunciation notes below).
6
• Students complete the table with information about Audioscript    [11]
themselves. Point out that under ‘Place’ they should
write the name of their city or region. zero six
• Optional step Model this activity by writing the table one seven
on the board and completing the information about two eight
yourself in the ‘You’ column first. three nine
• Ask students to show and tell their partner, making four ten
sentences in the first person with I. Model this activity five
by giving information about yourself. For example, say:
I’m Dan. I’m from London. I’m from the UK. I’m British.
Vocabulary and pronunciation notes
7 Point out the unusual spelling and pronunciation of one
• Students tell the class about their partner, making /wʌn/, two /tuː/ and eight /eɪt/.
sentences in the third person with he or she. Again,
model the activity first with information about one of 9    [12]
the students in your class. For example, say: This is Ana. • Ask students to look back at the list of countries in
She’s from Spain. She’s Spanish. The phrase This is … is Exercise 3 on Student’s Book page 12. Ask: What’s six?
new to students, so make sure that the meaning is clear What’s seven? Students say the countries (South Africa,
by using a hand gesture to introduce the person. Spain).
• Play the recording. Pause the recording after each
Extra activity number and ask students to say the related country.
Bring into class some magazine photos or posters of Encourage students to use the correct word stress and
well-known people from different countries. Put them pronunciation by modelling again any countries that
on the board and ask students to ‘introduce’ the people they struggle with.
to students in their group. You could also use the pictures
in a variety of other ways, e.g.
ANSWERS
1 Put four numbered pictures on the board. Then introduce
seven: Spain six: South Africa
one person. Students must guess which person you are
introducing. Ask them to repeat the activity in pairs. five: Russia eight: the United Kingdom
four: Mexico ten: Vietnam
2 Introduce a person in one of the pictures, but provide
one incorrect piece of information. Students must nine: the United States three: Italy
correct the sentence. one: Brazil two: Egypt
3 Do a dictation. Introduce a person. Students must listen
and write down what you say.

26 Unit 1   Hello

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 Unit 1  Hello

Audioscript    [12]
Speaking my life
seven six 11
five eight • Organize the class into pairs to read and do the quiz.
four ten Tell them to take turns to read out a sentence and to
say ‘True’ or ‘False’. If they say ‘False’, then they must
nine three correct the sentence.
one two • Play the recording. Students listen and check their
10    [13] answers.
• Play the recording. Pause the recording after each
country and ask students to say the related number. ANSWERS
Listen carefully to ensure that students are pronouncing 1 False. It’s American.
the numbers correctly. 2 False. It’s Italian.
3 True.
ANSWERS 4 False. It’s Spanish.
Spain: seven Brazil: one
the United States: nine Italy: three
Audioscript    [14]
Vietnam: ten Russia: five
Mexico: four South Africa: six 1 Baseball is American.
Egypt: two the United Kingdom: eight 2 Pasta is from Italy.
3 Jaguar is British.
Audioscript    [13] 4 Flamenco is from Spain.

Spain Brazil 12
the United States Italy • Ask students to work in pairs to write four quiz questions.
Monitor closely to help with language and ideas.
Vietnam Russia
• When students are ready, ask different pairs to read out
Mexico South Africa
their sentences. The rest of the class must say ‘True’ or
Egypt the United Kingdom ‘False’ and must correct the false sentences.

Extra activity 1 EXAMPLE ANSWERS

Here are two number activities to practise numbers 1–10. Toshiba is Vietnamese. (False. It’s Japanese.)
1 Write the following sums on the board and ask students Curry is from Spain. (False. It’s from India.)
to write the answers in words. Then ask them to write
Rugby is American. (False. It’s British.)
three more similar sums for their partner.
Rio de Janeiro is in Argentina. (False. It’s in Brazil.)
one + nine = ______
three + four = ______
eight – two = ______ Extra activity
2 Write the missing number in each list. Then ask them to Ask students to find a picture of a well-known person,
write three more similar patterns for their partner. product, food or sport. Tell them to write a description:
two four ______ eight ten name, country, nationality. This could be done for
homework. In the next lesson, ask students to show
one three five ______ nine the class their picture and read out their description.
two + four three + three five + one six + ______

Extra activity 2
Play buzz. Students count round the class but they cannot
say three or five or multiples of three or five. Instead, they
must say ‘buzz’. So, the first student says ‘one’, the second
student says ‘two’, but the third student must say ‘buzz’.
The fourth student says ‘four’, but the fifth and sixth
students must both say ‘buzz’. The seventh student says
‘seven’. Then ‘eight’. Then the ninth and tenth students
must both say ‘buzz’. The eleventh student says ‘one’ and
the count starts again. If a student makes a mistake, he or
she is ‘out’. Continue the game until there is a winner or
the students get so good that they stop making mistakes.

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 Unit 1  Hello
1c Phone calls from New York
Lesson at a glance
• reading: phone calls from New York
• listening: phone numbers
• grammar: my, your
• vocabulary: greetings
• speaking: greeting people
Reading
1    [20]
• Optional step Ask students to look at the map on
Student’s Book page 15. Ask them to say the names of
the ten countries (new to students: Canada, Dominican
Republic, India, Jamaica, Germany).
• Point out that the text is about the top ten places that
people make phone calls to from New York. Note that
the purple arrow represents Germany and the blue
arrow represents the United Kingdom.
• Ask students to read the article and underline the four
countries the people talk about. Let students compare
answers in pairs.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
India, Canada, Mexico, Brazil
2 more than once if necessary.
• Ask students to read the article again and complete
the sentences with names. Let students compare their
answers in pairs before checking with the class.
ANSWERS
1 Nelson  2 Ramon  3 Anne-Marie  4 Nina
Vocabulary notes
student = someone who goes to a school, college or university
family = a group of people who live together and are
related, e.g. parents and children
doctor = someone whose job is to treat people who are ill
teacher = someone whose job is to teach
Listening
3    [15]
• Optional step Lead in by asking students to read out the
two phone numbers. Ask which digits are different.
• Tell students they are going to listen to a conversation
with Anne-Marie. Play the recording. Students listen
and tick the phone number that they hear.
• Optional step Draw students’ attention to the way
that telephone numbers are read out in English
(see Pronunciation notes on the right).
ANSWER
b
28 Unit 1   Hello
85469_U01_ptg01_021-036.indd 28
Audioscript    [15]
i = interviewer
i: Anne-Marie, what’s your phone number?
a: It’s 718 760 7101.
i: 7–1–8, 7–6–0, 7–1–0–1. OK?
a : Yes.
i : Thanks.
Pronunciation notes
Note that when telephone numbers are given in spoken
English, in British English, ‘0’ is pronounced ‘oh’. In
American English, it’s pronounced ‘zero’ (as in the example
in the audio recording).
Two identical numbers together are preceded with the
word double, e.g. 66 = double six. Three numbers are
preceded with the word triple, e.g. 333 = triple three.
Note that English-speakers tend to read out telephone
numbers in groups of three or four digits, separated by a
brief pause.
4    [16]
• Optional step Pre-teach or check the meaning of work
and home. Encourage students to guess the meaning
from the context, by thinking about what different types
of phone number many people have. The icons under
Exercise 6 may also help clarify the terms.
• Tell students they are going to listen to a similar
conversation with Nelson. Play the recording. Students
listen and write Nelson’s numbers. Play the recording
• Let students compare their answers with a partner
before checking with the class.
ANSWERS
1  work: 212 736 3100
2  home: 212 340 2583
Audioscript    [16]
i = interviewer
i: Nelson, what’s your phone number?
n: My work number is 212 736 3100.
i: 2–1–2, 7–3–6, 3–double 1–0?
n: No, it’s 3–1–double 0.
i: OK. Thanks. What’s your home number?
n: My home number is 212 340 2583.
i: 2–1–2, 3–4–0, 2–5–8–3. Thanks.
Grammar my, your
5
• Read the grammar box to the class. You could use a
hand gesture towards a student to signify your, and
a hand gesture towards your own chest to signify my
(also see Grammar notes on the next page).
12-06-2019 09:54:16
 Unit 1  Hello

• Ask students to write my or your in the correct places in Audioscript    [17]

the conversation. Elicit the first answer to get students
started. Let students compare their answers with a
partner before checking with the class.
ANSWERS
1 My  2 your  3 My  4 your
Refer students to page 158 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
7
1 My  2 Your  3 My  4 your  5 My  6 your
Grammar notes
My and your are possessive adjectives. They go before a
noun and describe it.
English nouns have no gender, so we use my or your with
all nouns (e.g. my wife, my husband, my children). However,
in many other languages different forms would be used
(e.g. in French three forms are used: ma, mon, mes).
6 ★ CPT extra!  Grammar activity [after Ex.6]
• Elicit the questions onto the board: What’s your phone
number? What’s your work/home/mobile number? Drill the
questions with the class.
• Optional step Model the activity. Ask: What’s your
mobile number? What’s your home number? Nominate
individual students and get them to answer. Ask
students to ask and answer questions across the class.
Hi.
Hello.
Good morning.
Good afternoon.
Good evening.
Goodnight.
Goodbye.
Bye.
See you later.
Vocabulary and pronunciation notes
In British English, Good morning is a common expression.
People tend to use it when seeing family, friends or
colleagues in the morning for the first time. Informally,
it’s often shortened to simply Morning. Good afternoon
and Good evening are reserved for more formal
situations. With family and friends, people tend to use Hi
or Hello instead.
See you later (or the shortened version See you) is a
common alternative to Goodbye.
Note the stress: Good morning, Good afternoon, Good
evening, Goodnight, Goodbye.
Background information
In Australia, speakers tend to say Good day (abbreviated
to G’day) as an alternative to Hi. In different parts of the
US, you may hear people use Hey or Howdy rather than Hi.
People usually say Hi or Hello when they answer the phone.

• Organize the class into pairs to ask and answer

questions. Tell students that they can give their real
numbers or invent numbers as they prefer. Monitor
and prompt students as they speak. Correct poor
pronunciation as well as errors of form.
8    [18]
• Tell students that they are going to listen to two
conversations, but that the lines of conversation are
mixed up on the page.

• Optional step Ask students to repeat the activity with • Play the recording. Students listen and write 1 or 2 to
a new partner. This time, ask them to repeat the phone indicate whether each line is from the first or second
number back to their partner incorrectly, so that he/she conversation. Let students compare answers in pairs
has to correct them. before checking with the class.

ANSWERS
Vocabulary greetings
Bye, Anne-Marie. 2
7    [17] ★ CPT extra!  Vocabulary activity [after Ex.7]
Fine, thanks. And you? 1
• Ask students to look at the table and complete it with Good morning, Ramon.
the missing expressions. In feedback, check the meaning   How are you? 1
of the expressions by referring students to the artwork. I’m OK. 1
You could further check Good morning, Good afternoon, Goodnight, Ramon. 2
etc. by writing different times on the board and eliciting
from students which expression they would use.
• Play the recording. Students listen and repeat. Model Audioscript    [18]
and drill the expressions to practise pronunciation.
1 a : Good morning, Ramon. How are you?
r : Fine, thanks. And you?
ANSWERS
a : I’m OK.
1 Hello  2 Bye
2 r : Bye, Anne-Marie.
a : Goodnight, Ramon.

1c  Phone calls from New York 29

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 Unit 1  Hello

9    [19]
• Play the recording. Students listen and repeat each 1d What’s this in English?
conversation. Draw students’ attention to the pausing
between different phrases.
Lesson at a glance
• vocabulary: in the classroom
Audioscript    [19] (with pauses noted) • real life: classroom language
• pronunciation: questions
1 a : Good morning, Ramon. / How are you?
r: Fine, thanks. / And you?
Vocabulary in the classroom
a: I’m OK.
1    [21]
2 r : Bye, Anne-Marie. • Optional step Ask students to tell their partner the
a: Goodnight, Ramon. names of any of the objects in the pictures that they
already know.
Speaking my life • Draw students’ attention to the photos. Play the
recording. Students listen and write the word for each
10 photo. Let students compare answers in pairs before
• Optional step Model the activity first by initiating checking with the class.
conversations with students round the class.
• Ask students to practise the conversations from ANSWERS
Exercise 8 in pairs, substituting their own names.
1 bag  2 classroom  3 computer  4 notebook
• Then ask students to stand up, walk round and initiate 5 pen  6 pencil  7 phone  8 table
conversations with different students in the class in a
mingle.
Audioscript    [21]
Extra activity
t = teacher; s = student
Write different times of day on the board (e.g. 8 am,
11 am, 2 pm, 5 pm, 8 pm, midnight). Ask students to stand
1 t : What’s this in English?
up and walk round the class silently. Tell them that when s: It’s a bag.
you say a time they must stop and talk to the nearest t: Can you spell it?
student, imagining that it’s that time. Read out a time at
random, e.g. 2 pm! Students meet and greet the person s: Yes. B–A–G – bag.
nearest to them. When they finish their conversation, they t: Thanks.
walk round silently again until you read out another time.
2 t : What’s this in English?
s: It’s a classroom.
t: Can you spell classroom?
s: Yes. C–L–A–double S–R–double O–M – classroom.
t: Thanks.
3 t : What’s this in English?
s: It’s a computer.
t: Can you spell it?
s: Yes. C–O–M–P–U–T–E–R – computer.
t: Thanks.
4 t : What’s this in English?
s: It’s a notebook.
t: Can you spell notebook?
s: Yes. N–O–T–E–B–double O–K – notebook.
t: Thanks.
5 t : What’s this in English?
s: It’s a pen.
t: Can you spell it?
s: Yes. P–E–N – pen.
t: Thanks.

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 Unit 1  Hello
6 t : What’s this in English?
s: It’s a pencil.
t: Can you spell it?
s: Yes. P–E–N–C–I–L – pencil.
t: Thanks.
7 t : What’s this in English?
s: It’s a phone.
t: Can you spell phone?
s: Yes. P–H–O–N–E – phone.
t: Thanks.
8 t : What’s this in English?
s: It’s a table.
t: Can you spell it?
s: Yes. T–A–B–L–E – table.
t: Thanks.
2    [22]
• Play the recording. Students listen and repeat the words
(see Pronunciation notes below).
Audioscript    [22]
1 bag 5 pen
2 classroom 6 pencil
3 computer 7 phone
4 notebook 8 table
Pronunciation notes
Note the strong stress in the words of more than one
syllable: classroom, computer, notebook, pencil.
Note the weak stress sound /ə/ in the unstressed syllables
of these words: computer /kəmˈpjuːtə/, pencil /ˈpensəl/,
table /ˈteɪbəl/.
3 • Play the recording again. Students write T (teacher) or S
• Elicit the questions onto the board: What’s this in English?
Can you spell it? Drill the questions with the class.
• Optional step Revise the pronunciation of letters by
eliciting the complete alphabet onto the board and then
pointing to different letters to elicit the pronunciation
of each letter. Alternatively, display the completed table
from Exercise 3 in lesson 1a for students to use as a
memory aid.
• Organize the class into pairs. Students take turns
to point and ask about objects in the photos. As
students speak, monitor closely and model the correct
pronunciation if you hear errors.
Extra activity
Ask students to repeat the activity with objects they
have in their bags. Students take them out and ask and
answer questions. You will need to introduce more words
(e.g. wallet, eraser, headphones).
85469_U01_ptg01_021-036.indd 31
Real life classroom language
4    [23]
• Tell students they are going to listen to eight short
recordings of conversations in a classroom. Ask
students to read the expressions in the box carefully –
some of them are used in the recordings.
• Optional step Use mime or examples to check
meaning (e.g. mime opening a book or sitting down).
Repeat = say again.
• Play the recording. Students listen and note the
expressions they hear.
Audioscript    [23]
1 t : Good afternoon, everyone. Sit down, please.
2 t : OK. Open your books. Look at page six.
3 s 1: Hello. Sorry I’m late.
t : That’s OK. Sit down, please.
4 s 2: Can you repeat that, please?
t : Yes. Look at page six.
5 t : Work in pairs.
s 3: I don’t understand.
t : Work in pairs – two students.
6 t : This is a computer.
s 4: Can you spell it, please?
7 s 2: What’s this in English?
t : It’s a phone.
s 2: Thanks.
8 t : Do Exercise seven at home. See you next time.
s 1 + 3:  Bye.
5    [23] ★ CPT extra!  Vocabulary activity [after Ex.5]
(students) next to the expressions in the box according
to who says the expression in the recording. Let students
compare answers in pairs before checking with the class.
(See also Grammar notes on the next page.)
ANSWERS
Good afternoon, everyone. T
Sit down, please. T
Open your books. T
Look at page six. T
Sorry I’m late. S
Can you repeat that, please? S
I don’t understand. S
Can you spell it, please? S
What’s this in English? S
Do Exercise seven at home. T
See you next time. T
1d  What’s this in English? 31
13-06-2019 14:21:25
 Unit 1  Hello

Grammar notes
1e My ID
Note that we use the imperative form of the verb (Sit, Do,
Look) when giving classroom instructions. In English, the
imperative looks the same as the infinitive without to. Lesson at a glance
We use Can you … ? to make requests – to ask the teacher • writing: an identity card
to do something. • writing skill: capital letters (1)

Pronunciation questions Writing an identity card

6a    [24]
• Tell students that they are going to listen to the
questions from the classroom language box. Play the
recording. Students listen and repeat the questions (see
Pronunciation notes below).
• Optional step Play and pause after each question and
get the class to repeat chorally. Then prompt some
students to repeat individually.
1
• Optional step If students carry ID cards in your
institution, invite them to get them out. Alternatively,
show your own ID card. Ask: What information is on
the card?
• Ask students to look at the ID (= identity) card and find
the information. Let students compare their answers in
pairs before checking with the class.

Audioscript    [24] ANSWERS

1  TD Films  2  Carolyn Anderson
s = student
s 2: Can you repeat that, please?
Writing skill capital letters (1)
s 4: Can you spell it, please?
2a
s 2: What’s this in English?
• Ask students to underline the capital letters on the card.
Pronunciation notes Let students compare their answers in pairs before
checking with the class.
Note that when Can you … ? is said at conversational
speed the word Can is reduced to /kən/. The strong stress
in the questions is on the key words: repeat and spell.
ANSWERS
Washington Date
To make these questions polite, the voice should go up
when saying please in a request. TD Films Name
VISITOR Carolyn Anderson
6b
• Tell students to look at Audioscript 23 on Student’s 2b
Book page 182. Ask students to work in pairs to practise • Optional step Explain the categories and the use of
mini-conversations 4, 6 and 7. the initial capital letter (see Vocabulary note below).
• Ask students to write the words in the table. Let
7
them compare answers in pairs before checking with
• Ask students to work in pairs to write the missing the class.
words. In feedback, elicit answers.
• Tell students to practise the conversations in pairs. ANSWERS
Monitor closely and correct errors of form and
pronunciation. a city London
Rio de Janeiro
ANSWERS a country the United Kingdom
1  Sorry; please  2  repeat; page  3 understand Brazil
a language English
Portuguese
a name Alex Treadway
Nelson Pires
a nationality British
Brazilian

Vocabulary note
In English, a capital letter is always used at the beginning
of cities, countries, languages, people’s names and
nationalities.

32 Unit 1   Hello

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 Unit 1  Hello
2c ★ CPT extra!  Writing skill activity [after Ex.2]
• Ask students to rewrite the sentences with the correct
capital letters. Let them compare answers in pairs
before checking with the class.
ANSWERS
1 Santiago is in Chile.
2 Maya Davis is a teacher.
3 I’m Chinese.
4 He’s from Tokyo.
5 She’s from Canada.
6 I speak French.
Extra activity
Tell students to work individually to write five similar
sentences, all in lower case, to give to their partner.
Encourage them to use a range of countries, languages
and nationalities from those they have studied. When they
have completed their sentences, ask them to exchange
sentences with a partner and then circle the letters which
should be capital.
3 word. Note that the pronunciation exercises are part
• Ask students to write the information in the correct
place on the ID cards, using capital letters where
necessary. You could elicit the first one onto the board
as an example. Let students compare their answers in
pairs before checking with the class.
ANSWERS
1 Dublin; Sean Booth
2 American; Cathy Johnson
3 Paris Bangkok Sydney; Jan Sastre
4 Teacher development
• Students write their own ID card. You could write the
following prompts on the board:
Name and surname:
Company name:
Country:
Language:
Nationality:
5 lesson in Life Beginner features a pre-teaching word box.
• Students exchange their finished ID cards with a partner.
Encourage students to check their partner’s work
sensitively and make suggestions for improvement,
rather than ‘corrections’.
Extra activity
Use the ID cards for a mingle activity. Ask students to stand
up. Tell them to imagine that they are at a conference.
Students walk round the class with their ID cards and meet
other students or ‘conference delegates’. They ask and
answer personal questions using their ID cards as a reference.
85469_U01_ptg01_021-036.indd 33
1f My top ten photos
Before you watch
1
• Pre-teach top ten. Point out that my top ten photos and
my favourite ten photos mean the same.
• Ask students to work in pairs to look at the photo and
complete the information about Tom using the words
in the box.
ANSWERS
1 name’s  2 I’m  3 is  4 my
2    [25]
• Ask students to look at the word box on Student’s Book
page 18 (see Teacher development below).
• Give students time to process the information and ask
any questions they may have. Check that students are
clear on the meaning of each of the words.
• Play the recording. Students listen and repeat each
of the Student’s Book audio recordings and are not
recorded on the DVD.
Audioscript    [25] (with stress marked)
climber ocean
fantastic river
fisherwoman water buffalo
happy whale
lion
Pre-teaching key vocabulary
One of the strengths of Life Second Edition is that
students are given the opportunity to watch short extracts
from engaging, authentic National Geographic videos.
This means that they hear speech delivered at a natural
speed and are inevitably exposed to new vocabulary. Both
of these elements can be rewarding but challenging, and
students therefore need support. As a result, every video
This word box is an invaluable way of preparing students
to watch the videos for the following reasons:
1 It enables students to immediately engage with the
video without being distracted by unfamiliar words.
2 It’s a useful way of giving some context and helping
students to know what content to expect in the video.
3 It’s important that students recognize how new
words are pronounced so that they can identify and
understand them in context.
4 S tudents are motivated to understand and learn the
words as they know they will be of immediate use
and relevance.
1f  My top ten photos 33
12-06-2019 09:58:23
 Unit 1  Hello

While you watch 5   [1]

3   [1]
• Tell students that they are going to watch a video in
which there is a slide show of images and Tom describes
his ten favourite National Geographic photos (favourite =
the person or thing that you like the best out of a group
of people or things). Ask students to watch and tick
the correct column in the table to show what is in each
photo that Tom describes.
• Play the whole video. Students watch and complete
the table. Don’t check answers – note that students are
asked to compared their completed tables in Exercise 4.
Videoscript   1
0.00–0.18  Hi. My name’s Tom. I’m a photographer. This is my
top ten – my favourite National Geographic photos of people and
places.
0.19–0.33  Number one is a photo by Alex Treadway. The
woman is from Nepal in the Himalayas. She’s Nepalese.
0.34–0.52  Photo number two is in Nepal too. The man is from
the Himalayas too. This photo is by Cory Richards.
0.53–1.12  This is photo number three. It’s by James Stanfield.
It’s in Mongolia. It’s evening. The woman is happy.
1.13–1.34  Number four is a photo by Michael Melford. This
is Ina Bouker. Ina is American. She’s from Alaska in the United
States. She’s a fisherwoman.
1.35–2.02  Now number five. This photo is by Jim Blair.
He’s an American photographer. This photo is in Dhaka in
Bangladesh. It’s a photo of water buffalo in a river … and a man.
2.03–2.26  Photo number six is fantastic. It’s by Brian Skerry.
The photo is in the ocean of New Zealand. It’s a photo of a man
and a whale.
2.27–2.50  Photo seven is by Jimmy Chin. This is Kate
Rutherford. She’s from the United States. She’s a climber.
2.51–3.16  And now three photos from Africa. Photo number
eight is by James Stanfield. He’s also the photographer of photo
number three. This is a photo of a woman from Mozambique.
3.17–3.41  This photo is of people from Namibia in Africa. It’s
by Chris Johns. He’s a National Geographic photographer. This is
photo number nine.
3.42–4.12  And this is photo number ten. It’s my favourite.
It’s by Chris Johns too. It’s a lion. It’s in South Africa. It’s the
evening. The lion is beautiful. This photo is fantastic.
4 answers in pairs before checking with the class.
• Ask students to compare their answers to Exercise 3 in
pairs before checking with the class. Encourage them to
do this in full sentences.
ANSWERS
1: a woman
2: a man
3: a woman
4: a woman
5: a man; an animal / animals
6: a man; an animal / animals
7: a woman
8: a woman
9: people
10: an animal / animals
• Play the video again. Ask students to watch and
underline the correct country. Let students compare
their answers in pairs before checking with the class.
ANSWERS
Photo 1 Nepal
Photo 2 Nepal
Photo 3 Mongolia
Photo 4 the United States
Photo 5 Bangladesh
Photo 6 New Zealand
Photo 7 the United States
Photo 8 Mozambique
Photo 9 Namibia
Photo 10 South Africa
6   [1]
• Ask students to read the sentences. Tell them to try to
remember the video and write (T) true or (F) false next
to each sentence.
• Play the video again. Students to watch again and
check their answers. Let them compare answers in pairs
before checking with the class.
ANSWERS
1 T  2 T  3 T  4 T  5 T  6 T  7 F  8 T  9 T  10 F
(Note that these are not the actual words he says.)
7   [1] ★ CPT extra!  Video activity [after Ex.7]
• Play the video again. Ask students to watch and decide
which is their favourite photo. At the end, ask students
to tell the class what their favourite photo is.
ANSWER
Students’ own ideas
After you watch
8
• Ask students to read the descriptions carefully and
write in missing words. Let students compare their
ANSWERS
1 from  2 She’s  3 is  4 is  5 She  6 from  7 It’s
8 He’s
9 ★ CPT extra!  Research activity [after Ex.9]
• Ask students to write about their favourite photo from
the video. Tell them to use the paragraphs in Exercise 8
as a model. If students have access to the internet, you
could ask them to search for a favourite image.
Extra activity
Ask students to write a description of their favourite
photo in their photo collections at home. In the next
lesson, ask students to bring in their photos and read out
their descriptions.

34 Unit 1   Hello

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 Unit 1  Hello
Unit 1  Review and memory
booster ★ CPT extra!  Language games
Memory Booster activities
Exercises 3, 6 and 7 are Memory Booster activities. For
more information about these activities and how they
benefit students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.
Grammar
1 they must write the numbers in words, not digits,
• Ask students to work individually to complete the
sentences with the words in the box. Let them compare
answers in pairs before checking with the class.
ANSWERS
1 I’m  2 He’s  3 It’s  4 You’re  5 She’s  6 It’s
2
• Ask students to work individually to complete the
sentences with my or your. Let them compare answers
in pairs before checking with the class.
ANSWERS
1 your  2 your  3 My  4 your  5 your  6 my
3 ❯❯ MB
• Ask students to make true sentences from the prompts.
Invite individual students to read out their sentences to
the class.
ANSWERS
Students’ own answers
Vocabulary
4 EXAMPLE ANSWERS
• Ask students to write the names of the objects.
• Optional step Tell students to work in pairs to take
turns to spell out the words.
ANSWERS
1 computer  2 table  3 pencil  4 bag  5  (mobile) phone
6 notebook
85469_U01_ptg01_021-036.indd 35
5
• Ask students to work individually to complete the
countries and write the corresponding nationality for
each country.
• Optional step Ask the class if they can remember any
other countries and nationalities.
ANSWERS
1 Vietnam (Vietnamese)
2 Egypt (Egyptian)
3 South Africa (South African)
4 Russia (Russian)
5 Brazil (Brazilian)
6 Spain (Spanish)
6 ❯❯ MB
• Ask students to work in pairs to dictate numbers
between 1 and 10 to each other. Tell students that
for example, one student says: 1, and their partner
writes ‘one’.
• Optional step Tell students to write an invented
telephone number with ten digits. Ask them to dictate
the number to their partner, who writes the digits.
They then check what they have written with the
original number.
EXAMPLE ANSWERS
Student A says: 8 and Student B writes: eight.
Student A says: 5 and Student B writes: five.
Student A says: 1 and Student B writes: one.
Student A says: 9 and Student B writes: nine.
Student A says: 3 and Student B writes: three.
Student A says: 973 428 2990 and Student B writes those digits.
7 ❯❯ MB
• Tell students to work individually to write five words.
Encourage them to write a range of new words that
they have learned from Unit 1.
• Now ask students to work in pairs to take turns to
spell the words to each other. Their partner writes the
words and then checks what they have written with
the original.
Student writes: Indian and says: I–N–D–I–A–N.
Student writes: visitor and says: V–I–S–I–T–O–R.
Student writes: Australia and says: A–U–S–T–R–A–L–I–A.
Student writes: window and says: W–I–N–D–O–W.
Student writes: repeat and says: R–E–P–E–A–T.
  Unit 1  Review and memory booster 35
12-06-2019 09:58:42
 Unit 1  Hello

Real life
8
• Ask students to work individually to match the
sentences and questions 1–5 with the replies a–e to
make exchanges.

ANSWERS
1 e  2 d  3 b  4 a  5 c

9
• Ask students to work in pairs to practise the
mini-conversations in Exercise 8.
• Optional step You could ask Student A to read the
phrases 1–5 from their open book while Student B
closes their book and tries to reply appropriately.
Students then exchange roles and repeat the activity.

36 Unit 1   Hello

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 Unit 2  Holidays
Unit 2  Holidays

Opener Audioscript   [27]

1    [26]
• Tell students to keep their Student’s Books closed.
Using your own Student’s Book, or an IWB, cover the
caption and show the class the photo on Student’s Book
page 21. Tell students to look at the photo. Ask: What
can you see? Where is this place? Elicit ideas, but do not
comment at this stage.
• Ask students to open their Student’s Books and choose
the correct option (a, b or c). Play the recording. Students
listen and check. In feedback, use the photograph on
the page to pre-teach or check the words river and bridge
(see Teacher development below).
ANSWER
c 3 ★ CPT extra!  Vocabulary activity [after Ex.3]
Audioscript    [26]
This is in Vietnam. It’s a river. It’s morning.
Background information
Mai Chau is a district of Hòa Bình Province in the Northwest
region of Vietnam. It’s located about 135 kilometres from
the capital of Vietnam, Hanoi. Its mountainous scenery and
tribal culture makes it popular with visitors.
Teacher development
Using visuals
Life Beginner includes many beautiful and engaging
National Geographic photos. These exciting visuals are
an invaluable resource to exploit with your students.
Here are some ideas:
1 Vocabulary work. Use the image to elicit any words
students may already know, or to pre-teach new
vocabulary (see teacher’s notes for Exercise 2 below).
2 Grammar work. Use the image to recycle recently
learned language from the previous lesson, e.g. ask: Is it
the UK? (No, it isn’t.) Is it a city? (No, it isn’t.).
3 Create interest in a topic. Encourage students to predict
the topic of the lesson from the photo. Use the image
to set the scene and context for a reading or listening
task, which will give students more confidence when
reading and listening.
the sea
an island
a beach
a mountain
a city
a lake
Vocabulary and pronunciation notes
In some languages, the words for sea and lake are the
same. Make sure students are clear that the sea has salt
water, while lakes have fresh water.
Note that the ‘s’ in island is silent: /ˈaɪlənd/.
• Ask students to work individually to complete the
sentences with words from Exercise 2. Let them compare
answers in pairs before checking with the class.
ANSWERS
1 city  2 lake  3 beach  4 mountain
4
• Ask students to work individually to write their own
sentences similar to those in Exercise 3. Monitor and
help with ideas and spelling.
• When students are ready, ask them to read the
sentences to their partner.
EXAMPLE ANSWERS
London is a city. It’s in England.
Baikal is a lake. It’s in Russia.
Bondi is a beach. It’s in Australia.
Mont Blanc is a mountain. It’s in France and Switzerland.
Extra activity
Organize your class into small groups. Give each group
the name of a country. Ask each group to use the internet
to find one example of each of the six places that are in
or near that country.

2    [27]
• Optional step Find individual photos or illustrations
that represent the six words taught in this exercise.
Show each picture and ask: What is it? Try to elicit the
words, which some students may know or be able to
guess. Then say each word clearly and ask students to
repeat the words. Finally, point to the pictures in turn to
prompt students to say the words on their own.
• Ask students to look at the pictures and the words.
Play the recording. Students listen and repeat.

37

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 Unit 2  Holidays
2a My holiday
Lesson at a glance
• vocabulary: days of the week
• reading: photos of a trip
• grammar: be: we/they + are
• pronunciation: we’re, they’re
• grammar: be: negative forms
• pronunciation: isn’t, aren’t
• speaking: holiday photos
Vocabulary days of the week
1    [28]
• Ask students to work in pairs to look at the days of the
week in the box and try to write them in the correct
order. Let students compare answers in pairs. If your
students are complete beginners, you may need to do
this activity as a class.
• Play the recording. Students listen and check. Draw
students’ attention to the fact that the words are all
stressed on the first syllable (see Vocabulary and
pronunciation notes below).
• Play the recording again, asking students to repeat each
day of the week after the recording.
Audioscript   [28] (and answers)
1 Monday
2 Tuesday
3 Wednesday
4 Thursday
5 Friday
6 Saturday
7 Sunday
Vocabulary and pronunciation notes
The stress on days of the week is always on the first
syllable. The syllable day is pronounced /deɪ/ or is
sometimes reduced to /dɪ/.
Note that the spelling and pronunciation of some of
these words is unusual, and that despite the spelling the
following words all consist of two syllables: Tuesday
/ˈtjuːzdeɪ/, Wednesday /ˈwenzdeɪ/, Thursday /ˈθɜː(r)zdeɪ/.
2
• Organize the class into pairs to practise saying the days
of the week. Model the activity – say: Monday. Then
nominate a student who says: Tuesday. You then say:
Saturday. Nominate a student who says: Sunday.
• While students are working in pairs, monitor and
model the correct pronunciation if you hear students
struggling with any words.
• Optional step To draw the activity to a close, go around
the class inviting each student to say the next day of the
week in a continuous chain.
38 Unit 2   Holidays
85469_U02_ptg01_037-054.indd 38
Background information
The days of the week are named after the sun (Sunday),
the moon (Monday), the planet Saturn (Saturday) and
old Norse or Germanic gods (Tuesday = Tiw or Týr, the
one-handed god of fighting; Wednesday = Wōden, the
lord of the gods; Thursday = Thor, the god of thunder;
Friday = Freyja or Frigg, the goddess of love).
Extra activity
Mime things you do on particular days of the week and
ask the class to guess which day you are miming. For
example, mime playing sport to elicit Saturday, mime
sitting and relaxing to elicit Sunday, mime watching the
clock, cheering then dancing to elicit Friday.
Adapt the mimes to what people in the culture you are
in typically do on particular days.
Reading
3
• Ask students to look at the photo at the top of the page.
Say: Look at the four people. Where are they? Elicit answers
from students.
ANSWER
b (They are on a beach – there is sand around them – but
it isn’t completely clear – students could argue that the
people are near a lake.)
4    [29] ★ CPT extra!  Listening activity [after Ex.4]
• Ask students to read My holiday blog (located under the
photograph) and find the pieces of information 1–3. Let
students compare answers in pairs.
• Optional step The reading text is recorded. It’s a good
idea to play the recording and ask students to read and
listen. If your students are complete beginners, you may
wish to play the recording more than once.
ANSWERS
1 Thursday  2 Tunisia  3 Laura, Brad, Andy, Jessica
Background information
Tunisia is a country in North Africa. It’s northern border
is the coast of the Mediterranean Sea, and to its south
are the Atlas Mountains and the Sahara Desert. It has an
active tourist industry.
Vocabulary note
friend = someone you know well and like, but they are not
a member of your family
too = a word used after mentioning an additional person,
thing or fact to show that they are also included in what
you are saying
13-06-2019 11:59:37
 Unit 2  Holidays

Grammar be: we/they + are Pronunciation we’re, they’re

5 7a    [31]
• Read the grammar box to the class. Ask students to • Optional step Ask students to underline the sentences
underline the examples of we’re and they’re in the blog. with we are or they are in Exercise 6.
Let them compare answers in pairs before checking • Tell students that they are going to listen to the six we
with the class. are / they are sentences from Exercise 6 and repeat them
(see Pronunciation note below).
ANSWERS • Play the recording. Students listen and repeat each
We’re on a beach. sentence in turn.
We’re happy.
They’re doctors. Audioscript    [31]
They’re on holiday too.
1 They’re Australian.
Refer students to page 160 for further information and 2 We’re from India.
practice.
3 We’re in Egypt.
ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 They’re on holiday.
5 They’re French.
1
1 We  2 They  3 They  4 We 6 We’re happy!
2 Pronunciation note
1  They  2 are  3 They’re  4 We  5 We’re  6 They
Note the pronunciation of we’re /wɪə/ and they’re /ðeə/.

Grammar notes
In spoken English, we are and they are are almost always
contracted to we’re and they’re. We only tend to use the
full form when we are emphasizing or contradicting, e.g.
Yes! We are French! For this reason it’s important to teach
and encourage the use of the contracted forms.
6    [30] ★ CPT extra!  Grammar activity [after Ex.6]
• Ask students to work individually to complete the
sentences. Let them compare answers in pairs.
• Play the recording. Students listen and check their
answers.
ANSWERS
1 ’re (are also possible)
2 ’re (are also possible)
3 We
4 They’re (They are also possible)
5 They’re (They are also possible)
6 We’re (We are also possible)
7b
• Model two or three sentences for the class first. For
example, say: We’re in Moscow; We’re from Russia;
We’re Russian; We’re in class.
• Organize the class into pairs to write their sentences.
Monitor and help with ideas and check spelling.
• Ask students to read their sentences to a new pair.
EXAMPLE ANSWERS
We’re happy.
We’re in a city.
We’re students.
We’re in Europe.
Extra activity
Bring in some magazine photos showing two or more
people in different places, ideally recognizable locations.
Hand out the photos to students in pairs or groups and ask
them to describe the people in the photos using They’re … .

Audioscript    [30] Grammar be: negative forms

8
1 This is Jane. This is Paul. They’re Australian. • Read the grammar box to the class. Discuss the
2 I’m Meera. This is Suri. We’re from India. question and elicit the negative forms of am, is and are
3 In this photo, I’m with my friend Jack. We’re in Egypt. (see Grammar notes on the next page).
4 Laura is with Brad, Andy and Jessica. They’re on
holiday. ANSWERS
5 Monique and Claude are from France. They’re French. am = ‘m not (am not)
is = isn’t (is not)
6 I’m happy. My friend is happy. We’re happy!
are = aren’t (are not)

Refer students to page 160 for further information

and practice.

2a  My holiday 39

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 Unit 2  Holidays

ANSWERS TO GRAMMAR SUMMARY EXERCISE Extra activity

3 Write the following on the left side of the board
1 Jack isn’t a student. (in a column):
2 We aren’t Spanish. Brad Jessica Laura’s friends
3 The city isn’t in Europe. Then, on the right, write a number of different sentence
4 I’m not happy. endings:
5 Susana and Gina aren’t from Tunisia. French in a city from Canada in a tent a doctor
6 You aren’t a teacher. teachers in the Sahara Desert
Ask the class to give you as many sentences as they can
using an item from each column and isn’t or aren’t. At the
Grammar notes end, ask students to invent their own sentences about the
people in the photo on page 22. You could ask students to
In spoken English, the negative forms of be are almost
use he, she and they instead of the names.
always contracted. We only tend to use the full forms
am not, is not and are not when we are emphasizing
or contradicting. Pronunciation isn’t, aren’t
Note that am not is shortened to ‘m not whereas is not and 11a    [32]
are not are shortened to isn’t and aren’t. It’s also possible,
but less common, to say he’s not (or she’s not or it’s not) • Tell students that they are going to listen to some of
and they’re not or we’re not. It isn’t possible to say I amn’t. the sentences from Exercise 10. Play the recording.
Students listen and repeat each sentence in turn
9 (see Pronunciation notes below).
• Ask students to look again at the photo on Student’s
Book page 22. Ask: Who are the people and where are they Audioscript    [32]
from? See if students can remember the information.
• Tell students to write T (true) or F (false) against the 1 We aren’t in Tunisia.
sentences about the blog text. Ask them to correct any 2 It isn’t a beach.
false sentences using affirmative or negative forms of be. 3 Brad isn’t on a camel.
Let students compare answers in pairs before checking
4 I’m not in this photo.
with the class.
Pronunciation notes
ANSWERS
Note the pronunciation: I’m /aɪm/, isn’t /ˈɪzənt/ and aren’t
1 F  It isn’t Wednesday. It’s Thursday.
/a:nt/. Negative forms (unlike affirmative forms of be) are
2 F  The friends are on a beach. usually stressed.
3 T
4 F Andy and Jessica aren’t from Tunisia. They’re from 11b
Canada. • Ask students to work individually to write true
5 T sentences using the prompts in the box and forms of be.
6 F  Laura’s in the photo. Monitor students as they work, helping with ideas and
correcting any grammatical errors.
10 ★ CPT extra!  Grammar activity [after Ex.10] • Organize the class into pairs. Students take turns to
• Tell students to look at the photo at the bottom of read out their sentences to their partner.
Student’s Book page 23. Ask: Where are they? Elicit
ideas, but do not comment. EXAMPLE ANSWERS
• Ask students to read the blog entry for Saturday 5 I’m a student. I’m not a doctor.
January and complete the gaps with the words from the
I’m not in Egypt. I’m in a classroom.
box. Check the meaning of tent (= a place to sleep that is
You aren’t from Morocco.
made from cloth, poles and ropes).
We aren’t on holiday. We’re in a classroom.

ANSWERS
1 aren’t  2 isn’t  3 isn’t  4 not Extra activity

Students work individually to write four sentences using

Background information
Morocco is a country in Northwest Africa. It has a long
coastline along the Atlantic Ocean and Mediterranean Sea
and borders with Algeria on its eastern side, and includes
some of the Sahara Desert in the south.
be (three true, one false). Encourage them to use both
affirmative and negative forms. When they have finished,
organize the class into pairs and ask students to read out
their sentences to their partner. Their partner must guess
which sentence is false.

40 Unit 2   Holidays

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 Unit 2  Holidays

Speaking my life
2b Where are you?
12
• For this activity you will need to prepare students
before the lesson and tell them to bring photos to Lesson at a glance
class, or to use photos that they have stored on their • vocabulary: numbers 11–100
smartphones. Alternatively, you can ask them to • reading and listening: on holiday
describe one of the photos in this unit, pretending • grammar: be: questions and short answers
that they are people that they know (they will need • pronunciation: be: questions and short answers
to provide new imaginary details). • speaking: on holiday
• Optional step Model the activity first by showing
the class some photos of your family and friends, Vocabulary numbers 11–100
perhaps on holiday. Pass the photos round the class and 1    [33] ★ CPT extra!  Revision activity [before Ex.1]
describe them, modelling a range of studied language
• Optional step Revise numbers from 1–10 by playing
(see Example answer below).
buzz (see Extra activity 2 in Lesson 1b Exercise 10)
• Organize the class into groups to take turns to describe or writing the digits 1–10 on the board and pointing
their photos. Encourage them to use as much of the to them in a random order and indicating individual
language they have studied as possible. students to say the numbers out loud – keep a fast pace.
• In feedback, invite a few students to tell the class about • Ask students to write the digits next to the words
their photos. in numbers in the Student’s Book.
• Play the recording. Students listen and repeat the
EXAMPLE ANSWER numbers (see Pronunciation notes below).
This is a photo of my family. We’re on holiday in France.
We’re not on a beach. We’re in a city. I’m not in the photo ANSWERS
– it’s my camera!
11  eleven 16  sixteen
12  twelve 17  seventeen
Extra activity 1 13  thirteen 18  eighteen
Draw a simple line drawing on the board, showing two stick 14  fourteen 19  nineteen
figures sitting on a beach or walking in the mountains. As 15  fifteen
you draw, pretend you are showing two friends on holiday,
and describe the picture. For example: This is Andy and
Sue. They aren’t in England. They’re on holiday in Germany. Audioscript    [33]
They’re happy. They’re on a bridge, etc.
When you have finished your picture and story, ask students eleven sixteen
in pairs to remember what you said and to reconstruct your twelve seventeen
story using the drawing as a reference. They could do this
thirteen eighteen
verbally or they could write the description.
Follow up by asking students to draw a similar picture and
fourteen nineteen
to describe the imaginary holiday to their partner. fifteen

Extra activity 2
Ask students to find a holiday photo that shows two or
more friends or family members, or shows the student
with friends or family members. Ask them to write a
description of the holiday photo.
Pronunciation notes
Point out the unusual spelling and pronunciation of
twelve /twelv/ and eighteen /eɪˈti:n/.
Note that the strong stress is on the last syllable of
numbers with ‘teen’: thirteen, fourteen, etc.

Teacher development
Realia
It’s a good idea to use realia in the classroom. Realia means
‘real objects’. A range of real objects such as photos,
souvenirs, English-language posters and brochures, non-
fiction books, favourite belongings or even everyday objects
can all help to bring language to life and add interest to the
lesson. Especially at Beginner level, realia can help to show
and clarify the meaning of new language. It also helps to
make new language more personal and memorable.
2    [34]
• Students write the numbers in the box in the correct
order. Note that the numbers are ordered from the
bottom of the thermometer upwards. Let students
compare answers in pairs.
• Play the recording. Students listen and check. Play the
recording again for students to repeat each number in
turn (see Vocabulary and pronunciation notes on the
next page).

2b  Where are you? 41

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 Unit 2  Holidays

Audioscript    [34] (and answers) ANSWERS

zero sixty 1  b  2 e  3 d  4 c  5 a
ten seventy
twenty eighty Audioscript    [35]
thirty ninety
1 four
forty one hundred
2 twenty-three, twenty-nine, sixteen, eleven
fifty
3 thirty-seven
Vocabulary and pronunciation notes 4 thirty-one
Note that the strong stress is on the first syllable of these
5 sixteen, forty-five
round numbers: sixty, seventy, etc.
4    [36]
In English, you can say one hundred or a hundred.
• Tell students that they are now going to listen to full
sentences about the pictures a–e in Exercise 3.
Extra activity 1 • Play the recording. Students listen and note whether
Play a number dictation game. Clean the board and ask the numbers they hear in the sentences are the same
students to close their Student’s Books. Then dictate three as the numbers in the pictures.
numbers. For example: thirty, fifty, ninety. Students write
down the words. Walk round and check the spelling. Then ANSWERS
dictate three more numbers – but this time students must
a different  b different  c same  d same  e different
write the next number (working in multiples of ten). So,
say forty, and students must write fifty, say ninety, and
students must write one hundred. Dictate three more
numbers and ask students to write the previous number.
Audioscript    [36]
Let students compare what they have written in pairs.
a It isn’t cold! It’s thirteen degrees.
b Phew! It’s cold this morning! It’s two degrees.
Extra activity 2 c It’s thirty-one degrees in London today. That’s hot!
Students at this level often mispronounce and mishear the d Your temperature is thirty-seven degrees.
‘teen’ and ‘ty’ numbers, e.g. sixteen and sixty, thirteen and
thirty, etc.
e Wow! It’s forty-six degrees in Casablanca today.
And it’s twelve degrees in Copenhagen.
To help students distinguish between these pairs, write
the following list on the board and remind students 5    [37]
of the stress patterns:
• Optional step Write hot, cold and warm on the board.
thirteen (13) thirty (30) Mime hot (wipe sweat from your brow) and then say
fourteen (14) forty (40) and point to the word. Then mime cold (shake with
fifteen (15) fifty (50) teeth chattering) and say and point to the word. Finally,
sixteen (16) sixty (60) smile and nod and perhaps pretend to take off your
seventeen (17) seventy (70) jumper and then say and point to warm. Say each word
again in turn and ask students to repeat.
eighteen (18) eighty (80)
• Students write the numbers from the box in the
nineteen (19) ninety (90)
sentences. Play the recording. Students listen and check.
Then read out one word from each pair at random and
ask students to point to the left or right column to identify
if you are saying the ‘teen’ or ‘ty’ number. Don’t worry if ANSWERS
they find it hard – it is hard! 1 six  2 thirty-five  3 nineteen
You could then organize the class into pairs to try the
same activity themselves.
Audioscript    [37]
3    [35]
1 It’s six degrees in Oslo today. It’s cold.
• Tell students they are going to listen to more
numbers. Point at the pictures and check that students 2 It’s thirty-five degrees in Sydney today. It’s hot.
understand the words temperature /ˈtemprɪtʃə(r)/ and 3 It’s nineteen degrees in Lisbon today. It’s warm.
degrees /dɪˈɡriːs/. Ask: What’s the temperature? and elicit
one or two of the numbers in the pictures from the 6 ★ CPT extra!  Grammar activity [after Ex.6]
students. • Organize the class into pairs. Tell students to take
turns to make sentences about the cities in picture e in
• Play the recording. Students listen and match the
Exercise 3. Before they start, draw attention to the fact
numbers to the pictures. Let students compare answers
that the word degrees has the strong stress on the second
in pairs before checking with the class.
syllable. You could drill the word with the class.

42 Unit 2   Holidays

85469_U02_ptg01_037-054.indd 42 16/05/18 7:12 pm

 Unit 2  Holidays

• Optional step With a confident class, you could teach
and drill the question that they could ask each other in
this activity: What’s the temperature in … ?
• In feedback, elicit some possible sentences. Gently
correct any word stress errors in the pronunciation
of the numbers.
EXAMPLE ANSWERS
It’s twenty-three degrees in Cape Town. It’s warm.
It’s twenty-nine degrees in Casablanca. It’s hot.
It’s sixteen degrees in Chicago. It isn’t warm, but it isn’t
very cold.
It’s eleven degrees in Copenhagen. It’s cold.
Reading and listening
7
• Ask students to look at the photo of Lorna on Student’s
Book page 24. Set the scene by asking: Where is she? Is
it hot or cold? Where is Lorna from? Elicit ideas. Then ask
students to look at the photo of Greg on Student’s Book
page 25 and ask similar questions.
• Read the instructions to Exercise 7 to the students
and establish that Lorna is Australian and that
she’s on holiday in Europe. Tell students to read the
conversation in Exercise 8 and answer questions 1–3.
You could point out that at this stage they shouldn’t
worry about the options in italics.

Extra activity 1 ANSWERS

If you have internet access in class, write a list of countries
on the board and ask students to make real sentences
about today’s temperatures in those countries. You could
divide the class into small groups and allocate a set of
countries for each group to research and report back on.
A possible list:
India Mexico Tanzania
Canada Brazil Cuba
Sweden Great Britain Germany
Australia Tunisia Japan
Extra activity 2
Play bingo. Draw a simple bingo card with nine boxes on
the board and ask students to copy it. For example:
1  the Alps
2  in Sydney
3  in Morocco
8    [38]
• Tell students that they are now going to listen to the
conversation between Lorna and Greg. Ask them to
listen and choose the correct options in italics in the
conversation.
• Play the recording. Students listen and choose options.
Let them compare answers in pairs before checking
with the class.
• Optional step At the end of the activity, you may wish
to check any new items of vocabulary with the class
(see Vocabulary notes on the next page).

ANSWERS
1 France 4 thirty-six
2 two 5 hot
3 cold 6 beach

Audioscript    [38]

g = Greg; l = Lorna
g: Hi! Where are you now? Are you in France?
l: Yes, I am. I’m in the Alps. It’s beautiful!
g: Are you OK?
l: No, I’m not. It’s two degrees!
Tell students to write different numbers (in digits, g: Wow! Is it cold in your hotel?
between zero and one hundred) in each square of the l: No, it isn’t. The hotel is nice.
box. It’s best to model this on the board.
g: It’s thirty-six degrees in Sydney today.
Then play bingo. Read out numbers 0–100, at random,
l: Oh! That’s hot!
crossing them off your list as you go. Students cross out
numbers they hear that are on their card. When someone g: Are Kara and Ona in France?
has crossed out all their numbers, they shout: Bingo! and l: No, they aren’t. They’re on a beach in Morocco!
they’re the winner.
g: OK! See you on Friday.
You can shorten the game by having fewer numbers (1–20,
for example) or by telling students they only have to get a
horizontal or vertical line of numbers to win.

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 Unit 2  Holidays

Vocabulary notes Grammar notes

Where = question word to ask ‘what place’ In English, questions with the verb be are formed by
beautiful = good to look at inverting or swapping the position of the subject and verb
and adding a question mark:
Wow! = an expression of surprise
Statement: Question:
nice = good, pleasant
You are French. Are you French?
He is OK. Is he OK?
Extra activity
In short answers, the speaker shortens the answer because
Ask students to practise reading out the conversation in it’s unnecessary to repeat the information in the question:
pairs. It may be easier for them to refer to Audioscript Question: Short answer:
38 on Student’s Book page 183 to do this. If you have
Are you French? Yes, I am (French).
confident students, you could ask them to change the
information (countries, temperatures, etc.) before acting Is it cold? No, it isn’t (cold).
out their new conversations. English (unlike other European languages) uses the same
word, you, to express both singular and plural forms.
Grammar be: questions and short Are you English? Yes, I am. (one person)
answers Are you from Germany? No, we aren’t. (two or
more people)
9
• Read the grammar box to the class. Point out that there 10
are questions on the left-hand side and short answers • Ask students to work individually to put the words in
for those questions on the right-hand side (see Grammar order to make questions. Point out the first example, or
notes in the next column). Ask students to find and do it on the board with the class, to get students started.
underline the questions in the conversation in Exercise 8. Let students compare answers in pairs before checking
with the class.
ANSWERS
Where are you now? ANSWERS
Are you in France? 1  Are you OK?
Are you OK? 2  Is Kara in France?
Is it cold in your hotel? 3  Are you and Paul in Sydney?
Are Kara and Ona in France? 4  Is Greg in London?
5  Are Kara and Ona in Morocco?
Refer students to page 160 for further information and 6  Is your hotel nice?
practice.
11 ★ CPT extra!  Grammar activity [after Ex.11]
ANSWERS TO GRAMMAR SUMMARY EXERCISES • Once students have correctly ordered the questions
4 in Exercise 10, ask them to match them with the short
1  Is Sydney in Australia? answers (a–f). Let students compare answers in pairs
2  Are you from Egypt? before checking with the class.
3  Is London cold?
4  Are we in a hotel? ANSWERS
5  Is Katya an artist? 1 c  2 e  3 f  4 b  5 a  6 d
6  Are they doctors?

5 Pronunciation be: questions and short

1  Is Simon from Bolivia? answers
Yes, he is. 12a    [39]
No, he isn’t.
• Tell students that they are going to listen to the
2  Are you on holiday? questions and answers from Exercises 10 and 11. Play
Yes, I am.
the recording. Students listen and repeat the questions
No, I’m not.
and answers (see Pronunciation notes on the next page).
3  Is your hotel nice?
Yes, it is.
No, it isn’t. Audioscript    [39]
4  Are Susana and Gina in Paris?
Yes, they are. 1 q :   Are you OK?
No, they aren’t. a :   Yes, I am.

2 q :   Is Kara in France?
a :   No, she isn’t.

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 Unit 2  Holidays

3 q :   Are you and Paul in Sydney? • When students have prepared, check that they are clear
a :   Yes, we are. about their roles. Then tell them to work in their pairs
to have a telephone conversation.
4 q :   Is Greg in London? • Then ask students to change roles and read the second
a :   No, he isn’t. set of instructions. Student A prepares questions and
Student B prepares to describe a holiday. They then
5 q :   Are Kara and Ona in Morocco? practise the conversation.
a :   Yes, they are. • In feedback, ask what is different about the two holiday
destinations. (The Oman holiday is warm and there
6 q :   Is your hotel nice? is a beach. The New York holiday is cold and is a city
a :   Yes, it is. holiday.)

Pronunciation notes EXAMPLE ANSWER

Yes/No questions have a rising intonation. In short A: Hello?
answers, the Yes/No and the verb be (or the not in B: Good morning. I’m Sujith.
negative answers) is stressed and there is falling
A: Good morning, Sujith. I’m Eva.
intonation.
B: Hello. Where are you now, Eva? Are you in the UK?
Are you OK? Yes, I am. A: No, I’m not. I’m in Oman.
B: Oh, nice. And are you OK?
No, I’m not. A: Yes, I’m OK.
B: Are you cold?
A: No, I’m not. It’s hot here.
Is he cold? Yes, he is.
B: Is the beach beautiful?
A: Yes, it is. It’s good.
No, he isn’t.
B: And is the hotel nice?
12b A: Yes, it is.
• In pairs, students practise asking and answering the B: OK. Goodbye!
questions from Exercise 12a. Refer them to Audioscript A: Bye! See you.
39 on Student’s Book page 183.
Extra activity
Extra activity
Ask students to imagine that their best friend is on
Ask students to work in pairs to rewrite the questions in holiday. Tell them to write five texts that they will send
Exercise 10, using the names of people in the class, and to their friend, e.g. Are you in Florida? Is it hot? They
making the questions relevant. Students then practise should then pass the ‘text messages’ to another person
asking and answering these personalized questions. in the class, who writes replies using short answers.

Speaking my life
13
• Organize the class into pairs. In their pairs, students
decide who is Student A, and who is Student B. Then
give them time to read the first set of instructions on
the relevant page (Student A: 153, Student B: 155) of the
Student’s Book.
• Optional step If you have complete beginners, you may
wish to put students in AA and BB pairs to support
each other in the preparation stage.
• Student A must first work individually to prepare to
describe a holiday. Student B must prepare questions to
ask. Circulate and help students.
• Optional step Remind students that English-speaking
people usually say Hi or Hello when they answer the
phone. This could be a good opportunity for students to
revise the language of introducing yourself, e.g.
A: (answering phone) Hello?
B: Hello. I’m Sandra.
A: Hi, Sandra. I’m Carlos.
B: Where are you, Carlos? etc.

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 Unit 2  Holidays

ANSWERS
2c A holiday quiz
a car: d  a bus: b

Lesson at a glance 4
• vocabulary: colours • Ask students to work individually to read the quiz and
• reading: a quiz about holiday places match the photos (a–d) with four of the sentences (1–8).
• grammar: a/an Let students compare their answers with a partner
• grammar: plural nouns before checking with the class.
• pronunciation: plural nouns
• word focus: in ANSWERS
• speaking: general knowledge
a 2  b 1  c 4  d 3

Vocabulary colours 5    [41]

1    [40] ★ CPT extra!  Revision activity [before Ex.1] • Ask students to work in pairs to complete the quiz
(sentences 1–8) with the words in the box. Then play
• Optional step Use flashcards or realia (e.g. a set of
the recording. Students listen and check their answers.
colouring pencils or pens) to elicit the colours before
you open the Student’s Book. Show each colour and ask
students to say the colour. Model and drill the correct ANSWERS
pronunciation. Finally, point to each colour in turn to 1 red 5 France
prompt students to say the words on their own. 2 black 6 Australia
• Ask students to look at the words and note that 3 island 7 China
each word is in the colour it represents. Play the 4 lakes 8 London
recording. Students listen and repeat each word
in turn (see Pronunciation note below).
Audioscript    [41]

Audioscript    [40] 1  In London, buses are red.

2  In Hawaii, beaches are black.
black green red
3  Cuba is an island. In Cuba, cars are old.
blue orange white
4  In Iceland, the lakes are hot.
brown pink yellow
5  Lake Geneva is in two countries – Switzerland
Pronunciation note and France.

Note the stress is on the first syllable: orange, yellow.

6  The Blue Mountains are in Australia.
7  Hong Kong, Shanghai and Beijing are cities in China.
2 8  Heathrow is an airport in London.
• Ask students to look at the photos on Student’s Book
page 27 and find six of the colours. Background information
Lake Geneva (or le lac Léman in French) is one of Europe’s
ANSWERS largest lakes. About 60 per cent of it is in Switzerland, and
Red, blue, black, green, brown and white are clearly about 40 per cent of it is in France.
visible in the photos. The shop awnings and street lights Cuba is a Spanish-speaking Caribbean country which is
in photograph b could be described as yellow or orange. famous for its old 1950s American cars. Following the
communist revolution in that country in 1959, the US
stopped trading with Cuba. This has prevented Cuba from
Extra activity importing American cars. That’s why the people in Cuba
Ask students to look round the classroom. Point to look after the old ones.
different objects. Students must say: It’s black, It’s green, The Blue Mountains are in New South Wales, not far from
etc. Then say the names of colours and students have to the city of Sydney, in Australia. They are famous for their
point to different objects that have these colours. You deep gorges or valleys.
could then ask students to work in pairs to repeat the Hawaii is well known for its black beaches. The beaches
activity themselves. on the islands of Hawaii are black because of the volcanic
activity in the region.
Reading Iceland, in northern Europe, is famous for its hot lakes.
They are hot because of underground volcanic activity.
3
Heathrow Airport is to the north-west of central London.
• Ask students to look at the photos and find a car and
It’s Europe’s busiest airport. Gatwick Airport is to the south
a bus. Say the words a car and a bus and ask students of London.
to repeat.

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 Unit 2  Holidays

Grammar a/an Pronunciation plural nouns

6 8a    [42]
• Read the grammar box with the class. Also see
Pronunciation notes below.
• Optional step Write more nouns that you have recently
taught on the board and ask students to say whether
a or an is used with each one, e.g. (a) table, (an) ocean,
(a) bag, (an) Italian, (a) pencil, (an) exercise.
• Ask students to write a or an in the gaps in Exercise 6.
Let them compare answers in pairs before checking
with the class.
ANSWERS
1 a  2 A; an  3 an  4 a
• Optional step Show students how to make the sounds
/s/, /z/ and /ɪz/. Point out that /s/ and /z/ are made
in a similar way (with the tongue against the roof of the
mouth and releasing air over the tongue and through
the teeth) but that /z/ is voiced and vibrates in the
throat. Ask students to put their hands over their ears
when making /z/ – they should be able to feel the
vibration. See Pronunciation notes below.
• Tell students they are going to listen to the words in
the table and notice the pronunciation of the plural
endings. Play the recording. Students listen and repeat
the plural nouns. Make sure they are attempting the
correct pronunciation of the plural noun endings.

Refer students to page 160 for further information and

practice.
Audioscript    [42]
lakes cars beaches
ANSWERS TO GRAMMAR SUMMARY EXERCISE airports countries buses
6
1  a  2 a  3 an  4 a  5 a  6 an Pronunciation notes
After unvoiced sounds, -s is pronounced /s/.
Pronunciation notes After voiced sounds (vowel sounds and some consonant
sounds), -s is pronounced /z/.
Note that a goes before a consonant sound (rather than
The plural ending -es (after consonant sounds) is always
letter) and an goes before a vowel sound (rather than
pronounced /ɪz/.
letter), so sometimes there are what look like exceptions
(e.g. an X-ray, a uniform). In these examples, the sound at
the start of the word is the vowel sound /e/ in the case of 8b    [43] ★ CPT extra!  Pronunciation activity [after Ex.8]
X-ray, and the consonant sound /j/ in the case of uniform. • Ask students to work individually to write the plural
forms. Do the first one as an example on the board,
Grammar plural nouns and let students compare their answers in pairs before
7 playing the recording.
• Read the grammar box with the class (and see Grammar • Play the recording. Students listen and repeat each
notes below). Ask students to find and underline seven plural noun in turn.
plural nouns in the quiz on Student’s Book page 27.
Let them compare answers in pairs before checking ANSWERS
with the class. /s/ books, desks, students
/z/ bags, cities, hotels, mountains
ANSWERS /ɪz/ languages, pages, places
buses, beaches, cars, lakes, countries, Mountains, cities

Refer students to page 160 for further information and

Audioscript    [43]
practice. books hotels
desks mountains
ANSWERS TO GRAMMAR SUMMARY EXERCISE
students languages
7
1 lakes 5 islands bags pages
2 countries 6 addresses cities places
3 beaches 7 photos
4 holidays 8 boats Extra activity
Revise vocabulary by asking students to look back at Unit 1
and find five nouns (e.g. number, ID card, nationality,
Grammar notes notebook, pen). Elicit nouns from the class and ask them
Plurals are usually formed by adding -s. to write the nouns in the plural form.

Add -es when a noun ends with -ch, -sh, -s or -x (beaches,

dishes, buses, boxes, etc.).
When a noun ends with -y, change y to i and add -es.

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 Unit 2  Holidays
Word focus in
9 2d Here are your keys
• Optional step Lead in by writing in on the board and
asking, Where are you? Elicit possible answers: I’m in
England. I’m in a classroom. I’m in Cambridge …
• Ask students to write the expressions from the box
in the correct place in the list. Do the first one as an
example on the board, and let students compare their
answers in pairs. See Grammar notes below.
ANSWERS
1  in French; in Italian
2  in Australia; in Moscow
3  in a car; in a hotel
Grammar notes
In English, we use in to say where someone or something
is located. So, we can say in with streets, cities, countries
and continents, and with rooms, buildings and some
means of transport.
Notice that for transport we say in a car, taxi or van but on
a bike, boat, bus, coach or train.
We also use in for saying what language is used to
communicate something, e.g. Is the film in English or
French? I have an exam in English.
Speaking my life
10
• Organize the class into pairs. Say: Look at the two example
sentences. Which is false? (the first sentence – Lima is
a city in Peru). Tell students to write true and false
sentences. Encourage them to use a mixture of singular
and plural nouns. Monitor and help with ideas and
vocabulary, checking that students are using a/an
correctly with singular nouns, and are forming correct
plural nouns (and omitting a/an).
EXAMPLE ANSWERS
The USA and Canada are countries in North America. (T)
Sicily is an island in the Atlantic. (F – it is in the
Mediterranean Sea)
Baikal is a lake in Russia. (T)
Sydney and Melbourne are cities in New Zealand.
(F – they are cities in Australia)
11
• Organize the pairs into groups of four. In their groups,
students take turns to read out their sentences for the other
pair to guess whether the sentences are true or false.
Extra activity
Play the game ‘Name four …’. Depending on your location
and your students’ general knowledge, ask them to name
four examples in various categories. For example, say:
Name four countries in South America.
Name four lakes in Europe.
Name four islands.
Name four cities in the UK.
48 Unit 2   Holidays
85469_U02_ptg01_037-054.indd 48
Lesson at a glance
• vocabulary: car hire
• real life: personal information
• pronunciation: syllables
Vocabulary car hire
1    [44]
• Ask students to look at the numbers and addresses in
the pictures a–d. Tell them to match 1–4 with a–d.
• Tell them they are going to hear four different people
saying a sentence related to each picture. Play the
recording. Students listen and check their answers.
See Vocabulary notes below.
ANSWERS
1 d  2 c  3 b  4 a
Audioscript    [44]
1 My car registration number is PT61 APR.
2 My email address is jamesp@edu.au.
3 My address is 3 Park Street, Gateshead NE2 4AG.
4 Here are your keys.
Vocabulary notes
Notice the way we say the following symbols in emails:
@ = at
. = dot
.co.uk = dot co dot U–K
So: jamesp@edu.au = James P at E–D–U dot A–U
Check the meaning of car registration number, (email)
address and keys.
2
• Optional step You may wish to briefly revise the
pronunciation of the letters of the alphabet before
asking students to work in pairs.
• It’s a good idea to model another email address by
sharing your (real or invented) email address with
the class, e.g. My email address is ‘Helen Holwell 19X’ at
gmail dot com. That’s H–E–L–E–N, H–O–L–W–E double L,
1–9–X, at g mail dot com.
• Then ask students to work in pairs to read out an email
address for their partner to identify.
3
• First, establish the questions that students will need
to ask to get the information. Model the questions by
asking individual students: What’s your address? What’s
your email address? What’s your car registration number?
Then write the questions on the board and ask the class
to repeat each question after you.
12-06-2019 10:25:07
 Unit 2  Holidays

• Optional step If your students found Exercise 2

ANSWERS
challenging, ask them to write and practise saying their
address, email address and car registration number 1  three days 3 mlopez@hotmail.com
before asking and answering the questions in pairs. 2  Ms Lopez 4 BD61 ATC
Circulate and offer support with any elements that
students are unsure of.
Background information
• Organize the class into new pairs to practise asking and
answering the questions. Tell them that they can use In English, the title Ms /məz/ can be used in front of a
surname for all women, whether a woman is married or not.
their real details or use invented ones if they feel more
comfortable, or do not own a car.
6
• Read the information in the ‘personal information’
Real life personal information language box to the class. Then organize the class
4    [45] into pairs. Tell students to practise reading out the
• Ask students to look at the photo and elicit where the conversation in Audioscript 45 on Student’s Book
speakers are and what they may be saying. Try to elicit page 183. Monitor and encourage students to use
questions such as: What’s your name? What’s your job? expressive intonation when asking the questions.
What’s your address? What’s your nationality? What’s your
telephone number? Extra activity
• Play the recording. Students listen and answer the Write the following word prompts at random on the board:
questions. Name? From? Address? Email address? Phone number?
Holiday or business?  Postcode?
ANSWERS Check that students understand postcode (the line of an
1 yes  2 on business address that includes a series of letters and/or numbers). Ask
two students to come to the front of the class and act out a
version of the car hire conversation for the class. Prompt the
Audioscript    [45] students to ask questions by pointing at the word prompts
in turn. Encourage them to be inventive with their personal
a = assistant, l = Ms Lopez details. Vary the order in which you prompt the questions
a:  Good evening. and keep the conversations brisk. Gently correct any errors
in question formation that you notice.
l :  Good evening. My name’s Lopez. My car booking is for
three days – Tuesday to Thursday.
a :   Ah yes, Ms Lopez. What’s your first name, please? Pronunciation syllables
l :  It’s
Marta. Here’s my ID card – Marta is my first name. 7a    [46]
Lopez is my surname. • Optional step If you have confident students, you
a: Thank you. Where are you from in Mexico, Ms Lopez?
could ask them to try to work out how many syllables
each word in the box has before they listen to check.
l:  I’m from Mexico City.
• Tell students they are going to listen to the words in the
a :   Ah! Is this your address? box. Ask them to notice the pronunciation and count the
l :   Yes, it is. number of syllables in each word. Play the recording.
a:  OK. Are you on holiday here? Ask students to say how many syllables. Then read out
the words while ‘counting’ syllables on your fingers.
l:  No, I’m not. I’m on business.
• Play the recording again for students to listen and
a:  What’s your email address, please?
repeat each word in turn.
l:  It’s m lopez at hotmail dot com.
a :  OK.Here are your keys. The car is in the car park, ANSWERS
number six. num – ber = 2
ad – dress = 2
l:  Thanks. What’s the car registration number? car = 1 se – ven – teen = 3
a:  It’s on your key – BD61 ATC. e – mail = 2 sur – name = 2
l :  Thanks. eve – ning = 2 te – le – phone = 3
key = 1
5    [45] ★ CPT extra!  Real life activity [after Ex.5]
• Optional step Ask students to read the information
in 1–4 first and to practise saying the addresses and Audioscript    [46]
numbers.
address evening seventeen
• Play the recording again. Students listen and choose
car key surname
the correct option. Let students compare answers in
pairs before checking with the class. email number telephone

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 Unit 2  Holidays
7b    [46]
• Tell students that you are going to play the recording
again for them to underline the main stress in each
word. Play the recording. Let students compare
answers in pairs.
• Optional step Drill the words to allow students to
practice stressing the correct syllable in each word.
ANSWERS
address, email, evening, number, seventeen, surname,
telephone
Pronunciation notes
English is a stress-timed language. As such, the difference
between strongly stressed syllables and weakly stressed
syllables is usually distinct and can be crucial for meaning
(e.g. between ‘-teen’ and ‘-ty’ numbers such as sixteen/
sixty). Encourage students to exaggerate the stress when
saying these words.
8
• Organize the class into pairs to act out the car hire
conversation again, using new information. Ask
students to look at the conversation in Audioscript 45
on Student’s Book page 183 and think about which
names, numbers and addresses they can change. Then
ask them to practise the conversation. Encourage them
to be aware of the strong stresses in the key words.
Extra activity
Ask students to write an imaginary interview with a
well-known politician or celebrity using What’s your … ?
questions. For example, here’s one with the British Prime
Minister (as of 2018) Theresa May:
What’s your name?
It’s Theresa May.
What’s your address?
It’s 10 Downing Street.
What’s your email address?
It’s theresapm@governmentmail.co.uk.
etc. …
You could invite a few pairs to act out their conversations
in front of the class.
50 Unit 2   Holidays
85469_U02_ptg01_037-054.indd 50
2e Contact information
Lesson at a glance
• writing: a form
• writing skill: capital letters (2)
Writing a form
1
• Ask students to look at the two forms and choose
the correct options (a and b). Let them compare their
answers in pairs before checking with the class.
• In feedback, ask follow-up questions to focus students
on the information in the forms. For example: What is
Enya’s home phone number? What is Enya’s postcode?
ANSWERS
1 b  2 a
Background information
When writing UK addresses, house numbers come before
the street name, and street names and cities always have a
capital letter, e.g.:
16 Liverpool Road
Manchester
Postcodes are composed of one or two letters (to represent
the city or district) and a number (to show which part
of the city or district), so central Manchester is M1, and
the eastern part of Oxford is OX4. Then there is a space
followed by a number and two letters which narrows
down the location of an address to a street and a building,
e.g. M23 9PL.
In the UK phone number on Enya’s form, 44 is the
international code for the UK, (0)161 is the area code for
Manchester, and 8542 is Enya’s personal landline phone
number (note that this number is in fact an invented
number – in reality most UK landline numbers consist
of six digits, not four).
2
• Optional step Write your surname on the board with
either Mr, Mrs or Ms in front of it and read it out to
the students.
• Ask students if they are Mr, Mrs or Ms and clarify the
meaning of the titles (see Background information on
the next page).
ANSWERS
Students’ own answers
13-06-2019 12:01:19
 Unit 2  Holidays

Background information
On forms in English, men always use the title Mr, unless
they are, for example, a doctor (Dr), a priest (Rev)
or a knight (Sir). It’s an abbreviation of Mister and is
pronounced in the same way.
In the same situation, women generally use the title
Ms nowadays, especially on official documents. It’s
pronounced /məz/ and, like Mr, it does not reveal whether
the woman is married or not. Alternatively, some women
may still choose the more traditional titles Mrs /ˈmɪsɪs/ (for
a married woman) or Miss /mɪs/ for an unmarried woman.
Writing skill capital letters (2)
3a
• Ask students to look at the online form again and
underline all the capital letters. Let them compare
their answers in pairs before checking with the class.
See Grammar note below.
ANSWERS
In names: Enya Farrell
In countries: UK
In titles: Ms
In streets: Liverpool Road
In cities: Manchester
In postcodes: M23 9PL
5
• Ask students to work individually to complete their
own information on the online booking form. Monitor
and offer support with anything they are unsure of.
6
• Ask students to work in pairs to exchange Student’s
Books and check each other’s forms for errors with
capital letters.
Extra activity 1
Organize the class into pairs. Students copy the empty form
into their notebooks and then use the form to interview
their partner. Encourage students to use full question forms
and ask their partner to spell anything they are unsure of.
Encourage students to invent the personal details in order
to make the activity a little more challenging and so they
are working with new information.
Finally, pairs check each other’s information and make
corrections.
Extra activity 2
For homework, ask students to find a form in English
online for something that they are interested in. Tell them
to download the form and complete it. They could then
send it to you or print it and give it to you for checking.

Grammar note
Initial capital letters are used for: people’s first names
and surnames, titles, countries, and street, road and city
names. Capital letters are also used in UK postcodes.

3b
• Ask students to work individually to rewrite the
information using the correct capitals. Let students
compare their answers with a partner before checking
with the class.

ANSWERS
1 11 Hill View 4 Judd
2 G12 3XT 5 Mr
3 Glasgow 6 Ryan

4 ★ CPT extra!  Writing activity [after Ex.4]

• Ask students to work individually to complete the
registration form with the information from Exercise 3.
Let them compare their answers in pairs before
checking with the class.

ANSWERS
Title Mr
First name Ryan
Last name Judd
Address 11 Hill View
City Glasgow
Postcode G12 3XT
Contact number 0733 489 145
Email address ryan@judd.co.uk

2e  Contact information 51

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 Unit 2  Holidays

Audioscript    [47]
2f A holiday in Australia
kangaroos the sky
Before you watch the sun plane
1 ★ CPT extra!  Lead-in activity [after Ex.1]
Pronunciation note
• Optional step As a lead-in, write Australia on the board
and ask students to give you as many words as they kangaroo /ˌkæŋɡəˈruː/
can connected to the country. For example: kangaroo, hot,
beaches, ocean, cricket, Sydney Opera House, etc. 4    [48]
• Ask students to look at the words and pictures in
• Ask students to look at the photo on Student’s Book
the word box. Draw their attention to the stress and
page 30 and answer the questions.
pronunciation information in the phonemic script
(see Teacher development below).
ANSWERS
• Tell students that they are now going to listen to the
It’s a koala (in a tree) in Australia. words in the box. Play the recording. Students listen
and repeat the words.
Background information
The koala is a small marsupial that lives in trees and eats Audioscript    [48]
eucalyptus leaves. They only live in eastern Australia.
birds lizard
2 boat road
• Ask students to look at the map and count the number the country seal
of states. Then tell them to answer questions 1–3. dolphin

ANSWERS Teacher development

Students will count seven states on the map. However,
note that in reality there are only six states because
Northern Territory is administered as a ‘territory’ not
a state (see Background information below).
1 no  2 a city  3 yes
Background information
Australia has six states: New South Wales, Queensland,
South Australia, Tasmania, Victoria and Western Australia.
There are also two mainland territories: the Australian
Capital Territory (ACT) and the Northern Territory, which
have a more limited right to govern themselves. There are
also eight additional territories which include Australian
Antarctic territory and various dependent islands.
The cities labelled on the map are the capitals of each main
state (or territory). Canberra is the capital of Australia.
Key vocabulary
3a
Using phonemic script
It’s never too early to introduce phonemic script to your
students. Using the example of the word box in Exercise 4,
point out the following features:
• The small vertical line ˈ is used to mark the strong stress
in a word.
• The phonemic symbol ə is used to show a weak,
unstressed ‘schwa’ sound.
• The symbol ː is used to show a long vowel sound.
In future, encourage students to use phonemic script. Here
are some ideas:
1 When writing new words on the board, use phonemic
script to note any difficult sounds in the word.
2 Encourage students to use phonemic script in their
notebooks to record the pronunciation of words with
difficult sounds.
3 When students use learner dictionaries to check words,
encourage them to note and copy the phonemic
transcripts of the words.

• Ask students to read the sentences and match the

underlined words (1–4) with the pictures (a–d). While you watch
Let students compare answers in pairs. 5   [2]
• Tell students that they are going to watch a video about
ANSWERS South Australia. Note that this particular video does not
1 d  2 a  3 b  4 c include any voiceover – it is purely visual.
• Play the video. Ask students to watch and write at
3b    [47] least five words to describe what they see. Let students
• Play the recording. Students listen and repeat the compare their answers in pairs before checking with
words. the class.

52 Unit 2   Holidays

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 Unit 2  Holidays
EXAMPLE ANSWERS
There are many possibilities and what students write will
depend on the vocabulary they know in English. Possible
answers include: café, coffee, street, car, bike, plane,
person, people, hotel, sea, sky, beach, kangaroo, koala,
lizard, table, cup, house, water, phone, sun, birds, boat,
dolphin, seal, day, night.
6   [2]
• Play the video again. Ask students to watch and order
the places (a–c). Let students compare their answers in
pairs before checking with the class.
ANSWERS
b, a, c
After you watch
7 Grammar
• Ask students to work in pairs to ask and answer
the questions about the video. Check that students
understand the words man and woman by drawing a stick
man and woman on the board and eliciting the words.
• In feedback, let students compare answers in pairs
before checking with the class.
ANSWERS
1  a koala  2 brown/green/grey  3  dolphins, seals
4  a man
8 ★ CPT extra!  Grammar activity [after Ex.8]
• Ask students to work in pairs to prepare four questions
from the prompts. In feedback, check the questions with
the class.
ANSWERS
1  Is South Australia beautiful?
2  Are the beaches nice?
3  Are the animals amazing?
4  Is South Australia a good place for a holiday?
9
• Organize the class into new pairs. Tell students to
interview their new partner using the questions from
Exercise 8. Refer them to the example in the Student’s
Book to show how they should use short answers.
ANSWERS
1  Yes, it is.
2  Yes, they are.
3  Yes, they are.
4  Yes, it is.
Extra activity
Ask students to work in pairs to choose another Australian
state, research it on the internet, find five facts about it,
and write five sentences. Then ask them to share their
sentences with another pair.
85469_U02_ptg01_037-054.indd 53
Unit 2  Review and memory
booster ★ CPT extra!  Language games
Memory Booster activities
Exercises 3, 4, 5 and 6 are Memory Booster activities. For
more information about these activities and how they
benefit students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.
1
• Ask students to work individually to complete the two
texts with the words in the boxes. Let them compare
answers in pairs before checking with the class.
• Then ask students to match the photo with Greg or
Kara according to what the texts say.
ANSWERS
Greg:
1 ‘m  2 We’re  3 not  4 isn’t
Kara:
5 They’re  6 aren’t  7 We  8 are  9 isn’t
The photo (which shows Rio de Janeiro) goes with Kara’s
description.
2
• Ask students to work individually to write questions
using the prompts. Let them compare their questions in
pairs before checking with the class.
ANSWERS
1  Are you a student?
2  Is your teacher American?
3  Are we in Asia?
4  Are your friends teachers?
5  Is this classroom cold?
6  Are you OK?
3 ❯❯ MB
• Ask students to work in pairs to ask and answer the
questions from Exercise 2.
4 ❯❯ MB
• Ask students to work in pairs to write the plurals.
Check answers with the class.
• Then ask students to work in their pairs to practise
saying the plural nouns. If necessary, remind them of
the pronunciation rules for the plural endings.
  Unit 2  Review and memory booster 53
16/05/18 7:12 pm
 Unit 2  Holidays

ANSWERS
1 airports  2 beaches  3 buses  4 cities
5 countries  6 photos

Vocabulary
5 ❯❯ MB
• Ask students to work in pairs to say the days of the
week in order. Tell them to start with Monday and then
take turns. They can then repeat the activity with the
other student starting this time.

ANSWERS
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday

6 ❯❯ MB
• Organize the class into new pairs for variety. Tell
students to take turns to dictate and write numbers
from 11 to 100.
• As students work, monitor and offer support with
spelling and pronunciation.

7
• Ask students to work individually to choose the correct
colour in each sentence.

ANSWERS
1 red  2 black  3 white  4 yellow  5 blue

Extra activity
If you have confident students, you could do this activity
as a pairwork dictation exercise. This will then practise the
formation of plural noun endings as well as the spelling of
the colours.
Student A closes their Student’s Book and listens.
Student B reads out each sentence, choosing the correct
option as they read. Student A writes the sentences.
At the end, the students work together to check the
written sentences against the originals in the book, and
also check that Student B chose the correct colour words.

Real life
8
• Ask students to work individually to complete
sentences 1–5 with the words from the box.
• Then tell students to match completed sentences 1–5
with a–e to make mini conversations.

ANSWERS
1 name’s  2 Here’s  3 Where  4 holiday  5 this
1 a  2 d  3 b  4 c  5 e

9
• Ask students to work in pairs to practise the exchanges
in Exercise 8.

54 Unit 2   Holidays

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 Unit 3  Family and friends
Unit 3  Family and friends

Opener Teacher development

1    [49]
• Optional step Revise colours by asking students to
name the colours they can see in the photo. You could
also revise numbers by asking them to count the
people and butterflies.
• Ask students to look at the photo. Play the recording
and tell them to read the text on the page at the
same time.
Audioscript    [49]
This family is from Mexico. The people are Rosa, Lidia
and Pablo. Rosa is the mother. Lidia is the daughter.
Pablo is the son.
2★ CPT extra!  Listening activity [after Ex.2]
• Ask students to work in pairs to look at the text in
Exercise 1 and complete the sentences with the names.
Check answers and make sure students understand boy
(male child) and girl (female child).
ANSWERS
1 Pablo  2 Rosa  3 Lidia
3 • Organize the class into pairs. Ask students to take turns
• Ask students to write the words in the correct place.
Let students compare answers in pairs.
• To check understanding of the key vocabulary,
see Extra activity and Teacher development below.
Live listening
In the classroom, low-level students hear pre-prepared
recordings in English but very rarely have the chance
to see and hear people using English in real, natural
situations. Think of ways of introducing ‘live’, or real,
listening to your classroom. Here are some possibilities:
1 Set a simple listening task and talk about yourself or
another topic for a minute or two. Students usually
enjoy finding out about your family, likes and dislikes,
hobbies, etc. and it gives you the opportunity to make
the content current and relevant to your students.
2 Get students to interview you in class. Allow them
time to work in pairs to prepare questions to ask you.
Tell them that you will only answer questions that are
correctly formed.
3 Ask English-speaking colleagues or friends to come into
your classroom (live or online) to talk about their lives,
tell stories or answer questions.
4
• First ask students to work individually to write true
sentences about themselves using the family words.
Encourage them to write both positive and negative
sentences. Monitor to offer support and check spelling
and grammar.
to read out the sentences about themselves.

ANSWERS
1 parents  2 daughter

Extra activity
Write all the key words on the board: boy, girl, man,
woman, father, mother, son, daughter, parent(s). Draw a
simple family tree on the board and use it and the words
to describe yourself, for example:
I’m a woman. (Point to a central stick person of a woman.)
And I’m married. (Point to male stick figure next to the first.)
I’m not a mother or a parent. (Pointing to an empty space
– no children – under the first two figures.)
But I am a daughter. (Point to another set of male/female
figures above which represent your parents.)
Then to recap, ask students to say which words on the
board describe you, and which do not.

55

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 Unit 3  Family and friends

• Optional step Read out the sentences. Students have to

3a Families shout out the missing family word.

ANSWERS
Lesson at a glance
1  brothers  2 wife  3 son  4 daughter
• vocabulary: family
• reading: a family from Scotland
• grammar: his, her, its, our, their Reading
• listening: a family from Iraq 4    [51]
• speaking: my family
• Ask students to read the text and write the names of
the people that the sentences are about. Let students
Vocabulary family compare answers before checking with the class.
1 • Optional step The reading text is recorded. You could
• Ask students to look at the family tree and the photos of play the recording and ask students to read and listen.
people. Elicit answers to the question. If students know
anything about the Murrays, let them tell the class. ANSWERS
1  Jamie; Andy 4 Andy
ANSWER 2  Judy; William 5 Kim
tennis 3 Sophia 6 Andy

Background information Extra activity

Andy Murray (born 1987) is a former number one men’s
singles tennis player. He has won the US Open and
Wimbledon tennis competitions, two Olympic gold medals
and the Davis Cup. Andy and his wife Kim now have a
second child, a daughter who was born in November 2017.
Jamie Murray (born 1986) is a five-time Grand Slam
doubles winner and a Davis Cup champion. He is Andy
Murray’s older brother.
Judy Murray (born 1959) is a renowned tennis coach.
She is the mother of Andy and Jamie Murray.
The Murray family come from the town of Dunblane
in Scotland.
Ask students to draw their own family tree similar to that
of the Murrays. They could write sentences about it or
describe it to their partner.
Grammar his, her, its, our, their
5
• Read the grammar box to the class. Ask students to
write singular or plural next to the pronouns.
• Explain that her and his have a gender, but the plural
forms our and their have no gender (see Grammar
and pronunciation notes on the next page).

2    [50] ANSWERS
• Play the recording. Ask students to listen and repeat
1 singular  2 plural
the family words (see Pronunciation notes below).
Refer students to page 162 for further information and
Audioscript    [50] practice.

brother mother
ANSWERS TO GRAMMAR SUMMARY EXERCISES
daughter sister
1
father son 1  his  2 His  3 our  4 your  5 their  6 Her
husband wife
2
1  his  2 their  3 She  4 It  5 he  6 Its  7 they
Pronunciation notes
8 her
Note that the strong stress is on the first syllable of all the
two-syllable nouns. Point out the unusual spelling and
pronunciation of daughter /ˈdɔːtə/ and husband /ˈhʌzbənd/.
The -er at the end of these words is not stressed, and the r
is silent. Students should just make the ‘schwa’ sound: /ə/.

3 ★ CPT extra!  Vocabulary activity [after Ex.3]

• Ask students to work individually to write the correct
words in the sentences. Tell them to look back at the
family tree for support. Let students compare answers
in pairs.

56 Unit 3   Family and friends

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 Unit 3  Family and friends
Grammar and pronunciation notes
His and her are second person singular possessive
adjectives. His (like he) refers to a male ‘possessor’.
Her (like she) refers to a female ‘possessor’.
Note that its is used to show possession with animals,
objects, countries, etc.
Their is the third person plural possessive adjective. Our
is the first person plural possessive adjective. Unlike some
languages, their and our are used in English regardless of
the sex of the possessor.
In English, possessive adjectives do not change their
form depending on whether the noun they are showing
possession of is singular or plural. So we say their wedding
(one couple) and their weddings (more than one couple),
NOT theirs weddings.
Note the pronunciation: our /aʊə/ and their /ðeə/.
6 questions for each of them using words from the box.
• Ask students to work individually to write her or his
to complete the sentences. Let them compare answers
in pairs before checking with the class.
ANSWERS
1 Her; Her  2 His; His  3 His  4 His  5 Her  6 His
7
• Ask students to work individually to write our or their
to complete the sentences. Let them compare answers
in pairs before checking with the class.
ANSWERS
1 Our  2 Their  3 Our  4 their  5 Their  6 Our
Listening
8    [52] ★ CPT extra!  Listening activity [after Ex.8]
• Tell students to look at the photo. Ask: What’s the
celebration? Where are they? Who are they? Elicit ideas.
Pre-teach wedding (= when people get married).
• Optional step Revise numbers and colours by asking:
How many people are there? (9) What colours are there?
(green, yellow, red, blue, pink, black, brown, white and
also purple).
• Ask students to read the conversation and write the
pronouns in the gaps. Let students compare answers
in pairs.
• Play the recording. Students listen and check.
• Optional step You could ask the students to work
in pairs to read out the conversation.
ANSWERS
1  your  2 my  3 Her  4 her  5 His  6 your  7 Her
85469_U03_ptg01_055-069.indd 57
Audioscript    [52]
a:  Is this a photo of your family?
b :   Yes, it is.
a:  Who’s this?
b:  She’s my sister. Her name’s Heelan. It’s her wedding.
a:  OK. So is this her husband?
b :   Yes. His name’s Husham.
a:  Is this your daughter?
b :   Yes. Her name’s Nadia.
a:  How old is she?
b:  She’s twelve years old.
9 ★ CPT extra!  Grammar activity [after Ex.9]
• Ask students to look at the answers and complete the
Note that this exercise focuses on the differentiation
between subject and possessive pronouns. Let students
work with a partner to write in the words.
• In feedback, elicit answers from the class.
ANSWERS
1 they  2 her  3 their  4 his  5 she  6 he
Extra activity
Ask students to work in pairs to take turns to ask and
answer the questions in Exercise 9  while pointing to
people in the photo. Tell them to think of other questions
to ask about the photo.
Grammar note
Point out that when we talk about someone’s age in
English, we use the verb be, e.g. She’s twelve years old.
I’m twenty-seven.
Speaking my life
10
• Ask students to work in pairs or small groups to show
photos, ask about them, and describe the people in
them. Students are likely to have some photos on their
phone. If not, ask them to imagine they have photos
and to take turns to ask about their imaginary photos.
Alternatively, prepare students in the previous lesson by
asking them to bring in family photos to the next class.
Extra activity
Show another photo or photos of family scenes using your
classroom technology. Use photos of your own family, or
photos from the internet which you could pretend are
of your family, or celebrity photos of weddings or family
get-togethers.
3a  Families 57
12-06-2019 10:35:40
 Unit 3  Family and friends

ANSWERS
3b Friends
1  What colour is your hair?
2  What colour are your eyes?
Lesson at a glance 3  How old are you?
• vocabulary: people 4  Are you tall?
• listening: good friends
• grammar: possessive ‘s
• pronunciation: possessive ‘s Pronunciation note
• speaking: people and their things Point out that, in English, Wh- questions (questions which
ask for a more complex answer than a simple ‘yes’ or ‘no’)
use an intonation pattern that goes down at the end.
Vocabulary people
1 What colour is your hair?
• Optional step Start by asking students to make How old are you?
sentences about the woman in the photo on the page.
Elicit ideas and predictions, e.g. She’s Spanish, She’s In contrast, yes/no questions tend to rise at the end.
a woman, She’s nice, etc.
Are you French?
• Ask students to look at the photo. Ask them to work
in pairs to complete the information with the missing Is he a student?
words from the box. Check answers with the class and
check the new words (see Teacher development below).
Extra activity
ANSWERS Ask students to write four sentences about the partner
1 old  2 eyes  3 hair  4 tall they interviewed in Exercise 2. Invite individual students
to share their sentences with the class.

Grammar note
Eyes are plural and therefore take the verb form are. In
English, the word hair (in the sense of someone’s ‘head of
hair’) is uncountable and takes the verb form is.
Teacher development
Checking new words
Use a variety of methods, both visual and verbal, to check
the meaning of new words. Here are four techniques:
1 Ask students to match words to pictures (this works well
for tangible things, e.g. the body parts hair and eyes in
Exercise 1).
2 Ask students to match words to their synonyms (e.g. Hi/
Hello) or to their antonyms (e.g. the opposite adjectives
in Exercise 1: old/young, tall/short).
3 Ask students to rank or categorize words (e.g. order
the numbers 1–10, separate a group of words into the
categories of colours/numbers/things in the classroom).
4 Ask students to personalize the words (e.g. ask: Which
words in the text describe you?).
2 Prem is a friend in my English class. Prem’s eyes are
• Ask students to work individually to put the words
in the correct order to make questions. Elicit the first
answer to get students started. Let students compare
answers in pairs before checking with the class.
• Optional step Write the full questions on the
board and drill them chorally with the class
(see Pronunciation note in the next column).
• Then ask students to work in pairs and use the
questions to interview their partner. It is a good
idea to model this activity first. Ask and answer the
questions round the class before asking students to
interview their partner.
Listening
3    [53]
• Ask students to look at the photos and read out
the three names. Tell them they are going to hear
Ana talking about Elisa, Nuno and Prem. Play the
recording. Students listen and match the names with
the information.
ANSWERS
1 c  2 a  3 b
Audioscript    [53]
Three important people in my life are Elisa, Nuno
and Prem.
Elisa’s my best friend. She’s twenty-three. Elisa’s eyes are
brown and her hair is black. She’s tall. She’s nice.
Nuno is my brother. He’s my friend too. He’s twenty-five
years old. My eyes are blue, but Nuno’s eyes are green.
His hair is brown. He isn’t tall. We’re both short.
brown and his hair is brown too. He’s young – he’s
seventeen!
Vocabulary notes
best friend = number 1 friend
too = a word used after mentioning an additional person,
thing or fact to show that they are also included in what
you are saying
both = a word used to show that you are referring to
two people or things, and that you are saying the same
thing about the two of them

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 Unit 3  Family and friends

4    [53] ★ CPT extra!  Vocabulary activity [after Ex.4] 4

• Before listening again, tell students to look at the
sentences and complete what they can.
• Play the recording. Students listen and complete the
sentences. Let students compare answers in pairs.
• If necessary, play the recording again, or play and pause.
Help students hear and complete all the information.
Check answers with the class.
• Optional step Ask students to turn to Student’s Book
page 183 to read the audioscript (Audioscript 53).
Clarify the meaning of any new words (see Vocabulary
notes at the bottom of the previous page).
ANSWERS
1 brown  2 black  3 green  4 brown  5 brown
6 brown
5 We use possessive ’s (or the saxon genitive as it is
• Ask students to prepare individually first. Tell them to
think of three friends and make notes about them. You
could put the following prompts on the board: Name?
Hair colour? Eye colour? Tall or short? Friend / best friend /
classmate, etc.? How old?
• Optional step Using the prompts on the board, ask
students to work individually to write the questions
in the third person using his/her, e.g. What’s his or her
name? Monitor, checking that the written questions
are correctly formed.
• Organize the class into new pairs. Ask students to take
turns to ask and answer the questions from Exercise 2.
• Optional step If you asked students to write the
questions first, you could now ask them to close their
books and use only the prompts on the board and work
with a new partner.
• In feedback, invite several students to tell the class
about their partner’s friends.
Grammar possessive ’s
6
• Read the grammar box to the class (see also Grammar
notes in the next column). Ask students to say whether
the sentence describing possessive ’s is true or false.
ANSWER
true (Together with the person’s name, it performs the
same function.)
Refer students to page 162 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
3 the contracted form can also be used: Ana’s Nuno’s sister.
1  James is Oscar’s father.
2  John and James are Elena’s sons.
3  Lisa and Marga are John’s daughters.
4  Lisa is Marga’s sister.
5  James is Harry’s son.
6  James is John’s brother.
1  Carlo’s hair is black.
2  Joana’s bag is old.
3  The teacher’s car is new.
4  Frieda’s eyes are blue.
5  They are Nam’s children.
6  Michael and David are Kim’s friends.
5
1  Who’s this?
2  My hair’s black.
3  How old is your best friend?
4  David’s friends are Oscar and Paul.
5  Sandra is tall.
6  Our teacher’s name is Andrew.
Grammar notes
sometimes called) to show possession, or ownership, in
English. You add ’s to the end of the noun which has
possession of the noun which follows, e.g This is Alan.
This is a pen. It is his pen. It is Alan’s pen.
At Beginner level, it’s best to keep it simple by only
providing examples involving individual people. However,
note that the position of the apostrophe changes between
singular and plural: My sister’s car (one sister, one car), My
sister’s cars (one sister, two or more cars) but My sisters’ car
(two sisters, one car) and My sisters’ cars (two sisters, two
or more cars).
Pronunciation note
The possessive ’s is pronounced /s/ after unvoiced sounds
and /z/ after voiced sounds.
7
• Ask students to work individually to write sentences.
Write the example sentence on the board and circle the
‘is’ and the ‘’s’ to show that students need to add is or are
and possessive ’s to the prompts. Let students compare
answers in pairs before checking with the class.
ANSWERS
1  Ana is Nuno’s sister.
2  Elisa is Ana’s friend.
3  Prem is Ana’s classmate.
4  Ana’s eyes are blue.
5  Prem’s school is The English Academy.
6  Ana’s friends are Elisa, Nuno and Prem.
Grammar notes
Note that for the sake of clarity, the full form be has been
used in the example sentence and answer key. However,
This is potentially confusing for students as the first ’s is
the short form of is and the second ’s is the possessive ’s.
If students use or mention the short form of is, make sure
they are aware of the difference in meaning and use. See
Exercise 9  on the next page.

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 Unit 3  Family and friends

Pronunciation possessive ’s
8a    [54]
• Tell students that they are going to listen to the full
sentences from Exercise 7. Play the recording. Students
listen and repeat the sentences.
Audioscript    [54]
1 Ana is Nuno’s sister.
2 Elisa is Ana’s friend.
3 Prem is Ana’s classmate.
4 Ana’s eyes are blue.
5 Prem’s school is The English Academy.
6 Ana’s friends are Elisa, Nuno and Prem.
8b ★ CPT extra!  Pronunciation activity [after Ex.8b]
• Ask students to make two or three example sentences in
open class. Then put students in pairs or small groups
to make other sentences. In feedback, elicit several
sentences from pairs/groups.
ANSWERS
Students’ own answers
9 items. Ask: What’s this? What are these? and elicit
• Ask students to work individually to read the sentences
(1 and 2) and match possessive ‘s with its uses (a and b).
ANSWERS
1  b (Elisa’s is a contraction of Elisa is.)
2  a (Elisa’s is the possessive form of Elisa.)
Grammar notes
Although students haven’t studied the verb have yet, note
that has can also be reduced to ’s.
10
• Ask students to work individually to read the sentences.
Tell them to underline ’s, and to write P (for possessive)
or C (for contraction of is). Let students compare
answers in pairs before checking with the class.
• Organize the class into pairs to ask and answer
questions about the objects and people. As students
speak, monitor closely and prompt students to
correct errors.
ANSWERS
What’s this?
It’s Anita’s bag.
It’s Jack’s computer/laptop.
It’s Lin’s car.
It’s Eric’s book/dictionary.
It’s Claude’s (mobile) phone.
It’s Krishnan’s pencil.
12
• Organize the class into groups of four to ask and
answer questions about their own personal items. Tell
them to take a few things out of their bags and place
them on the table in front of them. You may need to pre-
teach vocabulary if students produce unusual things.
• Introduce the plural forms: What are these? and They’re
… for plural items (e.g. keys).
• Optional step It’s a good idea to model this activity for
the class. Join one of the groups and point to several
answers, e.g. Student A: It’s my bag. Student B: They’re
Atena’s keys., etc.
• As students speak, monitor closely and prompt
students to correct their errors.
Extra activity
Walk round the class and collect an item from each
student (nothing valuable!). Organize the class into two
teams (or more if you have a large class). Hold up an item
and ask: What’s this? Teams shout out the answer (e.g. It’s
Ana’s pen). If they are correct, they win the item. At the
end, the team with the most items wins.
To complete the activity, hold up each item and ask:
Whose is this? In order to reclaim it, the owner must say:
It’s my pen, etc.

ANSWERS
1 C  2 C  3 P  4 C  5 P  6 P

Speaking my life
11 ★ CPT extra!  Speaking activity [after Ex.11]
• Start by asking students to look at the photos. Revise
the vocabulary by eliciting the names of the different
items. Ensure students are using the correct word stress
and pronunciation.
• Optional step You could review the vocabulary whilst
also revising colours. Ask: What colour is the book/
dictionary? (red) What colour is the car? (yellow and
black), etc.

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 Unit 3  Family and friends

• As students are working in pairs, monitor and

3c Important days model the correct pronunciation if you hear students
struggling with any months or numbers.
• Optional step To draw the activity to a close, go around
Lesson at a glance the class inviting each student to say the next month in
• vocabulary: months a continuous chain.
• reading: important days
• pronunciation: linking with in Background information
• grammar: irregular plural nouns
• writing and speaking: celebrations around the world Months have 31 days except for April, June, September
and November (which have 30). February has 28 days
unless it is a leap year, when it has an extra day.
Vocabulary months
The following rhyme is a well-known aide memoire
1   [55] (hath = ‘have’ in old English):
• Ask students to work in pairs to look at the months in Thirty days hath September,
the box and try to write them in the correct order. Let
April, June and November;
students compare answers in pairs. If your students
February has twenty eight alone
are complete beginners, you may need to do this
activity as a class. All the rest have thirty-one

• Draw students’ attention to the fact that the word stress Except in Leap Year, that’s the time
varies a lot between the words (see Pronunciation When February’s Days are twenty-nine.
notes below).
• Play the recording again, asking students to repeat each Extra activity
month after the recording.
Here are other ways of helping students to remember the
months:
Audioscript    [55]  (and answers) 1 Say (or write on the board) lists of three months in
sequence. Students must say (or write) the next month
1  January  7 July in the sequence (answers in brackets):
2  February  8 August a  February, March, April … (May)
3  March  9 September b  March, May, July, … (September)
4  April 10  October c  December, March, June, … (September)
5  May 11  November 2 Say (or write on the board) different temperatures.
Students must say (or write) a month with that typical
6  June 12  December
temperature:
a 32°c  b 0°c  c 12°c  d 19°c
Pronunciation notes
3 Ask students which month their birthday and/or saint’s
In addition to the word stress marked on each word in the day is in.
audioscript, note the more unusual pronunciation of these
months:
January /ˈdʒænjuəri/, February /ˈfebruərɪ/, July /dʒuːˈlaɪ/, Reading
August /ˈɔːgəst/. 3
• Ask students to work in pairs to complete the sentences
Extra activity with the words in the box.
• Optional step Consider changing or adding to the
Ask students to categorize the months depending on how
many syllables they have. important days to reflect your students’ culture or
nationality.
One syllable: March, May, June
Two syllables: April, July, August
ANSWERS
Three syllables: September, October, November, December
1 January  2 November  3 December  4 February
Four syllables: January, February
4    [59]
2 ★ CPT extra!  Vocabulary activity [after Ex.2]
• Optional step Ask students to look at the pictures on
• Ask students to work in pairs to practise saying months
Student’s Book page 39  and predict what the important
and the number of days in each month.
days are.
• Optional step Give students two minutes to work in
• Ask students to read the article and match photos a and
pairs to write down next to each month the number of
b with two of the important days mentioned in the text.
days it has.
Let students compare answers in pairs.
• Organize the class into pairs to practise saying the
• Optional step The reading text is recorded. You could
months and the number of days in each month.
play the recording and ask students to read and listen.

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 Unit 3  Family and friends
ANSWERS
a  Chinese New Year (1)
b  the London Marathon (3)
Background information
Chinese New Year is also known as the ‘Spring festival’ in
China. The festivities usually start on the evening before
Chinese New Year and carry on until the Lantern Festival
on the 15th day of the first month of the Chinese calendar.
Thanksgiving Day is a national holiday celebrated
in Canada, the United States, some of the Caribbean
islands and Liberia. It’s celebrated on the second Monday
of October in Canada and on the fourth Thursday of
November in the United States. Americans usually eat
turkey. Their meal recalls an early seventeenth-century
feast celebrated by Puritan settlers.
The London Marathon began in 1981. In terms of numbers
of participants and money raised, it is one of the world’s
leading marathons.
Oscars® night (the Academy Awards Ceremony) is when
statuettes called Oscars are given out in Hollywood to the
best film, director, actors, etc.
5 of regular or irregular plural nouns in the text on
• Ask students to read the article again and underline
five months. Let students compare their answers with
a partner before checking with the class.
ANSWERS
Text 1: January, February
Text 2: November
Text 3: April
Text 4: February
6
• Organize the class into pairs. Ask students to ask and
answer the questions (1–4). Encourage them to answer
with short answers, rather than just saying ‘yes’ or ‘no’.
Tell them they must also give a corrected answer if the
answer is ‘no’. Model an example by saying: Is it August
today? and nominate a student to answer, e.g. No, it
isn’t. It’s October today.
• While students are speaking, monitor and gently
correct any errors with short answers or the
pronunciation of months.
ANSWERS
1  No, it isn’t. It’s in January or February.
2  Yes, it is.
3  No, it isn’t. It’s for men and women.
4  No, they aren’t. They’re in February.
Pronunciation linking with in
7    [56]
• Tell students they are going to listen to three sentences
that include the word in. Tell them to notice how the
word in links to the previous word (see Pronunciation
note in the next column). Play the recording.
62 Unit 3   Family and friends
85469_U03_ptg01_055-069.indd 62
• Play the recording again for students to repeat each
sentence, focusing on mimicking how the words are
linked.
Audioscript    [56]
1  It’s in March.
2  They’re in February.
3  Is it in London?
Pronunciation note
When a word ends with a consonant sound and the
next word starts with a vowel sound, there is linking. In
order to make the phrase easier to say, English speakers
naturally tend to move the sound at the end of the first
word to join the sound at the start of the next word. For
example, the first sentence in this exercise, It’s in March,
sounds like: It sin March.
Grammar irregular plural nouns
8
• Read the grammar box to the class (also see Grammar
notes below). Ask students to find and circle examples
Student’s Book page 39. Let students compare answers
in pairs before checking with the class.
ANSWERS
regular nouns: Text 1: countries  Text 2: families
Text 3: kilometres  Text 4: Oscars, films
irregular nouns: Text 1: people
Text 3: men, women, children
Refer students to page 162 for further information and practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
6
1 women  2 people  3 child  4 person  5 children
6 man
Grammar notes
Note that most plurals are regular. The few irregulars tends
to be with people and animals (many plural animal nouns
don’t take s: sheep/sheep, deer/deer, etc.), or with certain
spellings (foot/feet, goose/geese, half/halves, knife/knives).
9    [57]
• Tell students they are going to listen to and repeat the
phrases in the grammar box (see Pronunciation notes
on the next page). Play the recording. Students listen
and repeat the words in the grammar box.
Audioscript    [57]
a child, two children
a man, three men
a woman, four women
a person, five people
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 Unit 3  Family and friends

Pronunciation notes
Note the stress and the change in the pronunciation of the
vowel sound: child /tʃaɪld/ but children /ˈtʃɪldrən/, woman
/ˈwʊmən/ but women /ˈwɪmɪn/, person /ˈp3ːrsən/ but people /
ˈpiːpəl/.
10    [58] ★ CPT extra!  Grammar activity [after Ex.10]
• Ask students to work individually to complete the
sentences with the plural nouns in the box. Let students
compare answers with a partner.
• Play the recording. Students listen and check.
ANSWERS
1 children  2 men  3 people  4 women
Audioscript    [58]
1  My children are boys.
2  Andy and David are the men in my family.
3  The people in my class are Spanish and Italian.
4  Rosa, Lidia and Ana are women in my class.
3d Congratulations!
Lesson at a glance
• vocabulary: special occasions
• real life: special occasions
• pronunciation: intonation
• real life: giving and accepting presents
Vocabulary special occasions
1    [60] ★ CPT extra!  Speaking activity [after Ex.1]
• Ask students to look at the photo. Ask: What can you
see? (a baby) What’s the special occasion? (students’
own ideas).
• Tell students to look at the words in the box. Play the
recording. Students listen to the conversation and
answer the question. Let students compare answers
in pairs before checking with the class.
ANSWER
a new baby

Writing and speaking my life Audioscript    [60]

11
a:  Congratulations!
• Optional step Model the activity first by writing three
words from one of the texts on Student’s Book page 39 b:  Thank you. We’re very happy.
on the board then providing three example sentences, a :   Ah, she’s lovely. What’s her name?
for Text 3: b:  It’s Juba.
race (It’s a race.)
a:  Hello, Juba.
forty-two (It’s forty-two kilometres.)
big (It’s a big celebration.) 2    [60]
• Ask students to work individually to choose one of the • Ask students to read the parts of the conversation (a–e).
texts and write three words. Tell them they are going to listen to the conversation
• Organize the class into pairs. Students take turns to again and put the parts a–e in the correct order.
dictate their chosen words to each other. • Play the recording again. Students listen and order the
conversation. Let students compare answers in pairs
12 before checking with the class.
• Students now write sentences using the words they
received in Exercise 11. Monitor and help with ideas
ANSWERS
and check the sentences are grammatically correct.
a 3  b  1  c 5  d 4  e 2 
• When students are ready, organize the class into
(correct order: b, e, a, d, c)
new pairs. Students take turns to read out their three
sentences. Their partner then says which important
day the sentences are describing. Real life special occasions
3    [61]
EXAMPLE ANSWER • Tell students they are going to listen to three more
It’s fun. People are happy. It’s in January or February. similar conversations. Play the recording. Students
(Chinese New Year) listen and number the remaining occasions in Exercise 1
It’s an American celebration. It’s for families. It’s in in the order that they hear them. Let students compare
November. (Thanksgiving) answers in pairs before checking with the class.
It’s in February. It’s for films. It’s in Hollywood.
(Oscars® night) ANSWERS
1 a new year  2 a birthday  3 a wedding
Extra activity
Ask students to think of an important day in their country.
Ask them to write down three words. Tell them to
exchange words with a partner. Their partner must write
and read out three sentences and guess the day.

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 Unit 3  Family and friends

Audioscript    [61] Pronunciation intonation

5a    [62]
1 d = Diana; e = Edward
• Tell students they are going to listen to the first three
e :  Hello!
expressions in the ‘special occasions’ box (see Vocabulary
d :  Hello, Edward. Come in. and pronunciation notes below). Play the recording.
e :  Happy New Year! Students listen and repeat the expressions.
d : Happy New Year to you too! Come and say hello • Optional step Some of the sounds in these phrases
to my family. can be challenging for students. You may wish to
break the listen and repeat process into smaller chunks
2 f = Freya; g = Gloria (see Teacher development below).
g :  Happy Birthday, Freya.
f : Thank you. Audioscript    [62]
g : How old are you? Nineteen or twenty?
Congratulations!
f : Actually, I’m twenty-one.
Happy Birthday!
g : Oh great! When’s the party?
Happy New Year!
f : It’s on Saturday.

3 a = Adam; e = Emma; j = James Vocabulary and pronunciation notes

a :  Congratulations, Emma and James! Congratulations! /kənˌɡrætjʊˈleɪʃənz/ is used when
e + j:  Thank you very much. somebody has achieved something (e.g. passing a test,
learning to drive, having a baby, getting married, buying
a :  
I’m very happy for you. Here’s a card and a present a new house).
for you.
Note the stress: Happy Birthday! Happy New Year!
e:  Thank you!
The intonation on these three phrases needs to be
a:  Your dress is beautiful, Emma! exaggerated to sound positive. Make sure students start
e :  Thanks. their intonation high, and rise then fall over strong stresses.

Vocabulary notes Teacher development

party = when people come together to celebrate
something or to eat and drink and have fun
card = a piece of thick paper folded in half, with a picture
and a message on it (refer students to the pictures on
Student’s Book page 41)
present = something that you give to someone, for
example when it’s their birthday
dress = a piece of clothing that covers a woman’s body and
part of her legs
4    [61]
• Read the expressions in the language box to your class.
It’s important to try to say each one enthusiastically
and with a range of intonation.
• Play the recording of the three conversations again.
Students listen and write the number of the conversation
that uses each phrase next to the phrase. Let students
compare answers in pairs before checking with the class.
ANSWERS
Congratulations! 3
Happy Birthday! 2
Happy New Year! 1
I’m very happy for you. 3
Here’s a present for you. 3
How old are you? 2
Backchaining when drilling
Some long words or phrases can be challenging for
Beginner students to say. Take, for example, the word
Congratulations! It’s a complex word of five syllables:
/kənˌɡrætjʊˈleɪʃənz/. The strong stress is on the fourth
syllable and there is a secondary stress on the second
syllable. The weak first and last syllables are reduced to /ə/
sounds and there are difficult consonant clusters /ɡr/,
/tj/ and /nz/ and the hard to say /ʃ/ sound. You can help
students by ‘backchaining’ when drilling the pronunciation
of this word. Backchaining means breaking the word into
bite-sized portions and starting with the smallest end
portion and then building up from the end to the whole
word. For example, write the word Congratulations in
large letters on the board and follow this procedure:
1 Point to ‘tions’ and say: /ʃənz/. Students repeat, more
than once if necessary.
2 Point to ‘lations’ and say: /leɪʃənz/ with a high intonation
for ‘la’ and falling intonation for ‘tions’. Students
repeat, more than once if necessary.
3 Point to ‘tulations’ and say: /tjʊˈleɪʃənz/. Students repeat,
more than once if necessary.
4 Sweep your hand along the whole word and say:
/kənˌɡrætjʊˈleɪʃənz/. Students repeat several times.
5 Finally, prompt the class and then individuals to read
the complete word without giving a model to repeat.
5b
• Tell students to look at Audioscript 62 on page 184
of their Student’s Books. Ask them to work in pairs
to practise the conversations. Monitor, encouraging
students to use expressive and varied intonation.

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 Unit 3  Family and friends
Real life giving and accepting presents
6 3e Best wishes
• Ask students to work in pairs to match the special
occasions (1–3) with the presents (a–c). In feedback,
elicit answers.
ANSWERS
1 b  2 a  3 c
7    [63]
• Tell students that they are going to listen to a conversation
between two people: Celia and Elena. Play the recording.
Students listen and tick the expressions in the box that
they hear. In feedback, elicit answers.
• Optional step Model the expressions in the box for
students to listen and repeat.
ANSWERS
This is for the baby.
That’s very kind.
Thank you very much.
You’re welcome.
Audioscript    [63]
c = Celia; e = Elena
c:  Hello, Elena. It’s nice to see you. Come in.
e:  Hi, Celia. This is for the baby.
c:  Oh, that’s very kind. Thank you very much.
e :   You’re welcome. Now, where is the baby?
c:  She’s with my mother.
8 You may need to revise the rules of use of contractions
• Ask students to work in pairs. Students decide on a special
occasion and practise their own conversation, using the
language in the conversation in Exercise 7 as a guide.
Encourage students to change roles and repeat the exercise.
Extra activity
Before the class, make some cards (a different set for each
group) with the following different events on them:
It’s your birthday.
It’s your engagement party.
It’s your wedding ceremony.
It’s your baby’s naming ceremony.
It’s your wedding day.
Divide the class into groups of four or five. Hand out a
set of cards to each group and ask them to put them
face down in a pile. Students take turns to turn over a
card and announce, for example, It’s my birthday! The
other students must offer their congratulations and try to
continue the conversation.
85469_U03_ptg01_055-069.indd 65
Lesson at a glance
• writing: a greetings card
• writing skill: contractions
Writing a greetings card
Writing skill contractions
1a
• Optional step Write I’m Australian on the board and
ask: Where is the contraction? (I’m) What’s the full form?
(I am). Elicit these answers to make sure students
understand what a contraction is (see Grammar notes
below) and know what to do in the exercise.
• Ask students to work in pairs to underline the contractions
and work out which letter is missing. Check answers with
the class.
ANSWERS
1 I’m – a 5 It’s – i
2 She’s – i 6 Who’s – i
3 isn’t – o 7 They’re – a
4 What’s – i 8 When’s – i
Grammar notes
English contractions are formed by ‘blending’ two words
together, of which at least one of which is a grammatical
item (auxiliary verb, pronoun, negative particle, etc.).
Contractions involve elision (the dropping of one or
more sounds) and an apostrophe is used to represent the
‘missing’ sound(s)/letter(s).
with the verb be. Remind students that, in spoken English,
be is often abbreviated after the subject pronoun (I’m,
you’re, she’s, he’s, it’s, we’re, they’re). With negatives, be
not is abbreviated to I’m not, she/he/it isn’t and you/we/
they aren’t (she’s/he’s/it’s not and you’re/we’re/they’re not
are also possible but less common).
Subject pronoun questions are abbreviated with is (Who’s,
What’s, etc.) but not usually with am or are (Where am I?
Where are they?).
1b
• Ask students to work individually to find and underline
four contractions in the messages (1–3). Let them compare
their answers in pairs before checking as a class.
• In feedback, point out that Mother’s, Karl’s, Karin’s and
Katya’s are not contractions – they are examples of
possessive ’s.
ANSWERS
The full forms are shown in brackets.
1  I’m (I am), It’s (It is)
3  wedding’s (wedding is), What’s (What is)
3e  Best wishes 65
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 Unit 3  Family and friends

1c ★ CPT extra!  Writing skill activity [after Ex.1c] 5

• Ask students to rewrite the messages using contractions
where possible. Do the first sentence on the board as a
class to get students started. Let students compare their
answers in pairs before checking with the class.
ANSWERS
1  Karin’s birthday’s on Friday. She’s twenty-one. Her party’s
on Saturday.
2  Hi. I’m twenty-five today. Come to my party! It’s at my
house.
3  Hi. What’s Katya’s address? Is it number 5  or 7? Thanks.
Vocabulary note
Remind students that names, cities, countries, languages
and nationalities always start with a capital letter.
• Let students compare their cards in pairs. Tell them
to read carefully and check for the correct use of
expressions, capital letters and contractions.
Extra activity
Bring in some pieces of card to make this task more ‘real’.
Students fold the card in half, and put a drawing or design
and HAPPY BIRTHDAY or CONGRATULATIONS! on the
front. Then, inside, they write their message.
Alternatively, find out if anyone in the class has a special
day coming up soon. Find out about the day. Then tell
the students to write cards to the person in the class with
a special day.

2
• Ask students to work individually to read the messages
(a and b) and answer the questions (1–3). Let students
compare their answers in pairs before checking with
the class.

ANSWERS
a 1  a birthday
2  Katya and Bruno
3 Harry
b 1  a wedding
2  Ingrid and Karl
3 Diana

Vocabulary notes

Best wishes is a typical way of signing a birthday card or

a card celebrating other special days for friends. You can
sign off using Love to a family member or close friend. All
the best and (Best) regards are less familiar ways of signing
a card, e.g. for a card that you give to a work colleague
or a neighbour.
Many happy returns (of the day) = this is still a common
(though slightly old-fashioned) message to write or say on
someone’s birthday – it literally means, I hope you ‘return’
to this day (i.e. your birthday) many happy times (i.e. I hope
you live happily for a long time).

3
• Read the words in the box to the class and elicit
combinations from them (e.g. Congratulations on your
birthday, Best wishes on your birthday, Love from).
• Students work individually to write the messages for
cards for a new baby and a birthday. Encourage them
to use contractions where possible.

4
• Tell students to check their work for the correct use of
capital letters.

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 Unit 3  Family and friends
3f Chinese New Year in London
Before you watch
1 ★ CPT extra!  Photo activity [before Ex.1]
• Optional step Write Chinese New Year on the board
and tell students to look at the photo and read the
caption on Student’s Book page 42. Ask your class what
they know about this celebration. Check the meaning
of dragon by pointing to the dragon and asking the
class: What’s this?
• Ask students to work in pairs to complete the short
article with the words in the box.
• Optional step Check the meaning of tiger, horse and
dog by using photos or drawings or pretending to be
the animals.
ANSWERS
1 countries  2 February  3 animals
Vocabulary note
Note that dog is taught in Exercise 3.
tiger = a big wild cat from Asia that has yellow and black
stripes
horse = a big animal that people ride
Key vocabulary
2a
• Ask students to work individually to read the sentences
and match the underlined words (1–3) with the pictures
(a–c). Let students compare answers in pairs.
ANSWERS
1 b  2 c  3 a
2b    [64]
• Play the recording. Students listen and repeat the
underlined words in Exercise 2a.
Audioscript    [64]
excellent  reunion  dress up
Pronunciation notes
When introducing key words in the video section,
it’s important that students recognize how they are
pronounced. This is because they will often be asked
to listen and hear them while watching the video.
Note that the word stress is marked on the audioscript.
3    [65]
• Tell students that they are going to listen to the words
in the word box. Check students are clear on the
meaning of the words.
• Play the recording. Ask students to listen and repeat
the words.
85469_U03_ptg01_055-069.indd 67
Audioscript    [65]
beginning
dog
fireworks
street
While you watch
4   [3]
• Tell students that they are going to watch a video
about Chinese New Year. Ask students to watch and
tick the things they see.
• Play the video. Let students compare their answers
in pairs before checking with the class.
ANSWERS
dragons, children, streets, trees, fireworks (not dogs)
Videoscript   3
0.00–0.26 Narrator  It’s Chinese New Year. This celebration
is in London. Red and yellow dragons are in the streets. Gong xi
fa ca is the New Year greeting.
0.27–0.34 Boy  It’s really great and it was really exciting.
Absolutely excellent.
0.35–0.43 Man  It’s the time when there’s a new beginning.
It’s also a family reunion and everybody gets together and
wishes everyone doing really well in the New Year.
0.44–0.52 Girl  Loads of people dress up and then lots of
people dress up in red mostly because red is the lucky colour for
Chinese.
0.53–1.13 Woman  In London, we celebrate British New Year in
December and then Chinese New Year. It’s traditional to give presents.
1.14–1.23 Narrator  This New Year is the start of the Year
of the Dog.
1.24–1.35  Two hundred thousand (200,000) people are in
Trafalgar Square, Leicester Square and Chinatown.
1.36–1.44  In the evening, people watch fireworks.
5   [3]
• Ask students to watch the video again and match
the people (1–3) with their words (a–c). Let students
compare their answers in pairs before checking with
the class.
ANSWERS
1 c  2 a  3 b
6   [3]
• Ask students to work individually to complete the
sentences from memory. Play the video again. Ask
students to watch and check. Let students compare
their answers in pairs before checking with the class.
Ask individual students to spell the answers to make
sure the class has written the words correctly.
ANSWERS
1 London  2 December  3 presents  4 evening
3f  Chinese New Year in London 67
12-06-2019 11:17:27
 Unit 3  Family and friends

After you watch Unit 3  Review and memory

7 booster ★ CPT extra!  Language games
• Ask students to work in pairs to test each other.
Students write six things they remember and compare
their list with their partner. Encourage them to write Memory Booster activities
full sentences and use contractions where appropriate. Exercises 3, 5 and 7 are Memory Booster activities. For
more information about these activities and how they
8 ★ CPT extra!  Video activity [after Ex.8] benefit students, see page 10.
• Ask students to work individually to translate the
sentences into their own language. If you have students
of different nationalities, organize the class into same- I can … check boxes
nationality/language groups to compare their sentences. As an alternative to asking students to simply tick the I can
• There may be words in the videoscript which students … boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
are unfamiliar with. Reassure students that they do not
each language area. If students score 1 or 2 for a language
need to know every word in order to understand the
area, refer them to additional practice activities in the
main message of the video – in real-life communication Workbook and Grammar summary exercises.
in English they need to become used to this.

ANSWERS Grammar
Students’ own answers 1
• Ask students to work individually to complete the
sentences with the words in the box.
Extra activity
Ask students to work individually to write five sentences ANSWERS
about New Year in their country. Invite students to share
1 their  2 his  3 our  4 her
their sentences with the class.
2
• Ask students to work individually to complete the
sentences with the possessive ’s form.

ANSWERS
1  Jin’s family 4  Diana’s phone
2  Sandra’s car 5  Michael’s passport
3  Toni’s keys 6  Enya’s books

3 ❯❯ MB
• Ask students to work in pairs to ask and answer
questions about the people and things in Exercise 2.
Student A starts by asking questions. Student B covers
the page and answers the questions.
• Optional step Demonstrate the activity by pointing to
the phone image and saying: What’s this? and nominate
a student and prompt them to say: It’s Diana’s phone.

Vocabulary
4
• Ask students to work individually to match the words
for men and women.

ANSWERS
brother – sister
father – mother
grandfather – grandmother
husband – wife
son – daughter

68 Unit 3   Family and friends

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 Unit 3  Family and friends

5 ❯❯ MB ANSWERS
• Ask students to work in pairs to use the words in Completed exchanges with contractions shown:
Exercise 4 to ask and answer questions about family.
1 A: Here’s a present for you.
• Optional step In order to avoid students attempting B:  Thank you very much.
more complex question forms that they haven’t studied 2 A:  How old is he today?
yet, e.g. Have you got … any children / brothers and sisters?
B: He’s eighteen.
Are your grandparents still alive? etc., give students some
3 A: That’s very kind of you.
guidance. Tell them to write down five or six names of
people in their families. Then model a few questions B: You’re welcome.
with one student, e.g. Who is Eva? Is Pep your father? 4 A: When’s the wedding?
What’s your mother’s name? Is it Maria? B: It’s in July.

6
• Ask students to work individually to choose the
correct option.
• Optional step Ask students to write three true sentences
about themselves or their family members using the
italicized words from the exercise.

ANSWERS
1 short  2 eyes  3 young

7 ❯❯ MB
• Ask students to work in pairs to practise saying the
months in sequence.

EXAMPLE ANSWERS
A: March  B: April  A: May

Real life
8
• Ask students to work individually to put the words in
order. Let them check answers in pairs before matching
1–4  with a–d to make exchanges.

ANSWERS
1  Here’s a present for you.
2  How old is he today?
3  That is very kind of you.
4  When is the wedding?

a  He is eighteen.
b  Thank you very much.
c  It is in July.
d  You are welcome.

1 b  2 a  3 d  4 c

9
• Optional step Before practising the conversations,
tell students to circle the words that can be contracted
in Exercise 8.
• Ask students to work in pairs to practise the
completed exchanges in Exercise 8. Remind them
to use contractions where possible.

  Unit 3  Review and memory booster 69

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 Unit 4  Cities
Opener 4
1 ★ CPT extra!  Photo activity [after Ex.1] • Ask students to work in pairs to talk about their city,
town or village.
• Ask students to look at the photo and find the things
in the box. In feedback, use the photograph to elicit
and drill the words in the box. EXAMPLE ANSWER
A:  Where are you from?
2 B:  I’m from Glasgow. It’s a big city in Scotland. It’s not very
• Ask students to look at the photo and read the caption. beautiful or modern.
Ask: What can you see? Where is this place? Elicit the city, A:  Is it the capital?
the country and the continent. B:  No, it isn’t. Edinburgh is the capital.
• Optional step Revise plural nouns by eliciting the
plural forms of city (cities – the title of the lesson,
country (countries) and continent (continents).
Extra activity
If you are from a different country to your students,
ANSWERS describe your home town and ask students to note key
words they hear.
the city – Astana
the country – Kazakhstan
the continent – Asia

3    [66]
• Ask students to read sentences 1–4.
• Tell students they are going to listen to a short recording
about Kazakhstan. Play the recording. Students listen
and write true (T) or false (F) next to each sentence.

ANSWERS
1 T  2 T  3 T  4 F

Audioscript    [66]

Kazakhstan is in Asia. The new capital city of Kazakhstan

is called Astana. The word ‘Astana’ means ‘capital’ in
the Kazakh language. The buildings in Astana are tall
and new. At night, they are different colours – red, blue,
purple, yellow and green. Astana is a clean and modern
city. Tourists visit the parks in Astana.

Background information
Kazakhstan became an independent country after the
dissolution of the Soviet Union and Astana became its new
capital in 1998. The master plan of Astana was designed
by Japanese architect Kisho Kurokawa. As the seat of
the Government of Kazakhstan, Astana is the site of the
Parliament House, the Supreme Court, the Presidential Palace
and numerous government departments and agencies. It is
home to many futuristic buildings, hotels and skyscrapers.

70

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 Unit 4  Cities
4a In the city
Lesson at a glance
• vocabulary: places in a town
• reading: describing places
• grammar: prepositions of place (1)
• speaking: locations
Vocabulary places in a town
1    [67]
• Tell students to look at photos (1–10) and the words in
the box. Ask them to work in pairs and match words
to as many pictures as they can.
• Play the recording. Students listen and check and
match any remaining words to pictures. Let students
compare answers in pairs.
Audioscript    [67] (and answers)
1  a park
2  a car park
3  a café
4  a market
5  an information centre
6  a bus station
7  a train station
8  a bank
9  a museum
10  a cinema
2    [67]
• Play the recording again. Students listen and repeat
each place.
Vocabulary and pronunciation notes
The stress on these words is usually on the first syllable.
The exceptions: museum, information
Remind students that we use an in front of vowel sounds,
so an information centre.
Note the pronunciation: café /ˈkæfeɪ/ (an imported
French word that retains its accent); cinema /ˈsɪnɪmə/;
station /ˈsteɪʃən/.
Train stations are also called railway stations.
3 ★ CPT extra!  Vocabulary activity [after Ex.3]
• Ask students to work in pairs or small groups to talk
about places in their town.
Extra activity
Ask students to think of (or find online) famous examples
of these places from round the world. For example: Louvre
Museum (Paris), Central Park (New York), Café Braunerhof
(Vienna), Borough Market (London).
85469_U04_ptg01_070-084.indd 71
Reading
4
• Ask students to look at the map on Student’s Book
page 47 and find four places in London Street and one
place in Exeter Street. Ask students to say the places in
feedback.
ANSWERS
London Street – bank, café, cinema, market (Royal Café,
Roxy Cinema, Central Market)
Exeter Street – train station
5
• Ask students to read the four comments and say whether
the comments are good or bad. Elicit which words
helped them to decide on their answers in feedback.
• Optional step With a more confident class ask them to
close their Student’s Books. Read out each comment
and ask them to give you the thumbs up sign (for a
positive comment) or thumbs down sign (for a negative
comment) for each. Then allow them to open their
books and read to check.
ANSWERS
Berta: bad  Artem, Maria, Lyle: good
6
• Ask students to work individually to read the
comments again and write the names of the places.
Elicit answers in feedback.
ANSWERS
1 market  2 café  3 museum  4 park
Grammar prepositions of place (1)
7
• Look at the grammar box with the class (also see
Grammar notes on the next page). It’s a good idea to
use realia to physically demonstrate the meaning of
these prepositions. For example, take a box and a small
object such as a smartphone or coffee cup. Put the
phone in the box and say: in … the phone is in the box.
Then take the phone out and put it next to the box and
say: next to … the phone is next to the box, and so on.
• Ask students to underline the prepositions in the four
comments on the map. Let students compare answers
in pairs before checking with the class.
ANSWERS
Berta: It’s near the train station.
Artem: It’s next to a cinema.
Maria: It’s in Oxford Street.
Lyle: It’s opposite a bank.
Refer students to page 164 for further information
and practice.
4a  In the city 71
12-06-2019 11:22:46
 Unit 4  Cities

ANSWERS TO GRAMMAR SUMMARY EXERCISES Audioscript    [68]

1 1 a : Excuse me?
1  no  2 yes  3 no  4 no  5 no  6 yes b: Yes?
2
a: Where’s the train station?
1  next to  2 opposite  3 in  4 near  5  next to  6 in
b: It’s in Exeter Street.
a: Is it near here?
Grammar notes
b: Yes, it is.
Make sure that students are clear about the difference
between next to (i.e. by the side of) and near (i.e. in the a: OK. Thanks.
vicinity but no place or direction is specified). Use the realia 2 c : Excuse me?
props and the visuals in the box to do this.
d: Yes?
Students sometimes confuse opposite with in front of.
Make sure they are clear that opposite means facing each c: Is the information centre near here?
other with a space between. d: Yes, it is. It’s near the park.
c: OK. Thanks.
8
• Optional step Lead in by asking students to look at the 3 e : Excuse me?
map and asking one or two questions: Where’s the park? f : Yes?
Where’s the market? e : Is the car park in this street?
• Tell students to work individually to look at the map f :  No, it isn’t. This is Exeter Street. The car park’s
and read the sentences. Ask them to write true (T) or in Oxford Street. It’s next to the park.
false (F) next to each sentence. Let them compare their
e: Thank you very much.
answers in pairs.
4 g : Excuse me?
ANSWERS h: Yes?
1  F  (It’s in Oxford Street.) g: Where’s the bank?
2 T
h: I’m not sure. Oh! It’s opposite the museum.
3 T
g: Is it near here?
4  F  (The market is opposite the bank.)
h: Yes, it is.
9 ★ CPT extra!  Grammar activity [after Ex.9] g: OK. Thanks.
• Ask students to work individually to look at the map
and choose the correct options. Let students compare 11    [68] ★ CPT extra!  Listening activity [after Ex.11]
their answers in pairs. • Play the recording again. Ask students to look at the
map as they listen and check whether the information
ANSWERS on the recording is correct. Let students compare their
answers in pairs.
1 opposite  2 in  3 near  4 opposite  5  next to  6 near

10    [68] ANSWERS

• Tell students that they are going to listen to four The information in 1, 2 and 3 is correct.
conversations about places on the map. Tell them The information in 4 isn’t correct (the bank isn’t opposite
to read the list of places a–d. the museum – it’s opposite the market).

• Play the recording. Students listen and write the

numbers of the conversations (1–4) next to the places Speaking my life
(a–d). Let students compare their answers in pairs
before checking with the class.
12
• Organize the class into pairs to practise the
conversations from Exercise 10. Tell them to turn
ANSWERS
to Audioscript 68 on Student’s Book page 184.
a 4  b 3  c 2  d 1
• Optional step Ask students to underline the questions
used for asking for directions. Model the questions
and ask the class to listen and repeat.

72 Unit 4   Cities

85469_U04_ptg01_070-084.indd 72 12-06-2019 11:25:53

 Unit 4  Cities
13
• Optional step Elicit and write the questions used
for asking for directions onto the board: Excuse me?
Where’s the … ? Is the … near here? Is the … in this street?
Is it near here?
• Ask students to work in pairs. Tell them to ask and
answer questions about places on the map.
14
• Ask students to continue working in pairs. Tell them
to ask and answer questions about places in their own
town or city.
Extra activity 1
Draw this simple street map on the board and ask students
to copy it:
HIGH STREET
café
Tell them to write places from the lesson on their map.
Put students in new pairs and tell them to practise
conversations using their maps.
If your students know the town they are in quite well, ask
them to remember and write the real names of places to
use in the activity. You could also use this as an opportunity
to teach two or three additional place names if students
ask about them, e.g. pharmacy, supermarket, library.
85469_U04_ptg01_070-084.indd 73
4b Tourist information
Lesson at a glance
• listening: tourist information
• grammar: this, that, these, those
• pronunciation: th /ð/
• reading: famous towers
• grammar: question words
• speaking: famous places
Listening
1    [69] ★ CPT extra!  Revision activity [before Ex.1]
• Tell students that they are going to listen to two
conversations in a tourist information centre. First,
ask them to read the parts of the conversations
carefully (a–h for conversation 1 and a–e for
conversation 2). Use realia or images on the internet
to check the words map and timetable.
• Play the recording. Students listen and number the
parts of the conversations in the order they hear them.
ANSWERS
1
1 c  2 a  3 b  4 d  5 e  6 h  7 g  8 f
2
1 b  2 e  3 a  4 d  5 c
Audioscript    [69]
t = tourist; a = Tourist Information Centre assistant
1 t 1: Hi.
a : Good morning.
t 1: Is this a map of the city?
a :  No, it isn’t. That’s a map of England.
This is a map of London.
t 1: OK … And where’s the London Eye?
a: It’s near the River Thames … here it is.
t 1: Oh, yes. Is it open on Sunday?
a: Yes, it’s open every day.
2 t2: Good afternoon. Where are the timetables, please?
a : Well, these are train timetables, here.
t 2: And bus timetables?
a : Those are bus timetables, next to the door.
t 2: OK, thanks.
Background information
The London Eye is a giant Ferris wheel ride on the South
Bank of the River Thames in London. It is a popular tourist
attraction as it offers far-reaching views over the city.
2 ★ CPT extra!  Grammar activity [before Ex.2]
• Ask students to work in pairs to practise the
conversations in Exercise 1. They may find it easier
to refer to Audioscript 69 on Student’s Book 184.
4b  Tourist information 73
12-06-2019 11:28:46
 Unit 4  Cities
• Ask students to change roles and repeat the
conversations.
Extra activity
Ask students to change the information in the conversations
so that the conversation is true for the students’ city or
town. Students practise the new conversation again.
Grammar this, that, these, those
3 b :  I’m not sure … Oh, yes. They’re pencils.
• Read the grammar box to the class. It’s a good idea
to use realia to physically demonstrate the meaning
of these words (see Extra activity below).
• Ask students to write singular or plural to complete
the rules. Check answers with the class.
ANSWERS
1 singular  2 plural
Refer students to page 164 for further information
and practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
3 • Tell students they are going to listen to the four
1 This  2 That  3 that  4 this  5 That  6 that
4 Students listen and repeat the conversations. Encourage
1  these  2 Those  3 these  4 These  5 These  6 those
Grammar notes
We use this to refer to a singular person or thing which
is close to the speaker. We use that to refer to a singular
person or thing which is more distant from the speaker.
These is the plural of this, and those is the plural of that.
Extra activity
Use realia to demonstrate the use of this, that, these,
those. For example, use a selection of pens. Put one pen
very near you on the desk in front of you. Point to it and
say: This … This is a pen. Then take a second pen and put
it further away, on a different table, and point to it and
say: That … That is a pen. Then recap by pointing to the
first pen saying: this and to the second pen saying: that.
Then add two or three pens to the one in front of you and
say: These … These are pens. And add more pens to make
a group further away from you and say: Those … Those
are pens. Again, recap by indicating the first pile and
saying: these and the second pile saying: those.
You could also drill the sentences chorally, then point
without saying anything to prompt students to produce
the words themselves.
4    [70]
• Ask students to work individually to read the
conversations and write this, that, these and those
in the gaps.
• Play the recording for students to check their answers.
74 Unit 4   Cities
85469_U04_ptg01_070-084.indd 74
ANSWERS
1 this  2 these  3 those  4 that
Audioscript    [70/71]
1 a : Is this a train timetable?
b : No, it’s a bus timetable.
2 a : Excuse me. Are these pens or pencils?
The pens are next to the maps.
a: OK, thanks.
3 a : Excuse me. Are those maps of London?
b : Yes, they are.
4 a : Is that guidebook in English?
b: Which guidebook?
a: The book next to you.
b: No, it isn’t. It’s in Spanish.
Pronunciation th /ð/
5a    [71]
conversations from Exercise 4. Play the recording.
them to pay attention to the pronunciation of /ð/ in
this and that.
Pronunciation notes
The /ð/ sound can be challenging for foreign learners of
English to say. Students often confuse it with the /d/ or /z/
sound. It is a voiced consonant and is produced by pressing
the tongue against the top front teeth and withdrawing it.
If students have real problems, tell them to place their
index finger in front of their lips with their tongue pressing
against the front teeth and just touching the finger. As they
make the sound, they pull their tongue back.
5b
• Model the pronunciation of /ð/ in the words.
Then ask students to practise saying them.
Extra activity
Write the following sentences on the board and ask
students to practise saying them.
1 There is the boat.
2 This one or that one?
Reading
6    [72]
• Ask students to look at the two photos. Ask: What are
they? (towers) What are their names? Where are they?
(elicit ideas from students).
• Ask students to read the text and choose the correct
options in sentences 1–3. Let students compare their
ideas in pairs.
12-06-2019 11:30:30
 Unit 4  Cities

• In feedback, check symbol (here, something that makes

ANSWERS
people think of your city).
Student A’s information:
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen. It’s called the Paranel observatory.
It’s in the Atacama desert in Chile.
It’s open on Saturdays.
ANSWERS
It’s big.
1  Big Ben  2  The Skytree  3  Big Ben
It’s in the James Bond film Quantum of Solace.
Student B’s information:
Background information
It’s the Taj Mahal.
Tokyo Skytree is a broadcasting, restaurant and observation It’s in Agra in India.
tower in Sumida, Tokyo. It is 634 metres high, making it the It’s open every day except Fridays.
tallest tower in the world. It is the second tallest structure in
It’s beautiful. It’s a UNESCO World Heritage Site.
the world after the Burj Khalifa in Dubai.
Big Ben is actually the nickname of the bell at the top of
the tower at the north end of the Palace of Westminster in Extra activity 1
London, although people commonly use the name to refer
to the tower itself. The tower was completed in 1859. Its Ask students if there is a famous tower in their home
official name is the Elizabeth Tower. cities or countries. If so, get other students in the class to
interview each other and ask questions to find out about it.

Grammar question words

Extra activity 2
7 ★ CPT extra!  Grammar activity [after Ex.7]
• Read the grammar box to the class. You could check Ask students to research a famous tower on the internet
meaning by writing the following words on the board (e.g. the Eiffel Tower in Paris, the Burj Khalifa in Dubai or
the Empire State Building in New York). Ask them to write
and asking students to match them with the question
an article about the tower, using the article in this unit as
words in bold that relate to them: time (When), thing a model. This could be done for homework.
(What), reason (Why), place (Where). Also see Grammar
note below.
• Ask students to complete the questions (1–6) with the
correct question words.

ANSWERS
1 Where  2 When  3 What  4 Why  5 Where 
6 When

Refer students to page 164 for further information and

practice.

ANSWERS TO GRAMMAR SUMMARY EXERCISE

5
1  What is that building?
2  When is the museum open?
3  Where are your friends today?
4  Why is the café popular?
5  When are the buses to London?

Grammar note
Note that after question words, the verb be inverts (i.e. is
it? NOT it is?).

Speaking my life
8
• Organize the class into pairs. Students read the
information about two different towers on pages 153
and 155 of the Student’s Book. Then they take turns
to ask and answer the questions from Exercise 7 on
Student’s Book page 49 to share the information.

4b  Tourist information 75

85469_U04_ptg01_070-084.indd 75 12-06-2019 11:32:50

 Unit 4  Cities

Here is an idea for this lesson:

4c Time zones Bring into the class a wall clock with moveable hands or
a simple cardboard clock with moveable hands. Put the
Lesson at a glance clock on the wall or board and move the hands to show
different times (e.g. twelve o’clock, half past six, quarter
• vocabulary: the time to eight, etc.). Ask students: What time is it? Find out how
• reading: time zones well or badly students can say times, but don’t correct
• word focus: at at this stage. Use it as an opportunity to find out what
• speaking: days and times students know before starting out on this lesson. It also
gives students an opportunity to hear the question What
time is it? several times in context.
Vocabulary the time
1    [73] 2
• Optional step Use a clock to test, or assess, what • Point out the use of the 24-hour clock, so 3.15 is ‘three
students may already know about telling the time fifteen in the morning’ and 15.15 is ‘three fifteen in
before you teach (see Teacher development below). the afternoon’.
• Ask students to match times and clocks. Let students • Ask students to match morning, afternoon and evening to
compare their answers in pairs. the times. Let students compare their answers in pairs.
• Play the recording. Students listen and check their
answers. Play the recording again for students to repeat ANSWERS
(see Vocabulary and pronunciation notes below). a morning d evening
b morning e evening
ANSWERS c afternoon f afternoon
a  eleven o’clock d  seven forty-five
b  nine thirty e  eight twenty 3    [74]
c  four fifteen f  three fifty-five • Ask students to listen to the short exchanges and write
down the times they hear. Tell them to use digits rather
than words to record their answers.
Audioscript    [73]
• Let students compare their answers in pairs before
a It’s eleven o’clock. checking with the class.
b It’s nine thirty.
c It’s four fifteen. ANSWERS
1  5.00 / 17.00 4  9.45 / 21.45
d It’s seven forty-five.
2  1.30 / 13.30 5  2.20 / 14.20
e It’s eight twenty.
3  7.15 / 19.15 6  6.00 / 18.00
f It’s three fifty-five.

Vocabulary and pronunciation notes Audioscript    [74]

O’clock /əˈklɒk/ is an eighteenth-century abbreviation for 1 What time is it?
‘of the clock’.
It’s five o’clock.
Revise the stress in numbers (for example, thirty but fifteen).
2 What time is it?
Background information It’s one thirty.
It’s common to give times in number form (as in this exercise), 3 What time is it?
especially in situations when asking about timetables. It’s also
the simplest way for students to learn to say the time. Note,
It’s seven fifteen.
however, that native speakers regularly use more complex
4 What time is it?
forms in conversation: half past, quarter past, quarter to,
twenty to, etc. It’s nine forty-five.

5 What time is it?

Teacher development It’s two twenty.
Test before you teach
6 What time is it?
It’s often a good idea to test before you teach. Using
a simple activity, find out how much students already It’s six o’clock.
know about the language point you want to introduce.
This enables you to find out how much they know, what
mistakes they make, and what you need to concentrate
on when teaching. It also allows you to revise existing
elements of language (e.g. numbers, in this case).

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 Unit 4  Cities

Extra activity Background information

Create a listening task by writing pairs of similar times on
the board and reading out one in each pair. Students must
listen and say which time you are saying. Try this list:
1 a  5.30 b  5.40
2 a  9.15 b  9.50
3 a  16.45 b  16.55
Follow up by asking students to write their own list
of times, read them out to their partner, and ask their
partner to say which times they are saying.
4 with the class.
• Ask students to match the words with the times.
Let students compare their answers in pairs before
checking with the class.
The International Date Line (IDL) runs along an imaginary
line from the North to the South Pole at 180° longitude.
It deviates at times to go around various Pacific Island
groups. It’s on the opposite side of the Earth to the Prime
Meridian, which passes through the Royal Observatory in
Greenwich in southeast London. This is at 0° longitude.
7 ★ CPT extra!  Listening activity [after Ex.7]
• Ask students to work individually to read the article
again and write the names of the cities. Let them
compare their answers with a partner before checking
ANSWERS
1  Hong Kong, Perth  2  New York, Lima

ANSWERS
1 12.00      2 24.00 Extra activity
Ask students to close their books. Say: It’s 4 o’clock in the
morning in Los Angeles. Where are the people? Find out
Pronunciation note
if students can remember and say the sentences from the
Note the stress: midday, midnight. text. Ask about other cities and times in the text.

5
Vocabulary notes
• Model the questions first by asking students open
class. Elicit a few answers. Also ask the more generic shop = a place where you buy things
question: What time is it now? office = a place where people work at desks
• Organize the class into pairs to practise asking and bed = what you sleep on
answering the questions. closed = the opposite of open

Extra activity 8
If your students study in a school or college that they • Organize the class into pairs to work out what time it is
know well, ask them to write times to answer the in the different cities. Ask students to tell their partner
following: the times.
What time is …
the school open? ANSWERS
the library open? Cairo – 14.00 / two o’clock in the afternoon
your English lesson? Rio de Janeiro – 09.00 / nine o’clock in the morning
your coffee break? Sydney – 22.00 / ten o’clock in the evening
your lunch break? Los Angeles – 04.00 / four o’clock in the morning
Perth – 20.00 / eight o’clock in the evening
Students write answers then ask and answer questions
with a partner about the times. Lima – 07.00 / seven o’clock in the morning

Reading
6    [76]
• Ask students to look at the map on Student’s Book
page 51. Make sure they are familiar with the concept
of time zones. You could make and read out a few
sentences of your own to focus students on the map,
e.g. In Los Angeles, it’s four o’clock in the morning.
• Ask students to read the article quickly and answer
the question.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
It’s ‘in’ the Pacific Ocean.
9
• Discuss the questions open class. If your students are
from different countries, ask them what time it is in
their country now.
Extra activity
Ask students to write whole sentences about the times
and the cities in the box in Exercise 8.
Word focus at
10a
• Ask students to work individually to underline
expressions with at in the article on Student’s Book page
51. Let students check their answers in pairs.

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 Unit 4  Cities

ANSWERS
People are at work.
Children are at school.
Schools are closed and children are at home.
10b    [75] ★ CPT extra!  Word focus activity [after Ex.10]
• Ask students to complete the exchanges with the
expressions. Let them compare answers in pairs.
• Play the recording. Students listen and check their
answers (see Grammar and pronunciation notes below).
ANSWERS
1  at school  2  at five o’clock  3  at work; at home
Audioscript    [75]
1 a : Where are your children? Are they here?
b : No. It’s two o’clock – they’re at school.
2 c : Sandy, what time is your train?
s : It’s at five o’clock.
3 d : Hi, Tom. Are you at work?
4d Two teas, please
Lesson at a glance
• vocabulary: snacks
• real life: buying snacks
• pronunciation: linking with can
Vocabulary snacks
1    [77]
• Optional step Explore what students may already know.
Elicit onto the board any words that students know for
foods and drinks in English. Pre-teach the word snacks
(small items of food that you eat between meals).
• Ask students to look at the pictures. Alternatively, you
could use flashcards or images on the IWB showing the
types of food on the page before opening the Student’s
Book. Elicit and drill the food and drink words. Then
ask students to write the words in the box next to the
correct photos.
• Play the recording. Students listen and check their
answers.

t : No, I’m not. It’s a holiday today. I’m at home. • Play the recording again. Students listen and repeat
(see Pronunciation notes below).
Grammar and pronunciation notes
We use at with times: at 5 o’clock, at midnight.
Audioscript    [77] (and answers)
We use at to specify location: at home, at work, at school. a mineral water f tea
Note that in these fixed expressions we don’t use the.
In other expressions (at the hospital, at the airport, etc.), b fruit juice g sandwich
we do use the. c cake h apple
Students are often unsure whether to use in or at. At this d coffee i banana
level, it’s best to just teach fixed expressions rather than
e salad j orange
giving rules, but the short answer is that we use at when
we want to say where we are (I’m at school. I’m at the
airport) and in when we want to emphasize that we are Pronunciation notes
inside a place (I’m in the airport, so come inside). Note that the stress is on the first syllable of all these
The word at is usually unstressed: /ət/. words, except for banana /bəˈnɑːnə/.
Other unusual pronunciations: sandwich /ˈsænwɪdʒ/ or
/ˈsænwɪtʃ/, orange /ˈɒrɪndʒ/.
Speaking my life
11 Real life buying snacks
• Start by modelling the activity. Read out the example.
Then read out one or two more examples and get
2    [78]
students to say where they are in open class. • Tell students that they are going to listen to three
conversations in which people buy snacks. Ask them
• Organize the class into pairs. Tell students to prepare
to listen and number the snacks mentioned in each
ideas. Monitor and help with ideas and vocabulary.
conversation (1–3).
• Students take turns to ask about different days and
• Play the recording. Let students compare answers
times with their partner.
in pairs.

EXAMPLE ANSWERS
ANSWERS
A:  It’s Saturday at midnight. Where are you?
1 coffee  2 mineral water, salad  3 tea, fruit juice, cake
B:  I’m at home and I’m in bed.

B:  Where are you? It’s Sunday morning. It’s 11 o’clock.

A:  I’m in a café in my town.

A:  It’s Monday evening at six thirty. Where are you?

B:  I’m at work in the office.

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 Unit 4  Cities

Audioscript    [78] 4b
• Organize the class into pairs. Ask students to practise
1 a : Hi. Can I help you? the conversations in Exercise 3. Encourage them to take
c: Two coffees, please. turns playing the different roles in each conversation.
a: Large or small?
c: Small. Extra activity
a: Anything else? Once students have practised reading out the conversations
two or three times, tell them to cover the conversations
c: No, thanks. and try to remember them.
2 a : Hi. Can I help you?
5
c: Can I have a mineral water, please?
• Organize the class into new pairs to act out
a: Anything else? conversations. Encourage them to ‘buy’ a variety of
c: Yes. A salad. snacks from Exercise 1. As students speak, monitor
a: OK. Four euros, please. closely, and note any errors they make. At the end of
the activity, give feedback on some of these errors (see
3 a : Can I help you? Teacher development below).
c: A tea and a fruit juice, please.
a: Anything else? Extra activity
c: Yes. Two cakes, please. Ask students to find an online snacks menu in English
and download it. Tell them to write a conversation
a: OK. Here you are. Seven pounds, please.
between a customer and waiter based on the menu.
c: Here you are. You could then invite pairs to act out the conversations
in front of the class.
3    [78] ★ CPT extra!  Real life activity [after Ex.3]
• Read the expressions in the ‘buying snacks’ language
Teacher development
box to the class. Ask students to complete the
conversations with the expressions. Elicit the first Giving feedback on errors
answer to get them started. When students are doing a speaking activity where the
• Play the recording again. Students listen and check emphasis is on fluency, it’s best not to interrupt students
while they are speaking in order to correct them. Instead,
their answers.
listen carefully and note errors so that you can give
feedback at the end of the activity. This promotes fluency
ANSWERS while also addressing accuracy in a supportive way. Follow
1  Two coffees, please. 5  Four euros, please. this procedure:
2  Large or small? 6  Can I help you? 1 While students are speaking in pairs or groups, listen
3  No, thanks. 7  Anything else? and write errors you hear in a notebook. You could
carry the notebook with you as you listen, or leave it
4  Can I have a mineral 8  Here you are.
on your desk and return to it to note things.
water, please?
2 Listen for errors of form, meaning and pronunciation
as you monitor. It can be a good idea to focus mainly, or
Pronunciation linking with can even exclusively, on language areas that students have
4a    [79] studied in the lesson or in recent lessons.

• Play the recording. Students listen and note the way
the two words Can and I are linked in continuous
speech (see Pronunciation notes below).
• Play the recording again for students to repeat. In
feedback, point out how and why the words link.
3 At the end of the activity, write up no more than five or
six short sentences or extracts with errors in them. Keep
them anonymous and ensure that they are from a range
of students in the class.
4 Ask students to work in pairs to identify the errors and
correct and rewrite the sentences.

Audioscript    [79]

1  Can I help you?

2  Can I have a mineral water, please?

Pronunciation notes
Can ends with a consonant sound and I is a vowel sound.
When a word ends with a consonant sound, it tends to
join with the vowel sound at the start of the next word in
order to make it easier to say, i.e. Ca-ni.

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 Unit 4  Cities
4e See you soon
Lesson at a glance
• writing: a text message
• writing skill and
Writing a text message
1 individually to complete the remaining sentences. Let
• Optional step Pre-teach text message. Use your phone
to do this – show the class a recent text message (note
that it is often abbreviated to simply a text and that in
some varieties of English, a text is called an SMS).
• Ask students to read the text message and answer the
questions. Let them compare their answers in pairs
before discussing as a class.
ANSWERS
1 Sandra  2 Jen – she’s in Thailand
Background information
The photo shows a floating market in Thailand in south-
east Asia. Bangkok is the capital of the country.
2 3c ★ CPT extra!  Writing activity [after Ex.3c]
• Ask students to work individually to read the text
message again and underline the adjectives as specified
in 1–5. Let students compare their answers in pairs.
ANSWERS
1 great  2 big, new  3 famous  4 friendly  5 great
Vocabulary notes
In feedback, check the adjectives with mime and examples,
e.g. check great by doing an enthusiastic smile and thumbs
up and a groan and thumbs down and asking students to
say which set of actions matches with great.
Check friendly by smiling and approaching people in the
class and then by looking miserable with your arms folded.
Again, ask students which set of actions matches friendly.
Writing skill and
3a
• Ask students to work individually to read the text
again and underline and. Check answers with the class.
ANSWERS
Our hotel is big and new.
Thai people are friendly and Thai food is great.
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85469_U04_ptg01_070-084.indd 80
3b
• Tell students they are going to read pairs of sentences
and write one new sentence for each pair. Ask them
to look at the example. Point out that we use and to
join two adjectives, nouns or phrases in English. Here,
because the subject of both sentences is the same, we
don’t need to repeat the subject.
• Elicit the next sentence (about museums) from the
class to get students started. Then ask them to work
them compare their answers in pairs before checking
with the class.
ANSWERS
1  The hotel is small and new.
2  The museums are big and old.
3  The park is open on Saturday and Sunday.
4  The town is old and beautiful.
5  It’s famous in America and Europe.
6  It’s a town with a bus (station) and (a) train station.
Grammar notes
Note that adjectives in English do not change according
to whether they are describing singular or plural nouns.
• Ask students to work individually to read the pairs of
sentences and join them together into one new sentence
using and. Point out that here and is joining two separate
sentences with different subjects, and so both subjects
need to be maintained.
• Let students compare their answers in pairs before
checking with the class.
ANSWERS
1  Thai people are friendly and Thai food is great.
2  Our hotel is modern and the room is clean.
3  The beaches are great and the buildings are beautiful.
4  The airport is small and the plane is old.
5  The park is next to our hotel and the market is in our
street.
6  London is big and some parts are dirty.
4
• Ask students to work individually to choose a place
and write a text message. Tell them to write about three
of the listed topics and to use the text message in the
unit as a model. Tell them not to mention the name of
the actual town or city in the message.
5
• Ask students to check their text message carefully.
Take the opportunity to circulate and look at their work,
pointing out or correcting any errors as you see them.
Focus particularly on the use of adjectives and the
word and.
6/24/2019 10:49:05 AM
 Unit 4  Cities

6
• Ask students to exchange their texts with a partner.
Tell them to read and answer the question: Where is
your partner?
• In feedback, ask follow-up questions about the
information in the text messages. For example: Is Ivan’s
hotel big? Is the food good?
Extra activity
For homework, ask students to write a text message to
a friend or family member from a place that they have
visited recently.
4f Where’s that?
Before you watch
1 ★ CPT extra!  Lead-in activity [before Ex.1]
• Optional step Ask students to look at the picture
and write down as many words as they can which are
connected with the picture. Ask students to compare
lists in pairs.
• Ask students to look at the photo and find the name
for the place in the word box at the bottom of Student’s
Book page 55.

ANSWER
a snack bar
A list of possible words connected to the photo:
orange, blue, red, yellow, black, white, person, snacks,
drink, food, pizza, door, window, van, street, buy

Key vocabulary
2a
• Ask students to work individually to read the sentences
and match the underlined words (1–3) with the pictures
(a–c). Let students compare answers in pairs. Remind
them that they learned the word bridge in Unit 2.

ANSWERS
1 b  2 c  3 a

2b    [80]
• Play the recording. Students listen and repeat the words.

Audioscript    [80]

shopping street
sign
bridge

Pronunciation note
Note that sign has a silent g: /sain/.

3    [81]
• Tell students that they are going to listen to the words
in the word box. Check students are clear on the
meaning of the words. Tell them to notice the stress
and pronunciation detailed in the phonemic script.
• Play the recording. Ask students to listen and repeat
the words.

Audioscript    [81]

garden
lights
snack bar
surf

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 Unit 4  Cities
4 1.45–1.47 Woman  That’s the train station.
• Organize the class into pairs to discuss the questions.
In feedback, ask students to tell the class what they
found out from their partner.
ANSWERS
Students’ own answers
5
• Tell students to read the places in the box. This activity
revises vocabulary from earlier in the unit. Refer
students to the pictures on Student’s Book page 46 if
they can’t remember what any of the words mean.
• Ask students to tick the places in their own town or city.
ANSWERS
Students’ own answers
While you watch
6   [4]
• Tell students that they are going to watch a video about
four different cities. Ask students to watch and tick the
places in Exercise 5 as they see them in the video.
• Play the video. Let students compare their answers
in pairs before checking with the class.
ANSWERS
a café  a museum  a park  a train station
Videoscript   4
0.00–0.06 Narrator  Four cities around the world. What are
their names?
City 1
0.07–0.16 Woman  OK, so this is in Asia.
0.17–0.22 Man  Ah, it’s at night. Look at the lights.
0.23–0.28 Woman  Yeah, they’re shops. It’s a shopping street.
0.29–0.31 Man  And the cars and the people …
0.32–0.37 Woman  Yes, it’s big. Well, it’s the capital.
0.38–0.45 Woman  And this is in the day.
0.46–0.50 Man  That’s beautiful. Where’s that?
0.51–0.55 Woman  It’s in the city. It’s a park with a lake.
0.56–1.01 Man  Who’s that? Is that you next to the lake?
1.02–1.04 Woman  No, it isn’t.
City 2
1.07–1.21 Woman  And now this is in Europe. Of course,
this museum is really famous: the Prado.
1.22–1.26 Man  Oh yes! Is it an art museum?
1.27–1.34 Woman  Yeah, that’s right. It’s popular with
tourists and local people too.
1.35–1.37 Man  Is that in the capital?
1.38–1.39 Woman  Yes, it is.
1.40–1.44 Man  And where’s that?
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85469_U04_ptg01_070-084.indd 82
1.48–1.50 Man  Where are the trains?
1.51–1.56 Woman  Ah, this is the old station.
1.57–2.00 Man  What’s that? A park?
2.01–2.06 Woman  Well … a garden … and a nice café next
to the garden.
2.07–2.15 Man  Oh yes. It’s beautiful … for a train station!
City 3
2.20–2.27 Woman  Now we’re in the United States.
2.28–2.29 Man  That’s a great photo.
2.30–2.33 Woman  I know. The bridge is famous.
2.34–2.36 Man  It’s the symbol of the city.
2.37–2.42 Woman  Yeah. This is about seven o’clock in the
morning.
2.43–2.48 Man  Look at the buildings in the city. And the
mountains too.
2.49–2.55  Where’s this? Is it in a car park?
2.56–3.08 Woman  No, it’s a snack bar. It’s near the beach.
Look at the sign – eat, drink, surf.
3.09–03.16 Man  Oh yeah! Well, the surfing and the beaches
are famous.
City 4
3.19–3.29 Man  Ooh, that’s cold!
3.30–3.33 Woman  Yes. Well, it’s Europe!
3.34–3.39 Man  What’s this building? Is it a museum?
3.40–3.47 Woman  No, it isn’t. It’s old and famous, but it
isn’t a museum.
3.48–3.51 Man  Is that next to the river?
3.52–3.54 Woman  Yes, in the capital.
3.55–4.00 Man  And look at the two people. Why are they there?
4.01–4.04 Woman  I don’t know.
4.05–4.13 Man  Aha! That’s opposite the Houses of Parliament!
4.14–4.15 Woman  Yeah.
4.16–4.23 Man  Look at the river and the bridges. Great!
Who are the people?
4.24–4.30 Woman  Erm, they’re tourists, I think.
4.33–4.39 Narrator  Four cities around the world. What are
their names?
7   [4]
• Play the video again. Ask students to watch and
write the number of the cities mentioned next to each
continent. Let students compare their answers in pairs
before checking with the class.
ANSWERS
America 3  Asia 1  Europe 2, 4
8
• Ask students to work in pairs to answer the questions.
Elicit answers in feedback.
ANSWERS
1 c  2 a  3 b  4 b
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 Unit 4  Cities

After you watch Unit 4  Review and memory

9 booster ★ CPT extra!  Language games
• Tell students to read the questions and answers from
the video. Ask them to work individually to complete
the questions. Let students compare answers with
their partner.
ANSWERS
1 Where  2 Who  3 What  4 Why  6 Who
Extra activity
Ask students to practise reading the conversations in pairs.
10 ★ CPT extra!  Project work [after Ex.10]
• Tell students to work in pairs to match places from
the list in the box with each city in the video.
• Ask students to write sentences about one of the cities
using the information.
ANSWERS
Tokyo: Shinjuku district; the Imperial Palace
Madrid: Atocha Station; the Prado museum
San Francisco: Fisherman’s Wharf; the Golden Gate bridge
London: Greenwich Naval College; the London Eye and the
Houses of Parliament
Example sentences:
Tokyo is a modern and clean city.
The Prado museum is a famous museum in the Spanish city
of Madrid.
Fisherman’s Wharf is in the city of San Franciso. It’s a great
place and it’s near the sea.
The Houses of Parliament is a big building near the river in
the city of London.
Memory Booster activities
Exercises 3, 6 and 7 are Memory Booster activities. For
more information about these activities and how they
benefit students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.
Grammar
1
• Ask students to work individually to look at the map
and complete the text with prepositions of place. Let
them compare answers in pairs before checking with
the class.
ANSWERS
1 in  2 next to  3 opposite  4 near
2
• Ask students to work individually to complete the
questions with question words.
ANSWERS
1 Where  2 When  3 What

3 ❯❯ MB
Extra activity • Students work in pairs to ask and answer the questions
Ask students to choose another city, research it on the from Exercise 2 about the text in Exercise 1.
internet, find five facts about it, and write five sentences.
You could set this task for homework. ANSWERS
1 It’s next to the Art Museum.
or It’s opposite Roxy Cinema.
or It’s in London Road.
or It’s near the market.
2 It’s open Monday – Saturday, from 10.00 to 18.00 and
from 10.00 to 14.30 on Sunday.
3 The Art Museum is next to the Art Café.

4
• Ask students to work individually to choose the correct
option.

ANSWERS
1 this  2 those  3 that  4 These

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 Unit 4  Cities

Vocabulary
5
• Ask students to work individually to complete the
words for places in a town.

ANSWERS
1 bank  2  car park  3  information centre 
4  train station

6 ❯❯ MB
• Ask students to work in pairs to say where the places in
Exercise 5 are in their town.

ANSWERS
Students’ own answers

7 ❯❯ MB
• Ask students to work in pairs and take turns to choose
a clock and say the time. Their partner must point to
the clock.

EXAMPLE ANSWERS
A:  It’s eight fifteen (in the morning).
B:  Clock 1.

8
• Ask students to complete the menu with the words in
the box.

ANSWERS
1 coffee  2  fruit juice  3 salad  4 sandwiches

Real life
9
• Ask students to work individually to complete the
conversation with the missing expressions (a–e).

ANSWERS
1 e  2 c  3 a  4 b  5 d

10
• Ask students to work in pairs to practise the completed
conversation in Exercise 9. Encourage them to change
roles and repeat the conversation several times, changing
the snacks and drinks that they ‘order’ and the prices.

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 Unit 5  My things
Unit 5  My things

Opener Extra activity

1 Write the following inventions and nationalities (in the
• Ask students to look at the photo. Ask the question and order shown) on the board.
elicit the answer. car American
• Optional step Ask students to say what colours they can plane British
see in the photo (blue, black, white, red, purple, yellow). radio German
bicycle Italian
ANSWER train French
He’s in the air (or sky). Ask students to match inventions and nationalities in pairs.
In feedback, check the answers and find out if students
2    [82] can name any of the inventors.
• Tell students they are going to listen to someone talking Answers:
about the photo. Ask them to read sentences 1–3. car German (Daimler and Benz)
• Play the recording. Students listen and write true (T) plane American (Wright brothers)
or false (F) next to each sentence. Let students compare radio Italian (Marconi)
answers in pairs before checking with the class.
bicycle French (Michaux and Lallement)
train British (Trescothick/Stephenson)
ANSWERS
1 T  2 T  3  F (He’s in the air for five minutes.)

Audioscript    [82]

Look at this fantastic photo. This is a man in the air. His

name’s Yves Rossy. He’s also called Jetman – he can fly.
Rossy is from Switzerland. In the photo, Rossy is in the
air near mountains in Switzerland. He’s in the air for five
minutes. It’s great!

Background information
Yves Rossy was born in Neuchatel in Switzerland in 1959
and in 2006  became the first person to fly for six minutes
using a jet-powered wing strapped to his back. He has
been nicknamed Airman, Jetman and Rocketman.

3    [82] ★ CPT extra!  Listening activity [after Ex.3]

• Play the recording again. Ask students to listen and
answer the question.

ANSWER
because the photo is of a man in the air for five minutes

4
• Organize the class into pairs. Ask students to underline
two things in the box that can fly.

ANSWERS
birds, planes (some may argue that there are ‘flying’ fish)

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Grammar notes
5a Robots and people
We use can to express a general ability, and can’t to
express a lack of ability.
Lesson at a glance Can and can’t are modal verbs and are followed by the
• reading: robots and people infinitive without to. They don’t change regardless of
• grammar: can/can’t which subject pronoun they are used with (so, he can NOT
he cans).
• pronunciation: can/can’t
• vocabulary: abilities Can’t is short for cannot, but the long form is rarely used.
• listening: Tomo the robot
• grammar: can questions and short answers 4
• speaking: my abilities • Read the example with the class then ask students to
write sentences with can and can’t for 2–6. Let students
compare their answers in pairs.
Reading
1 ★ CPT extra!  Photo activity [after Ex.1] ANSWERS
• Tell students to look at the photo. Ask: What can you see? 1  Robots can move.
Where are the people? and elicit ideas. 2  Robots can speak.
• Ask students to find the things in the box in the photo 3  Robots can carry things.
– say each word in turn and ask students to point to the 4  People can’t fly.
relevant part of the photo. 5  I can speak English.
6  My grandfather can’t run.
ANSWERS
There are two women, one at either side of the photo.
Pronunciation can/can’t
There’s a robot in the middle at the front.
There’s a child – a young girl – next to the robot.
5    [84]
The robot has a shopping basket. • Tell students they are going to listen to the recorded
sentences from Exercise 4 and check their answers.
Play the recording.
2    [83]
• Play the recording again. Students listen and repeat the
• Ask students to read the article and underline the three
sentences (see Pronunciation notes below).
pieces of information. Let students compare answers
before checking with the class.
• Optional step The reading text is recorded. You could Audioscript    [84]
play the recording and ask students to read and listen. 1 Robots can move.
2 Robots can speak.
ANSWERS
3 Robots can carry things.
1  Nabeshima Akiko
2  see, speak, move, carry things
4 People can’t fly.
3 run 5 I can speak English.
6 My grandfather can’t run.
Grammar can/can’t
Pronunciation notes
3
Note that can is weakly stressed in positive sentences and
• Read the grammar box with the class (see Grammar
the strong stress is on the main verb: Robots can /kən/ speak.
notes in the next column). Ask students to choose the
correct option to make a true sentence. Note that can’t is strongly stressed in negative sentences
and has a long vowel sound: Robots can’t /ka:nt/ run.

ANSWER
can Extra activity
Ask students to draw their own personal robot on a piece
Refer students to page 166 for further information and of paper. Ask them to tell their partners what their robot
practice. can or can’t do.

ANSWERS TO GRAMMAR SUMMARY EXERCISE

1
1 can’t  2 can  3 can  4 can’t  5 can  6 can’t

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Vocabulary abilities
6    [85]
• Ask students to read the sentences and look at the
photos. Check that students understand all the words.
You could mime some of the activities at random and
ask students to say which actions you are miming.
• Play the recording. Ask students to tick the sentences
that are true for them. Then ask them to make the other
sentences negative by changing can to can’t.
ANSWERS
Students’ own answers
Example: I can cook. / I can’t cook.
Audioscript    [85]
1 I can cook.
2 I can speak English
3 I can play table tennis.
4 I can drive a car.
5 I can ride a bike.
6 I can swim.
7 I can sing.
8 I can play the piano.
7 ★ CPT extra!  Vocabulary activity [after Ex.7]
• Ask students to work in pairs and take turns to read
their sentences and note whether their partner says can
or can’t.
• In feedback, ask students to report back to the class
about their partner. For example, ask them to say: Jaime
can play football. He can’t cook. He can drive a car.
Extra activity
Mime the activities in the Vocabulary section. Students
must shout out You can swim or You can’t swim
depending on how you mime the activity. For example,
swim smoothly and effectively to elicit You can swim and
act as if you’re drowning to elicit You can’t swim.
Then ask students to work in pairs to play the same mime
game.
Listening
8    [86]
• Ask students to look at the photo of Tomo. Ask: What
is it? What can it do? Pre-teach kind (= here, a type of
thing), intelligent (= good at thinking clearly and quickly
and understanding difficult things) and robot expert (= a
person who knows a lot about robots).
• Tell students they are going to listen to a conversation
about Tomo. Play the recording. Students listen and
choose true (T) or false (F).
ANSWERS
1 T  2  F (Tomo is a Japanese robot.)  3 T  4 T
85469_U05_ptg01_085-100.indd 87
Audioscript    [86]
c = Christine; l = Lewis
c: Hi. Welcome to ‘Technology Today’. I’m Lewis Jones
and today I’m with Christine Black, a robot expert,
and Tomo, a Japanese robot. Hi, Christine
c: Hi, Lewis.
l: Christine, tell me about this robot.
c: Well, Tomo is from Japan. She’s a new kind of robot.
She can do things that people can do.
l: ‘She’? Or ‘it’?
c: Aha! We say ‘she’. She’s a robot.
l: OK. So, she’s from Japan. Can she speak Japanese?
c: Oh yes, she can speak Japanese and English.
l: OK. Can she sing?
c: Yes, she can.
l: And can she play the piano?
c : Yes, she can.
l: Wow! I can’t sing or play the piano. Can she swim?
c: Well, Tomo can’t swim, but some robots can swim.
l: OK. Well, my last question is about the name. What
does ‘Tomo’ mean?
c: It means ‘intelligent’ in Japanese.
l: OK, Christine, thanks very much.
c : Thanks!
9    [86] ★ CPT extra!  Listening activity [after Ex.9]
• Play the recording again. Students listen and write ✓
(can) or ✗ (can’t) next to each question (1–4).
ANSWERS
1  ✓  2  ✓  3  ✓  4  ✗
Grammar can questions and short
answers
10
• Read the grammar box with the students (also see
Grammar and pronunciation notes on the next page).
Then ask them to write short answers to the questions in
Exercise 9. Elicit the first answer and write it on the board to
get students started. Let students compare answers in pairs.
• In feedback, ask individual students to come up to the
front of the class and write the answers on the board
(see Teacher development on the next page).
ANSWERS
1  Yes, she can. 3  Yes, she can.
2  Yes, she can. 4  No, she can’t.
Refer students to page 166 for further information and
practice.
5a  Robots and people 87
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 Unit 5  My things

ANSWERS TO GRAMMAR SUMMARY EXERCISES Speaking my life

2 11
1 Can you play the piano? • Demonstrate the activity first by asking Can you … ?
2 I can’t drive a car. questions around the class. Once students have
3 My friends can’t cook. gained confidence by answering your questions, ask
4 Can your baby walk? individuals to ask Can you … ? questions across the
5 This robot can’t swim. class to other students.
6 My brother can speak Russian. • Then ask students to work in pairs to continue the
3 activity.
1 Can he sing?
Yes, he can. Extra activity
2 Can you drive a car? Organize a class survey. Ask students to work in pairs to
Yes, I can. write five Can you … ? questions. Monitor and check that
3 Can they play table tennis? the questions are correctly formed and that both students
No, they can’t. in each pair have written down the questions.
4 Can she cook? Students then stand up and walk round the class
No, she can’t. interviewing other class members and noting their
5 Can we speak English? answers. At the end, in pairs again, students compare their
Yes, you can. / Yes, we can. answers and prepare a short presentation about people
6 Can it swim? in their class. For example: Five people can cook and two
No, it can’t. people can’t cook. Two people can’t drive …, etc.

Grammar and pronunciation notes

Can is a modal auxiliary verb so it inverts with the subject
noun or pronoun to make questions:
He can swim. Can he swim?
In questions, can is weakly stressed, but in short answers
both can and can’t are strongly stressed.

Extra activity
Extend the writing activity into a speaking activity. In pairs,
students use the questions in Exercise 9 to practise asking
and answering with short answers.

Teacher development
Giving feedback on written answers
Often, in the language classroom, students are asked to
write answers. This can range from writing true or false
in answer to a listening task to writing whole sentences
in a grammar practice activity. Think about how best to
give feedback on activities in which students have written
answers. Here are suggestions:
1 Always have the correct answers prepared. They could
be on your IWB or other classroom technology. Students
can quickly compare the correct written answers with
what they have written.
2 Ask students to take turns to come up to the front
of the class to write their answers on the board. This
encourages students to take collective responsibility for
correcting their answers.
3 Prepare answers on cards for students to manipulate.
For example, in Exercise 10 above, you could put
the four questions from Exercise 9 on the board, ask
students to write their short answers on cards, and then
ask them to come to the board to match the answer
they have written to the right question.

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Listening
5b Our things 4    [88]
• Tell students they are going to listen to four people
Lesson at a glance talking about some of the things on Student’s Book
• vocabulary: possessions page 60. Ask them to look at the photos. Play the
• listening: interesting things recording. Students listen and write the possessions.
• grammar: have/has Let students compare answers in pairs before checking
• pronunciation: have/has with the class.
• grammar: be + adjective • Optional step Ask students to look at the audioscript
• speaking: my things on Student’s Book page 185 and check any new words
(see Vocabularly below).
Vocabulary possessions
ANSWERS
1
1  guitar (three guitars)  2 cat  3 glasses  4 football
• Optional step Start by showing flashcards or images
on the IWB of the items on this page. Elicit the words
and drill students for pronunciation. Audioscript    [88]
• Tell students to look at the photos. Ask them to match
the words in the box with the photos. Let students 1 I can play the guitar. I have three guitars. This one is
compare answers in pairs. interesting. It has a date on it – 1921. It’s very old.
2 This is our cat. He’s called Dylan. He’s nine years old.
ANSWERS He has different coloured eyes. One is green and one
is blue. He’s beautiful.
a  a cat e  a watch
b  a football f    a guitar 3 I can’t see without my glasses! These are my new
c photos g  a camera glasses. The astronauts at NASA have the same
d  a motorbike h glasses glasses. They’re very expensive.
4 I have a very interesting football. It’s from the 2014
2    [87] ★ CPT extra!  Vocabulary activity [after Ex.2] Football World Cup. It’s from a game between
• Play the recording. Students listen and check their Portugal and Germany. It has Cristiano Ronaldo’s
answers to Exercise 1. signature on it.
• Play the recording again. Students listen and repeat the
words (see Pronunciation note below). Alternatively, in Background information
feedback, say the words and ask students to repeat. Cristiano Ronaldo, who has played for Manchester United
and Real Madrid football teams, is often considered the
Audioscript    [87] world’s best current footballer. Germany beat Portugal
4–0 in the Group G game at the World Cup in Brazil on
a  a cat e  a watch Monday June 16th, 2014. Germany went on to win the
tournament. Perhaps Cristiano didn’t mind giving away
b          a football f     a guitar the football!
c  photos g      a camera
d          a motorbike h          glasses Vocabulary notes
Pronunciation note interesting = something that is interesting makes you want
to know about it
Note the stress and pronunciation of these words: guitar
different = the opposite of same; not the same as another
/ɡɪˈtɑː/, camera /ˈkæm(ə)rə/.
person or thing

3 astronaut = someone who travels and works in space

• Ask students to work in pairs and take turns to ask the same = the opposite of different; exactly like another
person or thing
question and say the words.
expensive = costs a lot of money
Extra activity game = an activity that you do for fun that has rules and
you can win or lose it
Play a memory game. Students look at the photos for
thirty seconds and try to memorize all the words. Then tell signature = a person’s name written in a special way by
students to close their Student’s Books. Count to five. Then that person, e.g. at the end of a letter
tell students to write down all the words. Find out how
many students remembered all of them. Ask them to open
their books and check that they have written the words
correctly.

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 Unit 5  My things
5    [88]
• Ask students to look at sentences 1–4 and complete
what they can.
• Play the recording again. Students listen and complete
the sentences. Let students compare answers in pairs.
• If necessary, play the recording again, or play and
pause, to help students hear and complete all the
information.
ANSWERS
1  date; old
2  different; green; blue
3 expensive
4  Germany; Cristiano Ronaldo’s
6 Pronunciation have/has
• Organize the class into new pairs. Ask students to take
turns to make sentences beginning with because …
• In feedback, ask students to tell the class why the
possessions are interesting.
EXAMPLE ANSWERS
1  The guitar is interesting because it has a date on it.
It’s very old.
2  The cat is interesting because he has different coloured
eyes.
3  The glasses are interesting because astronauts have the
same glasses.
4  The football is interesting because it has Ronaldo’s
signature on it.
Grammar have/has
7
• Read the grammar box to the class (also see Grammar
and pronunciation notes below). Ask students to choose
the correct option to complete the sentences.
ANSWERS
1 has  2 have
Refer students to page 166 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
4
1  have  2 has  3 have  4 have  5 has  6 has
Grammar and pronunciation notes
We use have and has to express possession. Note that
have got and has got are also used to express possession,
especially in British English.
We use has with the third person (he, she, it).
90 Unit 5   My things
85469_U05_ptg01_085-100.indd 90
8 ★ CPT extra!  Grammar activity [after Ex.8]
• Ask students to work individually to complete the
sentences with the correct form. Elicit the first answer
to get students started. Let students compare answers
in pairs before checking with the class.
ANSWERS
1 have  2 has  3 has  4 has  5 have  6  have; have
Grammar notes
Note that has or have are not reduced to ’s or ’ve. This is
because they are full verbs. They are only usually reduced
when they are auxiliary verbs.
9a    [89]
• Tell students they are going to listen to the completed
sentences in Exercise 8. Play the recording. Students
listen and check their answers.
• Play the recording again. Students listen and repeat the
sentences (see Pronunciation notes below).
Audioscript    [89]
1 I have a bike.
2 My friend has a motorbike.
3 My brother has two cameras.
4 My sister has a bag.
5 My friends have a car.
6 I have two sisters.
They have brown eyes.
Pronunciation notes
Have and has are stressed in these sentences, so they are
pronounced /hæv/ and /hæs/ or /hæz/. Note that in the
sentences on the recording, has is usually pronounced
/hæz/ because the sound that follows in the sentence is
a voiced vowel, but in sentence 3 it’s pronounced /hæs/
because it’s followed by an unvoiced /t/ sound.
9b
• Model the activity by describing two of your own
possessions, or ask students to make two or three
example sentences in open class.
• Organize the class into pairs or small groups to make
sentences about their possessions. Elicit some ideas
in feedback.
EXAMPLE ANSWERS
Students’ own ideas
I have family photos. They’re old.
I have a new car. It has Bluetooth.
I have glasses. They’re American.
16/05/18 7:22 pm
 Unit 5  My things

Grammar be + adjective Extra activity

10 Organize the class into pairs. Ask students to empty their
• Read the sentences in the grammar box to the class pockets or their bags. Tell them to hold up each item and
(also see Grammar and pronunciation notes below). say what they have (e.g. I have a pen, I have glasses, I have
Tell students to answer the questions. a dictionary). As they say things, they return them to the
bag or pocket. At the end, their partner has to remember
and say what their partner has (e.g. Jose has a pen,
ANSWER
glasses, a dictionary …).
the same

Refer students to page 166 for further information and

practice.

ANSWERS TO GRAMMAR SUMMARY EXERCISE

5
Possible answers:
The buildings are tall.
My camera is expensive.
Your car is red.
The museum is new.
The people are young.
My sister is popular.

Grammar and pronunciation notes

In English, adjectives do not change their form according
to whether the noun is singular or plural, e.g. his camera is
big and his cameras are big NOT his cameras are bigs.

11 ★ CPT extra!  Vocabulary activity [after Ex.11]

• Ask students to work individually to write the words in
the correct order make sentences and questions. Elicit the
first answer to get students started. Let students compare
answers in pairs before checking with the class.

ANSWERS
1  Our car isn’t new.
2  Is your camera old?
3  Our children are beautiful.
4  Her photos are very interesting.
5  Is his bag black and white?
6  Their piano is very old.

Speaking my life
12
• Ask students to work in pairs to describe three
possessions, pets or family members. You could give
them preparation time to think of things to say first.
• As students speak, monitor closely and note down any
errors you hear. In feedback, write some of the errors
on the board, without mentioning who made them. You
could even change some of the elements to make them
truly anonymous. Invite the class to correct them.

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 Unit 5  My things
5c Technology and me
Lesson at a glance
• vocabulary: technology
• reading: favourite technology
• grammar: adjective + noun
• speaking: my favourite piece of technology
Vocabulary technology
1 ★ CPT extra!  Revision activity [before Ex.1]
• Optional step Use realia in your classroom to elicit
and drill these new words.
• Ask students to look at the objects and write the numbers
next to the words in the box to show what they are
labelling. Let students compare answers in pairs. Check
that students are clear on the meaning of the words.
• Drill the words for pronunciation (see Teacher
development below). Students listen and repeat.
ANSWERS
1  a webcam  2 apps  3 headphones  4  a camera
5  a screen  6  a battery  7  a memory stick
Pronunciation note
Note that the strong stress is on the first syllable of all
these words.
Teacher development
Using repetition drills
It is important to ensure that students have sufficient
opportunities to practise the correct pronunciation and
word stress of new words. Repetition drills, in which
students repeat the word chorally as a class and then
individually after a model, are an effective way of
achieving this. Repeating new words as a group also
supports students who are shy or self-conscious. Here
are some tips for using repetition drills:
1 Model the pronunciation of a new word clearly. Ask the
whole class to repeat chorally. Then nominate three or
four individuals to say the word on their own. Correct
any errors firmly by modelling the correct pronunciation
again, making sure students try their best to say the
words correctly.
2 Use your fingers to show stress. So, hold up three
fingers as you say memory, pointing to each of the
three fingers in turn to illustrate the three syllables you
are saying. Point to the first finger forcefully to show
that this is the stressed syllable in the word.
3 Write up the phonemic script of the more challenging
words (e.g. camera /ˈkæm(ə)rə/) on the board. Encourage
students to make a record of the phonemic script in
their notebooks.
92 Unit 5   My things
85469_U05_ptg01_085-100.indd 92
2
• Ask students to work in pairs to discuss the questions.
Point out that often, as here, we use you in a general
sense, to mean ‘people in general’ rather than meaning
one specific person or people. Elicit answers in
feedback.
ANSWERS
You can do all the things with a mobile phone – and with
a laptop and tablet too.
Extra activity
In pairs, students show each other their mobile phones
and say what features and apps they have and what they
can and can’t do on their phone.
Reading
3    [90]
• Optional step Ask students to look at the photo on
Student’s Book page 63 and say what they can see: hat,
camera, book, shoes/trainers, watch, headphones/earphones,
mobile phone/smartphone, pen, passport, map, sunglasses,
wallet.
• Ask students to read the blog and answer the question.
Let students compare answers in pairs.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWER
a newspaper reporter
4
• Ask students to read the blog again and find the
adjectives. Let students compare their answers with
a partner and say what the adjectives describe.
• Optional step Check the meaning of trip (= journey; an
occasion where you go somewhere and come back again).
ANSWERS
small – bag (It isn’t a small bag!)
new – camera
big – memory
expensive – laptop
good – battery
old – phone
nice – camera
great – headphones
Grammar adjective + noun
5
• Read the sentences in the grammar box to the class. Ask
students to find and circle the adjectives and underline
the nouns in the sentences in the box. Let students
compare answers in pairs.
12-06-2019 12:14:05
 Unit 5  My things

ANSWERS ANSWERS
1a This camera is old. 1  I have a nice bag.
1b  It’s an old camera. 2  That’s a fantastic laptop.
2a These headphones are great. 3  Jack has a new passport.
2b  They’re great headphones. 4  I have two black televisions.
5  We have an old map of the world.
Refer students to page 166 for further information and 6  These are my expensive sunglasses.
practice.

ANSWERS TO GRAMMAR SUMMARY EXERCISE Speaking my life

6 9
1  This is a Japanese camera. • Optional step Model the activity first by asking the
2  My phone has a fantastic memory. questions open class: What’s your favourite piece of
3  You have great music on your MP3 player. technology? Why? Elicit a few responses from individual
4  Venice is a beautiful city. students to get the class started.
5  My sister has a blue car. • Ask students to interview each other in pairs or small
6  Jack’s grandfather is an old man. groups to find out about their favourite pieces of
technology. Encourage them to give reasons.
6 • As student speak, circulate and correct any errors
• Discuss the question with your class. with vocabulary, pronunciation or word order.

ANSWER Extra activity

before the noun Ask students to write a blog entry about all the technology
in their house, bedroom or office. This task could be set
for homework. Completed pieces of work could then be
Grammar notes displayed on the classroom wall for other students to read.
In English, adjectives go before the noun. They do not
change their form, e.g. a big camera and big cameras
NOT bigs cameras.
English uses a comma when using more than one adjective,
e.g. small, expensive cameras or big, new cameras.
Point out the use of a/an with singular nouns and no
article with plural nouns in the example sentences.

7
• Tell students to look at the example and ask: Which word
is the adjective? (fantastic) Which word is the noun? (laptop).
• Ask students to work individually to write sentences
with the adjective in the correct place. Let students
compare their answers in pairs.

ANSWERS
1  It’s a fantastic laptop.
2  These are new batteries.
3  They’re expensive headphones.
4  This is a great app.
5  I have an old phone.
6  My phone has a big memory.

8 ★ CPT extra!  Grammar activity [after Ex.8]

• Ask students to work individually to read the pairs of
sentences and write one new sentence for each pair. Let
students compare their answers in pairs.

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 Unit 5  My things

Vocabulary notes
5d How much is it?
It’s possible to say prices in four different ways. For example,
£12.60 can be said:
Lesson at a glance twelve sixty
• vocabulary: money and prices twelve pounds sixty
• pronunciation: numbers twelve pounds sixty pence
• real life: shopping
twelve pounds and sixty pence

Vocabulary money and prices Extra activity

1
Read out some other prices using euros, pounds and
• Organize the class into pairs. Ask students to match dollars. Ask students to write them down.
the countries in the box with the money (euros, pounds
Alternatively, write some prices in number form on the
and dollars).
board and ask students to spell them out using words.

ANSWERS
€ / euros: Belgium, Germany, Ireland
£ / pounds: the United Kingdom
$ / dollars: Australia, Canada, New Zealand, the United States
Background information
Australia, Canada and the United States all use dollars and
cents. There are 100 cents in a dollar. However, note that
these are separate currencies: the Australian dollar (AUD),
the Canadian dollar (CAD) and the US dollar (USD).
Since 2012, Belgium, Germany and Ireland have been part
of the Eurozone. These are European Union countries who
have adopted the euro as their common currency. Other
Eurozone countries are Austria, Cyprus, Estonia, Finland,
France, Greece, Italy, Luxembourg, Malta, the Netherlands,
Portugal, Slovakia, Slovenia and Spain. There are 100 cents
in a euro.
The United Kingdom uses pounds and pence. There are
100 pence (or pennies) in one pound.
Extra activity
If you have students from a variety of countries, elicit the
symbol and way of saying money in their countries.
2    [91]
• Optional step You could try eliciting how to say the
prices in open class before using the recording.
• Play the recording for students to hear how the prices
are said. Play the recording again for students to listen
and repeat the prices.
Audioscript    [91]
a two pounds thirty
b thirteen pounds fifty
c fifteen euros
d three euros seventy-five
e seventeen dollars eighty cents
f eighteen dollars
Pronunciation numbers
3a    [92]
• Optional step Before starting the activity, you may wish
to revise the pronunciation of ‘-teen’ and ‘-ty’ number
words (see Pronunciation notes below in Exercise 3b).
• Play the recording. Students listen and tick the prices
they hear. Students are likely to find this challenging, so
play the recording a second time if students aren’t sure
of their answers. Let them compare answers in pairs
before checking with the class.
ANSWERS
1 £30  2 £40  3 £15  4 £16  5 £70  6 £18
Audioscript    [92]
1 It’s thirty pounds.
2 It’s forty pounds.
3 It’s fifteen pounds.
4 It’s sixteen pounds.
5 It’s seventy pounds.
6 It’s eighteen pounds.
3b    [92]
• Play the recording again. Students listen and repeat
the prices.
Pronunciation notes
Remind students that ‘-teen’ number words, e.g. thirteen,
fourteen, fifteen, etc. have a strong stress on the second
syllable. The second syllable has a long /i:/ sound.
Number words with ‘-ty’, e.g. thirty, forty, fifty, etc. have a
strong stress on the first syllable. The vowel in the second
syllable has a shorter sound.
3c
• Ask students to work in pairs to take turns to dictate
(= here, to say the words of a text out loud for someone
else to write down) prices, using 13/30, 14/40, etc.
Their partner must write down the prices. At the end,
pairs compare what they have written.

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 Unit 5  My things
Extra activity
Play prices bingo. Ask students to copy this bingo card:
Ask students to write six prices in the spaces on their card.
They can choose any price between (and including) £13
and £15 in multiples of five pence. So, for example, £13.10,
£13.45, £14.50, £14.95, etc.
Read out prices in that range at random. Students must
tick off prices they hear which are on their card. The
winner is the first student to tick all six of their numbers.
Check that student’s card carefully!
Follow up by asking students to play another game
in small groups. One student must play the role of the
bingo-caller and read out the prices.
Real life shopping
4    [93]
• Tell students they are going to listen to three
conversations about products. Ask students to look at
the four products at the bottom of the column and check
that they know what they are and can say the words.
• Play the recording. Students listen and write the
number of each conversation next to the relevant
product. Point out that there is one extra product
that they will not use.
ANSWERS
1  alarm clock  2 sunglasses  3  memory sticks
Audioscript    [93]
a = shop assistant; c = customer
1 a : Can I help you?
c : How much is this alarm clock?
a : That’s a clock radio. It’s fifty euros.
c : Hmm, that’s a bit expensive. Thanks.
a : That’s OK. No problem.
2 a : Can I help you?
c : Yes, I’d like these sunglasses, please.
a : Certainly.
c : Oh! Are they for men or women?
a : They’re for men.
c : That’s great.
a : OK, that’s ninety-five pounds fifty, please.
c : Here you are.
3 c : Excuse me.
a : Yes, can I help you?
c : How much are these memory sticks?
a : They’re five ninety-nine each.
c : Can I pay with euros?
a : Yes, of course.
85469_U05_ptg01_085-100.indd 95
5    [93]
• Tell students they are going to listen to the
conversations again and tick the prices that they hear.
• Play the recording again. Students listen and tick the
correct prices. Let students compare their answers
in pairs before checking with the class. In feedback,
write the answers on the board.
ANSWERS
1  €50 (fifty euros)
2  £95.50 (ninety-five pounds fifty)
3  £5.99 (five ninety-nine)
6 ★ CPT extra!  Real life activity [after Ex.6]
• Ask students to look at the expressions used when
shopping and write C (for customer) or A (for shop
assistant) next to each one, depending on who is
speaking.
ANSWERS
Excuse me. C
Can I help you? A
I’d like these sunglasses, please. C
How much is this alarm clock? C
How much are these memory sticks? C
It’s / They’re €50. A
That’s £95.50, please. A
Can I pay with euros / cash / a credit card? C
Here you are. A
Grammar notes
Note that English uses Can I … ? when asking permission
to do something. Both May I … ? and Could I … ? are also
possible. They are more polite but less common.
I’d like … is the best and most common way of requesting
or asking for something. I want … is considered too direct
and rude in English. Make sure students are pronouncing
I’d /aid/ and not saying I like.
Shop assistants would tend to say It’s five pounds when
asked how much something is, but That’s five pounds
when adding everything together or asking for money at
the end of the conversation.
7
• Ask students to work in pairs. Tell them to turn to
Audioscript 93 on Student’s Book page 185 to practise
reading out the conversations. Monitor carefully and
make sure they are attempting a good intonation
pattern when asking the questions.
8
• Organize the class into new pairs. Give students time to
prepare in their pairs before attempting the conversation
(see Teacher development on the next page). They must
decide who will play the role of the shop assistant and
who will be the customer. The assistant must choose new
prices for the electronic products in the pictures.
5d  How much is it? 95
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 Unit 5  My things

• When students are ready, ask them to act out their

roleplay. Monitor carefully and make sure they are 5e Can you help me?
attempting a good intonation pattern when asking
the questions.
Lesson at a glance
Extra activity • writing: an email
• writing skill: but
You could expand this to make it a whole class activity.
Divide the class into groups of four. Each group must work
together to draw very simple pictures of the following things Writing an email
on four separate pieces of paper: a camera, headphones, a
webcam and an MP3 player. Tell them to label the products
1
with a name, a price and any features they can think of. If • Optional step Ask students to look at the photograph
you like, you could choose different products that students of a laptop on the page and elicit and revise key words:
know (a laptop, a mobile phone, etc.). Encourage them to PC, laptop, tablet, keyboard, screen, webcam, headphones,
be imaginative in the features and prices. battery, apps.
When students are ready, two students from each group • Ask students to work individually to read the email
must stand up (they are customers). The other students (the original message, not the reply) and answer the
remain seating with the drawings (they are shop assistants).
questions. Let students compare their answers in pairs
The customers walk round, visit shops, and ask about before checking with the class.
products. They can pretend to buy any that they want to.
In feedback, find out which shop had the best products,
and which one had the cheapest and most expensive. ANSWERS
1  Eliza (a college student)
2  Mike (an IT consultant at Computer Life Weekly:
Teacher development mike@computerlifeweekly.com)
Preparing for roleplays
Roleplays are an effective and enjoyable way of practising
Vocabulary notes
new language. They enable students to use language in as
natural a way as possible and are a useful way of building PC = personal computer – a large desk computer with a
students’ confidence. Careful preparation before speaking separate keyboard
will maximize the usefulness of roleplays. Here are some tablet = a thin, flat, portable computer with an LCD
preparation tips: touchscreen display
1 Don’t expect Beginners to be able to improvise much. For laptop = a small, portable personal computer that opens
example, in Exercise 8 ask the ‘shop assistants’ to work like a book or folder – sometimes called a notebook
together to decide on the price and think of phrases to
use, and the ‘customers’ to decide together what to pay 2
and think of useful phrases. This maintains the structure
of the modelled conversation while giving students some
• Tell students to read Mike’s reply to Eliza’s email. Ask
creative freedom. You can then reorganize the class into students to complete the table. Let them compare their
AB pairs so that shop assistants are with customers, and answers in pairs before checking with the class.
students will be ready to practise.
2 Beginners sometimes prefer to start with a script. Ask ANSWERS
students to write and practise a dialogue in pairs. When tablets – have small screens
they are confident, tell them to cover the dialogue and
laptops – are expensive
improvise it. This could even be done in stages, with
one student covering their script while the other reads
from theirs to ensure the conversation proceeds without Writing skill but
problems.
3a
3 Beginners can benefit from prompts, e.g. write the
following on the board:
• Ask students to underline two examples of sentences
using but in Mike’s email reply. Let students compare
Can I … ?
their answers in pairs before checking with the class.
I’d like …
How much … ? ANSWERS
That’s …
Tablets have good screens, but they’re small.
Here … Good laptops are fast, but they’re expensive.
Students can use these prompts to help them prepare
things to say, and can look up at the prompts as they
speak to help them remember phrases. Grammar notes
We use the conjunction or linking word but to join two
clauses and show that there is a contrast between the two
clauses. Often a comma is placed before but, especially
when joining two long clauses.

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 Unit 5  My things

3b EXAMPLE ANSWERS
• Ask students to work individually to read the sentences
Bikes are cheap, but they’re slow.
and rewrite them as one sentence with but. Let students
Motorbikes are fast, but they’re expensive.
compare their answers in pairs before checking with
the class.
Extra activity
ANSWERS
For homework, ask students to write an email to you,
1  This tablet is great, but it’s expensive. advising you why you should buy the same make of mobile
2  The screen isn’t big, but it’s nice. phone that they have.
3  My car is old, but it’s fast.
4  My PC isn’t old, but it’s slow.
5  Our doctor is young, but she’s good.
6  The book is old, but it’s interesting.

3c ★ CPT extra!  Writing skill activity [after Ex.3c]

• Optional step Revise and. Write on the board: This
tablet is great. Then write these phrases: it’s nice and
it’s expensive. Ask students to say whether they need
and or but to match it’s nice and it’s expensive to the
first sentence. Point out that it’s expensive contrasts
with great (because it’s negative) but it’s nice adds
information (because, like great, it’s positive).
Therefore: This tablet is great and it’s nice; This tablet
is great, but it’s expensive.
• Ask students to work individually to complete the
sentences with and or but. Let students compare their
answers in pairs before checking with the class.

ANSWERS
1  , but  2 and  3  , but  4  , but  5  , but  6 and

4
• Ask students to work individually to complete the
email with seven of the words from the box. Note that
answers are given below, but that students are first
asked to compare their emails in Exercise 5.

ANSWERS
1 bus
2/3  cheap; slow or slow; cheap
or expensive; fast or fast; expensive
4/5  a bike; a motorbike or a motorbike; a bike
6 can’t
7 Can

5
• Students compare their answers to Exercise 4 in pairs
before checking with the class.
• Ask students to think of one positive and one negative
thing about a bike and a motorbike. Then ask students
to write sentences with but to express their ideas.
• In feedback, ask students to share their sentences.
Check their writing for correct spelling, capital letters
and the use of but.

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 Unit 5  My things
What’s your favourite
5f
gadget?
Before you watch
1 gadget
• Optional step Bring in some gadgets to class: mobile
phone, headphones, tablet, electronic key fob, etc.
Elicit what they are called collectively (gadgets) and
individually. Students say which ones they have.
• Ask students to say what gadgets they can see in the
picture on Student’s Book page 66.
ANSWER
mobile phones or smartphones (used as cameras or video
cameras)
Key vocabulary
2a
• Ask students to work individually to read the
sentences and match the underlined words (1–4) with
the pictures (a–d). Let students compare answers in
pairs. Remind them that they saw the word office in
Unit 4 and again in Unit 5.
ANSWERS
1 a  2 c  3 d  4 b
2b    [94]
• Tell students that they are going to hear the words
from Exercise 2a. Play the recording. Students listen
and repeat the words.
Audioscript    [94]
kitchen
coffee machine
microwave oven
office
Vocabulary and pronunciation notes
Microwave ovens are often just called microwaves.
Note the stress: coffee machine, microwave oven, office.
Beginner level students often find kitchen /ˈkɪtʃɪn/ or
/ˈkɪtʃ(ə)n/ hard to say. Practise the /tʃ/ sound.
3    [95]
• Tell students that they are going to listen to the words
in the word box on Student’s Book page 66. Check
students are clear on the meaning of the words. Tell
them to notice the stress and pronunciation detailed
in the phonemic script.
• Play the recording. Ask students to listen and repeat
the words.
98 Unit 5   My things
85469_U05_ptg01_085-100.indd 98
Audioscript    [65]
appointment
busy
engineer
organize
4 ★ CPT extra!  Grammar activity [after Ex.4]
• Organize the class into pairs to talk about their gadgets.
In feedback, ask students what they found out about
their partner. Monitor and offer support with any
additional vocabulary that students may need.
5
• Tell students that they are going to watch a video in
which two people, Ashley and Clare, talk about their
favourite gadgets. Ask students to guess what gadgets
the people might mention.
While you watch
6   [5]
• Play the video. Ask students to watch and check their
predictions from Exercise 5. Let students compare
their answers in pairs before checking with the class.
ANSWERS
Ashley – a mobile phone
Clare – a coffee machine
Videoscript   5
0.00–0.05 Narrator  What’s your favourite gadget?
0.06–0.08  ‘My favourite gadget is my camera.’
0.09–0.12  ‘My favourite gadget is my phone.’
0.13–0.16  ‘My favourite gadget is my laptop.’
0.17–0.19  ‘My favourite gadget is my coffee machine.’
0.20–0.23  ‘My favourite gadget is my memory stick.’
0.24–0.27  ‘My favourite gadget is my microwave.’
0.28–0.45 Ashley  Hi. I’m Ashley. I’m an engineer.
My favourite gadget is my phone. I’m very busy in my job.
I can organize my day with my phone. It has a diary.
0.46–1.00  So, it’s Monday, nine o’clock or Wednesday, twelve
o’clock. I have a bad memory, but I have the diary on my phone.
No problem!
1.01–1.18  And this phone has a great camera. I can take
fantastic photos and I can send them to my friends or to the
computer in my office. The photos from this phone are really,
really good!
1.19–1.34  And I can talk to my phone. I can say: ‘Send this
photo to John’ or ‘Send an email to my office’ or ‘Call home’.
1.35–1.41  My phone is really important in my job and that’s
why it’s my favourite gadget.
1.42–1.59 Clare  Hi. I’m Clare. I’m a doctor. My favourite
gadget is my coffee machine. It’s new. It’s really great.
Some coffee machines are expensive, but my new machine is
a basic machine and it isn’t expensive.
2.00–2.11  It’s in my kitchen next to my microwave. I have a
lot of gadgets in my kitchen. I can make a cup of coffee in two
minutes and it’s fantastic coffee.
13-06-2019 12:27:04
 Unit 5  My things

2.12–2.22  I have ten different types of coffee, so I can make

different types of coffee for my friends. It’s great.
2.23–2.26 Narrator  What’s your favourite gadget?
7
• Ask students to work in pairs to tell their partner what
they remember about the two gadgets. Elicit some
ideas in feedback but don’t comment.
8   [5]
• Ask students to work individually to watch the video
again and tick the options they hear. Tell them that there
may be more than one option. Let students compare
their answers in pairs before checking with the class.
ANSWERS
Ashley – a, c
Clare – a, c
Unit 5  Review and memory
booster ★ CPT extra!  Language games
Memory Booster activities
Exercises 2, 4 and 6 are Memory Booster activities. For
more information about these activities and how they
benefit students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.

9   [5] ★ CPT extra!  Video activity [after Ex.9]

Grammar
• Ask students to look at the sentences and decide
1
who says each thing. They should write A (Ashley) • Ask students to work in pairs to ask and answer
or C (Clare) in the correct place. questions about Lynn using can and the prompts
(1–8) below the photo.
• Play the video again. Ask students to watch and check.
Let students compare their answers in pairs before
checking with the class. ANSWERS
1  Can she (Lynn) drive a car?
ANSWERS Yes, she can.
2  Can she ride a bike?
1 A  2 C  3 A  4 C  5 A
No, she can’t.
3  Can she cook?
After you watch Yes, she can.
10 4  Can she play the piano?
Yes, she can.
• Optional step Ask students to read the two texts
5  Can she speak Arabic?
quickly, without worrying about the gaps, and say No, she can’t.
what they are about (a phone, a coffee machine).
6  Can she speak Russian?
• Tell students to complete the paragraph of information Yes, she can.
about each gadget with the words in the box. Let 7  Can she write in Arabic?
students compare their answers in pairs before No, she can’t.
checking with the class. 8  Can she write in French?
No, she can’t.
ANSWERS
Ashley’s phone: 2 ❯❯ MB
1 camera  2 photos  3 friends  4 office  5 photos • Ask students to work in pairs to make true sentences
6 phone  7 email using the abilities listed in Exercise 1. Tell them to take
it in turns to say a sentence. Encourage them to join
Clare’s coffee machine:
two abilities with and or but.
1 expensive  2 basic  3 kitchen  4 microwave
5 coffee  6 ten  7 friends
EXAMPLE ANSWERS
11 I can drive a car, but I can’t play the piano.
• Optional step Give students time to work individually I can speak and write in Arabic, but I can’t speak Russian.
to prepare ideas and useful phrases. I can cook and I can play the piano.
• Ask students to tell the class about their favourite gadget.

Extra activity
Ask students to write a description of their favourite
gadget. You could set this task for homework.

  Unit 5  Review and memory booster 99

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 Unit 5  My things

3 Real life
• Ask students to work individually to complete the 7
sentences with have or has. • Ask students to work individually to complete the
conversation with the words in the box. Let them
ANSWERS compare answers in pairs before checking with the class.
1 have  2 has  3 have  4 have  5 has  6 has
ANSWERS
4 ❯❯ MB 1 help  2 much  3 They’re  4 like  5 Here
Ask students to work in pairs and take turns to make true 6 That’s  7 pay
or false sentences with I have + noun and the adjectives in
the box. Their partner must guess whether the sentence is The extra word that is not used is are.
true or false.
8
• Ask students to work in pairs to practise the
EXAMPLE ANSWERS conversation in Exercise 7. Encourage them to swap
I have a beautiful coat. roles and repeat the conversation, changing the object
I have an expensive new car. and the price.
I have a black jumper.
I have a fantastic book.

Vocabulary
5
• Ask students to work individually to write ✓ or ✗ next
to the objects. Let them compare answers in pairs before
checking with the class.

ANSWERS
1  a camera ✓ a cat ✗ motorbike ✗
2  a football ✗ a guitar ✓ photos ✗
3 glasses ✓ photos ✗ a watch ✗
4  a battery ✗ headphones ✓ a screen ✗

6 ❯❯ MB
• Ask students to work in pairs. One student reads out a
price and the other must point to the correct price tag.
Tell them to take turns reading out and guessing the tags.

ANSWERS
$14.99: fourteen (dollars) ninety-nine
€50: fifty euros
£71.40: seventy-one (pounds) forty
£13.30: thirteen (pounds) thirty
€17.50: seventeen (euros) fifty
$19.90: nineteen (dollars) ninety
€90.95: ninety (euros) ninety-five
£45.70: forty-five (pounds) seventy

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 Unit 6  We love it!
Unit 6  We love it!
Opener
1★ CPT extra!  Lead-in activity [after Ex.1]
• Use the photo to teach fans, football, football players and
football shirts.
ANSWER
football
2   [96]
• Ask students to look at the numbers and the sentences.
Pre-teach popular (= something that many people like)
and prize (= a reward that you get for being successful
in a sport, competition or game).
• Play the recording. Students listen and choose the
correct options. Let students compare answers in pairs.
• In feedback, get students to repeat the numbers after
your model (one hundred, one million, one thousand).
ANSWERS
1 million  2 hundred  3 million
Audioscript    [96]
These people love their sport. They aren’t players – they’re
fans. Their team is called the Kaizer Chiefs. Football
and rugby are popular sports in South Africa. Football
is an international sport – about 270 million people play
football in about 200 countries. The football World Cup
is every four years. The World Cup prize is millions of
dollars – $30 million at the World Cup in South Africa.
Background information
The football World Cup was played in South Africa
in 2010. Spain beat Holland in the final. The Kaizer
Chiefs play football at Soccer City stadium in Soweto,
Johannesburg. It’s South Africa’s most successful and most
supported club.
Whilst football is the major sport among black South
Africans, rugby union is the major sport of the white
minority. In 1995, the Rugby World Cup was hosted by
South Africa and the national team won the trophy. The
moment when the new black South African president
Nelson Mandela presented the trophy to the white captain
of the rugby team is an iconic moment in South African
sport and politics.
Extra activity
Brainstorm words for other sports that involve a ball,
e.g. tennis, table tennis, rugby, American football, golf,
hockey, volleyball, handball, basketball, squash, cricket.
85469_U06_ptg01_101-117.indd 101
3
• Optional step Give students a moment to read the
numbers. Then read the numbers out to the class (see
Answers and Vocabulary and pronunciation notes
below) and ask students to repeat them to practise
pronunciation.
• Organize the class into pairs to take turns saying the
numbers.
• Optional step Once students have practised saying the
numbers, ask them to dictate numbers to their partner.
Student A dictates three numbers, and Student B writes
them down.
ANSWERS
13,000,000 – thirteen million
20,000 – twenty thousand
300 – three hundred
45,000 – forty-five thousand
6,000,000 – six million
70,000,000 – seventy million
800 – eight hundred
9,000 – nine thousand
Vocabulary and pronunciation notes
Note the use of commas before every set of three digits.
Note the stress on the first syllable: hundred, thousand,
million.
With large numbers, English inserts the word and after
the word hundred. So, 350 (three hundred AND fifty) and
3,560 (three thousand five hundred AND sixty).
Note that the singular form of hundred, thousand
and million is always used, e.g. five thousand NOT five
thousands.
Extra activity
Ask students to write down three large numbers of their
own and dictate them to a partner.
With stronger classes, introduce 50 and 500, so, 350
(three hundred and fifty) and 3,500 (three thousand five
hundred). Dictate some of these numbers.
4
• Organize the class into groups of four or five to discuss
the questions.
• Optional step Use this as an opportunity to brainstorm
words for sports onto the board. Between them,
students are likely to be able to name a number
of sports in English and this enables them to pool
and share their personal knowledge (see Teacher
development on the next page).
101
13-06-2019 12:24:50
 Unit 6  We love it!

Teacher development
6a My sport
Personalizing
Personalizing new language makes it more relatable, useful
and memorable. Think of ways of getting students to Lesson at a glance
personalize topics and new language. Here are some ideas: • vocabulary: sports
1 Encourage students to talk about their own experiences • reading: my sport
or opinions on a topic. • grammar: like
2 Ask students to write and share their own sentences • listening: Do you like sport?
about a topic. For example, get them to write a simple • grammar: like questions and short answers
email or text message. • pronunciation: do you … ?
3 Get students to use new language in meaningful • speaking: a sports survey
sentences based on their personal knowledge or
experiences. In the lesson above, for example, ask them Vocabulary sports
to write and say the population of their town and their
country. 1
• Tell students to look at the photos. Elicit the sports. Ask
students to repeat the name of each sport after your
model (see Pronunciation notes below).
• Ask students to work in pairs, or individually, to write
the words in the box next to the photos (a–e).

ANSWERS
a running  b cycling  c basketball  d tennis 
e swimming

Pronunciation notes
Note that the strong stress is on the first syllable of all
these nouns.
The -ing at the end of some of these words is a nasal
sound which some students may find difficult to
pronounce, e.g. cycling /ˈsaɪklɪŋ/.

2   [97] ★ CPT extra!  Vocabulary activity [after Ex.2]

• Ask students to write the words from Exercise 1 in the
sentences.
• Play the recording. Tell students to listen and check.
• Optional step Play the recording again. Students listen
and repeat the words.

ANSWERS
1 Running  2 Swimming  3 Cycling  4 Tennis 
5 Basketball

Audioscript    [97]
1  Running is a sport in the Olympic Games.
2  Swimming is a sport in water.
3  Cycling is a sport with bikes.
4  Tennis is a sport with a ball for two or four people.
5  Basketball is a sport with a ball for two teams.

Extra activity
Ask students to mime the sports in groups. Their
classmates must guess the sports.

102 Unit 6   We love it!

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Reading ANSWERS TO GRAMMAR SUMMARY EXERCISE

3 1
• Tell students to look at the photo and say what the sport
1 I don’t like basketball.
is. Then ask students to quickly read the text until they
2 We like rugby.
find the name of the sport in order to confirm their
3 They like tennis.
answer.
4 You don’t like swimming.
5 I like London.
ANSWER
6 They don’t like coffee.
triathlon

4   [98] Grammar notes

• Ask students to read the text and answer the questions.
Let students compare answers in pairs before checking
with the class. You may wish to check best (= the irregular
superlative of the adjective good – good, better, best).
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1 swimming, cycling and running
2 swimming: about one kilometre
cycling: forty kilometres
running: ten kilometres
3 three hours and five minutes
Here, students are being introduced to the affirmative and
negative form of the present simple for the first time.
Students may be pleasantly surprised to learn that there is
no change in the singular I and you forms, and the plural
they, you and we forms. English does not differentiate
between singular or plural you. For the third person forms
he, she, it, we add -s to make likes. The third person form
is taught separately in Lesson 6b.
After I, you, we and they, English uses a form of like which
is identical to the infinitive. To make the negative, English
adds the negative form of the auxiliary verb do before the
word like.
Watch out for common errors such as I am like … and They
not like … as students get to grips with these forms.

6
Background information
• Read the example sentence to the class and elicit what
There are many variations on the triathlon, but they the negative form of I like tennis is (= I don’t like tennis).
usually include swimming, cycling and running. The
distances can vary greatly. • Ask students to write sentences with like or don't like for
2–6. Let students compare their answers in pairs before
An Olympic distance triathlon consists of:
checking with the class.
• 1.5 km swim
• 40 km bike ride
ANSWERS
• 10 km run
1 I like tennis.
A full (or Ironman) distance triathlon consists of:
2 I like swimming.
• 3.9 km swim 3 I don’t like football.
• 181 km bike ride 4 My friends like sport.
• 42.2 km marathon run 5 I don’t like basketball.
Both men and women cover the same distances. 6 We like Formula 1.

Grammar like 7   [99]

5 • Play the recording. Students listen and check their
• Read the grammar box with the class (also see sentences from Exercise 6.
Grammar notes in the next column). Ask students to • Play the recording again and ask students to listen and
find and underline the sentence with like and don’t like repeat (see Pronunciation note on the next page).
in the text about Laura. Let students compare answers
in pairs. Audioscript    [99]
ANSWER 1 I like tennis.
I like swimming and cycling, but I don’t like running. 2 I like swimming.
3 I don’t like football.
Refer students to page 168 for further information and
4 My friends like sport.
practice.
5 I don’t like basketball.
6 We like Formula 1.

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Pronunciation note ANSWERS

Don’t is stressed and is pronounced /dəʊnt/. However, the 1 I love sport!
/t/ sound is often not pronounced or is reduced when don’t 2  My favourite sports are tennis and football.
is followed by a verb beginning with a consonant sound.

8 Extra activity
• Optional step Model the activity by reading out three Ask students to talk to a partner about sports. Together
or four modified sentences from Exercise 6 to reflect they must find two sports they both like, and two sports
your own likes and dislikes. they both don’t like.

• Students rewrite the sentences in Exercise 6 so they are

true for them. Organize the class into pairs to practise
reading the sentences.
Extra activity
Use mime to elicit and write up a set of sports. For
example, golf, rugby, tennis, football, basketball,
volleyball, etc. Organize the students into pairs. They take
turns to mime a sport and pull a smiley face or a miserable
face. They then elicit a sentence from their partner (e.g.
volleyball; smiley face – Oh, you like volleyball!).
Grammar like questions and short
answers
11
• Ask students to look at the grammar box. Ask the
question and talk them through the way questions are
formed (see also Grammar notes below).
ANSWER
Do + I/you/we/you/they + like + object?

Listening Refer students to page 168 for further information and

practice.
9   [100]
• Tell students they are going to listen to a conversation ANSWERS TO GRAMMAR SUMMARY EXERCISES
between two people about sport. Play the recording.
Students listen and tick the questions they hear. Let 2
students compare answer in pairs before checking with 1 Do they like Formula 1?
the class. Yes, they do.
2 Do you like football?
ANSWERS No, I don’t.
a, c (underlined in audioscript) 3 Do you like animals?
Yes, I do.
4 Do they like the beach?
Audioscript    [100] No, they don’t.
3
q : Hi. Can I ask you some questions about sport?
1 I don’t like motorbikes.
a: Yes, of course. 2 Do your friends like cats?
q : Thanks. Do you like sport? 3 You like cities.
a: Yes, I do. I love sport! 4 We like running.
q : What sports do you like? 5 We don’t like football.
a: My favourite sports are tennis and football. 6 Do you like bananas?

q : Tennis and football … thank you.

10   [100]
• Play the recording again. Students listen and underline
the correct answers to the questions. Let students
compare answers in pairs before checking with the class.
• Elicit answers from the class in feedback. Point out the
response I love sport! to the question Do you like sport?
The speaker chooses to use the word love instead of like
to emphasize that they like sport a lot.
Grammar notes
Here, students are being introduced to the question and
short answer form of the present simple for the first time.
When asking yes/no questions with the pronouns I, you,
we and they, or with plural nouns, English uses the
auxiliary verb do followed by the subject noun or pronoun
and then the infinitive form of the verb.
In short answers, the auxiliary verb is used, and not the
main verb (Yes, I do; No, I don’t).
Watch out for common errors such as You like golf? and
Yes, I like as students get to grips with these forms.

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 Unit 6  We love it!
Extra activity
After discussing rules, write sample questions on the board
in the wrong order, e.g.
like you Do sport ?
Ask students to put them in order:
Do you like sport?
12
• Ask students to complete the questions and short
answers. Let students compare answers in pairs before
checking with the class.
ANSWERS
1 Do … like … I do
2 Do … like … they don’t
13   [101] ★ CPT extra!  Grammar activity [after Ex.13]
• Ask students to write questions from the prompts. Let
students compare answers in pairs.
• Play the recording. Students listen and check.
ANSWERS
1 Do people in your family like sport?
2 What sports do you like on TV?
3 Do you like basketball?
4 Do you like swimming or cycling?
Audioscript    [101]
1 • Ask students to work individually to prepare three
q :  Hello. Can I ask you some questions?
b :  OK. What about?
q :  About sport. Do people in your family like sport?
b :  No, we don’t. Well, we like sport on TV.
q :  OK. What sports do you like on TV?
b :  Oh, football and Formula 1.
q :  Thank you.
2 organize students into groups of four or five to ask and
q :  Hi. Can I ask you some questions about sport?
c :  OK.
q :  Thanks. Do you like basketball?
c :  No, I don’t.
q :  Do you like swimming or cycling?
c :  No, I don’t. I don’t like sport!
q :  Oh!
Pronunciation do you … ?
14a   [102]
• Tell students they are going to listen to two questions
from the conversations in Exercise 9. Play the
recording. Students listen and repeat the questions
(see Pronunciation note in the next column). Point out
that Do you is not strongly stressed. The main stress is
on the noun that carries most meaning (sport, sports).
85469_U06_ptg01_101-117.indd 105
Audioscript    [102]
1 Do you like sport?
2 What sports do you like?
Pronunciation note
In questions, do you is often reduced to the unstressed
/d(ə)jə/. The intonation tends to rise at the end of the
sentence.
14b
• Optional step Model the activity by asking Do you … ?
questions of three or four students in the class. Elicit
short answers in response.
• Students take turns asking and answering Do you … ?
questions from Exercise 13. Make sure students are
using short answers with do and don’t in response to the
questions.
• Optional step For further practice, ask students to work
with a new partner to repeat the activity.
EXAMPLE ANSWERS
1 Yes, they do. / No, they don’t.
2 I like football and rugby.
3 Yes, I do. / No, I don’t.
4 I like cycling.
Speaking my life
15 ★ CPT extra!  Speaking activity [after Ex.15]
questions about sports. You could brainstorm sports
they could ask about and write them on the board first.
16
• Once students have questions, tell them to ask their
classmates and note down the names of students who
like the same sport. There are different ways of doing
this. In a small class, ask students to ask and answer
questions across the class, or ask them to stand up and
walk around in a mingle. In a large class, you could
answer in groups.
• Optional step Before starting the activity, write the
following range of possible responses on the board (but
in a different order) for students to use and ask them to
grade them on a ‘scale’ from negative to positive:
No, I don’t.
It’s OK.
Yes, I do.
Yes, I do. I love it.
Yes, I do. I really love it!
• As students speak, monitor carefully and note down
errors. Give feedback on these errors at the end of the
activity.
• In feedback, ask students to say which fellow
classmates like their favourite sports.
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 Unit 6  We love it!

Extra activity
6b My favourite things
Organize the above activity as a roleplay. Organize the
class into groups of three. Each group is a sports club. Tell
them to write down five sports they do at their club. Ask Lesson at a glance
students to walk round the class and interview classmates.
• vocabulary: interests
At the end, they say which classmates they will invite
• reading: a profile
to join their sports club. Alternatively, at the end of the
activity, ask students to take a few minutes to write three • grammar: he/she + like
or four sentences to summarize their results. Ask a few • pronunciation: likes, doesn’t like
students to read out their results. • speaking: a puzzle

Vocabulary interests
1   [103] ★ CPT extra!  Review activity [before Ex.1]
• Ask students to look at the words in boxes A and
B. Students match the category words in A with the
examples in B. Let them compare their answers in pairs.
• Play the recording. Students listen and check.
• In feedback, make sure students know all the words
(see Vocabulary and pronunciation notes below).
• Optional step Play the recording a second time.
Students listen and repeat the sentences to practise
pronunciation.

ANSWERS
comedies – films
detective stories – books
fish – animals
pop – music
scuba diving – sports
wildlife shows – TV

Audioscript    [103]
Comedies are films.
Detective stories are books.
Fish are animals.
Pop is a type of music.
Scuba diving is a sport.
Wildlife shows are TV shows.

Vocabulary and pronunciation notes

It’s a good idea to check the new words by using examples
that students are familiar with. For example, detective
stories (Sherlock Holmes, Agatha Christie), comedies (Mr
Bean), wildlife shows (Life, National Geographic channel).
Scuba /ˈskuːbə/ diving is swimming underwater with an
oxygen tank, mask and flippers.
Note the strong stress: comedy, detective, wildlife.
Film is hard to say for some students because of the
consonant cluster at the end: /fɪlm/, so consider drilling this
word separately.

Extra activity
Ask students to add other examples of words to each
category (e.g. horror, jazz, birds, reality TV shows).

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 Unit 6  We love it!
2 Background information
• Ask students to write their own favourites for each
category. Monitor and help with ideas and vocabulary.
If possible, give the English language version of names
they think of.
EXAMPLE ANSWERS
TV show: The Voice, Big Brother, Dancing with the Stars
Book: Harry Potter (and the Philosopher’s Stone.), War and
Peace
Film: Avatar, Star Wars
Sport: swimming, golf
3 in the article.
• Ask students to work in pairs to ask and answer
questions about the things in Exercise 2. Model the
activity first by asking and answering some questions
around the class before organizing students into pairs.
Monitor to make sure students are using the question
form and short answers correctly.
Background information
The Voice is a popular reality TV show in the UK. It
involves trying to find a member of the public with a great
singing voice. Each week, contestants perform and are
judged by a panel of celebrity judges.
Reading
4   [104]
• Lead in by asking students to look at the photo of
Dr Hogan. Ask: What can you see? Where is the man?
What’s his job? What does he like? Point out that Dr is an
abbreviation of Doctor (= here, a title that shows someone
has been given the highest level degree by a university).
• Ask students to read the article and underline three
interests. Let students compare answers in pairs.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
fish, scuba diving, wildlife shows
5 After he, she and it, English uses likes. We add an s to the
• Ask students to read the article again and write true (T)
or false (F) for each sentence. Let students compare their
answers in pairs before checking with the class.
ANSWERS
1 T  2 F  3 F  4 F
Extra activity
Ask students to rewrite the false sentences in Exercise 5 so
that they are true, e.g.
2  He isn’t a fisherman. He’s a scientist.
3  He isn’t from Botswana. He’s from Arizona.
4  His favourite sports are swimming and scuba diving.
85469_U06_ptg01_101-117.indd 107
Arizona and Nevada are US states – both are hot and dry.
The Okavango Delta is a large inland delta in the southern
African country of Botswana. It has large areas of land
that tend to flood and it attracts huge numbers of wild
animals as well as being home to over 70 species of fish.
Grammar he/she + like
6
• Read the grammar box with the class (and see Grammar
notes below). Point out that the third person form of the
verb has -s at the end (likes) or -es (does). Ask students to
tell you the negative form of likes or ask them to find it
ANSWER
doesn’t like (He doesn’t like cold places.)
Refer students to page 168 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
4
1 Toni likes music.
2 Ahmed doesn’t like detective stories.
3 Elena likes animals.
4 Kim doesn’t like cold places.
5 Tanya likes beaches.
6 Nuno doesn’t like fish.
5
1 ✓
2 Joanna doesn’t like films.
3 Does your teacher like music?
4 Stefan doesn’t like swimming.
5 Does Elise like sports?
6 ✓
Grammar notes
Here, students are being introduced to the affirmative,
negative and question form of the present simple in the
third person for the first time.
basic form of the verb that is used with other pronouns. To
make the negative, we add the negative form of the third
person auxiliary verb does and change likes to like.
Watch out for common errors such as He like … and
He doesn’t likes … as students learn these forms. Be
aware that assimilating the third person s form can be
challenging, so students are likely to make mistakes with
this form to begin with.
7
• Tell students to look at the example question, and elicit
the extra words needed to form the question from the
prompts (Does and he or Dr Hogan).
6b  My favourite things 107
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 Unit 6  We love it!

• Ask students to work individually to prepare questions. Extra activity

Then let students compare what they write with a
partner. Monitor closely and make sure students are Provide further writing and speaking practice by asking
writing accurate question forms. students to find two things their partner likes and
two things their partner doesn’t like and to use that
information to write four sentences.
ANSWERS
1 Does Dr Hogan like fish?
2 Does he like Botswana? Speaking my life
3 Does he like Arizona? 11
4 Does he like cold places? • Lead in by asking students to look at the table and by
5 Does he like hot places? asking them a few questions to make sure that they
6 Does he like coffee? understand the information, e.g. Does Barbara like
animals? (Yes, she does.) Does she like films? (No, she
8 doesn’t.).
• Organize the class into pairs to ask and answer the • Organize the class into pairs. Students decide who is A,
questions. Tell students to refer back to the article for and who is B. Student A chooses a person from the table
information to answer the questions. but doesn’t say who it is. Student B has to ask questions
using Does she like … ? to find out which person has
• Monitor and check that students are using the questions
been chosen.
and short forms (Yes, he does  /  No, he doesn’t) correctly.
• Students change roles (and/or partners) and repeat the
activity.
ANSWERS
• As students speak, monitor closely and note any errors
1 Yes, he does. 4 No, he doesn’t.
of form or pronunciation. At the end, in feedback, write
2 Yes, he does. 5 I don’t know.
five or six errors on the board. Ask students to work in
3 I don’t know. 6 Yes, he does. pairs to correct the errors.

9 ★ CPT extra!  Grammar activity [after Ex.9] Extra activity

• Ask students to look at the article again. Tell them to
Write several different categories on the board that
work individually to write five true sentences about are good for practising Do you like … ? questions. For
Dr Hogan. Monitor, offering support as students work. example, tea, coffee, Chinese food, horror films, reality TV,
• Let students compare answers in pairs. In feedback, ask basketball, football on TV, pop music. Try to elicit further
students to read out their sentences to the class. suggestions from the class.
Divide the class into groups of four. Then split each group
EXAMPLE ANSWERS into pairs. Allow pairs three minutes to ask Do you
like … ? questions, using the prompts on the board, to
He likes big fish. find out as much information as they can about their
He likes the Okavango Delta in Bostwana. partner. They cannot make notes – tell them that they
He doesn't like cold places. must remember what they can.
He likes water and swimming. Within each group, change the pairs. Now, they must ask
He likes scuba diving too. questions using the third person form to find out what
He likes coffee. students have already discovered about their previous
partner. For example, Does Emma like basketball? Yes, she
He also likes wildlife shows on TV.
does. / No, she doesn’t. / I don’t know. Students take notes
this time and check the answers as a group at the end.
Pronunciation likes, doesn’t like
10a   [105] 12
• Play the recording. Students listen to the sentences. • Tell students to work individually to write down the
name of four friends or family members on a piece of
Audioscript    [105] paper.
• Optional step With a confident class, you could use
1 He likes fish. this as an opportunity to revise previously studied
2 He likes Botswana. questions and vocabulary by extending the questioning
3 He doesn’t like cold places. about each person. Elicit onto the board the following
questions: Is she/he your friend/brother/sister? Is he/she a
4 He likes water.
student/Spanish/German? How old is he/she? What colour is
5 He likes coffee. his/her hair? and ask students to incorporate them into
their conversations about each person.
10b ★ CPT extra!  Listening activity [after Ex.10b]
• Play the recording again. Students listen and repeat. • Ask students to work in pairs to ask and answer
Ensure students are using the correct pronunciation of questions about each person.
doesn’t /ˈdʌzənt/.

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 Unit 6  We love it!

Reading
6c We love street food 4   [107]
• Optional step Ask students to look at the photo on
Lesson at a glance Student’s Book page 75. Ask: Where are they? (in a
• vocabulary: food market, in the street) What food can you see? (meat,
• reading: we love street food kebabs) What colours can you see? (red, green, blue,
• grammar: object pronouns white, red, yellow, orange, pink, brown, black). Elicit
• speaking: food and check the meaning of street food (= simple food that
is made and served in the street).
• Ask students to read the article and find three adjectives
Vocabulary food that describe street food in the Philippines. Let students
1 compare answers in pairs.
• Ask students to write the words in the box next to the • Optional step The reading text is recorded. You could
photos (a–h). Elicit the first answer to get students play the recording and ask students to read and listen.
started. Let students compare answers in pairs. Note
that students will check answers in Exercise 2 by
ANSWERS
listening to the recording.
Any three of the following: good, great, easy, fun, isn’t
2   [106] ★ CPT extra!  Vocabulary activity [after Ex.2] expensive (= cheap), fantastic
• Play the recording. Students listen and check their
answers to Exercise 1. Background information
• Play the recording again. Students listen and repeat
The Republic of the Philippines is a country in Southeast
each word (see Vocabulary and pronunciation notes). Asia. It is in the western Pacific Ocean and consists of 7,641
islands. Manila is the capital and Quezon City is the most
Audioscript    [106] (and answers) highly populated city.
Lechon Manok is chicken cooked on a rotisserie with
a fruit e bread ginger, garlic and lemongrass.
b cheese f rice
c eggs g vegetables 5 ★ CPT extra!  Reading activity [after Ex.5]
d meat h potatoes • Ask students to work individually to read the article
again and find the answers. Let students compare
Vocabulary and pronunciation notes answers in pairs before checking with the class.

Note the strong stress and pronunciation of these

challenging words: potatoes /pəˈteɪtəʊz/, vegetables
ANSWERS
/ˈvɛdʒtəbəlz/. 1 champorado = rice with chocolate, milk and sugar
Words ending in -s or -es are plural nouns (the other nouns 2 arroz calda = soup with rice
are uncountable). 3 Lechon Manok = chicken

3 6
• Organize the class into pairs or small groups to talk • Ask students to match the meals with the times.
about what food they like or don’t like. As revision, remind In feedback, drill the different types of meals so
students to also use the ‘snack’ vocabulary from Lesson that students can practise the pronunciation (see
4d and encourage them to ask each other questions, Pronunciation note below).
e.g. Do you like eggs? No, I don’t, but I like cheese.
• Optional step Remind students of the ‘scale’ of ANSWERS
responses introduced in Exercise 16 of Lesson 6a. If you breakfast – morning
didn’t introduce it then, now is a good time to write dinner – evening
these on the board:
lunch – midday
No, I don’t.
It’s OK.
Yes, I do. Pronunciation note
Yes, I do. I love it.
Note the pronunciation: breakfast /ˈbrɛkfəst/, lunch /lʌntʃ/,
Yes, I do. I really love it! dinner /ˈdɪnə/.

Extra activity
Ask students to work in pairs to add as many different
types of food they already know to the food presented
in this lesson. Alternatively, invite individual students to
come up to the front of the class and add a food item to a
list on the board.

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 Unit 6  We love it!
Background information
In some parts of the English-speaking world, mealtimes
have different names. In parts of the US, dinner is
sometimes called supper. In northern parts of the UK,
lunch is called dinner, and dinner is called tea (although
this is slowly changing).
Other words often used: brunch (a late breakfast – a
combination of ‘breakfast’ and ‘lunch’), elevenses (a light
snack at around 11 am), tea/tea-time (cake or sandwiches
at around 4 pm) and supper (a light meal or snack just
before bedtime)
7 3  you (you)
• Organize the class into pairs or small groups to say
what food they like and what people in their country
usually have for their meals.
• Optional step Model the activity by describing your
breakfast preferences. For example: For breakfast, I like
cereal and fruit. People in my country have eggs or cereal
for breakfast. Then elicit onto the board things that
people generally tend to have for meals in the country
you are in.
Grammar object pronouns
8 pronouns on them. Students work in pairs or groups
• Read the grammar box with the class (also see
Grammar notes below). Ask students to find and
underline two object pronouns from the box in the main
text on page 75. Let students compare answers in pairs.
• Once students have found the examples, ask them to
rewrite the sentences with nouns instead of pronouns.
ANSWERS
Visitors to the Philippines love it too. = Visitors to the
Philippines love street food too.
I have Lechon Manok chicken for dinner every evening. I
love it! = I love Lechon Manok chicken!
I have champorado for breakfast. … I have it every day. =
I have champorado every day.
My favourite snacks are rice cakes. I love them. = I love rice
cakes.
Refer students to page 168 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
6 in the use of object pronouns. In feedback, write any
1  them  2 us  3 her  4 it  5 him  6 me
Grammar notes
An object pronoun replaces a noun when it is an object
in a sentence. The object is the noun (or pronoun) that
receives the action of the verb.
We often replace nouns with object pronouns to avoid
repetition when we already know what is being referred to.
110 Unit 6   We love it!
85469_U06_ptg01_101-117.indd 110
9
• Ask students to work individually to choose the correct
object pronoun in each sentence. Let students compare
their answers in pairs before checking with the class.
• In feedback, ask students to say what the pronouns
in each sentence refer to (the object noun in the first
sentence).
ANSWERS
1  them (vegetables)
2  it (the Philippines)
4  her (your sister)
5  it (my favourite café)
6  him (your brother)
Extra activity
To help students memorize object pronouns, get them to
test each other. Ask students to work in pairs. Student A
reads out different subject pronouns and Student B must
remember and say the corresponding object pronouns.
Then ask them to swap roles and repeat.
Alternatively, create cards with subject and object
to match the subject pronouns to the correct object
pronouns.
Speaking my life
10
• Organize the class into new pairs. Tell them to look at
Student’s Book page 157 and read the task (see Teacher
development notes on the next page).
• Optional step The pronunciation of some of the words
is quite unusual (see Pronunciation notes below). It’s a
good idea to drill the words to make sure students can
say them all correctly.
• Model the activity with a reliable student. Tell them
to choose a food item from the page, but tell them not
to say which it is. Ask some of the questions and then
guess the food. Point out that they can also use the verb
eat in the question for variety: Can you eat it for lunch?
• Students take turns to choose a picture and ask and
answer questions.
• As students speak, monitor closely and focus on errors
errors that you heard on the board and ask students to
say what is incorrect about them.
Pronunciation notes
Note the position of the strong stress in the words
avocado /ˌævəˈkɑːdəʊ/ and lemonade /ˌleməˈneɪd/.
Some students may also find the pronunciation of the
following words challenging: cereal /ˈsɪəriəl/, orange juice
/ˈɒrɪndʒ ˌdʒuːs/, pasta /ˈpæstə/, soup /suːp/, yoghurt /ˈjɒɡə(r)t/.
12-06-2019 13:08:09
 Unit 6  We love it!
Teacher development
Giving instructions
Instructing beginner-level students effectively can be
a challenge in the English language classroom. This is
particularly true if you have a variety of nationalities and
cannot use the students’ L1, or if you choose to avoid
L1 in the classroom. Here are three basic guidelines for
instructing effectively:
1 Whenever possible, instruct by showing rather than
telling. If students have to fill a gap or write a sentence,
show a worked example on the board instead of telling
them what to do. If students need to work in pairs to
ask questions, have a demonstration conversation with
a volunteer student in front of the class so that students
can see what they are expected to do.
2 Break down complex instructions into simple stages. For
example, instruct the preparation stage and let students
do the preparation. Then instruct the next stage. Don’t
give all your instructions at once.
3 Ask students to recap the instructions or give an
example. Immediately after you have told, or if possible
shown, students what to do, ask one or two students
to start the task or give an example sentence. This will
show you whether they have fully understood, and also
serves as a further example to those students who may
still not be clear.
85469_U06_ptg01_101-117.indd 111
6d Let’s play table tennis
Lesson at a glance
• vocabulary: opinion adjectives
• pronunciation: intonation
• real life: suggestions
Vocabulary opinion adjectives
1   [108]
• Ask students to look at the four adjectives and the
illustrations and check that they understand the
words. Elicit each word in turn by miming them
(boring – yawning and staring blankly at an imaginary
book and pointing to the book for boring; horrible –
pretending to taste, see or feel something and then
showing a repulsed expression on your face; fantastic/
great – pretending to read something then reacting very
positively). Point out that the words describe the object
in each case, not what the person is feeling.
• Tell students they are going to listen to three
conversations. Play the recording. Ask students to listen
and match the words from the conversations (1–3)
with the four opinion adjectives that describe them. Let
students compare their ideas with a partner. Play the
recording twice if students find it difficult the first time.
• Check that students understand the meaning of any
new words (see Vocabulary notes on the next page).
They will need to understand these words in order to
do Exercise 5.
ANSWERS
1 boring
2 fantastic
3 horrible (fish), great (pizza)
Audioscript    [108]
1 a :  Let’s play table tennis tomorrow.
b :  No, thanks. I don’t like table tennis.
a :  OK. Let’s watch football on TV.
b :  I’m sorry. I don’t like sport very much. It’s boring.
2 c :  Let’s go to the cinema this weekend.
d :  That’s a good idea. What’s on?
c :  A film with Felicity Jones. It’s on at seven o’clock
and nine o’clock.
d :  
Oh, I love her. She’s fantastic.
3 e :  Let’s have fish tonight.
f :  I’m sorry. I don’t like fish. It’s horrible.
e :  OK. How about pizza? Do you like pizza?
f :  Yes, it’s great. Let’s invite my sister and her
husband.
e :  
OK. Send them a text message.
6d  Let’s play table tennis 111
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 Unit 6  We love it!

Vocabulary notes Pronunciation intonation

You might want to point out What’s on? and It’s on (TV) at 3a   [109]
9. We use on to talk about films and programmes that are • Tell students they are going to listen to the four short
appearing in the cinema or on TV. opinion sentences from the conversations in Exercise
Note that the first line of the first conversation – Let’s play 1. Play the recording. Students listen and repeat the
table tennis (tomorrow) – is the title of this lesson. This is opinions (see Pronunciation notes below). Encourage
the first time that students have seen Let’s … for making students to exaggerate the intonation pattern they
suggestions. Note that this will be studied in Exercise 4. hear, especially if the tone range of the students’ L1 is
table tennis = a game in which players use a table, small narrower than in English.
bats and a light ball (the activity is pictured at the top of
Student’s Book page 76)
Audioscript    [109]
weekend = Saturday and Sunday, the two days when most
people don’t work in the UK Sport’s boring.
tonight = the evening or night of today She’s fantastic.
invite = to ask someone to do something or go somewhere
It’s horrible.
with you
Pizza’s great.

Background information Pronunciation notes

Felicity Jones is an English actress. She starred in the Star Notice the strong stress and wide intonation pattern used
Wars anthology film Rogue One as Jyn Erso. when expressing strong feelings:

2 She’s fantastic.
• Ask students to complete the table with the adjectives.
Let them compare with a partner. It’s horrible.

ANSWERS 3b
Positive + Negative -
• Ask students to work individually to make a list of
four well-known people or things. Make sure students
fantastic boring are clear that they should not list friends or family
great horrible members. Give them a minute or two to think of ideas.
• Organize the class into pairs. Ask students to exchange
lists and to make sentences about the people and things.
Vocabulary notes
• Demonstrate the activity in front of the class. Point out
Fantastic and great both mean very, very good. They are
that it’s usual and polite to add I’m sorry in front of a
used to describe anything that gives you a very positive
feeling.
negative reply.
Boring and horrible have more specific meanings. Boring
Extra activity
means uninteresting. Horrible means very bad in a way
that makes you feel disgusted, e.g. horrible food, weather Turn this activity into a class survey. Ask students to copy
or experiences, but it would be unusual to describe sport the following table into their exercise books:
as horrible.
great horrible boring
?
Extra activity
?
Write fantastic, great, OK, horrible and boring on the
?
board. Draw JJ next to fantastic and great, J next to OK,
and LL next to horrible. ?
Then read a list of words students know (prepare it
In pairs, students must think of four interesting people
beforehand) and ask students to respond to each word
and/or things to put in the first column. Then they stand
with an adjective. For example, your list could be: Monday,
up, walk round and ask Do you like … ? questions to
cheese, football, Spain, reality TV, etc. This is a valuable
find out people’s opinions. For example, Do you like Tom
opportunity to revise lots of vocabulary from the course so
Cruise? Yes, I do. He’s great. / No, I don’t. He’s boring. They
far, while also embedding the meaning and pronunciation
put a tick in the columns depending on opinions. At the
of the opinion adjectives.
end, pairs get together and tell the class their findings.

112 Unit 6   We love it!

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 Unit 6  We love it!

Real life suggestions 6

4   [108]
• Ask students to read the expressions in the language
box. Elicit the two different ways of making suggestions
(Let’s … ; How about … ?).
• Play the recording from Exercise 1 again. Students listen
and write the number of each conversation (1–3) next to
each expression.
• Play the recording again and ask students to note the
intonation pattern. Get students to listen and repeat
the expressions in the box after you, focusing on
broadening the range of their intonation. Practising this
is important in order to make sure students’ suggestions
sound natural and polite.
ANSWERS
Let’s watch football. 1
Let’s go to the cinema. 2
How about pizza? 3
That’s a good idea. 2
I love her. 2
No, thanks. 1
I’m sorry. 1, 3
I don’t like sport very much. 1
OK. 1, 3
5 ★ CPT extra!  Vocabulary activity [before Ex.5]
• Ask students to look at the substitution table and notice
how we make suggestions in English using Let’s … and
How about … ? Point out that Let’s is followed by the
infinitive and How about … ? is followed by a noun (see
Grammar notes below).
• Optional step It’s a good idea to focus on the verb +
noun collocations before asking students to complete
the table. You could call out a variety of nouns and ask
them to say which verb in the table they go with:
(go to) the beach/cinema/park
(have) lunch / breakfast / dinner / a coffee / a burger
/ a snack
(invite) your brother / my friends / your family / Peter
(play) tennis / football / a game / music
(watch) a film / TV / a football match
• Tell students to add three more ideas to the table.
• Organize the class into pairs. Students take turns
making suggestions using the prompts in the table.
Encourage them to use the expressions for responding
from the language box.
• Optional step Ask students to cover different columns
in the table as they practise making suggestions.
7
• Ask students to think of activities they could do this
weekend. For example, elicit sports events in town,
films on in the cinema, school activities. Write ideas up
on the board and introduce any necessary vocabulary to
help students do the activity.
• Organize the class into groups of four or five. In their
groups, students take turns to suggest activities and the
other group members respond using the expressions in
the language box. Tell each group to try to agree on at
least one weekend activity that they could do together.
• As students speak, note any errors you hear with their
use of the key expressions. At the end, in feedback,
write four or five errors on the board and ask students
to work in pairs to correct them.
Extra activity
Find a webpage or magazine page showing what’s on
this weekend in your town or city, or find one that shows
events in a big English-speaking city such as London
or New York. Make a photocopy for each group. Tell
students to skim the page quickly, without worrying about
unknown words. Tell them to choose activities that they
would like to do.
When students are ready, ask them to make suggestions
and agree on activities to do together.

EXAMPLE ANSWERS
Extra ideas: watch TV, play basketball, go to a café, have
lunch, invite your parents

Grammar notes
We use Let’s + infinitive, or the base form, of the verb
(Let’s play tennis) to make suggestions. We can also use
the structure How about + noun (How about tennis?). Be
aware that How about … ? can also be used with the -ing
form of the verb (How about playing tennis?), but that this
slightly more advanced form is not studied in this lesson.
English tends to use have rather than eat with food when
talking about meals (Let’s have pizza; Let’s have lunch).

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 Unit 6  We love it!
6e Can we meet on Sunday?
Lesson at a glance
• writing: short messages
• writing skill: punctuation and sentence structure
Writing short messages
1
• Optional step As revision and as a lead-in to the lesson,
elicit an example of a celebration, a film, a meal and a
sport.
• Ask students to read the messages (1–4) and match
them to the four topics (a–d). Let students compare
their answers in pairs before checking with the class.
ANSWERS
a 3  b 2  c 1  d 4
2 (e.g. Yes, of course).
• Ask students to read the messages again and match
them to the replies. Let students compare their answers
in pairs before checking with the class.
ANSWERS
1 c  2 d  3 b  4 a
Grammar notes
These sentences revise the use of like, have and can. Note
the functional uses of can:
Can you come for lunch? = an invitation
Can we meet at 8? = a suggestion
Can I invite my sister? = a request
Of course you can. = giving permission / saying ‘yes’ to a
request
Sorry, I can’t. = refusing an invitation
Vocabulary notes
ticket = here, a piece of paper that shows you have paid to
see an event
of course = used for saying ‘yes’ in a definite and/or polite way
until = happening up to a particular point in time and
then stopping
pm = ‘post meridian’, meaning after midday, e.g. 6 pm
am = ‘ante meridian’, meaning before midday
Writing skill punctuation and sentence
structure
3a
• Ask students to look at the messages and replies in
Exercises 1 and 2 again and find examples of the
punctuation marks listed in the box. Find the first as a
class to get students started. Let students compare their
answers in pairs before checking with the class (see
Grammar notes in the next column).
114 Unit 6   We love it!
85469_U06_ptg01_101-117.indd 114
ANSWERS
capital letter: Can, English, Formula 1, Sunday, Yes, I,
Thanks, Sorry, That’s
full stop: from 6 to 7.30.; on Sunday.; of course you can.; I
can’t.; until 3.30.; no problem.; great for me.
comma: Yes, I love; Yes, of course; Sorry, I
question mark: at 2 pm tomorrow?; at 8 pm?; to your
party?; Formula 1?
exclamation mark: I love it!; Thanks!
Grammar notes
We use capital letters with proper nouns. These include
days of the week (Sunday) and languages (English). We
use a capital with Formula 1 because it is the specific name
of a sport – most sports don’t have capitals (e.g. football,
rugby).
We use capital letters at the start of a sentence and when
we say I.
We use full stops at the end of a sentence.
We use commas when there is a pause in the sentence
We use question marks at the end of questions and
exclamation marks to show emotion (surprise, pleasure,
etc.).
3b
• Ask students to work individually to read the sentences
and add the correct punctuation and capital letters
where necessary. Let students compare their answers
in pairs before checking with the class. Note that there
could be some variations depending on degree of
emotion, etc.
ANSWERS
1 We have tickets for the game tomorrow.
2 Yes, I love their music!
3 No, my friend doesn’t like animals very much.
4 Do you like Matt Damon’s films?
5 That TV show is boring.
6 Thanks for the book! I love it!
3c
• Ask students to work individually to look at the
messages and replies in Exercises 1 and 2 again and
circle each subject and underline each verb. Find the
first examples as a class to get students started. Let
students compare their answers in pairs before checking
with the class.
• Optional step In feedback, you may need to draw a
distinction between auxiliary verbs (can, do) and main
verbs (come, meet, have, invite, etc.).
21/06/19 6:44 AM
 Unit 6  We love it!

ANSWERS
6f At the market
1 Can you come …
2 Can we meet …, I have …
3 Can I invite …
Before you watch
4 Do you like …; I have 1 ★ CPT extra!  Photo activity [before Ex.1]
a I love … • Optional step Ask your class to say what foods they
b you can can see in the photos (1–3).
c I can’t …; I ’m … • Ask students to match the names with the photos. Let
d That’s …; 8 pm is … students compare answers in pairs.

3d ★ CPT extra!  Writing skill activity [after Ex.3d] ANSWERS

• Ask students to work individually to write the words in 1 b  2 c  3 a
the correct order and add the punctuation and capital
letters. Let students compare their answers in pairs
Vocabulary notes
before checking with the class.
The mini-shops in a market are called stalls. This word is
also used for the small temporary shops in streets, which
ANSWERS
often together form a market.
1 Can we meet tonight?
2 Do you like chips?
3 This film is great! Key vocabulary
4 Does your friend like pizza? 2a
5 I don’t like meat very much. • Ask students to read the sentences and match the
6 His car is expensive and new. underlined words (1–4) with the pictures (a–d).

4 ANSWERS
• Ask students to work individually to write different 1 c  2 d  3 b  4 a
replies to each message in Exercise 1. Let students
compare their ideas in pairs or groups. 2b   [110]
• Play the recording. Students listen and repeat the
EXAMPLE ANSWERS underlined words in Exercise 2a.
1 Yes, of course I can. / Yes! 2 pm is great for me.
2 OK. That’s fine. / Sorry, I can’t. Audioscript    [110]
3 That’s no problem. She’s nice. / No, sorry. You can’t.
4 Wow! Thanks! / Sorry, I don’t like Formula 1. bones
Camembert
5 tomatoes
• Organize the class into new pairs. Tell students to write peaches
a message and then exchange it with their partner.
Encourage them to use Can you come…; Can we meet …; Vocabulary and pronunciation notes
Can I ask/invite …, etc.
Camembert /ˈkæməmˌbɛər/ is a soft, creamy cow’s milk
• Ask students to read the message carefully and check cheese from Normandy.
the punctuation and use of capital letters. Then ask
Brie /briː/ is also a soft cow’s-milk cheese named after Brie,
them to write and return a reply. the French region from which it originated.
Note the stress: tomatoes.
Extra activity
Ask students to write messages and replies on slips of
paper. Students can then pin the message and reply on the
3   [111]
whiteboard or classroom notice board. Other students can • Ask students to look at the words in the word box.
go and read the messages. Check that students understand the examples and
Alternatively, you could invite students to write real text definitions.
messages or short emails to each other, or to you, or post • Play the recording. Ask students to listen and repeat the
them on a school webpage. However, be mindful of the words in the word box.
fact that students may not wish to share their personal
contact details.

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 Unit 6  We love it!
Audioscript    [111]
Brie
vegetarian
4
• Organize the class into pairs to take turns to say in
30 seconds what they can buy at the market.
ANSWERS
Students’ own ideas
Possibilities include meat, eggs, milk, cheese, fruit,
vegetables, potatoes, tomatoes, fish.
While you watch
5    [6]
• Tell students they are going to watch a video
about the covered market in Oxford in which three
questions are asked. Tell students to watch the video
and write the number (1–3) next to each question
according to the order it was asked in. Play the video.
Let students compare their answers in pairs before
checking with the class.
ANSWERS
1 b  2 a  3 c
Videoscript    6
0.00–0.25  Is this your local market?
0.26–0.38  Jan Szafranski  Yes, this is my local market
and it’s really great. You can buy a lot of things: fish, meat, fruit,
vegetables, bread.
0.39–0.44 Amy Mills  Yes, it is. My house is in this street,
so this is my local market.
0.45–0.53 Richard Lewis  Well, yes and no. I’m a teacher
and my school is near this market.
0.54–0.57  Which stalls do you like?
0.58–1.24 Lewis  Ah, my favourite stall is this cheese stall.
I love cheese. That’s my favourite – Brie – but I like Camembert
too. English cheese is good, but French cheese is … great. I love it.
1.25–1.36 Mills  This fruit and vegetable stall. These
peaches are from Spain. That’s fantastic.
1.37–1.40  Szafranski  I like the cheese stall. It has cheese
from all around the world.
1.46–1.45  Tell us what you don’t like.
1.51–2.01 Szafranski  Fish, actually! My wife likes it, but
I don’t. It has bones. I don’t like them. And I can’t cook it. No, I
don’t like fish very much.
2.02–2.12 Lewis  Erm, I can’t think. Maybe tomatoes. I
don’t like them very much.
2.13–end Mills  Well, I’m a vegetarian. I don’t like meat. I
like vegetables, rice, pasta, bread but meat … no, I don’t like it.
Vocabulary note
local = something that is near you, in your town or
neighbourhood
116 Unit 6   We love it!
85469_U06_ptg01_101-117.indd 116
6
• Ask students to work in pairs to compare their lists
with the things on the video. In feedback, invite a few
pairs to share their lists.
ANSWERS
Students’ own answers
7    [6]
• Ask students to read the sentences and then watch the
video again and choose the correct option. Let students
compare their answers in pairs before checking with the
class.
ANSWERS
1 cheese  2 meat  3  French cheese
8    [6]
• Ask students to watch the video again and choose true
(T) or false (F). Let students compare their answers in
pairs before checking with the class.
ANSWERS
1 T (I’m a teacher and my school is near this market.)
2 T (Ah, my favourite stall is this cheese stall.)
3 F (Fish … My wife likes it, but I don’t. … And I can’t cook it.)
9 ★ CPT extra!  Translation activity [after Ex.9]
• Ask students to work in pairs to say and write the name
of the person who says each sentence. You could play
the video again if necessary for students to check.
ANSWERS
1 Amy  2 Jan  3 Jan  4 Richard  5 Amy
After you watch
10
• Ask students to read the roleplay instructions. Tell them
to work in pairs and decide who is Student A and who
is Student B. Give them a few minutes to prepare lists
of things to sell (with prices) or a shopping list of things
to buy.
• Optional step Revise shopping expressions from
lesson 5d. Ask students to look at the Shopping box on
Student’s Book page 64. Alternatively, put some key
phrases from this unit on the board: Can I have/buy … ?
I like … Do you have … ? I have / don’t have …
• Act out the roleplay with a reliable student as a
demonstration of how to do the task. Then ask students
to act out the roleplay with their partner.
• As students speak, note errors that you could give
feedback on at the end.
• You could ask students to swap roles and repeat the
roleplay with a new partner.
Extra activity
Ask students to write five sentences about a market in
their home town.
12-06-2019 13:25:59
 Unit 6  We love it!

UNIT 6  Review and memory Background information

booster ★ CPT extra!  Language games Liam Neeson, from Northern Ireland, is a Hollywood film
star, famous for his roles in action films such as Taken.

Memory Booster activities

Exercises 3 and 6 are Memory Booster activities. For more
information about these activities and how they benefit
students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.
Grammar
1 before checking with the class.
• Optional step Ask students to read the article quickly
without worrying about the gaps to answer this
question: What type of films does Jenna like? (action films).
• Ask students to work individually to complete the
article with the correct form of like. Let them compare
answers in pairs before checking with the class.
ANSWERS
1 likes 5 Do you like
2 does she like 6 don’t like
3 Does she like 7 like
4 like 8 like
Vocabulary
4
• Ask students to work individually to underline the odd
one out (= something that is different from the others
in a group or list) in each group. Let them compare
answers in pairs before checking with the class.
ANSWERS
1 chocolate  2  pop music   3 films   4  wildlife shows
5 basketball   6 swimming
5
• Ask students to work individually to choose the
correct option. Let them compare answers in pairs
ANSWERS
1 fantastic  2 horrible  3 great  4 boring
6 ❯❯ MB
• Ask students to work in pairs to make true sentences
with the adjectives in italics in Exercise 5. Encourage
them to vary their intonation to express emotion.
ANSWERS
Students’ own ideas

Real life
2
• Ask students to work individually to replace the
7
underlined words in the sentences with object • Ask students to work individually to read the
pronouns. Let them compare answers in pairs before conversation and choose the correct option.
checking with the class.
ANSWERS
ANSWERS 1 watch TV
1 her  2 it  3 them  4 it  5 him 2 I don’t like him
3 OK. Great.

3 ❯❯ MB
• Ask students to work in pairs and take turns to ask
and answer questions about the people and things in
Exercise 2.
• Optional step You could then ask students to use the
sentences in Exercise 2 to ask each other questions
about their own likes, e.g. Do you like the sea? Yes, I do.
I love it. / No, I don’t. It’s cold.
Background information
Eddie Redmayne is an English actor who won an Oscar for
portraying physicist Stephen Hawking in The Theory of
Everything.
Emma Stone is an American actor who is reportedly the
highest-paid actress in the world. She won an Oscar for
her part in La La Land.

EXAMPLE ANSWERS
Does Jenna love the sea? Yes, she does.
Does Jenna like big boats? Yes, she does.
Does Jenna like cold water? No, she doesn’t.
Does Jenna like Liam Neeson? Yes, she does.
8
• Ask students to work in pairs to practise the
conversation in Exercise 7 using the other options to
vary the content.

  UNIT 6  Review and memory booster 117

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 Unit 7  Daily life
Opener
1 Note the stress and pronunciation: summer, winter,
• Optional step Ask students to look at the photo. Ask:
What colours can you see? (yellow, orange, blue, pink,
purple, green) How do the people feel? (good, happy) Are
they happy? (yes) Which country are they in? (India).
• Ask students to read the caption and answer the
questions.
ANSWERS
1 They’re in Kolkata, India.
2 It’s the Holi festival – the festival of colours.
2   [112]
• Give students a moment to read the sentences and
options.
• Play the recording. Ask students to listen and choose
the correct option.
ANSWERS
1 March  2  new life  3 days
Audioscript    [112]
The Holi festival – or festival of colours – is in March. It’s
a very happy festival. It’s a celebration of spring and new
life. People say ‘goodbye’ to winter and ‘hello’ to spring.
In India, the winter months are December, January and
February. The Holi festival is one or two days. It’s a big
celebration in parts of India and in other parts of the world.
Background information
The Holi festival is a Hindu festival which is celebrated in
India and in other countries with large Hindu populations.
It commemorates events in Hindu mythology as well as the
start of spring, and is a fun festival in which people light
bonfires, throw coloured powder at each other and have
wild celebrations. It takes place on the last full moon day
of the lunar month at the end of the winter season, so this
is usually in March but may fall at the end of February.
Vocabulary and pronunciation notes
autumn /ˈɔːtəm/.
Unlike days and months, we don’t use capital letters for
seasons in English.
In American English, autumn is usually called fall.
Extra activity
Check the meaning of words for seasons by miming things
you do in different seasons and asking students to shout
out the season. This will depend on the students’ country
and context, but, for example, you could shiver, ski or put
on a coat and gloves for ‘winter’, and you could pretend
to sunbathe for ‘summer’.
Alternatively, revise the months and dates by saying a date
(March 30th, August 2nd) and ask students to say which
season it falls in.
4
• Organize the class into pairs or groups of four or five
to say which months are in which seasons in their
countries. If you have a range of nationalities in your
class, mix students from different parts of the world.
• Monitor while students are speaking and note any
pronunciation errors that students make with the names
of the months or seasons. At the end, drill these words
with the class.
Extra activity
Ask students to think of festivals in their countries that
take place in different seasons. For example, Carnival is in
spring; Christmas is in winter.

3   [113] ★ CPT extra!  Vocabulary activity [after Ex.3]

• Ask students to read the instructions. Play the recording.
Students listen and repeat the words (see Vocabulary
and Pronunciation notes in the next column).

Audioscript    [113]
spring
summer
autumn
winter

118

85469_U07_ptg01_118-131.indd 118 16/05/18 1:39 pm

 Unit 7  Daily life
7a Day and night
Lesson at a glance
• vocabulary: routines
• reading: a day in China
• grammar: present simple I/you/we/you/they
• grammar: prepositions of time
• speaking: my partner and I
Vocabulary routines
1 • Ask students to look at the photo at the bottom of
• Optional step Ask students to look at the pictures (a–g)
first. Ask: What can you see? Where is the man? What does
he do? Find out what students can already say.
• Ask students to match the routines (1–7) with the
pictures. Point out the example and tell them that at
this stage they are only matching the routines with the
pictures – they don’t need to worry about completing
the gaps with times. Let students compare answers in
pairs before checking with the class.
ANSWERS
1  f  2 g  3 b  4 c  5 a  6 e  7 d
2   [114] ★ CPT extra!  Vocabulary activity [after Ex.2]
• Play the recording. Students listen and complete the
sentences in Exercise 1 with times and places.
ANSWERS
1  six o’clock 5  five forty-five / 5.45
2  sixty thirty / 6.30 6 home
3  seven o’clock / 7.00 7  eleven thirty / 11.30
4 café
Audioscript    [114]
1 I get up at six o’clock.
2 I have breakfast at six thirty.
3 I start work at seven o’clock.
4 I have lunch in a café.
5 I finish work at five forty-five.
6 I have dinner at home.
7 I go to bed at eleven thirty.
3 affirmative and underline the negative verbs in the text.
• Organize the class into pairs. Ask students to write
seven sentences about their personal routines. Tell them
to make two or three of the sentences false. Students
take turns to read out their sentences. Their partner
must guess which ones are false.
• Optional step Model (or extend) this activity by
reading out three or four sentences about yourself. Ask
students to say which ones are false.
85469_U07_ptg01_118-131.indd 119
Extra activity
Write some unusual jobs on the board. For example: actor,
president, nightclub manager, DJ on a breakfast radio
programme, nurse, footballer. Ask students in pairs to
choose a job and write five realistic sentences about their
day and routine. When students are ready, ask them to
read out their sentences without saying the job. Other
students listen and guess which job.
Reading
4
Student’s Book page 82 and discuss the questions. Elicit
students’ ideas.
ANSWERS
It’s in Shanghai. It’s an exercise class.
5   [115]
• Ask students to work individually to read the article
and answer the question. Let students compare answers
before checking with the class. In feedback, get students
to say what is similar and what is different about the
woman’s routine and their own, e.g. I start work at 8.30
but I don’t have rice balls for breakfast.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
Students’ own answers
Background information
Shanghai, on China’s southern coast, is the most populous
city in the world. It is also a global financial centre.
A pancake is a thin, round, flat food made
by cooking a mixture of flour, eggs and milk.
Grammar present simple I/you/we/you/
they
6
• Read the grammar box with the class. Elicit the negative
form (see Grammar notes on the next page). Be aware
that the negative form shown here (don’t) is used with
I/you/we/you/they. The third person form doesn’t
isn’t studied until Lesson 8a. Ask students to circle the
Let students compare answers in pairs.
ANSWERS
don’t + infinitive of verb = negative form
affirmative verbs in text: ’s, live, get up, go, have, like,
start, make, eat, watch
negative verbs in text: don’t go, don’t work
Refer students to page 170 for further information and
practice.
7a  Day and night 119
12-06-2019 13:31:20
 Unit 7  Daily life
ANSWERS TO GRAMMAR SUMMARY EXERCISES
1
1 I don’t have breakfast at seven o’clock.
2 You watch TV in the evening.
3 My friends don’t start work at nine o’clock.
4 I have classes on Fridays.
5 We don’t finish class at eight o’clock.
6 They don’t go to bed at midnight.
2 2 I go to bed at ten o’clock.
1 I watch TV.
2 We don’t go to school.
3 You study English.
4 They have lunch in a café.
5 My friends don’t eat meat.
6 I don’t get up at eight o’clock.
Grammar notes
In Unit 6, students were introduced to the present simple
for the first time with the verb like. Here, students now
revise the affirmative and negative form of the present
simple using different verbs.
Students may be pleasantly surprised to learn that there is
no change in the singular I and you forms, and the plural
they, you and we forms. English does not differentiate
between singular or plural you.
After I, you, we and they, English uses a form of the verb
which is identical to the infinitive. To make the negative,
we add the negative form of the auxiliary verb do before
the main verb.
Watch out for common errors such as I am live and They
not have as students get to grips with these forms.
Note that the negative form don’t /dəʊnt/ is strongly
stressed. It’s generally shortened from do not to don’t in
spoken English.
7   [116]
• Tell students to look at the picture. Use the image to
pre-teach observatory /əbˈzɜː(r)vətri/.
• Ask students to work individually to read the text
and complete it with the verbs in the correct form. Let
students compare their answers in pairs.
• Play the recording of the text. Students listen and check.
ANSWERS
1  have  2 work  3 start  4 finish  5  get up  6 have 
7 go  8  don’t go
Audioscript    [116]
I’m Roberto. I’m married and I have two children. I work
in an observatory in Chile. I start work at nine o’clock
at night. I finish work at 2.30 in the morning and I go
home and go to bed. At eight o’clock, I get up and I have
breakfast with my wife and children. They go to school at
8.30. They don’t go to school on Saturday and Sunday.
120 Unit 7   Daily life
85469_U07_ptg01_118-131.indd 120
8 ★ CPT extra!  Grammar activity [after Ex.8]
• Ask students to write one affirmative and one negative
sentence using the verb in brackets for 2–6. Point out
the example. Let students compare their answers in
pairs.
ANSWERS
1 I work at home.
I don’t work in a shop.
I don’t go to bed at midnight.
3 You study English.
You don’t study Spanish.
4 My friends have a class at 7.30.
My friends don’t have a class at 8.30.
5 I eat burgers.
I don’t eat fish.
6 People in my country have lunch at midday.
People in my country don’t have lunch at two o’clock or
three o’clock.
Extra activity
Ask students to write five sentences that are true about
themselves. For example: I don’t work at home. I work
in an office. Tell students to share their sentences with a
partner or with the class.
Grammar prepositions of time
9
• Ask students to look at the pictures and phrases in the
language box. Encourage students to try to establish when
we say in, at and on (see Grammar notes on the next page).
• Ask students to underline examples of prepositions
of time in the two texts. Let students compare their
answers in pairs before checking with the class.
ANSWERS
Day and night: at 5.30, at 8.30, at midday, at eight o’clock,
at 10.30
Day and night: in the afternoon, In the evening
A night in Chile: at nine o’clock at night, at 2.30 in the
morning, At eight o’clock, at 8.30
A night in Chile: on Saturday and Sunday
Refer students to page 170 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
3
1 on  2 in  3 in  4 at  5 at  6 at
12-06-2019 13:35:43
 Unit 7  Daily life
Grammar notes
We use the preposition of time at with specific times
to make expressions of time (at 5 o’clock, at midday/
midnight) and in the expression at night.
We say in for periods of the day (the morning/afternoon/
evening).
We say on with days of the week (on Monday/Tuesday).
10 ★ CPT extra!  Grammar activity [after Ex.10]
• Ask students to work individually to complete the
sentences with the correct prepositions. Point out the
example. Let students compare their answers in pairs.
ANSWERS
1  at  2 in  3 on  4 in  5 at  6 on
Speaking my life
11
• Optional step Demonstrate the activity with a student
by saying what you do at different times of the day,
then eliciting what they do, and trying to find one thing
in common.
• Organize the class into pairs to make sentences and find
three things they do at the same time. They then write
sentences with We and report to the class.
• As you monitor, note down errors that students make
with questions and short answers. If students seem to
be struggling to find things that they do at the same
time, tell them that they can be more general by using in
the morning/evening or at night. Then, at the end, write
the errors up on the board and ask students to work in
pairs to correct them.
Extra activity
Ask students to think of things that they do at the
following times:
at 6.30
on Tuesday
in the morning
at night
Find out who can make the longest list.
85469_U07_ptg01_118-131.indd 121
7b Join the club
Lesson at a glance
• vocabulary: hobbies
• listening: hobbies with friends
• grammar: present simple questions I/you/we/you/they
• pronunciation: intonation in questions
• speaking: a survey
Vocabulary hobbies
1   [117] ★ CPT extra!  Revision activity [before Ex.1]
• Optional step Start by showing flashcards of the
activities on this Student’s Book page. Revise words that
students learned in Unit 6: running, swimming, cycling,
etc. Elicit the words and drill students for pronunciation.
• Ask students to look at the photos. Ask them to match
the words in the box with the photos. Let students
compare answers in pairs.
• Play the recording. Students listen and number the
words.
Audioscript    [117] (and answers)
1 reading  2  cooking  3  dancing  4  singing
5 painting  6  walking  7  climbing  8  shopping
2   [117]
• Play the recording again. Students listen and repeat the
words. Alternatively, say the words and ask students
to repeat.
Pronunciation notes
The strong stress is on the first syllable of these words.
Note the silent ‘b’ in climbing: /ˈklaɪmɪŋ/. Note the nasal
sound at the end of the words: /ɪŋ/. Students shouldn’t be
saying /g/.
3 ★ CPT extra!  Vocabulary activity [after Ex.3]
• Brainstorm -ing words to describe activities. You could
build up a list on the board (see Example answers below).
• Ask students to work in pairs and take turns to ask
about activities using Do you like … ? You could model
the activity first with a volunteer student.
EXAMPLE ANSWERS
swimming, drawing, playing (tennis, golf, rugby, badminton,
squash), jogging, running, cycling, knitting, gardening
Extra activity
Play a memory game. Students look at the photos for
thirty seconds and try to memorize all the words. Tell
students to close their books. Count to five. Then tell
students to write down all the hobbies. Find out how
many students remembered all of them.
Students could also mime activities for their partner to
guess.
7b  Join the club 121
16/05/18 1:39 pm
 Unit 7  Daily life
Listening
4   [118] ★ CPT extra!  Listening activity [after Ex.4]
• Ask students to look at the photo and the caption on
Student’s Book page 85. Ask: Where are they? What is ‘Up
Helly Aa’? Elicit predictions.
• Tell students they are going to listen to four people
(Andy, Tina, Naga and Paul) talking about their
hobbies. Give students a moment to look at the table.
You could ask them to copy it into their notebook so
that they have room to write. Check that students
understand dressing up (= to put on clothes that make
you look like someone else, or for fun).
• Play the recording. Students listen and complete the
table. Play the recording a second time if necessary – it
can be challenging to listen and write notes at this level
(see Teacher development in the next column).
ANSWERS
1 in January 5 It’s nice. (also possible:
I enjoy making cakes
2 singing
for my family.)
3 It’s fun. (also possible:
I like it.) 6 painting
7 on Saturdays
4 cooking
9 It’s interesting.
Audioscript    [118]
i = interviewer
1 i : Andy, do you have any hobbies?
a : Yes, I do – dressing up! My friends and I dress up
as Vikings.
i : Do you dress up every week?
a : No, we don’t. We dress up in January. We go to a
big festival in Shetland. It’s called Up Helly Aa. It’s
exciting.
2 i : Tina, what are your hobbies?
t : My hobby is singing. In my free time, I sing in a
band with two friends. It’s fun. In summer, we go
to different towns. I like it.
i : Do your friends sing?
t : No, they don’t. They play the guitar and the piano.
3 i : Naga, do you have any hobbies?
n : I don’t have many hobbies. I like cooking. I enjoy
making cakes for my family. I cook in the evening.
It’s nice.
i : Do you eat your cakes?
n : Yes, I do. Chocolate cake is my favourite.
4 i : Paul, what are your hobbies?
p : My hobbies are painting and listening to music.
I paint with a group of friends. We meet on
Saturdays. We’re in a club. It’s interesting.
i : Do you paint pictures of people?
p :  Yes, we do.
122 Unit 7   Daily life
85469_U07_ptg01_118-131.indd 122
Background information
Up Helly Aa /ˈʌpˌhɛliə/ is the name used to refer to one of
many fire festivals held annually in the Shetland Islands of
Scotland, in the middle of winter to mark the end of the
yule (Christmas and New Year) season. People dress in a
variety of themed costumes and walk through towns and
villages carrying burning torches.
Teacher development
Listening and writing
It can be challenging to listen and write things down at
the same time, particularly at Beginner level. Students
often lose track of what they are listening to as they try to
write. Here are some tips:
1 Prepare carefully. In the activity above, give students time
to look at the table and predict the type of information
missing. Tell them to copy the table into their notebooks
to give more space and make the task easier to do.
2 Give a clear task. In the activity above, ask students to
listen for the missing information without writing. As
soon as the recording ends, tell them to write what they
remember in the table.
3 Get feedback from students. For example, ask them to
check in pairs and tell you which bits they didn’t hear
or aren’t sure of.
4 Be ready to play the recording again so they can check
answers. If necessary, play and pause at the more
challenging bits, or after each speaker.
5   [119]
• Ask students to work individually to match the
questions (1–4) with the answers (a–d). Point out
that the questions and answers are taken from the
conversations in Exercise 4. Play the recording for
students to check their answers.
ANSWERS
1 b  2 a  3 c  4 d
Audioscript    [119]
1 i : Do you dress up every week?
a : No, we don’t. We dress up in January.
2 i : Do your friends sing?
t : No, they don’t. They play the guitar and the piano.
3 i : Do you eat your cakes?
n : Yes, I do. Chocolate cake is my favourite.
4 i : Do you paint pictures of people?
p : Yes, we do.
Grammar present simple questions
I/you/we/you/they
6
• Read the grammar box with the class (also see
Grammar notes on the next page). Ask students to
underline the question forms in Exercise 5.
12-06-2019 13:37:16
 Unit 7  Daily life

ANSWERS Vocabulary notes

1 Do you dress up … ? You may need to point out verb + noun collocations which
2 Do your friends sing? are new to students here: do exercise, take photos, listen
3 Do you eat … ? to music, go walking. With hobbies ending with -ing,
we often use the verb go: go shopping, go climbing, go
4 Do you paint … ?
dancing (but not always: do cooking, do painting, do
gardening).
Refer students to page 170 for further information and
practice.
8   [120]
ANSWERS TO GRAMMAR SUMMARY EXERCISES • Ask students to work individually to write questions
with the words. Elicit the first answer to get students
4 started. Let students compare answers in pairs.
1 Do you dress up every week?
• Play the recording. Students listen and check their
Yes, we do.
answers.
2 Do they play football?
No, they don’t.
ANSWERS
3 Do you make cakes?
1 Do you enjoy shopping?
Yes, I do.
2 Do you read newspapers?
4 Do your friends sing in a band?
3 Do your friends go dancing? (also possible: Do you go
Yes, they do.
dancing with your friends?)
5 Do we enjoy shopping?
4 Do you and your friends play basketball?
Yes, you do. / Yes, we do.
5 Do you go climbing?
6 Do you take photos?
6 Do you and your friends watch TV?
No, I don’t.

5 Audioscript    [120] (and answers)

1 Do you like painting?
2 My friends don’t speak German 1 Do you enjoy shopping?
3 Do you listen to music? 2 Do you read newspapers?
4 We don’t play the guitar. 3 Do your friends go dancing?
5 I cook dinner every evening.
4 Do you and your friends play basketball?
5 Do you go climbing?
Grammar notes
6 Do you and your friends watch TV?
In English, we form questions with I/you/we/they in the
following way:
Pronunciation intonation in questions
auxiliary verb do + subject + infinitive
9a   [120]
Do you study English?
• Play the recording again. Students listen and repeat the
In short answers, we use do or don’t and omit the main questions from Exercise 8.
verb, e.g. Yes, I do. / No, I don’t. Watch out for errors such
as You study English? and Yes, I study.
Pronunciation notes
7 In these questions, the strong stress is on the main verb
and on the noun, e.g.: Do you eat your cakes? As a result,
• Ask students to work individually to put the words in Do you is weakly stressed and is pronounced /dəjə/.
order to make questions. Elicit the first answer to get
In yes/no questions, the intonation tends to rise at the
students started. Let students compare answers with a
end. Make sure students are attempting the weak stress
partner before checking with the class. Do you and rising intonation.

ANSWERS
9b
1 Do you dress up every Saturday?
• Ask students to work in pairs to practise asking and
2 Do you enjoy doing exercise? answering the questions from Exercise 8.
3 Do you and your friends go walking?
• Model the activity by asking two or three example
4 Do you take photos of your friends?
questions open class.
5 Do your parents listen to music?
• As students speak, monitor closely and correct errors of
6 Do your friends play table tennis in the evening?
form and intonation.

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 Unit 7  Daily life
Speaking my life
10
• Ask students to work in pairs to prepare four questions
to add to the list in Exercise 8. Monitor and help with
ideas and vocabulary.
• Organize the class into groups to ask and answer
questions, or ask students to stand up, walk round, and
talk to different class members. Set a five-minute time
limit. At the end, ask students to sit with their original
partner and share the information they found (e.g.
Bruno doesn’t like shopping; Carlos loves shopping).
• As students speak, monitor closely and prompt
students to self-correct errors.
Extra activity
Students write up their findings from talking to class
members in whole sentences. This could be done for
homework.
124 Unit 7   Daily life
85469_U07_ptg01_118-131.indd 124
7c
 year in British Columbia,
A
Canada
Lesson at a glance
• vocabulary: weather
• reading: the seasons of the year
• grammar: present simple Wh- questions
• speaking: activities in different seasons
Vocabulary weather
1   [121]
• Optional step With books closed, show students images
representing different kinds of weather. Ask: What can
you see? Elicit any weather words students already
know. You can also use this as an opportunity to recycle
and check the pronunciation of the seasons.
• Play the recording. Students listen and repeat the words
(see Vocabulary and pronunciation notes below).
Audioscript    [121]
cloudy   rainy   snowy   sunny   windy
Vocabulary and pronunciation notes
Note that the stress in these adjectives is on the first
syllable: sunny. You could point out that they all derive
from nouns (snow, sun, wind, etc.). Adding the suffix -y is
one way of forming an adjective.
2   [122]
• Tell students they are going to listen to four people
speaking about the places they come from. Play the
recording. Students listen and write the number of
the speaker (1–4) next to the weather words that they
mention. Let students compare their answers in pairs
before checking as a class.
• Point out that when describing the weather we use
It’s …, e.g. It’s rainy, It’s snowy.
ANSWERS
1 snowy 3 rainy
2 sunny 4 cloudy/windy
Audioscript    [122]
1 I live in Canada. My favourite time of year is winter.
It’s cold and snowy.
2 I live in South Africa. I like spring. It’s sunny and it
isn’t cold.
3 I live in the north of Australia. Summer is the wet
season. It’s hot and rainy. I don’t like it!
4 I live in the United Kingdom. It’s autumn here. It’s
cloudy. It’s windy too, but I like it. We don’t have
a dry season.
16/05/18 1:39 pm
 Unit 7  Daily life

3   [122] 7 ★ CPT extra!  Reading activity [after Ex.7]

• Optional step Use the symbols in Exercise 1 to revise • Ask students to read the article again and underline the
seasons (first studied in the opener to this unit). things people do in each season. Let students compare
• Play the recording again. Ask students to listen and their answers in pairs.
match the number of the speaker with the country and
season. Let students compare their answers in pairs ANSWERS
before checking the answers as a class. Summer: People go to the beach. They cook and eat
outside. I go to Vancouver Island with my family. We go
ANSWERS swimming in lakes and rivers.
Autumn: Children go to school. Students go to university.
Country Season Winter: A lot of people stay at home. They watch TV, read
1 Canada winter books and cook winter food. I go to Whistler. I go skiing
and climbing.
2 South Africa spring
Spring: People go cycling and running. They meet friends
3 Australia summer and they go for walks.
4 the United Kingdom autumn

4 British Colombia (or BC) is a province in the west of
• Organize the class into pairs or small groups. Ask
students to take turns to describe weather in their
country. If all or most of your students are from the
same country, see Extra activity below.
Extra activity
As revision, elicit the names of different countries onto the
board. Then ask students to say or guess what the weather
is like in those countries.
I think it’s hot and sunny in Brazil in the summer.
I think it’s cold and snowy in Iceland. In the spring, it’s
warm.
Reading
5
• Optional step Pre-teach trees, a river and flowers by
drawing pictures of them on the board and asking
students to say what they are.
• Ask students to look at the photos (a–d) on Student’s
Book page 87 and find the words in the box.
ANSWERS
ice: photo a
trees and leaves: photos b, c and d
flowers: on the tree in photo c
6   [123]
• Ask students to work individually to read the article
and match the four paragraphs with the photos (a–d).
Let students compare their answers in pairs before
checking with the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
Photo a: winter
Photo b: autumn
Photo c: spring
Photo d: summer
Background information
Canada. Its capital is Victoria, but its largest city is
Vancouver. It’s famous for its natural beauty and the mild
climate along its coast.
Whistler is a mountain and resort in the Rocky Mountains
near Vancouver.
8
• Optional step Model this activity first by saying what
people do in different seasons in your country, or a
different country if you are from the same country as
your students.
• Organize the class into pairs. Students tell their partner
what activities people do (or don’t do) in different
seasons.
Extra activity 1
There are a few new words in the text and also a lot of
vocabulary which is recycled from previous lessons. After
students have read the text and answered the questions,
check that students remember and fully understand words
by using mime or pictures. For example, mime going
swimming, cooking, skiing, climbing, running, etc. Draw
simple pictures on the board to elicit island, river, lake,
mountain, sea, beach, birds. Ask students to point to
things that are green and brown.
Extra activity 2
Check that students have remembered the verb + noun
collocations in the text by writing verbs on the board:
go, eat, change, watch, read, cook, stay, meet
Then ask students, with books closed, to say what words
they go with:
go to school / university / the beach
go swimming / skiing / climbing / cycling / for walks
eat outside, change colour, watch TV, read books, cook
(winter) food, stay at home, meet friends

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 Unit 7  Daily life

Grammar present simple Wh- questions

Speaking my life
9
11
• Read the grammar box with the class (also see
• Organize the class into pairs. Tell students to think
Grammar notes below). Ask students to find three Wh-
of their favourite season and prepare questions and
question words in the article. Let students compare
answers using the ideas in the Student’s Book. Tell
their answers in pairs.
them to look back at the text to find sentences to use to
describe things they do.
ANSWERS
• Ask students to take turns to ask and answer questions
Where (Where do people go in summer?) with their partner.
What (What do people do in autumn?)
• As students speak, monitor closely and note errors you
Why (Why do people like spring?)
could give feedback on at the end of the activity.
Refer students to page 170 for further information and
Extra activity 1
practice.
Set up the speaking task by asking students to interview
ANSWERS TO GRAMMAR SUMMARY EXERCISE you (the teacher) first. Students prepare questions, ask
you, and you answer, using some of the expressions in
6 this unit.
1 When do you go to the beach?
2 What do they do at the beach?
Extra activity 2
3 Who do you sing with?
4 Where do they go swimming? Ask students to write a blog entry about one of the
5 Why do you go running? seasons in their country. Tell them to include information
about what people do, and what they personally do. This
6 What do you do in the evening?
could be done for homework.

Grammar notes
In English, we use the following Wh- question words:
What (to ask about things, activities, events, etc.)
Where (to ask about places)
Who (to ask about people)
Why (to ask for a reason)
When (to ask about time)
After the question word, we use the following sentence
order in questions:
question word + auxiliary verb do + I/you/we/they + verb
Where      do         you      go?
Note that there are two further question words: Which (to
ask about choice and alternatives) and How (to ask about
way, manner or form) which are not taught in this lesson.

10 ★ CPT extra!  Grammar activity [after Ex.10]

• Ask students to work individually to complete the
questions with what, where, who, why and when. You
could do the first one as a class to get students started.
Let students compare their answers with a partner
before checking with the class.

ANSWERS
1 Where 4 Who
2 What 5 Why
3 When

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 Unit 7  Daily life

Real life problems

7d What’s the matter? 4
• Tell students to look at the photo at the top of the page.
Lesson at a glance Ask: Are they a family? (yes), Who can you see in the
• vocabulary: problems family? (parents, children), Where are they? (outside, on a
• real life: problems bench, in the rain). Elicit ideas.
• pronunciation: sentence stress • Ask students in pairs to look at the picture and describe
it. In feedback, point out the caption (Summer holidays
in the United Kingdom). If students know the UK, ask
Vocabulary problems them what their experience was of the weather there.
1   [124] ★ CPT extra!  Photo activity [before Ex.1]
• Optional step With books closed, mime some of the EXAMPLE ANSWERS
words (a–g) from the exercise. Ask: How do I feel? Elicit It’s wet, rainy and cold.
words that students already know. They are a family – a mother, a father and three children.
• Tell students they are going to listen to seven people They are cold, wet and bored. I think they are hungry.
saying how they feel. Play the recording. Students listen
and write the numbers (1–7) next to the pictures.
Background information
ANSWERS Although the weather in the summer in the UK is much
warmer than in the winter, during the school holidays in
a 6  b 1  c 4  d 7  e 3  f 2  g 5
July and August the weather can be very unpredictable
and there can be period of rainy or colder weather.

Audioscript    [124]
5   [125]
1 Ooh, I’m cold. • Tell students that they are going to listen to a
2 I’m tired. conversation between the family members in the photo.
Play the recording. Students listen and write the letters
3 I’m thirsty. F, P or A to represent the names. Let them check their
4 Ugh, I’m hot. answers in pairs.
5 Ugh, I’m wet.
6 I’m bored. ANSWERS
7 Mmm, I’m hungry. 1 F  2 P  3 P  4 A

2   [124]
• Play the recording again. Students listen and repeat the Audioscript    [125]
expressions from Exercise 1. m = mother; f = father; p = Paul; a = Anna
m : What’s the matter?
Pronunciation notes
f: It’s cold and I’m thirsty.
Note the more challenging pronunciation of some of these
words: thirsty /ˈθɜːstɪ/, hungry /ˈhʌŋgrɪ/, tired /ˈtaɪəd/, bored m : Why don’t you have a cup of tea? Here you are.
/bɔːd/. f: Thanks. Paul, are you OK?
p: No, I’m not. I don’t feel well.
3 m : Why don’t you eat a sandwich? Here.
• Demonstrate the activity by asking the question round
p: No, thanks. I’m not hungry. I’m cold and I’m wet.
the class first: How do you feel? Then get a student to
ask you the question too. a : [groans]

• Ask students to work in pairs to take turns saying how
they feel.
Extra activity
Mime the different adjectives. For example, wipe your
forehead to give the impression that you are hot. Ask
students to say or ask how you feel: Are you hot?
Organize the class into small groups. Students take turns
to mime different adjectives and guess which ones they
are miming.
m : What’s the matter, Anna?
a: I’m bored.
m : Why don’t you go to the beach? Go swimming.
a: In the rain?!? Mum!
m: I don’t understand you all. We’re on holiday!
6   [125]
• Ask students to read the gapped suggestions (1–3).
Play the recording again. Students listen and complete
the suggestions. Let students compare their answers in
pairs before checking with the class. In feedback, point
out the meaning, use and form of What’s the matter?
(see Vocabulary notes on the next page).

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 Unit 7  Daily life

ANSWERS
7e Meet our club members
1 a cup of tea
2 a sandwich
3 to the beach Lesson at a glance
• writing: a profile
• writing skill: paragraphs
Vocabulary notes
What’s the matter? is a way of asking What’s the problem?
Writing a profile
In English, we use Why don’t you … ? to make suggestions
or give advice to someone. 1
Note the form: Why + don’t + you + infinitive. Although • Ask students to read Hans’ profile and underline the
don’t is a negative word, it is used here to make a positive true information in the sentence.
suggestion.
ANSWERS
Pronunciation sentence stress married, in a photography club
7a   [126]
• Play the recording. Ask students to listen and say Writing skills paragraphs
whether don’t is stressed or unstressed. 2a
• Ask students to work individually to read the profile
ANSWER again and match the number of each paragraph (1–3)
It’s stressed. with the headings (a–c). Let students compare their
answers in pairs before checking with the class.

Audioscript    [126] ANSWERS

Why don’t you have a cup of tea?
I don’t feel well.
I don’t understand you all.
7b   [126]
• Play the recording again. Ask students to listen and
repeat the sentences.
8
• Organize the class into pairs. Tell them to look at the
vocabulary in Exercise 1 and the expressions in the
language box used for talking about problems. Give
them a few moments to prepare things to say.
• When students are ready, ask them to act out
conversations. Monitor carefully and make sure
students are using the forms and stressing don’t
correctly.
Extra activity
There are a number of ways that you could vary this
speaking task.
1 With weaker classes, ask students to work in pairs to
write a dialogue then act it out for the class.
2 With stronger classes, ask them to play different roles
when enacting their conversation, e.g. a mother and
child, a brother and sister, two friends.
3 Ask students to close their books and instead write
word prompts on the board for students to refer to
when improvising their conversations. For example:
Matter?
bored tired cold hot thirsty hungry
Why don’t you … ?
a 3  b 1  c 2
2b
• Ask students to read Jenna’s profile and number the
paragraphs (a–c) in order (1–3). Let students compare
their answers in pairs before checking with the class.
ANSWERS
1 c  2 a  3 b
Extra activity
Ask some questions to check the content of Jenna’s profile.
For example:
Where does she work? (at PLT Engineering)
Where does she study? (City College)
Where does she live? (in the city centre)
What does she like doing? (going to sports events, singing,
taking photos of sports people)
With stronger classes, ask them to close their books and
remember the information in the profile.
2c ★ CPT extra!  Writing activity [after Ex.2c]
• Ask students to work individually to read Luther’s
notes and organize them into three paragraphs. Tell
them to use Hans’ profile in 2a as a model. Let them
compare their answers in pairs before discussing the
order as a class.
wet EXAMPLE ANSWER
Note that this is a suggestion following the model, and
that the content could be organized in different ways.
Paragraph 1: a teacher, engineering, City College

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 Unit 7  Daily life

Paragraph 2: my wife and children

Paragraph 3: animals, photos 7f The elephants of Samburu

Extra activity
Before you watch
1 ★ CPT extra!  Photo activity [before Ex.1]
Ask students to work in pairs to turn their organized notes
into sentences and paragraphs to write Luther’s profile. • Ask students to look at the photo and the caption and
Encourage them to use their imagination to add further answer the question.
details, e.g.
I’m a teacher. I teach engineering at City College. ANSWER
I’m married and I have two children. We live in a big house It lives in the Samburu National Reserve in Kenya.
near the college.
At the weekend, I go for walks and take photos. I like Key vocabulary
animals and we have a dog at home.
2a
3 • Ask students to work individually to read the sentences
and match the underlined words (1–6) with the pictures
• In open class, ask students if they are in a club,
(a–f). Let students compare answers in pairs.
organization or group of any kind. Elicit answers, and
help students work out how to write in English the
name of the club or organization that they are in. Tell ANSWERS
students to prepare notes for their profile. Circulate and 1 e  2 c  3 d  4 a  5 b  6 f
help students with ideas and vocabulary.

4 2b   [127]
• Once students have their notes, ask them to write three • Play the recording. Students listen and repeat the
paragraphs to produce their profile. Monitor offering underlined words in Exercise 2a.
support and guidance. Do not correct errors at this
stage as students will be encouraged to check their Audioscript    [127]
own work in Exercise 5.
sleep hand
5 jeep have a bath
• Tell students to read their profiles carefully and
lie down trunk
check that they have written it correctly. Tell them to
check the paragraph order, spelling, use of capitals
Vocabulary notes
and punctuation (you may wish to refer them to the
information on punctuation on Student’s Book page 77). jeep = a car with no roof that can drive over most types of
land
• Optional step You could put students in pairs to
compare and check their profiles, and give each other lie down = to rest in a flat position on a bed or sofa
feedback on how to improve them.
3   [128]
6 • Tell students that they are going to listen to the words in
• Optional step If students worked in pairs in Exercise 5, the word box. Check students are clear on the meaning
organize the class into new pairs now. of the words. You may wish to check some words used
• In pairs, students exchange profiles. Tell them to read in the definitions: noise (= a sound, something you can
their partner’s profile carefully and find things that hear), behind (= a preposition of place, at the back of
they have in common. Students talk about what they something or someone).
have in common. • Play the recording. Ask students to listen and repeat.

Extra activity 1
Audioscript    [128]
Collect the profiles and put them on the walls of the
classroom. Students circulate and read each other’s call greet
profiles. Tell them to write a comment at the bottom of
drink identify
the profiles they read. Alternatively, ask students to find
one thing that they have in common with each profile follow individual
that they read. gentle stand

4
Extra activity 2
• Tell students that they are going to watch a video about
For homework, ask students to write a profile about a elephants in Kenya. Organize the class into pairs to
friend or family member. choose the options in sentences 1–4 before they watch.

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 Unit 7  Daily life

While you watch ANSWERS

5    [7]
• Play the video. Ask students to watch and check their
answers from Exercise 4.
ANSWERS
1  family groups  2 like  3 plants  4  at night
Videoscript    7
0.22–0.45  Nick Nichols takes photos of the elephants in their
family groups and of individual elephants too.
Nick takes a lot of photos, about 10,000 in total.
0.46–1.04  Daniel Lentipo works for Save the Elephants.
He can identify individual elephants in Samburu Reserve.
1.05–1.14  Daniel teaches Nick how to identify individual
elephants.
1.15–1.42  Nick and Daniel follow the elephants for ten hours
every day.
The elephants drink. They have a bath. They eat.
1.43–2.01  Elephants are gentle and intelligent.
2.02–2.05 Nick Nichols  Daniel sometimes puts his hand up
like that when he passes elephants …
2.06–2.29  Nick explains that Daniel sometimes puts his hand
up to the elephants.
The elephants put their trunks up.
It’s a greeting – like ‘hello’.
2.30–2.52  This ten-year-old elephant greets Nick.
The Samburu Reserve is a very good place for these elephants.
2.53–3.21  The elephants greet their family members with
their trunks … and by calling.
3.22–end  At night, the elephants lie down to sleep.
In the morning, Nick and Daniel get up early and start work
again.
6    [7]
• Tell students to read sentences 1–6. Refer students to the
word box and check the meaning of any other words
(alone = not with others).
• Play the video. Ask students to watch and choose the
correct option for each sentence. Let students compare
their answers in pairs before checking with the class.
1 They drink, have a bath, eat, greet each other, lie down,
sleep.
2 They get up early, follow the elephants, take
photographs of the elephants.
After you watch
8 ★ CPT extra!  Speaking activity [after Ex.8]
• Ask students to work individually to complete the
text with the verbs in the box. Let students compare
their answers in pairs before checking with the class.
Check that students understand the word unusual
(= not common or often seen).
ANSWERS
1 work  2  get up  3 start  4 drive  5 take  6 walk 
7 follow
9
• Start by using the prompts to elicit the full questions.
Alternatively, ask students to work in pairs to write the
questions.
• Ask students to work in pairs to ask and answer
questions. Elicit what students found out from their
partner in feedback.
EXAMPLE ANSWERS
What are your favourite animals?
Where do they live?
What do they do?
Why do you like them?
My favourite animals are meercats.
They live in hot countries.
They live in family groups and stand on their back legs a lot!
I like them because they are small and funny.

ANSWERS
1 photographer
2 can identify individual elephants
3 ten
4 with other elephants
5 to greet other elephants
6 lie down

7    [7]
• Ask students to watch the video again and write
answers to the questions. Let them compare their
answers in pairs before checking with the class.

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 Unit 7  Daily life

Unit 7  Review and memory Vocabulary

booster ★ CPT extra!  Language games 4
• Ask students to work individually to complete the
adjectives and write W (weather) or P (people) next to
Memory Booster activities each word. Let them compare answers in pairs before
Exercises 3 and 5 are Memory Booster activities. For more checking with the class.
information about these activities and how they benefit
students, see page 10. ANSWERS
1 bored (P) 5 sunny (W)
I can … check boxes 2 cloudy (W) 6 thirsty (P)
As an alternative to asking students to simply tick the I can 3 hungry (P) 7 tired (P)
… boxes, you could ask them to give themselves a score 4 snowy (W) 8 windy (W)
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
5 ❯❯ MB
Workbook and Grammar summary exercises. • Ask students to work in pairs to ask and answer
questions using the adjectives from Exercise 4.

Grammar EXAMPLE ANSWERS

1 What do you do when it’s sunny? I go walking. / I go to
• Ask students to work individually to complete the text the beach.
with six of the words in the box. Let them compare What do you do when you’re thirsty? I drink water. / I buy
answers in pairs before checking with the class. a drink.
What do you do when you’re tired? I lie down. / I go to
ANSWERS sleep.
1 Friday  2 dinner  3 food  4 weekend  5 music What do you do when it’s snowy? I stay at home. / I go
6 cinema skiing!

2 Real life
• Students write the questions about David and Yann, 6
the brothers in Exercise 1, using the prompts. Point out • Ask students to work individually to complete the
that they will need to add the verb be or do, and may sentences with the words in the box. Then they put the
need to add a Wh- question word. Let students compare sentences in order to make a conversation. Let students
answers in pairs before checking with the class. compare answers in pairs before checking with the
class.
ANSWERS
1 Are David and Yann brothers? ANSWERS
2 Do they work in the same place? a Why  b I’m  c No  d What’s
3 Where do they have dinner?
1 d  2 b  3 a  4 c
4 Do they like the same food?
5 What do David and his friends do at the weekend?
7
6 Do Yann and his girlfriend play music?
• Optional step You could ask weaker students to begin
by acting out the conversation in Exercise 6 before they
3 ❯❯ MB practise variations.
• Ask students to work in pairs and take turns to ask and • Ask students to work in pairs and take turns to use
answer the questions from Exercise 2. the prompts (1–4) to have similar conversations to the
• Optional step For weaker students, allow them to refer model conversation in Exercise 6.
to their full, written questions. For stronger students,
tell them to turn over their notebooks and refer only to Extra activity
the prompts in the Student’s Book.
You could ask students in their pairs to write two more
conversation prompts, similar to those in 1–4, to give to
ANSWERS another pair to act out.
1 Yes, they are.
2 Yes, they do.
3 (They have dinner) in a restaurant.
4 Yes, they do.
5 They play music in a band.
6 No, they don’t.

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 Unit 8  Work and study
Opener
1 ★ CPT extra!  Photo activity [before Ex.1]
• Tell students to look at the photo. Ask the question and
elicit the answer.
ANSWER
He’s at work on a ship. (He’s painting.)
2   [129]
• Ask students to read the sentences. Tell them they are
going to listen to a conversation between two people.
• Play the recording. Students listen and choose the
correct option. Let students compare answers in pairs
before checking with the class.
ANSWERS
1 outside  2 different  3 is
Audioscript    [129]
i = interviewer; m = man
i: Do you like your job?
m : Yes,I love my job. I don’t work in an office. I work
outside. Every day is different in my job.
i: What do you do?
m : I’ma painter. It’s an interesting job. I work with a big
company. I don’t paint houses. I paint ships.
Vocabulary
ship = a very large boat that is used for carrying people or
things over long distances
3 they have guessed all the jobs correctly).
• Ask students to look at the substitution table. Check
inside, outside and hospital, and point out or drill the
pronunciation of the more challenging words (see
Vocabulary and pronunciation notes in the next column).
• Optional step Before starting the task, check that
students understand all the job words by using mime.
For example, mime an artist painting, a doctor using
a stethoscope, etc. and ask students to say which job
you are miming.
• Ask students to make true sentences. You could ask
students to work in pairs or small groups to take turns
to make sentences.
EXAMPLE ANSWERS
Doctors work inside / in hospitals / with people / with children.
Engineers work inside / outside / in offices.
Painters work inside / outside.
Photographers work inside / outside / with people / with
children.
Teachers work inside / in schools / with people / with children.
Waiters work inside / in cafés / with people.
132
85469_U08_ptg01_132-148.indd 132
Vocabulary and pronunciation notes
hospital = a place where people stay when they are ill
or injured or need a lot of care from doctors and nurses
Note the three syllables in: offices, hospitals.
Point out that we say work with (people) and work in
(a place) and that the strong stress is on the first syllable of
all these ‘job’ words except engineer and photographer.
In the table, the plural is used (in hospitals, schools, etc.),
but in Exercise 4 students need to use the singular form
(I work in a hospital, a school, etc.) because they are
talking about one person (themselves).
4
• Organize the class into pairs. Ask students to talk about
the jobs in Exercise 3 in a simple roleplay activity. Point
out that the question we use to find out about someone’s
job is: What do you do? Note the strong stresses, and drill
the question with the class.
• Demonstrate the activity – get the class to ask you:
What do you do? Give the class one or two sentences,
e.g. I work with children. I work in a school. Then get
students to guess the job (teacher).
Extra activity
You could make the activity in Exercise 4 competitive.
Students work in pairs. One student in each pair turns
their back to the board. Write four or five of the jobs in
the table in a list on the board in random order. You could
also revise other roles taught in previous lessons: student,
climber, astronaut, professor, fisherman. The student with
their back to the board then asks their partner: What do
you do? That student must make sentences about the first
job in the list. Their partner guesses which job it is, then
asks: What do you do? again for the next job in the list.
Students ask and describe until they have guessed all the
jobs. The winners are the pair that finishes first (assuming
You could then ask students to swap positions and roles.
Write up a second set of job words on the board so that
pairs can repeat the activity.
12-06-2019 13:53:54
 Unit 8  Work and study
8a It’s a great job!
Lesson at a glance
• reading: jobs on the London Underground
• grammar: present simple he/she/it
• pronunciation: -s and -es verb endings
• vocabulary: job activities
• speaking and writing: jobs
Reading
1 stop = to no longer do something; the opposite of start
• With students’ books closed, hold up the Student’s Book
and allow students to see the photo on pages 94 and
95, but so that they can’t read the caption. Ask: What
can you see? (people, a man with a guitar) Where are the
people? (in an underground transport system).
• Ask students to work in pairs. Tell them to open their
books at page 94, but to cover the text and photo. Ask
them to read sentences 1–3 and talk to their partner to
decide if they are true (T) or false (F).
• Now tell students to read the caption to check their
predictions. Elicit the correct facts in feedback.
ANSWERS
1 T  2  T   3  T (55% above ground)
Vocabulary notes
under = a preposition of place meaning below, or covered
by something
ground = the top surface of the Earth that we walk on
busker = someone who plays music in the street and other
public places for money
2   [130]
• Ask students to work individually to read the article
and find the three things. Let students compare answers
before checking with the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1  train driver  2  Circle line  3  Baker Street
3 5 He watches videos at work.
• Ask students to read the article again and answer
the questions. Let students compare answers before
checking with the class.
ANSWERS
1 yes  2 36  3  (from) machines
85469_U08_ptg01_132-148.indd 133
Background information
The London Underground, commonly called the Tube, is the
world’s oldest underground railway system. The first line
opened in 1863 with wooden carriages and steam trains.
The Circle line forms a circle shape around the centre of
London. Note that students will find out more about the
London Underground in Lesson 8f.
Baker Street is the street in London where the fictional
character Sherlock Holmes is supposed to have lived.
Vocabulary
check = to look at something to make sure that it is as it
should be
ticket = here, a piece of paper that shows you have paid to
travel on public transport
sell = to give something to somebody for some money
Grammar present simple he/she/it
4 ★ CPT extra!  Grammar activity [after Ex.4]
• Read the grammar box to the class (see also Grammar
notes below). Ask students to underline ten verbs with
third person (he/she/it) present simple forms in the
article. Let them compare answers in pairs.
ANSWERS
drives, stops, opens, closes, watches, works, doesn’t drive,
checks, answers, doesn’t sell
Refer students to page 172 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
1
1  works  2 serves  3  doesn’t stop  4 helps  5 opens
6  doesn’t walk
2
1  works  2 uses  3 buys  4 sells  5 goes  6 gets
7 has  8 watches  9  doesn’t work  10 plays
3
1 Your friend doesn’t live near a beach.
2 Ahmed drives to work.
3 My sister doesn’t enjoy her job.
4 The office doesn’t open on Sundays.
6 My friend doesn’t speak English.
Grammar notes
Here, students are introduced to the third person (he, she,
it) affirmative and negative form of the present simple.
After he, she and it, English adds -s (e.g. starts) or -es
(e.g. finishes) to the verb. We add -es after certain similar
sounds (-sh, -ch, -s, -z and -x). The common verbs go and
do also add -es.
8a  It’s a great job! 133
12-06-2019 13:56:14
 Unit 8  Work and study
To make the negative, English adds the negative form of
the auxiliary verb does before the verb. Note the irregular
third person forms of be (is) and have (has).
Compare the he/she/it forms with the I/you/we/they forms
which students have already seen.
Watch out for common errors such as He start and She
doesn’t starts as students get to grips with these forms.
5 • Tell students to look at the verbs in the box. The
• Read the example with the class then ask students
to work individually to complete the sentences.
Let students compare their answers in pairs.
ANSWERS
1 enjoys 4 helps
2 doesn’t answer 5 finishes
3 doesn’t work 6 speaks
6   [131] ★ CPT extra!  Grammar activity [after Ex.6]
• Ask students to complete the text about another
London Underground worker with the correct present
simple form of the verbs in the box.
• Play the recording. Students listen and check. Show
a photograph of a police officer to make sure students
understand the job title.
ANSWERS
1 goes  2  doesn’t drive  3 walks  4 helps  5 works
6 watches  7 looks
Audioscript    [131]
Lily goes to different Tube stations. She doesn’t drive a
train. She’s a police officer. Lily walks around stations. She
helps people with problems. Sometimes, she works in a
big office. Lily watches the trains on computer screens and
she looks at the cameras.
Pronunciation -s and -es verb endings
7a   [132]
• Tell students they are going to listen to four sentences
about Naveen and Lily. Play the recording. Ask how the
‘s’ is pronounced in the verb in each sentence. Model
the two sounds for students: pronounced /z/ (like is) in
enjoys and pronounced /s/ (like this) in helps and works.
Tell students to cover their ears with their hands and try
making the two sounds. The /z/ sound should vibrate
much more in their heads than the softer /s/ sound.
• Play the recording again for students to listen and
repeat the sentences.
ANSWERS
The ‘s’ is pronounced /z/ (like is) in enjoys and goes.
The ‘s’ is pronounced /s/ (like this) in helps and works.
134 Unit 8   Work and study
85469_U08_ptg01_132-148.indd 134
Audioscript    [132]
Naveen enjoys his job.
Lily goes to stations.
Lily helps people.
Lily works in a big office.
7b   [133]
infinitive of each verb is on the left, and the third person
present simple form with -s or -es is on the right.
• Play the recording. Students listen and underline the
verbs with an extra syllable (see Pronunciation notes
below). Let students compare answers in pairs before
checking with the class.
• Optional step Play the recording again. Students listen
and repeat the verbs.
ANSWERS
Finishes and watches have extra syllables.
Audioscript    [133]
answer answers
drive drives
finish finishes
look looks
walk walks
watch watches
Pronunciation notes
The letter s is pronounced /s/ when it follows an unvoiced
consonant (helps, works, starts and stops).
The letter s is pronounced /z/ when it follows a voiced
consonant, (goes, enjoys). Vowels are always voiced.
The sounds /s/ and /z/ are both produced in a similar way.
The tongue is pressed gently against the upper palate,
allowing air through as the sound is made. The difference
is that /z/ is voiced (the voicebox vibrates as the sound is
made) while /s/ is unvoiced (is a softer, smoother sound).
The verb ending -es is pronounced /iz/, thus making an
extra syllable (finishes – 3 syllables, watches – 2 syllables).
Vocabulary job activities
8 ★ CPT extra!  Vocabulary activity [after Ex.8]
• Ask students to look at the photos and read the
sentences. Check that students understand all the words
in the sentences. You could mime some of the words
(e.g. taking photos, serving food) and ask students to say
which words you are miming.
• Ask students to complete the sentences with the jobs.
Let students compare answers in pairs before checking
with the class.
16/05/18 1:46 pm
 Unit 8  Work and study

ANSWERS Here are some suggestions on how to manage the activity:

1 receptionist 4 shop assistant
2 taxi driver 5 waiter
3 photographer 6 doctor
Vocabulary and pronunciation notes
Note the strong stress and number of syllables:
photographer (4), receptionist (4), assistant (3).
You may wish to also teach waitress, which is used for
women who serve food and drink in restaurants and cafés.
The other words can all be used for men or women.
serve = to give food and drink to someone at a meal
sick = ill, not well (more common in US usage)
Extra activity
Brainstorm other jobs students know and ask students to
write sentences to define these jobs.
1 Ensure students have prompts. Provide or brainstorm
prompts from which students can form questions as
they mingle. Give students preparation time to think
about how to form the questions.
2 Model the activity. Using the prompts yourself, ask
questions round the class. This enables you to show
students the correct question formation and also the
aim of the game – to find someone who says yes to
a question.
3 Set a goal and a realistic time limit. For example, give
the class five minutes to find one person who answers
yes to each question.
4 You can make extra rules. For example, students must
find a different person for each question they ask, or
you can only interview people for one minute.
5 Join in yourself. By joining in and moving around the
class yourself, you can effectively monitor how students
are getting on and can model and improve the way
they are asking questions.

Speaking and writing my life

9
• Demonstrate the activity. Ask: Do you … ? questions
around the class first. Once students have gained
confidence by answering your questions, ask individuals
to ask: Do you … ? questions across the class.
• Ask students to work individually to prepare questions
in their notebooks using the prompts in the Student’s
Book. Then ask them to stand up, walk round and
ask and answer the questions with other students
(see Teacher development below).

10
• Tell students to work individually to summarize what
they found out in Exercise 9 by writing six sentences.
Then ask them to share their sentences in pairs or
with the class.

EXAMPLE ANSWERS
Martina doesn’t work in the mornings, but she does use
a computer.
Hans and Roberto both enjoy their jobs.
Ahmed doesn’t work alone and he talks to people.

Teacher development
Find someone who …
Find someone who … is a popular language learning
activity which involves learners using question forms to
find out certain personal information about classmates.
It is versatile and can be used to practise new vocabulary,
to activate background knowledge, or to review tenses
(in the case above, present simple questions). You can also
use it as a ‘getting to know you’ activity to build a sense
of community in the classroom. Students tend to enjoy this
task type as it is sociable, dynamic and fairly fast-paced.

8a  It’s a great job! 135

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 Unit 8  Work and study
8b At school
Lesson at a glance
• vocabulary: education
• listening: an unusual school
• grammar: present simple questions he/she/it
• speaking: things we usually do
Vocabulary education
1 ★ CPT extra!  Revision activity [before Ex.1]
• Ask students to look at the photo. Ask: What can you
see? Elicit any vocabulary students already know.
• Tell students to look at the words in the box and match
seven of them to things and people in the photo.
Let students compare their answers in pairs.
ANSWERS
board, book, classmate, classroom, school, student, teacher
Vocabulary and pronunciation notes
The stress is on the first syllable of all these words except
university.
Note that, in British English, school is used to describe the
place where people who are under eighteen years of age
study, college is a place where adults or 16 to 18 year olds
do higher or further education courses, and university is a
place where students study for a degree.
In American English, the words college and university are
interchangeable.
2 ★ CPT extra!  Vocabulary activity [after Ex.1]
• Elicit one or two example sentences from students to
get them started. Then ask them to work individually
to write true sentences with four of the words in the
box in Exercise 1.
• Ask students to read out their sentences to a partner.
Tell them to say ‘BEEP!’ instead of the word they are
checking. Their partner tries to guess the word. You could
model one or two gapped sentences to give students the
idea, e.g. I am a teacher at this English ‘beep’ (school).
• As students read out sentences, monitor and make sure
students are using and saying new words correctly.
EXAMPLE ANSWERS
My [classmates] are Ivan, Anna and Toni.
Oxford and Cambridge are British [universities].
I write new words in my [notebook].
In class, our [book] is Life Beginner.
136 Unit 8   Work and study
85469_U08_ptg01_132-148.indd 136
Listening
3
• Ask students to look at the photo on the previous page
of the Student’s Book and read the information. Tell
them to find Kakenya Ntaiya in the photo. Check the
meaning of She has her own school and primary school (see
Vocabulary notes below).
ANSWER
Kakenya is the teacher – she’s the woman in the top right
of the photo.
Vocabulary notes
own = used for showing that something belongs to a
particular person or thing and not to any other
primary school = a school for young children up until the
age of around twelve to fourteen
4   [134]
• Ask students to read the questions from a conversation
about the school. Tell students to listen and number
the questions in the correct order. Play the recording.
Let students compare answers in pairs before checking
with the class.
ANSWERS
1  e  2 a  3 b  4 d  5 c
Audioscript    [134]
q: Why is the school for girls and not boys?
a: In Kenya, in villages, girls don’t usually go to school.
q: And do the girls live at the school?
a: Yes, they do, because it’s a long way to their homes
and villages.
q: Does the school have many students?
a: Yes, about two hundred.
q: Does Kakenya work at the school?
a: Yes, she does.
q: What does she do?
a: She’s the president of the school.
q: Does she teach?
a: Yes, she does. She sometimes teaches primary school
subjects.
q: And tell me about the students.
Background information
Kakenya Ntaiya (born 1978) is well known in Kenya as
a social activist who fights for the rights of women. She
is the founder and president of the Kakenya Centre for
Excellence, a primary boarding school for girls in the
Maasai village of Enoosaen. The school was opened in
2009 and is for girls aged from ten to fourteen years old.
Parents who send their daughters to the school must
agree not to subject that child to forced marriage.
12-06-2019 14:03:41
 Unit 8  Work and study
Kakenya’s personal story is inspiring. She came from a very
poor Maasai background but persuaded a tribal elder to
help pay for her education in the US, where she completed
a PhD in Education. She has now returned to Kenya, where
the education of girls is considered unimportant and many
girls are married at the age of thirteen, and she is working
to change this situation.
5   [134]
• Tell students that they are going to listen to the
conversation again and choose the correct answers
to the questions.
• Play the recording. Students listen and check. If
necessary, play the recording again, or play and pause
to help students hear and complete all the information.
ANSWERS
1 Yes, they do.
(Q: Do the girls live at the school?)
2 two
(Q: Does the school have many students?)
3 Yes, she does.
(Q: Does Kakenya work at the school?)
4 president
(Q: What does she do?)
5 Yes, she does.
(Q: Does she teach?)
6 8
• Ask students to work in pairs to talk about the school.
Encourage students to create sentences expressing
their views that they can share with the class.
• Open the topic up to the class and elicit ideas.
EXAMPLE ANSWERS
We think it’s unusual. The girls are young but live at the
school.
I don’t think it’s unusual. It’s unusual in Kenya, but not in
other countries. Girls usually go to primary school in other
countries.
Grammar present simple questions
he/she/it
7
• Read the grammar box with the class (also see Grammar
and pronunciation notes in the next column). Ask
students to complete the sentences to make questions.
ANSWERS
1 Does; live
2 Does; work
Refer students to page 172 for further information and
practice.
85469_U08_ptg01_132-148.indd 137
ANSWERS TO GRAMMAR SUMMARY EXERCISES
4
1 Does Simon understand Arabic?
2 Does Anne speak German?
3 Does Lin live near you?
4 Does Boris study in the evening?
5 Does Joana go to university?
6 Does your friend teach English?
5
1 Does he finish work at nine o’clock?
2 Where does he work?
3 Does she go to bed early?
4 What time does she telephone you?
5 What does he read?
6 Does she like coffee?
Grammar and pronunciation notes
In the third person, the auxiliary verb do changes to does
(pronounced /dəz/) in questions. The main verb takes the
infinitive form (go, work, etc.) not the third person form.
Note the word order in questions:
question word + auxiliary verb + subject + verb
What does she do?
Watch out for errors of form, e.g. What she does? Does
she gives lectures?
• Ask students to work individually to write questions
about Kakenya using the prompts. Elicit the first
question to get students started. Let students compare
answers in pairs before checking with the class.
• Optional step You could drill the sentences in feedback,
focusing on the weak pronunciation of Does she … ?
(see Pronunciation notes below). This provides useful
preparation for the speaking task in Exercise 9.
ANSWERS
1 Does Kakenya study at the school?
2 Does she work at the school?
3 Does she work with girls?
4 What does she do?
5 Does she live in England?
6 Where does she live?
Pronunciation notes
Note that does she is weakly stressed in questions and the
two words run together. However, in short answers, does
and doesn’t are strongly stressed.
9
• Organize the class into pairs to practise asking and
answering the questions in Exercise 8.
• As students speak, monitor closely and correct form
and pronunciation errors.
8b  At school 137
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 Unit 8  Work and study
• Optional step To extend stronger students, write verb
prompts on the board (study, work at, work with, do, live)
and ask students to form and ask the questions with
books closed.
ANSWERS
1 No, she doesn’t. 4 She’s the president of the
2 Yes, she does. school.
3 Yes, she does. 5 No, she doesn’t.
6 She lives in Kenya.
10 ★ CPT extra!  Grammar activity [after Ex.10]
• Ask students to work individually to complete the
questions with do or does. Elicit the first question to get
students started. Let students compare answers in pairs.
• Once they have correct questions, ask students to write
true answers to the questions.
• Optional step You could ask fast-finishing students to
ask and answer questions 2 to 6 in pairs.
ANSWERS
Questions:
1 Do  2 Does  3 Does  4 Do  5 Does  6 Does
Answers:
1  No, they don’t.
2–6  Students’ own answers
Speaking my life
11
• Organize the class into pairs. Ask students to decide
who is A, and who B. Tell students to find and read
their information on page 154 or 156 of the Student’s
Book. Check that student understand online (= on
the internet), homework (= work that a teacher gives a
student to do out of class, at home).
• First, students prepare then ask questions about Paulo
and Eva to complete the first two columns of their
tables. They need to form questions with does:
Does Paulo watch … ? Does he go to … ?
Make sure students complete the information
in the table.
• Second, students complete the information about
themselves. They then take turns to ask and answer
questions with their partner. They need to form
questions with do:
Do you watch … ? Do you go to … ?
Ensure students complete the information in the table.
• As students speak, monitor closely and prompt them to
self-correct errors where possible.
• In feedback, ask students if they are similar to Paulo
or Eva.
Extra activity
Ask the class to interview you. They can use the
information in the table or their own ideas. Other
things to ask about: Do you … live with friends? / go to
restaurants? / live near this school? / drive to school?
138 Unit 8   Work and study
85469_U08_ptg01_132-148.indd 138
8c Helping big cats
Lesson at a glance
• reading: a job with tigers
• grammar: frequency adverbs
• speaking: animals
Reading
1
• Optional step With books closed, write wild animals on
the board. Elicit the meaning of wild (= a wild animal
or plant lives or grows on its own in nature and is not
looked after by humans). Brainstorm as many wild
animals as students can think of onto the board in one
minute. As you write the words on the board, model
the pronunciation (see Teacher development on the
next page).
• Ask students to work in pairs to match the animals
in the photos (1–4) with the places (a–d). Let students
compare their answers in pairs before checking with
the class.
ANSWERS
1 c  2 a  3 d  4 b
Background information
There are four ‘big cats’. They are called big cats not just
because they are large and strong, but because they can
make the characteristic big cat ‘roar’ sound.
Jaguars live in big forests and can be found all the way
from the southern US to northern Argentina.
Lions live largely in sub-Saharan Africa. There are very few
of them still living in Asia. A remaining population live in
the Gir Forest National Park in India.
Leopards also live largely in sub-Saharan Africa. There are
very small populations still living in India, Sri Lanka, China
and Malaysia.
Tigers are the largest of the big cats (only polar bears and
brown bears are bigger carnivores, or meat-eaters). Most
tigers live in India and south-east Asia. The Siberian tiger
still survives in remote parts of Russia.
2
• Ask students to work individually to read the sentences,
and check new words carefully. Check the meaning
of wild (= a wild animal or plant lives or grows on its
own in nature and is not looked after by humans – the
opposite of domestic, the word in the glossary), sleep
(students studied this in Lesson 7f) and forest (= a place
with many trees). Note that the figures given about
tigers in the black boxes relate only to Asia, since tigers
only live in the wild in Asia.
• Organize the class into pairs to discuss whether they
think the sentences are true (T) or false (F). Don’t
confirm answers at this stage.
12-06-2019 14:35:25
 Unit 8  Work and study
3   [135]
• Ask students to read the article on Student’s Book
page 99 to check their answers from Exercise 2.
Let students compare their answers in pairs before
checking with the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1 T
2 T
3 F (The text doesn’t say, but the first photo is of a tiger
in the forest at night.)
4 T
5 T
4 ANSWER
• Ask students to work individually to read the article
again and complete the sentences (1–4). Let students
compare their answers in pairs before checking with
the class.
ANSWERS
1 the Himalayas (hot areas, cold 3 the cameras
mountains, many places ...) 4 a report
2 wild animals; domestic
animals
5 ★ CPT extra!  Grammar activity [after Ex.5]
• Ask students to work individually to answer questions
1–4. Tell them to look back at the article again to find
answers.
• Refer students to the word box and check the meaning
of any other new words with the class (see Vocabulary
notes below).
ANSWERS
1 3,890
2 The park has 180 cameras. They can take a photo of a
tiger. Saksit checks the cameras.
3 about eight
4 every month
Background information
The historical range of tigers stretches across some of the
world’s most populous countries (India, China and south-
east Asia). Tigers are animals that prefer to live alone
and individuals move around within huge areas of land.
Because of this, loss of habitat and human involvement
have caused a lot of problems for tigers.
Vocabulary notes
kill = to make a person or other living thing die
need = must have because it is necessary
report = here, a written summary or description that gives
information about a subject, situation or event
team = a group of people working together
85469_U08_ptg01_132-148.indd 139
Grammar frequency adverbs
6
• Read the grammar box with the class (also see the
Grammar and pronunciation notes below).
• Optional step To help students understand the concept
of frequency adverbs, draw a simple diary for one
week for yourself on the board. Mark several activities
to represent the frequency adverbs, e.g. for always,
mark a particular activity on every day of the week, for
often mark an activity on two or three days, etc. Then
make example sentences, e.g. I always get up at 7 am –
every day. I often go running, etc. You could write these
additional examples on the board.
• Ask students to look at the example sentences and
answer the question.
The frequency adverb generally goes between the subject
and the main verb.
Refer students to page 172 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
6
1 I usually have coffee.
2 My colleague often travels in her job.
3 Our teacher never gives us homework.
4 My friend sometimes studies at home.
5 I always read at night.
6 My brother always works late.
Grammar and pronunciation notes
We use frequency adverbs to say how often we do routine
things. Frequency adverbs generally go between the
subject and the main verb (She never goes …). However,
note that we can use sometimes at the start (or end) of a
sentence (Sometimes she eats with friends / She eats with
friends sometimes) and the frequency adverb generally
goes after the verb be and auxiliary verbs (She doesn’t
often go out. She is usually late).
Note the challenging pronunciation of usually /ˈjuːʒʊəlɪ/,
and the silent /t/ in often /ˈɒfən/ (although some native
speakers choose to pronounce the ‘t’).
7 ★ CPT extra!  Grammar activity [after Ex.7]
• Ask students to work individually to rewrite the
sentences with the adverb in the correct position.
Let students compare their answers in pairs.
ANSWERS
1 People sometimes kill tigers.
2 Tigers often live in forests.
3 You never see wild lions in South America.
8c  Helping big cats 139
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 Unit 8  Work and study
4 I always watch nature shows on TV.
5 My friends often go to parks.
6 I sometimes give money to animal organizations.
(also possible: Sometimes I give … or … to animal
organizations sometimes.)
Speaking my life
8 Real life on the phone
• Optional step Model the activity first by describing a
few things that you sometimes, often or always do.
• Ask students to work individually to make sentences
4–6 in Exercise 7 true for them. Point out that they may
need to change the frequency adverb. Once students
have prepared sentences, they work in pairs and read
them to their partner. Students can correct each other’s
sentences if necessary at this stage.
EXAMPLE ANSWERS
4 I never watch nature shows on TV.
5 I often go the the park with my family.
6 I sometimes give my money to children’s organizations.
9 three names (a–c). Let students compare answers in
• Ask students to work in pairs and take turns to read
out sentences 4–6 again. This time their partner must
improvise follow-up questions similar to the ones
in the example. You could model the activity with a
reliable student first to give students confidence.
• As student speak, monitor and gently correct any
errors with vocabulary, pronunciation or use of
frequency adverbs.
EXAMPLE ANSWERS
4 What do you watch on TV? Why don’t you like nature
shows? Do you like nature?
5 What is the name of the park? Does the park have a
lake? What day do you usually go there?
6 What is the name of the organization? What does it do?
Why don’t you give money to animal organizations?
Extra activity
Ask students to write a paragraph describing a few things
that they sometimes, often, always do, etc. This could be
done for homework.
140 Unit 8   Work and study
85469_U08_ptg01_132-148.indd 140
8d One moment, please
Lesson at a glance
• real life: on the phone
• pronunciation: /s/ and /z/
1   [136]
• Optional step Draw a phone on the board and ask:
What is it? Brainstorm words connected with phone
and call and write them on the board (see Teacher
development on the next page). For example: a phone
call, make a call, a caller, call a person (back), on the phone.
Find out if any students know what you typically say in
English when you answer the phone (Hello?).
• Read out the three names on the page so that students
are aware how the names are pronounced. Tell students
they are going to listen to three different phone
conversations.
• Play the recording. Students listen and write the
number of the conversation (1–3) next to each of the
pairs before checking with the class.
• Ask students to say whether the people who the caller
wants to speak to can answer the phone.
ANSWERS
1 b  2 c  3 a
Only Mr Watts (conversation 2) can answer the call.
Audioscript    [136]
1 r : Good morning. PJ International. Can I help you?
c: Yes, can I speak to Ed Smith, please?
r: I’m sorry. He’s in a meeting.
c: OK. Thank you. I’ll call back later. Goodbye.
r: Goodbye.
2 r : Hello. Green Wildlife Park. Can I help you?
c: Good morning. Can I speak to Mr Watts, please?
r: Yes, one moment, please.
c: Thank you.
3 r : Good morning. City College. Can I help you?
c: Yes, can I speak to Mrs Jackson, please?
r: I’m sorry. She’s out of the office at the moment.
c: OK. Thank you. I’ll call back later. Goodbye.
r: Goodbye.
12-06-2019 14:39:20
 Unit 8  Work and study

Teacher development ANSWERS

Brainstorming Good morning. / Hello. P.J. International. R
Brainstorming key words round a topic is a good way of Can I help you? R
introducing the topic and of accessing students’ passive Yes, can I speak to Ed Smith, please? C
vocabulary. Here are some tips: Yes, one moment, please. R
1 Write a key topic word or heading on the board, or use I’m sorry. He’s/She’s in a meeting. R
a visual or piece of realia to introduce the topic. OK. Thank you. / Thanks. C
2 Ask students to tell you all the words or phrases they I’ll call back later. C
know connected with a topic. Encourage collocations or
‘chunks’ of language (e.g. make a call) rather than just
one-word answers. Grammar notes
3 Instead of standing at the board and writing up words, When English speakers answer the phone, they say Hello
you could ask students to come to the board themselves or Hi, or, in formal situations, Good morning, Good
to write up words. Alternatively, you could put students afternoon and Good evening.
in groups and ask them to write one list on a piece of
paper together. Note the use of Can I … ? to ask for permission. Both May
I … ? (more polite) and Could I … ? (more tentative) are
4 Once you have a set of words on the board, check alternative expressions.
students know what they mean, correct or improve any
that are not quite right, and add any other words or I’ll call back later means ‘I will phone again at a later time’.
phrases you want to teach which students didn’t say. Here I’ll is used to make an offer or promise.
You may also wish to drill the words and phrases.
4 ★ CPT extra!  Translation activity [after Ex.4]
• Ask students to work individually to complete the
2   [137]
second conversation from the recording with the
• Ask students to look at the photos and captions. Use expressions from the language box. Let students
questions to check meaning. For example: What’s the compare their answers in pairs before checking with
opposite of out of the office? (in the office) What do people the class.
do in a meeting? (talk, have ideas, drink coffee).
• Play the recording. Note that this recording ANSWERS
(Audioscript 137) is a repeat of conversations 1 and 3
1 Good morning 4 I’m sorry
that students listened to in Exercise 1 (Audioscript 136).
Students tick the reasons why the caller doesn’t speak 2 Can I help you 5 I’ll call back later
to the person. 3 can I speak to

ANSWER Pronunciation /s/ and /z/

Conversation 1: in a meeting 5a   [138]
Conversation 3: out of the office • Optional step Start by modelling the soft, unvoiced
/s/ sound and the voiced /z/ sound. Remind students
that they studied these two sounds in Lesson 8a when
Audioscript    [137] looking at -s and -es verb endings.
1 r : Good morning. PJ International. Can I help you? • Play the recording. Students listen and say whether
c: Yes, can I speak to Ed Smith, please? they hear /s/ (as in this) or /z/ (as in is).
r: I’m sorry. He’s in a meeting.
ANSWERS
c: OK. Thank you. I’ll call back later. Goodbye.
/s/: yes, works, thanks
r: Goodbye.
/z/: please, he’s, Fridays
3 r : Good morning. City College. Can I help you?
c: Yes, can I speak to Mrs Jackson, please? Audioscript    [138]
r: I’m sorry. She’s out of the office at the moment.
please Fridays
c: OK. Thank you. I’ll call back later. Goodbye.
he’s works
r: Goodbye.
yes thanks
3
• Ask students to look at the expressions in the language
box and write C (for caller) or R (for receptionist) next
to each expression. Let students compare their answers
in pairs before checking with the class.

8d  One moment, please 141

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 Unit 8  Work and study
Pronunciation notes
/s/ and /z/ are both produced in the same way. The tongue
is pressed gently against the upper palate, thus allowing
air through as the sound is made. The difference is that
/z/ is voiced (the voicebox vibrates as the sound is made)
while /s/ is unvoiced.
The sound /z/ is made after other voiced sounds (e.g. after
vowel sounds or after voiced consonants such as /d/ or /g/).
/s/ is usually made after other unvoiced sounds (such as /t/
or /k/).
Note that the example this is an exception to the rule as
the vowel sound is voiced.
5b   [138]
• Play the recording again. Students listen and repeat the
words, focusing on the correct /s/ or /z/ sound.
Extra activity
Write some tongue-twisters on the board using /s/ and /z/
for students to have a go at saying.
Chris works on Fridays and Saturdays.
At Christmas, Miss Wise sits and sings.
You could ask students to write and practise their own
tongue-twisters.
6 6 jobs  7  phone calls
• Organize the class into pairs to practise phone
conversations. Tell them to refer to the conversations
from Exercise 2 which are in Audioscript 136 on page
187 of the Student’s Book.
Teacher development
Practising dialogues
There are a number of ways of helping students to practise
dialogues such as the phone conversations in this lesson.
1 Get students to practise reading the conversations in
the audioscript first. Then tell them to close their books
and try to remember or improvise the dialogues.
2 Write parts of the conversations on the board as
prompts (e.g. … morning … help you … sorry …
meeting … back later … bye). Students must improvise
dialogues using these prompts.
3 Provide different information from the conversations in
Exercise 2, and ask students to write and practise new
dialogues using their own ideas, e.g. write Mr Brown
/ Lever Industrial / on holiday on the board. Students
must use this information in their dialogues.
142 Unit 8   Work and study
85469_U08_ptg01_132-148.indd 142
8e My new job
Lesson at a glance
• writing: an email
• writing skill: spelling: double letters
Writing an email
1
• Optional step Ask students to look at the photograph
on the page. Ask: What can you see? Where are they? Elicit
computers and phones and pre-teach call centre.
• Ask students to read and complete the email with
words from the box. You could ask them to do this
individually, or with weaker students encourage them
to work in pairs. There is one new word in the word
box which students are unlikely to know (colleagues =
people that you work with). However, they should be
able to work out where the word should be placed and
what the meaning is by a process of elimination. Check
answers with the class.
ANSWERS
1 job  2 work  3 office  4 colleagues  5 morning
Vocabulary notes
colleagues = people you work with
boss = person who is your manager in a company
Check job and work by asking: Which is a verb and which
is a noun? (in the text, work is a verb).
A job can refer to your occupation (I’m a teacher) or an
individual thing you do when working (I read and mark
homework).
2
• Ask students to read the email again and answer the
question.
• Optional step Ask students what clues helped them
to answer the question. (The email is written in an
informal style: it starts with Hi!, uses contractions and
exclamation marks, and Vijay suggests meeting up
for lunch.)
ANSWER
b
Writing skill spelling: double letters
3a
• To introduce the idea, write letters on the board and ask:
How many ‘t’s are in this word? (two = double letters).
• Ask students to work individually to find words with
double letters in the email. Let students compare their
answers in pairs before checking with the class.
12-06-2019 14:45:10
 Unit 8  Work and study
• Optional step You may wish to drill these words to
make sure students are pronouncing double consonants
correctly (see Grammar and pronunciation notes
below).
ANSWERS
good, office, usually, arrive, coffee, colleagues, meeting,
boss, calls, meet, week
Grammar and pronunciation notes
English often has double letters in words. Unfortunately,
the rules for when they tend to be used are fairly complex.
At Beginner level, it’s best to treat the occurrence of
double letters as something that simply needs to be
noticed and learned for each new word.
Double consonants often have an effect on the
pronunciation of the vowel sound that precedes them.
For example, diner (with one ‘n’, meaning someone who
is eating a meal at a restaurant) is pronounced /ˈdaɪnə/,
but dinner (with two ‘n’s, meaning the meal we eat in the
evening) is pronounced /ˈdɪnə/.
Generally, when consonants are doubled, only one is
pronounced. So, in dinner and summer, the speaker only
makes one /n/ or /m/ sound. This may confuse speakers
of some nationalities. Italians, for example, are used to
making two sounds when doubling consonants.
3b
• Ask students to work individually to complete the
words with the letter, adding either a single or a double
letter in each case. Let students compare their answers
in pairs before checking with the class. You may need to
check the meaning of businessman (= a man who works
in business, especially as a manager).
ANSWERS
1 artist  2 businessman  3 classes  4 college
5 different  6 difficult   7 dinner  8 meet
9  summer  10 weekend
Nine of the words have double letters.
Note, however, that 7 and 8 could be written as diner
(= someone who is eating a meal in a restaurant, or the
word for a type of American restaurant) or met (= the past
of meet).
3c ★ CPT extra!  Writing skill activity [after Ex.3c]
• Optional step Ask students to read the email quickly
without worrying about the gaps. Ask: Who is it from?
(Joana) Who is it to? (a friend) Where is Joana? (at a
school or college).
• Ask students to work individually to complete the
email with words from Exercises 1 and 3b. Before
checking their answers in pairs, tell them to check
their answers for the correct use of single/double
consonants.
ANSWERS
1 college  2 classes  3 difficult  4 classmates  5 meet
6 week/weekend
85469_U08_ptg01_132-148.indd 143
4
• Ask students to work individually to write an email
about a ‘new’ job or course. Tell students that they can
write about a real job or course that they actually do,
or they can invent the information. First, tell them to
write a few notes about the job or course (see Extra
activity below). You could write some prompts on
the board: What? When? Description? Typical day/week?
Colleagues? Classmates? Suggestion to meet? Tell them to
use Let’s … or How about … ? to make a suggestion at
the end of the email.
• Ask students to work individually to write the email
using the two emails on Student’s Book page 101 as
models. Take the opportunity to circulate and look at
their emails as they write, pointing out or correcting
any errors as you see them. Alternatively, this task
could be set for homework.
Extra activity
Before getting students to write their emails, brainstorm
vocabulary and phrases for work and college ‘routines’
onto the board. Ask: What do you usually do in your job?
What do you often do on your course? What do you do in
the evenings and at weekends?
Elicit as much information as you can and write it up in
note form (e.g. write reports, do homework, go to the
cinema, watch TV, drink coffee). It’s worth investing this
time in the ideas stage of preparation as it will enable
students to produce more complete, creative pieces of
written work.
5
• Ask students to read their emails carefully to check
the spelling (particularly their use of double letters).
Tell them to check the layout and punctuation too.
• Optional step You could ask students to exchange
emails with a partner to check for errors and make
suggestions for improvements. If you do this, make
sure that you organize the class into new pairs for
Exercise 6.
Extra activity
For homework, ask students to type up and send you
their written work as a real email. Encourage them to
spend some time expanding and improving their email.
Treat this task as an opportunity for motivating, real-life
communication. So, rather than using your email reply to
correct any errors the student may have made, focus on
responding naturally to what the student has expressed
in their message. This way your students are more likely
to enjoy reading the reply and will have a more authentic
experience of communicating with you in English.
6
• Ask students to exchange their emails with a partner.
Tell them to read the email and write a reply.
• In feedback, ask students to say where and when they
will meet and what they will do.
• Optional step You could pin the emails and replies to
the classroom wall for students to read. Alternatively,
collect in the written work for assessment.
8e  My new job 143
21/06/19 9:50 AM
 Unit 8  Work and study
8f The London Tube
Before you watch
1 ★ CPT extra!  Lead-in activity [before Ex.1]
• Optional step Bring in photocopies of a map of the
London Underground or if you have an IWB, display
the full version of the map on screen (the image in the
book shows the central part of the map only and does
not include the colour key for the different lines or
routes). Find out if any students have been on the Tube
and if so, which lines and stations they used and what
their experiences were. You could set a few tasks for
pairs or groups to do within a time limit, e.g. planning
the best route between different tourist spots. Did
groups come up with the same route?
• Ask students to look at the map on Student’s Book page
103 and find the stations.
ANSWERS
Note that more information has been given in case you
are using the full version of the Tube map.
1 Westminster tube station is on the yellow line (Circle
line) grey line (Jubilee line) and green line (District line)
and is located at the bottom of the map in the middle.
2 Green Park tube station is on the dark blue line
(Piccadilly line), grey line (Jubilee line) and light blue
line (Victoria line) and is located in the middle of the
map.
3 Embankment tube station is on the yellow line (Circle
line), green line (District line), the brown line (Bakerloo
line) and black line (Northern line) and is located at the
bottom of the map to the right.
Background information
The London Tube Map is a classic British design icon. It was
designed by Harry Beck in 1931 and the design has been
adopted around the world. Instead of showing the exact
geographic locations it shows the relative positions of
the stations, lines, the stations’ connective relations, and
fare zones and is laid out in a way that makes it easy to
understand and use.
The map uses different coloured lines to show the
different railway lines that connect the different parts
of London. The white circles with a black border show
stations where you can change to a different tube line and
other symbols show where you can connect to the National
Rail service, riverboat services, coach services and airports.
144 Unit 8   Work and study
85469_U08_ptg01_132-148.indd 144
Extra activity
Use the map as an opportunity for further vocabulary work:
1 Revise colours by pointing to the different Tube lines.
2 Point to the symbols and features on the map to elicit
and revise train station, bus station, boat, river, bridge.
3 Teach the difference between street and road (although
they can be interchangeable, a street is usually in a
town or city; a road connects two different places).
4 Teach the difference between park and garden (a park
is an open public area with grass and trees and often
sports facilities; a garden is a smaller area of land with
grass, trees, plants and flowers that is usually, but not
always, next to a private house).
5 Teach the word square (= here, an open area of land in
the shape of a square, usually with buildings around it –
it’s often used in the names of roads; a shape with four
straight sides of equal length and four corners).
6 Use the blue circular symbols on the map to teach
disabled.
To consolidate, ask students to work in pairs to point to
features and test each other on some of these vocabulary
items.
Key vocabulary
2a
• Ask students to read the sentences and match the
underlined words (1–4) with the pictures (a–d).
ANSWERS
1 b  2 d  3 a  4 c
2b   [139]
• Play the recording. Students listen and repeat the
underlined words in Exercise 2a.
Audioscript    [139]
journey push
passengers tunnels
Vocabulary and pronunciation notes
passengers = people who pay to travel on public transport
Note that the stress is on the first syllable of all the words.
3   [140]
• Ask students to look at the words in the word box
on Student’s Book page 102. Check that students
understand the examples and definitions.
• Play the recording. Ask students to listen and repeat
the words in the word box.
Audioscript    [140]
above ground brake
below ground network
billion simulator
13-06-2019 13:37:21
 Unit 8  Work and study
While you watch
4    [8]
• Tell students that they are going to watch a video. Tell
them to watch and answer the questions (1 and 2). Play
the video. Let students compare their answers in pairs
before checking with the class.
• Point out to students that this video contains a large
number of above-level vocabulary items, but that they
should not worry about these words, but instead focus on
the main messages of the video (see Teacher development
below). As there are an unusually high number of above-
level words in the videoscript, and it would not be useful
or efficient to explain them, a Vocabulary notes section
has not been provided for this video.
ANSWERS
1 the London Underground
2 drive a train
Teacher development
Above-level language
In Beginner level classes, students often find themselves
reading or listening to material that includes above-level
vocabulary and language structures. When students have a
low level of English, this is inevitable. It is very important to
get students used to the idea that they will not, and do not
need to, understand every word they hear or read. Use this
video as an exercise in focusing on the key information and
global messages, and trying not to worry or be distracted
by specific words or phrases that are unknown. This is an
important skill that will prove crucial if and when students
use their English in the real world, e.g. when on holiday in
English-speaking countries or when dealing with English-
speaking colleagues in the workplace.
At the end of the video, if students are still concerned
about unknown vocabulary items, encourage them to guess
the meanings from context. You could also limit the number
of words you explain. Tell them to ask about only two or
three words that they are particularly interested in, or need
to understand to complete a task. You could also use this
as an opportunity for students to look up those items in a
learner’s dictionary, with support from you.
Videoscript    8
Part 1
0.00–0.23 Narrator  The London Underground is one of
the largest urban rail services in the world. Its passengers make
nearly one billion journeys every year. Opening in 1863, it was
the first underground system of its kind.
0.24–0.31  Richard Ambrose  And it was a hit from the
start. By 1880, the London Tube was carrying over 40 million
passengers a year.
0.32–0.44 Narrator  And surprisingly for something that’s
called the Underground, 55 per cent of today’s network is
actually above ground. But it’s the tube-shaped tunnels that have
made it famous. And their depth varies greatly.
0.45–0.53  The oldest are just below street level, whereas
newer sections are typically at least 20 metres below the surface.
0.54–1.00  It operates 600 trains, 7 days a week. So, what does
it take to be a Tube driver?
85469_U08_ptg01_132-148.indd 145
Part 2
1.00–1.05  Jonny Phillips  Unfortunately, they wouldn’t let
me loose on a real train, but we’ve got the next best thing.
1.06–1.21 Narrator  This million-pound state-of-the-art
simulator is normally used to train London Underground’s
finest. But today they’re letting Jonny loose behind the wheel.
Except it isn’t a wheel. His trainer is Matt Shelley.
1.22–1.23 Phillips  Right, so just push this forward and I’ll
start moving.
1.24–1.25  Matt Shelley  And the train will go.
1.25–1.26 Phillips  And back to brake?
1.27–1.28 Shelley  And back towards you to brake.
1.29–1.30 Phillips  Right. Oh, here we go. Lovely day.
1.31–1.38 Narrator  On this simulator, it’s possible to drive
anywhere on the London Underground network, under any
weather conditions.
1.39–1.43 Phillips  Look at that, the snow’s settled. And
what about trees? And lightning and …
1.44–1.49 Shelley  Not yet. We haven’t got lightning or the
frogs yet. Certainly, trees on the track we can do.
1.50–1.55 Narrator  Trees are one thing. Just don’t mention
the wrong type of leaves. Right, now all Jonny has to master is
stopping.
1.56–1.57 Shelley  Right, so now we go …
1.57–1.58 Phillips  Whooo.
1.59–2.00 Shelley  400 metres, you need to be at zero.
2.01–2.04 Phillips  OK. Just wait for that red hand to get
closer and do a bit more breaking.
2.05–2.06 Shelley  Pretty good.
2.07–2.20 Narrator  To help the driver stop accurately,
every station has a board at the end of the platform. The trick is
to land in the green. Miss it and you’re in trouble, because these
trains have no reverse. So will Jonny make the grade?
2.21–2.22 Phillips  Oooh.
2.23–2.24 Shelley  Not quite. A little bit more.
2.25–2.26 Phillips  Sorry, that was a little vigorous.
2.27–2.28 Shelley  Yes.
2.28–2.29 Phillips  Goodness me.
2.30–2.33 Shelley  The system’s telling us because you
haven’t stopped accurately enough.
2.33–2.34 Phillips  Right.
2.34–2.35 Shelley  You aren’t allowed to open the doors.
2.36–2.37 Phillips  Oh no! So I’ve got a lot of irate
passengers.
2.37–2.38 Shelley  Yeah.
2.39–2.40 Announcement  Ladies and gentlemen, please
mind the gap.
5    [8]
• Ask students to read sentences 1–5 carefully before
watching again.
• Play the first part of the video (0.00–1.00) again and
ask students to complete the notes with numbers.
Let students compare their answers in pairs before
checking with the class.
8f  The London Tube 145
13-06-2019 13:36:50
 Unit 8  Work and study

ANSWERS EXAMPLE ANSWERS

1 nearly one billion / nearly 1,000,000,000
2 over forty/40 million / over 40,000,000
3 fifty-five per cent / 55%
4 twenty / 20
5 six hundred / 600
6    [8] ★ CPT extra!  Video activity [after Ex.6]
• Ask students to read sentences 1–5 carefully before
watching again.
• Play the second part of the video (1.00 to the end) again
and ask students to write true (T) or false (F) by each
sentence. Let students compare their answers in pairs
before checking with the class.
Where do you work? on a train / on the tube / on a bus / in
the city
What time do you start and finish work? at eight in the
morning; late at night
Do you like your job? Yes, I do – I love trains.; Yes, I do – I
meet people.
What’s a typical day like in your job? I start work at eight.
I drive from the station to the city centre. I have lunch at
midday and finish work at four o’clock.
Extra activity
Ask students to write a description of a typical day for a
bus or train driver. This could be done for homework.

ANSWERS
1 T (… today they’re letting Jonny loose behind the
wheel … His trainer is Matt Shelley.)
2 F (On this simulator it’s possible to drive … under any
weather conditions.)
3 T (Look at that, the snow’s settled.)
4 T (The system’s telling us because you haven’t stopped
accurately enough.)
5 F (‘You aren’t allowed to open the doors.’ ‘Oh no! So
I’ve got a lot of irate passengers.’ ‘Yeah.’)

After you watch

7
• Optional step Ask students to read the text quickly
and say what it is about (using a simulator to learn
how to drive a Tube train). Check students understand
learn (= to get knowledge and experience of something,
usually when someone teaches you), practise (= to
repeat an activity so that you become good at it) and
conditions (= here, weather).
• Ask students to complete the paragraph with the verbs
in the box. Let students compare their answers in pairs
before checking with the class.

ANSWERS
1 learns  2 practises  3 has  4 stops  5  don’t open

8
• Ask students to work in pairs. Tell them to decide who
is A and who B. Give students two minutes to prepare
answers to the questions. Monitor and help with ideas
and vocabulary.
• When students are ready, they take turns being in each
role and asking and answering the questions.

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 Unit 8  Work and study
Unit 8  Review and memory
booster ★ CPT extra!  Language games
Memory Booster activities
Exercises 4 and 6 are Memory Booster activities. For more
information about these activities and how they benefit
students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.
Grammar
1 • Optional step Ask students to mark the stressed
• Optional step Ask students to look at the photo and
guess Joel’s job.
• Ask students to work individually to read about Joel
and write six sentences about him with the underlined
words. Tell students to write in the third person using
he. Let students compare answers in pairs before
checking with the class.
ANSWERS
1 He lives in New Mexico.
2 He has a new job.
3 He drives from New Mexico to Arizona (every week).
4 He stops every four hours (for a break).
5 He sleeps in his truck.
6 In the evenings, he meets other drivers in a snack bar.
2 3 a waiter / waiters, a waitress / waitresses
• Ask students to work individually to rewrite sentences
4, 5 and 6 in Exercise 1 using the frequency adverbs
given. Let students compare answers in pairs before
checking with the class.
ANSWERS
4 He usually stops every four hours for a break.
5 He often sleeps in his truck.
6 In the evenings, he sometimes meets other drivers in
a snack bar. or Sometimes, in the evenings, he meets …
or … he meets other drivers in a snack bar sometimes.
3 to add at least one more word to each category
• Ask students to work individually to write questions
about Joel using the prompts. Let students compare
answers in pairs before checking with the class.
ANSWERS
1 Where does he live? 3 How often does he stop?
2 What does he do? 4 Who does he meet?
85469_U08_ptg01_132-148.indd 147
4 ❯❯ MB
• Ask students to work in pairs and take turns to ask
and answer the questions in Exercise 3. The students
answering the questions should cover the page and try
to answer from memory.
ANSWERS
1 He lives in New Mexico.
2 He’s a truck driver.
3 He stops every four hours.
4 He meets other drivers.
Vocabulary
5
• Ask students to work individually to read the sentences
and write the jobs. Let students compare answers in
pairs before checking with the class.
syllable in the job words (see underlining in Answers).
ANSWERS
1 photographers  2  taxi drivers  3  doctors
4 receptionists   5  waiters  6  shop assistants
6 ❯❯ MB
• Asks students to work in pairs to say who works
in each place. Encourage them to think of as many
different possibilities for each place – some students
may have more vocabulary than has been actively
taught in lessons.
ANSWERS
1 a teacher / teachers
2 a receptionist / receptionists, a businessman /
businessmen, a businesswoman / businesswomen
4 a doctor / doctors, a nurse / nurses
5 a teacher, a professor, a scientist, an engineer, a receptionist,
a waiter, a doctor, a shop assistant, a painter (or plurals)
6 an engineer, a painter, a photographer, a taxi driver,
a fisherman, a scuba diver, a train driver, a busker
(or plurals)
7
• Ask students to work individually to complete the
words about education. Let them compare answers
in pairs before checking with the class.
• Optional step Challenge students to work in pairs
(see answers in brackets).
ANSWERS
1 student, teacher (professor, president)
2 university, school, classroom (college)
3 book, pen, notebook (computer, pencil, desk)
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 Unit 8  Work and study

Real life
8
• Ask students to work individually to put the conversation
between a businessman and a receptionist in the correct
order. Let students compare answers in pairs before
checking with the class.
• Optional step As a way of checking answers, ask
for a pair of students to volunteer to read out the
conversation in the correct order.

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

9
• Ask students to work in pairs to practise the conversation
in Exercise 8. With weaker students, ask them to simply
read out the conversation as it is before they change the
underlined words to create variations. You may wish to
refer students back to Student’s Book page 100 to refresh
their memories of the reasons why a person may not be
available to speak on the phone.

EXAMPLE ANSWERS
Mr Smith / Rachel Hickes
He’s in a meeting this afternoon. / She’s out of the office
today.
Games Corporation / Westworld Computer Services

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 Unit 9  Travel
Unit 9  Travel

Opener ANSWERS
1 ★ CPT extra!  Lead-in activity [before Ex.1] 1 from Paris to London, every week
• Optional step Ask students some questions about 2 Asia, in her holidays
travel to introduce the topic. Ask: How do you come to 3 doesn’t travel
school? How do you travel to work? Where do you go at the 4 from Madrid to Mallorca, every summer
weekend, and how do you travel there? Where do you go on
your holidays, and how do you get there?
4
• Ask students to look at the photo and caption.
• Write: Where? When? and How? on the board and elicit
Ask: What can you see? Elicit ideas and vocabulary
questions about travel using the words. Once you have
(e.g. people, man, woman, train, windows, tickets, passports,
elicited three or four examples, give students a minute
passengers, bag, station, ground).
to think of other questions they could ask. (How do you
• Tell students to answer the question. travel? Where do you go? When do you go/travel? Where do
you go at the weekend? Where do you go in the summer?)
ANSWER • Organize the class into pairs to ask and answer the
Machu Picchu village train station, Peru questions. In feedback, ask individuals what they found
out about their partner. As students speak, make sure
they are using the correct third person present simple
Background information forms.
Macchu Picchu is a fifteenth-century Inca ruin that is
high up in the mountains in Peru. This dramatic site EXAMPLE ANSWERS
is 2,430 metres above sea level and many international
tourists take the train to the nearby modern town before Where do you go at the weekend?
climbing up to the historical site. Where do you go on holiday?
Where do you go in the summer?
Where do you travel by car?
2   [141]
When do you go on holiday?
• Ask students to look at the pictures and the words.
When do you travel by train?
Then play the recording. Students listen and write the
number of the speaker (1–4) next to each picture. Let When do you go on a plane?
students compare their answers in pairs before checking How do you usually travel?
with the class. How do you travel to work?

ANSWERS Extra activity

by boat 4
Write the following expressions on the board and ask
by bus 2 students to describe any travelling they do at these times.
by plane 3 every day  at the weekend  every Sunday 
by train 1 in the summer  at Christmas  in school holidays 
in national holidays

Audioscript    [141]
1 I travel from Paris to London for my job. I go every
week. I usually go by train because I can work on the
train.
2 I’m an Australian student and I travel in my holidays.
I love Asia! I travel by bus. It’s really interesting. You
meet a lot of people.
3 I live in San Francisco. I don’t like flying, so I never
travel by plane. I don’t really travel.
4 I’m from Madrid, but my parents live in Mallorca. I
visit them every summer. I usually go by boat.

3   [141]
• Play the recording again. Students listen and answer the
questions. Let students compare their answers in pairs
before checking with the class.

149

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 Unit 9  Travel
9a Ready to go
Lesson at a glance
• vocabulary: clothes
• reading and listening: things in people’s suitcases
• grammar: there is/are
• pronunciation: there are
• speaking: things in my suitcase
Vocabulary clothes
1   [142] ★ CPT extra!  Vocabulary activity [after Ex.1]
• Optional step With books closed, introduce the topic
and vocabulary set in a more dynamic way by using
what you are wearing. Write clothes on the board
and point to the items you are wearing to try to elicit
any words students already know. You can then use
flashcards or images on the IWB to elicit and drill the
rest of the words that are presented on the page in
Exercise 1.
• Ask students to look at the photos and read the words.
• Play the recording. Ask students to listen and repeat the
words (see Vocabulary and pronunciation notes below
and Teacher development in the next column).
Audioscript    [142]
a coat a shirt a scarf
a dress a T-shirt a pair of shorts
a top a pair of trousers a hat
a pair of shoes a pair of boots a pair of jeans
a jacket a skirt a jumper
Vocabulary notes
A pair of (meaning ‘two things that go together’) is used
not only with shoes, boots, socks, etc., but also with items
of clothing with two legs (trousers, shorts, jeans, etc.).
A top is used as a general word to describe many things
worn on the top half of the body, including T-shirts,
blouses or shirts, and light pullovers or jumpers.
Jumper is a common general word for a warm top made
from wool or a similar material. However, pullover,
jersey and sweater are alternative words which are less
commonly used.
With clothes, there are differences between British and
American English. Americans, for example, tend to say
sweater, not jumper, and they say pants, not trousers.
Pronunciation notes
Note that the strong stress tends to fall on the first
syllable: sandals, trousers, jacket, jumper.
Note the more challenging spelling and pronunciation of
trousers /ˈtraʊzə(r)z/, shoes /ʃuːz/, scarf /skɑːf/.
150 Unit 9   Travel
85469_U09_ptg01_149-164.indd 150
Teacher development
Difficult sounds
Use phonemic script to point out difficult sounds. Here are
some tips:
1 When writing up words on the board, write difficult
phonemes next to the words in a different colour pen.
For example, write jumper on the board in black and
write /dʒ/ above the ‘j’ in blue on the board.
2 Encourage students to copy phonemes for difficult
sounds into their notebooks.
3 When students are working with words (e.g. Exercise 1
above) write key phonemes on the board and ask
students to match them to words (e.g. write /ʃ/, /z/,
/s/ and /dʒ/ and ask students to match them to shoes,
trousers, sandals and jumpers).
2
• Optional step Introduce this activity by revising
colours with your students. Point to items of clothing
around the class and ask: What colour is it? If necessary,
write up the colours on the board. Then mention some
of the items of clothing that one or two students are
wearing and ask the rest of the class to guess who you
are describing. Be careful to avoid the structure He/She
is wearing … (unless you specifically decide to introduce
it) because students haven’t covered the present
continuous yet. Instead, you could use the structure
He/She has … . This lesson focuses purely on revising
colours and introducing clothes vocabulary.
• Organize the class into pairs. Tell them to take turns to
say and guess the clothes of other people in the class.
Extra activity
Find pictures of people from magazines and put them on
the board or on the classroom walls. Ask students to say
what clothes each person has. Extend this into games, e.g.
say: a white jacket and a blue shirt and ask students to say
which picture you are describing, or, if the pictures are on
the walls, say which items of clothing a particular person
has and ask students to walk round the class until they
find that person.
3
• Optional step Demonstrate the activity by telling
students what you usually wear for work and at the
weekend.
• Organize the class into pairs. Ask students to prepare
things to say about their clothes. Point out that students
are able to use the present simple as they are talking
about what they usually wear, rather than what they are
wearing at the moment. Tell them to write sentences
first if they wish before talking to their partner.
Extra activity
Write the names of famous sports people on the board
and ask students to say (or write) what they usually wear.
For example:
Lionel Messi (He wears a red and blue shirt.)
Roger Federer (He wears white shorts and a white top.)
Tiger Woods (He wears a black shirt and black trousers.)
12-06-2019 14:56:32
 Unit 9  Travel
Reading and listening
4   [143]
• Optional step Ask students to look at the photo that
is next to the reading text. Ask: What can you see? What
clothes can you see? Elicit ideas and vocabulary from the
students. Use the context of the photo to pre-teach the
difference between the words bags and suitcases (see
Vocabulary notes below).
• Ask students to read the article quickly and underline
the clothes that are mentioned.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
(three) jackets, (lots of) jumpers, (seven) pairs of trousers,
(lots of) tops, a pair of boots, (three) pairs of shoes
5 There’s a dress for the evening and there’s a pair of shoes.
• Ask students to read the article again and find the
answers to the questions. Let them compare their
answers in pairs.
• Check the meaning of any new vocabulary. Point out
the title of the lesson – Ready to go – when checking the
meaning of ready in the text.
ANSWERS
Kate: passport, money and phone – a very small suitcase
her sister: three jackets, lots of jumpers, seven pairs of
trousers and lots of tops, books – two big suitcases
Vocabulary notes
ready = prepared for what is going to happen
suitcase = a large container with flat sides and a handle
used for carrying clothes and other things when you travel
– it often has wheels
bag = a container made of paper, plastic or cloth that is
used for carrying things
without = the opposite of with
6 ANSWERS
• Ask students to discuss the question in pairs. Monitor,
helping with vocabulary for items that students may
not know how to say in English.
• In feedback, build up a list of things on the board that
people always take with them when they travel.
EXAMPLE ANSWERS
passport, credit card, money, mobile phone, phone
charger, sunglasses, cap, camera, walking shoes, swimming
costume, sun tan lotion, toothbrush, toothpaste,
guidebook, waterproof jacket
7   [144] ★ CPT extra!  Listening activity [after Ex.7]
• Tell students they are going to listen to Kate talk about
her next trip. Ask them to read the list of items.
• Optional step Drill the words for pronunciation to
remind students how to say them.
85469_U09_ptg01_149-164.indd 151
• Play the recording. Students listen and tick the things
that are in Kate’s suitcase. Let students compare
answers in pairs before checking with the class.
ANSWERS
a camera a dress ✓
a laptop ✓ three scarves
two shirts ✓ a pair of shoes ✓
a skirt ✓ some T-shirts ✓
some books
Audioscript    [144]
My suitcase is very small, but that’s OK. I only take things
I need. My next trip is to Hong Kong. I’m ready to go. So,
what’s in my suitcase? Well, there’s my laptop, of course.
And there are two shirts for work and also there’s a skirt.
I like shoes for the day and different shoes for the evening.
And finally, there are some T-shirts. That’s all I need.
Extra activity
Write the following on the board:
A weekend in London.
Tell students that they are about to go to London for the
weekend.
Organize the class into groups of three. Tell them that
(because of flight restrictions) they can only take four
items with them to London. Ask groups to suggest items
to take and try to decide which four items they will take.
See the answers for Exercise 6 for possible items.
Grammar there is/are
8
• Read the grammar box with the students. Check that
students understand the meaning of there is/are (see
Grammar notes on the next page). Ask students to work
individually to choose the correct options to complete
the rules. Let students compare answers in pairs.
1 there’s  2  there are
Refer students to page 174 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
1
1 There are some pens in my bag.
2 There’s a tablet on my desk.
3 There are some shirts in my suitcase.
4 There are some people on this plane.
5 There’s a scarf in my hand.
6 There’s a pair of shoes near the door.
9a  Ready to go 151
16/05/18 1:49 pm
 Unit 9  Travel

2 Audioscript    [145]
1 There’s a map.
2 There are some keys.
There are two shirts.
3 There are some books. There are some books.
4 There’s a camera. There are three scarves.
5 There’s a passport. There are some T-shirts.
6 There are some clothes.
Pronunciation notes
In natural spoken English, both there’s and there are are
Grammar notes
reduced. So, there’s becomes /ðəz/, and there are becomes
Here, there is a pronoun which is used for introducing /ðərə/. There has the voiced /ð/ sound.
a statement about someone or something that exists
(There’s a cinema in the town) or happens (There’s a party
today). Teacher development
We use there’s (there is) when it is followed by singular or Choral substitute drilling
uncountable nouns. We use there are when it is followed Choral (or whole-class) substitute drilling is an effective
by countable nouns. and efficient way of focusing on a difficult area of form
Note that we say There are some shoes, but There’s a pair and phonology in an inclusive way, especially at lower
of shoes (because the word pair is singular). levels. Here is a suggested procedure for doing a choral
drill:
9 1 Write some clothes words on the board, e.g. two
• Ask students to make positive sentences using there's jumpers, a pair of shoes, some T-shirts, a jacket, a hat,
and there are from the list of things in Exercise 7. Elicit a two pairs of trousers. You could tell students to imagine
that these clothes are in your suitcase.
sentence to demonstrate, e.g. There’s a laptop. You could
put students in pairs to do this exercise. 2 Model a sentence yourself – point to ‘two jumpers’
and say: There are two jumpers. Ask students to repeat
• In feedback, elicit sentences from students.
the sentence as a group after your model. It’s useful to
signal that you intend the whole class to respond by
ANSWERS making an expansive sweeping gesture across the class
There’s a camera. There’s a dress. with one or both arms.
There’s a laptop. There are three scarves. 3 Now point to another word and invite the whole class
There are two shirts. There’s a pair of shoes. (using the sweeping gesture) to simultaneously say a
sentence with There’s or There are and the word. Make
There’s a skirt. There are some T-shirts.
sure students are using the correct form and attempting
There are some books. to say are with a weak stress. Point again and get
students to repeat the sentence again until you are
satisfied they have said it naturally.
Extra activity
4 Ask students to make other sentences from other
You could ask students to work in groups of three to prompts. Drill the students chorally first, getting the
talk about what they have in their bags today, or what class to attempt the correct pronunciation together. This
they can see in the classroom. Students take it in turns to builds students’ confidence.
make a true sentence. This is also a useful way of revising
vocabulary. 5 Ask individuals in turn to make sentences from the
prompts. Be strict when correcting – substitution drills
are focused on accuracy. Return to modelling the correct
Pronunciation there are pronunciation if students are still finding it challenging.
10a   [145]
• Tell students they are going to listen to four sentences 10b
from Exercise 9. Tell them to listen and say whether the • Organize the class into pairs to make true and false
word are is stressed (see Pronunciation notes in the next sentences about the photo of the family. You could
column). Play the recording. model it first by producing two or three sentences of
• Play the recording again. Students listen and repeat the your own, making sure you include at least one false
sentences (see Teacher development in the next column). sentence. Students must say ‘true’ or say ‘false’ and
correct any false sentences.
ANSWER • As students speak, listen carefully and correct errors.
Are is not stressed.
EXAMPLE ANSWERS
There four bags. (False! There are lots of bags.)
There are five people. (False! There are six people.)
There’s a cup. (True.)
There are two hats. (False! There’s one hat.)

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 Unit 9  Travel
11 ★ CPT extra!  Grammar activity [after Ex.11]
• Ask students to work individually to complete the
sentences with there's or there are. Point out that they
may need to add extra words or numbers to make the
sentences true for them personally.
• Monitor while students work, and give support. Then
ask students to work in pairs to share their sentences.
EXAMPLE ANSWERS
1 There’s; car
2 There are a lot of
3 There are fifteen
4 There’s
5 There’s
6 There’s; bedroom
Speaking my life
12
• Ask students to work individually to think of two
different places first, and then to write lists of what
they usually have in their suitcase to take with them.
• Monitor and help with ideas, vocabulary and spelling.
Note that students should ideally choose places that
they go to regularly, rather than a place they once went
to in the past. However, if students don’t travel much,
encourage them to use their imagination and invent
details.
13
• When students have prepared their lists, organize
them into pairs to tell their partner where they go and
what they take usually take with them. In feedback,
ask students to report what they found out about their
partner.
EXAMPLE ANSWER
I always go to Spain for my summer holiday. I usually go
for one or two weeks in July and I take a big suitcase. In
my suitcase, there’s always a pair of shoes and there are
also five or six tops and a summer jacket. There’s usually
a camera and there are some books. And there’s some sun
cream and a sun hat, of course!
Extra activity
Organize the class into groups of four. Give each group a
very different travel destination. So, Group A are going
to the North Pole, Group B are going to Mount Everest,
Group C are going to Hawaii, Group D are going to the
Amazon, etc. Tell the groups that they have five minutes
to write a list of things that there are in their suitcase.
At the end of the five minutes, give the rest of the class
one minute to try and guess all the things on a particular
group’s list. Students should put their hand up and then
say, e.g. There’s a scarf! There are warm boots. The group
reports how many items the class guessed correctly.
85469_U09_ptg01_149-164.indd 153
9b Places to stay
Lesson at a glance
• vocabulary: hotel rooms
• listening: a trip to Cape Town
• grammar: there is/are negative and question forms
• speaking and writing: hotels
Vocabulary hotel rooms
1   [146]
• Optional step With books closed, used the IWB or
flashcards to introduce the topic of the lesson. You
could show a picture of hotel rooms and brainstorm
furniture in them. You could elicit and drill furniture
from a set of pictures on flashcards.
• Tell students to look at the photos (1–12) and the words
in the box. Ask them to write the correct word under
each photo.
• Play the recording. Students listen and check their
answers. Play the recording again for students to repeat
the words.
Audioscript    [146] (and answers)
1 TV  7 desk
2 bath  8 sofa
3 bed  9 wardrobe
4 chair 10 armchair
5 table 11 shower
6 lamp 12 fridge
Vocabulary and pronunciation notes
TV is short for television and fridge is short for
refrigerator. Note that mini-bar has become an
internationally used term to refer to the small fridge that
is often found in hotel rooms.
A wardrobe is tall and used for long clothes such as suits
and dresses. Compare with chest of drawers.
Note that the strong stress is on the first syllable of all
the words. Note difficult pronunciations: sofa /ˈsəʊfə/,
wardrobe /ˈwɔːdrəʊb/, fridge /frɪdʒ/.
Extra activity
Elicit or teach words for other items in the photos,
e.g. rug, mirror, cushion, window, picture.
2 ★ CPT extra!  Vocabulary activity [after Ex.2]
• Ask students to discuss the questions in pairs (see
Teacher development on the next page). In feedback,
elicit ideas.
EXAMPLE ANSWER
There’s always a bed, a chair, a desk, a small table with a
lamp and a wardrobe. There’s usually a TV and a shower.
There's sometimes a bath, a fridge, a sofa and an armchair.
9b  Places to stay 153
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 Unit 9  Travel
Teacher development
Organizing pairwork
Life Beginner aims to encourage lots of spoken interaction
between students by means of pairwork and groupwork.
However, it’s important to vary these interactions. Here are
some tips:
1 Encourage students to speak to different people in the
class, and get to know them, by mixing pairs during
the initial warmer or lead-in parts of the lesson. Use
instructions such as: Find a partner you didn’t speak to
in the last lesson or Find a partner who has been to the
same famous place as you to empower students to seek
out new speaking partners. This builds relationships and
keeps interactions dynamic.
2 Choose your times to mix pairs. Adult students often
want to sit with a partner they are comfortable with
when talking about grammar rules, doing vocabulary
exercises, or checking answers to a reading text, for
example. Instead, aim to change pairs when the task is
creative or productive, e.g. when asking students to do
a speaking or writing task.
3 When preparing to do a speaking or writing activity, ask
students to prepare with one partner. Then ask them to
do the activity itself with another partner.
Listening
3 and underline the words used. Let students compare
• Tell students to look at the photograph at the bottom of
Student’s Book pages 108 and 109. Ask them to work
in pairs to discuss the question. Check that students
understand couple (= here, two people who are married
or who have a romantic relationship). In feedback, elicit
ideas and ask students to justify their opinions.
EXAMPLE ANSWERS
Students’ own answers
Probably business travellers or families because it looks
expensive.
Background information
The Cape Grace Hotel is the long, red-brown and white
building shown in the photograph which is located along
the edge of the waterfront. It is well known in the area
and is a five-star luxury hotel.
4   [147]
• Tell students they are going to listen to two people,
Sandra and Luca, plan their trip to Cape Town. Tell
students to listen and answer the question. Play the
recording. Let students compare their answers in pairs.
ANSWER
a cheap hotel
154 Unit 9   Travel
85469_U09_ptg01_149-164.indd 154
Audioscript    [147]
s = Sandra; l = Luca
s : OK,that’s the flight. Now let’s look for a hotel. Is it for
two nights or three?
l : Threenights – Friday, Saturday and Sunday. Are there
any hotels near the airport?
s : Yes,
there are. There are two or three, I think. Oh! This
one’s expensive!
l : Is there a cheap hotel near the airport?
s : No, there aren’t any cheap hotels near the airport.
l : OK.Let’s look in the city centre. Are there any cheap
hotels there?
s : Yes, of course there are.
l : Well, that’s good. And is there a bus to the city centre?
s : A busfrom the airport? Yes, there is. There’s a bus
every twenty minutes from the airport to the centre.
There isn’t a train, but that’s OK.
l : And there are taxis too.
s: I think the bus is fine. OK, so let’s look at these hotels.
5   [147]
• Tell students to read the questions before listening
again. Then play the recording again. Students listen
their answers with a partner.
ANSWERS
1 airport  2  near the airport  3  a bus
Background information
Cape Town is a city on the southern coast of South Africa.
It’s considered to be beautiful and is famous for Table
Mountain, beaches, Robben Island (where Nelson Mandela
was imprisoned) and other historical areas.
The Victoria & Alfred Waterfront is a redeveloped harbour
near the centre of the city. It has shops, hotels and
restaurants. It’s named after Queen Victoria (monarch of
the UK and South Africa from 1837 to 1901) and Prince
Alfred, her second son, who visited Cape Town in 1860.
Vocabulary notes
flight = a journey in a plane
fine = here, OK or good enough that it is acceptable
Grammar there is/are negative and
question forms
6
• Read the grammar box with the class (also see
Grammar notes on the next page). Ask students
to choose the correct options to complete the rules.
12-06-2019 15:02:46
 Unit 9  Travel

ANSWERS
8 ★ CPT extra!  Grammar activity [after Ex.8]
• Ask students to order the words to make questions.
1 a  2 any
Look at the example answer to get students started.
Check or teach coast (= an area of land next to the sea).
Refer students to page 174 for further information and Let students compare compare their answers in pairs
practice. before checking with the class.

ANSWERS TO GRAMMAR SUMMARY EXERCISES ANSWERS

3 1 Are there any drinks in the fridge?
1 Is there a map? 2 There aren’t any chairs in the room.
Yes, there is. 3 Is there a sofa in our room?
2 Is there a phone? 4 There isn’t an airport near the coast.
No, there isn’t. 5 Is there a train from the airport?
3 Are there any pens? 6 Are there any beaches near the hotel?
No, there aren’t.
4 Is there a passport?
Yes, there is. Extra activity
5 Are there any keys? Provide further writing and speaking practice by asking
Yes, there are. students to write two questions with Is there? / Are there
6 Are there any tickets? … ? about the classroom to ask their partner, e.g. Are there
any chairs? (Yes, there are.) Is there a TV? (No, there isn’t.)
No, there aren’t.
4
1 Is there Speaking and writing my life
2 there is 9
3 Are there • Optional step Lead in by writing tourist attractions on
4 There are the board. Check its meaning (= places that are popular
5 there aren’t for tourists to visit). Ask students to say what tourist
places there are in their town or city. Elicit ideas and
5 build up a list of useful words on the board.
1 Are there any chairs in the room?
• Organize the class into pairs. Ask students to exchange
2 There aren’t any bottles in the fridge.
the names of towns or places. If they are from or live in
3 Is there a shower in the hotel room?
the same town, tell them to choose the names of other
4 There isn’t a train station in this town. towns that they know well.
5 Are there any cafés near here?
• Give students two minutes to prepare questions, using
the prompts in the table to help them.
Grammar notes 10
We use there isn’t a/an when followed by singular or • When students are ready, tell them to work in their
uncountable nouns. We use there aren’t any when pairs and interview each other about their places using
followed by countable nouns. Is there a/an … ? and Are there any … ? In feedback, ask
We use any with plural nouns (and uncountable nouns) in individual students to tell the class about their partner’s
questions and negative forms. place.
Note the inversion to make a question: • As students speak, note down any errors with
There’s a train    Is there a train? questions, short answers and the use of any. At the end
of the activity, write four or five errors on the board.
7 ★ CPT extra!  Grammar activity [after Ex.7] Ask students to work in pairs to identify the errors and
• Ask students to work individually to complete the correct them.
sentences and questions with a or any. Elicit the first
answer to get students started. Let students compare
11
answers with a partner before checking with the class. • Ask students to work individually to write sentences
using the information they collected when interviewing
their partner in Exercise 10. Remind them to use both
ANSWERS
affirmative and negative forms. For example, students
1 any  2 a  3 any  4  a; a  5 any  6 a may write: There are some cheap restaurants in Jenny’s city,
but there aren’t any good hotels.
Grammar notes • Optional step Ask students to exchange their sentences
with a partner, or ask them to pin their sentences to the
People is the plural of person. Note that in some
languages this word is uncountable.
walls. Students circulate and read what they have each
written.

9b  Places to stay 155

85469_U09_ptg01_149-164.indd 155 13-06-2019 14:00:39

 Unit 9  Travel
12
• Organize the class into new pairs. Tell students to
decide who is A and who is B and then turn to the
relevant pages in the Student’s Book (Student A
page 154, Student B page 156). Tell them to read the
information there carefully. Check the meaning of
price (= the amount of money you have to pay to buy
something), which students first saw in Unit 5, and
swimming pool (= a large structure with water in it made
for people to swim in).
• Tell students to prepare questions to ask using Is there
(a) … ? and Are there any … ? Point out that the last two
lines of the table need a different type of question and
elicit the following: Is it near the city centre? and How
much is it? or What’s the price per night?
• When students are ready, tell them to work in their
pairs and take turns to ask questions and complete the
information in their table. Let students look at each
other’s tables at the end to check their answers.
• As students speak, monitor closely and note any errors
of form or pronunciation. At the end, in feedback, write
five or six errors on the board. Ask students to correct
them in pairs.
• Finally, ask students to discuss which of the three hotels
they want to stay in. Find out which hotel pairs chose
and ask them to give the reason.
Extra activity
In groups of four, ask students to describe their bedrooms
at home, or ask them to imagine the perfect hotel room
and describe it.
156 Unit 9   Travel
85469_U09_ptg01_149-164.indd 156
9c Across a continent
Lesson at a glance
• reading: a trans-Siberian trip
• vocabulary: travel
• grammar: imperative forms
• speaking: travel tips
Reading
1 ★ CPT extra!  Photo activity [before Ex.1]
• Optional step Ask students to look at the photo at the
top of Student’s Book page 111. Ask: Who is he? Where is
he? What clothes can you see? Elicit tourist/traveller, Russia,
hats, jackets, coats. Use the opportunity to check key
words: hitch-hike/hitch-hiker (see glossary on Student’s
Book page 111), visit (= to go to a place for a short period
of time), passengers (= people on a train or other form of
transport), trip (= an occasion when you travel to a place
and come back again).
• Ask students to look at the map, the photos and the
captions carefully. Tell students to discuss the question
in pairs.
• Optional step Extend the task to recycle relevant
vocabulary by asking: Do you like travelling by train? Do
you like travelling by car? Why? What things can you do
on a long train or car trip? Example vocabulary to elicit:
slow, fast, exciting, fun, interesting, cheap, expensive.
EXAMPLE ANSWERS
travel a long way, visit places of natural beauty (lake,
ice cave, forest), visit cities and historical buildings, meet
people, take photos
2   [148]
• Ask students to read the article quickly and find out if
it mentions any of the places or things to do that they
talked about in Exercise 1. In feedback, ask students to
say which places mentioned in the article they can find
on the map.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
Moscow, Novosibirsk, Irkutsk, Ulan-Ude, Lake Baikal,
Vladivostok
3 ★ CPT extra!  Reading activity [after Ex.3]
• Ask students to work individually to read the article
again and decide whether each sentence is true (T) or
false (F). Let students compare their answers in pairs
before checking with the class.
ANSWERS
1 T
2 F  (You can travel non-stop in seven days. You sleep and
eat on the train.)
3 T
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 Unit 9  Travel

4 F  (Lake Baikal is 636 kilometres long and there are only Extra activity
four or five towns near it.)
Ask students to look in the text and find two things about
5 F  (When you finally get to Vladivostok, you can
travelling across Russia that they want to do and two
fly home. Or don’t stop – there’s a boat from
things that they don’t want to do. Tell them to discuss
Vladivostok to Japan every week.)
their ideas with a partner then tell the class.

Background information Vocabulary travel

The Trans-Siberian Railway was built between 1891 and 5
1916, and is the third longest continuous rail journey in
• Ask students to work individually to match a verb in A
the world.
with a noun in B. Elicit the first answer to get students
The Trans-Siberian Highway stretches over 11,000 started. Let students compare answers in pairs.
kilometres (6,800 miles) from St. Petersburg to
Vladivostok.
ANSWERS
Moscow is the capital of Russia and has a population of
over 12 million. The city is well known for its architecture, buy tickets, drive a car, fly home, take a bus, travel by
and many people immediately recognize St. Basil’s train, visit cities
Cathedral with its colourful domes (pictured in the photo
on Student’s Book page 111). 6
Novosibirsk is the third biggest city in Russia and is located • Ask students to work individually to complete the
in the southwestern part of Siberia.
questions with verbs from Exercise 5. Let students
Lake Baikal is the largest freshwater lake by volume in the compare answers in pairs before checking with the class.
world. It is also the world’s deepest lake.

Vocabulary notes
almost = near to a particular frequency or amount of time,
money, etc. but not that full amount
before = a preposition of time showing that something is
earlier than something else
until = a preposition of time meaning happening up to a
particular point in time
kind = here, type (compare with kind as seen in Unit 5,
meaning ‘behaving in a way that shows you care about
other people’)
non-stop = without stopping, continuously
view = here, the area or place you can see out of a
window or from a particular point
art gallery = a building where people go to see paintings
and other art
UNESCO = United Nations Educational, Scientific and
Cultural Organization
World Heritage Site = a place that has a lot of historical
importance and is officially not allowed to be changed or
damaged
ANSWERS
1 travel  2 drive  3 buy  4 visit  5 take  6 fly
Vocabulary notes
You can say go or travel by car/taxi/bus/train/plane.
However, we drove or we flew is more common than we
went by car/plane. We usually take public transport, so we
often take the bus/train but not we take the plane.
Extra activity
Ask students to tell you other words that collocate with,
or go with, take. Compare take the bus (= travel by) with
take a photo, take your passport, take your family.
Grammar imperative forms
7
• Read the grammar box with the class (also see
Grammar note below). Ask students to answer the
question.

4 ANSWER
• Optional step Brainstorm types of holiday and write
verbs
them on the board: beach holidays, adventure holidays,
trips across countries or continents, walking holidays,
driving holidays, city breaks. Check that students Refer students to page 174 for further information and
understand the different types of holiday. practice.
• Ask students to work in pairs to say which type of
holidays they like and why. ANSWERS TO GRAMMAR SUMMARY EXERCISE
6
EXAMPLE ANSWERS 1  Don’t forget  2 Arrive  3 Give  4  Don’t be  5 Wait

I like beach holidays – it’s hot and I can swim in the sea.
Adventure holidays are good. I like them – they are Grammar note
exciting and fun.
The imperative in English is exactly the same form as the
I love city breaks. There’s a lot to see and do. There are
infinitive without to. The negative imperative is formed
usually interesting tourist attractions in cities.
with Don’t + infinitive.

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 Unit 9  Travel
8
• Ask students to work individually to complete the
sentences with the imperative verb forms to make tips.
Ask students to try to remember which verbs were used
in the article. Let students compare their answers in
pairs before checking in the article on Student’s Book
page 111.
ANSWERS
1 Travel  2 Talk  3 Learn  4 Stay  5 Visit  6 Go  Vocabulary hotels
7 stop
Extra activity
Ask students to think of alernative verbs to use in the
sentences in Exercise 8. For example, Drive non-stop,
Speak/Listen to passengers, Use/Practise some words in
Russian, Sleep/Eat in hotels, See the big cities, Don’t go
home.
Writing and speaking my life
9
• Ask students to work in pairs to prepare their own list
of tips for travellers. Start students off by providing two
or three examples and reasons for your country as a
model.
EXAMPLE ANSWERS
In the UK, trains are expensive. Buy your train tickets
before your trip – don’t wait until the day you travel.
Go to London, but go to small places too. There are some
interesting towns and tourist attractions.
Don’t always eat in restaurants – they’re expensive. There
are some great cafés with cheap food.
10
• Organize the class into groups of four. Tell students to
take turns to share their tips and reasons. Encourage the
other members in the group to ask follow-up questions.
In feedback, ask groups which tips were the most
helpful or interesting. Were there any they disagreed
with? Why?
Extra activity 1
Ask students to prepare this task in groups of four. Give
them a sheet of A4 paper and tell them to make a poster
with tips on it. Students put the poster on the wall when
they are ready. Tell two students to stay with the poster
and tell two students to walk round the room and ‘visit’
the other posters. Students must ask and answer questions
about the posters they visit.
Extra activity 2
Tell students to work individually to choose a country they
would like to visit. Ask them to research it on the internet,
and to write a set of tips for visiting that country. This
could be done for homework.
158 Unit 9   Travel
85469_U09_ptg01_149-164.indd 158
9d At the hotel
Lesson at a glance
• vocabulary: hotels
• real life: requests
• pronunciation: I’d like, We’d like
1
• Optional step Lead in by asking students the following
questions: How often do you stay at a hotel? What do you
do when you are at a hotel? What do you like about hotels?
What do you dislike? What’s your favourite hotel? Why?
You could ask these questions open class, or write them
on the board and ask students to discuss them in pairs
or groups.
• Ask students to work individually to complete the
sentences with the words in the box. Elicit the first
answer to get them started. Let students compare their
answers with a partner before checking with the class.
Check the meaning of any new words.
ANSWERS
1 restaurant  2 wi-fi  3  gift shop  4 café  5  car park
6  swimming pool
Vocabulary notes
gift shop = a shop selling things that people like to give
and receive as presents
wi-fi = a set of standards for wireless local area networks
2
• Ask students to work in pairs to think of other changes
they can make to sentences 1–4 in Exercise 1. Let
students compare their answers in pairs before checking
with the class.
EXAMPLE ANSWERS
1 have lunch/breakfast
2 check your email
3 buy postcards/magazines
4 have coffee / a snack
Real life requests
3   [149]
• Optional step Ask students to look at the photo. Ask:
Who are the people? What can you see? Elicit and check
receptionist, guest, pen, computer, shirt, jacket.
• Tell students they are going to listen to a conversation
between a receptionist and two guests in a hotel. Ask
them to read the things (1–4) they must listen for.
• Play the recording. Students listen and note answers.
Let students compare their answers in pairs before
checking with the class.
13-06-2019 14:23:55
 Unit 9  Travel

ANSWERS Pronunciation I’d like, We’d like

1 two
6a   [150]
2 137 • Tell students they are going to listen to three of the
3 seven to ten in the morning and six to eleven in the
request sentences from the conversation in Exercise 3.
evening Play the recording. Students listen and repeat.
4 sunhotel
Audioscript    [150]
Audioscript    [149] We’d like a room for two nights.
r :   Good afternoon. Can I help you? I’d like help with these bags.
g 1 : Hello. We’d like a room for two nights. We’d like it for two o’clock.
r:  f course. Can I have your name, please? And a credit
O
Pronunciation notes
card?
We’d and I’d are usually not strongly stressed. So, note
g 1 : Here you are. My name’s on the card.
that we’d is pronounced /wɪd/ not /wiːd/, and I’d is reduced
r: OK. That’s fine. Your room is 137. to /ʌɪd/ or even /əd/, and not pronounced /aɪd/.
g 1 : Thanks. I’d like help with these bags. It’s often difficult for students to say I’d and like together.
r: That’s no problem. Just a moment. They tend to approximate and drop the /d/ sound, which
then creates a change in meaning or a grammatical error.
g 2 : And is there a restaurant? You may wish to ask students to practise saying I’d in
r:  es, there is. It’s open from 7 to 10 for breakfast and 6
Y isolation first before practising saying the whole sentences.
to 11 in the evening.
6b
g 1 : Can you tell me the wi-fi password? • Organize the class into pairs to practise making
r:  ertainly. It’s the name of the hotel – sunhotel. That’s
C requests. You could model the activity first by acting
one word. out one or two mini-dialogues with a student in front
g 1 : Thanks. And can you call a taxi, please? of the class. Encourage them to be creative and use
r: Yes, of course. Do you want it now? variations on the ideas in the box, e.g. I’d like to have
dinner in the bar, please. We’d like to have a sandwich in our
g 1 : No, we’d like it for two o’clock. room at 2 pm. (See Extra activity below.)
r: OK.

4   [149] EXAMPLE ANSWERS

• Tell students that they are going to listen again and
match the requests (1–4) with the responses (a–d).
• Play the recording again. Let students compare their
answers in pairs before checking with the class. Check
the meaning of certainly (= here, an expression used for
agreement, similar to of course).
A:  Hello. We’d like lunch in our room, please.
B: Certainly.
A:  Excuse me. I’d like help with the wi-fi. Can you help?
B:  Yes, of course.
A:  We’d like our breakfast before 7 am, please.
B:  That’s no problem.

ANSWERS
1 c  2 d  3 a  4 b Extra activity
To extend the activity, write some other prompts on the
5 ★ CPT extra!  Real life activity [after Ex.5] board for students to use:
• Ask students to look at the expressions in the language some sandwiches
box. Point out that the first four are requests, and the last a bottle of wine
a map of the city
four are responses to requests. Ask which of the questions
book a taxi
is a request for information (the third question). see the manager
change my room
ANSWER call a doctor
Can I have your name, please?
7
• Ask students to work in pairs to practise reading out
Grammar notes the conversation from Audioscript 149, which can be
We use Can I/you … ? when we ask for information or found on Student’s Book page 188.
when we want somebody to do something for us.
We say Here you are when we give something to
somebody.
I’d/We’d like are polite ways of asking for something.
I’d = I would

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 Unit 9  Travel
8
• Ask students to close their books and try to practise
the conversation without referring to the audioscript. If
they find this challenging, you could allow one student
in the pair to follow the conversation in the book, while
the other one improvises. Then ask them to swap roles
and repeat the activity.
Extra activity
Ask students to write then practise their own similar hotel
conversation, extending it to include greetings, asking for
information, asking for help and/or making a request for a
room or some food.
160 Unit 9   Travel
85469_U09_ptg01_149-164.indd 160
9e A great place for a weekend
Lesson at a glance
• writing: travel advice
• writing skill: because
Writing travel advice
1
• Optional step Ask students what they know about
Lisbon (It’s in Portugal; It’s old and historical; It’s a warm
city; It’s on the coast; There are lots of great restaurants).
• Ask students to work individually to read the advice
and answer the questions (1–6). Let students compare
their answers in pairs before checking with the class.
ANSWERS
1 Lisbon
2 There are flights from European cities every day.
3 in (great) cafés and restaurants
4 (fantastic Portuguese) cakes
5 (beautiful) buildings
6 travel around the city by tram / go sightseeing / go to a
Fado show
Background information
Lisbon is the capital and largest city of Portugal. It’s a very
old city and is a popular tourist destination.
Fado /ˈfaðu/ means ‘fate’. It’s a music genre that can be
traced back to the 1820s in Lisbon. It’s a form of music
characterized by sad, regretful tunes and lyrics, often
about the sea or the life of the poor.
2
• Ask students to work individually to read the advice
again and underline the four tips. Let students compare
their answers in pairs before checking with the class.
ANSWERS
… take a taxi because they aren’t expensive.
Travel around the city by tram – they’re great!
… try the fantastic Portuguese cakes!
… go to a Fado show …
Vocabulary note
tram = a long, narrow vehicle that travels along metal
tracks in the middle of the street and is often used as
public transport
Writing skill because
3a
• Ask students to look at the example sentence with
because from the text. Tell them to find and underline
other examples of sentences with because in the text.
13-06-2019 14:24:35
 Unit 9  Travel

• Let students compare their answers in pairs before Extra activity 1

checking with the class. Check the meaning of because
with students (see Grammar note below).
ANSWERS
Or take a taxi because they aren’t expensive.
And go to a Fado show because this Portuguese music is
very beautiful.
Grammar note
The word because goes in the middle of a sentence and
joins two clauses. It is used to give a reason why.
Ask students to write their travel advice on posters and to
draw a picture to show the city or a thing to do in the city.
This could be done for homework. Students then put their
posters on the wall, circulate, and tell each other about
their posters and the advice.
Extra activity 2
Once students have read each other’s travel advice, ask
them to think of follow-up questions to ask to find out
about the city. Students ask and answer questions.

3b ★ CPT extra!  Writing activity [after Ex.3b]

• Ask students to work individually to rewrite the
sentences with because. Let students compare their
answers in pairs before checking with the class.

ANSWERS
1 Go in spring because it’s very hot in summer.
2 Travel by bus because it’s cheap.
3 Choose your hotel in advance because it’s a very popular
place.
4 You can take a boat trip because it’s on a river.

4
• Ask students to choose a city to write about – encourage
them to choose a city they know well. If students come
from different places, they could choose to write about
their home city. If they come from the same place, ask
them to prepare to write about a city they have visited
or a city that they used to live in.
• Tell students to look at the questions in Exercise 1 and
use them to make notes about the place they have
chosen. Allow three or four minutes for students to
make notes to answer the questions. Monitor and help
with ideas.

5
• Ask students to work individually and use their notes
to write their travel advice. Point out that they should
include at least one tip, and use the word because.
Monitor and help with spelling and vocabulary if
necessary. Encourage students to organize their writing
into two or three paragraphs.

6
• Give students time to read their work carefully to check
the spelling, punctuation and use of verbs. Monitor and
offer help and clarification.

7
• Ask students to work in pairs to exchange their travel
advice with a partner. Tell them to read the advice and
say whether their partner’s place is a good place to
travel to. Encourage them to use because to introduce
reasons for their opinion.

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 Unit 9  Travel

4b   [151]
9f The people of the reindeer • Play the recording. Students listen and repeat the
underlined words in Exercise 4a.
Before you watch
1 Audioscript    [151]
• Ask students to look at the photo and caption on
Student’s Book page 114 and name the animals. cut
hard
ANSWER soft
reindeer 5   [152]
• Ask students to look at the words in the word box.
Vocabulary note Check that students understand the examples and
definitions. Point out that students first saw the term a
The plural of reindeer is reindeer (you don’t add s).
couple in Lesson 9b.
• Play the recording. Ask students to listen and repeat the
2
words in the word box.
• Ask students to look at the map and answer the
question.
Audioscript    [152]
ANSWER couple
The map shows a part of northern Europe around the
fire
Baltic Sea. This includes Norway, Sweden, Finland and a
part of Russia. The Arctic Circle cuts across the northern
third of these countries. While you watch
6    [9]
3 ★ CPT extra!  Photo activity [after Ex.3] • Ask students to read sentences a–g before they watch
• Ask students to work individually to read the text the video. Check the meaning of scene (= part of a film
about the Sami people and answer the questions. Let in which events happen in the same place or time
students compare answers in pairs before checking with period). Use examples and mime to check on the ground
the class. Check the meaning of tents (= a shelter made and laugh.
of cloth and supported with poles or a lightweight • Play the video. Ask students to watch and put the
structure), a word which students first saw in Lesson 2a. scenes in order. Let students compare their answers in
pairs before checking with the class.
ANSWERS
1 Norway, Sweden, Finland and Russia ANSWERS
2 life a 7  b 4  c  1  d 2  e 3  f 6  g 5

Background information 7    [9] ★ CPT extra!  Video activity [after Ex.7]

• Ask students to read sentences 1–6 before they watch
The Sami people are an indigenous Finno-Ugric people
who live in the Arctic area of Sápmi, which today includes the video again. Tell them to tick the things they can
parts of far northern Norway, Sweden, Finland and the see in the video as they watch. Play the video again. Let
Murmansk Oblast of Russia. students compare their answers in pairs before checking
with the class.

Vocabulary note
ANSWERS
traditional = relating to or based on very old customs, 1, 2, 3, 5, 6
beliefs or stories

After you watch

Key vocabulary
8
4a
• Ask students to work in pairs to discuss the questions
• Ask students to read the sentences and match the in pairs. Then elicit the answers.
underlined words (1–3) with the pictures (a–c).
• Optional step Play the video again for students to
check their answers.
ANSWERS
1 c  2 b  3 a

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 Unit 9  Travel

ANSWERS Unit 9 Review and memory

1 soft
2 This snow is hard. After snowy weather, it is soft. Soft
snow is good for the reindeer.
Well, that’s all. It’s time to sleep.
9 students, see page 10.
• Ask students to work individually to complete the
sentences in their own words. Ask students to share
ideas in pairs or groups or elicit ideas open class.
EXAMPLE ANSWERS
1 Norway, Sweden, Finland and Russia / Europe.
2 with their reindeer.
3 they live in their tents and cook food.
booster ★ CPT extra!  Language games
Memory Booster activities
Exercises 3 and 6 are Memory Booster activities. For more
information about these activities and how they benefit
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.

10 Grammar
• Have a class discussion. Find out what your students 1
think about the Sami way of life. Encourage them to
• Ask students to look at the photo and complete the
give reasons using because.
questions. Let them check their answers in pairs before
checking with the class.
Extra activity
Ask students to research and write five sentences about ANSWERS
the lives of another indigenous people. This could be done
for homework. 1 Is there
2 Is there
3 Are there
Videoscript    9 4 Is there
0.00–0.08  The Sami people’s reindeer move in spring. The 5 Is there
Sami people go with them. 6 Are there
0.09–0.17  These are Nils Peder Gaup’s reindeer.
0.18–0.23  On the journey, the people live in tents. 2
0.24–0.39  These Sami people have traditional lives. • Ask students to work in pairs and take turns to ask
0.40–0.49  The children travel with the reindeer too.
and answer the questions in Exercise 1. Explain that
they need to say: Yes, there is/are or No, there isn’t/aren’t
0.50–1.15  This snow is hard.
depending on what they can see in the photo on the
After snowy weather, it is soft. page.
Soft snow is good for the reindeer.
1.16–end  Well, that’s all. ANSWERS
It’s time to sleep. 1 Yes, there is.
2 No, there isn’t.
3 Yes, there are.
4 No, there isn’t.
5 Yes, there is.
6 No, there aren’t.

3 ❯❯ MB
• Ask students to study the photo for ten seconds. Then
ask them to work in pairs and take turns to test each
other’s memory. Student A reads out a sentence and
Student B says whether it is true or false.

ANSWERS
1 false  2 true  3 true  4 true  5 false  6 false

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 Unit 9  Travel

4 Real life
• Ask students to work individually to put the words in 8
order to write tips. Let them compare answers in pairs • Ask students to work individually to complete the
before checking with the class. requests (1–4). Then ask them to match the requests
with the responses (a–d).
ANSWERS
1 Buy the tickets online. ANSWERS
2 Take summer clothes with you. 1 room  2 bags/suitcases  3 password  4 call
3 Don’t travel at night. 1 c  2 d  3 b  4 a
4 Don’t go in winter.
5 Try the local cafés.
9
6 Don’t stay in this hotel.
• Ask students to work in pairs to practise the requests
and responses in Exercise 8. Encourage students to
Vocabulary expand the conversations by including greetings and
follow-up questions.
5
• Ask students to work individually to circle the logical
EXAMPLE ANSWER
options.
A: Good morning. Can I help you?
B: Hello. We’d like a room for tonight, please.
ANSWERS
A: That’s no problem. What are your names?
1 a coat / a pair of boots / a hat
B: Maria Cisco and Pietro Delana.
2 a T-shirt / a pair of shorts / a skirt
A: Can you spell Cisco?
3 a jumper / a pair of jeans / a top
B: C-I-S-C-O.
4 a pair of trousers / a shirt / a pair of shoes
A: Thank you.

6 ❯❯ MB
• Ask students to work in pairs to tell their partner what
they wear every day and at the weekend. Encourage
students to describe a range of clothing items and also
to include colours and adverbs of frequency.

EXAMPLE ANSWERS
Students’ own ideas
I always wear a shirt and black trousers to work, but at the
weekend, I usually wear jeans and a white or blue T-shirt.
On holiday, I wear a skirt or a dress and sometimes a sun
hat.

7
• Ask students to work individually to put the letters
in order to make words for things in a hotel room. Let
students compare answers in pairs before checking with
the class.
• Optional step Ask fast-finishing students to see how
many more words they can think of for things in a hotel
room, e.g. desk, wardrobe, TV, bed, fridge, pen, picture.

ANSWERS
1 armchair  2 bath  3 chair  4 lamp  5  shower
6 sofa

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 Unit 10  Famous people
Unit 10  Famous people
Opener
1   [153]
• Optional step Ask students to write down five words
about the man in the photo. This could be based on what
they know (e.g. Formula 1, Brazilian, great, fast, dead) or
what they guess (e.g. sportsman, driver, etc.). You may also
wish to teach the word helmet (= a hard hat that you wear
to protect your head). Don’t confirm any information as
they can check their answers in Exercise 1.
• Ask students to look at the photo and read the caption.
Tell them they are going to listen to a short description
of Ayrton Senna. Play the recording. Students listen
and write his job and nationality. Let students compare
answers in pairs.
ANSWERS
Formula 1 driver, Brazilian
Audioscript    [153]
This is a photo of Ayrton Senna, the famous Formula 1
driver. Senna was Brazilian. He was the Formula 1 world
champion three times, in 1988, 1990 and 1991. This photo
is from 1994. Senna is in Italy. The photo is from just
before his last Formula 1 race.
Background information
Ayrton Senna is widely regarded to have been one of
the greatest Formula 1 drivers of all time. He died in an
accident while leading the 1994 San Marino Grand Prix
for the Williams motor racing team.
2    [154]
• Give students a moment to read the years and names in
the boxes.
• Play the recording. Ask students to listen and repeat the
years (see Background information in the next column).
• Ask students to match the years with the people. Let
students compare answers in pairs.
ANSWERS
See Exercise 3
Audioscript    [154]
nineteen eighteen to two thousand and thirteen
nineteen forty to nineteen eighty
nineteen forty-two
nineteen fifty-four
nineteen sixty to nineteen ninety-four
nineteen ninety-seven
85469_U10_ptg01_165-180.indd 165
Background information
There are a number of ways to say years. With the years
up to 1999, the first two figures form a number and the
last two figures form a number, e.g. 1999 = nineteen /
ninety-nine. From 2000 onwards, years are pronounced
like ordinary cardinal numbers.
1996 – nineteen ninety-six
1806 – eighteen ‘oh’ six
2000 – two thousand
2003 – two thousand and three
2017 – two thousand and seventeen
For years beyond 2009, some people form a number from
the first two figures, and the last two figures, e.g. twenty
seventeen.
With years, we use the preposition in: in 1950, in 1926, etc.
3    [155] ★ CPT extra!  Listening activity [after Ex.3]
• Play the recording. Students listen and check their
answers to Exercise 2.
ANSWERS
1918–2013: Nelson Mandela
1940–1980: John Lennon
1942–present: Isabel Allende
1954–present: Angela Merkel
1960–1994: Ayrton Senna
1997–present: Malala Yousafzai
Audioscript    [155]
Nelson Mandela lived from 1918 to 2013.
John Lennon lived from 1940 to 1980.
Isabel Allende was born in 1942.
Angela Merkel was born in 1954.
Ayrton Senna lived from 1960 to 1994.
Malala Yousafzai was born in 1997.
Background information
Nelson Mandela was a South African freedom fighter and
former president.
John Lennon (1940–1980) was a singer-songwriter and one
of the Beatles, the famous band from the 1960s. He was
living in New York when he was murdered.
Isabel Allende is a Chilean novelist.
Angela Merkel is a German politician and Chancellor.
Malala Yousafzai is a Pakistani activist for female
education. After surviving an assassination attempt by
the Taliban in 2012, she moved to Europe for medical
treatment and to campaign for women’s rights,
subsequently becoming the youngest Nobel Prize laureate.
165
16/05/18 1:52 pm
 Unit 10  Famous people

4
• Ask students to work individually to think of and write
a list of years.
• Organize the class into pairs. If you have a range of
nationalities in your class, mix students from different
parts of the world. Tell students to take it in turns to
dictate a date from their list to their partner.
• When all the years have been dictated, tell students to
compare their list with their partner’s to check that they
have written them correctly. They can also say why each
year is important.
Extra activity
Play ‘years Bingo’ with your class. Draw the following
simple Bingo chart on the board.
10a Day and night
Lesson at a glance
• reading: ‘firsts’ in exploration
• grammar: be: was/were
• pronunciation: was/were weak forms
• vocabulary: dates
• speaking: dates and events
Reading
1 ★ CPT extra!  Lead-in activity [before Ex.1]
• Ask students to look at the photos at the bottom of the
page and discuss the question in pairs. Elicit students’
ideas, but don’t confirm or deny them.

ANSWERS
The people are/were all explorers. They were ‘firsts’ – the
first people to explore places.

Ask students to copy the grid into their notebooks and fill 2    [156]
it in with six years from the range 1950 to 1970. Tell them • Explain that the text next to the photos is a quiz. Ask
to cross the years out as they hear a year which they have students to work individually to read the quiz and
in their table. Call out years in random order from this
complete sentences with the names of the explorers
range, crossing the years out as you say them:
from under the photos. Let students compare answers
1950 1951 1952 1953 1954 in pairs.
1955 1956 1957 1958 1959
1960 1961 1962 1963 1964 • Play the recording. Students listen to the recorded text
1965 1966 1967 1968 1969 1970 and check their answers.
The student who crosses out all the years first then has • Refer students to the word box at the bottom of the text
to shout ‘Bingo!’ to finish and win the game. Ask this and check any other words that students are unsure of
student to read out all the years in their grid to check (see Vocabulary notes on the next page).
that they have called ‘Bingo!’ correctly and to check their
pronunciation. If the student pronounces all the years
ANSWERS
correctly, he/she gets a point. If not, the game continues.
Ferdinand Magellan
If you have time, play the game again, using different
Roald Amundsen
periods, e.g. 1970–1990, 1990–2010, etc.
Yuri Gagarin
Valentina Tereshkova
Junko Tabei
Ann Bancroft

Audioscript    [156]

The first round-the-world expedition was from 1519 to

1522. The expedition captain was Ferdinand Magellan.
The first successful South Pole expedition was in 1911. The
expedition leader was Roald Amundsen.
The first man in space was Yuri Gagarin. The first woman
in space was Valentina Tereshkova. They were both from
Russia.
The first woman at the top of Everest was Junko Tabei on
16 May 1975.
The first woman at the North Pole was Ann Bancroft on
1 May 1986.

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 Unit 10  Famous people
Background information
Ferdinand Magellan (1480–1521), the famous Portuguese
explorer, was actually killed in the Philippines in 1521
during his circumnavigation of the world, but his crew
completed the voyage. He was the first European to cross
the Pacific Ocean as well as sail round the world.
Roald Amundsen (1872–1928) was a Norwegian polar
explorer who led an expedition to the South Pole in 1911
and an expedition to the North Pole in 1926.
Yuri Gagarin (1934–1968) was a Soviet astronaut who was
the first man in space when his Vostok spacecraft orbited
the earth in 1961. He became a hero of the Soviet Union,
but died a few years later when flying a jet.
Valentina Tereshkova was born in Russia in 1937. She was
the first woman to fly in space when she piloted Vostok 6
in 1963. Before being selected to pilot the spacecraft, she
worked on an assembly line in a textile factory.
Junko Tabei (1939–2016), from Japan, was the first
woman to reach the summit of Mount Everest, and the
first woman to ascend all Seven Summits by climbing the
highest peak on every continent.
Ann Bancroft (born 1955) was the first woman to reach
the North Pole on foot and by sled. She was also the first
woman to cross both polar ice caps to reach the North
and South Poles, as well as the first woman to ski across
Greenland.
Vocabulary notes
successful = getting the result that you want
leader = someone in control of a group
space = the whole of the universe outside the Earth’s
atmosphere
Grammar be: was/were
3 and answer a focus question: Which explorers are in the
• Read the grammar box with the class (also see
Grammar notes in the next column).
• Optional step Pre-teach was born, mountaineer, and king.
• Ask students to read the texts and underline the past
forms of be. Let students compare answers in pairs.
• Then tell students to work together to match texts with
the four people in the quiz.
ANSWERS
Time references are shown in bold.
1 She was born in 1939. She was in a team of Japanese
mountaineers. They were all women.
2 He was born in 1480. He was Portuguese, but he was an
explorer for the Spanish king Carlos I.
3 She was born in the United States on 29 September
1955. She was the leader of an expedition to the South
Pole in 1993. All the people on the expedition were
women.
4 He was from Norway and he was born on 16 July 1872.
His parents were rich. His father was a sea captain.
1  Junko Tabei   3  Ann Bancroft
2  Ferdinand Magellan   4  Roald Amundsen
Refer students to page 176 for further information and
practice.
85469_U10_ptg01_165-180.indd 167
ANSWERS TO GRAMMAR SUMMARY EXERCISES
1
1 Neil Armstrong was the first person on the moon.
2 Ayrton Senna was a racing driver.
3 My parents were born in Zurich.
4 Beatrix Potter was an English writer.
5 Drake and Magellan were expedition leaders.
6 John Lennon was a musician.
2
1 was  2 was  3 were  4 was  5 was  6 were
Grammar notes
The verb be is irregular. Was and were are the past forms
of am/is and are and are used to describe permanent and
temporary states in the past: He was an explorer. / She was
born in 1955.
Was/were are used to talk about facts that happened in
the past, with time expressions such as in 1955, in 1480,
etc.
When we talk about when things happened, we don’t use
an article with a year: I was born in (no article) 1679.
4
• Ask students to work individually to choose the correct
option. Let students compare their answers in pairs
before checking with the class.
ANSWERS
1 was  2 were  3 was  4 was
5 ★ CPT extra!  Grammar activity [after Ex.5]
• Optional step Ask students to read the paragraphs first
paragraphs? (Gagarin and Tereshkova).
• Ask students to complete the paragraphs with was or
were. Let students compare their answers in pairs before
checking with the class.
ANSWERS
1 was  2 were  3 was  4 were  5 were  6 was
7 was  8 were  9 was  10 were
Extra activity
Ask students to close their books and test each other in
pairs, e.g. Student A says: Magellan. Student B says: He
was a Portuguese explorer.
Vocabulary notes
farmer = someone who owns a farm or manages a farm as
their job
pilot = someone who flies an aircraft
space rocket = a vehicle shaped like a tube that travels in
space
factory worker = someone who works in a factory – a
building or group of buildings where many things are
made using machines
10a  Day and night 167
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 Unit 10  Famous people

Pronunciation was/were weak forms • Write the answers on the board, and explain that 1st
is short for first, and 16th is short for sixteenth. Explain
6a    [157]
that these are ordinal numbers, which we use to say the
• Tell students they are going to hear three sentences dates.
from Exercise 5. Play the recording. Ask them to
pay attention to the pronunciation of was/were (see
Pronunciation notes below).
ANSWERS
1st May 1986    16th May 1975
• Play the recording again for students listen and repeat
the sentences. Tell them to focus on the weak forms of
was and were. Grammar notes
Ordinal numbers in English are so-called because they tell
Audioscript    [157] us the order of events. They are also used to say dates.
First, second, third are ordinal numbers for numbers one,
1 Yuri Gagarin was born in 1934. two, three, then onwards the ordinal numbers are formed
2 His parents were farmers. with number + -th. Also, we say twenty-first, twenty-
3 He was a pilot. second, twenty-third, and not twenty-oneth, etc.
We use last at the end of a sequence of things, e.g. The
Pronunciation notes last man on the moon. It means the final one, and it’s not
an ordinal number.
The past simple forms of be – was and were – have
weak pronunciation in affirmative sentences and are
pronounced with schwa sounds: was /wəz/, were /wə/.
8    [158]
The ‘r’ at the end of were is not pronounced unless the • Ask students to look at the dates in Exercise 7 again.
following word begins with a vowel sound. Play the recording. Ask students to listen and repeat the
ordinal numbers. Play the recording again if necessary,
6b pausing after any numbers that students need further
practise of, e.g. fourth /fɔːθ/, fifth /fɪfθ/, sixth
• Ask students to work individually to write three similar
/sɪksθ/, eighth /eɪθ/, twelfth /twelfθ/, and drill the
sentences about Valentina Tereshkova. They can look
pronunciation.
back at Exercise 5 for ideas.
• Ask students to read out their sentences to their partner,
paying attention to the weak pronunciation of was and Audioscript    [158]
were. Find out whether students wrote the same sentences.
first eleventh
EXAMPLE ANSWERS second twelfth
Valentina Tereshkova was born in central Russia.
third thirteenth
She was born in 1937. fourth fourteenth
Her parents were from Belarus. fifth fifteenth
She was a factory worker. sixth sixteenth
She was an explorer. seventh seventeenth
She was Russian / from Russia.
eighth eighteenth
She was the first woman in space.
ninth nineteenth
tenth twentieth
Extra activity
For more practice of the weak forms of was and were, ask Grammar and pronunciation notes
a volunteer to read out a sentence about him or herself
In ordinal numbers, th is pronounced /θ/ and is unvoiced.
(e.g. I was born in Spain). Ask the person sitting next to him
Ordinal numbers are often preceded by the article the.
or her to repeat the sentence (changing the subject) and
add a new sentence about him or herself using was/were,
e.g. Carlos was born in Spain, and my parents were born Extra activity
in Italy. Ask somebody to continue the chain by repeating
the two sentences and adding some new information. In If you feel your students need further practice, ask them
the end, you may want to sum up the information in one to work in pairs or small groups to take it in turns to say
sentence and write it on board, e.g. Eight people were a number to count upwards to in ordinals. They can then
born in Spain, two people were born in France, etc. repeat the activity saying only even numbers, then only
odd numbers.
Vocabulary dates
7 9   [159]
• Ask students to look at the ‘Important dates in • Optional step Write the current date on the board
exploration’ chart and complete the dates with the in two different ways (e.g. 22nd September 2018, or
information from the quiz. You could let students work September 22nd 2018 and 22 September 2018) and explain
in pairs to do this. Check answers in feedback.

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 Unit 10  Famous people

that these are both acceptable ways of writing the date

Extra activity
(see Grammar notes below). Drill the pronunciation,
pointing out that we use the and of to say the date (both Write other high numbers on the board and ask students
of which are unstressed): The twenty-second of September. to work in pairs to work out how to say them: 42nd Street,
Remind students how to say years – depending on the 50th birthday, 33rd president, 75th anniversary.
year we usually say the first two numbers first then the
second two numbers, e.g. 1986 is 19 (nineteen) 86 (eighty-
six). Do the same analysis as above with the example on
Speaking my life
page 119 of the Student’s Book. 12
• Tell students that they are going to listen to the full • Optional step Lead in by writing a date which is well
dates being read out from the table in Exercise 7. Ask known and important in the UK on the board (see
students to listen to the recording and repeat the dates. Example answers below). Ask: Do you know this date? Is
it important? Why?
• Ask students to work in pairs to write and say three
Audioscript    [159]
important dates in their country. In feedback, ask some
the first of May 1986 students to say dates and say why they are important.
the second of June 1953
EXAMPLE ANSWERS
the third of November 1957
In the UK:
the fourth of October 1957
1st January (New Year’s Day)
the twelfth of April 1961 14th February (Valentine’s Day)
the thirteenth of December 1972 31st October (Halloween)
the fourteenth of December 1911 11th November (Armistice Day: end of WWI in Europe in
1918)
the sixteenth of May 1975
5th November (Bonfire Night)
the twentieth of July 1969
25th December (Christmas Day)

Grammar notes
In British English, dates can be said in two ways, e.g.
the twenty-second of September or September the
twenty-second.
Note that in American English, dates are written and
said differently. When writing, the month goes first and
then the day, e.g. 9/22 is the 22nd of September. When
speaking, the month usually goes first and the is not used,
e.g. 17th July = July seventeenth.
10
• Organize the class into pairs to practise saying dates
and events from the chart in Exercise 7.
• As students speak, monitor closely and correct their
form and pronunciation of dates and ordinal numbers.
11    [160] ★ CPT extra!  Vocabulary activity [after Ex.11]
• Play the recording. Students listen and repeat the
ordinal numbers.
Audioscript    [160]
twenty-first twenty-seventh
twenty-second twenty-eighth
twenty-third twenty-ninth
13
• Optional step Write an important date from your past
on the board, e.g. the date you were born, and say: It’s
an important day to me. It’s my birthday.
• Give students a couple of minutes to write down three
dates from their past that are important to them. If
students struggle to think of dates, tell them not to
worry if the date is not accurate. You could prompt
them by writing the following ideas on the board: new
car, new job, wedding day, first day at college, last day at
school, English exam, my holiday, etc.
• Ask students to work in pairs. Student A dictates the
three dates and B writes them down. B then says each
date and A says why it is important. Students then
swap roles and repeat the activity.
• As students speak, monitor closely. Note down any
errors with dates and ordinals. In feedback, write up
errors on the board and ask students to work in pairs to
correct them.
Extra activity 1
Students prepare a quiz on important dates in the history
of their country. You could ask them to work in small
groups to do this.

twenty-fourth thirtieth
twenty-fifth thirty-first Extra activity 2
twenty-sixth Students prepare a list of their birthdays, which can be
displayed on a poster on the wall in the classroom.

10a  Day and night 169

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 Unit 10  Famous people
10b People I remember
Lesson at a glance
• listening: people we remember
• grammar: be: was/were negative and question forms
• vocabulary: describing people
• speaking: people in my past
Listening
1 j : No, they weren’t. They were for everyone.
• Optional step Model the activity by briefly describing
your best friend from childhood (see Example answer
below). Check the meaning of best friend (= the one
friend you like the most or are closest to). You could
bring in a photo to show the class and encourage
students to ask you questions about your friend.
• Ask students to work in pairs. They take turns to say
who their best friend was.
EXAMPLE ANSWER
My best friend at school was a girl called Emma. She was
the same age as me and we were in the same class. She
isn’t my best friend now. I don’t see her often because she
lives in Australia. My best friend now is Stella. She lives
near me and we have coffee together every Saturday.
2 4    [161]
• Ask students to work individually to read the
information about the radio programme ‘People I
remember’. Tell them to answer the questions (1–3). Let
students compare answers in pairs before checking with
the class.
ANSWERS
1 at 19.30 on 13th March
2 people who were important to us when we were young
3 Joe, Aneta and Olga
3    [161] ★ CPT extra!  Listening activity [after Ex.3]
• Optional step Ask students to name the person in the
photo and say what they know or can guess about him
(it’s British wildlife broadcaster David Attenborough,
see Background information in the next column).
• Ask students to look at the sentences (1–6) and the
words in the box. Pont out that meerkats are the animals
in the photo on the page.
• Tell students they are going to listen to an interviewer
talking to Joe and Aneta. Play the recording. Students
listen and complete the sentences with the words. Let
students compare answers in pairs.
ANSWERS
1 animals  2  on TV  3 meerkats  4 reading
5  a writer  6  Frankenstein
170 Unit 10   Famous people
85469_U10_ptg01_165-180.indd 170
Audioscript    [161]
i = interviewer; j = Joe; a = Aneta
1 i : Joe, who was important to you when you were
young?
j: 
Well, I love animals. I remember David
Attenborough and his programmes about animals.
i : Was he on TV?
j : Yes, he was.
i : Were the programmes only for children?
i : Can you remember your favourite David
Attenborough programme?
j : 
I think
it was a programme about meerkats. They
were really funny! I love animals and science.
2 i : Aneta, who was important to you when you were
young?
a : 
Well,
I love reading. English was my favourite
subject at school. My favourite book was
Frankenstein.
i:  Who was the writer of Frankenstein?
a : 
It was Mary Shelley. She was a very clever woman
and a great writer.
i : And were you good at English?
a : Yes, I was.
• Play the recording again. Students listen and choose
the correct answer to the interviewer’s questions. Let
students compare answers in pairs before checking with
the class.
ANSWERS
1  Yes, he was.  2  No, they weren’t  3  Yes, I was.
Background information
Sir David Attenborough (born 1926) is a well-known TV
presenter and naturalist in the UK. For many years, he
has presented wildlife documentaries, notably the nine
natural history documentary series that make up the Life
collection.
Mary Wollstonecraft Shelley (1797–1851) was an English
novelist, best known for her Gothic novel Frankenstein
(1818). She was the wife of the Romantic poet and
philosopher Percy Bysshe Shelley, and the daughter of the
political philosopher William Godwin and the philosopher
and feminist Mary Wollstonecraft.
Vocabulary note
clever = good at learning or understanding things
5
• Optional step Write school subjects on the board and
elcit subject names: art, music, science, Spanish, maths, PE,
IT, history, geography, etc.
13-06-2019 14:28:12
 Unit 10  Famous people
• Ask students to work in pairs and take turns to ask
about subjects using: Were you good at … ? You could
model the activity first with a reliable student.
Grammar be: was/were negative
and question forms
6 • Optional step Ask students if they recognize the man
• Read the grammar box with the class (also see
Grammar notes below). Ask students to say what the
negative and question forms of was and were are.
ANSWERS
Negative forms: wasn’t (was not) and weren’t (were not)
Question forms: Was … ? and Were … ?
Refer students to page 176 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
3 ANSWERS
1 Was Joe’s favourite teacher Mr Lee?
2 I was at home yesterday.
3 Were Tran’s parents TV presenters?
4 Your grandmother was an important person in your life.
5 David Attenborough’s TV shows weren’t about sport.
6 You weren’t a good student at school.
4 i: Olga, who was important to you when you were
1 Was; wasn’t; was
2 were; were
3 was
4 Were; were
5 Were; weren’t; were
6 wasn’t
5
1 Where was John Lennon born?
2 Who was the first British queen?
3 When was Sal’s sister born?
4 Where were Nina’s grandparents from?
5 Why was Olga’s uncle famous?
6 Where were Teo’s parents born?
Grammar notes
The verb be is sometimes an auxiliary verb (He was born
in … ; He isn’t playing …) and sometimes a linking verb,
which is a verb that joins the subject of a sentence to the
complement (He was world champion; He wasn’t on TV).
It’s irregular and conjugates differently from other verbs in
English. As a result, it is important to make sure students
are confident when manipulating these forms before
moving on to did and didn’t and regular past forms.
Otherwise, they tend to get confused about which forms
to use.
Note that with short answers, we just use the linking verb.
Students may make the mistake of saying, for example,
Yes, I was happy or Yes, I happy.
85469_U10_ptg01_165-180.indd 171
Extra activity
Ask students to find and underline negative and question
forms of was and were in the text and exercises in this
unit.
7    [162]
in photo at the bottom of the page. Ask: Who is the man?
Is he famous? Where is he? What does he have? (Michael
Johnson, a sportsman; yes; at a sports event; an
American flag). Point out that the present simple tense
is used to talk about photos, even if they picture a past
event, because we are describing the image we see in
the present moment.
• Ask students to work individually to complete the
interview with the correct forms. Point out the example
first answer to get students started. Let students
compare answers with a partner before listening to
check their answers.
1  was  2 Was  3 was  4 Were  5 weren’t  6 Were
7 was
Audioscript    [162]
i = interviewer; O = Olga
young?
o: I remember Michael Johnson. He was a great
sportsman.
i: Was he an Olympic champion?
o : Yes, he was. Four times. The last time was in 2000.
i: Were the 2000 Olympics in Beijing?
o : No, they weren’t. They were in Sydney.
i: Were you good at sports at school?
o : Yes, I was. I was in the basketball team at school.
Background information
Michael Duane Johnson (born 1967) is an American
Olympic athlete who broke his own records in running
more than any other athlete in history. He won
Olympic gold medals at the 400 metres and 200 metres at
Atlanta in 1996.
8 ★ CPT extra!  Grammar activity [after Ex.8]
• Ask students to work individually to complete the
questions with was or were. Point out the example first
answer to get students started. Let students compare
answers with a partner before checking with the class.
ANSWERS
1  Were  2 Were  3 Were  4 Was  5 Were  6 Was
9
• Ask students to work in pairs and take turns to ask and
answer the completed questions in Exercise 8.
10b  People I remember 171
13-06-2019 14:28:26
 Unit 10  Famous people
• As students speak, monitor and prompt them to
self-correct mistakes where possible. The aim here is
accuracy, so be strict with your correcting (see Teacher
development below).
EXAMPLE ANSWERS
A: When you were young, were your parents famous?
B: No, they weren’t. But my friend’s father was. He was
a famous writer. What about you? Were your parents
famous?
B: Were you happy at school?
A: Yes, I was. Well, I was happy with my friends, but not in
class!
A: Was English your favourite subject at school?
B: No! It wasn’t. It was really difficult and the homework
was boring. What about you? Was English your
favourite subject?
A: Yes, I think it was. But maths wasn’t!
Teacher development
Giving feedback on controlled speaking activities
At Beginner level, very controlled speaking activities are
useful in building up students’ confidence in manipulating
form and getting pronunciation right. Here are some tips
on how best to effectively correct students during these
activities:
1 Model the activity first with correct form and good
pronunciation. Then, as you monitor and notice
inaccuracies, just briefly model again so that students
immediately recognize your model and notice how best
to say things. It’s a simple way of prompting students
and refocusing them on the correct form.
2 Prompt students to self-correct when you hear an
error. To do this, pause and use your facial expression
to show something they said wasn’t right. This makes
students think and encourages them to attempt the
phrase again. You can also use visual symbols to prompt
correction. For example, point your thumb over your
shoulder to show ‘past’ (e.g. when correcting is to was).
Cross your hands at the wrist to show word order (e.g.
when correcting You were … ? to Were you … ?).
3 Encourage peer correction. During pairwork, suggest
that students listen for specific types of mistakes
(e.g. the use of was and were) when their partner is
speaking. You could give them a sign to use when they
hear a mistake, e.g. a raised hand or finger, which then
gives their partner a chance to self correct.
Vocabulary describing people
10 ★ CPT extra!  Vocabulary activity [after Ex.10]
• Organize students into new pairs. Tell students to look
at the words in bold in sentences 1–6 and think of the
name of a famous person to go with each word. You
could start them off with a couple of examples that they
will know (e.g. a UK class might match Andy Murray to
famous and Stephen Hawking to clever, for example). In
feedback, elicit examples and reasons. Ask: What type of
words are they? (adjectives).
• Optional step Drill the words to practise pronunciation.
Get students to make sentences around the class to
172 Unit 10   Famous people
85469_U10_ptg01_165-180.indd 172
practise saying the words: Meryl Streep is a famous actor;
Mr Bean’s a funny person.
EXAMPLE ANSWERS
1 Scarlett Johansson, Jennifer Lawrence, Anne Hathaway
2 Ben Stiller, Will Smith
3 Student’s own answers
4 Barack Obama, Oprah Winfrey
5 Emma Watson, Steve Martin
6 Stephen Hawking, Elon Musk
Vocabulary and pronunciation notes
funny = something or someone that makes you laugh
Note the strong stress: famous, clever, popular, interesting.
Teacher development
Checking the meaning of words
In Exercise 10 above, students are asked to think of
their own examples to help define and show their
understanding of specific words. Here are other ideas:
1 Bring in magazine pictures to show some or all of the
words, e.g. a famous person, a happy person, etc.
2 Write up the names of fictitious characters for students
to match the words to, e.g. Harry Potter, Alice in
Wonderland, Robin Hood, etc.
3 Write up short descriptions of people on the board
for students to match the words to. For example, Sally
always gives presents to her friends at Christmas (nice);
Everybody in the world knows Joe (famous); Amy has
A++ in all her tests (clever); People like Sue (popular).
Speaking my life
11
• Lead in by asking students who was important to them
when they were young and why. Then ask students to
write three names on three separate pieces of paper.
At this stage, you could revise key words to help: boss,
neighbour, uncle, grandmother, best friend, etc.
• Ask students to prepare answers to the questions
individually. Monitor and help with ideas and
vocabulary.
12
• Organize the class into groups of four or five. Students
place their pieces of paper in a pile face down and
shuffle them. So, in a group of four, there should be
twelve pieces of paper in a pile. Students take turns to
turn over a ‘card’ and interview the person who wrote
the name on the card. They should use the questions in
Exercise 11.
• As students speak, monitor closely and prompt
students to self-correct errors.
Extra activity
Ask students to write a paragraph about an important
person from their lives. This could be done for homework.
6/18/2019 1:21:01 PM
 Unit 10  Famous people
10c The first Americans
Lesson at a glance
• reading: the first people in the American continents
• grammar: regular past simple verbs
• speaking: who was he/she?
Reading
1 in the ninth century, stretched across southern Mexico
• Optional step Show a map on your IWB (or use the
map on Student’s Book page 123) to pre-teach North,
South and Central America. Ask students what they
know about the first Americans who were in the
Americas before Europeans arrived. Check the meaning
of empire (= a number of countries ruled by one person
or government).
• Ask students to work in pairs to discuss the sentences
and decide whether they are true (T) or false (F).
In feedback, find out what students know (or don’t
know). Note that students will check their answers in
Exercise 2.
ANSWERS
See Exercise 2.
Background information
North America is made up of Greenland, Canada, the USA
and Mexico as well as a number of Caribbean countries.
Central America consists of seven countries: Belize, Costa
Rica, El Salvador, Guatemala, Honduras, Nicaragua, and
Panama.
South America is made up of twelve sovereign countries:
Colombia, Bolivia, Argentina, Chile, Peru, Uruguay, Brazil,
Paraguay, Venezuela, Guyana, Suriname and Ecuador.
In Canada, pre-European people are called First Nations. In
the USA, they are called Native Americans.
2    [163]
• Ask students to work individually to read the first
paragraph of the article and check their answers to
Exercise 1. Let students compare their answers in pairs
before checking with the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1 F  (The Inca people lived in a large area of South
America.)
2 T
3 F  (And people in Mexico were part of the Aztec Empire.)
4 F  (In North America, the Apache … lived …)
85469_U10_ptg01_165-180.indd 173
Background information
The Inca Empire began in the highlands of Peru in the
thirteenth century and, at its height, covered much of
the Andean region, including Peru and parts of Ecuador,
Bolivia and Chile.
Tupac Amaru (1545–1572) was the last indigenous
monarch of the Inca peoples. He was killed by the Spanish
in the central square of the city of Cuzco in what is now
Peru. With his death, the Inca Empire came to an end.
The Mayan Civilization lasted 1,500 years and, at its height
and much of what is now Central America. The Mayans
resisted the Spanish conquest and city states retained their
independence until the end of the seventeenth century.
The Aztec Empire was centred on what is now Mexico City.
Tenochtitlan was the largest city in the Pre-Columbian
Americas, and its ruins are in the historic centre of Mexico
City. The Aztecs were war-like people who controlled
vast parts of Mesoamerica between the fourteenth and
sixteenth centuries.
Moctezuma II was the last Aztec ruler. He was killed
by Hernan Cortez and his men during the conquest of
Mesoamerica by the Spanish in 1520.
The Apache /əˈpætʃɪ/, Navajo and Sioux /su:/ were plains-
dwelling native Americans who hunted buffalo and lived
a nomadic life. They inhabited the southern Great Plains,
including areas in what is now Arizona, New Mexico,
Texas, Colorado and northern Mexico.
Geronimo, the grandson of an Apache chief called Mako,
carried out numerous raids against American and Mexican
towns after his mother, wife and children were killed by
the Mexicans in 1858. He surrendered to US forces in 1886
and died a prisoner of war.
3
• Ask students to work individually to read the rest of the
article and find the information. Let students compare
their answers in pairs before checking with the class.
Refer them to the word box at the bottom of Student’s
Book page 123.
ANSWERS
1 roads
2 writing and maths systems
3 chocolate, tomato
4 Tupac Amaru, Moctezuma
5 Geronimo
4 ★ CPT extra!  Reading activity [after Ex.4]
• Ask students to remember the information and
complete the sentences. Let students compare their
answers in pairs and look back at the article to check.
ANSWERS
1 thirty-five  2 west  3 one  4 Geronimo
10c  The first Americans 173
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 Unit 10  Famous people
5 • Optional step This is general knowledge so make
• Optional step Model this activity first by saying who were
important leaders in your country. If you have internet
access in class, you could give them a few minutes to
research information before beginning the activity.
• Organize the class into pairs or small groups. Students
tell each other about leaders.
Extra activity
If your students come from a variety of different countries,
you could extend this into short presentations on
important leaders. Write the following sentence starters
on the board to help students prepare before reading out
their presentations:
… was important because …
He/She was born in … .
He/She was a war/political hero because … .
Grammar regular past simple verbs
6
• Read the grammar box with the class (also see
Grammar notes below). Tell students to answer the
questions. Let them compare their answers in pairs.
ANSWERS
1 live, die
2 d
Refer students to page 176 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
6 • Organize the class into pairs. Tell students to think of
1 died  2 lived  3 studied  4 worked  5 visited
6 watched
Grammar notes
We form the regular past form by adding -d or -ed to the
verb.
If a verb ends with e, then only d needs to be added (lived,
died, etc.). Otherwise, -ed is needed (watched, listened,
etc.).
If a verb ends with consonant + y (study, carry, etc.), the
y changes to i (studied, carried). Note, however, that if it
ends vowel + y, there is no change (stayed, played).
There are few common regular verbs that end consonant +
vowel + consonant, but when they do, the final consonant
is usually doubled (e.g. travel – travelled).
Watch out for common spelling errors: studyed, plaied,
etc.
Note that this grammar focus is a brief introduction to the
past simple, which will be taught more fully in Unit 11.
7 ★ CPT extra!  Grammar activity [after Ex.7]
• Ask students to work in pairs to write true sentences
using the photos of famous people and the table with
prompts. You could elicit one or two sentences as a class
to get students started.
174 Unit 10   Famous people
85469_U10_ptg01_165-180.indd 174
judgments depending on what you think your students
will know. If the answer is ‘not much’, brainstorm
answers before students write.
ANSWERS
Albert Einstein was born in Germany and he died in the
United States.
Isabel Allende was born in Peru and she lived in Chile.
John Lennon was born in Liverpool and he died in New
York.
Malala Yousafzai was born in Pakistan.
Marie Curie was born in Poland. She died in France.
Nelson Mandela was born in South Africa and he died
there.
Background information
Note that there is background information on Isabel
Allende, John Lennon, Malala Yousafzai and Nelson
Mandela in the teacher’s notes for the opener lesson of
this unit.
Albert Einstein (1879–1955) was the most brilliant physicist
of the twentieth century. He developed the theory of
relativity. He was born in Germany but lived in the US from
1933.
Marie Curie (1867–1934) was born in Poland but spent her
career in Paris. She carried out research into radioactivity
and won two Nobel Prizes. She was the first female
professor at the University of Paris and the first woman to
win a Nobel Prize.
Speaking my life
8
four famous people and find out information about
them. If you have internet access in class, ask students
to do some online research to prepare. If not, students
will have to use general knowledge or prepare at home.
This task could be done for homework.
9
• Mix students so that they have a new partner. Ask
students to take turns to describe their famous
people. Their partner must guess who each person is.
In feedback, find out which students guessed most
answers.
• As students speak, monitor closely and note errors you
could give feedback on at the end of the activity.
13-06-2019 14:29:22
 Unit 10  Famous people

3 a: Mmm, this coffee is good!

10d I’m sorry b: Yes, it is.
a: So, what about yesterday? We were at your house at
Lesson at a glance ten o’clock. Where were you?
• vocabulary: activities b: I ’m very sorry. We weren’t at home. We were at my
• real life: apologizing sister’s house!
• pronunciation: sentence stress a: It’s OK. Don’t worry.

4    [164]
Vocabulary activities
• Tell students to look at the expressions for apologizing.
1 ★ CPT extra!  Lead-in activity [before Ex.1] Play the recording again. Students listen and write the
• Optional step Ask students to look at the photos number of the conversation in which they hear each
without looking at the words. Ask: What can you see? expression. Show students what to do by writing 1 next
Where are they? Elicit words that students already know. to I’m sorry I’m late.
• Ask students to look at the photos and write letters • Let students compare their answers in pairs before
(a–f) next to the words. Let students compare answers checking with the class. In feedback, check the meaning
in pairs. Check the meaning of busy (= having a lot of of worry (= to feel nervous and upset because you keep
things to do) and not well (= ill or sick). thinking about a problem you have or could have in the
future).
ANSWERS
1 b  2 f  3 c  4 e  5 d  6 a ANSWERS
I’m (very) sorry. 2, 3
2 I’m sorry I’m late. 1
• Demonstrate the activity by asking the question round The train was late. 1
the class first, and by asking students to ask you the I was (very) busy. 2
question too. We weren’t at home. 3
• Organize the class into pairs to take turns asking and It’s OK. 2, 3
answering the questions using the words in Exercise 1. That’s OK. 1
Don’t worry. 3
Real life apologizing
3    [164] Vocabulary notes
• Optional step Check the meaning of apologize (= to Note that these expressions fall into three categories:
say or show that you are sorry). Ask students to read
1 saying sorry: I’m (very) sorry; I’m sorry I’m late.
the situations. Ask: When do you say sorry in a café, a
classroom or an office? Elicit ideas. 2 giving reasons: The train was late; I was (very) busy; We
weren’t at home.
• Tell the students they are going to listen to three
3 accepting apologies: It’s OK; That’s OK; Don’t worry.
conversations in three different places. Play the
recording. Students listen and write the number of each
conversation next to the places. Let students check their Pronunciation sentence stress
answers in pairs. 5a    [165]
• Play the recording. Ask students to listen and repeat
ANSWERS sentences 1–4. Tell them to underline the word with the
a 3  b 1  c 2 main stress in each sentence.

Audioscript    [164] Audioscript    [165] (and answers)

1 t = teacher; s = student 1 I’m sorry I’m late.

t: Hello! 2 The train was late.
s: Hi, I’m sorry I’m late. The train was late. 3 I was very busy.
t: That’s OK. Take a seat. 4 We weren’t at home.

2 c = Clare; r = Ravi Pronunciation notes

c: Oh hi, Ravi.
r: Hi, Clare.
c: Erm, the meeting was at 2.30. Where were you?
r: Oh, I’m sorry. I was very busy.
c: It’s OK. It wasn’t an important meeting.
Note that the strong stress is on one syllable, e.g. sorry and
busy /ˈbɪzi/.
Remember that was and were are usually unstressed (and
reduced to /wəz/ and /wə/) in affirmative sentences, but
wasn’t and weren’t are stressed in negative sentences.

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 Unit 10  Famous people
5b
• Organize the class into pairs to practise the three
conversations from Exercise 3 (see Teacher development
below).
• Optional step First, ask students to underline the
stressed words in the conversations in Audioscript 164
on Student’s Book page 188. Tell them to pay attention
to getting the stress right when they practise.
6 1
• Ask students to practise the conversations again, this
time substituting words in the model conversations
with expressions from Exercise 1. With weaker classes,
ask them to write out new conversations first before
practising. With stronger classes, ask them to improvise
the conversations.
• Monitor carefully and make sure students are using the
expressions and sentence stress correctly.
Extra activity
Ask the class to stand up. Tell them that you are going
to announce different situations, and that students must
mingle and say sorry. Then say: It’s Anna and Gemma’s
party – and you’re late (use the names of two students
in the class). Students seek out ‘Anna’ and ‘Gemma’ to
apologize. Then say: Alain and Gerard have a meeting –
and you’re late. Students apologize to ‘Alain’ and ‘Gerard’.
Continue the activity with the following ideas: a coffee
morning, a birthday party, a picnic, etc.
Teacher development
Practising the conversations in the audioscript
Here are four ways of getting students to practise
conversations they have listened to by using audioscript:
1 Ask students to find the conversation in the audioscript.
Tell them to analyse the text and focus on what you
are teaching (here, for example, ask students to mark
strongly stressed words). Then ask students to work in
pairs to choose a role and read the conversation out.
2 Ask students to practise reading out a conversation
from the audioscript. Then tell them to turn over their
books and remember or improvise the conversation.
3 Ask students to practise reading out a conversation
from the audioscript. Then tell them to change
vocabulary and expressions in the audioscript to extend
and vary their practice.
4 One student reads from the audioscript. Their partner
remembers or improvises their part of the conversation.
176 Unit 10   Famous people
85469_U10_ptg01_165-180.indd 176
10e Sorry!
Lesson at a glance
• writing: an email
• writing skill: expressions in emails
Writing an email
• Check the meaning of sympathy (= a natural feeling of
kindness and understanding that you have for someone
who is experiencing something unpleasant) and delay
(= when something happens later or more slowly than you
expected). Ask students to work individually to read the
emails and answer the questions. Let students compare
their answers in pairs before checking with the class.
ANSWERS
apologies: 1, 3
expresses sympathy: 2
2
• Check the meaning of attach (= to send something with
an email). Ask students to work individually to read
the emails again and answer the questions. Let them
compare their answers in pairs before checking with the
class.
ANSWERS
1  in meetings  2 Victoria  3  information about prices
Writing skills expressions in emails
3a
• Ask students to read the emails in Exercise 1 again and
find expressions to complete the table. Let students
compare their answers in pairs before checking with the
class.
ANSWERS
starting an email: Hi
ending an email: Love, Best wishes, Best regards
3b
• Ask students to discuss the questions in pairs before
checking with the class.
ANSWERS
emails to friends: Hi, Love, (All the best)
work or business emails: Dear, All the best, Best wishes,
Best regards
Background information
In the UK, business emails are perhaps less formal than in
other cultures. We use titles and surnames (but not first
names) when writing to clients, people we don’t know
or superiors, but often use first names with colleagues or
clients we have got to know.
13-06-2019 14:29:37
 Unit 10  Famous people

We use Dear and Best regards or Yours in formal emails. Hi Simon

Best wishes and All the best may be used in work emails Thanks. I’m better now. How are you?
but are more familiar. All the best is particularly informal. Love
We use Hi with friends. We use Love with family and close Sue x
friends.
Ms is now the standard title used for females in
correspondence as, unlike Miss and Mrs, it does not tell Extra activity
the reader whether the woman is married or single. We
For homework, ask students to write an email to you in
use the title Mr for men.
which they apologize for something they did (e.g. not
doing homework, being late, talking in class). Point out
3c ★ CPT extra!  Writing activity [after Ex.3c] that the apology can be for something that happened, or
• Ask students to work individually to complete the something imagined.
emails with expressions from the table. Let students
compare their answers in pairs before checking with the
class.

ANSWERS
1 Dear
2 All the best / Best wishes / Best regards
3 Hi
4 Love

4
• Ask students to read the two situations. Elicit phrases
students could use to get them started. Ask what the
name of their boss is and how to say it using Mr or Ms.
• Tell students to write both emails. If you ask them to
write emails on two separate pieces of paper, it will be
helpful in Exercise 5. Circulate and help students with
ideas and vocabulary.
• Encourage students to check that they have used the
expressions correctly.

5
• Once students have written their emails, ask each
student to exchange emails with two different class
members. Make sure each student receives two emails.
• Ask students to read the emails carefully and write
a short reply. They could write this below the original
emails.
• Optional step Alternatively, you could get students to
write and send emails to you or each other online.

EXAMPLE ANSWERS
1 Dear Mr Smith
I’m very sorry about yesterday. I wasn’t in the meeting
because my train was very late.
Best regards
Anna
Dear Anna
That’s OK. Don’t worry. Trains are often late.
Best wishes
Joe
2 Dear Sue
I’m sorry you were in hospital at the weekend. Are you
better now? Hope to see you soon.
Best wishes
Simon

10e  Sorry! 177

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 Unit 10  Famous people

Videoscript    10
10f Old computers
Part 1
0.00–0.05 children  Kids react to technology!
Before you watch
0.06–0.10  This episode: Old Computers!
1 ★ CPT extra!  Lead-in activity [before Ex.1]
0.11–0.12 Presenter  Today you are reacting to this!
• Ask students to discuss the question in pairs.
0.13–0.14 Brooke-Monaé  What is this?
0.15–0.16 Evan  What is that?
ANSWERS
0.17–0.18 Lucas  Uh, a computer?
Students’ own answers
0.18–0.19 Derek  Ooh, it’s an old computer.
0.20–0.21 Krischelle  It looks cool! I like pressing buttons.
Background information 0.22–0.24 Dylan  It’s … huge. It’s very huge.
In the UK, popular 80s computers included the Acorn 0.25–0.26 Jayka  If you don’t have a desk, where do you put
Atom and various Amstrad models. In the US, various this?
models of Apple, Atari and Commodore dominated the
0.27–0.28 Dash  It looks very hipster.
market.
Part 2
Key vocabulary 0.29–0.31 children  Question time!
2a 0.32–0.33 Presenter  So it is an old computer.
• Ask students to read the sentences and match the 0.34–0.35 Jayka  Yes.
underlined words (1–4) with the pictures (a–d). 0.35–0.39 Presenter  From the late 1970s or early 80s. What
do you think of it just from looking at it?
ANSWERS 0.40–0.43 Tyler  Kind of like those old televisions that are
very boxy.
1 d  2 a  3 c  4 b
0.44–0.45 Presenter  Go ahead! Turn it on.
0.46–0.49 Kacey  Um …
2b    [166]
0.50–0.51 Sydney  Nothing’s happening.
• Play the recording. Students listen and repeat the
underlined words in Exercise 2a. 0.52–0.55 Presenter  So you turn the monitor on, where
else might an on switch be?
0.56–0.59 Brooke-Monaé  Uhhhh …
Audioscript    [166]
1.00–1.01 Dash  Oh! Wait …
mouse 1.02–1.04 Brooke-Monaé  Hello!
turn on 1.05–1.06 Evan  How do I do this?
switch 1.07–1.08 Presenter  It’s in the back.
press 1.08–1.09 Lucas  Oh, pfff.
1.10–1.12 Evan  Oh! I see where it is.
3    [167] 1.13–1.14 Kacey  Why does it have to make so much noise?
• Ask students to look at the words in the word box. 1.15–1.16 Tyler  And there’s nothing on the screen.
Check that students understand the examples and
1.17–1.18 Dylan  Doesn’t look anything like what we have
definitions.
now.
• Play the recording. Ask students to listen and repeat the 1.19–1.26 Brooke-Monaé  Apps! Games! Websites!
words in the word box. Everything. But THIS thing right here has nothing!
1.27–1.29 Presenter  Go ahead and try to do something on
Audioscript    [167] the computer.
1.30–1.31 Tyler  Nothing’s happening.
boxy go ahead monitor
1.32–1.37 Kacey  Um … Uh … How do I do this?
button huge program 1.38–1.42 Presenter  You can’t do anything or even type
until you hit a reset button that’s on the computer.
While you watch 1.43–1.44 Jayka  Ugggggh!
4   [10] 1.45–1.46 Krischelle  Reset!
• Play the video. Ask students to watch and tick the 1.46–1.47 Dylan  It’s very tedious.
things that surprise the children. Let students compare
1.48–1.49 Derek  It’s like pre-flight checks kind of.
their answers in pairs before checking with the class.
1.50–1.52 Brooke-Monaé  That is too many steps!
1.53–1.54 Presenter  How do you do anything?
ANSWERS
1.55–1.57 Krischelle  Maybe press SHIFT. OK, that didn’t
1, 2, 4, 5
do anything.

178 Unit 10   Famous people

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 Unit 10  Famous people

1.58–1.59 Jayka  Where’s the mouse?

Vocabulary notes
1.59–2.00 Tyler  Where’s the mouse?
hipster = someone or something that tries to seem cool
2.01–2.02 Presenter  Everything is just done with the
and not part of conventional society
keyboard.
reset = to press a special button so that a machine will
2.03–2.04 Jayka  What?!
start again, especially if there is a problem you need to fix
2.04–2.05 Presenter  OK, now.
type = here, to write something using a computer
2.06–2.07 Lucas  Nah, no, no, no. keyboard
2.08–2.09 Presenter  OK, OK, OK! tedious = boring and continuing for too long
2.10–2.14 Sidney  I’m going to write my name. Wait, it keyboard = here, a piece of computer equipment with
doesn’t matter. Blah, blah, blah. keys on it, used for putting information into a computer
2.15–2.16 Dylan  Are there any programs on it?
2.17–2.20 Presenter  You had to type into the keyboard to After you watch
get it to do anything.
8
2.21–2.25 Brooke-Monaé  So if I type in GAMES … hit
return. Error?! • Ask students to remember the answers to the questions.
Let students compare answers in pairs.
2.26–2.28 Derek  Ah! Error.
2.29–2.30 Dash  This computer is an error. • Optional step If necessary, play the video again for
students to check their answers.
2.31–2.32 Presenter  How do you go on the internet?
2.33–2.36 Derek  You, um … u …
ANSWERS
2.37–2.40 Kacey  What?
1  from the late 70s or early 80s  2  turn it on
2.41–2.44 Dylan  Pretty sure Timothy Berners-Lee didn’t
create it yet.
2.45–2.46 Presenter  There was no internet back then!
9
2.47–end Krischelle  What?!
• Ask students to work individually to complete the
sentences with the correct word. Elicit what students
5   [10] wrote in feedback.
• Tell students to read the names and comments before
they watch the video again. ANSWERS
• Play the first part of the video (0.00–0.28) again. Ask 1 were  2 wasn’t  3 weren’t  4 were  5 was  6 was
students to watch and match the names with the
comments. Let students compare their answers in 10
pairs before checking with the class. • Organize the class into pairs or small groups to talk
about their ‘firsts’.
ANSWERS
1 c  2 b  3 a

6   [10]
• Ask students to watch the second part of the video
(0.29 to the end) again and tick what the children try to
do. Let students compare their answers in pairs before
checking with the class.

ANSWERS
1, 2, 3, 5

7   [10] ★ CPT extra!  Translation activity [after Ex.7]

• Ask students to watch the second part of the video
again and complete the questions. Let students compare
their answers in pairs before checking with the class.
• Optional step Check any other new words in the script
(see Vocabulary notes in the next column).

ANSWERS
1 do  2 noise  3 mouse  4 programs

10f  Old computers 179

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 Unit 10  Famous people

Unit 10  Review and memory 4 ❯❯ MB

booster ★ CPT extra!  Language games • Ask students to work in pairs to answer the questions.

ANSWERS
Memory Booster activities
Students’ own ideas
Exercises 3, 4 and 7 are Memory Booster activities. For
more information about these activities and how they
benefit students, see page 10. Vocabulary
5
I can … check boxes • Ask students to work individually to complete the dates
with the words in the box. Check the answers with the
As an alternative to asking students to simply tick the I can class.
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language ANSWERS
area, refer them to additional practice activities in the 1 of  2 in  3 the  4 in  5 on
Workbook and Grammar summary exercises.

Grammar
1
• Optional step Ask students to look at the photo. Ask:
Who is this man? What’s his job? Is he famous? Encourage
students to guess if they don’t know. Tell them to read
the article to check their ideas.
• Ask students to work individually to complete the
article with was or were. Let them compare answers in
pairs before checking with the class. Check any new
words with the class (see Vocabulary notes below).
ANSWERS
1 was  2 was  3 was  4 was  5 was  6 were
Vocabulary notes
winner = someone who wins or comes first in a race,
competition or prize
co-driver = a person who shares the driving of a vehicle
with another person
2 I was really busy last weekend.
• Ask students to work individually to complete the
questions with was or were.
ANSWERS
1 Who was the first British winner of the Dakar Rally?
2 When was Sam Sunderland born?
3 Who were the winners of the car group in 2016?
3 ❯❯ MB
• Ask students to work in pairs and take turns to ask or
answer the questions in Exercise 2. Their partner must
answer the questions without looking at the article in
Exercise 1.
ANSWERS
1 Sam Sunderland was the first British winner of the
Dakar Rally.
2 He was born in 1989.
3 Stéphane Peterhansel and his co-driver were the
winners of the car group in 2016.
Extra activity
You could ask students to use the words in the box to
write five similar sentences that are true for them and
their family members or friends.
6
• Ask students to work individually to choose the correct
option.
ANSWERS
1 nice  2 funny  3 clever  4 famous  5 popular
7 ❯❯ MB
• Ask students to work in pairs to use the phrases in the
box to talk about the last time they did something or
were in a place.
EXAMPLE ANSWERS
I was at home at seven o’clock this morning.
I wasn’t well last weekend.
The last time I was on a train was in August. I was on holiday.
Real life
8
• Ask students to work individually to put the sentences
(a–g) in order to make a conversation. Ask for two
volunteers to read the conversation out to the class
in the correct order so that students can check their
answers.
ANSWERS
1 b  2 c  3 f  4 e  5 d  6 a  7 g
9
• Ask students to work in pairs and take turns to practise
the conversation in Exercise 8.
• Optional step Encourage students to improvise slightly
different versions of the conversation, changing the
times, the reason for the apology and the phrases used.

180 Unit 10   Famous people

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 Unit 11  True stories
Unit 11  True stories

Opener
1 ★ CPT extra!  Photo activity [before Ex.1]
• Optional step Ask students to look at the photo and
ask: What can you see? Where is the man? What does he
have in front of him? Encourage students to speculate,
but don’t confirm or deny ideas.
• Ask students to read the three possible captions for the
photo and guess which is the correct one.
ANSWER
Students’ own ideas
4
• Organize the class into pairs or groups of four or five to
describe their favourite book.
• Optional step To model the activity, tell the class about
your favourite book, but don’t say its name. See if
students can guess what the book is called.
EXAMPLE ANSWER
My favourite book is called [Touching the void]. It’s a really
exciting book and it’s a true story. It’s about two climbers.
They are on a mountain in very cold weather and they
have lots of problems. It’s also a film.

2   [168]
• Tell students they are going to listen to a short recording
about the papers and books in the photo. Play the
recording. Ask students to listen and check their ideas
and answer to the question in Exercise 1.

ANSWER
b

Audioscript    [168]
The city of Timbuktu in Mali is famous for its books
and documents. Timbuktu was a centre of learning for
hundreds of years. There were thousands of documents
on mathematics, science, art and other subjects. Lots of
the books and documents were in libraries and in family
homes. Some books are four hundred years old.

Background information
Timbuktu is a city of 50,000 people built near an oasis in
the Sahara. Between the twelfth and sixteenth centuries
(its ‘golden age’) it was important as a trading city on the
trans-Saharan caravan routes. In the fifteenth century, an
active trade in books between Timbuktu and other parts
of the Islamic world meant that thousands of manuscripts
were written.

3   [168]
• Tell students to read the sentences (1–3) before listening
again. Check the meaning of document (= a piece of
paper or set of papers that contain official information)
and library (= a place where there are books, documents,
DVDs, etc. that you can look at or borrow). Play the
recording again. Students listen and complete the
sentences. Let them compare answers in pairs before
checking with the class.

ANSWERS
1 hundreds  2 homes  3 four

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 Unit 11  True stories
11a ‘Ötzi’ the Iceman
Lesson at a glance
• reading: the body in the ice
• grammar: irregular past simple verbs
• listening: the investigation of the discovery
• pronunciation: -ed regular past simple verbs
• speaking: true or false?
Reading
1   [169]
• Optional step Ask students to look at the title of the
article and the map on Student’s Book page 130, and the
photos on page 131, and say what they think the article
is about (see Teacher development below).
• Tell students to read questions 1–4. Check the meaning
of body (= the whole physical structure of a person
or animal, including the head, arms and legs) and
investigation (= the process of trying to find out all the
details or facts about something to find out why or how
something happened).
• Ask students to work individually to read the article
and answer the questions. Let students compare
answers in pairs before checking with the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1 Germany
2 (on holiday) in the Austrian Alps
3 in the ice
4 scientific
Background information
Ötzi the Iceman (pronounced /ˈœtsi/) is a natural mummy of
a man who lived in about 3,300 BC. He is Europe’s oldest
natural human mummy. Today, his body and the artefacts
found with him can be seen in the South Tyrol Museum of
Archaeology in Bolzano in South Tyrol, Italy.
Teacher development
Predicting content
Encouraging students to predict the content of a text
before they read activates what students may already
know about a topic and helps them to start creating a
context. A basic context can aid comprehension of the
text significantly. Here are five ideas for encouraging
prediction:
1 Ask students to use the photos on the page to guess
what the text is about, or what vocabulary they expect
the text to contain. Then use the pictures to elicit and
pre-teach key words in the text.
2 Encourage students to predict from any image clues on
the page, such as maps, charts or other data.
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3 Tell students to look at the layout and design of the
text and predict what type of text it is. Is it a webpage /
newspaper article / advert / letter, etc.?
4 Ask students to predict from the title. This could reveal
not just the topic but also the type of text or the point
of view of the writer. If the title is in note form, you
could ask students to expand it – for this title ask them
to make it into a longer sentence, e.g. ‘Ötzi’ the Iceman
was an explorer in Austria. / ‘Ötzi’ the Iceman is in a
museum.
5 Write on the board the first line of the first paragraph,
or the first line of every paragraph, or selected words
from the text. Ask students to use these to predict the
content of the text. For a more challenging task, give
them ten words or chunks of language and ask them to
predict which five of those words appear in the text and
which do not.
2
• Ask students to work individually to read the article
again and underline the past forms. Then tell them to
write the past forms next to the infinitives (1–6). Let
students compare answers before checking with the
class.
ANSWERS
Past forms in the article:
… two German tourists were …
They went for a walk and they saw …
The police came and they took the body …
The police had many questions …
Was it a man or a woman?
Where was he or she from?
How old was the body?
But this wasn’t a police investigation. It was a …
1 was/were  2 came  3 went  4 had  5 saw  6 took
Grammar irregular past simple verbs
3 ★ CPT extra!  Grammar activity [after Ex.3]
• Optional step Before asking students to look at the
grammar box, briefly revise how the past simple is
formed with regular verbs. Give some examples of
regular verbs that students already know (live, died,
work) and elicit that we add -ed. Tell students they are
now going to look at irregular forms.
• Read the grammar box with the class (also see
Grammar notes on the next page). Ask students to
choose the correct option in the sentence.
ANSWER
don’t end
Refer students to page 178 for further information and
practice.
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 Unit 11  True stories
ANSWERS TO GRAMMAR SUMMARY EXERCISES
1 The scientists at the University of Innsbruck started
1  took  2 went  3 had  4 saw  5 made  6 left
2
1 My friends came to my house.
2 Jean wrote a lot of emails.
3 I made lunch.
4 We drove to the shops.
5 My parents bought their plane tickets.
6 I spoke to my sister on Skype.
3 a sharp point at one end and feathers at the other
1 went  2 started  3 walked  4 had  5 found 
6 finished  7 took  8 found
Grammar notes
Many of the most common verbs in English take an
irregular past form. Often, the change in form involves
a change in one sound between the present and past
(get – got, take – took, find – found, have – had, etc.).
Sometimes, the past form is very unlike the present form
(be – was, go – went). There is no easy way to learn these
forms. Students must simply memorize and remember
them.
4 ★ CPT extra!  Grammar activity [after Ex.4]
• Ask students to work individually to complete the
sentences with the irregular past forms in the box. Let
students compare answers in pairs before checking with
the class.
• Optional step Point out to students that go means
moving away, and come means moving towards. Come
home is a common collocation.
ANSWERS
1 went  2 saw  3 took  4 had  5 went
Extra activity
Find out what students know. Ask them to tell you any
other irregular past forms they have come across in their
studies. They already know was and were. Some students
will probably be able to tell you some others. This is a
good opportunity to encourage peer teaching.
Listening
5   [170]
• Ask students to read the sentences carefully and predict
the missing information.
• Tell students they are going to listen to information
about the investigation. Play the recording. Students
listen and complete the sentences. Let students compare
answers in pairs before checking with the class.
ANSWERS
1  five thousand  2 forty-five
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Audioscript    [170]
their investigation. It was a man. They called him ‘Ötzi’
because the body was in the Ötztal mountains in the Alps.
The scientists finished their report about Ötzi. He lived
about 5,000 years ago. He was a small man. He was about
forty-five years old when he died. The scientists think an
arrow killed Ötzi.
Vocabulary note
arrow = a weapon in the form of a thin straight stick with
6   [170]
• Ask students to read and try to match the sentence
halves. Then play the recording again so that students
can check their answers.
ANSWERS
1 c  2 b  3 d  4 a
7
• Remind students that they studied regular past simple
verbs (ending with -d or -ed) in Lesson 10c. See the
Grammar notes in that section.
• Ask students to work individually to underline six
regular past simple verbs in Exercises 5 and 6. Let
students compare their answers in pairs.
ANSWERS
Past simple verbs: lived, died, started, called, finished, killed
Infinitives: live, die, start, call, finish, kill
8 ★ CPT extra!  Grammar activity [after Ex.8]
• Ask students to work individually to complete the
sentences with the past simple form of the verbs. Point
out the example. Let students compare their answers in
pairs before checking with the class.
ANSWERS
1 walked  2 started  3 lived  4 finished  5  was 
6 saw  7 had
Pronunciation -ed regular past simple verbs
9a   [171]
• Ask students to look at the list of infinitives and past
forms and try to work out which of the verbs has an
extra syllable.
• Play the recording. Students listen and check their
answer. Explain why the verb has an extra syllable (see
Pronunciation notes on the next page).
ANSWER
started
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 Unit 11  True stories

Audioscript    [171]
1  call called
2  die died
3  finish finished
4  kill killed
5  live lived
6  start started
Pronunciation notes
The -ed ending in regular verbs is only pronounced /ɪd/
when it follows a /t/ or a /d/ sound at the end of a verb
(e.g. waited, started, ended, etc.). Students at this level
often over-use the /ɪd/ pronunciation and apply it at the
end of other verbs (e.g walk-ed, finish-ed, etc.). Listen out
for this and gently correct them if you hear this error.
For verbs that end with a voiced consonant sound or a
vowel sound (which are always voiced), the -ed ending is
pronounced /d/ (e.g. killed and lived because /l/ and /v/ are
voiced consonants).
For verbs that end with an unvoiced consonant sound,
the -ed ending is pronounced /t/ (so, walked and finished
because /k/ and /ʃ/ are unvoiced consonants).
11
• Organize the class into pairs to retell the story using the
verbs in the box. If you have a weaker class, you could
also write the following nouns on the board to support
them: Austrian Alps, ice, body, police, scientists.
• As you monitor, note down any errors that students
make with past forms. Then, at the end of the activity,
write the errors up on the board and ask students to
work in pairs to correct them.
• Optional step Once students have told the story, ask
them to write it down. Then ask them to compare their
version of the story with the original text.
Extra activity
Write on the board: Last weekend, I … Then write or elicit
ten regular and irregular past forms on the board (went,
had, took, found, etc.). Ask students to choose four or five
verbs and use them to tell the story of something they did
last weekend. Encourage them to use their imagination.

Extra activity
Write some other verbs that students know on the board
(e.g. end, travel, visit, arrive, like, enjoy, talk). Ask them to
copy the verbs and write the -ed endings. Then ask them
to practise saying the verbs, thinking about whether they
end with a /t/, /d/ or /ɪd/ sound.

Speaking my life
10
• Optional step Model the activity first. Say three
sentences about you and your family, making sure one
of them is false. Ask students to guess which sentence
is false.
• Tell students to write true and false sentences with past
simple verbs about themselves, their family and their
friends. Monitor and help with ideas and check that
students are using past forms correctly.
• Organize the class into pairs or small groups. Students
take turns to read out their sentences and guess which
ones are false.

EXAMPLE ANSWERS
My brother called me on the phone last night.
My dog died last year.
I finished all my homework last week.
I lived on a boat when I was a child.
I started my job on 1 April 2017.

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 Unit 11  True stories

11b Life stories
Lesson at a glance
• vocabulary: life events
• listening: a woman from New Orleans
• grammar: past simple negative and question forms
• pronunciation: did you … ?
• speaking: last week and last year
Vocabulary life events
1 ★ CPT extra!  Revision activity [before Ex.1]
• Optional step Start by writing three years on the board
that are important in your life (e.g. year you were born,
started school, worked in Japan). Tell students to guess
why the years are important in your life.
• Ask students to work individually to complete the
paragraph with the life events in the box. Elicit the first
answer to get students started. Let students compare
answers in pairs.
• In feedback, elicit the infinitives and write them on the
board (leave, live, meet, start, study, be, go). Ask: Which
ones are regular? (live, start, study).
ANSWERS
1 was born
2 lived
3 went to school
4 left school
5 studied
6 started work
7 met my husband
EXAMPLE ANSWERS
We both studied French at school.
Hans and I both went to a university in a big city.
Marta met her best friend at school. I met my best friend
at school too.
Listening
4
• Ask students to work individually to read the text about
Caroline Gerdes and answer the questions. Let students
compare answers in pairs before checking with the class.
ANSWERS
1 New Orleans
2 New Orleans
3 the ‘life story’ of her city or the life and the culture of
New Orleans
5   [173]
• Optional step Ask students to look at the photo and the
caption at the bottom of Student’s Book page 132. Ask:
Where are they? What can you see? What is Mardi Gras?
Elicit ideas.
• Remind students of the seven life events in the box in
Exercise 1. You could ask students to copy the box into
their notebook.
• Tell students they are going to listen to an interview
with a woman called Dinah, who is also from New
Orleans. Play the recording. Students listen and tick the
life events they hear. Let students compare answers in
pairs before checking with the class.

1  be (born)  2 live  3 go  4 leave  5 study  6 start  ANSWERS

7 meet left school
lived ✓
2 ★ CPT extra!  Vocabulary activity [after Ex.1] met my husband
• Ask students to work individually to write true sentences started work
about themselves with the verbs in Exercise 1. You could studied ✓
model this by writing two true sentences about yourself was born ✓
on the board. went to school ✓

EXAMPLE ANSWERS
Students’ own answers
I left college when I was twenty-one years old.
I lived in Madrid when I was a child.
I met my best friend at university.
I started English when I was eight years old.
I studied history when I was at school.
I was born in the summer in 1999.
I went to university in London.
3 were born in New Orleans too. So the city is very
• Ask students in pairs to take turns to read their
sentences. In feedback, ask students what they have in
common.
Audioscript    [173]
i = Interviewer; d = Dinah
i : Hi,Dinah. New Orleans is very important in your life.
Were you born there?
d: Yes, I was.
i: And did you live there when you were a child?
d :  
Yes, I did. I went to school there and I went to
university there too. My father and his grandparents
important in my family’s history.
i: What did you want to be when you were a child?
d: I wanted to be an artist. My parents are both artists.
i: Did you study art at university?

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 Unit 11  True stories

d: No, actually, I didn’t study art! I studied music.

i: Why did you decide to be a musician?
d : Music is part of the story of my city. And now I write
songs about the people from my city. They tell me their
stories – all about their lives in New Orleans – and I
sing about them.
Background information
New Orleans is located in south-eastern Louisiana, and
occupies both sides of the Mississippi River. It’s famous
for its distinct French and Spanish Creole architecture, its
unique cuisine, its musical heritage, its festivals and the
French Quarter (its historic centre).
Mardi Gras (‘Fat Tuesday’ in French) is an annual carnival
event which takes place over a number of days. There’s
music, parades and dancing.
6   [173]
• Play the recording again. Students listen and put
the questions (a–d) in the order they hear them. Let
students compare answers in pairs.
ANSWERS
1 b  2 d  3 a  4 c
7 Did + subject + verb in infinitive
• Ask students to work in pairs. Tell them to try to
remember Dinah’s answer to the last question she was
asked (Why did you decide to be a musician?) in pairs. In
feedback, elicit ideas from students and try to build up
her answer on the board.
• Then ask students to check how much they
remembered by looking at Audioscript 173 on Student’s
Book page 189.
ANSWER
Music is part of the story of my city. And now I write songs
about the people from my city. They tell me their stories
– all about their lives in New Orleans – and I sing about
them.
Grammar past simple negative
and question forms
8 6 Did Asha start work last year?
• Read the grammar box with the class (see also
Grammar notes in the next column). Ask students to
look at the sentences and choose the correct option.
ANSWERS
1 infinitive  2 infinitive
ANSWERS TO GRAMMAR SUMMARY EXERCISES
4
1 I went to university.
2 We didn’t eat burgers yesterday.
3 Did Shakespeare write lots of plays?
4 Did my friend come to school last week?
5 I didn’t live with my grandparents when I was a child.
6 Tony met his wife at work.
5
1 Did you travel
2 did
3 Did you go
4 didn’t have
5 Did you write
6 didn’t
Grammar notes
Here is the past simple negative form:
subject + didn’t + verb in infinitive
Note that in the negative the main verb in the past simple
reverts to the infinitive form. Watch out for errors such as
They didn’t left and He not went.
Here is the past simple question form:
Again, the main verb reverts to the infinitive form. Watch
out for errors such as Did you walked? Went she home?
Short answer forms use the auxiliary (e.g. Yes, I did and
No, I didn’t). Students are often tempted to use the main
verb, which is incorrect: Yes, I walked.
9
• Ask students to work individually to order the words
to make negative sentences and questions. Point out the
example. Let students compare answers with a partner
before checking with the class.
ANSWERS
1 I didn’t study English at school.
2 Did you go to university?
3 We didn’t meet at work.
4 Josep didn’t study history.
5 Did they live in London?
10   [174]
• Ask students to work individually to complete the
questions with Did you and the verbs in the box. Let
students compare answers with a partner. Play the
recording for students to check their answers.

Refer students to page 178 for further information and ANSWERS

practice.
1 Did you study 4 Did you leave
2 Did you meet 5 Did you start
3 Did you live 6 Did you go

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 Unit 11  True stories

Audioscript    [174]
1 Did you study English at school?
2 Did you meet your best friend at school?
3 Did you live in a big city when you were young?
4 Did you leave school when you were eighteen?
5 Did you start work last year?
6 Did you go on holiday every year?
Pronunciation did you … ?
11a   [174]
• Play the recording again. Students listen and repeat the
questions in Exercise 10 (see Pronunciation notes below).
13
• Students follow up on the speaking activity by writing
sentences about people in the class. Let students
compare sentences in pairs. Ask a few students to read
out their sentences for the class to listen to and correct.
Extra activity
Write last year’s holidays on the board and elicit
vocabulary around the topic, e.g. stay in a hotel, meet
friends, swim in the sea, lie in the sun, walk in the
mountains, sleep on the beach, go dancing, go on a boat,
take photos, buy souvenirs, etc. Elicit as many phrases as
you can (and help with new vocabulary when necessary)
then ask students to work in small groups to interview
each other about their holidays.

Pronunciation notes
Did you … ? is pronounced /dɪdjə/ and the strong stress is
on the main verb (e.g. study, meet, live, leave, start, go).
In yes/no questions, there is rising intonation at the end.

11b ★ CPT extra!  Grammar activity [after Ex.11b]

• Model the activity by asking two or three example
questions from Exercise 10 in open class. Focus on
modelling natural pronunciation and intonation.
• Organize the class into pairs or small groups to practise
asking and answering the questions from Exercise 10.
• As students speak, monitor closely and correct errors of
form and intonation.

Speaking my life
12
• Organize the class into pairs to prepare questions about
last week and last year. Go round and help with ideas
and vocabulary.
• Organize the class into groups to ask and answer the
questions, or ask students to stand up, walk round, and
talk to different class members. Set a five-minute time
limit. At the end, ask students to sit with their original
partner and share the information they found out (e.g
Anna went on holiday last year; Carlos started a new job).
• As students speak, monitor closely and prompt
students to self-correct errors.

EXAMPLE ANSWERS
1 Did you see the film King Kong last year?
Yes, I did. I saw it with two friends.
2 Did you go on holiday last year?
No, I didn’t. I stayed at home.
3 Did you meet a friend last week?
Yes, I did. I met two friends for a coffee in town.
4 Did you take a bus last week?
No, I didn’t, but I took a train. I visited my grandmother
in Lisbon.
5 Did you finish your homework last week?
Yes, of course I did!
6 Did you start a new job last year?
No, I didn’t. I started a new college course.

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 Unit 11  True stories
11c A problem in Madagascar
Lesson at a glance
• vocabulary: an adventure story
• grammar: past simple Wh- questions
• word focus: get
• speaking: one day last week
Reading
1 ANSWERS
• Ask students to look at the photos on Student’s Book
page 135 and find the words in the box.
ANSWERS
an animal (a lemur): bottom right photo
a plant: bottom left photo
rocks: top photo
2 standing position, usually by accident
• Optional step Start by reading out the adjectives in the
box to model and drill the pronunciation and strong
stress (see Pronunciation note below). You could ask
students to count the syllables in each word: beautiful
(three), dangerous (three), fantastic (three), interesting
(three), unusual (four).
• Ask students to work in pairs to think of things to
describe with the adjectives. Elicit ideas in feedback.
EXAMPLE ANSWERS
The mountains and rocks: all the words especially
beautiful, dangerous, unusual
The lemur: all the words (possibly) especially interesting
and unusual
The plants: unusual (beautiful and interesting, possibly)
Pronunciation note
Note that the strong stress in these words is on the first
syllable, except for fantastic and unusual.
3   [175]
• Ask students to work individually to read the article
and note answers to the questions. Let students compare
their answers in pairs before checking with the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1 you can’t walk here
2 in March
3 a scientist and a photographer
4 They wanted to find some new plants and animals.
188 Unit 11   True stories
85469_U11_ptg01_181-195.indd 188
4 ★ CPT extra!  Listening activity [after Ex.4]
• Ask students to read the last paragraph of the article
again and put the events (a–e) in the correct order. Let
them compare their answers in pairs.
• Optional step Ask the students to underline the past
simple verbs in each sentence a–e. Then ask them to tell
you the infinitive for each verb (went – go, asked – ask,
cut – cut, fell – fall, cleaned – clean). Check the meaning of
fall and point out sharp in the word box (see Vocabulary
notes and Extra activity below).
a 3  b 5  c 2  d 1  e 4
Vocabulary notes
rainy season = the part of the year when a lot of rain falls
in some tropical parts of the world
guide = someone who knows the local area and shows
other people where to go and gives them information
fall = to move quickly down onto the ground from a
Extra activity
Life Beginner actively recycles language previously
taught in the course. Draw students’ attention to the
words below. Elicit the meaning and see if students can
remember the context in which they first saw the word
earlier in the course.
amazing = in Lesson 2f, describing animals, also in Lesson
5a, describing robots
dirty = in the opener to Unit 4, describing cities
clean = in Lesson 4e, describing hotel rooms
clothes = in the vocabulary section of Lesson 9a
cut = in Lesson 9f, when they saw a Sami man cutting bread
5
• Ask students to work in pairs to discuss the question.
Elicit ideas in feedback.
ANSWERS
The nurse didn’t think it was a good idea to go to the
tsingy. Madagascans don’t go to the tsingy because it’s
dangerous.
Background information
The Republic of Madagascar is a large island country in
the Indian Ocean off the south-eastern coast of Africa. It
split from India about 90 million years ago and its animals
and plants have evolved in isolation. 22 million people live
there. It’s a very poor country, dependent on ecotourism
and agriculture.
Lemurs are a type of primitive primate that has evolved
successfully on the island of Madagascar in the absence of
competition from monkeys. There are nearly 100 species or
sub-species of lemurs.
13-06-2019 14:32:27
 Unit 11  True stories

Extra activity
Ask students to read the text again and make a list of
irregular past forms (was, cut, saw, fell, cut, said). Ask
them to say what the infinitive form is (be, cut, see, fall,
cut, say).
Grammar past simple Wh- questions
6 ANSWERS
• Read the grammar box with the class (also see
Grammar notes below). Students look at Exercise 3 and
answer the question.
ANSWERS
1 What  2 When  3 Who  4 Why
8
• Organize the class into pairs to ask and answer the
questions in Exercise 7. Tell them to scan the article to
find answers if necessary. In feedback, ask students to
ask and answer the questions across the class. Point out
the simple past forms of cut, go, see and say (cut, went,
saw, said).
1 He fell one afternoon.
2 He cut his leg.
3 He went to hospital.
4 He saw a nurse.
5 She said, ‘Why did you go to the tsingy? Madagascans
don’t go to the tsingy because it’s dangerous.’

Refer students to page 178 for further information and

practice. Word focus get
9a
ANSWERS TO GRAMMAR SUMMARY EXERCISE • Tell students to read the sentences and say which
6 sentence has the same meaning of get as the example
1 Who did you meet? sentence from the article. Elicit answers.
2 Where did you go? • Optional step Ask students to say what get means in
3 What did you see? the other sentences (see Vocabulary notes below).
4 When did you arrive?
5 Why did you go there? ANSWER
6 Where did you stay? 4

Grammar notes Vocabulary notes

English forms open or Wh- questions in the past simple Get has many meanings. In the sentences in 9a, get means:
with the following structure:
1  receive (my message)
question word + did + subject + verb in the infinitive
2  bought (a ticket)
What did you do?
3  take / board / travel on (a bus)
Students first studied question words in Lesson 7c. Elicit or
4  reached/arrived (home)
remind them of the meanings:
The verbs used above, and these uses of get, have in
What (to ask about things, activities, events, etc.)
common the fact that they express change:
Where (to ask about places)
1 a change of possession, e.g. I got a message / a ticket / a
When (to ask about time) present.
Why (to ask for a reason) 2/4 a change of position, e.g. I got home / out / up / on a
Who (to ask about people) bus.
Note that there are other question words: Which (to ask 3 a change of state, e.g. I got old / better / married.
about choice and alternatives), How (to ask about way,
manner or form), Whose (to ask about possession). 9b ★ CPT extra!  Word focus activity [after Ex.9b]
• Ask students to work individually to complete the
7 sentences with the words in the box. Let students
• Ask students to work individually to complete the compare their answers in pairs before checking with the
questions with the correct Wh- word. You could do the class.
first one as a class to get students started. Let students
compare their answers in pairs before checking with the ANSWERS
class.
1  some bananas  2  a taxi  3  to work  4  an email
5 there  6  a new car
ANSWERS
1  When  2 What  3 Where  4 Who  5 What

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 Unit 11  True stories

Speaking my life
10
• Tell students to work individually to choose a particular
day from last week and prepare questions to ask
someone about that day.
• Ask students to work in pairs and take turns to ask and
answer the questions with their partner. As students
speak, monitor closely and note errors you could give
feedback on at the end of the activity.
Extra activity
Set up the Speaking task by asking students to interview
you (the teacher) first. Students prepare questions, ask
you, and you answer. Make sure you model complete
answers and offer follow-up information or details where
you can, e.g.
A: Did you watch TV?
B: Yes, I did. I saw a great film called ’Downsizing’. It was
about very small people living in very small houses. It was
very interesting.
v 2   [176]
11d Did you have a good time?
Lesson at a glance
• real life: talking about the past
• pronunciation: didn’t
• vocabulary: time expressions
Real life talking about the past
1
• Organize the class into pairs. Ask students to look at the
photo and say what they can see. In feedback, use the
photo to teach the word shark.
EXAMPLE ANSWER
I can see an island with a beach and the sea. There are
trees on the island. The sea is blue and looks warm. There’s
a shark in the sea.
• Tell students they are going to listen to three different
conversations. Ask them to read the three statements
(a–c) before listening.
• Play the recording. Students listen and write the
numbers of the conversations next to each statement.
Let students compare their answers in pairs before
checking with the class. Elicit that paid is the irregular
past simple form of pay.

ANSWERS
a Conversation 3
b Conversation 1
c Conversation 2

Audioscript    [176]
1 a :  Did you and Sonia have a good time in Sydney last
week?
b :  
Yes, thanks, we did. But we didn’t go swimming.
a :  
Oh? Why not?
b :  
There was a shark in the sea!
2 c :  Did you and Jack have a good holiday last year?
d: No, we didn’t.
c: Oh? Why not?
d: Well, we stayed at home. We didn’t have any
money!
3 e :  Did you and Anita have a nice meal last night?
f: Yes, we did. It was delicious. And we didn’t pay!
e: Oh? Why not?
f: My boss paid!

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 Unit 11  True stories

3   [176] Teacher development

• Play the recording again. Tell students to listen and
answer the questions. Point out that question 1 relates
to conversation 1, question 2 to conversation 2 and so
on. Let students compare their answers in pairs before
checking with the class. In feedback, write the answers
on the board to revise past forms.
ANSWERS
1 No, they didn’t.
2 Yes, they did.
3 No, they didn’t.
Noticing stress
Help students to notice stress by asking them to mark the
stress on key words or phrases you are teaching. Ask them
to underline the stressed syllable or put a dot over the
stressed syllable:
on Friday yesterday
As you model and drill words, signal the stress by using
your fingers. For example, when modelling yesterday, hold
up three fingers of your left hand, and tap or point to
the first finger with your right hand to signal the stressed
syllable as you say the first syllable yes … .

Pronunciation didn’t
4a   [177]
• Tell students they are going to listen to three sentences
from the conversations. Play the recording. Students
listen and note the pronunciation of the t in didn’t (see
Pronunciation note below).
6
• Lead in to this task by asking students: What did you do
on Friday / last night / last week? Elicit sentences and
write some prompts on the board, if necessary.
• Then divide the class into pairs to think of and say a
past simple sentence using each of the time expressions
in Exercise 5.

Audioscript    [177] EXAMPLE ANSWERS

I played tennis on Friday.
1  We didn’t go swimming.
My brother and I went to a restaurant last night.
2  We didn’t have any money. I walked to work last week.
3  We didn’t pay! I moved to a new house last year.
Last weekend, I went to London.
Pronunciation note Yesterday I had a coffee with a friend.
In the negative form, didn’t is stressed. It’s pronounced I went on holiday to America last year.
/ˊdɪdənt/.
7
4b   [177] • Ask students to work in pairs to practise the
• Play the recording again. Students listen and repeat conversations from Exercise 2, which are in Audioscript
the sentences, paying attention to the pronunciation of 176 on Student’s Book page 189. Tell them to take turns
didn’t. to play different roles.

Extra activity 8
• Organize the class into new pairs. Start students off by
Ask students to write down three things that they didn’t
reading through the example dialogue at the bottom of
do yesterday (but wanted to do). For example, I didn’t
have a coffee. I didn’t go to bed before 11 o’clock. the page and eliciting other examples from the prompts
in the box.
• Then tell students to use the prompts in the box to
Vocabulary time expressions create conversations of their own. Encourage them to
5 ★ CPT extra!  Vocabulary activity [after Ex.5] add their own details and follow-up questions and
• Ask students to look at the expressions and say which information.
ones they heard in the conversations. • As students speak, note any examples of good phrases
• Optional step Drill the time expressions to allow used by students in the exchanges to give feedback on
students to practise the pronunciation (see Teacher at the end.
development in the next column).
Extra activity
ANSWERS Write the following on the board:
on Friday last weekend Where did you go last weekend?
last night ✓ yesterday What did you do?
last week ✓ last year ✓ Who did you go with?
Put students into pairs to ask the questions, but ask them
Vocabulary notes to imagine they are a famous person. Encourage them to
invent details about where they went, who they saw, etc.
Note that with days of the week, you can say on Friday In feedback, ask individuals to tell the class about their
or last Friday. With months, you can say in January or last partner’s ‘famous’ weekend.
January.

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 Unit 11  True stories
11e Childhood memories
Lesson at a glance
• writing: a life story
• writing skill: when
Writing a life story
1 Note that when the subject is the same in both clauses, we
• Organize the class into pairs to discuss the questions.
2
• Optional step Ask students to describe Tyler from the
photograph (e.g. He’s a young man. I think he’s about twenty
years old. He has brown hair, a red shirt and a white T-shirt).
• Ask students to work individually to read about Tyler
and match the topics (1–3) to the paragraphs (A–C).
Check the meaning of toy (= an object that a child can
play with, especially a small model of a real thing
such as a car or an animal). Let students compare their
answers in pairs before checking with the class.
ANSWERS
1 B  2 A  3 C
3 toys, family and school at random on the board. Ask
• Ask students to read the text about Tyler again and
answer the questions. Let students compare their
answers in pairs before checking with the class.
• Check the meaning of helicopter by asking a volunteer to
come and draw an example on the board.
ANSWERS
1 15th July 1995
2 his brother, his parents and his grandfather
3 a red helicopter and a blue bike
4 no
Writing skill when
4a
• Ask students to complete the sentence. Let students
compare their answers in pairs and find the answer in
the text before checking with the class.
ANSWER
… my favourite toy was a red helicopter.
4b
• Ask students to work individually to find three more
sentences that use when (see Grammar notes in the next
column). Let students compare their answers in pairs
before checking with the class.
ANSWERS
When I was a child, I lived with my brother, my parents
and my grandfather.
192 Unit 11   True stories
85469_U11_ptg01_181-195.indd 192
When my friends saw my helicopter, they wanted it.
When I was sixteen, I left school and I started my first job
the next day.
Grammar notes
When means at or during the time that. We use it with the
past simple because it can refer back to a past time. It’s a
linking word or conjunction that joins two clauses. There is
a comma between each clause.
change the noun to a pronoun to avoid repeating.
4c ★ CPT extra!  Writing activity [after Ex.4c]
• Ask students to work individually to rewrite each pair
of sentences to make one sentence. Let students compare
their answers in pairs before checking with the class.
ANSWERS
1 When my parents were young, they weren’t rich.
2 When my father was a student, he met my mother.
3 When I was a child, I had lots of toys.
4 When I was three years old, my sister was born.
5
• Optional step Start by brainstorming ideas. Write:
students to suggest notes they could write next to each,
e.g. had a doll / teddy / toy train; my sister was born in
1990; lived with my mum and dad; liked school; left school
at eighteen. As students suggest ideas, write them up in
spidergrams on the board.
• Ask students to write their own notes about the things in
Exercise 2, also answering the questions in Exercise 3 for
themselves. Let students compare their notes in pairs.
6
• Ask students to use their notes to write two or three
paragraphs. As students write, monitor and be ready to
help with ideas or vocabulary.
7
• Ask students to check their own work carefully, looking
particularly for mistakes in spelling, punctuation and
verb forms.
8
• Ask students to work in pairs and exchange their
writing with a partner. Students read each other’s life
story and ask follow-up questions.
• In feedback, ask students to say what interesting or
surprising facts they found out about their partner.
Extra activity
Find a way of ‘publishing’ or showing the life stories
students write. They could pin them to the classroom
notice board so that everybody can read. You could put
them together in a scrapbook entitled Our Life Stories
which could be kept in class for students to read. Or you
could get students to post their life stories online on a
school or class website.
13-06-2019 14:33:28
 Unit 11  True stories

Audioscript    [179]
11f True stories?
blood rainbow
Before you watch hide song
1 ★ CPT extra!  Lead-in activity [before Ex.1] lie throw
• Ask students to look at the photo and caption on 4
Student’s Book page 138 and answer the question. • Ask students to work in pairs. Tell them to take it in turns
• In feedback, ask students what they know about bonfire to say the infinitive for each of the past simple verbs.
night in the UK.
ANSWERS
ANSWER 1 eat  2 cut  3 fall  4 have  5 hide  6 know  7  light
There is a bonfire and fireworks. It’s bonfire night on 5th 8 open  9 say  10 sing  11 start  12 stop  13 throw
November. 14 take  15 go

Background information While you watch

Bonfire night is held on 5th November each year in the 5   [11]
UK. People gather in the open air and there’s a bonfire • Tell students they are going to watch a video in which
and firework display and often hot food. In some towns, there are four stories. One of them is about bonfire night.
notably Lewes and Rye in the south of England, there is
• Play the video. Ask students to watch the first part of
also a traditional parade.
the video (0.00–2.34) and match the groups of verbs
On the 5th November 1605, a man called Guy Fawkes
with the stories. Let students compare their answers in
was arrested while guarding explosives that plotters had
pairs before checking with the class.
placed in the cellars of the Houses of Parliament. The
plotters had intended to assassinate King James I and his • In feedback, ask your class to say whether they think
family. They were arrested and executed. Subsequently, the stories are true or not.
the suppression of the Catholic plot to murder a Protestant
king was celebrated annually. An effigy of Guy Fawkes was
ANSWERS
burned on a bonfire. Today, the religious significance of
the festival is downplayed, and it is merely a family event. 1 c  2 d  3 b  4 a

Key vocabulary Videoscript    11

2a
Part 1
• Ask students to read the sentences and match the
underlined words (1–4) with the pictures (a–d). 0.00–0.21  True stories?
True stories
ANSWERS Tell us a story.
1 c  2 a  3 d  4 b Amanda’s story
0.22–45 Amanda  Well, when I was about ten or eleven
2b   [178] years old, we had a maths test at school. I was really bad at
maths. So I hid in a cupboard in the classroom and I didn’t do the
• Play the recording. Students listen and repeat the test.
underlined words in Exercise 2a.
0.46–0.50  … ?
0.51–1.04  No, no. The teacher didn’t know I was in the
Audioscript    [178] cupboard. My friends knew, but they didn’t say anything.
1.05–1.09  Rosa’s story
ambulance curtains
1.10–1.48 Rosa  Oh, let me think … I went to hospital in
bucket test an ice-cream van once. I was on my bike and I fell off. I cut my
leg really badly. I mean, there was a lot of blood! An ice-cream
Pronunciation notes van stopped to help me. There were no mobile phones to call an
ambulance. So the ice-cream van took me to hospital.
Note the stress: ambulance, bucket, curtains.
1.49–1.52  … ?
3   [179] 1.53–2.02  About five minutes. I ate an ice cream on the way.
• Ask students to look at the words in the word box. 2.03–2.07  Steve’s story
Check that students understand the examples and 2.08–2.26 Steve  Last year, I sang on TV. I was in a
definitions. competition on my local TV station. I sang ‘Over the rainbow’
because it’s my favourite song.
• Play the recording. Ask students to listen and repeat the
words in the word box. 2.27–2.31  … ?
2.32–2.38  No, I didn’t. I was last.
2.39–2.44  Jack’s story

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 Unit 11  True stories

2.45–3.13 Jack  OK, so once I started a fire in my friend’s

house. It was in November and we had a box of fireworks. My
friend’s parents weren’t at home. We opened the box of fireworks
and I lit one. Suddenly, the curtains were on fire.
3.14–3.18  … ?
3.19–3.27  My friend threw a bucket of water on the curtains.
6   [11]
• Point out that we don’t hear the interviewer’s questions
in the video. Ask students to read questions a–d
carefully. Play the first part of the video (0.00–3.27)
again. Ask students to watch and write the number of
the story next to the question. Let students compare
their answers in pairs before checking with the class.
ANSWERS
1 a  2 d  3 c  4 b
Unit 11  Review and memory
booster ★ CPT extra!  Language games
Memory Booster activities
Exercises 3, 5 and 6 are Memory Booster activities. For
more information about these activities and how they
benefit students, see page 10.
I can … check boxes
As an alternative to asking students to simply tick the I can
… boxes, you could ask them to give themselves a score
from 1 to 4 (1 = not very confident; 4 = very confident) for
each language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the
Workbook and Grammar summary exercises.

7   [11] ★ CPT extra!  Video activity [after Ex.7] Grammar

• Ask students to watch the second part of the video (3.28 1
to the end) to find out if the stories are true. • Ask students to work individually to complete the text
with the past simple form of the verbs in brackets. Let
ANSWERS them compare answers in pairs before checking with
Story 2 is true. the class.
Stories 1, 3 and 4 are false (not true, a lie).
ANSWERS
1 were  2 was  3 had  4 took  5 sent  6 saw
Videoscript    11 7 talked  8 asked

Part 2
2
3.28–3.34  Was your story true?
• Ask students to work individually to read Carly’s
3.35–3.40 Amanda  No, my story wasn’t true. answers and write the questions. Let them compare
3.41–3.46 Rosa  Yes, my story was true. answers in pairs before checking with the class.
3.47–3.52 Steve  My story was a lie.
3.53–end Jack  No, my story wasn’t true. ANSWERS
1 Did you go into the water?
After you watch 2 Did you have a great time?
8 3 Did you take any photos?
• Ask students to work in pairs to say what they 4 Who did you go with?
remember about the stories, using questions 1–4 as
prompts. 3 ❯❯ MB
• Tell students to imagine they were on the boat in the
ANSWERS photo. Ask them to work in pairs and take turns to ask
1  a girl  2 on her bike  3  no (they came last) or answer questions from the prompts.
4 November
ANSWERS
9 1 Where did you go?
• Ask students to work in pairs or small groups to take 2 When did you arrive?
turns telling the stories. You could support students by 3 What did you see?
writing key words or phrases from the stories on the 4 Who did you talk to?
board before they speak. 5 Why did you go?

EXAMPLE ANSWERS
1 We went to different places in Alaska.
2 We arrived on a Saturday afternoon in June.
3 We saw lots of beautiful animals and plants.
4 I talked to the other passengers and also Justin.
5 I went because I wanted to do something different.

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 Unit 11  True stories

Vocabulary
4
• Ask students to work individually to complete the
sentences with eight verbs from the box. Let them
compare answers in pairs before checking with the class.

ANSWERS
1 had  2 cleaned  3 found  4 sent  5 drove  6 met
7 took  8 paid

5 ❯❯ MB
• Ask students to work individually to write their own
true sentences using six of the verbs from Exercise 4 and
time expressions. Let them compare answers in pairs
before checking with the class.

EXAMPLE ANSWERS
Last year, I met some new friends on holiday.
At the weekend, I found some money in the street.
I made a cake yesterday.
On Sunday, I cleaned my car.
I sent texts to my friends last night.
I met Jo last month for a meal.

6 ❯❯ MB
• Ask students to work in pairs to read the sentences they
wrote in Exercise 5. Encourage students to ask each
other follow-up questions.

EXAMPLE ANSWERS
Last year, I met some new friends on holiday.
Where did you go on holiday?
What were their names?
Are they your friends now?

Real life
7
• Ask students to work individually to choose the correct
options to complete the conversation. Let them compare
answers in pairs before checking with the class.

ANSWERS
1  a nice meal  2  cut her hand with her knife

8
• Ask students to work in pairs. Tell them to practise
the conversation in Exercise 7, but with the other two
options. Fast-finishing students can change roles and
repeat the conversation again.v

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 Unit 12  The weekend
Opener
1 a: I love the weekend. I get up late and go shopping in
• Ask students to look at the photo and read the caption.
Explain that day off work means a day when you don’t
work (e.g. typically Saturday and Sunday in Europe).
• Ask students to work in pairs to discuss the question.
EXAMPLE ANSWERS
Students’ own answers
Saturday and Sunday are usually days off in the UK and
Europe. In Riyadh, Friday is usually a day off work.
Audioscript    [180]
town.
b: Oh, I never get up late at the weekend. I play football
on Saturday morning and we start at eight o’clock.
c: I usually get up late on Sunday but not on Saturday.
On Sunday, I sometimes meet friends and we go out
for a meal.
a: Yes, me too. But I go out for a meal with my family.
We always go to the same place. I love family Sunday
lunch!

Background information 4
• Organize the class into pairs. If you have a range of
Riyadh is the capital of Saudi Arabia.
nationalities in your class, mix students from different
parts of the world.
2 • Optional step Revise adverbs of frequency from
• Give students a moment to read the activities. Lesson 8c and elicit them on to the board: never,
• Ask students to work individually to decide whether sometimes, usually, often, always. You could then give
people do these activities at home (H) or outside the an example sentence for each of them to model
home (O). Let students compare answers in pairs. the activity, e.g. I sometimes go to a concert at the weekend.
• Ask students to prepare a few sentences to describe
ANSWERS their typical weekend activities.
cook a meal for family and friends H • When students are ready, ask them to share ideas
get up late H with their partner and find out how similar their
go out for a meal O weekends are.
go shopping O
go to the cinema O Extra activity
go to a concert O Broaden students’ vocabulary resources by eliciting what
meet friends O other activities people do at the weekend. Students should
play football O remember lots of expressions from the course so far (stay
at home, go shopping, drive my car, play tennis, etc.) and
play video games H
other new activities may be mentioned. Build up a list of
visit family O verb/noun collocations then ask students to extend the
activity in Exercise 4.
3   [180] ★ CPT extra!  Vocabulary activity [after Ex.3]
• Tell students they are going to listen to three friends
having a conversation. Play the recording. Students
listen and tick the activities the speakers talk about.
Let students compare answers in pairs.

ANSWERS
cook a meal for family and friends
get up late ✓
go out for a meal ✓
go shopping ✓
go to the cinema
go to a concert
meet friends ✓
play football ✓
play video games
visit family

196

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 Unit 12  The weekend

12a At home
Lesson at a glance
• vocabulary: rooms in a house
• listening: a family in Indonesia
• grammar: present continuous
• grammar: present continuous questions and short answers
• speaking: my photos
Vocabulary rooms in a house
1
• Optional step With books closed, draw a simple
image of a house on the board. Then draw a simple 2D
plan showing different rooms. Say room and point to
each room to pre-teach the word. Find out if students
already know the names of any rooms in the house.
You could then also start to elicit objects which may
go in each room.
• Ask students to work individually to look through the
lists of words and match them to the rooms. Remind
students that they saw many of the words in the hotel
room vocabulary section of Lesson 9b. Let students
compare their answers in pairs.
ANSWERS
1 kitchen 4 bedroom
2 dining room 5 bathroom
3 living room
Vocabulary notes
cooker = a big piece of kitchen equipment that is used for
cooking
toilet = a structure like a seat over a hole where you get
rid of waste from your body
Pronunciation notes
Note the pronunciation: fridge /frɪdʒ/, wardrobe
/ˈwɔːdrəʊb/, sofa /ˈsəʊfə/.
Note that the stress is on the first syllable of all the words.
4
• Optional step Model the activity by describing one
thing about each room in your house.
• Ask students to work in pairs to describe rooms in
their house. As students speak, monitor and correct
errors of form, use or pronunciation.
EXAMPLE ANSWERS
I have a toilet, a shower and a bath in my bathroom.
Our kitchen is small, but there’s a cooker, a fridge and
a small table with chairs.
In the bedroom, there’s a big bed, a wardrobe and an
armchair. There’s a big window too. I can see the garden.
We don’t have a very big living room. In it there’s a sofa,
one armchair, a small table, a lamp and a TV.
We have a small dining room, but we don’t use it. It has
lots of boxes in it!
Extra activity
Have a class quiz to revise question words and check the
meaning of words. Ask:
What do you cook food in?
What do you put milk and cheese in?
Where do you eat?
Where do you have a shower?
What do you put your clothes in?
What do you sit on when you eat?
Where do you watch TV?
When do you go in the dining room?
Divide the class into teams. The team that shouts out the
correct answer to each question first gets a point.

2   [181] Listening
• Play the recording. Students listen and check their 5
answers from Exercise 1. • Read the introduction to the Home Life photo project with
the class. Ask: What is the photo project about? What day
Audioscript    [181] is it? Check the meaning of project (= a planned piece of
work that has a clear aim, especially one that is done by
1  a cooker, a fridge kitchen a group or organization).
2  a chair, a table dining room • Ask students to look at the photos and answer the
3  an armchair, a sofa living room question in the Student’s Book. Elicit the rooms, and
remind students of the stress and pronunciation. Ask:
4  a bed, a wardrobe bedroom
What are they doing? Find out if students have the words
5  a bath, a shower, a toilet bathroom to describe the activities.
3   [182] ★ CPT extra!  Vocabulary activity [after Ex.3] • Optional step Use the pictures to pre-teach key words
• Play the recording. Students listen and repeat the words from the listening (bathing, cooking, washing, smiling).
for the rooms.
ANSWERS
Audioscript    [182] 1  kitchen   2  bathroom   3  possibly living room
or dining room   4  living room   5 outside
1 kitchen 4 bedroom
2 dining room 5 bathroom
3 living room

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 Unit 12  The weekend

Background information Extra activity

Sumatra is an island in western Indonesia in south-east Ask students to say which is their favourite photo of the
Asia. It’s the sixth largest island in the world and has a five and also to say why.
population of over 50 million people.
Grammar present continuous
6   [183]
8
• Ask students to work individually to match the • Read the grammar box with the class (see also Grammar
sentences with the photos. Let students compare notes below). Ask students to look back at the sentences
their answers in pairs. in Exercise 6 and say which auxiliary verb we use to
• Tell students they are going to listen to a conversation form the present continuous.
about the photos. Play the recording. Students listen • Optional step Ask students to underline all the different
and check their answers. examples of the auxiliary verb be in the sentences. Let
students compare their answers in pairs.
ANSWERS
1 b  2 d  3 e  4 c  5 a ANSWER
be (am/is/are)
Audioscript    [183] Examples in Exercise 6:
They’re washing their motorbikes.
q : Tell us about these photos of Ayu’s family. She’s making lunch.
a: Well, this is Ayu’s mother. She’s in the kitchen. He’s playing a computer game with his son.
She’s cooking. He’s bathing his daughter.
q : What’s she making? They’re drinking coffee.
a: She’s making lunch. They have a big family lunch
every Saturday. Refer students to page 180 for further information and
practice.
q : And who’s this?
a: That’s Ayu’s husband, Amir, in the bathroom. ANSWERS TO GRAMMAR SUMMARY EXERCISES
He’s bathing their daughter.
1
q : How old is their daughter?
1 is talking
a: She’s eighteen months old. And this is Ayu’s father 2 is listening
with his friend. They’re talking and drinking coffee. 3 are writing
q : Are they sitting outside or inside? 4 is reading
a: They’re inside. And then this photo is Amir’s brother 5 are watching
with his son. 6 is looking
q : What are they doing? Are they reading? 2
a: No, they aren’t. They’re playing a game on Amir’s 1 The teacher isn’t talking to Leon.
computer. 2 Leon isn’t listening to the teacher.
q : And what about this last one? 3 Two students aren’t writing.
a: This is Ayu’s brother – he’s wearing an orange T-shirt – 4 Paula isn’t reading.
and his friend. They’re washing their motorbikes. They 5 Some / The students aren’t watching a video.
do that every Saturday. 6 Olga isn’t looking out of the window.
q : Which is your favourite photo?
a: Oh, I think it’s the one of Ayu’s husband and daughter Grammar notes
because they are both smiling and happy.
We use the present continuous with active verbs to say
7   [183] what is happening now.

• Play the recording again. Students listen again and
write names next to the sentences in Exercise 6. Let
students compare answers in pairs before checking
with the class.
ANSWERS
a Ayu’s brother and his friend
b Ayu’s mother
c Amir’s brother and his son
d Ayu’s husband and their daughter
e Ayu’s father and his friend
In English, we form the present continuous with the
auxiliary verb be and the -ing form of the main verb
(or present participle).
Remind your students that the auxiliary be is usually
contracted in spoken English (I’m sitting, she’s going,
we’re standing), and that in the negative form not is
usually contracted (She isn’t going, We aren’t standing,
but I’m not sitting).
The present participle is formed by adding -ing to the
infinitive of the main verb. Note these spelling irregularities:
Sit, run, get, travel, etc. become sitting, running, getting,
travelling, etc. (because the verbs end consonant + vowel
+ consonant)

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 Unit 12  The weekend

Verbs such as come, live, etc. lose the e and become ANSWERS TO GRAMMAR SUMMARY EXERCISES
coming, living, etc.
3
Verbs ending in -ie, such as lie, die, etc., become lying, 1 Are you listening to me?
dying, etc.
Yes, I am.
2 Is Jenni making coffee?
9 Yes, she is.
• Optional step Revise the use of possessive ‘s here. 3 Is the film starting?
We say Ayu’s mother to say ‘the mother of Ayu’.
No, it isn’t.
• Ask students to work individually to complete the 4 Are the children playing football?
sentences to describe the photos. Let students compare Yes, they are.
their answers in pairs.
5 Are you watching this TV show?
No, I’m not.
ANSWERS
6 Is David washing his car?
1 Ayu’s mother No, he isn’t.
2 Ayu’s husband and their daughter
4
3 Ayu’s father and his friend
1 Are they making lunch?
4 Amir’s brother
2 He isn’t reading the newspaper.
5 Ayu’s brother
3 You’re watching a video.
4 We’re washing the car.
10 ★ CPT extra!  Grammar activity [after Ex.10] 5 Are you eating?
• Ask students to work individually to write sentences 6 She isn’t sitting on the floor
from the prompts. Point out the example to the class.
Monitor closely and check that students are using the
forms correctly. Grammar notes
Present continuous question form are made by inverting
ANSWERS the subject and be form:
1 Ayu’s mother isn’t eating. question word + be + subject + verb in -ing form
2 Amir isn’t playing with his daughter. What is she doing?
3 Ayu’s father and his friend are talking. Are they playing?
4 Amir’s brother isn’t watching TV.
5 Ayu’s brother and his friend aren’t washing their cars. 12 ★ CPT extra!  Grammar activity [after Ex.12]
• Ask students to work individually to prepare questions
Extra activity using the prompts. Elicit the first question to get
students started. Check answers with the class.
Ask students to correct the negative sentences using
pronouns: She’s cooking; He’s playing a computer game;
• Organize the class into pairs. Tell them to take turns to
They’re washing their motorbikes. ask and answer the questions.

11 ANSWERS
• Read the grammar box with the class. Ask students to 1 Is she cooking? 
choose the correct form and say why. Yes, she is.
2 What’s the baby looking at? 
• Optional step Write the form on the board and analyse She’s looking at the camera.
the structure (see Grammar notes below).
3 Are they reading? 
No, they aren’t.
ANSWER 4 What are they doing? 
c They’re playing a computer game.
5 What are they washing? 
Refer students to page 180 for further information and They’re washing their motorbikes.
practice.
13
• Organize the class into new pairs. Ask students to look
at the bottom half of Student’s Book page 157. Ask
some questions to establish the situation: Where are the
family? (in a living room/dining room) How many people
are there? (nine) What people can you see? (four young
children and five adults).

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 Unit 12  The weekend

• Tell pairs to decide who is A, and who B. Then ask them

to look at the information and write questions from their 12b Next weekend
set of prompts. Do the first as an example. Then model
the activity by getting students to ask you the questions.
Respond with short forms: Yes, they are; No, he isn’t, etc. Lesson at a glance
• Ask students to ask and answer questions in pairs. • reading: next weekend
Monitor as students speak and note errors. Provide an • grammar: present continuous for the future
error feedback activity at the end. • pronunciation: going and doing
• speaking: next weekend
• Optional step You could ask fast-finishing pairs to take
turns to point out colours, items of clothing and objects
that they can see in the photo. Reading
1 ★ CPT extra!  Revision activity [before Ex.1]
ANSWERS • Ask students to look at the images (a–c) at the top of
Student A the page. Ask: What are these? (adverts/posters) Where
1 Are the children watching TV? do you see images like these? (perhaps in a shop window,
Yes, they are. on a noticeboard, in a newspapers, on a flyer).
2 Is the man sitting on a chair? • Tell students to work individually to read the
Yes, he is. information in the adverts and complete the table
3 Are the people in the kitchen talking? with words they can see in the images. Let students
No, they aren’t. compare answers in pairs.
Student B
1 Is the boy lying on the sofa? ANSWERS
No, he isn’t. What? Where? When?
2 Are the girls sitting on the floor?
No, they aren’t. a a sale a shop Saturday
3 Are the women wearing scarves? b a talk Natural Science Sunday 2 February
Yes, they are. Museum
c a concert City Hall 8 pm, Sunday 2 Feb

Speaking my life
14
• Demonstrate the activity by showing some photos on
your phone and describing the people in them.
• Organize students into groups and tell them to take turns
to show each other photos and ask and answer questions.
Note that some students may feel uncomfortable sharing
photos with classmates. You could provide a selection
of photos of random people for such students to use to
describe instead if they wish to.
• Monitor and check on how accurately students are
using the present continuous.
2   [184] ★ CPT extra!  Grammar activity [after Ex.2]
• Ask students to read the messages and answer the
question.
• Optional step The messages have been recorded.
You could play the recording and ask students to read
and listen.
ANSWER
c
Grammar present continuous
for the future
3
• Read the grammar box with the class (also see Grammar
notes on the next page). Discuss the question as a class.
Elicit that we know it refers to the future because a time
reference has been included.
• Optional step Remind students of the form of the
present continuous (am/is/are + -ing). Elicit other
future time expressions that could be used with the
present continuous (next week, tomorrow afternoon, on
Tuesday, etc.).

ANSWER
a time in the future

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 Unit 12  The weekend
Refer students to page 180 for further information and
practice.
ANSWERS TO GRAMMAR SUMMARY EXERCISE
5  1 F  2 N  3 F  4 F  5 F  6 N
Grammar notes
In English, we use the present continuous to talk about
arrangements that we have already made for the future.
It’s sometimes described as the ‘diary’ future because it’s
generally used to talk about things you could put in your
diary. In order for us to use the present continuous with a
future meaning, we need to add a time reference.
4   [185]
• Tell the class to look at the information for the Natural
Science Museum in Exercise 1. Lead in by asking
students to read the conversation quickly and answer
this question: Who is giving a talk? (Helen Smith).
• Ask students to work individually to write present
continuous sentences from the prompts to complete
the conversation.
• Play the recording. Students listen and check their
answers.
ANSWERS
1 What are you doing next weekend?
2 My brother is coming tomorrow.
3 Is he staying the weekend?
4 We’re going for a meal on Saturday evening.
5 Helen Smith is giving a talk on Sunday afternoon.
Audioscript    [185]
a : What are you doing next weekend?
b : I’m not sure. My brother is coming tomorrow.
a : Is he staying the weekend?
b : Yes,
he is. We’re going out for a meal on Saturday
evening.
a : HelenSmith is giving a talk on Sunday afternoon.
Do you want to come?
b : Yes, that’s a great idea.
Pronunciation going and doing
5a   [186]
• Tell students they are going to listen to four sentences.
Play the recording. Students listen and note the
additional /w/ sound between go and ing, and between
do and ing (see Pronunciation notes in the next column).
Audioscript    [186]
1 What are you doing this weekend?
2 Are they doing their homework?
3 I’m going shopping.
4 We’re going out for a meal.
85469_U12_ptg01_196-208.indd 201
Pronunciation notes
When we say the words doing and going, we use the
intrusive or additional /w/ sound to link the vowel sounds
and therefore make the words easier to say: /ˈgəʊ_w_ɪŋ/
and /ˈdʊ:_w_ɪŋ/.
5b   [186]
• Play the recording again. Students listen and repeat.
6 ★ CPT extra!  Grammar activity [before Ex.6]
• Ask students to work individually to look at the table
and write true sentences from the prompts. Point
out the example to get students started. Let students
compare answers in pairs before checking with the
class.
ANSWERS
1 Aisha isn’t going shopping on Sunday morning.
2 Aisha’s making a cake on Saturday afternoon.
3 Aisha’s playing tennis on Sunday morning.
4 Bernardo isn’t meeting friends on Saturday afternoon.
5 Bernardo’s watching TV on Sunday afternoon.
6 Che and Dan are going for a walk on Saturday morning.
7 Che and Dan are playing football on Sunday morning.
8 Che and Dan are visiting Che’s parents on Sunday
afternoon.
Speaking my life
7
• Ask students to work individually to copy and
complete the diaries in their notebooks. Tell students to
leave one of the spaces blank so that they can arrange
to do something additional with their partner. Model
this by writing Saturday morning, afternoon and evening
on the board and either giving some examples of
activities you are planning, or eliciting and writing up
on the board ideas from the class.
8
• Organize the class into pairs. Students take turns to
invite and respond using Do you want to … ? and the
present continuous. Remind students that they must
always include a time reference. Monitor carefully and
correct errors of form and intonation. In feedback, find
out what pairs decide to do together.
12b  Next weekend 201
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 Unit 12  The weekend
12c A different kind of weekend
Lesson at a glance
• reading: helping people at the weekend
• grammar: prepositions of place (2)
• grammar: tense review
• speaking: a special weekend
Reading
1 builder = someone whose job it is to repair and build
• Ask students to look at the photos on Student’s Book
page 147. Ask: What can you see? Elicit ideas.
• Ask students to discuss the questions in pairs or as a
class. In feedback, elicit ideas and use the opportunity
to pre-teach tornado, build, blue board, wall and roof
(see Vocabulary notes in Exercise 3).
EXAMPLE ANSWERS
1 They are building or repairing a house.
2 They are in a warm country – outside.
3 Students’ own ideas
2   [187]
• Ask students to work individually to read the article
and check their ideas from Exercise 1. Let students
compare their answers in pairs before checking with
the class.
• Optional step The reading text is recorded. You could
play the recording and ask students to read and listen.
ANSWERS
1 They are building a house.
2 They are outside.
3 They aren’t professional builders.
Background information
Greensburg is a city of about 800 people in the south
of Kansas, a US state in the mid-west. In May 2007,
95 percent of the city was destroyed by a powerful
tornado. It has been rebuilt to strict environmental
standards as a ‘green’ city.
3 ★ CPT extra!  Listening activity [after Ex.3]
• Ask students to work individually to read the article
again decided whether the statements are true (T) or
false (F). Let students compare their answers in pairs
before checking with the class.
• Optional step In feedback, ask students to read out the
part of the text that helped them to answer the question
(see notes in brackets in the Answer key).
202 Unit 12   The weekend
85469_U12_ptg01_196-208.indd 202
ANSWERS
1 T (He helps people for free. Every weekend, there’s a
new project.)
2 F (Joel’s working with Jill and Scott Eller.)
3 T (‘… I knew some people in Greensburg. I wanted to
help.’)
4 T (… next weekend Joel is moving to a different project.)
Vocabulary notes
board = here, a long, thin, flat piece of wood
houses
tornado = a very strong wind that goes quickly round in
circles
hit = here, to suddenly have a bad effect on something
community = the people who live in an area; a group of
people in a larger society who are the same in some way
dream = used about things that are the best you can
imagine
resistant = not harmed or affected by something
Extra activity
Ask students to find nouns that collocate with the verbs
in this list (answers in brackets): build (a house/home),
help (people), start (a project), work (in an office), make
(friends).
Grammar prepositions of place (2)
4
• Optional step Remind students that they first studied
prepositions of place in Lesson 4a: in, next to, opposite
and near. Elicit or write these prepositions on the board
and ask students to give an example sentence for each.
• Read the grammar box with the class. It’s a good idea
to use realia to physically demonstrate the meaning of
these prepositions. For example, take two small boxes
and a small object such as a smartphone. Put the phone
behind a box and say: Behind … the phone is behind the
box. Then take the phone out and put it between the two
boxes and say: Between … the phone is between the two
boxes, and so on.
• Ask students to read the sentences and write S (small
photo) or L (large photo) according to which photo
the sentence is describing. Let students compare their
answers in pairs.
ANSWERS
1 L  2 S  3 L  4 L
Refer students to page 180 for further information and
practice.
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 Unit 12  The weekend

ANSWERS TO GRAMMAR SUMMARY EXERCISE Extra activity

6 Write the following phrases on the board:
1 between  2 behind  3 on  4 between  5 on  at the moment    right now
6 under
Extra activity
Ask students to say where different objects or pieces of
furniture are in the classroom using the prepositions in the
grammar box, and those recycled from Lesson 4a (in, next
to, opposite, near).
Grammar tense review
5 ★ CPT extra!  Grammar activity [before Ex.5]
• Read the grammar box with the class (also see
Grammar notes below). Ask students to underline the
verbs in sentences 1–4 in the grammar box. Then tell
them to write past (P), present (PR) or future (F) next to
each one. Let students compare their answers in pairs
before checking with the class.
ANSWERS
1  works (PR)  2  started (P)  3  is working (PR)  that We’re all is used to emphasize that you are doing
4  is moving (F)
Refer students to page 180 for further information.
Grammar notes
works = present simple; used to describe something that is
always true or a routine
started = past simple; used to describe a finished past state
or action
is working = present continuous; used to describe an
action happening now
is moving = present continuous; used to describe a future
arrangement
6 Ask students in groups to plan celebrations for each of
• Ask students to work individually to complete the
sentences with the correct tense of the verbs in brackets.
Let students compare their answers in pairs.
next Tuesday    tomorrow
last Friday       
two weeks ago
every weekend   on Mondays
Ask students to work in pairs to decide which tenses are
usually used with each phrase. Then ask students to write
true sentences using the phrases.
At the moment, I’m sitting in class.
Next Tuesday, I’m playing tennis with Mark.
I went to the cinema last Friday.
Speaking my life
8
• Organize the class into groups of four or five. Tell
students to think of a person to plan a special weekend
for. Depending on your class, you could ask them to
plan a weekend for a student in their group, another
group, or a weekend for you, the teacher.
• Read the example description as a class, and point out
an activity together.
• Give students five minutes to plan their weekend. Then
ask a spokesperson from each class to present their
plan. Note how well students use present continuous
forms and time references and feedback on any errors
at the end.
Extra activity
Write the following on the board:
It’s Mike’s 40th birthday.
It’s Jo and Frank’s silver wedding anniversary. (25 years)
It’s Helen’s hen party. (a pre-wedding party with friends)
Jack’s coming back home from the Olympics with a gold
medal tomorrow.
these occasions.

ANSWERS
1 goes  2 moved  3  ‘re helping

7
• Ask students to work individually to match the
questions (1–5) with the answers (a–e). Then tell them
to write past (P), present (PR) or future (F) next to each
sentence. Let students compare their answers in pairs.

ANSWERS
1 b  2 d  3 e  4 c  5 a
a F  b PR  c P  d PR  e PR

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 Unit 12  The weekend

k: Sorry, I can’t make it! I’d like to come, but I’m going on
12d Would you like to come? holiday on Sunday.
g: Well, do you want to have lunch in our new house?
How about next month?
Lesson at a glance
k: OK, great. After next Saturday is fine.
• vocabulary: times and places
• real life: offers and invitations
• pronunciation: would you … ? 4   [188]
• Ask students to look at the expressions used for offers
and invitations in the language box. Play the recording
Vocabulary times and places again. Students listen and tick the expressions they
1 hear. Then tell them to decide if the questions are offers
• Ask students to work individually to look at the or invitations.
expressions and underline the prepositions. Tell them • Let students compare their answers in pairs before
not to worry about completing the gaps as they will do checking with the class.
this in Exercise 2. Let students compare answers in pairs.
ANSWERS
ANSWERS
Would you like a drink? ✓ O
1 –  2 –  3 on  4  on  5 in  6 in  7 at  8 at Would you like to come? ✓ I
Do you want to come? I
2 ★ CPT extra!  Grammar activity [after Ex.2] I’d like to come.
• Elicit one or two examples to get students started. Ask I’d like a cup of tea. ✓
students to work in pairs to think of other examples to Sorry, I can’t make it. ✓
add to each expression in Exercise 1. Yes, please. ✓

EXAMPLE ANSWERS
Vocabulary notes
1 Wednesday/Christmas/July
Using would makes an offer or invitation more polite and/
2 afternoon/evening
or tentative.
3 the desk / the bookcase / the sofa
I can’t make it. = I can’t come to an event.
4 evening
5 evening/day(time)
Pronunciation would you … ?
6 school / the park
5a   [189]
7 work / the hospital
• Tell students they are going to listen to four questions
8 night/midnight
with Would you like … ? Play the recording. Ask students
to listen and notice the /dʒ/ sound in would you.
Real life offers and invitations
3   [188] Audioscript    [189]
• Tell students they are going to listen to a conversation
between three people: George, Samira and Kris. Ask 1 Would you like to come?
them to read the questions before they listen. 2 Would you like to sit down?
• Play the recording. Students listen and note answers. 3 Would you like a snack?
Let them check their answers in pairs. 4 Would you like a drink?

ANSWERS Pronunciation notes

1 George  2 Monday  3  George’s last lunch Note that would and you run together in natural speech:
/ˈwʊdʒə/.
Audioscript    [188] The main stress is on like and want in these offers and
invitations. The /d/ sound in I’d like is barely said and can
g = George; s = Samira; k = Kris be hard to hear – but make sure students are attempting
to say it.
g: Samira, would you like a drink? A cup of tea or coffee?
Note that beginner-level students sometimes mistake I like
Kris? What about you?
for I’d like.
s: Yes, please. I’d like a cup of tea.
k: Tea for me too. So, George, when are you moving to
your new house?
g: On Monday. We’re having our last lunch in our old
house on Sunday. Would you like to come?
s: OK, great!

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 Unit 12  The weekend
5b   [189]
• Play the recording again. Ask students to listen and
repeat the questions. Tell them to focus on saying would
you naturally with the /dʒ/ sound.
5c
• Organize the class into pairs to practise making offers
and invitations with would you like … ? and the prompts
in the box. As students speak, monitor closely and
correct errors of form and pronunciation.
EXAMPLE ANSWERS
A: Would you like to go to the cinema?
B: Sorry, I can’t make it.
A: Would you like a cup of coffee?
B: Yes, please.
A: Would you like a glass of water?
B: No, thanks.
6 sentences completes the note. Let students compare
• Organize the class into new pairs. Ask students to
take turns to make and respond to offers for each
situation. With weaker classes, ask them to write out
new conversations first before practising. With stronger
classes, ask them to improvise the conversations.
• Monitor carefully and make sure students are using the
expressions correctly.
Extra activity
Suggest other situations:
Your partner is lost/ill/angry/frightened/new.
85469_U12_ptg01_196-208.indd 205
12e Thank you!
Lesson at a glance
• writing: a thank you note
• writing skill: spelling: verb endings
Writing a thank you note
1
• Ask students to look at the photo and answer the
question. Elicit ideas.
ANSWER
There’s a problem with the car / the engine of the car.
2
• Ask students to work individually to read the note and
the pairs of sentences (a–c) and decide which pair of
their answers in pairs before checking with the class.
ANSWER
c
Writing skills spelling: verb endings
3a
• Ask students to read the note again and underline the
verbs. Then ask them to write the infinitive form of the
verbs. Let students compare their answers in pairs to
explore how the spelling changes before checking with
the class (see Grammar notes below). In feedback, elicit
the infinitives of the two verbs and explain the spelling
change.
ANSWERS
1 use  2 take
Spelling change = delete e from the infinitive before
adding -ing
Grammar notes
When a verb infinitive ends with e, we delete e before
adding -ing to form the continuous (take – taking).
When a verb infinitive ends in consonant-vowel-consonant,
we usually double the final consonant to form the
continuous or past simple form (run – running; begin
– beginning).
3b ★ CPT extra!  Grammar activity [after Ex.3b]
• Ask students to work individually to complete the
table with the correct spelling of each verb form. Elicit
the first answer to get students started. Let students
compare answers in pairs before checking with
the class.
12e  Thank you! 205
13-06-2019 14:38:10
 Unit 12  The weekend

ANSWERS
12f A day in the life of a
Present
continuous
Present simple
(he/she/it)
Past
simple
lighthouse keeper
come coming comes came
Before you watch
do doing does did
drive driving drives drove 1 ★ CPT extra!  Lead-in activity [before Ex.1]
lie lying lies lay • Ask students to look at the photo on Student’s Book
make making makes made page 150 and discuss the question in pairs or in open
class.
see seeing sees saw
smile smiling smiles smiled
study studying studies studied
ANSWER
swim swimming swims swam near the sea
travel travelling travels travelled They are usually on a part of the coast which is dangerous
for ships.

4 2
• Ask students to work individually to read the four • Ask students to work individually to read and complete
situations and choose one. Elicit phrases students could the text with the words in the box. Let students
use in their thank you notes. compare answers in pairs.
• Tell students to work individually to write a thank you
note. If you ask them to write notes on a separate piece ANSWERS
of paper, it will help in Exercise 6. Circulate and help
1 coast  2 road  3 people  4 lighthouse
students with ideas and vocabulary.

5 Key vocabulary
• Ask students to read and check their own notes 3a
carefully, paying particular attention to the use of verb
• Ask students to read the sentences and match the
forms and spelling.
underlined words (1–3) with the pictures (a–c).
6
• Once students have checked their notes, ask each ANSWERS
student to exchange their note with a partner. 1 b  2 c  3 a
• Tell students to read their partner’s notes carefully
and ask or write a follow-up question about the 3b   [190]
information in the note. • Play the recording. Students listen and repeat the
underlined words in Exercise 3a.
EXAMPLE ANSWERS
(A note to a friend who sent you some photos.) Audioscript    [190]
Dear Matt
Thank you for the photos. They’re fantastic! I enjoyed the stew  mate  tools
weekend away and it’s lovely to have these memories.
Gerry looks very funny in that hat! Background information
Yours
Mate is a traditional drink in some countries in South
Ian America, especially in Argentina, Paraguay, Uruguay and
Brazil. It contains mateine (a form of caffeine).
(A note to friends who cooked you a meal.)
Dear Sue and Joe
Thank you for the meal. It was a lovely evening and the
4   [191]
food was great. We’re having a barbecue next week. • Ask students to look at the words in the word box. Check
Please come. that they understand the meaning from the photos.
Speak soon • Play the recording. Ask students to listen and repeat the
Best wishes words in the word box.
Simon and Harriet
Audioscript    [191]
Extra activity
machine stairs
For homework, ask students to write a thank you note to a
repair turn
real person who has done something for them recently.

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 Unit 12  The weekend

5 10
• Ask students to work in pairs to think about the • Organize the class into pairs to compare questions and
daily routine of a lighthouse keeper. In feedback, ask imagine the responses. Students could put together and
different pairs to share their ideas with the class. practise a dialogue.

EXAMPLE ANSWERS EXAMPLE ANSWERS

The lighthouse keeper switches on/off the light / checks I first came to the lighthouse four months ago.
the light / calls ships / reads books. I clean the lighthouse and repair anything that needs
repairing. I also watch to make sure there are no boats or
ships in trouble.
While you watch
Yes, I do, but I can’t see my family and friends very often.
6    [12] I don’t like that.
• Tell students they are going to watch a video about a I usually stay here for a month and then I go home for two
lighthouse. Ask them to complete the activities (a–i) weeks. Then I come back again.
with the words in the box. Let students compare No, people don’t visit me very often.
answers in pairs.
• Play the video. Ask students to watch and tick the
activities they see. Let students compare their answers
in pairs before checking with the class.
• Note that this particular video does not include any
voiceover – it is purely visual.

ANSWERS
b  a machine  d  a meal  h outside  i clothes
✓ for all of items

7    [12] ★ CPT extra!  Video activity [after Ex.7]

• Play the video again. Ask students to order the activities
in Exercise 6. Let students compare their answers in
pairs before checking with the class.

ANSWERS
1  g  2 b  3 c  4 e  5 d  6 f  7 i  8 a  9 h

After you watch

8
• Ask students to work in pairs to prepare a commentary.
Tell them to follow the steps as they prepare. Monitor
and help with ideas and vocabulary.
• Optional step Play the video while different pairs read
their commentary to the class.

EXAMPLE ANSWERS
This is Alejandro Blanco. He’s a lighthouse keeper. Every
day, he checks the light and repairs things. He cuts meat
and cooks a meal at midday …

9
• Ask students to work individually to prepare three
questions to ask the lighthouse keeper.

EXAMPLE ANSWERS
When did you first come here?
What do you do every day?
Do you like your job?
How long do you stay at the lighthouse?
Do people visit you there?

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 Unit 12  The weekend

Unit 12  Review and memory Vocabulary

booster ★ CPT extra!  Language games 4 ❯❯ MB
• Ask students to work in pairs to ask and answers
questions about rooms with the words.
Memory Booster activities
Exercises 3, 4 and 5 are Memory Booster activities. For ANSWERS
more information about these activities and how they
benefit students, see page 10. 1 Where do people make meals?
In the kitchen.
2 Where do people sleep?
I can … check boxes In the bedroom.
As an alternative to asking students to simply tick the I can 3 Where do people have a shower?
… boxes, you could ask them to give themselves a score In the bathroom.
from 1 to 4 (1 = not very confident; 4 = very confident) for 4 Where do people watch TV?
each language area. If students score 1 or 2 for a language In the living room.
area, refer them to additional practice activities in the 5 Where do people eat?
Workbook and Grammar summary exercises. In the dining room.
6 Where do people read?
In the living room.
Grammar
1
5 ❯❯ MB
• Tell students to work individually to match the words
(1–5) with the people (a–e) in the photo. Then ask them • Ask students to work in pairs to make sentences about
to write sentences with the present continuous. Let them what they usually do at the weekend. Encourage them
compare answers in pairs before checking with the class. to ask follow-up questions and develop a conversation.

ANSWERS EXAMPLE ANSWERS

A: On Friday night, I usually watch TV. Then on Saturday, I
1 e  2 c  3 b  4 d  5 a
go to the shops and have a coffee with my wife. What
1 She’s making a phone call. do you usually do?
2 He’s wearing a brown jacket. B: I usually go to bed early on Fridays. Then I play football
3 She’s holding some books. on Saturday morning. What do you do on Sundays?
4 She’s talking to her friend. A: Well, sometimes I read the newspaper. Or I visit my
5 He’s walking to the bus stop parents.

2
Real life
• Ask students to work individually to complete the
paragraph with the present continuous form of the 6
verbs in brackets. Let them compare answers in pairs • Ask students to work individually to match the offers
before checking with the class. and invitations (1–4) with the responses (a–d).

ANSWERS ANSWERS
1 are standing 5 are going 1 c  2 d  3 a  4 b
2 are opening 6 ‘re thinking
3 aren’t getting 7 aren’t going 7
4 ‘re waiting 8 ‘re taking • Ask students to work in pairs to practise the
conversations in Exercise 6. Encourage students to
3 ❯❯ MB change the responses and develop the conversation.
• Ask students to work in pairs and take turns to ask and
answer the questions from the prompts.

EXAMPLE ANSWERS
1 Are you studying at the moment?
Yes, I am. / No, I’m not.
2 Where are you going tomorrow?
I’m going to the cinema in the afternoon.
3 Are you meeting friends this weekend?
Yes, I am. We’re meeting for a coffee.
4 What are you doing on Sunday?
I’m staying at home and watching TV.

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 Photocopiable tests

Name
Total score
Unit 1  Test
Vocabulary
1 Read the sentences and complete the missing words. The first letter is already there. There is one space for each
other letter in the word. Here is an example (0).
0 A, b, c and d are letters of the ... a _l _p _h _a _b e_ _t
1 The number before one is ... z___
2 At 19.00, you say this: ‘Good ... e _ _ _ _ _ _’
3 You can write with this. p_____
4 A man from Vietnam is ... V_________
5 You use this to call your friends. m_____
___ / 5

2 Look at the pictures and write the numbers as words in the sentences. Here is an example (0).

The last number on my ID card is four.

0
Now look at Unit
3  .

Open your book at page

1  , please. Can you do Exercise
4 at home, please?

Write your name on Test

5  .
We’re in classroom
2 today. ___ / 5

Grammar
3 Complete the five conversations. For questions 1–5, choose A, B or C. Here is an example (0).
0 Hello. Good morning. A Good afternoon. 3 How are you? A He’s OK.
B Hi. Good morning. B Good night, Mark.
C Hello. Good evening. C Fine, thanks.
1 Where are you from? A Hello. I’m Hiromi. 4 Can you spell it, please? A Yes. S–P–A–I–N.
B I’m Mexican. B It’s 819 332 451.
C I’m in Russia. C See you next time.
2 Hello. I’m Maria. A I’m from Canada. 5 Sorry I’m late. A Open your books.
B Hi. Nice to meet you. B Good morning.
C This is Kira. C That’s OK. Sit down,
please.

___ / 5


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 4 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
What’s
0 in English?
your
A B is C this
Hello, I’m
1 teacher.
English
A B my C your
Open your
2  , please.
books
A B pages C exercises
Sorry, can you
3 that, please?
understand
A B look C repeat
Please do Exercise
4 at home.
next
A B page C six
Good morning,
5  .
you
A B everyone C please
___ / 5


Reading
5 Read the text. Are the sentences true (T) or false (F)? Here is an example (0).

My name’s Angelica. This is my favourite photo. It’s a man and he’s happy. He plays the trumpet. He’s
in Mexico and he’s Mexican. The photo is by Matteo Colombo. He’s from Italy.

T
The photo is Angelica’s favourite photo.
0
There is a woman in the photo.
1
The person in the photo looks happy.
2
The photo is in Mexico.
3
Matteo is the photographer’s name.
4
Matteo Colombo is Mexican.
5
___ / 5


Listening
6  [192] You will hear five short conversations. Put a tick (√) under the right answer. Here is an example (0).
What is the number?
0

A ˛ B ® C ®

Where is Lisa from?

1

A ® B ® C ®

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 How do you spell her name?
2

A � B � C �
Which page is the exercise on?
3

A � B � C �
What’s the ID number?
4

A � B  C �
What does Marta need?
5

A � B � C �
___ / 5


Writing Speaking
7 Read the task below. 8 Ask and answer these questions in pairs.

This is an email from your English friend, Kim. 1 Where are you from?
Hi! Where are you from? How are you? What’s the name of 2 Can you spell your name?
your English teacher? 3 What’s your mobile number?
4 What’s your nationality?
Write your email (20–30 words). Make sure you:
5 What’s your home phone number?
• answer all the questions.
• say hello and goodbye.
• ask one question. ___ / 10

___ / 10


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 Name
Total score
Unit 2  Test
Vocabulary
1 Read the sentences and complete the missing words. 2 Find and correct a spelling mistake in each sentence.
Some letters are already there. There is one space for Here is an example (0).
each other letter in the word. Here is an example (0). 0 Today is Wednisday. Wednesday
0 Heathrow is an  a i r port. 1 There are fivety students in our school.
1 Wednesday, Th_ _ _day, Friday. 2 Braun is my favourite colour.
2 Fourteen, f_ _ _ _ _n, sixteen. 3 I have an English lesson on Tousday.
3 It’s w_ _m today. It’s thirty degrees! 4 Here’s my telephone numper.
4 I’m a student. Karen is my t_ _ _ _er. 5 What’s your adress?
5 The students are in the c_ _ _ _ _ _ _m.
___ / 5
6 Keith is my first name, and my s_ _ _ _ _ _ is Smith. 
7 Australia is an i_ _ _nd.
8 The Alps are m_ _ _ _ _ _ns in Europe.
9 The sea is b_ _ _ today.
10 Whales and d_ _ _ _ _ _ _ are animals in the sea.

___ / 10


Grammar
3 Complete the conversation. What does James say to Marta? For questions 1–5, choose the correct letter A–H. There
is an example at the beginning (0).
Marta: Hello, James. How are you?
James: (0)  C
Marta: And where are you? A   No, I’m not at home.
James: (1)  B   No, it isn’t. It’s hot. We’re on the beach!
Marta: Wow! Are you on holiday? C   Fine, thanks.
James: (2)  D   Yes, and with Dominique and Patrick.
Marta: We? Are you with your family? E   I’m in New Zealand.
James: (3)  F   Yes, it’s evening.
Marta: Oh, yes. Your French friends. G   Yes, we are.
James: (4)  H   No, they’re Canadian.
Marta: OK. Is it cold in New Zealand?
James: (5) 
Marta: Oh! It’s not warm here.
___ / 5

4 Use the words to write sentences or questions. Here is an example (0).
Paris/ not / in Asia.
0 Miguel / a Spanish name.
6
Paris isn't in Asia.
Vietnam / in Asia?
1 We / not / on holiday today.
7

Spain and France / countries / in Europe.
2 they / students?
8

It /not / cold.
3 I / not / on the beach.
9

It / not / Saturday / today.
4 green, white and black / colours?
10

Paula and Mehmet / my friends.
5
___ / 10

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 Reading
5 Read the email and choose the correct answer (A, B or C). There is an example at the beginning (0).

Hi Tony,
How are you? Tina and I are fine. We’re happy. We’re in Italy on holiday with our friend
Maria. She’s from Spain. The hotel is nice. It’s not on a beach. It’s in a city.
The lakes here are amazing. Italy is a great place for a holiday. It’s hot and the sky is blue
in the morning and green in the evening! No, it isn’t – it’s blue!
See you,
Jack

0 Jack and Tina are 3 The hotel isn’t

A sad. A nice.
B not well. B on the beach.
C happy. C in a city.
1 Where is Jack now? 4 Jack says
A He’s in Italy. A it’s cold.
B He’s with Tony. B he likes the lakes.
C He’s in Spain with Tina’s friends. C the lake is warm.
2 Jack’s friend Maria is 5 In the evening, the sky is
A Italian. A blue.
B French. B green.
C Spanish. C hot. ___ / 5

Listening
6  [193] You will hear a man booking into a hotel. Listen and complete questions 1–5. Here is an example (0).

City Hotel Registration

First Name: (0)  Piet
Surname: Botha
Country: (1) 
Address: (2)  Kloof Road, Hermanus
Nights: Sunday (3) 
Email: (4) pwb@ 
Room: (5)  ___ / 5

Writing
7 Look at this internet profile and correct five mistakes using capital letters. Here is an example (0).
Title: mr (0)  Mr
First name: fernando (1) 
Surname: perez (2) 
Address: 142 baker Street (3) 
City: london (4) 
Postcode: wc2n 5du (5) 
Country: UK
Email address: ferper@mail.uk.com ___ / 5

Speaking
8 Ask and answer these questions in pairs.

1 What is your favourite colour? 4 What’s your email address?

2 What’s your address? 5 Is it Sunday today?
3 Is it cold today? ___ / 10

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 Name
Total score
Unit 3  Test
Vocabulary
1 What is the next word? The first letter is already there. There is one space for each other letter in the word.
Here is an example (0).
0 After letter E comes F and after letter W comes … X
1 brother, sister father, m _ _ _ _ _
2 Chinese New Year, China Thanksgiving, t _ _ U _ _ _ _ _ S _ _ _ _ _
3 Vietnam, Vietnamese the United Kingdom, B _ _ _ _ _ _
4 March, April June, J _ _ _
5 nineteen, twenty thirty-nine, f _ _ _ _
6 January, February September, O _ _ _ _ _ _
7 book, books child, c _ _ _ _ _ _ _
8 man, woman husband, w_ _ _
9 black, white tall, s _ _ _ _
man, boy
10 woman, g _ _ _
___ / 10

2 Choose the correct option to complete the sentences. Here is an example (0).
0 Did you see all the fireworks / streets last night? 7 Many people / peoples are happy on Valentine’s Day.
1 Happy Birthday! Here’s a postcard / present for you. 8 It’s your birthday! That’s very kind! / Congratulations!
2 Today is a special / kind occasion. 9 June 24 is a very important day for us. It’s our
3 Thanks / Thank you very much. ­wedding / new baby!
4 Best congratulations / wishes from Paulo. 10 Elizabeth and Amanda are mother and sister /
daughter.
5 Beatrice is eight years old / young.
___ / 10
6 Christmas Day is in / on December. 

Grammar
3 Rewrite the sentences. Use his, her, its, our or their. Here is an example (0).
This is my son and this is my son’s teacher.
0 Matt’s phone is not in the kitchen.
6
This is my son and this is his teacher.
I have a dog and my dog’s name is Candy.
1 Please give Rebecca’s bag to me.
7

My and my sister’s books are on the table.
2 Look at the baby’s beautiful blue eyes!
8

The children’s birthday party is tomorrow.
3 Mother’s Day is the women’s special occasion.
9

That’s Ben and Maria’s car and it’s great!
4 My family’s house is on the beach.
10

Mum will bring your and my dinner to the table.
5
___ / 10


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 4 Complete the five conversations. For questions 1–5, choose A, B or C. Here is an example (0).
0 Where do you come
from?
1 Is this a photo of your
brother?
2 The woman in the photo
is my wife.
A  London. 3 Is Simone a girl’s name? A  This is my sister.
B  On holiday. B  Yes, her name is Simone.
C American. C  Yes, it is.
A  We’re from Egypt. 4 How old is your son? A  She’s my daughter.
B  Yes. She’s Nuria. B  Hamid’s five.
C  No, it’s my father. C  I’m 18.
A  Next to her is my sister. 5 What’s that? A  Hassan’s my friend.
B  Who is she? B  It’s my dictionary.
C  What’s that? C  His car isn’t blue.

___ / 5


Reading
5 Read the text about Fiona’s favourite celebration. Are sentences 1–5 ‘Right’ (A) or ‘Wrong’ (B)?
If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’ (C).
Here is an example (0).

Happy New Year!

Hi! My name’s Fiona. January 1 is New Year’s Day in the United Kingdom, where I’m
from.
It’s a holiday, but it’s not a party. The party is on December 31 in the evening. It’s called
New
Year’s Eve. It’s my favourite day!
New Year’s Eve in London is fantastic! It’s a big celebration for everyone, young and old.
In London and the towns and cities of Britain, families and their friends and people from
all over
the world are in the streets. It’s a big party with fireworks. My brother and sister and our
parents
all have fun.
It’s cold in London in December and January, but everyone is happy on New Year’s Eve.
‘Happy New Year!

Fiona comes from the United Kingdom.

0
Right B
A Wrong C Doesn’t say
Fiona’s birthday party is in January.
1
Right B
A Wrong C Doesn’t say
People celebrate New Year’s Eve in December.
2
Right B
A Wrong C Doesn’t say
Only young people have fun on New Year’s Eve.
3
Right B
A Wrong C Doesn’t say
Fiona and her family don’t like the fireworks.
4
Right B
A Wrong C Doesn’t say
On New Year’s Eve, people wish each other ‘Happy New Year!’ in London.
5
Right B
A Wrong C Doesn’t say
___ / 5


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 Listening
6  [194] Listen to Sara talking about her family. Choose A, B or C. Here is an example (0).
0 Kim is Sara’s A brother.
B friend.
C cousin.
1 The people in the photo are A old.
B tall.
C happy.
2 The special occasion is A a New Year’s Eve party.
B a birthday party.
C a wedding.
3 Sara’s mother is A 45.
B 55.
C 80.
4 Sara’s grandmother’s favourite colour is A red.
B green.
C black.
5 Sara’s mother’s present is A a mobile phone.
B a photograph.
C a car.

___ / 5


Writing
7 Read the task below.

You are very happy today. It’s a special occasion for you. Write an email
to your English friend, Pat.

Write your email (25–35 words). Make sure you:

• say what day it is.
• say where you are.
• say who you are with.

___ / 10


Speaking
8 Ask and answer these questions in pairs.

1 When is your birthday?

2 How old are you?
3 What’s a special celebration in your country?
4 What month is it now?
5 Are you British?

___ / 10


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 Name
Total score
Unit 4  Test
Vocabulary
1 Read the sentences and complete the missing words. The first letter is already there. There is one space for each
other letter in the word. Here is an example (0).
0 You can find dollars, euros and pounds here. bank
1 Banks, cafés and cinemas are all ... b________
2 This has information for tourists about a city or country. g________
3 This is a green place in a town or city. p___
4 Madrid, London and Paris are ... c_______
5 This is a place for buying snacks. c___
6 This is a person who visits a city or country. t______
7 You can see films here. c_____
8 People sell things on the street at a ... m_____
9 You can get a bus at a bus ... s______
People buy tickets and there are many timetables.
10 t____ s______

___ / 10


2 Complete the sentences with the words in the box. Here is an example (0).
bananas  coffee  fruit  help  home  mineral
open  oranges salad  sure  tea

0 Is the market open today?

1 Can I have a juice, please?
2 are yellow or green.
3 Is this water?
4 Can I have a large  , please?
5 These are from Spain.
6 I’m not where the car park is.
7 This isn’t hot!
8 Can I have a green  , please?
9 Mario isn’t here. He’s at  .
Can I
10 you?
___ / 10


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 Grammar
3 Decide which answer (A, B or C) best fits the gap in each sentence. Here is an example (0).
Is
0 the train to London?
A those B these C that
Look!
1 is the bus station.
A This B These C Those
It’s midnight in Australia now. They’re
2 bed.
A at B on C in
Jessica isn’t here now. She’s
3 school.
from
A B at C on
4 time is your English class today?
A When B How C What
It’s 10 am on Monday. My parents are
5 work.
A at B on C with
Is our car in this car park or in
6 car park by the museum?
A that B this C those
The fruit market is over there.
7 is the train station.
A This B These C It
The park is
8 to the museum.
A opposite B next C in
That blue pen is my friend’s.
9 are my pencils.
A These B This C That
This guidebook is in French. Are
10 guidebooks by the door in English?
this
A B these C those

___ / 10


4 Complete the postcard. Write one word for each space. There is an example at the beginning (0).

Hi Ryoko
We’re (0)  in London. This is the amazing birthday present
from (1)  husband! It’s fantastic.
Our hotel is clean (2)  modern. It’s near Big Ben,
Buckingham Palace and the London Eye.
(3)  are famous places in the city. We’re next
(4) a big park. The hotel isn’t (5)  Oxford Ryoko Akamine
Street, the famous shopping street, but it’s near. 323-1031 Baigo
What time (6)  it with you in Japan? When it’s midday Ome-shi
here, you’re (7)  bed, I think.
Tokyo
When you’re (8)  work in the morning, it’s the evening
here. Time zones! JAPAN
London is on the River Thames. (9)  is it famous? Because
it’s so big and beautiful! The people here (10)  friendly. I
love London!
See you soon,
Lilly

___ / 10


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 Reading
5 Read the advertisement and the email. Fill in the information in Caroline’s notes. Here is an example (0).

Odeon Cinemas From: Isabel

Monday 25 – Sunday 30 October To: Caroline

The cinema is a great idea! I’m at

Cinema 1 Cinema 2
work in the museum from Monday to
The Man in the Park Family Holiday
Friday. I think Saturday afternoon is
Mon – Thurs 2.45 / 5.15 / 7.50 Mon – Fri 3.00 / 5.10 / 7.20 good for me, but the evening isn’t. Is
Fri – Sat 11.15 / 2.50 / 9.15 Sat – Sun 1.15 / 3.45 / 6.00 that OK for you?
Family Holiday is Eva’s favourite.
Car park on Market Street opposite the hotel.
She’s ten years old! We’re 25. Not
Family Holiday, please!
See you in the Park Café at 2.30 for a
Caroline’s notes tea or coffee and a snack? It’s next to
Name of cinema: (0)  Odeon cinemas the bank.
Film: (1) 
Day: (2) 
Start time: (3)  pm
___ / 5
 Place for tea/coffee: (4) 
Near: (5) 

Listening
6  [195] Listen to Rosa talking to David about their friends. Where is each person today?
Write a letter (A–H) next to each person. There is an example at the beginning (0).

People Places
0 David C A bus station

1 Rosa B museum

2 Tom C home

3 Sandra D café

4 Eva E school

5 Kenny F information centre

G cinema

H park ___ / 5


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 Writing
7 Read the task below.

You are on a trip in a beautiful city. Write a text message to a friend.

Write your text message (25–35 words). Make sure you:

• use adjectives to describe places, food, people, etc.
• use and.

___ / 10


Speaking
8 Work in pairs. Student A: Here is some information about a café. Student B, you don’t know anything about the
café, so ask A some questions about it. Now B, ask A your questions about the café and A, you answer them.

Student A   
Student B

Café
• address?

• near / train station?

International Café
• food / English?
25 Park Street (next to the bus station)
Hot and cold food from all over the world • open / Sunday?
Open Monday – Saturday
10 am–6 pm • telephone number?
Sunday 11 am–3 pm
Tel: 021 561 9835

___ / 10


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 Name
Total score
Unit 5  Test

Vocabulary
1 Read the descriptions of some words about possessions. What is the word for each one? The first letter is already
there. There is one space for each other letter in the word. Here is an example (0).
0 The things you have are your ... possessions
1 You take photographs with this. c_____
2 These are animals. Many people have them at home. c___
3 This object is also the name of a sport. f_______
4 You can play music with this. g_____
5 This thing gives information about the time. w____
6 You can listen to music with these. h_________
7 Some people ride this to go to work. m________
8 People wear these to help them see. g______
9 When my sister goes on holiday, she takes lots of these. p_____
10 With this, you can see people on your computer. w_____

___ / 10

2 Complete the five conversations. For questions 1–5, choose A, B or C. Here is an example (0).
0 Is that a robot? A Yes, he is.
B Yes, she can.
C Yes, it is.
1 Is that your new bike? A No, I can’t ride.
B Yes, you can.
C This is my camera.
2 Tokyo is my favourite city. A Can you speak Japanese?
B It’s Berlin.
C I can’t. I’m on holiday.
3 New pianos are expensive. A No, I can’t play.
B Yes, they are.
C I can listen to music on my phone.
4 I can drive. Can you? A No, that’s not my new car.
B Yes, I can.
C This is my motorbike.
5 How much is this camera? A They’re £300.
B It’s €400.
C That’s $200, please.

___ / 5


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 Grammar
3 Complete the sentences. Write one word for each space. Here is an example (0).
0 This is a great camera. The photographs are fantastic.
1 Excuse me, how is that laptop?
2 The mobile phone is old, but you take good photos with it.
3 Wow! This laptop some amazing apps.
4 your glasses new?
5 My computer a big memory, and it isn’t expensive. It’s great.
6 I listen to music a lot. I a fantastic tablet.
7 My sister’s hair brown.
8 My friends Salma and Irena a piano at home.
9 My brother long, black hair and blue eyes.
10 My mother and father a cat at home. It’s called Molly.

___ / 10

4 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
These music apps
0 great!
A is B have C are
Robots are very intelligent. Some robots
1 speak English.
A are B can C have
Some cameras are expensive, but my new camera
2  .
A has B can’t C isn’t
Birds and planes can fly. Cars
3  .
A are B can’t C can
I have a problem with my computer. I
4 send emails today!
A can’t B have C can
This is a modern mobile phone. Of course it
5 send emails and take videos!
is
A B can’t C can

___ / 5


Reading
5 Read the article about a robot. Are the sentences true (T) or false (F)? Here is an example (0).
Here is Gizmo, the fantastic new robot for children. It’s from a modern science laboratory
in Beijing in China. Gizmo isn’t big, but it can do many things. It can play music,
and take photos and videos. It has a big memory. You can have ten hours of video. It can
speak and understand English, Japanese, Spanish and Russian. This great robot can learn new
things and it can help children learn too. It can’t ride a bike or drive a car, but it can play
football. It has a special TV app: you can watch TV on Gizmo’s small screen.
Gizmo is the name of a child.
0 F
The robot is small.
1
Gizmo’s memory is big.
2
The robot can speak Chinese.
3
You can play football with Gizmo.
4
Gizmo has a big TV screen.
5

___ / 5


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 Listening
6  [196] You will hear a woman asking for information about a mobile phone. Listen and
complete questions 1–5. Here is an example (0).

Name of shop: (0) Gadget Central

Mobile
Model: (1) TXB
Screen: (2)  centimetres
Price: (3) £
(4) can send emails, good camera, but can’t
Address: (5)  Street

___ / 5

Writing
7 Read the task below.

This is an email from your English friend, Helen.

From: Helen
To:
I have a new coffee machine. It’s fantastic! I can’t learn English with it,
but it makes great coffee!
What’s your favourite gadget? Is it expensive? Can you learn English with it?

Write your email (25–35 words). Make sure you:

• answer the questions.
• use but.

___ / 10

Speaking
8 Work in pairs. Student A: Here is some information about a new computer shop. Student B, you don’t know
anything about the computer shop, so ask A some questions about it. Now B, ask A your questions about the
computer shop and A, you answer them.

Student A Student B

Computer centre
• email address?

• expensive?

Computer centre
• speak my language?
compcent@gmail.com
We have old and new computers.
• pay cash / credit card?
Brilliant gadgets: mobiles, laptops, cameras AND
great prices: from $10!
We speak Chinese, English, French, Spanish, Russian. • when / open?
Pay cash or all credit cards.
Open Monday – Saturday
9.00–8.00

___ / 10

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 Name
Total score
Unit 6  Test
Vocabulary
1 Which notice (A–H) says this (1–5)? Here is an example (0).
You can’t take photographs here.
0 E A Mike’s swimming class:
today at 16.30
You can phone or go online for information.
1
RUNNING CLUB
B
You can learn this at different times.
2 closed on Sundays

You can learn in different languages.

3
C Formula 1 tickets – buy one, get
Two people can watch this sport, but pay less.
4 one free. Call 0870 334 558.

This place is not open every day.

5
D Scuba diving courses in French /­Spanish.
1 week: £250

E Football Museum:
Sorry, no cameras

Morning and evening basketball

F lessons. American teacher.
Call 0121 876 889.

School Cycling Holiday in Italy:

G
£430 (includes flight, hotel, food)

Books on all sports. For details,

visit our new website:
H
www.sportsbooks.com OR
call 0121 884 623

___ / 5


2 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
I have breakfast at home, then I have
0 at work at 12.30.
lunch
A B dinner C meal
You like cheese, but I don’t. It’s
1  .
fantastic
A B horrible C great
I like fruit and it’s good for you. I have it for
2  .
morning
A B bananas C breakfast
My friends don’t just like
3 food ... they love it! They go to the market a lot.
street
A B meat C stall
I don’t eat meat or fish, but I eat a lot of
4 like tomatoes. They’re great!
rice
A B vegetables C bread
5 are my favourite food. I have them with every meal.
Potatoes
A B Egg C Cheeses

___ / 5

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 Grammar
3 Complete the conversations. For questions 1–10, choose the correct letter A–K. Here is an example (0).
A No, I like it in summer.
Do you like English? 
0 K
B No, I don’t like cycling.
Do dolphins like swimming in water? 
1
C No, he doesn’t. My sister does.
Does your brother like tennis? 
2
D Yes, it is.
Do you like the football club at school? 
3
E Yes, of course they do. And fish do
Do Paulo and Andrea like
4 too.
running and tennis? 
F Yes, we do. It’s great.
Do you like swimming, Mark? 
5
G Yes, they do. They don’t have a
Does your mother like Formula 1? 
6 favourite sport. They like them all.
Do you like all three sports
7 H No, they don’t. They don’t like
in the triathlon?  tennis.
I like your motorbike. Is it fast? 
8 I Yes, she does.
Do you like scuba diving in winter? 
9 J No, I don’t. It’s boring, but football
is fantastic.
Do your brothers like all sports? 
10
K Yes, I do. And Chinese.

___ / 10

4 Complete the conversation. What does Janine say to Carl? For questions 1–5, choose the correct letter A–H.
Here is an example (0).
Carl: Hey, Janine. You like swimming and cycling, don’t you?
Janine: (0)  F
Carl: So you like lots of sports?
Janine: (1) 
Carl: Me too. And I really like football. How about you? A It’s great for us.
Janine: (2)  B Can he? That’s great.
Carl: Really? Well, let’s go to the football match on Saturday C Where can you buy them?
afternoon. I can get tickets. D I like them all.
Janine: (3)  E Yes, I have them every week.
Carl: From my uncle. He has a job with the club. He can get F Yes, I do.
cheap tickets.
G I don’t like them very much.
Janine: (4) 
H I love it. It’s my favourite.
Carl: Then after football, let’s go and eat in a restaurant in
town. I know a fantastic Italian restaurant. It has great
pizzas. Do you eat pizzas?
Janine: (5) 
Carl: Great. So, I’ll see you on Saturday!

___ / 5


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 Reading
5 Read the article about the modern pentathlon. Are sentences 1–7 ‘Right’ (A) or ‘Wrong’ (B)?
If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’ (C).
Here is an example (0).
The modern pentathlon
The triathlon, as we know, has three sports – swimming, cycling and running. Do you know about
the Olympic sport called the modern pentathlon? It doesn’t have three sports. It has five of them.
They are fencing, swimming, running, shooting and horse riding. The running and shooting are called
‘the laser run’: you run eight hundred metres and then you shoot. You do this four times, so you run
3,200 metres in total. You do all five sports in one day. It’s very hard. The modern pentathlon started
as an Olympic sport in 1912, but the pentathlon is not new. In fact, it is over 2,500 years old. It started in
ancient Greece, but the five sports were different then. Today the sport is for both men and women.

The triathlon is different from the pentathlon.

0
Right
A B Wrong C Doesn’t say
The pentathlon has five different sports.
1
Right
A B Wrong C Doesn’t say
One of the sports in the pentathlon is with animals.
2
Right
A B Wrong C Doesn’t say
The triathlon and the pentathlon both have cycling.
3
Right
A B Wrong C Doesn’t say
Running is the most difficult part of both the triathlon and the pentathlon.
4
Right
A B Wrong C Doesn’t say
In the modern pentathlon, athletes shoot before they run.
5
Right
A B Wrong C Doesn’t say
The pentathlon has five different sports on five different days.
6
Right
A B Wrong C Doesn’t say
The pentathlon is a very popular Olympic sport in many countries.
7
Right
A B Wrong C Doesn’t say

___ / 7


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 Listening
6  [197] You will hear some information about a food market. Listen and complete questions 1–5.
Here is an example (0).

La Boqueria Market, Barcelona

Find at: (0)  centre of Barcelona
Stalls: (1) more than
Open: (2) Monday to , 8.00–20.30
Stalls by the entrance sell: (3)  and vegetables
Stalls in the centre sell: (4) 
Best time to visit: in the morning
Café El Quim: (5) € a coffee

___ / 5


Writing
7 Read the task below.

Read the email from your English friend, Mark. Write an email to Mark and
answer the questions.
From: Mark
To:
I like Italian food and I love spaghetti. I have it when I go to my favourite restaurant in
the city centre. But I don’t like cold vegetables. They're boring.
What’s your favourite food? Do you like vegetables? Where is your favourite restaurant?

Write your email (25–35 words). Make sure you:

• answer all the questions.
• use opinion adjectives.
• use correct punctuation and sentence structure.

___ / 10


Speaking
8 Read the task below.

Prepare a short presentation for your teacher and classmates

about one of these subjects:
My favourite sport
The TV programmes I like
My favourite film
A restaurant I like

In your presentation include:

• a description of the sport/programme/film/restaurant you like.
• at least two reasons why you like it.

___ / 10


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 Name
Total score
Unit 7  Test
Vocabulary
1 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
I
0 to school at 8 o’clock in the morning.
have
A B am C go
I
1 up at 7 o’clock.
start
A B work C get
On Saturday and Sunday, I
2 lunch in a restaurant, but from Monday to Friday I don’t.
have
A B go C finish
My husband and I
3 to bed at 11.30 at night.
are
A B have C go
We
4 TV in the evening after dinner.
see
A B watch C have
I go to my exercise class at 7.30 in the evening after I
5 work.
have B finish C get
A
I
6 breakfast at 7.30 in the morning.
go
A B watch C have
We
7 work at 9.00 in the UK.
start
A B end C get
What time do you
8 dinner in the evening?
get up
A B do C have
My parents normally
9 dinner for me.
have
A B start C make
My
10 is different from my sister’s so we never see each other.
routine
A B season C daily

___ / 10

2 Complete the five conversations. Choose the best answer (A, B or C). Here is an example (0).
0 Do you like climbing? A
No, I’m bored.
B I paint pictures of people.
C Yes, I do. And walking.
1 Do you like music? A I love singing.
My friends like dancing.
B
That’s true.
C
2 Do you want a cup of tea? A Yes, I’m hungry.
Great. Thanks a lot.
B
How about a cup of tea?
C
3 I’m tired. A Are you cold and wet?
Yes, I don’t feel well.
B
Why don’t you go to bed?
C
4 When do we have lunch? A Why? Are you hungry?
Yes, it’s one o’clock.
B
I love Chinese food.
C
5 I’m bored. A It’s not my favourite season.
Yes, it’s cold in winter.
B
Let’s go to the cinema.
C
___ / 5

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 Grammar
3 Complete the email. Write one word for each gap. There is an example at the beginning (0).

From: Pedro
To: Sam

Hi Sam
How are you? Here is some more information about me and my life.
I have English classes at school (0) __on___ Wednesdays and Fridays. My
favourite day is Tuesday. I love listening (1)  music, and I (2)  to
a music class every Tuesday after school. I also enjoy doing sports. (3) 
you like walking? I do. In spring, summer and autumn, I go walking (4) 
my friends. The lakes and mountains (5)  beautiful. In winter, I don’t. I go
skiing (6)  my free time in winter. It’s (7)  favourite season. I love the
snow and ice, but I don’t enjoy rainy days. When (8)  ’s wet, I don’t go out. I
watch TV at home. (9)  do you do in (10)  free time?

Best,
Pedro

___ / 10

4 Choose the correct option to complete the sentences. There is an example at the beginning (0).
I have / has a bath in the morning.
0
I doesn’t / don’t work in a shop.
1
She study / studies at home from 7.00 to 9.30, then she has dinner.
2
What time do you go to bed on / at night?
3
I play football in / on autumn and winter. Spring is great for cycling and walking.
4
My favourite animals are elephants. Why don’t / not you like them?
5
Elephants like water. It’s hot where they live. They can / have swim.
6
It’s hard to go to bed in / at two in the morning.
7
After lunch in summer, my grandfather go / goes to sleep for an hour.
8
Elephants drinks / drink a lot of water, but birds don’t.
9
My brother and I doesn’t / don’t like the same food. He likes hot food, but I don’t.
10

___ / 10


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 Reading
5 Read these two notes about summer activities. Fill in the information in Simon’s notes. Here is an example (0).

Summer Activity Week From: Simon

Do you like new things? Come and try these
courses with our great teachers!
Painting: Thursday 11.00 and Friday 2.00
Swimming: Monday 10.00 and Wednesday 3.00
Singing and dancing: Tuesday 9.30 and Friday 10.30
Tickets
Family ticket (2 parents and 2 children): £20
Students: £4.50
To book a course and for more details,
call 0542 772 359
To: Sally
Hey Sally!
The summer activity week starts on Monday and
we can do lots of things. We both love music, so
why don’t we go to the singing and dancing class?
My sister wants to come with us, too. I work in the
mornings on Tuesdays, so I can’t go then. As we all
study, it’s not very expensive. I’m really busy now
so can you phone the number and book the tickets
for us?
Thanks and see you soon.

Simon’s notes

Event: (0) Summer activity week

Class: (1) 
Day: (2) 
Time: (3) 
Number of tickets: (4) 
Cost per person: (5) £

___ / 5


Listening
6  [198] You will hear five short conversations. There is one question for each conversation. Put a tick (√) under the
right answer. Here is an example (0).
What time is the class today?
0

A ˛ B ® C ®

What’s the woman’s favourite season?

1

A ® B ® C ®

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 What does the woman do in the afternoon?
2

A � B � C �
What photos does Jill take?
3

A � B � C �
What type of food does Nick like to eat for breakfast?
4

A � B � C �
What does the woman do on Saturdays?
5

A � B � C �

___ / 5


Writing Speaking
7 Read the task below. 8 Ask and answer these questions in pairs.

Your English teacher has asked you to write 1 When do you get up in the morning?
a short paragraph. This is the title for your 2 Do you go to bed at the same time in summer
paragraph: and winter?
My favourite hobby 3 What’s your favourite season and why?

Write your paragraph (about 50 words).

___ / 10
Make sure you: 
• describe your hobby.
• say when / how often you do it.
• say why you like it.
• use the present simple and prepositions of time.

___ / 10


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 Name
Total score
Unit 8  Test

Vocabulary
1 Complete the sentences with the correct pair of words. Here is an example (0).
students/university  students/books pen/notebook answer/board teacher/college 
school/classmate pencil/pen school/university classmates/pen 
classroom/teacher teacher/board

Good morning
0 students  . Please open your books at page 7.
Ten thousand
1 go to in this city.
I can’t find my
2  . I can’t write in my  .
Please
3 the question on the  .
My mother is a
4 at the in the centre of town.
Every day I walk to
5 with a who lives near my house.
I usually write with a
6  , not a   because I make many mistakes.
My sister walks to
7 every day, and I study at on Monday, Wednesday and Friday.
One of my
8 has an expensive new  .
When the lesson finishes, we leave the
9 with the  .
Our
10 often writes a lot of questions on the for us.

___ / 10

2 Read the descriptions of some words about jobs. What is the word for each one? The first letter is already there.
There is one space for each other letter in the word. Here is an example (0).
A place where many people work.
0 o _f _f _i _c _e
This person works with a camera.
1 p___________
The place where doctors work.
2 h_______
The person who serves you in a restaurant or café.
3 w_____
This is what a shop assistant does in shops.
4 s____
This is the first person you see in an office or hotel.
5 r___________
This person helps sick people.
6 d_____
This person can change the colour of your house.
7 p______
These people build things and work with computers.
8 e________
This person makes a train or bus move.
9 d_____
They work in schools.
10 t_______

___ / 10


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 Grammar
3 Complete the conversation. What does Amelia say to Ethan? For questions 1–10, choose the correct letter A–K.
Here is an example (0).

Ethan: Do you have a brother? 

Amelia: (0)  C
Ethan: Is your brother a teacher at school?
Amelia: (1) 
Ethan: Oh. What does he do?
No, he doesn’t. His house is in the centre.
A 
Amelia: (2) 
B Well, he sometimes works at night.
Ethan: I see. Does he walk a lot?
Amelia: (3)  C Yes, I do.
Ethan: Who does he work with? D He’s a police officer in the city.
Amelia: (4)  E No, after he finishes work.
Ethan: And does he enjoy his job? 
F No, he drives a car.
Amelia: (5) 
Ethan: Why? Because he helps people? G Normally on Saturdays or Sundays.
Amelia: (6)  H Yes, that’s right. But it’s not always good.
Ethan: Why? What doesn’t he like? I Yes, he does. He likes it a lot.
Amelia: (7)  J He has lots of different colleagues.
Ethan: Ah, I understand. Does he live with you?
K No, he’s not.
Amelia: (8) 
Ethan: So how often do you see him? 
Amelia: (9) 
Ethan: Before he goes to work?
Amelia: (10) 

___ / 10

4 Read the article about elephants. Choose the best word (A, B or C) for each gap. There is an
example at the beginning (0).
Elephants (0)  in both Africa and Asia. They are (1)  the same. Asian elephants
(2)  small ears, but African elephants (3)   . Their ears are big. They (4)  live alone.
They live (5)  family groups of 3–25 members. The family groups are (6)  the mother,
(7)  sisters and all their babies. They are big! An African elephant can be 4 metres tall.
(8)  about the Indian elephants? Well, they are (9)  about 3 metres and sometimes
3.5 metres tall. A mother elephant is a good teacher. She (10)  her children what to eat.
Elephants eat grass and plants, and they often eat fruits like bananas too. When they are
hungry, they can eat 150 kilos of food a day. That’s a lot of bananas!

0 A live B have C do
1 A don’t B not C doesn’t
2 A have B are C has
3 A do B doesn’t C don’t
4 A doesn’t B don’t C aren’t
5 A on B in C at
6 A with B like C often
7 A his B its C her
8 A When B How C Where
9 A never B usually C always
10 A teach B teachs C teaches

___ / 10


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 Reading
5 Read the article about a farmer. Are sentences 1–5 ‘Right’ (A) or ‘Wrong’ (B)? If there is
not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’ (C).
Here is an example (0).
A farmer’s life
David Ackroyd is a farmer and he loves his job, but it’s not easy. He gets up at 5.00 in the
morning, summer, autumn, winter and spring, because he has lots of work to do, and it’s
sometimes difficult for him and his wife Jane to have a holiday.
David is outside from morning to evening. He has 350 cows, and he milks them at 6 am
and at 6 pm every day. ‘I love the fresh air’, he says. ‘I don’t like jobs in offices. That’s not
for me. It often rains here, but that’s not a problem. But I don’t like the snow and ice we
sometimes have in January and February because it’s very cold for me and it’s cold for the
cows, and they are sometimes sick.’
David works seven days a week. His wife, Jane, often helps with the work on the farm.
Jane also studies at college, so she sometimes works in the evening. ‘Jane enjoys her college
study. She goes to bed at midnight when she has college work to do. I don’t,’ says David.
‘I go to bed at 10 pm.’

David’s job isn’t difficult.

0
Right
A B Wrong C Doesn’t say
David gets up at the same time all year.
1
Right
A B Wrong C Doesn’t say
The Ackroyds never go on holiday.
2
Right
A B Wrong C Doesn’t say
David milks his cows at different times when it’s cold.
3
Right
A B Wrong C Doesn’t say
David doesn’t like rainy days.
4
Right
A B Wrong C Doesn’t say
David never feels ill.
5
Right
A B Wrong C Doesn’t say
David works on Saturdays and Sundays.
6
Right
A B Wrong C Doesn’t say
Jane doesn’t like her work on the farm.
7
Right
A B Wrong C Doesn’t say

___ / 7


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 Listening
6  [199] Listen to Harry talking to a friend about his work. For questions 1–5, tick (√) A, B or C. Here is an example (0).
Harry is a student at A college.
0
B school.
C university. ✓
What does he do on Saturdays? A He studies.
1
B He works.
C He plays sport.
Where does he work?
2 A in a hotel
B in a school
C in an office
Harry’s job is A near the Tube.
3
B next to a hotel.
C near the airport.
What does he do in his job? A He asks questions.
4
B He does different things.
C He makes tea and coffee.
When does he help people with problems? A always
5
B sometimes
C never
___ / 5

Writing
7 Read the task below.

Your brother has started going to a new college. Write an email to your English friend, Lucy, and tell her the news.

Write your email (25–35 words). Make sure you:

• say where the college is.
• describe what your brother does there.
• say why he likes the college.
___ / 10

Speaking
8 Work in pairs. Student A: Here is some information about extra English classes. Student B, you don’t know
anything about the classes, so ask A some questions about them. Now B, ask A your questions about the classes
and A, you answer them.

Student A Student B
Extra English Speaking Classes Extra Speaking Classes
Start in September! • when / start?
Come and practise with Jeanne Woods, our new teacher from New York.
• who / teacher?
Room 215b
every Monday • where?
September – December • every day?
1–2 pm
• time?
For all students

___ / 10


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 Name
Total score
Unit 9  Test
Vocabulary
1 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
When it’s very hot and sunny, I wear a
0 and sunglasses.
hat
A B scarf C coat
Our team wear white
1 when we play football.
trousers
A B pairs of shorts C a dress
In the office, women wear a white top and a
2  .
skirt
A B dresses C boots
When it’s cold outside, I wear a
3  .
top
A B coat C pair of shorts
How many pairs of
4 do you take on holiday?
shoes
A B T-shirts C tops
At the weekend, I usually wear a T-shirt and my favourite old pair of blue
5  .
jumpers
A B shirt C jeans
In winter, I have a
6 to keep my neck warm.
scarf
A B hat C dress
It’s hot today. Wear your nice white
7  .
T-shirt
A B coat C jumper
My little sister likes wearing pretty
8  .
jackets
A B pair of shorts C dresses
Do you normally wear a pair of
9 or a pair of boots in the office?
trousers
A B shoes C shorts
My brother likes to wear comfortable
10 when he’s at home.
jumpers
A B hats C jackets
___ / 10

2 Read the definitions of some words about furniture. What is the word for each one? The first letter
is already there. There is one space for each other letter in the word. Here is an example (0).
It’s big and comfortable and you sit in it.
0 armchair
Two or three people can sit on this.
1 s___
This is like a table, but you use it for work.
2 d___
You can put your clothes in this.
3 w_______
When you can’t see in a room, this can help.
4 l___
This is a place for food in the kitchen.
5 f_____
You fill it with water and soap and get in.
6 b___
You stand in it for a wash.
7 s_____
This is where people sleep.
8 b__
People sit around this and eat.
9 t____
You sit on this in front of your computer.
10 c____
___ / 10


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 Grammar
3 Complete the email. Write one word for each space. Here is an example (0).

From: Hamid
To: Alison

Hi again!
I love holidays! Every year my family and (0)  I go to an interesting place in
Europe or Asia. We usually travel (1)  plane. It’s great. I love flying! We always
go (2)  holiday (3)  August, when it’s hot. We go to places with lovely
beaches so we can swim (4)  the sea. Our plan this year is to stay near Rome.
(5)  you know the south of Italy? I love it. Why? Well, I love it (6)  there
are many things to do: we can visit the tourist attractions and do interesting things. The hotel we
want to stay in is fantastic too. It’s good for families that (7)  young children.
(8)  ’s a pool, too. There aren’t (9)  discos in the same street as the
hotel, so I can’t dance, but it will be easy to sleep (10)  night!

All the best,

Hamid

___ / 10

4 Here are some sentences about living in a city. For each question, complete the second sentence
so it means the same as the first sentence using no more than three words. Here is an example (0).
My home town is near the sea.
0
My home town is not
far from the sea.
The city has many interesting tourist attractions.
1
There
tourist attractions in the city.
I sometimes take a taxi to go to the cinema, but it’s expensive here.
2
I don’t often take a taxi to go to the cinema
is expensive.
Do you go to the cinema in the city centre a lot?
3
How
go to the cinema in the city centre?
It’s not a good idea to walk in some parts of the city at night.
4
Don’t
in some parts of the city at night.
Does the city have an airport?
5
Is
in the city?
___ / 5


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 Reading
5 You are going to read the descriptions of five hotels. For questions 1–10, choose from the
hotels (A–E). The hotels may be chosen more than once. Here is an example (0).

City Grange Hotel

It’s expensive, but it’s right in the city centre. It’s near all the main tourist attractions and there are
good train and underground services. It has a 24-hour restaurant with international food and there’s a
sauna and swimming pool you can use all year. The wi-fi is very good and it’s free. There’s no car park.

Salmond Country Hotel

A traditional hotel in a beautiful large park about fifty kilometres outside the city centre. It’s very quiet
here and the hotel rooms are very big. The hotel has its own golf course and you can also play tennis
on the three tennis courts. There’s also a lake where you can swim in the summer months.

Luke Hotel
On a busy street with a lot of restaurants and night clubs. There are some great shops too. The rooms
are cheap, clean and comfortable, but they’re not very large. Bathrooms have showers only. There’s a
small café and restaurant that serves breakfast and snacks at lunch, but it’s closed in the evening.

Fillmore Hotel
Great for young families because there are twenty family rooms with four beds. The hotel is only two
years old, so everything’s very modern. All rooms have a bath and shower. There’s a restaurant with
wonderful food and there’s a small swimming pool in the garden that’s open from May to September.

Buxton International Hotel

Next to the airport. It’s a large hotel with five hundred rooms. There’s a large car park and the
restaurant has food from many different countries to make international visitors feel at home. It has a
business and conference centre and there is often live music in the reception.

Which hotel
is good for people who like several sports? 
0 B
is new? 
1
has a swimming pool which is always open? 
2
is good for people with children? 
3
is not good for people with cars? 
4
is not expensive? 
5
has lots of rooms? 
6
is good for people who travel by plane? 
7
has rooms with no bath? 
8
has a restaurant that is not open all day? 
9
is good for people who do not want to stay in the city? 
10
___ / 10


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 Listening
6  [200] Listen to Andrea talking to her husband about the clothes in her suitcase. Which clothes does Andrea
plan to wear each day? For questions 1–5, write a letter (A–H) next to each day. Here is an example (0).

Days Clothes
0 Sunday C A T-shirt

1 Monday B coat

2 Tuesday C jeans

3 Wednesday D shorts

4 Thursday E jumper

5 Friday F dress

G top

H skirt

___ / 5


Writing
7 Read the task below.

Your English teacher has asked you to write a blog post about a visit to your
favourite city. Your blog post must begin with this sentence:
Today I’m in ...

Write your blog post (about 50 words). Make sure you:

• say what special places there are.
• say what things you have in your bag.
• say how people can travel there.
• describe your hotel room.
• use because to give some travel advice.

___ / 10


Speaking
8 Ask and answer the questions in pairs.

1 What are the most interesting places to visit where you live?
2 What can young people do at the weekend in your home town?
3 Are there any famous tourist attractions in your country?
4 In winter, what do people do in their free time where you live?

___ / 10


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 Name
Total score
Unit 10  Test
Vocabulary
1 Write words to complete the sentences. The first letter is already there. There is one space for each
other letter in the word. Here is an example (0).
Ayrton Senna was a Formula 1 d r i v e r  from Brazil.
0
Albert Einstein was a great scientist. He was a very c _ _ _ _ _  person.
1
Ferdinand Magellan was f _ _ _ _ _  for sailing around the world.
2
My laptop is here, but I can’t find my m _ _ _ _ . Do you know where it is?
3
Roald Amundsen was the f _ _ _ _  person to go to the South Pole. Second was Robert Falcon Scott.
4
Did you know that Valentina Tereshkova was b _ _ _  in Russia?
5
Nelson Mandela was a very i _ _ _ _ _ _ _ _ _ _  person. He did many things and had lots of ideas.
6
I love Mr Bean films. I think he is really f _ _ _ _ .
7
Everyone knows and likes George Clooney. He is a very p _ _ _ _ _ _  actor.
8
John Lennon was a great singer, but he d _ _ _  in 1980, in New York.
9
Bill Gates started Microsoft in 1975. He helps many people in Africa and around the world. I think
10
he’s a n _ _ _  person.

___ / 10

2 Complete the sentences with the correct pair of words. Here is an example (0).
on/of  not/on  in/in  were/in  on/the  the/of  at/in
was/on  can’t/on  the/don’t  in/on

Today is
0 the first of May.
I’m sorry, I’m not
1 home now. I’m traffic.
My sister
2 talk to you now. She’s the phone.
I was born
3 October 10th, 1995.
We
4 very busy June and July this year.
I’m sorry you were
5 well Tuesday and yesterday.
My train
6 late Monday morning. Again!
There’s an important meeting
7 the first November. Please don’t be late!
Our new shop opens
8 the city centre January.
I know the traffic
9 bad this morning, so worry.
I wasn’t very well
10 August, so we didn’t go holiday this year.

___ / 10


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 Grammar
3 Complete the five conversations. For questions 1–5, choose A, B or C. Here is an example (0).

0 Were you in the office yesterday? A No, I wasn’t very well.

B That’s OK.
C Yes, I was at home.

1 Do you know ABBA? A They were my favourite group.

B No, I wasn’t.
C Yes, I was.

2 Was she born in October? A No, they weren’t.

B That’s right. She was.
C No, it was in 1996.

3 Is Isabel Allende from Chile? A No, she wasn’t.

B Yes, but she was born in Peru.
C Yes, she was born in 1942.

4 Were you good at sport at school? A No, it wasn’t true.

B Yes, my sister and I both were.
C Yes, you were.

5 Were the trains late again today? A Yes, it was. The traffic was OK.
B Yes, I was. Sorry I’m late.
C No, they weren’t. But the traffic was bad.

___ / 5

4 Read the article about a popular singer, Tina Turner. Choose the best word (A, B or C)
for each gap. There is an example at the beginning (0).
Tina Turner (0)  a famous singer, songwriter, dancer, actor and writer.
She (1)  born (2)  November 26, 1939 in Tennessee in the
United States. Her real name (3)  Anna Mae Bullock. She (4) 
singing in 1958 with Ike Turner, and their songs A Fool in Love and River Deep–Mountain
High (5)  very successful. Tina married Ike (6)  1962, but they
divorced sixteen years later.
In the 1980s Tina did many live concerts and had many more famous hit songs, including
Let’s Stay Together in 1983. Her (7)  solo album, Private Dancer, (8) 
very successful all around the world.
0 A is B were C has
1 A were B is C was
2 A the B in C on
3 A was B were C is
4 A started B startied C starts
5 A were B was C are
6 A on B in C at
7 A 5rd B 5th C 5st
8 A were B weren’t C was

___ / 8


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 Reading
5 Read the article about a famous explorer called Edward Michael Grylls. Are sentences 1–7
‘Right’ (A) or ‘Wrong’ (B)? If there is not enough information to answer ‘Right’ or ‘Wrong’,
choose ‘Doesn’t say’ (C). Here is an example (0).

Bear Grylls – A modern British explorer

Edward Michael Grylls was born on 7 June 1974. Not many people know him by that name,
it is true. When he was one week old, his sister, Lara, gave him a new name: Bear. Today, Bear Grylls
is a very famous British explorer, writer and TV presenter. His first TV series was very popular.
It was on TV from 2006 to 2011 and was called Man vs. Wild.
Grylls loves adventure and has a very active life. When he was a young child, he learned to climb
and to sail with his father. Later, when he was a teenager, he started to skydive. He is also very
good at karate – he is a black belt. When he was at Eton, a famous school near London, he helped
to start the school’s first mountain climbing club. He was in the British Army from 1994–1997.
In 1998, when he was 23, Grylls climbed Mount Everest in Nepal, just eighteen months after a
serious parachute accident when he broke his back. In 2000, he was the leader of a team who
travelled around the seas of the British Isles on jet skis, and three years later he was the leader
of a team of five people who crossed the north Atlantic in a small inflatable boat.
Grylls is also famous for his books and TV shows. Perhaps the most famous is Running Wild with
Bear Grylls, an adventure series from the American TV company NBC. In the show, he takes famous
people into difficult places such as jungles, mountains and deserts. It was a big surprise when
President Obama telephoned the show from the White House and asked to be on the show.
Grylls was in Alaska with President Obama for two days.
Grylls was born in the winter of 1974.
0
Right B Wrong
A C Doesn’t say
Grylls’ sister gave him a new name because his first name was difficult to say.
1
Right B Wrong
A C Doesn’t say
Many people watched Grylls’ TV show, Man vs. Wild.
2
Right B Wrong
A C Doesn’t say
Grylls learned to climb before he was a teenager.
3
Right B Wrong
A C Doesn’t say
Grylls went to Eton because it had a climbing club.
4
Right B Wrong
A C Doesn’t say
Climbing Mount Everest was difficult for Grylls because of his accident.
5
Right B Wrong
A C Doesn’t say
Crossing the Atlantic was not Grylls’ first sea expedition.
6
Right B Wrong
A C Doesn’t say
Grylls asked President Obama to be on his TV series.
7
Right B Wrong
A C Doesn’t say

___ / 7


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 Listening
6  [201] You will hear Lisa talking to a friend about someone in her family. Listen and tick (√) A, B or C.
Here is an example (0).

Rob wants to be a famous A actor.

0
B singer.
C writer. ✓
1 Lisa’s aunt lives in A Scotland.
B Spain.
C France.
2 The famous person in Lisa’s family is her A mother.
B aunt.
C aunt’s grandmother.
3 Lisa talks about Wimbledon in A 1915.
B 1950.
C 1955.
4 The photo Lisa talks about was after the A first match.
B second match.
C third match.
5 Lisa thinks her aunt is A nice.
B interesting.
C boring.

___ / 5


Writing
7 Read the task below.

This is part of an email you receive from a friend in Australia.

Write an email and answer your friend’s questions.
I think you went to see a film yesterday. What film was it? Who was in the film?
Was the film interesting? Tell me all about it!

Write your email (about 50 words). Make sure you:

• answer all the questions.
• use correct expressions to start/end your email.

___ / 10


Speaking
8 Ask and answer these questions in pairs.

1 What was your favourite TV show when you were young?

2 Who was in the TV show?
3 What time and what day was the show on?

___ / 10


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 Name
Total score
Unit 11  Test

Vocabulary
1 Complete the text with the verbs in the box. There is an example at the beginning (0).
was  leave  study  started  went  had
left  has  lived  were  live

When my grandfather (0)  was young, life was different. For example,
he (1)  school at the age of fourteen and (2)  work when he
was fifteen. But I’m seventeen now and next year, when I (3)  school I want to
(4)  at university, like all my friends. None of my grandfather’s friends
(5)  to university. Also, in the past, most people (6)  in the town
or village where they (7)  born. Not today. Now, many young people go and
(8)  in different cities, even in different countries. And of course, nobody
(9)  computers then. Today, everyone (10)  a mobile or a computer.

___ / 10

2 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
My brother
0 university last month. He starts work in two weeks.
left
A B went C studied
My aunt
1 her husband in Paris when she was just seventeen.
lived
A B met C was
There’s a test on the work we did
2 in class.
last
A B yesterday C ago
I liked languages at school, so I
3 French at university in Manchester.
studied
A B worked C left
We went to a football match
4 weekend. It was really exciting.
last
A B yesterday C Friday
I went to bed at two o’clock last
5  .
day
A B night C yesterday
I
6 a taxi to the church on my wedding day.
gave
A B got C gave
I normally get
7 at about 8.45 in the morning.
work
A B at work C to work
I
8 the message about my sister’s accident on Saturday.
didn’t get
A B didn’t got C don’t get
I was lucky. I
9 to the match at the weekend.
got a ticket
A B got an email C didn’t get a message
The train leaves London at 6.15 and I normally get
10 at about 7.10.
house
A B home C my room

___ / 10


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 Grammar
3 Complete the email. Write one word for each gap. There is an example at the beginning (0).

From: Darren
To: Carmen

Thanks for your email.

I hope you (0) had a great time on your summer holiday. (1) 
did you go? Was it somewhere on the coast or in the mountains? (2) 
you go in July or August? I can’t remember. We (3)  to Scotland for two
weeks. It was interesting, but the weather (4)  not great. It rained a lot!
We (5)  home yesterday, because school starts again tomorrow.
One day, we visited a famous castle. I (6)  a lot of great photos. I think you
know that we have a new car. Well, after the castle we (7)  to Loch Ness.
I know what you want to ask: Did we see Nessie? No, but we (8)  lots of cows!
Tell me: (9)  did you do on your holiday? You said that last year your
cousin was with you on holiday. (10)  did you go with this time? Or was
it just you and your parents?

All the best,

Darren

___ / 10

4 Complete the conversation. What does Gary say to Andrea? For questions 1–5, choose the correct letter A–H.
Here is an example (0).

Andrea: Were you at the train station on Friday night, Gary?

Gary: (0)  D A We did. We saw a film and had a nice
Andrea: No, I was on a bus and I thought I saw someone who meal in a restaurant.
looked like you when the bus was near the train station – B I didn’t do a lot because it was
and I was right. Did you go somewhere interesting? expensive.
Gary: (1)  C No. We met when we were at university.
Andrea: Oh, that’s nice. Is he a friend from home? D Yes, I was, actually. Why? Were you
Gary: (2)  there too?
Andrea: I see. Did you study the same subject? E It was a very busy time.
Gary: (3)  F That’s right, we did. Then we found we
both liked food, sport, films and music.
Andrea: I didn’t know you did that. So did you live in the
same student house, or something like that? G We didn’t actually. I studied history, but
Nick didn’t.
Gary: (4) 
H No, I was there because a friend came to
Andrea: So did you have a good time at the weekend?
see me at the weekend. I went to meet
Gary: (5)  him.
Andrea: That’s nice.
___ / 5


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 Reading
5 Read the article about three different holidays. For questions 1–7, choose the correct answer (A, B or C).
Here is an example (0).

My unusual holiday

Karen
I went to South Africa last summer. After two days in the capital, Cape Town, we took a plane
to a safari park, where we stayed for three days. It was fantastic. Every day, we got up early and
drove in a jeep to try to find some wild animals. I saw lions, hundreds of elephants, and lots of
giraffes, rhinos with their horns and lots of beautiful birds. I took so many photos. At night, we
slept in very comfortable tents with beds and tables, a shower and air conditioning. It was very hot
in the day, but at night we all needed warm clothes.

Rachel
I went to Bali with a friend. The hotel had a pool and they had a scuba diving course. That was
new for me and I loved it. There were lessons in the morning and then we went diving in the sea
every afternoon. I saw so many colourful fish. The instructor said there were sometimes sharks in
the area, but they didn’t come when we were there. I was so glad! The hotel was right next to the
beach – only five metres from the sea. It was wonderful. I bought a cheap camera to take photos of
everything because I left mine at home.

Vanessa
I had a brilliant holiday on the train from Toronto to Vancouver. I was on the train for five days and
four nights. I travelled over four thousand kilometres and woke up with different views of mountains,
forests, and rivers every morning. The train was very comfortable and the food in the restaurant car
changed every day. I had my own room, but it was very small, so I only went there to sleep.
There was no internet on the train so I didn’t send any emails, but I started and finished two books,
and talked to the other people on the train. There I met people from all around the world: Brazil,
Argentina, France and of course the United States. Several of them said that they wanted to do the
journey because other people in their families told them it was a great experience.

Who had a holiday in two different places?

0
Karen
A B Rachel C Vanessa
Who couldn’t contact her friends at home?
1
Karen
A B Rachel C Vanessa
Who learned how to do something she never tried before?
2
Karen
A B Rachel C Vanessa
Who went on a holiday that is popular in other countries?
3
Karen
A B Rachel C Vanessa
Who felt cold sometimes?
4
Karen
A B Rachel C Vanessa
Who forgot to take something with her?
5
Karen
A B Rachel C Vanessa
Who was happy she didn’t see something?
6
Karen
A B Rachel C Vanessa
Who was very happy with the place where she slept?
7
Karen
A B Rachel C Vanessa

___ / 7


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 Listening
6  [202] You will hear five short conversations. There is one question for each conversation.
For questions 1–5, put a tick (√) under the right answer. Here is an example (0).

How many people were at the party?

0

A B C ✓

What did the woman do at the weekend?

1

A B C

Where did the man go on Friday?

2

A B C

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 Who did the woman see the film with?
3

A B C

What time did the woman take the train?

4

A B C

Where is the book?

5

A B C

___ / 5


Writing Speaking
7 Read the task below. 8 Ask and answer these questions in pairs.

Write about a concert you went to.
Write your description (about 50 words). Make sure
you:
• say which group you saw.
• describe where the concert was.
• say why you enjoyed it / didn’t enjoy it.
___ / 10

1  When was your last holiday?
2  Where did you go on your last holiday?
3  Who did you go with?
4  What did you do when you were there?
5  Why did you go to this place?
___ / 10


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 Name
Total score
Unit 12  Test

Vocabulary
1 Read the descriptions of some words about rooms in a house. What is the word for each one? The first letter is
already there. There is one space for each other letter in the word. Here is an example (0).
This is where you find food in a house.
0 kitchen
This is where people eat.
1 d_____ r___
This is where people brush their teeth.
2 b_______
You put food in this to keep it fresh.
3 f_____
You can sit on the sofa and watch TV here.
4 l_____ r___
This is where you wake up in the morning.
5 b______
You use this to prepare hot food.
6 c_____
It’s a good idea to go there before a long journey.
7 t_____
You can sit in it and read a good book.
8 a_______
You can wash your body here.
9 b___
In the kitchen, people usually prepare three of these.
10 m____

___ / 10

2 Choose the correct option (A, B or C) to complete the sentences. Here is an example (0).
I got up
0 this morning and I missed the bus to school.
early
A B late C because
Where’s my mobile phone? I think it was
1 the table.
in B on C at
A
We’re going to a great Chinese restaurant
2 Friday.
last
A B today C next
What time does the train leave
3 morning?
tomorrow B next C today
A
We’re having a party
4 Saturday evening. Do you want to come?
in B at C on
A
Gail is driving me to London tomorrow. She wants me to be
5 her house at 6.30.
at B on C for
A
Do you eat
6 the dining room or the kitchen?
on B in C at
A
7 you like to have a cup of tea or coffee?
Do B Are C Would
A
My brother works with old cars. He uses lots of different
8 in his job.
repairs B tools C buckets
A
How often do you
9 video games?
play B do C like
A
I’m cooking tonight. We’re having
10 to help us keep warm in this cold weather.
salad B stew C a meal
A
___ / 10


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 Grammar
3 Read the sentences about going shopping. Choose the best word (A, B or C) for each gap. Here is an example (0).
Every weekend I
0 my friends on Saturday.
see
A B am seeing C don’t see
It’s Saturday today. This afternoon I
1 some friends in the bus station at two o’clock.
meeting
A B am meeting C meet
We
2 to the city centre for a couple of hours.
go
A B going C are going
3 you buying new clothes for the winter?
Are
A B Do C Is
My favourite shop is
4 the supermarket and the cinema. It’s a clothes shop.
in
A B between C close
My mother normally leaves the car in the car park
5 the shopping centre. I take the bus.
between
A B to C under
6 you buy your sister a birthday present yesterday?
Did
A B Do C Does
Which shops
7 you normally go to when you want to buy clothes?
don’t
A B does C do
Tomorrow I
8 shopping with some friends.
’m going
A B go C went
Where
9 that T-shirt? It’s great!
do you get
A B did you buy C did you have
‘Are you working this evening?’ ‘No,
10  .’
you aren’t
A B it isn’t C I’m not
___ / 10

4 Complete the five conversations. Here is an example (0).
0 Where are you from? A I’m coming from New York.
B My family is from Canada.
C I came here from London this morning.

1 What is your brother doing? A He studies English.

B I think he’s sleeping.
C He didn’t go to school today.

2 Are you going to Sara’s party on Friday? A No, I don’t

B Yes, I’m doing.
C No, I’m not.

3 Do you read a lot? A Yes. Here’s the book I’m reading now.
B No, I’m not.
C Yes, I am.

4 What are you doing tomorrow? A We don’t go anywhere.

B I’m going to the beach.
C I go to school.

5 I’m going to the cinema tomorrow. A Sorry, I‘m meeting my sister in town.
Do you want to come? B Thanks. I come with you.
C What do you see?
___ / 5


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 Reading
5 Read the article about moving to the country. Are sentences 1–7 ‘Right’ (A) or ‘Wrong’ (B)?
If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’ (C).
Here is an example (0).
Max and Sandy Palmer live in a small but comfortable two-bedroom flat in a nice area of north
London with good shops and restaurants. The primary school that their daughter, Poppy, goes
to is a short 10-minute walk from the front door, and there’s an Underground station just a few
hundred metres away, so travelling around the city is very easy. They have good jobs that they like:
Max works for an international bank and Sandy teaches dance and yoga. So why are they moving
out of the city?
‘We’re leaving at the end of the month, and I can’t wait!’ says Sandy. Last year, they spent many
weekends driving to different villages to find somewhere they liked. ‘We’re going to a small village
on the coast two hours away from London. Our new house is big. It has four bedrooms and it has
a lovely garden. In London, everything is so expensive. Houses with gardens cost millions!’
Max talked to his company and he can do most of his work from home. ‘I’m planning to come to
London for one day a week, perhaps two,’ he says. Sandy met the owner of a local shop and café
in the village and is starting work there for about ten hours a week next month. She is also hoping
to give yoga lessons in people’s homes.
It wasn’t just the money. The Palmers don’t like the noise, the traffic or the pollution of the big city.
‘Here people have more time to talk, to relax. Everyone knows everyone. It’s not like London,
where people are in a hurry all the time. It’s not a great place for children,’ Max explains.
‘Here, we can go to the beach every day, summer and winter, and have great walks in the country.’

Max and Sandy are moving because they don’t like where they live in London.
0
Right B Wrong
A C Doesn’t say

They take their daughter to school by Underground.

1
Right B Wrong
A C Doesn’t say

The Palmers are happy with their jobs in London.

2
Right B Wrong
A C Doesn’t say

They found their new house after several visits to the village.
3
Right B Wrong
A C Doesn’t say

Both Max and Sandy are starting new jobs when they move to the village.
4
Right B Wrong
A C Doesn’t say

Max says that people in small places are friendly.

5
Right B Wrong
A C Doesn’t say

The Palmers think that city life is dangerous.

6
Right B Wrong
A C Doesn’t say

They think that life in the country is better for children.

7
Right B Wrong
A C Doesn’t say
___ / 7


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 Listening
6  [203] You will hear a man asking for information about a tour. Listen and complete questions 1–5.
Here is an example (0).

Name of tour: (0)  Town and Castle tour

Visiting Jessop and Kenton / Leadenleigh castle

Kenton (1) famous for its
Meeting in: (2)  Street
Cost: (3) £
Buy tickets from (4) Tourist Information Centre or
Includes: (5) free _________

___ / 5


Writing
7 Read the task below.

Read the note from your English friend, Becky.

Write a note to Becky and answer the questions.
It’s great that you are coming to stay with me in England in the summer. We can do lots of things
together. Tell me when you can come here, how long you want to stay, and what you want to do
when you are here.

Write your note (25–35 words). Make sure you:

• answer all the questions.
• use the present continuous.
• make one offer to do something.
___ / 10


Speaking
8 Work in pairs. Student A: Here is some information about a concert. Student B, you don’t know anything about the
concert, so ask A some questions about it. Now B, ask A your questions about the concert and A, you answer them.
Student A Student B
Concert

• name / band?

• where / play?

Live music!
• when / start?
This Saturday: The Blue Mondays
For a great night out, come to the Old Town Hall.
Every Saturday – great live music • what / cost?
7.30–12.00
Don’t be late!
Tickets: £5.00 only!

___ / 10


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 Photocopiable tests: answer key
All tests contain a maximum of 80 marks. For a p
­ ercentage Listening
mark, divide by 80 and multiply by 100 = ____ %
6
1 South Africa 4 mweb.co.za
Unit 1 Test 2 61 5 26
3 Tuesday
Vocabulary
Writing
1
1 zero 4 Vietnamese
7
1 Fernando 4 London
2 evening 5 mobile
2 Perez 5 WC2N 5DU
3 pencil
3 Baker
2
1 nine 3 three 5 six Unit 3 Test
2 seven 4 five
Vocabulary
Grammar
1
3 1 mother 6 October
1 B 2 B 3 C 4 A 5 C 2 the United States 7 children
4 3 British 8 wife
1 C 2 A 3 C 4 C 5 B 4 July 9 short
5 forty 10 girl
Reading
2
5 1 present 6 in
1 F 2 T 3 T 4 T 5 F 2 special 7 people
Listening 3 Thank 8 Congratulations
4 wishes 9 wedding
6
5 old 10 daughter
1 A 2 C 3 B 4 A 5 B
Grammar
Unit 2 Test 3
1 I have a dog and its name is Candy.
Vocabulary 2 Our books are on the table.
1 3 Their birthday party is tomorrow.
1 Thursday 6 surname 4 That’s their car and it’s great!
2 fifteen 7 island 5 Mum will bring our dinner to the table.
3 warm 8 mountains 6 His phone is not in the kitchen.
4 teacher 9 blue 7 Please give her bag to me.
5 classroom 10 dolphins 8 Look at its beautiful blue eyes!
9 Mother’s Day is their special occasion.
2 10 Our house is on the beach.
1 fifty 3 Tuesday 5 address
2 Brown 4 number 4
1 C 2 A 3 C 4 B 5 B
Grammar
3 Reading
1 E 2 G 3 D 4 H 5 B 5
1 C 2 A 3 B 4 C 5 A
4
1 Is Vietnam in Asia? Listening
2 Spain and France are countries in Europe.
3 It’s not / It isn’t cold. 6
4 It is not / isn’t Saturday today. 1 C 2 B 3 B 4 A 5 C
5 Paula and Mehmet are my friends.
6 Miguel is a Spanish name. Unit 4 Test
7 We’re not / We aren’t on holiday today.
8 Are they students? Vocabulary
9 I’m not / I am not on the beach.
1
10 Are green, white and black colours?
1 buildings 5 café 9 station
Reading 2 guidebook 6 tourist 10 train station
3 park 7 cinema
5
4 capitals 8 market
1 A 2 C 3 B 4 B 5 A
253

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 2 Unit 6 Test
1 fruit 4 coffee 7 tea 10 help
2 Bananas 5 oranges 8 salad Vocabulary
3 mineral 6 sure 9 home 1
1 H 2 F 3 D 4 C 5 B
Grammar
3 2
1 A 2 C 3 B 4 C 5 A 1 B 2 C 3 A 4 B 5 A
6 A 7 A 8 B 9 A 10 C Grammar
4
1 my 6 is 3
2 and 7 in 1 E 2 C 3 F 4 H 5 J
3 Those/These/They 8 at 6 I 7 B 8 D 9 A 10 G
4 to 9 Why 4
5 in 10 are 1 D 2 H 3 C 4 B 5 E
Reading Reading
5
1 The Man in the Park 5
2 Saturday 1 A 2 A 3 B 4 C 5 B
3 2.50 6 B 7 C
4 Park Café Listening
5 the bank
6
Listening 1 200/two hundred 4 fish
6  2 Saturday 5 2/two
1 H 2 B 3 D 4 G 5 E 3 fruit

Unit 5 Test Unit 7 Test

Vocabulary Vocabulary
1
1
1 C 2 A 3 C 4 B 5 B
1 camera 6 headphones
6 C 7 A 8 C 9 C 10 A
2 cats 7 motorbike
3 football 8 glasses 2
4 guitar 9 photos 1 A 2 B 3 C 4 A 5 C
5 watch 10 webcam
Grammar
2
3
1 A 2 A 3 B 4 B 5 B
1 to 6 in
Grammar 2 go 7 my
3 Do 8 it
3
4 with 9 What
1 much 4 Are 7 is 10 have
5 are 10 your
2 can 5 has 8 have
3 has 6 have 9 has 4
1 don’t 6 can
4
2 studies 7 at
1 B 2 C 3 B 4 A 5 C
3 at 8 goes
Reading 4 in 9 drink
5 don’t 10 don’t
5
1 T 2 T 3 F 4 T 5 F Reading
Listening 5
1 singing and 2 Friday 4 3/three
6
dancing 3 10.30 5 4.50
1 58D 4 take videos
2 10 5 Galen Listening
3 85
6
1 B 2 B 3 A 4 B 5 C

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 Unit 8 Test Reading
5
Vocabulary 1 D 2 A 3 D 4 A 5 C
1 6 E 7 E 8 C 9 C 10 B
1 students/university 6 pencil/pen
2 pen/notebook 7 school/university Listening
3 answer/board 8 classmates/pen 6
4 teacher/college 9 classroom/teacher 1 H 2 F 3 B 4 G 5 D
5 school/classmate 10 teacher/board
2 Unit 10 Test
1 photographer 6 doctor
2 hospital 7 painter Vocabulary
3 waiter 8 engineers 1
4 sells 9 driver 1 clever 6 interesting
5 receptionist 10 teachers 2 famous 7 funny
3 mouse 8 popular
Grammar 4 first 9 died
3 5 born 10 nice
1 K 2 D 3 F 4 J 5 I
6 H 7 B 8 A 9 G 10 E
2
1 at/in 6 was/on
4 2 can’t/on 7 on/of
1 B 2 A 3 C 4 B 5 B 3 on/the 8 in/in
6 A 7 C 8 B 9 B 10 C 4 were/in 9 was/don’t
5 not/on 10 in/on
Reading
5 Grammar
1 A 2 B 3 B 4 B 5 C 3
6 A 7 C 1 A 2 B 3 B 4 B 5 C

Listening 4
1 C 2 C 3 C 4 A 5 A
6
6 B 7 B 8 C
1 B 2 C 3 A 4 B 5 A
Reading
Unit 9 Test 5
1 C 2 A 3 A 4 B 5 C
Vocabulary 6 B 7 B
1
1 B 2 A 3 B 4 A 5 C Listening
6 A 7 A 8 C 9 B 10 A 6
2 1 B 2 C 3 B 4 A 5 A
1 sofa 6 bath
2 desk 7 shower Unit 11 Test
3 wardrobe 8 bed
4 lamp 9 table Vocabulary
5 fridge 10 chair 1
1 left 4 study 7 were 10 has
Grammar 2 started 5 went 8 live
3 3 leave 6 lived 9 had
1 by 5 Do 9 any
2
2 on 6 because 10 at
1 B 2 B 3 A 4 A 5 B
3 in 7 have
6 B 7 C 8 A 9 A 10 B
4 in 8 There
4 Grammar
1 are many interesting 3
2 because it 1 Where 6 took
3 often do you 2 Did 7 drove/went
4 walk 3 went 8 saw
5 there an airport 4 was 9 what
5 came/got/arrived 10 Who

Photocopiable tests: answer key 255

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 4
1 H 2 C 3 G 4 F 5 A

Reading
5
1 C 2 B 3 C 4 A 5 B
6 B 7 A

Listening
6
1 B 2 B 3 C 4 A 5 C

Unit 12 Test
Vocabulary
1
1 dining room 6 cooker
2 bathroom 7 toilet
3 fridge 8 armchair
4 living room 9 bath
5 bedroom 10 meals
2
1 B 2 C 3 A 4 C 5 A
6 B 7 C 8 B 9 A 10 B

Grammar
3
1 B 2 C 3 A 4 B 5 C
6 A 7 C 8 A 9 B 10 C
4
1 B 2 C 3 A 4 B 5 A

Reading
5
1 B 2 A 3 C 4 B 5 A
6 C 7 A

Listening
6
1 market
2 Gough
3 17.50
4 driver
5 drinks / tea, coffee and water

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 Photocopiable tests: audioscripts
Unit 1 Test p: Good evening. My hotel booking is for today, Monday
and Tuesday.
[192]
r: OK. Your name, please?
Example conversation p: Piet Botha.
m = man; s = Sam r : Peter?
m : Hi, Sam. What’s your number? p: No. Piet. P–I–E–T.
s: Hello. It’s 05702 057221. r: Ah. And your surname is Botha?
m : Is it your work number? p: Yes. B–O–T–H–A.
s : No. It’s my mobile number. r: Thanks. Nationality?
Conversation 1 p: I’m from South Africa.
l = Lisa; h = Hamid r: Ah. Cape Town is beautiful. And your address?
l: Hello. I’m Lisa. p: 61, Kloof Road, Hermanus. Kloof with a K.
h : Hi. I’m Hamid. Where are you from? Spain? Russia? r: Ah-ha. And you’re here for two nights?
l: I’m from Rio de Janeiro. p: No, three. Sunday, Monday, Tuesday.
h : Ah, Rio. You’re from Brazil. r: OK. Good. And your email address, please?
Conversation 2 p: It’s pwb@mweb.co.za.
t = Teacher; s = Suzanna r: OK … is that m or n?
t: Hello. I’m Nick. I’m your teacher. p: M–W–E–B dot C–O dot Z–A.
s: Hello. I’m Suzanna. r: Thank you. Are you here on business, Mr Botha?
t: OK. S–u–s–a–n–a. p: No, no. I’m on holiday.
s : No. S–u–z–a–double n–a. r: Fantastic. Here you are. Room 26.
p : Thanks.
Conversation 3
a : Open your books, please. Page five, exercises two,
three, four. Unit 3 Test
b: Page four? Can you repeat that, please? [194]
a : Page five. Please do exercise four at home. m = man; s = Sara
b: Exercise four on page five at home. OK. m: Hi, Sara. What’s that?
Conversation 4 s: This? It’s a photograph of my family, and our friend
a : Can I have your ID number, please? Kim with his cousin.
b: Yes, of course. It’s 0287659. m: Oh, yes. That’s your brother. What’s he called?
a : 0287 … 695? s: Yes, that’s Tom. He’s eighteen years old.
b: No, that’s 659. m: Tom, yes. He’s tall. Is it a special occasion? Everyone
a : Oh, thank you! in the photo is very happy. Is it New Year’s Eve, or a
wedding?
Conversation 5 s: No, it’s not a wedding. It’s my mother’s birthday. It’s
m = Marta; w = Woman in September.
m : Where is it? Where is it? m: OK. And how old is she?
w : What, Marta? Your pen? s: She’s 55. And my grandmother is 80.
m : No, not my pen. m: Wow. 80! So this is your mother, with black hair?
w : This? s: Yes, black hair and green eyes. And look – that’s
m : No, not my pencil. my grandmother. She’s dressed up in red. It’s her
w : What?
favourite colour.
m: And what’s that?
m : Ah. Here it is. Yes! My phone.
s: Oh, that’s my mother’s present.
Unit 2 Test m: What? A mobile phone?
[193] s: No, keys. Her present isn’t in the photograph. It’s a
r = receptionist; p = Piet new car. It’s in the street.
m: Lovely photograph, Sara.
r: Good evening.
s : Thanks!

257

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 Unit 4 Test Unit 6 Test
[195] [197]
d = David; r = Rosa La Boqueria is a famous food market in the centre of
d: Hi, Rosa. How are you? Barcelona. It’s very popular with tourists from around
the world, but people from Barcelona also love it, of
r: Hi, David. I’m well. How are you today?
course. The market is not new: it has a history of over
d: Fine, thanks. I’m not at work today – I’m at home. one thousand years in fact.
Where are you?
The market today has over two hundred stalls. It is open
r: I’m in the city. I’m with Maria. from Monday to Saturday from 8.00 in the morning until
d : Who’s Maria? Your cousin? 8.30 in the evening. You can find hundreds of different
r : No, Maria’s a friend. We’re near the bus station, in the foods here. Do you like bananas, peaches, eggs? You can
park. It’s lovely. find them here. The first stalls you can see at the entrance
sell fruit and vegetables. In the centre of the market, you
d: OK. Where is everyone?
can find the stalls with fish. You really can find everything
r: Well, it’s Wednesday today. So, Tom is at work. here. There are also meat stalls, of course. Many of them.
d : Ah yes. In the café opposite the bank on Oxford Street? For me, the best time to come is before the afternoon.
That big place? The morning is never boring here. Also in the centre of
r: No, he’s in the museum. Sandra is in the café today the market is the café El Quim. They have great coffee.
and Thursday in the morning. Everyone likes it and it’s not expensive. You can have a
d : Right. And is Eva in the cinema today? The cinema on great coffee with milk for €2 and you can sit and watch
Park Street? the people buying and selling and taking photos of this
great market.
r: Yes, from two to five today. And she’s in the
Information Centre with me on Friday.
d : And is Kenny at work ? Or is he in bed! Unit 7 Test
r: No, he’s fourteen. He’s at school today. [198]
Example conversation
Unit 5 Test a: What time’s your class? Three o’clock?
[196] b: No, it’s 3.00 on Monday and Friday. Today we start at
11.00.
s = shop assistant; w = Woman
a: OK. And you finish at 12.00.
s: Hello. I’m Tom and this is Gadget Central. How can I
help you? b: Yes, that’s right.
w: Hello. Yes, can you give me information about the Conversation 1
TXB 58D mobile? a: You like sports, don’t you, Gary? You enjoy skiing in
s: Sorry, which model? winter.
w: The TXB 58D. It’s good, isn’t it? b : Well, yes, I do. But I love cycling.
s: Yes, I have an old TXB and it’s great. a : I love swimming in the sea in summer. It’s my
w: My old mobile has a very small screen. I want a good favourite season.
screen. The TXB 58D has a big screen, I think. b : For me, it’s spring. It’s not hot and not cold.
s: It has a good screen – 10 centimetres. But you can buy Conversation 2
a TXB 68D and have a 14-centimetre screen.
a : What do you do in the afternoon? Do you study?
w: No, no. 10 centimetres is good. How much is it?
b : No, I have classes in the morning. From one to seven
s: Well, I can see the price here: it’s £95 – no, the new o’clock I work.
price is £85.
a : Really? Where?
w: Right. And you can send emails and take photos
b : In a Spanish restaurant in the centre. Then I go home
with it?
and watch TV.
s: Yes, of course. It’s good for music too. But one
problem: you can’t take videos with it. Conversation 3
w: Oh. That’s not important for me. And where is your a : These are great photos, Jill. I love the colours.
shop? b : Thanks. Do you like taking photos?
s: We’re in Galen Street. a : Yes, I do. But I take photos of my friends and our
w: Sorry, where? home. Your photos are fantastic. Where is this?
s: Galen Street. That’s G–A–L–E–N Street. Near the b : That’s of the trees in the park near my house in
train station. autumn.
w: Great, thanks.

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 Conversation 4
a : Do you like chocolate, Nick?
b : No, I don’t eat it. I like fruit – it’s good for you. I have
a banana for breakfast every day and fish, meat or
cheese in the evening.
a : I can eat chocolate in the morning, afternoon and
evening! And pizza.
b : Yes, pizza’s great – but not for breakfast!
Conversation 5
a : Do you work in the hotel on Saturday and Sunday?
b : No, I don’t. I work there from Monday to Friday. I love
the music they have in the restaurant there.
a : Oh, yes. I like playing the piano. Do you play music?
b : No, I don’t. But I like dancing. I go dancing every
Saturday night.
Unit 8 Test
[199]
a: You’re a student aren’t you, Harry? But you're not at
school or the police college here?
b : Yes, that’s right. I go to university.
a: So how is university? Do you like it?
b : Yes, it’s good. A lot of work …
a: Do you study a lot at the weekend?
b : Actually, I don’t. I always play sport on Sunday, and
on Saturday I work now. I have a job.
a: Really? What do you do? Do you teach English or
something like that? I know you like English.
b: No, I’m a receptionist.
a: Do you work in a hotel, then?
b: No, my brother works in a hotel, but I work in an
office. It’s an office for an engineer. He works with the
airport and with the transport system.
a: That sounds interesting. And where is it?
b: It’s in Station Road in the centre. It’s great because
there’s a Tube station near there.
a: So you don’t drive to work?
b: No, I don’t. I take the underground and then walk for
two minutes.
a: What do you do when you are at work?
b: Well, I talk to a lot of people. I answer the phone and
I use the computer a lot and I often read and write
emails. We have a café and I sometimes go and buy
a tea or coffee for my colleagues when they want a
drink.
a: Do you like your job?
b: Yes, every day is different, and that’s great. I like
it because every day I help people with problems.
Sometimes it’s hard, but I never say ‘no’.
85469_EM01_ptg01_209-260.indd 259
Unit 9 Test
[200]
h = husband; a = Andrea
h: Wow – there are a lot of clothes in your suitcase, Andrea.
a: I know, but I think I need them all. The weather is
different there.
h: So, you fly on Sunday?
a: Yes, that’s right. I usually wear jeans for that. I can relax,
there’s no work, and I like to be comfortable when I fly.
h: Yes. Then you have your business meeting on Monday,
don’t you?
a : Yes. So for the meeting I can’t wear jeans, so the jacket
and skirt are fine.
h: Not the dress? It’s very nice.
a : No, that’s for when there’s a special dinner in
the restaurant on Tuesday evening. It’s a famous
restaurant, so we all dress up for that.
h: And what’s the plan for Wednesday?
a : We’re in the city on Monday and Tuesday, and on
Wednesday, we fly to the mountains.
h: Is it cold there in July?
a : Yes, it is.
h: So the shorts are not for Wednesday?
a : No, they’re not. Because it’s cold, I have my coat and
scarf for that day.
h: What about your nice top?
a : That’s for lunch on Thursday, when I meet some
colleagues I know and like.
h: And you come back home on Friday?
a : Yes, I fly in the evening. So, I have the shorts because
there’s a gym in the hotel. I want to do some exercise
in the morning.
h : I see.
Unit 10 Test
[201]
r= Rob; l = Lisa
r: I’d like to be famous one day.
l: You mean, you want to be an actor on TV, Rob? Or a
singer in a band?
r: No, it would be great to be a popular writer and sell
lots of books. No one in my family is famous. How
about your family, Lisa?
l: Well, I don’t know about famous, but there is one
person in my family who was on TV.
r: Really? Who was that?
l: You know my aunt, Marie?
r: Yes, the Scottish one who lives in France? I think I met
her when you and I were students in London.
l: That’s right, but she lives in Spain now. Well, her
mother and her grandmother were both great
tennis players, and her grandmother was actually at
Wimbledon. She played there.
r: Really? When was that?
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 l: I’m not sure. It was in 1950 or 1951 or something like that. Conversation 4
r : Wow. That’s great. Did she win? a: I hope you didn’t miss your train yesterday afternoon.
l : No, she wasn’t that good. I think she won her first It was at five thirty, wasn’t it?
match. It was on the second day. She lost the next match, b: Thanks! Actually, it was at five o’clock. But when I was
which was on the third or fourth day, I think. I have a in town, I saw some interesting shops so I stayed there
photo of her after that first match. She was so happy. for about an hour and went to the station later.
r: I’m sure she was. Did you know her? a: I see. So did you get the later train OK?
l: No, she died before I was born. My aunt says she was b: Yes, I was on the six o’clock.
an interesting but not a very nice person.
Conversation 5
r: Why does she say that?
a: Where is my book? I can’t find it.
l: You know my aunt. She’s nice.
b: Is it in your bag? Did you take it to school today?
r: Yes, I remember. She’s lovely. Did you leave it in the car?
l: So it’s surprising she says that about her grandmother, a: No, it’s not in my bag. I didn’t use the book at school.
I think. She says her grandmother was always busy, she I had it in the kitchen last night.
never had time to talk, and she didn’t like children.
b: Then that’s where it is. On the table.
She said children were boring!
r: Really? I love children.
Unit 12 Test
Unit 11 Test [203]
a: Good morning, Cheltsby Tourist Information Centre.
[202]
How can I help you?
Example conversation b: Hello. I’m ringing because I’d like to find out some
a: Were there many people at the party last night? information about the Town and Castle tours you
b: About 40, I think. organize.
a: That’s a lot. More than last time. a: Certainly. What would you like to know?
b: Yes, but I only talked to four or five people. b: Where does the tour actually go? The Town and
Castle Tour leaflet I have here says there are different
Conversation 1 destinations.
a: We went skiing at the weekend. What about you? a: Right. Well, it’s a coach tour. We visit different places of
b: That’s exciting. Normally I stay in and watch TV. interest every day. Tomorrow we’re visiting two lovely old
But this weekend was different. towns, Jessop and Kenton, and also Leadenleigh castle.
a: Oh really? What did you do? b: I read about Jessop, but don’t know Kenton. What do
b: My brother took me to a football match. My first, in we do there?
fact. It was fun. a: Tomorrow is market day in Kenton, so we’ll stop and
visit that. It’s famous for its market.
Conversation 2
b: And where does the coach go from?
a: You know where the library is, in the centre?
a: It normally goes from Saxon Street, by the hotel, but
b: Yes, near the train station. they’re mending the road there now, so tomorrow
a: That’s right. Well, there’s a great little museum near we’re meeting in Gough Street and leaving from there.
there. A museum about the police. I found it when I b: Sorry. Can you spell that, please?
was in town on Friday. It was very interesting.
a: Of course: G–O–U–G–H Street. It’s behind the car park
b: Really? I didn’t know that. near the cathedral.
Conversation 3 b: Right. I’m sure I can find it. Thanks for the details.
a: Did you and Tina go to the cinema last night? Tina with It sounds interesting. How much is a ticket?
the long, blonde hair? a: Tickets cost £19.40. No, sorry, I’m looking at the wrong price
b: No, Tina doesn’t like French films. I went with Sally. list. Here we are. Yes, tickets are £17.50 for adults and £14.20
You know. She’s the very tall woman who started work for students. You’re not studying at the moment, are you?
last month. b: I left university a long time ago! And can I buy tickets
a: I thought Tina lived in France when she was younger. from you?
b: No, that’s Jill. Jill who wears glasses. She lived in Paris. a: Yes, you can come here and buy tickets, but you can
Tina lived in New York, I think. also buy them from the driver in the morning. And one
more thing. The price includes free drinks – tea, coffee
and water.
b: Thanks. That’s very helpful.

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 Photocopiable communicative activities
Unit 1 Communicative activity A (Grammar)
Names

✂
Justin Jiwoo Busayo

Pavel Li Feng Sizani

Hilde Daria Lastri

Carlos Hamad Gabor

Silvia Meltem Colum

Kristin Disha Gandalf

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 Unit 1 Communicative activity B (Vocabulary)
Where’s she from?

Student A

Denis Fernanda Antonio

Russian Mexican

Kayla Omar Vicky

Egyptian

David Faith Tommaso

Spanish Italian

Student B

Denis Fernanda Antonio

Brazilian

Kayla Omar Vicky

American British

David Faith Tommaso

South African

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 Unit 1 Communicative activity C (Real life)
Classroom language

Student A
Section 1

Sit
I don’t
Do Exercise
What’s this
Can you repeat
Sorry

Section 2

it, please?
the photo on page six.
afternoon, everyone.
your books.
repeat.
next time.

Student B
Section 1

in English?
I’m late.
down, please.
that, please?
understand.
7 at home.

Section 2

Look at
See you
Open
Good
Can you spell
Listen and

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 Unit 2 Communicative activity A (Grammar)
Where are they?

Student A

1 2 3

Tetsuo Sylvie   Angeline Lin

4 5 6

1  Jun and Kim / in the sea? 4  I / in the desert?

2  Tatiana / in a city? 5  you / on the beach?
3  Victor and Maria / in a classroom? 6  we / in New York?

Student B

1 2 3

Jun   Kim Tatiana Victor   Maria

4 5 6

1  Tetsuo / in a classroom? 4  I / in a tent?

2  Sylvie and Angeline / on the beach? 5  you / in the sea?
3  Lin / in a city? 6  we / in a café?

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 Unit 2 Communicative activity B (Vocabulary)
Colour by numbers

Student A

16 is _________ (wolely). 60 is _________ (nipk).

98 is _________ (nerge). 44 is _________ (ronbw).
55 is _________ (lebu). 27 is _________ (engaro).

Student B

77 is _________ (cablk). 18 is _________ (twehi).

35 is _________ (ganore). 88 is _________ (ergen).
41 is _________ (ebul). 53 is _________ (edr).

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 Unit 2 Communicative activity C (Real life)
Hotel information

Student A

Guest information: Hotel receptionist’s form:

Keiko Makita

k.makita@computer.com Castle Hotel

07986 544 344
First name:
Surname:
45 London Road
Bath Telephone number:
BA5 8LP Email address:
Address:
Nights:
To: The Victoria Hotel
Subject:  Two nights, please?

Dear …

Student B

Hotel receptionist’s form: Guest information:

Victoria Hotel Alya Mashoor

9, Green Street
Chester
Nights: CH3 9YD
First name:
Surname:
The Castle Hotel
Address: Five-night holiday
One person
Email address:
Alya
Telephone number: 07752 121399

alya.mashoor27@gmail.com

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 Unit 3 Communicative activity A (Grammar)
Frank’s car, Elena’s computer

Worksheet

Frank Miki Nermin

Ibrahim Elena Jun

Cards
✂

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 Unit 3 Communicative activity B (Vocabulary)
My family

Fatima

Nura
Abeer

Alya
=
=
=

ME
ME

Mohamed

Ali
Student B

Suliman
✂
Camila

Clara
Monica

Davide

=
=
=

ME
ME
Carlos

Pablo
Student A

Andres

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 Unit 3 Communicative activity C (Real life)
Special days

✂
1 2

•  Ali / congratulations / Dana / and •  a / you / here’s / present / for

•  we’re / happy / thank / very / you •  you / that’s / thank / kind / very
•  is / your / beautiful / dress •  welcome / you’re
✂
3 4

•  Sofia / Martin / and / congratulations •  year / happy / new

•  you / thank / very / we’re / happy •  too / you / thanks
•  his / name / what’s •  good / this / party / is
✂
5 6

•  birthday / Elena / happy

•  Thank you! •  for / this / baby / is / the
•  are / how / you / old •  lovely / thank / that’s / you
•  eight / I’m / today •  you’re / welcome
✂
7 8

•  for / you / is / this •  new / happy / year

•  very / you / much / thank •  happy / to / new / you / year / too
•  welcome / you’re •  for / a / you / present / here’s

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 Unit 4 Communicative activity A (Grammar)
A trip to New York

✂
Hotel location: on Broadway Hotel location: on Broadway
Flight home: on Sunday Flight home: on Sunday
Reason for travel: for work Reason for travel: for work

Fold Fold

Favourite place: Empire State Building Favourite place: Central Park

✂
Hotel location: on Park Avenue Hotel location: on Park Avenue
Flight home: on Sunday Flight home: on Sunday
Reason for travel: for work Reason for travel: for work

Fold Fold

Favourite place: Museum of Modern Art Favourite place: Times Square

✂
Hotel location: on Broadway Hotel location: on Broadway
Flight home: on Saturday Flight home: on Saturday
Reason for travel: for work Reason for travel: for work

Fold Fold

Favourite place: Brooklyn Bridge Favourite place: Statue of Liberty

✂
Hotel location: on Park Avenue Hotel location: on Park Avenue
Flight home: on Friday Flight home: on Friday
Reason for travel: on holiday Reason for travel: on holiday

Fold Fold

Favourite place: Staten Island Favourite place: Grand Central Station

✂
Hotel location: on Broadway Hotel location: on Broadway
Flight home: on Friday Flight home: on Friday
Reason for travel: on holiday Reason for travel: on holiday

Fold Fold

Favourite place: Winter Garden Favourite place: Nitehawk Cinema

✂
Hotel location: on Park Avenue Hotel location: on Park Avenue
Flight home: on Saturday Flight home: on Saturday
Reason for travel: on holiday Reason for travel: on holiday

Fold Fold

Favourite place: Ferrara Café Favourite place: Chinatown

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 Unit 4 Communicative activity B (Vocabulary)
Where’s the bank?

✂
✂
bank market

bus station museum

café park

car park information centre

cinema train station

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 Unit 4 Communicative activity C (Real life)
Snack swap

Customer cards

Barista cards

•  Hi! Can I help you? •  Hello! Can I help you? •  Good morning! Can •  Good afternoon! Can
I help you? I help you?
•  (Large or small?) •  (Large or small?)
•  (Large or small?) •  (Large or small?)
•  Anything else? •  Anything else?
•  Anything else? •  Anything else?
•  £2, please. •  OK. £3, please.
•  £5, please. •  That’s £5, please.
•  Here you are. •  Here you are.
•  OK. Here you are. •  Here you are.
•  Bye! •  Thank you. Goodbye!
•  Thanks!

•  Hi! Can I help you? •  Hello! Can I help you? •  Good morning! Can •  Good afternoon! Can
I help you? I help you?
•  (Large or small?) •  (Large or small?)
•  (Large or small?) •  (Large or small?)
•  Anything else? •  Anything else?
•  Anything else? •  Anything else?
•  OK. £4, please. •  £4, please.
•  That’s £6, please. •  £7, please.
•  Here you are. •  OK. Here you are.
•  Here you are. •  Here you are.
•  Thank you! •  Thanks and goodbye!
•  Thanks! •  Goodbye. And thanks!

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 Unit 5 Communicative activity A (Grammar)
Find someone who can …

1  you / the / play / can / violin ? can play the violin.

Can you play the violin? (Johanna) can play the violin.

2  chocolate / can / a / cake / you / cook ?

Can ? can cook a chocolate cake.

3  speak / can / languages / three / you ?

? can speak three languages.

4  dance / can / you / salsa ?

can dance salsa.

can play basketball.

can ride a motorbike.

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 Unit 5 Communicative activity B (Vocabulary)
Different possessions

Student A
Tomoko

Student B
Florian

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 Unit 5 Communicative activity C (Real life)
How much is it?

Student A

Student B

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 Unit 6 Communicative activity A (Grammar)
Class survey

Yes No
Yes
No

FOO
D

TIMES

SPORT

Yes No

TECHNOLOGY

Yes No

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 Unit 6 Communicative activity B (Vocabulary)
Sports crossword

Student A

2 3
y o g a
4

5 6 7
f o o t b a l l

8
r u n n i n g

9
b a s k e t b a l l

10
s w i m m i n g

Student B

c
2 3
s y
4
t k c
5 6 7
t a f i l

e b o i i
8
n l r n n

n e m g g

i t u
9
s e l

n a

n o
10
i n

s e

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 Unit 6 Communicative activity C (Real life)
Calendars

✂
Student A Student C

Mon Mon

Tues go to the cinema Tues play table tennis

Wed Wed

Thurs Thurs have a burger

Fri go running Fri

Sat Sat go to the beach

Sun play football Sun

Student B Student D

Mon watch football on TV Mon

Tues Tues

Wed Wed have a pizza

Thurs Thurs go swimming

Fri go to a restaurant Fri

watch a film
Sat Sat
at home
have a coffee
Sun Sun
in town

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 Unit 7 Communicative activity A (Grammar)
Scrambled questions

20 21 22
like do parents have with you
TV watching
your ?
breakfast family
your do ?
GO BACK
THREE SQUARES FINISH
19
to go bed 11:00
at you do ?

18 17 16 15
go walking friends do study GO FORWARD newspapers parents
you do with your English ? ONE SQUARE your read do ?
family your ?

14
do before get
8:00 up you ?

10 11 12 13
like reading GO FORWARD school friends Saturdays do
you do ? TWO SQUARES do like your ? on work you ?

9
your like do
music friends ?

8 7 6 5
you at home like dancing your play friends GO BACK
lunch have do ? you do ? do sport ? TWO SQUARES

4
coffee you
drink do ?

START 1 2 3
eat you shopping do you cooking
meat do ? enjoy you ? like do ?

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 Unit 7 Communicative activity B (Vocabulary)
Guess who

•  up 7:00 •  up 7:30
•  start 9:00 •  dinner 8:00
•  finish 6:30 •  bed 12:00
Mihael Junho

•  breakfast 7:30 •  start 9:30

•  lunch 12:30 •  finish 7:00
•  dinner 8:00 •  dinner 8:30
Fatima Luisa

•  up 7:00 •  start 8:30

•  breakfast 7:30 •  lunch 12:00
•  bed 11:00 •  finish 6:00
Chen Eyup

•  start 8:30 •  up 7:30

•  lunch 12:30 •  lunch 1:00
•  finish 4:30 •  bed 11:30
Reka Fei

•  breakfast 8:00 •  start 9:00

•  lunch 1:00 •  finish 5:00
•  dinner  7:30 •  bed 11:30
Ryan Celine

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 Unit 7 Communicative activity C (Real life)
Problem dominoes

✂
read a book hot have an ice cream don’t feel well

see the doctor cold have a cup of tea don’t like football

play tennis wet change your clothes hot

go to the beach hungry have a sandwich cold

stay at home today thirsty have a glass of water wet

take an umbrella bored watch TV don’t understand

ask for help tired go to bed hungry

have lunch now don’t understand talk to your teacher bored

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 Unit 8 Communicative activity A (Grammar)
What’s his job?

Student A

Alessandra Bader Choi

She talks to people. ______________________ ______________________
She goes to beautiful ______________________ ______________________
places.
She takes photos. ______________________ ______________________

Student B

Alessandra Bader Choi

______________________ He uses a computer. _____________________
______________________ He says hello to people. _____________________
He answers the phone.
______________________ _____________________

Student C

Alessandra Bader Choi

______________________ ______________________ He says hello to people.
______________________ ______________________ He cleans tables.
He gives people food.
______________________ ______________________

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 Unit 8 Communicative activity B (Vocabulary)
Draw the details

Student A

Student B

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 Unit 8 Communicative activity C (Real life)
Phone call

✂
Company: Company: Company:
Madrid Football Club Pineapple Computers Congo Books

Company: Company: Company:

BMZ Cars Tiger Shoes for Sport Easy English School
✂

✂
Person: Person: Person:
Steffi Braun Hau Tran Nacho Gomez

Person: Person: Person:

Mousa Al-Abbas Sefu Kabila Anya Petrova
✂

Sorry: Sorry: Sorry:

✂
Sorry: Sorry: Sorry:

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 Unit 9 Communicative activity A (Grammar)
Places to visit

✂
Student A Student B

Rio de Janeiro Paris

•  nice beaches •  a big river
•  green mountains •  famous museums
•  good music •  beautiful parks
•  hot weather •  interesting tourist attractions
•  big train stations   •  a beach  

✂
Student C Student D

Istanbul Tokyo
•  big markets •  a famous mountain
•  old buildings •  good food
•  a famous bridge •  modern buildings
•  cheap restaurants •  fast trains
•  big mountains   •  an airport near the centre  

City: City: City:

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 Unit 9 Communicative activity B (Vocabulary)
Clothes shop

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 Unit 9 Communicative activity C (Real life)
Hotel requests

✂
breakfast
lunch in my room a different room
before 7 am

a towel for the

a taxi to the airport dinner in the hotel
swimming pool

the key to my room a gift for my mother help with the wi-fi

a room for a week a parking space the wi-fi password

a taxi to the
fruit for breakfast help with my bags
city centre

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 Unit 10 Communicative activity A (Grammar)
Wrong sentences

Student A

1 My first teacher was a funny man. (RIGHT)

2 Where was you yesterday? (WRONG)
3 Were you good at maths at school? (RIGHT)
4 Are you from Saudi Arabia? (RIGHT)
5 You aren’t at school yesterday. (WRONG)
6 My breakfast was good this morning. (RIGHT)
7 Yesterday I were tired. (WRONG)
8 My mother born in Istanbul. (WRONG)

Cut or fold

Corrected sentences/questions:
2 Where were you yesterday?
5 You weren’t at school yesterday.
7 Yesterday I was tired.
8 My mother was born in Istanbul.

Student B

1 Maria not was at school yesterday. (WRONG)

2 What was on TV yesterday? (RIGHT)
3 What your grandfather’s job? (WRONG)
4 My friends were at my house on Saturday. (RIGHT)
5 Where you were born? (WRONG)
6 I wasn’t happy at school. (RIGHT)
7 My grandparents were in the Olympics in 1976. (RIGHT)
8 Who was your teacher now? (WRONG)

Cut or fold

Corrected sentences/questions:
1 Maria wasn’t at school yesterday.
3 What was your grandfather’s job?
5 Where were you born?
8 Who is your teacher now?

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 Unit 10 Communicative activity B (Vocabulary)
The class birthday timeline
16th Gabrielle

January February
Ma
r

ch
r

il
A p
May
ne
Ju

ul
y
J

August Sep
tem
be
er r

o b
O c t
December November

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 Unit 10 Communicative activity C (Real life)
Where were you?

LATE LATE

on a train busy

LATE LATE
in traffic not well

on the phone at home

LATE LATE

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 Unit 11 Communicative activity A (Grammar)
Three in a row

1 2 3 4 5

I ____ breakfast at My parents ____ me Romeo ____ Juliet They ____ to France My weekend ____
7:00 this morning. to Australia last year. at a party. on the train. great, thanks.

6 7 8 9 10

You ____ that film I ____ very tired I ____ a shower My parents ____ to Max and Elena ____
last week. yesterday. last night. England last week. a lot of photos.

11 12 13 14 15

I ____ the bus into My grandfather ____ Hana ____ shopping We ____ Big Ben The train ____ to
town on Saturday. two sisters. at the weekend. in London. the station.

16 17 18 19 20

You ____ here We ____ a lot of My parents ____ born We ____ pizza for Tomasz ____ to
yesterday. animals. in 1980 and 1982. dinner last night. school in Scotland.

21 22 23 24 25

A man ____ to our

My bus ____ late I ____ home at 10:30 You ____ my book I ____ your mobile
school and talked
this morning. last night. to your house. phone on the table.
to us.

26 27 28 29 30

I ____ to Turkey last My friends ____ to We ____ a taxi home You ____ on holiday You ____ a coffee
summer. my house last night. last night. last week. before school today.

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 Unit 11 Communicative activity B (Vocabulary)
A famous life
Life events

A  She s_____________ psychology at Harvard University.

✂

She w_____________ to s_____________ in New York.

B  
✂

C  She l_____________ in Paris with her husband.

✂

D    She l_____________ s_____________ when she was 18.

✂

She w_____________ b_____________ in Jerusalem.

E  
✂

F   She s_____________ w_____________ as an actor when she was 12.

✂

G   She m_____________ her h_____________ , Benjamin Millepied.

✂

H   She l_____________ in Washington DC.

Natalie Portman’s life

Natalie Portman is an actor. She is famous for films like
Black Swan and Star Wars. Match the completed sentences
(A–H) with the years or periods of time on the timeline of
Natalie’s life.

1984–1988 1993 1999–2003

1980 1990 2000 2010 2020

1981 1990–1999 1999 2009 2014–2016

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 Unit 11 Communicative activity C (Real life)
Did you have a good time?

✂
Grandparents
✂

New York
Friend
✂

Cousin
Rome

Dubai Japan

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 Unit 12 Communicative activity A (Grammar)
Weekend plans
1 2
___________ is playing football on ____________ . ____________ is going shopping on _____________ .

Johanna is going to play football on Friday.

3 4

______________ is having pizza on ____________ . ______________ is playing tennis on ____________ .

5 6

_____________________ coffee ________________ . _____________________ cinema ________________ .

7 8

_____________________ concert _______________ . ________________________ walk _______________ .

✂
✂

Saturday Friday

Friday Sunday

Sunday Saturday

Saturday Sunday

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 Unit 12 Communicative activity B (Vocabulary)
Furniture swap

Room cards

✂
Kitchen Living room

✂
Bedroom Bathroom

Furniture cards
✂

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 Unit 12 Communicative activity C (Real life)
Making an offer

Student A

… a cup of tea? … a seat?

… to go to Paris? … to go to a party tomorrow?
… some chocolate cake? … to buy an expensive car?

✔
✘ ✔ ✘

✘ ✔ ✔

Student B

… to play in an international football game? … to go to the cinema?

… to go to India? … fish for dinner tonight?
… some help with your bags? … a glass of water?

✔ ✘ ✔

✘ ✔ ✘

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 Photocopiable communicative activities:
teacher’s
Teacher’s notes
Unit 1A Names
AIM: to practise the verb to be (I am, you are) by
introducing oneself and spelling names
LANGUAGE: I’m, you’re; saying the alphabet
GENRE: whole class
MATERIALS: a copy of the worksheet for each group of
18 students, cut into cards as indicated
Class time: 30 to 35 minutes
PROCEDURE:
• Demonstrate the following conversation with your
students by introducing yourself to a couple of them
and eliciting their response. Then write it on the
board for reference.
A: Hello! I’m <name>.
B: Hi! I’m <name>
A: Nice to meet you.
B: You too.
• Ask each student to write a list of numbers in their
notebook, according to the size of the class (e.g.
if your class has 16 people, they should write the
numbers 1 to 16).
• Version 1: If you have a monolingual class who
already know each other, or who will not find it
challenging to spell each other’s names, use the cards.
Give each student a card. Tell the class that they have
new identities from different countries. They need to
find out each other’s new names, and write them next
to the numbers in their notebook, with correct spelling.
• Version 2: If you have a multilingual class who
don’t know each other, don’t use the cards. Tell the
students to use their real names. (This is a good
opportunity for students to become more familiar
with a lot of unfamiliar names.) Tell the students
that they need to write everyone’s names on the list
in their notebook, using the correct spelling.
• Students mingle, carrying out the conversation with
each other, and writing each other’s names in their
notebooks, until they have written everyone’s name.
Remind them how to ask Can you spell it, please?
Monitor and check that students are using I’m
correctly and saying the alphabet correctly. Don’t
allow them to show each other their cards.
• When everyone has written all the names in
their notebooks, check the spelling by eliciting
all the names and writing them on the board for
students to check.
• Ask students to test their memory by mingling
again, and checking they remember who is who,
using the following conversation:
A: You’re Colum.
B: Yes, I’m Colum. or No, I’m Carlos.
• While students are mingling, monitor and check
that they are using You’re rather than just saying
the name.
85469_EM02_ptg01_261-311.indd 297
• Version 1 follow-up: Ask students to use the
internet to discover the nationality of each name
(e.g. type ‘Pavel name’ into Google and the origin
should be clear from the first few results). This
could be a good lead-in to Lesson 1B.
Unit 1B Where’s she from?
AIM: to practise nationality adjectives by doing an
information gap activity
LANGUAGE: nationality adjectives
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 30 to 35 minutes
PROCEDURE:
• Give each student half of the worksheet, so they
are working in pairs with a partner who has the
other half. Tell them not to show their partner
their sheet of paper.
• Show the students the pictures on the worksheet
and explain that some information is missing.
Their partner has the information they need.
• Demonstrate how students should exchange
information using the following conversation:
B: Denis?
A: Denis is Russian.
Show Student B where to write ‘Russian’ onto their
worksheets.
• Students work in pairs to exchange information
and write the missing information onto their
worksheets. Monitor and help with the information
exchange and writing the information.
• Once a pair has finished, they should check they
have the correct spelling of the nationalities
by looking at each other’s worksheets. Then
they should go through the worksheet together
practising the names of countries and nationalities,
e.g. by saying: Denis is Russian. He’s from Russia.
Unit 1C Classroom language
AIM: to practise classroom language by matching the
beginnings and endings of sentences
LANGUAGE: classroom language (e.g. Sorry I’m late;
I don’t understand)
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 30 to 45 minutes (including Optional step)
PROCEDURE:
• Give each student half of the worksheet, so they are
working in pairs with a partner who has the other half.
Tell them not to show their partner their sheet of paper.
297
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 • Show the students the worksheet and explain
that in Section 1, Student A has the beginning
of the sentences or questions, and Student B has
the endings, while in Section 2, Student B has the
beginnings and Student A has the endings.
• Students should not look at each other’s worksheets.
Student A reads out the beginning of a sentence or
question from Section 1, and Student B chooses the
correct ending and reads it out. If both students
agree that this is correct, they complete the
missing part on their worksheet. You may want to
demonstrate this before starting the activity.
• Section B is the same, except that Student B starts.
• Optional step Assign each sentence or question to
a different pair, and ask them to use it to make a
poster to be displayed in the classroom. It should
have the sentence or question written in large,
clear letters, and a picture or a translation to help
students remember what it means. These posters
can be displayed in the classroom and used for
future reference.
Unit 2A Where are they?
AIM: to practise using be to ask where people are
LANGUAGE: be (all persons; statements, questions,
negatives)
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 25 to 30 minutes
PROCEDURE:
• Explain that the students are going to do an
activity which involves asking where different
people are. Organize students into pairs and give
each student half of the worksheet so that they are
working with a partner who has the other half. Tell
them not to show their partner their sheet of paper.
• Point out the blank faces and name labels under
pictures 4, 5 and 6. Tell each student to write their
own name under picture 4, their partner’s name
under 5, and both their names under 6.
• Ask students to work individually to write
questions in their notebooks using the prompts at
the bottom of their worksheet. Demonstrate the first
one for each worksheet:
Student A, question 1: Are Jun and Kim in the sea?
Student B, question 1: Is Tetsuo in a classroom?
• Remind them to use the correct form of be and the
correct word order for questions. Monitor and help
with any difficulties. (For weaker classes, you could
put students in AA and BB pairs for this stage.)
• Elicit the answers to the questions on the board,
and write them on the board as well, using the
short answer forms:
A: Are Jun and Kim in the sea?
B: Yes, they are.
B: Is Tetsuo in a classroom?
A: No, he isn’t.
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85469_EM02_ptg01_261-311.indd 298
• Ask students to work in pairs to take turns to ask
their questions, and answer their partner’s questions.
Tell them to write yes and no on their worksheet.
Monitor and check that students are asking questions
correctly and giving correct short answers.
• After they have finished, allow students to look at
each other’s worksheets to check they are correct.
• Optional step Ask students to work in pairs to write
sentences in order to correct the questions where the
answer was ‘no’, e.g. Tetsuo is in a car.
ANSWERS
Student A:
1  Are Jun and Kim in the sea? Yes, they are.
2  Is Tatiana in a city? No, she isn’t. Tatiana’s on an island.
3  Are Victor and Maria in a classroom? No, they aren’t.
Victor and Maria are at Lake Balaton.
4  Am I in the desert? Yes, you are.
5  Are you on the beach? Yes, I am.
6  Are we in New York? No, we aren’t. We’re in London.
Student B:
1  Is Tetsuo in a classroom? No, he isn’t. Tetsuo is in a car.
2  Are Sylvie and Angeline on the beach? No, they aren’t.
Sylvie and Angeline are on a mountain.
3  Is Lin in a city? Yes, she is.
4  Am I in a tent? Yes, you are.
5  Are you in the sea? No, I’m not. I’m in a classroom.
6  Are we in a café? Yes, we are.
Unit 2B Colour by numbers
AIM: to practise colours and numbers 11–100 by carrying
out a colour dictation activity
LANGUAGE: numbers 11–100; colours red, blue, brown,
orange, etc.
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated; a wide variety
of coloured pencils and pens (black, orange, blue, white,
pink, red, yellow, green brown and black)
Class time: 25 to 30 minutes
PROCEDURE:
• Explain that the students are going to do an activity
to practise colours and numbers.
• Give each student half of the worksheet, so that
they are working with someone who has the other
half. Tell them not to show their partner their sheet
of paper.
• Focus students on the sentences underneath the
numbers, and explain that the letters in the colour
words have been jumbled up and need to be
rearranged to create correctly spelled words. Give
the following example on the board:
68 is _______ (dre)
Show how the letters in brackets can be rearranged
to make the colour red.
14/06/19 12:18 AM
 • Ask students to work individually to rearrange the
letters on their worksheet to make colour words. If
you have weaker students in the class, you could
put students in AA and BB pairs for this stage so
they can support each other.
• Explain that each student must read their sentences
aloud to tell their partner what colour to use to
colour in the outline of each number. Demonstrate
this on the board with your sentence: draw an
outline of the number 68, and ask a student to read
out the sentence 68 is red. When they have read it
correctly, colour the number in red. You could also
demonstrate how to check what they’ve heard, e.g.
A: Sixty-eight is red.
B: Red?
A: Yes, red.
B: Sixty-eight?
A: Yes, sixty-eight.
• Put a variety of coloured pens and pencils within
reach of each pair. Students tell each other what
colour to fill in each number with. When they have
finished, they can look at each other’s worksheets
to check they have done it correctly.
• Optional step Ask students to dictate their own
further examples of numbers in specific colours for
their partner to write on their sheet.
ANSWERS
Student A:
16 is yellow, 98 is green, 55 is blue, 60 is pink, 44 is brown,
27 is orange.
Student B:
77 is black, 35 is orange, 41 is blue, 18 is white, 88 is green,
53 is red.
Unit 2C Hotel information
AIM: to practise giving personal details by carrying out a
hotel booking information gap activity
LANGUAGE: giving names, email addresses, etc.
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 20 to 30 minutes
PROCEDURE:
• Explain that the students are going work in
pairs to roleplay a telephone conversation. In the
conversation, one person wants a hotel room and
the other person is the hotel receptionist.
• Elicit what details might be needed, and write the
students’ ideas on the board. Explain that in this
roleplay, they only need to ask for the name, address,
email address and phone number. Elicit the questions
they will need to ask, and write them on the board:
Name: What’s your first name, please?
Surname: What’s your surname, please?
Address: What’s your address, please?
85469_EM02_ptg01_261-311.indd 299
Email: What’s your email address, please?
Phone: What’s your phone number, please?
• Write the beginning of the conversation on the
board (ideally above the questions) and drill it:
A: Good morning/afternoon/evening, this is the
<name> hotel.
B: Good morning/afternoon/evening. I’m <name>.
My hotel booking is for two nights.
• You may also want to give them some phrases for
conversation repair, such as Can you say that again?
and Can you spell that? or How do you spell that? or
(more simply) Sorry? and Spelling, please?
• Give each student half of the worksheet, so they
are working in pairs with a partner who has the
other half. Tell them not to show their partner
their sheet of paper. Ask students to roleplay the
conversation on the board, writing down each
other’s details on the empty form. Tell them to
take turns being the guest and hotel receptionist.
Monitor and help if necessary.
• After each pair has finished, they can compare
worksheets and check that all the details are
perfectly correct.
Unit 3A Frank’s car,
Elena’s computer
AIM: to practise possessive ’s by playing a matching game
LANGUAGE: ’s with people’s possessions
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group of
three students, cut into a worksheet and a set of cards
Class time: 25 to 30 minutes
PROCEDURE:
• Explain that the students are going to play a game
in which they match possessions to their owners.
Give each group a worksheet and a set of cards.
• Tell each group to shuffle the cards and place them
face down on the table. They place the worksheet
between them. Students take it in turns to turn over
a card. They should look at the worksheet and say
whose possession it is, e.g. This is Frank’s car. This
is Miki’s city. The other students listen and check
that the pictures match and that ’s is pronounced. If
everything is correct, the student can keep the card.
If not, they put it back at the bottom of the pile.
Continue until all the cards have been used. Then
the person with the most cards is the winner.
• To add an extra layer of challenge, the worksheet can
be passed round during play so that the person who
takes a card cannot see it, while the other two can.
The student has to remember who the item belongs
to, as well as remembering to use ’s correctly.
• Optional step Ask each student to bring two of
their own personal items to the front of the room
(e.g. bags, notebooks, pens). Jumble them up then
hold up each item in turn and ask the class to say
(or guess) who each item belongs to, e.g. That’s
Ana’s pen, or That’s Nacho’s bag. Make sure they
keep quiet when it’s their own item!
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14/06/19 12:19 AM
 Unit 3B My family
AIM: to practise family vocabulary by carrying out an
information gap activity
LANGUAGE: mother, father, son, sister, etc.
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 25 to 30 minutes
PROCEDURE:
• Explain that the students are going to play a game
to practise family vocabulary. If you think they
need to be reminded of the family vocabulary,
revise the words taught in Unit 3 (page 34 of the
Student’s Book).
• Give out the worksheets so that each person is
working in pairs with a partner who has the other
half of the worksheet. Tell them not to look at each
other’s worksheets.
• Point out that the person in the middle of the family
tree is labelled ‘me’ and the students should pretend
to be this person during the activity. Also check that
the students understand the family tree symbols
that mean ‘married’, ‘male’, and ‘female’.
• Demonstrate the first question and answer with
the class to make sure everyone is reading the
family tree correctly. Tell them that Student B asks
questions first. To demonstrate, ask Student A:
B: What’s your father called?
A: He’s called Carlos.
B: How do you spell that?
A: C-A-R-L-O-S.
B: Thanks.
You could write this conversation on the board as
a guide.
• Student B then continues to ask Student A about
their family, and writes in the names on the blank
family tree on their worksheet. They can ask for
help with spelling if necessary.
• Once Student B has completed A’s family tree,
Student A asks Student B about their family, and
completes the blank family tree on their worksheet.
• When both players have completed the family trees,
the students can compare worksheets and check
they have written all the names correctly.
Unit 3C Special days
AIM: to practise expressions for special occasions by
carrying out short roleplays
LANGUAGE: Congratulations, Happy New Year, etc.
GENRE: pairwork
MATERIALS: a copy of the worksheet for the class (or
each group of 16 students), cut into cards as indicated
Class time: 35 to 40 minutes
PROCEDURE:
• Explain that the students are going to carry out
short roleplays related to special days or occasions.
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85469_EM02_ptg01_261-311.indd 300
Remind them of the conversations from lesson
3d (pages 40 and 184 in the Student’s Book), and
elicit what might be said on different occasions.
Elicit how the conversation might continue,
e.g. (Congratulations!) What’s her name? (Happy
Birthday!) How old are you? (I’m very happy for you.)
When’s the party? Also elicit different ways of
offering a present, e.g. Here’s a present for you.
This is for you. This is for the baby.
• Give each pair a different card and explain that the
words in each sentence are jumbled. They need to
rearrange them to make a conversation related to a
special occasion. First, students should work together
to write out the conversation correctly in their
notebooks. Then they should roleplay it, reading
from their script. Finally, they should try to roleplay
it from memory, without looking at the script.
• After 3–4 minutes, ask each pair to pass the cards to
the next pair so that each pair can then work with
a new situation. Repeat all three stages: writing
out the conversation, reading out the script, and
roleplaying from memory. Repeat until all pairs
have worked on all situations.
• Finish off by asking two or three pairs to roleplay
one of the situations for the class.
ANSWERS
1  Congratulations, Dana and Ali! / Thank you! We’re very
happy. / Your dress is beautiful.
2  Here’s a present for you. / Thank you, that’s very kind. /
You’re welcome.
3  Congratulations, Sofia and Martin! / Thank you! We’re
very happy. / What’s his name?
4  Happy New Year! / Thanks, you too. / This party is good.
5  Happy birthday, Elena! / Thank you! / How old are you? /
I’m eight today.
6  This is for the baby. / That’s lovely, thank you. / You’re
welcome.
7  This is for you. / Thank you very much. / You’re welcome.
8  Happy New Year! / Happy New Year to you too! / Here’s
a present for you.
Unit 4A A trip to New York
AIM: to practise question words by mingling to find your
travel partner
LANGUAGE: where, when, why, what
GENRE: whole class
MATERIALS: a copy of the worksheet for every 12
students in the class, cut into cards as indicated
Class time: 30 to 40 minutes
PROCEDURE:
• Collect some pictures of the famous places in
New York that are mentioned in the activity, using
magazines or the internet. Put them on the board
or hand them round the class. Ask students which
city they are in and elicit the names of some of the
places, writing them up on the board.
14/06/19 12:19 AM
 • Pre-teach some useful vocabulary for the activity,
e.g. flight home, reason for travel, favourite place.
• Fold each card along the fold line so students will
only be able to see the top part (starting with ‘Hotel’).
Give one folded card to each student and explain that
the students are visitors in New York. They are each
travelling with another person, but they need to find
out who their partner is. To do this, they need to find
someone who is staying in the same hotel, going home
on the same day, and travelling for the same reason.
• Elicit the questions that they will need to ask to find
out this information, and possible answers. Write
these on the board and drill them:
Where’s your hotel? – It’s on Broadway.
When’s your flight home? – It’s on Friday.
Why are you in New York? – I’m here for work.
• Students use their card to mingle and ask questions
in order to find their partner. Once they have found
each other, they can sit down together, unfold their
cards, and ask each other what their favourite places
are. You may want to add the following exchange to
the list already on the board:
What’s your favourite place in New York? – It’s the
Brooklyn Bridge.
• Students who find each other very quickly can ask
each other questions about their favourite place,
e.g. What is it? Where is it? Why is it famous? When’s
it open? They can make up the answers, or use the
internet to find out (allow them to do this in their
own language, but they must give the information
to their partner in English).
• When everyone has found each other, follow up
by asking each pair one question, e.g. Where’s your
hotel? or What are your favourite places?
Unit 4B Where’s the bank?
AIM: to practise vocabulary for places in a town by
playing a pelmanism game
LANGUAGE: places in a town, such as market, cinema,
café, train station
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair,
cut into cards as indicated
Class time: 30 to 35 minutes
PROCEDURE:
• Organize students into pairs and explain that they
are going to play a memory game to practise words
for places in a town. Give each pair a set of cards.
• First, students remind themselves of the vocabulary
(from Student’s Book page 46). They put all the
cards face up, divide them into picture cards and
word cards, and match words to pictures.
• Once they have finished this, tell them to keep the
picture cards separate from the word cards, shuffle
them separately, and turn all the cards upside down
and lay them out, still keeping the two sets separate.
85469_EM02_ptg01_261-311.indd 301
• Players take turns to turn over one picture card and
one word card. If they match, they keep the pair. If
not, they turn them over again, leaving them in the
same positions.
• Explain that the aim is for partners to help each
other, and the pair who finds all the pairs first will
win. Students can then ask each other for help if
they have seen a card but can’t remember where it
was, e.g.
A: Where’s the bank?
B: It’s here. / I think it’s here.
• Optional step To lengthen the game, you could
make two copies of the worksheet for each pair, so
there are two pairs of every word.
• Fast-finishing students can pick three places and ask
their partner where they are, e.g.
Where’s the cinema?
It’s near the train station / It’s on the London Road /
It’s in the city centre.
Unit 4C Snack swap
AIM: to practise language for buying snacks by
roleplaying
LANGUAGE: phrases for buying snacks, e.g. Can I help
you? Large, please. Anything else?
GENRE: whole class
MATERIALS: a copy of the worksheet for each group of
16 students, cut into cards as indicated. (After cutting up
the cards, use a highlighter or board pen to put a large
coloured line or cross on the back of each card – one
colour for the customer cards, and one for the barista
cards. Alternatively, you could copy the customer cards
onto a different coloured paper from the barista cards.)
Class time: 25 to 30 minutes
PROCEDURE:
• Remind students of the language for buying snacks.
Explain that they are going to have conversations
with each other similar to the ones on page 52 of
the Student’s Book.
• Give each student a card (if you don’t have exactly
16 students, make sure that there is an equal
number of customer and barista cards in the class).
Point out the different coloured marks (or coloured
paper) and explain that they always need to have
a conversation with a person who has the other
coloured card.
• Players mingle and find a partner who has
a different coloured card. They roleplay the
conversation, using the language from the lesson.
Each time they finish a conversation, they must swap
cards before finding a new partner.
• Stop the mingle after most students have worked
with most of their classmates.
• Organize students into pairs and ask them to roleplay
a similar conversation from memory, without looking
at any cards. Then ask one or two pairs to act out
their conversation for the rest of the class.
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 Unit 5A Find someone who can …
AIM: to practise can/can’t by doing a ‘find someone
who …’ activity
LANGUAGE: can (positive, negative, questions,
short answers)
GENRE: whole class
MATERIALS: a copy of the worksheet for each student
Class time: 30 to 40 minutes
PROCEDURE:
• Pre-teach the words violin, basketball, salsa and
motorbike. Use pictures from the internet, photos,
or sketch your own drawings. Once students
are confident with these, add three languages
and chocolate cake to the list, and check students
understand these too.
• Explain that the students are going to find out
who in the class can do certain things. Give out the
worksheets, one for each student.
• Optional step If there are several activities on the
worksheet that you think no one (or everyone) in
your class can do, you might like to change them to
something more appropriate for your class situation.
• Draw attention to the two columns on the
worksheet and demonstrate how (in the questions
column) the words have been rearranged to form a
question, and how (in the answers column) the gap
has been filled in with a person’s name.
• The students work in pairs to fill in the questions
column. Monitor and provide help if necessary –
perhaps draw their attention to the answers column,
which can provide help with word order in the verb
phrase. Fast-finishing students can think of their
own ideas for questions 7 and 8.
• Check as a class to make sure everyone has the
correct question forms.
• Tell students to mingle and ask each other the
questions to find out who can do each of the things
listed on the worksheet. Remind them to use short
answers when replying, e.g. Yes, I can and No, I can’t.
If they find someone who answers Yes, I can, they
should write their name in the appropriate gap in
the answer column.
• Point out that players can only ask one person
one question at a time, before moving on to talk to
someone else. However, they can come back and
ask that person a different question later.
• Monitor and check that students are forming
questions and using short answers correctly. Check
that they understand how to record positive answers.
• After 15 minutes, or after most people have spoken
to most other people in the class, stop the activity.
In feedback, ask a few students to report back about
who in the class can do what.
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Unit 5B Different possessions
AIM: to practise words for possessions by finding the
differences between two pictures
LANGUAGE: possessions, e.g. a football, a cat, a watch, a
guitar
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 25 to 30 minutes
PROCEDURE:
• Remind students of the possessions vocabulary
from page 60 of the Student’s Book, e.g. by miming
playing the guitar, stroking a cat, putting on glasses,
etc. Explain that students are going to compare two
pictures in order to practise this vocabulary.
• Pre-teach the phrases That’s different and That’s the
same by finding differences and similarities between
pairs of students, e.g. Michelle is from France. Alex is
from France. That’s the same. Michelle is 19 and Alex is
27 – that’s different. Write the phrases That’s the same
and That’s different on the board and drill them.
• Organize students into pairs and give each student
half of the worksheet, so they are working with a
partner who has the other half. Tell them not to look
at each other’s worksheets. Explain that they need
to find out what is the same and what is different
between the people and their possessions.
• Student A says something about the person on their
worksheet and how many of a certain item they
have. Student B responds by saying how many of
that item the person on their worksheet has. Student
A listens and responds with That’s the same or That’s
different. It is a good idea to demonstrate and drill
this with the following exchange:
A: Tomoko has three cats.
B: Florian has one cat.
A: That’s different.
• The students repeat the exchange, taking turns
to start, until they have talked about all the
possessions. Then they work together to write
sentences to describe all the differences they found,
e.g. Tomoko has three cats, but Florian has one cat.
• Once everyone has finished, ask them how
many possessions were the same. Then check the
sentences about differences with the whole class.
ANSWERS
There is only one similarity: they both have one guitar.
There are six differences:
Tomoko has three cats, but Florian has one.
Tomoko has one football, but Florian has four.
Tomoko has two motorbikes, but Florian has one.
Tomoko has five photos, but Florian has seven.
Tomoko has two cameras, but Florian has four.
Tomoko has three watches, but Florian has one.
14/06/19 12:21 AM
 Unit 5C How much is it?
AIM: to practise asking the price of things by carrying out
an information gap activity
LANGUAGE: How much is this … ? / How much are these … ?;
money and prices
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 25 to 30 minutes
PROCEDURE:
• Put students in pairs and give each student half of
the worksheet, so they are working with a partner
who has the other half. Tell them not to look at each
other’s worksheets.
• Draw students’ attention to the worksheet. Show
them that there are items in a shop, with price
labels. Point out that some labels have a price, while
some are blank. Explain that their partner has the
price of the items which are blank, and they need to
exchange information in order to find out the prices
of all the items.
• Demonstrate and then drill the following
conversation as an example:
A: How much is the football?
B: It’s six dollars.
A: Thank you! (Student A writes $6 on the label of
the football.)
• Students take turns to ask about different items, and
fill in the prices their partner tells them. Remind
them to say (and write) whether the price is in
pounds, dollars or euros, and to be careful about the
pronunciation of numbers. Monitor and help with
any problems that arise.
• When each pair finishes, they should look at each
other’s worksheets and check that the prices they
have written down are EXACTLY the same as what
was on their partner’s sheet originally.
• Optional step You can ask the class, or just fast-
finishing students, to roleplay buying one or two
of the objects on the worksheet, using the language
from page 64 of the Student’s Book.
• At the end of the activity, ask the students for the
prices of a few things. You could also recycle the
work on adjectives from the unit by asking: Are the
books expensive? Is the bag cheap? Encourage as much
discussion as the students are capable of.
Unit 6A Class survey
AIM: to practise talking about what people like by
carrying out a class survey
LANGUAGE: like (questions, negatives, short answers,
third person)
GENRE: whole class
MATERIALS: a copy of the worksheet for each student
Class time: 25 to 30 minutes
85469_EM02_ptg01_261-311.indd 303
PROCEDURE:
• Give each student a worksheet. Explain that they
are going to find out what their classmates like
and don’t like.
• First, students need to each choose a different item
for each category on their worksheet. Start with
the Food category. Go round the class and ask each
student to choose a type of food. They mustn’t
choose something that someone else has said. Each
student writes the food they have chosen next to or
near the cake shape. If it gets hard to think of things
towards the end of the class, ask other students
to give suggestions, or elicit something that the
students learned previously. If you have a large
class and you think this process will take too long
or require too much vocabulary, divide the students
into groups of 6 to 10 students. Write ten different
words for each category on the board, and ask them
to work together to assign a different word to each
person in the group.
• Repeat for the other categories, starting and ending
with different students each time. For times of the
year, you can include months, seasons, birthdays
and festivals such as Halloween and Christmas
(see Unit 3, Student’s Book page 38).
• Students mingle and ask each other if they like
each of the things on their page, e.g. Do you like
apples? They write the names of their respondents
under ‘Yes’ or ‘No’ as appropriate. They should try
to speak to as many different people as possible.
Monitor and encourage them to use the short
answers: Yes, I do and No, I don’t.
• As a follow-up, put students in pairs or threes to
report what they found to each other, e.g. Four
people like apples, and six people don’t like apples. They
should also ask each other about one or two specific
classmates for each category, e.g. Does Abeer like
apples? No, she doesn’t.
Unit 6B Sports crossword
AIM: to practise vocabulary for sports by playing
pictionary in order to complete a crossword
LANGUAGE: names of sports, e.g. running,
swimming, tennis
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 25 to 30 minutes
PROCEDURE:
• Pre-teach the sports table tennis, yoga and skiing
(use photos, sketches or mime).
• Put students in pairs and give each student half
of the worksheet so that they are working with
someone who has the other half. Tell them not to
look at each other’s worksheets.
• Explain that they need to complete the crossword,
and that their partner has the missing words.
In order to do this, they need to draw pictures
for each other.
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14/06/19 12:21 AM
 • Student A asks about one of the words. Student
B draws a picture of the sport. Student A guesses
what it is. When they guess correctly, they write
in the sport into the crossword grid. They can ask
their partner for help with spelling if necessary. You
may like to write the following conversation on
the board to guide students’ interactions, and then
demonstrate with one or two words on the board
before the students start:
A: What's 9 across?
B: (draws picture of basketball)
A: Football?
B: No.
A: Can you help me?
B: It starts with ‘b’.
A: Basketball?
B: Yes!
A: How do you spell that?
B: B-A-S-K-E-T-B-A-L-L
A: Thanks.
• After each pair has finished, they can look at each
other’s crosswords to check their answers are
correct and have been correctly spelled.
• Optional step Ask fast-finishing students to use their
dictionaries to learn three new words for sports, and
teach them to their partner by drawing pictures.
Unit 6C Calendars
AIM: to practise making and responding to suggestions
by making plans in a calendar
LANGUAGE: phrases for suggestions (Let’s … and How
about …) and for responding to suggestions (That sounds
great, I’m sorry, I’m busy); days of the week
GENRE: whole class
MATERIALS: a copy of the worksheet for every four
students, cut into cards as indicated
Class time: 30 to 35 minutes
PROCEDURE:
• Briefly revise the days of the week with the class
(Unit 2) – elicit and drill each day, ensuring that
students stress the first syllable for all days of
the week.
• Give each student a card – it doesn’t matter if
several students have the same card. Point out the
abbreviations for the days of the week. Explain that
they are planning their week, and they need to find
other people to join them for various activities. To do
this, they need to suggest their activities to each other.
• Elicit and drill the following conversations:
A: Let’s go swimming on Wednesday!
B: That’s a good idea. In the morning?
A: OK, great!
A: How about a burger on Friday?
B: Sorry, I’m busy (on Friday).
A: OK. No problem.
• Students mingle and take turns to suggest different
activities to each other. They check their calendars to
see whether they’re busy and respond accordingly,
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referring to the example conversations. If an activity
is accepted, both students write each other’s names
and the activity in their own calendar.
• After 15–20 minutes, stop the mingling and ask
students to work with a partner who has a different
calendar to theirs.
• Write the adjectives from page 76 of the Student’s
Book on the board (fantastic, great, horrible, boring)
and add the adjectives OK and nice. Ask them to
show each other their calendars and describe the
activities using the adjectives, e.g. A pizza is great.
Running is boring.
Unit 7A Scrambled questions
AIM: to practise present simple questions by playing
a board game
LANGUAGE: present simple questions with you
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group of
three or four students; a die for each group and a counter
for each student
Class time: 25 to 30 minutes
PROCEDURE:
• Give each group a copy of the worksheet, a die and
a set of counters. Explain that they are going to play
a board game and ask each other questions.
• Students take turns to roll the die and move along
the board. When a player lands on a square, they
must rearrange the words in the square to make a
present simple question. Then they choose another
player and ask them this question. If the answer
is ‘yes’, they can move forward two squares. If the
answer is ‘no’, they must stay where they are. If they
land on a square that tells them to go back or go
forward, they follow these instructions.
• The first player to reach the finish square is the
winner.
• After all the groups have finished, ask each group
to tell the class one or two things they learned
about each other.
• Optional step Ask students to write the correct
question for each square in their notebooks, and
a short answer expressing their own opinion,
e.g. Do you eat meat? Yes, I do. Do you enjoy shopping?
No, I don’t.
ANSWERS
 1 Do you eat meat?
 2 Do you enjoy shopping?
 3 Do you like cooking?
 4 Do you drink coffee?
 6 Do your friends play sport?
 7 Do you like dancing?
 8 Do you have lunch at home?
 9 Do your friends like music?
16/05/18 7:10 pm
 10  Do you like reading?
12  Do your friends like school?
13  Do you work on Saturdays?
14  Do you get up before 8:00?
15  Do your parents read newspapers?
17  Do your friends study English?
18  Do you go walking with your family?
19  Do you go to bed at 11:00?
20  Do your parents like watching TV?
21  Do you have breakfast with your family?
Unit 7B Guess who
AIM: to practise phrases to describe daily routine by
playing ‘guess who …’
LANGUAGE: daily routine phrases, e.g. get up, have
breakfast, start work
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group of
three or four students
Class time: 30 to 40 minutes (including Optional step)
PROCEDURE:
• Check that students are confident using the
collocations to describe daily routine from page 82
of the Student’s Book.
• Organize students into groups of three or four and
give each group a copy of the worksheet.
• Students take turns to pretend to be a person from
the worksheet. Without saying who they are, they
describe their daily routine in the first person, using
the details on the worksheet. Demonstrate this so
that students know to use I and not to use the third
person he/she form. Also, point out that there is only
one word of the collocation on the worksheet, so
they need to think of the other word and form a
complete sentence, e.g. where the prompt says finish
6:30 they should say I finish work at 6:30. Meanwhile
the other students guess who they are pretending
to be, creating a conversation like this:
A: I get up at 7 o’clock.
B: Are you Chen?
A: No. I start work at 9 o’clock.
C: Are you Mihael?
A: Yes, I am.
• The first person to guess correctly gets a point.
Monitor and remind students to speak in full
sentences, using the full collocation, first person
present simple, and at for times.
• Students continue to take turns to describe and
guess, keeping score as they go along. Set a time
limit of 15 minutes. At the end, the student with
the highest score wins.
• Optional step Ask students to choose one person
from the worksheet and to write a paragraph
describing their daily routine, in the first person.
Ask them to make up extra details in order to give
as full a description as possible.
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Unit 7C Problem dominoes
AIM: to practise describing problems and offering
solutions by playing dominoes
LANGUAGE: phrases to describe problems, e.g. I’m tired
and to offer solutions, e.g. Why don’t you go to bed?
GENRE: pairwork
MATERIALS: two copies of the worksheet for each pair
of students, cut into dominoes as indicated
Class time: 25 to 35 minutes
PROCEDURE:
• Organize students into pairs and give each pair
a double set of dominoes (cut out from two copies
of the worksheet).
• Students take seven dominoes each and put the
others face down in the middle of the table. Students
take turns to put down a domino at the beginning
or end of the chain, so that the problem on the right
of one domino matches the solution on the left of
the next domino. There is more than one solution to
each problem, but the problem and solution have to
make sense for the domino to be played. If a student
doesn’t have a domino that can be played, they pick
one up from the pile in the middle.
• Each time a domino is played, the pair should
roleplay a conversation based on the new problem–
solution pair that has just been created. The student
who played the domino starts, e.g.
A: What’s the matter?
B: I’m bored.
A: Why don’t you play tennis?
B: OK. Good idea.
• The first pair to incorporate all their dominoes into
one long chain are the winners. (Note that there is
more than one way of achieving this.)
Unit 8A What’s his job?
AIM: to practise using present simple (third person
singular) by carrying out an information gap activity
LANGUAGE: present simple third person singular
(statements)
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group
of three students, cut into sections as indicated
Class time: 25 to 35 minutes
PROCEDURE:
• Organize the students into groups of three and
give each student in the group a different section of
the worksheet. Tell them not to look at each other’s
worksheets.
• Explain that they are going to find out what the
three people listed on the worksheets do in their
jobs. They each have three sentences about one
person, and they need to get the information about
the other two from the other people in their group.
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14/06/19 12:22 AM
 • Each student takes turns to pass on their
information to the other students. They should
say the name of the person they know about, then
they must not speak, but should mime the three
sentences they have on their worksheet. The other
students guess what the sentence is, and write it
onto their worksheets in the appropriate list.
• Demonstrate with the following exchange:
Teacher: Davide. (mimes driving a car)
Student: He drives a car?
T: Yes! He drives a car. (Teacher writes the sentence other’s pictures to see how similar they are.
on the board.)
• Once they have exchanged their information, the
students work as a group to discuss what each
person’s job is. Again, you could demonstrate this
with the sentences already on the board – add the
name Davide, then elicit and drill this exchange:
A: What does Davide do?
B: He drives a car.
A: What’s his job?
B: I think he’s a train driver.
C: No, I think he’s a taxi driver.
ANSWERS
Alessandra is a photographer.
Bader is a receptionist.
Choi is a waiter.
Unit 8B Draw the details
AIM: to practise vocabulary related to education by doing
a picture dictation activity
LANGUAGE: education vocabulary, e.g. classmate,
university, book, board
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 25 to 35 minutes
PROCEDURE:
• Organize students into pairs and give each student
half of the worksheet so that they are working with
a partner who has the other half. Tell them not to
look at each other’s worksheets.
• Point out that they have one detailed picture and
one very basic picture with very few details on their
worksheets. Explain that they need to draw in the
details on the basic picture to complete it. To do
this, they tell their partner what they can see, and
then their partner will describe to them the extra
details they need to add to the scene.
• Each student tells their partner about what they can
see in the picture, while their partner draws in the
items described. Point out the letters and tell them
to make sure they describe everything that has a
letter next to it.
• Since the students have not yet met There is/are,
encourage them to use She has/He has instead. For
the names of the institutions, they can say She works
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at Summertown School. You might want to write the
following sentence stems on the board as support:
She has … He has …
She works at … He studies at …
• Monitor and support as necessary. Remind
students not to look at their partner’s worksheet.
If you notice that some vocabulary items are
being ignored, write them on the board to prompt
students to mention them.
• Once each pair has finished, they can look at each
• Go through the details with the class to check that
everyone found everything, and to deal with any
pronunciation or vocabulary problems.
ANSWERS
Student A:
She’s a teacher. She’s in a classroom. The classroom has
a door. She works at Summertown School. She has five
students. The students have desks. She has four books, two
pens, six pencils and one board.
Student B:
He’s a student. He studies at Richmond University. He has
two classmates. He has one notebook, two books, three
pens, and one pencil. One classmate has a bag.
Unit 8C Phone call
AIM: to practise making a phone call
LANGUAGE: phrases for making a phone call,
e.g. Can I help you? I’ll call back later.
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into three sets of cards as indicated
Class time: 25 to 35 minutes
PROCEDURE:
• Organize students into pairs and give each pair
three sets of cards – ‘company’ cards, ‘person’ cards
and ‘sorry’ cards. Put them face down on the table
in three piles.
• Explain that they are going to roleplay phone
conversations, using the cards. Demonstrate the
following conversation, using the cards:
A: Ring, ring!
B: Hello, (takes a ‘company’ card and reads from it)
Congo Books. Can I help you?
A: Yes, can I speak to (takes a ‘person’ card and reads
from it) Hau Tran, please?
B: I’m sorry, but (takes a ‘sorry’ card and describes
the scene on it) she’s in a meeting at the moment.
A: OK, thank you, I’ll call back later. Goodbye.
B: Goodbye.
• Students roleplay the conversations in pairs,
picking a card from the appropriate pile at the
appropriate moment. They should alternate being
the customer and the receptionist.
14/06/19 12:22 AM
 Unit 9A Places to visit
AIM: to practise there is / there are by doing a decision-
making activity
LANGUAGE: there is/there are (questions and negatives)
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group of
students, cut into four cards as indicated; a copy of the
‘notes’ table at the bottom of the worksheet for each student
Class time: 25 to 35 minutes
PROCEDURE:
• Ask the class what kinds of attractions tourists
like to visit in a city. Write their ideas on the board,
and make sure that several of the ideas from the
worksheet are included (elicit a few if no one has
suggested them).
• Organize students into groups of four and give each
student a different card, and a copy of the table for
making notes.
• Explain that each student has information about a
different city and they need to find out what there
is in each city in order to decide which one they
want to visit. Point out that one item is crossed out
and represents what the city doesn’t have, e.g. river
means that there isn’t a river in the city.
• The first student says which city they have,
and then the others each ask one question using
there is / there are. After each student has asked one
question, the student who has the card gives them
any other information from their card that hasn’t
been covered yet. Meanwhile, the other students
take notes using the table.
• You could write the following example conversation
on the board, and draw students’ attention to the
plural, question and negative forms of there is:
A: I have the city of London.
B: Is there a famous bridge?
A: Yes, there is.
(C and D also ask questions. Then A adds any
remaining information:)
A: There are beautiful parks. There isn’t an airport.
• Once all the information about all four cities has
been exchanged, the students discuss which city
to go to on holiday.
• Optional step Ask the class if anyone has actually
been to any of these cities. Ask them what they
did there.
Unit 9B Clothes shop
AIM: to practise clothes vocabulary by playing a memory
game
LANGUAGE: clothes vocabulary, e.g. trousers, jeans, shirt,
coat, hat
GENRE: groupwork
MATERIALS: a copy of the worksheet for each pair
of students
Class time: 20 to 30 minutes
85469_EM02_ptg01_261-311.indd 307
PROCEDURE:
• Write on the board hats, coats, scarves, shoes, boots.
In pairs, students ask each other How many hats do
you have? They try to answer as exactly as possible,
or give an approximate number if they’re not sure.
• Give each pair a copy of the worksheet. Let them
look at it for long enough to see what the picture
is, then ask them to turn it face-down on the table
while you explain the activity.
• Explain that they will have three minutes to look
at the picture and try to remember as much detail
as possible. After this, they will write sentences
describing what clothes there are in the picture,
e.g. There are three jackets.
• Give the students three minutes to look at the
picture and memorize as much as possible.
Do not allow any writing during this time.
• The students turn the worksheet face-down again
(or put it under a book, to prevent seeing through
from the back) and work together to write as many
sentences as they can about the clothes in the
picture. Encourage them to speak to each other to
make sure the sentences are correct, e.g.
A: There are two jackets.
B: No, I think there are three jackets.
A: OK, three jackets.
• If you think they need a little more input, after five
minutes allow them another 30 seconds to look at
the picture, but don’t allow them to write during
that time. Then give two more minutes for them to
correct or extend their list.
• Get pairs to swap lists and mark each other’s lists
by looking at the picture. Again, encourage pairs
to speak to each other:
A: There are six shirts. That’s correct.
B: There are two coats. That’s wrong.
• Check as a class, and award one point for every
correct sentence (0.5 if incorrectly spelled). The
pair with the most points wins.
ANSWERS
There are: two pairs of boots; four pairs of shoes; two
hats; four scarves; one coat; one jacket; two dresses; three
skirts; five T-shirts; four tops; six shirts; one pair of trousers;
four pairs of jeans; two pairs of shorts; three jumpers
Unit 9C Hotel requests
AIM: to practise making requests in a hotel by roleplaying
different situations
LANGUAGE: I’d/We’d like … ; hotel vocabulary,
e.g. restaurant, key, wi-fi, room
GENRE: whole class
MATERIALS: a copy of the worksheet, cut up into cards
as indicated (you will need extra copies if you have more
than 15 students)
Class time: 20 to 30 minutes
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 PROCEDURE:
• Pre-teach the words towel and parking space, using
pictures or mime.
• Give each student a card, and check that everyone
understands the vocabulary on their card. Explain
that they are going to roleplay making requests
in a hotel by mingling and talking to other
students.
• Write the following conversation on the board
(or elicit it from the students):
A: Can I help you?
B: I’d like a room for three nights, please.
A: Of course.
• Drill the above conversation format, encouraging
clear pronunciation and a polite rising and falling
intonation. For stronger classes, discuss what the
receptionist might say next, e.g. That’s £240 or Can
I have your name?
• Tell students to mingle, taking turns to make their
requests, and respond politely. Remind them to
start each conversation with Can I help you? and to
use I’d like … . For stronger classes, the receptionist
needs to add an appropriate follow-up comment
or question. Before they start, warn them that they
need to try to remember everyone’s request.
• After most of the students have talked to most of
their classmates, ask them to sit down again and
work in pairs or threes. Each pair makes a list of
everyone’s request in the class, e.g. Veronika wants a
different room. Mousa wants the key to his room.
• Check as a whole class. The pair with the most
correct sentences on their list wins.
Unit 10A Wrong sentences
AIM: to practise the simple past of be by correcting
sentences
LANGUAGE: was/were (positive, negative and
question forms)
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated. (If you want
to use the version of the activity for weaker groups, the
answer section of each half should be folded back so that
students cannot see it.)
Class time: 30 to 60 minutes
PROCEDURE:
• Give each student half of the worksheet, and
organize them into pairs so they are working with
someone who has the other half. Emphasize that
they must not show their worksheet to each other.
• Student A reads out one of their sentences, without
saying whether it is right or wrong. Student B listens
and says whether they think it is grammatically
correct. Student A awards one point if Student B has
judged the sentence (or question) correctly. Students
continue taking turns to read out their sentences and
308 Photocopiable communicative activities: teacher’s notes
85469_EM02_ptg01_261-311.indd 308
award points. You may wish to write the following
example conversation on the board and drill it:
B: Maria not was at school yesterday.
A: That’s wrong.
B: Yes! One point.
• After all the sentences have been read out, the
students dictate the wrong sentences to their
partner, who writes them down in their notebook.
Then each student works alone to try to correct
those sentences.
• Once both students have finished correcting the
wrong sentences, they can check with each other
whether what they have written is correct, by
looking at the answer section on their worksheet.
They get one extra point for each correct sentence.
The student with the highest score overall wins.
• For weaker groups: Make sure the answer sections
are folded back before starting the activity. After all
the sentences have been read out, the students look at
both worksheets and work together to correct all the
wrong sentences, writing the correct versions in their
notebooks. Once they have finished, they can unfold
the answer sections to check the correct answers.
Unit 10B The class birthday
timeline
AIM: to practise saying dates by creating a class birthday
timeline
LANGUAGE: dates
GENRE: groupwork
MATERIALS: a copy of the worksheet for each student
Class time: 30 to 60 minutes
PROCEDURE:
• Give each student a worksheet and show them the
timeline. Explain that they are going to write all
their classmates’ birthdays on the timeline.
• Organize students into groups. For classes of
6 to 15, put students in groups of three or four.
For classes of 16 to 25, put students in groups of
four or five. For classes of 26 to 36, put students
in groups of five or six.
• In each group, the students take turns to ask each
other when their birthdays are, and write down
everyone’s birthday on their timeline. Point out the
example on the worksheet, and demonstrate on the
board how to make a mark at the appropriate place
on the timeline, and label it with the date and the
person’s name. Encourage them not to look at each
other’s worksheets, but to ask for repetition if they
didn’t catch something. You may wish to model the
following conversation:
A: When’s your birthday, Bianca?
B: It’s on the 12th of June.
A: Sorry, June, or July?
B: June.
A: OK, the 12th of June. Thanks.
16/05/18 7:10 pm
 • Once everyone has written down all the birthdays
from their group, rearrange the class into new
groups. Each new group should have at least one
student from each of the original groups (depending
on numbers, some new groups may need to have
two students from the same original group).
• In their new groups, students tell each other about
the birthdays of all the members of their previous
group. Everyone writes these onto their timeline
(still without looking at other students’ worksheets).
By the end of this, they should have the birthdays of
everyone in the class on their timeline.
• Put students in pairs with someone from a different
group. Ask them to look at each other’s worksheets
and check whether they have everyone’s birthdays
correct. You can also check as a class by writing
up a large timeline on the board and eliciting each
student’s birthday from other members of the class.
• Optional step Ask students to tell each other where
they were for their last birthday, e.g. I was at school
for my last birthday. I was in Brazil for my last birthday.
• Variation: if your class are not all the same age,
and you think they will be happy for everyone to
know their ages, you can ask them to include years
as well as days and months. You will need to create
a similar timeline, which covers an appropriate
range of years.
Unit 10C Where were you?
AIM: to practise apologizing by playing a board game
LANGUAGE: apologies, e.g. I’m sorry I’m late, I was in
traffic.
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group
of students; a die for each group and a counter for each
student
Class time: 30 to 40 minutes
PROCEDURE:
• Organize students into groups of three or four. Give
each group a worksheet and explain that they are
going to play a board game.
• Each player starts in a different corner of the board,
and rolls the dice to move clockwise round the
board. Point out the different kinds of squares.
Explain that the squares with a picture of a clock
are ‘late’ squares. If a player lands on one of these
squares, they must apologize for being late. Each
time this happens, they should use one of the key
words in the middle (e.g. I’m sorry I’m late, my train
was very slow). If they give a correct full sentence
using that word, they write their initials in one of
the squares under that word. The next time they
land on a ‘late’ square, they should use a different
key word for their apology and write their initials
under that one. The aim of the game is to collect all
six apology key words.
85469_EM02_ptg01_261-311.indd 309
• If they land on a normal picture square, the other
players ask them where they were and they reply
according to the picture in the square, e.g.
A: Where were you yesterday?
B: I was at the cinema.
• You could write this conversation format on the
board and drill it before starting the game. If their
sentence is correct (especially if they use was
correctly and say the correct word for the place
shown in the picture), they can move two squares
forward. If this puts them on a ‘late’ square, they
can give an apology and claim another key word.
• Monitor and check that students are using full
sentences, remembering to use was and listening to
each other’s sentences. Be strict about only allowing
students to write their initials on a square in reward
for fully formed apologies!
• The game continues with the players moving round
and round the board until one player wins by
writing their initials under all six key words.
Unit 11A Three in a row
AIM: to practise irregular past simple forms by
completing sentences
LANGUAGE: past simple forms was/were, went, came, saw,
took, had
GENRE: pairwork
MATERIALS: a copy of the worksheet, a dice and two
different coloured pens for each pair of students; one extra
copy of the worksheet for demonstrating the activity
Class time: 30 to 40 minutes
PROCEDURE:
• Revise the irregular past tenses from page 130 of
the Student’s Book. If students struggle with these,
write them on the board and leave them written there
during the game. (You can erase them later if you think
the students have become more confident with them.)
• Organize students into pairs, and give each pair a
worksheet. Explain that the aim of the game is to
complete groups or rows of three squares: each row
earns a point, so they need to get as many rows as
possible. Use the extra worksheet to demonstrate
how to claim a square by putting a cross of your
colour in it, and how rows of three must be in a
straight line, horizontally, vertically or diagonally.
• Students take turns to choose any square, and try
to claim it by completing the sentence with the past
tense of an irregular verb. Remind them to listen
and check that their partner’s answers are correct –
if not, that student misses their go. You may need to
act as the referee in some cases.
• Remind them to choose squares carefully: as well as
claiming their own rows, they can try to block their
partner’s rows.
• Play continues until all the squares are claimed.
Alternatively, allow 15 to 20 minutes before
stopping the game. Students count up their rows
of three to find out who has won.
Photocopiable communicative activities: teacher’s notes 309
14/06/19 12:23 AM
 ANSWERS
Note that sometimes alternative answers are possible –
even including verbs not taught during this lesson. Allow
these as long as they are correct.
1  had  2  took  3  saw  4  went  5  was  D  left school (1999) H lived (1984–1988)
6  saw  7  was  8  had  9  went/came  10  took 
11  took  12  had  13  went  14  saw  15  came 
16  were/came  17  saw  18  were  19  had  20  went 
21  was  22  came/went  23  came  24  took  25  saw
26  went  27  came  28  took  29  were/went  30  had
Unit 11B A famous life
AIM: to practise phrases for important life events by
creating a timeline of the life of a famous person
LANGUAGE: important life events, e.g. was born, went to
university, met her husband
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into a timeline and eight strips as indicated
Class time: 30 to 60 minutes
PROCEDURE:
• If possible, show the class a picture of Natalie
Portman. Ask the students if they know who she
is. Discuss what they know or can guess about her.
(Natalie Portman is a famous actor. Her debut film
was Leon: the Professional. She also starred in the
Star Wars prequel trilogy. She won an Oscar for Best
Actress for Black Swan, 2010.)
• Organize students into pairs. Give each pair a set
of eight strips and explain that each strip describes
an important event in Natalie Portman’s life.
They need to fill in the missing vocabulary for life
events. If they are struggling, allow them to look at
page 132 of the Student’s Book, or write the phrases
on the board.
• Students check their answers with their partner, and
then as a whole class.
• Next, give each pair a timeline. They should
work with their partner to decide which life event
matches which year on the timeline of Natalie
Portman’s life. You could write the following
conversation on the board as a guide, and drill it:
A: I think she was born in 1981.
B: Yes, I agree.
A: I think she lived in Paris from 1984 to 1988.
B: No, I think she lived in Paris from 2014 to 2016.
• If students are struggling, remind them to think
about the order that these events usually happen
in. Point out that the ages 12 and 18 can help them.
Also, point out that people usually live or study
in a place for more than one year. Check answers
as a whole class.
• Optional step Fast-finishing students can use the
internet to find the dates for Natalie Portman’s
major films and add them to the timeline.
310 Photocopiable communicative activities: teacher’s notes
85469_EM02_ptg01_261-311.indd 310
ANSWERS
A studied (1999–2003) E  was born (1981)
B  went … school (1990–1999) F  started work (1993)
C lived (2014–2016) G  met … husband (2009)
Unit 11C Did you have a good
time?
AIM: to practise asking if someone had a good time by
carrying out mini roleplays
LANGUAGE: Did you have a good time? Yes, I did. No, I
didn’t. Why not?
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair
of students, cut into cards as indicated; a coin for each
group
Class time: 25 to 35 minutes
PROCEDURE:
• Show the class some of the pictures on the cards and
elicit the following conversations:
A: Did you have a good time at your cousin’s house?
B: Yes, I did.
A: Did you have a good time in Japan?
B: No, I didn’t.
A: Why not?
• Write these conversations on the board and drill
them. Also elicit some possible reasons for not having
a good time, but don’t write these on the board.
• Organize students into pairs and give each pair a
coin and a set of cards. Tell them to shuffle these
and put them in the middle of the table.
• Student A takes a card from the pile, and asks
Student B a question with Did you have a good time
… ? Student B tosses a coin to determine their
answer: heads – Yes, I did. Tails – No, I didn’t. If they
answer No, I didn’t, Student A must ask Why not?
and Student B must give a reason why they didn’t
have a good time.
• Students take turns to take a card and carry out
this exchange with their partner, until they have
used all the cards.
• Follow up by asking pairs to discuss real events that
they did or didn’t enjoy. Ask each student to tell the
class one or two things their partner told them.
UNIT 12A Weekend plans
AIM: to practise using the present continuous for future
plans by carrying out a mingle activity
LANGUAGE: present continuous for future plans
GENRE: whole class
MATERIALS: a copy of the worksheet for each student,
and a card for each student (you will need to duplicate
some cards if there are more than eight in the class)
14/06/19 12:24 AM
 Class time: 30 to 40 minutes
PROCEDURE:
• Ask the class: What are you doing at the weekend? and
accept a variety of answers, encouraging students
to use the present continuous. After each answer,
follow up by asking When?
• Give each student a worksheet and an activity card.
Tell them not to show their card to anyone, and
explain that they are going to ask questions to find out
what all their classmates are doing at the weekend.
Demonstrate and drill the following conversation:
A: What are you doing at the weekend?
B: I’m going shopping.
A: When?
B: On Saturday morning.
(A writes in the correct square: ‘B is going shopping
on Saturday morning.’)
• Students mingle, asking each other their questions and
filling in the sentences on their worksheet. If you have
more than eight students, point out that some activities
will have more than one person, and they should
use are instead of is in their sentence. Fast-finishing
students can work together to check their answers.
• Once the majority of students have filled in most of
the worksheet, check the answers with the whole
class, asking each student to show their card. You
can also find out if any students are actually going
to do any of these activities, and if so, when.
Unit 12B Furniture swap
AIM: to practise vocabulary for rooms and furniture by
playing ‘happy families’
LANGUAGE: vocabulary for rooms and furniture,
e.g. armchair, shower, cooker
GENRE: groupwork
MATERIALS: a copy of the worksheet for each group of
four students, cut into room cards and furniture cards as
indicated
Class time: 20 to 30 minutes
PROCEDURE:
• Check that students are familiar with the furniture
vocabulary on page 142 of the Student’s Book.
• Organize students into groups of four. Give each
student a room card, and shuffle and deal out the
furniture cards. Students must make sure the other
students can’t see their furniture cards. Explain that
they need to collect these furniture items for their
room.
• Student A asks someone else in the group for one
of the items they need, e.g. a shower. If that person
does have a shower, they must give it to Student A.
Student A gives them a different card in return so
that students always have three furniture cards in
their hand at any time. You may wish to elicit and
drill the following conversation:
A: Bella, do you have a shower?
B: Yes, I do. Here you are. (Gives the shower card to A.)
A: Thank you. Here you are. (Gives B a different card
in return.)
85469_EM02_ptg01_261-311.indd 311
• Students continue taking turns to ask each other for
the items until everyone has collected all the items
of furniture they need for their rooms.
• If a group finishes quickly, they can swap room
cards, shuffle and play again.
• Optional step Ask students to describe a room in
their house to the others in their group, perhaps
drawing a picture or a plan at the same time to
illustrate what they are saying.
Unit 12C Making an offer
AIM: to practise making and responding to offers and
invitations by carrying out mini roleplays
LANGUAGE: offers and invitations using Would you
like … ?; responses such as Yes, please and No, thanks.
GENRE: pairwork
MATERIALS: a copy of the worksheet for each pair of
students, cut into two sections as indicated
Class time: 20 to 30 minutes
PROCEDURE:
• Write on the board a cup of coffee? and ask the
students how to make this question more polite.
Elicit the following conversation and then write it
on the board and drill it.
A: Would you like a cup of coffee?
B: Yes, please. / No, thank you.
• Give each student half of the worksheet so that they
are working in pairs with a partner who has the
other half. Point out the two parts of the worksheet
and explain that they are going to offer their partner
the things in the list at the top, and the pictures at the
bottom will help them decide whether to say ‘yes’ or
‘no’ to the offers that their partner makes to them in
return. Explain that if there is a tick in the corner of
the picture, they must answer Yes, please, whereas if
there is a cross, they should answer No, thank you.
• Student A makes an invitation or offer to Student B,
using Would you like … ? and a phrase from the list
on their worksheet. Student B looks at their pictures
to decide whether to accept or not, and says Yes,
please or No, thank you. Student A writes down
Student B’s response (Y/N or a tick/cross is
enough).
• Students continue to take turns to make offers and
accept or refuse them. Monitor to check that they
are using the conversation format given at the
beginning of the activity.
• Once they have made all their offers and written
down their partner’s responses, they can look at
each other’s worksheets and check that they have
written down the correct responses for each offer.
• Optional step To extend the activity, ask students
to work in pairs to roleplay making other offers
and invitations (e.g. of food or activities) and then
politely accepting or refusing them.
Photocopiable communicative activities: teacher’s notes 311
14/06/19 12:25 AM
 Grammar summary: answer key
Unit 1 (page 159) 3 Is your hotel nice?
Yes, it is.
No, it isn’t.
1
4 Are Susana and Gina in Paris?
1 I’m; I’m  2  I’m; You’re
Yes, they are.
2 No, they aren’t.
1 I’m  2  You’re  3  I’m  4  I’m
6
3 1 a  2  a  3  an  4  a  5  a  6  an
1 She  2  It  3  He  4  It  5  He  6  She
7
4 1 lakes  2  countries  3  beaches  4  holidays 
1 He’s from London. 5 islands  6  addresses  7  photos  8  boats
2 He’s Canadian.
3 She’s Russian.
4 It’s in the United States. Unit 3 (page 163)
5 She’s from Toronto.
6 It’s in Egypt. 1
5 1 his  2  His  3  our  4  your  5  their  6  Her
1 am  2  is  3  is  4  is  5  are  6  am 2
6 1 his  2  their  3  She  4  It  5  he  6  Its  7  they 
1 It’s from the United Kingdom. 8 her
2 Elisabeth’s from Mexico. 3
3 You’re from Vietnam. 1 James is Oscar’s father.
4 The teacher’s Spanish. 2 John and James are Elena’s sons.
5 He’s Brazilian. 3 Lisa and Marga are John’s daughters.
6 I’m in New York. 4 Lisa is Marga’s sister.
7 5 James is Harry’s son.
1 My  2  Your  3  My  4  your  5  My  6  your 6 James is John’s brother.
4
1 Carlo’s hair is black.
Unit 2 (page 161) 2 Joana’s bag is old.
3 The teacher’s car is new.
1 4 Frieda’s eyes are blue.
1 We  2  They  3  They  4  We 5 They are Nam’s children.
6 Michael and David are Kim’s friends.
2
1 They  2  are  3  They’re  4  We  5  We’re  6  They 5
1 Who’s this?
3 2 My hair’s black.
1 Jack isn’t a student.
3 How old is your best friend?
2 We aren’t Spanish.
4 David’s friends are Oscar and Paul.
3 The city isn’t in Europe.
5 Sandra is tall.
4 I’m not happy.
6 Our teacher’s name is Andrew.
5 Susana and Gina aren’t from Tunisia.
6 You aren’t a teacher. 6
1 women  2  people  3  child  4  person 
4 5 children  6  man
1 Is Sydney in Australia?
2 Are you from Egypt?
3 Is London cold?
4 Are we in a hotel?
Unit 4 (page 165)
5 Is Katya an artist?
6 Are they doctors? 1
1 no  2  yes  3  no  4  no  5  no  6  yes
5
1 Is Simon from Bolivia? 2
Yes, he is. 1 next to  2  opposite  3  in  4  near  5  next to  6  in
No, he isn’t. 3
2 Are you on holiday? 1 This  2  That  3  that  4  this  5  That  6  that
Yes, I am.
No, I’m not.

312  

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 4 Unit 6 (page 169)
1 these  2  Those  3  these  4  These  5  These  6  those
5 1
1 What is that building? 1 I don’t like basketball.
2 When is the museum open? 2 We like rugby.
3 Where are your friends today? 3 They like tennis.
4 Why is the café popular? 4 You don’t like swimming.
5 When are the buses to London? 5 I like London.
6 They don’t like coffee.
2
Unit 5 (page 167) 1 Do they like Formula 1?
Yes, they do.
1 2 Do you like football?
1 can’t  2  can  3  can  4  can’t  5  can  6  can’t No, I don’t.
2 3 Do you like animals?
1 Can you play the piano? Yes, I do.
2 I can’t drive a car. 4 Do they like the beach?
3 My friends can’t cook. No, they don’t.
4 Can your baby walk? 3
5 This robot can’t swim. 1 I don’t like motorbikes.
6 My brother can speak Russian. 2 Do your friends like cats?
3 3 You like cities.
1 Can he sing? 4 We like running.
Yes, he can. 5 We don’t like football.
2 Can you drive a car? 6 Do you like bananas?
Yes, I can. 4
3 Can they play table tennis? 1 Toni likes music.
No, they can’t. 2 Ahmed doesn’t like detective stories.
4 Can she cook? 3 Elena likes animals.
No, she can’t. 4 Kim doesn’t like cold places.
5 Can we speak English? 5 Tanya likes beaches.
Yes, you can. / Yes, we can. 6 Nuno doesn’t like fish.
6 Can it swim?
No, it can’t. 5
1 ¸
4 2 Joanna doesn’t like films.
1 have  2  has  3  have  4  have  5  has  6  has 3 Does your teacher like music?
5 4 Stefan doesn’t like swimming.
Possible answers: 5 Does Elise like sports?
The buildings are tall. 6 ¸
My camera is expensive. 6
Your car is red. 1 them  2  us  3  her  4  it  5  him  6  me
The museum is new.
The people are young.
My sister is popular. Unit 7 (page 171)
6
1 This is a Japanese camera. 1
2 My phone has a fantastic memory. 1 I don’t have breakfast at seven o’clock.
3 You have great music on your MP3 player. 2 You watch TV in the evening.
4 Venice is a beautiful city. 3 My friends don’t start work at nine o’clock.
5 My sister has a blue car. 4 I have classes on Fridays.
6 Jack’s grandfather is an old man. 5 We don’t finish class at eight o’clock.
6 They don’t go to bed at midnight.
2
1 I watch TV.
2 We don’t go to school.
3 You study English.

Grammar summary: answer key  313

85469_EM03_ptg01_312-336.indd 313 16/05/18 2:20 pm

 4 They have lunch in a café. 5
5 My friends don’t eat meat. 1 Does he finish work at nine o’clock?
6 I don’t get up at eight o’clock. 2 Where does he work?
3 3 Does she go to bed early?
1 on  2  in  3  in  4  at  5  at  6  at 4 What time does she telephone you?
5 What does he read?
4 6 Does she like coffee?
1 Do you dress up every week?
Yes, we do. 6
2 Do they play football? 1 I usually have coffee.
No, they don’t. 2 My colleague often travels in her job.
3 Do you make cakes? 3 Our teacher never gives us homework.
Yes, I do. 4 My friend sometimes studies at home.
4 Do your friends sing in a band? 5 I always read at night.
Yes, they do. 6 My brother always works late.
5 Do we enjoy shopping?
Yes, you do. / Yes, we do.
6 Do you take photos?
Unit 9 (page 175)
No, I don’t.
1
5 1 There are some pens in my bag.
1 Do you like painting? 2 There’s a tablet on my desk.
2 My friends don’t speak German 3 There are some shirts in my suitcase.
3 Do you listen to music? 4 There are some people on this plane.
4 We don’t play the guitar. 5 There’s a scarf in my hand.
5 I cook dinner every evening. 6 There’s a pair of shoes near the door.
6 2
1 When do you go to the beach? 1 There’s a map.
2 What do they do at the beach? 2 There are some keys.
3 Who do you sing with? 3 There are some books.
4 Where do they go swimming? 4 There’s a camera.
5 Why do you go running? 5 There’s a passport.
6 What do you do in the evening? 6 There are some clothes.
3
Unit 8 (page 173) 1 Is there a map?
Yes, there is.
1 2 Is there a phone?
1 works  2  serves  3  doesn’t stop  4  helps No, there isn’t.
5 opens  6  doesn’t walk 3 Are there any pens?
No, there aren’t.
2 4 Is there a passport?
1 works  2  uses  3  buys  4  sells  5  goes  6  gets Yes, there is.
7 has  8  watches  9  doesn’t work  10  plays 5 Are there any keys?
Yes, there are.
3
6 Are there any tickets?
1 Your friend doesn’t live near a beach.
No, there aren’t.
2 Ahmed drives to work.
3 My sister doesn’t enjoy her job. 4
4 The office doesn’t open on Sundays. 1 Is there 4 There are
5 He watches videos at work. 2 there is 5 there aren’t
6 My friend doesn’t speak English. 3 Are there
4 5
1 Does Simon understand Arabic? 1 Are there any chairs in the room?
2 Does Anne speak German? 2 There aren’t any bottles in the fridge.
3 Does Lin live near you? 3 Is there a shower in the hotel room?
4 Does Boris study in the evening? 4 There isn’t a train station in this town.
5 Does Joana go to university? 5 Are there any cafés near here?
6 Does your friend teach English?
6
1 Don’t forget  2  Arrive  3  Give
4 Don’t be  5  Wait

314   Grammar summary: answer key

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 Unit 10 (page 177) 5
1 Did you travel 4 didn’t have
1 2 did 5 Did you write
1 Neil Armstrong was the first person on the moon. 3 Did you go 6 didn’t
2 Ayrton Senna was a racing driver. 6
3 My parents were born in Zurich. 1 Who did you meet?
4 Beatrix Potter was an English writer. 2 Where did you go?
5 Drake and Magellan were expedition leaders. 3 What did you see?
6 John Lennon was a musician. 4 When did you arrive?
2 5 Why did you go there?
1 was  2  was  3  were  4  was  5  was  6  were 6 Where did you stay?

3
1 Was Joe’s favourite teacher Mr Lee? Unit 12 (page 181)
2 I was at home yesterday.
3 Were Tran’s parents TV presenters? 1
4 Your grandmother was an important person in your life. 1 is talking 4 is reading
5 David Attenborough’s TV shows weren’t about sport. 2 is listening 5 are watching
6 You weren’t a good student at school. 3 are writing 6 is looking
4 2
1 Was; wasn’t; was 4 Were; were 1 The teacher isn’t talking to Leon.
2 were; were 5 Were; weren’t; were 2 Leon isn’t listening to the teacher.
3 was 6 wasn’t 3 Two students aren’t writing.
5 4 Paula isn’t reading.
1 Where was John Lennon born? 5 Some/The students aren’t watching a video.
2 Who was the first British queen? 6 Olga isn’t looking out of the window.
3 When was Sal’s sister born? 3
4 Where were Nina’s grandparents from? 1 Are you listening to me?
5 Why was Olga’s uncle famous? Yes, I am.
6 Where were Teo’s parents born? 2 Is Jenni making coffee?
6 Yes, she is.
1 died  2  lived  3  studied  4  worked 3 Is the film starting?
5 visited  6  watched No, it isn’t.
4 Are the children playing football?
Yes, they are.
Unit 11 (page 179) 5 Are you watching this TV show?
No, I’m not.
1 6 Is David washing his car?
1 took  2  went  3  had  4  saw  5  made  6  left No, he isn’t.

2 4
1 Are they making lunch?
1 My friends came to my house.
2 He isn’t reading the newspaper.
2 Jean wrote a lot of emails.
3 You’re watching a video.
3 I made lunch.
4 We’re washing the car.
4 We drove to the shops.
5 Are you eating?
5 My parents bought their plane tickets.
6 She isn’t sitting on the floor
6 I spoke to my sister on Skype.
3 5
1 F  2  N  3  F  4  F  5  F  6  N
1 went  2  started  3  walked  4  had  5  found
6 finished  7  took  8  found 6
1 between  2  behind  3  on  4  between
4
1 I went to university. 5 on  6  under
2 We didn’t eat burgers yesterday.
3 Did Shakespeare write lots of plays?
4 Did my friend come to school last week?
5 I didn’t live with my grandparents when I was a child.
6 Tony met his wife at work.

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 Workbook:
 
answer key

Unit 1 4
Lisa – Mexico – Merida
1a (pages 4 and 5) Nasser – Egypt – London
Boris – Germany – New York
1
Bb Dd Ff Hh Jj Ll Nn Pp Rr Tt Vv Xx Zz 5
Lisa – 55 018 375  Nasser – 203 903 7529  Boris – 707 839 116
3
2 I  3 J  4 H  5 K  6 S  7 Q  8 W 6
1 your  2 My  3 My  4 your  5 My
4
2 P  3 N  4 Y  5 W 7
2 Joana is from Madrid.
5a 4 This phone call is from Boris.
1 door  2 chair  3 book  4 desk  5 window  6 board 6 He’s from South Africa.

5b 1d (page 9)
1 listen  2 look  3 read  4 repeat  5 say  6 write
1
6 1 pencil  2 computer  3 classroom  4 bag  5 notebook
I’m 6 pen  7 table  8 phone

7 2
1 I’m  2 I’m  3 you’re 1 What’s  2 late  3 understand  4 Open, page, Page
5 repeat  6 down  7 spell  8 home
8
1 I  2 You, I  3 I, I  4 You 1e (page 10)
1a
1b (pages 6 and 7) 2 I’m from the United Kingdom.
1 3 Paula is from the United States.
4 Spain is in Europe.
2 Russia  3 Italy  4 Spain  5 Brazil  5 Alex Robson is a doctor.
6 Canada  7 United States  8 Mexico  9 Egypt 6 Hanoi is in Vietnam.
2a 1b
2 Egypt  3 Brazilian  4 Canadian  5 Italy  a city – London
6 Mexico  7 Vietnamese a country – Brazil
a language – French
3 a name – Robert Smith
a nine  b three  c eight  d five  e two  f seven a nationality – Canadian
4 2b
2 He’s Brazilian. 1 ?  2 .  3 .  4 ?  5 .  6 .  7 ?  8 ?
3 It’s British.
4 She’s Vietnamese. 2c
5 It’s Italian. 1 What’s your name? 5 My name’s Chris Cavendish.
6 He’s Egyptian. 4 Can you spell that? 6 Yes. C–A–V–E–N–D–I–S–H.
7 How are you? 3 I’m fine.
5 8 What’s your phone number? 2 It’s 96 457 329.
1 is  2 He’s  3 He’s  4 is  5 is
3
6 First name – Greta
1 I’m  2 I’m a  3 This is  4 She’s a  5 She’s  Surname – Lessard
6 I’m from  7 It’s Nationality – South African
Job – writer
1c (page 8)
Learning skills / Check! (page 11)
1
1 morning  2 afternoon  3 evening  4 night 1
classroom objects: board, book, chair, computer, pen, pencil
2 nationalites: American, British, Egyptian, Italian, South
1 b, a  2 c African, Spanish
numbers: eight, five, four, nine, one, seven, six, ten, three, two
3
1 Lisa  2 Nasser  3 Boris
3
1 student  2 photo  3 British  4 three  5 phone  6 seven

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 Unit 2 3
1 What’s this colour in English?
2 Are you in a hotel?
2a (pages 12 and 13) 3 Are they in Tokyo?
1 b  2 a  3 c
1
2 lake  3 city  4 island  5 beach  6 mountain 4
1 cold  2 white  3 blue  4 grey  5 hotel  6 friend
2
1 Saturday  2 Wednesday  3 Tuesday  4 Friday 5
5 Thursday  6 Monday  7 Sunday
1 buses  2 tents  3 cars  4 cities  5 offices  6 photos
3 6
b
1 friends  2 island  3 countries  4 Mountains  5 hotel 
6 beaches
4
2 They’re  3 They’re  4 We’re  5 We’re  6 They’re
2d (page 17)
5b 1
1 We’re  2 They’re  3 They’re  4 We’re  5 They’re  6 We’re 1 a, d  2 b, e  3 c, f
6 2
2 ’m not  3 aren’t  4 isn’t  5 aren’t  6 aren’t 1 Where  2 What  3 Is  4 What
1 Belfast
8 2 27 Front Street
1 Wednesday  2 my  3 They’re  4 aren’t  5 holiday 3 mross@gmail.com
4 LE61 DGM
2b (pages 14 and 15)
3
1 Address – 17 North Street
2 twenty-four  3 forty-seven  4 sixty-three  5 seventy-six  Email address – julia21@gmail.com
6 eighty-one Phone number – 0794 276 809
2 5
Berlin – 33° C email – 2  holiday – 3  hotel – 2  island – 2  lake – 1 
Paris – 30° C mountain – 2  number – 2  student – 2  teacher – 2 
Rio de Janeiro – 37° C telephone – 3  tourist – 2
Sydney – 18° C
Toronto – 29° C 2e (page 18)
3 1a
2 twenty-six  3 twenty-one  4 twenty-two  5 thirty-six  1 10 Downing Street London – c
6 seventeen 2 221b Baker Street London – d
3 350 Fifth Avenue New York – a
4 4 1600 Pennsylvania Avenue Washington – b
2 No, it isn’t.  3 No, it isn’t.  4 Yes, it is.  5 Yes, it is. 
6 No, it isn’t.  1b
Ness Hotel
5 Loch Road
2 ✓ 3 ? 4 ? 5 ✓ 6 ? 7 ✓  8 ? Inverness
IV4 2HF
6
2 Are John and Jane in Rome? 1c
3 She’s on the beach. First name – David
4 Paul and Meera are in Santiago. Surname – Smith
5 Is your name Andy? Address – 64 Mill Road
6 You’re OK. City – Manchester
7 Is it cold in London today? Postcode – M17 6RT
8 They’re tourists. Country – UK

2c (page 16) 2
Title – Mrs
1 First name – Diana
1 black  2 orange  3 brown  4 red  5 blue  6 green  Surname – Black
7 white  8 yellow  9 pink Address – 26 Hill Street
City – London
2 Postcode – SW18 3ND
1 a  2 a  3 an  4 a  5 an Email address – d.black@gmail.com

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 Learning skills / Check! (page 19) 8
1 twenty-nine
1 2 twenty-eight
1 b  2 c  3 a  4 d 3 father: sixty-five; mother: fifty-nine
4 seven
5
Brown, green and red are colours. 9
Cuba, Fiji and Hawaii are islands. 2 Kate’s husband  3 Kate’s daughter 
Loch Ness and Titicaca are lakes. 4 Kate’s mother
Cape Town, Moscow and Paris are cities.
10a
1 Where are your parents from?
Unit 3 2 What’s your mother’s name?
3 What’s your father’s job?
4 What’s your friend’s phone number?
3a (pages 20 and 21) 5 Where’s your teacher from?
6 Who are your friends in your English class?
1
1 brother  2 sister  3 mother  4 father
3c (page 24)
2 1
1 daughter  2 sons  3 parents 1 March  2 May  3 October  4 September
3 2
2 brother, sister  3 husband, wife  4 mother, daughter 1 April, June, September, November
2 January, March, May, July, August, October, December
4
1 Her, Her  2 Our, Its  3 His  4 Their, Their, their 4
5 Her, her  6 His, His 1 children – I  2 countries – R  3 families – R  4 men – I 
5 people – I  6 women – I
5
1 What  2 Who  3 When  4 How  5 Where 5
1 British  2 countries  3 young  4 age  5 five  6 old
3b (pages 22 and 23)
6
1 1 Look at the photo on page 23.
1 eyes  2 old  3 tall  4 young  5 hair  6 short 2 My friends are on holiday in London.
3 Is your English class on Monday?
2 4 In this photo, we’re on a beach in Thailand.
2 Liam is my brother’s friend. 5 The number is on the key.
3 Who’s Anne’s teacher? 6 Bye. See you on Friday!
4 What’s Moira’s phone number?
5 Is this Jerry’s car? 3d (page 25)
6 Are you Liam’s best friend?
7 What’s David’s surname? 1
1 a wedding  2 a new year  3 a new baby  4 a birthday
3
2 Luigi is Kate’s husband. 2
3 Stan’s hair is red. 1 b  2 d  3 a  4 c
4 Jane’s dad isn’t old.
5 Carola and Marin are Bill’s best friends. 4
6 Rosa’s sister is tall. 1 c a b  2 b c a
7 Ed’s surname is Smith.

4 3e (page 26)
2 It’s Eva’s bag. 1
3 They’re Ahmed’s pencils. 1 ✓ 2 ✓ 3 ✓ 4 ✗ 5 ✓ 6 ✗
4 It’s Felipe’s computer.
5 They’re Claude’s pens. 2
6 It’s Enzo’s phone.
1 are not  2 he is  3 I am  4 is not  5 they are  6 we are 
5 7 what is  8 when is  9 who is  10 you are
1 is  2 P  3 P  4 is  5 is  6P 3
7 1 What’s his address?
2 It isn’t their car.
1 are you 4 They’re students.
2 is your husband 6 What’s your sister’s name?
3 are your parents
4 is your daughter

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 4 4b (pages 30 and 31)
To Sandra
Happy Birthday! 1
Best wishes from Laura and George 1 this, these  2 that, those

5 2b
To Martina and Jeff 1 The bank is open today.
Congratulations on your new son! 2 This is a map of London.
Love from Alex 3 That’s the famous river.
4 See you there next time!
Learning skills / Check! (page 27) 5 They’re on holiday in Rome.
6 What are these timetables?
1
1 classmates  2 old  3 eyes  4 son  5 present  6 men 3
2 guidebook  3 timetable  4 Excuse me  5 map 
3 6 open  7 train
1 artist  2 actress  3 athlete  4 singer 
4
1 The Old Market  2 Main Street, Alston  3 no
4
1 women  2 brothers  3 family  4 wedding  5 celebration  5
6 person 1 What is this building?
2 Where are we?
5 3 When is the market open?
1 wedding  2 family  3 women  4 brothers  5 celebration  4 Why is this building famous?
6 person
6
a street
Unit 4 7
a Where is that?
4a (pages 28 and 29) b When is it open?
c Is it open today?
1 d Is it on the map?
1 bank  2 café  3 park  4 cinema  5 market  6 museum  e What is the name of this street?
7 car park  8 bus station  9 train station 
10 information centre 8
1 e What is / What’s the name of this street?
2 2 a Where is / Where’s that?
1 park  2 cinema  3 museum  4 car park 3 d Is it on the map?
4 c Is it open today?
3a 5 b When is / When’s it open?
1 k  2 k  3 s  4 s  5 s  6 k
4c (page 32)
4
1 Kent Street  2 Norfolk Street  3 Kent Street  1
4 Norfolk Street 2 It’s ten fifteen.
3 It’s twelve thirty.
5 4 It’s five twenty.
1 Express Café – b 5 It’s six ten.
2 bus station – d 6 It’s eight forty-five.
3 market – c
4 bank – a 2
2 It’s eleven thirty.
6 3 It’s nine fifteen.
2 The bus station is in Norfolk Street 4 It’s two forty-five.
3 The Express Café is next to the museum. 5 It’s four o’clock.
4 The market is near the Express Café. 6 It’s ten twenty.
5 The information centre is next to the bank.
6 The cinema is opposite the bank. 3
1 nine in the morning, eight in the evening
7a 2 Monday, Friday, nine o’clock, three thirty
1 The cinema is next to the bus station. 3 five in the evening, midnight
2 The museum is in Norfolk Street. 4 Tuesday
3 The market is near the bus station.
4 The cinema is opposite the café. 4
1 in  2 at  3 at  4 at  5 in
7b
1 T  2 F  3 F  4 F

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 5 Unit 5
1 Addis Ababa  2 London  3 no  4 East Africa Time,
traditional Ethiopian time
5a (pages 36 and 37)
6 1
b traditional Ethiopian time  c East Africa Time
1 can  2 can’t  3 can’t  4 can  5 can  6 can
4d (page 33) 2b
1 1 can  2 can’t  3 can’t  4 can  5 can  6 can’t
1 coffee  2 tea  3 fruit juice  4 mineral water  5 cake 
6 sandwich  7 salad
3
1 play  2 drive  3 play  4 sing  5 cook  6 ride 
2 7 swim  8 speak
1 b  2 a  3 c  4 b  5 a  6 c  7 a  8 b
4
2 Can you drive a car?
4e (page 34) 3 Can your father play table tennis?
1 4 Can your sister sing?
5 Can your mother cook?
2 Our hotel is near the old city and the sea.
6 Can you ride a bike?
3 The Grand Bazaar is old and famous.
7 Can your brother swim?
4 The coffee and the food are great.
8 Can your friends speak English?
5 The people are nice and friendly.
6 The Topkapi Palace museum and the Hagia Sophia
museum are great.
5
1 I can’t.  2 I can.  3 he can’t.  4 she can’t.  5 she can. 
2 6 I can.  7 he can’t.  8 they can.
1 b  2 a  3 f  4 c  5 d  6 e
1 It’s hot and sunny here. 5b (pages 38 and 39)
2 The museum is closed on Sunday and Monday.
3 The park and (the) station are in Cambridge Street.
1
4 The town is beautiful and its centre is famous. 1 a camera  2 a cat  3 a football  4 glasses  5 a guitar 
5 The coffee and (the) cakes are great. 6 a motorbike  7 photos  8 a watch
6 The train station is old and beautiful.
2
3 1 F  2 T  3 T  4 F
1 Hello  2 in  3 near  4 and  5 is  6 here 
7 great  8 you 3
2 Alvaro has a guitar and photos.
Learning skills / Check! (page 35) 3 Linzi and Jay have a motorbike and a watch.
4 Boris has a guitar and a watch.
2 5 Simona has photos and a camera.
1 here  2 this  3 name  4 near  5 open  6 time  6 John and Mimi have a watch and a camera.
7 please  8 help
4
V E Y P L E A S E E 1 have  2 has  3 have  4 has  5 have  6 has

O T L E N E B X Q Y 6
Adjective: beautiful, expensive, famous, fantastic, friendly,
N H Q B T P C O G T good, great, interesting, new, nice, old, small, young
Noun: battery, family, invention, office, photo, robot,
A I W I H L V P W N supermarket

M S H E L P M E G E 7
2 expensive 3 young 4 big 5 young 6 friendly
E O R W J S K N P A
8
W O Y I J D O S L R
1 a  2 b  3 a  4 b  5 b 
B I U O Q H E R E V
5c (page 40)
Y T I M E V L T A I
1
O A Z E O C S R I A c

2
1 T  2 T  3 F  4 T  5 F

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 3 Learning skills / Check! (page 43)
1 has  2 big  3 small  4 isn’t  5 can’t  6 poor
1
4 1 piano  2 swim  3 alarm clock
1 battery  2 camera  3 memory stick 
4 screen  5 webcam 6 headphones  4
7 tablet  8 laptop 1 robot  2 piano  3 bike  4 college  5 euro  6 tennis

5 5
2 These are grey glasses. tablet
3 You have a white car.
4 My friend has a new tablet.
5 My phone has great apps. Unit 6
6 I have a small bag.

6 6a (pages 44 and 45)

1 What’s the name of this building?
2 What’s the capital of France?
1
3 Is that a map of the city centre? 1 tennis  2 basketball  3 swimming  4 running  5 cycling
4 This is a photo of my family.
5 I’m from the United States of America. 2
2 We don’t like football.
5d (page 41) 3 We don’t like cycling.
4 We like tennis.
1 5 We don’t like basketball.
2 £  3 $  4 R$  5 AED  6 ¥ 6 We like swimming.

2 3
1 £30.00  2 £14.50  3 £16.60  4 £17.85  2 Do they like football? No, they don’t.
5 £80.20  6 £90.99 3 Do they like cycling? No, they don’t.
4 Do they like tennis? Yes, they do.
4 5 Do they like basketball? No, they don’t.
1 nineteen euros  2 ninety-five euros  3 yes 6 Do they like swimming? Yes, they do.

5 6
1 Can I help you? a five hundred  b nine million  c seven thousand 
2 How much are these speakers? d twenty-five million  e thirteen thousand 
3 And how much is this alarm clock? f eighty-eight thousand  g ten million
4 Can I pay with euros?
5 Here you are.
7
1 three hundred  2 200 / two hundred
3 10,000 / ten thousand  4 65,000,000 / sixty-five million
5e (page 42) 5 210,000,000 / two hundred and ten million
1a
1 good, but  2 swim, but  3 great and  4 cook and 
8a
5 old, but  6 a good screen and 1 b  2 e  3 a  4 c  5 d

1b 8b
2 My computer is new, but it is very slow. 1 What time is it?
3 This phone is very basic, but it is cheap. 2 How much is it?
4 This shop is big, but it isn’t very good. 3 What day is it?
5 I can ride a motorbike, but I can’t drive a car. 4 Is it hot today?
6 She can speak Russian, but she can’t write in Russian. 5 Do you like football?

2 6b (pages 46 and 47)

phone, laptop, computer
1
3 1 books  2 swimming  3 action films  4 music 
1 d  2 c  3 a  4 b 5 TV shows  6 birds

4 2
Example answer: 1 birds  2 TV shows  3 action films  4 music
Hi Pascal 5 swimming  6 books
Laptops are cheap, but you can’t carry a laptop in your
pocket. New phones are expensive, but Skype is cheap.
3
Good luck in your new job! 1 jazz  2 reality shows  3 Sherlock Holmes
Mike
4
reality shows, comedies, detective stories
animals, wildlife shows, action films, sports

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 5 4 Yes, we love Italian food!
2 He likes reality shows. 5 Let’s go to the cinema.
3 He likes comedies. 6 That’s a great idea! I love pizza!
4 He likes detective stories.
5 He doesn’t like animals. 1c
6 He doesn’t like wildlife shows. 2 Can you send me a message?
7 He doesn’t like action films. 3 Do they like meat?
8 He doesn’t like sports. 4 She doesn’t like fish very much.
5 What time can you come?
6 6 They have an English class at 5.30.
2 Andrew’s friend doesn’t like jazz.
3 Does Emile like scuba diving? 2
4 Emile doesn’t like novels. 1 It  2 it  3 They  4 them  5 They  6 We
5 Frances doesn’t like pop music.
6 Does Frances like tennis? 3
Example answers:
8b 1 Yes, let’s meet at the café in the afternoon. What time?
1 a lot  2 very much 2 I’m sorry. I don’t like basketball very much.
3 I’m not at home, but I have my mobile with me. You can
8c phone me now.
1 Andrew likes jazz a lot. 4 I love Tom Cruise, but I have all his films on DVD.
2 He doesn’t like pop music very much.
3 I don’t like tea very much. Learning skills / Check! (page 51)
4 We like sports a lot.
5 My friend doesn’t like TV very much. 1
6 My friends like films a lot. You can find out all this information from a dictionary.

6c (page 48) 3
1 women  2 no – it’s bicycle  3 a special day or
1 celebration  4 /təˈnaɪt/ 5 horrible  6 an adjective
cheese, chocolate, eggs, fish, fruit, meat, pasta, rice, salad,
vegetables 5
basketball, cheese, eggs, football, pasta, salad, tennis,
2 vegetables
1 international  2 four  3 the United Kingdom / Great
Britain B I H T F U I F O J X

3 L C H E E S E F O Y P
c O E P N Q E P O Q Q E
4 E Y A N A R O O D S K
1 c  2 c  3 a
E T P I W L W T I A A
5 T B A S K E T B A L L
1 it  2 him  3 them  4 her  5 you  6 me
I O S A U G A A A A R
6d (page 49)
V I T R I G S L X D I
1
S S A M D S G L E E F
1  2  3  4
D E T N F Z H I B T L
2
1 horrible  2 great  3 fantastic  4 boring V E G E T A B L E S W

5
1 play  2 don’t like  3 like  4 watch  5 love  6 have 
7 don’t like
Unit 7
6e (page 50) 7a (pages 52 and 53)
1a
2 A: This film is boring!
1
2 B: Oh! I think it’s very good. a autumn  b spring  c summer  d winter
3 B: Yes, I do. She’s fantastic!
2
1b 1 d  2 b  3 c  4 a
2 No, I can’t come tonight.
3 Do you like tennis? I have two tickets. 3
1 breakfast  2 lunch  3 dinner  4 work  5 bed

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 4 3
get up – 6.30 You hear all the activities except 4.
start work – 7.00 interview 1: meet my friends at the park, eat lunch outside,
have lunch – 11.30 don’t watch TV
finish work – ✓ interview 2: read books a lot, cook with my sister
go to bed – ✓ interview 3: don’t play golf, take a lot of photos

5 4
3 They don’t start work at half past seven. 1 What  2 When  3 Where  4 Who  5 Why
They start work at seven o’clock.
4 They don’t have lunch at eleven o’clock. 5
They have lunch at one o’clock. 1 outside  2 beach  3/4 cycling/swimming  5 university
5 They don’t finish work at half past five.
They finish work at half past three. 7d (page 57)
6 They don’t go to bed at eleven o’clock.
They go to bed at ten o’clock. 1
5 Is it 6 It’s 7 It’s
7
1 at  2 on  3 at  4 at  5 in  6 on 2
1 c  2 g  3 a  4 f  5 d  6 e  7 b
7b (pages 54 and 55)
3a
1 1 feel  2 like  3 magazine  4 bed  5 tea  6 dictionary
1 climbing  2 cooking  3 dancing  4 painting  5 shopping
6 singing
7e (page 58)
2 1
1 cooking, painting, singing, dancing a cycling  b Pacific Technical College  c married 
2 shopping d teacher  e cycling  f Saturdays  g two children 
3 climbing, painting h two bikes
3 2
1 T  2 T  3 F 1 b, d  2 c, g  3 a, e, f, h
4 3
1 c  2 e  3 d  4 b  5 a 1
d I’m a teacher.
5 b I work at Pacific Technical College.
2 Do you live in Zanzibar?
3 Do you make videos? 2
4 Do you have a YouTube channel? c I’m married.
5 Do you like the culture of Zanzibar? g I have two children – a boy and a girl.
6 Do you enjoy the Zanzibar International Film Festival?
3
a I like cycling.
6 h I have two bikes.
1 Do you understand Kiswahili? e We go cycling in the mountains.
2 Do your friends make videos? f We meet on Saturdays.
3 Do we have an internet connection?
4 Do your friends go to festivals? 4
5 Do they enjoy singing?
Example answers:
6 Do you listen to music?
1 I speak Japanese.
2 Today is Tuesday.
7 3 This month is June.
1 Yes, I do. or No, I don’t. 4 My favourite season is autumn.
2 Yes, they do. or No, they don’t. 5 I study at the Escola Oficial d’Idiomes.
3 Yes, you do. or No, you don’t.
4 Yes, they do. or No, they don’t.
5 Yes, they do. or No, they don’t.
Learning skills / Check! (page 59)
6 Yes, I do. or No, I don’t. 3
1 Indian  2 winter  3 dhow  4 autumn  5 singing
7c (page 56) 6 Holi  7 Canada  8 islands
1 4
1 cloudy  2 rainy  3 snowy  4 sunny  5 windy 1 HOLINDIAN  2 ISLANDSINGING
3 CANADAUTUMN  4 DHOWINTER
2
2 eat  3 watch  4 stay  5 read  6 cook  7 play  8 take

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 Unit 8 3
2 Does Tarik live in the capital?
3 Does Zahid like his school?
8a (pages 60 and 61) 4 Does the school open every day?
5 Does Majed study English?
1 6 Does Tarik have classes in English?
2 in  3 in  4 with  5 in  6 with  7 in  8 in
5
3 1 No, he doesn’t.
1 T  2 F  3 F 2 No, he doesn’t.
3 Yes, he does.
4 4 No, it doesn’t.
1 writes  2 doesn’t like  3 gets up  4 drives 5 Yes, he does.
5 doesn’t know 6 No, he doesn’t.
5 6
2 enjoys  3 doesn’t sell  4 doesn’t write  5 doesn’t watch 1 do (you) do  2 works  3 Does (your wife) do
6 walks 4 doesn’t  5 Do (you) enjoy  6 do  7 has 
8 helps  9 gives
6a
1 works  2 gets up  3 start  4 watch  7
5 finishes  6 goes 2 the teacher  3 the board  4 a book  5 a classmate
6 a notebook  7 a pen
7
1 doctor  2 waiter  3 photographer  4 taxi driver 8c (page 64)
5 receptionist  6 shop assistant
1
8a scientists in a ‘sleep laboratory’
1 Pauline checks papers.
2 Amelia doesn’t use a computer. 2
3 Lisa answers questions and helps people. 1 a  2 c  3 e  4 b  5 d
4 Kris doesn’t work alone.
5 Jamal doesn’t work in an office. 3
6 Bill sells snacks. 1 I usually sleep for eight hours.
2 Scientists often study people.
8b 3 Police officers sometimes work twelve hours.
1 Pauline doesn’t check papers. 4 I never work at home.
2 Amelia uses a computer. 5 Shop assistants always talk to customers. or Customers
3 Lisa doesn’t answer questions and doesn’t help people. always talk to shop assistants.
4 Kris works alone.
5 Jamal works in an office. 4
6 Bill doesn’t sell snacks. 1 She goes to work every day.
2 Do you change your routine every week?
8b (pages 62 and 63) 3 We meet every month.
4 I talk to my mother every evening.
1 5 Does he work every night?
1 teacher  2 board  3 student   4 pencil  5 book  6 pen  6 We go to the beach every Sunday in summer.
classroom

2
8d (page 65)
1
1 2 3
1 e  2 d  3 a  4 e  5 d  6 c  7 b

4 5
4a
college
calls – is, colours – is, drives – is, experiments – this,
has – is, journalists – this, laboratories – is, nurse – this,
6 wakes – this, writes – this

8e (page 66)
university
1a
1 boss  2 businessman  3 call  4 college  5 different 
7 8 9
6 difficult  7 dinner  8 engineer  9 finish  10 meeting
11 midday  12 sleep  13 summer  14 tourist  15 usually 
16 week
classroom The words finish and tourist don’t have double letters.

1b
1 engineer  2 college  3 dinner  4 usually

324   Workbook: answer key

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 2a 2
1 time  2 place Executive

2b 3
3 night  4 the morning  5 university  6 Italy 2 Is there a DVD player in the Club rooms?
3 Are there magazines in the Executive rooms?
3 4 Is there a basket of fruit in the Superior rooms?
1 a  2 d  3 g  4 c  5 e  6 b  7 f 5 Are there drinks in the Executive rooms?
6 Is there a fridge in the Superior rooms?
4
boss, difficult, midday, usually, week 4
2 Yes, there is.  3 No, there aren’t.  4 No, there isn’t. 
5 5 No, there aren’t.  6 Yes, there is.
Example answer:
Hi Craig 5
Yes, I’m in Italy. I have a new job too. I work in a call centre. 2 There aren’t any armchairs in the Executive rooms.
It’s boring, but it isn’t difficult. 3 There isn’t a DVD player in the Superior rooms.
I finish work at eight o’clock. Let’s talk at nine o’clock. 4 There isn’t a basket of fruit in the Executive rooms.
Oscar 5 There isn’t a safe in the Executive rooms.
6 There aren’t any magazines in the Superior rooms.
Learning skills / Check! (page 67) 6
2 1 Are there any  2 there are  3 there’s  4 Is there 
1 breakfast  2 receptionist  3 cats  4 lunch  5 exercise  5 there isn’t  6 there’s  7 there isn’t  8 Is there  9 there is 
6 dinner  7 film  8 bed 10 there aren’t any

7a
Unit 9 A: Let’s go to Loch Ness for New Year.
A: Yes, there are. There are flights from Monday to Friday.
A: Yes. It’s popular in winter – from December to February
9a (pages 68 and 69) there are lots of flights.
A: And there’s a bus from the airport to the hotel.
1
1 a hat  2 a scarf  3 a jacket  4 a jumper  5 a pair of jeans 7b
1 T  2 T
2
1 a T-shirt  2 a pair of boots  3 a shirt  9c (page 72)
4 a coat  5 a pair of trousers  6 a pair of shoes
1
3 1 the North Island  2 by car  3 740 kilometres 
pyramids – Mexico 4 Auckland – Wellington  5 bed and breakfast places
a castle – Edinburgh
shops – Tokyo 2
beaches – Indonesia 1 T  2 T  3 F  4 T  5 T
old buildings – Russia
a prison – South Africa 3
1 b  2 a  3 d  4 c  5 f  6 e
4
1 365  2 yes  3 Indonesia  4 yes 4
1 Can I take two suitcases on the plane?
5 2 Can I take photos in the plane?
1 There are  2 There’s  3 There are  4 There are  3 Can I take a bus to the airport?
5 There are  6 There’s
5
8 1 Start  2 Don’t drive  3 Don’t stay  4 Visit  5 Go
1 There are four shirts in my suitcase.
2 They’re red and white. 9d (page 73)
3 There are two pairs of trousers.
4 They’re old. 1
5 There are three jumpers. 1 restaurant  2 wi-fi  3 swimming pool  4 car park 
6 They’re new. 5 gift shop  6 café

9b (pages 70 and 71) 2

1 a  2 b  3 c  4 c
1
1 table  2 lamp  3 bed  4 chair  5 desk  6 TV  3
7 fridge  8 bath  9 wardrobe 1 Certainly.  2 Here you are.  3 Yes, of course. 
not in the picture: armchair, shower, sofa 4 That’s no problem.

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 9e (page 74) 6
1 Marie Skłodowska Curie  2 scientist
1a 3 woman winner of a Nobel Prize and first woman professor
2 You can swim every day because the beach is next to the at the University of Paris  4 7th November 1867 
hotel. 5 Poland  6 French  7 scientist  8 France
3 Stay in bed and breakfasts because they’re cheap and
friendly. 7
4 Don’t go in winter because it’s very cold. 1 October  2 scientist  3 Sweden  4 parents  5 engineer 
5 There are a lot of hotels because it’s a popular place. 6 brothers  7 rich
6 Don’t take a bus because they aren’t comfortable.
8
1b 1 was  2 were  3 was  4 were  5 was  6 was
1 d  2 c  3 a  4 b  5 e
9
2 2 He was an engineer and inventor.
1 b  2 c  3 d  4 a 3 He was the inventor of television.
4 His parents were from Scotland.
3 5 He was born in Scotland.
Example answer: 6 His children were born in England.
Legoland is a great place for families. It’s near London. There
are a lot of attractions. Don’t go in August because there are 11a
a lot of people at that time. There’s a hotel in the park. Don’t 1 Irene Curie was born on 12th September 1897.
miss the children’s train because it’s great for young children. 2 Eve Curie was born in 1904.
3 John Logie Baird was born in 1888.
Learning skills / check! (page 75) 4 Sally Ride was born on 26th May 1951.
5 Alfred Nobel was born on 21st October 1833.
1 6 Mao Zedong was born in 1893.
take a photo, take a suitcase
book a hotel, book online 11b
travel by bus, travel to Africa 1 years  2 dates
2 12a
Example answers: there was, there were
go: to school/work, home, to the beach, to bed, to a class,
to Africa, into the forest, swimming, for walks, out, 12b
on holiday; temperatures go up
1 was  2 were  3 were  4 were  5 were  6 was
have: classes, a meeting, teachers, children, a camera,
a mineral water, breakfast/lunch
10b (pages 78 and 79)
3 1
1 Peru  2 Russia  3 636 kilometres 
1 famous  2 interesting  3 good  4 great  5 funny
4 the trans-Siberian railway  5 Lisbon/Portugal 
6 a pyramid  7 Wellington  8 yes 2
4 1 boring  2 terrible  3 bad  4 unhappy
1 table  2 beds  3 fridge  4 sofa  5 bath 3
5 1 F  2 T  3 F  4 T  5 F  6 F
wardrobe 4
2 His parents weren’t rich.
3 His first job wasn’t in a film.
Unit 10 4 His first film roles weren’t big.
5 He wasn’t a happy child.
10a (pages 76 and 77) 5
1 Example answers:
2 1991  3 1836  4 2005  5 1492  6 1770 2 My parents weren’t actors.
3 My grandparents weren’t famous.
2 4 My brother wasn’t a student in London.
2 two thousand  3 eighteen seventy-five 5 I wasn’t in a TV show in 1997.
4 two thousand and fifteen  5 seventeen fifty
6 two thousand and eight
6
1 Was your school big?
3 2 Were you good at science?
2 4th  3 12th  4 18th  5 22nd  6 31st 3 Were the teachers friendly?
4 Were the lessons interesting?
5 5 Was your best friend in your class?
6 Were your classmates nice?
b second  c third  d fourth  e fifth  f tenth  g eleventh 
h twelfth  i thirteenth  j twenty-first

326   Workbook: answer key

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 7 2 Dear Ms Brown
2 No, I wasn’t. I’m very sorry, but I can’t come to the conference in June.
3 No, they weren’t. June is a very busy time in the office.
4 Yes, they were. Best regards
5 Yes, she was. Sandra Cross
6 Yes, they were. 3 Dear Mr Panjabi
I apologize for the delay in my reply to your email. Here is
the information.
10c (page 80) Best regards
1 Luisa Torres
4 Hi Gina
1 an Aztec leader
I’m sorry you aren’t well. I hope to see you soon.
2 Mexico
Love
3 Moctezuma – or Montezuma
Tomas
2
1 F  2 T  3 T  4 T
Learning skills / Check! (page 83)
1
3 1 d  2 a  3 b  4 g  5 e  6 f  7 i  8 j  9 h 10 c
1 lived  2 died  3 lived  4 was born  5 died 
6 was born, lived 4
1 Apache  2 Russia  3 Japanese  4 Portugal  5 South 
4a 6 Norway  7 Maya
1 Where were your parents from?
2 When was your father born? 5
3 What was your grandmother’s name?
history
4 Who was your best friend at school?

5
1 first  2 last  3 first  4 first  5 last  6 last  7 first  8 last Unit 11
10d (page 81) 11a (pages 84 and 85)
1 1
1 e  2 d  3 c  4 a  5 b  6 f 2 h  3 e  4 a  5 d  6 f  7 b  8 g
2 2
b I was at home. 2 finished – R  3 went – I  4 found – I  5 called – R 
c I was in traffic. 6 took – I
d I was on the phone.
e I wasn’t well. 3
f I was busy. 1 I took a bus to town.
2 I went to work.
3 3 We had a bad evening.
1 b  2 d  3 a  4 e  5 g  6 c  7 f 4 A customer found a snail in his food.
the waiter
10e (page 82)
4
1 1 called  2 died  3 discovered  4 finished  5 killed 
1 A  2 A  3 S  4 A 6 lived  7 started  8 studied  9 walked
2 5
1 Dear / Hi 1 lived  2 started  3 died  4 studied  5 walked 
2 All the best / Love 6 finished
3 Dear
4 Best wishes / Best regards 7
5 Dear 1 found or discovered  2 were  3 was  4 had  5 died 
6 All the best / Best wishes / Best regards 6 studied  7 found or discovered  8 lived
7 Hi
8 Love
11b (pages 86 and 87)
3 1
1d 2a 3b 4c 1 Oxford
2 He was an actor and a TV writer from 1965 to 1980.
4 3 1980
Example answers: 4 1969
1 Hi Ali 5 thirty years (three books of his diaries – each book about a
I’m very sorry, but I don’t know your new phone number. period of ten years in his life)
Can you send it to me?
All the best
Jim

Workbook: answer key 327

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 2 11e (page 90)
2 met  3 made  4 found  5 changed  6 went
7 wrote  8 followed  9 started  10 published 2
11 prepared  12 remembered 1 When I was five, my brother was born.
2 When I was at school, I learned a lot of English.
3 3 When I was at secondary school, I played football and
2 He didn’t make a film in 1980. basketball.
He made a TV show in 1980. 4 When my parents were children, they lived in Mexico.
3 He didn’t write Around the World in 80 Days. 5 When I was a child, my favourite food was pizza.
Jules Verne wrote Around the World in 80 Days.
4 He didn’t travel to the South Pole in 1999. 3
He travelled to the South Pole in 1991. Example answers:
5 He didn’t go around the Pacific Ocean in two months. a
He went around the Pacific Ocean in ten months. When I was ten, my best friend was Denise Lagarde. My
6 He didn’t walk across the Sahara Desert in 2005. hobbies were swimming and running. I liked pizza – it was
He walked across the Sahara Desert in 2002. my favourite food. On TV, I liked sports shows because
I liked swimming and running. My parents worked in a
4 supermarket. We lived in a small town near the capital city.
2 Did your wife go on your trips? I lived with my mum, dad and my brother. My friend Gina
3 Did you drive to the South Pole? was my neighbour. We went to Gates School. I liked maths
4 Did you meet interesting people? and my favourite teacher was the maths teacher, Mrs Jones.
5 Did your children read your diaries? I was in the chess club at school.
6 Did you write a book last year?
b
6 When I was thirteen, my best friends were Billy, Andrew
2 she didn’t  3 I didn’t  4 I did  5 they did  6 I did and Sam. My hobbies were football and horses. My favourite
food was fish and chips. On TV, I liked animal shows because
7 I liked animals. We lived on a farm and my parents worked
on the farm. I lived with my mum, dad and grandfather. I
1 was  2 lived  3 went  4 left  5 studied  6 started
went to the Allen Academy. I liked science and my favourite
7 met  8 Michelle Obama
teacher was the science teacher, Mrs Watson. I wasn’t in any
clubs at school.
11c (page 88)
1 Learning skills / Check! (page 91)
1 two men – Borge Ousland and Mike Horn  1
2 the North Pole  3 sledges  4 a polar bear
cut – cut, do – did, eat – ate, fall – fell, get – got, go – went,
2 have – had, hide – hid, know – knew, leave – left, meet – met,
see – saw, sing – sang, take – took, throw – threw
2 e  3 c  4 a  5 d  6 f
3
3
1 Ötzi  2 Italy  3 knife  4 New Orleans  5 Madagascar 
1 Who did Borge Ousland travel with? 6 very sharp  7 animal  8 Jules Verne  9 Sahara 
2 When did they go to the North Pole? 10 polar bear
3 What did the polar bear eat?
4 Where did Mike Horn fall?
5 Why did Mike Horn fall?
6 Why did Borge Ousland start a fire? Unit 12
4 12a (pages 92 and 93)
1 Mike Horn  2 in 2006  3 their boat  4 into the sea 
5 because the ice broke  6 to dry Horn’s clothes 1
1 bathroom  2 bedroom  3 kitchen  4 dining room 
5 5 living room
1 the North Pole  2 email  3 bread  4 presents  5 bus
6 home 2
2 I eat lunch in the dining room / kitchen / living room.
11d (page 89) 3 I cook in the kitchen.
4 I sleep in my/the bedroom.
1 5 I have a bath in the bathroom.
conversation 1: 2 c  3 e  4 b  5 d  6 f
conversation 2: 1 b  2 e  3 d  4 c  5 a  6 f 3
conversation 3: 1 b  2 f  3 c  4 e  5 d  6 a 1 Kolkata, India 
2 in the living room of the grandfather’s house  3 eight
3
2 h  3 f  4 g  5 d  6 c  7 a  8 e 4
1 The man is sitting on a chair.
2 The children are sitting on the floor.
3 The boy is looking at the camera.
4 The girl is standing near a small table.
  She is wearing a dress.

328   Workbook: answer key

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 6 7a
2 Are the children watching TV? 1 What are you doing this weekend?
No, they aren’t. 2 Are you going to the cinema tomorrow?
3 Is the man reading a book? 3 What are your friends doing tonight?
No, he isn’t. 4 Where are you going on Sunday?
4 Are the children sitting?
Yes, they are. 12c (page 96)
5 Is the girl making tea?
No, she isn’t. 1
6 Are the boys wearing shorts? 1 b  2 a
Yes, they are.
2
7 Speaker 1:
1 Are they making lunch? 1 She goes to the country.
2 He isn’t reading the newspaper. 2 She goes with friends.
3 You’re watching TV. 3 She did a painting course.
4 We’re washing the car. 4 She’s doing a yoga course.
5 Are you eating?
6 She isn’t sitting on the floor. Speaker 2:
1 He goes to an adventure centre.
8 2 He sometimes goes with friends and he sometimes goes
1 What are you doing? alone.
2 I’m watching TV. 3 He went canoeing.
3 What are you watching? 4 He’s going mountain climbing.
4 Are you watching TV?
5 No, I’m not. 3
6 We’re playing a video game. 1 behind  2 under  3 on  4 between
7 I’m coming to your house.
8 I’m leaving the house right now. 4
1 works  2 ’s meeting  3 went  4 read 
12b (pages 94 and 95) 5 ’re going  6 goes
1 5a
1 have  2 visit  3 play  4 go out  5 go  6 meet  1 What do you do?
7 get up  8 go  9 read  10 go  11 make  12 cook 2 What are you doing?
3 What do you usually do at the weekend?
2 4 What did you do last weekend?
2 Adela and Naomi are meeting friends on Saturday 5 What are you doing this weekend?
evening.
3 Mike is visiting his family this weekend. 12d (page 97)
4 Rowan is reading the newspaper.
5 Leila is going out for a meal with colleagues tomorrow. 1
6 Joe and Sue are going shopping with their children on 1 next  2 in  3 at  4 tomorrow  5 in  6 on  7 at  8 on
Saturday morning.
2
3 1 Would you  2 Do you  3 I can’t  4 Do you  5 I’d 
2 on Saturday evening  3 this weekend  4 now 6 Would you
5 tomorrow  6 on Saturday morning

4 12e (page 98)

1 working  2 taking the train to Edinburgh  1
3 going to a concert  4 meeting friends  5 coming back from 1 Francesca, Dani
Edinburgh  6 going shopping  7 having 2 Dani, Francesca
5 2a
1 tomorrow evening  2 tomorrow  3 next year  1 put  2 come
4 on Monday
2b
6 1 b  2 c  3 d  4 a
2 Rosa is taking the train to Edinburgh on Saturday morning.
3 She’s going to a concert on Saturday evening.
4 She’s meeting friends on Sunday.
5 She’s coming back from Edinburgh on Monday evening.
6 Carla is going shopping on Saturday.
7 She’s having lunch with her sister on Sunday morning.

Workbook: answer key 329

85469_EM03_ptg01_312-336.indd 329 14/06/19 12:34 AM

 2c
Present Present Past simple
continuous simple
(he/she/it)
arrive arriving arrives arrived
come coming comes came
do doing does did
drive driving drives drove
fly flying flies flew
get getting gets got
have having has had
leave leaving leaves left
lie lying lies lay
make making makes made
move moving moves moved
phone phoning phones phoned
run running runs ran
see seeing sees saw
sit sitting sits sat
smile smiling smiles smiled
study studying studies studied
swim swimming swims swam
travel travelling travels travelled
work working works worked

3
1 a, e  2 d, h  3 c, f  4 b, g

4
Example answer:
Dear Eve
Thanks for the DVDs. They were really interesting. I watched
the first one last night and the second one this morning!
Thanks again. Speak to you soon.
Love,
Rachel

Learning skills / Check! (page 99)

3
1 newspaper  2 ironing  3 window  4 builder  5 motorbike

330   Workbook: answer key

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 IELTS practice test
Listening Test answer key
1 C  when you go to do your test, please go to Room 16
2 A  Your English test only takes one hour and ten minutes
3 32 (years old)  I am thirty-two years old
4 Manchester  I was born in Manchester.
5 y  es  My wife’s name is Helen. We got married three
years ago.
6 22 West Street  My address is 22 West Street.
7 golf  my favourite sport is golf
8 Spanish  I studied Spanish at school
9 Italian  I can also speak Italian
10 (fried) chicken  my favourite food is fried chicken
11 C    That leaves Thursday. I hope that’s a good day for
everyone.
12 C  To catch the bus, please come to the college no later
than seven forty-five.
13 A  In a student group, we only pay £12 each.
14 B/D  We can sit and eat ... together in the garden
15 D/B  There are lots of lovely things in the gift shop
16 German  see the work of German artists
17 (old) books  a fantastic collection of old English books
18 Yellow that’s the Yellow Room
19 Russian  The maps are on loan from a Russian museum
20 clothes  you can see some clothes that people wore
21 September  we like to go in September
22 bicycle  We go everywhere by bicycle.
23 B  I choose where we go and which route we take
24 A  when it comes to booking hotels, ... Anna does that
25 C  we talk about it and decide together
26 A  Anna likes to have a break. She tells me when it’s time
to stop for a rest.
27 A  I answer any calls and texts we get.
28 B  Anna hates shopping. So ... I go into the shops.
29 A  photos ... I take lots of them on my phone
30 C  we take turns to do that. I do it one day and Anna
does it the next.
31 Asia  There are also a few in Asia.
32 15  In the wild, lions usually live for about fifteen years.
33 5  ... usually there are as many as five born at the same
time
34 20  resting – twenty hours a day is not unusual
35 male  The male lion always starts the meal.
36 rugby  in the UK and Ireland, one of the most famous
rugby teams is called ...
37 soccer/football  there is a soccer team called
38 South Africa  one of the most famous cricket teams in
South Africa
39 Canada  ‘the Lac St Louis Lions’ ice hockey team in
Canada
40 basketball  ‘the Dublin Lions’ in Ireland. They play
basketball.
85469_EM03_ptg01_312-336.indd 331
Reading Test answer key
1 D  Open every day from 19.00
2 E  international menu
3 A  Famous for its excellent seafood
4 E  Famous for its vegetable curry
5 B  Very low prices
6 F  Enjoy a relaxing meal in peaceful surroundings
7 E  Open Tuesday to Sunday
8 C  No cheques or credit cards accepted
9 C  Popular with office workers at lunchtime
10 B  Live band in the evening at weekends
11 vii  on Norman Street ... just a few minutes’ walk from
the train station. The number 4A bus stops outside
12 i   English language classes ... learn how to do jobs like
hairdressing, motor-vehicle maintenance and hotel work
13 v  residential accommodation ... self-catering apartments
14 i i  gym and fitness centre ... tennis courts ... football teams
15 i x  If you’d like to study ... an application form ...
Enrolment Officer
16 vi  employer ... working at the college
17 D  I don’t serve their meals
18 C  I usually work an eight-hour shift
19 A  I hold a computer club for students
20 B  I drove a police car
21 B  eighteen weeks’ basic training at police college
22 C   degree course in science at university ... and then
spent a year at a teacher training college
23 B  would like to become a police inspector one day
24 A  wait for their time to go ... When they come back
25 C  there are not always simple answers
26 A  a three-year diploma
27 B  interview them and take notes
28 surgical ward
29 (to/the/a) court
30 www.canteach.gov.uk
31 NOT GIVEN
32 T RUE  Billy lives ... with his wife, Linda. They were
married ten years ago.
33 FALSE  Billy worked in an office ... He hated his job.
34 NOT GIVEN
35 F ALSE  Linda has an office in their home and she works
there.
36 FALSE  he doesn’t play golf very much
37 TRUE  he works at golf courses now
38 c omputers  Billy worked in an office in New York. He
worked with computers.
39 lakes  Billy dives in the lakes for these golf balls.
40 lost  She sells the lost golf balls that Billy finds.
IELTS practice test 331
14/06/19 12:35 AM
 How to mark the Writing Test Grammatical resource
This is an assessment of the use of grammar.
Task 1 A successful task will:
There are four criteria for marking the Part One tasks, which ■ use an appropriate range of grammatical forms at
are equally weighted. sentence level
Task achievement ■ use grammatical forms accurately
This is an assessment of how well the student has fulfilled
the task. How to mark the Speaking Test
A successful task will:
■ include at least the minimum number of words The speaking test is an assessment of how effectively
■ have a text structure appropriate to a letter students can communicate in English.
There are four criteria for marking the Speaking Test, which
■ be relevant to the context established in the input
are equally weighted.
material
■ achieve the writer’s intended purpose Fluency and coherence
■ cover the functions indicated in the bullet points This is the ability to:
Coherence and cohesion ■ talk at a consistently normal speed
■ link ideas and language together in logical sequences
This is an assessment of how clear and fluent the writing is.
■ use the language features which create coherent,
A successful task will:
connected speech
■ be appropriately organized
■ successfully link information and ideas Lexical resource
■ contain logical sequencing This is the ability to:
■ make effective use of cohesive devices ■ use a range of relevant vocabulary
Lexical resource ■ use words appropriately to convey meaning
■ use paraphrase strategies when required
This is an assessment of the use of vocabulary.
A successful task will: Grammatical range and accuracy
■ include a range of relevant vocabulary This is the ability to:
■ use vocabulary accurately ■ use a range of grammatical forms appropriately
■ use vocabulary in an appropriate way ■ use grammatical forms accurately
Grammatical resource Pronunciation
This is an assessment of the use of grammar. This is the ability to:
A successful task will: ■ use a range of phonological features to convey meaning
■ use an appropriate range of grammatical forms at ■ produce intelligible individual sounds
sentence level ■ use stress, rhythm and intonation effectively
■ use grammatical forms accurately

Task 2
There are four criteria for marking the Part Two tasks, which
are equally weighted.
Task response
This is an assessment of how well the student has responded
to the task.
A successful task will:
■ make clear the writer’s position on the issues raised in
a question or statement
■ develop arguments to support that position
■ support the arguments with evidence and examples
■ include at least the minimum number of words
Coherence and cohesion
This is an assessment of how clear and fluent the writing is.
A successful task will:
■ be appropriately organized
■ successfully link information and ideas
■ contain logical sequencing
■ make effective use of cohesive devices
Lexical resource
This is an assessment of the use of vocabulary.
A successful task will:
■ include a range of relevant vocabulary
■ use vocabulary accurately
■ use vocabulary in an appropriate way

332 I  ELTS practice test

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 Listening Test audioscript
140
presenter: In this test, you’ll hear a number of different
recordings and you’ll have to answer questions
on what you hear. There will be time for you to
read the instructions and questions before you
listen. You will also have time to check your
work after you listen. In the IELTS listening test,
you hear the recordings once only. The test is in
five sections.
Now look at Section 1 on page 100 of your book.
You will hear some information about English
lessons. First, you have some time to look at
questions 1 and 2. There is also an example
which has been done for you.
presenter: Now we shall begin. Answer the questions
as you listen because you will not hear the
recording a second time. Listen and answer
questions 1 and 2.
principal: Hello. I have some information about your
English classes. Listen carefully. The college
opens on Monday and all students do an
English test. Your first lesson is on Tuesday.
There are three levels: beginner, elementary and
intermediate. If your lesson is too easy or too
difficult, don’t worry. You can try a different
level on Wednesday.
Now, about the rooms. English lessons are
usually held in Rooms 14, 15 and 16. But when
you go to do your test, please go to Room 16. It’s
the only one that’s big enough for everyone to sit
and write at the same time.
English lessons usually last for one hour and
thirty minutes. You have two lessons each
morning with a twenty-minute break between
them when you can buy coffee and snacks.
Your English test only takes one hour and ten
minutes, however. So you have time to look
around the college on your first day.
presenter: You will hear an English teacher talking to
his class. First, you have some time to look at
questions 3–10.
presenter: Now listen and answer questions 3–10.
teacher: Hello. Welcome. I am your English teacher.
My name is John York. I want to tell you about
myself.
First, my age. I am thirty-two years old and I
have been a teacher for ten years. I like my job
very much.
I wasn’t born here in London – my family comes
from the north of England and I was born in
Manchester. That’s where I lived when I was a
child and I went to university there. I studied
English literature and history.
My wife’s name is Helen. We got married three
years ago. We have a baby called Ronan. He is
eighteen months old. He’s lovely.
I live in the south-east of London. My address is
22 West Street. It takes me about 30 minutes to
travel to work each day. I travel by train.
In my free time, I like playing sports. I can play
tennis and football, but my favourite sport is
golf. I play that every weekend. I am a member
of the golf club.
I also like travelling and speaking other
languages. I studied Spanish at school, and I can
also speak Italian. Now I want to learn Chinese.
My lessons begin this week. It’s exciting because
85469_EM03_ptg01_312-336.indd 333
I am a student like you in that class – not the
teacher! I hope it isn’t too difficult!
I like all different types of food. Last week, I
tried Thai food for the first time. I liked it. But
my favourite food is fried chicken. I eat that
every week. The only food I don’t like is fried
fish. I don’t know why, but I just don’t like it.
presenter: Now look at Section 2 on page 101 of your book.
You will hear some information about a visit to
a museum. First, you have some time to look at
questions 11–13.
presenter: Now listen and answer questions 11–13.
teacher: Hello. I want to tell you about the college trip to
the museum, so please listen carefully.
Remember we talked about going to a museum
one day this week? Well, some people wanted
to go on Tuesday, but that is a problem for me
because there is a teachers’ meeting here at
lunchtime. So I asked the museum if we could
go on Wednesday – and they said that the
museum is closed on Wednesday afternoon.
That leaves Thursday. I hope that’s a good day
for everyone.
Now, there is a bus to take you from the college
to the museum. Please tell me if you want to
take the bus. I know that some of you live near
the museum, so you don’t need to take the bus.
We can all meet at the museum at nine o’clock.
To catch the bus, please come to the college
no later than seven forty-five. I told the driver
to come at seven thirty and to wait for fifteen
minutes. OK – so don’t be late.
Remember, it costs more to go into the museum
alone. In a student group, we only pay £12
each. Usually it costs £20 for adults and £15
for children. So we have a good price. But it’s
important for everyone to wait outside so that
we can all go in together. So, let’s all meet
outside. OK?
presenter: Before you hear some more information
about the visit, you have some time to look
at questions 14 and 15.
presenter: Now listen and answer questions 14 and 15.
teacher: Inside the museum, there are lots of things to see
and do. But remember, there is no restaurant.
So bring some sandwiches for lunch. We can sit
and eat them together in the garden, which is
very pretty. I know the museum very well and I
can tell you all about the different exhibits. The
museum doesn’t have audio guides, so you are
lucky to have me with you.
In the afternoon, we can watch a film about the
history of the museum. There isn’t a cinema
there, but we can use a special education
room where there is a video projector. And
don’t forget, bring some money. There are
lots of lovely things in the gift shop – but it is
expensive, so be careful!
presenter: Before you hear some more information about
the visit, you have some time to look at questions
16–20.
presenter: Now listen and answer questions 16–20.
teacher: OK. This is the programme for the visit. Each of
the rooms is named after a colour, and each room
has exhibits from a particular country. You can
see very different things in the different rooms.
IELTS practice test 333
14/06/19 12:35 AM
 For example, we begin in the Green Room. This
has some wonderful paintings by Italian artists.
After that we go to the Blue Room. Here you can
see the work of German artists, but the exhibits
are all drawings this time. Some of them are
absolutely beautiful.
The next room is the Red Room. Here we can see
a fantastic collection of old English books. Some
of them are really very old and you can’t touch
them. People wrote them by hand hundreds of
years ago – before printing was invented.
The next room has something quite different.
There is a large collection of ceramics – pots,
plates and vases – all hand-painted by Japanese
artists. The colours are wonderful. Ah yes –
that’s the Yellow Room. I nearly forgot to tell you
the colour.
After that, we go to the Orange Room. There you
can see some really old maps. This is a special
exhibition. The maps are on loan from a Russian
museum, and they’re only here for four weeks.
My favourite exhibition is last of all and it’s in
the White Room. This time it’s from Brazil. You
know the carnival they have there every year?
Well, in this exhibition, you can see some clothes
that people wore for that big street party in the
past. Some of them are amazing.
presenter: Now look at Section 3 on page 102 of your book.
You will hear a married couple called Ben and
Anna talking about their holidays. First, you
have some time to look at questions 21 and 22.
presenter: Now listen and answer questions 21 and 22.
ben: Hi. My name’s Ben.
anna: And I’m Anna. I’m his wife. Today we want to
tell you about our holidays, don’t we, Ben?
ben: That’s right. Anna and I love travelling. Every
year, we go on holiday for a whole month. Not in
July or August like a lot of people in this country
– we like to go in September. Because we’re not
typical tourists, are we, Anna?
anna: No, we’re not. We plan our holidays very
carefully and we do everything ourselves. We
choose the places we want to visit. Then we
book the accommodation and buy the tickets
online. But we don’t travel by car and we don’t
use public transport like trains and buses. We go
everywhere by bicycle.
ben: It’s great fun. We think everyone could enjoy
holidays like ours. They are good exercise – and
they’re good for the environment.
presenter: Before you hear the rest of the conversation, you
have some time to look at questions 23–30.
presenter: Now listen and answer questions 23–30.
anna: People always ask us how we organize our
holidays. The answer is that we share things
between us. For example, Ben really enjoys
looking at maps and reading about places on the
internet. So I let him do that, don’t I, Ben?
ben: That’s right. I choose where we go and which
route we take, because I want to see really
interesting places and read all about them first.
But when it comes to booking hotels and places
to stay, I get bored. So Anna does that.
334 IELTS
  practice test
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anna: Yes, I’m good at the practical details. But sometimes
we decide things together. Like when we want to
eat in a restaurant and we have to choose which
one, we talk about it and decide together.
ben: Anna also says when we need a break from
cycling. I love cycling and don’t get tired, but
Anna likes to have a break. She tells me when it’s
time to stop for a rest.
anna: And I like to check the phone for messages.
When he’s on a cycling holiday, Ben forgets
everything at home. But I like to keep in touch
with the family – so I answer any calls and texts
we get.
ben: But Anna hates shopping. So when we need to
buy food or other things, I go into the shops.
Anna makes a list for me!
anna: And Ben hates taking photos, but I think it’s
important to have a memory of places. So I take
lots of them on my phone. We also keep a blog.
We write there about how far we have travelled
and what we think of the places.
ben: I don’t really like writing blogs, but it isn’t fair if
Anna does it all the time. So, we take turns to do
that. I do it one day and Anna does it the next. It
works well, doesn’t it, Anna?
anna: Yes, we’re a great team! And we have fantastic
holidays!
presenter: Now look at Section 4 on page 103 of your book.
You will hear some information about lions. First,
you have some time to look at questions 31–35.
presenter: Now listen and answer questions 31–35.
woman: Lions are fantastic animals. Everyone likes lions
because they are strong and beautiful. You can
see pictures of lions all over the world. Lions are
members of the cat family and most of them live
in Africa. There are also a few in Asia. Maybe in
the past they also lived in Europe, but not these
days.
In the wild, lions usually live for about fifteen
years. In zoos, they can live for twenty or thirty
years, but this doesn’t happen in their natural
environment.
Baby lions are called cubs. Sometimes only one
cub is born, but usually there are as many as five
born at the same time. Lions live in families and
the parents take care of the baby lions until they
are old enough to look after themselves.
Lions spend a lot of time resting – twenty hours
a day is not unusual. They spend the other hours
looking for things to eat. Lions are hunters.
They eat meat. The female lion often catches the
animals the family eats – but she doesn’t eat first.
The male lion always starts the meal. The female
and the cubs then eat what is left.
presenter: Before you hear the rest of the information, you
have some time to look at questions 36–40.
presenter: Now listen and answer questions 36–40.
woman: An interesting fact about lions is that people have
great respect for them. The lion is called the ‘king
of the jungle’, and you see pictures and statues
of lions everywhere. Sports clubs often use the
name ‘lions’ because it’s a good name for a team.
14/06/19 12:36 AM
 For example, in the UK and Ireland, one of the
most famous rugby teams is called ‘the Lions’.
And all over the world, there are other sports
teams which use the animal in their names and
as a symbol on their websites and T-shirts.
In Malta, there is a soccer team called ‘the Sannat
Lions’. You hear the name ‘lions’ and think of
the animal, which is strong and fast. It’s a great
name for all types of football teams. There
are teams called ‘the Lions’ playing American
football – like ‘the Detroit Lions’, and there is a
team called ‘the Lions’ playing Australian Rules
football.
Another sports team that uses the name is ‘the
Highveld Lions’, one of the most famous cricket
teams in South Africa. That, at least, is a country
where lions actually live!
But there are no lions in cold countries. So,
for ‘the Lac St Louis Lions’ ice hockey team in
Canada, the lion is just a symbol. The same is
true for ‘the Dublin Lions’ in Ireland. They play
basketball. And there are volleyball and tennis
clubs in many countries with the same name.
They are all lions!
presenter: That is the end of the Listening test.

IELTS practice test 335

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85469_EM03_ptg01_312-336.indd 336 16/05/18 2:20 pm